Running Head: THEMATIC UNIT PLAN
Thematic Unit Plan
Name
Institution
Professor
Course
Date
THEMATIC UNIT PLAN 2
The Thematic Unit Plan below represents three lesson on 4th grade. It is based on Science
subject, specifically on the topic of Living Things. Three sub-topics on Living things are
indented to be covered during the lesson. The sub-topics are based on the three examples of
living things that include plants, animals, fungi and bacteria. The lesson plans are presented in
the form of the Libery University lesson templet which uses the PAR framework strategy. The
lessons are designed to ensure every student understands the topics regardless of their
understanding capability and skills. Preparation, presentation, and reflection concepts have been
involved.
Lesson Plan 1: Examples of living things – Animals
Teacher Candidate: STUDENT
Course: EDUC 656
LESSON PREPARATION [Before the lesson]
Topic: Animals
Specific Strategy: PAR Framework
Subject: Science
Grade: 4th
State Standard/Common Core:
VA.SOL.4.4
THEMATIC UNIT PLAN 3
The students will discuss and identify different types of animals. The important concepts
include:
(a) Classification of animals; fish, birds, amphibians, mammals, and replies.
(b) Their characteristics
VA.SOL.4.1
The students will identify some distinguishing features of the animals.
National Standard:
N.S.K-4.3 Animals
According to the activities in grades K-4, all students should understand:
(a) The definition of animals
(b) Classification of animals
(c) Different features of animals
Primary Objective: the students will identify different classification of animals from the
animals’ diagrams provided; 85% accuracy.
Classroom Diversity and Differentiated Instruction (You are to differentiate your
instruction for EACH population listed. Do not delete any population):
The class consist of 20 students, 11 boys and 9 girls. Five students are auditory learners, 2 are
gifted, 2 are LEP, I has ADHD, 1 has visual impairment, and 1 has LD. The class has different
ethnics; African-American, Filipino, Caucasian, Puerto Rican, and Japanese.
THEMATIC UNIT PLAN 4
Learning Styles (modalities / multiple intelligences) –
Listening to the read-aloud and the oral instructions will be suitable for auditory
learners. Visual learners will use the visual PowerPoint presentation to view different
diagrams of animals. Kinesthetic learners will do some field work that will involve
touching different animals.
Gifted – will do assignments under webcam monitor. They will be allowed to proceed
to higher levels studies on animals.
LEP – the use of animals’ pictures, simple vocabulary, and translation of the names of
the animals will help these learners.
LD – contributive group class discussions on Animals will help these students.
ED- these learners will involve the teacher in their group discussion.
ADD – these learners will be allowed to move outside the classroom and touch
different animals, accompaniment by the teacher.
Multicultural Connections –observing different pictures of animals and giving
personal judgement on the animals will be beneficial. PowerPoint presentation with
multicultural display of people and personal Animal selection will engage the students.
Children’s Literature Selection (optional):
THEMATIC UNIT PLAN 5
Scholarly 2011: Erwin, D. H., Laflamme, M., Tweedt, S. M., Sperling, E. A., Pisani, D., &
Peterson, K. The Cambrian conundrum: early divergence and later ecological success in the
early history of animals. science, 334(6059), 1091-1097.
Materials/Equipment:
Indented reading: Ultraviolet Vision in Vertebrates (scholarly 2014)
Book: Classification of Animals (Horton 2016)
Computers with internet connection
Web Cam
Animals’ diagrams
PAR Activity Sheets
Technology Integration:
The teacher will use the computer connected to internet to find different images of animals
and give instructions for the PAR activities. A Smart Board will display the PowerPoint
presentation. Web Cams will summarize the students’ assessment.
Character Principle:
Honesty: students will be taught the important of telling the truth all the time.
THEMATIC UNIT PLAN 6
“if we claim to have fellowship with him and yet walk in the darkness, we lie and do not live
out of the truth.” (1st John 1:6)
This principle will enable all the students to be frank on their understanding and ask questions
where necessary.
LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in
template]
Set:
The lesson will begin in group discuss with the internet computers. No group will be
allowed to open the computers without teacher’s instruction. The teacher will ask “how
many types of animals have you ever seen?” Some students will tell. The teacher will,
therefore, direct the students in viewing different diagrams of animals from the
computers.
The students will be required to tell the story about Ultraviolet Vision in Vertebrates.
Instructions for the PAR activities will be provided – Preparation. Students will read
Ultraviolet Vision in Vertebrates (scholarly 2014)
Teacher Instruction/Modeling:
- Ask students to name different types of animals
- Write a list of different types of animals.
- Show PowerPoint pictures of Animals.
THEMATIC UNIT PLAN 7
Show the classification of animals: fish, birds, amphibians, mammals, and reptiles on
the PowerPoint
Guided Student Practice:
- The students will identify different types of animals from the computers
- the students will name the animals
- the teacher will walk around the class to ensure every student is participating.
Independent Student Practice:
- will begin in displaying the PAR Activity sheet on the computers and write a first
person summary as a class
- Assistance student will complete the First Person Summary about Types of Animals
(cite). Students will write an essay about types of animals.
- The teacher will walk around the class to assist were necessary.
Closure: the teacher will select five-determined students to show some picture of animals and
display them to the computers. They will review the pictures and identify their groups.
Summative Assessment:
Students will use PowerPoint presentation to explain different types of animals. A summative
report on the same will be required. 85% accuracy should be ensured.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe
expectations.
THEMATIC UNIT PLAN 8
Describe an alternative approach for this lesson.
An alternative approach to this lesson would include visiting different game parks to see
different animals.
Describe an appropriate lesson to follow this lesson.
An appropriate lesson to follow this lesson will be the teaching of characteristics of living
things. Students’ interest in viewing picture of different animals will influence this lesson.
PAR Activity one: Preparation for Learning Types of Animals
Students will read Ultraviolet Vision in Vertebrates and write their prediction of the story
following the use of the words in order:
THEMATIC UNIT PLAN 9
Animals
Vertebrates
Fish
Birds
Amphibians
Reptiles
Mammals
THEMATIC UNIT PLAN 10
PAR Activity Two: Assistance in Learning Types of Animal
Students will complete the First Person Summary about Types of Animals (Kotlyaro et al,
2017)
Write one paragraph to describe yourself as this plant structure. Write a second paragraph to
explain your function. When telling your readers about your function, use action verbs.
Sample prediction (and what you might learn by reading the book) based on the Story Impression:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________________________________________
THEMATIC UNIT PLAN 11
___________________________________________________________________________
FIRST PERSON SUMMARY
Write about types of animals: fish birds amphibians reptiles mammals
Write two paragraphs to describe the types of animals.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
THEMATIC UNIT PLAN 12
PAR Activity Three: Reflection on Learning Types of Animals.
Students will be taken through an exercise that will enhance their creativity (Kotlyaro et al,
2017). The teacher will ask questions about types of animals and each student will write down an
answer. The teacher will allow the students to compare their answers and discuss them.
Discussion Questions
1. Name types of animals
2. Define mammals
3. List examples of mammals
THEMATIC UNIT PLAN 13
Lesson Plan 2: Examples of living things – Fungi
Teacher Candidate: STUDENT
Course: EDUC 656
LESSON PREPARATION [Before the lesson]
Topic: Fungi
Specific Strategy: PAR Framework
Discussion questions
1. Discussion Question (after listening to the question):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. SHARE (you and your partner’s joint answer):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. SHARE (additional information from class discussion):
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
THEMATIC UNIT PLAN 14
Subject: Science
Grade: 4th
State Standard/Common Core:
VA.SOL.4.4
The students will discuss and identify different types of fungi. The important concepts
include:
(c) Types of fungi; yeast, mold, and mushroom
(d) Their characteristics
VA.SOL.4.1
The students will identify some distinguishing features of fungi.
National Standard:
N.S.K-4.3 Fungi
According to the activities in grades K-4, all students should understand:
(d) The definition of fungi
(e) Classification of fungi
(f) Different features of fungi
Primary Objective: the students will identify different classification of fungi from the fungi’
diagrams provided; 85% accuracy.
THEMATIC UNIT PLAN 15
Classroom Diversity and Differentiated Instruction (You are to differentiate your
instruction for EACH population listed. Do not delete any population):
The class consist of 20 students, 11 boys and 9 girls. Five students are auditory learners, 2 are
gifted, 2 are LEP, 1 has ADHD, 1 has visual impairment, and 1 has LD. The class has
different ethnics; African-American, Filipino, Caucasian, Puerto Rican, and Japanese.
Learning Styles (modalities / multiple intelligences) –
Listening to the read-aloud and the oral instructions will be suitable for auditory
learners. Visual learners will use the visual PowerPoint presentation to view different
diagrams of fungi. Kinesthetic learners will do some field work that will involve
touching different animals.
Gifted – will do assignments under webcam monitor. They will be allowed to proceed
to higher levels studies on fungi.
LEP – the use of animals’ pictures, simple vocabulary, and translation of the names of
the fungi will help these learners.
LD – contributive group class discussions on Fungi will help these students.
ED- these learners will involve the teacher in their group discussion.
ADD – these learners will be allowed to move outside the classroom and touch
different fungi, accompaniment by the teacher.
THEMATIC UNIT PLAN 16
Multicultural Connections –observing different pictures of fungi and giving personal
judgement on the animals will be beneficial. PowerPoint presentation with
multicultural display of people and personal Animal selection will engage the students.
Children’s Literature Selection (optional):
Scholarly (2016): James, T. Y., Kauff, F., Schoch, C. L., Matheny, P. B., Hofstetter, V., Cox,
C. J., ... & Lumbsch, H. T. Reconstructing the early evolution of Fungi using a six-gene
phylogeny. Nature, 443(7113), 818.
Materials/Equipment:
Indented reading: Evolution of Fungi (scholarly 2016)
Book: Clinical Infection Disease (Stevens, 2016)
Computers with internet connection
Web Cam
Fungi diagrams
PAR Activity Sheets
Technology Integration:
THEMATIC UNIT PLAN 17
The teacher will use the computer connected to internet to find different images of fungi and
give instructions for the PAR activities. A Smart Board will display the PowerPoint
presentation. Web Cams will summarize the students’ assessment.
Character Principle:
Honesty: students will be taught the important of telling the truth all the time.
“if we claim to have fellowship with him and yet walk in the darkness, we lie and do not live
out of the truth.” (1st John 1:6)
This principle will enable all the students to be frank on their understanding and ask questions
where necessary.
LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in
template]
Set:
The lesson will begin in group discuss with the internet computers. No group will be
allowed to open the computers without teacher’s instruction. The teacher will ask
“have you ever seen fungi?” Some students will tell. The teacher will, therefore, direct
the students in viewing different diagrams of fungi from the computers.
THEMATIC UNIT PLAN 18
The students will be required to tell the story about Ultraviolet Vision in Vertebrates.
Instructions for the PAR activities will be provided – Preparation. Students will read
Ultraviolet Vision in Vertebrates (scholarly 2014)
Teacher Instruction/Modeling:
- Ask students to name examples of fungi
- Write a list of different types of fungi.
- Show PowerPoint pictures of fungi.
Show the examples of fungi: yeast mold, and mushroom on the PowerPoint
Guided Student Practice:
- The students will identify examples of fungi from the computers
- the students will the examples
- the teacher will walk around the class to ensure every student is participating.
Independent Student Practice:
- will begin in displaying the PAR Activity sheet on the computers and write a first
person summary as a class
- Assistance student will complete the First Person Summary about Types of fungi
(cite). Students will write an essay about examples of fungi.
- The teacher will walk around the class to assist were necessary.
THEMATIC UNIT PLAN 19
Closure: the teacher will select five-determined students to show some picture of fungi and
display them to the computers. They will review the pictures and identify their groups.
Summative Assessment:
Students will use PowerPoint presentation to explain examples of fungi. A summative report
on the same will be required. 85% accuracy should be ensured.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe
expectations.
Describe an alternative approach for this lesson.
An alternative approach to this lesson would include visiting gardens to see the examples
fungi.
Describe an appropriate lesson to follow this lesson.
An appropriate lesson to follow this lesson will be the teaching of about Fungi Diseases.
Students’ interest in viewing fungi pictures will influence this lesson.
PAR Activity One: Preparation for Learning Fungi
THEMATIC UNIT PLAN 20
The students will do an exercise. The students will be required to identify and name the
following fungi.
The diagrams:
https://www.google.com/search?q=images+of+fungi&oq=images+of+fungi&aqs=chrome..69i57
j0l5.22993j0j9&sourceid=chrome&ie=UTF-8
PAR Activity Two: Assistance in Learning Fungi.
The students will complete the chart on the types of fungi and where they are found.
Exercise 1.0
1.
2.
3.
THEMATIC UNIT PLAN 21
Fungi Type
Where it is found
Mushroom
Yeast
mold
PAR Activity Three: Reflection on Fungi
The students form discussion groups and discuss the types of fungi discussed
during the lesson (Mohaček et al, 2016). The teacher will ensure every student can identify the
pictures of mushroom, mold, and yeast.
Lesson Plan 3: Examples of living things – Bacteria
Teacher Candidate: STUDENT
Course: EDUC 656
LESSON PREPARATION [Before the lesson]
Topic: Bacteria
Specific Strategy: PAR Framework
Subject: Science
Grade: 4th
THEMATIC UNIT PLAN 22
State Standard/Common Core:
VA.SOL.4.4
The students will discuss and identify types of bacteria. The important concepts include:
- Types of bacteria; coccus, Bacillus, and Vibrio
Their characteristics
VA.SOL.4.1
The students will identify some distinguishing features of bacteria.
National Standard:
N.S.K-4.3 Fungi
According to the activities in grades K-4, all students should understand:
- The definition of bacteria
- Classification of bacteria
- Different features of bacteria
Primary Objective: the students will identify the classification of bacteria from the bacteria’
diagrams provided; 85% accuracy.
Classroom Diversity and Differentiated Instruction (You are to differentiate your
instruction for EACH population listed. Do not delete any population):
THEMATIC UNIT PLAN 23
The class consist of 20 students, 11 boys and 9 girls. Five students are auditory learners, 2 are
gifted, 2 are LEP, 1 has ADHD, 1 has visual impairment, and 1 has LD. The class has
different ethnics; African-American, Filipino, Caucasian, Puerto Rican, and Japanese.
Learning Styles (modalities / multiple intelligences) –
Listening to the read-aloud and the oral instructions will be suitable for auditory
learners. Visual learners will use the visual PowerPoint presentation to view different
diagrams of bacteria. Kinesthetic learners will do some field work that will involve
touching different fungi.
Gifted – will do assignments under webcam monitor. They will be allowed to proceed
to higher levels studies on fungi.
LEP – the use of bacteria’s pictures, simple vocabulary, and translation of the names
of the fungi will help these learners.
LD – contributive group class discussions on Bacteria will help these students.
ED- these learners will involve the teacher in their group discussion.
ADD – these learners will be allowed to move outside the classroom and touch
different Bacteria, accompaniment by the teacher.
Multicultural Connections –observing different pictures of bacteria and giving
personal judgement on the bacteria will be beneficial. PowerPoint presentation with
multicultural display of people and personal Bacteria selection will engage the
students.
THEMATIC UNIT PLAN 24
Children’s Literature Selection (optional):
Scholarly (2016): Olsen, R. A., & Bakken, L. R. Viability of soil bacteria: optimization of
plate-counting technique and comparison between total counts and plate counts within
different size groups. Microbial Ecology, 13(1), 59-74.
Materials/Equipment:
Indented reading: Microbial Ecology (scholarly 2016)
Book: Journal of experimental marine Biology and Ecology (Vacelet, 2016)
Computers with internet connection
Web Cam
Fungi diagrams
PAR Activity Sheets
Technology Integration:
The teacher will use the computer connected to internet to find different images of bacteria
and give instructions for the PAR activities. A Smart Board will display the PowerPoint
presentation. Web Cams will summarize the students’ assessment.
THEMATIC UNIT PLAN 25
Character Principle:
Honesty: students will be taught the important of telling the truth all the time.
“if we claim to have fellowship with him and yet walk in the darkness, we lie and do not live
out of the truth.” (1st John 1:6)
This principle will enable all the students to be frank on their understanding and ask questions
where necessary.
LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in
template]
Set:
The lesson will begin in group discuss with the internet computers. No group will be
allowed to open the computers without teacher’s instruction. The teacher will ask
“have you ever seen bacteria?” Some students will tell. The teacher will, therefore,
direct the students in viewing different diagrams of bacteria from the computers.
The students will be required to tell the story about Microbial Ecology. Instructions for
the PAR activities will be provided – Preparation. Students will read Journal of
experimental marine Biology and Ecology
Teacher Instruction/Modeling:
- Ask students to name examples of bacteria
- Write a list of different types of bacteria.
THEMATIC UNIT PLAN 26
- Show PowerPoint pictures of bacteria.
Show the examples of fungi: coccus, bacillus, and vibrio on the PowerPoint
Guided Student Practice:
- The students will identify examples of bacteria from the computers
- the students will the examples
- the teacher will walk around the class to ensure every student is participating.
Independent Student Practice:
- will begin in displaying the PAR Activity sheet on the computers and write a first
person summary as a class
- Assistance student will complete the First Person Summary about Types of bacteria
(cite). Students will write an essay about examples of bacteria.
- The teacher will walk around the class to assist were necessary.
Closure: the teacher will select five-determined students to show some picture of bacteria and
display them to the computers. They will review the pictures and identify their groups.
Summative Assessment:
Students will use PowerPoint presentation to explain examples of bacteria. A summative
report on the same will be required. 85% accuracy should be ensured.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe
expectations.
THEMATIC UNIT PLAN 27
Describe an alternative approach for this lesson.
An alternative approach to this lesson would include using a microscope to see some bacteria.
Describe an appropriate lesson to follow this lesson.
An appropriate lesson to follow this lesson will be the teaching of about diseases caused by
bacteria. Students’ interest in knowing more about bacteria will influence this lesson.
PARK Activity One: Preparation for Learning Bacteria
Students will list down types of bacteria they know. The teacher will help them identify some
types of bacteria.
PAR Activity Two: Assistance in Learning Bacteria
Name examples of bacteria
1.
2.
3.
4.
5.
6.
THEMATIC UNIT PLAN 28
Students will identify some pictures of bacteria. They will name the following bacteria
PAR Activity Three: Reflection on Learning Bacteria
THEMATIC UNIT PLAN 29
The students will discuss the examples of bacteria learnt during the lesson (Lee et al,
2014). Every student will be required to draw the pictures of the bacteria and name them
accordingly.
References
Kotlyarov, A., Neininger, A., Schubert, C., Eckert, R., Birchmeier, C., Volk, H. D., & Gaestel,
M. (2017). MAPKAP kinase 2 is essential for LPS-induced TNF-α biosynthesis. Nature cell
biology, 1(2), 94.
THEMATIC UNIT PLAN 30
Mohaček -Grošev, V., Božac, R., & Puppels, G. J. (2016). Vibrational spectroscopic
characterization of wild growing mushrooms and toadstools. Spectrochimica Acta Part A:
Molecular and Biomolecular Spectroscopy, 57(14), 2815-2829.
Lee, Kyungwon, et al. "VIM-and IMP-Type Metallo-β-lactamase–Producing Pseudomonas spp.
and Acinetobacter spp. in Korean Hospitals." Emerging infectious diseases 9.7 (2014): 868.
