1 st Grade Science: New Plants Curriculum Pacing Calendar

Transcription

1 Big Ideas: There are different groups of living things: plants and animals. (K-1 LS3B) Plants are alive and have needs (water, air, light, and nutrients). (K-1 LS3A K-1 LS2B) Plants grow and go through stages called a life cycle. (2-3 LS1A) Plants have parts (roots, stems, leaves, buds, flowers, and seeds) and various features (features can be used to sort plants into groups). (K-1 LS1B and K-1 LS3C) Plant parts have different jobs that help the plant live (roots to get water and leaves to gather sunlight). (K-1 LS1F) Plants are used by people and other animals. (K-1 LS2A) Tools, like magnifiers can help us learn and explore (K-1 LS1C) Essential Questions: How do you know if something is alive? How do you know if something is a plant? What do plants need? Describe a plant life cycle. What are some different parts of a plant and how do those parts help the plant live? How can plants be sorted into groups? How do people and other animals use plants? How do we use tools, like magnifying glasses to help us learn and discover? Investigation 1 Investigation 2 Investigation 3 Investigation 4 Brassica Seeds Grass and Grain Seeds Stems Bulbs and Roots (OPTIONAL) *Pacing: 8 sessions (week 1-5) *Pacing: 8 sessions (week 1-5) *Pacing: 9 sessions (week 6-8) *Pacing: 6 sessions (week 6-8) Part 1: Introducing Recording (20 to 40 minutes) Part 2: Planting Brassica (50 to 60 minutes) Part 3: Observing Brassica Growth (four to five 30 minute sessions over 4 to 5 weeks) Science Probe (assess student understanding at the start of the kit) Part 1: Lawns (50 minutes plus a 30 minute session 3-4 days later) Part 2: Mowing the Lawn (50 minutes plus a 30 minute session 1-2 weeks later) Part 3: Wheat (50 minutes plus three 30 minute sessions over 2 to 3 weeks) Part 1: Rooting Stem Cuttings (50 minutes plus two 30 minute sessions over 3 weeks) Part 2: New Plants From Cuttings (30 to 40 minutes) Part 3: Spuds (50 minutes plus three 30 minute sessions over 3 weeks) FORMATIVE AND SUMMATIVE ASSESSMENT PLANS (assessment documents available on the district website) Use notebook entries and participation to assess understanding Use notebook entries and participation to assess understanding This investigation is optional. Teachers must provide their own bulbs/roots. Part 1: Bulbs (50 minutes plus two minute sessions over 2-3 weeks) Part2: Planting Roots (50 minutes plus two or three 30 minute session over 2-3 weeks) Use notebook entries and participation to assess understanding Use notebook entries and participation to assess understanding Investigation 1: I-Check (given at the end of the investigation) Investigation 2: I-Check (given at end of investigation) Investigation 3: I-Check (given at end of investigation) Investigation 4: I-Check (given at end of investigation) Summative Assessment (given at the end of the kit) 1 P a g e R e v i s e d 4 / 0 9

2 Investigation 1: Brassica Seeds Investigation 2: Grass/Grain Investigation 3: Stems Investigation 4: Bulbs/Roots Notebook Entry Suggestions Before beginning the kit: -Reflection writing What do I know about Plants? I curious about Part 1: Introducing and Recording: -Growth of Brassica Calendar (put in science notebook and set up together, talk about events you might add). Part 2: Planting Brassica: -Calendar entry (planting seeds) -Plant Picture Entry: add labels such as seed, soil, water, and light. Have students write at least one sentence below their picture: I think my seed will grow into a. Part 3: Observing Brassica Growth: -There should be 4-5 observations -Plant Picture Entry (at least 4) and have students complete a labeled picture and one sentence on each, such as: I observe. A baby plant is called a seedling or sproutthe plant is (colors), like a.my plant is tall. I wonder why. -Student Sheet no 4 or 5: plant labeling entry Extensions: -Complete the chart of growth as described on page 30. -Complete the language extension to help with plant parts. -The math extension will provide extra pattern and counting practice -Use the science extension to extend ideas and solidify content Before beginning investigation 2: -Reflection writing on Now what do I know about Plants? I curious about Part 1: Lawns: -Growing a Lawn Calendar (put in science notebook and set up together, talk about events you might add). Part 2: Mowing the Lawn: -Calendar entries (at least 3) -Plant Picture Entry (at least 3): add labels and have student write at least one sentence below the picture (see examples from investigation 1) -Student sheet no. 7: put images in order and write one sentence about what you notice Part 3: Wheat: -There should be one session for planting and at least 3 observation sessions -Growing Wheat Calendar entries at least 4 (put in science notebook and set up together, talk about entries you might add) -Plant Picture Entry (at least 4) -Student sheet no. 8: Growing Wheat -Plant Picture Entry (at least 2) for growing plants according to science extension pages Extensions: -Consider doing some of the extension activities, for language and math. Before beginning investigation 3: -Reflection writing on Now what do I know about Plants? I am still curious about Part 1: Rooting Stem Cuttings: -There should be 3 sessions during this part. -Stem Cuttings Calendar and entries at least 3. -Stem Cuttings Sheets: have students fill out at least 3 of these as they observe the stem (be sure that students add labels and at least one observation sentence) Part 2: New Plants from Cuttings: -Stem Cuttings Calendar entry for planting -Scientific drawing and observation sentence: after students have planted the cuttings, have them add a picture and sentence to their notebook Part 3: Spuds: -Spud Calendar and entries (at least 4) -Scientific drawings and observation sentence: while observing the potato student should complete a drawing with labels and an observation sentence (at least 4 entries) Extensions: -Consider doing some of the extension activities listed on page 27 End of Investigation: -Reflection writing: What have I learned about plants? OPTIONAL Before beginning investigation 4: -Reflection writing on Now what do I know about Plants? What am I still curious about? Part 1: Bulbs: -There should be three sessions -Bulb Calendar (add entries throughout the three sessions) -Student Sheet no. 11 -Scientific drawings and observation sentences Part 2: Planting Roots: -There should be three sessions -Root Calendar (add entries throughout the three sessions) -Scientific drawings and observation sentences Extensions: -Complete the science extensions listed on page Consider completing the language and math extension as well 2 P a g e R e v i s e d 4 / 0 9

3 Vocabulary -Glossary available on the district website * words are from district added materials Investigation 1: Brassica Seeds Investigation 2: Grass/Grain Seeds Investigation 3: Stems Investigation 4: Bulbs and Roots alive brassica bud calendar change dead fertilizer flower germination grow journal leaf light nutrient plant pollen root seed seedling seedpod soil sprout stem water alfalfa bud change different fertilizer germination grain grass grow lawn leaf mold mow plant root rye grass same seed soil sprout stem structure wheat alive bud cutting fertilizer grow leaf node plant potato eye root soil sprout stem bud bulb carrot garlic onion radish root sprout vermiculite Common Student Misconceptions Students often forget parts of a life cycle (often adult laying eggs to continue the cycle) Students often think that only things that can move are alive (not plants). Students often only think that small plants are actually plants (not trees). Students do not often recognize that whole objects can be examined as many parts put together into a whole object. Students do not often realize that parts of animals and plants have specific functions. Students are not often able to distinguish the difference between needs and wants. Students do not always have experience with tools or realize that there are tools beyond hammers and screwdrivers and how tools can be used to help solve problems. Students do not typically have experience with observing things in a scientific manner and they can be unsure of what to do besides just look. Observations should include: properties you can see (size, shape, color, lines, texture, pattern, behavior), using other senses (smell, sound, touch), making connection to something they know, work on adding details, and think about what they are curious about with the thing they are observing. Investigation 1: Brassica Seeds Investigation 2: Grass/Grain Investigation 3: Stems Investigation 4: Bulbs -See Science Stories Section in your teacher binder for ideas and notes- Science Story Big Book Science Story Big Book Science Story Big Book Science Story Big Book 3 P a g e R e v i s e d 4 / 0 9

4 What Do Plants Needs? -Read this story early in Investigation 1, Part 3 (Observing Brassica Growth) -Be sure to use the discussion question on page 2 of the Science Stories section in the Teacher Binder -Do the Extending the story activity and have students write a How-To paper on growing plants -Do the Compare and Contrast activity comparing plants and people The Growing Story: This would be a great book to use to kick off the kit. Read it first and get student ideas about growing and changing. The Tiny Seed: Read this story after the first investigation is complete. Consider doing an art project using pictures from this story as inspiration. How Seeds Travel -Read this story during Investigation 2, Part 2 (Mowing the Lawn) -Be sure to use the Read the Story and After the Story on Page 4-5 of the Science Stories section in the Teacher Binder -Extending the Story section has a great writing prompt to use in the science notebook The Story of Wheat -read this story after completing Investigation 2, Part 3 (Wheat) -Be sure to use the Read and Story and After the Story sections to guide reading -Extending the story activity and introducing the glossary are great extensions Plants of the World -read after Investigation 3 or after 4 if you complete the optional investigation -Follow the activities on pages 8-9 in the Science Stories section Literature Box Stories (See Science and Literature Support documents on-line for more information) How a Seed Grows and Magic School Bus: Plants Seeds: Read these stories part way through investigation 2 and draw comparisons between the stories and student experiences with investigations one and two Jack s Garden: Read this story after some explorations in Investigation 3 Pumpkin Circle and From Seed to Pumpkin are stories with great photos/pictures to support student understanding of plants (consider planting other seeds in class for comparisons and further exploration) If you are doing this optional investigation, you may move the last story into this investigation. The following stories can be read throughout Investigations 2-4 or just at the end of the kit. These books bring in other ideas and learning about trees and environmental responsibilities: A Tree for All Seasons Why do Leaves Change Color Be a Friend to Trees Our Class is Going Green Science Content/Thinking Skills and Standards Investigation 1: Brassica Seeds Investigation 2: Grass/Grain Investigation 3: Stems Investigation 4: Bulbs CONTENT CONTENT CONTENT CONTENT 4 P a g e R e v i s e d 4 / 0 9

5 -Some things are alive and some are not (K-1 LS3A) -There are many different living things. Many are either plants or animals (K-1 LS3B) -All plants have external parts (K-1 LS1B) -Plant parts appear larger under a magnifier (K-1 LS1C) -Most Plants have roots to get water and leaves to gather sunlight (K-1 LS1F) -Plants have a life cycle (2-3 LS1A) -There can be variations between the same kinds of plants, like size, and number of leaves (2-3 LS3A) -Plants closely resemble their parents, but there are some differences (2-3 LS3B) -Sometimes differences can help an individual plant survive (taller can receive more sunlight, deeper roots can get water when it is dry) (2-3 LS3C) -There are different natural areas, habitat, where plants and animals live together (K-1 LS2A) -Habitats support the growth of many plants and animals by meeting their needs (K-1 LS2B) -Humans can change habitats in ways that help and hurt the plants and animals that live there (K-1 LS2C) This is an optional investigation that reinforces content, systems, inquiry, and application SYSTEMS -Given a picture of a plant, students can name at least 5 different parts (K-1 SYSA) -Given several common objects, students can identify which can be taken apart and put back together without damage and which cannot (K-1 SYSB) INQUIRY -Students can ask questions about plants and events in their environment (K-1 INQA) -Students can describe patterns of data recorded, such as plant growth (K-1 INQC) -Students can report observations of simple investigations (K-1 INQD) -Students can state verbally or in writing the need to repeat observations to be certain results are more reliable (K-1 INQE) -Students learn to record observations honestly and accurately (K-1 INQF) APPLICATION -Students can use tools and materials to solve problems, such as magnify glasses and rulers (K-1 APPA) -Student can choose materials for a specific need and explain why it was selected (K-1 APPB) -Student can develop multiple solutions to a problem and decide on the best fit (K-1 APPC) -Students can apply skills in counting, measuring, and classifying to solve a problem (K-1 APPD) Kit Details Kindergarten: 5 P a g e R e v i s e d 4 / 0 9

6 Animals 2x2: Students explore some animals (fish, snails, isopods, and worms) and learn about body parts, needs, and behaviors First Grade: New Plants : Students explore plants and learn about life cycles, needs, and plant parts Solids and Liquids: Students learn about and explore different states of matter. They learn about properties and observe and record changes what occur during interactions, such as: mixing, dissolving, layering, and evaporating. Air and Weather: Students learn about properties of air and find that it is matter that takes up space. They learn about and use basic weather tools to gather information about temperature, rainfall, wind, clouds, and seasons. Students also observe movement of objects in the sky, such as: clouds and the moon. Second Grade: Insects: Students explore insects and learn about life cycles, needs, and body parts. Balance and Motion: Students explore stable and unstable systems. They learn how to use counterweights to change the center of mass. They explore two classes of motion: spinning and rolling. Students begin to develop a sense of variables which they control to produce desired outcomes. Pebbles, Sand, and Silt: Students study the properties of rocks and soil. They group rocks based on various properties. They also study properties of soils and explore how they are used as building materials. Third Grade: Structures of Life: Students work with living things to explore: growth, survival, and reproduction. They compare properties of seeds and fruits and observe the plant life cycle. They maintain crayfish and land snails, and observe and compare their structures and behaviors Physical Sound: Students explore sounds as a product of a vibrating object. They explore variables that determine sound pitch and amplification and compare how sound travels through air, water, and solids. They learn about sound sources and receivers. Earth Materials: Students learn about 12 of the most important rocks and minerals. They learn that rocks are a combination of minerals. Students explore properties of rocks learn to sort and identify them. EALR 4: LIFE SCIENCE Grade Level Progression of Big Ideas The Big Structure & Function of Living Systems Ecosystems Biological Evolution 6 P a g e R e v i s e d 4 / 0 9

7 Ideas of Science 9-11 Processes within Cells Maintenance and Stability of Populations Mechanisms of Evolution Cells contain the mechanisms for life functions, reproduction, and inheritance. A variety of factors can affect the ability of an ecosystem to maintain current population levels. The underlying mechanism of evolution involves inheritance and mutation of DNA during reproduction. Courses Biology Biology Biology 6-8 From Cells to Organisms Flow of Energy Through Ecosystems Inheritance, Variation & Adaptation Cells make up tissues, which form organs that function in organ systems. Energy flows through ecosystems from the Sun to producers to consumers to decomposers. The processes of adaptation and natural selection can result in new species. KITS Organisms Organisms Organisms 4-5 Structures & Behaviors Food Webs Heredity & Adaptation Plants and animals have different structures that work together to respond to their environment. Changes in ecosystems affect the populations that they can support. Differences in inherited characteristics help offspring survive. KITS Environments Environments Environments 2-3 Life Cycles Changes in Ecosystems Variation of Inherited Characteristics Plants and animals have life cycles. Ecosystems include the living populations and non-living elements of a defined area. Plants and animals inherit characteristics from their parents. KITS New Plants / Insects New Plants / Insects New Plants / Insects K-1 Plant & Animal Parts Habitats Classifying Plants & Animals Plants and animals meet their needs in Habitats are places that meet the daily needs There are many different kinds of plants different ways. of plants and animals. and animals. KITS Animals 2x2 / New Plants Animals 2x2 / New Plants Animals 2x2 / New Plants Teaching Schedule Sample Investigation Part Organization 7 P a g e R e v i s e d 4 / 0 9

8 1 Brassica Seeds (week 1-5) 2 Grass and Grain Seeds (week 1-5) 3 Stems (week 6-8) 4 Bulbs (week 6-8) 1: Introducing and Recording -one session: discussing plants and setting up a calendar 2: Planting Brassica Seeds -one session: student plant seeds and set them up with the light box 3: Observing Brassica Growth -four/five sessions: students observe and record information on plant growth, pollinate, and harvest seeds 1:Lawns -one session +one more session 3 or 4 days later: students plant lawns and compare growth 2: Mowing the Lawn -one session + one more session 1 to 2 weeks later: students cut lawns and make observations 3: Wheat -one session + three more sessions over 2 to 3 weeks: Students plant wheat and make observations 1: Rooting Stem Cuttings -one session + 2 sessions over 3 weeks: students make new plants from stems and leaves and make observations over time 2: New Plants from Cuttings -one session: students select stems and plant in soil and observe 3: Spuds -one session + three more sessions over 3 weeks: students cut potatoes and plant them and make observations OPTIONAL: Locate Bulbs and Roots 1: Bulbs -one session + two sessions over 2 weeks: Students observe bulbs and plant them 2: Planting Roots -one session + two or three over 2 to 3 weeks: investigate roots Blend of whole group and group explorations Blend of whole group and group explorations Blend of whole group and group explorations Blend of whole group and group explorations 8 P a g e R e v i s e d 4 / 0 9

9 Sample: One week Schedule MONDAY TUESDAY WENDESDAY THURSDAY FRIDAY Part 1: Brassica Seeds Intro: Group Exploration 4 students per group Notebook: Wrap-up: Part 2: Planting Brassica Seeds Intro: Group Exploration 4 students per group Notebook: Wrap-up: Observations Observations Observations *Sessions typically based on 40 to 45 minutes of instruction and centers 9 P a g e R e v i s e d 4 / 0 9