Heredity and Evolution

West Haven Public Schools

Unit Planning Organizer

Subject:        Science                                                    

Grade:           Kindergarten

Unit:   4 K.2 Heredity  and Evolution                     

Pacing:          8 weeks

Essential Question(s):

(Priority Standard 1)

  • How are a stuffed dog and a real dog the same/different?

 

(Priority Standard 1a)

  • What would happen if you left your kitten outside all winter?

Big Idea(s):

(Priority Standard 1)

  • Living things grow, reproduce and eat.

(Priority Standard 1a)

·         I need air, food, water and shelter to survive.

 

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

1. Observe and describe differences between living and nonliving things in terms of growth, offspring and need for energy from “food.”

 

*1a. Infer from observations that living things need air, food, water, shelter and space to stay alive.

(*This priority is West Haven added.)

 

Supporting Standards

2.  Sort and count living and nonliving things in the classroom, the schoolyard and in pictures.

3.  Use nonstandard measures to estimate and compare the height, length or weight of different kinds of plants and animals.

4.  Observe and write, speak or draw about similarities and differences between plants and animals.

5.  Match pictures or models of adults with their offspring (animals and plants).

6.  Recognize varied individuals as examples of the same kind of living things (e.g., different color rabbits are all rabbits; different breeds of dogs are all dogs).

 “Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

(Priority Standards  1, 1a)

 

·         Living

 

·         Nonliving

  • Air
  • Food
  • Water
  • Shelter
  • Space
  • Growth
  • Offspring
  • Energy from food
  • Similarities/differences
  • Reproduce

 

 

 

 

 

 

 

 

 

 

 

 

 

(Priority Standards  1, 1a)

 

  • Observe living/nonliving things
  • Describe differences between living/nonliving things
  • Infer what living/nonliving things need
  • Compare/contrast characteristics of living/nonliving things
  • Compare plants and animals
  • Give examples of living/nonliving things
  • Sort living/nonliving things
  • Identify similarities/differences through pictures /written or spoken word
  • Match pictures or models of adults and offspring (plants/animals)
  • Recognize varied individuals as members of the same group (different breeds of dogs are all dogs)

 

 

 

 

1

 

1

 

 

2

 

2

 

 

2

 

3

 

1

 

3

 

 

1

 

 

1

 “Dipsticks” (Informal Progress Monitoring Checks):

1.       Observations of student progress

2.       Oral assessments

3.       Informal questions and answers

 

Instructional Planning

April – June  (8 weeks)

Suggested Resources/Materials:

 Suggested Research-based Effective Instructional Strategies:

Whole Group

Small Group and/or partner experimentation

One-on-one Strategies with Para

Centers

Pocket Charts

Review: i.e. picture and/or word cards

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Air

Food

Water

Shelter

Space

Growth

Offspring

Energy from food

Similarities/differences

Reproduce

Living

Non-living

Similarities

differences