HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Jessica Dolan
Subject : Science
Start Date(s): September 8, 2015
Grade Level (s): 4
Building : MKEMS
Unit Plan
Unit Title: Life Processes
Essential Questions: How are living things organized?
What are the differences between plant and animal cells?
How do the parts of a cell work together to carry out life processes?
What do all living things have in common?
How do plants carry out life processes?
What are the major parts of a plant?
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
S4.B.1.1.1 Identify life processes of living things.
3.1.4.A2 Describe the different resources that plants and animals need to live.
3.1.4.A1 Classify plant and animals according to physical characteristics they share.
Summative Unit Assessment :
Summative Assessment Objective
All students will be able to compare and contrast life processes of plants and
animals.
Assessment Method (check one)
____ Rubric ___ Checklist __X__Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
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 be able to identify
the basic characteristics of all living
things and how they contrast with
nonliving things.
1, 2
1.
Whole Group- The class will read pgs. A6 and
A7. Students will examine the picture on pg.
A6 to discuss differences between a bronze
duck and a live duck. They will then use the
chart on pg. A7 to identify 6 of the major life
processes that all living things carry out.
3
4
Students will be able to identify
the major parts of plant and
animal cells as well as their role in
carrying out life processes. They
will compare and contrast the two
cells using a Venn Diagram.
1, 2
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.
Small Group- Students will play a matching
game with partners using their flashcards.
2.
1, 2
Independent Practice-Students will use
context clues to find definitions within the
lesson in their textbook, which they will put
onto flashcards.
3.
2
Students will be able to identify
the life processes of all living
things as well as compare and
contrast life processes for plants
versus animals using a Venn
Diagram.
Grouping
DAILY PLAN
Independent Practice- Students will use
whiteboards to try and recall the 6 life
processes discussed.
Whole Group- Students will use a concept
web to recall the 6 major life processes
discussed previously.
Small Group- Students will break into small
groups. They will use Venn Diagrams to
identify the major differences between how
plants and animals carry out those life
processes. They may use textbook pg. A7 as a
guide.
Whole Group-The class will read textbook pgs.
A8 and A9. They will draw Venn Diagrams in
their notebooks to identify the major parts a
plant cell has that an animal cell does not
have.
Independent Practice-Students will paste a
blank animal cell and a blank plant cell in their
notebooks and label as many parts as they
Materials / Resources
Textbooks
Overhead projector
PPT presentation with pictures
related to each lesson
Flashcards.
Index cards
Assessment of Objective (s)
Formative- “Exit ticket” vocabulary
quiz
Summative- None
Student Self - Assessmentflashcard practice
W
Textbooks
I
Formative-Whiteboards
Summative- none
Student Self - AssessmentWhiteboards
W
s
Textbooks
Whiteboard
Venn Diagram
Overhead Projector
Formative- Concept Web
Summative- none
Student Self - AssessmentVenn Diagrams
W
I
S
Textbooks
Notebooks
Overhead projector
PPT presentation with notes
Plant and Animal cell interactive
notebook entries
Formative- Interactive notebook
entires
Summative- None
Student Self - AssessmentInteractive notebook entry
can without using their text.
Students will be able to
differentiate between simple,
single-celled organisms; simple,
many-celled organisms; and
complex organisms. They will
provide examples of each.
6
Small Group-Students will compare diagrams
with one another to make a more
comprehensive diagram. They will discuss the
role each part plays in carrying out the life
processes of the cell. They will check
themselves using textbooks pgs. A8 and A9.
1.
Whole Group- The class will read pgs. A10A12. They will use the text to identify
examples of simple, single-celled organisms;
simple, many-celled organisms; and complex
organisms. The class will generate a
comprehensive list of organisms on a t-chart
on the whiteboard.
2, 3
5
Students will be able to recall the
most important parts from Lesson
1 by completing the Lesson
Review.
3.
1
2.
Small Group-Students will critically read the
text to complete the blanks on a set of cloze
passage notes.
3.
Independent Practice- Students will complete
a Venn Diagram comparing and contrasting
simple Vs. complex organisms. They will
evaluate their accuracy with the Venn
Diagram on the overhead projector.
Small Group- Students will re-read the lesson
to complete the lesson review on pg. A13.
Whole Group- The class will regroup to discuss
answers.
1.
2.
W
S
I
Textbooks
Venn Diagrams
Notebooks
Powerpoint Presentation with cloze
passage notes
Formative-Plant and Animal Cell
Labeling Quiz
Summative- none
Student Self - Assessment- Venn
Diagram
Textbooks
Notebooks
Formative- Lesson 1 Review
Summative- none
S
W
Student Self - Assessment-Lesson 1
Review
7
Students will be able to define key
vocabulary from the lesson and
provide examples.
1, 2
1.
2.
3.
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/
definitions to pictures presented on a
PowerPoint presentation by holding up the
vocabulary word they think matches the
picture presented.
Small Group- Students will play a matching
game with partners using their flashcards.
I
S
W
Textbooks
Overhead projector
PPT presentation with pictures
related to each lesson
Flashcards.
Index cards
Formative- “Exit ticket” vocabulary
quiz
Summative- None
Student Self - Assessmentflashcard practice
8
Students will identify the major
parts of a plant and their role in
carrying out life processes.
1, 2
1.
2.
9
Students will be able to classify
different types of plants based on
their individual parts and how
these parts help them carry out life
processes based on their unique
circumstances.
2, 3
1.
2.
3.
10
Students will be able to diagram
and explain the process of
photosynthesis.
3, 4
1.
2.
3.
11
12
Students will be able to recall the
most important parts from Lesson
1 by completing the Lesson
Review.
Students will demonstrate
understanding of concepts taught
on a Chapter test.
1
1, 2
1.
2.
Whole Group- The class will read and discuss
pg. A18 to pg. A19.
W
I
Independent Practice- Students will then fold
a piece of drawing paper and draw a plant on
it, being sure to include a flower, leaf, stem,
and root. They will cut the plant into these
four sections, label, and describe the role
each part plays in carrying out life processes
for the plant.
Whole Group- The class will read and disucss
pgs. A20-A21.
Small Group- Students will categorize and
classify plants based on their leaves roots and
stems. They will start with those discussed in
the text and then add their own.
Independent Practice- Students will use what
they have learned to complete the blanks in
cloze passage notes #1-7.
Whole Group- The class will read TB pg. A22
and complete cloze passage notes #8 and 9.
Small Group- Groups will be given a baggy
containing each component of
photosynthesis. They will work together to
arrange the cards to accurately diagram
photosynthesis.
Independent Practice- Students will write 4
sentences explaining the steps of
photosynthesis. The will regroup with their
peers to share and evaluate one another’s
accuracy.
1. Small Group- Students will re-read the
lesson to complete the lesson review on
pg. A13.
2. Whole Group- The class will regroup to
discuss answers.
3. Independent Practice- Students will
independently review concepts taught in
Chapter 1 through completion of Study
Guide. They will complete for homework
if not finished in class.
Whole Group- Review of Study Guide and
address questions/ misconceptions.
Independent Practice- Students will take test.
Drawing paper
Textbooks
Crayons
Scissors
Formative- foldable
Summative- none
Student Self - Assessment-foldable
W
S
I
Categorize/ Classify chart- BLM A18
(Unit Resource Folder)
Textbooks
Notebooks
PPT with cloze passage notes
Formative- Categorize and Classify
Chart
Summative- none
Student Self - Assessment-Cloze
passage notes
W
S
I
Textbook
Notebook
PPT with cloze passage notes
Photosynthesis diagramming cards
Formative-Photosynthesis Diagram
Cards
Summative- none
Student Self - AssessmentExplanatory writing:
photosynthesis
S
W
I
Textbooks
Notebooks
Study Guide
Formative- Photosynthesis Quiz
Summative- none
Student Self - Assessment-Study
Guide
W
I
Study Guide
Chapter 1 Test
Formative- Study Guide
Summative- Chapter 1 Test
Student Self - Assessment-none