HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Jessica Dolan
Subject : Science
Start Date(s): March 9, 2015
Grade Level (s): 4
Building : MKEMS
Unit Plan
Unit Title: Responses of Living Things
Essential Questions: How do living things sense and react to changes in their environment?
What is the difference between internal and external stimuli?
What are the differences between learned and inherited behaviors?
What is an instinct?
Standards: PA Core Standards:
CC.8.5: Reading Informational Text: Students read, understand, and respond to informational text- with
emphasis on comprehension, making connections among ideas and between texts with focus on textual
evidence.
CC.8.6: Students write for different purposes and audiences. Students write clear and focused text to
Convey a well-defined perspective and appropriate content.
S4.B.1.1.1 Identify life processes of living things.
Summative Unit Assessment :
Summative Assessment Objective
Students will be able to explain the difference between stimulus and
response by citing examples of each.
Assessment Method (check one)
____ Rubric ___ Checklist __X__Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Objective (s)
Students will be able to define key
vocabulary from the lesson and
provide examples.
DOK
LEVEL
1, 2
Activities / Teaching Strategies
1.
2.
1
Students will use examples of
cause and effect relationships to
distinguish between a stimulus and
response.
1, 2
Small Group- Students will play a matching
game with partners using their flashcards.
1.
Whole Group- The class will read Lesson 1.
2.
Small Group- Students will break into groups
of 4 and complete the cause and effect
graphic organizer using stimulus/ response
examples from the Lesson.
3.
3
1.
3
2.
4
Students will be able to define key
vocabulary from the lesson and
provide examples.
1, 2
1.
2.
I
W
S
Whole Group-They will match the words/
definitions to pictures presented on a
PowerPoint presentation by holding up the
vocabulary word they think matches the
picture presented.
3.
2
Students will write their own notes
on the main concepts taught in the
lesson by using text evidence from
the lesson with small groups.
Independent Practice-Students will use
context clues to find definitions within the
lesson in their textbook, which they will put
onto flashcards.
Grouping
Day
Independent Practice- Students will work
independently on the lesson 1 review. They
will finish for homework if unable to complete
in class.
Small Group- Students will break up into small
groups to re-read the lesson. They will discuss
and highlight the most important points of
the lesson by coming up with a set of 3-4
notes in their own words, written on “sticky
notes.”
Whole Group- Each group will share their
notes with the whole class to compile a set of
class notes on the overhead projector that
focuses on the most important points of the
lesson.
Independent Practice-Students will use
context clues to find definitions within the
lesson in their textbook, which they will put
onto flashcards.
Whole Group-They will match the words/
Materials / Resources
Textbooks
Notebooks
Overhead projector
PPT presentation with pictures
related to each lesson
Flashcards.
Assessment of Objective (s)
Formative- “Exit ticket” vocabulary
quiz
Summative- None
Student Self - Assessmentflashcard practice
W
S
I
Textbooks
Graphic Organizer
Notebooks
Formative-Graphic Organizer
Summative- none
Student Self - AssessmentHomework Assignment: Lesson 1
Review
S
W
Textbooks
“Sticky Notes”
Overhead Projector
Notebooks
Formative-group notes
Summative- none
Student Self - Assessment- group
notes
I
W
S
Textbooks
Notebooks
Overhead projector
PPT presentation with pictures
related to each lesson
Flashcards.
Formative- “Exit ticket” vocabulary
quiz
Summative- None
definitions to pictures presented on a
PowerPoint presentation by holding up the
vocabulary word they think matches the
picture presented.
5
Students will draw conclusions
from the text to determine which
behaviors are learned and which
are inherited. They will compare
and contrast them using a Venn
Diagram.
2, 3
3.
Small Group- Students will play a matching
game with partners using their flashcards.
1.
Whole Group- The class will read Lesson 1.
2.
Small Group- Students will break into groups
of 4 and complete Venn Diagrams to compare
and contrast learned vs. inherited behaviors.
3.
6
Students will use facts from the
text to write a persuasive article in
which they must convince
someone that spiders are born
able to spin webs.
3
1.
2.
7
Students will write their own notes
on the main concepts taught in the
lesson by using text evidence from
the lesson with small groups.
3
1.
2.
8
Students will relate the text to
themselves by reflecting on a
behavior that they had to learn.
They will then write an
explanatory essay in order to teach
someone else the steps involved in
doing what they’ve learned.
4
1.
2.
Independent Practice- Students will work
independently on the lesson 2 review. They
will finish for homework if unable to complete
in class.
Small Group- Students will be given an OREO
graphic organizer. They will all start with the
same opinion, “Spiders are born knowing how
to spin webs.” They will discuss with their
small groups facts from the lesson that prove
their statement is true (Reasons) and write
them on the organizer.
Whole Group- Each group will share the facts
they came up with to support their opinion.
Small Group- Students will break up into small
groups to re-read the lesson. They will discuss
and highlight the most important points of
the lesson by coming up with a set of 4 notes
in their own words, written on “sticky notes.”
Whole Group- Each group will share their
notes with the whole class to compile a set of
class notes on the overhead projector that
focuses on the most important points of the
lesson.
Whole Group- The class will discuss the Venn
Diagrams from the previous day to compile a
complete list of inherited and learned
behaviors from the lesson and determine the
differences between them. We will then
discuss some behaviors that they have had to
learn in their lives.
Small Group- The students will then come up
Student Self - Assessmentflashcard practice
W
S
I
Textbooks
Venn Diagrams
Notebooks
Formative-Venn Diagrams
Summative- none
Student Self - AssessmentHomework Assignment: Lesson 2
Review
Graphic Organizer (OREO)
Overhead Projector
Notebooks
S
W
I
S
W
Formative- Graphic Organizer
Summative- none
Student Self - Assessment-none
Textbooks
“Sticky Notes”
Overhead Projector
Notebooks
Formative-group notes
Summative- none
Student Self - Assessment- group
notes
W
S
I
BLM A100 (Unit Resource Folder)
Notebooks
Formative- lists of learned
behaviors
Summative- none
Student Self - Assessment-none
with a list in small groups of some behaviors
they have had to learn.
9
Students will be able to recall
concepts taught in Chapter 4
through completion of a review
game/ study guide.
1
3.
Independent Practice- The students will then
have a learned behavior from the list
developed with their group and write an
explanatory essay teaching someone else to
do what they’ve learned.
1.
Whole Group- Students will compete in a
review game in which they break into 3 teams
and take turns coming to the front of the class
to answer a question from the study guide on
behalf of their team.
W
Study Guide
Textbook
Notebook
Formative- Study Guide
Summative- none
Student Self - Assessment-none
10
Students will be assessed on all
major concepts in Chapter 4.
1.
Independent Practice- Students will take the
Ch. 4 test.
I
Chapter 4 Test
Formative-none
Summative- Chapter 4 Test
Student Self - Assessment-none