Running head: SCIENCE UNIT PLAN 1

Science Unit Plan

Jenna Betts, Jenna Densmore and Shaina Peter-Paul

St. Thomas University

March 2, 2017
SCIENCE UNIT PLAN 2

Part A: Determine Enduring Understandings

Next Generation Science Standards (NGSS):

Grade 2. Interdependent Relationships in Ecosystems

Performance Expectations: students who demonstrate understanding can:
o Plan and conduct an investigation to determine if plants need sunlight and water
to grow.
Science and Engineering Practices:
Developing and Using Models
Modeling in K-2 builds on prior experiences and progresses
to include using and developing models (i.e., diagram,
drawing, physical replica, diorama, dramatization, or
storyboard) that represent concrete events or design
solutions.
Develop a simple model based on evidence to represent a
proposed object or tool. (2-LS2-2)
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer
questions or test solutions to problems in K-2 builds on
prior experiences and progresses to simple investigations,
based on fair tests, which provide date to support
explanations or design solutions.
Plan and conduct an investigation collaboratively to
produce data to serve as the basis for evidence to answer a
question. (2-LS2-1)
Make observations (firsthand or from media) to collect data
which can be used to make comparisons. (2-LS4-1)
Science Knowledge Is Based on Empirical Evidence
Scientists look for patterns and order when making
observations about the world. (2-LS4-1)
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems
Plants depend on water and light to grow. (2-LS2-1)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely
identifies, tested, and used to explain change. (2-
LS2-1)

Grade 3. Interdependent Relationships in Ecosystems

3-LS4-4: Biological Evolution: Unity and Diversity
o Make a claim about the merit of solution to a problem caused when the
environment changes and the types of plants and animals that live there may
change
SCIENCE UNIT PLAN 3

Science and Engineering Practices: Engaging in Argument from Evidence

Engaging in argument from evidence in 35 builds on K2
experiences and progresses to critiquing the scientific explanations
or solutions proposed by peers by citing relevant evidence about
the natural and designed world(s).
Disciplinary Core Ideas: LS2.C: Ecosystem Dynamics, Functioning, and
Resilience
When the environment changes in ways that affect a places
physical characteristics, temperature, or availability of resources,
some organisms survive and reproduce, others move to new
locations, yet others move into the transformed environment, and
some die.
Cross cutting Concepts: Systems and System Models
A system can be described in terms of its components and their
interactions.

Grade 3. Inheritance and Variation of Traits

3-LS3-2: Heredity: Inheritance and Variation of Traits

o Use evidence to support the explanation that traits can be influenced by the
environment
Science and Engineering Practices: Constructing Explanations and
Designing Solutions
Constructing explanations and designing solutions in 35 builds on
K2 experiences and progresses to the use of evidence in
constructing explanations that specify variables that describe and
predict phenomena and in designing multiple solutions to design
problems
Disciplinary Core Ideas: LS3.A: Inheritance of Traits
Other characteristics result from individuals interactions with the
environment, which can range from diet to learning. Many
characteristics involve both inheritance and environment.
Crosscutting Concepts: Cause and Effect
Cause and effect relationships are routinely identified and used to
explain change.

Grade 4. Earths Systems: Process That Shape the Earth

4-ESS2-1: Earths Systems

o Make observations and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation.
Science and Engineering Practices: Planning and Carrying Out
Investigations
Planning and carrying out investigations to answer questions or
test solutions to problems in 35 builds on K2 experiences and
SCIENCE UNIT PLAN 4

progresses to include investigations that control variables and

provide evidence to support explanations or design solutions.
Disciplinary Core Ideas: ESS2.A: Earth Materials and Systems
Rainfall helps to shape the land and affects the types of living
things found in a region. Water, ice, wind, living organisms, and
gravity break rocks, soils, and sediments into smaller particles and
move them around.
Crosscutting Concepts: Cause and Effect
Cause and effect relationships are routinely identified, tested, and
used to explain change.

NB Elementary Sc. Curricula:

Grade 2 (Review/Introduction)
o GCO: Life Science: Plant Growth and Changes
o SCO: Investigating Germination and Growing Conditions for Plants
o Outcomes: students will be expected to:
Identify and describe parts of plants and their general function (100-28)
Identify and investigate life needs of plants and describe how plants are
affected by the conditions in which they grow (100-29)
Place seeds in groups according to one or more attributes. (202-2)
Ask questions to investigate related to growing conditions for plants. (200-
1)
Make predictions about which condition will be best for plant growth.
(200-3)
Draw inferences that identify and investigate life needs of plants and
describe how plants are affected by the conditions in which they grow.
(100-29)
Identify and suggest explanations for patterns and discrepancies in the
growth rate of similar plants grown in varying conditions. (202-5)
Grade 3 (Main Lesson Focus)
o GCO: Life Science: Plant Growth and Changes
o SCO: Investigating Germination and Growing Conditions for Plants
o Outcomes: students will be expected to:
Place seeds in groups according to one or more attributes (202-2)
Ask questions to investigate related to growing conditions for plants (200-
1)
Make predictions about which conditions will be the best for plant growth
(200-3)
Make and record relevant observations and measurements of plant growth
during their investigations (201-5)
Construct and label bar graphs that show plant growth under different
conditions (202-4)
SCIENCE UNIT PLAN 5

Draw inferences that identify and investigate life needs of plants and
describe how plants are affected by the conditions in which they grow
(100-29)
Identify and suggest explanations for patterns and discrepancies in the
growth rate of similar plants grown in varying conditions (202-5)
Identify and describe parts of plants and their general function (100-28,
203-2)
Observe and describe changes, using written language, pictures, and
charts, that occur through the life cycle of a flowering plant (100-30, 201-
5)
Estimate measurements of the plant as it grows (201-6)
Describe ways in which plants are important to living things and the
environment (102-12)
Identify parts of different plants that provide humans with useful products,
and describe the preparation that is required to obtain these products and
how our supply of useful plants is replenished (102-13)
Identify parts of different plants that provide humans with useful products,
and describe the preparation that is required to obtain these products and
how our supply of useful plants is replenished (102-13)
Respond to the ideas and actions of others and acknowledge their ideas
about the uses and replenishing of plants (203-5)
Grade 4 (Enrichment Lesson)
o GCO: Life Science: Habitats
o SCO: Habitats and Populations
o Outcomes: students will be expected to:
Use the terms habitat, population, and community in appropriate contexts
(104-6)
Identify questions to investigate about the types of plants and/or animals at
a local habitat, and the conditions under which they live (204-1)
Identify various methods for finding answers to questions related to the
local habitat, and select one approach that is appropriate (204-6)
Make observations and collect information related to local habitats and
their associated populations of plants and animals (205-5, 302-1)
Identify their own and their families impact on habitats, and describe how
personal actions help conserve habitats (108-6, 106-3)
Compile and display the data collected during the habitat study using
tallies, tables, and/or bar graphs (206-2)
Present the procedures used during the habitat study and the results
obtained, compare these results with those of other class members,
recognizing that results may vary, and suggest explanations for these
discrepancies (104-4, 206-3)
Construct and/or maintain a model of a natural habitat, and use it to make
observations and collect information about organisms in the habitat (205-
10, 205-5)
SCIENCE UNIT PLAN 6

Suggest improvements to the model of the natural habitat to make it more

realistic and habitable for organisms (206-6)
Using appropriate terminology to compare the structural features of plants
that enable them to thrive in different kinds of places (300-2, 104-6)
Describe how scientists knowledge of plant growth has led to agricultural
innovations and techniques (106-4)
Describe current investigations of local or regional habitat issues (105-1)
Classify organisms according to their role in a food chain and draw a
diagram to illustrate the food chain (302-3, 104-6, 206-1)
Predict how the removal of a plant or animal population affects the rest of
the community (301-1)
Relate habitat loss to the endangerment or extinction of plants and animals
(301-2)
Identify examples of positive and negative effects of technological
developments on natural habitats (108-1)

Integrated NB Curricula Outcomes: LA:

GCO: Students will speak and listen to explore, extend, clarify, and reflect on their
thoughts, ideas, feelings, and experiences
SCO: students will be expected to
o Describe, share, and discuss thought, feelings and experience and consider others
ideas
o Ask and respond to questions to clarify information and to explore possibilities or
solutions to problems
o Express and explain opinions and respond to the questions and reactions of others
o Listen critically to others ideas and opinions
GCO: Students will be able to communicate information and ideas effectively and clearly,
and to respond personally and critically
SCO: students will be expected to
o Participate in conversation, small-group and whole-group discussion,
understanding when to speak and when to listen
o Give and follow instructions and respond to questions and directions
GCO: Students will be expected to use writing and other forms of representation to
explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to
use their imaginations.
SCO: Students will be expected to
o use strategies in writing and other ways of representing to formulate questions and
organize ideas
o discover and express personal attitudes, feelings, and opinions
o compare their own thoughts and beliefs to those of others
o record experiences

Students Learning:
SCIENCE UNIT PLAN 7

Students should already have a general understanding about plants and animals.
Students have already learnt about the Fundy Biosphere and Hopewell Rocks. This unit is
to expand their learning in regards to plant life, animal life, habitats, and weather.
Students will learn about Fundy Biosphere Reserve, Hopewell Rock as a unique habitat
and ecosystem. Specifically looking at the species (plants and animals) within the
habitat/ecosystem to expand their learning.
Students will learn about the specific parts of plants and their general functions.
Students will learn to make observations and investigate based on evidence from the
habitats/ecosystem.

Part B: Assessment and Evaluation

Outcomes or Expectations Assessment Assessment Tool

Strategy

Identify and describe parts of plants and their general Group Anecdotal record
function. (100-28) Discussion and
Handouts
Identify and investigate life needs of plants and
describe how plants are affected by the conditions in
which they grow. (100-29)

Cross-Curricular: English Language Arts:

GCO: Students will speak and listen to explore, extend,

clarify, and reflect on their thoughts, ideas, feelings,
and experiences.

GCO: Students will be able to communicate

information and ideas effectively and clearly, and to
respond personally and critically.

Place seeds in groups according to one or more Project Checklist and

attributes. (202-2) Asking Questions

Ask questions to investigate related to growing

conditions for plants. (200-1)

Make predictions about which condition will be best

for plant growth. (200-3)

Cross-Curricular: English Language Arts:

GCO: Students will speak and listen to explore, extend,

SCIENCE UNIT PLAN 8

clarify, and reflect on their thoughts, ideas, feelings,

and experiences.

GCO: Students will be able to communicate

information and ideas effectively and clearly, and to
respond personally and critically.

Draw inferences that identify and investigate life needs Class Rating scale
of plants and describe how plants are affected by the Discussion and
conditions in which they grow. (100-29) Journal

Identify and suggest explanations for patterns and

discrepancies in the growth rate of similar plants
grown in varying conditions. (202-5)

Cross-Curricular: English Language Arts:

GCO: Students will speak and listen to explore, extend,

clarify, and reflect on their thoughts, ideas, feelings,
and experiences.

GCO: Students will be able to communicate

information and ideas effectively and clearly, and to
respond personally and critically.

Use the terms habitat, population, and community in Journal or Marketing Scheme
appropriate contexts (104-6) Learning Log

Identify questions to investigate about the types of

plants and/or animals at a local habitat, and the
conditions under which they live (204-1)

Identify their own and their families impact on Science Rubric/Checklist

habitats, and describe how personal actions help Investigation
conserve habitats (108-6, 106-3)

Construct and/or maintain a model of a natural habitat,

and use it to make observations and collect information
about organisms in the habitat (205-10, 205-5)

Predict the structural and/or behavioral adaptations Question and Rubric/Checklist

needed for an animal to live in a particular habitat, Answer
either real or imagined (204-3)
SCIENCE UNIT PLAN 9

Relate habitat loss to the endangerment or extinction of

plants and animals (301-2)

Construct and/or maintain a model of a natural habitat, Learning Log Anecdotal Notes
and use it to make observations and collect information
about organisms in the habitat (205-10, 205-5)

Cross-Curricular: English Language Arts:

GCO: Students will be expected to use writing and

other forms of representation to explore, clarify, and
reflect on their thoughts, feelings, experiences, and
learnings; and to use their imaginations.

GCO: Students will speak and listen to explore, extend,

clarify, and reflect on their thoughts, ideas, feelings,
and experiences.

GCO: Students will be able to communicate

information and ideas effectively and clearly, and to
respond personally and critically.

3-LS3-2: Heredity: Inheritance and Variation of Traits: Learning Log Anecdotal Notes
Use evidence to support the explanation that traits can
be influenced by the environment
Cross-Curricular: English Language Arts:

GCO: Students will be expected to use writing and

other forms of representation to explore, clarify, and
reflect on their thoughts, feelings, experiences, and
learnings; and to use their imaginations.

GCO: Students will speak and listen to explore,

extend, clarify, and reflect on their thoughts, ideas,
feelings, and experiences.

GCO: Students will be able to communicate

information and ideas effectively and clearly, and to
respond personally and critically.

ESS2.A: Earth Materials and Systems: Rainfall helps Learning Log Anecdotal Notes
to shape the land and affects the types of living things
found in a region. Water, ice, wind, living organisms,
and gravity break rocks, soils, and sediments into
smaller particles and move them around.
SCIENCE UNIT PLAN 10

Cross-Curricular: English Language Arts:

GCO: Students will be expected to use writing and

other forms of representation to explore, clarify, and
reflect on their thoughts, feelings, experiences, and
learnings; and to use their imaginations.

GCO: Students will speak and listen to explore, extend,

clarify, and reflect on their thoughts, ideas, feelings,
and experiences.

GCO: Students will be able to communicate

information and ideas effectively and clearly, and to
respond personally and critically.

Part C: Planning the Sequences of Lessons

Sequence of Lessons

Lesson Outcomes or Assessment or What will What will the

Title/Topic Expectations Evaluation the teacher students do?
do?

1. Introduction Identify and Group Discussion and The teacher The students
to Plants describe parts of Handouts. will facilitate will be required
plants and their group to participate in
general function. discussion by group
(100-28) using a KWL discussion and
chart and put the
Identify and describe parts information
investigate life of plants and they learnt in
needs of plants their general discussion onto
and describe function so a worksheet for
how plants are students can future
affected by the complete a references.
conditions in worksheet.
which they
grow. (100-29)

2. Place seeds in Project. The teacher The students

Germination: groups will facilitate will observe the
Plant Growth according to one group difference in
SCIENCE UNIT PLAN 11

and Changes or more discussion at types of seeds.

attributes. (202- the beginning They will also
2) of class. plant a seed of
He/she will their choosing
Ask questions to also be to observe and
investigate responsible to make prediction
related to handout about.
growing materials for
conditions for the project
plants. (200-1) and provide
Make help if
predictions needed. The
about which teacher will
condition will be also have to
best for plant plant their
growth. (200-3) own seed for
the next
lesson.

3. Plant Draw inferences Class Discussion and The teacher Students will be
Growth and that identify and Observation will be involved in
Changes investigate life Assignment responsible talking about
needs of plants for previous
and describe facilitating knowledge in a
how plants are group class
affected by the discussions. discussion.
conditions in He/she will Students will
which they also aid also have to
grow. (100-29) students in make
making predictions and
Identify and predictions observe their
suggest about the plants/the
explanations for conditions teachers plant.
patterns and that plants
discrepancies in have to face.
the growth rate
of similar plants
grown in
varying
conditions.
(202-5)

4. Introduction Use the terms Students will pass in As a class we The class would
to Habitats habitat, their would review be participating
population, and drawings/explanation definitions in in the group
community in after class in their the discussion and
SCIENCE UNIT PLAN 12

appropriate habitat journal. The appropriate give good

contexts (104-6) teacher will be able to sentences and examples of
access their have a group different
Identify comprehension based discussion. animals in their
questions to on their animals and Following, appropriate
investigate about habitats chosen. Ex: we would go habitat.
the types of you will not see a lion over different Following, they
plants and/or at Hopewell Rocks, types of will draw and
animals at a however, you could see animals that describe an
local habitat, a bird flying or a whale they think animal in their
and the in the water. would live habitat that they
conditions under near would find at
which they live Hopewell Hopewell
(204-1) Rocks, how Rocks.
they would
survive and
where their
dens, huts,
etc. were
located. Time
would be
given in class
for the
students to
draw an
animal of
their choosing
that was
discussed, in
their natural
habitat.

5. Traits of a Identify their Students will be The teacher Using provided

Habitat own and their evaluated based on will collect materials,
families impact creativity and their various items students will
on habitats, and attention to detail. Its from outside bring in a some
describe how easy to get a dish and that children sort of dish to
personal actions fill it with water for a can make into make a habitat
help conserve whales habitat, but it their own for an animal of
habitats (108-6, requires a little more habitat (mud, their choosing.
106-3) work to create a bears dirt, rocks, Students are
den or birds nest. We grass, welcome to
Construct and/or will investigate various flowers, etc.). bring in
maintain a animals and habitats. The point of external
model of a We will match different this activity is resources to
natural habitat, animals with their to get the help them build
SCIENCE UNIT PLAN 13

and use it to appropriate habitat. students to their habitat.

make make their They will be
observations and own habitat respectful of the
collect for an animal classroom and
information of their teacher (ex: use
about organisms choice (many small amounts
in the habitat will choose of mud and
(205-10, 205-5) the drawing make little
they did from mess).
the previous
lesson
activity)

6. Animals in Predict the Group discussion will Have a group Students will
their Habitats structural and/or
be heavily taken for discussion of participate in all
behavioral evaluation to see how the group
adaptations much students are importance of discussions
needed for an educated on extinct animal revolving
animal to live in
animals in general and extinction. around extinct
a particular in their own area. They Include animals and
habitat, either will discuss the various their
real or imaginedimportance of the roles extinct adaptations to
(204-3) animals play in our animals from their living
ecosystem. We will go the Maritimes environments.
Relate habitat over what they already so that This is a chance
loss to the know and what the students can for students to
endangerment or students predict will relate to the learn new
extinction of happen within the next issue. things that are
plants and few years (with Students will relevant in their
animals (301-2) animals that are at risk learn lives and they
of becoming extinct) behavioral also have the
adaptations opportunity to
within ask and
different questions they
habitats. may have
concerning this
topic.

7. Introduction Construct and/or Project: The teacher Students will be

to Earth maintain a Construct model of will reflect on asked to create
Systems model of a Fundy Biosphere the Fundy a habitat out of
natural habitat, Reserve - Hopewell Biosphere materials
and use it to Rocks Reserve - provided by the
make Hopewell teacher.
observations and Rocks Students will
collect and Earth use their
SCIENCE UNIT PLAN 14

information systems. learning logs to

about organisms The teacher reflect on their
in the habitat will bring habitat and how
(205-10, 205-5) materials for Earth Systems
students to relate to their
construct habitat.
their habitat.

8. Effects of 3-LS3-2: Class discussion The teacher The students

Weathering Heredity: Handouts will give will learn about
Inheritance and Observations information the effects of
Variation of on the effects weathering on
Traits: Use of the
evidence to weathering. environment.
support the The teacher Students will
explanation that will create a then be
traits can be habitat on introduced to
influenced by school their habitat and
the environment property for are to examine
students to and observe the
observe. changes of
traits of the
habitat.
Reflecting in
their learning
logs.

9. Erosion ESS2.A: Earth Class discussion The teacher The students

Materials and Create Timeline of will build on will be
Systems: Hopewell Rocks the previous introduced to
Rainfall helps to lesson and erosion. In
shape the land introduce groups, students
and affects the erosion. The will create a
types of living teacher will timeline of the
things found in a give a mini- Hopewell
region. Water, lesson on Rocks in the
ice, wind, living erosion. After future showing
organisms, and the signs of
gravity break discussion, erosion.
rocks, soils, and the teacher Students will
sediments into will introduce reflect on the
smaller particles the similarities and
and move them assignment. differences of
around. The teacher the rocks
will ask throughout the
students to years in their
SCIENCE UNIT PLAN 15

create a learning logs.

timeline of
pictures of
the Hopewell
Rocks.

Part D: UDL, Differentiated Instruction, Blooms Taxonomy, Tier 1-3, or PLP

UDL: The purpose of the Universal Design is so each students needs are met in the lessons
through different forms of activity and assessment. Students need are meet in a variety of
forms throughout this unit plan. In the lesson title Introduction to Plants students are able to
participate in small or class group discussion and are able to show their knowledge in a
handout form. Students are also presented with a choice in how they want to complete the
assigned activity. Allowing students to have choice in the way they represent their work
ensures all students needs are met. In the lesson titled Germination students are able to
demonstrate what they know again though small or class discussion, which ever they feel more
comfortable in doing. The project in this lesson also allows students to experiment with plants
and understand though a project based inquiry. Both of these lessons also provide students with
visual aids through video and charts in which they can refer to when doing the required
activities. In these two lessons the closing song related to plants allow students to relax and
have some fun in class! In the last lesson regarding plants Plant Growth and Changes also
reach a diverse set of needs though choice. Students are able express the way plants grow and
change through a drawing activity. An activity like this allows students to express their
thoughts in a different way.

Differentiated Instruction: Within this unit differentiated instruction is used frequently. In the
lessons regarding plants, students are provided with choice of activity and multiple forms of
assessment is used to ensure students learning styles are evaluated. Anecdotal notes are used
throughout the lessons, as well as teacher-student interaction through conversation. These
lesson also lead to a project that students are to participate in, the teacher will use the results of
this project to determine understanding as well. If a student in the class need further instruction
or handouts that fit their certain needs, all these lesson can be modified.

Blooms Taxonomy: Within this unit Blooms taxonomy is touched on in each lesson. In the
lessons regarding plants, previous knowledge regarding plants is retouched on and students
receive additional information that they have yet to learn. Students have also had mini-lessons
regarding the Fundy Biosphere and Hopewell Rocks preceding this unit, therefore,
understanding how the environment affects plant life is easier to comprehend when talked
about. Students received new knowledge, by building on past knowledge and students were
able to fully comprehend the material because students will apply that knowledge through
analysis, synthesis and evaluation in each lesson.

Tiers 1-3: Each lesson throughout this lesson plan can be modified to fit each tier.

PLP: A Personal Learning Plan is an education plan that is created with the student and their
parents, as well as the teacher and the in-school Exceptional Intervention Team. Based on the
SCIENCE UNIT PLAN 16

individual students needs, the lessons will need to be adapted for what is best for the
individual student. This unit plan is flexible in terms that it can be changed to fit individual
needs.

Reflection: We believe as a group that the intended outcomes will be supported by the lessons
that we will have in our unit plan. We planned each lesson to meet each outcome specifically.
Throughout each lesson students will gain many skills, some including: communication,
discussion skills, as well as observation skills. One challenge that we are a bit concerned about is
that our outcomes may change depending on completion of each lesson that we come up with.
We are also concerned that students may have a hard time to relate these lessons with the Fundy
Biosphere and Hopewell Rocks. We wish we could have been able to go to Hopewell Rocks to
gather additional materials and gain information.