Mapping an Instruction and Assessment Plan-
Fourth Grade Plants and Animals
December 2nd – 20th 
                                	
Theme: Life Science-Plant and Animal Structure and Function
Standards:
* LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
 LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
*   RI. 1 Refer to details and examples in a text, explicitly and inferring 
        RI. 3 Explain events, procedures, ideas, concepts in scientific/technical text 
        RI.4 Vocabulary 
R1.6 Compare and contrast first and second hand account of the same topic
        RI.7 Interpret information visually, orally, or quantitatively (Charts, Graphs)
       RI. 9 Integrate information from two texts on the same topic  
*W.5 Plan, revise, edit 
  W.7 Short research 
●	I can construct an argument that plants and animals have structures that support the plants and animals.
●	I can use a model to describe that animal gain information through senses, processes and responding to information.
●	I can find and infer details from the text
●	I can explain information from a scientific text
●	I can determine the meaning of vocabulary words in context
●	I can compare and contrast first and second hand accounts of the same topic.
●	I can interpret information from charts and graphs.
●	I can plan, revise and edit an informational writing piece.
●	I can complete research on a given plant or animal and their adaptations.

	

Main Text:
  Date	Lesson/Text
 	Essential Questions	Vocabulary	Teaching/Learning Activity 	
 1- Mon.
12/2	Adaptations	What are the characteristics of the different birds?
Why are there differences in same species?	adaptation, species, habitat 	Project multi bird picture. Discussion- “What are the characteristics of the different birds?
Why are there differences in same species?”
Independent read - pg.3-6.  
Vocabulary flip book using context clues
Writing - Pick a vocabulary word and use it in a short paragraph.	
 2- Tues
12/3	Adaptations	What is the purpose of external structures in animals?	external structures, inherited 
inherited, instinct, organism, mutation,	Students Close read Pg. 13,15 and complete data collection chart.  Explicit conversation regarding external structures.
Close Read with annotations for structure and function. 
Vocabulary flip book using context clues
Writing- Write a question about something they do not understand or a question that shows the student’s comprehension of reading.  I hope that it is OK with everyone that I add some of my thoughts.. The presentation was pretty cool.  	
 3-Wed
12/4	Ring-tail Fox	What are three characteristics of the ring-tail fox that would be considered  adaptations?	nocturnal, agile, omnivorous	Vocabulary flip book using context clues 
Read Backyard Gardener-The Elusive Ringtail
Complete data collection chart
View Ringtail video www.arkive.org/ringtail/bassariscus-astutus/
Students will complete Be the Teacher graphic organizer.	
 4- Thurs
12/5	Tortoises and Turtle	How are tortoises and turtles alike?
How are they different.	hatchling, solitary, reptile, species	Close Read- Animal Fact Sheet:Ringtail
Read Tortoises and Turtles 
Complete data collection chart
Step up to Writing-Lesson 9-3A-B	
 5-Fri
12/6	Tortoises and Turtle		hatchling, solitary, reptile, species	 Continue reading Tortoises and Turtles 
Step up to Writing-Lesson 9-3-C-D
Complete data collection chart
	
6-Mon
12/9	Arizona Plants Introduction	Do plants have adaptations?			
7- Tues
12/10	Saguaro Cactus		habitat, perch, decomposes, topple	Read Saguaro Cactus from Trophies pg 546
Complete data gathering sheet
Vocabulary flip book
Close Read-Saguaro Cactus-Desert Museum 	
8- Wed
12/11	Saguaro Cactus		habitat, perch, decomposes, topple	Continue Saguaro Cactus from Trophies pg 546
Complete data collection chart
Answer Think and Respond on pg 559 in writing	
9-Thurs
12/12	Saguaro Cactus		habitat, perch, decomposes, topple	Read The Saguaro Cactus-U.S. Department of the Interior.
Complete What I Learned Graphic Organizer-paragraph instead of page number
Close Read	
10-Fri
12/13	Saguaro Cactus		habitat, perch, decomposes, topple	Six pics taking information from Trophies reading and U.S. Department of Interior reading
Writing- Summarize in writing your six pic illustration	
11-Mon
12/16	Saguaro Cactus
All texts + data collection chart	What are all the physical traits of your selected plant or animal?  What trait can your plant or animal survive without that would provide the least impact on the species?		Students will be split into two groups, Cactus and Turtle Tortoise. Students will identify and document 3 traits for their plant/animal. Students will then discuss the function of each trait and write a paragraph describing the impact of that trait on the plant/animal’s ability to survive.  Students will then discuss which one trait, if removed, will have the smallest impact on the plant/animal’s ability to survive. Students will construct a written argument of why they chose that trait. 	
12-Tues
12/17	Saguaro Cactus
All texts + data collection chart	What are all the physical traits of your selected plant or animal?  What trait can your plant or animal survive without that would provide the least impact on the species?
		Students will be split into two groups, Cactus and Turtle\Tortoise. Students will identify and document 3 traits for their plant/animal. Students will then discuss the function of each trait and write a paragraph describing the impact of that trait on the plant/animal’s ability to survive.  Students will then discuss which one trait, if removed, will have the smallest impact on the plant/animal’s ability to survive. Students will construct a written argument of why they chose that trait. 
	
13-Wed
12/18	Animal Scenarios	How do animals use their senses to receive, process and respond to information?		Students will read animal scenarios and complete “What Happened” sheet.  (What action did the animal do? What caused the action?  What structure/sense was that related to?)