LS.1.1.1 Living things require energy, water and a particular range of temperature in their environments.
List the long-term scoring guideline that will give evidence that your students have mastered the standard (s);
The overall scoring guideline will include students understanding animals are living this that grow and change and can be classified as mammals, birds, fish, amphibians, reptiles, or insects by the end of the unit. More specifically, students will learn long-term objectives related to the standard.
LS.1.1.1 Living things require energy, water and a particular range of temperature in their environments.
Students will choose an animal to learn more about through instruction and personal research. They will have to discuss what …show more content…
Make this specific to the chapter(s), required workbooks, piece of literature, required readings, etc. on which your unit is based. If you used the textbook for Application Activity #2, you may be able to summarize your findings.
The curriculum being used is Science by MacMillian McGraw-Hill. There were different ways in which the curriculum aligned and contrasted with a biblical worldview.
1. Textbook identifies a total of six different types of animals and emphasizes the importance of their individual characteristics in relation to their ability to thrive in their respective environments. This aligns with a Christian worldview in that it recognizes animals being uniquely designed by their Creator.
2. Textbook introduces the concepts of growth and change from the perspective that both humans and animals follow similar patterns of development. This contrasts with a Christian worldview because it fails to distinguish the inherent value of humanity, equating both species and ultimately decreasing the value of life.
Methodology …show more content…
Think, pair, share activity where students must generate ideas related to the topic.
• Students will independently find the answer, talk with a partner, and then share with a whole group.
2. Discussion used throughout the entirety of unit with students.
• Structured collaboration among the entire class with a specific purpose in mind; teaching students to work together to think of new ideas or concepts related to the six types of animals.
• Instructions about taking turns, listening to each other, and not interrupting must be given to students.
3. Direct Instruction given when reading pages from Science.
• This will allow students to receive the necessary information needed when learning a new animal type.
4. Venn diagram for comparing and contrasting between a fox and a cat.
• Students will use the pictures to establish what the similarities and differences are between the two.
• Students will use prior knowledge and knowledge obtained throughout the lessons.
5. Defining animal characteristics in order for students to gain deeper understanding of key physical and environmental characteristics of animals.
• Students can use their critical thinking skills to complete the task of defining
List the long-term scoring guideline that will give evidence that your students have mastered the standard (s);
The overall scoring guideline will include students understanding animals are living this that grow and change and can be classified as mammals, birds, fish, amphibians, reptiles, or insects by the end of the unit. More specifically, students will learn long-term objectives related to the standard.
LS.1.1.1 Living things require energy, water and a particular range of temperature in their environments.
Students will choose an animal to learn more about through instruction and personal research. They will have to discuss what …show more content…
Make this specific to the chapter(s), required workbooks, piece of literature, required readings, etc. on which your unit is based. If you used the textbook for Application Activity #2, you may be able to summarize your findings.
The curriculum being used is Science by MacMillian McGraw-Hill. There were different ways in which the curriculum aligned and contrasted with a biblical worldview.
1. Textbook identifies a total of six different types of animals and emphasizes the importance of their individual characteristics in relation to their ability to thrive in their respective environments. This aligns with a Christian worldview in that it recognizes animals being uniquely designed by their Creator.
2. Textbook introduces the concepts of growth and change from the perspective that both humans and animals follow similar patterns of development. This contrasts with a Christian worldview because it fails to distinguish the inherent value of humanity, equating both species and ultimately decreasing the value of life.
Methodology …show more content…
Think, pair, share activity where students must generate ideas related to the topic.
• Students will independently find the answer, talk with a partner, and then share with a whole group.
2. Discussion used throughout the entirety of unit with students.
• Structured collaboration among the entire class with a specific purpose in mind; teaching students to work together to think of new ideas or concepts related to the six types of animals.
• Instructions about taking turns, listening to each other, and not interrupting must be given to students.
3. Direct Instruction given when reading pages from Science.
• This will allow students to receive the necessary information needed when learning a new animal type.
4. Venn diagram for comparing and contrasting between a fox and a cat.
• Students will use the pictures to establish what the similarities and differences are between the two.
• Students will use prior knowledge and knowledge obtained throughout the lessons.
5. Defining animal characteristics in order for students to gain deeper understanding of key physical and environmental characteristics of animals.
• Students can use their critical thinking skills to complete the task of defining