Organization and Development of Living · PDF fileOrganization and Development of Living ......

Core Curriculum/Florida 3 © 2009 AIMS Education Foundation

Standards Alignment .......................................5Safe Science ......................................................7Scienti c Inquiry ..............................................9Assembling Rubber Band Books ..................13

Organization and Development of Living Organisms Parts .............................................................15 Brain Power ............................................... 25 Heart Smart ............................................. 35 A Look at Lungs ........................................ 45 My Lungs .....................................................51 Stomach Study ......................................... 53 Mighty Muscles ........................................ 59 Bone Builders ............................................ 65 Bag o’ Bones ............................................... 75 Operation Body Parts ............................. 85 Body Part Bingo ........................................ 95

Heredity and Reproduction Life Cycles: The Never-Ending

Story ..................................................... 101 A Frog’s Life ........................................... 103 The Life and Times of the

Ladybug ............................................... 109 A Time of Their Own ............................ 123 Beans: Start to Finish .......................... 133 Peas, Please ............................................. 143

Interdependence Caring Cubes............................................ 153 Eating Up Energy ................................... 163 What Do Plants Need to Grow? ......... 173 Patchwork Planting ................................ 179 A Plant Patch........................................... 187

Square Necessities ............................... 199 A Place to Call Home .............................205 Creature Homes ..................................... 221 Where Can Animals Live?.....................223 A Walk in the Park ................................235 Paste Up Habitats .................................249 Where Do We Belong? .........................275

Assessment ................................................... 291Meter Tape ...................................................295Family Letter ................................................296Materials List ...............................................297The AIMS Program .....................................299Model of Learning ........................................300Chinese Proverb ...........................................303


Florida Second GradeSunshine State Standards Alignment

Scientifi c InquiryBIG IDEA 1: The Practice of Science A: Scientifi c inquiry is a multifaceted activity; the

processes of science include the formulation of scientifi cally investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B: The processes of science frequently do not correspond to the traditional portrayal of “the scientifi c method.”

C: Scientifi c argumentation is a necessary part of scientifi c inquiry and plays an important role in the generation and validation of scientifi c knowledge.

D: Scientifi c knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

SC.2.N.1.1 Raise questions about the natu-ral world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

A Frog’s Life The Life and Times of the

Ladybug A Time of Their Own Beans: Start to Finish Peas, Please What Do Plants Need to Grow? A Plant Patch

Life ScienceBIG IDEA 14: Organization and Development of Living Organisms A: All plants and animals, including humans, are

alike in some ways and different in others.B: All plants and animals, including humans,

have internal parts and external structures that function to keep them alive and help them grow and reproduce.

C: Humans can better understand the natural world through careful observation.

SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Parts Brain Power Heart Smart A Look at Lungs My Lungs Stomach Study Mighty Muscles Bone Builders Bag o’ Bones Operation Body Parts Body Part Bingo


BIG IDEA 16: Heredity and Reproduction A: Offspring of plants and animals are similar

to, but not exactly like, their parents or each other.

B: Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.

SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterfl ies.

Life Cycles: The Never-Ending Story

A Frog’s Life The Life and Times of the

Ladybug A Time of Their Own Beans: Start to Finish Peas, Please

BIG IDEA 17: Interdependence A: Plants and animals, including humans,

interact with and depend upon each other and their environment to satisfy their basic needs.

B: Both human activities and natural events can have major impacts on the environment.

C: Energy fl ows from the sun through producers to consumers.

SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival.

Caring Cubes Eating Up Energy What Do Plants Need to Grow? Patchwork Planting A Plant Patch Square Necessities

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

A Place to Call Home Creature Homes Where Can Animals Live? A Walk in the Park Paste Up Habitats Where Do We Belong?


TopicHuman need: food

Key QuestionWhere do humans get their energy?

Learning GoalsStudents will:• learn that food is a basic need of humans, • realize that food gives us the energy we need to

live, and• play a game to reinforce what they have learned.

Guiding DocumentsProject 2061 Benchmarks• People need water, food, air, waste removal, and a

particular range of temperatures in their environ-ment, just as other animals do.

• Eating a variety of healthful foods and getting enough exercise and rest help people to stay healthy.

• Most living things need water, food, and air. • Animals eat plants or other animals for food and

may also use plants (or even other animals) for shelter and nesting.

• Plants and animals both need to take in water, and animals need to take in food. In addition, plants need light.

• Numbers can be used to count any collection of things.

NRC Standards• Organisms have basic needs. For example, ani-

mals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of differ-ent types of organisms.

• Nutrition is essential to health. Students should understand how the body uses food and how var-ious foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.

NCTM Standards 2000*• Count with understanding and recognize “how

many” in sets of objects

• Understand the effects of adding and subtracting whole numbers

MathCountingWhole number operations addition

ScienceLife science food energy

Integrated ProcessesObservingRelatingGeneralizing

MaterialsFor each group: game board game pieces pennies sharpened pencil paper clip scissors tape

For each student: We Need Food rubber band book

Background Information All plants and animals need food. Food provides the energy needed to live and grow. Plants are able to make their own food using energy from the sun, but animals, including humans, need to eat in order to get energy. Without this energy, we would be unable to do even the simplest of everyday tasks like getting out of bed or brushing our teeth. When deprived of external sources of energy for too long, our bodies begin to break down vital muscle and organ tissue to get the energy they need. The average adult can only go about 60 days without food before his body can no longer survive. In less extreme cases, we can see from people with severe eating disorders or those who go on hunger strikes the rapid loss of energy that occurs when our bodies do not get food for shorter periods of time.


Management1. This activity is divided into two parts. In Part One,

students will learn about the need humans have for food as an energy source. In Part Two, stu-dents will play a game that reinforces what they have learned.

2. For Part Two of the activity, students will need to be in groups of four. Each group will need its own game board and game pieces.

3. To make a game board, copy both pages, cut along the dashed line, and line up the two halves of the board so that the spaces go together seam-lessly. Tape the two halves together and laminate, if possible.

ProcedurePart One1. Ask students what their favorite foods are.

Allow several to share and describe what they like and why.

2. Have students share their ideas about why we need to eat food. Record their responses on the board.

3. Distribute the We Need Food page and show stu-dents how to fold it in half and then in half again to make a book. Read and discuss the information as a class.

4. If the word “energy” is not already on the board, write it there. Give some specifi c examples about food being used for energy, such as runners eating energy bars during a race or cyclists having rest stops with food on long bike rides.

5. Ask students what happens to their energy when they don’t have food for a long time. [It goes down.] Talk about some examples of extreme cases, such as people staging long hunger strikes, and what it does to those people. If any students have had experiences with not eating for long pe-riods of time (e.g., fasting for religious reasons or not being able to eat while being sick) and it is ap-propriate for them to share, you may ask them to tell the class how they felt when they didn’t have food, and how that compared to the way they felt when they could eat again. (Be very sensitive dur-ing this time to students who may not be able to eat as much as they should because of their fam-ily situations.)

6. Make a list on the board of students’ ideas of things they do that require energy from food. Help them to realize that even things like breathing, read-ing, or sleeping, which are very inactive, require energy.

7. Discuss the fact that while all food provides energy for our bodies, some foods provide better sources of energy than others. Foods that are high in re-fi ned sugars and fat are not as valuable for energy as carbohydrates and protein. Also, you don’t need an unlimited amount of food. You should only eat as much food as your body will use.

Part Two1. Tell students that they are going to get to play a

game to remind them how important food is for energy.

2. Divide the class into groups of four and dis-tribute all of the materials for playing the game. Have students cut apart the game pieces and the energy points.

3. Show students how to take a game piece, fold along the dashed line, and tape a penny to the tab so that the piece stands up by itself. Have each student select and assemble a game piece.

4. Show students how to place the point of a sharp-ened pencil through a paper clip at the center of the spinner and fl ick it to determine the number of spaces to move.

5. Tell them that all of the rules for the game are writ-ten on the board. All they have to do is take turns spinning, moving their pieces, and following the directions on the board.

6. Inform them that the game is over once the fi rst person reaches the fi nish, but that the winner is decided by points. The fi rst person to go out gets 10 bonus points, but everyone gets one point for each energy point that they have at the end of the game. Thus it is possible for the person who fi n-ishes fi rst to not end up being the winner.

7. If desired, have students play several rounds and keep track of their points to determine a winner after three or fi ve games.

43 2

fold & tape penny here


Connecting Learning1. Why do we need to eat food? [It gives our bodies

energy.]2. What happens if we don’t eat food? [We lose

energy.]3. What kinds of things do we do that take energy?

[Everything we do takes energy.]4. Which is better for you to eat—an apple or a

candy bar? Why?5. What are you wondering now?

Extensions1. Introduce calories as the amount of energy given

by food. Have students try to determine how many calories are in their lunches or a meal from the cafeteria. Discuss the amount of calories burned by familiar activities such as playing soccer or rid-ing a bike.

2. Talk about the kinds of food recommended by the USDA’s 2005 Dietary Guidelines for All Ameri-cans. Ask students to evaluate the food they eat based on the recommended guidelines. Are there foods they should eat more of? …less of?

* Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved.


Students will:

• learn that food is a basic need of humans,

• realize that food gives us the energy we need to live, and

• play a game to reinforce what they have learned.

Key Question

Where do humans get their energy?

Learning Goals


423

All living things need food. Without food, nothing would be able to live or grow.

Plants don’t eat like you do. They make their own food using energy from the sun.

People and animals eat food. We eat plants and other animals.

The food we eat gives us energy. Energy lets us do things like read a book or ride a bike. Food is very important to all life on Earth.

1


1 1 11 1 11 1 11 1 11 1 11 1 1

1 1 11 1 11 1 11 1 11 1 11 1 1

energy point energy point energy point energy point energy point energy point






Cut out the game pieces and the energy points.


1 1 11 1 11 1 11 1 11 1 11 1 1

1

energy points5

energy points5

energy points5

energy point energy point energy point

energy points5

energy points5

energy points5


energy points5

energy points5

energy points5


energy points5

energy points5

energy points5


energy points5

energy points5

energy points5


energy points5

energy points5

energy points5


cut along this linecut along this line

43 2

43 2

Cut out the energy points. Use a pencil and a paper clip for the spinner.


Move ahead

Move Move ahead ahead 2Move ahead 2

Youhave

energy tofinish yourhomework

early.

Move Move ahead ahead 1.Move ahead 1

You have energy to get

ready for bed early.

Move Move ahead ahead

1Move ahead

1

You have energy

to run home from

school.

If you have

ride your bike

over the bridge.

You have abanana fora snack.

energy points5You have a

granola bar for a snack.

You eatjunk food for

breakfast.LOSE ATURN

You forgetyour lunch.

energy points5

You eat ahealthy lunch.

energy points3

energy

points,5

If you have

run upstairs toyour bedroom.

10 energy points,

If you have

you canrollerbladethrough the

park.

energy points,5

GO BACK1

You don’t haveenergy tofinish your

homework.GO BACK

1


1

Move ahead 2

You haveenergy to run to school.

You haveenergy toplay after

dinner.

You have fresh fruit for

dessert.

energy points5

energy points2

You eat ahealthy snackafter school.

energy points5

You havea healthy afternoon

snack.

energy points5

You eata healthy

dinner.

energy points5

After school you eat junk food and watch TV.

energy points5

You eatice cream

and watch TVafter dinner.

LOSE ATURN

If you have

you can goyou can goto a friend’sto a friend’s

house to play.house to play.

you can goto a friend’s

house to play.

7 energy points,

You eat ahealthybreakfast.

LOSE

cut

alo

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th

is li

ne

and

join

up

wit

h o

ther

hal

fcu

t al

on

g t

his

lin

e an

d jo

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ith

oth

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alf


LEARNING

LEARNING

CONNECTING

CONNECTING

1. Why do we need to eat food?

Connecting Learning

2. What happens if we don’t eat food?

3. What kinds of things do we do that take energy?

4. Which is better for you to eat—an apple or a candy bar? Why?

5. What are you wondering now?

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