Plants and Animals - Welcome to MCLAIdentify animals and the class that it belongs to. Identify the four basic needs of an animal - air, food, water, and shelter. Recognize animals

TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.

T2LCurriculumUnit

Grade1 Plantsand

Animals

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedastheunitispilotedandfeedbackreceived. Page1of84

PlantsandAnimals

LifeScience/Grade1

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

Authors:JoyDeMayo,SecondGradeTeacher,ColegroveParkElementarySchoolLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsGraceSullivan,EnglishMajor,Women’s,Gender,andSexualityStudiesMajor,WilliamsCollegeJessicaWojcik,InterdisciplinaryStudiesMajor,EducationMajor,SocialWorkMinor,MassachusettsCollegeofLiberalArtsRevisions,Summer2018MathewRowchowdhury,PhysicsMajor,WilliamsCollege


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TableofContentsUnitOverviewandBackgroundUnitPlan................................................................................................................................................................................................................................................................4LessonsataGlance...........................................................................................................................................................................................................................................9LessonFeatureKey........................................................................................................................................................................................................................................11TieredVocabularyList.................................................................................................................................................................................................................................12LessonPlansLesson1:SwallowsintheBirdhouse(Literacy)...............................................................................................................................................................................13Lesson2:AnimalMoves..............................................................................................................................................................................................................................20Lesson3:AnimalClasses.............................................................................................................................................................................................................................25Lesson4:AnimalNeeds...............................................................................................................................................................................................................................29Lesson5:TillenaLou’sDayintheSun(Literacy).............................................................................................................................................................................34Lesson6:AnimalSurvival...........................................................................................................................................................................................................................37Lesson7:CaringforYourOffspring.......................................................................................................................................................................................................42Lesson8:PlantLifeCycles..........................................................................................................................................................................................................................47Lesson9:PlantNeeds...................................................................................................................................................................................................................................51Lesson10:TopsandBottoms(Literacy)..............................................................................................................................................................................................56Lesson11:ComparingPlants....................................................................................................................................................................................................................60Lesson12:PlantSurvival............................................................................................................................................................................................................................65Lesson13:SpreadingSeeds.......................................................................................................................................................................................................................68Lesson14:PlantsandAnimalsLookLikeTheirParents..............................................................................................................................................................71UnitResourcesScienceTalkandOracy.................................................................................................................................................................................................................................76MasterListofUnitResourcesandMaterials......................................................................................................................................................................................78


UNITPLANStage1DesiredResults

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).]

1-LS3-1. Useinformationfrom

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?


observations(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.

Stage2–Evidence


EvaluativeCriteria 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.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.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


Lessons-At-A-Glance

Independentonlinestudentresearch Technologyintegration YouTubeVideo

Outdooreducation Kinestheticlearning LabworkLesson CoreActivities Extensions AspectsofLesson1.SwallowsintheBirdhouse(Literacy)

● Reading:SwallowsintheBirdhouse

● BirdhouseActivityorEagleCam

● PineConeActivity

● Reading:BlueBirdintheGarden

2.AnimalMoves ● WhoamI?● ScienceJournaling

● WatchingEagleCam

3.AnimalClasses ● GuessingGame

● SortingActivity● ScienceJournaling

4.Animalneeds ● “WhatdoAnimalsNeed”Activity

● “ThingsmyPetNeeds”Activity

5.TillenaLou’sDayintheSun(Literacy)

● Reading:TillenaLou’sDayintheSun


6.AnimalSurvival ● RattleActivity● CamouflageActivity● CamouflagePuppetShow

7.CaringforyourOffspring

● Takingcareofababyanimal

● Reading:“AnimalsandTheirBabies”

8.PlantLifeCycles ● ScientificDiagram

9.PlantNeeds ● “HowtoPlantaSeed”

10.TopsandBottoms(Literacy)

● Reading:TopsandBottoms● Drawingplantsanimals

11.ComparingPlants ● Fruitshapevisualizations ● Appletesting● DietTracking● ResearchonFruit

12.PlantSurvival ● DandelionPuppetPerformance

● Puzzleandskit

13.SpreadingSeeds ● Reading:TheTinySeed● TravellingSeedsGame

● NatureHike

14.PlantsandAnimalsLookLikeTheirParents

● MatchingBabies&Parents● MatchingPlants● ScienceJournaling

● OptionalScienceJournaling


CalloutsTeachingTip

Inthesecalloutboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.

StudentThinkingAlertLookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.

LessonFeatureKeyLessonsinthisunitincludeanumberoffeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.

Icons

Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit)

Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.TextFormatting:[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.Underlinedtextinthelesson:Thisformattingindicatesimportantconnectionsbacktothecentralscientificconcepts,andisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.


TieredVocabularyListTier1 Tier2 Tier3

birdhousemoveswimfoodairpet

comfortableparentbabyharvestfruit

vegetablepoisonousparent

materialspredictleap

describeclass

characteristicsneed

imaginaryessentialcamouflageprotectionnonfictiondiagramtrunkcyclecleverprofit

dispersalstrategysimilardifferent

migrationbroodpredatorsessilemammalreptile

amphibiansurvivenectaroffspringnutrientsresourcessurvivaldefenseoffspring


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).]


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


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


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.

DuringtheLesson Reading:SwallowsintheBirdhouse

1. Showtheclassthecoverofthebookandaskstudentswhattheynotice.Askstudentstopredictwhatmayhappeninthebook?Theteachershouldreadthebook,stoppingandaskingquestionsabouttheeventsinthestory.Makesuretopointoutnewvocabularywordsthatareinthestory.


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

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

3. Askstudentsifthissometimeshappensinhumanhomestoo.Dodifferentfamilymembershavedifferentresponsibilities

orjobs?Dotheyworktogether?BirdhouseActivity:

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.Thisisapossiblebreakpointsothatthelessoncanbecompletedovertwoclassperiodsasopposedtoasingleclassperiod.PineConeActivity:Explainthatanimalsneedfoodtosurvive,peoplecanhelpanimalsgetfood;onewayistomakebirdfeeders.Todaywearegoingtomakepineconebirdfeedersforthebirdsthatlivearoundourschooloraroundyourhome.*Note-thisactivityisweatherdependent,andtheoptimalseasonaltimeisfallorspring

a. Havestudentsgooutsidetocollectpineconesthataremediumtolargesize.Iftherearenotmanyaroundtheschool,theclassroomteacherorsciencefellowmayneedtocollectsomeinadvance.Eachstudentwillneedhisorherownpinecone.

b. Thesciencefellowshouldgiveeverystudentapre-cutpieceofstringtotiearoundtheirpineconesotheycanhangitup.Theclassroomteacherandsciencefellowmayneedtohelpstudentstiethestring.Nextstudentswillneedtocovertheoutsideoftheirpineconeinfrosting.

c. Lastlyhavestudentscoverthepineconesinbirdseed.Findamediumsizeboxandcoverthebottomwithpaperornewspaperandpourthebirdseedintothebottomofthebox.Havestudentscomeupafewatatimetorolltheirpineconesinthebirdseed.

d. Takeafieldtripoutsidetohangthebirdfeedersaroundtheschoolintrees.Ifthisisnotpossiblehavethestudentsputtheirpineconesinaplasticbagandletthemtaketheirbirdfeedershome.

e. Afterafewdaysaskstudents:Areyourbirdfeedersstillcoveredwithseeds?Whathaveyouobserved?Whathasorhasnotchangedaboutyourbirdfeeders?Canyoumakeanyfuturepredictionsconcerningyourbirdfeeders?Havestudentswriteafewsentencesabouttheirobservationsinsciencejournals,andsketchabirdfeederdiagram


(optional:withlabels)overthefewdaysspansotheycancomparebeforeandafter.[SP6:constructingexplanationsanddesigningsolutions]Thestudentscanusethefollowingsentenceframestohelpthemrecordtheirfindings:

i. Mybirdfeederhas__seedsthanitdidwhenIfirstputitup.ii. The___onmybirdfeederhaschanged/stayedthesamesinceIfirstputitup.iii. Inthefuture,Ithinkmybirdfeederwill___bedifferentfromthewayitisnowbecause____.

Assessments● Studentswillmakeanillustrationoftheinsideofabirdhousewithappropriateobjectsandnestingmaterial,birdhouse

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

Extension● ReadBlueBirdintheGardentoclass.● Haveadiscussiononrecycledbirdhouses,suchashollowedoutgourdsorothermaterialsthatmayberecyclable(ex.

Milkcartons).-Havethekidsbrainstormthingstheymaybeabletouseintheirhouseortheclassroomthatwouldactasrecycledbirdhouses.


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.Thismayalso


beobservedintheclassactivity“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)CMCWebsite

1perstudent AnimalMovementWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear*

LESSONDETAILSLessonOpening/Activator

(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutwhatitmeanstomove,doesmovingalwaysmeanthatyouwentfromoneplacetoanother?


Couldyoustayinyourseatandstillmove?Asktheclasstomove,iftheywishtheycangetupoutoftheirseats.Askthestudentstodescribethewaytheyaremoving.Forexample,somestudentsmaysaytheyarejumping,walking,orwiggling.Iftheygiveyouawordsuchaswalkorjump,askthemhowtheydidit.Whatbodypartsdidtheyhavetousetomakethatmove?Nowthatweknowhowhumansmove,let’stalkaboutthewaythatanimalsmove.Doanimalsmovejustlikehumansdo?Whatbodypartsdoanimalsuse?Canthestudentsnameseveralwaysinwhichanimalsmove?

DuringtheLessonShowtheYouTubevideo“MovingRightAlong”,fromtheshowAnimalAtlas:https://www.youtube.com/watch?v=vR15MQRRLIQ.Itisapproximately22minuteslong,andcontainslotsofinformationregardinghowanimalsusetheirbodypartstomove.Teacherscanreviewthevideoaheadoftimetodecideiftheywouldliketoshowonlypartsofthevideo.Studentsshouldwatchthisvideoandfilloutthecorrespondingworksheeteitherduringorafterwatchingthevideo,dependentontheneedsofthestudents.Scaffoldasneeded.Alternativemodification:dependingonneedsofstudents,canalsodotheworksheetasawholeclass,orbreakstudentsupuntilsmallgroups.

Activity1:WhoAmI?(Beforebeginningthisactivitycheckwiththeclassroomteacheraboutappropriatebehaviorexpectations)-Weatherpermitting,thefollowingactivityshouldtakeplaceoutsidesothatthestudentshavealargerlandscapetoactoutin.Everystudentisgoingtopretendtobeadifferentanimal.Giveeachstudentsananimaltoactoutbuttokeepittohimselforherselfandnottellanyone.StudentsshouldgetupoutoftheirseatsONEBYONEandimitatetheanimaltheyhavedecidedtobe.Whenastudentispretendingtobeananimaltheycanmovearoundthewholeclassroomoroutdoorsareaiftheywishto.Thestudentswhoarestillsittingshouldtrytoguesstheanimalthatisbeingactedoutusingappropriateclassroombehavior(raisingtheirhand,usinginsidevoices,etc…).TellthestudentsthatwhenactingoutananimaltheyareNOTallowedtospeak.Theclassshouldguesswhattheanimalisbasedonthemovements,iftheclassisstrugglingtoguess,thentheactingstudentmaymakenoisestogivethemahint.Iftheclassisstrugglingtoidentifytheanimal,thesciencefellowsorclassroomteachercanprovide


hintsastotheidentityofthatanimal(i.e.“Itlooksliketheyhaveabushytailandlovetonibbleonthings!”(Squirrel),etc…)Oncetheactivityiscompleted,movebackindoors.[SP8:obtaining,evaluating,andcommunicatinginformation]Alternative:Youcouldalsosplitclassupintothreegroupstoallowformorediscussionandstudenttalk.Activity2:ScienceJournalingNowthatstudentsknowhowandwhyanimalsmove,theywillbedrawinganexampleintheirsciencejournal.Atthetopofanewpagestudentsshouldputthetitleofthislesson“AnimalMoves”andwritethedate.Askstudentstopicktheanimaltheyimitated.Thestudentsshoulddrawapictureofthatanimal,oncethestudentshavefinishedtheirpictures,theyshouldwriteoneortwowordsdescribingthewaythatanimalmoves.Theclassroomteacherandsciencefellowwillneedtowalkaroundandhelpstudentswritethewordscorrectlyintheirsciencejournals,aswellasofferguidanceonextraordinarymovementwords(i.e.scurry,waddle,pounce,etc.;).Thestudentscanusethefollowingsentenceframestoguidetheirresponses:1. Thisanimal___whenmovingslowly,and___whenmovingquickly.2. Thisanimal___inordertomovethroughthe___(i.e.air,water,soil).LessonClosing

(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutwhyanimalsneedtomove?Howdoesahabitat(whereananimallives)impactthewayananimalmoves?Whywouldtheywanttogofromoneplacetoanother?Whywouldtheywanttomoveatall?Howdoesmovinghelpthemsurvive?Besuretodiscussbirdsspecificallyandthinkbacktowhatwasdiscussedinlessonone.

AssessmentAttheendofthislesson,askeachstudenttostandup,picktheirfavoriteanimal,andpretendtomovethewaythatanimalshould.Studentsshouldtrytheirbestnottorepeatpreviouslyusedanimals;sciencefellowsandclassroomteachercouldoffer


alternativesifthestudentcannotthinkofone.Theyshouldalsosayawordtodescribethewaythatanimalmoves.Thismayalsobeobservedintheclassactivity“WhoAmI?”Besuretoaskthemwhatbodyparttheyareusingtomakethatmove.Reviewthestudents’sciencejournalsaftertheyhavecompletedthedrawingactivity.Extension● WatchEagleCam(availableathttps://www.dceaglecam.org)withclassandrecordsomeoftheeagles’behavior.Animal

webcamsoftenhaveshortlifespans,sochecktomakesurethatthiswebcamisstillactivebeforethestartofthelesson.


Lesson3:AnimalClassesBACKGROUND

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

LearningTargetsIcanidentifyanimalsandtheclassthatitbelongsto.Icangroupanimalsbysameclass


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


Tier2:class,characteristicTier3:mammal,reptile,amphibian


1perstudent Sciencejournal ClassroomTeacher3setsperclass AnimalImageworksheet(laminatedcolorcopies) Bin1 PowerPointofanimalclasses CMCWebsite VariousMathManipulatives ClassroomTeacher



Whydowegroupthingsorclassifythings?(Thisskillcanbedemonstratedorpracticedusingmathmanipulatives.)Whydowehavegroupsofitemssuchasfood,tools,andtoys?Isgroupinghelpfultous?Howdowegroupanimals?Howelsecanwe


groupanimals?Scientistsgroupanimalsthatarealikeorsharesimilarcharacteristics.Whothinkstheycangivemeanexampleofagroupofanimals?

(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutthedifferentcharacteristicsthatagroupofanimalshaveincommon,buildoffstudentresponses.Iftheysaydog,forexample,alldogsarethesamebecausetheyhavefurandfourlegs.Thisincludeslotsofotheranimalstoo,manyanimalshavefurandfourlegs.Thesecouldallfitunderonegroup“mammals.”

DuringtheLessonGuessingGame:1. Talktothestudentsabouthowtocategorizeanimalsbyclass.Therearesixmainclassesofanimalsthatwewillbe

focusingon.Putthesixclassesontheboardandaskstudentstodescribeanyoftheonestheyhaveheardbefore.Askthestudentstonamesomeoftheanimalsthatbelongtoeachclass.Forexample,thefishclassincludesaclownfishandaseahorse.Thisisagoodopportunitytocreateaclassanchorchart!TheanchorchartshouldbemadeonasheetofpaperthatiseasilyaccessibleandcanberevisitedbothduringandafterthePowerPoint.

a) Birdsb) Amphibiansc) Mammalsd) Reptilese) Fishf) InvertebratesGooverdescriptionsofeachclass.UsethePowerPoint“AnimalClasses”tohelpcommunicatethecharacteristicsofeachclass(ThisPowerPointisontheCMCWebsite).ThesciencefellowshouldreviewthePowerPointbeforeteachingthelesson.Makesuretospendtimediscussingthecharacteristicsofeachclassintroducedinthe


PowerPoint.Attheendthereisaminiguessinggame,apictureofananimalispresentedwithariddleandthestudentsthenhavetoguesswhatclassthatanimalbelongsto.Theanswerispresentedonthefollowingslide.

Thisisapossiblebreakpoint(uptothediscretionoftheclassroomteacherandthesciencefellows)ifthereisnottimetocompletetheentirelessoninoneclassperiod.

2. SortingActivity-StudentsshouldworkinsmallgroupsorasaclasstosorttheanimalsStudentswillworkasaclassorinsmallgroupstoorganizetheanimalpicturesintothesixanimalclasses.Studentsshouldtaketheanimalsandplacetheminthecategorytheythinktheybelongin,providingjustificationtothesciencefellowsandclassroomteachersasnecessary.

3. ScienceJournalingHavestudentswritedownthesixclassesofanimalsandanexampleofananimalfromeachclassintheirsciencejournal.Writeasentenceforeachoftheexampleanimalstheychoseexplainingwhythatanimalbelongsinthatclass(orhowevermanyteacherfindsfeasible).Thestudentsshouldalsodrawpicturesoftheanimalstheychoose.

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


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.● 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**

LESSONDETAILS


LessonOpening/Activator

(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Thesciencefellowshouldleadadiscussionaboutwhatitmeansforanimalstoneedsomething.Askstudentstothinkaboutanimalsinthewildoreventheirpet’sneeds.Whataresomeofthethingsthatanimalsneedinordertosurvive?Ifanswerslike“dogtoys”comeup,explaintothestudentsthattheanimalprobablywouldnotdieifitdidnothaveitstoys.Ifananimalwentwithoutfoodthoughitwouldnotsurvive.Makesuretotalkaboutwheretheycanfindwaystosatisfytheirneeds.Forexample,ifadogneedsfoodhowdoeshegetit?Dopeopleprovidehimfoodordoestheenvironmentprovidefood?Howdoanimalsinthewildfindtheirfood?Dotheyneedtohuntforit?Cananimalsalwaysfindfood?

DuringtheLesson

“WhatdoAnimalsNeed”Activity:a. Havestudentspairupwithapartner.Tellthemtheywillbesolvingapuzzletofigureoutwhatanimalsneed.Hand

eachpaironeofthe“WhatdoAnimalsNeed”worksheet.b. Thisworksheetisdividedupintosquareswithoneortwowordsoneachsquare.Thestudentsmustcutthesquares

upandputthemtogethermakingfullsentences,oncetheyhavefinishedtheywillknowtheanswertothequestion,“Whatdoanimalsneedtosurvive?”Eachsquarewillbeusedupsothereshouldbenoleftoverwords.

c. Havethestudentsgluethesentencesonapieceofconstructionpaperintheircorrectorder.Havethemwritetheirnamesonthebackandhangthepicturesupintheclassroomifpossible.

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


iv. Animalsneedsheltertolive.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!”Thestudentmaydrawanaccompanyingpicture.Makesurestudentsputtheirnameonthefrontorbackpageoftheirbooklets.

d. Encouragestudentstobringthebookhomeandsharewithfamilymembersandfriends.


ChallengingAlternative:a. Makethebooklet8pagesinsteadof4,orinsteadhavestudentswriteanddrawintheirsciencejournals.b. Foreachpagethatthestudentwritesoneofthefourbasicneeds,havethenextpagebeaboutsomethingthattheir

petwantsorlikes.Thestudentsshouldwritedowntheirownsentencesandillustratethemasdescribedabove.c. Thisactivityshouldallowstudentstobecreativeaboutwhattheyimaginetheirpetswouldlikeandtothink

activelyaboutthedifferencesbetweenthethingstheirpetsneedversusthethingstheirpetslike(e.g.whatwouldhappeniftheirpetdoesn’tgetwhattheylike?).

LessonClosingHavestudentsgatherinacirclewiththeirbooklets.Allowsomestudentstoshareandreadthebookletthattheymade.Again,relatethislessonbacktobirds.Whatdothebirdsoutsideneedtosurvive?

Assessment(s)● Reviewwhatstudentswroteintheirsciencejournalsaboutwhathumansneedtolivehumansareanimals,whichthey

learnedinpreviouslessonssotheyshouldlistthefourbasicthingsthatanimalsneed.Itwouldalsobehelpfultoreviewanimalclassestoreinforcewhattheyhadlearnedinthepreviouslesson.Nomatterhowdifferenttheanimalsindifferentclassesare,allanimalsneedthefourbasicthings.

● ReviewwithstudentsThingsMyPetNeedsbooklet.● Talkabouttheimportanceofpetcarewiththestudentsandaskthemaboutanypetcareexperiencestheymayhavehad.


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).]


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

TargetedAcademicLanguage/KeyVocabularyTier1:comfortableTier2:essentialTier3:nectar


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

CMCWebsite

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

Online

1perstudent Pieceofwhitepaper ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**



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?


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● Reviewthecamouflageactivitythatstudentshadtodesigntoknowiftheyunderstandhowcamouflageworks


● Reviewsciencejournals WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabularyTier2:camouflage,protection

RESOURCESANDMATERIALS

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluestick ClassroomTeacher Constructionpaper ClassroomTeacher PowerPointonAnimalShelters CMCWebsite1perstudent PlasticEggs Bin¼cupperstudent Sunflowerseeds Bin1perstudent Itemstodecorateeggswith:googlyeyes,Elmer’sglue,colorfultape Bin1copyforSF;1forCT PuppetShow:“Camouflage”(HandsonNaturep.232-233) Binder Puppets Bin




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

DuringtheLesson1. Buildingshelters:Animalsbuildsheltersasawaytoprotectthemselves.Asaclass,gothroughthePowerPointandhave

studentsguesswhomadetheshelter.Whydidtheymaketheshelter?Howdidtheymaketheshelter?Diditcomefromtheirownbodies?Didtheyusesticksandleaves?(ThePowerPointisontheunitCMCWebsite).

2. Usingsounds:Manyanimalsmakesoundstoscareoffotheranimals.Makingthesesoundssometimeshelpsthemto

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

3. Rattleactivity:EachstudentwillneedoneplasticEastereggandatablespoonofsunflowerseeds.

● PlacetablespoonofsunflowerseedsintotheplasticEastereggandcloseit,usetapeifneeded.● Optional:HavethestudentsdecorateEastereggsiftheywouldliketo,usingtheitemsprovidedinthebinand

additionalmaterialsavailableintheclassroom.Theycouldalsoreflectonwhytheyhavechosenthematerialsorcolorsthattheyhavechosen(perhapsforprotectionorcamouflage).


● 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: (ScienceTalk:allowstudentstovoicetheirideasusingA/Btalkingprotocol).Think-Pair-Share:Askstudentsbreakupintopairstobrainstormdifferentwaysanimalscandefendthemselvesagainstpredatorsandnature.Somedefensestrategiesmayincludebeingprickly,smellingbad,stingers,hardshell,soundingscary,lookingscary,beingslimyorslippery,camouflage,andtastingbad.Askprobingquestionstoguidethestudents,suchas:Whatkindofthingsmighthurtthisanimal?Howdoyouthinktheanimalprotectsitselffromthatdanger?What’sunusualaboutthisanimal?Doyouthinkthatmighthelpitdefenditself?

5. Animalsuselotsofdifferentbodypartstoprotectthemselves.Giraffeshavelongnecksandfightwiththem,porcupineshavequillsandstickthemintopeopleoranimals,skunkssprayotherssotheydonotusetheirbodypartstoomuchtofight,toadstastebadsotheyusetheirwholebodytowardoffapredator.Talkabouthowdifferentanimalsusedifferentdefensemechanisms.Havethepairssharetheideastheythoughtofwiththeclass.


6. CamouflageActivity:

ReadMixedUpChameleonandleadclassinadiscussiononcamouflage.

7. Camouflagepuppetshow:Thesciencefellow(s)andclassroomteachercanworktogethertoputonthepuppetshowfortheclass,usethepuppetsincludedinthebin.Thepuppetshowcomesfrompages232and233oftheHandsonNaturebook.Ahandoutisincludedinthebinder.Itisrecommendedthatthesciencefellow(s)andclassroomteacherreadthepuppetshowbeforereadingittotheclass.Ifthestudentsarewilling,askforvolunteersfortherolesofFreddieFox,EllieEft,andthebirthdayCake.Askstudentstopayattentiontothepuppetshow.

LessonClosing1 Havestudentsgettogetherinalargecircle,askthemonebyonetogoaroundandsayonethingtheylearnedtodayor

answerthequestion“Howdoanimalssurvive?”

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

Assessment(s)● Studentswillbeassessedthroughclassdiscussion● Reviewthecamouflageactivitythatstudentshadtodesigntoknowiftheyunderstandhowcamouflageworks● Reviewsciencejournals


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.


TargetedAcademicLanguage/KeyVocabularyTier1:parent,babyTier2:Tier3:offspring


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

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

Optional AreyouMyMotherbyP.DEastman Library**Itemsinboldshouldbereturnedforusenextyear**


(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Tobeginthislesson,haveasmalldiscussionaboutwhatitmeanstotakecareofsomeone.Howdopeopletakecareoftheirkids?Askstudentshowtheirparentsorgrandparentstakecareofthem.Howdothosethingshelpyousurviveeveryday?Doyouthinkthatanimalsdothesamething?Dotheytakecareoftheiroffspringinthesameway


thatyourparentstakecareofyou?Askthestudentstocompleteathink-pair-shareactivityinwhichtheydiscusshowtheythinkanimalstakecareoftheiroffspring(nesting,providingfoodandshelter,etc.….).Havethepairssharetheirideasandusethemtocreateacomprehensivelistonthewhiteboard,addingcomponentsandguidingdiscussionasnecessaryinordertoinsurestudentcomprehensionduringthefollowingactivities.ScienceFellowsshouldreviewdifferentstrategiesthatanimalsutilizeinthecaringoftheiroffspringiftheyarenotcomfortablewiththesubjectsothattheycaneffectivelyguidediscussion.

DuringtheLesson

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

2.TakingCareofABabyAnimal-Studentswillworktogetheringroupstotakecareofababyanimalthewaythatitsrealparentswould.

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

b. Eachgroupwillreceiveinformationabouttheiranimalbaby.Thisinformationcanbewrittenonacardandtheclassroomteacherorsciencefellowwillneedtohandonecardtoeachgroup.Animaldescriptionsarelocatedinthebinderandthebin.Tellthestudentsthattheyarenowtheparentsofthisbaby.Askthestudentstoworktogethertoreadthecardandfigureouthowtheyshouldtakecareoftheirbaby.Note:Theclassroomteacherandsciencefellow


willneedtocirculatetheclassroomandhelpgroupswhoarestrugglingtoreadtheinformation.Theinstructorcanhelpthegroupbyaskingprobingquestions:

i. Doyourememberthefourthingsallanimalsneedtosurvive?(food,air,water,shelter)ii. Howcanyougiveeachofthefourthingstothebaby?

c. Oncethestudentsknowhowtotakecareoftheirbaby,tellthemthattheyneedtoprepareaskitthatshowswhatthey

learned.Theywillpresentthisskittotheentireclasssoeveryonewillhavethechancetolearnabouteachanimal.Suggesttothestudentsthatmaybeonestudentshouldnarratewhatisgoingonwhiletheotherstudentspretendtobetheparents;theycouldalsoeachtaketurnsdoingadifferentparttotakecareoftheirbabies.Givethestudentssometimetothinkaboutandpracticewhattheywillsay.Havestudentsgatherinacircleonthefloor.Onebyonehavethegroupscomeupandpresenttheirskittotheclass.[SP8:obtaining,evaluating,andcommunicatinginformation]

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

d. Onceeveryonehaspresented,havestudentsdebriefintheirsciencejournalsaboutwhattheylearnedtoday.Askthem

towrite1-2sentencesaboutsomethingthatsurprisedthem(thattheylearned)andwhy.OptionalLessonExtension:Readthebook“AnimalsandTheirBabies”andencourageclassroomdialoguetoreinforcetheseconcepts.


LessonClosing

(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutthewaysthatanimalsandhumansaresimilar.Dotheybothtakecareoftheiryounginthesameway?Askstudentstopointoutsimilaritiesanddifferences.ThesciencefellowmaywanttorecordtheseontheboardinachartoronaVenndiagram.Also,talkabouthowthebirdsoutsidetheschoolcarefortheiryoung.Doesthecarechange?Dotheydothingsdifferentlyinthespringversusthewinter?

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


Lesson8:PlantLifeCycles

BACKGROUND

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


LearningTargetIcandescribethelifecycleofaplantandidentifythedifferentpartsofaplant.

AssessmentAskthestudenttodescribethelifecycleofaplantthatgrowsattheirhouse(maybeinagardenorintheirbackyard).Besurethattheycanreferencethepartsofaplantbyname.


TargetedAcademicLanguage/KeyVocabularyTier2:nonfiction,diagram,trunk,cycle


1perclassroom Projectorandcomputer ClassroomTeacher “PlantParts”video:

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

CMCWebsite

1perstudent Largeblankpaper ClassroomTeacher1perstudent Coloredpencils ClassroomTeacher Textbookdiagramsofplants LibraryorInternetaccess5-10 Researchresources/non-fictionbooksaboutplants Library1perstudent LifeCycleReadingandQuestions(PlantsfromSeeds:4pages) BinderEnoughforeachchildtohaveafew

Post-its Bin


LESSONDETAILSLessonOpening/ActivatorAsagroup,fillinthePlantLifeCyclediagram.Thisactivityshouldcallonplantknowledgefromkindergarten.Thesequestionsmaybeusefulinguidingtheconversation:

● Whatisa“lifecycle?”


● Howdoesaplantstartitslife?Whathappensnext?

DuringtheLesson1. Watchtheplantpartsvideoasaclass.Afterwards,inventmovementstorepresentthedifferentpartsofaplant.(eg,

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

2. Givetheclasstimetoexplorebooksaboutplants.Thisactivitycanalsobedoneusinglaptopsortabletsandanonline

searchengine.Ifthelatteroptionischosen,thefollowingwebsitesmightbehelpfulsites:http://www.saps.org.uk/secondary/teaching-resources/707-parts-of-a-plant-and-a-flowerhttps://www.biodiversitylibrary.org/item/84253#page/51/mode/1uphttps://www.kew.org/blogs/library-art-and-archives/from-poppies-to-pixelsUsingpost-its,askthemtobookmarkanydiagramsthattheyfind.Adiagramisasimple,labeleddrawingthatshowstheappearanceorstructureofsomething.Itmaybehelpfultoasktheschoollibraryforsomeadditionalnon-fictionmaterialaboutplants.

ScientificDiagram:

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.


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.


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.


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

TargetedAcademicLanguage/KeyVocabulary Tier3:nutrient,resource

RESOURCESANDMATERIALS

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




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

DuringtheLesson1. Asaclass,youwillcreatea“HowTo”guideforplantingaseed.Beginbybrainstormingallthethingsthatplantsneedto

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

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

Tonote:

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

needextrasupportparticularlywithwritingsentences. Iflessonistoocomplexforclass,considerfindingahowtoplantseedslistonlineorcreateyourownandplacethemoutofordersothestudentscanplacetheminthecorrectorderinordertousetheirinvestigationskillsbutinamoretimesavingandsimpleway.

3. Nowthestudentswillhaveachancetoplanttheirownbeanseedsfollowingthedirectionsthattheycameupwith.Each

studentwillgetaseed.4. Afterseedsareplantedmakesurestudentsrecordgrowthintheirsciencejournalsforthenextweekorso.

LessonClosingTellthestudentsthatalthoughplantscan’tmovefromplacetoplacesomeplantscanmovetheirleavesandstems.Forexample,theupside-downtreesatMassMoCAhavetrunksthatgrowtowardthesky(towardthesunlight);Africandaisies(gazania)closeuptheirflowersatnightandopenduringthedaywhenthesuncomesout.Ifyouwouldliketoaddanoptionalinternetcomponenttothislesson,letthestudentsresearchplantmovementandlookatvideosofsuchonline.Thewebsitehttp://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.htmlisthebestplacetogofortime-lapsefootage


ofplantmovement.Thecaptionsmaybeabitadvancedforthestudents,sotheteacherandsciencefellowshouldexplaintothestudentswhatisgoingonineachvideo.AssessmentReadandevaluatethe“HowtoPlantASeed”guide,checkingtomakesurethatallnecessaryplantresourcesareincluded.Individually,askeachstudentwhereplantsgettheirfoodandwhattheyneedtogetit.


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)


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

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


1 TopsandBottomsbyJanetStevens Binasmanyasneeded oldmagazines ClassroomTeacher20 Paperplates ClassroomTeacher

Classset Crayons,markers,coloredpencilsand/orscissors, ClassroomTeacher




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

DuringtheLessonReadingTopsandBottoms:

1. ReadthestoryTopsandBottomstotheclass.2. Afterthestoryaskthestudentsthefollowingquestions:

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

wasgettingallthegoodpartsoftheplants)d. HowdoyouthinktheBearchangesfromthebeginningofthestorytotheend?(Bearlearnsheneedstodoworktoget

thefoodheneeds.Hechangesintoahardworkingbear.)DrawingPlants:Handapaperplatetoeachstudent,havethemwritetopandbottomontheupperhalfandlowerhalfoftheplate.Then,usingoldmagazines,cutoutplantsandanimals(ordrawplantsandanimals)wheretheyfallonthetoptobottomgradient.


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


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

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




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

● Howarethefruitsdifferentfromeachother?Howaretheythesame?● Howarethevegetablesdifferentfromeachother?Howaretheythesame?

DuringtheLesson 1. (Science Talk: allow students to voice their ideas, while also being careful to guide the discussion towards the desiredconclusion).Demonstratecuttingopenanappleandapotatoatthefrontoftheroom.Showtheclasstheinsideofboththeappleandpotato(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,oranges,lemons,cucumbers,peppersetc.),asmallamountofpaint,andwhitesheetsofpaper.Tellthestudentsthattheyshouldcarefullydiponeoftheirfruitandveggieslicesinthepaintandpressitontotheirsheetofpaper.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.


Lesson12:PlantSurvivalBACKGROUND

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


LearningTarget Icanidentifywaysinwhichplantsdefendthemselves.

AssessmentHaveeachstudentdrawapictureofaplantthattheylearnedaboutduringthelessonandwriteonesentencedescribinghowitprotectsitself.



Tier1:poisonousTier3:survival,defense


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


LESSONDETAILSLessonOpening/ActivatorDandelionPuppetShow:PerformthedandelionpuppetshowfromHandsonNature.Afterward,askthestudentstoidentifyseveralwaysinwhichthedandelionprotecteditself.


DuringtheLesson

1. (ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Earlierintheunit,thestudentslearnedhowanimalsdefendthemselves.Askthemtonameafewstrategies(ex:toadsarepoisonous,skunksspraybad-smellingchemicals,porcupineshavespikes).Everyoneknowstostayawayfromtheseanimals,becausetheycouldbedangerous.Askifthestudentscanthinkofanyplantsthattheyhavebeentoldtostayawayfrom(ex:poisonivy,poisonoak,cactuses).Why?Howdotheseplantsprotectthemselves?PuzzleandSkit:

1. Dividethestudentsintosmallgroupsanddistributeonepuzzlepiecetoeachstudentandexplainthattheywillusethepiecestomakeupgroupsofplantsandanimalsthatdefendthemselvesinthesameway.Beforestartingtheactivityaskifanyonedoesnotrecognizetheirplantandtaketheopportunitytogoovertheplant’sprotectionmechanismasaclass;somestudentsmayneedmorehelptocompletetheactivity.Ifyouwouldliketohavethestudentsusetheinternet,havethemresearchthedefensemechanismoftheirplantoranimalonlinebeforetheskit.

2. Intheirpuzzlegroupsaskstudentstoimagineaplantthatdefendsitselfinawaythatmatchesthethemeoftheirgroup.

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

AssessmentHaveeachstudentdrawapictureofaplantthattheylearnedaboutduringthelessonandwriteonesentencedescribinghowitprotectsitself.


Lesson13:SpreadingSeeds

BACKGROUND

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


LearningTargetIcanexplainhowandwhyplantsspreadtheirseeds.

AssessmentAskthestudentstodesignanddrawaSuperSeedthatcantravelveryfarandveryfast,intervieweachstudentregardingtheirdesignplanandhavethemcategorizetheirseeddispersalmethod.



Tier2:dispersal,strategy


1perclass “TheTinySeed”byEricCarle Bin1perclass Projectorandlaptop ClassroomTeacher

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

CMCWebsite


LESSONDETAILSLessonOpening/ActivatorRead“TheTinySeed”byEricCarle.Askthestudentsthefollowingquestions:

1 Howdidtheseedstravel?2 Whydidtheytravelsofarfromtheirparentflower?

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.


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


● 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

1perstudent(½the Offspringplantworksheet Binder


class)1perstudent Coloredconstructionpaper ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluesticks ClassroomTeacher1perstudent Animalmatchingworksheet1 Binder1perstudent Animalmatchingworksheet2 Binder



LessonOpening: (ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion). Howdoyouknowthatyoubelongtoyourparents?Ifwehadawholebunchofpicturesofparentsandtheirkidshowcouldwetellwhobelongstowhom?Ifthestudentssaysomethingalongthelinesoftheylookthesame,askthemtoexpand.Whatlooksthesame?Whydotheylookthesame?Aretheredifferencestoo?MakesuretoemphasizethattraitsDONOTincludesimilaritiesinclothing,butinsteadfocusonhaircolor,eyecolor,facialstructure,etc…Thisisanimportantsteptoavoidinganypossibleconfusion.Iftheclassroomteacherdecidesthatstudentfamilydynamicsdonotlendthemselvestoeffectivelyaccomplishingtheactivity,insteadtryopeningthelessonbyaskinghowwecouldmatchthepicturesofadultdogsofdifferentbreedswiththeirpuppies.

DuringtheLesson


Activity1:MatchthebabiestotheirparentworksheetMatch-the-Babies-to-Their-Parentsworksheet

a. Havestudentsdrawlinesbetweentheanimalsthatgotogether.b. Askthestudentstosharesomeoftheirfindings.Whichanimalswenttogether?Whichonesdidnot?Why?c. Oncetheyarefinishedtheymaycolortheanimalsiniftheychoose.Ifthereistime,havethestudentscuttheanimals

outintosquares,andplayamatchinggamewithafriendusingalloftheanimals.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.LessonClosing


Bringtheclasstogetherinacircleandhavethestudentssharetheirplantsthattheydrew.Askthemtomentionafewkeyfeaturesthatmaketheoffspringandparentplantsimilarandonekeyfeaturethatmakethemdifferent.Assessment(s)

● Reviewingtheircreativejournalentry● Reviewingtheiranimalmatchingworksheet● Reviewingtheirplandrawingactivity


ScienceTalkandOracyinT2LUnits Science talk is much more than talking about science. In line with the science and engineering practices, students areexpected to make a claim that can be supported by scientific evidence. The MA STE Standards (and the NGSS) value theimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessential for identifyingthestrengthsandweaknessesofa lineofreasoningandfor findingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata, examine their own understanding in light of the evidence and comments offered by others, and collaborate with peers insearchingforthebestexplanationforthephenomenonbeinginvestigated.”Students are asked to participate in articulate and sensible conversations inwhich they are able to communicate their ideaseffectively,listentootherstounderstand,clarifyandelaborateideas,andreflectupontheirunderstanding.Theseformsoftalkcan be developed using scaffolds such as the A/B Talk protocol (below) and strategies for class discussions (from the TalkSciencePrimer, linkbelow).Oracy isdeveloped inthephysical, linguistic,cognitive,andsocial-emotionalrealms;eachof theserealms can be expanded upon over time in order to develop a thoughtful speaker. Being able to display appropriate bodylanguage, use proper tone and grammar, be thoughtful and considerate thinkers, and allow space for others thoughts andopinionsareallimportantfacetsoforacytoworkonandthroughwithstudents.Incorporatingtheappropriatescaffoldingisanimportant aspect of fostering these skills. Techniques for teaching effective science talk often include modeling, discussionguidelines,sentence-starters,andgeneratingroles,whilegraduallyputtingmoreresponsibilityonstudentstoowntheirthinkingandlearning. Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults. Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms. ● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf


A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/

1.Shareyourideas

PartnerA● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsmeknowmoreabout_______because…

● OnethingI’mwonderingaboutis…

2.ListentoUnderstandPartnerB● Iheardyousay_______.Whatmakesyouthinkthat?

● Iheardyousay_______.Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?

3.ClarifyandelaboratePartnerA

Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.

4.Repeatsteps2&3untilallquestionsareanswered

5.Switchrolesandrepeatsteps1-4

6.Reflectonyourunderstandinginwriting● Myideaabout_______changedwhenmypartnersaid

_______.● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould

investigate_______.


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

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


1perstudent AnimalMovementWorksheet Binder

Lesson3

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

Lesson4

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent Scissors ClassroomTeacher1perpair WhatdoAnimalsNeedWorksheet Binder1perstudent Gluestick ClassroomTeacher1perpair Constructionpaper ClassroomTeacher1perclass Stapler ClassroomTeacher1perstudent ThingsMyPetNeedsBooklet(3pages) Binder1boxperstudent Crayonsandormarkers ClassroomTeacher

1perstudent Mediumorlargesizepinecone ClassroomTeacher/Bin


Lesson5

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

onlineversionofTillenaLou’sDayIntheSunbyBarbaraTharp

CMCWebsite

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 CMCWebsite1perstudent PlasticEggs Bin¼cupperstudent 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

CMCWebsite

Optional AreyouMyMotherbyP.DEastman Library

Lesson8

Quantity Item Source1perclassroom Projectorandcomputer ClassroomTeacher “PlantParts”video:

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

1perstudent Largeblankpaper ClassroomTeacher1perstudent Coloredpencils ClassroomTeacher Textbookdiagramsofplants LibraryorInternet5-10 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 Binasmanyasneeded oldmagazines ClassroomTeacher20 Paperplates ClassroomTeacher

Classset Crayons,markers,coloredpencilsand/orscissors, ClassroomTeacher

Lesson11

Quantity Item Source


1setperclass 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) Binder2setsperclass 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

CMCWebsite

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 ClassroomTeacher1perstudent Gluesticks ClassroomTeacher1perstudent Animalmatchingworksheet1 Binder1perstudent Animalmatchingworksheet2 Binder

Documents

Plants and Animals - Welcome to MCLAIdentify animals and the class that it belongs to. Identify the four basic needs of an animal - air, food, water, and shelter. Recognize animals