Science&DesignTopic:&Interdependence&of&Living&Things ... ·...

Science Design Topic: Interdependence of Living Things Subject(s): SC, LAFS, SS

AWE STEAM – Grade: 1st Quarter 2 Science Theme/Title: “Plants All Around Us”

EIE-‐ The Best of Bugs: Designing Hand Pollinators __________________________________________________________________

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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STAGE 1 – DESIRED RESULTS

Established Goals: (Standards/Big Ideas, SC, LAFS, SS)

Benchmarks/Big Ideas Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 6: Earth Structures SC.1.E.6.2 Describe the need for water and how to be safe around water. Big Idea 14: Organization of Living Organisms SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers. Big Idea 16: Heredity and Reproduction SC.1.L.16.1: Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. Big Idea 17: Interdependence SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

Language Arts (LAFS) Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1





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Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. DOK 3 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 1.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2 Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2

a. Follow agreed-‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2





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SS: Geography Standard 1: The World in Spatial Terms SS.1.G.1.1-‐ Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.2-‐ Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. SS.1.G.1.3-‐ Construct a basic map using key elements including cardinal directions and map symbols. SS.1.G.1.4-‐ Identify a variety of physical features using a map and globe. SS.1.G.1.5-‐ Locate on maps and globes the student’s local community, Florida, the Atlantic Ocean, and the Gulf of Mexico. SS.1.G.1.6-‐ Describe how location, weather, and physical environment affect the way people live in our community. Understandings: Students will understand that…(SC)

• There are living and nonliving plants. • There are different parts (flowers, leaves, stem,

roots) to a plant. • Plants parts have different functions. • Plants do resemble their “parent” plants, but

there are differences. • There are different types of plants. • Plants have basic needs (water, air, food, and

space) to survive. • All living things need water and need to know

how to be safe around water. • Ask questions about their natural world. • Use their five senses as tools to make

observations and describe objects. • Pollinators are important for plant growth. • There is a certain process involved in

pollination. • There is a process involved in engineering. • Agricultural Engineers do certain things to

solve problems. • How to create a hand pollinator (EIE)

Essential Questions: • Are plants living or nonliving? • What are the parts of a plant? • What are the functions of plant parts? • How do plant resemble their “parent” plant? • What are some types of plants (trees, grass,

moss, etc.)? • What do plants need to survive? • What is pollination? • What are pollinators? • Why is pollination necessary? • How do you make a hand pollinator? • What are the elements need in the

pollination system? • How can I be like an engineer? • How do Agricultural Engineers solve

problems?

Resources

First Grade Fusion Textbook-‐ Unit 6, 7 and 8 BEEP Science Fusion Inquiry lessons BEEP Science Fusion Digital lessons Fusion Hands-‐On Activities Delta Hands-‐On Activities K-‐5





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DELTA Readers ScienceSaurus Internet Resources Science4us BOOKS:

• The Tiny Seed by Eric Carle • The Carrot Seed by Ruth Krauss and Crockett Johnson • From Seed to Dandelion, From Seed to Pumpkin, and From Acorn to Oak Tree by Jan Kottke • From Seed to Plant and It Could Still Be a Flower by Allan Fowler

MACMILLAN Leveled Readers BUZZ ABOUT IT Book Tell Me, Tree

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: (Specific Details)

• Journals-‐ daily entry including written reflection about the daily lesson. Add new information

including answered questions, activities and illustrations. • Activity sheets students have worked on after performing hands-‐on science activities • Teacher made assessment • Class performance • Socratic discussion group at the end of lesson • Foldable: vocabulary or concept maps activity • Research projects: • Rubrics • Exhibit journal-‐ Rubbed leaf collection, flowering plant model, plant journal, carrot observation chart





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(Science Fusion p. 238), plant seed sorting chart (Science Fusion, TE p. 239A) • Exhibit project-‐ Create a garden display that includes labeled plant parts, plant needs,plant

pollination, and plant classification (edible, nonedible, flowering, nonflowering, evergreen and deciduous plants. Include all live plant inquiries that were completed for the nine weeks.

• Inquiries: rubbed leaf collections, plant mystery bags, plant parts project, planting plants, carrot observation, seed plant sorting

• EIE Unit: The Best of Bugs: Designing Hand Pollinators (Agricultural Engineering)

STAGE 3 – LEARNING PLAN Summary of Learning Activities: List of Weekly Lessons, Reading Materials Supporting SC, LAFS focus, Writing conventions Week 10-‐ Reading Lesson 8-‐ A Musical Day (fiction)-‐ informative writing SC-‐ Interdependence of Living Things-‐ Are plants living or nonliving? Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 17: Interdependence SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure





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1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2


1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Map Elements EQ-‐ What do maps show? SS.1.G.1.1-‐ Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.2-‐ Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. SS.1.G.1.3-‐ Construct a basic map using key elements including cardinal directions and map symbols.





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Daily Plans Materials and Resources-‐ Science Fusion text, Science Notebook handouts, student journals, leaves, paper, crayons, flowers, bags filled with plant parts Additional Resources: www.Science4us.com Inquiry Lesson-‐ Rubbed leaf collection. Science Fusion TE p. 185A- leaves, paper, crayons; Using Our Senses to Learn about Plants and Plant Parts. Use a mystery bag that contains plant parts and have students use various senses to determine the item in the bag.

Lesson One: Plants- Living or Nonliving

Hook: Nature Walk to observe plants around campus. Collect leaves from various plants. Activity: Rubbed leaf collection. Science Fusion TE p. 185A Journal: How are your leaves the same? How are they different?

Lesson Two: Plants- Living or Nonliving

Hook: Share rubbed leaf collections from yesterday. How are they the same and different? Activity: Fantastic Flowers- Science Fusion TE p. 185A Journal: Are flowers from different plants the same or different and in what ways?

Lesson Three: Plants- Living or Nonliving

Hook: Science Fusion digital lesson Activity: Science Fusion Unit 6 Lesson 2 pp. 185-189 Journal: How are plants and animals alike?

`Lesson Four: Plants- Living or Nonliving

Hook: Using Our Senses to Learn about Plants and Plant Parts. Use a mystery bag that contains plant parts and have students use various senses to determine the item in the bag.

Activity: Science Fusion Unit 6 Lesson 2 pp. 190-194 Journal: Are plants living or nonliving?

Lesson Five: Social Studies: Map Elements

EQ/ Journal:

What do maps show?

Activity: Create a compass rose. Topic: Map Element- Our Community and Beyond pp. 60-61- Using maps





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Week 11 Reading Lesson 9-‐Dr. Seuss (biography)-‐ informative writing SC-‐ Interdependence of Living Things-‐ What are the parts of a plant? Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 14: Organization of Living Organisms SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers. . LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2





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Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2


1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Map Elements EQ-‐ What do maps show? SS.1.G.1.1-‐ Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.2-‐ Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. SS.1.G.1.3-‐ Construct a basic map using key elements including cardinal directions and map symbols. Daily Plans Materials and Resources-‐ Materials; Large poster of a plant with parts identified, scissors, glue, chenille stems to represent roots, sticks or paper to represent stems, artificial or paper leaves, artificial or paper flowers, samples of real plant parts, student science journals, magnifying lens Additional Resources: www.Science4us.com Inquiry Lesson: Plant Parts-‐ Place students in groups, and give each group a magnifying lens. Display samples of real plant parts on several tables, one display per group. Instruct them to record in their science journals observations and questions they may have. Direct them to sketch a plant they particularly like and draw an example of each plant part they observe.

Lesson One: Plant Parts

Hook: Display a live plant and talk about the different parts of the plant. Create a classroom poster of a plant and identify the parts.

Activity: See below for Plant Parts plans Journal: Why does a plant need different parts?

Lesson Two: Plant Parts

Hook: Read a book about plants. Activity: See below for Plant Parts plans (Procedures) Journal: What would happen to a plant if you took away the stem?

Lesson Three: Plant Parts

Hook: Assign parts for the play. Activity: Plant Parts skit- See below for Plant Parts plans





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Journal: In the skit, what was your favorite part? Why did you like this part the best? Lesson Four: Plant Parts

Hook: Present your class skit. Activity: Create a flowering plant and label the parts (see sample) Journal: Draw a plant in your journal and label each plant part.


EQ/ Journal:

What do maps show?

Activity: Create a map of the classroom and label it. Topic: Map Element- Our Community and Beyond pp. 62-63 A Classroom Map

PLANT PARTS Background Information Plants have different parts or structures. These structures serve different functions in growth, survival, and reproduction. The functional parts of a plant include:

• roots—absorb water and nutrients; hold the plant in place • stems—transport water and nutrients up and down the plant; hold the plant upright • leaves—make food for the plant • flowers—make the plant’s seeds and attract pollen-‐carrying insects • fruits—contain seeds; some can be eaten to assist in seed dispersal • seeds—store food; grow into a new plant

Materials

• Large poster of a plant with parts identified • Scissors • Glue • Chenille stems to represent roots • Sticks to represent stems • Real or artificial leaves • Artificial flowers • Artificial fruits • Small baggies • Seeds • Chart paper • Samples of real plant parts • Student science journals • Student hand-‐held magnifying lenses

Vocabulary-‐ flower, fruit, function, leaf, root, seed, stem Introduction 1. Gather students in a group meeting place in the classroom or, if available, in an outdoor classroom. Explain that the purpose of this activity is to answer the question: “What are the parts of a plant and what do they do for the plant?” Tell students that as they learn about the special parts of plants, they will learn how each part





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helps plants grow. 2. Using a large poster of a plant, discuss each of the plant’s parts—roots, stems, leaves, flowers, fruits, and seeds. Talk about how each part helps a plant survive and grow. 3. Distribute copies of the attached Plant Parts Review, scissors, and glue. Direct students to cut out the cards and paste them in their science journals to use for review of plant parts and to assist them with assessment questions and prompts. 4. Next, have students perform a skit to help them remember plant parts, as follows: a) Have four or five students hold the chenille stems to represent roots. Have them sit in a cluster on the floor and practice chanting, “We are the roots that suck up the juice. Water and nutrients—we won’t turn them loose!” b) Have four or five more students hold sticks up straight to represent stems. Have them stand in a straight line out from the roots and chant, “We are the stems standing upright. In sun, wind, and rain, we reach for the light!” c) Next, have more students hold leaves and stand in several clumps around the stems. Have them chant, “We are the leaves creating the food. When blown by a breeze, we’re in a good mood!” d) Have the fourth group hold artificial flowers, stand among the leaves, and chant, “We are the flowers making the seeds. We’re pretty to see and important in deeds!” e) Have additional students hold pieces of artificial fruit, stand next to the flowers, and chant, “We are the fruits containing the seeds. When we are eaten, we become needs!” f) Finally, have two or three students hold baggies containing seeds. Have them skip around the room and chant, “We are the seeds that make the new plants. When blown by the wind, we really can dance!” Have the students practice saying and performing the skit. End by having students say together the closing line, “Together we make a plant. We hope you enjoyed our chant!” Procedure 1. Place students in groups, and give each group a magnifying lens. Display samples of real plant parts on several tables, one display per group. Instruct them to record in their science journals observations and questions they may have. Direct them to sketch a plant they particularly like and draw an example of each plant part they observe. 2. Allow students time to study, discuss, and draw the plant parts. Circulate as groups work, assisting and coaching students in their discussions. Monitor journal work to ensure students are accurately drawing each plant part. Ask students to write down questions they may have about the plants they are observing. 3. Have students share their journal drawings in their groups. Then, have student volunteers share their drawings with the class and tell why they picked the particular plant parts they drew. Assessment Questions

• Why does a plant need each of the six plant parts we studied? Explain. • What would happen to a plant if you took away its stem?

Journal/Writing Prompts





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• When we acted out each part of the plant, which part was your favorite? Write about why you liked that part best.

• Choose the plant you like best from the samples. Draw this plant in your science journal. Then, label on your drawing each plant part we studied.

• Write a story about a plant that can talk. Tell what the plant would say about where it wants to grow. Other

• Have students fold two plain sheets of paper into eight equal parts, cut each sheet apart on the creases to make eight cards with each sheet of paper. Label eight of the cards with Root, Stem, Leaf, Flower, Fruit, Seed, Plant, and Function. On the second set of eight cards, have students draw an example of each of the terms and write a sentence to define the term (e.g., “Function is the job done by each plant part.”)

• Make a concentration game of the plant parts and their functions. Have students play the game for review or do it as a computerized game.

Extensions and Connections (for all students)

• Take students on a walk around the school grounds, and note different types of plants. Have students point out the plant parts studied in this lesson.

• Have students compare plants in different settings—e.g., the differences between inside plants and outside plants, the differences between cold climate trees and hot climate trees.

• Select a plant on the school grounds for students to observe throughout the school year at each season and reflect on how the plant changes throughout the year.

• Invite a master gardener or nursery worker to come to a class and talk with students about their jobs working with plants.

• After gaining permission, have students adopt an area of the school grounds to plant a small flower or vegetable garden. Ask for parent volunteer help with this project.

• Take students on a field trip to an area nursery or farm to observe a business that concentrates on growing plants.

Strategies for Differentiation

• Create a poster on plant parts and functions. Use concrete objects to form the parts so that students can have a tactile experience. For example, use yarn glued to the poster to form roots, sticks to form the stems, artificial leaves, artificial flowers, artificial fruits, and real seeds.

• Fold a large piece of cardstock in half, vertically. Draw a flower on the front half, as shown at right. Cut the top fold into four flaps: the first flap includes the flower, the next flap includes only the stem, the next includes the leaves, and the bottom flap includes the roots. Open each flap, and write the function of each plant part. Use for student review.





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INSERT PARTS OF A PLANT





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Insert





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Insert answer key





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eek 12 Reading Lesson 10-‐ A Cupcake Party (fantasy)-‐informative writing SC-‐ Interdependence of Living Things-‐ What are the functions of plant parts? Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 14: Organization of Living Organisms SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers. Big Idea 17: Interdependence SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3





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1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2 Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2


1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Map Elements EQ-‐ What do maps show? SS.1.G.1.1-‐ Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.2-‐ Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. SS.1.G.1.3-‐ Construct a basic map using key elements including cardinal directions and map symbols.





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Daily Plans

Materials and Resources-‐ Large chart or butcher paper for brainstorming words, Markers, Seeds, Soil, Styrofoam cups, one per student, Watering can full of water, Wooden tongue depressors or other flat wooden sticks, one per student, Newspaper (for catching the mess), Spoons (for scooping soil), The Tiny Seed by Eric Carle, The Carrot Seed by Ruth Krauss and Crockett Johnson, From Seed to Dandelion, From Seed to Pumpkin, and From Acorn to Oak Tree by Jan Kottke, From Seed to Plant and It Could Still Be a Flower by Allan Fowler, student science journals, copies of plant journal

Additional Resources: www,Science4us.com; Magic School Bus Goes to Seed on BEEP (https://app.discoveryeducation.com/learn/videos/61592058-‐64c2-‐4d61-‐9b1a-‐10cb420a8ac1)

Inquiry Lesson: Plant plants-‐ Observation notebooks, Seeds, Soil, Styrofoam cups, one per student, Watering can full of water, Wooden tongue depressors or other flat wooden sticks, one per student, Newspaper (for catching the mess), Spoons (for scooping soil)

Lesson One: Functions of Plant Parts

Hook: Read The Tiny Seed and The Carrot Seed Activity: See Let’s Grow Plants below- Day 1 Journal: What does a seed do?

Lesson Two: Plants

Hook: Introduce the materials to be used planting Activity: See Let’s Grow Plants below- Day 2 Journal: Why do people plant seeds?

Lesson Three: Plants

Hook: Observing Changes as a Seed Grows plant journal ( see below for journal and detail))s Activity: See Let’s Grow Plants below- Day 3 Journal: Describe how you planted seeds.

Lesson Four: Plants

Hook: Watch The Magic School Bus Goes to Seed on BEEP Activity: See Let’s Grow Plants below- Day 4; begin Plant journal Journal: What do you think is going to happen to the seeds you planted?


EQ/ Journal:

What do maps show?

Activity: Review Map Elements Topic: Map Element- Our Community and Beyond pp. 60-63





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Observing Changes as a Plant Grows





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Seed Observation Journal





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Journal





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Let’s Grow Plants

Overview

Students learn about seeds and how they grow.

Objective

Students will: Identify what a seed does, list reasons why people plant seeds, plant seeds, graph the growth of their seeds over several days, and write about an experience planting seeds

Materials

• Large chart or butcher paper for brainstorming words • Markers • Observation notebooks • Seeds • Soil • Styrofoam cups, one per student • Watering can full of water • Wooden tongue depressors or other flat wooden sticks, one per student • Newspaper (for catching the mess) • Spoons (for scooping soil) • The Tiny Seed by Eric Carle • The Carrot Seed by Ruth Krauss and Crockett Johnson • From Seed to Dandelion, From Seed to Pumpkin, and From Acorn to Oak Tree by Jan Kottke • From Seed to Plant and It Could Still Be a Flower by Allan Fowler

Set Up and Prepare

1. You may want to call a parent volunteer to help with planting the seeds. 2. Before planting the seeds, spread newspaper on the desk or table where students will be planting. 3. Set up class time for one small group at a time to plant their seeds (other small groups will rotate through other activities). 4. Cut out a large paper leaf from the chart or butcher paper. Hang the leaf so it attaches to the flower paper from the previous

lesson.

Directions

Day 1 and 2

Step 1: Read The Tiny Seed and The Carrot Seed.





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Step 2: Lead the class in comparing and contrasting the two books and in discussing what a seed does. If you use Kidspiration, record your discussion using diagrams (connect your computer to a projector for students to view). Otherwise, use chart paper.

Step 3: Throughout the discussion, have your parent volunteer add vocabulary words to the leaf-shaped paper.

Step 4: As a class, plan how The Carrot Seed could be dramatized.

Step 5: Divide the class into small groups.

Group 1: Goes with the parent volunteer to plant their seeds at the station.

1. Each student will need a styrofoam cup, a wooden tongue depressor, a marker, a spoon, and a few seeds. 2. Use a spoon to fill the styrofoam cup about halfway with soil. 3. Place the seeds in the center of the cup. Note: Read directions on the seed packets for best practices for planting,

watering, and caring for the type of plant you are using. 4. Cover the seeds with more soil. Leave about a half inch of space between the soil and the top of the cup. 5. Pour a small amount of water from the watering can into the cup. 6. Write each students' name on a wooden tongue depressor. Stick the tongue depressor into the student's cup for

identification.

Group 2: Acts out the story of The Carrot Seed.

Group 3: Will be the audience for the dramatization.

Group 4 (if needed): Reads other books about plant growth, such as From Seed to Dandelion, From Seed to Pumpkin, and From Acorn to Oak Tree by Jan Kottke, or From Seed to Plant and It Could Still Be a Flower by Allan Fowler.

Group 5 (if needed): Illustrates the story with paper and crayons, colored pencils, or markers.

Step 6: Rotate the groups so every child has a chance to plant their seeds.

Step 7: Have students place their labeled seed cups in a sunny area of the classroom.

Day 3 and 4

Step 1: Over the next week or so, have the children water the seeds, watch, and write their observations in their notebooks.

Step 2: Have students write about their experiences with planting seeds. Optional: The students could illustrate and write about plants using a computer software program, like KidPix. Print the final product (or a screen capture).

Step 3: Bind the students' stories to create a class book about plants.

Assignments

1. Have students tell three facts about growing plants. 2. Write a story about plants.





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Assess Students

Teacher Observations

1. Were students able to compare and contrast the stories? 2. Can students describe the life cycle of a plant?

Week 13 Reading Lesson 11-‐ At Home in the Ocean (informational text)-‐ informative text SC-‐ Interdependence of Living Things-‐ How do plants resemble their “parent” plant? Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 16: Heredity and Reproduction SC.1.L.16.1: Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2





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Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2 Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2


1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Maps and Globes EQ-‐ What can we learn from maps and globes? SS.1.G.1.1-‐ Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.4-‐ Identify a variety of physical features using a map and globe. SS.1.G.1.5-‐ Locate on maps and globes the student’s local community, Florida, the Atlantic Ocean, and the Gulf of Mexico. Daily Plans





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Materials; carrots with leaves attached (radishes or turnips as alternatives); carrot seeds, Other BEEP digital lesson Inquiry-‐ Observe the bunch of carrots and seeds and discuss parent/child look of plants. Ask “How are Plants of the Same Kind Different? Examine different kinds of seeds. Create a seed chart showing different kinds of seeds.

Lesson One: Plants

Hook: Observe the bunch of carrots and seeds and discuss parent/child look of plants. Ask “How are Plants of the Same Kind Different? Science Fusion TE p. 237A

Activity: Science Fusion pp. 237-238 Journal: How are parents and young planst alike?

Lesson Two: Plants

Hook: Digital Lesson- “How are Plants of the Same Kind Different? Activity: Science Fusion pp. 226-228 Look Alikes, Being Different Journal: How are parents and young plants different?


Hook: Take a nature walk to observe plants. Activity: Observe and draw outdoor plants. Journal: What was your favorite plant you saw and why?

Lesson Four: Plants

Hook: Examine different kinds of seeds. Activity: Create a seed chart showing different kinds of seeds. Journal: Why are seeds so small?

Lesson Five: Social Studies: Maps and Globes

EQ/ Journal:

What can we learn from maps and globes?

Activity: Create a map of Florida and label key places (see p. 65) Topic: Maps and Globes- Our Community and Beyond pp. 64-65- Political Maps

Week 14 Reading Lesson 12-‐ How Leopard Got His Spots (folktale)-‐ informative writing SC-‐ Interdependence of Living Things-‐ What are some types of plants (trees, grass, moss, etc.? Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 14: Organization of Living Organisms SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers. Big Idea 16: Heredity and Reproduction SC.1.L.16.1: Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. Big Idea 17: Interdependence





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SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2 Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2






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1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Maps and Globes EQ-‐ What can we learn from maps and globes? SS.1.G.1.1-‐ Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.4-‐ Identify a variety of physical features using a map and globe. SS.1.G.1.5-‐ Locate on maps and globes the student’s local community, Florida, the Atlantic Ocean, and the Gulf of Mexico. Daily Plans Materials -Color photographs of plants, including various examples that fall into each of the six classifications (Some plants may fit into more than one classification.); Large bulletin board chart with six boxes identified with the six classifications; Pictures of plants that are examples of the six classifications Inquiry Lesson-‐ Create a Plant Classification Chart.

Lesson One: Plants

Hook: Read a book about plants to introduce the topic of classifying plants according to various characteristics- such as edible or inedible, flowering or nonflowering, and evergreen or deciduous.

Activity: Discuss the characteristics of the plants in the story and how these characteristics are used to classify the plants.

Journal: What are the different types of plants? Lesson Two: Plants

Hook: Review plant classifications. Activity: Create a Plant Classification Chart. See below for Classifying Plants plans Journal: How can plants be classified, using the chart we made?


Hook: Give each student a photograph of a plant. Have students sit in a circle and hold their photos so that everyone can see all photos. Lead students in a discussion focusing on the fact that all the photos are of plants but that they are different kinds of plants. Ask who knows what kind of plant he or she is holding. Have several volunteers share their photos and tell about the plants they are holding. Point out the different characteristics of the various plants

Activity: Have students create their own classification chart. See below for Classifying Plants plans Journal: Which plant classification do you like the most?

Lesson Four: Plants

Hook: Have students explore plants found in different habitats around the world. Discuss with students what these plants have in common as well as how they are different. Discuss how the weather in each of these habitats may affect what grows there.

Activity: See below for Classifying Plants plans Journal: A scientist who studies plants is called a botanist. Pretend you are a botanist who has

discovered a new type of plant. Tell what you would name it. Tell in which classification it would belong, and explain why. Draw your newly discovered plant.

Lesson Five: Social Studies:

EQ/ Journal:






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Maps and Globes Activity: Read a book about the Everglades and discuss their location. Topic: Maps and Globes- Our Community and Beyond pp. 66-67- Physical Maps

Classifying Plants Background Information Plants can be classified according to different characteristics such as edible or inedible, flowering or nonflowering, and evergreen or deciduous. Materials Color photographs of plants, including various examples that fall into each of the six classifications listed above (Some plants may fit into more than one classification.) Large bulletin board chart with six boxes identified with the six classifications Pictures of plants that are examples of the six classifications Vocabulary botanist, classify, deciduous, edible, evergreen, flowering, inedible, nectar, nonflowering Student/Teacher Actions (what students and teachers should be doing to facilitate learning) Introduction 1. Read a book about plants to introduce the topic of classifying plants according to various characteristics, such as the six listed above. 2. Discuss the characteristics of the plants in the story and how these characteristics are used to classify the plants. Procedure 1. Give each student a photograph of a plant. Have students sit in a circle and hold their photos so that everyone can see all photos. Lead students in a discussion focusing on the fact that all the photos are of plants but that they are different kinds of plants. Ask who knows what kind of plant he or she is holding. Have several volunteers share their photos and tell about the plants they are holding. Point out the different characteristics of the various plants. 2. Go over the bulletin board chart with students. Explain the six classifications before attempting to sort the photos into groups. Make sure students understand what each classification means. 3. Now, ask students to find others in the room who are holding photos of plants that may be in the same classification as their own photos. Have students get together into classification groups. If any are unsure, ask the class as a whole what should be done with that particular photo, and guide the student to an appropriate group. 4. Have one student from each of the six groups collect the group’s photos and hold them together. Based on what has been discussed, have each group explain which classification they feel their photos best match, giving at least two reasons for their decision. 5. When a group makes an accurate explanation, place the photos on the chart. Continue placing photos on the chart until all photos have been classified. Students will now have a colorful visual display of the six classifications discussed.





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6. For review, put together a Powerpoint of different plant photographs. Mix up the photos so that all classifications are represented but in random order. Review the classification as each picture is shown. 7. Complete the activity by choosing an assessment option(s) below. Assessment Questions

1. How can plants be classified, using the chart we made? 2. Look at the display of photos of a variety of flowers, trees, and other kinds of plants. Select a

sample you like. How could you classify this plant? Why? Could you classify it in more than one category? Why?

Journal/Writing Prompts 1 scientist who studies plants is called a botanist. Pretend you are a botanist who has discovered a new type of plant. Tell what you would name it. Tell in which classification it would belong, and explain why. Draw your newly discovered plant.A 2 Many animals, such as bees, depend upon flowering plants for nectar. Explain what nectar is. Tell what would happen if flowers did not bloom and how that would affect the animals that depend upon them for food. 3 Make a Like-‐Dislike T-‐chart in your science journal. On one side, list plants that you like to eat, and on the other side, list those you do not like to eat. Include only edible plants. Other- Using plant or garden magazines have students cut out and paste examples of each classification of plant on charts for individual use. Extensions and Connections (for all students) 1. Have students brainstorm other categories into which plants can be classified. 2. Have students explore plants found in different habitats around the world. Discuss with students what these plants have in common as well as how they are different. Discuss how the weather in each of these habitats may affect what grows there. 3. Take a class field trip to a local arboretum or botanical garden to study plants. 4. Invite a florist, forest ranger, or greenhouse manager to speak to students about the special characteristics of the plants he/she works with in his/her job. Strategies for Differentiation 1. Have students sort and classify artificial plants. 2. Have students sort and classify photos of plants, using a graphic organizer. 3. Create a powerpoint about various categories into which plants can be classified. Week 15 Reading Lesson 13-‐ Seasons (informational text)-‐ informative writing SC-‐ Interdependence of Living Things-‐ What do plants need to survive? Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and





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generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 17: Interdependence SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2 Strand: Standards for Speaking and Listening





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Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2


1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Maps and Globes EQ-‐ What can we learn from maps and globes? SS.1.G.1.1-‐ Use physical and political/cultural maps to locate places in Florida. SS.1.G.1.4-‐ Identify a variety of physical features using a map and globe. SS.1.G.1.5-‐ Locate on maps and globes the student’s local community, Florida, the Atlantic Ocean, and the Gulf of Mexico. Daily plans Materials Fast germinating bean seeds (e.g., black-‐eyed peas) – enough for each student to have four; Zip-‐top plastic sandwich bags – one per student; Potting soil; Spray bottle filled with water; Bulletin board or large window sill; Student science journals or plant-‐observations chart; Three small plastic drink cups per student Inquiry Lesson-‐ Plants Need…Experiment. Plant seeds in cups leaving out one need from each planting cup. Have students predict which plant will grow the best and complete experiment worksheet.

Lesson One: Plants

Hook: See Procedure 1 below.- Bean Planting= Activity: See Procedure 1 below.- Bean Planting Journal: Pretend you are a bean plant and write a story about your life. Make sure to include all the

things you need to live a healthy life. Lesson Two: Plants

Hook: See Procedure 1 below.- Bean Planting Activity: See Procedure 1 below.- Bean Planting Journal: Have students use their science journals to record plant needs and procedure done


Hook: Read a book about Plant Needs Activity: Create a chart showing all four needs of plants .Have students make predictions about plant

survival if some needs are not met. Journal: Why do plants need nutrients, air, water, light, and a place to grow?

Lesson Four: Plants

Hook: Display materials for planting seeds in cup. Activity: See below for Plants Need…Experiment. Plant seeds in cups leaving out one need from each

planting cup. Have students predict which plant will grow the best and complete experiment worksheet.

Journal: What basic need(s) might the unhealthy plants may not be getting enough of to be healthy?





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Lesson Five: Social Studies: Maps and Globes

EQ/ Journal:


Activity: Explore the globe and have the students locate places. Topic: Maps and Globes- Our Community and Beyond pp. 68-69 Using Globes

PLANT NEEDS Background Information-‐ All plants have the basic life needs of nutrients, air, water, light, and a place to grow. Materials

• Fast germinating bean seeds (e.g., black-‐eyed peas) – enough for each student to have four • Zip-‐top plastic sandwich bags – one per student • Potting soil • Spray bottle filled with water • Bulletin board or large window sill • Student science journals or plant-‐observations chart • Three small plastic drink cups per student

Vocabulary-‐ air, life cycle, light, nutrient, seed, water, a “place” for a plant to grow Instruction This experiment, which will take several weeks to complete, shows bean plants from the process of germination to maturity. It also shows how important each of the plants’ needs (nutrients, air, water, light, and a place to grow) are to the survival of the plants. The day before starting the experiment, soak the beans in water overnight to assist the germination process. Introduction 1. Build interest in studying plants by showing pictures or a powerpoint of various types of plants. 2. Have students gather at the group reading area. 3. Choose a book about plants to read aloud in order to review and build background knowledge for the experiment. Students may also enjoy acting out the parts of the plants in the story. 4. Tell students that they will be doing an activity to learn more about the things plants need to grow. The experiment will answer the question: “Can we discover what plants need to live by growing bean plants?” Procedure, Part 1 1. Explain that beans are really bean plant seeds, which are filled with everything a bean plant needs to begin life. Give each student a zip-‐top plastic sandwich bag containing 1/2 cup of potting soil. Explain that the soil contains many of the nutrients (food) the plant needs to grow. Plants absorb their nutrients through the soil through their roots. They also use sunlight, in a process called photosynthesis to create energy for them to use. 2. Encourage students to use the word soil rather than dirt. Also, explain that the bag of soil is the place the plant needs to grow. 3. Give each student four beans that have been soaked in water. Have them place the four beans in the soil in





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the front of the bag, separate from each other. Remind students that each seed needs space to grow. 4. Ask students what else plants need to grow besides a place and nutrients. They should know the correct answers (water, air, and light), but if not, review basic needs. Ask what should be added to each bag next. (water) Add to each bag two sprays of water from the spray bottle. (Note: There will be no need to add additional water as condensation inside the sealed bags will supply the beans with sufficient moisture.) 5. Guide students to seal their bags carefully without disturbing their beans and making sure there is ample air above the soil in each bag when it is sealed. Place the bags where students can observe them frequently and where they will receive plenty of light, e.g., on a window ledge or on a bulletin board. The bulletin board may also display picture references to each plant need. 6. Beans generally sprout within a few days and grow rapidly, given the above growing conditions. Have students observe their plants daily to monitor changes. Have them record changes, such as length of plant growth, in their science journals or on a small chart. 7. Have students use their science journals to record plant needs and procedure done. Procedure, Part 2 1. When the stems and leaves are tall enough to bend over in the bags, remove three hardy plants (the ones that have the most leaves, strongest stems, and good root systems) from a bag or bags to continue the plant needs experiment. (Note: Leave the remaining bags in place to demonstrate plant demise due to lack of air. You may also want to put some pin holes in several of the bags to demonstrate how supplying air to the plants will prolong their lives.) 2. Fill each of the three plastic cups 3/4-‐full with potting soil. Make a hole in the center of the soil deep enough to place a sprouted seed inside. Carefully remove one plant at a time and place it in one of the holes. Push the soil around the stem to secure the plant. Water lightly. 3. Label the three plants 1, 2, and 3 and the student’s name. Put plant 1 near a sunny window, and water it every three days. Put plant 2 near a window, but do not water it again. Put plant 3 in a dark closet or cupboard or under a large cardboard box, and water it every three days. 4. Have students predict what will happen to each plant, and write their predictions in their journals. Have students draw and write observations at the end of the first week and at the end of the second week. 5. At the end of the second week after students have finished drawing and writing their observations, have them compare plants 1, 2, and 3, as well as the plants still in the bags. Prompt a class discussion with the following questions:

• Which plant grew best? (Plant 1) Why? (Has all the things it needs to grow) • Why didn’t plant 2 grow well? (Lack of water) • Why didn’t plant 3 grow well? (Lack of light) • Why didn’t the plants that were left in the bags grow well? (Lack of air)

Assessment Questions

• How did growing bean plants help us really see exactly what plants need to live? • What can you learn about all living things from this experiment?





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Journal/Writing Prompts • Pretend you are a bean plant and write a story about your life. Make sure to include all the things you

need to live a healthy life. • Use the pictures you drew of plants 1, 2, and 3 on your handout to explain why plants need nutrients,

air, water, light, and a place to grow. Other

• Perform this experiment with other types of seeds for students to see whether the same results occur. • Have students observe plants on the school grounds. If an outdoor classroom is available, have

students note which plants look unhealthy, compare them to the healthy looking plants, and then brainstorm reasons the unhealthy ones look this way.

• Ask them to suggest what basic need(s) the unhealthy plants may not be getting enough of to be healthy.

Extensions and Connections (for all students)

• Invite a master gardener or nursery worker to come to a class and demonstrate taking care of plants. For example, transplanting a struggling pot-‐bound plant into a larger pot and observing the plant as it begins to flourish is a good demonstration of plants needing a place to grow.

• Take students on a field trip to an area nursery or farm to bring the outside plant world to life for students.

• Have students use plant materials (e.g., dried flowers, pressed leaves, twigs, bendable branches) to create works of art such as collages and sculptures. Also, have students take photos of flowers and leaves with a digital camera to print and mount for an art exhibition. You may wish to use an art teacher as a reference for such plant-‐based activities.

Strategies for Differentiation

• Have students work in small groups to keep track of the plant growth. • Have students use a visual display, such as a spreadsheet, to chart the growth of the plants. • Use an Internet video that can be viewed multiple times to show the parts and growth of a plant. • Have students work together to create a model of a plant from actual plant parts they collect around

the school and/or at home.





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Plant Needs Experiment Plant Needs Experiment





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Week 16 Reading Lesson 14-‐ The Big Race (fantasy)-‐ informative writing SC-‐ Interdependence of Living Things-‐ Describe the need for water and how to be safe around it. Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration.





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SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 6: Earth Structures SC.1.E.6.2 Describe the need for water and how to be safe around water. Big Idea 17: Interdependence SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2





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Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2


1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Where We Live EQ-‐ How does location affect our lives? SS.1.G.1.6-‐ Describe how location, weather, and physical environment affect the way people live in our community. Daily Plans Materials; floaties, paddle, life vest, copies of Long Fellow’s Whales Tales” activity book, Markers or chalk, Chart paper or





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chalkboard, Crayons , Scissors

Other; Safety Duck! handout (available at: KidsHealth.org/classroom/prekto2/personal/water_safety_handout1.pdf)

Lesson One: Plants

Hook: Have you ever gone swimming in a pool? What are some rules you need to remember when playing in the pool?

Activity: Safety Duck (see plan below) Journal: What are some pool rules you follow?

Lesson Two: Plants

Hook: Have you ever played in the ocean or at a lake? Why do some places have lifeguards? What’s their job?

Activity: Safety Duck continued (see plan below) Journal: Why are lifeguards important?


Hook: Examine water safety items: floaties, paddle, life vest, etc Activity: Read “Long Fellow’s Whales Tales” activity book. Discuss water safety-how to be safe around

water. Journal: How are you safe around water?

Lesson Four: Plants

Hook: Where are some other places that you can play in water? What are some of the rules for water safety?

Activity: Guest Speaker from “Swim Central.” Journal: What is one new thing that you learned about water safety?

Lesson Five: Social Studies: Where We Live

EQ/ Journal:

How does location affect our lives?

Activity: Read Me on the Map and talk about the climate where we live. Topic: Where We Live- Our Community and Beyond pp. 70-73 Location and weather

Safety Duck! Students will: Identify important rules to help them stay safe in the bathtub Create a bathtub safety book that they can keep in the bathroom as a reminder of water safety rules Materials: Chart paper or chalkboard Markers or chalk Crayons Scissors Safety Duck! handout (available at: KidsHealth.org/classroom/prekto2/personal/water_safety_handout1.pdf) Activity:





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(Teachers: Prepare the books ahead of time, making sure each child has 7 pages — 1 page for each rule listed below, plus a front cover. Older students can use the cover plus 6 copies of the blank rubber ducky page to write the rules themselves. Younger students can use rubber ducky pages that have the rules written at the bottom of each page.) How many of you take a bath to get clean? How many of you take a shower? Do you take your bath or shower in the morning or at night? Bath time can be so much fun, but it can also be dangerous if you’re not careful. So it’s important to know how to stay safe in the bath. Today, we’re going to make a bathtub safety book. We’ll call it our Safety Duck because it’s in the shape of a duck. Each page of your book will list a different safety rule and you’ll illustrate that rule. Who can think of some bathtub safety rules? I’ll write them on the chart. • Carefully climb in and out of the tub • Always sit in the tub — never stand • Always have a grown-‐up in the bathroom with you • Don’t drink the bath water • Don’t touch the water faucet or knobs Now it’s time to make your book. Each page of your book has one rule on it. Your job is to illustrate the rule on each page. When you’re finished, cut out each page so your book will be in the shape of a rubber ducky! Then come to me and I’ll staple your pages together. Week 17 Reading Lesson 15-‐ Animal Groups (informational text)-‐ informative writing SC-‐ Interdependence of Living Things-‐ EIE: The Best of Bugs: Designing Hand Pollinators Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape,





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texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 14: Organization of Living Organisms SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers. Big Idea 17: Interdependence SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2 Strand: Standards for Speaking and Listening





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Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. DOK 2


1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Where We Live EQ-‐ How does location affect our lives? SS.1.G.1.6-‐ Describe how location, weather, and physical environment affect the way people live in our community. Weather Start: Weather and Seasons https://app.discoveryeducation.com/learn/videos/5f14c9b6-703b-4f96-afbd-150ded247de1

Lesson One: Plants

Hook: EIE Plan- Prereading questions (page 45) Activity: Tech in a bag. Journal: What is tech in a bag?

Lesson Two: Plants

Hook: EIE Plan- read Chapter 1&2 Post vocabulary words – talk about compound words and root words Story Map

Activity: page 43-44 Agriculture Dominican Republic

Journal: What is agriculture? Lesson Three: Plants

Hook: EIE Plan- read (Chapters 3-4) Activity: Pollination System- (Page 46-47)

Ch-4 natural system Talk about pollination (page 46) WE act like insects”- pollinating Go outside and observe natural environment

Journal: What is a pollination system? Lesson Four: Plants

Hook: EIE Plan- read (Chapter 5-7) Activity: Cause and Effect (Page 48-49)

Find examples of leaves in your own yard that are eaten by insects. pg 50-53- Reflection and Engineering Design Process. RETEACH, EXTEND, REINFORCE – PAGE 54

Journal: What does cause and effect mean? Lesson Five: Social Studies: Where We Live

EQ/ Journal:

How does location affect our lives?

Activity: Create a book of Seasons that includes the name of the season and the changes that occur in that season.

Topic: Where We Live- Our Community and Beyond pp. 74-75 Seasons Change





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EIE Plan-‐ The Best of Bugs-‐ Hand Pollinating

1. Monday-‐ Page 29 (30-‐40 minutes) a. Prereading questions (page 45) b. Tech in a bag. (You want students to understand that every object we use is technology) (Read the Background and content on pages 30-‐31 prior to teaching.)

2. TUESDAY-‐ STORY-‐

a. read Chapter 1&2 i. Post vocabulary words – talk about compound words and root words ii. Story Map

b. page 43-‐44 i. Agriculture ii. Dominican Republic

3. WEDNESDAY-‐

a. read (Chapters 3-‐4) b. Pollination System-‐ (Page 46-‐47)

i. Ch-‐4 natural system ii. Talk about pollination (page 46)

1. WE act like insects”-‐ pollinating iii. Go outside and observe natural environment

4. THURSDAY

a. read (Chapter 5-‐7) b. Cause and Effect (Page 48-‐49)

i. Find examples of leaves in your own yard that are eaten by insects. c. -‐ pg 50-‐53-‐ Reflection and Engineering Design Process.

i. RETEACH, EXTEND, REINFORCE – PAGE 54 Week 18 Reading End of Quarter Assessment SC-‐ Interdependence of Living Things-‐ EIE: The Best of Bugs: Designing Hand Pollinators Big Idea 1: The Practice of Science SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on that exploration. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.





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SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Big Idea 14: Organization of Living Organisms SC.1.L.14.2: Identify the major parts of plants, including stem, roots, leaves, and flowers. Big Idea 17: Interdependence SC.1.L.16.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

LAFS Strand: Reading Standards for Informational Text Cluster 1: Key Ideas and Details 1.RI.1.1 Ask and answer questions about key details in a text. DOK 2 1.RI.1.2 Identify the main topic and retell key details of a text. DOK 2 1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cluster 2: Craft and Structure 1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 2 1.RI.2.5 Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 2 1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 1 Cluster 3: Integration of Knowledge and Ideas 1.RI.3.7 Use the illustrations and details in a text to describe its key ideas. DOK 2 1.RI.3.8 Identify the reasons an author gives to support points in a text. DOK 2 1.RI.3.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3 Cluster 4: Range of Reading and Level of Text Complexity 1.RI.4.10 With prompting and support read informational texts appropriately complex for grade 1. DOK 2 Strand: Writing Standards Cluster 1: Text Types and Purposes 1.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. DOK 3 Cluster 2: Production and Distribution of Writing 1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. DOK 3 1.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. DOK 2 Cluster 3: Research to Build and Present Knowledge 1.W.3.7 Participate in shared research and writing projects (e.g., explore a number of “how-‐to” books on a given topic and use them to write a sequence of instructions) DOK 4 1.W.3.8 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question. DOK 2 Strand: Standards for Speaking and Listening Cluster 1: Comprehension and Collaboration 1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small





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and larger groups. DOK 2 a. Follow agreed-‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

1.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. DOK 2 1.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. DOK 2 Cluster 2: Presentation of Knowledge and Ideas 1.SL.2.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. DOK 2 1.SL.2.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. DOK 2 1.SL.2.6 Produce complete sentences when appropriate to task and situation. DOK 2 SS Lesson-‐ Where We Live EQ-‐ How does location affect our lives? SS.1.G.1.6-‐ Describe how location, weather, and physical environment affect the way people live in our community.

Lesson One: Plants

Hook: Role Play- Honeybrook Apple Farm Orchard Activity: See EIE Plan below- The Best of Bugs- Hand Pollinating Journal: How do agricultural engineers use integrated pest management to help farmers?

Lesson Two: Plants

Hook: Examine materials for picking up pollen. Activity: See EIE Plan below- The Best of Bugs- Hand Pollinating Journal: What materials and properties of materials work best for picking up and dropping off pollen?


Hook: Display a variety of materials to use to create a hand pollinator. Activity: See EIE Plan below- The Best of Bugs- Hand Pollinating Journal: How can we use our knowledge of pollination, materials and their properties, and the

engineering design process to design and improve a hand pollinator for a model flower? Lesson Four: Plants

Hook: Have students share their attempts from yesterday. Activity: See EIE Plan below- The Best of Bugs- Hand Pollinating Journal: How can we use our knowledge of pollination, materials and their properties, and the

engineering design process to design and improve a hand pollinator for a model flower? Lesson Five: Social Studies: Where We Live

EQ/ Journal:

How does our location affect our lives?

Activity: Weather Start: Weather and Seasons https://app.discoveryeducation.com/learn/videos/5f14c9b6-703b-4f96-afbd-150ded247de1

Topic: Wrap Up- Our Community and Beyond pp. 76-77 Chapter Review

EIE Plan-‐ The Best of Bugs-‐ Hand Pollinating

1. MONDAY (LESSON 2)-‐ 55-‐57-‐PESTS AND PEST CONTROL-‐ How do agricultural engineers use integrated pest management to help farmers?

a. Role Play-‐ Honeybrook Farm Apple Orchard-‐ b. Reread Ch 5 (Discussing IPM) c. Virtual Fieldtrip to an Orchard d. REINFORCEMENT, EXTENSION-‐ Investigate the seasons that occur in the Dominican Republic.





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(pg 67)

2. TUESDAY (LESSON 3A) (pages 69-‐76) –Exploring pollination materials-‐ What materials and properties of materials work best for picking up and dropping off pollen?

a. Experimentation and observation-‐ students will identify materials that are textured in such a way that they will pick up pollen. (pg 70)

i. Create black paper flowers b. Review general story: problem and solution. How would YOU solve the problem? c. Talk about materials and their properties( Page 75-‐76)

3. WEDNESDAY (LESSON 3B) (pages 77-‐85) –Exploring pollination materials-‐ What materials and

properties of materials work best for picking up and dropping off pollen? –Become an Agricultural Engineer

a. Parts of a Flower b. Evaluating Pollination Materials c. REFLECT (Page 83) d. EXTENTEND AND REINFORCE-‐(Page 85) –Three Tap Method

LESSON 4A-‐ ( Pages 87-‐ 100) Deign a Hand Pollinator-‐ How can we use our knowledge of pollination, materials and their properties, and the engineering design process to design and improve a hand pollinator for a model flower?

e. Teach Engineering Design Process f. Design a Hand Pollinator based on EDP

4. THURSDAY-‐ LESSON 4B-‐ ( Pages 101-‐ 108) Deign a Hand Pollinator-‐ How can we use our knowledge of pollination, materials and their properties, and the engineering design process to design and improve a hand pollinator for a model flower?

a. Review the design for the hand pollinator b. Following the plan, create the first model hand pollinator c. Test pollinator and record results d. Share results e. Make changes as necessary f. Reflect g. Extension and reinforcement (page 109) h. Pollinate a new flower and create a new goal





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Interdependence of Living Things





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“Plants All Around Us”

----------- Atlantic West Elementary

Exhibit Journal

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