and air to survive. animals? What are the basic requirements for life? What parts of the body do animals use to obtain water, food, and air? Cross Cutting Concepts parts and the items they need to survive. (Science and Engineering Practice- 1& 8) SPI’s DO NOT APPEAR UNTIL GRADE 3 Lab and Investigations What do leaves need? Explore (TE) p. 29 Students will write a simple report about how they can tell when something is living. (TE) p. 31 Online Resources Parts of a plant. Students will use this interactive site to better understand the parts of a plant and their functions. Video : Students will learn the 5 things plants need to survive. Students will learn the 4 things animals need to survive. ReadWorks.Org Passages 440L 680L 870L PearsonSucess.Net Reader Performance Task Once students have had an open-ended opportunity to examine the vegetable plant parts, encourage students to begin thinking more critically about these parts. You might ask: What do you notice about all these plant parts? How do the different parts look, feel, and smell? Have you seen any of these plant parts before? Where? To challenge students to extend their thinking about plant parts and to encourage students to formulate some of their own questions, offer students magnifying lenses. Let them explore the various plant parts with these for a short while, and then give each student the
student sheet to document their observations. Students should draw pictures of: a root; a stem; a leaf and a whole plant. Standard 2 - Life Science – Interdependence - 5 weeks GLE: 0207.2.1 Investigate the habitats of different kinds of local plants and animals. GLE: 0207.2.2 Investigate living things found in different kinds of places. GLE: 0207.2.3 Identify basic ways that plants and animals depend on Essential Question How are connections between how an organism behaves and the place where it lives impact the organisms' lives? What is the effect of I can build a mock/useful habitat for an animal around my school (Science and Engineering Practice- 3 & 8) I can observe and draw conclusions about where animals live. (Science and Engineering Practice- 6 & 8) I can identify basic ways plants and animals depend on each other. (Science and Engineering Practice- 6 & 8) MacMillan/McGraw-Hill: A Closer Look Lesson 2: Places to Live (TE) pp. 38-45 Lesson 3: Tennessee Habitats pp. 46-53 Lesson 4: Food Chains and Food Academic vocabulary Habitat, shelter, woodland forest, pond, lake, barrens Performance Tasks Purchase necessary for this task from This activity
each other. sunlight on the surface of the earth? Cross Cutting Concepts SPI’s DO NOT APPEAR UNTIL GRADE 3 Webs Lab and Investigations (TE) Explore p. 39, Where do animals live? Quick Lab (TE) p. 43: Find a picture of a local habitat. Label the plants and animals to communicate what could live there. THINK, TALK, WRITE: How are habitats different? p. 43 Explore (TE) p. 47, Where do plants and animals live together? Quick Lab: p. 51, How do plants and animals in TN depend on each other? Online Resources in a Coral Reef- Learners make observations and ask questions about coral reefs and the animals that inhabit them. (Purchase of plastic sea creatures may be necessary) Using this investigate how animals depend on each other. Read about different habitats and ecosystems which provide many possible that make up a food web - National Geographic Explore using this to study more on habitats. is designed to be used with , a type of plant that has been bred to have a very short life cycle. Fast Plants will produce harvestable seeds approximately 40 days after planting. This will assist the students in their understanding of the growth of plants and allow investigation of germination, pollination, and seed production. Tennessee Assessment (TE) p. 43 Diorama of a Habitat Science fair idea After researching and charting a plants growth, challenge children to write a simple report about how they can tell when something is living. Have them include plants, animals, and people in their reports. They should mention that living things need air, water, food, and space,
GLE: 0207.3.1 Recognize that animals eat plants or other animals for food. Essential Question(s) What are the basic things that plants and animals need to survive? What are the different ways that animals obtain their food? Cross Cutting Concept Misconceptions: Food chains are the only way to talk about predator-prey relationships. It is all right to focus on one food source when talking about relationships between organisms. Plants need soil to grow. Seeds come from the ground. Animals can live anywhere. All animals are born from eggs. I can recognize the type of animals that eat plants and other foods. (Science and Engineering Practice- 6) SPI’s DO NOT APPEAR UNTIL GRADE 3 MacMillan/McGraw-Hill: A Closer Look Lesson 4 Food Chains and Food Webs pp.54-68 Labs and Investigation What do animals eat? (TE) p. 55 Quick Lab (TE) p. 57 Think, Talk, and Write p. 59 Writing in Science: A food web for lunch (TE) p. 60 Foldable blanks and Online Resources Ask students to describe producers, decomposers, consumers from Video Resources Read-works Passages 700L 620L 500L PearsonSuccess.Net Reader Academic Vocabulary food chain, food web, predator, prey Performance Task. Students will read the informational text to gather information about the needs of an animal in the rain forest. Compare and contrast the needs of the animals in the text and a common domestic animal. Use a Venn diagram to show the comparison. Write one to two paragraphs on what the main points of this topic are and what you learned that was the most interesting to you. Include (at minimum) the following words in your writing piece: sun, producer, consumer, decomposer, plants, animals, photosynthesis, food web, and food chain. Next, create/draw your own food chain to turn in for a gallery walk review. How to make a soda bottle greenhouse