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Unit:
Teacher:
Stage 1- Desired Results
Connections to Context:
Students have previously learned
about plant growth and what a plant
needs, now they are learning about
it more in depth. Students can
connect these lessons to their daily
lives because plants are so essential
to our world.
(How does this fit with students
experiences, the school goals, and the
larger societal issues? How does this fit
with the broader curriculum- what has
come before and what will come after?)
Established Goals
2-LS2-1 Plan and conduct an
investigation to determine if plants
need sunlight and water to grow. **
2-LS2-2 Develop a simple model that
mimics the function of an animal in
dispersing seeds or pollinating
plants. *
2-LS4-1 Make observations of plants
and animals to compare the diversity
of life in different habitats. **
Michigan State Board of Education
CCSS.ELA-Literacy.SL.2.1.a Follow agreedupon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others
with care, speaking one at a time about the
topics and texts under discussion).
CCSS.ELA-Literacy.SL.2.1.b Build on others'
talk in conversations by linking their
comments to the remarks of others.
CCSS.ELA-Literacy.SL.2.3 Ask and answer
questions about what a speaker says in order
to clarify comprehension, gather additional
information, or deepen understanding of a
Transfer
Students will be able to independently use their learning to
Appreciate plants and how to better take care of them.
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Plants are important to our lives and are very How we can use our knowledge to take care of
complex and interesting.
plants
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
topic or issue.
CCSS.ELA-Literacy.W.2.7 Participate
in shared research and writing
projects (e.g., read a number of
books on a single topic to produce a
report; record science
CCSS.ELA-Literacy.W.2.3 Write narratives in
which they recount a well-elaborated event or
short sequence of events, include details to
describe actions, thoughts, and feelings, use
temporal words to signal event order, and
provide a sense of closure. Observations).
CCSS.ELA-Literacy.L.2.5.a Identify real-life
connections between words and their use (e.g.,
describe foods that are spicy or juicy).
CCSS.ELA-Literacy.RI.2.3 Describe the
connection between a series of historical
events, scientific ideas or concepts, or steps in
technical procedures in a text.
CCSS.ELA-Literacy.RI.2.7 Explain how
specific images (e.g., a diagram showing how
a machine works) contribute to and
CCSS.ELA-Literacy.RF.2.4 Read with
sufficient accuracy and fluency to support
comprehension clarify a text.
CCSS.ELA-Literacy.W.2.8 Recall information
from experiences or gather information from
provided sources to answer a question.
CCSS.ELA-Literacy.SL.2.1.a Follow agreedupon rules for discussions (e.g., gaining the
floor in respectful ways, listening to others
with care, speaking one at a time about the
topics and texts under discussion).
CCSS.ELA-Literacy.SL.2.2 Recount or
describe key ideas or details from a text read
aloud or information presented orally or
through other media.
CCSS.ELA-Literacy.SL.2.6 Produce complete
sentences when appropriate to task and
situation in order to provide requested detail
or clarification.
CCSS.ELA-Literacy.SL.2.1.b Build on others'
talk in conversations by linking their
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Evaluative Criteria
Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Running bean experiment/seed journal
Final test
Paper plate life cycle
Class discussions
Creating their own plant
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)
OTHER EVIDENCE:
Bean journals
Diagrams
Paper plate projects
Crossword puzzles
Before Experiment handout
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Progress Monitoring
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum