Unit Plan
Unit Author
First and Last Name:
Sharon Smith
Author's E-mail Address:
shsmith@austin.isd.tenet.edu; aksmith@onr.com
School District:
Austin Independent School District
School Name:
Baranoff Elementary
School Address:
12009 Buckingham Gate Rd.
School City, State, Zip:
Austin, TX 78748
School Phone:
512-841-7121
School Fax:
512-841-7104
Principal's Name:
Debbie Sansom
Unit Plan Title
Ladybug, Ladybug, WhereAreYou?
Key Word Search
Ladybug, insect, head, thorax, antennae, body, life stages, eggs, larvae, pupa,
adult ladybug, aphids, helpful to farmers
Subject Area(s)
Language Arts/English
Math
Social Studies
Science
Music
Health
Technology
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Grade Level
Kindergarten
ESL
Gifted and Talented
Unit Summary
This is a science unit on ladybugs. Students will learn about the different parts of
an insect, habitat of a ladybug, ladybugs are insects, why ladybugs are helpful
to farmers, ladybugs body structure, and what they eat. Students will study
about ladybugs for a week and then create a multimedia presentation using
Microsoft PowerPoint, a brochure about ladybugs using Microsoft Publisher, and
a web page using Microsoft Publisher. Students will be able to print their media
and share their knowledge with others.
Objectives/Learning Outcomes
Student Multimedia Presentation Objectives:
 Complete PowerPoint Multimedia Presentation
 Students will learn how to use Microsoft PowerPoint as a tool.
 Complete Science Lesson: Unit of Study: Ladybugs
 Students will share their new knowledge about ladybugs and technology
with others.
 Students will be able to state why it is important to learn about ladybugs.
 Students will be able to state why it is important to learn how to use
technology as a tool for learning.
Student Publishing Objectives:
 Students will work in cooperative groups to make a brochure on ladybugs.
 Students will learn to use Microsoft Publisher as a tool for their brochure.
 Students will share their new knowledge about ladybugs and technology
with others.
 Students will be able to state why it is important to learn about ladybugs.
 Students will be able to state why it is important to learn how to use
technology as a tool for learning.
Student Web Page Objectives:
 Students will be able to complete a web page as a class.
 Individual students will design their part of the pages to be on the site.
 Students will transfer knowledge learned about ladybugs to a web page.
 Students will learn how to use Microsoft Publisher as a tool for creating a
web page.
 Students will share their new knowledge about ladybugs and technology
with others.
 Students will be able to state why it is important to learn about ladybugs.
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
Students will be able to state why it is important to learn how to use
technology as a tool for learning.
Frameworks/Content Standards/Benchmarks
(K.3)Listening/speaking/audiences/oral grammar. The student speaks appropriately to different
audiences for different purposes and occasions.
English/Language Arts
(A) determine the purpose(s) for listening such as to get information, to solve problems, and to
enjoy and appreciate (K-3)
(C) participate in rhymes, songs, conversations, and discussions (K-3)
English As A Second Language
The following expectations apply to the second language learner at his/her level of proficiency in
English.
The student is expected to:
(C) participate in rhymes, songs, conversations, and discussions (K-3)
(D) listen critically to interpret and evaluate (K-3); (F) identify the musical elements of literary
language, including its rhymes or repeated sounds (K-1)
(G) distinguish and produce sounds and intonation patterns of English (K-8/ESL); and
(K.3) Listening/speaking/audiences/oral grammar The student speaks appropriately to different
audiences for different purposes and occasions. The student is expected to:
The student is expected to:
(C) ask and answer relevant questions and make contributions in small or large group discussions
(K-3)
(E) gain increasing control of grammar when speaking such as using subject-verb
agreement, complete sentences, and correct tense (K-3)
The following expectations apply to the second language learner at his/her level of proficiency in
English
The student is expected to:
(A) (i) choose and adapt newly acquired spoken language appropriate to the audience, purpose,
and occasion in the new culture, including using appropriate volume and rate (K-3/ESL)
(C) ask and answer relevant questions and make contributions in small or large group discussions
(K-3)
(D) Present dramatic interpretations of experiences, stories, poems, or plays (K-3); and
(E) gain increasing control of grammar when speaking such as using subject-verb agreement,
complete
sentences, and correct tense (K-3); and
(F) employ English content area vocabulary in context (K-8/ESL).
(K.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.
English/Language Arts &
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The following expectations apply to the second language learner at his/her level of proficiency in
English.
The student is expected to:
(A) recognize that print represents spoken language and conveys meaning such as his/her own
name and signs such as Exit and Danger (K-1)
(B) know that print moves left-to-right across the page and top-to-bottom (K-1)
(D) know the difference between individual letters and printed words (K-1)
(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.
English/Language Arts &
(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.
The student is expected to:
(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences
(K-2);
(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging
selections read aloud (K-3); and
(C) identify words that name persons, places, or things and words that name actions (K-1).
(SK.9) Reading/comprehension. The student uses a variety of strategies to comprehend
selections read aloud.
Enlish/Language Arts &
The following expectations apply to the second language learner at his/her level of proficiency in
English.
The student is expected to:
(A) use prior knowledge to anticipate meaning and make sense of texts (K-3)
(B) establish purposes for reading or listening such as to be informed, to follow directions, and to
be entertained (K-3); and
(B) establish purposes for reading or listening such as to be informed, to follow directions, and to
be entertained (K-3); and
(K.10) Reading/literary response. The student responds to various texts.
English/Language Arts & English As A Second Language
(A) listen to stories being read aloud (K-1)
(B) participate actively (react, speculate, join in, read along) when predictable and patterned
selections are read aloud (K-1)
(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and
poems in ways that reflect understanding and interpretation (K-1); and
K.12) Reading/inquiry/research. The student generates questions and conducts research about
topics introduced through selections read aloud and from a variety of other sources.
English/Language Arts & English As A Second Language
(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);
(B) use pictures, print, and people to gather information and answer questions (K-1)
(B) use pictures, print, and people to gather information and answer questions (K-1)
English/Language Arts & English As A Second Language
The student is expected to:
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(A) write his/her own name and other important words (K-1)
(D) write messages that move left-to-right and top-to-bottom on the page (K-1); and
(E) gain increasing control of penmanship such as pencil grip, paper position, and beginning
stroke (K).
(K.15) Writing/composition. The student composes original texts.
English/Language Arts & English As A Second Language
The student is expected to:
(A) dictate messages such as news and stories for others to write (K-1)
(B) write labels, notes, and captions for illustrations, possessions, charts, centers (K-1)
(C) write to record ideas and reflections (K-3)
(D) generate ideas before writing on self-selected topics (K-1)
(E) generate ideas before writing on assigned tasks (K-1); and
(F) use available technology to compose text (K-3).
(K.16) Writing/inquiry/research. The student uses writing as a tool for learning and research.
English/Language Arts & English As A Second Language
The student is expected to:
(A) record or dictate questions for investigating (K-1); and
(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing
pictures, making lists, and showing connections among ideas (K-3).
(K.17) Second language acquisition/learning strategies. The ESOL student uses language
learning strategies to develop an awareness of his/her own learning processes in language
arts and all content areas.
The following expectations apply to the second language learner at his/her level of proficiency in
English.
The student is expected to:
(A) develop and expand repertoire of learning strategies such as reasoning inductively or
deductively, looking for patterns in language, and analyzing expressions (K-3/ESL)
(B) use prior knowledge and experiences to understand meanings in English (K-8/ESL)
(C) monitor oral and written language production and employ self-corrective techniques or other
resources (K-8/ESL)
(D) use strategic learning techniques such as semantic mapping, imagery, memorization, and
reviewing (K-3/ESL)
(E) use learning strategies such as using circumlocution, synonyms, and non-verbal cues and
requesting assistance from native speakers when speaking English (K-8/ESL)
(F) make connections across content areas and use and reuse language and concepts in different
ways (K-8/ESL) and
(G) use accessible language and learn new and essential language in the process (K-8/ESL).
(K.18) Second language acquisition/listening. The ESOL student listens to a variety of speakers
including teachers, peers, and electronic media to gain an increasing level of comprehension and
appreciation for newly acquired language in language arts and all content areas.
The following expectations apply to the second language learner at his/her level of proficiency in
English.
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The student is expected to:
(A) use active listening comprehension in a variety of situations such as following directions,
responding to requests, and listening for specific purposes (K-3/ESL)
(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM
in all content areas (K-8/ESL); and
§112.2. Science, Kindergarten.
(K.1)
Scientific processes.
(A) demonstrate safe practices during classroom and field investigations; and
(B) learn how to use and conserve resources and materials.
(K.2) Scientific processes.
The student is expected to:
(A) ask questions about organisms, objects, and events
(B) plan and conduct simple descriptive investigations
(K.3) Scientific processes. The student knows that information and critical thinking are used in
making decisions
(A) make decisions using information
(B) discuss and justify the merits of decisions; and
(C) explain a problem in his/her own words and propose a solution.
(K.4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms
and objects and parts of organisms and objects can be observed, described, and measured.
(A) identify and use senses as tools of observation; and
(B) make observations using tools including hand lenses, balances, cups, bowls, and computers.
(K.5)
Science concepts. The student knows that organisms, objects, and events have properties
and patterns.
(A) describe properties of objects and characteristics of organisms
(K.6) Science concepts. The student knows that systems have parts and are composed of
organisms and objects.
(A) sort organisms and objects into groups according to their parts and describe how the groups are formed
C) record observations about parts of animals including wings, feet, heads, and tails
(K.7)
Science concepts. The student knows that many types of change occur.
(D) observe and record stages in the life cycle of organisms in their natural environment.
(K.8) Science concepts. The student knows the difference between living organisms and nonliving
objects.
(A) identify a particular organism or object as living or nonliving; and
(B) group organisms and objects as living or nonliving.
(K.9)
Science concepts. The student knows that living organisms have basic needs.
(A) identify basic needs of living organisms
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§113.2. Social Studies, Kindergarten.
(a) Introduction
(1) In Kindergarten
Students compare family customs and traditions and describe examples of technology in the
home and school. Students acquire information from a variety of oral and visual sources.
(K.3)
History. The student understands the concept of chronology.
The student is expected to:
(A) place events in chronological order; and
(B) use vocabulary related to time and chronology, including before, after, next, first, and last.
(K.7)
Economics. The student understands the importance of jobs.
The student is expected to:
(A) identify jobs in the home, school, and community; and
(B) explain why people have jobs.
(K.13) Science, technology, and society. The student understands ways technology is used in the
home and school.
The student is expected to:
(A) identify examples of technology used in the home and school; and
(B) describe how technology helps accomplish specific tasks.
(K.14) Science, technology, and society. The student understands ways in which technology has changed
how people live.
The student is expected to:
(A) describe how his or her life might be different without modern technology; and
(B) list ways in which technology meets people's needs.
(K.15) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of sources including electronic technology.
The student is expected to:
(A) obtain information about a topic using a variety of oral sources such as conversations,
interviews, and music
(B) obtain information about a topic using a variety of visual sources such as pictures, symbols,
television, maps, computer images, print material, and artifacts
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and print sources.
(K.16) Social studies skills. The student communicates in oral and visual forms.
The student is expected to:
(A) express ideas orally based on knowledge and experiences; and
(B) create and interpret visuals including pictures and maps.
(K.17) Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings.
The student is expected to:
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(A) use a problem-solving process to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a decision.
§117.2. Art, Kindergarten.
(K.1)
Perception. The student develops and organizes ideas from the environment.
The student is expected to:
(A) glean information from the environment, using the five senses; and
(B) identify colors, textures, forms, and subjects in the environment.
(K.2) Creative expression/performance. The student expresses ideas through original artworks, using a
variety of media with appropriate skill.
The student is expected to:
(A) create artworks, using a variety of colors, forms, and lines;
(B) arrange forms intuitively to create artworks; and
(C) develop manipulative skills when drawing, painting, printmaking, and constructing
artworks, using a variety of materials.
(D) (K.3) Historical/cultural heritage. The student demonstrates an understanding of art history and
culture as records of human achievement.
(E) The student is expected to:
(A) identify simple subjects expressed in artworks
(B) share ideas about personal artworks and the work of others, demonstrating respect for
differing opinions; and
(C) relate art to everyday life.
(K.4) Response/evaluation. The student makes informed judgments about personal artworks and the
artworks of others.
The student is expected to:
(A) express ideas about personal artworks; and
(B) express ideas about original artworks, portfolios, and exhibitions by peers and artists.
126.2. Technology Applications, Kindergarten-Grade 2.
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components,
software programs, and their connections.
(2) The student is expected to:
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound
recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and
rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric,
punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of
numbers and symbols as grade-level appropriate.
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(3) Foundations. The student complies with the laws and examines the issues regarding the use of
technology in society.
(4) The student is expected to:
(A) follow acceptable use policies when using computers; and
(B) model respect of intellectual property by not illegally copying software or another
individual's electronic work.
(4) Information acquisition. The student uses a variety of strategies to acquire information from
electronic resources, with appropriate supervision.
The student is expected to:
(A) apply keyword searches to acquire information; and
select appropriate strategies to navigate and access information for research and resource sharing.
(5) Information acquisition. The student acquires electronic information in a variety of formats, with
appropriate supervision.
The student is expected to:
(A) acquire information including text, audio, video, and graphics; and
(B) use on-line help.
(6)Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) determine the success of strategies used to acquire electronic information; and
(B) determine the usefulness and appropriateness of digital information
(7)Solving problems. The student uses appropriate computer-based productivity tools to create and modify
solutions to problems.
The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning experiences; and
use appropriate software, including the use of word processing and multimedia, to express ideas and solve
problems.
(8) Solving problems. The student uses research skills and electronic communication, with appropriate
supervision, to create new knowledge.
The student is expected to:
(A) use communication tools to participate in group projects; and
(B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or
assignment.
(9) Solving problems. The student uses technology applications to facilitate evaluation of work
both process and product.
The student is expected to:
(A) use software features, such as on-line help, to evaluate work progress; and
(B) use software features, such as slide show previews, to evaluate final product.
(10) Communication. The student formats digital information for appropriate and effective
communication.
The student is expected to:
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(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for
the defined audience; and
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for
the communication media including multimedia screen displays and printed materials.
(11) Communication. The student delivers the product electronically in a variety of media, with
appropriate supervision.
The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy or
monitor display; and
(B) publish information in a variety of media including, but not limited to, stored files or video.
(12) Communication. The student uses technology applications to facilitate evaluation of
communication, both process and product.
The student is expected to:
(A) select representative products to be collected and stored in an electronic evaluation tool; and
(B) evaluate the product for relevance to the assignment or task.
Approximate Time Needed


One Week for study of Ladybugs
Three-four weeks for completion of multimedia presentation,
brochure, and web page.
Prerequisite Skills

Basic skills for using a computer. (typing name, using a mouse,
saving to a folder, printing, how to open and close programs,
etc…)
Materials and Resources Required For Unit







Ladybugs (live)
Containers to create habitat for ladybugs
Raisins to feed live ladybugs
Magnifying glass to study ladybugs up close (optional)
Library books about ladybugs
Computers
Printer
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Technology
Hardware
Computer(s)
Projection System
Television (optional)
Scanner
Printer
Digital Camera
Internet Connection
Software
Microsoft PowerPoint
Microsoft Word
Imaging Processing Software
Netscape or Internet Explorer
Lotus Email
Microsoft ENCARTA Encyclopedia 2000 on CD-ROM
Printed Materials
Supplies: Paper for printer, different art paper for students to write and draw
about ladybugs (construction paper of various colors, watercolors, tempera
paint, oil pastels, etc…)
Resources: library books about ladybugs, pictures/posters, bulletin board in
classroom about ladybugs
Internet Resources:
Others:
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Procedures
Student Multimedia Presentation Procedures:
 Students will develop a slide show presentation using the information
learned in the unit of study on ladybugs.
 Each presentation must have individual student information inserted into
the text or picture frame (may be typed by parent helper and/or the
teacher).
 Each presentation must have facts that are correct before presenting to
other students and/or guests.
 Teacher will teach lesson using the student sample made in order for
students to meet expected learning outcomes.
 Presentations will be shown to: our third grade big buddy class, other
kindergarten students, any adult in the building, and parents.
 Presentations will be printed for students to take home as a hard copy.
 Hard copies will be used for reading practice and to learn new spelling
words.
 Estimated time for task: Approximately 2-3 weeks to complete all tasks.
Allow one week for unit of study on ladybugs before creating
presentations. Total time: 3-4 weeks (using four computers in the
classroom)
 Students will work in a timely manner.
 Finished presentation will be ethically pleasing, correct scientific
information, resources cited, and developmentally appropriate for a five
year old.
Student Publishing Procedures:
 Estimated time: Two weeks for 22 students working in groups of
four.
 Each brochure will have graphics/pictures that are student made
or scanned into a file. (Teacher will help students scan pictures and
put into a folder on the computer.) Students may use teacher
example pictures, but have inserted at least two graphics/pictures
of their own.
 Students will dictate information about ladybugs and
parents/teacher will type information for them.
 Students need to use at least three different resources for
information. (Internet sites provided by teacher for viewing, books
in the classroom about ladybugs, or stories created by students
about ladybugs.)
 Student publications will be used as a finished project and will be
printed for display and then sent home with each student.
 Students will share their publication with other teachers, principal,
assistant principle, other students, and guest visitors.
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






Students must be able to describe the process they used to make
the brochure. (Tools used, Information used, pictures/graphics, and
how and why they designed the brochure.)
Students will share their brochures with their big buddies from
another class. (Ex. Third grade classroom big buddies)
Students will be able to state what/why the information they
learned will be helpful in future learning.
Students will be able to state the reason for learning about
ladybugs.
Students will be able to state why technology is an important tool
for learning and how it helped them in creating this brochure.
Students will have practiced using Microsoft Publisher, have a
guided lesson using Publisher by the teacher, and will demonstrate
in groups how to use the software.
Students will make brochures during class time. (Science, language
arts block, and any other ‘free’ time as necessary)
Student Web Page Procedures:
Modifications for Differentiated Instruction
For the Resource Student:
1. Reteach lessons as necessary
2. Use basic vocabulary and repeat orally key words and definitions
3. Help students with pictures of life stages, etc. Discuss key features that
need to be included in each picture
For the Gifted Student:
1. Students may add details to mutimedia presentation.
2. Students will read the poem and words to other students.
3. Students will type their own labels on drawing the parts of the ladybug.
4. Students may add Internet sites, pictures, or scan pictures to multimedia
presentation.
5. Students may add sounds or movie clips to any slide.
6. Student may custom design any slide or make suggestions for their ideas
(parent helper or teacher will help type words and make changes as
necessary).
For the ESL Student:
1. Students will only publish with correct sentence structure. (Parent helper
will type/ teacher will emphasize correct sentence structure)
2. Students will learn the definitions of words: life cycle, eggs, pupae, larvae,
adult, insects, body parts, legs, head, thorax, antennae, ladybug, and
beetles. Teacher will use pictures of real objects and real insects for
concrete learning to take place.
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3. Students will create a habitat for ladybugs in the classroom before
multimedia presentation, web page design, and brochure are made.
Student Assessment
Student Multimedia Presentation Assessment:
Ladybug Rubric
Student Publishing Assessment:
Group brochures on ladybugs.
Student Web Page Assessment:
Ladybug projects/digital pictures/stories added to our school website. As a
kindergarten class, the students will have three pages linked together and
added to our school website.
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