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Unpacking the Curriculum

Directions: Use the template to unpack the intended Learning Outcomes related to the Virginia Standard(s) of Learning

(SOL) you selected. Include the grade, content area, and applicable SOL number.

Intended Learning Outcome

Underline the contentand bold the word(s) that provides an indication of the

cognitive level(s)

Content

List the explicit, implied, and conditional

content

(p. 58-59)

Cognitive Level onBlooms Taxonomy

Provide the cognitive

level(s) in terms of Blooms

Taxonomy (p. 61)

Describe the life needs of animals and plants. The life

needs are food, water, and air. (Science K.6)

ExplicitThe life needs of plants and animals

are food, water, and air.

ImpliedStudents need to have a basic

understanding of living as opposed to non-living

things. Students also should also be able to

distinguish a plant from an animal. Students

should understand the basic properties of food,

water, and air.

ConditionalNot applicable.

Knowledge

Predict what will happen to animals and plants if life

needs are not met (Science K.6)

ExplicitWhat will happen to animals and plant

needs are not met

ImpliedStudents need to have an

understanding of cause and effect. Students

should be able to make and explain a prediction

in relation to life needs. Students should

recognize that when life needs are not met,

living things will not be able to perform basic

life functions and will eventually die.


Evaluation

Describe some simple changes animals and plants undergo

during the life cycle. For animals this may include

changes in color, body covering, and overall size. For

plants this may include size, presence of leaves and

branches, and ability to produce flowers and fruits (Science K.6)

ExplicitAnimals and plants undergo changes

during the life cycle. Animals may change in

color, body covering, and size during their life

cycle. Plants may change in size, presence of

leaves and branches, and ability to produce

flowers and fruits.

ImpliedStudents should understand the

meaning of change. Students should have a

Comprehension


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vocabulary for describing basic features and

parts of animals and plants. Students should

understand the meaning of a life cycle.


Compare and contrast young plants and animals with their

parents, using pictures and/or live organisms. (Science K.6)

ExplicitYoung plants and animals

ImpliedStudents should know what it meansto compare and contrast, and should have

concepts of same and different. Students should

understand that living things come from other

living things. Students should understand

ConditionalUsing pictures and or live

organisms.

Analysis

Identify simple patterns in natural objects e.g veins in a

leaf, spiral patterns in cones, shapes and colors of common

seeds. (Science K.8)

ExplicitSimple patterns in natural objects

ImpliedStudents should know the meaning of

pattern. Students should be able to identify avein and recognize cones and seeds. Student

need should have a vocabulary for discussing

shapes and colors. Students should know the

meaning of spiral.

Conditional6 veins in a leaf, spiral patterns in

cones, shapes and colors of common seeds.

Comprehension

Describe how animals and plants change as they grow (Science

K.8)

ExplicitHow animals and plants change as

they grow

Implied

Students should know the meaning ofgrow and change. Students should have a basic

understanding of how animals and plants

progress through lifecycles.


Comprehension

Describe how things change naturally. This includes

seasonal changes, the growth in seeds and common plants,

common animals, including the butterfly, and the weather.

(Science K.9)

ExplicitHow things grow naturally

ImpliedStudents should understand the

difference between natural and human-caused

changes. Students should know the butterfly life

cycle and a typical plant life cycle. Students

should have a vocabulary for discussing

Comprehension


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What insights or cautions would you share with another teacher in your subject-area regarding the unpacking of these particularobjectives? Note that this is not a discussion on what a teacher might consider in teaching the unit but rather the discussion should

focus on the process ofunpacking.

While the individual learning outcomes listed in the curriculum framework provide greater detail regarding the actual content

to be covered in order to meet Science SOLs K.6, K.8, and K.9, teachers should be careful not to neglect the broader SOLs when

unpacking the subordinate items. The broad SOLs all begin with the phrasing The student will investigate and understand. This

phrase provides cues as to how to teach the content in each of these SOLs, and implies that teachers should integrate and reinforce

science standard K.1, which addresses investigative skills, in conjunctions with each of these SOLs.

Additionally, teachers should note that these standards are largely ambiguous about what plants and animals the students

should know, mentioning only butterflies in specific, and specifying only that students should be introduced to common plants andanimals. As these are very broad categories, and common is relative according to the local natural environment, these standards

teachers leave a lot of room for interpretation in regards to the animals and plants they introduce to the students.

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Meagan Taylor 1