Science Unit Plan Teacher _Erin, Matt, Barb Curtis____Grade _4____ Dates _8/14/15_____
Core Content:
4.5.4e
Students will understand the physical characteristics of
Utah’s wetlands, forests, and deserts and identify
common organisms for each environment.
Observe and record the behavior of Utah animals.
Use simple classification schemes to sort Utah’s
common insects and spiders.
Science Practices:
Asking questions
Developing and using models
Science Question(s) to be answered:
How do scientists classify insects and spiders?
How are spiders different from insects? How are they the same?
(Why is it important for scientists to classify animals like insects and spiders?)
Performance Expectations: This is what my students should be able to DO by the end of the unit:
Students will describe physical attributes of insects and spiders.
Students will differentiate between insects and spiders.
Students will sort Utah’s common insects and spiders.
Final Project/Assessment of Learning: This is HOW I will know they have attained mastery:
Students will successfully classify insects and spiders using a classification scheme. (dichotomous
key)
Content Analysis: What distinct pieces of knowledge will my students need to KNOW to attain
mastery?
Insects have six legs, 3 body segments, and antennae. Arachnids have 8 legs, 2 body segments and
no antennae.
What is classification and why do we use it.
What are dichotomous keys and how do we use them? What are classification schemes and how do
we use them?
Let’s Plan!
Science Question(s):
How do scientists classify insects and spiders?
Day
1
Objective(s)
Use simple classification
schemes to identify Utah’s
common insects and
spiders.
Teacher Work
Introduce scientific behavior,
such as making careful
observations.
Explain to students that they
will be collecting bugs for
homework.
Discuss environment where
they may be found and safety
issues.
Facilitate observations.
Provide hand lenses.
Ask questions.
Make graphic organizer that
pushes children toward
noticing key features of
insects and arachnids, ie
number of body parts, legs,
wings, and antennae. Explain.
2
Students will make
observations of insects and
spiders to compare and
contrast their traits.
3
Students will use their
observations to learn more
about insect and spider
body structures.
Model the drawing and
labeling of body parts of a
reptile or fish.
Explain
4
Students will demonstrate
their understanding of
common traits of spiders
and insects by using a
dichotomous key and by
writing about similarities
and differences.
Model five paragraph
compare and contrast essay
for the class.
Explain
Student Work
Students will demonstrate
understanding of safe ways to
handle insects and spiders.
Students will collect spiders
and insects.
Engage
Make observations.
Identify features of insects.
Explore
Explain
Watch Brainpops on Insects
and Spiders.
Students will draw and label
the body parts of an insect
and a spider.
Elaborate
Create or follow a
dichotomous key to classify
insects and spiders.
Write a five paragraph
compare and contrast essay
(whole class) which explains
why you are classifying
particular organisms as
spiders or insects.
Evaluate