Standards: My unit will integrate standards from all subject areas, with a particular emphasis on Science and Literacy.

(Standards are written out on the following page.) Reading: CC.1.2.K.B, CC.1.2.K.C, CC.1.2.K.I, CC.1.2.K.J Writing: CC.1.4.K.A, CC.1.4.K.E, CC.1.4.K.W; 1.5.K.D, 1.8.K.A Math: CC.2.1.K.A.3, CC.2.4.K.A.1, CC.2.4.K.A.4, CC.2.4.1.A.4 Science: 4.1.K.F; K-LS1-1; Disciplinary Core Ideas: LS1.C, ESS3.A; Science and Engineering Practices: 1. Asking questions 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information; Crosscutting Concepts: 1. Patterns 2. Cause and effect 4. Systems and system models 6. Structure and function!

Curriculum Materials: Journal for every student Poster paper Non-fiction and fiction read-aloud texts (Jane Goodall, chimpanzees, hermit crabs, scientific method) Books on tape Graphic organizers and writing frameworks Expert speaker Laptop with Internet access and projector (for showing videos of Jane Goodall, chimpanzees, and hermit crabs) FOSS Animals Two by Two kit (teacher guide, equipment, animals)

Knowledge of Students and Context: Due to high demands of literacy and math curricula, little time is available for science instruction. Students have few opportunities to engage in science lessons that are hands-on, present opportunities for genuine inquiry, and involve live animals. The students are enthusiastic about living things and respond positively to real-life stories about animals (e.g. Winter the dolphin). During my two-week takeover the students will be on Unit 8 of the Imagine It! literacy curriculum, the theme of which is living things. Starting in March students will receive weekly instruction in nutrition and food production. All students would benefit from learning about a woman scientist, and from seeing themselves as real scientists. Key principles of scientific inquiry are relevant across subject areas.

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Lesson How

Why

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Teaching Methods: Whole-class read-alouds, guided reading, independent reading/listening Whole-class, small-group, and individual response to text and generation of inquiry questions Collecting vocabulary and identifying features of informational text Group discussion and individual reflection on informational videos and expert speaker Whole-class shared writing Independent writing of informational texts Metacognitive exercises: How do we learn? Direct observation, questioning, predicting, recording observations, and revising questions Music, dance, and visual arts activities

Educational Philosophy and Beliefs Learning can and should be fun, engaging, and relevant. Cooperation and collaboration are vital skills. Formative, informal, and authentic assessment offer valuable insight into student learning and progress. Science learning can and should be modeledon how real scientists do science (Ready, Set, Science!, p. 15). Asking questions, making predictions, recording findings, communicating information, and revising beliefs develop thinking skills across all subjects. Its important to teach respect for living things!

Theories of Teaching and Learning: Vygotskys sociocultural theory Classroom dialogue expands student thinking and builds a social environment that encourages learning. (Chapin, Anderson, and OConnor, 2003) Reflecting and communicating are the processes through which understanding develops (Hiebert et al., 1997). Children construct their own knowledge and understanding; we cannot transmit ideas to passive learners (Van de Walle, 2007).

PA Common Core Reading CC.1.2.K.B: With prompting and support, answer questions about key details in a text. CC.1.2.K.C: With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text. CC.1.2.K.I: With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic. CC.1.2.K.J: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. PA Common Core Writing CC.1.4.K.A: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts. CC.1.4.K.E: With prompting and support, illustrate using details and dictate/write using descriptive words. CC.1.4.K.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question. PA Standards in Reading, Writing, Listening, and Speaking 1.5.K.D: Write using illustrations and descriptive words. 1.8.K.A: Ask appropriate questions on a variety of topics. PA Common Core Mathematics CC.2.1.K.A.3: Apply the concept of magnitude to compare numbers and quantities. CC.2.4.K.A.1: Describe and compare attributes of length, area, weight, and capacity of everyday objects. CC.2.4.K.A.4: Classify objects and count the number of objects in each category. CC.2.4.1.A.4: Represent and interpret data using tables/charts. PA Standards in Environment and Ecology 4.1.K.F: Ask questions about objects, organisms and events. Use simple equipment (tools and other technologies) to gather data and understand that this allows scientists to collect more information than relying only on their senses to gather information. Next Generation Science Standards K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. LS1.C: Organization for Matter and Energy Flow in Organisms: All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. ESS3.A: Natural Resources: Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.