TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.
T2LCurriculumUnit
Grade1 Plantsand
Animals
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PlantsandAnimals
LifeScience/Grade1
Inthisunit,studentswilldevelopanunderstandingofhowplantsandanimalsusetheirexternalpartstohelpthemsurvive,grow,andmeettheirneeds.Studentswilllearnhowbehaviorsofparentsandoffspringhelptheoffspringsurvive.(AdaptedfromNGSS)
Authors:JoyDeMayo,SecondGradeTeacher,ColegroveParkElementarySchoolLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsGraceSullivan,EnglishMajor,Women’s,Gender,andSexualityStudiesMajor,WilliamsCollegeJessicaWojcik,InterdisciplinaryStudiesMajor,EducationMajor,SocialWorkMinor,MassachusettsCollegeofLiberalArtsRevisions,Summer2018MathewRowchowdhury,PhysicsMajor,WilliamsCollege
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TableofContentsUnitOverviewandBackgroundUnitPlan................................................................................................................................................................................................................................................................4LessonsataGlance...........................................................................................................................................................................................................................................9LessonFeatureKey........................................................................................................................................................................................................................................11TieredVocabularyList.................................................................................................................................................................................................................................12LessonPlansLesson1:SwallowsintheBirdhouse(Literacy)...............................................................................................................................................................................13Lesson2:AnimalMoves..............................................................................................................................................................................................................................20Lesson3:AnimalClasses.............................................................................................................................................................................................................................25Lesson4:AnimalNeeds...............................................................................................................................................................................................................................29Lesson5:TillenaLou’sDayintheSun(Literacy).............................................................................................................................................................................34Lesson6:AnimalSurvival...........................................................................................................................................................................................................................37Lesson7:CaringforYourOffspring.......................................................................................................................................................................................................42Lesson8:PlantLifeCycles..........................................................................................................................................................................................................................47Lesson9:PlantNeeds...................................................................................................................................................................................................................................51Lesson10:TopsandBottoms(Literacy)..............................................................................................................................................................................................56Lesson11:ComparingPlants....................................................................................................................................................................................................................60Lesson12:PlantSurvival............................................................................................................................................................................................................................65Lesson13:SpreadingSeeds.......................................................................................................................................................................................................................68Lesson14:PlantsandAnimalsLookLikeTheirParents..............................................................................................................................................................71UnitResourcesScienceTalkandOracy.................................................................................................................................................................................................................................76MasterListofUnitResourcesandMaterials......................................................................................................................................................................................78
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UNITPLANStage1DesiredResults
1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.
1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]
1-LS3-1. Useinformationfrom
MeaningUNDERSTANDINGS UStudentswillunderstandthat…
● Allorganismshavebodyparts.Animalsusetheirbodypartsindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,aswellas,find,andtakeinfood,waterandair.Plantsalsohavedifferentparts(roots,stems,leaves,flowers,fruits)thathelpthemsurviveandgrow.
● Inmanykindsofanimals,parentsandtheoffspringthemselvesengageinbehaviorsthathelptheoffspringtosurvive.
● Individualsofthesamekindofplantoranimalarerecognizableassimilarbutcanalsovaryinmanyways.
ESSENTIALQUESTIONS Q1. Howandwhydoanimalsmove?2. Whydoplantshavedifferentparts?3.Whatdoanimalsneedtosurvive?Whatdoplantsneedtosurvive?
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observations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]
ELA/Literacy–
RI.1.1Askandanswerquestionsaboutkeydetailsinatext.
RI.1.2Identifythemaintopicandretellkeydetailsofatext.
W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
StudentLearningTargetsBytheendofthisunit,studentswillbeableto...● Identifywaysanimalsprotectthemselves.● Discusshowanimalparentsprotecttheiryoung.● Describethewaysinwhichdifferentanimalsmove.● Describethebodypartsthatanimalshaveandhowtheyusethemtomove.● Identifyanimalsandtheclassthatitbelongsto.● Identifythefourbasicneedsofananimal-air,food,water,andshelter.● Recognizeanimalsandplantsneedfoodandwatertosurvive.● Identifywaysinwhichanimalsusetheirbodiestoprotectthemselves.● Identifywaysinwhichanimalsbehaveoracttoprotectthemselves.● Identifywaysinwhichanimalparentscarefortheiroffspringsothattheoffspringcansurvive.
● Describethelifecycleofaplantandidentifythedifferentpartsofaplant.● Identifythatplantsneedwater,air,andsunlighttosurvive.● Identifythatplantsmaketheirownfood.● Labelthepartsofaplant(stem,roots,leaves,flower/fruit).● Compareandcontrasttwoplants.● Identifythatfruitshaveseedsbutvegetablesdonothaveseeds.● Identifythatplantsofthesametypecanhavevariations.(Forexample:applescomeindifferentcolors.)
● Identifywaysinwhichplantsdefendthemselves.● Explainhowandwhyplantsspreadtheirseeds.● Identifysimilaritiesanddifferencesamonganimalsandplantsofthesamekind.
Stage2–Evidence
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EvaluativeCriteria AssessmentEvidence● Sciencejournal● Classdiscussions● Grouppresentations● Individualprojects/activities
UnitAssessment–CEPA● Independentsciencejournalentriesfromeachlesson● Classdiscussions● Presentations(bothindividualandgroup)● Individualactivitiessuchas,theanimalclassessortingactivity,theThingsMyPetNeeds
bookletproject,thecamouflagedesignproject,thehowtoplantaseedguideproject,thetopandbottomplantactivity,thedrawingandlabelingaplantactivities,thesuperseedproject,andtheanimalmatchingworksheet.
Stage3–LearningPlanWordwall:Asstudentslearnnewwordsforeachlessonawordwallwillbecreated,thiswillbeapieceoflargechartpaper.Everytimealessonhasnewvocabularywordsthosewordsshouldbeaddedtothewordwall.Thiswordwallshouldbehungupintheclassroomsostudentsmayreferbacktoit,itwillalsobereferencedintheverylastlessonoftheunit.ClassroomteachersareencouragedtotryoutnewwordwalldesignsandactivitiesrelatedtotheAcademicLanguageProfessionalDevelopment.Lesson1:SwallowsintheBirdhouse(LiteratureLesson:taughtbytheclassroomteacher)Studentslistentothestoryaboutafamilywatchingtwobirdsmakeahomeandraiseafamilyinabirdhouseintheiryard.Studentswilldrawabirdhouseattheendofthestory.Teacherswillthenpresenttheclasswithabirdhouseforstudentstoobserve.Lesson2:AnimalMovesStudentswillwatchavideoandcompleteaworksheetabouthowanimalsmove.Theywillalsoimitateanimalsbycopyingthewayaparticularanimalmoves.Lesson3:AnimalClassesStudentswilllearnaboutthesixanimalclasses.First,thesciencefellowwillreviewaPowerPointandplayagamewiththeclass.Studentswillbepairedupandorganizeaworksheetofanimalsintothesixclasses.
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Lesson4:AnimalNeedsStudentslearnthatanimalsneedfourbasicthingstosurvive.Theywillexplorethisideathroughconversation,asentencepuzzle,andbymakingabookletofneeds.Lesson5:TillenaLou’sDayintheSun(LiteratureLesson:taughtbytheclassroomteacher)Theclassroomteacherwillreadastory(TillenaLou’sDayIntheSunbyBarbaraTharp)thatemphasizesessentialsforlivingthings,studentswillbeillustratingthethreeessentialsthingsinaposterthatcanthenbecollated.Lesson6:AnimalSurvivalStudentslearnaboutthethreewaysthatanimalsprotectthemselvesinordertosurvive,eitherbybuildingshelters,makingsounds,orusingdefensestrategies.Lesson7:CaringforYourOffspringStudentslearnhowdifferentanimalmotherscarefortheiroffspring;theywillbereviewinginformationandpicturesviapowerpoint.Afterwards,theywillbreakintogroupsandcreateaskitforhowtheywouldtakecareofacertainanimalbabythatisassignedtothem.Lesson8:PlantLifeCyclesStudentsreviewthelifecycleandpartsofaplantthroughaflowchartandsong.Theywillthenseeexamplesofscientificdiagramsandcreatetheirowndiagramstoexplainthelifecycleofanappletree.Lesson9:PlantNeedsTheclasswillcollaboratetocreatea“HowToPlantASeed”guidethatincludesallthethingsplantsneedtomaketheirownfood.Theywillgettotesttheirplanbyplantingtheirownseeds.Lesson10:Tops&Bottoms(LiteratureLesson:taughtbytheclassroomteacher)ReadTopsandBottomsbyJanetStevens.Thistrickstertalefeaturesthe“tops”(tomatoes,corn)and“bottoms”(roots-carrots,potatoes)ofplants.Readthestoryanddiscussthetypesofplants.Studentscanmakeaclassmuralofagardenaddingeitheratoporbottomplant.
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Lesson11:ComparingPlantsStudentsexplorethedifferencesandsimilaritiesbetweenfruitsandvegetablesthroughaseriesofcategorizationactivities.Inthebeginningofthelessontheywillusebackgroundknowledgetosortpicturesoffruitsandvegetables,studentswillhaveachancetoexplorevariationsinplantsofthesamespeciesbytastetestingyellow,green,andredapples.Lesson12:PlantSurvivalStudentswilllearnabouthowanimalsandplantsprotectthemselvesfrompredatorsandthingsthatwanttoeatthem.Thelessonbeginswithapuppetshowaboutafamiliar,hardyplant(dandelions)followedbyaclassdiscussionandapuzzlegame.Finally,theclasswillplaycharadesandthinkabouthowtheywoulddefendthemselvesiftheywereplants.Lesson13:SpreadingSeedTheconceptofseeddispersalwillbeintroducedwithEricCarle’s“TheTinySeed.”Avideowillexplainthepurposeandtypesofseeddispersal.Afterward,studentswillemploytheirowncreativitytodesignaSuperSeed.Lesson14:PlantsandAnimalsLookLikeTheirParentsStudentswillbelearningwhyplantsandanimalslookliketheirparents,andwillalsobecompletinganimalmatchingworksheets.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012
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Lessons-At-A-Glance
Independentonlinestudentresearch Technologyintegration YouTubeVideo
Outdooreducation Kinestheticlearning LabworkLesson CoreActivities Extensions AspectsofLesson1.SwallowsintheBirdhouse(Literacy)
● Reading:SwallowsintheBirdhouse
● BirdhouseActivityorEagleCam
● PineConeActivity
● Reading:BlueBirdintheGarden
2.AnimalMoves ● WhoamI?● ScienceJournaling
● WatchingEagleCam
3.AnimalClasses ● GuessingGame
● SortingActivity● ScienceJournaling
4.Animalneeds ● “WhatdoAnimalsNeed”Activity
● “ThingsmyPetNeeds”Activity
5.TillenaLou’sDayintheSun(Literacy)
● Reading:TillenaLou’sDayintheSun
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6.AnimalSurvival ● RattleActivity● CamouflageActivity● CamouflagePuppetShow
7.CaringforyourOffspring
● Takingcareofababyanimal
● Reading:“AnimalsandTheirBabies”
8.PlantLifeCycles ● ScientificDiagram
9.PlantNeeds ● “HowtoPlantaSeed”
10.TopsandBottoms(Literacy)
● Reading:TopsandBottoms● Drawingplantsanimals
11.ComparingPlants ● Fruitshapevisualizations ● Appletesting● DietTracking● ResearchonFruit
12.PlantSurvival ● DandelionPuppetPerformance
● Puzzleandskit
13.SpreadingSeeds ● Reading:TheTinySeed● TravellingSeedsGame
● NatureHike
14.PlantsandAnimalsLookLikeTheirParents
● MatchingBabies&Parents● MatchingPlants● ScienceJournaling
● OptionalScienceJournaling
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CalloutsTeachingTip
Inthesecalloutboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.
StudentThinkingAlertLookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.
LessonFeatureKeyLessonsinthisunitincludeanumberoffeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.
Icons
Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit)
Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.TextFormatting:[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.Underlinedtextinthelesson:Thisformattingindicatesimportantconnectionsbacktothecentralscientificconcepts,andisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.
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TieredVocabularyListTier1 Tier2 Tier3
birdhousemoveswimfoodairpet
comfortableparentbabyharvestfruit
vegetablepoisonousparent
materialspredictleap
describeclass
characteristicsneed
imaginaryessentialcamouflageprotectionnonfictiondiagramtrunkcyclecleverprofit
dispersalstrategysimilardifferent
migrationbroodpredatorsessilemammalreptile
amphibiansurvivenectaroffspringnutrientsresourcessurvivaldefenseoffspring
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Lesson1:SwallowsintheBirdhouseThislessonshouldbetaughtbytheclassroomteacherbeforethesciencefellowsbegin
BACKGROUND
OverviewoftheLesson Inthislesson,studentswilllistentoastoryaboutSwallowsandhowparentSwallowsbehave.Studentswillputupabirdhouseinawindowintheirclassroomtoobserve.Studentswillthenillustratewhattheinsideofthebirdhousecouldlooklike.Theclassroomteachershouldbeginthewordwallvocabularychart.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(atthediscretionofthesciencefellowsandclassroomteacher).FocusStandard(s)1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.[ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]
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RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2Identifythemaintopicandretellkeydetailsofatext.W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LearningTargetsIcanidentifywaysanimalsprotectthemselvesIcandiscusshowanimalparentsprotecttheiryoungIcanillustratenestingmaterialsneededforabird
Assessments● Studentswillmakeanillustrationoftheinsideofabirdhousewithappropriateobjectsandnestingmaterial,birdhouse
picturesshouldincludeappropriatenestingitems(string,grass,leaves,yarn).● Inclassdiscussions,verbalizehowanimalparentsprotecttheiryoung.
WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary
Tier1:birdhouseTier2:material,predictTier3:migration,brood,predator
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RESOURCESANDMATERIALSQuantity Item Source
1 SwallowsintheBirdhousebyStephenRSwinburne Bin1 MySpyBirdhouse/Nestingboxwithsuctioncupsthatattachto
awindowBin
Classset Largedrawingpaper ClassroomTeacherClassset Crayons ClassroomTeacher1
CompendiumofAcademicLanguageTechniques UpdatedregularlyontheNAPSWebsite
4containersperclass Frosting Bin3bagsperclass Birdseed Bin110”pieceperstudent Stringorribbon Bin1 Box ClassroomTeacher Newspaper ClassroomTeacherClassSet Pinecones Bin/ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSWordWall
Beforebeginningthislesson,theclassroomteachershouldbeginthewordwall,everynewvocabularywordshouldbewrittenonthewordwall.Thewordwallshouldbehungupintheclassroomsostudentsmayseethewordsandreference
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thematanytimeduringthisunit,newvocabularywordsshouldbeaddedbeforeeachlessonistaught.Itistheclassroomteacher’sresponsibilitytopre-teachthevocabularywordsforthenextlessonbeforethesciencefellowcomesin.
LessonOpening/ActivatorIntroducethefollowingwordstotheclass
a. migration-theprocessoractofmovingtoanewlocationb. brood-tosituponeggstobehatched(referstoabird)c. predator–ananimalthathuntsasmallerorweakeranimal
Thesewordscaneitherbeplacedonthewordwall,orthestudentscanbegincomposingaglossaryintheirsciencejournals.Thisdecisioncanbemadeatthediscretionoftheclassroomteacherandsciencefellowsinordertoadequatelymeettheneedsofeachindividualclassroom.Ifthesciencejournaloptionischosen,thiscanbeincludedintheassessmentofstudentcomprehensionforthislesson.ThesewordsshouldberevisitedthroughouttheweekbytheclassroomteacherandalsothroughouttheentirePlantsandAnimalsunit.Thiscouldbedoneby:keepingthewordwallupuntiltheendoftheunit,incorporatingthetermsintoELAlessons,and/orrevisitingoldertermsonthewordwalltoseehowtheyrelatetotermsthatarebeingadded.
DuringtheLesson Reading:SwallowsintheBirdhouse
1. Showtheclassthecoverofthebookandaskstudentswhattheynotice.Askstudentstopredictwhatmayhappeninthebook?Theteachershouldreadthebook,stoppingandaskingquestionsabouttheeventsinthestory.Makesuretopointoutnewvocabularywordsthatareinthestory.
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2. Afterthestory,discussthatthefemaleandmalebothtookcareoftheirbaby,askiftheycanthinkofsomeofthejobsthefemaledidandthemaledid.Weresomethesame?Weretheydifferent?Reviewthebehaviorsofthemale&female:
a. female—buildsnest,warmseggs,feedsyoung,teacheshowtocatchbugsb. male—protectsthenest,announces“familyiscoming”,feedsyoung,teacheshowtocatchbugs
3. Askstudentsifthissometimeshappensinhumanhomestoo.Dodifferentfamilymembershavedifferentresponsibilities
orjobs?Dotheyworktogether?BirdhouseActivity:
4. TheteacherwillthenshowstudentstheMySpyBirdhouseandtogethertheywillhangitonaclassroomwindow.Studentsthencandrawapictureoftheinsideofabirdhouseastheyseeit,andalsoapredictivesketchofwhatthebirdhousewilllooklikeoncebirdsmovein.Studentscanrevisitthisdrawingthroughouttheunit/latertocomparewiththeirtimelyobservations.Iflimitedonspace,sharewiththeotherfirstgradeclass.
5. Throughouttheunitthestudentscanobservethebirdhouseandasksomepromptingquestions:
● Havetherebeenanychangesinthebirdhousesinceputtingitup/yesterday/lastweek/?● Whatchangesdoyousee?● Isthisshelterinagoodspotforthebirds?Why?● Whatdoyouthinkthisshelterlookslikeatnight?
Writedownobservationsinsciencejournal,andsketchwhatbirdhousewouldlooklikeonceabirdmovesin.Cansketchspecificcomponents/elementsthatabirdwouldbringinwithit(i.e.nestingmaterials).AnotheroptionifthebirdhouseactivitydoesnotmatchthecomfortleveloftheclassroomistodisplaytheEagleCam(http://www.dceaglecam.org/)andhavestudentsobserveaeagleanditsnestthesamewaytheywouldtheirlocalbirds.
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*Ifbirdhouseactivityisunsuccessfulandbirdsdonotsettle,emphasizepredictiveelements/hypotheticalconnections-askstudentswhattheywouldexpecttoseeetc.Thisisapossiblebreakpointsothatthelessoncanbecompletedovertwoclassperiodsasopposedtoasingleclassperiod.PineConeActivity:Explainthatanimalsneedfoodtosurvive,peoplecanhelpanimalsgetfood;onewayistomakebirdfeeders.Todaywearegoingtomakepineconebirdfeedersforthebirdsthatlivearoundourschooloraroundyourhome.*Note-thisactivityisweatherdependent,andtheoptimalseasonaltimeisfallorspring
a. Havestudentsgooutsidetocollectpineconesthataremediumtolargesize.Iftherearenotmanyaroundtheschool,theclassroomteacherorsciencefellowmayneedtocollectsomeinadvance.Eachstudentwillneedhisorherownpinecone.
b. Thesciencefellowshouldgiveeverystudentapre-cutpieceofstringtotiearoundtheirpineconesotheycanhangitup.Theclassroomteacherandsciencefellowmayneedtohelpstudentstiethestring.Nextstudentswillneedtocovertheoutsideoftheirpineconeinfrosting.
c. Lastlyhavestudentscoverthepineconesinbirdseed.Findamediumsizeboxandcoverthebottomwithpaperornewspaperandpourthebirdseedintothebottomofthebox.Havestudentscomeupafewatatimetorolltheirpineconesinthebirdseed.
d. Takeafieldtripoutsidetohangthebirdfeedersaroundtheschoolintrees.Ifthisisnotpossiblehavethestudentsputtheirpineconesinaplasticbagandletthemtaketheirbirdfeedershome.
e. Afterafewdaysaskstudents:Areyourbirdfeedersstillcoveredwithseeds?Whathaveyouobserved?Whathasorhasnotchangedaboutyourbirdfeeders?Canyoumakeanyfuturepredictionsconcerningyourbirdfeeders?Havestudentswriteafewsentencesabouttheirobservationsinsciencejournals,andsketchabirdfeederdiagram
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(optional:withlabels)overthefewdaysspansotheycancomparebeforeandafter.[SP6:constructingexplanationsanddesigningsolutions]Thestudentscanusethefollowingsentenceframestohelpthemrecordtheirfindings:
i. Mybirdfeederhas__seedsthanitdidwhenIfirstputitup.ii. The___onmybirdfeederhaschanged/stayedthesamesinceIfirstputitup.iii. Inthefuture,Ithinkmybirdfeederwill___bedifferentfromthewayitisnowbecause____.
Assessments● Studentswillmakeanillustrationoftheinsideofabirdhousewithappropriateobjectsandnestingmaterial,birdhouse
picturesshouldincludeappropriatenestingitems(string,grass,leaves,yarn).● Inclassdiscussions,verbalizehowanimalparentsprotecttheiryoung.
Extension● ReadBlueBirdintheGardentoclass.● Haveadiscussiononrecycledbirdhouses,suchashollowedoutgourdsorothermaterialsthatmayberecyclable(ex.
Milkcartons).-Havethekidsbrainstormthingstheymaybeabletouseintheirhouseortheclassroomthatwouldactasrecycledbirdhouses.
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Lesson2:AnimalMoves
BACKGROUND
OverviewoftheLessonInthislesson,studentswilllearnabouthowanimalsmove.Studentswillbewatchingavideoofanimalsmovingandwillcompleteanobservationworksheettogoalongwiththevideo.Studentswillalsobeimitatinganimalmovementsaswellasdrawingapictureintheirsciencejournalstoillustratethis.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomestoteach.FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]
LearningTargetsIcandescribethewaysinwhichdifferentanimalsmove.IcandescribethebodypartsanimalsusetohelpthemmoveAssessmentAttheendofthislesson,askeachstudenttostandup,picktheirfavoriteanimal,andpretendtomovethewaythatanimalshould.Studentsshouldtrytheirbestnottorepeatpreviouslyusedanimals;sciencefellowsandclassroomteachercouldofferalternativesifthestudentcannotthinkofone.Theyshouldalsosayawordtodescribethewaythatanimalmoves.Thismayalso
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beobservedintheclassactivity“WhoAmI?”Besuretoaskthemwhatbodyparttheyareusingtomakethatmove.Reviewthestudents’sciencejournalsaftertheyhavecompletedthedrawingactivity.TargetedAcademicLanguage/KeyVocabulary
Tier1:Move,swimTier2:leap,describeTier3:sessile
RESOURCESANDMATERIALSQuantity Item Source1perstudent Sciencejournal ClassroomTeacher1boxperstudent Crayons,markers,pencils ClassroomTeacher2pieces Chartpaper(1forwordwall,and1foropeningactivity) ClassroomTeacher https://www.youtube.com/watch?v=gP2te1jF0y0(Animalmoves
video)CMCWebsite
1perstudent AnimalMovementWorksheet Binder**Itemsinboldshouldbereturnedforusenextyear*
LESSONDETAILSLessonOpening/Activator
(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutwhatitmeanstomove,doesmovingalwaysmeanthatyouwentfromoneplacetoanother?
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Couldyoustayinyourseatandstillmove?Asktheclasstomove,iftheywishtheycangetupoutoftheirseats.Askthestudentstodescribethewaytheyaremoving.Forexample,somestudentsmaysaytheyarejumping,walking,orwiggling.Iftheygiveyouawordsuchaswalkorjump,askthemhowtheydidit.Whatbodypartsdidtheyhavetousetomakethatmove?Nowthatweknowhowhumansmove,let’stalkaboutthewaythatanimalsmove.Doanimalsmovejustlikehumansdo?Whatbodypartsdoanimalsuse?Canthestudentsnameseveralwaysinwhichanimalsmove?
DuringtheLessonShowtheYouTubevideo“MovingRightAlong”,fromtheshowAnimalAtlas:https://www.youtube.com/watch?v=vR15MQRRLIQ.Itisapproximately22minuteslong,andcontainslotsofinformationregardinghowanimalsusetheirbodypartstomove.Teacherscanreviewthevideoaheadoftimetodecideiftheywouldliketoshowonlypartsofthevideo.Studentsshouldwatchthisvideoandfilloutthecorrespondingworksheeteitherduringorafterwatchingthevideo,dependentontheneedsofthestudents.Scaffoldasneeded.Alternativemodification:dependingonneedsofstudents,canalsodotheworksheetasawholeclass,orbreakstudentsupuntilsmallgroups.
Activity1:WhoAmI?(Beforebeginningthisactivitycheckwiththeclassroomteacheraboutappropriatebehaviorexpectations)-Weatherpermitting,thefollowingactivityshouldtakeplaceoutsidesothatthestudentshavealargerlandscapetoactoutin.Everystudentisgoingtopretendtobeadifferentanimal.Giveeachstudentsananimaltoactoutbuttokeepittohimselforherselfandnottellanyone.StudentsshouldgetupoutoftheirseatsONEBYONEandimitatetheanimaltheyhavedecidedtobe.Whenastudentispretendingtobeananimaltheycanmovearoundthewholeclassroomoroutdoorsareaiftheywishto.Thestudentswhoarestillsittingshouldtrytoguesstheanimalthatisbeingactedoutusingappropriateclassroombehavior(raisingtheirhand,usinginsidevoices,etc…).TellthestudentsthatwhenactingoutananimaltheyareNOTallowedtospeak.Theclassshouldguesswhattheanimalisbasedonthemovements,iftheclassisstrugglingtoguess,thentheactingstudentmaymakenoisestogivethemahint.Iftheclassisstrugglingtoidentifytheanimal,thesciencefellowsorclassroomteachercanprovide
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hintsastotheidentityofthatanimal(i.e.“Itlooksliketheyhaveabushytailandlovetonibbleonthings!”(Squirrel),etc…)Oncetheactivityiscompleted,movebackindoors.[SP8:obtaining,evaluating,andcommunicatinginformation]Alternative:Youcouldalsosplitclassupintothreegroupstoallowformorediscussionandstudenttalk.Activity2:ScienceJournalingNowthatstudentsknowhowandwhyanimalsmove,theywillbedrawinganexampleintheirsciencejournal.Atthetopofanewpagestudentsshouldputthetitleofthislesson“AnimalMoves”andwritethedate.Askstudentstopicktheanimaltheyimitated.Thestudentsshoulddrawapictureofthatanimal,oncethestudentshavefinishedtheirpictures,theyshouldwriteoneortwowordsdescribingthewaythatanimalmoves.Theclassroomteacherandsciencefellowwillneedtowalkaroundandhelpstudentswritethewordscorrectlyintheirsciencejournals,aswellasofferguidanceonextraordinarymovementwords(i.e.scurry,waddle,pounce,etc.;).Thestudentscanusethefollowingsentenceframestoguidetheirresponses:1. Thisanimal___whenmovingslowly,and___whenmovingquickly.2. Thisanimal___inordertomovethroughthe___(i.e.air,water,soil).LessonClosing
(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutwhyanimalsneedtomove?Howdoesahabitat(whereananimallives)impactthewayananimalmoves?Whywouldtheywanttogofromoneplacetoanother?Whywouldtheywanttomoveatall?Howdoesmovinghelpthemsurvive?Besuretodiscussbirdsspecificallyandthinkbacktowhatwasdiscussedinlessonone.
AssessmentAttheendofthislesson,askeachstudenttostandup,picktheirfavoriteanimal,andpretendtomovethewaythatanimalshould.Studentsshouldtrytheirbestnottorepeatpreviouslyusedanimals;sciencefellowsandclassroomteachercouldoffer
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alternativesifthestudentcannotthinkofone.Theyshouldalsosayawordtodescribethewaythatanimalmoves.Thismayalsobeobservedintheclassactivity“WhoAmI?”Besuretoaskthemwhatbodyparttheyareusingtomakethatmove.Reviewthestudents’sciencejournalsaftertheyhavecompletedthedrawingactivity.Extension● WatchEagleCam(availableathttps://www.dceaglecam.org)withclassandrecordsomeoftheeagles’behavior.Animal
webcamsoftenhaveshortlifespans,sochecktomakesurethatthiswebcamisstillactivebeforethestartofthelesson.
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Lesson3:AnimalClassesBACKGROUND
OverviewoftheLessonInthislesson,studentswilllearnaboutthesixdifferentclassesofanimals.ThesciencefellowwillneedtoreviewthePowerPointinthislessonbeforecomingintoteach.Studentswillbeworkingasaclasstosortthroughanimalsandputthemintheircorrectclasses.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachandaddthenewvocabularywordstothewordwall.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(uptothediscretionofthesciencefellowsandclassroomteacher). FocusStandard1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]
LearningTargetsIcanidentifyanimalsandtheclassthatitbelongsto.Icangroupanimalsbysameclass
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AssessmentReviewthestudents’sciencejournalstomakesuretheyhaveselectedanddrawnthecorrectanimalfortheirgivenclass.Ifstudentshaveincorrectlyclassifiedananimal,askthemwhattheirreasoningwas.[SP7-EngaginginArgumentfromEvidence]
WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary
Tier2:class,characteristicTier3:mammal,reptile,amphibian
RESOURCESANDMATERIALSQuantity Item Source
1perstudent Sciencejournal ClassroomTeacher3setsperclass AnimalImageworksheet(laminatedcolorcopies) Bin1 PowerPointofanimalclasses CMCWebsite VariousMathManipulatives ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Whydowegroupthingsorclassifythings?(Thisskillcanbedemonstratedorpracticedusingmathmanipulatives.)Whydowehavegroupsofitemssuchasfood,tools,andtoys?Isgroupinghelpfultous?Howdowegroupanimals?Howelsecanwe
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groupanimals?Scientistsgroupanimalsthatarealikeorsharesimilarcharacteristics.Whothinkstheycangivemeanexampleofagroupofanimals?
(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutthedifferentcharacteristicsthatagroupofanimalshaveincommon,buildoffstudentresponses.Iftheysaydog,forexample,alldogsarethesamebecausetheyhavefurandfourlegs.Thisincludeslotsofotheranimalstoo,manyanimalshavefurandfourlegs.Thesecouldallfitunderonegroup“mammals.”
DuringtheLessonGuessingGame:1. Talktothestudentsabouthowtocategorizeanimalsbyclass.Therearesixmainclassesofanimalsthatwewillbe
focusingon.Putthesixclassesontheboardandaskstudentstodescribeanyoftheonestheyhaveheardbefore.Askthestudentstonamesomeoftheanimalsthatbelongtoeachclass.Forexample,thefishclassincludesaclownfishandaseahorse.Thisisagoodopportunitytocreateaclassanchorchart!TheanchorchartshouldbemadeonasheetofpaperthatiseasilyaccessibleandcanberevisitedbothduringandafterthePowerPoint.
a) Birdsb) Amphibiansc) Mammalsd) Reptilese) Fishf) InvertebratesGooverdescriptionsofeachclass.UsethePowerPoint“AnimalClasses”tohelpcommunicatethecharacteristicsofeachclass(ThisPowerPointisontheCMCWebsite).ThesciencefellowshouldreviewthePowerPointbeforeteachingthelesson.Makesuretospendtimediscussingthecharacteristicsofeachclassintroducedinthe
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PowerPoint.Attheendthereisaminiguessinggame,apictureofananimalispresentedwithariddleandthestudentsthenhavetoguesswhatclassthatanimalbelongsto.Theanswerispresentedonthefollowingslide.
Thisisapossiblebreakpoint(uptothediscretionoftheclassroomteacherandthesciencefellows)ifthereisnottimetocompletetheentirelessoninoneclassperiod.
2. SortingActivity-StudentsshouldworkinsmallgroupsorasaclasstosorttheanimalsStudentswillworkasaclassorinsmallgroupstoorganizetheanimalpicturesintothesixanimalclasses.Studentsshouldtaketheanimalsandplacetheminthecategorytheythinktheybelongin,providingjustificationtothesciencefellowsandclassroomteachersasnecessary.
3. ScienceJournalingHavestudentswritedownthesixclassesofanimalsandanexampleofananimalfromeachclassintheirsciencejournal.Writeasentenceforeachoftheexampleanimalstheychoseexplainingwhythatanimalbelongsinthatclass(orhowevermanyteacherfindsfeasible).Thestudentsshouldalsodrawpicturesoftheanimalstheychoose.
AssessmentReviewthestudents’sciencejournalstomakesuretheyhaveselectedanddrawnthecorrectanimalfortheirgivenclass.Ifstudentshaveincorrectlyclassifiedananimal,askthemwhattheirreasoningwas.[SP7-EngaginginArgumentfromEvidence]
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Lesson4:AnimalNeeds
BACKGROUND
OverviewoftheLessonInthislessonstudentswilllearnaboutthefourbasicneedsofanimals.Theywillbesolvingasentencepuzzleandcreatingabookletabouttheseneeds.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachandaddnewvocabularywordstothewordwall. FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]LearningTargetIcanidentifythefourbasicneedsofananimal-air,food,water,andshelter.
Assessment(s)● Reviewwhatstudentswroteintheirsciencejournalsaboutwhathumansneedtolivehumansareanimals,whichthey
learnedinpreviouslessonssotheyshouldlistthefourbasicthingsthatanimalsneed.Itwouldalsobehelpfultoreviewanimalclassestoreinforcewhattheyhadlearnedinthepreviouslesson.Nomatterhowdifferenttheanimalsindifferentclassesare,allanimalsneedthefourbasicthings.
● ReviewwithstudentsThingsMyPetNeedsbooklet.● Talkabouttheimportanceofpetcarewiththestudentsandaskthemaboutanypetcareexperiencestheymayhavehad.
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WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
TargetedAcademicLanguage/KeyVocabulary Tier1:food,air,petTier2:need,imaginaryTier3:survive
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournal ClassroomTeacher1perstudent Scissors ClassroomTeacher1perpair WhatdoAnimalsNeedWorksheet Binder1perstudent Gluestick ClassroomTeacher1perpair Constructionpaper ClassroomTeacher1perclass Stapler ClassroomTeacher1perstudent ThingsMyPetNeedsBooklet(3pages) Binder1boxperstudent Crayonsandormarkers ClassroomTeacher
1perstudent Mediumorlargesizepinecone ClassroomTeacher/Bin**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILS
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LessonOpening/Activator
(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Thesciencefellowshouldleadadiscussionaboutwhatitmeansforanimalstoneedsomething.Askstudentstothinkaboutanimalsinthewildoreventheirpet’sneeds.Whataresomeofthethingsthatanimalsneedinordertosurvive?Ifanswerslike“dogtoys”comeup,explaintothestudentsthattheanimalprobablywouldnotdieifitdidnothaveitstoys.Ifananimalwentwithoutfoodthoughitwouldnotsurvive.Makesuretotalkaboutwheretheycanfindwaystosatisfytheirneeds.Forexample,ifadogneedsfoodhowdoeshegetit?Dopeopleprovidehimfoodordoestheenvironmentprovidefood?Howdoanimalsinthewildfindtheirfood?Dotheyneedtohuntforit?Cananimalsalwaysfindfood?
DuringtheLesson
“WhatdoAnimalsNeed”Activity:a. Havestudentspairupwithapartner.Tellthemtheywillbesolvingapuzzletofigureoutwhatanimalsneed.Hand
eachpaironeofthe“WhatdoAnimalsNeed”worksheet.b. Thisworksheetisdividedupintosquareswithoneortwowordsoneachsquare.Thestudentsmustcutthesquares
upandputthemtogethermakingfullsentences,oncetheyhavefinishedtheywillknowtheanswertothequestion,“Whatdoanimalsneedtosurvive?”Eachsquarewillbeusedupsothereshouldbenoleftoverwords.
c. Havethestudentsgluethesentencesonapieceofconstructionpaperintheircorrectorder.Havethemwritetheirnamesonthebackandhangthepicturesupintheclassroomifpossible.
d. Theanswerkeyisprovidedhere.Whenstudentshavetheirsentencestogetheritshouldlooklikethis…i. Whatdoanimalsneedtolive?ii. Animalsneedfoodtolive.iii. Animalsneedwatertolive.
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iv. Animalsneedsheltertolive.v. Animalsneedairtolive.
e.Ifsomegroupsofstudentsfinishearlyorneedadditionalguidingsteps,havethemillustratetheirsentences.
Activity2ThingsMyPetNeedsbookletStudentswillbecreatingabookletaboutwhatananimalneedstosurvive.*Teachercanalsocreatebookletstructureandstapledaheadoftimeandpassouttostudents,dependingonneedsofstudents/feasibilityofconstructingtheirownduringclasstime.
a. Thisbookletwillhaveacoverpagewherethestudentscanpickanddrawtheirimaginarypet.(Itdoesnothavetobetheircatordog.)
b. Ontheinsidetherewillbefourpagesthathavethewords“Mypetneeds______tolive.”Studentsshouldwriteoneofthefourbasicneedsoneachpage,makingsurethattheyhaveonepageforeachneed.Oncetheywritethewordtocompletethesentence,studentsshoulddrawapictureofwhatitisthattheanimalneeds.Forexample,iftheirfirstpagesays“Mypetneedssheltertolive.”thenthestudentshoulddrawashelterforthatanimal.
c. Thelastpagehasthesentence“Mypetcansurvivenow!”Thestudentmaydrawanaccompanyingpicture.Makesurestudentsputtheirnameonthefrontorbackpageoftheirbooklets.
d. Encouragestudentstobringthebookhomeandsharewithfamilymembersandfriends.
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ChallengingAlternative:a. Makethebooklet8pagesinsteadof4,orinsteadhavestudentswriteanddrawintheirsciencejournals.b. Foreachpagethatthestudentwritesoneofthefourbasicneeds,havethenextpagebeaboutsomethingthattheir
petwantsorlikes.Thestudentsshouldwritedowntheirownsentencesandillustratethemasdescribedabove.c. Thisactivityshouldallowstudentstobecreativeaboutwhattheyimaginetheirpetswouldlikeandtothink
activelyaboutthedifferencesbetweenthethingstheirpetsneedversusthethingstheirpetslike(e.g.whatwouldhappeniftheirpetdoesn’tgetwhattheylike?).
LessonClosingHavestudentsgatherinacirclewiththeirbooklets.Allowsomestudentstoshareandreadthebookletthattheymade.Again,relatethislessonbacktobirds.Whatdothebirdsoutsideneedtosurvive?
Assessment(s)● Reviewwhatstudentswroteintheirsciencejournalsaboutwhathumansneedtolivehumansareanimals,whichthey
learnedinpreviouslessonssotheyshouldlistthefourbasicthingsthatanimalsneed.Itwouldalsobehelpfultoreviewanimalclassestoreinforcewhattheyhadlearnedinthepreviouslesson.Nomatterhowdifferenttheanimalsindifferentclassesare,allanimalsneedthefourbasicthings.
● ReviewwithstudentsThingsMyPetNeedsbooklet.● Talkabouttheimportanceofpetcarewiththestudentsandaskthemaboutanypetcareexperiencestheymayhavehad.
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Lesson5:“TillenaLou’sDayintheSun”Thislessonshouldbetaughtbytheclassroomteacher.
BACKGROUND
OverviewoftheLessonInthislessontheclassroomteacherwillreadTillenaLou’sDayintheSunbyBarbaraTharpy.TillenaLouandhersiblingsspendalazydayimaginingwhatitmightbelikeiftheywereothertypesofanimals.Studentswilldrawtheessentialthings(air,food,water)neededtoliveontheirpostersattheendofthelesson.
FocusStandard(s)RI.1.1Askandanswerquestionsaboutkeydetailsinatext.(1-LS1-2),(1-LS3-1)
RI.1.2Identifythemaintopicandretellkeydetailsofatext.(1-LS1-2)
1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]
1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.[ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]
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LearningTargetsIcanrecognizethatanimalsandplantsneedfoodandwatertosurvive.Icanidentifywaysanimalsprotectthemselves.AssessmentStudentsshouldbeabletorespondtothequestion:Whatisessentialforlivingthingstosurvive?WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
TargetedAcademicLanguage/KeyVocabularyTier1:comfortableTier2:essentialTier3:nectar
RESOURCESANDMATERIALSQuantity Item Source
1 http://ccitonline.org/ceo/home/content_images/Needs_Bk2_s.pdfonlineversionofTillenaLou’sDayIntheSunbyBarbaraTharp
CMCWebsite
Optional http://www.bioedonline.org/tasks/render/file/index.cfm?fileID=8E28B3AE-957F-2A75-00EF2F01812C503B
Online
1perstudent Pieceofwhitepaper ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/Activator
Askstudentswhatessentialmeans,dothesamewiththewordsbehaves,nectar,andcomfortable.Writethestudents’ideasontheboard.Oncetheyhavegiventheirideas,writethecorrectdefinitionsontheboardandaskthestudentstowritethemdownintheirsciencejournals.
Essential—extremelyimportantandnecessaryNectar—asweetliquidproducedbyplantsandusedbybeestomakehoneyBehaves—actsinaparticularwayComfortable—allowingyoutoberelaxedandhavenoworries
DuringtheLesson1. Readthestoryaloudontheoverheadprojector.2. Afterreading,discusswithyourstudentswhattheyhadlearnedfromthestory.Whatwerethethreeessentialsoflifein
thestory(food,air,water)?Canyouthinkofanotheressentialoflife?Thefourthandfinalessentialforananimaltosurviveisshelter.
AssessmentStudentsshouldbeabletorespondtothequestion:Whatisessentialforlivingthingstosurvive?
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Lesson6:AnimalSurvivalBACKGROUND
OverviewoftheLesson Inthislessonstudentswilllearnthatanimalsprotectthemselvesinmanydifferentways.Someoftheirprotectionmaycomefromtheiractions,thewaytheybehave,orthetypeofsheltertheybuild.Thesciencefellow(s)andclassroomteacherwillbepresentingapuppetshowfortheclass;theyshouldreadthepuppetshowbeforethelessontoprepare.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesinaswellasaddthenewvocabularywordstothewordwall.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(atdiscretionofthesciencefellowsandclassroomteacher).
FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]
LearningTargetsIcanidentifywaysinwhichanimalsusetheirbodiestoprotectthemselves.Icanidentifywaysinwhichanimalsbehaveoracttoprotectthemselves.Assessment(s)
● Studentswillbeassessedthroughclassdiscussion● Reviewthecamouflageactivitythatstudentshadtodesigntoknowiftheyunderstandhowcamouflageworks
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● Reviewsciencejournals WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabularyTier2:camouflage,protection
RESOURCESANDMATERIALS
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluestick ClassroomTeacher Constructionpaper ClassroomTeacher PowerPointonAnimalShelters CMCWebsite1perstudent PlasticEggs Bin¼cupperstudent Sunflowerseeds Bin1perstudent Itemstodecorateeggswith:googlyeyes,Elmer’sglue,colorfultape Bin1copyforSF;1forCT PuppetShow:“Camouflage”(HandsonNaturep.232-233) Binder Puppets Bin
**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/Activator
Openthislessonwithadiscussionaboutwhatitmeanstoprotectyourself.Howdohumansprotectthemselves?Weusesweatersandcoatsinthewintertoprotectourbodiesfromthecold.Weusesunscreentoprotectourskinfromthesun.Weuseourhousesorsheltertoprotectusfromtheweather.Animalsprotectthemselvestoo.Askstudentshowanimalsprotectthemselves?Theycertainlydonothavewinterscoatsandsunscreen.Doanimalsneedtoprotectthemselvesfromthesamekindsofthingsthathumansneedtoprotectthemselvesfrom?Isitthesameforeveryanimal?[SP1:askingquestionsanddefiningproblems]
DuringtheLesson1. Buildingshelters:Animalsbuildsheltersasawaytoprotectthemselves.Asaclass,gothroughthePowerPointandhave
studentsguesswhomadetheshelter.Whydidtheymaketheshelter?Howdidtheymaketheshelter?Diditcomefromtheirownbodies?Didtheyusesticksandleaves?(ThePowerPointisontheunitCMCWebsite).
2. Usingsounds:Manyanimalsmakesoundstoscareoffotheranimals.Makingthesesoundssometimeshelpsthemto
survive.Onegreatexampleofananimalthatmakesnoisetowardoffpredatorsistherattlesnake.ShowthestudentsaYouTubevideoofrattlesnakenoises,teachersdonotneedtoshowtheentirevideojustenoughforthestudentstograsptheidea,thenaskiftheycanmakethenoisethemselves.Todaywearegoingtopretendwearerattlesnakes.
3. Rattleactivity:EachstudentwillneedoneplasticEastereggandatablespoonofsunflowerseeds.
● PlacetablespoonofsunflowerseedsintotheplasticEastereggandcloseit,usetapeifneeded.● Optional:HavethestudentsdecorateEastereggsiftheywouldliketo,usingtheitemsprovidedinthebinand
additionalmaterialsavailableintheclassroom.Theycouldalsoreflectonwhytheyhavechosenthematerialsorcolorsthattheyhavechosen(perhapsforprotectionorcamouflage).
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● Oncetherattlesarecompleted,havethesciencefellowstepoutsidetheclassroomwithoutmakingascene.Thesciencefellowshouldwaitrightoutsidethedoorforafewseconds.Theclassroomteacherwillexplaintothekidsthatrattlesnakesusetheirrattlestoscareawaypredatorsthatmaywanttohurtoreatthem,andthisisonewaythatanimalsusetheirbodypartstosurvive.Thesciencefellowshouldcomebackinwhenheorshehearstheclassroomteacherfinishexplaining.Asthesciencefellowcomesintheclassroomteachershouldsay,“Look!Herecomesapredatornow!Whatareyougoingtodo?”Theclassshouldcatchonthattheyneedtoshaketheirrattlestogetthesciencefellowtoleavetheclassroomagain.
● After the activity, ask students to either put away their rattles or collect them after the activity so they don’t misuse them during the rest of the class.
Thisisapossiblebreakpoint(uptothediscretionofthesciencefellowsandclassroomteacher)ifthereisnotenoughtimetocompletetheentiretyofthislessoninoneclassperiod.
4. Defensestrategies: (ScienceTalk:allowstudentstovoicetheirideasusingA/Btalkingprotocol).Think-Pair-Share:Askstudentsbreakupintopairstobrainstormdifferentwaysanimalscandefendthemselvesagainstpredatorsandnature.Somedefensestrategiesmayincludebeingprickly,smellingbad,stingers,hardshell,soundingscary,lookingscary,beingslimyorslippery,camouflage,andtastingbad.Askprobingquestionstoguidethestudents,suchas:Whatkindofthingsmighthurtthisanimal?Howdoyouthinktheanimalprotectsitselffromthatdanger?What’sunusualaboutthisanimal?Doyouthinkthatmighthelpitdefenditself?
5. Animalsuselotsofdifferentbodypartstoprotectthemselves.Giraffeshavelongnecksandfightwiththem,porcupineshavequillsandstickthemintopeopleoranimals,skunkssprayotherssotheydonotusetheirbodypartstoomuchtofight,toadstastebadsotheyusetheirwholebodytowardoffapredator.Talkabouthowdifferentanimalsusedifferentdefensemechanisms.Havethepairssharetheideastheythoughtofwiththeclass.
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6. CamouflageActivity:
ReadMixedUpChameleonandleadclassinadiscussiononcamouflage.
7. Camouflagepuppetshow:Thesciencefellow(s)andclassroomteachercanworktogethertoputonthepuppetshowfortheclass,usethepuppetsincludedinthebin.Thepuppetshowcomesfrompages232and233oftheHandsonNaturebook.Ahandoutisincludedinthebinder.Itisrecommendedthatthesciencefellow(s)andclassroomteacherreadthepuppetshowbeforereadingittotheclass.Ifthestudentsarewilling,askforvolunteersfortherolesofFreddieFox,EllieEft,andthebirthdayCake.Askstudentstopayattentiontothepuppetshow.
LessonClosing1 Havestudentsgettogetherinalargecircle,askthemonebyonetogoaroundandsayonethingtheylearnedtodayor
answerthequestion“Howdoanimalssurvive?”
2. Afterwards,havethestudentsgobacktotheirdeskandwritedownintheirsciencejournalsonethingthattheylearnedfromthislessonaboutanimalsurvival.Timepermitting,acoupleofstudentscansharetheirentrieswiththeclass,orhaveeverystudentengageinpairshare.
Assessment(s)● Studentswillbeassessedthroughclassdiscussion● Reviewthecamouflageactivitythatstudentshadtodesigntoknowiftheyunderstandhowcamouflageworks● Reviewsciencejournals
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Lesson7:CaringforYourOffspring
BACKGROUND
OverviewoftheLessonInthislessonstudentswilllearnabouthowanimalparentscarefortheiroffspring.Studentswillworkingroupstopretendtocareforababyanimalbasedoninformationthatwillbepassedouttothem.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddnewvocabularywordstothewordwall.
FocusStandard1-LS1-2.Obtaininformationtocomparewaysinwhichthebehaviorofdifferentanimalparentsandtheiroffspringhelptheoffspringtosurvive.[ClarificationStatement:Examplesofbehaviorscouldincludethesignalsthatoffspringmake(suchascrying,cheeping,andothervocalizations)andtheresponsesoftheparents(suchasfeeding,comforting,andprotectingtheoffspring).]
LearningTargetIcanidentifywaysinwhichanimalparentscarefortheiroffspringsothattheoffspringcansurvive.
Assessment(s)● Listentostudentgrouppresentationsonhowanimalparentscarefortheiroffspring.● Reviewthestudents’sciencejournals.
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TargetedAcademicLanguage/KeyVocabularyTier1:parent,babyTier2:Tier3:offspring
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournal ClassroomTeacher1pergroup Animalbabyandparentcards(laminated) Bin ProjectorandComputer ClassroomTeacher AreyouMyMothervideo:
https://www.youtube.com/watch?v=x4Koi-RJATECMCWebsite
Optional AreyouMyMotherbyP.DEastman Library**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Tobeginthislesson,haveasmalldiscussionaboutwhatitmeanstotakecareofsomeone.Howdopeopletakecareoftheirkids?Askstudentshowtheirparentsorgrandparentstakecareofthem.Howdothosethingshelpyousurviveeveryday?Doyouthinkthatanimalsdothesamething?Dotheytakecareoftheiroffspringinthesameway
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thatyourparentstakecareofyou?Askthestudentstocompleteathink-pair-shareactivityinwhichtheydiscusshowtheythinkanimalstakecareoftheiroffspring(nesting,providingfoodandshelter,etc.….).Havethepairssharetheirideasandusethemtocreateacomprehensivelistonthewhiteboard,addingcomponentsandguidingdiscussionasnecessaryinordertoinsurestudentcomprehensionduringthefollowingactivities.ScienceFellowsshouldreviewdifferentstrategiesthatanimalsutilizeinthecaringoftheiroffspringiftheyarenotcomfortablewiththesubjectsothattheycaneffectivelyguidediscussion.
DuringtheLesson
1. Thesciencefellowcanpresentathisvideo(https://www.youtube.com/watch?v=x4Koi-RJATE)orreadthebook“AreyouMyMother”byP.DEastmantothestudentsanddiscusshowthebabybirdknewthatthebirdattheendishismotherbasedontheirphysicalappearanceandthendiscusswhatthemotherprovidesforthebabybirdadhowtheirparentsprovideforthem
2.TakingCareofABabyAnimal-Studentswillworktogetheringroupstotakecareofababyanimalthewaythatitsrealparentswould.
a. Studentswillneedtobeingroupsofthreeorfour.Placestudentsinamixedabilitygroup,theclassroomteacherwillneedtoassigngroups.Therewillbesevendifferentanimalbabiestotakecare.Thestudentswillreceiveakangaroo,apenguin,anelephant,anorangutan,arabbit,analligator,oracheetah.
b. Eachgroupwillreceiveinformationabouttheiranimalbaby.Thisinformationcanbewrittenonacardandtheclassroomteacherorsciencefellowwillneedtohandonecardtoeachgroup.Animaldescriptionsarelocatedinthebinderandthebin.Tellthestudentsthattheyarenowtheparentsofthisbaby.Askthestudentstoworktogethertoreadthecardandfigureouthowtheyshouldtakecareoftheirbaby.Note:Theclassroomteacherandsciencefellow
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willneedtocirculatetheclassroomandhelpgroupswhoarestrugglingtoreadtheinformation.Theinstructorcanhelpthegroupbyaskingprobingquestions:
i. Doyourememberthefourthingsallanimalsneedtosurvive?(food,air,water,shelter)ii. Howcanyougiveeachofthefourthingstothebaby?
c. Oncethestudentsknowhowtotakecareoftheirbaby,tellthemthattheyneedtoprepareaskitthatshowswhatthey
learned.Theywillpresentthisskittotheentireclasssoeveryonewillhavethechancetolearnabouteachanimal.Suggesttothestudentsthatmaybeonestudentshouldnarratewhatisgoingonwhiletheotherstudentspretendtobetheparents;theycouldalsoeachtaketurnsdoingadifferentparttotakecareoftheirbabies.Givethestudentssometimetothinkaboutandpracticewhattheywillsay.Havestudentsgatherinacircleonthefloor.Onebyonehavethegroupscomeupandpresenttheirskittotheclass.[SP8:obtaining,evaluating,andcommunicatinginformation]
i. Dependingonthewantsandneedsoftheclassandclassroomteacher,askitmightnotbethemosthelpfulwayofportrayingthisinformation.Alternatively,studentscouldwriteafewsentencesandcreateanillustrationofhowtheywouldtakecareoftheirbabyanimal.Studentsshouldsharetheirworkatthefrontoftheclass.
d. Onceeveryonehaspresented,havestudentsdebriefintheirsciencejournalsaboutwhattheylearnedtoday.Askthem
towrite1-2sentencesaboutsomethingthatsurprisedthem(thattheylearned)andwhy.OptionalLessonExtension:Readthebook“AnimalsandTheirBabies”andencourageclassroomdialoguetoreinforcetheseconcepts.
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LessonClosing
(ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Talkaboutthewaysthatanimalsandhumansaresimilar.Dotheybothtakecareoftheiryounginthesameway?Askstudentstopointoutsimilaritiesanddifferences.ThesciencefellowmaywanttorecordtheseontheboardinachartoronaVenndiagram.Also,talkabouthowthebirdsoutsidetheschoolcarefortheiryoung.Doesthecarechange?Dotheydothingsdifferentlyinthespringversusthewinter?
Assessment(s)● Listentostudentgrouppresentationsonhowanimalparentscarefortheiroffspring.● Reviewthestudents’sciencejournals.
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Lesson8:PlantLifeCycles
BACKGROUND
OverviewoftheLesson**Thislessonrequiresborrowingnon-fictionresourcesfromthelibraryorschedulingtimewithalaptop/tabletcart.Studentswillreviewthelifecycleandpartsofaplantthroughaflowchartandsong.Theywillthenseeexamplesofscientificdiagramsandcreatetheirowndiagramstoexplainthelifecycleofanappletree.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.
FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]
LearningTargetIcandescribethelifecycleofaplantandidentifythedifferentpartsofaplant.
AssessmentAskthestudenttodescribethelifecycleofaplantthatgrowsattheirhouse(maybeinagardenorintheirbackyard).Besurethattheycanreferencethepartsofaplantbyname.
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TargetedAcademicLanguage/KeyVocabularyTier2:nonfiction,diagram,trunk,cycle
RESOURCESANDMATERIALSQuantity Item Source
1perclassroom Projectorandcomputer ClassroomTeacher “PlantParts”video:
http://www.schooltube.com/video/8b5cd92efbe9708a4a5a/Plant-Parts
CMCWebsite
1perstudent Largeblankpaper ClassroomTeacher1perstudent Coloredpencils ClassroomTeacher Textbookdiagramsofplants LibraryorInternetaccess5-10 Researchresources/non-fictionbooksaboutplants Library1perstudent LifeCycleReadingandQuestions(PlantsfromSeeds:4pages) BinderEnoughforeachchildtohaveafew
Post-its Bin
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorAsagroup,fillinthePlantLifeCyclediagram.Thisactivityshouldcallonplantknowledgefromkindergarten.Thesequestionsmaybeusefulinguidingtheconversation:
● Whatisa“lifecycle?”
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● Howdoesaplantstartitslife?Whathappensnext?
DuringtheLesson1. Watchtheplantpartsvideoasaclass.Afterwards,inventmovementstorepresentthedifferentpartsofaplant.(eg,
handsatyoursidesforastem,handsaboveyourheadforaflower,armsoutstretchedforleaves,andtouchthefloorforroots.)Repeatthevideo,thistimeincludingthesemovements.
2. Givetheclasstimetoexplorebooksaboutplants.Thisactivitycanalsobedoneusinglaptopsortabletsandanonline
searchengine.Ifthelatteroptionischosen,thefollowingwebsitesmightbehelpfulsites:http://www.saps.org.uk/secondary/teaching-resources/707-parts-of-a-plant-and-a-flowerhttps://www.biodiversitylibrary.org/item/84253#page/51/mode/1uphttps://www.kew.org/blogs/library-art-and-archives/from-poppies-to-pixelsUsingpost-its,askthemtobookmarkanydiagramsthattheyfind.Adiagramisasimple,labeleddrawingthatshowstheappearanceorstructureofsomething.Itmaybehelpfultoasktheschoollibraryforsomeadditionalnon-fictionmaterialaboutplants.
ScientificDiagram:
3. Explainthattheyaregoingtocreatetheirownscientificdiagramthattheycanusetoeducatetheirfriendsaboutappletrees.Step1:Startbydrawingaseedandlabelingit.Step2:Drawaseedling.Labelthestem,roots,andleaves.Step3:Drawasmalltree.Explainthatatrunkisatypeofstem.Labelthetrunk,roots,andleaves.Step4:Drawasmalltreewithflowers.Explainthattheseareappleblossoms.Theywillgrowintoapples.Labeltheflowers,trunk,roots,andleaves.Step5:Drawanappletreewithapples.Labelthefruits,trunk,roots,andleaves.
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Step6:Drawtheinsideofanapple.Explainthatthesearewhereappletreeskeeptheirseeds.Labelthefruitandseeds.
Alternative:Toguidestudentunderstanding,Google‘lifecycleofanappletree’inimages.Talkaboutthesimilaritiesandthedifferencesintheimagesthatyoufind.Whataretheconstants?Youmightalsobringinanappleandcutitinhalfinfrontoftheclassforthemtosee.Letthemtouchthehalvesoftheapple,noticingtheseedsandtheirpositioning,emphasizingtheirroleinrecreatingthelifecycleoftheappletree.
LessonClosingAskthestudentstovolunteerdifferentwaysthatplantsproduceseeds.(Examples:dandelionseeds,orangeseeds,peachpits,etc.)andcreatealisttogether.
AssessmentAskthestudenttodescribethelifecycleofaplantthatgrowsattheirhouse(maybeinagardenorintheirbackyard).Besurethattheycanreferencethepartsofaplantbyname.
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Lesson9:PlantNeeds
BACKGROUND
OverviewoftheLesson Inthislesson,theclasswillcollaboratetocreatea“HowToPlantASeed”guidethatincludesallthethingsplantsneedtomaketheirownfood.Theywillgettotesttheirplanbyplantingtheirownseedsandreviewplantneedsbyactingoutthewaysinwhichplantsgatherthenecessaryresources.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.Thereisanoptionalbreakpointintheactivitiesincasethereisnotenoughtimetocompletetheentiretyofthelessoninoneclassperiod(uptothediscretionofthesciencefellowsandclassroomteacher).
FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]LearningTargetsIcanidentifyplantsneedwater,air,andsunlighttosurvive,theytakeintheseresourcesthroughtheirleavesandroots.Icanexplainhowplantsmaketheirownfood.
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AssessmentReadandevaluatethe“HowtoPlantASeed”guide,checkingtomakesurethatallnecessaryplantresourcesareincluded.Individually,askeachstudentwhereplantsgettheirfoodandwhattheyneedtogetit.WIDALanguageObjectives(DependentontheneedsofyourELLstudents)
TargetedAcademicLanguage/KeyVocabulary Tier3:nutrient,resource
RESOURCESANDMATERIALS
Quantity Item Source Chartpaperandmarkers ClassroomTeacher1pergroup Whitepaper ClassroomTeacher Markers,crayons,andorcoloredpencils ClassroomTeacher1perclass Clearfrontreportcover(forbindingtheclassbook) Bin1perstudent Smallplasticcup Bin1cupperstudent Pottingsoil Bin1perstudent Seeds Bin Water ClassroomTeacher1perclassroom Projectorandcomputer(optional) ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/Activator
Remindthestudentsofthe“PlantParts”songanddancefromthepreviouslesson.Askforvolunteerstodemonstrateeachpartanditsaccompanyingdancemove.Asaclass,dothedanceoncethrough.(Re-playthevideoifithelpsparticipation.)
DuringtheLesson1. Asaclass,youwillcreatea“HowTo”guideforplantingaseed.Beginbybrainstormingallthethingsthatplantsneedto
survive(water,sunlight,air).Posethefollowingquestionstotheclass:a. Howdoplantsgetwater?(Therootsabsorbwaterfromthesurroundingsoil.Rootsalsoabsorbnutrients,suchas
nitrogen,iron,andcalcium.)b. Wheredoplantsgettheirfood?(Theymaketheirownfoodintheformofsugar.)c. Whydoplantsneedsunlight?(Theyusetheenergyfromthesuntomaketheirownfood.)d. Whatdotheleavesofaplantdo?(Theytakeinenergyfromthesunandcarbondioxidefromtheair.)e. Whathappensifplantsdon’tgetsunlight,water,andair?(Theywiltanddie.)
Thisisapossiblebreakpointifthelessoncannotbecompletedinoneclassperiod(thisisuptothediscretionofboththesciencefellowsandtheclassroomteacher)
2. Nowthatyouhavegatheredthebasicinformation,youarereadytoputitinorder.Discussthebasicstepsofplantingaseed;belowisasuggestedoutline,butthespecificstepsmayvarybyclass.Dividetheclassintosmallgroupsbasedonthenumberofsteps.Eachgroupwillfilloutapageofthebookwithasentenceexplainingthedirectionalongwithanillustration.Theclassroomteachershouldlabelandlaminateacoverforthe“HowToPlantASeed”booklet;whenthestudentsarefinished,itcanbeboundtogetherandkeptintheclassroomfortherestoftheunit.
a. Step1:Fillaplanterwithsoil.
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b. Step2:Digasmallholeandplanttheseed.c. Step3:Covertheseedupwithsoil.d. Step4:Placetheplantsomewherethatitcangetlotsofsunlight.e. Step5:Watertheplantwhenneeded(whenthesoildoesn’tlookdamp).
Tonote:
● Thepagesofthebookshouldbefilledoutin“portrait”orientation.● Beforedividingtheclassintogroups,checkwiththeteacherregardingtheabilityofthestudents.Somegroupsmay
needextrasupportparticularlywithwritingsentences. Iflessonistoocomplexforclass,considerfindingahowtoplantseedslistonlineorcreateyourownandplacethemoutofordersothestudentscanplacetheminthecorrectorderinordertousetheirinvestigationskillsbutinamoretimesavingandsimpleway.
3. Nowthestudentswillhaveachancetoplanttheirownbeanseedsfollowingthedirectionsthattheycameupwith.Each
studentwillgetaseed.4. Afterseedsareplantedmakesurestudentsrecordgrowthintheirsciencejournalsforthenextweekorso.
LessonClosingTellthestudentsthatalthoughplantscan’tmovefromplacetoplacesomeplantscanmovetheirleavesandstems.Forexample,theupside-downtreesatMassMoCAhavetrunksthatgrowtowardthesky(towardthesunlight);Africandaisies(gazania)closeuptheirflowersatnightandopenduringthedaywhenthesuncomesout.Ifyouwouldliketoaddanoptionalinternetcomponenttothislesson,letthestudentsresearchplantmovementandlookatvideosofsuchonline.Thewebsitehttp://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/nastic.htmlisthebestplacetogofortime-lapsefootage
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ofplantmovement.Thecaptionsmaybeabitadvancedforthestudents,sotheteacherandsciencefellowshouldexplaintothestudentswhatisgoingonineachvideo.AssessmentReadandevaluatethe“HowtoPlantASeed”guide,checkingtomakesurethatallnecessaryplantresourcesareincluded.Individually,askeachstudentwhereplantsgettheirfoodandwhattheyneedtogetit.
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Lesson10:Tops&Bottoms
ThislessonshouldbetaughtbytheclassroomteacherBACKGROUND
OverviewoftheLessonStudentswillseethatfruitsandvegetablescomefromdifferentsectionsoftheplant(top,middle,bottom).Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonaswellasaddthenewvocabularywordstothewordwall. FocusStandard(s)1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]
RI.1.1Askandanswerquestionsaboutkeydetailsinatext.(1-LS1-2),(1-LS3-1)RI.1.2Identifythemaintopicandretellkeydetailsofatext.(1-LS1-2)
W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.(1-LS3-1)
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LearningTargetsIcanlabelthepartsofaplant(stem,roots,leaves,flower/fruit).Icancompareandcontrasttwoplants.Icanuseinformationfromthestorytoprovideanswersandmakeamural.
AssessmentStudentswillwriteanexampleofa“top”plantanda“bottom”plantandincludeapictureofeach.Studentsshouldwritehowtheseplantsarethesameandhowtheyaredifferent. TargetedAcademicLanguage/KeyVocabularyTier1:harvestTier2:clever,profit
RESOURCESANDMATERIALSQuantity Item Source
1 TopsandBottomsbyJanetStevens Binasmanyasneeded oldmagazines ClassroomTeacher20 Paperplates ClassroomTeacher
Classset Crayons,markers,coloredpencilsand/orscissors, ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/Activator
Beginthislessonwithathink-pair-shareactivityinwhichthestudentsbrainstormwhattheythinkwasimportantinformationfromthepreviouslessons(focusingmainlyonLesson9).Thepairswillthentaketurnssharingwiththeclass,allowingforaclassdiscussiontooccur.Thisdiscussionshouldbeguidedbythesciencefellowsasappropriatesothatthekeyfactsaboutnutrientsandresourcesarereviewedpriortotheteachingofthislesson.Askstudentsiftheyknowwhatatrickstermightbe.Tellthestudentstopaycloseattentiontowhattheharedoesinthestory.Havestudentsconcentrateonthedifferentfruitsandvegetablesinthestory
DuringtheLessonReadingTopsandBottoms:
1. ReadthestoryTopsandBottomstotheclass.2. Afterthestoryaskthestudentsthefollowingquestions:
a. WhattypeofcharacteristheBear?(lazy,notahardworker,sleepy,unmotivated)b. WhattypeofcharacteristheHare?(trickster,hardworker,takescareofhisfamily)c. WhydidtheBearchangefromwantingthetopsoftheplanttothebottom/middleoftheplants?(Hesawtherabbit
wasgettingallthegoodpartsoftheplants)d. HowdoyouthinktheBearchangesfromthebeginningofthestorytotheend?(Bearlearnsheneedstodoworktoget
thefoodheneeds.Hechangesintoahardworkingbear.)DrawingPlants:Handapaperplatetoeachstudent,havethemwritetopandbottomontheupperhalfandlowerhalfoftheplate.Then,usingoldmagazines,cutoutplantsandanimals(ordrawplantsandanimals)wheretheyfallonthetoptobottomgradient.
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LessonClosingHangupallpaperplatesandletthestudentsdiscussthedifferencesintheirplatesAssessmentStudentswillwriteanexampleofa“top”plantanda“bottom”plantandincludeapictureofeach.Studentsshouldwritehowtheseplantsarethesameandhowtheyaredifferent.
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Lesson11:ComparingPlants
BACKGROUND
OverviewoftheLesson Inthislesson,studentswillexplorethedifferencesandsimilaritiesbetweenfruitsandvegetablesthroughaseriesofcategorizationactivities.Inthebeginningofthelessontheywillusebackgroundknowledgetosortpicturesoffruitsandvegetablesandthenchecktheirchoicesbyobservinganddiscussingrealfruitsandvegetables.Thentheywillhaveachancetoexplorevariationsinplantsofthesamespeciesbytaste-testingyellow,green,andredapples.Thisideaofvariationinplantsofthesametypecanbefurtherexploredwithatripoutsidetoobservevarioustypesofplants.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.FocusStandard1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]LearningTargets IcanidentifythatfruitshaveseedsandvegetablesdonothaveseedsIcanidentifythatplantsofthesametypecanhavevariations,forexample,applescomeindifferentcolors
AssessmentAskeachstudenttonameonefruitandonevegetableandexplainwhyeachbelongsinitscategory.
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TargetedAcademicLanguage/KeyVocabulary Tier1:fruit,vegetable
RESOURCESANDMATERIALSQuantity Item Source
1setperclass Fruitsandvegetablessortingcards Bin Chartpaperandmarkers ClassroomTeacher Tape ClassroomTeacher1setperclass Apple,strawberries,potato,tomato SueBeauchamp1perstudent Gluesticks ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Paperplates Bin Magazines(withpicturesoffruitsandvegetables-cooking
magazinessuggested)Bin
ComputerandProjector ClassroomTeacher Red,yellow,andgreenapples(enoughforthewholeclasstotryone
sliceofeachcolor)SueBeauchamp
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LESSONDETAILSLessonOpening/Activator
Labelonepieceofchartpaper“Fruits”andtheother“Vegetables.”Asaclass,sortallofthepicturesoffruitsandvegetablesthendiscussthefollowing:
● Howarethefruitsdifferentfromeachother?Howaretheythesame?● Howarethevegetablesdifferentfromeachother?Howaretheythesame?
DuringtheLesson 1. (Science Talk: allow students to voice their ideas, while also being careful to guide the discussion towards the desiredconclusion).Demonstratecuttingopenanappleandapotatoatthefrontoftheroom.Showtheclasstheinsideofboththeappleandpotato(ifnecessary,usetheprojector).Explainthatallfruitshaveseedsandvegetablesdonot.Usestrawberriesasanotherexampleofafruit;pointoutthatsometimestheseedsareontheoutsideofafruit.Refertotheopeningactivity:didyoucategorizeatomatoasafruitoravegetable?Cutopenatomatoandshowtheclasstheseedsandexplainthatitisafruit.Discusswiththeclasstheimportanceofaseed’sshape(adandelionseedisfluffyatthetopsoitcanfloatinthewinds,theseedsthatgetcaughtonyourclotheshelptorelocatethemintootherareasoftheforest,helicopterseedsspinawaywhenblownoffthetree).
2. Usingwhatyouhavejustlearned,goovertheinitialcategorizationactivity.Doesanythingneedtobechanged?
Note:Thesefruitsareoftenmislabeledasvegetables:cucumber,tomato,andeggplant.
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3. Explainthatfruitsandvegetablescomeinmanydifferentcolors.It’simportanttoeatlotsofdifferentcolors,soyourbodygetsallofthenutrientsitneeds.Challengetheclasstofillapaperplatewithfruitsandvegetablesofeverycolorintherainbow.Possiblealternative/artextension:fruitandvegetablestamping-tocreateavisualrepresentationsorcategorizationofthedifferentshapesoffruitsandveggies.Providestudentswithslicesofdifferentfruitsandvegetables(apples,oranges,lemons,cucumbers,peppersetc.),asmallamountofpaint,andwhitesheetsofpaper.Tellthestudentsthattheyshouldcarefullydiponeoftheirfruitandveggieslicesinthepaintandpressitontotheirsheetofpaper.Oncecompleted,asktheclassifanyoftheshapesaresimilar.Theaskiftheycanpredictwhytheylooksimilarordifferent.
4. Passoutthepaperplatesandthendistributemagazinesevenlyamongthetables.Thestudentswillhavetotaketurnschoosingandcuttingoutpictures;itmayhelptogooverpropersharingetiquettebeforestartingthisactivity.Thestudentswillcutoutpicturesoffruitsandvegetablesoftheirchoiceandgluethemontheplate.
5. Asktheclasshowmanystudentsincludedapplesontheirplate.Howmanyincludedredapples?Greenapples?Yellowapples?Althoughtheseallcomefromthesametypeofplant,theylookverydifferent.Optional:Haveaclasstastetestofthethreetypesofapples,thenmakeabargraphshowinghowmanystudentspreferredeachcolorofapple.Togeneratethenumbersforthegraph,eitheraskstudentstoraisetheirhandfortheirfavoritetypeofapplewithoutvotingtwice(eachvote=1pointforthattype)oraskstudentstoratetheirpreferenceforeachtypeonascaleof1-3(with3beinglikethemost).
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AssessmentAskeachstudenttonameonefruitandonevegetableandexplainwhyeachbelongsinitscategory. Extensions:
1) Havestudentstracktheirveggieandfruitintakeforaweekandthenmakeaclassroomgraphsothekidscanseethedifferencesintheirdietswithhowmuchfruittheyeatversushowmanyveggiestheyeat.
2) Lookupfruitsandvegetablesontheinternetanddiscusswhysomefallunderbothcategoriesfordifferentreasons.E.g.Zucchini,tomato,andsquasharetreatedasvegetablesbuttheyarefruitsbecausetheyhaveseeds.
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Lesson12:PlantSurvivalBACKGROUND
OverviewoftheLesson Inthislesson,studentswillusebackgroundknowledgeofthewaysinwhichanimalsprotectthemselvesfrompredatorstoexplorethewaysinwhichplantsprotectthemselvesfromthingsthatwanttoeatthem.Thelessonbeginswithapuppetshowaboutafamiliar,hardyplant(dandelions)followedbyaclassdiscussionandapuzzlegame.Thestudentsmayneedsomeassistanceidentifyingpiecesofthepuzzle,soleavetimetoanswerquestions.Finally,theclasswillplaycharadesandthinkabouthowtheywoulddefendthemselvesiftheywereplants.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.
FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]
LearningTarget Icanidentifywaysinwhichplantsdefendthemselves.
AssessmentHaveeachstudentdrawapictureofaplantthattheylearnedaboutduringthelessonandwriteonesentencedescribinghowitprotectsitself.
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WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary
Tier1:poisonousTier3:survival,defense
RESOURCESANDMATERIALSQuantity Item Source
1setperclass Puppets Bin1perstudents Dandelionpuppetshowscript(HandsonNaturep.181) Binder2setsperclass Puzzlepieces(laminated) Bin PuzzleKey(forteachertoreference) Binder1perstudent Paper,crayons,pencils,etc. ClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorDandelionPuppetShow:PerformthedandelionpuppetshowfromHandsonNature.Afterward,askthestudentstoidentifyseveralwaysinwhichthedandelionprotecteditself.
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DuringtheLesson
1. (ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion).Earlierintheunit,thestudentslearnedhowanimalsdefendthemselves.Askthemtonameafewstrategies(ex:toadsarepoisonous,skunksspraybad-smellingchemicals,porcupineshavespikes).Everyoneknowstostayawayfromtheseanimals,becausetheycouldbedangerous.Askifthestudentscanthinkofanyplantsthattheyhavebeentoldtostayawayfrom(ex:poisonivy,poisonoak,cactuses).Why?Howdotheseplantsprotectthemselves?PuzzleandSkit:
1. Dividethestudentsintosmallgroupsanddistributeonepuzzlepiecetoeachstudentandexplainthattheywillusethepiecestomakeupgroupsofplantsandanimalsthatdefendthemselvesinthesameway.Beforestartingtheactivityaskifanyonedoesnotrecognizetheirplantandtaketheopportunitytogoovertheplant’sprotectionmechanismasaclass;somestudentsmayneedmorehelptocompletetheactivity.Ifyouwouldliketohavethestudentsusetheinternet,havethemresearchthedefensemechanismoftheirplantoranimalonlinebeforetheskit.
2. Intheirpuzzlegroupsaskstudentstoimagineaplantthatdefendsitselfinawaythatmatchesthethemeoftheirgroup.
Actoutaskitinwhichtwounsuspectingstudentscomeuponthisplantandperformitfortheclass.(Besuretonotethatthisisakeep-your-hands-to-yourselfactivity.)
AssessmentHaveeachstudentdrawapictureofaplantthattheylearnedaboutduringthelessonandwriteonesentencedescribinghowitprotectsitself.
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Lesson13:SpreadingSeeds
BACKGROUND
OverviewoftheLesson Thislessonrequiresalargespaceforplayingagamesuchasthegymoraplayingfield.TheconceptofseeddispersalwillbeintroducedwithEricCarle’s“TheTinySeed.”Avideowillexplainthepurposeandtypesofseeddispersalandthenthestudentscanexploretheideasthroughagame.Afterward,studentswillemploytheirowncreativitytodesignaSuperSeed.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.
FocusStandard1-LS1-1.Useevidencetoexplainthat(a)differentanimalsusetheirbodypartsandsensesindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,water,andair,and(b)plantshaveroots,stems,leaves,flowers,andfruitsthatareusedtotakeinwater,air,andothernutrients,andproducefoodfortheplant.[ClarificationStatement:Descriptionsarenotexpectedtoincludemechanismssuchastheprocessofphotosynthesis.]
LearningTargetIcanexplainhowandwhyplantsspreadtheirseeds.
AssessmentAskthestudentstodesignanddrawaSuperSeedthatcantravelveryfarandveryfast,intervieweachstudentregardingtheirdesignplanandhavethemcategorizetheirseeddispersalmethod.
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WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary
Tier2:dispersal,strategy
RESOURCESANDMATERIALSQuantity Item Source
1perclass “TheTinySeed”byEricCarle Bin1perclass Projectorandlaptop ClassroomTeacher
“SeedDispersal”video:https://www.youtube.com/watch?v=3CCOWHa-qfc
CMCWebsite
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LESSONDETAILSLessonOpening/ActivatorRead“TheTinySeed”byEricCarle.Askthestudentsthefollowingquestions:
1 Howdidtheseedstravel?2 Whydidtheytravelsofarfromtheirparentflower?
DuringtheLesson1. Watchthe“SeedDispersal”videoasaclass.Askthestudentstokeepaneyeoutforthethingsthathelpseedsmove.
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2. TravelingSeedsGame:Gatherthestudentsinatightcircleinthecenterofalargespace(suchasoutsideorinthegym)
aroundthegameleader.Theleaderistheparenttreeandallofthestudentsareseeds.Theparenttreewillyelloutcommandsandalloftheseedswillhavetofollowthedirections.Youcanplaythisgameaslongasyoulike,butallowatleast10-15minutesforthegame.Thesearethecommands:
a. Abeareatsyou!Takefourbear-stepsawayfromthetree(crawlingonallfours).b. Thewindblowsyouaway!Taketwostepsfromthetree,withyourarmsoutlikeyouaresailingonthewind.c. FORESTFIRE!Stop,drop,androllaway!d. Youarecaughtonarabbit’sfur!Takethreehopsawayfromthetree.
OptionalLessonExtensionTakethestudentsonanaturehiketocollectseeds.Onceyoureturntotheclassroom,sorttheseedsaccordingtowhichseeddispersalmethodtheyfitinto.Iftimeandresourcesallowhavethestudentswalkthroughafieldoflonggrasswearingtallsocks;thisisanexcellentwaytodemonstratetheanimaldispersalmethod.(Anynaturehikesshouldincludeclose-toedshoesandbefollowedbyacarefultickcheck.)
AssessmentAskthestudentstodesignanddrawaSuperSeedthatcantravelveryfarandveryfast,intervieweachstudentregardingtheirdesignplanandhavethemcategorizetheirseeddispersalmethod.
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Lesson14:PlantsandAnimalsLookLikeTheirParents
BACKGROUND
OverviewoftheLesson Studentswilllearnaboutwhyplantsandanimalslookliketheirparents.Theywillalsobecompletingananimalmatchingworksheet.Theclassroomteachershouldreviewanddiscussthevocabularywordsforthislessonbeforethesciencefellowcomesintoteachaswellasaddthenewvocabularywordstothewordwall.Theclassroomteacherwillneedtocopyworksheetsbeforeteachingthelesson.
FocusStandard1-LS3-1.Useinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.[ClarificationStatements:Examplesofobservationscouldincludethatleavesfromthesamekindofplantarethesameshapebutcandifferinsize.Inheritance,animalsthatundergometamorphosis,orhybridsarenotexpected.]
LearningTargetsIcanidentifysimilaritiesanddifferencesamonganimalsofthesamekind.Icanidentifysimilaritiesanddifferencesamongplantsofthesamekind.Assessment(s)
● Reviewingtheircreativejournalentry
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● Reviewingtheiranimalmatchingworksheet● Reviewingtheirplandrawingactivity
TargetedAcademicLanguage/KeyVocabulary
Tier1:parentTier2:similar,differentTier3:offspring
VocabularyReview:Theclassroomteachershouldreviewthewordwallthathasbeencreatedforthisunit.Breakthestudentsupintosmallergroupsandgiveeachgrouponewordfromthewordwall.Givethestudentsafewminutestotalkabouttheword.Wheneveryoneisdonehavethegroupssharewiththeclasswhatthewordmeans.Iftheycan,askthemtoprovideanexample.
RESOURCESANDMATERIALSQuantity Item Source
1perstudent Sciencejournal ClassroomTeacher1perstudent Familyphotoofchildwithparent/parents/brother/sister Elementarystudent/
ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1pieceperstudent Blankpieceofwhitepaper ClassroomTeacher1perstudent(½theclass)
Parentplantworksheet Binder
1perstudent(½the Offspringplantworksheet Binder
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class)1perstudent Coloredconstructionpaper ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluesticks ClassroomTeacher1perstudent Animalmatchingworksheet1 Binder1perstudent Animalmatchingworksheet2 Binder
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LESSONDETAILSLessonOpening/Activator
LessonOpening: (ScienceTalk:allowstudentstovoicetheirideas,whilealsobeingcarefultoguidethediscussiontowardsthedesiredconclusion). Howdoyouknowthatyoubelongtoyourparents?Ifwehadawholebunchofpicturesofparentsandtheirkidshowcouldwetellwhobelongstowhom?Ifthestudentssaysomethingalongthelinesoftheylookthesame,askthemtoexpand.Whatlooksthesame?Whydotheylookthesame?Aretheredifferencestoo?MakesuretoemphasizethattraitsDONOTincludesimilaritiesinclothing,butinsteadfocusonhaircolor,eyecolor,facialstructure,etc…Thisisanimportantsteptoavoidinganypossibleconfusion.Iftheclassroomteacherdecidesthatstudentfamilydynamicsdonotlendthemselvestoeffectivelyaccomplishingtheactivity,insteadtryopeningthelessonbyaskinghowwecouldmatchthepicturesofadultdogsofdifferentbreedswiththeirpuppies.
DuringtheLesson
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Activity1:MatchthebabiestotheirparentworksheetMatch-the-Babies-to-Their-Parentsworksheet
a. Havestudentsdrawlinesbetweentheanimalsthatgotogether.b. Askthestudentstosharesomeoftheirfindings.Whichanimalswenttogether?Whichonesdidnot?Why?c. Oncetheyarefinishedtheymaycolortheanimalsiniftheychoose.Ifthereistime,havethestudentscuttheanimals
outintosquares,andplayamatchinggamewithafriendusingalloftheanimals.Activity2:MatchingPlantsWorksheets
Givestudentsablankpieceofpaper,pencils,crayons,andmarkers.Givestudentsoneofthetwoplantworksheetslocatedinthebinder.Halftheclasswilldrawtheparentplantandtheotherhalfwilldrawtheoffspringplant.Makesuretoremindstudentsthatparentsandoffspringarenottwins,theydonotlookexactlyalikesosomethingsshouldbedifferent.
a) Studentsshouldcolorandcutoutbothplants,eachstudentshouldhaveoneparentplantandoneoffspringplant.b) Giveeachstudentapieceofpaperandhavethemgluebothoftheplantssidebysideontheconstructionpaper.c) Labeltheplants“Offspring”and“Parent”andhavethestudentwritetheirnameonthebackoftheirpaper.
Activity3:ScienceJournaling
Givestudentstheoptiontowriteordrawaboutanythingsciencerelatedintheirjournals.Letthemcreatetheirownjournalentry,aslongastheinformationpertainstothisunit.
ExtendedActivity:ScienceJournal—NOTE:Onlycompletethistaskifstudentfamilydynamicslenditselftoeffectivelyaccomplishingthisactivity.Theclassroomteacherwillneedtodecideifthisactivityisappropriatefortheclass.Howdoyoulooklikeyourparents?Bringinapictureofyouandyourparentsorbrother/sister.Putthepictureinyoursciencejournalandwritedownwordsthatdescribehowyouareallsimilar.Forexample,samehaircolor,eyecolor,nose,bothtall/shortetc.LessonClosing
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Bringtheclasstogetherinacircleandhavethestudentssharetheirplantsthattheydrew.Askthemtomentionafewkeyfeaturesthatmaketheoffspringandparentplantsimilarandonekeyfeaturethatmakethemdifferent.Assessment(s)
● Reviewingtheircreativejournalentry● Reviewingtheiranimalmatchingworksheet● Reviewingtheirplandrawingactivity
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ScienceTalkandOracyinT2LUnits Science talk is much more than talking about science. In line with the science and engineering practices, students areexpected to make a claim that can be supported by scientific evidence. The MA STE Standards (and the NGSS) value theimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessential for identifyingthestrengthsandweaknessesofa lineofreasoningandfor findingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata, examine their own understanding in light of the evidence and comments offered by others, and collaborate with peers insearchingforthebestexplanationforthephenomenonbeinginvestigated.”Students are asked to participate in articulate and sensible conversations inwhich they are able to communicate their ideaseffectively,listentootherstounderstand,clarifyandelaborateideas,andreflectupontheirunderstanding.Theseformsoftalkcan be developed using scaffolds such as the A/B Talk protocol (below) and strategies for class discussions (from the TalkSciencePrimer, linkbelow).Oracy isdeveloped inthephysical, linguistic,cognitive,andsocial-emotionalrealms;eachof theserealms can be expanded upon over time in order to develop a thoughtful speaker. Being able to display appropriate bodylanguage, use proper tone and grammar, be thoughtful and considerate thinkers, and allow space for others thoughts andopinionsareallimportantfacetsoforacytoworkonandthroughwithstudents.Incorporatingtheappropriatescaffoldingisanimportant aspect of fostering these skills. Techniques for teaching effective science talk often include modeling, discussionguidelines,sentence-starters,andgeneratingroles,whilegraduallyputtingmoreresponsibilityonstudentstoowntheirthinkingandlearning. Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults. Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms. ● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf
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A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/
1.Shareyourideas
PartnerA● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsmeknowmoreabout_______because…
● OnethingI’mwonderingaboutis…
2.ListentoUnderstandPartnerB● Iheardyousay_______.Whatmakesyouthinkthat?
● Iheardyousay_______.Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?
3.ClarifyandelaboratePartnerA
Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.
4.Repeatsteps2&3untilallquestionsareanswered
5.Switchrolesandrepeatsteps1-4
6.Reflectonyourunderstandinginwriting● Myideaabout_______changedwhenmypartnersaid
_______.● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould
investigate_______.
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ListofUnitResourcesLesson1
Quantity Item Source1 SwallowsintheBirdhousebyStephenRSwinburne Bin1 MySpyBirdhouse/Nestingboxwithsuctioncupsthatattachtoa
windowBin
Classset Largedrawingpaper ClassroomTeacherClassset Crayons ClassroomTeacher1
CompendiumofAcademicLanguageTechniques UpdatedregularlyontheNAPSWebsite
4containersperclass Frosting Bin3bagsperclass Birdseed Bin110”pieceperstudent Stringorribbon Bin1 Box ClassroomTeacher Newspaper ClassroomTeacherClassSet Pinecones Bin/ClassroomTeacher
Lesson2
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1boxperstudent Crayons,markers,pencils ClassroomTeacher2pieces Chartpaper(1forwordwall,and1foropeningactivity) ClassroomTeacher https://www.youtube.com/watch?v=gP2te1jF0y0(Animalmovesvideo) CMCWebsite
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1perstudent AnimalMovementWorksheet Binder
Lesson3
Quantity Item Source1perstudent Sciencejournal ClassroomTeacher3setsperclass AnimalImageworksheet(laminatedcolorcopies) Bin1 PowerPointofanimalclasses CMCWebsite VariousMathManipulatives ClassroomTeacher
Lesson4
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent Scissors ClassroomTeacher1perpair WhatdoAnimalsNeedWorksheet Binder1perstudent Gluestick ClassroomTeacher1perpair Constructionpaper ClassroomTeacher1perclass Stapler ClassroomTeacher1perstudent ThingsMyPetNeedsBooklet(3pages) Binder1boxperstudent Crayonsandormarkers ClassroomTeacher
1perstudent Mediumorlargesizepinecone ClassroomTeacher/Bin
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Lesson5
Quantity Item Source1 http://ccitonline.org/ceo/home/content_images/Needs_Bk2_s.pdf
onlineversionofTillenaLou’sDayIntheSunbyBarbaraTharp
CMCWebsite
Optional http://www.bioedonline.org/tasks/render/file/index.cfm?fileID=8E28B3AE-957F-2A75-00EF2F01812C503B
Online
1perstudent Pieceofwhitepaper ClassroomTeacher
Lesson6
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluestick ClassroomTeacher Constructionpaper ClassroomTeacher PowerPointonAnimalShelters CMCWebsite1perstudent PlasticEggs Bin¼cupperstudent Sunflowerseeds Bin1perstudent Itemstodecorateeggswith:googlyeyes,Elmer’sglue,colorfultape Bin1copyforSF;1forCT PuppetShow:“Camouflage”(HandsonNaturep.232-233) Binder Puppets Bin
Lesson7
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Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1pergroup Animalbabyandparentcards(laminated) Bin ProjectorandComputer ClassroomTeacher AreyouMyMothervideo:https://www.youtube.com/watch?v=x4Koi-
RJATE
CMCWebsite
Optional AreyouMyMotherbyP.DEastman Library
Lesson8
Quantity Item Source1perclassroom Projectorandcomputer ClassroomTeacher “PlantParts”video:
http://www.schooltube.com/video/8b5cd92efbe9708a4a5a/Plant-PartsCMCWebsite
1perstudent Largeblankpaper ClassroomTeacher1perstudent Coloredpencils ClassroomTeacher Textbookdiagramsofplants LibraryorInternet5-10 Researchresources/non-fictionbooksaboutplants Library1perstudent LifeCycleReadingandQuestions(PlantsfromSeeds:4pages) BinderEnoughforeachchildtohaveafew
Post-its Bin
Lesson9
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Quantity Item Source Chartpaperandmarkers ClassroomTeacher1pergroup Whitepaper ClassroomTeacher Markers,crayons,andorcoloredpencils ClassroomTeacher1perclass Clearfrontreportcover(forbindingtheclassbook) Bin1perstudent Smallplasticcup Bin1cupperstudent Pottingsoil Bin1perstudent Seeds Bin Water ClassroomTeacher1perclassroom Projectorandcomputer(optional) ClassroomTeacher
Lesson10
Quantity Item Source1 TopsandBottomsbyJanetStevens Binasmanyasneeded oldmagazines ClassroomTeacher20 Paperplates ClassroomTeacher
Classset Crayons,markers,coloredpencilsand/orscissors, ClassroomTeacher
Lesson11
Quantity Item Source
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1setperclass Fruitsandvegetablessortingcards Bin Chartpaperandmarkers ClassroomTeacher Tape ClassroomTeacher1setperclass Apple,strawberries,potato,tomato SueBeauchamp1perstudent Gluesticks ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Paperplates Bin Magazines(withpicturesoffruitsandvegetables-cookingmagazines
suggested)Bin
ComputerandProjector ClassroomTeacher Red,yellow,andgreenapples(enoughforthewholeclasstotryoneslice
ofeachcolor)SueBeauchamp
Lesson12
Quantity Item Source1setperclass Puppets Bin1perstudents Dandelionpuppetshowscript(HandsonNaturep.181) Binder2setsperclass Puzzlepieces(laminated) Bin PuzzleKey(forTeachertoreference) Binder1perstudent Paper,crayons,pencils,etc. ClassroomTeacher
Lesson13
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Quantity Item Source1perclass “TheTinySeed”byEricCarle Bin1perclass Projector/laptop ClassroomTeacher
“SeedDispersal”video:https://www.youtube.com/watch?v=3CCOWHa-qfc
CMCWebsite
Lesson14
Quantity Item Source1perstudent Sciencejournal ClassroomTeacher1perstudent Familyphotoofchildwithparent/parents/brother/sister Elementarystudent/
ClassroomTeacher1boxperstudent Crayonsandormarkers ClassroomTeacher1pieceperstudent Blankpieceofwhitepaper ClassroomTeacher1perstudent(½theclass) Parentplantworksheet Binder1perstudent(½theclass) Offspringplantworksheet Binder1perstudent Coloredconstructionpaper ClassroomTeacher1perstudent Scissors ClassroomTeacher1perstudent Gluesticks ClassroomTeacher1perstudent Animalmatchingworksheet1 Binder1perstudent Animalmatchingworksheet2 Binder