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DELTASTUDIESCURRICULUM
PlantandAnimalLifeCyclesintheDelta
1- LS3Heredity:InheritanceandVariationofTraits.
Makeobservationstoconstructanevidence-basedaccountthatyoungplantsandanimalsarelike,butnotexactlylike,theirparents
SanJoaquinCountyOfficeofEducationSTEMPrograms
Fundingprovidedby
CaliforniaBay-DeltaAuthority
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1-LS3PlantandAnimalLifeCyclesintheDeltaAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationPrincipleCurriculumWriterJayBell,LodiUnifiedSchoolDistrictOtherWriterJohnCoulter,StocktonUnifiedSchoolDistrictFieldTestersDonnaFlores,StocktonUnifiedSchoolDistrictSheilaFlores,MantecaUnifiedSchoolDistrictJenniferKacyon,LammersvilleElementarySchoolDistrictLoridelaO,StocktonUnifiedSchoolDistrictReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaClymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorKathleenBell
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LayoutArtistJo-AnneRosen,WordrunnerTechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority
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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA
Contents
NextGenerationScienceStandards 7
Overview 8
Storyline 9
Investigation1Where’sMyMom? 11
Investigation2BlossomstoBerries 17
California’sEnvironmentalPrinciplesandConcepts 25
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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA
NextGenerationScienceStandards
• ScienceandEngineeringPractices:ConstructingExplanationsandDesigningSolutions:Buildonpriorexperiencesandprogresstotheuseofevidenceandideasinconstructingevidence-basedaccountsofnaturalphenomenaanddesigningsolutions.1-LS3-1:Makeobservations(firsthandorfrommedia)toconstructanevidence-basedaccountfornaturalphenomena.
• DisciplinaryCoreIdeas:LifeScience.LS3.AInheritanceofTraitsYoung
animalsareverymuch,butnotexactlylike,theirparents.Plantsalsoareverymuch,butnotexactly,liketheirparents.
• CrosscuttingConcept:Patterns.Patternsinthenaturalworldcanbeobserved,
usedtodescribephenomena,andusedasevidence(1LS3-1)WorkingtowardsPerformanceExpectation:1-LS3Heredity:InheritanceandVariationofTraits.Makeobservationstoconstructanevidence-basedaccountthatyoungplantsandanimalsarelike,butnotexactlylike,theirparents.
CommonCoreStateStandardsConnections:
ELA/Literacy—1.RI.1 Askandanswerquestionsaboutkeydetailsinatext.(1-LS3-1)
W.1.7
Participateinsharedresearchandwritingprojects(e.g.,exploreanumberof“how-to”booksonagiventopicandusethemtowriteasequenceofinstructions).(1-LS3-1)
W.1.8
Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.(1-LS3-1)
Mathematics–MP.2 Reasonabstractlyandquantitatively.(1-LS3-1)
MP.5 Useappropriatetoolsstrategically.(1-LS3-1)
1.MD.A.1Orderthreeobjectsbylength;comparethelengthsoftwoobjectsindirectlybyusingathirdobject.(1-LS3-1)
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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA OVERVIEW UNDERSTANDINGS• Organismsproduceoffspringoftheirownkind,whicheventuallyresemblethe
parents.• DifferentlivingthingsoftheSanJoaquinDeltahavedifferentlifecycles.• Livingthingshavespecificneedstocompletetheirlifecycles.• Flowersandfruitsareassociatedwithreproductioninplants.ESSENTIALQUESTIONS• Howarelifecyclesofonegroupofanimalsorplantssimilaranddifferentfrom
anothergroupofanimalsorplants?• Howareflowers,fruits,andseedsrelatedtoeachother?KNOWLEDGEANDSKILLS:Studentswillknow:• thelifecyclestagesofseveralanimals.• thelifecycleoftheblackberryplant.• therelationshipbetweenflowers,fruits,andseeds.Studentswillbeableto:• Makeobservationstoconstructanevidence-basedaccountthatyoungplants
andanimalsarelike,butnotexactlylike,theirparents.• explainthestagesofplantsfromflowerthroughfruittoseed.
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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA
STORYLINE Plantsandanimalsarealike,butnotexactlylike,theirparents.Examplesofpatternscouldincludefeaturesplantsoranimalsshare.Examplesofobservationscouldincludeleavesfromthesamekindofplantarethesameshapebutcandifferinsize;and,aparticularbreedofdoglookslikeitsparentsbutisnotexactlythesame.Theyhavepredictablelifecyclesandneedsforsurvival.Someanimalschangerelativelylittlebetweentheimmatureandadultstagesoflife.Throughoutallthestagesintheirlife,plantsandanimalshaveneedsthatmustbemetfortheirsurvival.Lesson1,“Where’sMyMom?”focusesonthesimilaritiesofyoungandadultanimals.Theactivityillustratesthatanimalsexhibitavarietyoflifecycles,withsomebabyanimalsresemblingtheirparents,andsomebabyanimalsundergoingmetamorphosisintheirdevelopmenttoadulthood.Lesson2,“BlossomstoBerries”,introducestheconceptoflifecycles,usingplantsastheexample.Itisshownthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers..
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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA InstructionalMaterialsRequiredThefollowinglistcontainsmaterialsthatmaynotbereadilyavailableinaclassroomoratschool,butarenecessarytoconductthelessonsforthisunit.Lesson1
• Book:AreYoumyMother?ByDr.SeussLesson2
• Abagoffreshorfrozenblackberries• Severaltypesoffruit(atleastanapple,orange,tomatoandbellpepper)• Classsetofpaperplatesandaplasticspoon(orresealablesandwichbags)• Classsetofmagnifyinglenses
OtherHelpfulResourcesFromSeedtoPlantbyGailGibbonsWhatIsaLifeCycle?byBobbieKalmanandJacquelineLangillANewButterfly:MyFirstLookatMetamorphosisbyPamelHickmanANewDuck:MyFirstLookattheLifeCycleofaBirdbyPamHickman
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INVESTIGATION1
Where’s My Mom? OBJECTIVEThelessonwillfamiliarizestudentswiththeconceptthatanimalsexhibitavarietyoflifecycles;somebabyanimalsresembletheirparents,andsomebabyanimalsundergometamorphosisintheirdevelopmenttoadulthood. BACKGROUNDManyanimalsstartlifeasminiatureversionsoftheirparents.Theanimalsdepictedinthecardsare:snakeandbabysnake,mosquitoandlarvae,butterflyandcaterpillar,frogandtadpole,turtleandbabies,riverotterandbaby,flyandlarva,duckandbabies,pelicanandbaby,dragonflyandlarva,beaverandbabies,Osprey(fishhawk)andbabies.PREPARATIONANDMATERIALSMaterialsIfavailable,thebookAreYouMyMother?byDr.SeussPerStudentorPairofStudents:• Thefour“Where’sMyMom?”sheets(ifpossible,copyoncardstockorprovide
cardstockonwhichstudentscouldgluetheillustrations)• Onepairofscissors• Crayons(optional)TimePreparation:15minutesLesson:45to60minutesPROCEDUREEngagement:Phenomena:ShowpicturesofanimalsfromtheNationalGeographicwebsite:http://www.nationalgeographic.com/photography/photos/animal-mothers-babies/(orfinditbygooglingAnimalMothersandBabiesPhotos)Insmallgroups,havestudentsrecordonstickynotesortalkaboutwhattheynotice(patterns)abouttheparentandbabyanimals.Havethemsharewiththelargegroup.
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Introduction1. Askthestudentswhatapuppyiswhenitgrowsup.Askthestudentshowthepuppy
isdifferentfromitsparents,andhowitissimilar.Askthestudentstonameotherbabyanimalsthatlooksimilartotheirparents.Tellthestudentsthatmanybabyanimals,includingdogsandcatslooklikeadults,justsmaller.
2. Ifavailable,readtostudentsthebookAreYouMyMother?byDr.Seuss.Activity:3. Distributethematerialstothestudents.Thestudentsmayfirstcolortheanimalson
theactivitysheets.4. Directthestudentstocutthefour“Where’sMyMom?”sheetsinto24individual
cards.5. Havestudentsseparatethe“Where’sMyMom?”cardsintotwosets:oneofparents
onlyandoneofbabiesonly.6. Askthestudentstomatcheachbabyanimalwithitsparent.7. Discusswiththestudentswaysinwhichaspecificbabyissimilarto,ordifferent
from,itsmatchingparent.8. Playagameofconcentrationusingthecards.Placethecardsfacedownonthetable
andturnovertwocards.Iftheymatch,theplayerputstheminherorhispile.Ifthecardsdonotmatchthecardsareturnedbackoverintheiroriginalposition.Theotherplayerthenrepeatstheprocess.
9. Whenallcardsarematched,thegameisoverandcanbereplayed,withthecardsin
newpositions.ClosureNote:Theanswersinitalicsareexamplesofstudents’answers.10. Askstudents:
• Whatdoanimalsthatlookliketheirparentsshare,inadditiontolookingliketheirparents?(Theyarecaredforbytheirparents.)
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EXTENSIONS• Askchildrentobringinpicturesoftheirparentsoradultfriendsaschildrenandas
adults.Seeiftheclasscanmatchthechildrentotheadults.• ReadIsYourMamaaLlama?ByDeborahGuarino.• Haveadiscussionaboutthepossibilitiesandproblemsforachildraisedbyaparent
ofanotherspecies.• Raisesilkwormsintheclassroom.• Askstudentstoresearchthenamesofyoungforvariousanimals(e.g.,kitandbeaver;
puppyanddog,kittenandcat).Havethemdrawtheanimalsandlabelthem,andplacethemintoabooklet.
RESOURCESBooks• AreYouMyMother?byDr.Seuss• IsYourMamaaLlama?ByDeborahGuarino• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving
Thingsseries)OtherResourcesTheGreatValleyMuseuminModestohasanimalkits/suitcasesforteacherstocheckoutthatwouldallowthechildrentotouchandfeelpeltsandskins.
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INVESTIGATION2
Blossoms to Berries OBJECTIVEThelessonwilldeveloptheconceptsthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers.BACKGROUNDPlantsmakenewplantsbyproducingseeds.Theprocessstartswhentheplantmakesaflower.Pollengetsontheflowerthroughtheactionofwindoranimals.Thebottompartoftheflower(theovary)thenbeginstogrowintoafruitwithseedsinside.Whenthefruitiscarriedawayoreatenbyananimal,theseedsarespreadtoanewplacewheretheycangrowintonewplants.
Thefruitisimportanttotheplantbecauseitprovidesaplacefortheseedstodevelop.Thefruitalsoencouragesananimaltomovetheseedstoanewplace.Additionally,thefruitcanprovidemoistureandnutrientstotheseedinitsnewhome.Whenpeoplethinkoffruits,theygenerallythinkonlyofsuchthingsasapples,oranges,peaches,andcantaloupes.However,cucumbers,bellpeppers,greenbeans,andtomatoesarealsofruits.Afruitisdefinedastheripenedseed-containingovaryofaflower.Avegetableisdefinedasanypartofaplantthathumanseat.Allfruitsarevegetables-butonlyvegetablesthatcontainseedsarefruits.Theseedisobviouslyimportanttotheplantasawaytomakemoreplants.Plantsonlyliveforacertainamountoftime.Therefore,foraparticulartypeofplanttocontinuetobeinanarea,theplantmustreproduceitself.Oneofthemainmeansthroughwhichplantsreproducethemselvesisthedispersalofseeds.
AverycommonplantintheDeltaistheblackberry.Innaturalareasandtheedgesofcultivatedareas,ifthereissufficientwater,blackberrythicketscanbefound.Thethicketsserveashomeforawidevarietyofanimals.Twotypesofblackberrygrowlocally.ThemorecommonistheHimalayanblackberry,whichwasintroducedfromEurope.LesscommonistheCaliforniablackberry,anativeplantthatwasenjoyedbyNativeAmericansandearlysettlers.TheHimalayanblackberryhasthicker,longerstemsanditsprotectivespinesonthestemsaremuchlarger,theleafletsareinsetsoffiveandtheberriesarelargerandjuicier.TheCaliforniablackberryhasleafletsinsetsofthreeorfiveandhasmorespines,buteachspineissmallerthanthatoftheHimalayanblackberry.
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Preparation• Bringtoclassabagoffreshorfrozenblackberries.• Gatherafewtypesoffruitforthe“Introduction”(atleastanapple,orange,tomato,
andbellpepper).• Makecopiesofthetwo“BlossomstoBerries”sheets(oneofeachforeachstudent).• Enlargetheindividualpicturesofthe“BlossomstoBerries”sheetforclassdiscussion
ormakeatransparencyoftheentiresheet.• Tolimitthe“messiness”oftheberries,considerplacingeachblackberryintoa
resealablesandwichbag.Thenhavestudentsseparatetheseedsfromtheberrypulpwhiletheberryisinthebag.
MaterialsForEachStudent:• Ablackberryonapaperplate• Optional:resealablesandwichbag(aplasticspoonandpapertowelwouldnotbe
neededifthesandwichbagisused)• Aplasticspoon• Apapertowel• Both“BlossomstoBerries”sheets(theonewiththeillustrationsandtheonewith
thenumbers)• Pairofscissors• Crayons(particularlypurple,blue,green,andbrown)• Gluestick• MagnifyinglensTimePreparation:15minutesLesson:60minutesNote:Thislessoncanalsobeseparatedintothreeshorterlessons:onelessoncouldfocusonthedifferencesbetweenfruitsandvegetables;thesecondlessoncouldinvolvecountingtheseedsintheblackberries;andthethirdlessoncouldhavestudentscompletethe“BlossomtoBerries”sheet.
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InstructionalSequence:ShowSmithsonianChannelvideoofexplodingseeds http://www.smithsonianchannel.com/videos/unbelievable-footage-of-exploding-plants/36477orgoogle“unbelievablefootageofexplodingplantsSmithsonian”orfromngssphonomena.comsiteInsmallgroups,havestudentslistonstickynotesthreeorfourquestionstheyhaveafterviewingthevideo.Havethemsharetheirnoteswiththewholeclassandgroupthequestionsbysimilarities.Ifnotmentioned,elicitquestionsinvolvingwhyseedsneedtobedispersed,othertypesofseedstheyhaveseen,andleadintoseedsthattheyseeeverydayintheirfood.DELTABLACKBERRYPROCEDUREIntroduction11. Displaythefruitslistedinthe“Preparation”portionofthelesson.Askthestudents
whichofthedisplayeditemsarefruits;thenaskwhicharevegetables.12. Explainthatalloftheitemsarevegetablesandthatalltheitemsarefruits.13. Sharewiththeclassthedistinctionsbetweenfruitsandvegetablesasoutlinedinthe
“Background”sectionofthelesson.Askstudents:• Isagreenbeanafruitoravegetable?(Both)• Whycan’twecallaheadoflettuceafruit?(Itwasn'toncethebottompartofa
lettuceflower;itdoesn'thaveseedsinsideit.)• Howmanyfruitsdoweeatwhenweeatahamburger?(Usuallyatleasttwo:a
pickleandatomato)14. Tellthestudentsthatafruitishowaplantmakesmoreplants.Asktheclassto
explainwhatafruitisbeforeitisafruit.Afterdiscussion,explaintheprocessofflowertofruitasoutlinedinthe“Background”sectionasappropriateforyourstudents.• Aplantmakesaflower.• Pollengetsontheflowerfromanotherflower.• Pollenmakesthebottompartoftheflowergetlarger.
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• Seedsdevelopinsidethegrowingbottompartoftheflower.• Thebottompartoftheflower,withtheseedsinsideit,becomesafruit.• Thefruitfallsfromtheplantoriscarriedawaybyananimal.Theseedsspreadto
anewplacewheretheycangrowintonewplants.15. ExplaintothestudentsthattheblackberryplantisverycommonthroughouttheSan
JoaquinValleyandtheSacramento-SanJoaquinDelta.Telltheclassthatintoday’sactivitytheywilllookattheblackberryandlearnhowitchangesfromaflowertoafruit.
Activity16. Distributeablackberry,plasticspoon,handlens,andpapertowelonaplatetoeach
studentorpairofstudents.Cautionthestudentsthatblackberryjuicewillstaintheirskinandclothes,sotheyneedtobecareful.Ifplasticresealablebagsareused,thenaspoonandplatearenotnecessarybecausestudentswilllocatetheseedsbyseparatingtheberrywhileitisinthebag.
17. Havethestudentscarefullycutuptheblackberrywiththeirspoontofindtheseeds.18. Directthestudentstocountthenumberofseedstheyfind.Thenaskstudentsto
recounttheseedstomakecertainthattheircountiscorrect.19. Recordonaclassgraphthenumbersofseedsfoundforcomparisonanddiscussion.20. Distributethe“BlossomtoBerries”sheets,scissors,crayons,andgluesticktothe
students.21. Instructthestudentstocutouttheindividualpictures(leavingasmallborderaround
eachpicture)andthenarrangethepicturesontheothersheetinorder.Theordershouldgofromflowerbudstothefruitbeingcarriedawaybyabird.
22. Instructthestudentstonotglueanyofthepicturesuntilafterclassdiscussion.23. Onceallthestudentshavearrangedtheirpicturesinwhattheybelieveisthecorrect
order,leadaclassdiscussionusingtheenlargedpicturesoratransparency,mentionedinthe“Preparation”sectionofthelesson,tooutlinethecorrectsequenceofevents:(1)Flowerbudto(2)flowerto(3)earlyberryto(4)growingberryto(5)ripeberryto(6)berrybeingpluckedbyabird.YoumightneedtoexplaintostudentstheroleofthebirdintheBlackberry’slifecycle.(Thebirdeatsthefruit,
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fliesoff,andlaterdeposits,asabirddropping,thenon-digestibleseedsinanotherlocationwheretheycouldgrow.)
Note:Thelettersontheblackberrypicturesinthecorrectsequencewillspellouttheword“FLOWER”.Closure24. Askthestudentshowthischainofeventsfortheblackberrywouldcomparetothe
formationofatomato,bellpepper,orcucumber.Theansweristhatthechainofeventsisbasicallythesameforallfourplants.Theonlydifferencemightbewhathappenstothefruitonceitisripe.Reinforcethefactthatfruits,withtheirseedsinside,arewhatoncewasthebottompartofaflower.Theseedsinsidethefruitwillgrowintomoreplantsthatwilleventuallymakemoreflowers.
EXTENSIONS• Rinseanavocadoseed,sticktoothpicksintoitssides,andsuspenditinthemouthof
ajar.Keepthewaterleveltothehalfwaypointofthepit.Roots,stem,andleaveswillform.
• Giveeachstudentapeanutintheshell.Theshelledthingisadriedfruitandwasoncethebottompartofapeanutflower.Havethestudentsopentheshellandremovethetwoseeds.Havethempullthetwosidesofoneseedapart.Iftheylookcarefullyatoneendofoneoftheseedhalves,theywillseeababyplant,completewithstem,leaves,androot.
• Havethestudentsmakeaclasslistofsomefruitsthatdonothaveseeds.Examplesmightbeseedlessgrapes,naveloranges,andseedlesswatermelons.Asktheclasswhythesefruitsdonothaveseeds.Theansweristhatpeople“made”thesekindsofplantsnottohaveseedssothattheywouldbeeasierforustoeat.Encouragestudentstoasktheirparents,lookinbooks,oraskontheInternettofindouthowtheseplantsmakemoreplants.
RESOURCESBooks• EatingtheAlphabet:FruitsandVegetablesfromAtoZbyLoisEhlert• FromSeedtoPlantbyGailGibbons• MissRhumphiusbyBarbaraCooney• TheTinySeedbyEricCarle• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving
Thingsseries)
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EXTENSIONS• Askchildrentobringinpicturesoftheirparentsoradultfriendsaschildrenandas
adults.Seeiftheclasscanmatchthechildrentotheadults.• ReadIsYourMamaaLlama?ByDeborahGuarino.• Haveadiscussionaboutthepossibilitiesandproblemsforachildraisedbyaparent
ofanotherspecies.• Raisesilkwormsintheclassroom.• ContactthelocalMosquitoAbatementandVectorControlabouttheirclassroom
mosquitoraisingkit.• Havethestudentsuseamicroscopetolookatfeaturesoflarvalandadult
mosquitoes.• Askstudentstoresearchthenamesofyoungforvariousanimals(e.g.,kitandbeaver;
mothandlarva,puppyanddog,kittenandcat).Havethemdrawtheanimalsandlabelthem,andplacethemintoabooklet.
RESOURCESBooks• AreYouMyMother?byDr.Seuss• IsYourMamaaLlama?ByDeborahGuarino• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving
Thingsseries)OtherResourcesTheGreatValleyMuseuminModestohasanimalkits/suitcasesforteacherstocheckoutthatwouldallowthechildrentotouchandfeelpeltsandskins.
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California’sEnvironmental Principles & Concepts
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
