Concrete: Students will recognize that the energy from the food chain begins with the sun. Representation: Students will investigate the food chain. Essential Question: How does energy move through the food chain? Recognize that many things will get hot when left in the Sun. Distinguish between hot and cold objects. Recognize that animals cannot make their own food and they must eat plants or other animals to survive. Recognize that animals (consumers) eat plants or other animals for their food. Recognize that animals eat food. Identify ways that plants and animals can be affected by changes in habitats, such as lack of food or water, disease, or reduced space. Recognize ways that plants and animals can be affected by changes in their habitats, such as lack of food or water. Recognize what happens when plants don’t get Trace the flow of energy from the sun as it is transferred to the food chain. Essential Understanding: Concrete: Students will identify plants. Representation: Students will explain why plants need photosynthesis. Essential Question: What is photosynthesis? Recognize that most plants make their own food. Recognize that plants need light to grow. Recognize that plants need water. Recognize that plants (producers) use energy from the Sun to make their food and animals (consumers) eat plants or other animals for their food. Recognize that animals (consumers) eat plants or other animals for their food. Recognize that animals eat food. Weekly Assignment 20: Create a diagram showing the process of photosynthesis. Learning Access Points Weekly Assignments Essential Understanding: Concrete: Students will recognize that people need oxygen to live. Representation: Students will analyze how plants and animals can help each other. Identify behaviors of plants that show they are growing. Recognize that plants grow toward light and roots grow down in the soil. Recognize that plants grow. Weekly Assignments 21 & 22: Create a diagram showing the mutually beneficial relationship between plants and animals in terms of respiration.
How do the physical features of animals help them? Recognize behaviors of common animals. Recognize similarities between self and parents. Identify features of common plants and animals that enable them to survive in different habitats (environments). Recognize that many different kinds of living things are found in different habitats. Match common living things with their habitats. Learning Goals Access Points Weekly Assignments Essential Understanding: Concrete: Students will identify body parts. Representation: Students will create a representation showing internal body parts. Essential Question: What body parts help me breathe? Identify that models are representations of things found in the real world. Recognize that models represent real things. Recognize a model of a real object. Compare own observations with observations of others. Identify information on observations of self and others. Recognize that people information about science. Distinguish external and internal body parts, including skin, brain, heart, lungs, stomach, muscles and skeleton, reproductive organs, and sensory organs. Weekly Assignment 26: Create and label a physical representation of a body, including internal body parts (brain, heart, lungs, stomach, muscles, and skeleton).