Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15 Organization and Development of Living Organisms Enviroscape... 17 Plant Parts...23 Getting to the Root of It...25 Down Under...27 Roots Required...33 Stems...43 Stem Stumpers...45 Leaves Make Food... 51 Looking at Leaves...53 Flowers...63 Flower Power...65 A Plant Begins...77 Seeds and Spores...83 Spores: A Special Seed...85 Flowers, Cones, and Spores...89 Will It Sprout?...105...113 I Seek the Light...119 Root Rotations...125 Interdependence Migrations and Destinations... 229 Migration...241 Hibernation... 243 Dormancy Details... 245 Seasonal Changes... 247 Seasonal Studies... 255 Formative Assessment Questions...261 Assessment... 262 Meter Tape... 266 Family Letter... 267 Materials List... 268 The AIMS Program... 269 Model of Learning... 270 Chinese Proverb... 272 Diversity and Evolution of Living Organisms Carl Linnaeus: Organizer of Living Things...131 Vertebrates and Invertebrates...133 Bare Bones...135 Boning Up on Structure...141 Analyzing Arthropods...147 It s in the Cards...159 All Sorts of Animals...173 Making Sense of Mammals...183 Exceptions to the Rules...187 Wings n Things...189 Fish and Their Fins...195 Animal Egg-sperts...205 Animal Antics...217 Core Curriculum/Florida 3 2010 AIMS Education Foundation
Activity Organization and Development of Living Organisms Enviroscape Plant Parts Getting to the Root of It Down Under Roots Required Stems Stem Stumpers Leaves Make Food Looking at Leaves Flowers Flower Power A Plant Begins Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores Will It Sprout? I Seek the Light Root Rotations Diversity and Evolution of Living Organisms Carl Linnaeus: Organizer of Living Things Vertebrates and Invertebrates Bare Bones Boning Up on Structure Analyzing Arthropods It s in the Cards All Sorts of Animals Making Sense of Mammals Exceptions to the Rules Wings n Things Fish and Their Fins Animal Egg-sperts Animal Antics NGSSS L.14.1, N.1.1, N.1.2, N.1.3 L.14.1 L.14.1 L.14.1, N.1.3 L.14.1, N.1.1, N.1.3 L.14.1 L.14.1, N.1.1, N.1.3, N.1.6 L.14.1, L.17.2 L.14.1, L.17.2, N.1.3 L.14.1 L.14.1, L.15.2, N.1.3 L.14.1, N.1.3 L.14.1, L.15.2 L.14.1, L.15.2 L.14.1, L.15.2 L.14.2, N.1.1, N.1.3 L.14.2, L.17.2, N.1.1, N.1.2, N.1.4, N.1.5, N.1.6 L.14.2, N.1.1, N.1.3 L.14.2, N.1.1, N.1.3, N.1.6, N.3.2, N.3.3, N.1.3, N.3.2, N.3.2, N.3.3, N.1.3 Core Curriculum/Florida 5 2010 AIMS Education Foundation
Interdependence Migrations and Destinations Migration Hibernation Dormancy Details Seasonal Changes Seasonal Studies L.17.1 L.17.1 L.17.1 L.17.1 L.17.1 L.17.1, N.1.1, N.1.3 Core Curriculum/Florida 6 2010 AIMS Education Foundation
Florida Third Grade Next Generation Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.3.N.1.1 SC.3.N.1.2 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. Enviroscape Roots Required Stem Stumpers Will It Sprout? I Seek the Light Root Rotations Seasonal Studies Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. Enviroscape SC.3.N.1.3 SC.3.N.1.4 SC.3.N.1.5 SC.3.N.1.6 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. Enviroscape Down Under Roots Required Stem Stumpers Looking at Leaves Flower Power A Plant Begins Will It Sprout? I Seek the Light Root Rotations All Sorts of Animals Animal Antics Seasonal Studies Recognize the importance of communication among scientists. Recognize that scientists question, discuss, and check each others evidence and explanations. Infer based on observation. Stem Stumpers Root Rotations BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; theory, law, hypothesis, and model have very specific meanings and functions within science. SC.3.N.3.2 SC.3.N.3.3 Recognize that scientists use models to help understand and explain how things work. Boning Up on Structure Wings n Things Fish and Their Fins Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. Boning Up on Structure Fish and Their Fins Core Curriculum/Florida 7 2010 AIMS Education Foundation
Life Science BIG IDEA 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. SC.3.L.14.1 SC.3.L.14.2 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. Enviroscape Plant Parts Getting to the Root of It Down Under Roots Required Stems Stem Stumpers Leaves Make Food Looking at Leaves Flowers Flower Power A Plant Begins Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity. Will It Sprout? I Seek the Light Root Rotations SC.3. SC.3.L.15.2 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. Carl Linnaeus: Organizer of Living Things Vertebrates and Invertebrates Bare Bones Boning Up on Structure Analyzing Arthropods It s in the Cards All Sorts of Animals Making Sense of Mammals Exceptions to the Rules Wings n Things Fish and Their Fins Animal Egg-sperts Animal Antics Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. Flower Power Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores BIG IDEA 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. BIG IDEA 15: Diversity and Evolution of Living Organisms A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival. B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing. SC.3.L.17.1 SC.3.L.17.2 Describe how animals and plants respond to changing seasons. Migrations and Destinations Migration Hibernation Dormancy Details Seasonal Changes Seasonal Studies Recognize that plants use energy from the Sun, air, and water to make their own food. Leaves Make Food Looking at Leaves Core Curriculum/Florida 8 2010 AIMS Education Foundation
Topic Roots Key Question What are the functions of plant roots? Learning Goals Students will: explore the different kinds of roots that plants have, and perform an experiment to determine the functions of plant roots. Guiding Document NRC Standards Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. Ask a question about objects, organisms, and events in the environment. Use data to construct a reasonable explanation. Science Life science plants roots Integrated Processes Observing Collecting and recording data Interpreting Analyzing Materials Root samples (see Management 1) Live potted flowers (see Management 2) Colored pencils Scissors Student page Recording journals Background Information Roots are critical to the survival of plants. They anchor plants in the ground and absorb water and nutrients from the soil. There are two different kinds of roots fibrous roots and taproots. Fibrous roots are all about the same size. There are many small, thin roots that often spread over a wide area. Grasses, corn, and many weeds have fibrous root systems. Plants with taproots have one main root that is larger than the rest and goes straight down into the ground. It may have smaller roots coming off it, but one is central. Dandelions, carrots, and many trees have taproots. In plants such as carrots, the root actually serves as the food storage location for the plant. Management 1. Collect samples of plants with different kinds of roots. Have at least two samples of each kind of root system (fibrous and taproot). If possible, bring a carrot with the green plant still attached to the top. Pull several different kinds of weeds and try to keep the entire root system intact. Rinse the plants to remove as much of the dirt as possible so that the roots can be clearly observed. 2. Buy two identical pots of whatever flowers are in season. Be sure to pick plants that are roughly the same size. 3. To make recording journals, copy the pages, cut them in half, stack them in order, and staple along the left edge. Each student needs his or her own journal. 4. This activity is divided into two parts. Part Two requires students to observe plants over several days, so you may wish to begin Part Two on a Monday. Procedure Part One: Kinds of root systems 1. Ask students to share what they know about the purpose of roots and the different kinds of root systems that plants have. Record their responses on the board. 2. Show students two of the sample plants, one with a fibrous root system and one with a taproot. Ask them to identify the similarities and differences between the two kinds of roots. Core Curriculum/Florida 33 2010 AIMS Education Foundation
3. Distribute the student page and colored pencils and set the plant samples on a table where all can observe them. If you have enough samples on hand, give one of each kind to small groups of students. 4. Allow students time to illustrate and describe the two kinds of root systems. Part Two: Purpose of roots 1. Show students the two identical plants. Ask what they think would happen if one plant did not have its roots. Have them share their responses. 2. Distribute a recording journal to each student. Have students answer the questions on the first page, referring to the information recorded on the board if necessary. 3. Pull one of the plants partially out of the pot. Using scissors, cut it from its roots just below the surface of the soil. Place it back in the pot (it s okay if it falls over). Tell students that they will be watching these two plants over several days to see what happens to a plant without roots. 4. Put both plants in a sunny location and make sure that they are both watered whenever the soil gets dry. Point out that the needs of the plants are being met they have light, water, air, and space. 5. Have students record their observations in their journals every day (or every other day if the change is slow). 6. Discuss what happened to the two plants and why one of the plants died. Connecting Learning Part One 1. What kinds of roots can plants have? [fibrous roots, taproots] 2. What do fibrous roots look like? taproots? 3. How are these roots alike? How are they different? 4. What kinds of plants have fibrous roots? [grasses, corn, many weeds, etc.] 5. What kinds of plants have taproots? [trees, carrots, dandelions, etc.] 6. Do you think one kind of root is better than another? Why do you think that? Part Two 1. Why do plants need roots? 2. What did you predict would happen to a plant that did not have its roots? 3. What actually happened? Did this surprise you? Why or why not? 4. What things do plants need to survive? [sunlight, air, water, space] 5. Were we giving both plants the things they needed? [Yes.] 6. Why did one plant die and the other one survive? [The plant without roots was not able to get the water and nutrients it needed from the soil.] 7. What are you wondering now? Core Curriculum/Florida 34 2010 AIMS Education Foundation
Key Question What are the functions of plant roots? Learning Goals Students will: explore the different kinds of roots that plants have, and perform an experiment to determine the functions of plant roots. Core Curriculum/Florida 35 2010 AIMS Education Foundation
Do all plants have the same kind of roots? 1. Illustrate a fibrous root system in the box. 2. Describe this root system. 3. What kinds of plants have fibrous roots? 4. Illustrate a taproot in the box. 5. Describe a taproot. 6. What kinds of plants have taproots? 7. How are taproots and fibrous roots alike? How are they different? Use the back of the paper for your answer. Core Curriculum/Florida 36 2010 AIMS Education Foundation
1. Describe the purpose of roots. 2. Do you think a plant could survive without its roots? Why or why not? 3. Describe what you think will happen to a plant that has its roots cut off. 1 Draw each plant. Describe the plants. How do they look? 2 Core Curriculum/Florida 37 2010 AIMS Education Foundation
Draw each plant. Describe how each plant looks. How have they changed since your last observation? 3 Draw each plant. Describe how each plant looks. How have they changed since your last observation? 4 Core Curriculum/Florida 38 2010 AIMS Education Foundation
Draw each plant. Describe how each plant looks. How have they changed since your last observation? 5 1. What happened to the plant that had its roots cut? Is this what you predicted? Why or why not? 2. How long did it take to notice a change between the plants? Did this surprise you? Why or why not? 3. What does this experiment tell you about the need for roots? 6 Core Curriculum/Florida 39 2010 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING LEARNING LEARNING Part One 1. What kinds of roots can plants have? 2. What do fibrous roots look like? taproots? 3. How are these roots alike? How are they different? 4. What kinds of plants have fibrous roots? 5. What kinds of plants have taproots? 6. Do you think one kind of root is better than another? Why do you think that? Core Curriculum/Florida 40 2010 AIMS Education Foundation
CONNECTING CONNECTING Connecting Learning LEARNING LEARNING Part Two 1. Why do plants need roots? 2. What did you predict would happen to a plant that did not have its roots? 3. What actually happened? Did this surprise you? Why or why not? 4. What things do plants need to survive? 5. Were we giving both plants the things they needed? 6. Why did one plant die and the other one survive? 7. What are you wondering now? Core Curriculum/Florida 41 2010 AIMS Education Foundation