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Teaching & Learning: Curriculum - English Language Learners

 

Changes Units

LIVING THINGS AND LIFE CYCLES
(Animals Change, Animals and Their Life Cycles, & Plants and Their Life Cycles)

Grades 1-5 English Language Learners
(Beginning English Proficiency) Draft, Spring 2007

Intended Grades: K 1 2 3 4 5
Intended ELPBO Proficiency level: I II III

Introduction

In this unit, ELL students will identify physical characteristics of animals, using observation and other senses. In addition, students will classify and compare animal features, habitats, and foods. They will recognize that animals change through growth/development, seasonal changes, and over time through adaptation. Oral language demands of the unit will include listing, description, comparison, contrast, sequencing, and predicting.

The unit is designed for introduction in the fall, returning in the spring to note cycles of change and concepts such as migration and hibernation. The topic of animals is also conducive to research activities and may correspond to district expectations for writing and presenting a research topic.

Animals Change Essential Questions

  • How do animals change over time?
  • Why do animals change?
  • What do animals need to survive?
  • (List students' "want-to-know" questions to the list as appropriate).

Animals Change Culminating Unit Performance Assessment

Individually or in pairs, students will prepare charts to answer their own questions about animals. They will describe the information on the charts to demonstrate how an animal changes (life cycle, seasonal, adaptation, other).

Animals and Their Life Cycles Essential Questions

  • How are animals different from one another?
  • How do animals change and adapt in their environment
  • What is the impact of change in an ecosystem
  • (List students' "want-to-know" questions to the list as appropriate).

Animals and Their Life Cycles Culminating Unit Performance Assessment

The children will make a poster or diorama of an animal(s) in their habitat. Within a small group, paired students will orally compare and contrast their studied animals. Students will write a summary using descriptive sentences that describes the animal, its characteristics and its ability to function and survive in its environment. Students will incorporate content vocabulary within their assessment.

Plants and Their Life Cycles Essential Questions

  • How is a plant a living thing?
  • How do plants adapt to their environment?
  • (List students' "want-to-know" questions to the list as appropriate).

Plants and Their Life Cycles Culminating Unit Performance Assessment

The children will create plant journals to record their plant growth and observations. In addition, working in pairs, they will create a fictional story about the life of a plant told from the plant's perspective.

View Sample "Animals Change" Curriculum.

View the "Animals Change" Framework Connections.


The below audio presentation was adapted from a (big book) story, Rain, by Manya Stojic.

You many need to download Flash Player to listen to the audio.


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