Canfield Elementary School
LOS ANGELES UNIFIED SCHOOL DISTRICT
Standards Based Instruction
Standard-Based Instruction Model, which describes what students,
will do.
Subject/Course: Life Science. Grade Level : K,1 and 2.
Standard Life Science Number 2. Standard(s):
K-2. Different types of plants and animals inhabit the Earth.
1-2. Plants and animals meet their needs in different ways.
2-2. Plants and animals have predictable life cycles.
Los Angeles School District Elementary Academic Standards and California State Academic
Standards.
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Developed by Beverly Pinckert, Anita Prescott, Maureen Garcia, and Jodi
Wilf
School: Canfield Elementary School, Cluster #D, Phone # 310-552-2525.
| CULMINATING TASK/ASSIGNMENT What will individual students produce to demonstrate achievement of the standard(s)? |
ASSESSMENT What criteria will be used to evaluate/score students' work/performance of the culminating task? |
INSTRUCTIONAL ACTIVITIES What learning activities will students be involved in to acquire knowledge and skills to achieve the standard? Consider alternative strategies and modifications to promote equal access for all learners. |
TIME How much (approximate) time will be required to complete each of the activities? |
RESOURCES What materials, textbooks, supplies, documents, etc., will be required for and instructional activity? |
| Create a graph using data collected from bird
observations in two locations on campus. The kindergarten yard garden and the school garden. The observations will include a drawing and written sentence or paragraph recording their observations. The classes will discuss, analyze and compare the data from both graphs. |
Task to be scored: 4- Provides evidence of accurate data collection through observation. Written work is clear, detailed and accurate. 3- Provides somewhat accurate data collection through observation. Written work is reasonably clear, with detailed and accurate observations of characteristics and variations of bird's observed.. 2- Provides little evidence of data collection through observation. Written work contains errors in observations of bird body parts and information about bird characteristics is unclear. 1- Provides no evidence of data collection through observation. Gives little or no written work. |
Kindergarten, first and second grades discuss background on bird characteristics. Discuss how to make tally points for a graph. Make toilet paper binoculars to practice observation skills. | 15 minutes
20 minutes |
Project Pigeon Watch Cornell Laboratory of Ornithology 1995 Birds- Natural History Museum. Science bird books available in school libraries Birds by Roger Tory Peterson. The N2ational Audubon Society
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| First and second grades discuss the importance of scientific investigation to learn about our world. Discuss what the birds need to live, how the shape of their beaks determines what they eat, and how these attributes help them survive. | 10 minutes | |||
| Second grade discusses the characteristics of birds and their adaptations. Discuss how birds are different then reptiles and mammals. Discuss how to observe variations among birds within the same population. | 30 minutes | |||
| Kindergarten and first grades take a class walk to observe birds in K yard. Make tally points on their graphs and draw what they see. Write one sentence describing what they saw. One first grade class and a second grade class take a walk to observe birds in the school garden. Make tally points and notes about their observations. Write a paragraph describing what the saw. Writing must demonstrate characteristics, variations, and number of birds observed in both locations. | 30 minutes | |||
| All grades share graph data. | 10 minutes | |||
| All grades Analyze data for number of birds observed in each location. | 20 minutes | |||
| All grades discuss and compare the two graphs and draw conclusions. Make a comparison chart in each class. | 20 minutes |