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DELTASTUDIESCURRICULUM
PlantsandAnimalsintheDelta
K-LS1-1Useobservationstodescribepatternsofwhatplantsandanimals(includinghumans)needtosurvive.
SanJoaquinCountyOfficeofEducation
STEMPrograms
FundingprovidedbyCaliforniaBay-DeltaAuthority
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K-LS1-1PlantsandAnimalsintheDeltaAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationPrincipleCurriculumWriterNancyGourley,LodiUnifiedSchoolDistrictOtherCurriculumWriterAnnemarieBallejos,LodiUnifiedSchoolDistrictFieldTestersPattiCannon,JeffersonElementarySchoolDistrictCathyFrasier,JeffersonElementarySchoolDistrictMaryAnneGaramendi,CalaverasUnifiedSchoolDistrictNancyGourley,LodiUnifiedSchoolDistrictReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaChymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorCarolDellinger,DellingerDesign
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LayoutArtistJo-AnneRosen,WordrunnerTechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority
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PLANTS AND ANIMALS IN THE DELTA
Contents
NextGenerationScienceStandards 7
Overview 9
StoryLine 10
InstructionalMaterialsRequired 11
Investigation1WalkandTalk 13
Investigation2PullaPlantaPart 17
Investigation3SortofaLeafSort 21
Investigation4PlantCreations 25
Investigation5Splat! 31
Investigation6TheMixed-UpAnimalBook 37
Evaluation 47
California’sEnvironmentalPrinciplesandConcepts 58
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PLANTS AND ANIMALS IN THE DELTA NextGenerationScienceStandardsWorkingtowardsPerformanceExpectationK-LS1-1Useobservationstodescribepatternsofwhatplantsandanimals(includinghumans)needtosurvive.
• ScienceandEngineeringPractices:AnalyzingandInterpretingData:AnalyzingdatainK-2buildsonpriorexperiencesandprogressestocollecting,recording,andsharingobservations.
• Useobservations(firsthandorfrommedia)todescribepatternsinthenaturalworldinordertoanswerscientificquestions(K-LS1-1)
• DisciplinaryCoreIdeas:LS1.COrganizationforMatterandEnergyFlowin
Organisms:Allanimalsneedfoodinordertoliveandgrow.Theyobtaintheirfoodfroplantsorfromotheranimals.Plantsneedwaterandlighttoliveandgrow.(K-LS1-1)
• CrosscuttingConcept:Patterns:Patternsinthenaturalandhuman
designedworldcanbeobservedandusedasevidence.(K-LS1-1)
CommonCoreStateStandardsConnectionsELA/LiteracyW.K.7ParticipateinsharedresearchandwritingMathematicsK.MD.A.2Directlycomparetwoobjectswithameasurableattributeincommon,toseewhichobjecthas“moreof”/”lessof”theattribute,anddescribethedifference.(K-LS1-1)
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PLANTS AND ANIMALS IN THE DELTA
OVERVIEWUNDERSTANDINGSStudentswillunderstandthat:• Closeobservationthroughthesensesisnecessarytoexaminethemanyplants
andanimalsoftheDeltaarea.• Plantsandanimalshavebodypartswithnames.Somebodypartsaresimilar
andsomearedifferent.ESSENTIALQUESTIONS• Howdopartsofplantsandanimalshelpthemtolive?KNOWLEDGEANDSKILLSStudentswillknowthat:• Camouflagehelpsanimalstosurvive.• Insectshavesixlegsandthreebodyparts.• Plantshavebasicpartsthatcanbeidentified.• Plantsandanimalsneedtobecloselyobservedtoseesimilaritiesand
differences.Studentswillknowhow:• ToidentifyandcomparesomeDeltaanimalsandplants.Studentswillbeableto:• Usetheirsensestolearnabouttheirenvironment.• Observe,describe,andcomparelivingthingsfromtheDeltaarea(e.g.,size,
shape,color,andstructure).• CommunicateobservationsaboutlivingthingsoftheDeltaorallyorthrough
drawing.
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PLANTS AND ANIMALS IN THE DELTA StoryLineTheSacramento-SanJoaquinDeltahasrich,fertileland,whichsupportsmanypopulationsofplantsandanimals.Food,water,andshelterareabundant,makingitaperfecthabitatformanylivingthings.SomeanimalslivetheirwholelivesintheDelta,whileothersmigratethereorjustpassthroughontheirwaytowinterorsummerhomes.Thesedifferentplantsandanimalscanbeobservedanddescribedaccordingtotheirmajorstructures,color,size,shape,texture,andbehavior.Fromthesecharacteristics,wecanlearnaboutconceptslikecamouflageandtherelationshipofpredatorandprey.Itisimportanttolearntouseoursensestoobservenaturesothatwecandescribe,compare,contrast,andrecordinformation.Learningtobeagoodobserverisanimportantscienceskill.Lesson1,“WalkandTalk”givesstudentspracticewalking,looking,discussing,andrecordinginformationaboutlivingthingstheyseearoundthem.InLesson2,“PullaPlantaPart”,Lesson3,“SortofaLeafSort”,andLesson4,“PlantCreations”studentslearnaboutthestructureofplants.InLesson2studentswillobservepartsofplants.InLesson3,studentswillcomparetheleafstructureofplantstheyfindintheirareawithleavestheirclassmateshavefound.Sorting,grouping,andfindingsimilaritiesanddifferencesintheirleaveswilldevelopkeenobservationanddiscrimination.InLesson4,studentswillusetheirknowledgeofplantstructuretocreateamodelofaplant.Kindergartenstudentsarefascinatedwithanimals,especiallyinsects.InLesson5,“Splat!”studentsbecome“InsectDetectives”whocollectspecimens,mountthem,andstudythemusingmagnifyinglensesormicroscopes.Theywillstudythestructureofinsectsand,inLesson6,“TheMixed-upAnimalBooks”,createdrawingsofimaginaryinsects,mammals,orfish.Concludethisunitbytakingstudentsontheschoolgroundsoranearbynatureareatolookforcamouflagedinsectsandotheranimalsandtoidentifyplantparts.
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PLANTS AND ANIMALS IN THE DELTA InstructionalMaterialsThefollowinglistcontainsmaterialsthatareinthekindergartenDELTAStudieskitavailableforcheckoutatSJCOE.Mostmaterialsneededtoteachthisunitarereadilyavailabletoteachers.Lesson1
• Atrayofsixtoeightcommonobjectscoveredwithacloth• Aflowerand/orananimalpuppet• Classsetofmagnifyinglenses• Optional:Severalhulahoopsorropestomakecirclesanddesignateoutdoorareasfor
observation•
Lesson2• Plantposterand/orfoamplantpuzzle• Book:ReasonforaFlowerbyRuthHeller• Classsetofmagnifyinglenses• Optional:Oneplasticknifeperstudent
Lesson3
• Classsetofmagnifyinglenses• Oneplasticsandwichbagforeachpairofstudents• Largepieceoftagboard
Lesson4
• Onewholeplantandsomecutflowers(toobserveplantstructure)• Onestrawperstudents• Severalrollsofcellophanetape• Constructionpaper–assortedcolors• Stringorthisyearcutintoshortlengths(approximatelyfiveperstudentforroots)• Posterofaplantshowingitsparts• Book:PumpkinCirclebyGeorgeLevenson
Lesson5• Classsetofmagnifyinglenses• Cellophanetape• Largeplasticinsectofprayingmantispuppet• BigBookandseveralsmallbooksofInsectsbyRobinBernard
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• VideoBackyardBugs• Optional:Twohand-heldilluminatedmicroscopesand/orothermicroscopes
Lesson6• BooksfromtheAnimalLivesseries:TheBarnOwl;TheRabbit;TheFrog,allbySandy
Ransford• Magazineswithpicturesofanimals
Lesson7
• PrayingMantispuppetorotherbugpuppet• Onesetofassortedplasticinsects• Book:CanYouSeeanInsect?ByFelixJames
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INVESTIGATION1
WalkandTalkObjectiveStudentswilldeveloptheirpowerofobservationbydescribingdifferenttypesofplantsandanimalslivinginthestudents’environment.BackgroundWeliveneartheSanJoaquin-SacramentoDelta,butmaynotbeawareofthisenvironment.Teachingchildrenhowtoobserveanddescribetheirsurroundingsisanimportantscienceskill.Daily,wearesurroundedbymanydetailsinourenvironmentthatweignore,becauseweareusuallynotlookingforspecificobjects,colors,sounds,ortextures.Walkingalongatrail,wemightsteponawildflowerinordertogetabetterlookatalizard.Wemaynotseeantsthatarerightunderourfeet.Wecanteachourselvestoseedetailsby:1)beingcarefulobservers;2)beingawareofoursurroundings;and3)recognizingourenvironmentasbeingpartofthecommunityinwhichwelive.Throughcarefulobservation,wecannoticenewandexcitingthingsinourenvironment.Whengoingoutside,stresstostudentsthatwildlife(insects,birds)shouldnotbedisturbed.Preparation• Obtainsixtoeightcommonobjectsandplaceonatray.• Selectareasontheschoolgroundsforstudentstoobservelivingandnonlivingthings• Writethefollowinginformationonaposterorbutcherpapertopostinthe
classroom:Wecanteachourselvestoseedetailsby:1) beingcarefulobservers.2) beingawareofoursurroundings.3) recognizingourenvironmentasbeingpartofthecommunityinwhichwelive.
MaterialsFortheClass:• Atrayofsixtoeightcommonobjectscoveredwithacloth• Aflowerand/orananimalpuppet• Magnifyinglenses• Optional:Severalhula-hoopstodesignateoutdoorareasforobservation
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ForEachStudent:• Notepads/paper• Pencils/crayonsTime:Preparationtime:30minutesLessontime:45-60minutesEngagement
Ø Playagamewithstudentstoseewhattheynoticeandremember.Uncoverthetrayofobjectsthatyoupreparedandaskstudentstolookattheobjectsandtorememberwhattheysee.Coverthetray.Askthestudentstodrawpicturesorwritedownallthethingstheyrememberonthetray.Discusswithyourstudents:
• Whatwaseasytoremember?Why?• Whatkindofthingsdidyoumiss?Why?• Whatwouldhelpyouremembermoreitems?
Ø Showtheobjectsonthetrayoncemoreandaskstudentstoverballydescribe
eachitem.Thencoverthetrayagainandaskstudentstonamealltheobjectsonthetray.
Ø Discussthefivesenses.Leadstudentstotellthattheyuseeyestosee,earsto
hear,nosetosmell,tonguetotaste,andskintofeel.Thesesensescanhelpthemtodescribethingsandalsoremembersomethings.
Ø Distributemagnifyinglensesandallowstudentstousethelensestolookat
variousobjectsintheroom.Exploration1. Beforegoingoutsidetellstudentsthattheywillusetheirgoodobservationalskills:
“Nowthatwehavepracticedusingoureyes,weneedtolearnhowtoproperlytouch,smell,andlistenforlivingthings.”Gatherthestudentsontherugandmodeltouching,smelling,observing,andlisteningbyusingafloweroranimalpuppet.Choosestudentvolunteerstomodelthecorrectproceduresinfrontoftheclass.Tellstudentsthatfortheirsafety,theywillnotbetastinganything.
2. Providestudentswithmagnifyinglensesandleadthemoutside.Stressthatwildlife
(insects,birds)shouldnotbedisturbed.Givestudentsafewminutestoselectonespotnearafence,atree,afield,oragarden;oruseahula-hooporropetodesignate
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areasforobservationandassignareastogroupsofstudents.Encouragestudentstousetheirmagnifyinglensesandtolistento,touch,andsmellavarietyofthingstheyseeintheirassignedareas.
3. Afteraboutfiveminutes,gatherthestudentsbacktotheclassroomanddiscusstheirexperiences.• Whatdidyousee?• Whatdidyouhear?• Whatdidyoutouch?• Whatdidyousmell?
4. Referstudentstotheposteryoumadeinthepreparationsectionandreadthewordstotheclass.Discusshowthisinformationappliestotheiroutdoorexperience.
Elaboration• Makeapostertoshowwhichsensehelpedthemthemostandwhichhelpedthem
theleastwhentheywereoutside.• Designatemplatethatlookslikeamagnifyinglensforstudenttouseintheir
drawings.• Developaclassbookletoutofthestudents’drawings.EvaluationHavestudentsbrainstormthingsthattheysawoutdoors.Giveeachstudentapieceofdrawingpaper.Askeachstudenttodrawapictureofhisorherfavoritelivingthingfromthenaturewalk.Whilethechildrenaredrawing,walkaroundtoeachstudentandaskhimorher:• Whatcolorisit?• Whatisitsshape?• Howdoesitfeeltothetouch?• Doesithaveanodor?Whatdoesitsmelllike?• Doesitmakeasound?ExtensionTellstudents:“Allthethingswehaveseentodayaroundourschoolarelivingthingsfromourcommunity.OurcommunityispartofalargerareacalledtheSacramento-SanJoaquinDelta.MostofthewaterthatflowsthroughourareagoesthroughtheDelta
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andoutintotheocean.Sinceallplantsandanimals,includingus,needcleanwatertosurvive;whatcanwedotokeepourwaterclean?”Discuss:
• Whatmightmakewaterdirty?(Dirt,plantspray,oil,trash)• Whereshouldyouthrowyourtrashaway?(Inthegarbage.)• Whereshouldyouthrowpaintaway?(Takeittoarecyclingcenter.)• Whereshouldyouthrowoilaway?(Takeittoarecyclingcenter.)
Askarepresentativefromarecyclingcentertospeaktoyourclassabouttheimportanceofrecycling.ResourcesBOOKS• MyFiveSensesbyAliki(Let’sReadandFindOutBooks)• TheFiveSensesbyKeithFaulkner
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INVESTIGATION2
PullaPlantaPartObjectiveStudentswilldissectaplant,thensortanddescribeitsparts(stem,leaves,flowers,roots,seeds,fruit).BackgroundVasculargreenplantshavecommonmajorstructuressuchasstems,leaves,flowers,roots,seeds,andsometimesfruit.Wecanobservethesemajorstructuresanddescribetheircolor,size,shape,textureandodor.ManyplantscommontotheSacramento-SanJoaquinDeltamakewonderfulspecimensforstudy.Dependingonthetimeofyear,youmightnotfindflowersorfruitsonyourplant.Thebesttimeofyeartoobservethesestructureswouldbelatespringorsummer.Somewildflowersareprotectedbylawandcannotbepicked,thereforeselectcommonflowersorweeds(donotpickCaliforniaPoppiesandendangeredplants).PreparationForeverygroupoftwotofourstudents,pickanentireplant(weed)thathasastem,leaves,androots.Ifthereisanareaontheschoolgroundsthatneedsweeding,allowstudentstopicktheirownplantstostudy.MaterialsPerClass:• Plantposterand/orfoamplantpuzzle(providedinthekit)• Book,ReasonforaFlowerbyRuthHellerPerGroup:• One“PullaPlantaPart”sortingsheet• CleartapePerStudent:• Magnifyinglens• Oneplasticknife(optional,theycanusejusttheirhands)Time
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Preparationtime:30minutesLessontime:60minutesEngagement
ReadReasonforaFlowerbyRuthHellertotheclass.
Exploration1. AfterreadingReasonforaFlower,discussthemajorstructuresofaflowerusing
wordstodescribesize,color,shape,andtexture.2. Usetheplantsposterorfoammodeltoindicatepartsofplants.3. Modelhowyoucanpullaplantapart,andaskastudenttonamethepartandputit
onthesortingsheet.Usetheplantposterasareference.Askstudentstodescribethepart.Whentheplanthasbeenpulledapartandallthepartssortedonthesheet,showthestudentshowyoucanfixthesepartstothepaperusingcleartape.
4. Giveeachstudentaplanttopull(orcut)apart(orgooutsideforstudentstopicka
weed).Havestudentssorttheplantpartsontotheworksheet.Listentothestudent“read”thepaperbeforegluingortapingthepartsdown.
5. Providemagnifyinglenses.Encouragestudentstolookattheplantspartsusingthe
lenses.Variations• Useonlyonerealplantasademonstration.• Insteadofpullingarealplantapart,adrawingofaplantcouldbeusedforstudents
tocutapart.(Especiallyimportantifyouhavechildrenwithasthma.)Evaluation• Reviewthesortingsheetstocheckthatplantswerecorrectlysorted.• Thefollowingday,whenthegluehasdried,haveeachstudentteamwithapartner
tosharetheirsortingsheets.Inalargegroup,studentscandescribeanysimilaritiesordifferencesbetweenplantparts.
• Studentscanalsodrawaplantandlabelitsparts.ResourcesBOOKS• ReasonforaFlowerbyRuthHeller
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• ASeedIsaPromisebyClaireMerrill• SeedsGrow!byAngelaShelfMedearis(MyFirstHelloReader)
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INVESTIGATION3
SortofaLeafSortObjectiveStudentswillgatherplantscommontotheSacramento-SanJoaquinDeltaandpracticeobserving,comparing,sorting,anddescribingtheleaves.BackgroundVascularplantshavemajorstructures(e.g.,roots,leaves,stems,flowers,fruits,seeds)thatcanbeobservedanddescribed.Theleavesofaplanthaveamajorroleinthelifeofaplantbecausephotosynthesis(thefood-makingprocess)andtranspiration(thereleaseofwatervapor)occurthere.Leavescanbedescribedbytheirsize,shape,patternofveins,color,odor,texture,andsurfaceappearance.Theycanbesortedbytheirsimilaritiesandbytheirdifferences.Preparation• Selectanareaneartheschoolfromwhichstudentscanpickseveralplants.Ifallyou
haveisaplayground,askthegardenernottomowaspotforamonthsothatyoucanuseitforyoursamples.Ifsuchareaisnotavailable,bringavarietyofleavestoclassorhavestudentsortheirparentsbringleavestoclass(teachthemhowtoidentifypoisonoak).Considerobtainingseveralsilkleavestobeusedbystudentswithasthma.
• Bringinoneunusualleaftouseformotivationandinterest.• Youmightneedtopre-teachyourstudentstheconceptofsorting.Havestudents
practicesortingcrayons,cubes,andotherobjectstogivestudentsabackgroundondifferentwaystosortandclassifysimilarobjects.
MaterialsForEachStudent:• OnemagnifyinglensForEachGroupofTwo:• Oneplasticsandwichbag• OnepieceofpaperfoldedinfourthsFortheClass:• Largepieceoftagboard
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TimePreparationtime:30minutesLessontime:90minutesEngagement
Bringtoclassanunusualplantorleaftosparkstudentinterest.Askstudentsquestionslike:Whatisthis?Wherediditcomefrom?Whatcolorsdoyousee?Whattextures,odor,andpatternscanyouobserve?Doesitlooklikeanythingyouhaveeverseen?Whatwouldyoucallthisplant?
Exploration
1. Selectaspecificarea,suchasthekindergartenplayground,thecourtyard,thefrontoftheschool,oranyplacewherepickingmanykindsofleavesisnotaproblem.Clearlysettheboundariesoftheareatobeused.Putchildreninpairs;giveeachpairaplasticsandwichbag.Setgroundrules:
• Thinkbeforeyoupick(pickonlyleaves,pickonlyfourleaves,decidetogetherwhattopick).
• Stayontask.• Staywithyourpartner.• Talktoyourpartner.
2. Haveeachgrouppickonlyfourdifferentleaves.Theycanalsopickaleafonthe
ground.Theymusttakeonlyoneleaffromeachdifferentplantandputitinthebag.
3. Backintheclassroom,distributemagnifyinglensesandallowstudentstolookat
leavesusingthelenses.Considerprovidingleavesmadeoutofsilkforstudentswithasthma.
4. Distributeasheetofpaperforeachpairofstudents.Showstudentshowtofold
paperinfourths.Askstudentstowritetheirnamesontopofthepaper.Thentheyshouldputeachleafinadifferentsquareandtapeleavesdownonthesheet.
5. Cuttheleafpaperintofourths.Askeachpartnertotalkaboutthecharacteristics
(color,size,shape,etc.)ofeachleaf,giveitaname,anddescribeittothelargegroup.
6. Sortallleavesonthetagboardbyplacingthesametypesofleavestogether.
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EvaluationThefollowingday,reviewwiththewholeclasshowtodescribethecharacteristicsofaleaf.Putouttwoleafsquaresandaskstudentstodescribesimilaritiesanddifferencesoftheleaves.Studentscouldalsoselecttwoleafsquaresandtelltheclassonethingthatisthesameoronethingthatisdifferentaboutthem.VariationSetupthisactivityinfourcentersandhavegroupsofstudentsrotateevery15minutes.Thecenterscouldbe:(1)Leafsorting;(2)Leafrubbings;(3)Leafobservationswithmagnifyinglensesorstudentmicroscopes;(4)smallgroupreadingofbooksaboutleaves.Extensions• Havestudentspickafavoriteleaffromtheactivity,doacrayon-rubbing,namethe
leaf,andtakeithometodescribetotheirfamiliesoraddittoaclassbook.• Dosunprints.RESOURCES• “SunPrints”Book• WhyDoLeavesChangeColor?byBetsyMaestro(Let’s-Read-and-Find-OutScience
series)
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iNVESTIGATION4
PlantCreationsObjectiveThestudentswillmaketheirownplantwiththecorrectstructure.BackgroundTherearemanytypesofplantsallaroundusandintheSacramento-SanJoaquinDelta.Eachplanthasdifferentfeaturesthatallowustotellitapart,suchasdifferencesincolor,size,shape,texture,andodor.Plantsofthesamekindhavecharacteristicsthatdistinguishthemfromallotherkindsofplants.Themajorstructuresofplantsarestem,leaves,roots,andflowers.Preparation• Bringinatleastonewholeplantandsomecutflowerssostudentscanobserveand
discussthemajorstructures.• Collectmaterialsneededonmaterialslist.• Makeasampleplant.• Cutyarnintoassortedlengthsforroots,approximatelyfivepiecesperstudent.Tie
thefivepiecestogether.• Duplicateleafandpetalsheetsoncoloredpaper(ifpossible,duplicateon
constructionpaper;greenforleavesandanothercolorforthepetals).• Ifavailable,useolderstudentsorparentvolunteerstohelpkindergartenstudents
maketheplantmodels.Materials• Onestrawperstudent• Severalrollsofcellophanetape• Constructionpaper-assortedcolors(green,pink,yellow,red,purple)• Stringorthinyarncutintoshortlengths(approximatelyfiveperstudentforroots)• Scissors,ifleavesandpetalsareduplicatedonofficepaper• Plantposters(providedinkit)• Book,PumpkinCirclebyGeorgeLevensonTimePreparationtime:30minutes
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Lessontime:45-60minutes EngagementReadPumpkinCirclebyGeorgeLevensonanddiscussthepartsofaplant.Optional:Takeanaturewalkwithstudentsandhavethemobservetheplantsaroundtheschooltoremindthemofthemainplantparts.Procedure1. Bringoutanassortmentofcutflowersandatleastonewholeplant(includingroots).
Discussstudents’observations,encouragingthemtotalkaboutsize,shape,color,texture,andodor.Pointoutthemajorstructuresoftheplant:petal,leaf,stem,androots.Referbacktotheplantposterasyoucheckforunderstanding.
2. Demonstratehowtoputtogetheraplantusingastrawasastem,greenpaperfor
leaves,stringoryarnforroots(pushthemintothebottomofthestrawandtapeinplace),andcoloredpaperfortheflower.
3. Providesheetsofleavesandpetalstostudents.Iftheleavesandpetalswere
duplicatedonconstructionpaper,havestudentstearoutthepieces(youmightneedtoshowthemhowtodothis).Ifofficepaperwasused,havestudentsusescissorstocutouttheshapes.
4. Ifavailable,useolderstudentsorparentstohelpyourstudentstomaketheplant
models.Havestudentsassemblethefollowingparts:• Onestraw• Twoorthreeleaves• Fiveyarnroots• Fivepetals
5. Givestudentsthefollowingdirectionstoassembletheirplants:a. Laytherootsalongapieceofcellophanetapeandwinditaroundoneendofthe
straworpushthemintothebottomofthestrawandtapeinplace.b. Tapeeachleafseparatelyalongthemiddleofthestem.c. Laythepetalsalongapieceoftapeandwinditaroundtheotherendofthe
straw.6. Haveeachchildnamehisorherplantusingwordsthatdescribecolor,size,shape,or
textureandhavethemdrawitforaclassbook.Whenthestudentsarefinishedwiththeactivity,theycaneithertaketheirplanthomeormakeaclasscollectionbook.
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7. Makeagardenbulletinboardoftheflowerscompletedbystudentsandtitleit,e.g.,
“OurClassroomGarden”or“KinderGarden:WatchUsGrow”.EvaluationInasmallgrouporasalargegroupactivity,haveeachchildintroducehisorherplanttotheclass,statingitsnameandnamingitsmajorstructures.ExtensionSingwithstudents“EachofUsIsaFlower”byCharlotteDiamond.ResourcesBooks• PumpkinCircle:TheStoryofaGardenbyGeorgeLevensonandShmuelThaler• PlantsandFlowersbySallyHewitt(It’sScience)• TheMagicSchoolBusPlantsSeedsbyJoannaColeandPatriciaRelf(1999)Music• Song:“EachofUsIsaFlower”byCharlotteDiamond
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BUILD A PLANT: LEAF SHEET
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BUILDAPLANT:PETALS
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INVESTIGATION5
Splat!ObjectiveStudents(ortheteacher)willcollectinsectsfromthefrontofcars,observetheseinsectswithmagnifyinglenses,andidentifythebodyparts.Theywilldescribethemajorbodypartsofaninsectandlearnhowtousea“backpackviewer”.BackgroundInsectsareabundantintheSacramento-SanJoaquinDelta;intheair,ontheground,underground,inthewater,andinourhomes.Weconsiderthema“problem”whentheyinvadeourspace.Especiallyinthespring,flyinginsectsaresoabundantthattheyarecontinuallycollidingwiththewindshieldsandgrillsofourcars.Theseareexcellentplacestofindinsectbodypartsforstudy.Thethreemajorbodypartsofaninsectarehead,thorax,andabdomen(seepicture).Withpractice,childrencaneasilyacquiretheskillstousea“backpackviewer”,stereoscope,orahandlens.Sincechildrenarenaturallycuriousandwillnotwanttostopusingtheir“newsciencetools”theyshouldbegivenampletimetoexploretheirsurroundingswiththesetoolsinthedaysbeforethelesson.
HEAD
THORAX
ABDOMEN
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Preparation• Locateanareaintheparkinglotwhereyouhavesafeaccesstoseveralcars.Ifyou
don’thavesafeaccessforstudents,thenyouwillneedtocollect10to20specimensfromcarsbeforedoingthelesson.
• Makeaninsectpuzzlefortheassessment.Dothisbycopying(foreachstudent)the“ButterflyPuzzle”ontocardstock,thencuttingtheillustrationintosixlargepuzzlepieces.Storeeachsetofpuzzlepiecesinanenvelopeorpaperclipeachsetofsixpiecestogether.
• Optional:Usethetwohand-heldilluminatedmicroscopesandaslidekitandobtaintwoorthreeadditionalmicroscopesorstereoscopesandsetupinastudycenter.Placespecimensofinsectpartsonslides.Thiscenterwillneeddirectedinstructiononhowtoproperlyusethescopes,andsupervisionbyolderstudentsoradultswhilekintergartenstudentsareusingthescopes.
• Makeanoverheadtransparencyofthe“InsectSortingWorksheet.”
MaterialsPerClass:• Five“TwoWayMagnifyingViewers”(providedinkit)• Cellophanetape• Largeplasticinsectorprayingmantispuppet(providedinkit)• BigBookandseveralsmallbooksofInsectsbyRobinBernard(NationalGeographic)
(providedinkit)• Thevideo:BackyardBugs• Optional:Twohand-heldilluminatedmicroscopesandaslidekit(providedinkit)
PerStudent:• Onehandlens(providedinkit)• Onetoothpick• Onesetof“ButterflyPuzzle”pieces(includedinlesson)PerGroup:• Oneplasticsandwichbag(ifyouaretakingstudentstotheparkinglottocollectdead
insects)• Onepieceofwhitepaper• Onecopyofthe“InsectSortingWorksheet”(includedinlesson)TimePreparationtime:30minutesLessontime:60minutes
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Engagement
• Showstudentsthelargeinsect(e.g.,prayingmantispuppet)andaskthemtotellyouwhattheysee.Introducethebodypartsofaninsect:head,thorax,abdomen,legs,antenna,andwings.
• ReadtostudentstheBigBook:InsectsbyRobinBernard(NationalGeographic).
Reviewinsectbodyparts.
• Showthevideo:BackyardBugs.Exploration1. Givestudentsabriefintroductiononhowtousethe“TwoWayMagnifyingViewer”
andencouragethemtolookatthingsonandaroundtheirdesks,theirskin,andotheritemsintheroom.Whilewaitingtheirturn,thestudentswithouta“TwoWayMagnifyingViewer”canlookatthingsusingmagnifyinglenses.
2. Explaintostudentsthattheywillbecollectingitemsfromnaturetostudy.Scientists
oftencollectplantsandanimalstolearnmoreaboutthem.Showstudentsthetoothpicksandplasticsandwichbags.Explainthattheywillusethecollectiontool(toothpick)andthespecimenbagtocollectinsectsfromthegrillsonthefrontofsomecars.Showstudentshowtheycanuseatoothpicktoscrapetheinsectsoffthegrillortopoketheinsectstopickthemupandplacethemintheplasticbag.
3. Leadstudents,withtheirtools,outtotheparkinglottocollectinsectparts.The
groundrulesare:• Staywiththegroup.• Besafe.• Touchtheinsectswiththetoolsinsteadoffingers.• Findasmanyinsectsasyoucan.
4. Whenstudentshavecollectedforabout10minutes,havethembringthespecimensintothelaboratory(classroom).
5. Intheclassroom,askeachgrouptodumpitsspecimensoutofthebagontoapiece
ofwhitepaper.Studentsshouldexaminetheirinsectswiththeirhandlenses.Makecertaintheyknowthegroundrulesforhandlingtheinsectparts:nothinginthemouth;nothinginthepockets;nothingintheair;washyourhandswhenyouaredoneworkingthewithinsectparts.Rotatethe“TwoWayMagnifyingViewers”throughtheclass.
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6. Provideacopyofthe“InsectSortingWorksheet”toeachgroupandshowstudents
howtosorttheinsectsandtheinsectbodypartsontheworksheet.Youcoulddothisusinganoverheadtransparency.Thenhavestudentstapetheinsectpartsontheworksheet.
• Optional:Ifyouhavesetupthehand-heldilluminatedmicroscopesandother
microscopesorstereoscopesasacenter,rotatethegroupstoallowallstudentstousethem.Thiscentershouldbesupervisedbyanolderstudentoranadulttoassistthekindergardenstudentsinusingtheequipmentproperly.
7. Asawholeclassactivity,havestudentsexplainwhattheylikedbestconcerningthis
activity.EvaluationDistributeasetofbutterflypuzzlepiecestoeachstudent.Askstudentstoputtogetherandcolorthebutterflypuzzle.Theycanalsopointoutorlabelthevariousinsectparts.Extensions• Provideadditionalpuzzlesofdifferentinsects(e.g.,ant,dragonfly,ladybirdbeetle)
forstudents.Makeblacklinemasters,placeontagboard,andcutintopieces.• Moldantsoutofplaydough.• Usethe“Cootie”gametoidentifyinsectbodyparts.• Makeinsect“slides”topreservebugpartsandtoviewtheseunderthehand-held
illuminatedmicroscopes.Putatwo-inchpieceofcellophanetape,stickysideup,onthedesk.Laytheinsectbodypartinthecenterandcoveritwithanotherpieceofcellophanetape.Savethesespecimenstousethroughouttheyear.
ResourcesBooks• BigBook:InsectsbyRobinBernard(NationalGeographic)• BugsbyNancyWinslowParkerandJoanRichardsWright• IWishIWereaButterflybyJamesHowe• BigBugBallbyDeeLillegardVideo• BackyardBugs(NationalGeographicSociety)Music:“NoBonesWithin,fromAdventuresontheAirChclebytheBananaSlugBand
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INSECT SORTING WORKSHEET
head thorax abdomen legs whole insect
HEAD
THORAX
ABDOMEN
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BUTTERFLY PUZZLE
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INVESTIGATION6
TheMixed-UpAnimalBookObjectiveThestudentswillcreatetheirownanimalswithcorrectstructurebutimaginativecolorationanddetail.BackgroundManydifferentkindsofanimalsliveintheSacramento-SanJoaquinDelta.TheDeltareceivessunshineandhasair,water,andfoodtosustainfish,reptiles,birds,insects,andmammals.Theabundanceofplantsprovidesshelterandhabitatforanimals.Eachanimalhasspecificbodypartsthatcanbeobservedanddescribed.Insectshaveahead,athorax,anabdomen,legs,antenna,andsometimeswings.Mammalshaveahead,abody,legs,and/orarms.Birdshaveahead,abody,wings,andlegs.Fishhaveahead,body,andtail.
Classificationofanimalsisbasedonsimilaritiesofbodyparts.Animalswiththesamekindofbodypartscanbedistinguishedfromallotherkindsofanimals.Preparation• Severaldaysbeforedoingthelesson,readtostudentsseveralbooksfromthe
“AnimalLivesseries”bySandyRansford.• Cutthepicturefrom“IllustrationofaCoyote”intopiecessothatthehead,body,
andlegsareseparated.Usethisillustrationforthe“Engagement”section.• Makeanoverheadtransparencyofthe“Mammal”worksheet.• Duplicate“Mammal”worksheetforeachstudent.• Duplicateeither“Fish”or“Insect”worksheetsforeachstudent.• Preparethreeassessmentposters:oneforfishparts(label:head,body,tail)allowing
spaceforstudenttogluethepartsoftheanimalfrommagazinepictures;oneformammalparts(head,body,legs);andoneforinsectparts(label:head,thorax,abdomen,legs,antenna).
• Obtainmagazineswithpicturesofanimals;orduplicatetheillustrations“SomeAnimalsintheSacramento-SanJoaquinDelta”toprovideasetofillustrationforeachstudent.
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Materials• One“Mammal”worksheetperstudent• Eitherthe“Fish”orthe“Insect”worksheetperstudent• Crayonsormarkers• Scissors• BooksfromtheAnimalLivesseries:TheBarnOwl;TheRabbit;TheFrogallbySandy
Ransford(providedinkit)• MagazineswithpicturesofanimalsTimePreparationtime:45minutesLessontime:60minutesEngagement
• Showtheclassapictureofamammal(acoyote)thatiscutapart.Askiftheycanhelpyougettheanimalbacktogetheragain.Putthepicturetogetheryourselfincorrectlyandletstudentshelpyouputthepiecestogetherthecorrectway.Askthemhowtheyknewwhatpartstoputtogether.
• Singthesong“Head,Shoulders,Knees,andToes”withtheclass.
Exploration1. Askstudentstohelpyoudrawapictureofananimalontheboard.Beginbydrawing
theheadandask,“Whatcomesnext?”2. Distributethe“Mammal”worksheettoeachstudent.Demonstratehowtodrawthe
personontheworksheet,keepingtheneckbetweenthetoptwoarrowsandputtingthelegsatthefourarrowsonthebottomline.(Thiscouldbedemonstratedonanoverheadtransparency.)Drawthehead,theneck,thebody,thearms,andthelegs.Thispagewillalsoworkforanimalssuchasbear,cat,dog,orfox.
3. Guidestudentstodrawthehead,theneck,andtherestofthebodyfollowingyour
directions.Havethemnamethebodypartsastheydrawthem.4. Giveeachstudenteitherthefishorinsectworksheettocomplete.5. Makeaclassbookoftheanimalsstudentsdrew.Whenyouhavestapledallthe
worksheetstogether,andcuteachworksheetonthehorizontallines,thestudentswillenjoyturningtotheirfavoritehead,body,andlegstocreatenewfunnymixed-upanimalseverytime.
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EvaluationWhentheyarefinishedwiththeirworksheethavestudents:• Cutoutpicturesofanimalsfrommagazines(oruseillustrationsofDeltaAnimalsin
thislesson).• Cuttheanimalsapartsothatthehead,legs,body,etc.areseparated.• Gluetheseparatebodypartsontotheappropriateposters:fish,mammal,orinsect
(intothepropersectionlabeled“head,legs,body,etc.”).• Namethebodypartsastheygluethem.ExtensionCreatemoremixed-upanimalworksheetsforstudenttodoasahomeworkassignment.Thenmakeadditionalclassbooks.ResourcesBooks• TheBarnOwl;TheRabbit;TheFrogallbySandyRansford(AnimalLivesseries)• TheVeryBusySpider;TheVeryGrouchyLadybug;TheVeryQuietCricketallbyEric
Carle
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SomeanimalsintheSacramento/SanJoaquinDelta
MeadowVole
CohoSalmon
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Red-LeggedFrog
WhiteCatfish
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WesternFenceLizard
ScreechOwl
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MallardDuck
Raccoon
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Mosquito
Bat
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EvaluationAssessmentforKindergartenPreparepicturecardgroupingsforthefourquestions.Givestudentinstructionsonexpectations.Testshouldbeadministeredindividuallyusingsmallgroupsettings.Eachstudentwillbegivenseparatecardsandwilldemonstrateunderstandingbysortingandverballyrespondingtoprompts.Thisassessmentshouldbegivenbothpreandpostunit.1. Handthestudentillustrationsoftwoleavesandhavethemdescribehowtheyare
thesameordifferent(e.g.,size,color,shape,texture)TeacherObservations:2. Provideapictureofananimal(mammal,insect,bird,reptile,fish)andhavestudents
describeitsbodyparts(head,body,arms,legs,wings,tail,fins,antennae,thorax,abdomen)Circlestudents’responses.
TeacherObservations:
3. Handeachstudentsixpicturecards,whichincludetwomammals,twoinsects,onefish,andonebird,andasktohavethesecardssortedbycharacteristics.Indicatechild’sclassifications:Mammal,Insect,Fish,Bird
TeacherObservations:
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IllustrationsforEvaluationQuestion1
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California’sEnvironmental Principles & Concepts
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
