UNIT PLANNING TEMPLATE

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Subjects /Strands: Growth and Changes in Animals Grade(s): 2
Number of days: 5 Culminating task due date: n/a
STEP 1
What is important for students to know? What are the enduring understandings? What is the big
A. BIG IDEA open question to inform learning and link curricula? (consider starting with big ideas in Science or
FOR THIS UNIT Social Studies)
Animals have distinct characteristics. (Overall expectations 2 and 3)
Humans are animals. (Overall expectations 1, 2, and 3)
There are similarities and differences among different kinds of animals. (Overall expectation 2)

B. OVERALL What will students learn? Select expectations from each curriculum document (for this unit use
EXPECTATION(S) Language- Media, and one of Science or Social Studies) that unit will address.
Science:
2. investigate similarities and differences in the characteristics of various animals;
3. demonstrate an understanding that animals grow and change and have distinct characteristics.

Language
Oral language:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
writing:
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience;

SPECIFIC What specific expectations from the curriculum documents (may use more than one subject) will be
EXPECATION(S) addressed throughout the lessons? Include an expectation sort, indicating which will be assessed
and which will be covered but not formally assessed.

Science curriculum:
2.2 observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the
behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-
generated questions and a variety of methods and resources (e.g., observation of live animals in the
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schoolyard; books, videos/DVDs, CD-ROMs, and/or Internet sources that depict animals in a positive light)

2.3 investigate the life cycle of a variety of animals (e.g., butterflies, frogs, chickens), using a variety of
methods and resources (e.g., observation of live animals in the classroom and in the schoolyard; books,
videos/DVDs, CD-ROMs, and/or the Internet)

2.4 observe and compare changes in the appearance and activity of animals as they go through a complete life
cycle (e.g., frog, butterfly)
2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their
environment, using various methods

2.6 use scientific inquiry/research skills (see page 15), and knowledge acquired from previous investigations,
to investigate the basic needs, characteristics, behaviour, and adaptations of an animal of their choice

2.7 use appropriate science and technology vocabulary, including life cycle, migration, adaptation, body
coverings, and classify, in oral and written communication

2.8 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences
and for a variety of purposes (e.g., use a model constructed of modelling clay and a tree branch to explain
how a caterpillar feeds)

3.1 identify and describe major physical characteristics of different types of animals (e.g., insects, mammals,
reptiles)

3.3 identify ways in which animals are helpful to, and ways in which they meet the needs of, living things,
including humans, to explain why humans should protect animals and the places where they live (e.g., bats
control mosquito populations; birds and wildlife provide pleasurable viewing experiences; the buffalo
provided some Aboriginal people with everything they needed to survive: food, shelter, clothing, tools,
ornamentation, and weapons; horses can be used for labour; cats and dogs provide companionship for
humans; animals, including humans, disperse plant seeds)

Language:
-these specific expectations will be used throughout the unit

oral: 1.1 identify purposes for listening in a variety of situations, formal and informal, and set personal goals
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for listening, initially with support and direction
1.2 demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a
variety of situations

Writing: 1.1 identify the topic, purpose, audience, and form for writing
1.2 generate ideas about a potential topic, using a variety of strategies and resources
1.4 sort ideas and information for their writing in a variety of ways, with support and direction
2.1 write short texts using several simple forms

LEARNING Clearly identify what students are expected to know & able to do in language they can understand.
GOAL(S) What is the strategy/task that will provide information for assessment?
What are the questions that the students will be able to answer at the conclusion of the unit of
study?

I will learn to…classify animals into six categories: mammals, fish, birds, reptiles, amphibians and insects
I will learn to…describe major physical characteristics of different types of animals
I will learn to…investigate and compare the life cycle of a variety of animals
I will learn to…identify farm animals and how they can help humans
I will learn to…describe some ways humans and farm animals are interconnected

STEP 2
C. CULMINATING Complete explanation of what students will do/write/say to demonstrate their understanding of
TASK the big idea? How is it differentiated? What Achievement Chart Categories will be addressed?
Rich Performance
Assessment Task – Research project – students will pick an animal to do their project on and create a presentation
Drake, pg. 69 (Bristol board, create a model, etc.) based on that animal. They are expected to label their
animals (physical characteristics), discuss their animal’s life cycle, the necessities that animal
needs to survive (habitat and food consumption) and the category that animal fits into.

ASSESSMENT Assessment “of” Learning: What will students say/write/do to demonstrate their learning of the
TASKS/STRATEGIES specific expectations at the end of the unit of study? Does it reflect all or most of the Achievement
Categories? Are assessments “balanced” (say, write, do, perform)?
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Peer- assessment (met, not yet checklist)

Rubric (achievement chart)
Checklists
SUCCESS CRITERIA How will students demonstrate what they will learn? What will successful acquisition of the
learning goals look like and sound like? How will we know they have learned?

I can… classify animals into the six different categories

I can…demonstrate my understanding of the physical characteristics of different animals
I can…understand that all animals go through life cycles, and can compare different lifecycles to
each other
I can…demonstrate my understanding of how farm animals help humans in a class discussion
I can…describe how animals and humans are connected

ASSESSMENT x Checklist x Rubric Rating Scale

TOOLS
What recording Anecdotal Comments Feedback Form x Self/Peer
strategies will
teachers use? Other

D. LEARNING Identify skills and attach assessment tool.

SKILLS AND WORK
HABITS TO BE Literacy skills – oral communication, written and media literacy
ADDRESSED Responsibility
Refer to Learning Organization – research project, organizing of ideas
Skills and Work Habits in Independent work – research project, and work sheets
Growing Success:
Assessment, Evaluation
Collaboration – class discussions, working together to complete work sheets and minds on
and Reporting in Ontario activities
Schools Pg. 10. Initiative – getting started on work without teacher prompt
Self-regulation – ensuring their behaviours follow along with the expectations for that lesson
STEP 3
E. LESSONS – USING LAKEHEAD TEMPLATE & GUIDELINES
Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow
together and scaffold student learning. What teaching skills/concepts expectations are being introduced for completion of
culminating task? Outline or sketch out each lesson in the unit
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LESSON WHAT TEACHER WILL WHAT STUDENT ASSESSMENT RESOURCES
DO WILL DO (say write do)
Learning activity, specific Example: Example: Mode/Strategy/Tool;
expectation, teaching/learning Instruct/Guide/Model/ Thinking skills Key questions and
strategies Assist/ Assess Literacy skills prompts/
Creative skills
Lesson 1: Classification of a Minds on: explain the Thinking skills Worksheet – Anchor charts
variety of animals video -students will take the diagnostic Markers
SE: Action: walk around table knowledge they assessment For Smart board for minds
2.7 use appropriate science and to table asking the gained from the minds learning. on video
technology vocabulary, including life students questions such on video and our quick Students will fill out Tables
cycle, migration, adaptation, body as “how do we know if class discussion (to this worksheet
coverings, and classify, in oral and an animal is a mammal gather ideas) about during the
written communication or a reptile, what are the appropriate consolidation
2.2 observe and compare the physical some features that classification of section of this
characteristics (e.g., fur or feathers; differentiate the two?” animals and apply it to lesson, this way I
two legs or no legs) and the Consolidation: walk the anchor charts and can see where the
behavioural characteristics (e.g., around while the their worksheet students are in their
predator or prey) of a variety of students are working Literacy skills animal knowledge
animals, including insects, using independently on their -students will use their and where we need
student-generated questions and a worksheets answering written literacy skills in to go from there
variety of methods and resources questions filling in the anchor
3.1 identify and describe major charts and worksheets
physical characteristics of different
types of animals (e.g., insects,
mammals, reptiles)

Minds on: video -

https://www.youtube.com/watch?v
=dCm5CcQhU-c
Action:
-put six anchor charts on six
different tables with the titles,
mammals, reptiles, insects, fish,
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birds and amphibians and
subtitles, physical characteristics
and animals
-ask the students: “what animals
are mammals? What makes a
mammal a mammal (physical
characteristics)?” “What animals
are reptiles? What makes a
reptile and reptile (physical
characteristics)?” then continue
on with the rest of the categories
to get ideas flowing
-next students will be put into 6
groups and will all visit each table
to write down ideas for each
category
Consolidation:
worksheet with the variety of
animal classifications, animal
names, what they learned and
what they would like to learn in
this unit
Lesson 2: Investigating Animal Minds on: ask “What Thinking skills Assessment for -Exit ticket
Lifecycles does everyone think the -thinking about ways learning: -video:
SE: difference is between the different animal life Exit ticket – https://www.youtube.com
2.3 investigate the life cycle of a these two images (puppy cycles are different students will fill out /watch?v=75NQK-
variety of animals (e.g., butterflies, vs. dog), “what classifies from each other an exit ticket that Sm1YY
frogs, chickens), using a variety of an animal as an adult?” Literacy skills asks them about - 2 worksheets
methods and resources “how are animal Minds on: one thing that they -Pictures of animals at
2.4 observe and compare changes in lifecycles different from “everything starts out learned in the different parts of their
the appearance and activity of each other and the same small and then grows lesson lifecycle – chickens, frog,
animals as they go through a (dog vs caterpillar)?” larger.” dogs, butterflies
complete life cycle (e.g., frog, Action: show the video “Some animals grow - smart board for video
butterfly) then hand out butterfly faster than others.”
worksheet (goes along Action:

Minds on:
Post pictures on the whiteboard of
different animals as babies and as
adults (e.g. puppy and dog,
caterpillar and butterfly, chicks and
chickens, tadpoles and frogs)
Action:
Show video of “The Very Hungry
Caterpillar”
https://www.youtube.com/watch?v
=75NQK-Sm1YY
Next hand out the butterfly lifecycle
worksheet
Consolidation:
Do another worksheet as a class
(lifecycle of a frog)
Exit ticket – what I learned in today’s
science lesson
UNIT PLANNING TEMPLATE
with video)
Consolidation:
use document reader
and cast it onto the
smart board (lifecycle of
a frog), get the students
to use the word bank on
the bottom of work sheet
to fill out the sheet.
next give students their
exit tickets, they will fill
out what they learned
today
students will watch the
video then fill out the
worksheet, can work
with friends if they
want
Consolidation:
Students will work as a
class to fill out the
lifecycle of a frog
worksheet (with the
support of a word
bank),
“I know that is a
tadpole with legs
because it looks like a
tadpole but with legs.”
Next students will
receive their exit ticket
and will fill it out with
something they
learned from today’s
lesson e.g. “I learned
that all animals have a
lifecycle, but the life
cycle from a chicken is
different from a frog’s
lifecycle.”
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Lesson 3: investigating farm Minds on: read the book Thinking skills – minds Assessment for and -smart board for kahoot
animals (how do farm animals to the students, ask on, action and as learning (saying quiz,
impact humans?) questions throughout consolidation and doing) -matching game
SE: like, “What do pigs give Literacy skills – minds -the kahoot quiz - picture book “A
2.8use a variety of forms (e.g., oral, us?”, etc. on (actively listening to =assessment for Farmer’s life for me”
written, graphic, multimedia) to Action: write down story) learning -anchor chart and
communicate with different students answers to the Minds on: -assessment as markers
audiences and for a variety of question “what do farm - students will listen to learning = the
purposes animals give humans?”, the book being read to matching game
3.3 identify ways in which animals ask how they know ___ introduce them to what (students will work
are helpful to, and ways in which When we are done with farm animals do for us together and assess
they meet the needs of, living things, the anchor chart (will be Action: how they are doing
including humans, to explain why left up), we will move - students will work as in their matching
humans should protect animals and onto the matching game, a class to help answer game, “no that is
the places where they live students will work with the question “What do wrong, cows do not
their group and I will farm animals give give us eggs.”)
Minds on: walk around from table humans?”
-read the book called “A farmer’s life to listen to the students -e.g “cows give us milk
for me” this will remind the students talk to each other, I will and meat”
what animals are considered farm not disrupt because I Consolidation:
animals, and will provide them with want to hear what they - students will sign
ideas of what farm animals give us are saying to their peers onto the kahoot quiz
Action: (listen to reasoning) – and answer the
- on an anchor chart (title: what do use an observation questions individually
farm animals give humans?) we will checklist (this way I can see
discuss as a class the things that farm Consolidation: who answered what,
animals provide us with and how -I will put on the kahoot ensure there are no
they are useful to humans. After the quiz, ask students to log misconceptions that I
anchor chart the students, I will hand on individually and need to address)
out pictures of farm animals and a complete the quiz on
variety of things that those farm their own
animals give us. In groups students
will match the animal with what they
provide us
Consolidation:
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Kahoot quiz – students will sign onto
the kahoot quiz individually and will
complete the questions on their own
– to ensure there are no
misconceptions

Lesson 4: animal creation story Minds on: show the Creative skills Assessment as Video:
video of the migration of Initiative learning https://www.youtu
SE: birds to get the students Self-regulation be.com/watch?v=mfbIP
2.5 investigate the ways in which a thinking about how Literacy skills -students will JMQr8Y
variety of animals adapt to their animals may adapt to Collaboration complete a peer -blank pieces of paper,
environment and/or to changes in their environment assessment of one lined and white
their environment, using various -walk from group to Minds on: students will of their classmates -markers, pencil
methods group during brainstorm watch video the video -rubric will be like a crayons
asking questions with the of the migration of checklist with -rubric for peer
minds on: use of a rating scale birds, and then requirements that assessment
-video of migration of birds (who is participating in collaborate with their the students
-next students will brainstorm in the brain storm) peers to come up with needed to include in
groups ways in which other ideas of how animals their story
animals migrate or adapt to their Action: hand out pieces adapt to their -students will check
environment of paper for the students environments off if their peer met
to complete their story that criteria or not
Action: on (lined or blank), walk Action: students will yet.
students will create a story from table to table and use initiative and self-
(comic, drawings, written, poem talk to students about regulation skills to
etc.) about an animal that has why they picked the complete a story of an
adapted to their environment animal they did, and ask animal that adapts to
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(migrated, changing colours in the about their inquiry its environment
winter, etc.) process “I picked the migration
of birds from Canada
consolidation: Consolidation: hand out to the south for the
-students will give their story to a rubrics to students, get winter.”
peer for them to assess (this will students to hand their
be done on a checklist rubric story to a peer, ask Consolidation:
(met, not met) students to fill out the students will use a
-this will provide the students with rubrics for their peers, checklist rubric and
a view of how other students were after I will get students to peer assess on of their
thinking about the lesson and be hand back the story and classmates (met, not
opened to a new way of thinking the rubrics to their peers. met)
about what was learned in the
class
Lesson 5: Research Project Minds on: “Right now I Creative skills Assessment of -ipads /laptops for each
(completed over two days) would like you to pick an Literacy skills (verbal learning – student
animal that you would and written) culminating task -bristol board
SE: like to focus on for your Initiative -construction paper
2.6 use scientific inquiry/research research project. Your Self-regulation -I will assess the -markers, pencils,
skills (see page 15), and knowledge research project will look Organization student’s projects pencil crayons
acquired from previous at the physical Responsibility through a rubric
investigations, to investigate the characteristics of the with the success
basic needs, characteristics, animal, the life cycle of Minds on: students will criteria
behaviour, and adaptations of an that animal, the habitat listen to what the
animal of their choice of that animal and what project is and the
they require to survive expectations of how it
Minds on (day 1): introduce the (food, water, etc.) and is to be completed,
research project to the students, ask the animal category that then they will
them to think about an animal that their animal fits into. brainstorm individually
they would like to focus on. Hand out Then I will hand out the about what animal
paper with all the project project requirements so they would like to
requirements the students have it in a focus on
hard copy
Action (day 1 and 2): allow the Action: students will be
students time to start and finish their Action: given a device to do
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project, give out Bristol board if they“Now that you have
need it or construction paper, etc. figured out what animal
you would like to
Consolidation (day 2): explore, start
Students will get into groups of 4 and researching each section
present their findings to each other. of the project you need
to outline.” “you do not
have to start at the top of
Research project – students will the list, you can do it in
pick an animal to do their project any order, but your
on and create a presentation project must look at each
(Bristol board, create a model, of the categories.”
etc.) based on that animal. They
are expected to label their Consolidation: once the
animals (physical characteristics), students have completed
discuss their animal’s life cycle, their research project I
the necessities that animal needs will ask them to get into
to survive (habitat and food groups of four and do
consumption) and the category mini presentations to
that animal fits into. their group about what
they found
I will go from table to
table listening in on the
presentations. I will not
interrupt because I want
to hear what they are
discussing, without my
help or prompting
POSSIBLE ASSESSMENT Teacher Conference
Exit Card
STRATEGIES Self Assessment Checklist
Concept Attainment, Mind Map, Concept Map
Select Response
Observation checklist
Interview
Peer Edit
Spot Check
their research on, then
begin individually
researching their
animal (referring to the
requirements sheet).
Consolidation:
students will be put
into groups of 4 to
present their findings
to their peers. All
students are expected
to be respectful and
listen to their peers
while they are
presenting.
Quiz
Question and Answer
Demonstration
Teacher Edit
Checklist
Discussion
Thumbs Up/Thumbs Down
Self Assessment Response Form
Other
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VARIETYOF LEARNING Ensure that there are a variety of learning experiences provided to match the class and individual
EXPERIENCES learning profile that you have developed for this group of learners (see below). Mark any you have
used.
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Learning Experiences  Guest Speaker  Research (Independent)
 Inquiry Questions  Inside/Outside Circle  Report Writing
 Anticipation Guide  Inquiry  Response Writing
 Brainstorming  Jigsaw  Response Journals
 Case Study  Journal Writing  Role Playing
 Choice Boards  KWL chart  Round Robin
 Class Discussion  Learning Centres  Simulation
 Computer Simulation  Learning Contracts  Snowball
 Concept Attainment  Metaphors  Socratic Dialogue/ Rich Questioning
 Concept Formation  Movie Review/Analysis  Song Creation
 Concept Creation  Mind Map  Teams Games Tournaments
 Concept Mapping  Model Building  Three Way Debate
 Critical Dialogue  Note Making (student generated)  Think Pair Share
 Cubing  Note Making (teacher generate  Think Pair Square (Graduated)
 Debate (Formal)  Numbered Heads  Think Together – Think Apart
 Debate (Informal)  Jigsaw  Thinking Routines
 Examine Both Sides  Panel Discussion  Tiering
 Four Corners  Placemat  Values Line
 Game  P/M/I  Venn Diagram
 Game Theory  Problem Based Learning  Video Clip
 Graffiti  Puzzle Pieces  Word Wall
 Graphic Organizer  RAFTS  Word Web
 Graph Creation  Research (Guided)  Other _______
 Graphing
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Assessment Resources:

Peer assessment rubric for Story (Lesson 4)

Criteria for Creation Story: Met Not Yet Met

1. Clearly demonstrates a way that their chosen

animal adapts to their environment
2. Can explain their choice of animal
3. Demonstrates an understanding of how their
animal adapts to the environment
4. Student can explain design

5. Student expresses reasoning behind their

story (reflection and self-evaluation)

Research project Rubric (Lesson 5)

Criteria Not yet: student shows evidence of Met: Student essentially understands the target
misunderstanding, or did not complete all concept, demonstrates understanding of all the
the category requirements of the research category requirements of the research project
project

Level 1 Level 2 Level 3 Level 4

Understanding -Partial -Basic understanding -good understanding of -above and beyond

of project understanding of of the research the research project expectations
the research project
project
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-selected an
Animal animal but did not -selected an animal and -excellent
selection and complete all the -selected an animal completed all the understanding of
category category completed most of category requirements research project, went
requirements requirements the category above and beyond
requirements with information
provided

Detail -had little to no -little detail on the -basic details on -No mistakes in
detail on the category category requirements details are and are
category requirements properly organized
requirements into category
requirements

Grammar and -lots of mistakes - lots to some - no mistakes in

information throughout mistakes throughout - little mistakes grammar or
(information and (information and throughout information
grammar) grammar) (information and
grammar)
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Exit ticket: Lesson 2 Name:
Date:

Today during our lesson Investigating Animal Lifecycles, one thing that I learned was: