Vertical Team Planning Table Template
Strand: ____Living Systems _________________________
Science StandardKey science
content
concepts
Best learning
activities/
curricula: how/
what students will
do
K
1.Teacher directed 1.Teacher supplied 1.Students will sort Whole group
picture sort
picture sort
pictures from a
introduction
magazine into living
and nonliving
Model picture sort
categories
Teacher led
activities
K.6 a, b
(life processes)
Living/
Nonliving
2. “What’s in Your
Back Yard?”
Resources: what Nature and form
resources the
of assessment
team has and
what resources
are needed
2.3rd grade
Enhanced Scope
and Sequence
(adapted)
School yard
School
Garden
2.“What’s in Your
Backyard”
Best teaching
Cross-curricular Vertical team
Timeframe:
methods: how/ SOLs: identify objectives: how and duration and
what students will SOLs and how what the team does sequence
do
curriculum is to support the
integrated
process
English:
Learn vocabulary
1 week
K.1a K.2, K.11a words living and
nonliving
Math:
K.2a,b
Learn to observe and
K.13, K.14, K.15 record
1
Needs of living 1.Teacher supplied 1.Classroom Pet
things
class pet, students
1.4 a
will be responsible
1.5 a, b, c
for its life needs
(life processes)
under teacher
supervision
2. Observe and
record the plant
changes in school
garden
2. School garden
1.Assess Science Whole group
English:
journal for evidence introduction
1.1a,d
of needs of the
1.12 b, c
class pet
Model care of pet
Math:
Student
1.14, 1.15
investigation of life
2.Assess Science needs
journals for
accurate
Cooperative
observations of learning
plant growth
3. “Amazing
Animals”
3.Enhanced Scope
and Sequence
Problem solving
Supervise the care
of class pet
Observe and record
scientific data
Understand and use
grade level vocabulary
Cooperative learning
1 week plus
ongoing
responsibility
2
2.5 a, b, c, d
Living/
1.Experiment to
1.Teacher created 1.Science Journal Whole group
Nonliving
show the nonliving experiment
for plant
introduction
Habitat changes needs of a plant
experiment
Fossils
Modeling
2. “We are All
Connected”
Student
investigation
2.Elementary
Globe, We are All
Connected, p. 1
Cooperative
learning
3. Scope and
3.”Migration Game” Sequence 3rd grade
(adapted)
Problem solving
Class discussion
4. Discovery
4. Fossil Discussion, Museum Outreach
make a glue fossil Program on the
formation of fossils
5. Diorama
Outreach Program
5. Teacher created
rubric for diorama
6. Enhanced Scope
and Sequence
6. “There’s No Place
Like Home”
7. Teacher supplied
resources
7. Diorama
7. Teacher created
Diorama rubric
English:
2.11
Math:
2.17, 2.19
History:
2.4c
Review previous grade 3 weeks
level vocabulary and
introduce current
Science vocabulary
Group investigations
Design questions for
Science and test
questions
3
Habitats
3.5 a, b, c
3.6 a, b, c, d
Food chains
Human
Influences
Ecosystems
1.Create a
1.Teacher supplied
classroom
resources
ecosystem including
food chains
1.Ecosystem of the Whole group
classrooms,
introduction
complete teacher
created brochure Modeling
showing all
vocabulary and
Student
what they found in investigation
each classroom’s
ecosystem
Cooperative
learning
Problem solving
2. “The Thicket
Game”
2. Project Wild, p.
114
3.Examine animal
teeth to determine
the animal’s diet
3. Teacher supplied
resource
4. “Eco-puzzle” (w/ 4. Teacher supplied
teacher) – Food
resource
chain activity also
identifying living
systems vocabulary
5. “Playing Lightly on
the Earth”
5. Project Wild, p.
432
6. “Less is More”
7.Classroom
Ecosystem
6. Growing up Wild,
p. 62 adapted for
3rd grade
7. Teacher supplied
resources
Class discussion
English:
3.1, 3.2
Vocabulary, data
collection,
History:
3.3b, 3.6
Draw Conclusions,
Relate to real world,
make connections
4 weeks total
Note: Students are given a certain section of the School Garden to be theirs throughout their Elementary School experience. They will
be responsible for all aspects of its care.
Garden Project throughout the grades:
K-Observe plants in garden, plot, draw and count
1-Plant seeds, make sure life needs are met, observe and measure plants
2-measure/observe plants at intervals, count and graph
3-measure/observe, plant seeds, harvest at end of season, plot life cycle of their plants