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Unit Author
John Bunker
bunkerjohn73@gmail.com
Unit Overview
Unit Title: The Cycle of Life
Unit Summary:
This unit will develop students’ understanding of the life cycle concept by
raising classroom organisms and investigating their needs and behaviors.
Students are developing beliefs regarding plants, animals, growth, and the
continuity of life, and it is vital for them to be based upon fact. By
understanding the uniqueness of life cycle stages, students will be better
able to appreciate the diversity of all living things. This also supports the
school improvement plan by teaching cooperative learning skills. Life cycles
is the final of three major units within the scope and sequence for Jefferson
County School District (the previous two being electrical systems and objects
in the sky). This unit is also meant to cross the curriculum to a unit on
expository writing.
Student Friendly: Describe what makes different plants and animals similar
and different.
D. Describe the basic needs of animals (water, food, shelter, and air)
and plants (water, light, air, and nutrients).
3.4: Students know and understand how organisms change over time in
terms of biological evolution and genetics.
Student Friendly: Describe what you discover, how you discover it, and
what it means.
Student objectives / learning outcomes:
When given pictures of a plant, an insect, and some other type of animal,
students will be able to develop posters and explain, either verbally or
through writing, the prior life stages of the organism scoring a minimum of
proficient according to the rubric.c.
Curriculum Framing Questions
Essential Question:
• What are the differences and similarities between seeds and eggs?
• How are insects similar?
• What life stages do animals and plants go through?
Student Assessment Plan
Peer Feedback
• Students will be able to comment on each others' blogs.
• The students will also be working in lab groups which will be
encouraged to provide continual internal feedback.
• Students will complete evaluation forms at the completion of the unit
for peer feedback.
Unit Details
Prerequisite Skills
• Student should be familiar with classroom lab procedures including
handling of scientific equipment.
• Students should have basic computer knowledge including how to find
files, save images from the internet, and complete basic forms.
• Students should have basic knowledge of Power Point including
inserting pictures, drawing tools, and text insertion.
• Prior to this lesson, students will be taught a lesson on blog creation.
Instructional Procedures
Narrative
Background/Rationale
Assumptions
Unit Summary
This unit will develop students’ understanding of the life cycle concept by
raising classroom organisms and investigating their needs and behaviors.
Students are developing beliefs regarding plants, animals, growth, and the
continuity of life, and it is vital for them to be based upon fact. By
understanding the uniqueness of life cycle stages, students will be better
able to appreciate the diversity of all living things. This also supports the
school improvement plan by teaching cooperative learning skills. Life cycles
is the final of three major units within the scope and sequence for Jefferson
County School District (the previous two being electrical systems and objects
in the sky).
To begin with, this unit has been created with all resources on a Google site,
found here: http://sites.google.com/site/lifecycleunit/. This site will serve
as a content management system for the unit as well as provide a location
for both formative and summative assessments through Google forms. It
serves as a “one-stop shop” for everything in the unit ranging from teacher
lesson plans, student materials, and assessments. It will also host
multimedia for students, links to student blogs, and important
announcements. By having one location, students always know where to
find the resource they need and may be more inclined to further investigate
the unit while at home or other location with internet access.
The benefits of the website extend to the instructor of the unit by allowing
the flexibility for student pacing, setting of personal objectives, and
providing differentiation for students at all levels. Videos are embedded
within the site to assist English language learners, students with reading
deficiencies, and students with developmental disabilities.
Students will also set up personal blogs to record key observations and
reflections. This blog space has been set up using Kidblog.org and can be
found here: http://kidblog.org/MrBunkersClass/. This blog will also be
linked directly to the unit website for easy access by students. By utilizing
blogs, students are able to record and reflect upon their daily observations.
They are able to insert pictures to compliment their written descriptions
which allows for non-linguistic representation, one of Marzano’s strategies.
Throughout their reflection process, students will be asked to identify
similarities and differences which has been shown by Marzano’s research to
have the largest effect size on student achievement (Marzano, 2004). The
blogging forum is also ideal for providing students with recognition and
immediate feedback, also proven strategies.
Throughout the unit, students will utilize the brainstorming and organizing
software, Kidspiration. Using this software, students are able to create a
non-linguistic representation of the scientific process and life cycles of plants
and animals.
References
• Hubbell, E.R., Kuhn, M., & Pitler, H. (2007). Using Technology with
Classroom Instruction That Works [USING TECHNOLOGY W/CLASSRO].
Alexandria: Ascd.
• Investigating Life Cycles Teachers Edition Level 3 (BSCS Science
T.R,A.C.S.). (1999). na: Kendall / Hunt Publishing Co..
• Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2004).Classroom
Instruction that Works: Research-Based Strategies for Increasing
Student Achievement (ASCD). Alexandria, VA: Prentice Hall.
• Mctighe, J., & Wiggins, G. (2005). Understanding by Design (2nd
Edition) (ASCD) (2 ed.). Alexandria, VA: Prentice Hall.