Grade 4 Life Science Unit (4.L.2) Decision 1: What will students learn in this unit? Students will know that living things derive their energy from food. Students will also know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Standards Addressed: 1. Science: 4.L.2 Understand food and the benefits of vitamins, minerals, and exercise 2. Reading Informational Text: RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3. Math: 4.MD.1, 4.NBT.4 4. Writing 5. Technology 6. Other What do I want my students to KNOW, UNDERSTAND and be able to DO at the end of this unit? Know Understand 1. Students know that living things derive their energy from food. 2. Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. 3. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. 4. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems. 1. Plants produce their own food, while other organisms must consume plants or other organisms to meet their energy needs. 2. The function of vitamins and minerals in the human body. 3. Vitamins and minerals are included in a variety of foods they consume. 4. The role of exercise in maintaining a healthy lifestyle. Do 1. Classify substances as food or non-food items on their ability to provide energy. 2. Explain the role of vitamins and minerals in maintaining a healthy body. 3. Exercise to maintain a healthy body. Decision 1 – What will students learn in this unit? Decision 2: Assessment Plan for how students will indicate learning and understanding of the concepts in the unit. How will you assess learning? Possibilities/options: Pre-assessment Short answer tests or quizzes Student logs, journals and informal writing Lab activities Formal writing assignments Informal or formal student Interviews, conferences, observations etc. _____________________________________________________________________________ _____________________________________________________________________________ Describe the performance, product, or project that will be the culminating activity for the unit. The student’s assignment for the Culminating Activity includes: Unit essential question or “I Can” statement for the culminating activity. A thorough description of the activity including steps or task analysis in completing the culminating activity. A copy(ies) of the rubric(s) you will use to assess the culminating activity or any other aspects of the unit. _____________________________________________________________________________ Decision 2 – Assessment Decision 2: Assessments – Rubric Reminders: Scale 1 2 What does each number or adjective in your scale mean? Indicators Criteria Decision 2 – Assessment: Rubric Reminders 3 (Proficient) 4 Decision 3: Student Learning Map Key Learning Targets: 1. 2. 3. 4. Students know that living things derive their energy from food. Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems. Concept: Concept: Concept: Food as an Energy Source Necessary Nutrients Healthy Food Choices Lesson LT(s): Lesson LT(s): Lesson LT(s): I can determine that living things derive their energy from food. I can explain the role of vitamins and minerals for a healthy body. I can classify healthy vs. nonhealthy foods based on nutritional value. Vocabulary: Vocabulary: Vocabulary: dietary supplements essential food label minerals nutrients substance vitamins healthy nutritional value Concept: Concept: Lesson LT(s): Lesson LT(s): Vocabulary: Vocabulary: consume consumers derive energy food living non-living organisms produce producers Concept: Movement is Essential Lesson LT(s): I can explain how movement is essential for the growth, development, and maintenance of a healthy body. Vocabulary: development exercise growth maintenance repair Decision 3 – Student Learning Map Decision 4: Launch Activities Hooks and Links Develops student interest and links prior knowledge. Provides the Student Learning Map and the key vocabulary to students. Guiding Questions: 1. How are you going to get students engaged? Show Gregory the Terrible Eater, from the following website: www.discoveryeducation.com 2. How are you going to develop student interest and link their prior knowledge? Use an anticipation guide 3. How are you going to start the Student Learning Map of the unit with students? Using technology, preview the first concept whole group with students. 4. How are you going to preview key vocabulary with students? Using technology, preview the vocabulary for the first concept whole group with students Decision 4 – Launch Activities Decision 5: Acquisition Lesson One Language Objective(s), where appropriate: Lesson Essential Question(s) or “I Can” Statement(s): I can determine that living things derive their energy from food. Activating Strategies: (Learners Mentally Active) Have students independently create a list of things that they need to survive. Upon completion, students will work collaboratively in pairs to share their ideas for survival needs. Acceleration/Previewing: derive, energy, food, producers, consumers Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Using responses from students created during activator, create a class list of survival needs. Teacher will focus on the need for food and energy, by connecting prior learning about producers and consumers, from Ecosystem studies. Students will complete a food chain flow map showing the transfer of energy from one living thing to another. Distributed Guided Practice/Summarizing Prompts: Summarizing Strategies: Learners Summarize and Answer Essential Questions Record important lesson vocabulary along with a quick write about today’s lesson. Lesson Resources Decision 5 – Acquisition Lesson Planning Decision 5: Acquisition Lesson Two Language Objective(s), where appropriate: Lesson Essential Question(s) or “I Can” Statement(s): I can determine the role of vitamins and minerals for a healthy body. Activating Strategies: (Learners Mentally Active) Students make a list of foods that they believe will give them the most energy. Acceleration/Previewing: (key vocabulary) substance, nutrients, vitamins, minerals, food label Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Share some ideas about good energy source foods and introduce food label samples to compare and contrast nutritional facts for certain foods. Play Nutrient Machine game from www.nourishinteractive.com Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Quick write in science journal describing three foods that you like that could provide vitamins or minerals. Lesson Resources www.nourishinteractive.com www.nutritionnc.com Decision 5 – Acquisition Lesson Planning Decision 5: Acquisition Lesson Three Language Objective(s), where appropriate: Lesson Essential Question(s) or “I Can” Statement(s): I can determine the role of vitamins and minerals for a healthy body. Activating Strategies: (Learners Mentally Active) Whole group Word splash for vitamins and minerals. Acceleration/Previewing: (key vocabulary) dietary supplements, essential Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Students will take notes in their science journals using a graphic organizer and information from their teacher. The graphic organizer will enable students to list the definition of a vitamin, a mineral, examples of each, and examples of foods that are high in specific vitamin and mineral content. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Parking lot: Students will write down on a sticky note one question they have about vitamins or minerals. Lesson Resources www.kidspot.com lists vitamins and minerals chart for teacher reference. Decision 5 – Acquisition Lesson Planning Decision 5: Acquisition Lesson Four Language Objective(s), where appropriate: Lesson Essential Question(s) or “I Can” Statement(s): I can classify healthy vs. non-healthy foods based on nutritional value. Activating Strategies: (Learners Mentally Active) Create on paper a healthy meal. Acceleration/Previewing: (key vocabulary) healthy, nutritional, value Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Introduce the My Plate concept and discuss balanced healthy meals. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Lesson Resources Decision 5 – Acquisition Lesson Planning Decision 5: Acquisition Lesson Five Language Objective(s), where appropriate: Lesson Essential Question(s) or “I Can” Statement(s): I can classify healthy vs. non-healthy foods based on nutritional value. Activating Strategies: (Learners Mentally Active) Small groups will classify a mystery food label as a healthy or non-healthy food item and predict what that food might be. Acceleration/Previewing: (key vocabulary) Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Whole group discuss possible food items that label represents. Read aloud Investigation 4, Food Labels, from FOSS Science Stories. Pass out practice food labels for students to examine and determine nutritional value. Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Quick write: Explain the purpose of the food label. Lesson Resources Decision 5 – Acquisition Lesson Planning Decision 5: Acquisition Lesson Six Language Objective(s), where appropriate: Lesson Essential Question(s) or “I Can” Statement(s): I can explain how movement is essential for the growth, development, and maintenance of a healthy body. Activating Strategies: (Learners Mentally Active) Brain breaks or exercise dice – have students get up and exercise. Acceleration/Previewing: (key vocabulary) development, exercise, growth, maintenance, repair Teaching Strategies: (Explain and Model; Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic Organizers) Distributed Guided Practice/Summarizing Prompts: (prompts designed to Initiate Periodic Practice or Summarizing) Summarizing Strategies: Learners Summarize and Answer Essential Questions Lesson Resources Decision 5 – Acquisition Lesson Planning Decision 6: Extending Thinking Activities Include extending activities for several lessons in the essential units. Cause/Effect Compare/Contrast Deduction Justification Induction Analyzing Perspective Error Analysis Abstracting Evaluation Classifying Constructing Support Writing Prompt Decision 6 - Extended Thinking Activities Decision 7: Differentiating the Unit What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students? choice menus compacting grouping seating visual, auditory, kinesthetic activities scaffolding real world meaning interests Decision 7 – Differentiating the Unit Decision 8: Unit Calendar Determine the most viable sequence for the experiences, activities, and lesson and create a timeline. Decision 8 – Unit Calendar Decision 9: Resources Provide graphic organizers, links, book titles, websites, etc. that provide support for teaching this unit. Decision 9 – Resources Unit Designers: Date: January 22, 2013 Name School Etowah Maria Gass Brittany Crisp Mills River School Wendy Cutchins Fletcher Debbie Haddad Edneyville Becky Marks Edneyville Unit Designers