Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Amanda Smith-Chonko
Halea Stairs
Samantha Dickensheets

Standards-Aligned Unit Planning Process

1. Unit Overview Content Area: Science
Grade Level: 1st Grade
1a. Brief description of the unit of study The unit invites students to explore the world insects using interactive and hands-on materials.

1b. Grade level standard(s) to be addressed in this unit of study StandardCC.1.2.1112.KDetermineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongradelevelreadingandcontent,choosingflexiblyfroma

rangeofstrategiesandtools.
StandardAL.2.2.A1Completeatask,despiteinterruptionsorclassroomdisruptions.
StandardCC.1.1.1.CDemonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).Distinguishlongfromshortvowelsoundsinspokensinglesyllablewords.
Count,pronounce,blend,andsegmentsyllablesinspokenandwrittenwords.Orallyproducesinglesyllablewords,includingconsonantblendsanddigraphs.Isolateandpronounce
initial,medialvowel,andfinalsounds(phonemes)inspokensinglesyllablewords.Addorsubstituteindividualsounds(phonemes)inonesyllablewordstomakenewwords.
Standard3.1.1.A2Investigatethedependenceoflivingthingsonthesunsenergy,water,food/nutrients,air,livingspace,andshelter.
StandardCC.2.1.1.B.1Extendthecountingsequencetoreadandwritenumeralstorepresentobjects.
Standard9.1.M.2.J1Useavarietyoftechnologiesforproducingorperformingworksofart.
Standard9.1.M.2.E1Useimaginationandcreativitytodesignandperformmusicanddance.
2. Learning Targets

2a. Learning targets (concepts and competencies) for all 2b. Prioritized learning targets (concepts and competencies) for students with complex instructional needs
students The students with complex instructional needs will be able to accomplish all of the learning targets that are required for all students by using modifications and adaptations
All students will be able to identify different insects, parts of an that are created for them.
insect, their similarities and differences, learning new sight words
and their spellings, counting, and investigating the process of
pollen.

2c. Key vocabulary for all students 2d. Prioritized key vocabulary and ideas for students with complex instructional needs
Bug: an insect that could sting or bite
Bug: an insect that could sting or bite
Insect: an animal that has 6 legs and normally one or two pairs of wings
Insect: an animal that has 6 legs and normally one or two pairs of
Similar: having the same exact features
wings
Different: not the same as another or each other; unalike
Similar: having the same exact features
Ladybug: a small beetle that is red with black spots
Different: not the same as another or each other; unalike
Bee: an insect with four wings that pollen and nectar from
Bee: an insect with four wings that pollen and nectar from flowers
Fly: a small-winged insect
Pollen: a powdery like material that comes from the center of a
Ant: a small insect that lives in a large family
flower
Butterfly: an insect with two pairs of large wings that are brightly colored and two antennas
Nectar: a sugary fluid from plants
Ladybug: a small beetle that is red with black spots
Fly: a small-winged insect
Beetle: an insect that has hard wings to help protect itself
Mosquito: flies that consume blood
Ant: a small insect that lives in a large family
Grasshopper: an insect that eats plants; makes a chirping sound
and jumps
Dragonfly: an insect that flies fast and has a bright colored body
with two wings
Butterfly: an insect with two pairs of large wings that are brightly
August, 2013
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Amanda Smith-Chonko
Halea Stairs
Samantha Dickensheets
colored and two antennas
Legs: a body part the insects use to walk on
Wings: a body part that insects to fly with
Antennas: a body part that insects use to sense things with
Stinger: a body part that insects use for protection

3. Instructional Process

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement

Instructional Instructional Practices Materials, Resources and Assessment Barriers to Access Accommodations and Modifications
Components Tools

A. Introductory Teach students sight words with the Enlarged The Sight The student The student will be assisted by the teacher, teachers aide, and
Activity: Listening different types of bugs and insects Pictures of bugs with Word Bugs will have difficulty PCA that are provided in order to complete this activity.
to Insect Body within the unit along with their accurate number of with reading the sight The letters will be color coded based on the insect they are
song, introduce body parts. parts to number of words. corresponding with based on the sight word.
sight words, and letters The students will have a picture of the word completed that they
different insects. Letters can check independently after they create their word
Students will watch Site words
the YouTube video Book about
to learn the motions insects
to the song Insect Insect Body
Body after the song
lesson complete. Insect Body
YouTube video
Teach students to count and identify Yellow pom Bee Jars The teacher or assigned PCA will assist students with counting
B. Have students numbers as well as how pollen is pom balls The students the dots on the dice and placing that correct number into the jar
become familiar produced by bees. Paper cut out will have trouble The students will have the numbers on their desk to look at to
with the concept of flower counting the dots on correspond to the number they counted on the dice
pollen while Dice the dice and
working on their Plastic Baby corresponding that
pollen activity. food jars made to look number of dots to the
like bees - googly number of pom poms
eyes, yellow black and placed into the jar.
felt, white foam sheet,
and black pipe
cleaners
Bee Jars

Teach students there are different Plastic bugs Investigation The students The students will be assisted by the teacher, teachers aide, and
types of bugs and insects while Magnifying Worksheet will have difficulty PCA with a partner to complete the investigation worksheet together.
August, 2013
 Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Amanda Smith-Chonko
Halea Stairs
Samantha Dickensheets
C. Provide multiple using their investigative skills. glass spelling words to The students can draw a picture of what they are investigating
opportunities to see, Kinetic Sand complete the and with the assistance of an adult the pictures will be labeled.
hear, and use key Kid-Friendly worksheet.
vocabulary words tweezers The student
while identifying Investigation will have difficulty
different insects. worksheet writing
Teach students to sort by color and Beans Bug jar math The students The students will have an adult help them sort their bugs before
D. Students will count the different types of bugs Plastic Bugs activity will have trouble counting them.
sort the different and insects based on color Shovel sorting the different The students will have colored jars to match up the color of the
insects found in the Bin bugs with their color bug with
sensory bin based Bug jar math The students The student will have a number line to assist them with writing
on their color and activity will have difficulty their numbers
count the total of Dry erase counting the number
each insects of that marker of bugs for each color
particular color jar The students
will have trouble
writing their numbers
Teach students the different parts Folders BugsSameand The students The students will have an example to go off of with the same
E. Identify of a insect, and the similarities and BugsSameand DifferentActivi will have difficulty and different bugs
different body differences between the different DifferentActivities.pdf ties.pdf folder labeling the different The students will be given the first letter of each body part of the
parts of an insect types of insects. Answer Key body parts of the bee bee on the worksheet
and sort same and Velcro in the folder. The students will have their PCA to help them when they need
different insects Laminator The student assistance on the folder
using the activity Laminating will have difficulty
folder. Pouches using their fine motor
Bee parts skills to cut the body
worksheet part words
4. Individualized Student Planning
Student: Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports

A: Jackson Given the materials, Jackson will stay on task and complete Given the sorting bugs folder, After completing the sorting bugs folder task, Jackson will be able to choose a reward from
the activity within the given timeframe, 8 out of 10 times Jackson will complete the task his reward chart.
over a period of two weeks. at hand correctly and within the
given timeframe, with 80% As needed, Jackson will be allotted a five minute break in the calm down area.
accuracy.
B

Lesson Summary Day 1:

The students will listen to the Insect Body song as the introduction of the lesson. The teacher will hand out the materials needs for the sight word bug activity. The materials are different bugs and letters
August, 2013
Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Amanda Smith-Chonko
Halea Stairs
Samantha Dickensheets
that complete their sight words along with the Insect Body song and Insect Body YouTube video. With these materials, the students will match the bug with the sight word, putting the letters in sequence
order. The students will complete this for all sight words that are assigned to them. The teacher will note progress with a checklist. As a conclusion to the lesson, the students will watch the Insect Body
YouTube video to learn the different motions of where the body parts are of insects.

Lesson Summary Day 2:

The lesson will begin with a book about how bees move their pollen from flowers to the beehive. Students will then engage in an activity that rolls dice to determine how much pollen the bee takes from the
flower. The activity is set up with a flower template, pom-poms to demonstrate the pollen, and dice to account for the number of pollens being moved from the flower to the bee.

Lesson Summary Day 3:

The lesson with begin with a discussion of the different types of bugs. The lesson for today is a sensory-based activity. The students will begin this activity by rolling out the kinetic sand, placing their bugs in
the kinetic sand, and then observing the fossils that the bugs left behind. The students will use magnifying glasses and tweezers to observe the close-markings of the bugs. After completing this sensory-
based activity, the students will continue learning about bugs while completing their investigation worksheet on the different types of bugs that they found.

Lesson Summary Day 4:

The lesson will begin with the students watching a video on bugs. Following the video, the students will work independently with the assistance of their PCA to complete the Bug Jar Math Activity. While
completing this activity, the students will first sort the insects according to color and then place those insects onto the correct colored jar. After that, the students will count the number of insects in each jar
and write the number on the lid of the jar with an Expo Marker.

Lesson Summary Day 5:

This lesson will begin by going over the different types of bug we have been going over and their body parts. The students will then get out their folders that we have created and match up the same and
different bugs inside their folder.. Once they match up all of the same and different types of bugs they will flip the folder over and cut out the words on the bottom of the bee body part worksheet. The
students, with the help of their PCA, will match the body parts words with the picture of the bee that is attached to their folder.

August, 2013