3. Unit Plan Framework: Broad Goals and Alignment chart Main Content Area Competency Goals and Objectives and their Alignment to Broad Goals. 1.L.1.1 1.L.1.2 1.L.1.3 Broad Goals What are the basic needs of living things? What is the between plants and How do different support the needs of different animals? d. Lesson Alignment Lesson name Behavioral Objective Relevant Goals (3c): Place an X under the goal that corresponds with the lesson. Explain how one lesson aligns/flows to the next. (How does each lesson build on the previous one? How are the lessons tied together? How does the learning progress from one lesson to another?) 1 After correctly categorizing living and things found outside, students will draw one living and one non living thing using tools appropriate, and correctly state one reason why they are in that category. X This lesson is a review lesson from Kindergarten standards. This will lead into the unit about what plants and animals need to survive. 2 After students read The Lorax, Students will be able to describe characters, setting, and major events from the story The Lorax using a story elements map. X This lesson uses the book to introduce the project students will engage in at the end of the unit. They will use this book as a reference to understand how important it is to take care of their environment. 3 After students read A Seed in Need and have class discussion about what plants need students will be able to classify and label the needs of plants in order to survive. X The focus of this lesson is specifically on what plants need to survive in an environment. During this lesson, The Lorax will be referenced. 4 After learning about what animals need and how the needs can be found in their environment, students will be able to write about and draw animal needs that can be X X Once the students have learned about plants, students will learn that animals need similar things found in their environment for survival as well. The Lorax will be ?
found in their environment by having the needs listed. referenced for this as well. 5 After exploring plants and animals in North Carolina, students will draw at least one plant and animal in the correct ecosystem and explain why they are able to survive there. X X After learning what plants and animals need to survive, they will study the habitats of North Carolina and how plants and animals survive in those environments. 6 After exploring habitats throughout the world, students will correctly categorize animals in their correct habitat and pick one animal and describe why it lives in that habitat. X X Using what students know about an environment they are familiar with they will be able to expand their knowledge on habitats throughout the world. The Lorax Project website will be used as a reference of habitats throughout the world and be a reminder of the book for the project at the end. 7 After students have learned about ways humans can protect and change the environment, students will be able to write about ways humans can protect and change the environment for plants and animals by listing 5 important reasons on a worksheet. Students will also be able to draw a picture about one of the ways they can protect and or change the environment for plants and animals using an example from their list they made. X X After learning about different environments, they will begin to realize what they can personally do to help their environment. The Lorax Project website will be used during this lesson as well. 8 After students have learned ways to help protect the environment, students will be able to write an opinion piece (letter) to The Lorax about what they can do to help protect the environment with all the steps listed. X X After realizing what students can do to help the environment, students will write a letter applying their knowledge of what plants and animals need to survive and why it is important to keep their environments clean.
5. Content Analysis 5a. Integration of Curriculum Subject/ Lessons Science Social Studies Lang. Arts Math Technology Music Drama Healthy Living Vis/Art Core Subjects Lesson 1 X X Lesson 2 X X Lesson 3 X X Lesson 4 X X Lesson 5 X X X Lesson 6 X X X Lesson 7 X X X Lesson 8 X X
5b. Meeting Learners Needs – Multiple Intelligences and Learning Styles Gardner’s Intelligences Verbal Linguistic Visual Spatial Math Logical Inter- Personal Music Rhythm Intra- Personal Body Kinesthetic Naturalist Learning Style Auditory Visual Tactile Lesson 1 Engage – Read aloud Explain – Two circles that have examples of living and non living things Explore & Explain – Working with others to find living and non living things and why Elaborate – Drawing one living and non living thing individually Explore – Students going outside and walking around to find living and non living things Explore – Students go outside and look for living and non living things Lesson 2 Teacher Input – Read aloud Teacher Input – Use of doc cam for story elements chart Teacher Input & Focus and Review– engaged in class discussion and turn and talk Independent Practice – filling in/writing individual story elements map Teacher Input – engaged in interactive read aloud Lesson 3 Teacher Input – Listening to read aloud Guided Practice – Observing flipbook Teacher Input – Engage in discussion Independent Practice - Completing flip book Guided & Independent – Creating flip book