1st Gr ade Next Gener at ion Science St andar ds Overview

Transcription

1 1st Gr ade Next Gener at ion Science St andar ds Overview Science Cont ent : - Observe, describe, and predict patterns of m ovem ent of objects in the sky - Develop unders t a nding of how plant s and anim als us e t heir ext er nal part s t o help them survive, grow, and m eet their needs - Develop understanding of how behaviors of parents and offspring help the offs pring s urvive - Determine that young plants and animals are like, but not exactly the sam e as their parents - Develop understanding of the relationship between sound and vibrating m at eria ls - Develop unders t a nding bet ween t he availabilit y of light and abilit y t o s ee object s - Determ ine the effect of placing objects m ade wit h different m at erials in a pat h of light Science Concept s: - Patterns - Cause and effect - Structure and function - Influence of engineering, technology, and science on society and the natural world Science Skills: - Planning and carrying out investigations - An alyzing and int erpret ing dat a - Constructing explanations and designing solutions - Obt a ining, eva luating, a nd com m unicat ed inform at ion

2 Unit One: Pat t erns in t he Sky (This unit will be revisited year-round in ACE) 1 - ESS1-1. Use observations of the sun, moon, and stars to describe patt erns that can be pr edict ed - Patterns occur in the natural world - The sun appears t o m ove in a pat t ern, but doesn t act ually m ove - The sun and m oon creat e a pat t ern of day and night - The m oon appears in a pat t ern known as t he phases of t he m oon - The st ars appear in pat t erns known as const ellat ions - It is possible to track these patterns I can use observat ions of t he sun, m oon, and st ars t o describe pat t erns t hat can be pr edict ed. 1 - ESS1-2. Make observat ions at different t im es of year t o relat e t he am ount of daylight to the time of year - Compare daylight in the winter to daylight in the spring and fall - The am ount of daylight depends on t he season - Seasons are a pat t ern creat ed by m ovem ent of t he Eart h and t he Moon I can make observations at different times of the year to connect the amount of daylight to the time of year..

3 Unit Focus and Target s: Act like Scientists (Science and Engineering Pr act ices) - Planning and carrying out investigations - Analyzing and int erpret ing dat a Think like Scientists (Disciplinary Core Ideas/Content) ESS1.A: The Univer se and it s St ar s - Patterns of the motion of the sun, moon, and stars in the sky can be observed, descr ibed, and predict ed ESS1.B: Ear t h and t he Solar Syst em - Seasonal pat t erns of sunrise and sunset can be obser ved, described, and predict ed See t he W or ld like Scientists (Crosscutting Concepts) Pat t er ns - Patterns in the nat ural wor ld can be obser ved, used t o descr ibe phenomena, and used as evidence

4 In the Classroom: Unit 1, Part A Part A Guiding Question: - Can we pr edict how t he sky will change over t im e by looking at t he sun, m oon, and st ars? Part A Teaching Point s: - Patterns occur in the natural world - The sun appears t o m ove in a pat t ern, but doesn t act ually m ove - The sun and m oon creat e a pat t ern of day and night - The m oon appear s in a pat t er n known as t he phases of t he m oon - The st ars appear in patterns known as constellations - It is possible to track these patterns

5 Part A Assessment Objectives: - Obser ve and use pat t er ns in t he nat ur al wor ld as evidence t o m ake predictions - Use observations to answer scientific questions Unit 1, Part A, Lesson 1: Patterns Taught by Gr ade Level Teacher - W eek 1 (W eek of Nov 13) Mat erials:

6 - Pattern Hunt recording sheet ( /a/m tholly.k12.nj.us/docum ent/d/10gzh0w7_ kzo1ypbgiv0 49sHATSZyel4lkeT0YngW -W k/edit?us p=s haring) - Ma nipula t ives (borrow from Cicchino if needed) Engage: 1. Show students a pattern - picture or using markers/manipulatives, etc 2. Ask students to identify what the pattern is 3. Show students multiple types of patterns - w it h color s, object s, size, et c 4. Em phasize t hat t her e ar e pat t er ns all ar ound us in t he wor ld and som et im es we st udy t hem in science t o under st and how t he wor ld wor ks 5. W at ch t he f ollowing Blazer Fr esh pat t er n song: ht t ps://app.gonoodle.com /channels/blazer-f resh/banana-bananam eat ball?s=discover&t =W o8/21-nf-3da-start%20here Explor e: 1. Pose the challenge to students to find patterns in your classroom 2. In pairs, st udent s will go on a pat t ern hunt around t he room looking f or patterns 3. Have pairs record what they find with words or pictures on the Pattern Hunt r ecor ding sheet 4. Provide st udent s wit h dif f erent colors of m arkers or crayons so t hat t hey can draw t he pat t erns accurat ely Explain: 1. St udent s should gat her back on t he carpet as a whole group 2. Have pairs t ake t urns sharing a pat t ern t hey found in t he room 3. Make sur e gr oups explain t hat t he pat t er n is r epeat ing, happening over and over again

7 Elaborat e: 1. Give each student various types of manipulatives that can be put into a pattern 2. Challenge each st udent t o cr eat e a pat t er n out of t heir m anipulat ives 3. Remind students that patterns can be repeating colors, sizes, shapes, types of m at er ials, et c 4. Af t er st udent s com plet e t heir or iginal pat t er n, challenge t hem t o com bine m anipulat ives wit h a neighbor and creat e a larger, m ore elaborat e pat t ern Evaluat e: 1. As students work, circulate the room to coach students that are not creating patterns 2. Prompt students to explain their pattern to you 3. By the end of this week, students should be able to explain that patterns r epeat t hem selves over and over again and t hat pat t er ns happen in our wor ld all of the time

8 Unit 1, Part A, Lesson 2: Patterns Taught by ACE Teacher - W eek 1 (W eek of Nov 13) Mat erials: - Read Aloud: Me and My Place in Space - W hat I See in t he Sky dr awing page - Sky Flipchart Engage: 1. Review of what a pat t er n is based on gr ade level science lesson 2. Pose the question to students: What types of pat t erns can you t hink of out in t he nat ural world? 3. Allow students to turn and talk with a partner, then share out

9 4. Record student responses on a chart and prompt students to think about seasons, weather, dark and light, growth and developm ent of living t hings Explor e: 1. Explain to students that the patterns we are going to be studying are patterns that happen in the sky 2. Dist r ibut e W hat I See in t he Sky dr awing pages 3. Allow students time to draw a daytime sky and a night time sky on their dr awing sheet Explain: 1. Students will share what they have put in their drawings 2. A list of objects in the night and day sky will be recorded for reference 3. As a whole group, students will view the Sky flipchart to continue discussing t he object s in t he sky 4. Pose t he quest ion t o st udent s: W her e ar e w e com par ed t o t he object s in t he sky? 5. Allow students to turn and talk then share out their answers Elaborat e: 1. Read aloud Me and My Place in Space 2. Quest ion and discuss t hroughout t he book t o em phasize our locat ion in t he solar syst em and how it af f ect s t he pat t er ns we see in t he sky 3. Encour age st udent s t o m ake connect ions bet ween pat t er ns, t he sky, and our locat ion Evaluat e: 1. St udent s should be able t o descr ibe what a pat t er n is and exam ples of patterns in the world

10 2. St udent s s hould be a ble t o explain our locat ion in t he s olar s ys t em as being on Eart h

11 Unit 1, Part A, Lesson 3: Sun Patterns Taught by Gr ade Level Teacher - W eek 2 (W eek of Nov 27) Mat erials: - Day and Night sheet ( W GM/view?usp=shar ing) - Moving Sun flipchart ( W Xc/view?usp=shar ing) - Paper plat es - Rocks t o weigh down plat es - Pencil t o cr eat e shadow Engage: 1. Show students a picture of a sunrise and a sunset 2. Ask st udent s: W her e does t he sun go when we don t see it? 3. Turn and t alk wit h a part ner, t hen share out answers 4. Explain to students that while it looks like the sun is moving, it really is the Earth that is moving 5. Introduce the idea that this week, students will be learning about two different patterns that have to do with the sun: day and night; and how the sun travels across our sky (again emphasize that it just looks like it is traveling)

12 Explor e: 1. Distribute a Day and Night sheet to each student 2. Review t he wor ds axis wit h st udent s 3. Allow students to color the sun and Earth 4. Instruct students now they need to add in wher e t hey ar e locat ed dur ing t he dayt im e and night t im e Explain: 1. Explain to students that now that they know one pattern the sun makes it is t im e t o explor e anot her pat t er n 2. Use the Moving Sun flipchart to introduce the idea that the sun looks like it is different spots throughout the day 3. Have st udent s com e f or war d t o show how t he sun will m ove on t he quest ion slides 4. On the final slide it poses a question to think about how the sun moves in wher e you live - this will lead into the elaborate experiment Elaborat e: 1. Explain to students that now you are going to study another sun pattern - how t he sun appears t o t ravel across t he sky all day long 2. Today the class will be creating a sundial 3. Discuss what a sundial is and how it is used to track how the sun moves across t he sky in a pat t ern 4. This can be done individually, in partners, groups, or whole class a. Each sundial needs a paper plat e, a rock, and a pencil b. Place t he paper plat e out side st ar t ing in t he m or ning c. Put t he pencil down in t he cent er of t he paper plat e and dr aw a dot t o r epr esent t he cent er

13 d. Use another pencil or crayon to trace the shadow line that the pencil crea t es origina lly e. Record the tim e of the original line being creat ed f. Place the rock on the plate to prevent it from flying away g. Every two hours or so, go back outside, place the pencil at the center, and record where the shadow has m oved to 5. Dis cus s ea ch t im e what is happening 6. If there is tim e, repeat this procedure on another day to confirm that the pattern is the same each day Evaluat e: 1. W hile checking the sundial, students should be explaining what is happening, how the sun works like a pattern, and that it is not actually the sun moving 2. St udents can draw or write about the sundial to record their results Unit 1, Part A, Lesson 4: Sun Patterns Taught by ACE Teacher - W eek 2 (W eek of Nov 27) Mat erials: - Orbit activity sheet - Brass Fasteners - Scissors - Glue sponges - Day and Night Flipchart

14 - Seas ons flipchart Engage: 1. Review wit h st udent s t he Day and Night f lipchar t t o r einf or ce and em phasize t he pat t ern t hat creat es day and night 2. Using a flashlight as t he sun and blow up Eart h ball, creat e t he concept of day and night 3. Ask students to explain what you are doing t o act ivat e prior knowledge and give another visual of day and night 4. Allow different students to come forward and act as the sun and the Earth to demonstrate the day and night pattern Explor e: 1. Distribute the Orbit activity to each student 2. Students will review and color the sun, moon, and Earth 3. Cut out all of t he pieces t o t he act ivit y and glue t oget her t he labeled pieces using glue sponges 4. Use br ass f ast ener s t o at t ach t he or bit ing pieces t o one anot her Explain: 1. Model t o st udent s how t o use t he or bit ing pieces t o r epr esent t he way t he sun st ays st ill and t he Eart h and m oon move 2. Review how day and night is creat ed as t he Eart h spins around Elaborat e: 1. Explain to students that this is not the only pattern we can make with our orbiting pieces 2. Allow students to work with a partner to explore the orbiting pieces and try to figure out what other patterns could be created

15 3. Prompt students to explain that the Earth spins all the way around the sun (creating the seasons); the Earth spins around itself (creating day and night); and the m oon m oves around the Earth (phases of the m oon - next week s t opic) 4. Review the Seasons Flipchart and have s t udent s follow along wit h t heir m odels to dem onstrate the seasons Evaluat e: 1. During the discussion, students should be using their model to help them answer scientific questions about patterns in the sky

16 Unit 1, Part A, Lesson 5: Moon Patterns Taught by Gr ade Level Teacher - W eek 3 (W eek of Dec 4) Mat erials: - Post its or dry erase boards - Phases of t he Moon f lipchart ( JOOXc/view?usp=shar ing) - Phases of t he Moon t r acker ( W EE/view?usp=shar ing) - Moongazer sheet ( xhzff3b1bx UlE/view?usp=sharing) Engage: 1. W ithout showing any pictures or prompting discussion, ask students to close t heir eyes and im agine t he m oon in t he night sky 2. Have st udent s draw on a post -it or dry erase board the moon that they saw in t heir head

17 a. Try to get them to draw whatever they saw in their head and pot ent ia lly be differ ent t han t heir neighbor 3. Show the responses to the class and see if and why students drew different shapes for the m oon 4. Expla in t hat t his week we will be s t udying pat t erns of t he m oon and we call this the Phases of the Moon Explor e: 1. Show students the following timelapse video: 2. Explain that this video is actually 28 pictures. Every night the photographer t ook a pict ure of t he m oon f or one m ont h. 3. Watch the video again and this time ask students what they notice about the shape and size of t he m oon a. Prompt students to state that the moon gets bigger or brighter until it is a giant circle, then gets smaller until it is gone 4. Review t he Phases of t he Moon flipchart with the group a. Discuss and ask questions to connect the different phases of the moon with familiar objects Explain: 1. Explain to students that in order for us to see the patterns or phases of the m oon, we m ust t rack what shape t he m oon i 2. Dist r ibut e t he Phases of t he Moon t r acker 3. Use t he f ollowing websit e each day: ht t p:// oongiant.com /phase/t oday/ t o t r ack t he phases of t he m oon 4. Have st udent s r ecor d t heir obser vat ion f r om t he websit e t o com plet e t he f ir st day of t heir t racker 5. Continue this each day until students are able to see the pattern that the m oon cr eat es

18 Elaborat e: 1. Explain to students that now you will make a tool that will help you observe the moon and figure out what phase is showing 2. St udent s will color t he m oon phases using yellow t o show which part of t he m oon is shining at each phases 3. Glue down t he Moongazer sheet t o cardst ock or const ruct ion paper f or durability 4. Cut a hole in t he m iddle of t he cir cle so t hat st udent s can hold t he m oongazer up to the sky and match the real moon to which phases is similar on their paper (Might be easier f or you t o cut t hese ahead of t im e) Evaluat e: 1. Use the following sites for students to match the phases of the moon and r einf or ce t he pat t er ns in t he sky a. b. c Coach st udent s t o f ocus on really knowing new m oon, f ull m oon, f irst quart er, and t hird quarter m oons Unit 1, Part A, Lesson 6: Moon Patterns Taught by ACE Teacher - W eek 3 (W eek of Dec 4)

19 Mat erials: - Or eos - Moon phases m em ory cards - Popsicle stick - Paper plat es - Paper suns Engage: 1. Show the following animation: 2. Ask st udent s t o com e t o t he board and unscram ble t he m oon phases based on t he anim at ion 3. Explain t hat t oday we would be creat ing our own phases of t he m oon using oreos Explor e: 1. St udent s will be given 4 Or eo halves and a paper sun 2. Place t he sun on t he edge of t he paper plat e 3. St udent s will use t he popsicle st ick t o r em ove t he f r ost ing on each Or eo as needed t o cr eat e a new m oon, f ull m oon, 1st quar t er m oon, and 3r d quar t er m oon Explain: 1. Ask students to explain the pattern of the phases of the moon that they just cr eat ed 2. Review and r einf or ce t he phases on t he plat es 3. Ask st udent s t o explain what t he pur pose of t he sun is in t he phases of t he m oon a. The sun cr eat es t he light we see r eflecting off the sun

20 Elaborat e: 1. In partners, students will use the moon phases memory cards to match and r eview t he phases of t he m oon 2. Par t ner s will be encour aged t o challenge each ot her by using t he gibbous and cr escent m oons Evaluat e: 1. W hile completing t he Or eo act ivit y and dur ing t he m em or y gam e, t eacher will ask students to explain the pattern that the moon creates 2. Prompting students to discuss the phases and how light appears on the moon 3. Coaching students to recall the pattern that the moon creates

21 Unit 1, Part A, Lesson 7: Star Patterns Taught by Gr ade Level Teacher - W eek 4 (W eek of Dec 11) Mat erials: - My Const ellat ion sheet (ht t ps://dr ive.google.com /open?id=0b5e_ 0qncf nkbogfon09kcw pht28) Engage: 1. Ask students to think about what objects in the sky we haven t really focused on yet 2. Prompt students to think about the things in the sky and realize stars are what our focus will be t his week 3..Watch and listen to the I'm a Star song: ht t ps:// /wat ch?v=7t 3aXb3LpW g

22 Explor e: 1. Discuss t he video and m ake a chart of st ar fact s t hat st udent s already know or lear ned f rom t he song 2. Som e im por t ant inf o t o em phasize: t he sun is a st ar, t her e ar e dif f er ent t ypes of stars, stars are balls of hot gas, constellations are patterns of stars 3. Discussion about what stars do during the day - do t hey disappear? ar e t hey still there? Explain t hat we cannot see t he st ar s in t he day sky because our star the sun is so bright 4. Use the following website to show the current night sky to students: 5. Allow students time t o ask questions and observe the shapes a. Com pare t he shapes t o f inding shapes in t he clouds - you need t o use your imagination Explain: 1. Explain to students that hundr eds of year s ago bef or e people had all kinds of technology to entertain themselves, they would find patterns of stars and m ake up st or ies about t hese pat t er ns 2. Use t he f ollowing gam e: to get kids up to the board, connecting the constellations, and listening to the st or ies behind t heir pat t er ns Elaborat e: 1. Now students will have the chance to create their own star pattern, make it a const ellat ion, and creat e a st ory about it 2. Using t he My Const ellat ion sheet, have st udent s com plet e t he st ar shape and connect t he lines

23 3. Allow students to write a short story to explain the constellation they designed Evaluat e: 1. As students work on their constellations, circulate the room and ask students questions about what types of patterns we see in the stars 2. St udent s should be able t o explain that patterns in the stars were made up and are called const ellat ions

24 Unit 1, Part A, Lesson 8: Star Patterns Taught by ACE Teacher - W eek 4 (W eek of Dec 11) Mat erials: - Seeing St ar s - Toilet paper t ubes - Rubber bands - Black const r uct ion paper - Glue sponges - Constellation prints - Push pins - Pieces of cardboard - Flashlights Engage: 1. Ask students to explain what types of patterns the stars create to activate prior knowledge 2. Discuss with students how the patterns stay the same in the sky but som et im es we cannot see t he const ellat ions depending on t he season Explor e: 1. Read aloud Seeing St ar s 2. W hile reading, discuss with students more examples of constellations and the pat t er ns t hey m ake in t he sky

25 3. Allow students to ask questions and make observations of new constellations they pick out in the book 4. Em phasize that the skies change with the seasons and we can see different patterns at different tim es of the year Explain: 1. Explain that today students would be m aking a pocket const ellat ion t o t ake home with them 2. Pr ovide st udent s wit h m at er ials and r eview usage f or each it em Elaborat e: 1. Using a paper t ube, const ellat ion print, rubber band, push pin, black const ruct ion paper, and a piece of cardboard, st udent s will f ollow along t o cr eat e t heir const ellat ion viewer 2. W hen completed, students will work with a partner to use a flashlight to illuminat e t he const ellat ion viewer s Evaluat e: 1. Discuss with students what happens to the stars during the day? W hat are t he pat t er ns in t he sky cr eat ed by st ar s called? 2. Ask students to predict what will happen to these constellations as the seasons change throughout the year

26 Unit Two: The Structure of a Living Thing Impacts its Function 1 - LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet t heir needs (The designing and addr essing of hum an pr oblem s will be cover ed in t he 6 weeks of ACE immediately following the teaching of Unit Two) - Plant s and animals have part s of t heir bodies t hat help t hem do cert ain jobs

27 - Specific m ovem ents - Ca m oufla ge - Body coverings - Hum a n problem s ca n be s olved by looking at how plant s and anim als s olve problem s - Clot hes or equipm ent t o prot ect bike rider like t urt le s hells, acorn s hells, and animal scales protect animals - St a bilizing s t ruct ures like anim al t ails and root s of a plant - Staying prot ect ed like plant s and anim als using s pikes, t horns, camouflage - Det ect ing da nger like anim als wit h s pecial ears and eyes I can use m at erials t o design a solut ion t o a problem by copying how plant s and/or animals use their parts to help them survive. 1 - LS1-2. Read t ext s and use m edia t o det er m ine pat t er ns in behavior of par ent s and of f spring t hat help of f spring survive - Patterns of behavior could include - Signals t hat of f spring m ake (crying, cheeping) - Responses by parent s (f eeding, com f ort ing, carrying, prot ect ing of f spring) I can f igure out pat t erns in t he behavior of parent s and of f spring t hat help of f spring survive. 1 - LS3-1. Make obser vat ions t o const r uct an evidence-based account t hat young plant s and anim als are like, but not exact ly like, t heir parent s - Feat ures plant s or anim als share - Leaves f r om t he sam e kind of plant t hat ar e dif f er ent sizes - Baby anim als look like parent s, but are sm aller

28 I can m ake observat ions t o underst and t hat young plant s and anim als are like, but not exact ly like, t heir par ent s.

29 Unit Focus and Target s: Act like Scientists (Science and Engineering Pr act ices) - Constructing explanat ions and designing solut ions - Obtaining, evaluating, and communicating inf orm at ion Think like Scientists (Disciplinary Core Ideas/Content) LS1.A: St ruct ure and Funct ion - All living things have external parts - Dif f er ent anim als use t heir body parts in different ways to see, hear, gr ab object s, pr ot ect t hem selves, m ove f rom place t o place, and seek/f ind/consum e f ood, air, and wat er - Plant s have dif f erent parts t hat help them survive and grow LS1.B: Gr owt h and Developm ent of Or ganism s - Adult plant s and anim als can have offspring - In many kinds of animals, parent s and off spring engage See t he W or ld like Scientists (Crosscutting Concepts) Pat t er ns - Patterns in the nat ural world can be obser ved, used t o descr ibe phenomena, and used as evidence St ructure and Function - The shape and ability of structures of nat ural and designed object s ar e r elat ed t o their function Influence of Engineering,

30 in behaviors t hat help of f spring s urvive LS1.D: Inf orm at ion Processing - Anim als have body parts t hat r espond t o t he environm ent f or growt h and survival - Plant s have part s t hat respond to the environment for growth and survival LS3.A: Inherit ance of Trait s - Young anim als are very m uch,, but not exact ly, like t heir par ent s - Plant s are very m uch, but not exact ly, like t heir par ent s LS3.B: Variat ion of Tr ait s - Individuals of the same kind of plant or anim al are recognizable as similar but can also vary in m any ways Technology, and Science on Societ y and t he Natural W orld - Ever y m an-m ade pr oduct is designed by applying knowledge of t he world and is built by using m at erial der ived f r om t he nat ural world In the Classroom: Unit 2, Part A Part A Guiding Question: - How do plant s and anim als use t heir part s t o grow and survive? Part A Teaching Point s: - W e can classify the world into living and nonliving things - Plant s have specific part s t hat do specific jobs t o m ake sure a plant grows and survives - Anim als have specific part s and behaviors t hat do specific jobs t o m ake sure an anim al grows and survives - Ver t ebr at es vs. Inver t ebr at es

31 - Movem ents - Ca m oufla ge - Cover in gs Part A Assessment Objectives: - W it h guidance, m ake obser vat ions t o use as evidence t o scient if ic quest ions - Creat e an argum ent t o explain nat ural phenom ena Unit 2, Part A, Lesson 1: Living vs. Nonliving Taught by Gr ade Level Teacher - W eek 5 (W eek of Dec 18) Mat erials:

32 - Is it Living Flipchart ( /open?id=0b5e_ 0qn cfn kbves xb2fsmkf6 Q00) - Living and nonliving scavenger hunt sheets ( /open?id=0b5e_ 0qncfnkBb1NIX21LdkZOOFU) - Living and nonliving s ort (2 vers ions ) ( /open?id=0b5e_ 0qncfnkBYXJEQS1yNTlvRkE) Engage: 1. Discuss with students that our next study is going to be about living things, but first we need to find out what it means to be a living things 2. Ask students to turn and talk, then share out asking: What does it mean to be living? W hat does it mean to be nonliving? 3. Once st udent s have pr esent ed var ious ideas about what it means to be living and nonliving, brainstorm exam ples as a group: W hat are exam ples of living things? W hat are examples of nonliving things? Explor e: 1. W at ch t he following video about Cookie Mons t er and Living Things : 2. Dis cus s t he video and a s k s t udent s t o lis t t he t hree t hings t hat all living things do: grow, breathe, and eat 3. Use the Is it Living Flipchart to show students pictures and prom pts about living or nonliving t hings 4. Allow students to discuss each picture and make decisions based on the chara ct eris t ics of living t hings : eat ing, breat hing, and growing Explain: 1. Review the questions towards the end of the Flipchart. These questions about seeds, eggs, and apples will prom pt deeper thinking. Challenge students to

33 think about each characteristic of living things to see what conclusion they com e to. 2. Explain to students that seeds are considered living things as long as they are not roasted or have been eaten by hum ans, the egg is considered if a baby chick is ins ide, a nd t he a pple is cons idered alive if it is s t ill at t ached t o t he apple tree Elaborat e: 1. Take students outside on a living and nonliving thing scavenger hunt 2. Instruct students to hunt for 3 living things and 3 nonliving things outside of our school 3. Students will write the three living and nonliving things on their Scavenger Hunt sheet 4. Dr aw t he it em s t hat wer e f ound on t he scavenger hunt Evaluat e: 1. Complete the Living or nonliving thing sort to assess students knowledge of the characteristics of living things and ability to provide examples - can be done independent ly, par t ner s, sm all gr oup, or whole gr oup

34 Unit 2, Part A, Lesson 2: Living vs. Nonliving Taught by ACE Teacher - W eek 5 (W eek of Dec 18) Mat erials: - Gummy worms - Earthworms - Labsheet Engage: 1. Activate prior knowledge by asking students to explain how we know if an object is living or nonliving 2. Use exam ples of ever yday object s and it em s t o pr om pt st udent s t o r eview t he charact erist ics and recall exam ples 3. Explain to students that they are going to be acting like scientists by studying two similar items to practice applying these characteristics

35 Explor e: 1. St udent s will be given a gum m y worm and Eart hworm t o observe and discuss with a partner 2. St udent s will m easur e, t ouch, and com par e bot h wor m s t o analyze t he it em s Explain: 1. Review st udent s r esponses t o t he m easur em ent s and com par isons 2. Emphasize that even though two items can look very similar, one can be living and another can be nonliving Elaborat e: 1. Prompt students to work with their partner to find other examples like the gummy worm and Earthworm 2. Discuss how many times, humans will make nonliving t hings t hat are based off of living things 3. Emphasize this point as it will be revisited and dug into continually in ACE Evaluat e: 1. St udent s should be able t o com pare t he gum m y worm and Earthworm by using the characteristics of living things Unit 2, Part A, Lesson 3: Plant Needs Taught by Gr ade Level Teacher - W eek 6 (W eek of Jan 2) End of 1st science cycle Mat erials:

36 - Needs of a Plant Cut and Paste ( /open?id=0b5e_ 0qncfnkBMzZ6b2pQUEtxLW c) Engage: 1. Tell students that you are thinking of something and they will guess what you are t hinking about a. It is a living thing b. It grows c. Som et im es it is gr een 2. Give students time to guess that you are thinking about plants 3. Activate prior knowledge by creating a chart of different plants that students can brainst orm a. Encourage students to think about how trees, flowers, bushes, grass, f r uit s, veget ables, et c ar e all plants and are all living things Explor e: 1. Watch the following video and instruct students to focus on the 5 things a plant needs t o sur vive: 2. Cr eate a chart of the 5 things plants need to survive 3. Discuss and connect the 5 things plants need to survive (air, water, sun, space, soil) to the characteristics of living things a. Plant s need air because t hey br eat he b. Plant s need soil, sun, and wat er t o eat and grow 4. Pr ovide st udent s wit h t he Needs of a Plant cut and past e sheet 5. Allow st udent s t im e t o discuss, com plet e and label t he sheet Explain: 1. Explain to students that plants have certain body parts to help them get the 5 t hings t hat ar e needed f or survival

37 2. Challenge students to think about the 5 needs of a plant and which parts of plants they see outside m ight be connected with each need Elaborat e: 1. Take st udent s out side on a walk t o obser ve t he plant lif e ar ound Br ainer d 2. Remind students to think about what part s of a plant m ight help a plant drink wat er, soak up t he sun, absorb t he air, et c 3. Share out ideas and observat ions as a whole group a. Continue to emphasize that plants have parts that help meet their 5 sur vival needs, but do not get t oo specif ic yet b. Cont inue t o em phasize t he 5 sur vival needs (wat er, air, sun, soil, space) c. Pr om pt st udent s t o dr aw connect ions bet ween dif f er ent t ypes of plants but similar parts (trunk vs. stem; leaf vs. flower) Evaluat e: 1. W hile discussing, students should be using their observations to make their point s 2. St udent s should be able t o recall t he 5 needs of a plant and underst and t hat plants are living things

38 Unit 2, Par t A, Lesson 4: Plant Needs Taught by ACE Teacher - W eek 6 (W eek of Jan 2) End of 1st science cycle Mat erials: - Fr om Seed t o Plant s read aloud - Plant Chart Diagram - Various plant part s Engage: 1. W at ch t he Needs of a Plant video t o r eview plant sur vival needs: 2. Ask students to share their observations from their plant walk to prompt discussion about different part s of a plant Explor e:

39 1. Read aloud with students: From Seed to Plants 2. Discuss and em phasize the parts of a plant that grow from a seed (seed, roots, stems, leaves, flowers/fruit/buds) 3. Us ing a la rge diagra m, a s k for s t udent volunteers t o com e forwa rd and label the plant parts 4. Ask students to compare plant parts to our body parts using the Parts of Plants dance: entary-school/6 - m oves -6 -parts-6-m oves -for-6 -parts-of-plant -dance/ Explain: 1. Ask st udent s t o if t r ees have st em s? Does gr ass have leaves? 2. Explain to students that while plants have different parts, they all have similar jobs Elaborat e: 1. In small groups, students will be given different parts of plants to analyze 2. Students will work with their partners to label each part of the plant and cr eat e a m odel using t he pieces 3. Par t s of t he plant will be f r om dif f er ent t ypes of plant s t o encour age students to think about how different plants still have the same parts Evaluat e: 1. As groups work, the teacher will circulate to review student discussions and answer s 2. Prompt students to tell you about the parts of a plant and connect how different plants have similar parts

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41 Unit 2, Part A, Lesson 5: Each part has a job Taught by Gr ade Level Teacher - W eek 7 (W eek of Feb 19) St art of 2nd science cycle Mat erials: - Plant Sort (ht t ps://drive.google.com /open?id=0b5e_ 0qncf nkbqw JCX0xCMVUyeG8) - Part s and Needs Flipchart (ht t ps://dr ive.google.com /open?id=0b5e_ 0qncf nkbbne2ym Nf Sm t pzle) - Functions of Plant Parts Matching sheet (ht t ps://dr ive.google.com /open?id=0b5e_ 0qncf nkba3fscm t nzvzmbnc) Engage: 1. Review with students the characteristics of living things and that we are focusing on how plants are living things 2. Prompt students to discuss the parts of a plant and needs of a plant by com plet ing t he Plant Sor t independent ly, in par t ner s, or as a whole group 3. Discuss answers with students to get students reminded of the parts and needs Explor e: 1. W at ch t he Part s of a Plant BrainPopJr.: 2. Pause the video to discuss each part of plants and the purposes for them a. Roots: Beginning to 1:33 b. St em : 1:3 3 t o 2:0 0 c. Lea ves : 2:0 0 t o 2:40 d. Flow er s : 2:40 t o 3:0 5 e. Seeds a n d Fr u it : 3:0 5 t o En d

42 3. Review the parts of a plant but emphasize the fact that there is a purpose for each plant part to help with survival and growth 4. Using the Parts and Needs Flipchart, allow students to come forward and match the plant parts with their job Explain: 1. As students come forward to complete the matching task, prompt students t o review t he answer 2. Explain and em phasize how each part of a plant has a job t o do so t hat t he plant survives Elaborat e: 1. Distribute the Functions of Plant Parts matching sheet 2. Depending on your students, either have them draw the plant part that fulfills the list ed f unct ion or have t hem cut and past e t he wor d in t he box 3. Allow students to discuss with partners the parts and functions as they work t o encour age use of t he vocabular y 4. Cont inue t o obser ve t he celer y in f ood color ing exper im ent t hat was set up in ACE, cut the ends off a few times and discuss with students what changes are occurring and why Evaluat e: 1. Have st udent s shar e answer s wit h one anot her 2. Check of accuracy and understanding through this sharing and their sheet answer s 3. Discuss with students other types of plants parts they could have drawn in t he box (t r unk inst ead of st em, apple inst ead of f lower )

43 Unit 2, Part A, Lesson 6: Each part has a job Taught by ACE Teacher - W eek 7 (W eek of Feb 19) St art of 2nd science cycle Mat erials: - Part s and Needs f lipchart - Plant google im ages - Lab sheet - Plast ic cups - Celer y st alks - Food coloring - wat er

44 Engage: 1. Using various phot ographs, ask st udent s t o com e f orward and point out which part of the plant fulfills a function of survival; review with Parts and Needs flipchart 2. Discuss wit h st udent s t hat t oday we would be exper im ent ing t o see t he par t s of a plant in act ion Explor e: 1. St udent s will develop a quest ion f or t he exper im ent and r ecor d pr edict ions on t heir lab sheet 2. Groups will be given celery stalks to observe and discuss, focusing on the part s of a plant 3. Using plast ic cups, a celery st alk, wat er, and f ood coloring, students will set up their experiment to test what happens to the stalk kept in food coloring wat er Explain: 1. Have st udent s shar e t heir pr edict ions wit h t he class, em phasize t he plant parts being discussed in predictions 2. Explain to students that the celery stalks will be kept in the food coloring wat er for a few days and it will be t heir job t o observe and record what happens Elaborat e: 1. Students will record their preliminary observations on their lab sheet 2. For the following days, students will make observations, record, and discuss what is happening t o t heir celery st alk Evaluat e:

45 1. On t heir la b s heet, s t udent s will draw a conclus ion about which plant part caused the celery to change color 2. Students should be able to explain that functions of plant parts and use exam ples based on their experim ent

46 Unit 2, Part A, Lesson 7: W ays animals use their parts to survive: Vertebrates vs. Inver t ebr at es Taught by Gr ade Level Teacher - W eek 8 (W eek of Feb 26) Mat erials: - W hat is t he Anim al Par t Used For? Sheet (ht t ps://dr ive.google.com /open?id=0b5e_ 0qncf nkbcvoym1f6rtlhw E0) - Ver t ebr at es and Inver t ebr at es r eader s (ht t ps://dr ive.google.com /open?id=0b5e_ 0qncf nkbum t m cet saffzem 8) Engage: 1. Act ivat e pr ior knowledge and m ake a connect ion t o t he pr evious lessons by explaining t o st udent s t hat just like plant s, anim als have cert ain body part s t hat have jobs t oo 2. Prompt students to turn and talk, then share out to think about what are some things humans need to survive 3. Af t er consider ing t he var ied ideas f r om students focus in on the fact that anim als have body part s wit h t he jobs of: com m unicat ion, m ovem ent, protection, and hunting/eating Explor e: 1. W hole group, small group, partners, or individually, provide students with the W hat is t he Anim al Par t Used For? Sheet 2. Allow time for discussion of the pictures and jobs needed for survival 3. Students very likely will struggle with this but the idea is not accuracy at this point. Prompt students to discuss and think about how animals have specific body part s t o do specific jobs

47 Explain: 1. Discuss and review answers wit h st udent s, again em phasizing t he broad idea t hat anim al part s have specific jobs 2. Explain to students that in order for scientists to research and study how anim als use t heir part s for cert ain jobs, t hey have t o be able t o classify t hem Elaborat e: 1. Introduce the word "Classification" - a way of sorting different items, in this case we will be sorting animals. 2. Practice classification by sorting items in the classroom into various cat egor ies - supplies f or dif f er ent subject s, by color, by shape, by t im e of day that you use them, etc 3. W atch the BrainPopJr. On classifying animals: - em phasize and focus on the Beginning to 1:39. This is the discussion on vertebrates vs. inver t ebr at es 4. After the video, ask st udents to discuss what vert ebrat es are and what inver t ebr at es ar e. Think about m or e exam ples and allow st udent s t o r each ar ound t o f eel t heir spine. 5. Ask students to turn and talk to decide: We know that animals have certain body part s t hat have jobs t o keep anim als alive. W hy do som e anim als have spines and ot her s do not? a. Push st udent s t o t hink about how for som e anim als, backbones help with movement and protection and that for some animals, having no spine helps wit h m ovem ent and pr ot ect ion b. Guide students to the conclusion that while anim als have t he sam e needs, t hey have dif f er ent body par t s t o help t hem m eet t hose needs 6. Split t he class in half and pr ovide 1 gr oup wit h t he ver t ebr at es r eader s and t he ot her gr oup wit h t he inver t ebr at es r eader s

48 7. Using choral reading, have 1 group of students read their readers aloud, then the other 8. Again, dis cus s t he exam ples of anim als and t he reas ons why cert ain anim als have backbones, while others do not Evaluat e: 1. Allow students to practice classifying animals using the following sites: ht t p:// ware.com /preschool/anim als.ht m --> This site has animals divided up int o ocean, jungle, f or est, and f ar m. Ther e ar e "m ovies" and gam es f or each of t hose cat egories. ht t p:// t ware.com /cont ent /anim als/kidscorner/gam es/anim alclassga m e.ht m --> a gam e wher e st udent s can dr ag dif f er ent anim al char act er ist ics into t he cat egor y t hey belong in 2. St udent s should be using vocabulary t o classify anim als such as habit at and backbone Unit 2, Part A, Lesson 8: W ays animals use their parts to survive: Vertebrates vs. Inver t ebr at es Taught by ACE Teacher - W eek 8 (W eek of Feb 26) Mat erials: - Sorting Flipchart - Ver t ebr at e and Inver t ebr at e dr awing sheet - Q-t ips - W hat is a vert ebrat e read aloud Engage:

49 1. To activate prior knowledge, students will be asked to explain the difference between a vertebrate and an invertebrate 2. W atch the Blazer Fresh video about vertebrates and invertebrates: ht t ps://a pp.gonoodle.com /cha nnels/bla zer-fres h/yo-t hey-got-abackbone?s =Channel&t=Blazer%20Fresh 3. Encourage students to sing and dance along with the words to review exam ples of vertebrates and invertebrates Explor e: 1. As a whole group, students will complete a sorting activity 2. Volunteers will come forward to the board to select an example and place it in t he appr opr iat e cat egor y 3. Ask students what makes that example fit in either category Explain: 1. Review st udent r esponses and cor r ect any m ist akes 2. Explain to students that now, they will be m aking t heir own ver t ebr at e and inver t ebr at e 3. Instruct students to think of a vertebrate that we have heard about today in t he video or sort Elaborat e: 1. Dist r ibut e dr awing sheet s t o each st udent 2. Instruct students to draw a picture of the vertebrat e t hey have chosen 3. As st udent s draw and color t heir vert ebrat e, walk around and label t he vertebrate with the students 4. Af t er st udent s have com plet ed t heir dr awing, pr ovide t hem wit h Q-t ips t o add t o t heir drawing as t he backbone 5. As students finish, instruct them to draw the invertebrate of their choice 6. Read aloud W hat is a Vert ebrat e?

50 Evaluat e: 1. As st udent s work on t heir drawing, circulat e and ask st udent s which anim al t hey have decided t o dr aw as t heir ver t ebr at e 2. Prompt students to show you where the backbone goes in that animal 3. Discuss wit h student s and em phasize t hat anim als are vert ebrat es and inver t ebr at es t o m eet needs of m ovem ent and pr ot ect ion

51 Unit 2, Part A, Lesson 9: W ays animals use their parts to survive: Movem ents and Com m unicat ion Taught by Gr ade Level Teacher - W eek 9 (W eek of Mar ch 5) Mat erials: - Hum an m ovem ent sheet (ht t ps://dr ive.google.com /open?id=0b5e_ 0qncf nkbu05nekriexjvnxm) - Movement and communication chart Engage: 1. Place t wo object s across t he room on t he f loor. 2. St and beside one object and ask st udent s what possible ways you could m ove t o t he ot her object 3. Allow students to turn and talk, then share out their possible movements with the class 4. Allow volunt eer s t o com e f or war d and dem onst r at e t he m ovem ent s 5. Cr eat e a chart with 2 sections: Movement and Communication 6. Add t he m ovem ent ideas shar ed by st udent s t o t he m ovem ent side of t he char t Explor e:

52 1. Explain to students that since humans are animals, we use our body parts to m ove in cert a in wa ys, jus t like anim als do 2. Challenge students to think of reasons why we use different m ovem ents a. Running from danger b. Swimming to get through water c. Clim bing t o get new places 3. Em phas ize t hat jus t like a nim a ls, hum ans us e t heir bodies in ways t o help t hem s urvive 4. Distribute the Hum an Movem ent sheet 5. Students will draw and describe three hum an m ovem ents Explain: 1. Once com plet ed, allow st udent s t o shar e t he hum an m ovem ent s t hey r ecor ded 2. Allow students to demonstrate their movements and ask the class to explain possible r easons why our bodies m ove in t hat way 3. Introduce to students that not only do humans use movements for survival, but also com m unicat e for survival Elaborat e: 1. Ask student volunteers to demonstrate different ways of communicating with each other from across t he room 2. Encourage st udent s t o t hink of nonverbal m et hods of com m unicat ion a. W aving b. St om ping c. Clapping 3. Add st udent ideas t o t he ot her side of t he m ovem ent and com m unicat ion char t 4. Prompt students to think of ways humans communicate feelings like hugs, holding hands, pushing, kicking, crying, et c

53 5. Emphasize that humans have body parts that help with communication and m ovem ent Evaluat e: 1. St udent s should be able t o explain dif f er ent exam ples of hum an m ovem ent and com m unicat ion 2. Students should have an understanding that humans have body parts that help us m ove and com m unicat e t o keep us alive Unit 2, Part A, Lesson 10: W ays animals use their parts to survive: Movem ents and Com m unicat ion

54 Taught by ACE Teacher - W eek 9 (W eek of Mar ch 5) Mat erials: - Animal movement cards - Slap, Squeak, and Scat t er - Animal communication story pages Engage: 1. Ask students: W e know that humans move in certain ways to survive. Do anim als? W hat are som e m ovem ent s t hat anim als do? 2. Watch and move along to mimic animal movements: ch?v=owrm ivbngqk Explor e: 1. St udent s will com e forward a pick an animal m ovem ent card t o dem onst rat e to the class 2. Volunteers will act out the card and the class will guess what animal is being act ed out 3. Students will discuss which animal body part is specifically designed to help with that movement a. Monkey tails b. Elephant trunks c. Bird wings Explain: 1. Emphasize that each animal body is specifically designed to move in this way 2. Prompt students to connect the body part to the movement and need for survival 3. Shift focus now to get students thinking about how animals communicate as compared to home humans communicate

55 Elaborat e: 1. Read aloud Slap, Squeak, and Scat t er 2. Discuss with students the different methods of animal communication pr esent ed in t he book 3. Show st udents the Animal communication story pictures and ask them to discuss which body part on each animal is designed to help with com m unicat ion 4. Share t he fact s wit h st udent s t o encourage scient ific vocabulary and questioning Evaluat e: 1. Ask students to use observat ions f rom pict ures t o draw conclusions about anim al com m unicat ion, m ovem ent, and body part s 2. St udent s should be able t o explain t hat anim als and hum ans use specific body part s t o m ove and com m unicat e in order t o survive

56 Unit 2, Part A, Lesson 11: W ays anim als use t heir part s t o survive: Cam ouflage Taught by Gr ade Level Teacher - W eek 10 (W eek of M ar ch 12) Mat erials: - Cam ouf lage Flipchart (ht t ps://dr ive.google.com /open?id=0b5e_ 0qncf nkbbfoxzw RON09yVGc) - Animal cutouts - Pat t er ned paper (Bor r ow f r om Cicchino if needed) - Color a Mot h sheet (ht t ps://drive.google.com /open?id=0b5e_ 0qncf nkbtc1f VVBPam 1qLW s) - Cr ayons - Tape Engage: 1. Show students the camouflage flipchart 2. Inform students that in each picture, an animal is hiding 3. Call up volunteers to find the animal in each slide

57 4. Ask students if anyone knows what this is called and guide towards camouflage 5. Guide the discussion by asking students what they think the purpose of cam ouflage is and getting to the connection that cam ouflage is a m ethod of protection for survival and a m et hod of helping wit h hunting/eat ing a. In t he m ovie Trolls, t he t rolls hair has t he abilit y t o cam ouflage int o flowers, grass, rocks, etc as another connection Explor e: 1. W at ch t he Cam ouf lage BrainPop Jr. ht t ps://jr.brainpop.com/science/anim als/cam ouf lage/ 2. Pause t he video each t im e t he "pause" but t on light s up r ed. This will pr esent a new quest ion r elat ed t o cam ouf lage t o discuss. 3. Em phasize t hat cam ouf lage happens dif f er ent ly f or var ious animals but all ser ves t he sam e pur pose - to blend in with the environment/habitat. 4. Introduce the word "predator" and "prey" to students, 5. Ask students to turn and talk to figure out what the word means and what it does for an anim al 6. Em phasize t hat animals use camouflage for protection and hunting/eating Explain: 1. Pr ovide st udent s wit h def init ions of pr edat or and pr ey 2. Challenge st udent s t o t hink about if it is possible for an anim al t o be bot h a predator and prey 3. Shar e answer s and prom pt st udent s t o use exam ples f r om t heir knowledge of anim als Elaborat e: 1. Explain to students that they are going to camouflage their own creature now 2. Two opt ions