Kindergarten Science, Quarter 4, Unit 5. Plants. Overview

Save this PDF as:

Size: px
Start display at page:

Download "Kindergarten Science, Quarter 4, Unit 5. Plants. Overview"

Transcription

1 Kindergarten Science, Quarter 4, Unit 5 Plants Overview Number of instructional days: 20 (1 day = 20 minutes) Content to be learned Distinguish between living and nonliving things. Identify and sort based on similar or different external features. Observe the external features that make up living things (e.g., roots, stems, leaves, flowers). Observe that plants need water, air, food, and light to grow and survive. Care for plants by identifying and providing for their needs. Sequence the stages in the life cycle of a plant when given a set of pictures. Essential questions What characteristics help us know if something is living or nonliving? How are plants similar to one another? How are they different from one another? Science processes to be integrated Observe, identify, and compare the external features of organisms. Sort organisms using external features. Identify similarities and differences. Sequence the changes that occur in organisms over time. What do plants need in order to survive and grow? How does a plant change over time? Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-17

2 Written Curriculum Grade-Span Expectations LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). LS1 (K-4) - INQ+POC 1 Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike. LS1 (K-2) 1 Students demonstrate an understanding of classification of organisms by 1a distinguishing between living and non-living things. 1b identifying and sorting based on a similar or different external features. lc observing and recording the external features that make up living things (e.g. roots, stems, leaves, flowers, legs, antennae, tail, shell). LS1 (K-4) SAE -2 Identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space). LS1 (K-2)-2 Students demonstrate understanding of structure and function-survival requirements by 2a observing that plants need water, air, food, and light to grow; observing that animals need water, air, food and shelter to grow. LS1 (K-4) POC 3 Predict, sequence or compare the life stages of organisms plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms). LS1 (K-2) 3 Students demonstrate an understanding of reproduction by 3b sequencing the life cycle of a plant or animal when given a set of pictures. Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-18

3 LS2 - Matter cycles and energy flows through an ecosystem. LS2 (K-4) SAE 5 Recognize that energy is needed for all organisms to stay alive and grow or identify where a plant or animal gets its energy. LS2 (K-2) 5 Students demonstrate an understanding of energy flow in an ecosystem by 5a caring for plants and/or animals by identifying and providing for their needs; experimenting with a plant s growth under different conditions, including light and no light. Clarifying the Standards Prior Learning If students attended a preschool program, the early learning standards indicate that they have had previous experience ordering, comparing, and describing objects according to their different features. They also used play to discover, question, and understand the natural and physical world and explored the natural processes of growing, changing, and adapting to the environment. Current Learning Students in kindergarten have varying levels of experience with the content in this unit. In a prior unit of study, Kindergarten students observed, identified, and compared physical/external features. In this unit of study, kindergarteners distinguish between living and non-living things. Students observe the external features that make up plants (e.g., roots, stems, leaves, and flowers), and they identify and sort plants based on similar or different external features. They observe that plants need water, air, food, and light to grow. A few of these concepts are addressed in subsequent grade levels in regards to animals; however, in reference to plants, these concepts are only addressed in Kindergarten. Therefore, they should be taught at the developmental level to the drill and practice level of instruction. During this unit, kindergarten students also learn to care for plants by identifying and providing for their needs, and they sequence the life cycle of a plant when given a set of pictures. These concepts are revisited in grade 2, and should be taught at the developmental level to the reinforcement level of instruction. To begin this unit of study, students should engage in activities that help them first conceptually understand the characteristics that distinguish living organisms from nonliving objects, because this understanding is foundational to all other life science concepts. Kindergarteners also need many opportunities to interact with a variety of plants. Students should have access to a wide variety of plants, which can be brought into the classroom or observed outside in the schoolyard, in local parks, or on a walking field trip around the neighborhood. Students need time to observe and describe the external features of the plants they encounter in order to group them based on their external features. Although it is not required by the standards, teachers might also consider letting students grow a variety of plants in the classroom, such as radishes, beans, and corn, in order to become familiar with the life cycle of plants. Picture books that show life cycles of plants should also be readily available throughout this unit. This will help students as they learn to sequence the life cycle of plants when given a set of pictures. In addition, students should have opportunities to discuss their observations about the external features of plants, describe similarities and differences among the many plants they observed. Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-19

4 Future Learning In first grade, students will focus on animals. They will identify and sort based on similar or different external features, they will observe and record the external features of animals, and they will identify the specific functions of the physical structures of animals. Students will observe that animals need water, air, food, and shelter to grow, and will care for animals by identifying and providing for their needs. Students will observe the stages in the life cycle of a familiar animal, and will sequence the life cycle of a animal when given a set of pictures. They will also identify the senses needed to meet survival needs for a given situation. In second grade, students will observe and scientifically draw and label the stages in the life cycle of a familiar plant or animal, and will sequence the life cycle of a plant or animal when given a set of pictures. They will also identify the specific functions of the physical structures of a plant or an animal, and will care for plants and/or animals by identifying and providing for their needs. In grades 3-4, students will cite evidence to distinguish between living and non-living things, and will identify, sort, and compare based on similar and/or different external features. They will record and analyze observations and data about external features, and will cite evidence to draw conclusions explaining why organisms are grouped/not grouped together. Students will observe that plants need air, food, light, and space to grow and reproduce, and will observe changes and record data to scientifically draw and label the stages in the life cycle of a familiar plant. They will sequence the life cycle of a plant and will compare the life cycles of 2 plants when given a set of data or pictures. Students will also identify and explain how the physical structure/characteristic of an organism allows it to survive and defend itself, and they will analyze the structures needed for survival of populations of plants in a particular habitat/environment. Additional Findings During the elementary grades, children build understanding of biological concepts through direct experience with living things, their life cycles, and their habitats. These experiences emerge from the sense of wonder and natural interests of children. An understanding of the characteristics of organisms, life cycles of organisms, and complex interactions among all components of the natural environment begins with children s questions and with their understanding of how individual organisms maintain and continue life. Making sense of the way organisms live in their environments will develop some understanding of the diversity of life and how all living organisms depend on the living and nonliving environment for survival. Because the child s world at grades K 4 is closely associated with the home, school, and immediate environment, the study of organisms should include observations and interactions within the natural world of the child. These experiences and activities provide a concrete foundation for the progressive development in later grades of major biological concepts. (National Science Education Standards, pp ). According to the National Science Education Standards, children s ideas about the characteristics of organisms develop from basic concepts of living and nonliving. Piaget noted, for instance, that young children give anthropomorphic explanations, or human characteristics, to organisms. In lower elementary grades, many children associate life with any objects that are active in any way. This view of life develops intone in which movement become the defining characteristic. Eventually children incorporate other concepts, such as eating, breathing, and reproducing, to define life. As students have a variety of experiences with organisms and subsequently develop a knowledge base in the life sciences, their anthropomorphic attributions should decline. (National Science Education Standards, p. 128) As students investigate the life cycles of organisms, teachers might observe that young children do not understand the continuity of life from, for example, seed to seedling and or larvae to pupae to adult. In Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-20

5 classroom activities such as classification, younger elementary students generally use mutually exclusive rather than hierarchical categories. Young children, for example, use two groups, but older children use several groups at the same time. Students do not consistently use classification schemes similar to those used by biologists until the upper elementary grades. (National Science Education Standards, p. 128) The basic experiences for primary-school children include seeing plants grow from seeds they have planted, eating the edible portions of the mature plants, and noticing what plants and other things animals eat. Comparisons can be made to see what happens if some plants do not get water or light, but carefully controlled experiments should be delayed until later when students will know better how to conduct scientific investigations. Some of the earliest stories read to and by small children can tell about life on the farm and what happens to food between the farm and the store. (Benchmarks for Science Literacy, p. 184) Children should begin to be aware of the basic parts of the food chain: Plants need sunlight to grow, some animals eat plants, and other animals eat both plants and animals. The key step that plants make their own food is very difficult for elementary students. Understanding the complex process of photosynthesis, therefore, should be saved for middle school. An awareness of recycling, both in nature and in human societies, may play a helpful role in the development of children s thinking. Familiarity with the recycling of materials fosters the notion that matter continues to exist even though it changes from one form to another. (Benchmarks for Science Literacy, p. 119) Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-21

6 Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-22

Grade 1 Science, Quarter 4, Unit 5. Animals. Overview

Grade 1 Science, Quarter 4, Unit 5. Animals. Overview Animals Overview Number of instructional days: 16 (1 day = 45 minutes) Content to be learned Identify and sort based on similar or different external features. Observe and record the external features

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

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

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

Characteristic Properties of Matter

Characteristic Properties of Matter Characteristic Properties of Matter Overview Number of instructional days: 20 (1 day = 45 minutes) Content to be learned Differentiate among the characteristics of solids, liquids, and gases. Predict the

More information

Kindergarten Science, Quarter 3, Unit 3.1. Force and Motion. Overview

Kindergarten Science, Quarter 3, Unit 3.1. Force and Motion. Overview Kindergarten Science, Quarter 3, Unit 3.1 Force and Motion Overview Number of instructional days: 5 (1 day = 20 30 minutes) Content to be learned Observe objects that are or are not attracted to magnets.

More information

Heredity and Human Development

Heredity and Human Development Grade 7 Science, Quarter 4, Unit 4.1 Heredity and Human Development Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Select evidence that supports the concept that human

More information

Kindergarten Science. Scope and Sequence. Quarter 1

Kindergarten Science. Scope and Sequence. Quarter 1 Kindergarten Science Scope and Sequence Unit of Study 1.1: Weather, 7 days Quarter 1 ESS 1 - The earth and earth materials as we know them today have developed over long periods of time, through continual

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

Earth, Sun, and Moon Systems

Earth, Sun, and Moon Systems Science Grade 7, Quarter 4, Unit 4.1 Earth, Sun, and Moon Systems Overview Number of instructional days: 25 (1 day = 50 minutes) Content to be learned Use and create a model of the earth, sun and moon

More information

Properties of Matter

Properties of Matter Grade 7 Science, Quarter 2, Unit 2.1 Properties of Matter Overview Number of instructional days: 15 (1 day = 50 minutes) Content to be learned Identify different substances using data about characteristic

More information

Elementary Science Curriculum- First Grade

Elementary Science Curriculum- First Grade Unit: Life Science Time Frame: 32 days Standard: 5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity,

More information

Grade 3 Science, Quarter 1, Unit 1.1. Force and Motion. Overview

Grade 3 Science, Quarter 1, Unit 1.1. Force and Motion. Overview Grade 3 Science, Quarter 1, Unit 1.1 Force and Motion Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Use observations of magnets in relation to other objects to describe

More information

Biology, Quarter 4, Unit 4.1. Evolution. Overview

Biology, Quarter 4, Unit 4.1. Evolution. Overview Evolution Overview Number of instructional days: 21 (1 day = 50 minutes) Content to be learned Distinguish between microevolution and macroevolution. Explain how macroevolution accounts for the speciation,

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

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

Photosynthesis Promenade

Photosynthesis Promenade Photosynthesis Promenade Summary: Students simulate the process of photosynthesis through a wholebody demonstration. Objective Students will be able to illustrate how plants use the sun s energy to make

More information

IFE. Discover the. Science.

IFE. Discover the. Science. IFE CIENCE RADE ASSESSMENT PACKET Discover the primary source of matter and energy in food chains, learn about herbivores, carnivores, omnivores, and decomposers and how they are related in food chains

More information

Properties of Matter

Properties of Matter Grade 7 Science, Quarter 1, Unit 1.1 Properties of Matter Overview Number of instructional days: 15 (1 day = 50 minutes) Content to be learned Identify different substances using data about characteristic

More information

Animal Essentials Can t Live Without You Gr. 1-3

Animal Essentials Can t Live Without You Gr. 1-3 Animal Essentials Can t Live Without You Gr. 1-3 At a glance This program will encourage students to investigate how animals rely on their traits and behaviors to survive. Time requirement 45 minutes Group

More information

Plant Picture. Date. Observations

Plant Picture. Date. Observations Plant Picture Date Observations Investigation 1: Grass and Grain Seeds No. 1 Notebook Master What Do Plants Need? Review Questions 1. What are the basic needs of plants? 2. What part of a plant takes up

More information

Life Science: First Quarter Grading Rubric Kindergarten Criteria Level 4 Level 3 Level 2 Level 1

Life Science: First Quarter Grading Rubric Kindergarten Criteria Level 4 Level 3 Level 2 Level 1 understanding Animals of the same type have individual differences. K.L.1.1 Life Science: First Quarter Grading Rubric Kindergarten -Recognizes similarities in -Recognizes similarities in -Recognizes similarities

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

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

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

Chromosomes and Inheritance

Chromosomes and Inheritance Chromosomes and Inheritance Overview Number of instructional days: 14 (1 day = 50 minutes) Content to be learned Describe the structure of DNA as a way to demonstrate an understanding of the molecular

More information

Kindergarten Science

Kindergarten Science Kindergarten Science Kindergarten Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 9 weeks Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Animals Motion Day and Night Sky

More information

Needs of Seeds. Teacher Notes. Purpose. Related Concepts. Explanation

Needs of Seeds. Teacher Notes. Purpose. Related Concepts. Explanation Needs of Seeds Teacher Notes Purpose The purpose of this assessment probe is to elicit students ideas about seeds. It specifically probes to find out if students recognize that a seed has needs, similar

More information

Characteristic Properties of Matter

Characteristic Properties of Matter Grade 8 Science, Quarter 2, Unit 2.1 Characteristic Properties of Matter Overview Number of instructional days: 15 (1 day = 50 minutes) Content to be learned Measure the mass and volume of regular and

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

INSTRUCTIONS TO TEACHERS. Bee Life Grade 2 Science and Technology Unit

INSTRUCTIONS TO TEACHERS. Bee Life Grade 2 Science and Technology Unit INSTRUCTIONS TO TEACHERS Bee Life Grade 2 Science and Technology Unit ONTARIO TEACHER-FOCUSED TOOLKIT INSTRUCTIONS TO TEACHERS Bee Life Instructions to Teachers This unit is a Science and Technology lesson

More information

This activity will help students to differentiate between living and non-living and to identify characteristics of living things.

This activity will help students to differentiate between living and non-living and to identify characteristics of living things. Next Generation Science Standards K-LS1-1 www.maineagintheclassroom.org Exploring Marine Science and Aquaculture Grades K-2 Living vs Non-living Developed by the University of Maine Cooperative Extension

More information

supports. 2.1 Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside. in space.

supports. 2.1 Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside. in space. 1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Cognition, Including Math and Science (COG) and the California Preschool Learning Foundations (PLF)

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

Processes That Shape the Earth Geology

Processes That Shape the Earth Geology Grade 5 Science, Quarter 3, Unit 3.1 Processes That Shape the Earth Geology Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Identify and describe the layers of the

More information

Living And Nonliving Things Comprehension

Living And Nonliving Things Comprehension Nonliving Comprehension Free PDF ebook Download: Nonliving Comprehension Download or Read Online ebook living and nonliving things comprehension in PDF Format From The Best User Guide Database Academy

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

POST-TRIP LESSON: PLANT PARTS BINGO

POST-TRIP LESSON: PLANT PARTS BINGO POST-TRIP LESSON: PLANT PARTS BINGO Overview: Students play a game to reinforce vocabulary and concepts learned in the Plant Parts, Seed to Harvest, and Pollination modules during the field trip. Sauvie

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

Franklin Special School District Grade 1 Science

Franklin Special School District Grade 1 Science Franklin Special School District FIRST GRADE: OVERVIEW The academic standards for first grade establish the content knowledge and skills for Tennessee students necessary to prepare them for the rigorous

More information

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM 1 ST GRADE SCIENCE

WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM 1 ST GRADE SCIENCE UNIT: Biological Science: Common Characteristics of Life KEY LEARNING(S): external characteristics for living and nonliving First Marking Period NO. OF DAYS:10-12 3.1.1.A1 3.1.3.A1 Categorize living and

More information

Southington Public Schools Curriculum Map Subject: Science Grade: 1

Southington Public Schools Curriculum Map Subject: Science Grade: 1 Southington Public Schools Curriculum Map Subject: Science Grade: 1 UNIT TITLE #1 Animals #2 Properties of matter #3 Life Cycle of Living Things #4 Sun & Shadow #5 Measurement CONTENT STATE STANDARDS Animals:

More information

Alabama Courses of Study and Correlations to World Song Missions Place Rainforest Class

Alabama Courses of Study and Correlations to World Song Missions Place Rainforest Class Alabama Courses of Study and Correlations to World Song Missions Place Rainforest Class Kindergarten: Students will identify the amount of light found in each layer of the rainforest. Students will identify

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

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

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

Characteristics of Living Organisms and Human Development

Characteristics of Living Organisms and Human Development and Human Development Overview Number of instructional days: 25 (1 day = 50 minutes) Content to be learned Explain that specialized cells perform specialized functions. Compare individual cells of tissues.

More information

Vocabulary Flash Cards: Life Science 1: LS1 (1-5)

Vocabulary Flash Cards: Life Science 1: LS1 (1-5) Vocabulary Flash Cards: Life Science 1: LS1 (1-5) 1. Abiotic The nonliving parts of an ecosystem 2. Biotic The living parts of an ecosystem 3. Community The species that make up the living organisms in

More information

cycles in living things

cycles in living things www.visuallearningsys.com 1 800 453 8481 5 Union Street, Brandon, VT 05733 cycles in living things teacher s guide Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome Assistant Editors: Louise Marrier

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

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

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

Science Review Notes for Parents and Students

Science Review Notes for Parents and Students Science Review Notes for Parents and Students Grade 3 4th Nine Weeks 2017-2018 Page 1 Science Review Notes for Parents and Students Grade 3 Science: Fourth Nine Weeks 2017-2018 April, 2015 This resource

More information

Approximate Pacing for First Grade Insects and Plants Unit

Approximate Pacing for First Grade Insects and Plants Unit Approximate Pacing for First Grade Insects and Plants Unit p.1 = Part 1 p.2 = Part 2 p.3 = Part 3 The schedule for this unit is almost COMPLETELY dependent on what the living organisms are doing and where

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

Environmental Systems (b) Introduction.

Environmental Systems (b) Introduction. Dinh 1 Plants Physiology/Adaptation/Evolution/Extinction Name(s): Dahlia Dinh Title of lesson: Plant Physiology/Adaptation/ Date of lesson: Spring 2010 Length of lesson: 50-90 minutes Description of the

More information

Hawaii s Coral Reefs. Developed by: Bobby Hsu, Jackie Gaudioso, and Diane Duke

Hawaii s Coral Reefs. Developed by: Bobby Hsu, Jackie Gaudioso, and Diane Duke Grade Level: Kindergarten Hawaii s Coral Reefs Developed by: Bobby Hsu, Jackie Gaudioso, and Diane Duke Purpose: This curriculum is designed to communicate: I. What is coral: overview coral anatomy, distribution,

More information

Diversity of Life Unit Map Grade 7

Diversity of Life Unit Map Grade 7 Diversity of Life Unit Map Grade 7 Course Goal and Description: Diversity of Life emphasizes the use of knowledge and evidence for students to construct explanations for the structures and functions of

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

Interactions Among Living Things Answers

Interactions Among Living Things Answers Interactions Among Living Answers Free PDF ebook Download: Interactions Among Answers Download or Read Online ebook interactions among living things answers in PDF Format From The Best User Guide Database

More information

Processes that Shape the Earth

Processes that Shape the Earth Grade 8 Science, Quarter 4, Unit 4.1 Processes that Shape the Earth Overview Number of instructional days: 20 (1 day = 45 minutes) Content to be learned Explain the role of differential heating and convection

More information

CURRICULUM OUTLINE. DEPARTMENT: Science REVISION DATE: January, Plants and Animals: Structure and Function

CURRICULUM OUTLINE. DEPARTMENT: Science REVISION DATE: January, Plants and Animals: Structure and Function PARAMUS ELEMENTARY SCHOOL PARAMUS, NEW JERSEY CURRICULUM OUTLINE DEPARTMENT: Science REVISION DATE: January, 2004 COURSE: Plants and Animals: Structure and Function GRADE LEVEL: Grade 7 I. COURSE DESCRIPTION:

More information

Earth & Weather. River of Knowledge. Energy & Fossils. Earth & Weather. River of Knowledge. Energy & Fossils

Earth & Weather. River of Knowledge. Energy & Fossils. Earth & Weather. River of Knowledge. Energy & Fossils Preschool Explorations of the Natural World WOW! Zone With modeling and support, recognize familiar elements of the natural environment and understand that these may change over time (e.g., soil, weather,

More information

Thank you for your interest in Inspiration and Kidspiration!

Thank you for your interest in Inspiration and Kidspiration! The Inspired Standards Match is designed to demonstrate the many ways Kidspiration and Inspiration support the standards and to give educators ideas for using these tools to meet learning goals across

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

(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

Kindergarten Reading Street/Science Correlation (PreK-2 Science Curriculum Frameworks) Scott Foresman Reading Street Unit 1, Week 2 Fix-it Duck

Kindergarten Reading Street/Science Correlation (PreK-2 Science Curriculum Frameworks) Scott Foresman Reading Street Unit 1, Week 2 Fix-it Duck Kindergarten Reading Street/ Correlation (PreK-2 Curriculum Frameworks) Scott Foresman Reading Street Unit 1, Week 2 Fix-it Duck Does It Page 85 Physical Identify objects and Float? 2: States of Matter

More information

Grade 1 Science, Quarter 2, Unit 2.1. The Sun and Moon. Overview

Grade 1 Science, Quarter 2, Unit 2.1. The Sun and Moon. Overview Grade 1 Science, Quarter 2, Unit 2.1 The Sun and Moon Overview Number of instructional days: 6 (1 day = 40 minutes) Content to be learned Observe that the sun can only be seen in the daytime. Observe that

More information

Ball of yarn Laminated photographs or drawings of ecosystem parts (see later pages)

Ball of yarn Laminated photographs or drawings of ecosystem parts (see later pages) This lesson has been adapted by Nature s Classroom Institute to help students comprehend the interdependencies of various ecosystems as well as their role within the larger environment. Through this activity

More information

7 th Grade Life Science Teaching & Learning Framework

7 th Grade Life Science Teaching & Learning Framework 7 th Grade Science 7 th Grade Life Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 9 weeks Structure and Function of Cells S7L2. Obtain, evaluate, and describe how

More information

Atoms and Cells. The chart below shows a variety of things sorted into two different groups.

Atoms and Cells. The chart below shows a variety of things sorted into two different groups. Structure and Function 6 Atoms and Cells The chart below shows a variety of things sorted into two different groups. Group A leaf of a plant horse s muscle cap of a mushroom baby elephant seed of a bean

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

Kindergarten Science, Quarter 3, Unit 3.1. Force and Motion. Overview

Kindergarten Science, Quarter 3, Unit 3.1. Force and Motion. Overview Kindergarten Science, Quarter 3, Unit 3.1 Force and Motion Overview Number of instructional days: 5 (1 day = 30 minutes) Content to be learned Observe objects that are or are not attracted to magnets.

More information

Changes to Earth s Surface

Changes to Earth s Surface Grade 3 Science, Quarter 2, Unit 2.1 Changes to Earth s Surface Overview Number of instructional days: 9 (1 day = 45 minutes) Content to be learned Conduct investigations and use observational data to

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

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

Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15 Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15 Organization and Development of Living Organisms Enviroscape... 17 Plant Parts...23 Getting to the Root

More information

Lesson 32. The Grain of Wheat. John 12:20-26

Lesson 32. The Grain of Wheat. John 12:20-26 L i f e o f C h r i s t from the gospel of J o h n Lesson 32 The Grain of Wheat John 12:20-26 Mission Arlington Mission Metroplex Curriculum 2010 Created for use with young, unchurched learners Adaptable

More information

3 rd Grade Math 3 rd Grade Science

3 rd Grade Math 3 rd Grade Science 3 rd Grade Math 3 rd Grade Science 3 rd Grade Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 8 weeks 5 Weeks 5 weeks 7 weeks 5 weeks

More information

Stone Oak Park Exploration: 1st Grade

Stone Oak Park Exploration: 1st Grade Trinity University Digital Commons @ Trinity Stone Oak Park UbD Units Education Department 2012 Stone Oak Park Exploration: 1st Grade Canyon Ridge Elementary School (San Antonio, Tex.) Follow this and

More information

Are There Other Neighborhoods Like Our Own? Grades 5-8. Lesson 3: Searching for Signs of Life

Are There Other Neighborhoods Like Our Own? Grades 5-8. Lesson 3: Searching for Signs of Life Are There Other Neighborhoods Like Our Own? Grades 5-8 Lesson 3: Searching for Signs of Life Lesson Abstract Students are presented with three soil samples representing simulated Martian soil. After visual

More information

ENGAGE. Daily Routines Common Core. Essential Question

ENGAGE. Daily Routines Common Core. Essential Question LESSON 7. Time to the Hour and Half Hour FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards Learning Objective.MD.C.7 Tell and write time from analog and digital clocks to

More information

Grade Level: First Grade. Number of Lessons: 2. Essential Question: Objectives: At the end of this unit, students will be able to:

Grade Level: First Grade. Number of Lessons: 2. Essential Question: Objectives: At the end of this unit, students will be able to: Heredity: Inheritance and Variations of Traits Why do we look and act like our parents and yet have noticeable differences? Explore Wyoming biological diversity through heredity. Grade Level: First Grade

More information

plants teacher s guide Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome Assistant Editors: Louise Marrier Lyndsey Canfield Graphics: Fred Thodal

plants teacher s guide Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome Assistant Editors: Louise Marrier Lyndsey Canfield Graphics: Fred Thodal www.visuallearningsys.com 1 800 43 8481 2 Union Street, Brandon, VT 0733 teacher s guide Editors: Brian A. Jerome Ph.D. Stephanie Zak Jerome Assistant Editors: Louise Marrier Lyndsey Canfield Graphics:

More information

ELEMENTARY SCHOOL SCIENCE CURRICULUM KINDERGARTEN

ELEMENTARY SCHOOL SCIENCE CURRICULUM KINDERGARTEN VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121 Fax Number: (845) 457-4254 ELEMENTARY SCHOOL SCIENCE CURRICULUM KINDERGARTEN MAY 2010

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

Lesson: The Buzz on Bees

Lesson: The Buzz on Bees Lesson: The Buzz on Bees Environmental Literacy Question: How have humans affected the Chesapeake Bay and its watershed? Topic/Essential Questions: How do the structures of plants help them survive in

More information

S (2.1)2.a Using an illustration, measure a physical property (e.g., length, temperature).

S (2.1)2.a Using an illustration, measure a physical property (e.g., length, temperature). Morgan County School District Re-3 Science Fourth ***Not all units will be taught in the order suggested on this plan. August Measurement S (2.1)2 Measuring common physical properties of objects (for example,

More information

3-LS1-1 From Molecules to Organisms: Structures and Processes

3-LS1-1 From Molecules to Organisms: Structures and Processes 3-LS1-1 From Molecules to Organisms: Structures and Processes 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction,

More information

Chemistry, Quarter 3, Unit 3.1. Periodic Trends. Overview

Chemistry, Quarter 3, Unit 3.1. Periodic Trends. Overview Chemistry, Quarter 3, Unit 3.1 Periodic Trends Overview Number of instructional days: 8 (1 day = 50 minutes) Content to be learned Explain how the properties of elements and the location of elements on

More information

Requirements for Prospective Teachers General Science. 4.1a Explain energy flow and nutrient cycling through ecosystems (e.g., food chain, food web)

Requirements for Prospective Teachers General Science. 4.1a Explain energy flow and nutrient cycling through ecosystems (e.g., food chain, food web) Ecology and Conservation Biology (Biol 116) - Syllabus Addendum for Prospective Teachers Ricklefs, R. E., (2001). The Economy of Nature, 5 th Edition. W.H. Freeman & Co Chapter Ch 6-Energy in the Ecosystem

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

Grade 8 Science, Quarter 3, Unit 3.1. Energy. Overview

Grade 8 Science, Quarter 3, Unit 3.1. Energy. Overview Energy Overview Number of instructional days: 20 (1 day = 50 minutes) Content to be learned Show that within a system, energy transforms from one form to another. Show the transfer of potential energy

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

Lincoln County Schools Patriot Day Instructional Expectations Patriot Day 1 School: Course/Subject: Biology Teacher: Cox Brock Gilbert Carr

Lincoln County Schools Patriot Day Instructional Expectations Patriot Day 1 School: Course/Subject: Biology Teacher: Cox Brock Gilbert Carr Lincoln County Schools Patriot Day Instructional Expectations Patriot Day 1 School: Course/Subject: Biology Teacher: Cox Brock Gilbert Carr Learning Target: B.1.a Analyze the similarities and differences

More information

Living Things Coloring Pages

Living Things Coloring Pages Coloring Pages Free PDF ebook Download: Coloring Pages Download or Read Online ebook living things coloring pages in PDF Format From The Best User Guide Database UNDERSTAND THE BIG IDEA. Classifying. Study

More information

AIR AND WEATHER MODULE MATRIX

AIR AND WEATHER MODULE MATRIX AIR AND WEATHER MODULE MATRIX SYNOPSIS CA SCIENCES STANDARDS CA I&E STANDARDS 1. EXPLORING AIR Students explore properties of a common gas mixture, air. Using vials, syringes, and tubes, students experience

More information

First Grade COMMON CORE SKILL LESSON THEME: Physical Science LESSON TITLE: Plants

First Grade COMMON CORE SKILL LESSON THEME: Physical Science LESSON TITLE: Plants First Grade COMMON CORE SKILL LESSON THEME: Physical Science LESSON TITLE: Plants BIG IDEA: Plants need water, soil, air, and light. Humans and animals need plants to survive. ESSENTIAL QUESTIONS: What

More information

North Carolina Essential Standards Kindergarten Social Studies

North Carolina Essential Standards Kindergarten Social Studies North Carolina s Kindergarten Social Studies Kindergarten through second grade students are introduced to an integrative approach of Social Studies by exploring aspects of self, others, families and communities

More information

Rhode Island World-Class Standards Science Grade: 3 - Adopted: 2006

Rhode Island World-Class Standards Science Grade: 3 - Adopted: 2006 Main Criteria: Rhode Island World-Class Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 3 Correlation Options: Show Correlated Rhode Island World-Class Standards Science Grade: 3

More information

Alabama Courses of Study and Correlations to World Song Global Classroom

Alabama Courses of Study and Correlations to World Song Global Classroom Kindergarten: Students will identify the amount of light found in each layer of the rainforest. Students will identify the effect of plant life living in that layer of the rainforest. Students will identify

More information