Backward Plan: Systems of Living OrganismsAdvanced Targeting

When working with the ELD Standards Below: Use the level that is most commonly found at your grade level. This gives you a basis and it is easy to go up or down a level. Also please note the GLAD strategy that allows you to focus on the particular ELD Standard. Please write the GLAD Strategies in red, as modeled below, so they stand out. There are samples in each of the ELD Standard Boxes. The target level was Intermediate.

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Big Idea/Enduring Understanding

All living organisms have a life cycle.

Organisms have parts with a function.

Living organisms depend on an ecosystem to survive.

Skills and ConceptsNeed to know and be able to do

Describe the life cycle of a living organism.

Describe the functions of the parts of a living organism.

Defend why a living organism is important to an ecosystem.

Identify ways that similar parts can play different roles in systems.

Give an example of a living system.

Worth Being Familiar With (Academic vocabulary and Concepts 1-2 years above grade level)

Systems contain subsystems.

Systems have inputs & outputs

Environment

Populations

Decompose

Energy

Conceptual Lens:

Change

Cause & Effect

Backwards Plan-Adapted from Wiggins and McTighe

Title of Unit Systems of Living Organisms Grade Level 2nd

Curriculum Area Science Time Frame 6-8 Weeks

Developed By Audrey Howard, Neddy Martinez, Tara Childs, Andrea Mejia, & Maria Sandavol

Stage 1 Identify Desired Results

Content Standards:

Science Standards

EALR 1 – Systems – Role of Each Part in a System2-3SYSA – A system is a group of interacting parts that form a whole2-3 SYSB – A whole object, plant, or animal may not continue to function the same way if some of its parts are missing.2-3 SYSC – A whole object, plant, or animal can do things that none of its parts can do by themselves.2-3 SYSD – Some objects need to have their parts connected in a certain way if they are to function as a whole2-3 SYSE – Similar parts may play different roles in different objects, plants, or animals.EALR 2 – Inquiry – Conducting Investigations2-3 INQA – Scientific investigations are designed to gain knowledge about the natural world.2-3 – INQA – A scientific investigation may include making and following a plan to accurately observe and describe objects, events, and organisms; make and record measurements and predict outcomes.2-3 INQC – Inferences are based on observations.2-3 INQD – Simple instruments, such as magnifiers, thermometers, and rulers provide more information than scientists can obtain using only their unaided senses.2-3 INQF – Scientists develop explanations, using observations and what they already know about the world. Explanations should be based on evidence from investigations.2-3 LS1A – Plants have life cycles that include sprouting, growing to full size, forming fruits and flowers, shedding seeds, and eventually dying. The details of the life cycle are different for different plants.2-3 LS1B – Animals have life cycles that include being born; developing into juveniles, adolescents, then adults; reproducing; and eventually dying. The life cycle are different for different animals.2-3 LS2A- Ecosystems support all life on the planet, including human life, by providing food, fresh water, and breathable air.2-3 LS2B – All ecosystems change over time as a result of natural causes. Some of these changes are beneficial for the plants and animals, some are harmful, and some have no effect.2-3 LS2C – Some changes in ecosystems occur slowly and others occur more rapidly. Changes can affect life forms, including humans.2-3 LS2D – Humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so that they provide habitats for plants and animals and resources for humans over the long term.

Other Content Standards for Integration: Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Math2.2.E Estimate sums and differences.2.3.D Describe the relative size among minutes,hours, days, weeks, months, and years.

Social Studies3.1.1 Understands and applies basic mapping elements such as compass rose, labels, and a key to read and construct maps that display information about neighborhoods or local communities.

Reading Standards

EALR 1: The student understands and uses different skills and strategies to read.Component 1.1: Use word recognition skills and strategies to read and comprehend text.1.1.4 Apply understanding of phonics.Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.1.2.1 Apply reference skills to determine word meanings.1.2.1 Apply vocabulary strategies in grade level text.Component 1.3: Build vocabulary through wide reading.1.3.1 Understand and apply new vocabulary.1.3.2 Understand and apply content/academic vocabulary.Component 1.4: Apply word recognition skills and strategies to read fluently.1.4.1 Know common sight words appropriate to grade-level.1.4.2 Apply fluency to enhance comprehension.1.4.3 Apply different reading rates to match text.Component 2.1: Demonstrate evidence of reading comprehension.2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/ expository text and/or literary/ narrative text.2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images.2.1.7 Apply comprehension monitoring strategies during and after reading: summarize informational/expository text and literary/narrative text.Component 2.2: Understand and apply knowledge of text components to comprehend text.2.2.1 Understand story sequence.2.2.2 Understand and apply features of printed and electronic text to locate and comprehend text.2.2.3 Understand story elements.2.2.4 Understand text organizational structures.Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.2.3.1 Understand and analyze the relationship between and among literary/narrative text and informational/ expository text.2.3.2 Understand how to locate specific information.2.3.3 Understand literary/narrative devices.Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.2.4.1 Understand how to draw simple conclusions and give a response to text.2.4.2 Understand that there are purposes for writing.Component 3.1: Read to learn new information.3.1.1 Understand how to select and use appropriate resources.

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Component 3.2: Read to perform a task.3.2.1 Understand information gained from reading to perform a specific task.3.2.2 Understand a variety of functional documents.Component 3.4: Read for literary/narrative experience in a variety of genres.3.4.2 Analyze a variety of literary genres.Component 4.1: Assess reading strengths and need for improvement.4.1.1 Understand how to monitor own reading progress.

ELD Reading Standards-Indicate Level

Intermediate:

1.1.2 Orally manipulate and segment simple known words by onset and rime (CCD, Chants, SPC)1.1.2 Orally identify syllables in known words. (CCD, Chants, SPC)1.1.2 Identify shared consonant and vowel sounds in known words. (CCD, Chants, SPC)1.1.2 Use on-set and rime in word families to decode known words (CCD, Chants, SPC, Input Charts, Ear to Ear Reading, Coop Strip, Process Grid, Expert Group, Poetry, Team Tasks)1.1.3 Use simple sentences to participate in a discussion of a story listened to or read aloud. (Narrative Input, ELD Frame, Story Map, Listen & Sketch, Focused Reading)1.1.4 Decode known words following common vowel patterns1.1.4 Recognize that sounds are represented by different single letters and combinations of letters (e.g., fish and rough).1.2.1 Use beginning dictionaries to locate the meaning of new words.1.2.2 Use pictures and letter clusters of unknown words to gain meaning of words.1.3.1 Increase oral and reading vocabulary by listening to and reading a variety of texts1.3.2 Use descriptive sentences to discuss stories read aloud/ independently.1.4.1 Read introduced sight words.2.1.1 Use simple sentences to ask and answer questions before, during, and after text read aloud/shared. 2.1.2 Use simple sentences to describe, draw, and label images from story read aloud/shared.2.1.3 Identify the main idea and details in simple text. 2.1.4 Use simple sentences to connect prior knowledge or experience to a simple story.2.1.5 Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc.2.1.5 Use simple sentences to make inferences about main character and to predict action during the reading process in story read aloud/shared.2.1.6 Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known words.2.1.7 Use simple sentences to state main idea and important details of simple literary and informational text.2.2.1 Identify the correct sequence and predict what will happen next in simple text. 2.2.1 Use simple sentences to retell story in sequence and to identify story elements. 2.2.2 Identify information orally from graphs and charts and use simple sentences to identify location of title, page numbers, table of contents and other text features.2.3.1 Use simple sentences to identify similarities and differences in settings and common information in texts read aloud.2.3.1 Answer questions about settings and common information from text consisting of simple sentences.2.3.2 Categorize objects according to common attributes.2.3.2 Use simple sentences to identify the common attribute of a group of objects, characters, or ideas.2.3.2 Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus).2.3.3 Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in).2.3.3 Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration).2.4.1 Use simple sentences to make generalizations and draw supported conclusions from text.2.4.2 Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices.2.4.3 Use simple sentences to distinguish between fact and opinion. (also 2.3.1).3.1.1 Follow simple directions composed of single words and/or phrases from a text to perform a task.3.2.1 Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc).3.2.2 Choose or identify correct functional signs, labels, or written phrases.

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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3.4.1 Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature3.4.2 Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative trade books).

Writing Standards

1.1.1 Applies at least one strategy for generating ideas and planning writing.1.2.1 Produces a draft of multiple sentences or several paragraphs over time.1.3.1 Revises text by adding and deleting words and phrases.1.4.1 Applies understanding of editing appropriate for grade level 1.5.1 Publishes own writing.2.1.1 Understands that writing changes for different audiences.2.2.1 Demonstrates understanding of different purposes for writing.2.3.1 Uses a variety of forms/genres.2.4.1 Knows important personal information.3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending.3.2.1 Writes with voice. 3.2.2 Uses a variety of words. 3.2.3 Uses more than one sentence type and structure.3.3.1 Uses legible handwriting.3.3.2 Spells words appropriate for the grade level accurately, with challenging words spelled phonetically.3.3.3 Applies capitalization rules.3.3.4 Applies punctuation rules.3.3.5 Applies usage rules.3.3.6 Uses complete sentences in writing.4.1.1 Understands criteria are used to select a preferred piece of writing.4.1.2 Uses specific criteria for analyzing own writing.4.2.1 Identifies specific goals for next piece of writing.

ELD Writing Standards

Intermediate1.1.1 Speaks in simple sentences to generate ideas and rehearse writing Uses visual tools for planning1.2.1 Uses a plan to write a draft that includes one or more simple sentences1.3.1 Adds details to revise writing to better represent ideas Begins to recognize overused words and make substitutions1.4.1 Edits shared text with teacher guidance

Works with a partner to edit writing for punctuation and capitalization1.5.1 Shares writing with others Reads own work aloud2.1.1 Writes for self, family, friends, and teacher.

Distinguishes among different registers for different audiences2.2.1 Writes to explain, retell, inform, and entertain using simple sentences2.3.1 Uses a variety of forms/genres3.1.1 Maintains focus on a specific topic using simple sentences

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Includes supporting information Develops list of specific topics for writing

3.1.2 Groups related ideas using simple sentences Begins to use transitions in simple sentences Organizes writing

3.2.1 Uses word choice to show emotional interest in simple sentences3.2.2 Builds a rich vocabulary through talking, listening, and language activities using simple sentences Uses words from environmental print

Uses descriptive words (e.g., color words, size words, sensory words) in simple sentences Uses classroom resources

3.2.3 Participates in shared reading/writing of poems, songs, chants, and prose Writes a variety of simple sentences Writes poetry with a pattern

3.3.1 Uses legible writing Includes beginning, middle, and ending sounds in phonetic spelling Uses classroom resources to find and check known words3.3.2 Capitalizes first word in a sentence Capitalizes names of people3.3.4 Selects end marks correctly3.3.5 Uses pronouns as substitutes for nouns orally and in writing Uses singular and plural nouns orally and in writing4.1.2 Compares own writing to checklist4.2.1 Confers with teacher to set goals Sets goals based on own writing and anchor or model papers

Communication Standards

1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information.1.2.1 Applies strategies to comprehend auditory and visual information.2.1.1 Analyzes the situation to adjust language.2.2.1 Understands how to show respect for others’ input.2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.2.3.2 Understands cues that aid intercultural communication.3.1.1 Understands how to plan and organize effective oral communication and presentation.3.3.1 Applies skills for delivery of effective oral communication and presentations.4.1.1 Understands how to use simple criteria to assess one’s own communication.4.1.2 Understands how to use simple criteria to judge others’ communication.

Listening and Speaking ELD Standards

Intermediate1.2 Respond to directions, questions, and some idiomatic expressions. Use simple sentences to retell a familiar story with picture cues. Recognize inappropriate use of register. Recognize patterns in familiar words, songs, chants, and rhymes.1.3 Use simple forms* to ask questions about content. Use words/phrases in a frame to paraphrase.

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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2.1 Use simple sentences to participate in social conversations on familiar topic with peers and adults. Use simple sentences to tell a story, inform, explain. Begin to use appropriate language registers for speaking in formal situations, with teacher support. Give instructions for a familiar process; process may be out of sequence and/or steps may be skipped. Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite stories).2.2 Connect sentences using the words and, and then, after and but. Organize a simple oral presentation in a logical order with teacher support2.3 Distinguish between appropriate ways of speaking to different audiences (register).2.4 Use simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement.3.1 Use simple sentences to actively participate in social and academic conversations on unfamiliar topics. Demonstrate turn-taking in a conversation and a group discussion.3.2 Use simple sentences to contribute to group discussions, including personal experiences. Begin to use established group rules.3.3 Use simple sentences to suggest a solution for a problem.4.1 Use simple sentences to offer feedback in response to speakers in conversations and formal presentations.

Enduring Understandings

*What are the big ideas? What specific understandings about them are desired?

*What misunderstandings are predictable?

Essential Questions

*What provocative questions will foster inquiry, understanding, and transfer of learning?

Students will understand that…

All living organisms have a life cycle.

Organisms have parts with a function.

Living organisms depend on an ecosystem to survive.

Describe the life cycle of a living organism.

Compare and contrast the life cycle of any living organism with the life cycle of a butterfly.

Give an example of a living system.

Describe the functions of the parts of a living thing (ex. Butterfly wings).

What would happen if a part of the system were missing? (ex. Missing butterfly wing)

Defend why a living organism is important to our ecosystem.

Describe a change that humans are making or can make in an ecosystem. Predict how the change can help/harm condition.

Contrast the function of a whole animal with one of its parts. (Ex. Bee and antennae)

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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What functions do living things use to survive?

Identify ways that similar parts can play different roles in systems. (Ex. Butterflies use their feet to move and to taste.)

Knowledge

* What key knowledge and skills will students acquire as a result of this unit?* What should they eventually be able to do as a result of such knowledge and skill?

Skills

* What key knowledge and skills will students acquire as a result of this unit?* What should they eventually be able to do as a result of such knowledge and skill?

Students will know . . . All living organisms have life cycles. A system is a group of interacting parts that form a whole. A whole plant or animal may not continue to function the

same way if some of its parts are missing. Similar parts may play different roles in different plants or

animals. Scientific investigations are designed to gain knowledge about

the world. Scientific investigations may include making and following a

plan. Ecosystems support all life on the planet by providing food,

fresh water, and air. Humans impact ecosystems in both positive and negative

ways. There are variations among the same kinds of plant and

animals.

Students will be able to… Compare and contrast the life cycle of a butterfly with the life

cycle of another living organism. Identify a living system. Describe the functions of the parts of a living system. Apply their understanding of life cycles and functions to a

caterpillar. Defend why a living organism is important to our ecosystem. Describe a change that humans are making or can make in an

ecosystem. Predict how the change can help/harm condition. Contrast the functions of a whole living organism with the

function of one of its parts. Identify ways that similar parts can play different roles in systems. Produce a draft of writing. Write to explain the life cycle of a living organism. Give examples of variations among the same king of animals within

a population.

Stage 2 Assessment Evidence

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Performance Task Description

Narrative – About a living thing

Expository – Compare the life cycle and ecosystem of a bee and butterfly or write about the life cycle of a butterfly.

Diagram of the life cycle of a living thing

Poem - Here, There Frame, Yes Ma’am, or Notice Nature poetry frames

Poster/Investigation – Students research information about a living organism using the walls or texts. They include details about the life cycle, functions, ecosystem, and interesting facts.

Key Criteria

See rubrics

Other Evidence

* Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? * How will students reflect upon or self-assess their learning?

Butterfly life cycle assessmentGraffiti WallTeam TasksLearning LogsFlip BookScience NotebooksGuided Reading GroupsLetter Home

Stage 3 Learning Plan

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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In GLAD the Learning Plan is the strategies and how they work together. You will have a cohesive plan when you implement the strategies in the manner in which they were designed to be used. Study the correlations below & think of the benefit to students with intentional planning.

Learning Activities: What learning experiences and instruction will enable students to achieve the desired results?

W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? Inquiry Charts, 10/2, CCD, ELD Review, Life Cycle Pre-assessment

H = Hook all students, and Hold their interest?

Big book, CCD, Observation Chart, Awards, Prediction Reaction Guide, Realia (Caterpillar, butterflies, apple blossoms, bee hive, science tools), Chants, Poetry

E = Equip students, help them Experience the key ideas and Explore the issue?

Six Kingdoms Input, Butterflies Around the World Input, Comparative Input: Bees vs. Butterflies, Ecosystems Input, Functions of a Caterpillar and Butterfly Input, Science Process Input, Exploration Report, ELD Review, Chants

R = Provide opportunities to Rethink and Revise their understandings and work?

Poetry, Expert Groups, Home-School Connections, Story Map, Team Tasks, Writer’s Workshop, Process Grid, Cooperative Strip Paragraph, Sentence Patterning Chart

E = Allow students to Evaluate their work and its implications?

Poster – Applying understanding to a living organism, Inquiry Chart, Rubrics, Presentation

T = be Tailored (personalized) to the different needs, interests, and abilities of learners?

ELD Review, Final project – Students can choose a new living organism or use the walls to demonstrate their understanding of a familiar living thing, Team Tasks, Cooperative Strip Paragraph, SPC

O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Personal Standards, Scouts, Awards, Team Points, Team Tasks, #Heads, T-Graph for Social Skills - Cooperation

For your information, many of the GLAD Strategies are listed below to help you as you begin thinking how you will use each of the strategies in your unit plan. In addition, the levels of Blooms Taxonomy are listed beside each GLAD Component in Red. We need to make sure we are moving kids into the analysis,

synthesis and evaluation portions of Blooms. There are many helpful documents for Blooms in the Resources Folder.

Focus and Motivation / BT-Knowledge Input /BT- Knowledge & Comprehension Guided Oral Practice /BT-Comprehension & Application Cognitive Content Dictionary Pictorial T-Graph for Social Skill Personal Interaction

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Big BookAwardsObservation ChartsInquiry ChartsPrediction Reaction Guide

NarrativeComparativeGraphic OrganizersMemory BankRead Aloud

Picture File CardsClassification Sorting GameExploration Report

Poems and ChantsSentence Pattern ChartGuess My CategoryTeam TasksProcess and Review of Charts

Reading and Writing / BT-Application, Analysis & Synthesis Closure & Evaluation /BT-Analysis, Synthesis & Evaluation

Expert GroupsHome/School ConnectionProcess GridCooperative Strip Paragraph or Group FrameWriting Frames (Book and Poetry)Interactive Journals

Listen and SketchFound PoetryEar to Ear ReadingClunkers and LinksEmergent ReadersFocused Reading

Group PresentationsStudent Made Big BooksProjects of ChoiceExpository WritingNarrative Writing

PoetryPersuasivePortfoliosLearning LogsJournals

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Unit Research Bibliography

Include text books, website URLs, magazines, books, and videos that helped to build your knowledge of the subject (Bibliography and list of books, realia, primary documents, etc.)

Text ResourcesTitle Author Page Number

Life Cycle of a Butterfly: Teacher’s Manuel STC

Internet ResourcesName of Home Page and Link to the URL Brief Description-Why is it a good

resource?www.enchantedlearning.com Free printable materials and

resources.http://www.kidskonnect.com/subject-index/15-science/87-life-cycles.html Great instruction, easy to use for

teachers and kids.www.unitedstreaming.com Informational videos.http://dsc.discovery.com Great information and photographs.

http://en.wikipedia.org Find information online about organisms.

http://www.clover.okstate.edu/fourh/aitc/lessons/primary/babypnut.pdf Good information about plants.

http://www.kingdomplantae.net/ Great photos and information.

http://kids.nationalgeographic.com/kids/ Fact cards and short videos for kids and adults.

http://www.kidzone.ws/animals/lifecycle.htm Complete, easy to read charts and information about life cycles.

http://www.gardenersnet.com/vegetable/sunflowr.htm Sunflower Information

http://whalonlab.msu.edu/CurrentResearch/Organic/Organic_Apple_Tour.htm Information on Orchard Ecosystem

http://urbanext.illinois.edu/apples/edu-projects_4B.cfm Information about Apples

Student Resources-other than Student LibraryVideos, periodicals, realia, primary documents, etc.

Created by Pasco School District Key Trainers 2009, revised 2010, revised 2011Adapted from UBD by Wiggins and McTighe

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Planning Process Grid

Life Cycle Function of a Living System Ecosystems Human Impact Interesting Facts

Butterfly Egg is a tiny, round, cylindrical object, usually , caterpillar (or larva), chrysalis (or pupa), adult (or imago)The egg is a tiny, round, oval, or cylindrical object, usually with fine ribs and other microscopic structures. The female attaches the egg to leaves, stems, or other objects, usually on or near the intended caterpillar food. The caterpillar (or larva) is the long, worm-like stage of the butterfly or moth. It often has an interesting pattern of stripes or patches, and it may have spine-like hairs. It is the feeding and growth stage. As it grows, it sheds its skin four or more times so as to enclose its rapidly growing body.The chrysalis (or pupa) is the transformation stage within which the caterpillar tissues are broken down and the adult insect's structures are formed. The chrysalis of most species is brown or green and blends into the background. Many species overwinter in this stage.The adult (or imago) is colorful butterfly or moth usually seen. It is the reproductive and mobile stage for the species. The adults undergo courtship, mating, and egg-laying. The adult butterfly or moth is also the stage that migrates or colonizes new habitats. The

CATERPILLAR:Head:12 small simple eyes, 6 on each side of the head. Cannot distinguish between light and dark.Chewing mouth on the underside of the head. Jaws move back and forth.Antennae on each side of the mouth that feel.Silk spinners on the underside of the head behind the mouth.Segment part:First three body segments each has a pair of jointed legs that will become the butterfly’s long slender legs. This part will become the thorax of the butterfly.Five segments toward the rear of the caterpillar that have pairs of “false legs” called prologs. These act as suction cups when crawling on surfaces. These feet have bristles that cling to plant leaves, stems or silk. This part will become the abdomen of the butterflyBody:Covered with bristles that reflect minimal light, making body less visible to birds.Spiracles along each side of body are a row of small breathing holes.

Caterpillars live where there are plants, as their only diet is leaves from plants. They hide under and among leaves, allowing them to eat their surroundings. They can tolerate a wide range of temperatures. But they stay away from direct sunlight.

Butterflies can be found in gardens or orchards where there are many flowers that provide them with nectar for food. They prefer a warmer temperature.

Butterflies are necessary for pollinating plants that are necessary for human.

Pesticides used on crops in agricultural areas may kill insects that are necessary for pollination of those crops.

As metropolitan areas are developing, natural homes and food for these insects are being destroyed.

Through complete metamorphosis, the body of the young is completely different from the body of the adult.

Caterpillars have poor eyesight that can only distinguish between light and dark and a small brain. Their mouths chew back and forth from side to side.

Caterpillars eat large amount of food and grow rapidly. They have an exoskeleton so they must shed (molt) their skin in order to grow in size. The salivary gland produces a protein liquid that is used to spin webs between leaves and stems. This forms a safe tent where the caterpillar can munch.

During the pupa stage the caterpillar mysteriously transforms into a beautiful butterfly. No one knows exactly how this change takes place.

Butterflies suck only liquid food through its proboscis. Antennae are used for touch and smell. Their eyes see color well. They taste with their feet. Wings protect the

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butterfly pictured here is a Monarch, which is fairly large in size. The Monarch's wingspan is 3 3/8 - 4 7/8 inches (8.6 - 12.4 cm).

BUTTERFLY:Head:Antennae used for touch and smell to find food.Compound large eyes that see color to find food, find mate, and select plant to lay its eggs.Proboscis, a long sucking mouth tube that remains coiled when not in use and uncoils to reach into flowers to drink nectar.Thorax (midsection):Two pairs of wings for mobility, with distinctive pattern that can be recognized by others of its kind, escape from predators by camouflage. Three pairs of jointed legs for mobility. The first pair is small. The back two pairs are used for tasting.Abdomen:Female abdomens are more rounded. At the tip are sexual organs.

butterfly by creating camouflage and a way to escape from predators.

Many varieties of butterflies migrate in the springtime from warm tropical areas northward cooler area. In the fall they will go south for the warm winter.

Bees The life stages of a honeybee are egg, larva, pupa and adult.

EggA queen lays soft white eggs in the comb. The egg stage takes place during days 1 through 3.

LarvaIn three days, the egg hatches into a larva. Workers feed it bee milk and bee bread. It spins a cocoon around itself. The larva stage takes place during days 4 through 9.PupaIn the cocoon, the larva turns

A bee's body has a lot in common with the bodies of other insects. Much of it is covered in an exoskeleton made from small, movable plates of chitin. A bee's body is also covered in lots of fuzzy, branched hair, which collects pollen and helps regulate body temperature. The body also has three sections -- the head, the thorax and the abdomen.

On its head, a bee has two sensory antennae. It also has five eyes -- three simple eyes, or ocelli, and two compound eyes. The compound eyes are

Bees live in hives in trees, buildings, and where other bees will think is safe to their queens. Mostly bee hives

Bees live in colonies hives or places where they will be safe and not disturbed. Some bees such as yellow jackets live in holes in the ground. Bees are found on most every continent except in very cold climates

Honey Bees are very important animals. Humans rely on them to pollinate crops, especially fruit trees such as oranges and peaches. If Honey Bees didn't transfer pollen from flower to flower, we would have a difficult time growing fruit! People also eat honey and use wax from honeycomb to make candles and other products. Honey Bee venom is used to make medicine to cure arthritis.

The history of bees runs parallel to that of mankind. Since the dawn of humanity, man has prized honey. Today,

The honeybee is very popular. It has been adopted by at least sixteen states as the state insect.

There are 10,0000 - 20,000 species of bees

A bee's venom contains several substances that destroy cells This releases histamine, which encourages

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into a pupa. It now has eyes, wings, and legs. It looks more like a bee. This stage is during days 10 through 23, depending on the type of bee it will become.AdultThis is the final stage in a bee's complete metamorphosis. It is full grown. The bee chews its way out of the cell. It becomes an adult on days 16 through 24, depending on what type of bee it is.

made of lots of small, repeating eye parts called ommatidia. In each compound eye, about 150 ommatidia specialize in seeing patterns. This allows bees to detect polarized light -- something human beings cannot do.

Like most insects, a bee has complex mouth parts that it uses to eat and drink. The sizes and shapes of these parts can vary from species to species, but in general, most have:

Paired mandibles, or jaws

A glossa, or tongue

A labrum and two maxillae

The labrum and maxillae are like lips. They support a proboscis, or tube for collecting nectar.

A bee's two pairs of wings and three pairs of legs connect to its thorax. The wings are extremely thin pieces of the bee's skeleton. In many species, the front wings are larger than the back wings. A row of hooks called hamuli connect the front and rear wings so they beat together when the bee is flying.

this nectar has become rare, because the bees are not well.

In France over the past thirty years, the bee population has been diminishing and becoming increasingly fragile. The blame can be placed squarely on man’s shoulders: the industrial exploitation of nature, the excessive addition of chemicals to produce better quality honey in greater quantities. The quest for more has backfired

Once again, an ecosystem is in danger. It is not only the bee but the whole complementary chain linking animal to plant life that has been disrupted. No bees means no pollination, which means the disappearance of certain plant species, which in turn means the disappearance of certain animal species

blood vessels to dilate and allows immune cells to reach the sting site faster and neutralize the venom. However, people with bee sting allergies, this process releases too much histamine. The blood vessels' dilation response is extreme, and they can no longer do their part in regulating blood pressure. As a result, blood pressure drops rapidly, and cells stop receiving oxygen. This type of anaphylactic shock also causes swelling and spasms and can lead to death.

Bees are honey producers as well as indispensable actors in the pollinisation of flowers and plants. Bees are an element in the interactive ecosystem chain. The bee’s role is very important in the various life cycles of different species. Without bees, there would be no honey, but more importantly, certain plants would not be able to reproduce and would thus become extinct. In turn, this would lead to the disappearance of certain animal species.

Sunflower Germination

When danger of frost is gone

SeedsSunflower seeds are a type of achene, a simple, dry fruit

Due to the massive amount of space needed to grow sunflowers many sunflower

They ground the seeds for making breads and cakes. Like today, the seed was used as a

Members of the sunflower family are popular with butterflies because the wide

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in spring and when soil temperatures warm above 65 degrees Fahrenheit, the large, wedge-shaped sunflower seed germinates. First cracking open to allow the seed root to grow downward into the soil, the seed coat is soon shed as the cotyledons, or first leaves, emerge. The small seedling has light green, rounded leaves with tiny hairs and soon begins to grow.

Growth

Relishing the warm, moist soil and abundant sunshine, a sunflower seedling grows quickly. The upright, sturdy stem is lined with sandpaper-textured leaves. Depending on the variety of sunflower, the plant reaches its mature height of 3 to 12 feet anywhere from six to 12 weeks' time.

Flowering

In the height of summer, the tip of the sunflower's stem will form a large, star-like flower bud, surrounded by many small leaves. The bud opens to reveal the ray petals, usually a shade of yellow, that then enlarge and fold outward to reveal the disc floret. The disc is the flat, broad central plant of the sunflower blossom. Attracting bees, the disc is pollinated. After the flower is pollinated, the colorful ray petals wither and

produced by many types of flowering plants. When the sunflower seed is dehulled, an edible remainder is left called the sunflower kernel.FlowerThe flower, or head of the sunflower, is composed of numerous small flowers crowded together, called florets. The florets create a spiraling pattern to form the flower. The sunflower head can reach 15 inches in diameter.LeavesMost sunflowers have broad leaves, but depending on the variety of sunflower, sunflower leaves can be as small as a quarter or as large as a man's head. Sunflower leaves are typically dark green in color.StemA sunflower stem can grow up to 10 feet tall, and the stem is usually very thick, like a stalk. Sunflower stems are particularly susceptible to a type of weevil called the sunflower stem weevil.The primary function of stems is to conduct food from the leaves to the rest of the plant and, at thesame time, to conduct water and dissolved minerals from the roots to the leaves. Stems may also serve asfood storage areas, supporting

farms are located in Russia, although there are a good percentage of farms in the mid-west states in the U.S. cropping sunflowers. In Russia there is a lot of good land suitable for growing large sunflower crops, plus Russia benefits from the fact that there are less native pests and soil diseases to threaten the yield. Although Russia produces a great deal of seed, Argentina comes in a close second, followed by China, India, Turkey and South Africa. Although there is a lot of great land for growing sunflowers the U.S. is not nearly close when it comes to number of sunflower farms and amount of sunflowers produced. This is probably because a lot of this land is taken up by corn farms, something seldom found in Russia, but quite regularly found in Argentina where sunflower farms and corn farms tend to grow their crops right next to each other, in harmony.Sunflowers have spread from their native home in North America, and are now grown around the world!

Sunflower is grown in many semi-arid regions of the world from Argentina to Canada and from central Africa into the

snack. It was used to create dyes for clothing, and as body paint. The plants were used medicinally for ointments and snakebite remedies.

The flowers in the centre of the sunflower will over time turn into seeds - the fruits of the sunflower. These seeds can of course be used to plant new sunflowers, but they are also edible and enjoyed by many as snacks. Sold in small bags at your local grocery store, sunflower seeds can be eaten as they are, processed in food products or added to salads for nutrition and a great taste. The sunflower seed is also a common source of food for birds and can be purchased as bird seed. Sunflower seeds provide great nutrition if you have domestic birds or wish to attract wild birds to your feeders or general surroundings. Sunflower seeds are simply a great snack, for everyone

If pressed, sunflower seeds will give you sunflower oil. This oil can be used for many purposes and ongoing research is mapping new and improved uses every day. First of all, sunflower oil is great in cooking and will give food a very mild but distinct taste,

flower head makes a good "landing platform" and the numerous individual flowers make for a high probability of finding nectar. Monarch butterflies are commonly seen nectaring on sunflowers during their fall migration

Sunflower plants can grow over 20 feet tall, and their blooms over two feet in diameter? Fall festivals often include competition for the tallest sunflower

The birds and squirrels are the primary invaders for your Sunflower crop. Fortunately, most insects are not a problem. Occasionally, ants enjoy the nectar from the flower. They are no real threat to the seeds.

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drop away, leaving just a broad seed head that resembles a shower head.

Seed Formation

After insects pollinate the small disc florets in the core of the blossom, the ovaries in each floret begin to swell and mature. They become firm, beige and tan, with dark stripes on the seed coats. As the big seed head matures and dries, the individual sunflower seeds jar loose in the breeze and drop to the ground below. The seeds remain dormant through the autumn and winter, awaiting the right conditions next spring to germinate.

Death

After the seeds ripen and begin to shed, the sunflower plant slowly degrades. Leaves once green now yellow and no new growth occurs. If the growing season is long, the sunflower may be fully dead well before the killing fall frost. Sunflower plants that die before flowering and setting seeds succumb to excessively dry soils or a rare plant disease.

structures, and places for growth of new plants.

RootsSunflower roots can grow as deep as 4 feet below the soil. The sunflower is weakest where the root and stem meet, and growers avoid placing fertilizer around this sensitive area in case of rot.Roots have several functions. They anchor the plant in place, absorb water containing dissolved minerals, and act as storage areas for food. Some roots develop into new plants.The rough-hairy quality of the Common Sunflower is characteristic of many members of its family. These little bristles probably serve two functions: to discourage plant-eating animals and to conserve water in the plant by limiting evaporation

Soviet Union. It is tolerant of both low and high temperatures but more tolerant to low temperatures.

similar to mild olive oils. Sunflower oil can also be transformed into lubricants for engine parts and can even work as a fuel for engines. The greatest part is that the sunflower is very easy to grow which makes sunflower oil less expensive to produce than olive oil. It has been speculated that someday, oil from the sunflower could dominate the fuel business. Recent research is heavy into experimentation with making plastics and rubber out of ordinary sunflower oil.

Apple Tree (Andrea) In winter the apple tree rests. A variety of insects are The orchard ecosystem Although there are natural How do we get an entire

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On the branches are buds, some of which contain leaves and others that contain five flowers. With warmer spring weather, the leaf buds unfold and flower buds begin to grow on the ends of the twigs.

Honeybees are attracted to the apple flowers by nectar and the scent of the petals. As the bee collects nectar, it also picks up pollen. When the bee lands on a flower on another tree, it brushes against the pistil of the flower, leaving pollen grains on the sticky stigma. The pollen grains send tubes down through the styles to reach the ovary (pollination). Through the filament the sperm present in pollen can reach the ovules that are in the ovary. The fertilized ovules will become seeds.

The outer wall of the ovary develops into the fleshy white part of the apple. The inner wall of the ovary becomes the apple core around the seeds. In summer, the apples grow bigger and gradually change color, and the tree produces new growth. In fall, the apples ripen. About two weeks before the harvest, the apples' food supply from the tree is cut off and the apples become sweeter. Most apples are harvested by hand, primarily in September and October.

attracted to the scent, color and shape of the apple blossom. The honeybee Apis mellifera is the major pollinator of apple trees. Some solitary bees like the orchard mason bee Osmia lignaria are much more efficient at pollinating apple blossoms and are used by many orchards. However, it is the ability to produce honey (which humans desire) that has made Apis mellifera the primary pollinator.

The honeybee eats the nectar and collects pollen (a good protein source) to feed their larvae. As the bee visits different flowers it becomes coated with pollen, which gets transferred to other flowers on other trees. Although the apple blossom has both male and female parts (the apple tree is a hermaphrodite), it is self-incompatible. Apple trees require cross-pollination (Browning 1998, p. 19). So, when the pollen of one apple cultivar or crab apple comes into contact with a flower on a different apple cultivar, specifically the stigma on that flower, the growth of a pollen tube is activated.

The parts of an apple are the skin, the flesh, the core, the seeds, the stem, and the leaves

The skin is the part that covers the outside of the apple. It protects the inside

consists of all populations plus the physical environment within and beyond the farm boundaries. The living components include plants and animals such as birds, rodents and insects, and microscopic organisms such as bacteria, fungi and nematodes. The non-living components include water, soil, light, mineral nutrients and weather. The living organisms can be classified as pest or beneficials. Pests include: invertebrates (mites, apple maggots...), vertebrates (deer, meadow voles), plants (quackgrass & dandelion), microbials (bacteria & fungi)

Beneficials include: invertebrates (Predators – ladybugs & spiders, Parasitoids – wasps - caterpillars, and Pollinators – bumble bees & honey bees), vertebrates (skunk, owl, mole), plants (clover, rye), microbials (bacteria & fungi)

ways to control the orchard ecosystem. Humans have to intervene to make the apple crops a profitable product. In conventional orchards broad-spectrum sprays are used to manage pests. These sprays wipe out beneficial organisms as well as pests and replace the natural regulating mechanisms present in orchards. In organic orchards, we attempt to sustain these natural regulating mechanisms by using pest-specific sprays or other sustainable forms of management. Monitoring and modeling are used for timing these sprays.

orchard of apple trees all producing identical fruit? The answer is cloning. If you find a particular apple tree that produces excellent apples, budding or grafting can be used to clone the tree. A twig with buds, called a scion, can be taken from the desired tree. The scion and an apple grown from seed are given compatible cuts that will fit like puzzle pieces. The tissue between the bark of both stems must be carefully lined up, so that the cambium layers match. The cambium is tissue between the bark and wood, it produces water-conducting tissue called xylem (which helps make up the wood) towards the center of the plant and food conducting tissue called phloem towards the inner bark layer. Without a healthy cambium layer trees cannot survive. The graft is sealed with wax and bound together with cord or tape. Budding is a type of grafting in which a single bud of the desired tree is used. Click on graft image to enlarge.

Sometimes you can get good apples by crossing two different apple trees. The Pink Lady apple is a hybrid between Golden Delicious and Lady Williams (Juniper & Mabberley 2006, p.176). However, to get an orchard of trees that produce Pink Lady apples you will need to do a lot of grafting because each seed in a Pink Lady is a unique genetic combination!

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parts of the apple.

The flesh is the juicy part of the apple that you eat. It's juicy because it holds water.

The core is the center part of the apple that has the seed pockets. The seed pockets hold the seeds.

The seeds are the little black dots inside the core. They can grow into new apple trees if you plant them and take care of them.

The stem is the slender twig that connects the apple to the tree. The stem carries food and water into the apple.

The leaves are the little flat, green parts of the tree that cover the branches. The leaves make food for the apple so it can grow.

Remember, once you have your orchard of clones you will need the pollen provided by another compatible apple cultivar and some busy bees to produce your crop

The domesticated apple is economically the second most valuable fruit grown in the United States, second only to the orange

There are over 7,500 known varieties of apples in the world. About 2,500 varieties are grown here in the United States.

Today, the science of apple growing is called pomology.

Spider (Tara) A spider starts life inside an egg. The mother spider lays many eggs. Sometimes the mother spider dies after laying her eggs. The eggs usually hatch in a very short time. A baby spider is shaped like its mother, but may be lighter in color. The baby spider is soon able to spin its own web and capture its own food. It does not have to be taught. This comes naturally. Just like when you learn how to crawl or walk when you were a

SightSpiders have simple eyes Spiders with best sight are jumping spidersTouch and tasteSpiders use hairs on their body as touch and taste receptors.Receptors are for vibrations, air current, humidity, and foodGlandsSpiders have silk spinning glands called spinnerets at the

PositiveSpiders help manage insect populations by eating lots of insects. Medical research using spider venom has yielded several chemicals that may be useful to control or treat diseases in humans.

NegativeThe spider's bite may cause pain but in most cases, the venom is usually harmless. Avoid using black widow

Spiders spend most of their lives searching for food. They are very helpful to humans, too. They are helpful because they eat things that are annoying and sometimes harmful to humans.

Spiders are invertebrates which means they don’t have backbones. These small creatures help plants reproduce by pollinating them. They also help recycle dead trees and animals back into the Earth. They are also a vital source of food for birds, fish, and small mammals. Without invertabrates, like spiders and insects, many other living things would not

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baby.

The spider's skeleton us on the outside of its body. It looks like skin. When the baby spider, or spiderling, grows too big it must shed its skeleton. The old skeleton splits and the spider steps out of it. This soft, new skeleton soon grows hard. The spider is now an adult.

Life Cycle: After mating with a male, the female spider produces an egg sac that can contain up to a thousand tiny spider eggs. The egg sac is made of silk, and the color varies from species to species. In some species, the female spider carries the egg sac on her spinnerets or in her jaws until the eggs hatch. In other species, the egg sac is hidden under a rock, attached to a plant stalk, or encased in a web. Tiny spiderlings (baby spiders) hatch from the eggs - they look like tiny versions of an adult spider. Some spiderlings are on their own and receive no care from their mother. Other spiders climb onto their mother's back after hatching, where she feeds them. In some species, the mother dies when the young are ready to go off on their own, and the spiderlings eat her carcass.

tip of the abdomen. All spiders can pin silk, but not all spiders spin web.SilkSilk is used for climbing, to create webs, to build smooth walls in burrows, build egg sacs, and wrap prey.Many use silk for draglines, so they can find their way back home, or let themselves drop.CephalothoraxHead of spider where all limbs are connected containing central nervous system, glands and venom.

Abdomen

*Spiders body, digestive system, heart, book lungs, silk glands, and ovaries in females. Spinnerets in abdomen secrete silk. Eggs are heald in abdomen.

Palp

Small legs attached to the spider’s face. Play role of antennae in insects. Used for mating, they have a swollen bulb like attachment which is used to place sperm in the female’s genital opening. It is easy to tell a male because of the swollen palps.

spiders and brown recluse spiders in classroom and field study. Their venom can cause more adverse reactions in humans than other types of spider venom.

survive.

The largest spider in the world is the giant bird-eating spider. One that was found had a leg span of 11 inches. The smallest spider is the Patu Marplesi. You could fit 10 of them on the end of a pencil.

Sturgeon (Maria) Spawn many times in their lives

Sturgeons have a sypon-like mouth which acts

Lives on the bottom of slow-moving rivers, bays

Building of many dams along the Columbia and

Have an excellent sense of taste and smell

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Late spring early summer they congregate in areas of rivers with a heavy current, gravel bottom Fish broadcast spawn in these areas Fertilized eggs then sink and adhere to the gravel at the bottom Egg- larvae- drift down stream with the current until they reach a suitable habitat Larvae take around 25 days for the yolk sac to be absorbed Hatch sturgeon (juveniles) feed on insects, small fish, and small crustaceans Maturity reached b/t 5 and 11 years

like a vacuum for sucking up food Large body, head and mouth Fish has no scales instead it has large bony scutes that serve as a form of armor

and estuarine areas In brackish water at the mouths of large rivers They will send most of its time in a marine environment, only coming into rivers to spawn

Snake rivers, many populations have become landlocked (completely surrounded by water) Sporting purposes Over-fishing for commercial purposes threatened them Damming along the rivers results in destroying areas tat used to have rapid currents, eliminating spawning grounds Inaccessibility to many food sources, inability to migrate, and destruction of their habitat Poaching

If food shortage they will go into shallow water to eat freshwater clams White sturgeons can live to be over 100 years old White sturgeon are anadramous (live in freshwater and saltwater) Sturgeon’s taste buds are located on the outside of its mouth Classified as a bony fish but actually are more cartilaginous than bony their internal structure is more like a shark’s

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