This unit is designed to do 2 things:
1) Meet Next Generation Science Standards for Kindergarten: Plants & Animals Around the World, AND
2) Make your life EASIER!
Included is everything (well, almost everything) you need for this unit. The teaching of science requires some materials, but I have chosen simple, everyday tools you most likely already have in your classroom.
There are 12 lessons in this unit (some may stretch over multiple days), covering major standards dealing with plants and animals, PLUS the cross-cutting concepts AND connections to ELA and Math Common Core.
*Fill in the blanks with your favorite habitat. You can stick with one habitat for the entire unit, or you may “continent-hop” to study different biomes. Ideally, you can repeat this unit, focusing on one major biome each time.
* Several books/ebooks/magazine articles about the habitat you will be studying, or about several different habitats, and the plants and animals that live there
* Movie clips on the same topics
* Pictures of plants and animals that live in the habitat
* Shoe boxes and items to build a class model/group models or individual models of habitats: You can send a letter home asking for items to use/borrow—many kids love to collect tiny animals that could be used and returned.
* The whiteboard version of this unit: email email@example.com to request the version of your choice: SmartBoard Notebook or Promethean Activinspire.
Lesson 1: I can observe media about the _______________________ habitat to describe patterns and answer scientific questions about life in that area.
Lesson 2: I can use observations to describe patterns of what plants need to survive in _______________.
Lesson 3: I can use observations to describe patterns of what animals need to survive in ______________.
￼Lesson 4: I can use observations to describe patterns of what humans need to survive in ______________.
￼Lesson 5: I can explore books about the _________________ and express my opinions about them.
￼Lesson 6: I can compare two plants OR two animals from the _________________ and see which has "more of/ less of" ________________ (fill in an attribute) and describe the difference.
￼￼Lesson 7: I can construct an argument supported by evidence for how plants change the environment to meet their needs.
￼Lesson 8: I can construct an argument supported by evidence for how animals change the environment to meet their needs.
￼Lesson 9: I can construct a model to represent the relationship between the needs of different plants or animals and the places they live. (The ______________ needs _______________ so it lives in the _____________.) [Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows.]
￼Lesson 10: I can draw, dictate and/or write to compose an informative explanatory text to name a plant or animal and supply some information about the topic.
￼Lesson 11: I can construct an argument supported by evidence for how humans change the environment to meet their needs.
￼Lesson 12: I can describe how people depend on technology and how our lives would be different without the use of technology.
Get the whiteboard version of this unit for FREE! Just email firstname.lastname@example.org to request the version of your choice: SmartBoard Notebook or Promethean Activinspire. I'll verify you purchased the unit and immediately send you the requested file!