Matt+McKenzie

[|Butterflies Unit Plan (Word Version)]
 * Journal Entries | Visual Ranking Tool |  Seeing Reason Tool |   Showing Evidence Tool     ** ** Showcase Feedback ** **

Matt's Thinking Habits** Explaining, organizing and generating a thoughtful list in reflection to the materials provided in the unit. As the unit progresses, applying past knowledge, while being flexible to the thought process will create a continuously learning attitude.


 * Grade Level:** Grade 1

//GLES:// * Develop and apply, with assistance, pre-reading strategies to aid comprehension: a. access prior knowledge b. preview c. predict with evidence Develop and apply post-reading skills after reading or read-alouds to respond to text: a. answer basic comprehension questions b. question to clarify c. retell d. reflect e. draw conclusions f. analyze
 * Standards:**
 * Communication Arts **
 * Pre-Reading **
 * Post-Reading **

Identify connections between a. text to text (text ideas ---similarities and differences in various fiction and non-fiction works, with assistance) b. text to self (text ideas and own experiences)
 * Making Connections **

Strand 3: Characteristics and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms // Scope and Sequence – Characteristics of Plants and Animals // // a. // Identify the basic needs of most animals (i.e., air, water, food, shelter)  Strand 3: Characteristics and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms // Scope and Sequence – Characteristics of Plants and Animals // d. Identify the relationships between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, reproduction)
 * Forms/Types/Modes of Writing **
 * a. ** Use narrative, descriptive, expository, and/or persuasive features
 * //Science //**

//NETS-S// //I. Creativity and Innovation:// Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. .

//II. Communication and Collaboration:// Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

//IV. Critical Thinking, Problem Solving, and Decision Making:// Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project.

Chance Gardens is looking to redesign the garden to attract more butterflies. Your team ' s task will be to identify, rank and develop a plan that would help attract more butterflies to Chance Gardens.
 * Unit Topic**

//Visual Ranking Tool//
 * Possible Tools**
 * Rank what would bring butterflies to the Gardens? are you going to have students come up with their own list, one list that all teams use or are you going to generate the list that they rank?

//Seeing Reasoning Tool// (as a class activity)
 * Identifying/justifying what would bring butterflies to the Garend
 * Identifying/justifying what would keep butterflies away

What is necessary for life?
 * Essential Question:**

What impact may the butterflies have on our community? What attracts organisms to an area?
 * Unit Questions:**

What attracts butterflies? What do butterflies need to survive? Describe the life cycle of a butterfly.
 * Content Questions:**


 * Assessments**

//Brainstorming// • Brainstorming a list of possible attractants for butterflies and butterfly needs. //K-W-L// • K-W-L chart to determine what students know about butterflies and their needs.
 * //Before://**

//**During:**// //Learning Logs// • Daily Learning Log with a prompted section and a general response section. The prompted section can focus on what the students deal with each day (i.e. describe what butterflies need to survive). //Timeline Meetings// • Project Checklist with group/team meetings. A project checklist/timeline will be given to each team and sporadic meetings with each team will ensure they are maintaining progress and understanding of the concepts.

//**After:**// //Multimedia// • Multimedia presentations to persuade their idea is feasible, realistic and the best for the community. //K-W-L// • After presentations, complete the K-W-L chart to have the entire class reflect on what was learned during the unit.

//Title:// Butterflies Here to Stay //Description:// Butterflies need lots of items to survive. But which is the most important? This activity will ask you to rank a list of items that impact the survival of a butterfly. You will rank the items with the most impact at the top and the least impact at the bottom. //Prompt:// Rank the following items on their impact to the survival of a butterfly. //List of Items:// Warm Climate, Leaves, Flowers, food, water, snakes/wasps
 * //Visual Ranking Tool//**


 * Seeing Reasoning Tool**

**Showing Evidence Tool** At this time, I do not believe this will work with the this lesson (at least for the lower grades). If I was working with a high class, it may be possible to work this in as a group activity. The class could gain consensus regarding the issue.

Feb. 18 @ 4:22 p.m. - The current design that I'm working towards is easily lending itself to using the Ranking Tool. I'm concerned that the lesson may be above the 1st grade level. I'm sure that this is just a result that I've had limited experience in designing lessons for lower grades. **Carla: I think whole group with this tool would work. The teacher can work the tool and the students provide the discussion and responses.**
 * Matt's Questions and Concerns Journal:**

Feb. 19 @ 10:57 a.m. - Just changed my essential question for the 3rd time, but also added unit and content questions with it. I thought about saying, "What attracts us to an area?" but was concerned that the word "attracts" might confuse students (start thinking what is attractive). I also have a concern with the number of GLEs I'm addressing. Too many? **Carla: Changing the Essential Question means you are really working through the lesson.**

Feb. 19 @ 1:48 p.m. - Just added the assessment section. I'm fighting tried sleepiness from lunch, so I'm not sure if they really address the learning habits. I'll need to go back over the weekend and evaluate if these work or not. **Carla: We will have time to work on all these areas Thursday and Friday. It will all fall into place as we continue to work through the materials.

Feb. 25 @ 9:46 a.m. - Added my Visual Ranking Tool this morning. I feel pretty good about the prompt, but the list is a little weak. I started out putting my thoughts, but tried to think about what students would come up with (food). ** **This is where a classroom teacher would be a great input. They would be able to come up with student led thinking and help you work through the process. Carla**

**//Showcase Feedback//** Please provide me feedback in this area regarding my Unit Plan and Showcase Presentation

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