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 for plants to learn what they need to grow and develop. They observe the structures of plants and discover ways to propagate new plants from mature plants (from seeds, bulbs, roots, and stem cuttings). They observe and describe changes that occur as plants grow, and organize their observations on a calendar and in a notebook. They build a terrarium and provide for the needs of both plants and animals living together in a classroom habitat. They read about and view photographs and videos of plants and animals living in different habitats. FOSS EXPECTS STUDENTS TO Develop a curiosity and interest in plants as living things. Provide for the needs of growing plants and animals. Observe and describe the changes that occur as plants grow and develop. Become familiar with the structures and functions of flowering plants (root, stem, leaf). Discover various ways that new plants can develop from mature plants. Compare the basic needs of common plants and animals. Experience some of the diversity of forms in the plant and animal kingdoms and become aware of features that help plants and animals thrive in different habitats. Learn that some animals eat plants, and others use them for shelter and nesting. Compare structure and function of different animals teeth. Organize and communicate observations through drawing and writing. Acquire the vocabulary associated with the structures, needs, and habitats of plants and animals. Draw pictures that portray features of objects. Record observations and data with pictures, numbers, and words. OVERVIEW CONTENTS Content Goals 1 FOSS and National Standards 2 Plants and Animals Module Matrix 4 Science Background 6 FOSS Components 11 FOSS Teacher Guide Organization 13 FOSS Investigation Organization 14 Science for Young Children 16 Assessing Progress 22 FOSS for All Students 23 Safety in the Classroom 25 Connecting the Experience 26 Organizing the Classroom 28 Scheduling the Module 30 FOSS K 8 Scope and Sequence 32 MAGNETISM AND ELECTRICITY 1
OVERVIEW FOSS AND NATIONAL STANDARDS The Plants and Animals Module emphasizes the development of observation and description skills and building explanations based on experience. This module supports the following National Science Education Standards.* SCIENCE AS INQUIRY Develop students abilities to do scientific inquiry. Ask and answer questions. Plan and conduct simple investigations. Employ tools and techniques to gather data. Use data to construct reasonable explanations. Communicate investigations and explanations. Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge. CONTENT: LIFE SCIENCE Develop students understanding of the characteristics of organisms. Organisms have basic needs. For example, animals need air, water, and food; plants require water, nutrients, light, and air. The world has many different environments, and distinct environments support the life of different types of plants. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. Develop students understanding of the life cycle of organisms. Plants have life cycles that may include sprouting; growing leaves, flowers, and seeds; and eventually dying. New plants from the same seeds, stems, or bulbs closely resemble their parents. *National Science Education Standards (Washington DC: National Academy Press, 1996). 2 FULL EARTH OPTION MATERIALS SCIENCE SYSTEM
Develop students understanding of organisms and their environments. All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat plants. All organisms cause changes in the environment where they live. The availability of nutrients, light, and water influences the growth of plants. SCIENCE AND TECHNOLOGY Develop students understanding about science and technology. Scientists work collaboratively in teams and use tools and scientific techniques to make better observations. MAGNETISM AND ELECTRICITY 3
MODULE MATRIX SYNOPSIS CONCEPTS THINKING PROCESSES 1. GRASS AND GRAIN SEEDS Students plant miniature lawns with rye grass and alfalfa. They mow the lawns and observe the response of grass and alfalfa to cutting. They plant individual wheat seeds in clear straws and observe how seeds germinate and grow. They read about and view a video on how plants grow. 2. STEMS Students make new plants from stems of houseplants. They put sections of stems into water and look for evidence that a new plant is forming. Stem pieces that develop roots are planted to make new plants. Students plant pieces of potatoes (modified stems) and observe them grow. They learn about how plants make food. Students read about seed dispersal. Seeds are alive. Seeds need water and light to grow into new plants. Some plants die and some plants continue to grow after they are mowed. Plants have different structures that function in growth and survival. Wheat and other cereals that we eat come from seeds called grains. New plants can grow from stems of mature plants. Plants need water and light to grow. Leaves, twigs, and roots develop on stems at the nodes. Potatoes are underground stems. Seeds have structures to help them travel to new locations to grow. Plants make their own food, using sunlight. Observe plant development. observations in words and drawings. different kinds of plants. wheat shoots and roots using a bar graph. Organize representations of lawns to show the sequence of events during growth and mowing. Observe the development of roots on stems. observations in words and drawings. cuttings from different plants. Identify evidence that a cutting will develop into a new plant. 3. TERRARIUMS Students set up terrariums using seeds and plants from Investigations 1 and 2. They add local animals such as snails, isopods, and worms and provide for the needs of the plants and animals. They learn about other animals and plants through readings and multimedia. 4. BULBS AND ROOTS Students plant onion bulbs or garlic cloves in moist cotton and observe as they develop into new plants. They plant parts of roots carrots and radishes to discover which parts will develop into new plants. Through a reading, they learn about the shape and functions of different kinds of teeth, and use their own teeth to eat a carrot. 4 A terrarium is a place where plants and animals live in soil. A habitat is a place where plants and animals live. There are many different kinds of habitats. Plants and animals have structures and animals have behaviors that help them live in their habitat. Changes in a terrarium happen over time and can be recorded. Bulbs are alive. Bulbs need water to start growing. Parts of roots will grow into new plants. Other parts will not. Animals eat plants. Animal teeth come in different shapes and sizes and are used to capture and eat different kinds of food. Observe plant development and animal behavior in a habitat. observations in words and drawings. different kinds of plants and behaviors of animals when living together in a habitat. Organize and compare maps of a terrarium to show the sequence of Observe the growth of roots and bulbs. observations in words and drawings. different parts of plants. Compare the shape and size of animal teeth to the food they eat. Observe and compare human teeth. FULL OPTION SCIENCE SYSTEM
LANGUAGE DEVELOPMENT EXTENSIONS ASSESSMENT Animals, What Do Plants Need? and The Story of Wheat Science Notebook: Students draw and write about seed and plant growth. They draw and label using numbers and words. Language: Write directions for growing plants. Math: Problem A: Sort seeds by their properties. Problem B: Explore symmetry of leaves and flowers. Home/School: Look for examples of grains at home and explore their uses. Preassessment (optional) Observes that some plants grow back if they are cut. Sequences drawings of observations. Compares leaves and roots and explains why they grow in predictable directions. Animals, How Seeds Travel Science Notebook: Students draw changes in the stem cuttings and caption their drawings. They write about how seeds travel. Math: Problem A: How many new potatoes did Jia grow? Problem B: How many new plants did your class grow? How much did your class make if you sold each plant for a quarter? Home/School: Look for examples of edible stems at the grocery store. Makes accurate observations and describes them in drawings and with words. Compares the structures of potato plants to other plants they have grown. Animals, What Do Animals Need? and Plants and Animals around the World Science Notebook: Students draw a map showing the locations of plants in their terrarium. They record Animals, Animal Teeth Science Notebook: Students draw and label their growing bulb. Language: Write what life is like in the terrarium if you were a plant or worm. Make a poster about your terrarium and tell others about it. Math: Problem A: How many plants did Amelio have in his terrarium? Problem B: What are different ways 20 worms can be sorted into 4 terrariums? Home/School: Make a plastic-bottle terrarium to grow plants at home. Language: Illustrate homonyms such as eyes on potatoes and eyes on your head. Math: Problem A: How many bulbs did Jeremy have blooming in the spring? Problem B: How many garlic bulbs will Letitia be able to plant next year? Home/School: Listen to the beginning of a story and write an ending. Builds a terrarium and knows what plants and animals need to live in it. Maps locations of seeds and plants in the terrarium and records Matches plants and animals to their habitat, based on their structures and behaviors. Accurately records observations. Demonstrates a basic understanding of the needs of plants and can name structures and functions. End-of-Module Assessment 5