Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15

Size: px
Start display at page:

Download "Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15"

Transcription

1 Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books Organization and Development of Living Organisms Enviroscape Plant Parts...23 Getting to the Root of It...25 Down Under...27 Roots Required...33 Stems...43 Stem Stumpers...45 Leaves Make Food Looking at Leaves...53 Flowers...63 Flower Power...65 A Plant Begins...77 Seeds and Spores...83 Spores: A Special Seed...85 Flowers, Cones, and Spores...89 Will It Sprout? I Seek the Light Root Rotations Interdependence Migrations and Destinations Migration Hibernation Dormancy Details Seasonal Changes Seasonal Studies Formative Assessment Questions Assessment Meter Tape Family Letter Materials List The AIMS Program Model of Learning Chinese Proverb Diversity and Evolution of Living Organisms Carl Linnaeus: Organizer of Living Things Vertebrates and Invertebrates Bare Bones Boning Up on Structure Analyzing Arthropods It s in the Cards All Sorts of Animals Making Sense of Mammals Exceptions to the Rules Wings n Things Fish and Their Fins Animal Egg-sperts Animal Antics Core Curriculum/Florida AIMS Education Foundation

2 Activity Organization and Development of Living Organisms Enviroscape Plant Parts Getting to the Root of It Down Under Roots Required Stems Stem Stumpers Leaves Make Food Looking at Leaves Flowers Flower Power A Plant Begins Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores Will It Sprout? I Seek the Light Root Rotations Diversity and Evolution of Living Organisms Carl Linnaeus: Organizer of Living Things Vertebrates and Invertebrates Bare Bones Boning Up on Structure Analyzing Arthropods It s in the Cards All Sorts of Animals Making Sense of Mammals Exceptions to the Rules Wings n Things Fish and Their Fins Animal Egg-sperts Animal Antics NGSSS L.14.1, N.1.1, N.1.2, N.1.3 L.14.1 L.14.1 L.14.1, N.1.3 L.14.1, N.1.1, N.1.3 L.14.1 L.14.1, N.1.1, N.1.3, N.1.6 L.14.1, L.17.2 L.14.1, L.17.2, N.1.3 L.14.1 L.14.1, L.15.2, N.1.3 L.14.1, N.1.3 L.14.1, L.15.2 L.14.1, L.15.2 L.14.1, L.15.2 L.14.2, N.1.1, N.1.3 L.14.2, L.17.2, N.1.1, N.1.2, N.1.4, N.1.5, N.1.6 L.14.2, N.1.1, N.1.3 L.14.2, N.1.1, N.1.3, N.1.6, N.3.2, N.3.3, N.1.3, N.3.2, N.3.2, N.3.3, N.1.3 Core Curriculum/Florida AIMS Education Foundation

3 Interdependence Migrations and Destinations Migration Hibernation Dormancy Details Seasonal Changes Seasonal Studies L.17.1 L.17.1 L.17.1 L.17.1 L.17.1 L.17.1, N.1.1, N.1.3 Core Curriculum/Florida AIMS Education Foundation

4 Florida Third Grade Next Generation Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.3.N.1.1 SC.3.N.1.2 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. Enviroscape Roots Required Stem Stumpers Will It Sprout? I Seek the Light Root Rotations Seasonal Studies Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. Enviroscape SC.3.N.1.3 SC.3.N.1.4 SC.3.N.1.5 SC.3.N.1.6 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. Enviroscape Down Under Roots Required Stem Stumpers Looking at Leaves Flower Power A Plant Begins Will It Sprout? I Seek the Light Root Rotations All Sorts of Animals Animal Antics Seasonal Studies Recognize the importance of communication among scientists. Recognize that scientists question, discuss, and check each others evidence and explanations. Infer based on observation. Stem Stumpers Root Rotations BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; theory, law, hypothesis, and model have very specific meanings and functions within science. SC.3.N.3.2 SC.3.N.3.3 Recognize that scientists use models to help understand and explain how things work. Boning Up on Structure Wings n Things Fish and Their Fins Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. Boning Up on Structure Fish and Their Fins Core Curriculum/Florida AIMS Education Foundation

5 Life Science BIG IDEA 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. SC.3.L.14.1 SC.3.L.14.2 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. Enviroscape Plant Parts Getting to the Root of It Down Under Roots Required Stems Stem Stumpers Leaves Make Food Looking at Leaves Flowers Flower Power A Plant Begins Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity. Will It Sprout? I Seek the Light Root Rotations SC.3. SC.3.L.15.2 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. Carl Linnaeus: Organizer of Living Things Vertebrates and Invertebrates Bare Bones Boning Up on Structure Analyzing Arthropods It s in the Cards All Sorts of Animals Making Sense of Mammals Exceptions to the Rules Wings n Things Fish and Their Fins Animal Egg-sperts Animal Antics Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. Flower Power Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores BIG IDEA 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. BIG IDEA 15: Diversity and Evolution of Living Organisms A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival. B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing. SC.3.L.17.1 SC.3.L.17.2 Describe how animals and plants respond to changing seasons. Migrations and Destinations Migration Hibernation Dormancy Details Seasonal Changes Seasonal Studies Recognize that plants use energy from the Sun, air, and water to make their own food. Leaves Make Food Looking at Leaves Core Curriculum/Florida AIMS Education Foundation

6 Topic Roots Key Question What are the functions of plant roots? Learning Goals Students will: explore the different kinds of roots that plants have, and perform an experiment to determine the functions of plant roots. Guiding Document NRC Standards Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. Ask a question about objects, organisms, and events in the environment. Use data to construct a reasonable explanation. Science Life science plants roots Integrated Processes Observing Collecting and recording data Interpreting Analyzing Materials Root samples (see Management 1) Live potted flowers (see Management 2) Colored pencils Scissors Student page Recording journals Background Information Roots are critical to the survival of plants. They anchor plants in the ground and absorb water and nutrients from the soil. There are two different kinds of roots fibrous roots and taproots. Fibrous roots are all about the same size. There are many small, thin roots that often spread over a wide area. Grasses, corn, and many weeds have fibrous root systems. Plants with taproots have one main root that is larger than the rest and goes straight down into the ground. It may have smaller roots coming off it, but one is central. Dandelions, carrots, and many trees have taproots. In plants such as carrots, the root actually serves as the food storage location for the plant. Management 1. Collect samples of plants with different kinds of roots. Have at least two samples of each kind of root system (fibrous and taproot). If possible, bring a carrot with the green plant still attached to the top. Pull several different kinds of weeds and try to keep the entire root system intact. Rinse the plants to remove as much of the dirt as possible so that the roots can be clearly observed. 2. Buy two identical pots of whatever flowers are in season. Be sure to pick plants that are roughly the same size. 3. To make recording journals, copy the pages, cut them in half, stack them in order, and staple along the left edge. Each student needs his or her own journal. 4. This activity is divided into two parts. Part Two requires students to observe plants over several days, so you may wish to begin Part Two on a Monday. Procedure Part One: Kinds of root systems 1. Ask students to share what they know about the purpose of roots and the different kinds of root systems that plants have. Record their responses on the board. 2. Show students two of the sample plants, one with a fibrous root system and one with a taproot. Ask them to identify the similarities and differences between the two kinds of roots. Core Curriculum/Florida AIMS Education Foundation

7 3. Distribute the student page and colored pencils and set the plant samples on a table where all can observe them. If you have enough samples on hand, give one of each kind to small groups of students. 4. Allow students time to illustrate and describe the two kinds of root systems. Part Two: Purpose of roots 1. Show students the two identical plants. Ask what they think would happen if one plant did not have its roots. Have them share their responses. 2. Distribute a recording journal to each student. Have students answer the questions on the first page, referring to the information recorded on the board if necessary. 3. Pull one of the plants partially out of the pot. Using scissors, cut it from its roots just below the surface of the soil. Place it back in the pot (it s okay if it falls over). Tell students that they will be watching these two plants over several days to see what happens to a plant without roots. 4. Put both plants in a sunny location and make sure that they are both watered whenever the soil gets dry. Point out that the needs of the plants are being met they have light, water, air, and space. 5. Have students record their observations in their journals every day (or every other day if the change is slow). 6. Discuss what happened to the two plants and why one of the plants died. Connecting Learning Part One 1. What kinds of roots can plants have? [fibrous roots, taproots] 2. What do fibrous roots look like? taproots? 3. How are these roots alike? How are they different? 4. What kinds of plants have fibrous roots? [grasses, corn, many weeds, etc.] 5. What kinds of plants have taproots? [trees, carrots, dandelions, etc.] 6. Do you think one kind of root is better than another? Why do you think that? Part Two 1. Why do plants need roots? 2. What did you predict would happen to a plant that did not have its roots? 3. What actually happened? Did this surprise you? Why or why not? 4. What things do plants need to survive? [sunlight, air, water, space] 5. Were we giving both plants the things they needed? [Yes.] 6. Why did one plant die and the other one survive? [The plant without roots was not able to get the water and nutrients it needed from the soil.] 7. What are you wondering now? Core Curriculum/Florida AIMS Education Foundation

8 Key Question What are the functions of plant roots? Learning Goals Students will: explore the different kinds of roots that plants have, and perform an experiment to determine the functions of plant roots. Core Curriculum/Florida AIMS Education Foundation

9 Do all plants have the same kind of roots? 1. Illustrate a fibrous root system in the box. 2. Describe this root system. 3. What kinds of plants have fibrous roots? 4. Illustrate a taproot in the box. 5. Describe a taproot. 6. What kinds of plants have taproots? 7. How are taproots and fibrous roots alike? How are they different? Use the back of the paper for your answer. Core Curriculum/Florida AIMS Education Foundation

10 1. Describe the purpose of roots. 2. Do you think a plant could survive without its roots? Why or why not? 3. Describe what you think will happen to a plant that has its roots cut off. 1 Draw each plant. Describe the plants. How do they look? 2 Core Curriculum/Florida AIMS Education Foundation

11 Draw each plant. Describe how each plant looks. How have they changed since your last observation? 3 Draw each plant. Describe how each plant looks. How have they changed since your last observation? 4 Core Curriculum/Florida AIMS Education Foundation

12 Draw each plant. Describe how each plant looks. How have they changed since your last observation? 5 1. What happened to the plant that had its roots cut? Is this what you predicted? Why or why not? 2. How long did it take to notice a change between the plants? Did this surprise you? Why or why not? 3. What does this experiment tell you about the need for roots? 6 Core Curriculum/Florida AIMS Education Foundation

13 Connecting Learning CONNECTING CONNECTING LEARNING LEARNING Part One 1. What kinds of roots can plants have? 2. What do fibrous roots look like? taproots? 3. How are these roots alike? How are they different? 4. What kinds of plants have fibrous roots? 5. What kinds of plants have taproots? 6. Do you think one kind of root is better than another? Why do you think that? Core Curriculum/Florida AIMS Education Foundation

14 CONNECTING CONNECTING Connecting Learning LEARNING LEARNING Part Two 1. Why do plants need roots? 2. What did you predict would happen to a plant that did not have its roots? 3. What actually happened? Did this surprise you? Why or why not? 4. What things do plants need to survive? 5. Were we giving both plants the things they needed? 6. Why did one plant die and the other one survive? 7. What are you wondering now? Core Curriculum/Florida AIMS Education Foundation

Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry Assembling Rubber Band Books...15

Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry Assembling Rubber Band Books...15 Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry... 11 Assembling Rubber Band Books...15 Earth in Space and Time The Scoop on Stars...17 Telescopes...19 Magnify the Sky...21 Star Samples...27

More information

Core Curriculum/Florida AIMS Education Foundation

Core Curriculum/Florida AIMS Education Foundation Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Earth Science Constellation Creations... 15 Spatter Paint Stars... 19 Stars in the Sky... 21 The Sun...23 What Goes Up Must Come Down...27

More information

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Properties of Matter Let Me Count the Ways... 15 A Bear Eggs-pedition...25 Color Match...33 Going Nuts...39 Soup-er Floaters and Sinkers...55

More information

NGSSS: Science Standards GRADE: K

NGSSS: Science Standards GRADE: K Big Idea 1: The Practice of Science NGSSS: Science Standards GRADE: K A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions,

More information

Core Curriculum/Florida AIMS Education Foundation

Core Curriculum/Florida AIMS Education Foundation Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Earth Science Constellation Creations... 15 Spatter Paint Stars... 19 Stars in the Sky... 21 The Sun...23 What Goes Up Must Come Down...27

More information

NGSSS Science Standards Grade 4

NGSSS Science Standards Grade 4 NGSSS Science Standards Grade 4 Big Idea 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions,

More information

Grade 1 Organisms Unit Template

Grade 1 Organisms Unit Template Delaware Science Coalition Grade 1 Organisms Unit Template Copyright 2008Delaware Department of Education 1 Preface: This unit has been created as a model for teachers in their designing or redesigning

More information

DeltaScience. Content Readers. Summary. Science Background. Objectives. Reading Comprehension Skills. Supporting English Learners

DeltaScience. Content Readers. Summary. Science Background. Objectives. Reading Comprehension Skills. Supporting English Learners DeltaScience Content Readers TM Objectives Compare how plants are alike. Explore why animals need plants. List what plants need to live and grow. Discuss different parts of plants. Define nonvascular plants.

More information

Year 3 Science Expectations

Year 3 Science Expectations Year 3 Science Expectations Term Key Learning Autumn 1 Pupils should explore what happens when light reflects off a mirror or other reflective surfaces, including playing mirror games to help them answer

More information

Standards Alignment...5 Safe Science...9 Scienti c n ir...11 Assem ling er and s...15 Scientists at r...17 at s t e idence...19

Standards Alignment...5 Safe Science...9 Scienti c n ir...11 Assem ling er and s...15 Scientists at r...17 at s t e idence...19 Standards Alignment...5 Safe Science...9 Scienti c n ir...11 Assem ling er and s...15 Scientists at r...17 at s t e idence...19 Properties of Matter r erties...21 r ert li... 23 ar l r ens s... 29 l rat

More information

Static Strokes Static Electricity Balance Your Charge Account St. Elmo s Fire...267

Static Strokes Static Electricity Balance Your Charge Account St. Elmo s Fire...267 Standards Alignment...5 Safe Science...11 Scienti c Inquiry...13 Assembling Rubber Band Books...17 Investigations in Science...19 Properties of Matter A Matter of States...21 Oh Dear, What Can This Matter

More information

Curriculum Guide 2015 Class: Science Grade: 2 nd grade

Curriculum Guide 2015 Class: Science Grade: 2 nd grade Unit 1: Work Like a Scientist Identify inquiry skills Ask and raise questions about the world and investigate them by observing, Explain the difference between what you observe and what you think Scientific

More information

Florida s Big Ideas in Science

Florida s Big Ideas in Science Grades Kindergarten 5 th Grade Hillsborough CountyPublic Schools Version Fall 2008 Florida s Big Ideas in Science Big Idea 1: The Practice of Science A. Scientific inquiry is a multifaceted activity; The

More information

Access Points to the Next Generation Sunshine State Standards for Science 2016

Access Points to the Next Generation Sunshine State Standards for Science 2016 Access Points to the Next Generation Sunshine State Standards for Science 2016 Big Idea 1: The Practice of Science Science Standards GRADE: K A: Scientific inquiry is a multifaceted activity; The processes

More information

The Life Cycle of a Flowering Plant

The Life Cycle of a Flowering Plant The Life Cycle of a Flowering Plant Focus: Students draw upon their own observations of their plants as well as research and class discussion to explore the life cycle of flowering plants. Specific Curriculum

More information

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 Chapter 4 (How Living Things Grow and Change) 3.1.2.C.2. Explain that living things can only survive if their needs are being met. 3.1.2.A.3.

More information

Structures of Life Unit Design - Grade 3

Structures of Life Unit Design - Grade 3 Structures of Life Unit Design - Grade 3 The Structures of Life Module consists of four sequential investigations dealing with observable characteristics of organisms. Students observe, compare, categorize,

More information

Habits and Habitats 4 th 5 th Grade Lesson Plan

Habits and Habitats 4 th 5 th Grade Lesson Plan Habits and Habitats 4 th 5 th Grade Lesson Plan For more information, please contact: Janice Kerber Director of Education John D. MacArthur Beach State Park T: (561) 776-7449 Ext 104 Email: janicekerber@macarthurbeach.org

More information

Page 1 of 5. New: evidence, measure, nutrients, light, soil, transport, volume, water, warmth, insect, pollen, pollinate, nectar.

Page 1 of 5. New: evidence, measure, nutrients, light, soil, transport, volume, water, warmth, insect, pollen, pollinate, nectar. National Curriculum Objectives: (Statutory requirements) a) Identify and describe the functions of different parts of flowering : roots, stem/trunk, leaves and flowers b) Explore the requirements of for

More information

Vocabulary. photosynthesis p.48. chlorophyll p.49. sepal p.55. pistil p.55. stamen p.55. ovary p.56. fertilization p.56. dormant p.

Vocabulary. photosynthesis p.48. chlorophyll p.49. sepal p.55. pistil p.55. stamen p.55. ovary p.56. fertilization p.56. dormant p. Name: Section: 2 3 4 Vocabulary Word Definition photosynthesis p.48 chlorophyll p.49 sepal p.55 pistil p.55 stamen p.55 ovary p.56 fertilization p.56 dormant p.62 5 6 7 Chapter 2 Lesson 1 What are plants

More information

(Sessions I and II)* BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN FOR PERSONAL USE

(Sessions I and II)* BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN FOR PERSONAL USE activities 19&20 What Do Plants Need? (Sessions I and II)* BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 1 Quarter 2 Activities 19 & 20 SC.A.1.1.1 The student knows that objects can be described,

More information

Kentucky Academic Standards Addressed By Zoo Program

Kentucky Academic Standards Addressed By Zoo Program Kentucky Academic Standards Addressed By Zoo Program WINGED WONDERS: SEED DROP! Program description: Discover how whether all seeds fall at the same rate. Do small or big seeds fall more slowly? Students

More information

Backward Design Fourth Grade Plant Unit

Backward Design Fourth Grade Plant Unit Collin Zier Assessment November 2 nd, 2012 Backward Design Fourth Grade Plant Unit Stage One Desired Results Established Goals: Wisconsin s Model Academic Standards for Science 4 th Grade Standard F Life

More information

Missouri Science Standards: Physical Science

Missouri Science Standards: Physical Science Missouri Science Standards: Physical Science Kindergarten Scope and Sequence Plants and Animals Observe and compare the structures and behaviors of different kinds of plants and animals Scope and Sequence

More information

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Life Sciences: 4.E.6 Seeds Part 3 of 3 Grade Level 4 Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks MA Frameworks Key Words 45-60 min. N/A Whole class N/A 04.SC.LS.06 04.SC.LS.07 04.SC.LS.08

More information

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools

Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Life Sciences: 4.E.4 Seeds Part 1 of 3 Grade Level 4 Sessions

More information

Pansy Parts & Stop Photosynthesis 4 th Grade Sarah Fortner & Lucille Duncan

Pansy Parts & Stop Photosynthesis 4 th Grade Sarah Fortner & Lucille Duncan References: Pansy Parts & Stop Photosynthesis 4 th Grade Sarah Fortner & Lucille Duncan http://www.computing.ee.unsw.edu.au/~solar/classrooms/photosynth1.htm Benchmarks & Objective: Stop Photosynthesis

More information

2 nd. Science Notebook Insects & Plants. Investigation 2: Brassica Seeds. Name:

2 nd. Science Notebook Insects & Plants. Investigation 2: Brassica Seeds. Name: 2 nd Science Notebook Insects & Plants Investigation 2: Brassica Seeds Name: 1 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Use mathematical

More information

Florida Science Standards: Grades 3, 4 and 5 GRADE: 3

Florida Science Standards: Grades 3, 4 and 5 GRADE: 3 Florida Science Standards: Grades 3, 4 and 5 GRADE: 3 Big Idea 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically

More information

Plant Anatomy and Life Processes Study Guide

Plant Anatomy and Life Processes Study Guide Plant Anatomy and Life Processes Study Guide Science SOL 4.4 Please use this study guide to study daily for your test! Please keep this study guide in your HOMEWORK FOLDER so that you can use it to study

More information

GRADE 6: Life science 3. UNIT 6L.3 6 hours. Classification. Resources. About this unit. Previous learning. Expectations

GRADE 6: Life science 3. UNIT 6L.3 6 hours. Classification. Resources. About this unit. Previous learning. Expectations GRADE 6: Life science 3 Classification UNIT 6L.3 6 hours About this unit This unit is the third of five units on life science for Grade 6. The unit is designed to guide your planning and teaching of lessons

More information

I/R/M THIRD GRADE Religious Values I. Life Science

I/R/M THIRD GRADE Religious Values I. Life Science I/R/M THIRD GRADE Religious Values Life Science M. M. R. A. Invertebrates 1. Invertebrates vs. Vertebrates a. Describe the diversity of invertebrate life forms supported by different environments. b. Investigate

More information

Plant Appearance. Name: Class:

Plant Appearance. Name: Class: Plant Appearance Name: Class: Directions: Match the words with the big ideas by writing the letter beside the idea. Use the same words in the short article below. Use key words and phrases from the article

More information

What is a Skeleton? SKELETONS: Museum of Osteology Lesson Curriculum K 5 th Grade 55 Minute Program

What is a Skeleton? SKELETONS: Museum of Osteology Lesson Curriculum K 5 th Grade 55 Minute Program Kindergarten: SC.K.N.1.2 Make observations of the natural world and know that they are descriptors collected using the five senses. SC.K.N.1.4 Observe and create a visual representation of an object which

More information

OVERVIEW PLANTS AND ANIMALS GRADES 1 2 CONTENT GOALS OVERVIEW CONTENTS

OVERVIEW PLANTS AND ANIMALS GRADES 1 2 CONTENT GOALS OVERVIEW CONTENTS GRADES 1 2 OVERVIEW CONTENT GOALS The Plants and Animals Module provides experiences that heighten young students awareness of the different ways that plants and animals meet their needs. Students care

More information

UNIT AT A GLANCE. Name: Trinh Le Topic: Plants Grade Level: 2

UNIT AT A GLANCE. Name: Trinh Le Topic: Plants Grade Level: 2 UNIT AT A GLANCE Name: Trinh Le Topic: Plants Grade Level: 2 Introducing the Topic: Activity: Lunch Menu Detectives (Students trace ingredients to plants) Importance of Plants: Read Bits That Grow Big,

More information

Anderson School District Five Pacing Guide and Verification Form Grade 6 Science Scientific Inquiry Indicators

Anderson School District Five Pacing Guide and Verification Form Grade 6 Science Scientific Inquiry Indicators Scientific Inquiry Indicators 4-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific

More information

2.2 Botany Unit Overview Enduring Understanding: Living things are an important part of our environment.

2.2 Botany Unit Overview Enduring Understanding: Living things are an important part of our environment. 2.2 Botany Unit Overview Enduring Understanding: Living things are an important part of our environment. Essential Question: How is everything interconnected? How does one living thing rely on another?

More information

Greenwich Public Schools Science Objectives and Grade Level Concepts. Grade One. Force and Motion

Greenwich Public Schools Science Objectives and Grade Level Concepts. Grade One. Force and Motion Greenwich Public Schools Science Objectives and Grade Level Concepts Grade One Force and Motion CSDE Science Curriculum Standard 1.1: The sun appears to move across the sky in the same way every day, but

More information

Ganado Unified School District #20 (Science/4 th grade)

Ganado Unified School District #20 (Science/4 th grade) Resources Ganado Unified School District #20 (Science/4 th grade) AZ College and Career Readiness Standard PACING Guide SY 2017-2018 (HESS Matrix) First Quarter August 2017 October 2017 Life Science Unit

More information

Kindergarten Science, Quarter 4, Unit 4.1. Plants. Overview

Kindergarten Science, Quarter 4, Unit 4.1. Plants. Overview Kindergarten Science, Quarter 4, Unit 4.1 Plants Overview Number of instructional days: 10 (1 day = 20 30 minutes) Content to be learned Observe that plants need water, air, food, and light to grow. Identify

More information

Plants Week 6 Booklet

Plants Week 6 Booklet Plants Week 6 Booklet Living vs. Non-Living Foss Investigation #5 The Vascular System Part 1: What Happened to the Water? Part 2: Looking at Plant Structures Not in Foss- Nonvascular Systems Types of Roots

More information

Kentucky Academic Standards Addressed By Zoo Program

Kentucky Academic Standards Addressed By Zoo Program Kentucky Academic Standards Addressed By Zoo Program WILD PACK: FASTEST CUTTERS Program description: Using inquiry skills, students will observe the leaf cutter ant colony in the Zoo s Insect World to

More information

Classification Flow Chart

Classification Flow Chart Classification Flow Chart THINGS To classify plants, see page warm 8 cold 6 9 7 air 0 water dry skin, eggs on land moist skin, eggs in water = the five classes of vertebrates eggs pouch placenta classification

More information

Science Standards of Learning for Virginia Public Schools

Science Standards of Learning for Virginia Public Schools Standards of Learning for Virginia Public Schools Reasoning, and Logic Life Processes Earth Patterns, Cycles, and Change Kindergarten Key Concepts Rainforest Desert K.1 The student will conduct investigations

More information

Kindergarten Life Science

Kindergarten Life Science Kindergarten Life Science LS1A Structure and Function 3.1.D.K.a. Observe and compare the structures and behaviors of different kinds of plants and animals LS1C Organization for Matter and Energy Flow in

More information

DeltaScience. Content Readers. Summary. Science Background. Objectives. Reading Comprehension Skills. Supporting English Learners

DeltaScience. Content Readers. Summary. Science Background. Objectives. Reading Comprehension Skills. Supporting English Learners DeltaScience Content Readers TM Objectives Define what a plant is. Red Edition Grade 3 4 reading level List what plants need to live and grow. Explore plant life cycles. Purple Edition Grade 4 5 reading

More information

Grade Level Suggestion: Grades 4 th to 8 th. Time Frame: minutes.

Grade Level Suggestion: Grades 4 th to 8 th. Time Frame: minutes. I Have, Who Has? An Interactive Vocabulary Game Prairie Ecosystem Study Vocabulary Grades 4 th -8th Introduction: Below is a collection of cards that connect to the Prairie Study Vocabulary for 4 th -

More information

Food Chains. energy: what is needed to do work or cause change

Food Chains. energy: what is needed to do work or cause change Have you ever seen a picture that shows a little fish about to be eaten by a big fish? Sometimes the big fish has an even bigger fish behind it. This is a simple food chain. A food chain is the path of

More information

Name: Section: Number:

Name: Section: Number: Name: Section: Number: 2 3 4 5 Vocabulary Word Definition cell p.7 nucleus p.8 cytoplasm p.8 chloroplast p.9 genus p.12 species p.12 vertebrates p.18 invertebrates p.22 6 Chapter 1 Lesson 1 What are the

More information

The Plant Kingdom If you were to walk around a forest, what would you see? Most things that you would probably name are plants.

The Plant Kingdom If you were to walk around a forest, what would you see? Most things that you would probably name are plants. INTRODUCTION TO PLANTS The Plant Kingdom If you were to walk around a forest, what would you see? Most things that you would probably name are plants. Plants are abundant in almost every environment that

More information

Name: Grade 5 ( ) Date:

Name: Grade 5 ( ) Date: SCIENCE REVISION ANSWER KEY. QA: KNOWLEDGE AND UNDERSTANDING. a. Fill in the blanks by choosing the words from the box below: 1. Mollusks 2. Vertebrates 3. Invertebrates 4. Arthropods 5. Archaebacterial

More information

Interdependent Relationships in Ecosystems

Interdependent Relationships in Ecosystems Standards Curriculum Map Bourbon County Schools Level: 3rd Grade and/or Course: Science Updated: 5/22/13 e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) Days

More information

Big Green Lessons. Key Understandings. Standards Alignment. Plant Lifecycle: 3 rd -5 th Grade

Big Green Lessons. Key Understandings. Standards Alignment. Plant Lifecycle: 3 rd -5 th Grade Big Green Lessons Plant Lifecycle: 3 rd -5 th Grade Key Understandings Standards Alignment In this lesson, students will understand that each plant has a lifecycle and the plant lifecycle is a continual

More information

Structures of Life. Investigation 2: Growing Further. Big Question: 3 rd Science Notebook. Name:

Structures of Life. Investigation 2: Growing Further. Big Question: 3 rd Science Notebook. Name: 3 rd Science Notebook Structures of Life Investigation 2: Growing Further Name: Big Question: What are the structures and functions of a seedling and how are they important to the plant s survival? 1 Alignment

More information

SCI-4 BNES 4.4 Summative Exam not valid for Paper Pencil Test Sessions

SCI-4 BNES 4.4 Summative Exam not valid for Paper Pencil Test Sessions SCI-4 BNES 4.4 Summative Exam not valid for Paper Pencil Test Sessions [Exam ID:1LEHLS 1 Which seed is carried by the wind? A B C D 2 Which section of the plant is the roots? A Section 3 B Section 1 C

More information

Grade K, Unit C, Physical. this chapter students discover: - different kinds of objects - some properties of matter

Grade K, Unit C, Physical. this chapter students discover: - different kinds of objects - some properties of matter Pearson Scott Foresman CORRELATION TO CONNECTICUT SCIENCE FRAMEWORK Grade K Core Themes, Content Standards and Expected Performances (User Note: In addition to the student text there are Leveled Readers

More information

Next Generation Science Standards

Next Generation Science Standards Flower Functions Students learn the basic structure of a plant and how each part works together as a system to obtain essential resources needed for the plant s survival. Grade Level: 1st Phenomena: How

More information

Characteristics of Drought Tolerant Plants

Characteristics of Drought Tolerant Plants Characteristics of Drought The hands-on experience of planting drought tolerant plants is the highlight of this informative activity. Students will first be given an overview of California native plants.

More information

Copyright 2007 NSTA. All rights reserved. Licensed to Cobb County (GA) Public Schools. Is It a Plant?

Copyright 2007 NSTA. All rights reserved. Licensed to Cobb County (GA) Public Schools. Is It a Plant? Is It a Plant? Each of the things listed below can be found living and growing. in its environment. Put an X next to the things that you consider. to be plants.. fern grass moss. vine grasshopper tomato.

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Photo Credits: Cover: Timothy Laman/Getty Images; 2 Katrina Brown/Alamy; 3 John Cooke/Getty Images; 4 Pat Powers and Cherryl Schafer/Photodisc/Getty Images; 5 Volker Steger/Photo Researchers, Inc.; 6 John

More information

V Q \ = 7]Z 4IVL 126 Unit 5

V Q \ = 7]Z 4IVL 126 Unit 5 126 Unit 5 Is it cold and windy? Or is it a sunny day? Is it raining cats and dogs? Or can we go out to play? I will learn to talk about seasons and weather plant life environments caring for the earth

More information

Thank you for choosing AIMS!

Thank you for choosing AIMS! Thank you for choosing AIMS! Please use this free activity in your classroom, and watch your students begin to experience the "Aha!" moments of real learning. We like hearing from you. Like us and share

More information

A. camouflage B. hibernation C. migration D. communication. 8. Beetles, grasshoppers, bees, and ants are all.

A. camouflage B. hibernation C. migration D. communication. 8. Beetles, grasshoppers, bees, and ants are all. 1. A flounder is a type of fish. The flounder can change its color to match the surroundings. If a shark approaches, the flounder lays still, blending into the sandy ocean bottom. This is known as. 2 Which

More information

Plant Lifecycle 3 rd 5 th Grade

Plant Lifecycle 3 rd 5 th Grade Key Understandings Students will understand that each plant has a lifecycle and the plant lifecycle is a continual process A lifecycle is a continuous cycle that contains: birth, growth, reproduction,

More information

Self-Guided Tour. Plants and the Plant Life Cycle. K to 2nd Grade

Self-Guided Tour. Plants and the Plant Life Cycle. K to 2nd Grade Time Required: 60 min April to October Topic: Observing plant life cycles in the Garden Materials: For each student: Pencil or crayons Clipboards (recommended) Comparison Worksheet Colored dots (recommended)

More information

Test Booklet. Subject: SC, Grade: 05 5th Grade Science May Student name:

Test Booklet. Subject: SC, Grade: 05 5th Grade Science May Student name: Test Booklet Subject: SC, Grade: 05 5th Grade Science May 2010 Student name: Author: Ohio District: Ohio Released Tests Printed: Monday July 02, 2012 1 Scientists found fish fossils in the desert. What

More information

Activities for Science Centers

Activities for Science Centers Science Grade 2 Activities for Science Centers Hands-On Experiments Background Scientific Information for the Teacher Includes Life Science, Earth Science, and Physical Science Activities Activities for

More information

OKCPS-7th Grade Oklahoma Academic Standards and PASS (2011) Correlation

OKCPS-7th Grade Oklahoma Academic Standards and PASS (2011) Correlation This tool serves to help us analyze the gaps in our curriculum as we move to the new standards. The 8th grade OCCT ideal percentage of items aids in the vertical alignment to inform pacing that allows

More information

5.5 Organisms (Living Systems)

5.5 Organisms (Living Systems) Science Trivia 5 th grade Updated 2012 5.5 Organisms (Living Systems) 1 The brain or center of a cell that controls its activities - 2 3 What is the liquid in a cell that contains chemicals needed to keep

More information

Science Curriculum Unit Planner

Science Curriculum Unit Planner Science Curriculum Unit Planner Grade: K Strand: Life Processes SOL: K.6 & K.7 The student will investigate and understand the differences between living organisms and nonliving objects. Key concepts include

More information

Sample file ISBN: rainbowhorizons.com RHPA70

Sample file ISBN: rainbowhorizons.com RHPA70 PLANTS UNIT OVERVIEW Students get a chance to try out their "green thumbs" as they explore plants. Student notes suitable for an overhead projector explain much of the knowledge-based information contained

More information

GREEN LIFE. Plants and Photosynthesis W 398

GREEN LIFE. Plants and Photosynthesis W 398 W 398 GREEN LIFE Plants and Photosynthesis Savannah Webb, Former 4-H Extension Agent, Maury County Jennifer Richards, Assistant Professor, 4-H Youth Development MANAGEMENT OF APHIDS AND BYD IN TENNESSEE

More information

5th Grade Science 2011 Science

5th Grade Science 2011 Science Scope And Sequence Timeframe Unit Instructional Topics 9 Week(s) 9 Week(s) 2 Week(s) 3 Week(s) 4 Week(s) Course Description The fifth grade science course work will develop a greater understanding of basic

More information

Grade 4 Structures of Life Unit Template

Grade 4 Structures of Life Unit Template Delaware Science Coalition Grade 4 Structures of Life Unit Template Copyright 2008 Delaware Department of Education Copyright 2008 Delaware Department of Education Page 1 of 13 Preface: This unit has been

More information

Science Notes. P3 Diversity. Living Things

Science Notes. P3 Diversity. Living Things Science Notes P3 Diversity Living Things What are living things? Living things are things that Need Air Food Water Can Grow Reproduce Respond to changes What are non-living things? Non-Living things are

More information

Plants. Unit 1. Key Words. In this unit you will learn to: native. life cycle. reproduce. pollinate. crop

Plants. Unit 1. Key Words. In this unit you will learn to: native. life cycle. reproduce. pollinate. crop Unit 1 Key Words Plants native life cycle reproduce pollinate crop In this unit you will learn to: describe the needs of plants and the function of roots, stems and leaves. s. describe how flowering plants

More information

Name Date. Classifying Plants. Created by: Cammie s Corner

Name Date. Classifying Plants. Created by: Cammie s Corner 1 Name Date Classifying Plants The Structure of Plants 2 3 main parts: 1. Roots- take in water and nutrients from the soil. 2. Stems- move water and nutrients from the roots to the leaves. 3. Leaves- capture

More information

Natural Science. WRITERS Belén Garrido Alan Martin. SCIENCE CONSULTANT Cristina Quincy. ILLUSTRATIONS Jordi Baeza Javier Hernández

Natural Science. WRITERS Belén Garrido Alan Martin. SCIENCE CONSULTANT Cristina Quincy. ILLUSTRATIONS Jordi Baeza Javier Hernández 3 Natural Science Natural Science 3 Learning Lab is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Teresa Grence. WRITERS

More information

Lesson Objectives. Core Content Objectives. Language Arts Objectives

Lesson Objectives. Core Content Objectives. Language Arts Objectives Evergreen Trees 9 Lesson Objectives Core Content Objectives Students will: Explain that evergreen trees are one type of plant that stays green all year and does not become dormant in the winter Compare

More information

1st Grade. Similarities. Slide 1 / 105 Slide 2 / 105. Slide 4 / 105. Slide 3 / 105. Slide 5 / 105. Slide 6 / 105. Inheritance of Traits

1st Grade. Similarities. Slide 1 / 105 Slide 2 / 105. Slide 4 / 105. Slide 3 / 105. Slide 5 / 105. Slide 6 / 105. Inheritance of Traits Slide 1 / 105 Slide 2 / 105 1st Grade Inheritance of Traits 2015-11-22 www.njctl.org Slide 3 / 105 Slide 4 / 105 Table of Contents Click on the topic to go to that section Similarities Parent/Offspring

More information

1st Grade. Similarities. Slide 1 / 105 Slide 2 / 105. Slide 4 / 105. Slide 3 / 105. Slide 5 / 105. Slide 6 / 105. Inheritance of Traits

1st Grade. Similarities. Slide 1 / 105 Slide 2 / 105. Slide 4 / 105. Slide 3 / 105. Slide 5 / 105. Slide 6 / 105. Inheritance of Traits Slide 1 / 105 Slide 2 / 105 1st Grade Inheritance of Traits 2015-11-22 www.njctl.org Slide 3 / 105 Slide 4 / 105 Table of Contents Click on the topic to go to that section Similarities Parent/Offspring

More information

2nd Grade. Slide 1 / 106. Slide 2 / 106. Slide 3 / 106. Plants. Table of Contents

2nd Grade. Slide 1 / 106. Slide 2 / 106. Slide 3 / 106. Plants. Table of Contents Slide 1 / 106 Slide 2 / 106 2nd Grade Plants 2015-11-24 www.njctl.org Table of Contents Slide 3 / 106 Click on the topic to go to that section What are plants? Photosynthesis Pollination Dispersal Slide

More information

2 nd Grade Science Curriculum Guide 2016/2017

2 nd Grade Science Curriculum Guide 2016/2017 2 nd Grade Science Curriculum Guide 2016/2017 Balance and Motion - Science Standard 1 (4-6 Weeks) Student outcome met on assessment by question number Standard Physical Science Standard 1 Graduate Competence

More information

Morgan County School District Re-3 Revised Nov. 2007

Morgan County School District Re-3 Revised Nov. 2007 Morgan County School District Re-3 Revised Nov. 2007 Science Kindergarten August Classifying Objects S.(2.1) Examining, describing, classifying, and comparing tangible objects in terms of common physical

More information

3 rd Grade Math 2 nd Grade Science

3 rd Grade Math 2 nd Grade Science 3 rd Grade Math 2 nd Grade Science 2nd Grade Science Teaching and Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 6 weeks Properties of Matter Unit 2 3 weeks Season, Shadows, and the

More information

2nd Grade Science & Engineering Learning Expectations. Public Schools of Brookline

2nd Grade Science & Engineering Learning Expectations. Public Schools of Brookline 2nd Grade Science & Engineering Learning Expectations Overview The Science & Engineering Learning Expectations (LEs) outline the content that students will learn and skills (practices) that students will

More information

The City School North Nazimabad Boys Campus

The City School North Nazimabad Boys Campus The City School North Nazimabad Boys Campus 1 st COMPREHENSIVE WORKSHEET SEPTEMBER 2015 SCIENCE CLASS 7 Teacher Name: Ms.Seema Adil Class: 7 Date:5 th November 2016 Name: Section: Date: CHAPTER: CLASSIFYING

More information

Month Essential questions Content Skills Assessment Resources

Month Essential questions Content Skills Assessment Resources Name Allison Parker Projected Map for: 3 rd grade science Month Essential questions Content Skills Assessment Resources September What questions do scientists ask? What skills do scientists use? How do

More information

GRADE ONE EARTH SCIENCE: EXPLORING THE SUN AND MOON

GRADE ONE EARTH SCIENCE: EXPLORING THE SUN AND MOON GRADE ONE EARTH SCIENCE: EXPLORING THE SUN AND MOON Standard 1.E.3: The student will demonstrate an understanding of the patterns of the Sun and the Moon and the Sun s effect on Earth. 1.E.3A. Conceptual

More information

PLANT LIFECYCLES. Name: Class:

PLANT LIFECYCLES. Name: Class: PLANT LIFECYCLES Name: Class: Directions: Match the words with the big ideas by writing the letter beside the idea. Use the same words in the short article below. Use key words and phrases from the article

More information

DOSTHILL PRIMARY SCHOOL I am working towards Building Block A1 in Science

DOSTHILL PRIMARY SCHOOL I am working towards Building Block A1 in Science I am working towards Building Block A1 in Science 1 I can observe things closely using some simple equipment 2 I can carry out investigations 3 With some help, I can test out some ideas suggested to me

More information

Structures and Functions of Living Organisms

Structures and Functions of Living Organisms Structures and Functions of Living Organisms Date: 6.L.1 Understand the structures, processes and behaviors of plants that enable them to survive and reproduce. 6.L.1.1 Summarize the basic structures and

More information

Geologic Time on a Strip of Paper

Geologic Time on a Strip of Paper Geologic Time on a Strip of Paper Introduction The Earth is 4,600,000,000 years old. That s 4.6 billion years! But what does this mean? This activity is designed to help you get a feel for the age of the

More information

Greenwich Public Schools Science Curriculum Objectives

Greenwich Public Schools Science Curriculum Objectives Greenwich Public Schools Science Curriculum Objectives April, 2002 1 The objectives listed under The Nature of Scientific Inquiry are meant to be taught throughout the school year as the domains of life

More information

Earth Materials and Processes of Change

Earth Materials and Processes of Change Grade 2 Science, Quarter 4, Unit 4.1 Earth Materials and Processes of Change Overview Number of instructional days: 10 (1 day = 45 minutes) Content to be learned Record observations and data about physical

More information

Life Science Curriculum Sixth Grade

Life Science Curriculum Sixth Grade Life Science Curriculum Sixth Grade The Sixth Grade life science curriculum emphasizes a more complex understanding of cycles, patterns and relationships in the living world. Students build on basic principles

More information

Science Curriculum. Fourth Grade

Science Curriculum. Fourth Grade Science Curriculum Fourth Grade The performance expectations in fourth grade help students formulate answers to questions such as: What are waves and what are some things they can do? How can water, ice,

More information

Bridge Grade Two Winter 1/09 1. GRADE TWO WINTER NATURE WALK Using Thermometers

Bridge Grade Two Winter 1/09 1. GRADE TWO WINTER NATURE WALK Using Thermometers Bridge Grade Two Winter 1/09 1 GRADE TWO WINTER NATURE WALK Using Thermometers OBJECTIVES: Use thermometers to measure temperature. Compare temperature of air and water inside and outside the school. Relate

More information

KNES Primary School Year 5 Science Course Outline:

KNES Primary School Year 5 Science Course Outline: KNES Primary School Year 5 Science Course Outline: 2017-2018 Year Overview. The Year 5 program of study for Science will take students on a scientific adventure through various activities which will be

More information