Plants and Animals - learning-in-action.williams.edu · This unit was developed with National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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PlantsandAnimals

LifeScience/Grade1

Inthisunit,studentswilldevelopanunderstandingofhowplantsandanimalsusetheirexternalpartstohelpthemsurvive,grow,andmeettheirneeds.Studentswilllearnhowbehaviorsofparentsandoffspringhelptheoffspringsurvive.(AdaptedfromNGSS)

Authors:JoyDeMayo,SecondGradeTeacher,ColegroveParkElementarySchoolLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsGraceSullivan,EnglishMajor,Women’s,Gender,andSexualityStudiesMajor,WilliamsCollegeJessicaWojcik,InterdisciplinaryStudiesMajor,EducationMajor,SocialWorkMinor,MassachusettsCollegeofLiberalArts


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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591andmaybedownloadedeathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn).


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TableofContents

UnitPlanLesson1:SwallowsintheBirdhouse(Literacy)Lesson2:AnimalMovesLesson3:AnimalClassesLesson4:AnimalNeedsLesson5:TillenaLou’sDayintheSun(Literacy)Lesson6:AnimalSurvivalLesson7:CaringforYourOffspringLesson8:PlantLifeCyclesLesson9:PlantNeedsLesson10:TopsandBottoms(Literacy)Lesson11:ComparingPlantsLesson12:PlantSurvivalLesson13:SpreadingSeedsLesson14:PlantsandAnimalsLookLikeTheirParentsListofUnitResources


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UNITPLAN

Stage1DesiredResults1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.

1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]

MeaningUNDERSTANDINGS UStudentswillunderstandthat…

● Allorganismshavebodyparts.Animalsusetheirbodypartsindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,aswellas,find,andtakeinfood,waterandair.Plantsalsohavedifferentparts(roots,stems,leaves,flowers,fruits)thathelpthemsurviveandgrow.

● Inmanykindsofanimals,parentsandtheoffspringthemselvesengageinbehaviorsthathelptheoffspringtosurvive.

● Individualsofthesamekindofplantoranimalarerecognizableassimilarbutcanalsovaryinmanyways.

ESSENTIALQUESTIONS Q1. Howandwhydoanimalsmove?2. Whydoplantshavedifferentparts?3.Whatdoanimalsneedtosurvive?Whatdoplantsneedtosurvive?


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1-LS3-1. Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]

ELA/Literacy–

RI.1.1Askandanswerquestionsaboutkeydetailsinatext.

RI.1.2Identifythemaintopicandretellkeydetailsofatext.

W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.

StudentLearningTargetsBytheendofthisunit,studentswillbeableto...● Identifywaysanimalsprotectthemselves.● Discusshowanimalparentsprotecttheiryoung.● Describethewaysinwhichdifferentanimalsmove.● Describethebodypartsthatanimalshaveandhowtheyusethemtomove.● Identifyanimalsandtheclassthatitbelongsto.● Identifythefourbasicneedsofananimal-air,food,water,andshelter.● Recognizeanimalsandplantsneedfoodandwatertosurvive.● Identifywaysinwhichanimalsusetheirbodiestoprotectthemselves.● Identifywaysinwhichanimalsbehaveoracttoprotectthemselves.● Identifywaysinwhichanimalparentscarefortheiroffspringsothattheoffspringcansurvive.

● Describethelifecycleofaplantandidentifythedifferentpartsofaplant.● Identifythatplantsneedwater,air,andsunlighttosurvive.● Identifythatplantsmaketheirownfood.● Labelthepartsofaplant(stem,roots,leaves,flower/fruit).● Compareandcontrasttwoplants.● Identifythatfruitshaveseedsbutvegetablesdonothaveseeds.● Identifythatplantsofthesametypecanhavevariations.(Forexample:applescomeindifferentcolors.)

● Identifywaysinwhichplantsdefendthemselves.● Explainhowandwhyplantsspreadtheirseeds.● Identifysimilaritiesanddifferencesamonganimalsandplantsofthesamekind.


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Stage2–EvidenceEvaluativeCriteria AssessmentEvidence

● Sciencejournal● Classdiscussions● Grouppresentations● Individualprojects/activities

UnitAssessment–CEPA● Independentsciencejournalentriesfromeachlesson● Classdiscussions● Presentations(bothindividualandgroup)● Individualactivitiessuchas,theanimalclassessortingactivity,theThingsMyPetNeeds

bookletproject,thecamouflagedesignproject,thehowtoplantaseedguideproject,thetopandbottomplantactivity,thedrawingandlabelingaplantactivities,thesuperseedproject,andtheanimalmatchingworksheet.

Stage3–LearningPlanWordwall:Asstudentslearnnewwordsforeachlessonawordwallwillbecreated,thiswillbeapieceoflargechartpaper.Everytimealessonhasnewvocabularywordsthosewordsshouldbeaddedtothewordwall.Thiswordwallshouldbehungupintheclassroomsostudentsmayreferbacktoit,itwillalsobereferencedintheverylastlessonoftheunit.ClassroomteachersareencouragedtotryoutnewwordwalldesignsandactivitiesrelatedtotheAcademicLanguageProfessionalDevelopment.Lesson1:SwallowsintheBirdhouse(LiteratureLesson:taughtbytheclassroomteacher)Studentslistentothestoryaboutafamilywatchingtwobirdsmakeahomeandraiseafamilyinabirdhouseintheiryard.Studentswilldrawabirdhouseattheendofthestory.Teacherswillthenpresenttheclasswithabirdhouseforstudentstoobserve.Lesson2:AnimalMovesStudentswillwatchavideoandcompleteaworksheetabouthowanimalsmove.Theywillalsoimitateanimalsbycopyingthewayaparticularanimalmoves.


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Lesson3:AnimalClassesStudentswilllearnaboutthesixanimalclasses.First,thesciencefellowwillreviewaPowerPointandplayagamewiththeclass.Studentswillbepairedupandorganizeaworksheetofanimalsintothesixclasses.Lesson4:AnimalNeedsStudentslearnthatanimalsneedfourbasicthingstosurvive.Theywillexplorethisideathroughconversation,asentencepuzzle,andbymakingabookletofneeds.Lesson5:TillenaLou’sDayintheSun(LiteratureLesson:taughtbytheclassroomteacher)Theclassroomteacherwillreadastory(TillenaLou’sDayIntheSunbyBarbaraTharp)thatemphasizesessentialsforlivingthings,studentswillbeillustratingthethreeessentialsthingsinaposterthatcanthenbecollated.Lesson6:AnimalSurvivalStudentslearnaboutthethreewaysthatanimalsprotectthemselvesinordertosurvive,eitherbybuildingshelters,makingsounds,orusingdefensestrategies.Lesson7:CaringforYourOffspringStudentslearnhowdifferentanimalmotherscarefortheiroffspring;theywillbereviewinginformationandpicturesviapowerpoint.Afterwards,theywillbreakintogroupsandcreateaskitforhowtheywouldtakecareofacertainanimalbabythatisassignedtothem.Lesson8:PlantLifeCyclesStudentsreviewthelifecycleandpartsofaplantthroughaflowchartandsong.Theywillthenseeexamplesofscientificdiagramsandcreatetheirowndiagramstoexplainthelifecycleofanappletree.


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Lesson9:PlantNeedsTheclasswillcollaboratetocreatea“HowToPlantASeed”guidethatincludesallthethingsplantsneedtomaketheirownfood.Theywillgettotesttheirplanbyplantingtheirownseeds.Lesson10:Tops&Bottoms(LiteratureLesson:taughtbytheclassroomteacher)ReadTopsandBottomsbyJanetStevens.Thistrickstertalefeaturesthe“tops”(tomatoes,corn)and“bottoms”(roots-carrots,potatoes)ofplants.Readthestoryanddiscussthetypesofplants.Studentscanmakeaclassmuralofagardenaddingeitheratoporbottomplant.Lesson11:ComparingPlantsStudentsexplorethedifferencesandsimilaritiesbetweenfruitsandvegetablesthroughaseriesofcategorizationactivities.Inthebeginningofthelessontheywillusebackgroundknowledgetosortpicturesoffruitsandvegetables,studentswillhaveachancetoexplorevariationsinplantsofthesamespeciesbytastetestingyellow,green,andredapples.Lesson12:PlantSurvivalStudentswilllearnabouthowanimalsandplantsprotectthemselvesfrompredatorsandthingsthatwanttoeatthem.Thelessonbeginswithapuppetshowaboutafamiliar,hardyplant(dandelions)followedbyaclassdiscussionandapuzzlegame.Finally,theclasswillplaycharadesandthinkabouthowtheywoulddefendthemselvesiftheywereplants.Lesson13:SpreadingSeedTheconceptofseeddispersalwillbeintroducedwithEricCarle’s“TheTinySeed.”Avideowillexplainthepurposeandtypesofseeddispersal.Afterward,studentswillemploytheirowncreativitytodesignaSuperSeed.Lesson14:PlantsandAnimalsLookLikeTheirParentsStudentswillbelearningwhyplantsandanimalslookliketheirparents,andwillalsobecompletinganimalmatchingworksheets.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


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TieredVocabularyList

Tier1 Tier2 Tier3

birdhousemoveswimfoodairpet

comfortableparentbabyharvestfruit

vegetablepoisonousparent

materialspredictleap

describeclass

characteristicsneed

imaginaryessentialcamouflageprotectionnonfictiondiagramtrunkcyclecleverprofit

dispersalstrategysimilardifferent

migrationbroodpredatorsessilemammalreptile

amphibiansurvivenectaroffspringnutrientsresourcessurvivaldefenseoffspring


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Lesson1:SwallowsintheBirdhouseThislessonshouldbetaughtbytheclassroomteacherbeforethesciencefellowsbegin

BACKGROUND

OverviewoftheLesson Inthislesson,studentswilllistentoastoryaboutSwallowsandhowparentSwallowsbehave.Studentswillputupabirdhouseinawindowintheirclassroomtoobserve.Studentswillthenillustratewhattheinsideofthebirdhousecouldlooklike.Theclassroomteachershouldbeginthewordwallvocabularychart.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(atthediscretionofthesciencefellowsandclassroomteacher).FocusStandard(s)1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.[ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]


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RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2Identifythemaintopicandretellkeydetailsofatext.W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.

LearningTargetsIcanidentifywaysanimalsprotectthemselvesIcandiscusshowanimalparentsprotecttheiryoungIcanillustratenestingmaterialsneededforabird

Assessments● Studentswillmakeanillustrationoftheinsideofabirdhousewithappropriateobjectsandnestingmaterial,birdhouse

picturesshouldincludeappropriatenestingitems(string,grass,leaves,yarn).● Inclassdiscussions,verbalizehowanimalparentsprotecttheiryoung.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary

Tier1:birdhouseTier2:material,predictTier3:migration,brood,predator


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RESOURCESANDMATERIALSQuantity Item Source

1 SwallowsintheBirdhousebyStephenRSwinburne Bin1 MySpyBirdhouse/Nestingboxwithsuctioncupsthatattachto

awindowBin

Classset Largedrawingpaper ClassroomTeacherClassset Crayons ClassroomTeacher1

CompendiumofAcademicLanguageTechniques UpdatedregularlyontheNAPSWebsite

4containersperclass Frosting Bin3bagsperclass Birdseed Bin110”pieceperstudent Stringorribbon Bin1 Box ClassroomTeacher Newspaper ClassroomTeacherClassSet Pinecones Bin/ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSWordWall

Beforebeginningthislesson,theclassroomteachershouldbeginthewordwall,everynewvocabularywordshouldbewrittenonthewordwall.Thewordwallshouldbehungupintheclassroomsostudentsmayseethewordsandreference


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thematanytimeduringthisunit,newvocabularywordsshouldbeaddedbeforeeachlessonistaught.Itistheclassroomteacher’sresponsibilitytopre-teachthevocabularywordsforthenextlessonbeforethesciencefellowcomesin.

LessonOpening/ActivatorIntroducethefollowingwordstotheclass

a. migration-theprocessoractofmovingtoanewlocationb. brood-tosituponeggstobehatched(referstoabird)c. predator–ananimalthathuntsasmallerorweakeranimal

Thesewordscaneitherbeplacedonthewordwall,orthestudentscanbegincomposingaglossaryintheirsciencejournals.Thisdecisioncanbemadeatthediscretionoftheclassroomteacherandsciencefellowsinordertoadequatelymeettheneedsofeachindividualclassroom.Ifthesciencejournaloptionischosen,thiscanbeincludedintheassessmentofstudentcomprehensionforthislesson.ThesewordsshouldberevisitedthroughouttheweekbytheclassroomteacherandalsothroughouttheentirePlantsandAnimalsunit.Thiscouldbedoneby:keepingthewordwallupuntiltheendoftheunit,incorporatingthetermsintoELAlessons,and/orrevisitingoldertermsonthewordwalltoseehowtheyrelatetotermsthatarebeingadded.

DuringtheLesson1. Showtheclassthecoverofthebookandaskstudentswhattheynotice.Askstudentstopredictwhatmayhappenin

thebook?Theteachershouldreadthebook,stoppingandaskingquestionsabouttheeventsinthestory.Makesuretopointoutnewvocabularywordsthatareinthestory.

2. Afterthestory,discussthatthefemaleandmalebothtookcareoftheirbaby,askiftheycanthinkofsomeofthejobsthefemaledidandthemaledid.Weresomethesame?Weretheydifferent?Reviewthebehaviorsofthemale&female:


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a. female—buildsnest,warmseggs,feedsyoung,teacheshowtocatchbugsb. male—protectsthenest,announces“familyiscoming”,feedsyoung,teacheshowtocatchbugs

3. Askstudentsifthishappensintheirhome.Dodifferentfamilymembershavedifferentresponsibilitiesorjobs?Dothey

worktogether?

4. TheteacherwillthenshowstudentstheMySpyBirdhouseandtogethertheywillhangitonaclassroomwindow.Studentsthencandrawapictureoftheinsideofabirdhouseastheyseeit,andalsoapredictivesketchofwhatthebirdhousewilllooklikeoncebirdsmovein.Studentscanrevisitthisdrawingthroughouttheunit/latertocomparewiththeirtimelyobservations.Iflimitedonspace,sharewiththeotherfirstgradeclass.

5. Throughouttheunitthestudentscanobservethebirdhouseandasksomepromptingquestions:

● Havetherebeenanychangesinthebirdhousesinceputtingitup/yesterday/lastweek/?● Whatchangesdoyousee?● Isthisshelterinagoodspotforthebirds?Why?● Whatdoyouthinkthisshelterlookslikeatnight?

Writedownobservationsinsciencejournal,andsketchwhatbirdhousewouldlooklikeonceabirdmovesin.Cansketchspecificcomponents/elementsthatabirdwouldbringinwithit(i.e.nestingmaterials).AnotheroptionifthebirdhouseactivitydoesnotmatchthecomfortleveloftheclassroomistodisplaytheEagleCam(http://www.dceaglecam.org/)andhavestudentsobserveaeagleanditsnestthesamewaytheywouldtheirlocalbirds.*Ifbirdhouseactivityisunsuccessfulandbirdsdonotsettle,emphasizepredictiveelements/hypotheticalconnections-askstudentswhattheywouldexpecttoseeetc.


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Thisisapossiblebreakpointsothatthelessoncanbecompletedovertwoclassperiodsasopposedtoasingleclassperiod.

ActivityExplainthatanimalsneedfoodtosurvive,peoplecanhelpanimalsgetfood;onewayistomakebirdfeeders.Todaywearegoingtomakepineconebirdfeedersforthebirdsthatlivearoundourschooloraroundyourhome.*Note-thisactivityisweatherdependent,optimalseasonaltimeisfallorspring

a. Havestudentsgooutsidetocollectpineconesthataremediumtolargesize.Iftherearenotmanyaroundtheschool,theclassroomteacherorsciencefellowmayneedtocollectsomeinadvance.Eachstudentwillneedhisorherownpinecone.

b. Thesciencefellowshouldgiveeverystudentapre-cutpieceofstringtotiearoundtheirpineconesotheycanhangitup.Theclassroomteacherandsciencefellowmayneedtohelpstudentstiethestring.Nextstudentswillneedtocovertheoutsideoftheirpineconeinfrosting.

c. Lastlyhavestudentscoverthepineconesinbirdseed.Findamediumsizeboxandcoverthebottomwithpaperornewspaperandpourthebirdseedintothebottomofthebox.Havestudentscomeupafewatatimetorolltheirpineconesinthebirdseed.

d. Takeafieldtripoutsidetohangthebirdfeedersaroundtheschoolintrees,ifthisisnotpossiblehavethestudentsputtheirpineconesinaplasticbagandletthemtaketheirbirdfeedershome.

e. Afterafewdaysaskstudents:Areyourbirdfeedersstillcoveredwithseeds?Whathaveyouobserved?Whathasorhasnotchangedaboutyourbirdfeeders?Canyoumakeanyfuturepredictionsconcerningyourbirdfeeders?Havestudentswriteafewsentencesabouttheirobservationsinsciencejournals,andsketchbirdfeederdiagram(optional:withlabels)overthefewdaysspansotheycancomparebeforeandafter.[SP6:constructingexplanationsanddesigningsolutions]


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Assessments● Studentswillmakeanillustrationoftheinsideofabirdhousewithappropriateobjectsandnestingmaterial,birdhouse

picturesshouldincludeappropriatenestingitems(string,grass,leaves,yarn).● Inclassdiscussions,verbalizehowanimalparentsprotecttheiryoung.

Extension

• ReadBlueBirdintheGardentoclass.• Haveadiscussiononrecycledbirdhouses,suchashollowedoutgourdsorothermaterialsthatmayberecyclable(ex.

Milkcartons).-Havethekidsbrainstormthingstheymaybeabletouseintheirhouseortheclassroomthatwouldactasrecycledbirdhouses.


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Lesson2:AnimalMoves

BACKGROUND

OverviewoftheLessonInthislesson,studentswilllearnabouthowanimalsmove.Studentswillbewatchingavideoofanimalsmovingandwillcompleteanobservationworksheettogoalongwiththevideo.Studentswillalsobeimitatinganimalmovementsaswellasdrawingapictureintheirsciencejournalstoillustratethis.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomestoteach.FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]

LearningTargetsIcandescribethewaysinwhichdifferentanimalsmove.IcandescribethebodypartsanimalsusetohelpthemmoveAssessmentAttheendofthislesson,askeachstudenttostandup,picktheirfavoriteanimal,andpretendtomovethewaythatanimalshould.Studentsshouldtrytheirbestnottorepeatpreviouslyusedanimals;sciencefellowsandclassroomteachercouldofferalternativesifthestudentcannotthinkofone.Theyshouldalsosayawordtodescribethewaythatanimalmoves.This


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mayalsobeobservedintheclassactivity“WhoAmI?”Besuretoaskthemwhatbodyparttheyareusingtomakethatmove.Reviewthestudents’sciencejournalsaftertheyhavecompletedthedrawingactivity.TargetedAcademicLanguage/KeyVocabulary

Tier1:Move,swimTier2:leap,describeTier3:sessile

RESOURCESANDMATERIALSQuantity Item Source1perstudent Sciencejournal ClassroomTeacher1boxperstudent Crayons,markers,pencils ClassroomTeacher2pieces Chartpaper(1forwordwall,and1foropeningactivity) ClassroomTeacher https://www.youtube.com/watch?v=gP2te1jF0y0(Animalmoves

video)Thumbdrive

1perstudent AnimalMovementWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear*

LESSONDETAILSLessonOpening/Activator

Talkaboutwhatitmeanstomove,doesmovingalwaysmeanthatyouwentfromoneplacetoanother?Couldyoustayinyourseatandstillmove?Asktheclasstomove,iftheywishtheycangetupoutoftheirseats.Askthestudentstodescribethewaytheyaremoving.Forexample,somestudentsmaysaytheyarejumping,walking,orwiggling.Iftheygiveyouawordsuchaswalkorjump,askthemhowtheydidit.Whatbodypartsdidtheyhavetousetomakethatmove?Nowthat


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weknowhowhumansmove,let’stalkaboutthewaythatanimalsmove.Doanimalsmovejustlikehumansdo?Whatbodypartsdoanimalsuse?Havethestudentsnameseveralwaysinwhichanimalsmove?

DuringtheLessonhttps://www.youtube.com/watch?v=gP2te1jF0y0:ThisYouTubevideoisfromashowcalledAnimalAtlas,itisapproximately22minuteslong,thisvideocontainslotsofinformationregardinghowanimalsusetheirbodypartstomove.Teacherscanreviewthevideoaheadoftimetodecideiftheywouldliketoshowonlypartsofthevideo.Studentsshouldwatchthisvideoandfilloutthecorrespondingworksheeteitherduringorafterwatchingthevideo,dependentontheneedsofthestudents.Scaffoldasneeded.Alternativemodification:dependingonneedsofstudents,canalsodotheworksheetasawholeclass,orbreakstudentsupuntilsmallgroupsActivity1:WhoAmI?(Beforebeginningthisactivitycheckwiththeclassroomteacheraboutappropriatebehaviorexpectations)-Everystudentisgoingtopretendtobeadifferentanimal.Giveeachstudentsananimaltoactoutbuttokeepittohimselforherselfandnottellanyone.StudentsshouldgetupoutoftheirseatsONEBYONEandimitatetheanimaltheyhavedecidedtobe.Whenastudentispretendingtobeananimaltheycanmovearoundthewholeclassroomiftheywishto.Thestudentswhoarestillsittingshouldtrytoguesstheanimalthatisbeingactedoutusingappropriateclassroombehavior(raisingtheirhand,usinginsidevoices,etc…).TellthestudentsthatwhenactingoutananimaltheyareNOTallowedtospeak.Theclassshouldguesswhattheanimalisbasedonthemovements,iftheclassisstrugglingtoguess,thentheactingstudentmaymakenoisestogivethemahint.Iftheclassisstrugglingtoidentifytheanimal,thesciencefellowsorclassroomteachercanprovidehintsastotheidentityofthatanimal(i.e.“Itlooksliketheyhaveabushytailandlovetonibbleonthings!”(Squirrel),etc…)[SP8:obtaining,evaluating,andcommunicatinginformation]Alternative:Youcouldalsosplitclassupintothreegroupstoallowformorediscussionandstudenttalk.


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Activity2:ScienceJournalingNowthatstudentsknowhowandwhyanimalsmove,theywillbedrawinganexampleintheirsciencejournal.Atthetopofanewpagestudentsshouldputthetitleofthislesson“AnimalMoves”andwritethedate.Askstudentstopickananimalthattheyarefamiliarwith.Thestudentsshoulddrawapictureofthatanimal,oncethestudentshavefinishedtheirpictures,theyshouldwriteoneortwowordsdescribingthewaythatanimalmoves.Theclassroomteacherandsciencefellowwillneedtowalkaroundandhelpstudentswritethewordscorrectlyintheirsciencejournals,aswellasofferguidanceonextraordinarymovementwords(i.e.scurry,waddle,pounce,etc.;).

LessonClosingTalkaboutwhyanimalsneedtomove?Howdoesahabitat(whereananimallives)impactthewayananimalmoves?Whywouldtheywanttogofromoneplacetoanother?Whywouldtheywanttomoveatall?Howdoesmovinghelpthemsurvive?Besuretodiscussbirdsspecificallyandthinkbacktowhatwasdiscussedinlessonone.AssessmentAttheendofthislesson,askeachstudenttostandup,picktheirfavoriteanimal,andpretendtomovethewaythatanimalshould.Studentsshouldtrytheirbestnottorepeatpreviouslyusedanimals;sciencefellowsandclassroomteachercouldofferalternativesifthestudentcannotthinkofone.Theyshouldalsosayawordtodescribethewaythatanimalmoves.Thismayalsobeobservedintheclassactivity“WhoAmI?”Besuretoaskthemwhatbodyparttheyareusingtomakethatmove.Reviewthestudents’sciencejournalsaftertheyhavecompletedthedrawingactivity.Extension

• WatchEagleCamwithclassandrecordsomeoftheeagles’behavior.


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Lesson3:AnimalClasses

BACKGROUND

OverviewoftheLessonInthislesson,studentswilllearnaboutthesixdifferentclassesofanimals.ThesciencefellowwillneedtoreviewthePowerPointinthislessonbeforecomingintoteach.Studentswillbeworkingasaclasstosortthroughanimalsandputthemintheircorrectclasses.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachandaddthenewvocabularywordstothewordwall.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(uptothediscretionofthesciencefellowsandclassroomteacher). FocusStandard1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]LearningTargetsIcanidentifyanimalsandtheclassthatitbelongsto.Icangroupanimalsbysameclass


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AssessmentReviewthestudents’sciencejournalstomakesuretheyhaveselectedanddrawnthecorrectanimalfortheirgivenclass.Ifstudentshaveincorrectlyclassifiedananimal,askthemwhattheirreasoningwas.[SP7-EngaginginArgumentfromEvidence]


Tier2:class,characteristicTier3:mammal,reptile,amphibian


1perstudent Sciencejournal ClassroomTeacher3setsperclass AnimalImageworksheet(laminatedcolorcopies) Bin1 PowerPointofanimalclasses Thumbdrive VariousMathManipulatives ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**



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Whydowegroupthingsorclassifythings?(Thisskillcanbedemonstratedorpracticedusingmathmanipulatives.)Whydowehavegroupsofitemssuchasfood,tools,andtoys?Isgroupinghelpfultous?Howdowegroupanimals?Howelsecanwegroupanimals?Scientistsgroupanimalsthatarealikeorsharesimilarcharacteristics.Whothinkstheycangivemeanexampleofagroupofanimals?Talkaboutthedifferentcharacteristicsthatagroupofanimalshaveincommon,buildoffstudentresponses.Iftheysaydog,forexample,alldogsarethesamebecausetheyhavefurandfourlegs.Thisincludeslotsofotheranimalstoo,manyanimalshavefurandfourlegs.Thesecouldallfitunderonegroup“mammals.”

DuringtheLesson

1. Talktothestudentsabouthowtocategorizeanimalsbyclass.Therearesixmainclassesofanimalsthatwewillbefocusingontoday.Classes—Putthesixclassesontheboardandaskstudentstodescribeanyoftheonestheyhaveheardbefore.Askthestudentstonamesomeoftheanimalsthatbelongtoeachclass.Forexample,thefishclassincludesaclownfishandaseahorse.Thisisagoodopportunitytocreateaclassanchorchart!TheanchorchartshouldbemadeonasheetofpaperthatiseasilyaccessibleandcanberevisitedbothduringandafterthePowerPoint.

a) Birdsb) Amphibiansc) Mammalsd) Reptilese) Fishf) Invertebrates

Gooverdescriptionsofeachclass.UsethePowerPoint“AnimalClasses”tohelpcommunicatethecharacteristicsofeachclass(ThisPowerPointisontheunitthumbdrive).ThesciencefellowshouldreviewthePowerPointbefore


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teachingthelesson.MakesuretospendtimediscussingthecharacteristicsofeachclassintroducedinthePowerPoint.Attheendthereisaminiguessinggame,apictureofananimalispresentedwithariddleandthestudentsthenhavetoguesswhatclassthatanimalbelongsto.Theanswerispresentedonthefollowingslide.

Thisisapossiblebreakpoint(uptothediscretionoftheclassroomteacherandthesciencefellows)ifthereisnottimetocompletetheentirelessoninoneclassperiod.

2. SortingActivity-Studentsshouldworkinsmallgroupsorasaclasstosorttheanimalsa. Studentswillworkasaclassorinsmallgroupstoorganizetheanimalpicturesintothesixanimalclasses.

Studentsshouldtaketheanimalsandplacetheminthecategorytheythinktheybelongin,providingjustificationtothesciencefellowsandclassroomteachersasnecessary.

3. ScienceJournalingHavestudentswritedownthesixclassesofanimalsandanexampleofananimalfromeachclassintheirsciencejournal.Writeasentenceforeachoftheexampleanimalstheychoseexplainingwhythatanimalbelongsinthatclass(orhowevermanyteacherfindsfeasible).Thestudentsshouldalsodrawpicturesoftheanimalstheychoose.

AssessmentReviewthestudents’sciencejournalstomakesuretheyhaveselectedanddrawnthecorrectanimalfortheirgivenclass.Ifstudentshaveincorrectlyclassifiedananimal,askthemwhattheirreasoningwas.[SP7-EngaginginArgumentfromEvidence]


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Lesson4:AnimalNeeds

BACKGROUND

OverviewoftheLessonInthislessonstudentswilllearnaboutthefourbasicneedsofanimals.Theywillbesolvingasentencepuzzleandcreatingabookletabouttheseneeds.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachandaddnewvocabularywordstothewordwall. FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]LearningTargetIcanidentifythefourbasicneedsofananimal-air,food,water,andshelter.

Assessment(s)● Reviewwhatstudentswroteintheirsciencejournalsaboutwhathumansneedtolivehumansareanimals,whichthey

learnedinpreviouslessonssotheyshouldlistthefourbasicthingsthatanimalsneed.Itwouldalsobehelpfultoreviewanimalclassestoreinforcewhattheyhadlearnedinthepreviouslesson.Nomatterhowdifferenttheanimalsindifferentclassesare,allanimalsneedthefourbasicthings.

● ReviewwithstudentsThingsMyPetNeedsbooklet.


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● Talkabouttheimportanceofpetcarewiththestudentsandaskthemaboutanypetcareexperiencestheymayhavehad.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

TargetedAcademicLanguage/KeyVocabulary Tier1:food,air,petTier2:need,imaginaryTier3:survive


1perstudent ScienceJournal ClassroomTeacher1perstudent Scissors ClassroomTeacher1perpair WhatdoAnimalsNeedWorksheet Binder1perstudent Gluestick ClassroomTeacher1perpair Constructionpaper ClassroomTeacher1perclass Stapler ClassroomTeacher1perstudent ThingsMyPetNeedsBooklet(3pages) Binder1boxperstudent Crayonsandormarkers ClassroomTeacher

1perstudent Mediumorlargesizepinecone ClassroomTeacher/Bin**Itemsinboldshouldbereturnedforusenextyear**


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Thesciencefellowshouldleadadiscussionaboutwhatitmeansforanimalstoneedsomething.Askstudentstothinkaboutanimalsinthewildoreventheirpet’sneeds.Whataresomeofthethingsthatanimalsneedinordertosurvive?Ifanswerslike“dogtoys”comeup,explaintothestudentsthattheanimalprobablywouldnotdieifitdidnothaveitstoys.Ifananimalwentwithoutfoodthoughitwouldnotsurvive.Makesuretotalkaboutwheretheycanfindwaystosatisfytheirneeds.Forexample,ifadogneedsfoodhowdoeshegetit?Dopeopleprovidehimfoodordoestheenvironmentprovidefood?Howdoanimalsinthewildfindtheirfood?Dotheyneedtohuntforit?Cananimalsalwaysfindfood?

DuringtheLesson

Activity1a. Havestudentspairupwithapartner.Tellthemtheywillbesolvingapuzzletofigureoutwhatanimalsneed.Hand

eachpaironeofthe“WhatdoAnimalsNeed”worksheet.b. Thisworksheetisdividedupintosquareswithoneortwowordsoneachsquare.Thestudentsmustcutthe

squaresupandputthemtogethermakingfullsentences,oncetheyhavefinishedtheywillknowtheanswertothequestion,“Whatdoanimalsneedtosurvive?”Eachsquarewillbeusedupsothereshouldbenoleftoverwords.

c. Havethestudentsgluethesentencesonapieceofconstructionpaperintheircorrectorder.Havethemwritetheirnamesonthebackandhangthepicturesupintheclassroomifpossible.

d. Theanswerkeyisprovidedhere.Whenstudentshavetheirsentencestogetheritshouldlooklikethis…i. Whatdoanimalsneedtolive?ii. Animalsneedfoodtolive.iii. Animalsneedwatertolive.iv. Animalsneedsheltertolive.


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v. Animalsneedairtolive.e.Ifsomegroupsofstudentsfinishearlyorneedadditionalguidingsteps,havethemillustratetheirsentences.

Activity2ThingsMyPetNeedsbookletStudentswillbecreatingabookletaboutwhatananimalneedstosurvive.*Teachercanalsocreatebookletstructureandstapledaheadoftimeandpassouttostudents,dependingonneedsofstudents/feasibilityofconstructingtheirownduringclasstime.

a. Thisbookletwillhaveacoverpagewherethestudentscanpickanddrawtheirimaginarypet.(Itdoesnothavetobetheircatordog.)

b. Ontheinsidetherewillbefourpagesthathavethewords“Mypetneeds______tolive.”Studentsshouldwriteoneofthefourbasicneedsoneachpage,makingsurethattheyhaveonepageforeachneed.Oncetheywritethewordtocompletethesentence,studentsshoulddrawapictureofwhatitisthattheanimalneeds.Forexample,iftheirfirstpagesays“Mypetneedssheltertolive.”thenthestudentshoulddrawashelterforthatanimal.

c. Thelastpagehasthesentence“Mypetcansurvivenow!”anddrawanaccompanyingpicture.Makesurestudentsputtheirnameonthefrontorbackpageoftheirbooklets.

d. Encouragestudentstobringthebookhomeandsharewithfamilymembersandfriends.ChallengingAlternative:

a. Makethebooklet8pagesinsteadof4,orinsteadhavestudentswriteanddrawintheirsciencejournals.b. Foreachpagethatthestudentwritesoneofthefourbasicneeds,havethenextpagebeaboutsomethingthat

theirpetwantsorlikes.Thestudentsshouldwritedowntheirownsentencesandillustratethemasdescribedabove.


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c. Thisactivityshouldallowstudentstobecreativeaboutwhattheyimaginetheirpetswouldlikeandtothinkactivelyaboutthedifferencesbetweenthethingstheirpetsneedversusthethingstheirpetslike(e.g.whatwouldhappeniftheirpetdoesn’tgetwhattheylike?).

LessonClosingHavestudentsgatherinacirclewiththeirbooklets.Allowsomestudentstoshareandreadthebookletthattheymade.Again,relatethislessonbacktobirds.Whatdothebirdsoutsideneedtosurvive?

Assessment(s)● Reviewwhatstudentswroteintheirsciencejournalsaboutwhathumansneedtolivehumansareanimals,whichthey

learnedinpreviouslessonssotheyshouldlistthefourbasicthingsthatanimalsneed.Itwouldalsobehelpfultoreviewanimalclassestoreinforcewhattheyhadlearnedinthepreviouslesson.Nomatterhowdifferenttheanimalsindifferentclassesare,allanimalsneedthefourbasicthings.

● ReviewwithstudentsThingsMyPetNeedsbooklet.● Talkabouttheimportanceofpetcarewiththestudentsandaskthemaboutanypetcareexperiencestheymayhave

had.


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Lesson5:“TillenaLou’sDayintheSun”Thislessonshouldbetaughtbytheclassroomteacher.

BACKGROUND

OverviewoftheLessonInthislessontheclassroomteacherwillreadTillenaLou’sDayintheSunbyBarbaraTharpy.TillenaLouandhersiblingsspendalazydayimaginingwhatitmightbelikeiftheywereothertypesofanimals.Studentswilldrawtheessentialthings(air,food,water)neededtoliveontheirpostersattheendofthelesson. FocusStandard(s)RI.1.1Askandanswerquestionsaboutkeydetailsinatext.(1-LS1-2),(1-LS3-1)

RI.1.2Identifythemaintopicandretellkeydetailsofatext.(1-LS1-2)

1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]

1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.[ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]


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LearningTargetsIcanrecognizethatanimalsandplantsneedfoodandwatertosurvive.Icanidentifywaysanimalsprotectthemselves.AssessmentStudentsshouldbeabletorespondtothequestion:Whatisessentialforlivingthingstosurvive?WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

TargetedAcademicLanguage/KeyVocabularyTier1:comfortableTier2:essentialTier3:nectar


1 http://ccitonline.org/ceo/home/content_images/Needs_Bk2_s.pdfonlineversionofTillenaLou’sDayIntheSunbyBarbaraTharp

Thumbdrive

Optional http://www.bioedonline.org/tasks/render/file/index.cfm?fileID=8E28B3AE-957F-2A75-00EF2F01812C503B

Online

1perstudent Pieceofwhitepaper ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


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Askstudentswhatessentialmeans,dothesamewiththewordsbehaves,nectar,andcomfortable.Writethestudents’ideasontheboard.Oncetheyhavegiventheirideas,writethecorrectdefinitionsontheboardandaskthestudentstowritethemdownintheirsciencejournals.

Essential—extremelyimportantandnecessaryNectar—asweetliquidproducedbyplantsandusedbybeestomakehoneyBehaves—actsinaparticularwayComfortable—allowingyoutoberelaxedandhavenoworries

DuringtheLesson1. Readthestoryaloudontheoverheadprojector.2. Afterreading,discusswithyourstudentswhattheyhadlearnedfromthestory.Whatwerethethreeessentialsoflifein

thestory(food,air,water)?Canyouthinkofanotheressentialoflife?Thefourthandfinalessentialforananimaltosurviveisshelter.

AssessmentStudentsshouldbeabletorespondtothequestion:Whatisessentialforlivingthingstosurvive?


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Lesson6:AnimalSurvivalBACKGROUND

OverviewoftheLesson Inthislessonstudentswilllearnthatanimalsprotectthemselvesinmanydifferentways.Someoftheirprotectionmaycomefromtheiractions,thewaytheybehave,orthetypeofsheltertheybuild.Thesciencefellow(s)andclassroomteacherwillbepresentingapuppetshowfortheclass;theyshouldreadthepuppetshowbeforethelessontoprepare.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesinaswellasaddthenewvocabularywordstothewordwall.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(atdiscretionofthesciencefellowsandclassroomteacher).

FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]

LearningTargetsIcanidentifywaysinwhichanimalsusetheirbodiestoprotectthemselves.Icanidentifywaysinwhichanimalsbehaveoracttoprotectthemselves.Assessment(s)

● Studentswillbeassessedthroughclassdiscussion


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● Reviewthecamouflageactivitythatstudentshadtodesigntoknowiftheyunderstandhowcamouflageworks● Reviewsciencejournals

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabularyTier2:camouflage,protection

RESOURCESANDMATERIALS

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluestick ClassroomTeacher Constructionpaper ClassroomTeacher PowerPointonAnimalShelters Thumbdrive1perstudent PlasticEggs Bin¼cupperstudent Sunflowerseeds Bin1perstudent Itemstodecorateeggswith:googlyeyes,Elmer’sglue,colorfultape Bin1copyforSF;1forCT PuppetShow:“Camouflage”(HandsonNaturep.232-233) Binder Puppets Bin**Itemsinboldshouldbereturnedforusenextyear**


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Openthislessonwithadiscussionaboutwhatitmeanstoprotectyourself.Howdohumansprotectthemselves?Weusesweatersandcoatsinthewintertoprotectourbodiesfromthecold.Weusesunscreentoprotectourskinfromthesun.Weuseourhousesorsheltertoprotectusfromtheweather.Animalsprotectthemselvestoo.Askstudentshowanimalsprotectthemselves?Theycertainlydonothavewinterscoatsandsunscreen.Doanimalsneedtoprotectthemselvesfromthesamekindsofthingsthathumansneedtoprotectthemselvesfrom?Isitthesameforeveryanimal?[SP1:askingquestionsanddefiningproblems]

DuringtheLesson1. Buildingshelters:Animalsbuildsheltersasawaytoprotectthemselves.Asaclass,gothroughthePowerPointand

havestudentsguesswhomadetheshelter.Whydidtheymaketheshelter?Howdidtheymaketheshelter?Diditcomefromtheirownbodies?Didtheyusesticksandleaves?(ThePowerPointisontheunitthumbdrive).

2. Usingsounds:Manyanimalsmakesoundstoscareoffotheranimals.Makingthesesoundssometimeshelpsthemto

survive.Onegreatexampleofananimalthatmakesnoisetowardoffpredatorsistherattlesnake.ShowthestudentsaYouTubevideoofrattlesnakenoises,teachersdonotneedtoshowtheentirevideojustenoughforthestudentstograsptheidea,thenaskiftheycanmakethenoisethemselves.Todaywearegoingtopretendwearerattlesnakes.

3. Rattleactivity:EachstudentwillneedoneplasticEastereggandatablespoonofsunflowerseeds.

● PlacetablespoonofsunflowerseedsintotheplasticEastereggandcloseit,usetapeifneeded.● Optional:HavethestudentsdecorateEastereggsiftheywouldliketo,usingtheitemsprovidedinthebinand

additionalmaterialsavailableintheclassroom.Theycouldalsoreflectonwhytheyhavechosenthematerialsorcolorsthattheyhavechosen(perhapsforprotectionorcamouflage).


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● Oncetherattlesarecompleted,havethesciencefellowstepoutsidetheclassroomwithoutmakingascene.Thesciencefellowshouldwaitrightoutsidethedoorforafewseconds.Theclassroomteacherwillexplaintothekidsthatrattlesnakesusetheirrattlestoscareawaypredatorsthatmaywanttohurtoreatthem,andthisisonewaythatanimalsusetheirbodypartstosurvive.Thesciencefellowshouldcomebackinwhenheorshehearstheclassroomteacherfinishexplaining.Asthesciencefellowcomesintheclassroomteachershouldsay,“Look!Herecomesapredatornow!Whatareyougoingtodo?”Theclassshouldcatchonthattheyneedtoshaketheirrattlestogetthesciencefellowtoleavetheclassroomagain.

● After the activity, ask students to either put away their rattles or collect them after the activity so they don’t misuse them during the rest of the class.

Thisisapossiblebreakpoint(uptothediscretionofthesciencefellowsandclassroomteacher)ifthereisnotenoughtimetocompletetheentiretyofthislessoninoneclassperiod.

4. Defensestrategies:Askstudentstobrainstormdifferentwaysanimalscandefendthemselvesagainstpredatorsandnature.Somedefensestrategiesmayincludebeingprickly,smellingbad,stingers,hardshell,soundingscary,lookingscary,beingslimyorslippery,camouflage,andtastingbad.Animalsuselotsofdifferentbodypartstoprotectthemselves.Giraffeshavelongnecksandfightwiththem,porcupineshavequillsandstickthemintopeopleoranimals,skunkssprayotherssotheydonotusetheirbodypartstoomuchtofight,toadstastebadsotheyusetheirwholebodytowardoffapredator.Talkabouthowdifferentanimalsusedifferentdefensemechanisms.

5. CamouflageActivity: ReadMixedUpChameleonandleadclassinadiscussiononcamouflage.

6. Camouflagepuppetshow:Thesciencefellow(s)andclassroomteachercanworktogethertoputonthepuppetshow

fortheclass,usethepuppetsincludedinthebin.Thepuppetshowcomesfrompages232and233oftheHandson


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Naturebook.Ahandoutisincludedinthebinder.Itisrecommendedthatthesciencefellow(s)andclassroomteacherreadthepuppetshowbeforereadingittotheclass.Askstudentstopayattentiontothepuppetshow.

LessonClosing1 Havestudentsgettogetherinalargecircle,askthemonebyonetogoaroundandsayonethingtheylearnedtodayor

answerthequestion“Howdoanimalssurvive?”

2. Afterwards,havethestudentsgobacktotheirdeskandwritedownintheirsciencejournalsonethingthattheylearnedfromthislessonaboutanimalsurvival.Timepermitting,acoupleofstudentscansharetheirentrieswiththeclass,orhaveeverystudentengageinpairshare.

Assessment(s)● Studentswillbeassessedthroughclassdiscussion● Reviewthecamouflageactivitythatstudentshadtodesigntoknowiftheyunderstandhowcamouflageworks● Reviewsciencejournals


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Lesson7:CaringforYourOffspring

BACKGROUND

OverviewoftheLessonInthislessonstudentswilllearnabouthowanimalparentscarefortheiroffspring.Studentswillworkingroupstopretendtocareforababyanimalbasedoninformationthatwillbepassedouttothem.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddnewvocabularywordstothewordwall.

FocusStandard1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.[ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]

LearningTargetIcanidentifywaysinwhichanimalparentscarefortheiroffspringsothattheoffspringcansurvive.

Assessment(s)• Listentostudentgrouppresentationsonhowanimalparentscarefortheiroffspring.• Reviewthestudents’sciencejournals.


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TargetedAcademicLanguage/KeyVocabularyTier1:parent,babyTier2:Tier3:offspring


1perstudent ScienceJournal ClassroomTeacher1pergroup Animalbabyandparentcards(laminated) Bin ProjectorandComputer ClassroomTeacher AreyouMyMothervideo:

https://www.youtube.com/watch?v=x4Koi-RJATEThumbdrive

Optional AreyouMyMotherbyP.DEastman Library**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorTobeginthislesson,haveasmalldiscussionaboutwhatitmeanstotakecareofsomeone.Howdopeopletakecareoftheirkids?Askstudentshowtheirparentsorgrandparentstakecareofthem.Howdothosethingshelpyousurviveeveryday?Doyouthinkthatanimalsdothesamething?Dotheytakecareoftheiroffspringinthesamewaythatyourparentstakecareofyou?Askthestudentstocompleteathink-pair-shareactivityinwhichtheydiscusshowtheythinkanimalstakecareoftheiroffspring(nesting,providingfoodandshelter,etc.….).Havethepairssharetheirideasandusethemtocreateacomprehensive


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listonthewhiteboard,addingcomponentsandguidingdiscussionasnecessaryinordertoinsurestudentcomprehensionduringthefollowingactivities.ScienceFellowsshouldreviewdifferentstrategiesthatanimalsutilizeinthecaringoftheiroffspringiftheyarenotcomfortablewiththesubjectsothattheycaneffectivelyguidediscussion.DuringtheLesson

1. Thesciencefellowcanpresentathisvideo(https://www.youtube.com/watch?v=x4Koi-RJATE)orreadthebook“AreyouMyMother”byP.DEastmantothestudentsanddiscusshowthebabybirdknewthatthebirdattheendishismotherbasedontheirphysicalappearanceandthendiscusswhatthemotherprovidesforthebabybirdadhowtheirparentsprovideforthem

2.Groupactivity-Studentswillworktogetheringroupstotakecareofababyanimalthewaythatitsrealparentswould.

a. Studentswillneedtobeingroupsofthreeorfour.Placestudentsinamixedabilitygroup,theclassroomteacherwillneedtoassigngroups.Therewillbesevendifferentanimalbabiestotakecare.Thestudentswillreceiveakangaroo,apenguin,anelephant,anorangutan,arabbit,analligator,oracheetah.

b. Eachgroupwillreceiveinformationabouttheiranimalbaby.Thisinformationwillbewrittenonacardandtheclassroomteacherorsciencefellowwillneedtohandonecardtoeachgroup.Animaldescriptionsarelocatedinthebinderandthebin.Tellthestudentsthattheyarenowtheparentsofthisbaby.Askthestudentstoworktogethertoreadthecardandfigureouthowtheyshouldtakecareoftheirbaby.Note:Theclassroomteacherandsciencefellowwillneedtocirculatetheclassroomandhelpgroupswhoarestrugglingtoreadtheinformation.

c. Oncethestudentsknowhowtotakecareoftheirbaby,tellthemthattheyneedtoprepareaskitthatshowswhat

theylearned.Theywillpresentthisskittotheentireclasssoeveryonewillhavethechancetolearnabouteachanimal.Suggesttothestudentsthatmaybeonestudentshouldnarratewhatisgoingonwhiletheotherstudents


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pretendtobetheparents;theycouldalsoeachtaketurnsdoingadifferentparttotakecareoftheirbabies.Givethestudentssometimetothinkaboutandpracticewhattheywillsay.Havestudentsgatherinacircleonthefloor.Onebyonehavethegroupscomeupandpresenttheirskittotheclass.[SP8:obtaining,evaluating,andcommunicatinginformation]

i. Dependingonthewantsandneedsoftheclassandclassroomteacher,askitmightnotbethemosthelpfulwayofportrayingthisinformation.Alternatively,studentscouldwriteafewsentencesandcreateanillustrationofhowtheywouldtakecareoftheirbabyanimal.Studentsshouldsharetheirworkatthefrontoftheclass.

d. Onceeveryonehaspresented,havestudentsdebriefintheirsciencejournalsaboutwhattheylearnedtoday.Ask

themtowrite1-2sentencesaboutsomethingthatsurprisedthem(thattheylearned)andwhy.OptionalLessonExtension:Readthebook“AnimalsandTheirBabies”andencourageclassroomdialoguetoreinforcetheseconcepts.

LessonClosingTalkaboutthewaysthatanimalsandhumansaresimilar.Dotheybothtakecareoftheiryounginthesameway?Askstudentstopointoutsimilaritiesanddifferences.ThesciencefellowmaywanttorecordtheseontheboardinachartoronaVenndiagram.Also,talkabouthowthebirdsoutsidetheschoolcarefortheiryoung.Doesthecarechange?Dotheydothingsdifferentlyinthespringversusthewinter?

Assessment(s)• Listentostudentgrouppresentationsonhowanimalparentscarefortheiroffspring.• Reviewthestudents’sciencejournals.


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Lesson8:PlantLifeCycles

BACKGROUND

OverviewoftheLesson**Thislessonrequiresborrowingnon-fictionresourcesfromthelibraryorschedulingtimewithalaptop/tabletcart.Studentswillreviewthelifecycleandpartsofaplantthroughaflowchartandsong.Theywillthenseeexamplesofscientificdiagramsandcreatetheirowndiagramstoexplainthelifecycleofanappletree.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.


LearningTargetIcandescribethelifecycleofaplantandidentifythedifferentpartsofaplant.

Assessment


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Askthestudenttodescribethelifecycleofaplantthatgrowsattheirhouse(maybeinagardenorintheirbackyard).Besurethattheycanreferencethepartsofaplantbyname.TargetedAcademicLanguage/KeyVocabulary

Tier2:nonfiction,diagram,trunk,cycle


1perclassroom Projectorandcomputer ClassroomTeacher “PlantParts”video:

http://www.schooltube.com/video/8b5cd92efbe9708a4a5a/Plant-Parts

Thumbdrive

1perstudent Largeblankpaper ClassroomTeacher1perstudent Coloredpencils ClassroomTeacher Textbookdiagramsofplants LibraryorInternet5-10 Researchresources/non-fictionbooksaboutplants Library1perstudent LifeCycleReadingandQuestions(PlantsfromSeeds:4pages) BinderEnoughforeachchildtohaveafew

Post-its Bin

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILS


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LessonOpening/ActivatorAsagroup,fillinthePlantLifeCyclediagram.Thisactivityshouldcallonplantknowledgefromkindergarten.Thesequestionsmaybeusefulinguidingtheconversation:

● Whatisa“lifecycle?”● Howdoesaplantstartitslife?Whathappensnext?

DuringtheLesson1. Watchtheplantpartsvideoasaclass.Afterwards,inventmovementstorepresentthedifferentpartsofaplant.(eg,

handsatyoursidesforastem,handsaboveyourheadforaflower,armsoutstretchedforleaves,andtouchthefloorforroots.)Repeatthevideo,thistimeincludingthesemovements.

2. Givetheclasstimetoexplorebooksaboutplants.Usingpost-its,askthemtobookmarkanydiagramsthattheyfind.A

diagramisasimple,labeleddrawingthatshowstheappearanceorstructureofsomething.Itmaybehelpfultoasktheschoollibraryforsomeadditionalnon-fictionmaterialaboutplants.Thisactivitycanalsobedoneusinglaptopsortabletsandanonlinesearchengine.

3. Explainthattheyaregoingtocreatetheirownscientificdiagramthattheycanusetoeducatetheirfriendsaboutappletrees.Step1:Startbydrawingaseedandlabelingit.Step2:Drawaseedling.Labelthestem,roots,andleaves.Step3:Drawasmalltree.Explainthatatrunkisatypeofstem.Labelthetrunk,roots,andleaves.Step4:Drawasmalltreewithflowers.Explainthattheseareappleblossoms.Theywillgrowintoapples.Labeltheflowers,trunk,roots,andleaves.Step5:Drawanappletreewithapples.Labelthefruits,trunk,roots,andleaves.


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Step6:Drawtheinsideofanapple.Explainthatthesearewhereappletreeskeeptheirseeds.Labelthefruitandseeds.

Alternative:Toguidestudentunderstanding,Google‘lifecycleofanappletree’inimages.Talkaboutthesimilaritiesandthedifferencesintheimagesthatyoufind.Whataretheconstants?Youmightalsobringinanappleandcutitinhalfinfrontoftheclassforthemtosee.Letthemtouchthehalvesoftheapple,noticingtheseedsandtheirpositioning,emphasizingtheirroleinrecreatingthelifecycleoftheappletree.

LessonClosingAskthestudentstovolunteerdifferentwaysthatplantsproduceseeds.(Examples:dandelionseeds,orangeseeds,peachpits,etc.)andcreatealisttogether.

AssessmentAskthestudenttodescribethelifecycleofaplantthatgrowsattheirhouse(maybeinagardenorintheirbackyard).Besurethattheycanreferencethepartsofaplantbyname.


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Lesson9:PlantNeeds

BACKGROUND

OverviewoftheLesson Inthislesson,theclasswillcollaboratetocreatea“HowToPlantASeed”guidethatincludesallthethingsplantsneedtomaketheirownfood.Theywillgettotesttheirplanbyplantingtheirownseedsandreviewplantneedsbyactingoutthewaysinwhichplantsgatherthenecessaryresources.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(uptothediscretionofthesciencefellowsandclassroomteacher).

FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]LearningTargetsIcanidentifyplantsneedwater,air,andsunlighttosurvive,theytakeintheseresourcesthroughtheirleavesandroots.Icanexplainhowplantsmaketheirownfood.


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AssessmentReadandevaluatethe“HowtoPlantASeed”guide,checkingtomakesurethatallnecessaryplantresourcesareincluded.Individually,askeachstudentwhereplantsgettheirfoodandwhattheyneedtogetit.WIDALanguageObjectives(DependentontheneedsofyourELLstudents)

TargetedAcademicLanguage/KeyVocabulary Tier3:nutrient,resource


Chartpaperandmarkers ClassroomTeacher1pergroup Whitepaper ClassroomTeacher Markers,crayons,andorcoloredpencils ClassroomTeacher1perclass Clearfrontreportcover(forbindingtheclassbook) Bin1perstudent Smallplasticcup Bin1cupperstudent Pottingsoil Bin1perstudent Seeds Bin Water ClassroomTeacher1perclassroom Projectorandcomputer(optional) ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


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Remindthestudentsofthe“PlantParts”songanddancefromthepreviouslesson.Askforvolunteerstodemonstrateeachpartanditsaccompanyingdancemove.Asaclass,dothedanceoncethrough.(Re-playthevideoifithelpsparticipation.)

DuringtheLesson1. Asaclass,youwillcreatea“HowTo”guideforplantingaseed.Beginbybrainstormingallthethingsthatplantsneedto

survive(water,sunlight,air).Posethefollowingquestionstotheclass:a. Howdoplantsgetwater?(Therootsabsorbwaterfromthesurroundingsoil.Rootsalsoabsorbnutrients,such

asnitrogen,iron,andcalcium.)b. Wheredoplantsgettheirfood?(Theymaketheirownfoodintheformofsugar.)c. Whydoplantsneedsunlight?(Theyusetheenergyfromthesuntomaketheirownfood.)d. Whatdotheleavesofaplantdo?(Theytakeinenergyfromthesunandcarbondioxidefromtheair.)e. Whathappensifplantsdon’tgetsunlight,water,andair?(Theywiltanddie.)

Thisisapossiblebreakpointifthelessoncannotbecompletedinoneclassperiod(thisisuptothediscretionofboththesciencefellowsandtheclassroomteacher)

2. Nowthatyouhavegatheredthebasicinformation,youarereadytoputitinorder.Discussthebasicstepsofplantingaseed;belowisasuggestedoutline,butthespecificstepsmayvarybyclass.Dividetheclassintosmallgroupsbasedonthenumberofsteps.Eachgroupwillfilloutapageofthebookwithasentenceexplainingthedirectionalongwithanillustration.Theclassroomteachershouldlabelandlaminateacoverforthe“HowToPlantASeed”booklet;whenthestudentsarefinished,itcanbeboundtogetherandkeptintheclassroomfortherestoftheunit.

a. Step1:Fillaplanterwithsoil.b. Step2:Digasmallholeandplanttheseed.c. Step3:Covertheseedupwithsoil.


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d. Step4:Placetheplantsomewherethatitcangetlotsofsunlight.e. Step5:Watertheplantwhenneeded(whenthesoildoesn’tlookdamp).

Tonote

● Thepagesofthebookshouldbefilledoutin“portrait”orientation.● Beforedividingtheclassintogroups,checkwiththeteacherregardingtheabilityofthestudents.Somegroups

mayneedextrasupportparticularlywithwritingsentences. Iflessonistoocomplexforclass,considerfindingahowtoplantseedslistonlineorcreateyourownandplacethemoutofordersothestudentscanplacetheminthecorrectorderinordertousetheirinvestigationskillsbutinamoretimesavingandsimpleway.

3. Nowthestudentswillhaveachancetoplanttheirownbeanseedsfollowingthedirectionsthattheycameupwith.

Eachstudentwillgetaseed.4. Afterseedsareplantedmakesurestudentsrecordgrowthintheirsciencejournalsforthenextweekorso.

LessonClosingTellthestudentsthatalthoughplantscan’tmovefromplacetoplacebutsomeplantscanmovetheirleavesandstems.Forexample,theupside-downtreesatMassMoCAhavetrunksthatgrowtowardthesky(towardthesunlight);Africandaisies(gazania)closeuptheirflowersatnightandopenduringthedaywhenthesuncomesout.AssessmentReadandevaluatethe“HowtoPlantASeed”guide,checkingtomakesurethatallnecessaryplantresourcesareincluded.Individually,askeachstudentwhereplantsgettheirfoodandwhattheyneedtogetit.


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Lesson10:Tops&Bottoms

ThislessonshouldbetaughtbytheclassroomteacherBACKGROUND

OverviewoftheLessonStudentswillseethatfruitsandvegetablescomefromdifferentsectionsoftheplant(top,middle,bottom).Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonaswellasaddthenewvocabularywordstothewordwall. FocusStandard(s)1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]

RI.1.1Askandanswerquestionsaboutkeydetailsinatext.(1-LS1-2),(1-LS3-1)RI.1.2Identifythemaintopicandretellkeydetailsofatext.(1-LS1-2)

W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.(1-LS3-1)


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LearningTargetsIcanlabelthepartsofaplant(stem,roots,leaves,flower/fruit).Icancompareandcontrasttwoplants.Icanuseinformationfromthestorytoprovideanswersandmakeamural.

AssessmentStudentswillwriteanexampleofa“top”plantanda“bottom”plantandincludeapictureofeach.Studentsshouldwritehowtheseplantsarethesameandhowtheyaredifferent. TargetedAcademicLanguage/KeyVocabularyTier1:harvestTier2:clever,profit,


1 TopsandBottomsbyJanetStevens Bin20 Popsiclesticks:10with“top”writtenonthemand10with

“bottom”writtenonthemBin

1 Largerollofplainpapertomakeaclassmural ClassroomTeacher

Classset Crayons,markers,andorcoloredpencils ClassroomTeacher



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Beginthislessonwithathink-pair-shareactivityinwhichthestudentsbrainstormwhattheythinkwasimportantinformationfromthepreviouslessons(focusingmainlyonLesson9).Thepairswillthentaketurnssharingwiththeclass,allowingforaclassdiscussiontooccur.Thisdiscussionshouldbeguidedbythesciencefellowsasappropriatesothatthekeyfactsaboutnutrientsandresourcesarereviewedpriortotheteachingofthislesson.Askstudentsiftheyknowwhatatrickstermightbe.Tellthestudentstopaycloseattentiontowhattheharedoesinthestory.Havestudentsconcentrateonthedifferentfruitsandvegetablesinthestory

DuringtheLesson

1. ReadthestoryTopsandBottomstotheclass.2. Afterthestoryaskthestudentsthefollowingquestions:

a. WhattypeofcharacteristheBear?(lazy,notahardworker,sleepy,unmotivated)b. WhattypeofcharacteristheHare?(trickster,hardworker,takescareofhisfamily)c. WhydidtheBearchangefromwantingthetopsoftheplanttothebottom/middleoftheplants?(Hesawtherabbit

wasgettingallthegoodpartsoftheplants)d. HowdoyouthinktheBearchangesfromthebeginningofthestorytotheend?(Bearlearnsheneedstodoworkto

getthefoodheneeds.Hechangesintoahardworkingbear.)Handapaperplatetoeachstudent,havethemwritetopandbottomoneithersideoftheplatethenusingoldmagazinescutoutplantsandanimals(ordrawplantsandanimals)wheretheyfallonthetoptobottomgradient.


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LessonClosingHangupallpaperplatesandletthestudentsdiscussthedifferencesintheirplatesAssessmentStudentswillwriteanexampleofa“top”plantanda“bottom”plantandincludeapictureofeach.Studentsshouldwritehowtheseplantsarethesameandhowtheyaredifferent.


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Lesson11:ComparingPlants

BACKGROUND

OverviewoftheLesson Inthislesson,studentswillexplorethedifferencesandsimilaritiesbetweenfruitsandvegetablesthroughaseriesofcategorizationactivities.Inthebeginningofthelessontheywillusebackgroundknowledgetosortpicturesoffruitsandvegetablesandthenchecktheirchoicesbyobservinganddiscussingrealfruitsandvegetables.Thentheywillhaveachancetoexplorevariationsinplantsofthesamespeciesbytaste-testingyellow,green,andredapples.Thisideaofvariationinplantsofthesametypecanbefurtherexploredwithatripoutsidetoobservevarioustypesofplants.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.FocusStandard1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]LearningTargets IcanidentifythatfruitshaveseedsandvegetablesdonothaveseedsIcanidentifythatplantsofthesametypecanhavevariations,forexample,applescomeindifferentcolors


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AssessmentAskeachstudenttonameonefruitandonevegetableandexplainwhyeachbelongsinitscategory.

TargetedAcademicLanguage/KeyVocabulary Tier1:fruit,vegetable


1setperclass Fruitsandvegetablessortingcards Bin Chartpaperandmarkers ClassroomTeacher Tape ClassroomTeacher1setperclass Apple,strawberries,potato,tomato SueBeauchamp1perstudent Gluesticks ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Paperplates Bin Magazines(withpicturesoffruitsandvegetables-cooking

magazinessuggested)Bin

ComputerandProjector ClassroomTeacher Red,yellow,andgreenapples(enoughforthewholeclasstotryone

sliceofeachcolor)SueBeauchamp



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Labelonepieceofchartpaper“Fruits”andtheother“Vegetables.”Asaclass,sortallofthepicturesoffruitsandvegetablesthendiscussthefollowing:

● Howarethefruitsdifferentfromeachother?Howaretheythesame?● Howarethevegetablesdifferentfromeachother?Howaretheythesame?

DuringtheLesson1. Demonstratecuttingopenanappleandapotatoatthefrontoftheroom.Showtheclasstheinsideofboththeapple

andpotato(ifnecessary,usetheprojector).Explainthatallfruitshaveseedsandvegetablesdonot.Usestrawberriesasanotherexampleofafruit;pointoutthatsometimestheseedsareontheoutsideofafruit.Refertotheopeningactivity:didyoucategorizeatomatoasafruitoravegetable?Cutopenatomatoandshowtheclasstheseedsandexplainthatitisafruit.Discusswiththeclasstheimportanceofaseed’sshape(adandelionseedisfluffyatthetopsoitcanfloatinthewinds,theseedsthatgetcaughtonyourclotheshelptorelocatethemintootherareasoftheforest,helicopterseedsspinawaywhenblownoffthetree).

2. Usingwhatyouhavejustlearned,goovertheinitialcategorizationactivity.Doesanythingneedtobechanged?Note:Thesefruitsareoftenmislabeledasvegetables:cucumber,tomato,andeggplant.

3. Explainthatfruitsandvegetablescomeinmanydifferentcolors.It’simportanttoeatlotsofdifferentcolors,soyourbodygetsallofthenutrientsitneeds.Challengetheclasstofillapaperplatewithfruitsandvegetablesofeverycolorintherainbow.Possiblealternative/artextension:fruitandvegetablestamping-tocreateavisualrepresentationsorcategorizationofthedifferentshapesoffruitsandveggies.Providestudentswithslicesofdifferentfruitsandvegetables(apples,


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oranges,lemons,cucumbers,peppersetc.),asmallamountofpaint,andwhitesheetsofpaper.Tellthestudentsthattheyshouldcarefullydiponeoftheirfruitandveggieslicesinthepainsandpressitontotheirsheetofpaper.Oncecompleted,asktheclassifanyoftheshapesaresimilar.Theaskiftheycanpredictwhytheylooksimilarordifferent.

4. Passoutthepaperplatesandthendistributemagazinesevenlyamongthetables.Thestudentswillhavetotaketurnschoosingandcuttingoutpictures;itmayhelptogooverpropersharingetiquettebeforestartingthisactivity.Thestudentswillcutoutpicturesoffruitsandvegetablesoftheirchoiceandgluethemontheplate.

5. Asktheclasshowmanystudentsincludedapplesontheirplate.Howmanyincludedredapples?Greenapples?Yellowapples?Althoughtheseallcomefromthesametypeofplant,theylookverydifferent.Optional:Haveaclasstastetestofthethreetypesofapples,thenmakeabargraphshowinghowmanystudentspreferredeachcolorofapple.Togeneratethenumbersforthegraph,eitheraskstudentstoraisetheirhandfortheirfavoritetypeofapplewithoutvotingtwice(eachvote=1pointforthattype)oraskstudentstoratetheirpreferenceforeachtypeonascaleof1-3(with3beinglikethemost).

AssessmentAskeachstudenttonameonefruitandonevegetableandexplainwhyeachbelongsinitscategory. Extensions:

1) Havestudentstracktheirveggieandfruitintakeforaweekandthenmakeaclassroomgraphsothekidscanseethedifferencesintheirdietswithhowmuchfruittheyeatversushowmanyveggiestheyeat

2) Lookupfruitsandvegetablesontheinternetanddiscusswhysomefallunderbothcategoriesfordifferentreasons.E.g.Zucchini,tomato,andsquasharetreatedasvegetablesbuttheyarefruitsbecausetheyhaveseeds.


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Lesson12:PlantSurvivalBACKGROUND

OverviewoftheLesson Inthislesson,studentswillusebackgroundknowledgeofthewaysinwhichanimalsprotectthemselvesfrompredatorstoexplorethewaysinwhichplantsprotectthemselvesfromthingsthatwanttoeatthem.Thelessonbeginswithapuppetshowaboutafamiliar,hardyplant(dandelions)followedbyaclassdiscussionandapuzzlegame.Thestudentsmayneedsomeassistanceidentifyingpiecesofthepuzzle,soleavetimetoanswerquestions.Finally,theclasswillplaycharadesandthinkabouthowtheywoulddefendthemselvesiftheywereplants.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.


LearningTarget Icanidentifywaysinwhichplantsdefendthemselves.

AssessmentHaveeachstudentdrawapictureofaplantthattheylearnedaboutduringthelessonandwriteonesentencedescribinghowitprotectsitself.


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Tier1:poisonousTier3:survival,defense


1setperclass Puppets Bin1perstudents Dandelionpuppetshowscript(HandsonNaturep.181) Binder2setsperclass Puzzlepieces(laminated) Bin PuzzleKey(forteachertoreference) Binder1perstudent Paper,crayons,pencils,etc. ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorPerformthedandelionpuppetshowfromHandsonNature.Afterward,askthestudentstoidentifyseveralwaysinwhichthedandelionprotecteditself.DuringtheLesson

1. Earlierintheunit,thestudentslearnedhowanimalsdefendthemselves.Askthemtonameafewstrategies(ex:toadsarepoisonous,skunksspraybad-smellingchemicals,porcupineshavespikes).Everyoneknowstostayawayfromthese


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animals,becausetheycouldbedangerous.Askifthestudentscanthinkofanyplantsthattheyhavebeentoldtostayawayfrom(ex:poisonivy,poisonoak,cactuses).Why?Howdotheseplantsprotectthemselves?

2. Dividethestudentsintosmallgroupsanddistributeonepuzzlepiecetoeachstudentandexplainthattheywillusethepiecestomakeupgroupsofplantsandanimalsthatdefendthemselvesinthesameway.Beforestartingtheactivityaskifanyonedoesnotrecognizetheirplantoranimalandtaketheopportunitytogoovertheanimal’sprotectionmechanismasaclass,somestudentsmayneedmorehelptocompletetheactivity.

3. Intheirpuzzlegroupsaskstudentstoimagineaplantthatdefendsitselfinawaythatmatchesthethemeoftheirgroup.

Actoutaskitinwhichtwounsuspectingstudentscomeuponthisplantandperformitfortheclass.(Besuretonotethatthisisakeep-your-hands-to-yourselfactivity.)

AssessmentHaveeachstudentdrawapictureofaplantthattheylearnedaboutduringthelessonandwriteonesentencedescribinghowitprotectsitself.


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Lesson13:SpreadingSeeds

BACKGROUND

OverviewoftheLesson Thislessonrequiresalargespaceforplayingagamesuchasthegymoraplayingfield.TheconceptofseeddispersalwillbeintroducedwithEricCarle’s“TheTinySeed.”Avideowillexplainthepurposeandtypesofseeddispersalandthenthestudentscanexploretheideasthroughagame.Afterward,studentswillemploytheirowncreativitytodesignaSuperSeed.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.


LearningTargetIcanexplainhowandwhyplantsspreadtheirseeds.

AssessmentAskthestudentstodesignanddrawaSuperSeedthatcantravelveryfarandveryfast,intervieweachstudentregardingtheirdesignplanandhavethemcategorizetheirseeddispersalmethod.


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Tier2:dispersal,strategy


1perclass “TheTinySeed”byEricCarle Bin1perclass Projectorandlaptop ClassroomTeacher

“SeedDispersal”video:https://www.youtube.com/watch?v=3CCOWHa-qfc

Thumbdrive


LESSONDETAILSLessonOpening/ActivatorRead“TheTinySeed”byEricCarle.Askthestudentsthefollowingquestions:

1 Howdidtheseedstravel?2 Whydidtheytravelsofarfromtheirparentflower?


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DuringtheLesson1. Watchthe“SeedDispersal”videoasaclass.Askthestudentstokeepaneyeoutforthethingsthathelpseedsmove.

2. TravelingSeedsGame:Gatherthestudentsinatightcircleinthecenterofalargespace(suchasoutsideorinthegym)

aroundthegameleader.Theleaderistheparenttreeandallofthestudentsareseeds.Theparenttreewillyelloutcommandsandalloftheseedswillhavetofollowthedirections.Youcanplaythisgameaslongasyoulike,butallowatleast10-15minutesforthegame.Thesearethecommands:

a. Abeareatsyou!Takefourbear-stepsawayfromthetree(crawlingonallfours).b. Thewindblowsyouaway!Taketwostepsfromthetree,withyourarmsoutlikeyouaresailingonthewind.c. FORESTFIRE!Stop,drop,androllaway!d. Youarecaughtonarabbit’sfur!Takethreehopsawayfromthetree.

OptionalLessonExtensionTakethestudentsonanaturehiketocollectseeds.Onceyoureturntotheclassroom,sorttheseedsaccordingtowhichseeddispersalmethodtheyfitinto.Iftimeandresourcesallowhavethestudentswalkthroughafieldoflonggrasswearingtallsocks;thisisanexcellentwaytodemonstratetheanimaldispersalmethod.(Anynaturehikesshouldincludeclose-toedshoesandbefollowedbyacarefultickcheck.)

AssessmentAskthestudentstodesignanddrawaSuperSeedthatcantravelveryfarandveryfast,intervieweachstudentregardingtheirdesignplanandhavethemcategorizetheirseeddispersalmethod.


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Lesson14:PlantsandAnimalsLookLikeTheirParents

BACKGROUND

OverviewoftheLesson Studentswilllearnaboutwhyplantsandanimalslookliketheirparents.Theywillalsobecompletingananimalmatchingworksheet.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.Theclassroomteacherwillneedtocopyworksheetsbeforeteachingthelesson.

FocusStandard1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]

LearningTargetsIcanidentifysimilaritiesanddifferencesamonganimalsofthesamekind.Icanidentifysimilaritiesanddifferencesamongplantsofthesamekind.Assessment(s)

● Reviewingtheircreativejournalentry


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● Reviewingtheiranimalmatchingworksheet● Reviewingtheirplandrawingactivity

TargetedAcademicLanguage/KeyVocabulary

Tier1:parentTier2:similar,differentTier3:offspring

VocabularyReview:Theclassroomteachershouldreviewthewordwallthathasbeencreatedforthisunit.Breakthestudentsupintosmallergroupsandgiveeachgrouponewordfromthewordwall.Givethestudentsafewminutestotalkabouttheword.Wheneveryoneisdonehavethegroupssharewiththeclasswhatthewordmeans.Iftheycan,askthemtoprovideanexample.


1perstudent Sciencejournal ClassroomTeacher1perstudent Familyphotoofchildwithparent/parents/brother/sister Elementarystudent/

ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1pieceperstudent Blankpieceofwhitepaper ClassroomTeacher1perstudent(½theclass)

Parentplantworksheet Binder


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1perstudent(½theclass)

Offspringplantworksheet Binder

1perstudent Coloredconstructionpaper ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluesticks ClassroomTeacher1perstudent Animalmatchingworksheet1 Binder1perstudent Animalmatchingworksheet2 Binder**Itemsinboldshouldbereturnedforusenextyear**


Startthislessonbyopeningwith:Howdoyouknowthatyoubelongtoyourparents?Ifwehadawholebunchofpicturesofparentsandtheirkidshowcouldwetellwhobelongstowhom?Ifthestudentssaysomethingalongthelinesoftheylookthesame,askthemtoexpand.Whatlooksthesame?Whydotheylookthesame?Aretheredifferencestoo?MakesuretoemphasizethattraitsDONOTincludesimilaritiesinclothing,butinsteadfocusonhaircolor,eyecolor,facialstructure,etc…Thisisanimportantsteptoavoidinganypossibleconfusion.

DuringtheLessonActivity1:Matchthebabiestotheirparentworksheet

Match-the-Babies-to-Their-Parentsworksheeta. Havestudentsdrawlinesbetweentheanimalsthatgotogether.b. Askthestudentstosharesomeoftheirfindings.Whichanimalswenttogether?Whichonesdidnot?Why?c. Oncetheyarefinishedtheymaycolortheanimalsiniftheychoose.Ifthereistime,havethestudentscuttheanimals

outintosquares,andplayamatchinggamewithafriendusingalloftheanimals.


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Activity2:MatchingPlantsWorksheets

Givestudentsablankpieceofpaper,pencils,crayons,andmarkers.Givestudentsoneofthetwoplantworksheetslocatedinthebinder.Halftheclasswilldrawtheparentplantandtheotherhalfwilldrawtheoffspringplant.Makesuretoremindstudentsthatparentsandoffspringarenottwins,theydonotlookexactlyalikesosomethingsshouldbedifferent.

a) Studentsshouldcolorandcutoutbothplants,eachstudentshouldhaveoneparentplantandoneoffspringplant.b) Giveeachstudentapieceofpaperandhavethemgluebothoftheplantssidebysideontheconstructionpaper.c) Labeltheplants“Offspring”and“Parent”andhavethestudentwritetheirnameonthebackoftheirpaper.

Activity3:ScienceJournaling

Givestudentstheoptiontowriteordrawaboutanythingsciencerelatedintheirjournals.Letthemcreatetheirownjournalentry,aslongastheinformationpertainstothisunit.

ExtendedActivity:ScienceJournal—NOTE:Onlycompletethistaskifstudentfamilydynamicslenditselftoeffectivelyaccomplishingthisactivity.Theclassroomteacherwillneedtodecideifthisactivityisappropriatefortheclass.Howdoyoulooklikeyourparents?Bringinapictureofyouandyourparentsorbrother/sister.Putthepictureinyoursciencejournalandwritedownwordsthatdescribehowyouareallsimilar.Forexample,samehaircolor,eyecolor,nose,bothtall/shortetc.LessonClosingBringtheclasstogetherinacircleandhavethestudentssharetheirplantsthattheydrew.Askthemtomentionafewkeyfeaturesthatmaketheoffspringandparentplantsimilarandonekeyfeaturethatmakethemdifferent.


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Assessment(s)

● Reviewingtheircreativejournalentry● Reviewingtheiranimalmatchingworksheet● Reviewingtheirplandrawingactivity

ListofUnitResourcesLesson1

Quantity Item Source1 SwallowsintheBirdhousebyStephenRSwinburne Bin1 MySpyBirdhouse/Nestingboxwithsuctioncupsthatattachtoa

windowBin

Classset Largedrawingpaper ClassroomTeacherClassset Crayons ClassroomTeacher1

CompendiumofAcademicLanguageTechniques UpdatedregularlyontheNAPSWebsite

4containersperclass Frosting Bin3bagsperclass Birdseed Bin110”pieceperstudent Stringorribbon Bin1 Box ClassroomTeacher Newspaper ClassroomTeacherClassSet Pinecones Bin/ClassroomTeacher

Lesson2


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Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1boxperstudent Crayons,markers,pencils ClassroomTeacher2pieces Chartpaper(1forwordwall,and1foropeningactivity) ClassroomTeacher https://www.youtube.com/watch?v=gP2te1jF0y0(Animalmovesvideo) Thumbdrive1perstudent AnimalMovementWorksheet Binder

Lesson3

Quantity Item Source1perstudent Sciencejournal ClassroomTeacher3setsperclass AnimalImageworksheet(laminatedcolorcopies) Bin1 PowerPointofanimalclasses Thumbdrive VariousMathManipulatives ClassroomTeacher

Lesson4

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent Scissors ClassroomTeacher1perpair WhatdoAnimalsNeedWorksheet Binder1perstudent Gluestick ClassroomTeacher1perpair Constructionpaper ClassroomTeacher1perclass Stapler ClassroomTeacher1perstudent ThingsMyPetNeedsBooklet(3pages) Binder


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1boxperstudent Crayonsandormarkers ClassroomTeacher

1perstudent Mediumorlargesizepinecone ClassroomTeacher/Bin

Lesson5

Quantity Item Source1 http://ccitonline.org/ceo/home/content_images/Needs_Bk2_s.pdf

onlineversionofTillenaLou’sDayIntheSunbyBarbaraTharp

Thumbdrive

Optional http://www.bioedonline.org/tasks/render/file/index.cfm?fileID=8E28B3AE-957F-2A75-00EF2F01812C503B

Online

1perstudent Pieceofwhitepaper ClassroomTeacher

Lesson6

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluestick ClassroomTeacher Constructionpaper ClassroomTeacher PowerPointonAnimalShelters Thumbdrive1perstudent PlasticEggs Bin


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¼cupperstudent Sunflowerseeds Bin1perstudent Itemstodecorateeggswith:googlyeyes,Elmer’sglue,colorfultape Bin1copyforSF;1forCT PuppetShow:“Camouflage”(HandsonNaturep.232-233) Binder Puppets Bin

Lesson7

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1pergroup Animalbabyandparentcards(laminated) Bin ProjectorandComputer ClassroomTeacher AreyouMyMothervideo:https://www.youtube.com/watch?v=x4Koi-

RJATE

Thumbdrive

Optional AreyouMyMotherbyP.DEastman Library

Lesson8

Quantity Item Source1perclassroom Projectorandcomputer ClassroomTeacher “PlantParts”video:

http://www.schooltube.com/video/8b5cd92efbe9708a4a5a/Plant-PartsThumbdrive

1perstudent Largeblankpaper ClassroomTeacher1perstudent Coloredpencils ClassroomTeacher Textbookdiagramsofplants LibraryorInternet


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5-10 Researchresources/non-fictionbooksaboutplants Library1perstudent LifeCycleReadingandQuestions(PlantsfromSeeds:4pages) BinderEnoughforeachchildtohaveafew

Post-its Bin

Lesson9

Quantity Item Source Chartpaperandmarkers ClassroomTeacher1pergroup Whitepaper ClassroomTeacher Markers,crayons,andorcoloredpencils ClassroomTeacher1perclass Clearfrontreportcover(forbindingtheclassbook) Bin1perstudent Smallplasticcup Bin1cupperstudent Pottingsoil Bin1perstudent Seeds Bin Water ClassroomTeacher1perclassroom Projectorandcomputer(optional) ClassroomTeacher

Lesson10

Quantity Item Source1 TopsandBottomsbyJanetStevens Bin20 Popsiclesticks:10with“top”writtenonthemand10with“bottom”

writtenonthemBin

1 Largerollofplainpapertomakeaclassmural ClassroomTeacher


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Classset Crayons,markers,andorcoloredpencils ClassroomTeacher

Lesson11

Quantity Item Source1setperclass Fruitsandvegetablessortingcards Bin Chartpaperandmarkers ClassroomTeacher Tape ClassroomTeacher1setperclass Apple,strawberries,potato,tomato SueBeauchamp1perstudent Gluesticks ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Paperplates Bin Magazines(withpicturesoffruitsandvegetables-cookingmagazines

suggested)Bin

ComputerandProjector ClassroomTeacher Red,yellow,andgreenapples(enoughforthewholeclasstotryoneslice

ofeachcolor)SueBeauchamp

Lesson12

Quantity Item Source1setperclass Puppets Bin1perstudents Dandelionpuppetshowscript(HandsonNaturep.181) Binder


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2setsperclass Puzzlepieces(laminated) Bin PuzzleKey(forTeachertoreference) Binder1perstudent Paper,crayons,pencils,etc. ClassroomTeacher

Lesson13

Quantity Item Source1perclass “TheTinySeed”byEricCarle Bin1perclass Projector/laptop ClassroomTeacher

“SeedDispersal”video:https://www.youtube.com/watch?v=3CCOWHa-qfc

Thumbdrive

Lesson14

Quantity Item Source1perstudent Sciencejournal ClassroomTeacher1perstudent Familyphotoofchildwithparent/parents/brother/sister Elementarystudent/

ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1pieceperstudent Blankpieceofwhitepaper ClassroomTeacher1perstudent(½theclass) Parentplantworksheet Binder1perstudent(½theclass) Offspringplantworksheet Binder1perstudent Coloredconstructionpaper ClassroomTeacher1perstudent Scissors ClassroomTeacher


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1perstudent Gluesticks ClassroomTeacher1perstudent Animalmatchingworksheet1 Binder1perstudent Animalmatchingworksheet2 Binder

Documents

Plants and Animals - learning-in-action.williams.edu · This unit was developed with National Science Foundation funding (Grant #1432591). It is a DRAFT document that will be revised