Benchmark - Science Unit Plan

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Yvonne Smith

Benchmark Science Unit Plan.docx

Summary

 2488 Words

 Grammatical problem: Theme

 Spelling mistake: Overlappin  Overlapping

 Spelling mistake: environme  environment

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 Web Content: https://essays.australianacademicessays.com/the-third-step-in-planning-a-unit-plan-is-to-prepare-how-you-will-differentiate-and-accommodate-instruction-for/…

 Spelling mistake: ife  if

 Spelling mistake: Overlappi  Overlap

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 Missing past tense for 'used to....: use  used

 obtain (get): obtain  get

 Web Content: https://www.nj.gov/education/cccs/2020/Science/NJSLS-Science%20Kindergarten%20through%20Grade%20Five.pdf…

Science Unit Plan

Grade: Grade 2

Unit Theme: <Plants and Animals in habitats Topic 1>

Week 1 Monday Tuesday Wednesday Thursda y

Friday

Lesson Title, Brief Summary, and Rationale (fill in during Topic 1)

Life Science: Plants and Animals in habitats Overlappin g concepts include environme nt, region, adaptation, interdepend ence. Students will explore various habitats, i.e., deserts, forests, mountains, etc.

Life Science: Plants and Animals in habitats The teacher will introduce the concept of non- living and living things in the environment.

Life Science: Plants and Animals in habitats The teacher will challenge students to create connections about animals and their environment and how human beings interact with other organisms in the environment.

Physical Science/L ife Science Overlappi ng concepts include life, physical Students will explore different forces

Physical Science Students will explore how different forces impact objects

State- Specific Standards (fill in during Topic 1)

Observe the patterns plants and animals use to survive

Use media and read the text to identify patterns of behavior of offspring and parents.

Plants need water and light to survive while animals obtain their food from other animals and plants.

Pulls and pushes may have different directions and

A bigger pull or push makes objects slow

strengths and can alter the direction or speed of an

down or speed up more quickly.

http://www.kidsdiscover.com/

http://www.choosemyplate.gov/kids

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 Spelling mistake: presentati  presentation

 Spelling mistake: dictionari  dictionary

 Spelling mistake: presentati  presentation

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 Spelling mistake: environme  environment

 Spelling mistake: nts  its

 Spelling mistake: progressi  progress

 Spelling mistake: understan  understand

 Spelling mistake: assessme  assess me

object. Learning Objectives (fill in during Topic 1)

Students will understand that organisms' survival depends on their habitat, environme nt, habits, choices.

Students will understand that the function and structure of body systems rely on organism behavior, water, and food consumption.

Students will understand that the consumption of various foods impacts an organism's overall health and energy.

Students will comprehe nd that push and pull forces that make objects move

Students will understan d that forces are applied to alter the location and direction an object is moving in

Vocabulary (fill in during Topic 1)

Habitat, organism, behavior

Living components, non-living components, basic need

Survive, population, resources, energy

Force, gravity, wind

Motion, magnet

Instruction al Strategy (fill in during Topic 2)

The teacher will use models, i.e., drawings and illustrations , to organize concepts.

The teacher will provide selections and illustrations to students

The teacher will instruct students to work in pairs and develop their artistic representations in pairs

The teacher may incorporat e different modificati ons, i.e., oral presentati on, extended time, and user of dictionari es

The teacher may use one-on- one presentati ons with groups of students

Summary of Instruction and Activities

The teacher will use the model to show students the

The teacher will use the selections and illustrations to show students

The teacher will use the model to show students the food choices that enable

The teacher will introduce terminolo

The teacher will read and discuss

for the Lesson (fill in during Topic 2)

environme ntal surroundin gs of organisms and their habitats.

the non-living and living features of different organisms.

humans and other organisms to survive.

gies and vocabular y Assess students on prior knowledg e about forces.

forces with students in small groups Students will write summarie s of what they have learned

Differentiat ion and Accommod ations (fill in during Topic 3)

Students with learning disabilities may write a single sentence about an organism’s habitat. Gifted Students can create a menu to illustrate multiple environme nts

Emotionally disabled students and students with learning disabilities will work in groups and in partners to discuss living and non-living organisms Gifted Students will develop a presentation to reflect on their discussion

Students with learning disabilities and ELL will communicate the food and beverage choices of different organisms verbally Gifted Students will create an artistic representation of the discussion

The teacher will utilize progressi ve tasks to help all students understan d force, gravity, and motion The teacher will use ongoing assessme nts during the lesson on different students

The teacher will use flexible- pace learning and collaborat ive learning to help the students discuss. The teacher will provide verbal support during student discussio ns

Materials, Resources, and

Graphic organizers; Food and

; www.kidsdiscov er.com/ Play with your

; www.choosemyplate. gov/kids chart paper;

3D illustratio

Storyboar d; PowerPoi

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 Spelling mistake: illustratio  illustration

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 Spelling mistake: Storyboar  Storyboard

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 Spelling mistake: dictionari  dictionary

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 Three successive sentences begi...: Students

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 Spelling mistake: discussio  discussion

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 Spelling mistake: understan  understand

 Spelling mistake: Summative  Summation

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 Passive voice: motion are caused by

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 Passive voice: plan was guided by

Technology (fill in during Topic 4)

Energy: Striking a healthy balance (Kristin Petrie, Lexile 750)

food, (David Derrick, Lexile 80); teacher’s guide

textbook; brain pop ns; smartboar d; objects for pushing and pulling

nt; dictionari es

Formative Assessment (fill in during Topic 5)

Students will contrast different animal habitats and the functioning of organisms to make conclusions on how organisms survive in their environme nts.

Students will take part in observations of how different animals utilize their ability to adapt to different environments to survive. Students will achieve this by participating in sporting activities where they will sort the different animals according to function and structure.

Students will discuss and reflect on the healthy and unhealthy food choices humans make. Students will identify the foods they eat in their daily lives and develop a plan to better their eating habits.

Students will participat e in group discussio ns where they will discuss pictures and identify the best words to describe these pictures. The pictures will include various forces of motion.

Assess students on how they can apply their understan ding of force and motion for different objects. Students will write a report on "how objects move."

Summative Assessment (fill in during Topic 5)

The summative assessment will span across the life science and physical science concepts taught over the past week. The summative assessment will test the students' comprehension of physical and personal wellness and force. Physical science expectations for the students are

a. Changes in direction or speed of motion are caused by forces such as pulls and pushes.

Life science inquiry questions for the students will generally focus on 1. Why is organism and environment interaction important? 2. What happens to organisms and the environment when one of them is

drastically changed? 3. Why do people claim that breakfast is the most important meal?

Physical science inquiry questions for the students will generally focus on 1. What is a force? 2. How is force used to change the location of objects? 3. Have students predict the direction of objects based on the force that is

applied. The summative assessment will be differentiated by accommodating ELL students through the complexity of language used in the summative assessment, different options for expressing answers, i.e., multiple-choice and essay answer options. Different assistive materials will be provided to students with disabilities.

Reflection Topic 1:

The process of developing the science unit plan was guided by the purpose and objectives of this course. This science unit plan aims to develop concepts, skills, and terminology that will be used to teach grade 2, science students. This unit plan helps the teacher in linking one lesson plan to the next. Developing a unit plan helps to support the course's key concepts under a carefully mapped structure of the unit. This science unit plan for grade 2 students will contribute to optimized learning, which will expose the students to key learning goals and concepts. The key components of the science unit plan are the state-specific standards, i.e., Wisconsin science standards. The state-specific science standards outlay the desired content of the science curriculum for grade 2 students. Wisconsin science standards-Life Science allows students to understand phenomena and provide solutions to problems. State-specific standards are a key component in the science unit plan. These standards emphasize student curriculum through their Kindergarten through to grade 12. The state-specific science standards are

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 accommodation: accommodation  room

 Three successive sentences begin wit...: The

 accommodation: accommodation  room

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 accommodation: accommodation  room

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further outlined into performance indicators and learning priorities. This increases the efficiency of the science unit plan by providing a learning progression for grade 2 science students. The process of developing unit plans is fundamental in future professional practice. It allows the teacher to set out the learning goals for the course into a coherent array of lessons. During future professional practice, unit plans will provide a sense of organization and direction that will help the teacher and students achieve the course's objectives and achieve significant academic progress.

Reflection Topic 2: The development of instructional strategies in this lesson will allow the teacher to ask and answer questions like what, who, when, why, where, and how. This will improve content delivery and help the students to understand the details in the text. Students will understand that force involves a push or a pull that makes objects move and how forces alter the direction of objects. These instructional strategies will allow for student motivation and keep the students engaged during the lesson. Additionally, the instructional strategies will allow the teacher to link the life science and physical science content to prior student knowledge (Ford, 2018). These instructional strategies aim to help the students to become strategic learners, critical thinkers, and independent. This unit plan is effective in helping students to meet lesson goals and accomplish activities and tasks during the lesson. In this unit plan, group discussions and partner collaboration during the lesson will improve student comprehension and engagement in the classroom. The instructional strategies that best complement the teacher’s standards are oral presentation, models, drawings, and illustrations to help organize lesson content. The instructional strategies included in this unit plan will encourage creativity and student engagement by asking and answering questions and encouraging decision-making (Rehmat, et al., 2020). Students will brainstorm in groups to improve critical thinking, inspire creativity, and help them connect ideas. In future professional practice, I will utilize these instructional strategies to help check for understanding, engage students, help the students understand and solve real-world problems. These instructional strategies will also help me provide explicit and clear instruction to students. This will improve student thinking skills and also their overall performance in assessments.

Reflection Topic 3: The differentiation and accommodation process for this science unit plan involved identifying the best accommodation and differentiation strategies for students who are, learning disabled, emotionally disabled, gifted students, students who use English as a Learning Language. For the science lesson, the instructional strategies used in the lesson were differentiated to fit the students in the science class. The differentiation options for the gifted students include creating menus, developing creative solutions during the lesson, and developing presentations for reflection. The teacher will accommodate students with learning disabilities and emotional disabilities by utilizing assessments, using progressive tasks, aiding students during discussions, utilizing flexible-pace learning to allow students with learning disabilities to catch up, and provide verbal support during student discussions. The differentiation and accommodation for this lesson will help the teacher manage what the students learn during the science lesson. The life science and physical science unit plan contain lessons that will provide a foundational basis for the students, which they can apply in future science lessons. The teacher can easily identify what the students understand and their difficulties during student discussions and presentations. This will help the teacher understand what topics to focus on. Student assessment will be differentiated for students with disabilities and students with gifted capabilities. Gifted students will be assessed incrementally and challenged with more complex assessments and instructional strategies during the assessment. Assessment for students with learning disabilities will be student-centered. Differentiation and accommodation for this unit plan will ensure students are exposed to growth in the course content.

Reflection Topic 4:

Student motivation during lesson instruction is fundamental to their concentration levels and class engagement. Increasing their class engagement can be achieved through technology, i.e., videos in between instruction. Using technology during class and outside activities can also help achieve student comprehension and motivation to learn what is being taught (Erbaggio et al., 2012). Student motivation using technology can be achieved through motivating students using different software and technological devices. This is impactful to students with special needs because it helps them overcome their challenges and special needs. Informational resources can be utilized and modified to facilitate the special needs of the grade 2 students. This can be achieved through including and collaborating engaging activities in between lesson content to help engage students. Integrating group discussions and presentations can also help the students overcome their fears once they see their classmates contributing to group discussions and presentations in class. Student confidence can also be increased by utilizing students' fascinations and interests during lesson instruction, connecting lesson content to real- life situations, hooking students' concentration with fun transitions, and teaching the students

References

Erbaggio, P., Gopalakrishnan, S., Hobbs, S., & Liu, H. (2012). Enhancing student engagement

through online authentic materials. IALLT Journal of Language Learning Technologies,

42(2), 27-51.

Ford, C. (2018). Effective practice instructional strategies: Design of an instrument to assess

teachers’ perception of implementation. Studies in Educational Evaluation, 56, 154-163.

Rehmat, A. P., Ehsan, H., & Cardella, M. E. (2020). Instructional strategies to promote

computational thinking for young learners. Journal of Digital Learning in Teacher

Education, 36(1), 46-62.

Schneider, R. M., & Krajcik, J. (2002). Supporting science teacher learning: The role of

educative curriculum materials. Journal of science teacher education, 13(3), 221-245.

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self-monitoring skills (Schneider et al., 2002). Evaluating student curriculum materials can be achieved by requesting student feedback to help understand whether the content is too much or impactful to the students. This will be done through formative and summative assessments.

Additionally, focusing on the curriculum program and comparing it to other programs under review, and utilizing a recognized methodology in science, mathematics, etc., will help identify whether the materials and district resources are relevant to the students being taught.

Reflection Topic 5: Developing the weeklong unit plan consisted of progressive milestones that were fundamental in the completion of the weeklong unit plan. This unit plan incorporates different areas of science that are integrated with health. These areas include life science and physical science. This interdisciplinary approach is focused on the concepts of environment, interdependence, and adaptation. During the development of the weeklong unit plan, the processes utilized involved developing a unit vision and purpose, deciding the skills, concepts, and terminologies that will be used during the different lessons, planning for pre-assessment, formative, and summative assessments, translating the learning goals into lesson objectives, and sequencing the unit content to align with lesson objectives. The strategies that can be used to create opportunities that promote health education for the grade 2 students include employing questioning tactics that will help the students develop decision-making, critical thinking, and problem-solving skills. Adopting role-playing will help the students recall the concepts taught and also relate these concepts to real-world situations. Practicing concept mapping is also fundamental in helping the students correlate the science concepts included in this weeklong unit plan. These science concepts outlined in the life science and physical science lessons will be incorporated through efficient instruction strategies in future classrooms. These strategies will include making the students feel like real scientists, using real data during lessons, creating opportunities and allowing student feedback to help improve the lessons, and choosing the best instructional strategies that apply to them.