Intel Teach Program Essentials Course

Science and Health Unit Plan

Unit Author First and Last Name School District School Name School City, State Unit Overview Unit Title The World of Animals Unit Summary The animal kingdom is divided into two main groups, the vertebrates and invertebrates. Animals that do not have a backbone are called invertebrates while vertebrates are made up of animals that have backbone. In this unit, the learners will explore how vertebrates and some invertebrates develop and reproduce. They will also study the beneficial and harmful effects of animals on people and how to handle animals properly. Subject Area Science and Health aims to help the pupils gain functional understanding of science concept and principles in relation to real life experience wherein they will develop basic process stills for lifelong learning as well as scientific attitudes and values needed in solving everyday problems. Grade Level IV Approximate Time Needed 60 minutes class period, 2 weeks that is equivalent to 10 days Unit Foundation Targeted Content Standards and Benchmarks At the end of grade IV, the learner is expected to develop functional understanding and application of science and health concepts, basic process/ thinking skills and acquire values, attitudes and practices related to how animals reproduce sexually, different stages in the life cycle of some animals, beneficial/ harmful effects of animals to people and the safety measures while caring for animals. Student Objectives/Learning Outcomes Day 1 Topic: 2 main groups of animals Through the scrambled letter puzzle, pictures and discussion, the pupils should be able to: a. Identify the difference between the vertebrates and invertebrates; b. Acknowledge the uniqueness of each animals by relating it to themselves; and c. Assemble the puzzle to form a word even without any idea about it. Saint Louis University Baguio, Philippines Dionisio, Luzviminda A., Pit-oy, Crashel L.

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Intel Teach Program Essentials Course

Day 2 Topic: 2 ways of animal reproduction Through presenting a Venn diagram, the pupils should be able to: a. Differentiate the 2 ways of animal reproduction; b. Value the significance of reproduction through citing a an example from their observations; and c. Name animals which reproduce through asexual and sexual. Day 3 Topic: 2 kinds of fertilization Through a PowerPoint presentation, the pupils should be able to: a. Distinguish the differences between internal and external fertilization; b. Esteem the kind of fertilization which each animal possess; and c. Match the animals with their proper offspring through the given pictures. Day 4 Topic: How are the animals born? Some are hatched from eggs. Through the experiment (Chicken Egg), the pupils should be able to: a. Tell the features of an egg; b. Appreciate how the eggs are fertilize by learning their characteristics; and c. Experiment on chicken egg as an example. Day 5 Topic: Some animals are hatched as babies, some are born as baby animals and others change a little as they grow. a. Differentiate the animals on how they were born; b. Value the nature of animals on how they were born just like human beings; and c. Classify the animals according to the way they were born. Day 6 Topic: Comparing the lifecycle of some animals like butterfly and mosquito Through the use of flash cards (with pictures), the pupils should be able to: a. Identify the developmental stages of animals; b. Arrange the lifecycle of a butterfly and a mosquito base on their knowledge; and c. Make a story about the lifecycle of a butterfly or a mosquito. Day 7 Topic: lifecycle of a fly and a bee Through the use of a game(hunting me), the pupils should be able to: a. Arrange the cycle of a bee or fly in sequence;

b. Relate the lifecycle of the animals with the lifecycle of a human being; and
c. Observe and explain the changes in animals as they develop and grow.

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Intel Teach Program Essentials Course

Day 8 Topic: Benefits of animals to humans and proper ways of handling animals Through a short play, the pupils should be able to:

a. Identify the advantages of animals to people;

b. Value animals through following the proper ways of handling animals; and c. Illustrate the benefits of animals around them and the proper ways of handling them. Day 9 Topic: Harmful effects of animals to people Through a poem, the pupils should be able to: a. Name some harmful effects of animals to people; b. Defend their own opinion about harm or danger which animals may bring; and c. Construct a short poem about the disadvantages of animals to people. Day 10 Topic: Keeping safe from harmful or dangerous animals and the first aid for insect stings and animal bite a. Enumerate some ways in safety measures away from harmful animals; b. Aware to the danger which some animals can bring; and c. Portray an instance about how to be safe from harmful animals through drawing. Curriculum-Framing Questions Essential How vertebrates and some invertebrates develop and reproduce? Question 1. Infer how animals reproduce sexually? Unit Questions 2. Describe the different stages in the life cycle of some animals. 3. Give the beneficial and harmful effects of animals to people. 4. Describe the changes in animals as they develop and grow. 5. Explain how to practice safety measures while caring for animals. 1. What are the 2 ways of animal reproduction? 2. Identify animals hatched from egg. Content Questions 3. Identify animals born as baby animals. 4. Identify some animals that are carrier of diseases, sources of infection, allergies and injuries. 5. Give some benefits of animals to people. Assessment Plan Assessment Timeline

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Intel Teach Program Essentials Course

Before project work begins

Students work on projects and complete tasks

After project work is completed

Pretest Multiple Choice 1. Animals that do not have a backbone. a. Vertebrates b. Invertebrates c. Both A and B 2. Animals that have a backbone. a. Vertebrates b. Invertebrates c. Both A and B 3. There is only one parent and no special reproductive cells or organs are involved. a. Sexual reproduction b. Asexual reproduction c. Budding 4. Two parents are involved, the male and female. a. Sexual reproduction b. Asexual reproduction c. Fertilization 5. It is fertilization that takes place outside the females body. a. Fertilization b. Internal fertilization c. External fertilization Find the word that is not belong to the group.
1) a. birds turtle 2) a. cat d. dolphin 3) a. apes dogs b. fish c. elephant d. b. dogs c. fowls d.

Work in pairs, draw animals with its cycle as they grow.

Answer the following: 1. 2. 3. 4. differentiate asexual and how are animals born how do you keep safe from Give some ways of proper handling of animals. sexual reproduction

harmful animals?

b. tiger c. parrot

4) a. kangaroo b. monkey c. lion d. dolphin 5) a. eagle b. chicken c. pig d. turtle

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Intel Teach Program Essentials Course

Assessment Summary

Unit Details Prerequisite Skills The grade IV pupils are keen observer to the world of animals, their development and reproduction. They have knowledge on the benefits of animals to people. Instructional Procedures

Accommodations for Differentiated Instruction

Special Needs Students

Nonnative Speakers

Gifted/Talented Students

Materials and Resources Required For Unit Technology Hardware (Click boxes of all equipment needed) Camera Computer(s) Digital Camera DVD Player Internet Connection Laser Disk Printer Projection System Scanner Television VCR Video Camera Video Conferencing Equip. Other

Technology Software (Click boxes of all software needed.)

2008 Intel Corporation. All Rights Reserved.

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Intel Teach Program Essentials Course

Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM Printed Materials

Image Processing Internet Web Browser Multimedia

Web Page Development Word Processing Other

Supplies Internet Resources Other Resources

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

2008 Intel Corporation. All Rights Reserved.

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