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    Ubd Animals

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    Kathlene Joyce Lacorte
    This document provides a template for designing a science unit on classifying animals for 4th grade students. The unit will last 3 days and focus on having students identify and compare vertebrate and invertebrate animals, their structures, and whether they are warm or cold-blooded. To assess learning, students will classify animals, summarize their structures and defenses, and compare warm and cold-blooded responses to temperature changes. A performance task will involve writing about selected animals. The learning plan includes reading, games, discussions, and self and peer assessments to actively engage students.

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    © All Rights Reserved
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    Ubd Animals

    Uploaded by

    Kathlene Joyce Lacorte
    274 views4 pages
    This document provides a template for designing a science unit on classifying animals for 4th grade students. The unit will last 3 days and focus on having students identify and compare vertebrate and invertebrate animals, their structures, and whether they are warm or cold-blooded. To assess learning, students will classify animals, summarize their structures and defenses, and compare warm and cold-blooded responses to temperature changes. A performance task will involve writing about selected animals. The learning plan includes reading, games, discussions, and self and peer assessments to actively engage students.

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    This document provides a template for designing a science unit on classifying animals for 4th grade students. The unit will last 3 days and focus on having students identify and compare vertebrate and invertebrate animals, their structures, and whether they are warm or cold-blooded. To assess learning, students will classify animals, summarize their structures and defenses, and compare warm and cold-blooded responses to temperature changes. A performance task will involve writing about selected animals. The learning plan includes reading, games, discussions, and self and peer assessments to actively engage students.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    274 views4 pages

    Ubd Animals

    Uploaded by

    Kathlene Joyce Lacorte
    This document provides a template for designing a science unit on classifying animals for 4th grade students. The unit will last 3 days and focus on having students identify and compare vertebrate and invertebrate animals, their structures, and whether they are warm or cold-blooded. To assess learning, students will classify animals, summarize their structures and defenses, and compare warm and cold-blooded responses to temperature changes. A performance task will involve writing about selected animals. The learning plan includes reading, games, discussions, and self and peer assessments to actively engage students.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    Understanding By Design Unit Template

    Title of Unit Classification of Animals Grade Level Grade 4


    Curriculum Area Science Time Frame 3 days
    Developed By Lacorte, Kathlene Joyce C.
    Identify Desired Results (Stage 1)
    Content Standards

    At the end of the discussion, the learners will be able to:

     Identify and classify the vertebrate and invertebrate animals.


     Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources.
     Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the
    response that a cold-blooded (ectothermic) animal makes to such a fluctuation.

    Understandings Essential Questions


    Overarching Understanding Overarching Topical
    Student will understand that …  Why are animals  What are the animals
     Vertebrates are animals with backbones and internal skeletons, important to our world? that are considered to as
    and invertebrates are animals without backbones or internal  What are things that you cool-blooded animals?
    skeletons. can do to keep animals  What are the animals
     Fish: aquatic animals, breathe through gills, cold-blooded, most in our world?” that are considered to be
    have scales, most develop from eggs that the female lays  “What are other ways warmed-blooded
    outside her body that animals protect animals?
     Amphibians: live part of their lives in water and part on land, themselves?”
    have gills when young, later develop lungs, cold-blooded,
    usually have moist skin
     Reptiles: hatch from eggs, cold-blooded, dry, thick, scaly skin
     Birds: warm-blooded, most can fly, feathers and wings, most
    build nests, hatch from eggs, most baby birds must be fed by
    parents and cared for until they can survive on their own
     Mammals: warm-blooded, hair on their bodies, parents care for
    their young, females produce milk for babies, breathe through
    lungs, most are terrestrial (live on land) though some are
    aquatic

    Related Misconceptions

    Knowledge Skills
    Students will know… Students will be able to…

     There are about million different kinds of animals and each  Students will be able to classify animals as vertebrates or
    year, hundreds of animals are discovered and studied. invertebrates
     Scientists classify animals according to their similarities.  Students will be able to identify basic animal structures.
     Aristotle is the one who classify living things such as plants and  Students will be able to describe the basic functions of
    animals. animals in the environment.
     Carolus Linnaeus improved the Aristotle’s system of  Students will be able to describe why animals are very
    classification. important to our world.
     Sponges come from the remains of marine animals.  Students will be able to describe how animals help human
    being?
     Students will be able to describe how animals protect
    themselves.
     Students will be able to create a Venn diagram with the
    similarities and differences of vertebrate and invertebrate
    animals.

    Assessment Evidence (Stage 2)


    Performance Task Description
     The student will able to identify and classify the vertebrate and invertebrate animals.
     Summarize the basic functions of the structures of animals that allow them to defend themselves, to move,
    Goal and to obtain resources.
     Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental
    temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.

    The student will choose 5 animals from the worksheet. They must write the animal’s name, whether it is vertebrate
    or invertebrate and the two important traits of it.
    Role

    Audience The grade four students will do the given tasks.


    Situation The student will work by their group mates; also there are activities that they need to work individually.
    Product/Performance The student will work by playing a game, entitled “Animal Survival”
    Standards The students will assessed by how many correct answer based on the questions that are given.
    Other Evidence

    Learning Plan (Stage 3)


    Where are your students headed? Where have
    they been? How will you make sure the
    students know where they are going?
    How will you hook students at the beginning of The students will be reading a story that they can use it in the activity during the class
    the unit?
    What events will help students experience and
    explore the big idea and questions in the unit?
    How will you equip them with needed skills and
    knowledge?
    How will you cause students to reflect and Students will continually reflect in their science journal as well as in class discussions. Provide
    rethink? How will you guide them in rehearsing, daily journal prompts that correspond with the lesson.
    revising, and refining their work?
    How will you help students to exhibit and self- Students will be required to self-assess and peer assess their performance task. Teacher, peer,
    evaluate their growing skills, knowledge, and and self-assessment will guide students as they self-evaluate using checklist and discussions.
    understanding throughout the unit?
    How will you tailor and otherwise personalize - The unit plan is structured to include a variety or oral, written, and
    the learning plan to optimize the engagement kinesthetic tasks to meet the needs of all learning types.
    and effectiveness of ALL students, without
    compromising the goals of the unit?
    - Instruction will vary depending on student’s needs. Examples of this
    include independent learning, collaborative, small groupings, partners,
    etc.

    - Many opportunities will be provided for students to demonstrate their


    understandings. This will include their journals, exit slips, performance
    task, a variety of written and oral assessments, and teacher/student
    conferences.

    How will you organize and sequence the


    learning activities to optimize the engagement
    and achievement of ALL students?

    From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
    ISBN # 0-87120-313-8 (ppk)

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