Understanding by Design Stage 1 Desired Results

Grade/Subject: Title: Teacher(s): Length o Ti!e " Unit: Date the Unit #as re$ie#ed: Su!!ary o the Unit:

Second Grade/Science Life Cycle of a Tree 2-3 weeks

Students will learn basic life cycle knowledge of trees, be able to relate the im ortance of hotosynthesis, students can relate seasonal changes in weather to changes in the trees, and be able to discuss economic im ortance of the forestry industry!
Title of Content Standard

Standards
Number S2L1

Students will in"estigate the life cycles of different li"ing organisms! Teacher note# $nstruct students not to touch wild lants and animals when they obser"e them! %lways wash hands after handling any lants or animals! Caution students not to eat wild lants they find! Essential Questions:
Unit concepts that reside at the heart of the subject. Ex. What was the position of the characters in this story? a. !an you tell the season by loo&ing at the different types of lea es and plants' b. (hy do we need trees' c. )s it o&ay to cut down the *"a+on jungles so people ha e a place to li e and far"' d. (hat differences do you see between hu"an growth and plant growth' e. (hat part does "an play in "a&ing the en iron"ent safe for future generations' f. (here does the air we breathe co"e fro"' g. !an you na"e , co""ercial products that co"e fro" trees'

Understandings:
Students will understand or know how to [Learning outcomes] Photosynthesis uses light to change carbon dioxide and water into carbohydrates releasing oxygen as a byproduct. Decay pro ides nutrients for growth. !hlorophyll is the green pig"ent found in photosynthetic organis"s. Seasons are reflected in the changing foliage of trees. #cono"ic benefits are deri ed fro" the forests. #n iron"ental concerns such as clear cutting$ soil erosion. %he forests are ital for creating oxygen but also as a renewable source of ti"ber and other by-products.

Knowledge:
Students will need to know

Skills:
Students will need to do

&etermine the se'uence of the life cycle of common animals in your area# a mammal such as a cat or dog or classroom et, a bird such as a chicken, an am hibian such as a frog, and an insect such as a butterfly! (nderstand the economic and en"ironmental im ortance of trees! )*ot in the Ga! +erformance Standards!
!nderstand the process of photosynthesis. " #ot in the $a. %erformance Standards.

,elate seasonal changes to obser"ations of how a tree changes throughout a school year! $n"estigate the life cycle of a lant by growing a lant from a seed and by recording changes o"er a eriod of time! $dentify fungi -mushrooms. as li"ing organisms!
-elate the life cycle of a tree and include the oxygen creating process. " #ot in the $a. %erformance Standards.

Understanding by Design Stage % " &$idence o Learning

'er or!ance Tas( Title of Content Standard# G/%L Students will be obser"ers in nature, looking at trees and determining what kind they are, etc! ,/L0 Students will identify the stages of a tree1s life cycle and will understand a tree1s benefit to society! Students will be e2 lorers in a new land in which they are cataloging newly disco"ered flora! %(&$0*C0 Second Grade S$T(%T$/* Students take a walk outside to collect newly disco"ered s ecimens of trees! This will include leaf rubbings, collecting of# inecones, acorns, lea"es and ine needles! They will also com are and contrast their findings with other e2 lorers! +,/&(CT, +0,3/,4%*C0 %*& +(,+/S0 Students will understand the significance of a tree1s life cycle as well as season change and economic benefits of trees! ST%*&%,&S %*& C,$T0,$% Students will in"estigate the life cycles of different li"ing organisms! Teacher note# $nstruct students not to touch wild lants and animals when they obser"e them! %lways wash hands after handling any lants or animals! Caution students not to eat wild lants they find! /ther 0"idence -e!g!, tests, 'ui55es, rom ts, work sam les, obser"ations. -students will do leaf rubbings to see the differences of e"ergreen and deciduous trees! -students will understand the benefits that eo le ha"e from trees -students will e2 lain the hotosynthesis cycle of a tree and the seasons Self-%ssessment Student Self-%ssessment and ,eflection Students will align the answers that they learned from discussion outside, during the leaf rubbings and at a culmination during the "ideo of e"erything they learned!

Rubric or 'er or!ance")ased *ssess!ent

Scienti ic Dra#ings: Li e +ycle o a Tree

C%T0G/,6 7 General 3ormatting 92 -u to : oints a"ailable. (nlined a er is used! The drawing is large enough to be clear -about 8/2 of a age of ty ing a er.! Student name, class, and date are in the lower left corner! There is a figure ca tion that describes the drawing! The ca tion includes information about magnification, when a ro riate! Lines are clear and not smudged! There are almost no erasures or stray marks on the a er! Color is used carefully to enhance the drawing! Sti ling is used instead 3 2 8 Lined a er is used %*&//, the drawing is much too small or much too large!

(nlined a er is (nlined a er used! The drawing is used! The is large enough to drawing is a be clear -about 8/2 little too large of a age of ty ing or a little too a er.! Student small! Student name, class, and name, class, date are in the lower and date are in left corner! the lower left corner!

&rawing general 98 -u to 7 oints a"ailable.

There are a few There are a erasures, smudged few erasures, lines or stray marks smudged lines on the a er, but or stray marks they do not greatly on the a er, detract from the which detract drawing! Color is from the used carefully to drawing /, enhance the color is not drawing! /"erall, used carefully! the drawing is good! /"erall, the 'uality of the drawing is fair!

There are se"eral erasures, smudged lines or stray marks on the a er, which detract from the drawing! /"erall, the 'uality of the drawing is oor!

of shading! /"erall, the 'uality of the drawing is e2cellent! Labels 92 -u to : oints a"ailable. 0"ery item that needs to be identified has a label! $t is clear which label goes with which structure! %lmost all items -;<=. that need to be identified ha"e labels! $t is clear which label goes with which structure! 4ost items ->?-:;=. that need to be identified ha"e labels! $t is clear which label goes with which structure! Less than >?= of the items that need to be identified ha"e labels /, it is not clear which label goes with item!

@nowledge Gained

Ahen asked about 8< items in an 93 -u to 82 unlabeled oints drawing of the a"ailable. same lant or animal, the student can identify all of them accurately! %ccuracy ;?= or more of the 93 -u to 82 assigned oints structures are a"ailable. drawn accurately and are recogni5able! %ll assigned structures are labeled accurately!

Ahen asked about 8< items in an unlabeled drawing of the same lant or animal, the student can identify :-; of them accurately!

Ahen asked Ahen asked about about 8< items 8< items in an in an unlabeled unlabeled drawing drawing of the of the same lant same lant or or animal, the animal, the student can student can identify ? or less identify B-> of of them them accurately! accurately! ;7-:?= of the assigned structures are drawn accurately and are recogni5able! ;7-:?= of the assigned structures are labeled accurately! Less than :?= of the assigned structures are drawn %*&//, labeled accurately!

;7-:?= of the assigned structures are drawn accurately and are recogni5able! %ll assigned structures are labeled accurately!

Understanding by Design Stage , -nstructional Strategies

./&R& -S -T G0-1G2 Students will be guided through a lesson that states the im ortance of trees and their life cycles, and testing their knowledge by osing 'uestions in the form of a game, and seeking a discussion on the issues that were e2 lained! /003 T/& STUD&1TS! The students will be ChookedD by going outside to collect lea"es, creating rubbings, and by watching a "ideo about trees and their life cycle! &4'L0R& *1D &5U-' The students will be gi"en directions as the class goes outside to collect a "ariety of lea"es, and how to create a rubbing! Ey ro"iding a "ideo for students to "iew, they will be thoroughly e'ui ed to take art in a discussion on the life cycle of trees and how they benefit the en"ironment and the economy! R&T/-13 *1D R&6-S& %fter watching the "ideo, students will ha"e a chance to think and discuss on the different ways that trees can benefit both the economy and the en"ironment through discussion, and a small writing assignment so they can discuss and write about how they think of trees in a different way than they had re"ious to the assignment! &4/-)-T *1D &6*LUT& %s students use their shadings and writing assignments, they will ha"e been able to e"aluate their thinking by taking art in class discussion! This discussion will o en u new a"enues of thought to each student and will test their knowledge of the subFect! The shadings of the lea"es the students collected will then be dis layed on the walls to remind them of the assignment and the discussion! T*-L0R T0 STUD&1TS This assignment a eals to students by using "ery different methods! Ey going outside, drawing, writing and discussing this assignment is tailored to the different ty es of learning! 0RG*1-7& The organi5ation of this assignment builds on a foundation set by each re"ious ste ! 0ach roFect re ares the students for the ne2t ste along the assignment, and hel s to create a new understanding of the to ic!

Re erences Lesson plans adopted from the Understanding by Design model:

Wiggins, G. & McTighe, J. (2005). Understanding by design, (2nd edition) Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 1-4166-0035-3.

Rubric developed in Rubistar at http://www.rubistar.org Educational standards from Georgia erformance !tandards at http://www.Georgia!tandards.org