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 the needs of a plant. Care for plants by providing for their needs. Observe and label the stages in the life cycle of a familiar plant. Given a set of pictures, sequence the life cycle of a plant. Essential questions What do plants need to grow? Science processes to be integrated Observe and record patterns of change that occur over time within living systems. Use scientific processes to conduct investigations, make and record observations, sequence events, and communicate results. Care for living organisms using ethical practices. How does a plant change over time? 33
Kindergarten Science, Quarter 4, Unit 4.1 Plants (10 days) Written Curriculum Grade-Span Expectations LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species). 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. 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. LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species). 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 3a observing and scientifically drawing (e.g. recording shapes, prominent features, relative proportions, organizes and differentiates significant parts observed) and labeling the stages in the life cycle of a familiar plant and animal. 3b sequencing the life cycle of a plant or animal when given a set of pictures. 34
Kindergarten Science, Quarter 4, Unit 4.1 Plants (10 days) Clarifying the Standards Prior Learning According to the Rhode Island Early Learning Standards, (http://www.ride.ri.gov/els/science.asp) Students who attended preschool may have had opportunities to collect, describe and learn to record information through discussion, drawings, and charts. They may have used tools and their senses to make observations, gather and record information, and make predictions about what plants need to survive. Current Learning In the prior unit of study, kindergarten students distinguished between living and nonliving things. During this unit, kindergarten students observe that plants need water, food, light, and air to grow; students use this knowledge as they care for plants by identifying and providing for their needs. They observe and label the stages in the life cycle of a familiar plant, (e.g., seed, seedling, plant, flowering plant); given a set of pictures, students sequence the life cycle of a plant. All concepts in this unit should be taught at the developmental level of instruction. In the classroom, students should be given opportunities to grow and care for a variety of plants (e.g., flowers, beans, radishes, corn), in order to observe that plants all have certain needs (water, light, air, and food) that must be met. Students explore the idea that plants are producers. In other words, plants are the only living organisms that make their own food, and they use air, light, and water to do so. Students also need the opportunity to grow a few plants from seeds in order to directly observe the life cycles of a small variety of plants. They will also need guidance when learning to draw and label the stages, in addition to sequencing the life cycle of a plant when given a set of pictures. Throughout this unit of study, class time should be allocated for students to share their observations in small group and whole group discussions. Future Learning In grade 1, students will distinguish between living and nonliving things. They will identify and sort based on similar or different external features, and will observe and record the external features that make up living things (plants). Students will observe that plants need water, air, food, and light to grow, and will care for plants by identifying and providing for their needs. They will experiment with a plants growth under different conditions, including light and no light. Students will observe and scientifically draw and label the life cycle of a familiar plant, and will sequence the life cycle of a plant when given a set of pictures. In addition, they will identify the specific functions of the physical structures of a plant. In grade 2, students engage in life science content with animals. Students will identify and sort based on similar or different external features, and will observe and record the external features that make up living things (animals). They will observe that animals need water, air, food, and shelter to grow, and care for animals by identifying and providing for their needs. Students will observe and scientifically draw and label the stages in the life cycle of a familiar animal, and will sequence the life cycle of an animal when given a set of pictures. They will also identify the specific functions of the physical structures of an animal. In grade 3, students will cite evidence to distinguish between living and nonliving things, and will observe that plants need water, air, food, light, and space to grow and reproduce. They will demonstrate an understanding of classification of organisms by identifying, sorting, and comparing organisms based 35
Kindergarten Science, Quarter 4, Unit 4.1 Plants (10 days) 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 or are not grouped together. Students will demonstrate an understanding of reproduction by observing changes and recording data to scientifically draw and label the stages in the life cycle of a familiar plant. They will sequence, then compare, the life cycles of one or more plants when given a set of pictures or data. In addition, students will identify and explain how the physical structure/characteristics of an organism allow it to survive and defend itself. Students will also analyze the structures needed for the survival of plant and animal populations in a particular habitat/environment. In grade 4, students engage in life science content with animals. Students will observe that animals need water, air, food, and shelter/space to grow and reproduce. They will demonstrate an understanding of classification of organisms by identifying, sorting, and comparing organisms 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 or are not grouped together. Students will demonstrate an understanding of reproduction by observing changes and recording data to scientifically draw and label the stages in the life cycle of a familiar animal. They will sequence, then compare, the life cycles of one or more animals, when given a set of pictures or data. Additional Findings During the elementary grades, children build understanding of life science 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 the 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. 127 128) Students must have the opportunity to observe a variety of plants in the classroom, on the school grounds, in the neighborhood, at home, in parks, streams, gardens, and at the zoo. But observing is not enough. Students should have reasons for their observations, which then prompt them to do something with the information that they collect. Often, the reason for the investigation is simply to answer the students own questions about how organisms live. Students should be encouraged to ask questions for which they can find answers by looking carefully at different plants and checking their observations and answers with one another. (Benchmarks for Science Literacy, p. 102) Emphasis should be placed on examining a variety of familiar plants and considering things and processes plants need to stay alive. (Benchmarks, p. 111) 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 don t 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 to be read to and by small children can tell about life on the farm what happens to food between the farm and the store. (Benchmarks, p. 184) 36
Kindergarten Science, Quarter 4, Unit 4.1 Plants (10 days) 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 or larvae to pupae to adult. Plants have life cycles that include germination, developing into adults, reproducing, and eventually dying. Furthermore, each plant has different structures that serve different functions in growth, survival, and reproduction. Organisms have basic needs as well. For example, plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. (NSES, pp. 128 129) 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 on form to another. (Benchmarks, p. 119) Students have a much narrower meaning of the word plant than that of a biologist. Some use generalized criteria, such as grows in the ground, has leaves, has roots, is green, to categorize all the instances of plants. In addition, a percentage of children from all age groups do not consider a tree to be a plant, although they say it was a plant when it was little. Over half do not consider a seed to be a plant. Despite science teaching, the ideas of many older students are as restricted as those of younger students. (Making Sense of Secondary Science, p. 23) Kelly s Kindergarten website: o www.kellyskindergarten.com/ Plants o seeds o grass seed o soil o clear plastic cups o Ziploc bags o pictures showing the life cycle of a plant Notes About Resources and Materials 37
Kindergarten Science, Quarter 4, Unit 4.1 Plants (10 days) 38
Kindergarten Science, Quarter 4, Unit 4.2 Animals Overview Number of instructional days: 10 (1 day = 20 30 minutes) Content to be learned Observe that animals need water, air, food, and shelter to grow. Care for animals by identifying and providing for their needs. Observe and label the stages in the life cycle of an animal. Using pictures, sequence the life cycle of an animal. Science processes to be integrated Observe and record patterns of change in living systems over time. Use scientific processes to conduct investigations, make and record observations, sequence events, and communicate results. Care for living organisms using ethical practices. Essential questions What do animals need to grow? How does an animal change over time? 39
Kindergarten Science, Quarter 4, Unit 4.2 Animals (10 days) Written Curriculum Grade-Span Expectations LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species). 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. 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. LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species). 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 3a observing and scientifically drawing (e.g. recording shapes, prominent features, relative proportions, organizes and differentiates significant parts observed) and labeling the stages in the life cycle of a familiar plant and animal. 3b sequencing the life cycle of a plant or animal when given a set of pictures. 40
Kindergarten Science, Quarter 4, Unit 4.2 Animals (10 days) Clarifying the Standards Prior Learning According to the Rhode Island Early Learning Standards, (http://www.ride.ri.gov/els/science.asp), students who attended preschool may have had opportunities to collect, describe, and learn to record information through discussion, drawings, and charts. They may have used tools and their senses to make observations, gather and record information, and make predictions about what animals need to survive. Current Learning In a prior unit of study, kindergarten students distinguished between living and nonliving things. Kindergarten students observe that animals need water, food, air, and shelter to grow, and they care for animals by identifying and providing for their needs. Students observe and label the stages in the life cycle of an animal, and sequence the life cycle of an animal when given a set of pictures. These concepts were addressed in the prior unit on plants. However, since kindergarteners need to develop a conceptual understanding of these same concepts with animals, all the concepts in this unit should be taught at the developmental level of instruction. During this unit of study, students should be given the opportunity to care for an animal, and teachers should take the time to guide students in ethical practices when working with living organisms. This includes identifying and providing for the needs of the living organism, as well as taking great care if students directly handle the organism. Students also need the opportunity to observe an organism as it moves through its life cycle. Caterpillars/butterflies, eggs/chicks, tadpoles/frogs, ladybug larvae/ladybugs, and mealworms/darkling beetles are some examples of organisms with life cycles that are easily observed. Throughout the unit, there should be time to engage in whole group and small group discussions in which students think about and discuss the patterns of change that are observed in the appearance of animals over time, and what they need in order to survive. Future Learning In grade 1, students engage in life science content with plants. Students will distinguish between living and nonliving things. They will identify and sort based on similar or different external features, and will observe and record the external features that make up living things (plants). Students will observe that plants need water, air, food, and light to grow, and will care for plants by identifying and providing for their needs. They will experiment with a plant s growth under different conditions, including light and no light. Students will observe and scientifically draw and label the life cycle of a familiar plant, and will sequence the life cycle of a plant when given a set of pictures. In addition, they will identify the specific functions of the physical structures of a plant. In grade 2, students will identify and sort animals based on similar or different external features, and will observe and record the external features that make up living things (animals). They will observe that animals need water, air, food, and shelter to grow, and care for animals by identifying and providing for their needs. Students will observe and scientifically draw and label the stages in the life cycle of a familiar animal, and will sequence the life cycle of an animal when given a set of pictures. They will also identify the specific functions of the physical structures of an animal. 41
Kindergarten Science, Quarter 4, Unit 4.2 Animals (10 days) In grade 3, students engage in life science content with plants. Students will cite evidence to distinguish between living and nonliving things, and will observe that plants need water, air, food, light, and space to grow and reproduce. They will demonstrate an understanding of classification of organisms by identifying, sorting, and comparing organisms 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 or are not grouped together. Students will demonstrate an understanding of reproduction by observing changes and recording data to scientifically draw and label the stages in the life cycle of a familiar plant. They will sequence, then compare, the life cycles of one or more plants when given a set of pictures or data. In addition, students will identify and explain how the physical structure/characteristics of an organism allow it to survive and defend itself, and will analyze the structures needed for the survival of plant and animal populations in a particular habitat/environment. In grade 4, students will observe that animals need water, air, food, and shelter/space to grow and reproduce. They will demonstrate an understanding of classification of organisms by identifying, sorting, and comparing organisms 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 or are not grouped together. Students will demonstrate an understanding of reproduction by observing changes and recording data to scientifically draw and label the stages in the life cycle of a familiar animal. They will sequence, then compare, the life cycles of one or more animals when given a set of pictures or data. Additional Findings Most children enter kindergarten with an interest in, and ability to, distinguish among common types of living things. For example, fish resemble other fish, frogs resemble other frogs, and fish and frogs are different. In the beginning, children can focus on any attribute size, color, limbs, fins, or wings but should be gradually guided to realize that, for purposes of understanding relatedness among organisms, some characteristics are more significant than others (Benchmarks for Science Literacy, p. 101). All students, especially those who have limited interaction with nature, must have the opportunity to observe a variety of animals in the classroom, on the school grounds, in the neighborhood, at home, in parks, streams, and gardens, and at the zoo. But observing is not enough. Students should have reasons for their observations, which then prompt them to do something with the information that they collect. Often, the reason for the investigation is simply to answer the students own questions about how organisms live or care for their young. Some students may enjoy displaying, with drawings, photographs, or even real specimens, all the living things they can find in their geographic area. The point is to encourage students to ask questions for which they can find answers by looking carefully (using hand lenses when needed) at animals and then checking their observations and answers with one another (Benchmarks, p. 102). Children s ideas about the characteristics of organisms develop from basic concepts of living and nonliving things. Piaget noted, for instance, that young children give anthropomorphic (human) characteristics to organisms. In lower elementary grades, many children associate life with objects that are active in any way. This view of life develops into one in which movement becomes 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 (NSES, p. 128). The anthropomorphism embedded in many children s books about animals can confuse some students. One suggestion is to ignore it. While some children s stories attribute false characteristics to animals, promoting student interest in reading at this level is more important than enforcing rigidly correct 42
Kindergarten Science, Quarter 4, Unit 4.2 Animals (10 days) impressions about animal behavior. Students can be guided toward making distinctions between fantasy and realism when appropriate (Benchmarks, p. 102). According to the National Science Education Standards, as students investigate the life cycles of organisms, teachers might observe that young children do not understand the continuity of life from, for example, larvae to pupae to adult. But teachers will notice that by second grade, most students know that children resemble their parents. Animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. Furthermore, each animal has different structures that serve different functions in growth, survival, and reproduction. Organisms have basic needs as well. For example, animals require air, water, and food. Organisms can survive only in environments in which their needs can be met (pp. 128 129). In addition, emphasis should be placed on examining a variety of familiar animals and considering what they need to stay alive (i.e., most living things need water, food, and air). Students should also investigate the habitats of many different kinds of animals, including insects, worms, and amphibians, and some of the ways in which animals depend on plants and each other (i.e., animals eat plants or other animals for food and may also use plants, or even other animals, for shelter and nesting) (Benchmarks, p. 111). Notes About Resources and Materials Kelly s Kindergarten website: o www.kellyskindergarten.com/ Animals o small animals (e.g., goldfish, worms, caterpillar/butterflies) o food for specific animal(s) to be used o shelter for specific animal(s) to be used o pictures showing life cycles of animals 43
Kindergarten Science, Quarter 4, Unit 4.2 Animals (10 days) 44