Unit Plan

Name: Kaha Osman

Grade: 1

Subject: Science and Technology Strand: UNDERSTANDING LIFE SYSTEMS

Needs and Characteristics of Living Things
The Culminating Task:
1) Using information from a variety of sources (including personal experience, class
discussions, videos, diagramsetc), create two flipbooks: one on an animal of your
choice and the other on a plant of your choice, both from creek habitats. Include the
following information:
-

Name of the animal/ plant

A picture, labeling major parts

A labeled picture of where they live.

What that animal/plant needs to survive

Share the flipbooks with the class and explain the difference between the animal and
plant as well as the similarities they share in the basic things they need, as living things,
to survive.
2) Using information from a variety of sources (including personal experience, class
discussions, videos, diagramsetc), create a poster consisting of two captioned images:
In one section draw a picture of your animal and plant in a polluted
environment. Write down if they are happy or sad there.
In the other section draw your plant and animal in an environment
where they will thrive.
Share your poster with the class and explain how your animal and plant feel in each
picture and why.
The Essential Knowledge: The Big Ideas

The Curriculum Expectations:

Plants and animals, including people, are

living things.

Investigate needs and characteristics of

plants and animals, including humans.

Living things have basic needs (air, water,

food, and shelter) that are met from the
environment.

Demonstrate an understanding of the basic

needs and characteristics of plants and
animals, including humans.

All living things are important and should

be treated with respect.

Assess the role of humans in maintaining a

healthy environment.

The Essential Skills:

(Identifying both curricular and cross-curricular skills)
-

Using scientific inquiry/research skills. (Science and Technology)

Using active listening strategies, comprehension strategies, demonstrating

understanding information and ideas, making inferences, as well as, presentation

strategies, clarity and coherence, appropriate language and vocal skills, and using
appropriate visual aids. (Language: Oral Communication)
Using reading comprehension strategies, demonstrating understanding of text by
restating information from the text, making inferences, extending understanding,
as well as, reading familiar and unfamiliar words. (Language: Reading)
Using skills of identifying the target audience for writing; developing, classifying
and organizing ideas; writing short texts using familiar words to convey meaning;
and using simple complete sentences. Also, producing drafts; spelling familiar and
unfamiliar words; use of punctuation including: a capital letter at the beginning of a
sentence, a period, question mark or exclamation mark at the end; using parts of
speech appropriately; proofreading; reviewing and seeking feedback; publishing
and producing finished works. (Language: Writing)
Demonstrating an understanding that it is important to treat other people and the
environment with respect. (Social Studies: Heritage and Identity: Our changing
roles and responsibilities)
Using elements of design in art works to communicate ideas, messages and
personal understandings. (Visual Art)
Assessment Strategies, Tools, and Criteria

Assessment 1 Oral presentation

Assessment 2 The flipbook and poster

Assessment 3 Written captions and descriptions in flipbook and poster

Modified Performance Tasks

Simplified Task
Work individually or in pairs.
1) Using information from a variety of
sources (including personal experience,
class discussions, videos, diagramsetc),
create two flipbooks: one on an animal of
your choice and the other on a plant of
your choice, both from creek habitats.
Include the following information:
-

Name of the animal/ plant

A picture of the plant/animal

A picture of where they live.

What that animal/plant needs

to survive
Share the flipbooks with the class and
explain the difference between the animal
and plant as well as the similarities they
share in the basic things they need, as
living things, to survive.
2) Using information from a variety of
sources (including personal experience,
class discussions, videos, diagramsetc),
create a poster consisting of two images:
In one section draw a
picture of your animal and
plant in a polluted
environment. Draw a happy
face or a sad face indicating
how your animal and plant feel.
In the other section draw
your plant and animal in an
environment where they will
thrive.
Share your poster with the class and
explain how your animal and plant feel in
each picture and why.

Enriched Task
1) Using information from a variety of
sources (including personal experience,
class discussions, videos, diagramsetc),
create two research booklets: one on an
animal of your choice and the other on a
plant of your choice, both from creek
habitats. Include the following information:
-

Name of the animal/ plant and its

characteristics

A picture of the plant/animal labeling

major parts.

A labeled picture of that

animal/plants natural habitat.

How the animal/plants

characteristics meet their needs for
survival

How aspects of the animal/plants

environment help it thrive.

Share the research booklet with the class

and explain the difference between the
animal and plant as well as the similarities
they share in the basic things they need, as
living things, to survive.
2) Using information from a variety of
sources (including personal experience,
class discussions, videos, diagramsetc)
create a poster consisting of two captioned
images:
In one section draw a
picture of your animal and
plant in a polluted
environment. Write down if
they are happy or sad there.
In the other section draw
your plant and animal in an
environment where they will
thrive.
Brainstorm ways in which humans can help
the plants and animals of Sawmill creek
have a healthier environment.

Share your poster with the class and

explain how your animal and plant feel in
each picture and why.

Instructional Plan
How Students Will Acquire the Essential Knowledge and Skills to Complete the Culminating
Task Successfully
Lesson1 Introduction: Living things vs. non-living things
What do we think we know about living things?
Nature scavenger hunt where students look for living things and collect non-living things.
Picture book about living vs. non-living things.
Lesson 2 Characteristics of Living Things

Living things move, breath, grow, eat, and drink

In groups students look at pictures in magazines, cut out images and group them into categories of
living and non-living. Present to class.
Lesson 3 What are animals?
What are the parts of animals, including humans?
How do animals move?
Interactive picture book about animal movement: From Head to Toe by Eric Carle
Draw and label diagrams of various animals.
Lesson 4 Animal Needs
Students learn that animals need food, water and shelter to survive.
Students learn how animals use their mouths.
Critical Thinking Question:
What would happen to animals if they did not have their needs met?
Students watch YouTube video about animals.
Lesson 5 What are plants?
What are the parts of plants?
What do plants need to thrive?
Critical Thinking Question:
Discuss what would happen if plants did not have their needs met.
Non-Fiction picture book about plants.

Lesson 6: How do parts of the plant meet their needs?

How do leaves help plants?
How do roots help plants?
Draw and label diagrams of plants.
What are the similarities and differences between plants and animals in terms of their characteristics
and needs?

Lesson 7 Environments
Where do plants and animals live? What is an environment?
What are similarities and differences between where animals and plants live?
What are some different types of environments? Who lives on a mountain? In a Creek? In the forest?
Watch YouTube clips about different types of environments.
Lesson 8 The Creek Environment
Students learn about creek environments and animals that live there.
Take students on a field trip to Sawmill creek and have students do a nature walk there and observe
the animals and plants that are there as well as some of the non-living things, including human waste.
In groups of two or three students share what they observed on the nature walk. The teacher records
on chart paper all the different animals and plants that were observed.
Students are to pick one animal and one plant to use for their upcoming culminating task.
Lesson 9 Healthy Environments
Students learn how environments help meet the needs of animals and plants.
The characteristics of a healthy environment.
Critical thinking question:
What happens to animals, plants and humans when part of their environment is unhealthy?
Lesson 10 Sawmill Creek Scenario
How do humans affect the environment?
Students learn the impact of an unhealthy environment on animals, plants and humans.
Teacher presents images of healthy environments and unhealthy environments polluted by human
waste. Then the students discuss where animals and plants would be happiest living and why.
Critical thinking question:
What happens when humans dispose of their waste in the habitats of other animals and plants? Why
is it important to dispose of waste appropriately?
Students draw pictures of healthy and unhealthy environments.

Lesson 11 Sawmill Creek Scenario

Students are introduced to the Sawmill Creek scenario and are reminded about their field trip there in
lesson 8. They look at images and watch a video of Sawmill Creek.
As a group students discuss how pollution in the creek affects the plants and animals that live there.
Critical thinking question:
What can we do to help the animals and plants in Sawmill Creek?
Students will think-pair-share to respond to this question.
Lesson 12 Sawmill Creek Culminating Task (1)
Introduce students to culminating task.
The teacher provides a verity of resources for students to use including non-fiction books, CD ROMs,
pet, diagrams, videos..etc.
The teacher will remind the students of the animals they picked in lesson 8 and present them with
graphic organizers.
The teacher will model how to use the resources and fill in the graphic organizer.
Students fill in the names of their animal and plant on their graphic organizer.
Lesson 13 Sawmill Creek Culminating Task (1)
Teacher will read through the questions in the graphic organizer with the students.
Individually or in a group, students fill in information (words or pictures) about their chosen animal and
plant using graphic organizers. The teacher will provide support as needed.
Lesson 14 Sawmill Creek Culminating Task (1)
Teacher will address any concerns the students may have had in the previous lesson.
Teacher will give students blank booklets for their good copy and model how to revise information and
fill it in.
Students will work on the good copies of their booklets and the teacher will provide support as
needed.
In pairs they will proofread each others work and provide oral feed back in the form: I liked it when
Next time

Lesson 15 Sawmill Creek Culminating Task (2)

The teacher presents images of healthy environments and unhealthy environments polluted by
human waste, and reminds them of the discussion they had in lesson 10.
The teacher provides a verity of resources for students to use including non-fiction books, CD ROMs,
pet, diagrams, videos..etc.
The teacher will model how to use the resources and fill in the graphic organizer for the second task.
Students begin working on filling in the graphic organizer and the teacher will provide support as
needed.
Lesson 16 Sawmill Creek Culminating Task (2)
Students complete their graphic organizer.
The teacher presents the students with blank chart paper for their posters as well as colours and craft
supplies.
The teacher models how students are to make their posters.
Students start working on their posters.
Lesson 17 Sawmill Creek Culminating Task (2)
The Students complete their posters, with teacher support as needed.
In pairs they will proofread each others work and provide oral feed back in the form: I liked it when
Next time
The students will present their booklets and posters to the class.

Resources:
Leveled non-fiction picture books.
From Head to Toe, by Eric Carle (picture book)
Grade 1 Science and Technology textbook
Variety of YouTube video clips.
Variety of magazines.
Science websites.

Integration of Technology:
YouTube video clips
Researching information on science websites on the internet.
Students can type and print their booklets.