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Central Idea:

Living things survive when needs are met.

Lines of inquiry
*Needs of living things
*Living things
*Factors that influence the survival of living things (people, weathers, environment, other
Teacher questions:
1. What is a living thing? (FORM)
2. How do we know something is living? (FORM)
3. How do living things survive? (FUNCTION)
4. What happens if we dont care for living things?
5. How do we impact living things in our world? (CAUSATION and RESPONSIBILITY)
Learner profiles

What we do at school
Field trips to investigate living things
Observing living things outside on our campus
Learn how to classify something that is living or non living
Explore needs of living things
Research living thing project
Planting seeds
Talk about respecting nature
Assessment task: Researchers will present their findings on their
living things demonstrating what they've learned. They will discuss
their findings and share their product.

What you can do at home

Talk about different living things
Read non fiction books about living things
Ask your child to take care of your garden or of a plant inside
the house
If you have a pet encourage your child to observe the needs of it
Talk about how you can respect different living things
Introduce/review vocabulary used during this unit
(living/nonliving/needs/habitat, survival)
Bring in a shoe box to school for a special project
When you go on holiday look at different environments
(mountains, beach, desert) and the living things you see
(record/sketch/label in your journal your findings)

Taking Action:Service learning project

Action through Service Learning:
Finding a genuine need in the community. What living things need
Investigating: What living things are not having their needs met?
Students will learn about organizations that help animals.
Fieldtrips to find out more (possible: bear sanctuary, horse
shelter, dog shelter, plant nursery).
Taking Action: Planning of a fundraising event:
The children will make cards, posters and advertise their
The money will be used to fund causes of the student's choices
that will benefit living things .

Math - shapes
Learning outcomes
Correct names of the shapes
Identify shapes as 2-dimensional or 3-dimensional
Describe objects in the environment using names of shapes
Analyze and compare 2 and 3 dimensional shapes
What you can do at home
Observe shapes in your environment
Name the shapes in your mother tongue
Talk about size, vertices, sides
Talk about what happens to the shape when it is turn around

Literacy - reading and writing nonfiction

With prompting and support, ask and answer questions about key details in a text.
Know and use various text features to locate key facts or information in a text.
Distinguish between information provided by pictures or other illustrations and information provided by words
in a text.
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
Research to build and present knowledge
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
Speak audibly and express thoughts, feelings, and ideas clearly.
Listen and respond in small or large groups for increasing periods of time
Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form.
What you can do at home
Look at nonfiction books and ask questions about pictures
Have the kids retell the important facts in nonfiction or share what they have learned
Talk about facts and opinions in your mother tongue
Brainstorm about what they know really well about regarding nonfiction topics (pets, plants, sports, cars,