Unit Plan- Science

Unit Focus: Building and Winter Unit Dates: February 14-

Grade(s): 1 Teacher: Mr. Jordan Logan
Seasonal Change March 30
Overview: This unit will journey through the concepts of building and the different components that are involved in creating
structures and different objects. The unit has been scaffolded in a manner that will introduce minor concepts that are involved in
building and build towards the process of building one of the designated structures. From breaking it down to the basic materials
that are used, all the way to the different toys that are constructed that the students play with on a daily basis, the unit
incorporates a diverse approach to the concept of building. The continuing theme of season change will move forward from the
previous unit, however it will start to see a shit in analyzing the changes that happen between winter and spring, the effects that
these changes will have, and remembering the students favourite parts about winter and what they can look forward to the next
time the season comes around.
Rationale: This unit comes as a great transitional unit as not only do the students switch between colour, but now move onto one
of the pillars of the grade 1 science curriculum, building. I have scaffolded the unit in a manner that will slowly build upon the core
elements of building most structures, while still achieving the designated learning objectives. The seasonal change unit will be
used to represent a transition between seasons as the students will primarily be encouraged to analyze the changes they observe
in their immediate environment. The teachers role in this unit is going to focus on being a model and discussion facilitator as the
students will be exposed to varying degrees of brainstorming and discussing the processes that take place throughout the learning
experiences.
Objectives / Learner Outcomes:
1-1, 1-2, 1-3, 1-4, 1-6, 1-7, 1-8
Key Teaching and Learning Activities:
The key activities will be the analysis of the building process, as well as the repetitive notion of discussing the role that materials
play. The boat and bird feeder creation activities will bring to life the material in the lessons as it creates a tangible hook for them
to hang their learning hat on.
Resources: Planning for Diversity:
Alberta Program of Studies. One student who requires assignments to Assessment and Evaluation:
Everything for Early Learning be printed on colour paper for visual Formative assessment will be included throughout
(Grades 1-2) purposes. A collection of students who the classes and different learning activities that
Pinterest benefit from a more personal small group will take place. Summative assessment will be
setting. Other accommodations will be included in the unit assessment grid that is
made with students who require included with the unit plan (see below).
assistance with the material.
Lesson Description Lea Types of Assessment Planning Resource
Number, rni for s and
Name, ng Diversity Material
and Date Ou s
tco
me
s
Lesson Overview: This lesson will begin with the 1- Formative: One student Alberta
#1 reading of the three little pigs and a class 2, The formative who Program
February discussion of the different materials in the 1-8 assessment will take requires of studies,
14: What story, as well as what makes a good place during ongoing assignment Everythin
is a material. The teacher will provide an conversations with the s to be g for Early
material example of each of the materials and have students, student printed on Learning
? the students examine them and infer upon participation, and colour (Grades
which material would be the best for evidence through paper for 1-2),
building with. The period will then student work. Any visual Other
transition into the marshmallow challenge comments will be made purposes. materials
in which the students will have 18 minutes in the assessment plan. Other specific to
to build as tall of a structure as they Summative: accommoda lesson
possibly can that can support a The summative tions will be specified
marshmallow at the top using only pasta assessment portions of made with in lesson
noodles, a yard of tape, and a yard of the unit will be recorded students plan and
string. The teacher will ensure that the in the assessment plan who require prepared
student groupings are evenly dispersed that includes a assistance before
and that there is sufficient time at the end summative grade and with the lesson.
of the period to clean up all materials. comments. material.
Lesson Overview: This period will be used to 1-6 Formative: One student Alberta
#2 introduce the concepts of hibernation, The formative who Program
February migration, and resist. The teacher will assessment will take requires of studies,
15: introduce the terms, provide examples, place during ongoing assignment Everythin
Winter and different situations of each. The conversations with the s to be g for Early
Effects students will then brainstorm different students, student printed on Learning
on animals they know that may fit into each participation, and colour (Grades
Animals category. For the activity, the students will evidence through paper for 1-2),
draw a sample picture of one of the student work. Any visual Other
examples provided (i.e. a bear sleeping, a comments will be made purposes. materials
bird flying south, or a coyote in the snow). in the assessment plan. Other specific to
The teacher will ensure to circulate and Summative: accommoda lesson
make any formative assessment notes to The summative tions will be specified
add to the assessment plan. assessment portions of made with in lesson
the unit will be recorded students plan and
in the assessment plan who require prepared
that includes a assistance before
summative grade and with the lesson
comments. material.
.
Lesson Overview: This lesson will be a 1- Formative: One student Alberta
#3 continuation of the previous lesson in 2, The formative who Program
February which the students discussed what a 1- assessment will take requires of studies,
16: material is and what makes a good 3, place during ongoing assignment Everythin
Analyzin material as opposed to a bad one. The 1-8 conversations with the s to be g for Early
g teacher will present different students, student printed on Learning
material characteristics to materials (i.e. bend, participation, and colour (Grades
s. breaking point, weight, stretch, etc.) in evidence through paper for 1-2),
which the students will analyze and student work. Any visual Other
compare different materials in a center comments will be made purposes. materials
activity. The teacher will create a log book in the assessment plan. Other specific to
in which the students will draw: what it Summative: accommoda lesson
looked like before, what was happening, The summative tions will be specified
and what it looked like as a result. These assessment portions of made with in lesson
log books will be used as further formative the unit will be recorded students plan and
assessment in regards to the students in the assessment plan who require prepared
abilities to record and observe changes that includes a assistance before
that take place during object manipulation. summative grade and with the lesson.
comments. material.
Lesson Overview: This lesson will be the 1- Formative: One student Alberta
#4 introduction to the building of the class 2, The formative who Program
February models of buildings in which the class will 1- assessment will take requires of studies,
28: What discuss what the base of a structure is and 3, place during ongoing assignment Everythin
is a how it differs based on the type of 1- conversations with the s to be g for Early
base? building. The class will discuss what a 7, students, student printed on Learning
good base looks like, what materials it 1-8 participation, and colour (Grades
may be made out of, and then the class evidence through paper for 1-2),
will begin making the models. The teacher student work. Any visual Other
will ensure to provide plenty of examples comments will be made purposes. materials
of different bases, have the students in the assessment plan. Other specific to
explore what a basement is, and then Summative: accommoda lesson
different floors or bases that they are The summative tions will be specified
familiar with. The teacher will use the assessment portions of made with in lesson
example of cup stacking and how having a the unit will be recorded students plan and
wider base is necessary to ensure the in the assessment plan who require prepared
strength of the building is sufficient. that includes a assistance before
summative grade and with the lesson.
comments. material.
Lesson Overview: In continuation of the previous 1-6 Formative: One student Alberta
#5 seasonal change lesson, the class will The formative who Program
March 1: begin with a review of the topics of assessment will take requires of studies,
Winter hibernation, migration, and resist. The place during ongoing assignment Everythin
effects teacher will introduce examples of conversations with the s to be g for Early
and different types of animals by distinguishing students, student printed on Learning
different them from air-born, on land, and in water. participation, and colour (Grades
types of The students will think of an example from evidence through paper for 1-2),
animals each of the categories, and then lead into student work. Any visual Other
the class discussion on how the winter comments will be made purposes. materials
effects each of these categories by in the assessment plan. Other specific to
effecting the necessities of life. The Summative: accommoda lesson
teacher will connect the concepts of H, M, The summative tions will be specified
and R to the necessities for animal life and assessment portions of made with in lesson
why the animals behave the way they do the unit will be recorded students plan and
in order to survive. This will be the perfect in the assessment plan who require prepared
lesson for the teacher to show come video that includes a assistance before
clip examples of the different effects summative grade and with the lesson.
winter has on animals. comments. material.
Lesson Overview: This lesson will be used as part 1- Formative: One student Alberta
#6 of the grand building model as the class 2, The formative who Program
March 2: will now discuss what the purpose of walls 1- assessment will take requires of studies,
What are are, what makes a good support wall, and 3, place during ongoing assignment Everythin
support the difference between interior or exterior 1- conversations with the s to be g for Early
walls? walls. The teacher will demonstrate what 7, students, student printed on Learning
happens when walls are made from 1-8 participation, and colour (Grades
different materials (paper, plastic, metal, evidence through paper for 1-2),
etc. The lesson will continue with the student work. Any visual Other
students try to support different objects by comments will be made purposes. materials
folding paper a different number of times, in the assessment plan. Other specific to
and then observing the walls ability to Summative: accommoda lesson
support an object on top. The class will The summative tions will be specified
discuss the results and infer upon why assessment portions of made with in lesson
they are the way they are, and what would the unit will be recorded students plan and
happen if we experimented with different in the assessment plan who require prepared
materials. that includes a assistance before
 The teacher will be sure to record any summative grade and with the lesson.
formative assessment notes that take comments. material.
place during class discussions.

Lesson Overview: This lesson will begin with a 1- Formative: One student Alberta
#7 total review of the parts of the models that 2, The formative who Program
March 7: the class has been building towards so far, 1- assessment will take requires of studies,
What the different materials and their 3, place during ongoing assignment Everythin
makes a advantages or fall backs, and the purposes 1- conversations with the s to be g for Early
good that both good bases and good walls serve 7, students, student printed on Learning
roof? in a solid building. In this lesson the focus 1-8 participation, and colour (Grades
will be on the roof of structures and the evidence through paper for 1-2),
purposes they serve. The class will analyze student work. Any visual Other
the shapes that roofs are, why they are comments will be made purposes. materials
that way, and the materials that go into in the assessment plan. Other specific to
building roofs for the different Summative: accommoda lesson
environments they are exposed to. The The summative tions will be specified
teacher will go through examples of water assessment portions of made with in lesson
hitting different materials and shaped the unit will be recorded students plan and
roofs with the students hypothesizing, and in the assessment plan who require prepared
recording their observations in a provided that includes a assistance before
log book. The teacher will collect the log summative grade and with the lesson.
books for further formative assessment comments. material.
that will be recorded in the assessment
plan.
Lesson Overview: The beginning of this 1-6 Formative: One student Alberta
#8 lesson will be used to review what The formative who Program
March 8: season it is turning in to, and some of assessment will take requires of studies,
Transitio the changes we are seeing. The class place during ongoing assignment Everythin
n from conversations with the s to be g for Early
will discuss how winter can be broken
winter to students, student printed on Learning
spring
up into 3 sections: Fell-winter, winter, participation, and colour (Grades
and winter-spring. Each section will be evidence through paper for 1-2),
 discussed and analyzed for the student work. Any visual Other
different processes that take place. The comments will be made purposes. materials
students will make a class list of the in the assessment plan. Other specific to
changes and different colours that are Summative: accommoda lesson
The summative tions will be specified
being observed that will be used in a
assessment portions of made with in lesson
later lesson. The teacher will have the the unit will be recorded students plan and
students draw some of the changes in the assessment plan who require prepared
that they see by using the trees as a that includes a assistance before
base point. The teacher will ensure to summative grade and with the lesson.
add these to the formative assessment comments. material.
portion of the assessment plan.

Lesson Overview: The class will begin with a 1- Formative: One student Alberta
#9 dismantled version of the class model into 2, The formative who Program
March 9: its main components and pieces. The 1- assessment will take requires of studies,
Labeling teacher will explain that this class will be 3, place during ongoing assignment Everythin
building used to learn that we need to write down 1- conversations with the s to be g for Early
steps. our building steps when we go to build a 7, students, student printed on Learning
structure or object. The class will then go 1-8 participation, and colour (Grades
through the steps of building the model evidence through paper for 1-2),
and the teacher will label the steps as they student work. Any visual Other
go along on the board. This will be a comments will be made purposes. materials
teaching moment to explain how lists work in the assessment plan. Other specific to
and that we need to number each step. Summative: accommoda lesson
The students will then, on a piece of The summative tions will be specified
guided lined paper, copy down each step assessment portions of made with in lesson
by printing and then drawing a picture that the unit will be recorded students plan and
details what is happening at that steps. in the assessment plan who require prepared
that includes a assistance before
summative grade and with the lesson
 comments. material.
.
Lesson Overview: This transitional lesson will 1- Formative: One student Alberta
#10: explain how not only does building apply 2, The formative who Program
March to making buildings, but it includes 1- assessment will take requires of studies,
14: anything that requires you to put pieces 3, place during ongoing assignment Everythin
Building together like cars, boats, toys, etc., but the 1- conversations with the s to be g for Early
Boats process is still the same. The teacher will 7, students, student printed on Learning
explain that the next portion of the unit 1-8 participation, and colour (Grades
will be used to build different objects like evidence through paper for 1-2),
in this lesson where we will be building student work. Any visual Other
boats. The teacher will break down each comments will be made purposes. materials
step and use an image of a boat as the in the assessment plan. Other specific to
guide or example of what the end result Summative: accommoda lesson
should look like. The class will discuss The summative tions will be specified
what materials they think will work best by assessment portions of made with in lesson
a given sample of materials. The teacher the unit will be recorded students plan and
will provide the students with either tinfoil in the assessment plan who require prepared
or Styrofoam, and then allow the students that includes a assistance before
to shape their boat. The students will add summative grade and with the lesson.
a sail onto their boat and attach it with comments. material.
plasticine, and then place them along the
side of the classroom to wait for future
use.

Lesson Overview: As winter comes (or has come) 1-6 Formative: One student Alberta
#11: to a close and begins to transition into The formative who Program
March spring, the students will take the period to assessment will take requires of studies,
15: remember the winter that just past. The place during ongoing assignment Everythin
Rememb teacher will open by explaining that winter conversations with the s to be g for Early
ering for the most part is over, and that we will students, student printed on Learning
winter begin to see some big changes in the next participation, and colour (Grades
few weeks. The class will list their favorite evidence through paper for 1-2),
parts of winter, and make a class copy on student work. Any visual Other
 the board. On a guided worksheet, the comments will be made purposes. materials
students will print out what their in the assessment plan. Other specific to
Favourite part of winter is and then Summative: accommoda lesson
draw a picture of that part is. The teacher The summative tions will be specified
will be sure to collect the pictures for assessment portions of made with in lesson
assessment and record it in the the unit will be recorded students plan and
assessment plan. in the assessment plan who require prepared
that includes a assistance before
summative grade and with the lesson.
comments. material.

Lesson Overview: This period will be the direct 1- Formative: One student Alberta
#12 continuation of the previous lesson: 2, The formative who Program
March building boats. The class will begin with a 1- assessment will take requires of studies,
16: review of the parts of the boats, what 3, place during ongoing assignment Everythin
Testing materials were used, and the purpose 1- conversations with the s to be g for Early
the behind it all. The teacher will then 7, students, student printed on Learning
boats. establish expectations for the class prior to 1-8 participation, and colour (Grades
the races. The teacher will bring in tubs of evidence through paper for 1-2),
water and the students will place their student work. Any visual Other
boats in the water to see if they float. The comments will be made purposes. materials
students will push place their boats in the in the assessment plan. Other specific to
water and race against each other, first by Summative: accommoda lesson
pushing it, next by blowing on it with their The summative tions will be specified
mouths. The teacher will ensure that the assessment portions of made with in lesson
ships are secured somewhere in the class the unit will be recorded students plan and
room to add to the class collection. The in the assessment plan who require prepared
teacher will ensure that any assessment that includes a assistance before
remarks will be recorded in the unit summative grade and with the lesson.
assessment plan. comments. material.

Lesson Overview: The class will be used to 1- Formative: One student Alberta
#13 review the different structure elements 2, The formative who Program
March that the class has learned up to this point. 1- assessment will take requires of studies,
21: The teacher will then introduce the term 3, place during ongoing assignment Everythin
Purpose purpose and how different objects and 1- conversations with the s to be g for Early
behind structures have a purpose and then 7, students, student printed on Learning
structur examine some examples as a class. The 1-8 participation, and colour (Grades
es and students will then be given the rest of the evidence through paper for 1-2),
objects. period to create their own structure or student work. Any visual Other
object by drawing it on paper, and then comments will be made purposes. materials
describing what the purpose of the in the assessment plan. Other specific to
creation is and where it would be used. Summative: accommoda lesson
The teacher will ensure that during their The summative tions will be specified
circulation the conversations are directed assessment portions of made with in lesson
towards the reflection of the students and the unit will be recorded students plan and
that the guiding questions are used in an in the assessment plan who require prepared
effective manner. The teacher will ensure that includes a assistance before
that any formative assessment notes are summative grade and with the lesson.
made in the assessment plan. comments. material.

Lesson Overview: This lesson is used as more of 1-6 Formative: One student Alberta
#14 a bridge lesson that connects the seasonal The formative who Program
March change unit to the building unit. The assessment will take requires of studies,
22: How teacher will review what the effects of place during ongoing assignment Everythin
winter winter are, and then the different conversations with the s to be g for Early
effects components of a building. The class will students, student printed on Learning
structur brainstorm why each portion of a building participation, and colour (Grades
es needs to be built a certain way to evidence through paper for 1-2),
withstand the elements of winter. The student work. Any visual Other
teacher will extend this discussion by comments will be made purposes. materials
introducing igloos and discuss with the in the assessment plan. Other specific to
students the background behind igloos, Summative: accommoda lesson
the cultural importance behind them, and The summative tions will be specified
how they are built. The students will view assessment portions of made with in lesson
a few examples of igloos, and then draw the unit will be recorded students plan and
their own on blank pieces of paper. The in the assessment plan who require prepared
teacher will formatively assess the that includes a assistance before
students abilities to connect the two units summative grade and with the lesson.
 and apply it to the class discussions and comments. material.
different conversations that take place.

Lesson Overview: With this lesson the unit will 1- Formative: One student Alberta
#15 transition into building objects, rather than 2, The formative who Program
March structures. The teacher will explain that 1- assessment will take requires of studies,
23: everything requires building and has 3, place during ongoing assignment Everythin
Building similar components that go into building 1- conversations with the s to be g for Early
toys them. The teacher will use the example of 7, students, student printed on Learning
a toy car as an example and break down 1-8 participation, and colour (Grades
the different parts that go into them and evidence through paper for 1-2),
how they all need to be pieced together student work. Any visual Other
much like the different parts of a house. comments will be made purposes. materials
The teacher will write down the different in the assessment plan. Other specific to
steps that go into building the car. The Summative: accommoda lesson
students will then have the rest of the The summative tions will be specified
period to design their own toy by drawing assessment portions of made with in lesson
it, and then writing its function and the unit will be recorded students plan and
materials it is made out of along the side in the assessment plan who require prepared
of the page. The teacher will ensure to that includes a assistance before
collect the drawings and use them as summative grade and with the lesson.
assessment, and then record the comments. material.
assessment in the unit assessment plan.
Lesson Overview: This lesson will be used as the 1- Formative: One student Alberta
#16 beginning of a 3-part project for the class. 2, The formative who Program
March The teacher will introduce and 1- assessment will take requires of studies,
28: demonstrate how a bird feeder can be 3, place during ongoing assignment Everythin
Building made out of a plastic bottle and other 1- conversations with the s to be g for Early
Bird house hold materials. The teacher will 7, students, student printed on Learning
Feeders show picture examples of the bird feeders 1-8 participation, and colour (Grades
online, and then provide an example of evidence through paper for 1-2),
their own pre-made example. The students student work. Any visual Other
will begin by drawing out their drafts for comments will be made purposes. materials
 what their bird feeders will look like, and in the assessment plan. Other specific to
then label the steps that they will take to Summative: accommoda lesson
make them. The students will have the The summative tions will be specified
rest of the period to finish their drafts. The assessment portions of made with in lesson
teacher will ensure to circulate and the unit will be recorded students plan and
provide the students with guidance and in the assessment plan who require prepared
any other considerations that could be that includes a assistance before
suggested. The teacher will keep the summative grade and with the lesson.
drafts in order for the following stages of comments. material.
the building process, as well as make any
notes in the formative assessment portion
of the unit assessment plan.

Lesson Overview: This continuation of the 1- Formative: One student Alberta

#17 previous lesson will begin with the 2, The formative who Program
March construction of the aforementioned bird 1- assessment will take requires of studies,
29: feeders. The students will begin to collect 3, place during ongoing assignment Everythin
Building their pieces and the class will do each part 1- conversations with the s to be g for Early
Bird together. The teacher will be the model for 7, students, student printed on Learning
Feeders the students as the teacher instructs them 1-8 participation, and colour (Grades
through each step slowly. The students will evidence through paper for 1-2),
watch the teacher do the step, and then student work. Any visual Other
follow it on their own. The teacher will comments will be made purposes. materials
make sure to circulate and aid the in the assessment plan. Other specific to
students as necessary with any of the Summative: accommoda lesson
steps. The students will place their bird The summative tions will be specified
feeders along the ledge of the classroom assessment portions of made with in lesson
to keep them in a safe place prior to the the unit will be recorded students plan and
next lesson. in the assessment plan who require prepared
that includes a assistance before
summative grade and with the lesson.
comments. material.
Lesson Overview: This final lesson of the unit will 1- Formative: One student Alberta
#18 be used to finish off the bird feeders that 2, The formative who Program
 March the students had started. The teacher will 1- assessment will take requires of studies,
30: continue by modelling the building steps 3, place during ongoing assignment Everythin
Building and circulating while the students work 1- conversations with the s to be g for Early
Bird through them. Once the bird feeders are 7, students, student printed on Learning
Feeders complete, the students will be encouraged 1-8 participation, and colour (Grades
to take them home, fill them with bird evidence through paper for 1-2),
seed, and watch to see if any birds use student work. Any visual Other
them. The teacher will place theirs in a comments will be made purposes. materials
convenient spot outside that is near to the in the assessment plan. Other specific to
classroom and the class will observe it and Summative: accommoda lesson
monitor its usage in the following unit. The summative tions will be specified
assessment portions of made with in lesson
the unit will be recorded students plan and
in the assessment plan who require prepared
that includes a assistance before
summative grade and with the lesson.
comments. material.

Science Unit Assessment: Building Student Name: _____________________

Outcomes: Check Formative Summative Assessment
list Assessment
1-2 Describe materials and objects that have been observed and Score: 1 2
manipulated, and identify what was done and found out: 3 4
Focus
ask questions that lead to exploration and investigation, predict what they
think will happen or what they might find
Explore and Investigate
manipulate materials and make observations, recognize and describe steps
followed
Reflect and Interpret
describe what was observed, using pictures and oral language
identify questions being investigated and identify what was learned about
each question
1-3 Construct, with guidance, an object that achieves a given purpose, Score: 1 2 3
using materials that are provided. 4
Focus: identify the problem or task: What structure do we need to make?
Explore and Investigate
attempt, with guidance, one or more strategies to complete the task
identify materials used
recognize and describe steps followed, based on different activities
Reflect and Interpret
describe the product of the activity, using pictures and oral language
identify processes by which the product was made
identify how the product might be used.
1-7 Construct objects and models of objects, using a variety of Score: 1 2
different materials. 3 4
1-8 Identify the purpose of different components in a personally
constructed object or model, and identify corresponding components in
a related object or model.
Select appropriate materials, such as papers, plastics, woods; and design
and build objects, based on the following kinds of construction tasks:
construct model buildings; e.g., homes
1 construct model objects; e.g., furniture, equipment, boats, vehicles,
construct toys, wind- and water-related artifacts
Identify component parts of personally constructed objects, and describe
the purpose of each part.
Compare two objects that have been constructed for.
Recognize that products are often developed for specific purposes.