Plant & Animal Anatomymcla.edu/Assets/uploads/T2L/Currciulum2019/Gr4_Pl... · 10. Explain what the...

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

Grade4 Plant&Animal

Anatomy

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedastheunitispilotedandfeedbackreceived. Page1of80

PlantandAnimalAnatomyLifeScience/Grade4

Inthisunitstudentswilllearnaboutthestructuresthatallowplantsandanimalstosurvive.Additionally,studentswilldiscoverthatplantsandanimals,includinghumans,haveinternalandexternalstructuresthatservevariousfunctionssuchasgrowth,survival,behaviorandreproduction.

AuthorsJoyDeMayo,Grade2Teacher,ColegroveParkElementarySchoolAnnieGagnon,Biologymajor,MCLAValeriaSosaGarnica,PoliticalSciencemajor,WilliamsCollegeLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchools


License/CopyrightInformationTThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/teach-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2018TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn.)


TableofContentsUnitPlan.......................................................................................................................................................................................................4

Lessons-At-AGlance................................................................................................................................................................................8

TieredVocabulary.................................................................................................................................................................................11

Lesson1:ClassifyingAnimals..........................................................................................................................................................12

Lesson2:SkinandSkinCoverings.................................................................................................................................................17

Lesson3:LocomotionLeague—Movement.............................................................................................................................23

Lesson4:BrainandNervousSystem............................................................................................................................................31

Lesson5:Reproduction......................................................................................................................................................................36

Lesson6:RespirationandCirculation..........................................................................................................................................41

Lesson7:DigestiveSystemandExcretorySystem.................................................................................................................50

Lesson8:PlantsOverview.................................................................................................................................................................57

Lesson9:SurvivalInteractions:Plant,Animal,andHumans.............................................................................................64

Extension:Create-A-Habitat.............................................................................................................................................................69

MasterListofUnitMaterialsandResources.............................................................................................................................73


UNITPLANStage1DesiredResults

4-LS1-1.1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.

MeaningUNDERSTANDINGS UStudentswillunderstandthat● Plantsandanimals(includinghumans)havebothinternalandexternalstructuresthatservevariousfunctionssuchasgrowth,survival,behaviorandreproduction.

ESSENTIALQUESTIONS QWhatstructuresallowplantsandanimalstosurvive?Whyarethesestructuresimportant,andhowdidtheyaideinsurvival?

StudentLearningTargetsStudentswillbeableto1. Classifyanimalsasmammals,birds,reptiles,amphibians,insects,andfish,accordingto

theirphysicalcharacteristicsandbehaviors.2. Classifyanimalsasvertebratesorinvertebrates.3. Identifythethreemainpurposesofskin.4. Identifythedifferentskincoveringsofmammals,reptiles,fish,birds,andamphibians.5. Explainhoweachtypeofskincoveringhelpstheanimalsurviveinitsenvironment.6. Identifythedifferentsystemsthatallowmovement(skeletal,nervousandmuscular).7. Explainhowdifferentstructuresworktogethertomoveabody.8. Listsomeofthedifferencesinlocomotionbetweendifferentanimals.9. Understandthethreepartsofthenervoussystem.10. Explainwhatthespinalcorddoes.11. Discussthedifferentpartsofthebrainandtheirfunctions.12. Definereproductionandidentifythetwomaintypesofreproduction.13. Explainhowmammals,reptiles,fish,birds,andamphibiansreproduce.14. Understandtheimportanceoftherespiratorysystemandidentifythepathofairflow

throughthesystem.


15. Understandtheimportanceofthecirculatorysystemandidentifythepathwayofbloodflowthroughthesystem.

16. Giveexamplesofhowtherespiratoryandcirculatorysystemsdifferinnonhumananimals

17. Explainhowthebodybreaksdownfood.18. Identifytheorgansofthedigestiveandexcretorysystemsandexplaintheirfunctions19. Explainhowthebodygetsridofwaste.20. Identifyplantstructuresanddescribetheirimportancetothelifeofaplant.21. Compareplantandanimalstructures.22. Writeaninformativeessayusinganappropriatediagramtocommunicateknowledge

aboutplantstructuresandtheirfunctions.23. Identifyatleasttwodifferentinteractionsbetweenplantandanimalstructureson

SheepHill.24. Understandtheimportanceoftheenvironmentinplantandanimalsurvival.25. Explainhowachangingenvironment,particularlyoneaffectedbyhumansimpactsthe

survivalofplantsandanimals.26. Explainimportantinternalandexternalstructureswithinaspecificorganism.27. Identifysomeofthecomplexinteractionsbetweendifferentorganismsinahabitat.28. Conductandpresentindependentresearchtoanaudience.

Stage2–EvidenceEvaluativeCriteria AssessmentEvidence● Participation● Classactivities/projects

1. Participationinclassandgroupconversations2. Participationandcompletionofclassactivities3. Exittickets4. WritinginScienceJournals

Stage3–LearningPlan


Studentsmayhavethefollowingbackgroundfrompreviousgradelevelsthatwillsupporttheirlearninginthisunit.Grade1-Studentsuseinformationfromobservations(first-handandfrommedia)toidentifysimilaritiesanddifferencesamongindividualplantsoranimalsofthesamekind.Grade2-Studentscandevelopandusemodelstocomparehowplantsandanimalsdependontheirsurroundingsandotherlivingthingstomeettheirneedsintheplacestheylive.Grade3-Studentsshouldbeabletousesimplegraphicalrepresentationstoshowthatdifferenttypesoforganismshaveuniqueanddiverselifecycles.Describethatallorganismshavebirth,growth,reproduction,anddeathincommonbutthereareavarietyofwaysinwhichthesehappen.LessonOverviewLesson1-Studentswilllearnaboutthedifferentclassificationsofanimalsandhowtodeterminewhichcategoryaspecificanimalbelongsto.Lesson2-Studentswilllearnaboutthefunctionoftheskinandthevariousskincoveringsthatanimalshave.Additionally,studentswillexplainhowspecificskincoveringshelpananimalsurviveintheirenvironment.Lesson3-Studentswilllearnaboutthemovementofanimalsandhumans.Studentswillalsolearnaboutthemuscularsystemandskeletalsystem.Thislessonwillincludeamovementgameandmakingamodelofahand.Lesson4-Studentswilllearnaboutthenervoussystemthroughhandsonactivitiesandlabellingpictures. Lesson5-Studentswilllearnaboutanimalreproductionandthetwomaintypes:livebirthandeggs.Studentswillbeabletoexplainhowdifferentanimalsreproduce.Lesson6-Studentswilllearntheimportanceofthecirculatoryandrespiratorysystems.Theywillbeabletomaptheflowofblood


throughthecirculatorysystemandtheflowofoxygenthroughtherespiratorysystem.Additionally,theywillbeabletoexplainhowsomenon-humananimalshavedifferentcirculatoryandrespiratorysystems.Lesson7-Studentswilllearnwhatthebodydoeswithfoodandhowitgetsridofwaste.Theywillalsobeabletoidentifythepartsofthedigestiveandexcretorysystemsandexplainthefunctionsofeachpart.Lesson8-Studentswilllearnthefunctionsofplantparts.Studentswillwatchavideo,doareading,anddissectaplant.Attheendofthelessontheywillwriteaparagraphstatingwhattheylearned.Morelessonsonplantanatomywillbeaddedinthe2017-2018schoolyear.Lesson9-Studentswilllearnaboutthedifferentsurvivalinteractionsbetweenplants,animalsandhumans.WewillwatchavideoaboutinteractionsonSheepHill,createskitsand“interactivewebs”.OptionalLesson:-Insecondgrade,studentsstudiedhabitats;theycanrevisitthisconceptinthisoptionallessonextension.Studentswilllearnaboutthedifferentspeciesthatexistinaspecifichabitat.Studentswillchoose,research,createandpresentinformationonthespeciestheyhavechosen.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


LessonsAt-A-GlanceLesson CoreActivities Extensions TechIntegration FieldWork

1

● BrainPopvideo● PowerPoint● AnimalCardgame● Animaldiagram

● 20QuestionsAnimalGame

● StoryWriting:AnewVertebrate

2

● SkinandSkinCoveringsPowerPoint

● AnimalOutlines● SkinCoveringMatching

Game● MyFavoriteAnimal

● BillNye-“Skin”

3

● LocomotionVideo● LocomotionLeagueActivity● Make-A-Hand● LocomotionLeaguemusic

video● ArticleReadingExercise

● Build-a-Skeleton● Muscular system

games● Study jams activities


4

● NervousSystemVideo● Buildalifesizeoutlineof

nervoussystem● Nervoussystemactivity

5

● ReproductionTypesPowerPoint

● Howdobirdsbreatheinsideeggs?

● TouchaReptileEgg● FishEggSurvivalGame● Pairedtext

● Vernalpooltrip

6

● Build-A-Lung● ExerciseActivity:

Respiration● WhatisBlood?● CirculatorySimulation● ExerciseActivity:

Circulation

7

● DigestiveSystemVideo● SaltineExperiment● OwlPellets● KidneyActivity● PosterPresentation

● DigestionComputerActivity

● VirtualOwlPellets● TheMagicSchoolBus

“ForLunch”


8

● BeanBags● PlantandAnimal

Connection● PlantDissection

● CactusLab● Build-A-Plant

9

● SheepHillvideo● Skits● “InteractiveWeb”● PairedTexts

● Backyard/SchoolyardExtension

OptionalLesson ● CreateHabitatinClassroom

● Researchandcreateamodelofspecies

● Createandpresentapresentation

● Createaplantosolveaprobleminthecommunity


TieredVocabularyListTier1 Tier2 Tier3

AnimalsBirdsInsectFishSkin

CamouflageBrain

PollutionPredatorLungsBloodFoodStemSeedsRootsLeavesFruit

FlowersSurvival

SpeciesClassify

CharacteristicsArmor

EnvironmentHypothesisNervesSurvivalModelWastesNutrientsPollinationFertilizationEnvironmentEndangered

MammalReptile

AmphibianVertebrateInvertebrate

MoltLocomotion

MuscularsystemSkeletalsystemNervoussystem

TendonsJoints

SpinalcordMotorandsensorynerves

ReproductionMetamorphosis

LarvaRespirationCirculationPulse

DigestivesystemExcretorysystemMonoculture

AgriculturalmeadowObligatehost


Lesson1:ClassifyingAnimalsBACKGROUND

OverviewoftheLesson Inthislesson,studentswilldescribetheirfavoriteanimalsandlearnhowtoclassifythembasedontheircharacteristics.Studentswillcontinuetolearnaboutclassificationthroughananimalsortingactivity.Finally,studentswillmakepostersdescribingandcharacterizingtheirfavoriteanimals.FocusStandard 4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargetsIcanclassifyanimalsasmammals,birds,reptiles,amphibians,insects,andfish,accordingtotheirphysicalcharacteristicsandbehaviorsIcanclassifyanimalsasvertebratesorinvertebratesAssessmentAttheendofthelessonhavethestudentsanswerthefollowingquestionintheirsciencejournal:Howdoyouclassifyanimals?

KeyVocabulary


Tier1:animals,birds,insect,fishTier2:species,classify,Tier3:mammal,reptile,amphibian,vertebrate,invertebrate

RESOURCESANDMATERIALSQuantity Item Source

4sets PictureCardsofdifferentAnimals Bin

1 Computer/Projectortoshowvideo ClassroomTeacher

1perstudent Animaltypes/classificationshandout Binder

BrainPopJrvideo:https://youtu.be/uB1y-BzLKaQ CMCwebsite

1perstudent ScienceJournals ClassroomTeacher

1perstudent Plainwhitepaper ClassroomTeacher

CrayonsorColoredPencils ClassroomTeacher

1perstudent Top-downwebandTop-downwebAnswerSheet Binder

AnimalClassificationPowerPoint CMCwebsite

1perstudent ANewVertebratePrompt Binder

1perstudent ExitTicket Binder


**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorGuessingyouranimalgame:Distributeoneanimalcardperstudent,buttellstudentsthattheyCANNOTlookattheircardyet.Eachstudentwillholdtheircardontheirforeheadwiththeanimaltermfacingoutwards.Theywillgoaroundaskingfellowclassmatesyesornoquestionstotrytofigureoutwhatanimaltheyhaveontheirhead.Examplescouldinclude:ismyanimalbrown?Doesitliveinatree?Doesitfly?Usespecificpropertiesinquestions,suchascolor,size,howitmoves,whatiteats,whereitlives,howitgrows,etc.,tohelpidentifytheanimal.Trynottojustask,“Ismyanimalabird?”untiltheyactuallybelievetheyhaveagoodideaofwhatanimaltheyhave.Generatingthesequestionsputsthecognitiveloadonthestudenttostartthinkingabouthowtodescribeanimals.Afterstudentshavefiguredoutwhatanimaltheyhave,haveeveryonesitdownanddebrief.Askstudents,“Whatwereusefulquestionsyouaskedwhentryingtofigureoutwhatanimalyouhad?Whatworked,andwhatdidn’twork?”DuringtheLesson

1. BrainPopVideoShowstudentstheBrainPopJrvideoonclassifyinganimals:https://youtu.be/uB1y-BzLKaQThiswillgivethestudentsanoverviewofhowweclassifyanimals.Withadocumentcameraoroverheadprojector,showthestudentsthehandoutAnimalTypes/Characteristics.Makecopiesforeachstudent.(StudentsshouldkeeptheseintheirScienceJournals).NowshowthestudentstheAnimalClassificationPowerPointtoreinforcetheconceptsinthevideo.

2. FavoriteAnimalsHavestudentsclassifytheirfavoriteanimal-(exp.ACowwouldbeamammal).Askeachstudenttheirfavoriteanimal


andwritethemintheirrespectivecategoriesontheboard.Discusseachanimaltypeandeachqualifierinthecategories.Askwhytheybelievetheiranimalgoesinthatcategory,askforevidencefromthevideoorfromtheirpriorknowledgeaboutclassifyinganimals.Listentostudent'sreasoningastowheretheythinktheanimalbelongs.Itisnotnecessaryatthispointintheunitforstudentstohaveacompleteunderstandingofhowtocategorizeanimals.

3. SortingAnimalCardsBreakstudentsintogroupsof4or5.Giveeachgroupasetofanimalcards.Askthegroupstoseparatetheanimalsintothe7categories.Givethestudentsampletimetocompletethisactivity,oncetheyarefinishedbesuretochecktoseehowtheydid.Goovertheanswerswiththeclassbyaskingcertainstudentsorgroupswhereoneoftheanimalsshouldbeplaced.Foravisualputthemupontheboard.Answers:

● Mammals:bear,rabbit,bat,cheetah● Fish:clownfish,shark,triggerfish● Birds:parrot,finch,spoonbill● Amphibians:newt,frog● Reptiles:snake,iguana,alligator● Insects:butterfly,grasshopper● Arachnids:spider,tick

4. AnimalInformation

Nowhavethestudentsillustrateananimal(couldbetheirfavorite),givethemapieceofpaperandcrayonsorcoloredpencils.Askthestudentstolabeltheirdrawingwiththetypeofanimalandtheirclassification.Thestudentsshouldalsolistafewcharacteristics(exp.4legs,warm-blooded,covering,vertebrate,invertebrate)[SP8:Obtaining,evaluating,andcommunicatinginformation]Studentscansharetheirdrawingswiththeclassiftimeallows.


5. StoryWriting:ANewVertebrate.(Thisactivityshouldbetaughtbytheclassroomteacherinthedaysfollowingthesciencelesson.Itcanalsoserveasanassessment).Studentswillwriteafictionalstorywithabeginning,middleandend.Remindstudentsthatvertebratescanbeclassifiedintofivegroups:mammals,birds,fish,amphibiansandreptiles.Beforestudentsbeginwriting,havethemthinkaboutthedifferencesbetweenthesegroups.Nowchooseoneofthefivegroupsofvertebrates.Imaginethatyoufindavertebrateanimalthatisunknowntoyou.Describetheanimalthatisunknowntoyou.Describetheanimalusingwhatyouknowaboutvertebrategroupsandbecreative!Thewritingpromptcanbefoundinthebinder.

LessonClosingPassoutexitticketsforstudentstocompleteindividuallyandlookattheirresponsestocheckforunderstanding.AssessmentAttheendofthelessonhavethestudentsanswerthefollowingquestionintheirsciencejournal:Howdoyouclassifyanimals?


Lesson2:SkinandBodyCoveringsBACKGROUND

OverviewoftheLesson Inthislessonstudentswilllearnabouttheimportanceofskinandtheskincoveringsofvariousanimals.StudentswillreviewaPowerPointwithpicturesandvideosofthedifferenttypesofskincoverings.Insmallgroupstheywillworktodrawandwriteabouttheskincoveringofanassignedanimal.Then,theywillplayamatchinggameinvolvinganimals,animalcategories,andskincoverings.FocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargets Icanidentifythethreemainpurposesofskin:

● Protectagainstinjury/germs● Helptheanimalmaintainbodytemperaturebycooling/warming● Camouflagetheanimal

Icanidentifythedifferentskincoveringsofmammals,reptiles,fish,birds,andamphibiansIcanexplainhoweachtypeofskincoveringhelpstheanimalsurviveinitsenvironment


AssessmentDuringtheclasspresentationsandintheScienceJournals,checkthatthestudentshavecorrectlycategorizedtheiranimal,identifiedthecorrectskincovering,andareabletoexplainhowthisskincoveringallowstheanimaltosurviveinitsenvironment.Additionally,checkstudents’exitticketanswersforunderstanding. WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary

Tier1:skin,camouflageTier2:characteristics,armor,environmentTier3:molt


1perclass Computer/ProjectorforPowerPointPresentation ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher1perclass SkinandSkinCoveringsPowerPoint Thumbdrive1copyofeachanimal AnimalOutlineWorksheets(10pages) Binder4sets SkinCoveringMatchingCards Bin BillNyetheScienceGuy“Skin”video CMCwebsite Yarn Bin Feathers Bin


Beads Bin Felt Bin Shiny/Smoothpaper Bin Scaleypaper Bin1pergroup Scissors ClassroomTeacher1perstudent Exitticket Binder1pergroup Glue ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorHavestudentscopythefollowingchartintotheirsciencejournals:

Mammals Reptiles Amphibians

Characteristics

Examples

Studentswillrecallinformationfromthepreviouslessontofillintheboxes.Allowstudentstoworkingroupstofillintheircharts,thenregroupandhavethestudentssharewhattheywrote.

Next,posethequestion,“What’sacharacteristicalloftheseshare?”Answer:protectiveskin/covering.“Whydowehaveskin?”Havestudentsthinkoftheiranswer,“pairandshare”withthepersonsittingnexttothem,andthendiscusstheir


thoughtswiththeentireclass.Constructamindmapofstudentexplanationsontheboard,askingstudentstocontinuebuildingoffoftheirownandothersideas.Referbacktothelearningobjectivesasnecessarytoensurestudentsarehittingnecessarytargets.[SP6:Constructingexplanations]

DuringtheLesson

1. SkinandSkinCoveringsPowerPointThePowerPointforthislessonrunsthroughthepurposeofskinandthestructureandfunctionofskincoveringsofvariousanimals.AsyougothroughthePowerPoint,highlightthepicturesforeachcategoryofanimal.YouTubevideosareembeddedwithinthepresentationandshouldbeaccessedwhentheseslidesarereached.*Note:OpenthenotespanelonPowerPointtoviewnotesthatcorrespondwithslides.

2. AnimalOutlines

Studentswillbedividedinto10groups(atleast2studentsshouldbeineachgroup,sotheremaybelessthan10groupsdependingonthesizeoftheclass).Passout1animaloutlineworksheettoeachgroup(ifyouhavelessthan10groupsmakesureatleast1animalfromeachcategoryisused)andsetoutpom-poms,yarn,feathers,beads,felt,scrapbookpaper,scissors,andglueforstudentstouse.Ingroups,havethestudentsdecidewhichcategorytheanimalbelongstoandwhattypeofskincoveringithas.Thestudentsshouldusethematerialsprovidedtocreatearepresentationoftheskincoveringthattheiranimalshouldhave.Thenwriteafewsentencesdescribingwhattypeofskincoveringitis,andhowthisskincoveringhelpstheanimalsurviveinitsenvironment.Askquestionsabouthowthestudentschosetorepresenttheiranimaloutlines.Whatdoestheanimalskinfeellike?Whatdoesitlooklike?Whydidyouchoosethematerialsyouchosetorepresentthatanimal’sskin?Oncestudentshavefinished,giveeachgrouptheopportunitytosharetheirpictureandwritingwiththeclass.Ifstudentsarestrugglingtoproviderationalewhilecreatingtheirmodels,askguidingquestionssuchas,“Whatenvironmentdoesthisanimallivein?”,“Whatistheweatherlikethere?”.Checkinwithstudentsbeforepresentationtomakesuretheyhaveprovidedthoroughunderstanding/rationaleoftheirskinmodel.


3. SkinCoveringMatchingGame

Now,dividestudentsintogroupsof3-4anddistributeasetofSkinCoveringCardstoeachgroup.Thereare3typesofcards:animalpictures,categories(mammal,reptile,etc.),andskincoveringdescriptions.Havestudentsmatchupthreecardsthatgotogether(example:pictureofaneagle,bird,feathershelpkeepthisanimalwarm,andgiveittheabilitytofly).Givethegroupsampletimetomatchandmovearoundtheroomtochecktheirmatchesandhelpgroupsthatmaybestruggling.

OptionalLessonExtension

Note:Thisvideomaybeshownanytimeafterthelessonistaughtandwhenthesciencefellowsarenotintheclassroom.ShowstudentstheBillNyetheScienceGuyepisode“Skin”,whichgoesintogreatdepthabouttheimportanceofthisimportantorgan.https://www.youtube.com/watch?v=ZfuGGekfsdE&index=7&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBe

LessonClosing

MyFavoriteAnimal:Havethestudentsreturnbacktotheir“FavoriteAnimal”drawingsfromtheScienceJournalfromLesson1.AskthemtoreviseanyinformationthattheyhadputinatthebeginningofLesson1.Now,studentsshouldbeabletocorrectlyclassifytheanimal,identifythetypeofskincoveringithas,andhowthisskincoveringhelpstheanimalsurviveinitsenvironment.Iftimepermits,letsomestudentssharewhattheywrote.

ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandlookattheirresponsestocheckforunderstanding.


AssessmentDuringtheclasspresentationsandintheScienceJournals,checkthatthestudentshavecorrectlycategorizedtheiranimal,identifiedthecorrectskincovering,andareabletoexplainhowthisskincoveringallowstheanimaltosurviveinitsenvironment.Additionally,checkstudents’exitticketanswersforunderstanding.


Lesson3:LocomotionLeague—MovementBACKGROUND

OverviewoftheLesson Inthislessonstudentslearnaboutthelocomotionofbodies,andthestructuresthathelpthemmove.Studentswillwatchvideoandmakeamodelhandtounderstandhowmusclespullonbonestomovefingers,aswellashowjointsfunction.PartofthislessonhasbeenadaptedfromMuscleScienceProjectsforElementaryat:http://www.hometrainingtools.com/a/muscles-science-projects-for-elementaryFocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargets Icanidentifythedifferentsystemsthatallowmovement(skeletal,nervousandmuscular)IcanexplainhowdifferentstructuresworktogethertomoveabodyIcanlistsomeofthedifferencesinlocomotionbetweendifferentanimals


AssessmentAskstudentstolookbackattheiranswertothequestion,howdoourbodiesmove?Wasitaccurate?Howhastheirunderstandingoflocomotionchanged?Whatarethesystemsthataidourbodiesinmovement?Whataresomedifferentwaysotheranimalsmove?Whydoanimalsmove?Studentswillbeassessedbycheckingtheanswerstheyhavewrittentothesequestionsintheirsciencejournals.Additionally,youcancheckstudents’exitticketanswerstocheckforunderstanding. KeyVocabulary

Tier2:muscularsystem,skeletalsystem,nervoussystem,hypothesisTier3:locomotion,tendons,joints


1perstudent ScienceJournal ClassroomTeacher1perstudent Scissors ClassroomTeacher1 https://www.youtube.com/watch?v=j918PoWWaB0

https://www.youtube.com/watch?v=Xf7adknGGckCMCwebsite

1perstudent Gluesticks ClassroomTeacher4sets LocomotionLeagueCardsandAnswers(laminated) Bin1 Bucketwithstudents’names ClassroomTeacher1forteacher Pre-madehandmodel Bin1perstudent Cardstockorthincardboard Bin1perstudent Pen ClassroomTeacher3ballsofyarn/string ThinString Bin1 Tape Bin


1perstudent Article:“MoveYourMuscles!”https://www.readworks.org/article/Move-Your-Muscles!/6b4042b3-d433-43c9-bbf5-d51cc958735c#!articleTab:content/

Binder

1perstudent ArticleQuestionsWorksheethttps://www.readworks.org/article/Move-Your-Muscles!/6b4042b3-d433-43c9-bbf5-d51cc958735c#!articleTab:questionsets/

Binder

1perstudent ExitTicket Binder**itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorHumanKnot:Breakstudentsupintotwogroups-eachgroupshouldhaveanevennumberofpeople,ifneeded,havesciencefellowjoin.Haveeachgroupstandinarelativelyclosecircle.Instructstudentstoreachtheirrighthandacrossthecircleandholdhandswithsomeoneontheotherside.Dothesamewiththelefthand,sothateveryoneisholdinghandswithtwodifferentpeople.Nowstatetheobjective:tountangleyourselvessothatthegroupisstandinginacircleholdingthehandsofthepersontotheirrightandleft.Takeastepbackandletstudentsstarttofigureitoutandinstructeachother.Canprovidesomeguidinghintsorquestionsasyouseefit,butwillbeveryspecifictohoweachgroupisworking.Helpfulquestionscouldbe“WhathappensifpersonXmovesthisway?”Studentswillunlikelybeabletocompletelyuntangleinallottedtime,soletactivitygoonfor5-10minutes(dependingonengagement).Aftereveryonesitsdown,debriefactivitytogetstudentsthinkingabouthowtheymovedandworkedtogether.“Howdidyougetyourbodytomove?WhatwentthroughyoumindasyouhadtomoveXway?Youtookafewsteps,ormovedoverthis


person,butHOW?Howdidyoucommunicatewitheachother?”Introduceconceptthattherearedifferentsystemsinvolvedinmovement,andtheyallworktogether(similarlytohowyouallworkedtogethertotrytountangleyourselves).Therearedifferentkindsofcommunicationandwaystotellthedifferentpartsofyourbodytomove.[SP6:ConstructingExplanations].

Introducetheword“locomotion”,whichisamorecomplicatedwordtodescribemovement.Askstudentswhattheythinkofwhentheyhearthisword–whatcomestomind?Letstudentsknowthatwhilewewillbefocusonhumanstructures,wewillbrieflydescribehowdifferentanimalsmoveaswell.Showstudentsthefollowingvideo:https://www.youtube.com/watch?v=j918PoWWaB0.Thevideoisveryshortandexplainsmovementveryfast,soitmaybeagoodideatoshowthevideoafewtimes.Constructastudent-ledmindmapontheboard,writingANATOMYandMOVEMENTonoppositesidesoftheboardtoguidestudents’thinking.Anexampleisprovidedonthefollowingpage.


DuringtheLessonLocomotionLeagueActivity

1. Splitthestudentsintogroupsof4to6.EachstudentwillreceiveacopyoftheLocomotionLeaguecards(picturesandfunctions).Studentswillworktogetherinagrouptomatchthepicturecardstotheappropriatefunctioncard.Emphasizethatgroupsmustworktogethertocompletetheactivity,muchliketheskeletal,muscular,andnervoussystemhavetoworktogethertomovethebody.TheteachersorScienceFellowsshouldcheckoverthematchesbeforestudentsgluethepictureandfunctioncardstogether.

2. Havestudentsreturntotheirdesksandstandupbehindtheirdesks.DrawaLocomotionLeaguecard,andaskonestudenttoidentifyeitherthesystemorstructureonthefrontofthecard.Ifthestudentfailstoanswercorrectlyorcompletely,thestudentmustfollowtheactionlistedonthecard.Ifthestudentanswerscorrectly,thentheentireclassmustperformtheaction.Itisimportantthatstudentsmakeconnectionsbetweentheactionlistedandthebodypartonthecard.Youcanplaythisgameforaslongasyoufeelisappropriate.Remindstudentsthattheycanusetheircardstoplayduringrecessorathomeasagoodwaytoreviewlocomotion.

Make-A-HandActivity

1. Thisactivitywillhelpstudentsunderstandhowmusclesinourhandspullourbonestohelpmoveourfingers.Statetheobjectiveofdevelopingamodelofhowfingersmoveviamuscleandbonemovement/communication.Instructstudentstobrainstorminpairshowtheythinkourfingersmove.Eachstudentshouldroughlysketchamodeloftheprocessintheirsciencejournals,andshouldbeabletoexplainwhytheythinktheprocessworksasitdoes.Askforafewpairstosharewiththegroup.[SP2:DevelopingandUsingModels].

2. TheteacheroraScienceFellowmaywanttomodeltheprocesssostudentscanobservesomeoneelsecreatethehand

model,ortheycouldshowtheclassthepre-madeexampleinthebin.Eachstudentwillhaveapieceofcardstockorcardboardonwhichtheywilltracetheirhand.Usingscissors,theywillcutoutthehand.


3. Studentswillalsocutyarnaboutthesamelengthofthecardboardhandorslightlylonger.Usingasmallpieceoftape,attachonestringtothetopofthethumb.Attachasecondpieceofstringatthemiddleofthethumb(wherethemiddlejointwouldbelocated)andathirdatthebottomofthethumb,wherethefingerandthepalmconnect.

4. Repeatthisprocesswiththeotherfourfingers,makingsuretoleaveenoughstringtoholdontoandbesuretouseagoodpieceoftapetosecureallthepiecesofstring.

5. Asstudentsfinishuptheir“hands”,opentheclassfordiscussionandanswerquestionsthestudentsmayhave.Whathappensifyoutugonastringclosertothefingertip?Whatifyoupullclosertopalmofthehand?Whatdoesthistellusabouthowourmusclesandboneswork?Whatsystemsarereplicatedinthissimulation?(Theskeletalandmuscularsystem)Whatsystemismissing?(Thenervoussystem).

6. Havestudentsreturntotheiroriginalmodel/roughsketchintheirjournals,andtake5-10minutestorevisethemodel

withthenewinformationtheyhavegatheredthroughactuallyconstructingthemodel.

LessonClosing1. Showthe“AnimalLocomotion”musicvideo:https://www.youtube.com/watch?v=Xf7adknGGck

2. Discusshowdifferentanimalsusemusclesdifferentlythanhumans,andhowtheactivitieswedidtodaybuiltonour

backgroundknowledgeofanimallocomotion.

3. ReadingExercise:Note:thisactivitycanbeledbytheclassroomteacherwhenthesciencefellowsarenotpresent.Inthisexercise,studentswillreadthearticle“MoveYourMuscles!”(https://www.readworks.org/article/Move-Your-Muscles!/6b4042b3-d433-43c9-bbf5-d51cc958735c#!articleTab:content/)inpairs.Astheyarereadingthearticle,theyshouldaskthemselves,“WhatnewinformationdidIlearnfromthisarticle?”and“WhatinformationdidIlearnfromthelessonthatismentionedinthearticle?”TheycanjotdowntheiranswersintheirScienceJournal.Afterreadingthe


article,havethestudentsworkonthearticlequestions(https://www.readworks.org/article/Move-Your-Muscles!/6b4042b3-d433-43c9-bbf5-d51cc958735c#!articleTab:questionsets/)withtheirpartners.Goovertheanswerasaclass.

ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandlookattheirresponsestocheckforunderstandingAssessmentAskstudentstolookbackattheiranswertothequestion,howdoourbodiesmove?Wasitaccurate?Howhastheirunderstandingoflocomotionchanged?Whatarethesystemsthataidourbodiesinmovement?Whataresomedifferentwaysotheranimalsmove?Whydoanimalsmove?Studentswillbeassessedbycheckingtheanswerstheyhavewrittentothesequestionsintheirsciencejournals.Additionally,youcancheckstudents’exitticketanswerstocheckforunderstanding.OptionalLessonExtensions

1. TechIntegration:Havestudentsbuildaskeletonandtesttheirknowledgeoftheskeletalsystemhttp://www.abcya.com/skeletal_system.htm

2. Formoreinteractiveactivities,seethelinksbelow:a. http://www.anatomyarcade.com/games/gamesMuscular.htmlb. http://www.scholastic.com/teachers/activity/human-body-14-studyjams-interactive-science-

activities?eml=Teachers/smd/20131030/Facebook///TeachersPage/Teachers/1500/study_jams_body/


Lesson4:BrainandNervousSystem

BACKGROUND

OverviewoftheLessonInthislesson,studentswilllearnaboutthenervoussystemandthebrain.Studentswillwatchavideooutliningthepartsandfunctionsofthenervoussystem.Studentswillthenmaketheirownhumanoutlineandlabelthebrain&nervoussystem. FocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargetsIcanunderstandthethreepartsofthenervoussystemIcanexplainwhatthespinalcorddoesIcandiscussthedifferentpartsofthebrainandtheirfunctionsAssessmentStudentswillbeassessedonparticipationinclassdiscussionsandactivities.Checkstudents’exitticketanswersforunderstanding.


WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary

Tier1:brainTier2:nervesTier3:spinalcord,nervoussystem,motorandsensorynerves


NervousSystemVideo:https://www.youtube.com/watch?v=dah-4mtAnsQ

CMCwebsite

Computer/Projectortoshowvideo ClassroomTeacher1perstudent “TheNervousSystem”VideoWorksheet Binder1perstudent ScienceJournals ClassroomTeacher1perstudent NervousSystemDataCollectionSheet Binder1 Timer Bin Markers ClassroomTeacher2balls Differentcolorsyarn Bin Constructionpaper ClassroomTeacher1 Largepapertotraceastudent ClassroomTeacher Crayons ClassroomTeacher1perstudent BodyOutline Binder1perstudent ExitTicket Binder


**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorReviewthemuscularsystemandskeletalsystemwiththestudents.Decidethebestwaytoreviewbasedonyourstudents--youcouldconstructamindmap,reviewkeytermsanddefinitions,clarifyanyremainingquestionsthattheyhave,doasimplepopcorn-stylereviewgame,andsoon.Tellstudentsthattodaytheywillbelearningaboutthesystemintheirbodycalledthe“ControlCenter”whichisalsoknownasthenervoussystem.Askstudentsiftheyplayvideogames,nowask,whatistheroleofthecontrollerwhenyouareplayingvideogames?Avideogamecontrolleriscomparabletothenervoussysteminourbodies.ASKHOW.The‘X’buttonisusedtojump,inmanygames.Ourbraintellsourbodytojump--itsendsnerveimpulsestoourlegstellingthemtobendandjump.Canyouthinkofanyotherexamplesthatmightfitintothiscomparison?DuringtheLesson

1. NervousSystemVideoHavestudentswatchtheshortvideoontheNervousSystem:https://www.youtube.com/watch?v=dah-4mtAnsQ.Whilewatchingthevideo,studentswillfillintheblanksforthe“NervousSystemVideoWorksheet.”Replaythevideoifnecessary.After,discusstheanswersasaclass,reviewingtheinformation.Someinformationmayinclude:Couldn’tthink,walk,yellwithoutnervoussystem;thenervoussystemismadeupofbrain,spinalcord,andallthenervesinyourbody;thepartsofthebrainincludethe:cerebrum-letsyouthinkspeakandmove;cerebellum-controlscoordinationandbalance;thalamus-controlsyourtongue,eyes,ears,&skin;brainstem-helpsyouwithbreathing,digestion,andyourheartbeat;spinalcordisthehighwaythatmessagestraveltobrainandbackagain;nervesletyoufeelsensation(hot/cold).ExtraQuestiontoconsiderwiththestudents:


Q:Whyisthecerebrumlargerinhumansthaninotheranimals?A:Humanshavemoredeveloped,advancedthinkingabilitiesaswellasspeaklanguages.

2. FullBodyDiagram

Getalargepieceofpaperandapenorpencilfortracing.Nowchooseastudenttobetracedandastudenttodothetracing.Whilethisishappening,discusstheexperienceoftouch.Howdoweknowwhenwearetouchedifwedonotseeithappen?Haveastudentdrawthebrainandspinalcordinthefullbodytracing.Thenyoucanhavedifferentstudentsaddyarnandlabelstothemodel.Useonecolorofyarnforthemotornervesandanothercolorforsensorynerves.Addarrowsshowingthedirectionthemessagestravel.Afterthefullbodydiagramisfinishedyoucanhavethestudentsfillintheirownsmallscaleversiontheirindividualhandouts.

3. NerveImpulsesActivity

Imaginethatyouandanadultareusingthestovetocooksomething.Whileyou’rehelpingout,youaccidentallytouchthehotsurfaceofthestoveandyournervessendamessagesaying“HOT!”.Yourbrainquicklyprocessestheinformationandrespondswiththemessage,“Danger.Moveyourhand.Youmightgetburned.”Youpullyourarmbackquicklyandmoveawayfromthestove.Crisisaverted.Allofthishappensinlessthantwoseconds.Infact,messagesfromyourbodycanziptoyourbrainataspeedof200mph.Yournervoussystemisthecommunicationscenterforyourbody.Yourbrainisthecentralcontrolpanel.Here,billionsofneuronsreceiveelectricalimpulsesfromnervesinyourbody.Thenervescanalertyourbraintodangerorpain.Wearegoingtomodelhowthenervoussystemcommunicatesthismessagefromthespinalcordtothebrain.


Forthese2activitiesyouwillneedatimerandthedatasheets.Theclassshouldbeinacircleoraline.Pleasestandupandholdtheankleofthepersonnexttoyou.WewillformalongUNBROKENchainofpeople.YouwillbeholdingonuntilItellyou“GO!”andstartthetimer.Thepersonatthestartwillsqueezetheankleofthepersonnexttothem,onceyouranklegetssqueezedyoushouldsqueezetheankleofthepersonnexttoyou.Thiswillhappenuntilyougettotheendoftheline.Pleasenotehowlongittakesonyouractivitysheet.Nowpleaseholdtheshoulderofthepersonnexttoyou.WewillagainformalongUNBROKENchainofpeople.YouwillbeholdingonuntilItellyou“GO!”andstartthetimer.ThepersonatSTARTwillSQUEEZEtheshoulderofthepersonnexttothem,onceyourshouldergetssqueezedyoushouldsqueezetheshoulderofthepersonnexttoyou.Thiswillhappenuntilyougettotheendoftheline.Again,pleasenoteofhowlongittakesonyouractivitysheet!Aftercompletingtheactivitiesonthesheethavestudentsengageinadiscussion.Whatdidtheynotice?Whydotheythinkthisishappening?

LessonClosing:Havestudentsputtheirbodyworksheetanddatasheetintheirsciencejournal.Intheirsciencejournals,studentsshouldwrite5factstheyhavelearnedabouttheNervousSystem.Studentscansharetheirfactswiththeclassafterallstudentshaveachancetodothewritingexercise.Ifstudentsarestuck,gobacktotheinformationrecalledafterthevideo.ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandchecktheirresponsesforunderstandingoflessonobjectives.AssessmentStudentswillbeassessedonparticipationinclassdiscussionsandactivities.Checkstudents’exitticketanswersforunderstanding.


Lesson5:Reproduction

BACKGROUNDOverviewoftheLesson Inthislessonstudentswilllearnthedefinitionofreproductionandthewaydifferentanimalsreproduce.Theclasswilltakepartinanactivitytolearnhowbabybirdsbreatheinsidetheirshells.Studentswillhaveanopportunitytotouchandlookatdifferenttypesofeggsshells.NOTE:Activity2&3requiressetupfromtheclassroomteacher.Activity2requiresaneggtobeplaceinwaterwithfooddye2-3hourspriortoclass.Activity3requiresthatthedaypriortothelessonbeingtaught,aneggisplacedinvinegar.Insmallgroups,studentswillplayacardgametodiscoverwhyfishlaysomanyeggs.Finally,theywillcompleteapairedtextactivitywithpassagesabouteggs.Lesson5Vocabularyshouldbetaughtbytheclassroomteacher,priortothelesson.FocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargetsIcandefinereproductionIcanidentifythe2maintypesofreproductioninanimals:

● Livebirth● Eggs


AssessmentStudentswillbeassessedonparticipationinclassdiscussionsandactivitiesaswellastheaccuracyoftheiranswerstothepairedtextquestions,remembertocheckstudents’exitticketanswerstocheckforunderstanding.KeyVocabulary

Tier1:pollution,predatorTier2:survivalTier3:reproduction,metamorphosis,larva


1 Computer/ProjectorforPowerPointPresentation ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher1 ReproductionTypesPowerPoint Thumbdrive3 Plasticcups Bin1container Vinegar BinHalfdozeneggs ChickenEggs ContactSueBeauchamp5

dayspriortolesson1set Measuringcups Bin1set Measuringspoons Bin1mediumsizedbowl Plasticbowl Bin¼tsp Bluefoodcoloring Bin1/4tsp Dishwasherdetergent Bin1 Spoon Bin1set FishActionCards(LaminatedandCut) Bin1perstudent “Eggs,Eggs,Eggs”Reading Binder


1perstudent “TheEggChallenge”Reading Binder1perstudent PairedTextQuestionsWorksheet Binder1perstudent Exitticket Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorAtthestartoftheclass,havetheteacherholdupanegg.Asktheclassiftheyknowwhatitisandwhateggsare.Explaintotheclassthatforbirdsandreptiles’eggsholdtheirbabiesuntiltheyhatch.Thensaythattoday’slessonwillbeaboutthetwotypesofreproduction:livebirthandeggs.Askthestudentswhattheyknowaboutreproductionandallowthemtoaskanyquestionstheymighthave,makesuretoaddaconcreteconversationaboutlivebirthversuseggsasstatedinthelearningobjectives.DuringtheLesson

1. ReproductionTypesPowerPointThePowerPointforthislessonrunsthroughthedefinitionandthetypesofreproductionforvariousanimals.YouTubevideosandactivitiesareembeddedwithinthepresentationandshouldbeusedwhentheseslidesarereached*Note:OpenthenotespanelonPowerPointtoviewnotesthatcorrespondwithslides.

2. HowdoBirdsBreatheInsideEggs?Note:Thisactivityrequirestheeggstosoakforabout2-3hours.Setupshouldbedoneatleastanhourbeforethelesson.Gagestudents’priorknowledge.Askquestionsandhavestudentsmakepredictionsintheirsciencejournalsaboutwhatwillhappenduringandaftertheinvestigation.Toseehowbirdsbreatheinsideoftheireggswewillmix1.5cupsofwater,¼tspdishwasherdetergent,and¼tspbluefoodcoloringinabowl.Thensubmerge3eggsinthesolutionforonehour.Afterthehourisupremovetheeggsfromthewaterusingaspoon.Cracktheeggsintoacupandsavetheshellsto


observe.Didanyofthedyemanagetogetinsideoftheegg?(Youshouldbeabletoseetinydotsofblueintheshell.)Thecoloringenteredtheeggthroughthethousandsoftinyporesintheshell.Thisishowoxygenisabletogettothebabybird,andhowcarbondioxideisabletogetout[SP2:Developingandusingmodels].Havestudentsrecordtheirobservationsintheirsciencejournals.Adaptedfrom:http://www.scientificamerican.com/article/bring-science-home-chick-breathe-inside-shell/

3. Toucha“Reptile”Egg

Note:Thisactivityrequiresteachersetupthedaypriortothelesson.Onedayinadvanceofthelesson,placeonechickeneggintoaplasticcupandsubmergeinvinegar.Thisvinegarwilldissolvetheeggshell,resultinasoft,leatheryshell.Duringtheactivitypassaroundanormalchickenegginaplasticcupandthevinegaregg.Allowthestudentstocarefullytouchtheeggs.Thenormalegghasahardshellsimilartoaneggfromacrocodileortortoise.Thevinegaregghasasoftleatheryshellliketurtlesandsnakes.Havestudentscompareandcontrasttheeggsandrecordtheirobservationsintheirsciencejournals.Ask:“What’simportantaboutthesedifferences?”Answer:Eggslaidbysnakesgenerallyhaveleatheryshellswhichoftenadheretooneanother.Eggslaidbyothertypesofamphibianshavehard,leatheryshellstoprotectthemfromphysicalforceandextremedryness.

4. FishEggSurvivalGame

Havetheentireclassstandupfromtheirseats.Explaintothemthatforthisgameeachofthemwillrepresentafishegg.Thestudentswillbeencouragedtowalkaroundtheroom.Theteacherwillpassoutonefisheggactioncardtoeachstudentatrandom.Asksomeofthestudentstositdownshowingthatsomeoftheeggswerelost.Atadeterminedtimeofthegame,maybe5-10minutesin,asktheclasshowmanyeggs/studentsarestillstanding.Askthestudentswhattheythinkthisgameshows.Ifnooneguessescorrectly,tellthemthatthisgameshouldbeconnectedtotheconceptthatfishlaymanyeggs.Fishlaymanyeggsfortheproductoftheirreproductiontosurviveasbestaspossible.


OptionalLessonExtensionTaketheclasstoavernalpoolorsmallpondnearyourschool.Trytoobserveandidentifyamphibiansintheirvariousstages(eggs,tadpoles,frogs).TheclasscanalsotakeafieldtriptoSheepHilltoobservefrogeggsandtadpoles.LessonClosingPairedTexts:Note:Thisactivitycanbeledbytheclassroomteacherwhenthesciencefellowsarenotpresent.Inthisexercise,studentswillreadtwopassagesthatdiscusssimilartopics.StudentswillcompareandcontrastthetextsandthencompletethePairedTextQuestionsworksheet,whichtestsforcomprehension[SP8:Obtaining,evaluating,andcommunicatinginformation].Thetextsforthislessonare“Eggs,Eggs,Eggs”and“TheEggChallenge”(locatedinthebinder).ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandchecktheirresponsestocheckforunderstandingAssessmentStudentswillbeassessedonparticipationinclassdiscussionsandactivitiesaswellastheaccuracyoftheiranswerstothepairedtextquestions,remembertocheckstudents’exitticketanswerstocheckforunderstanding.


Lesson6:RespirationandCirculationBACKGROUND

OverviewoftheLesson Inthislessonstudentswillwatchavideoabouttherespiratorysystemandwillworkingroupstocreateamodeloflungs.Studentswillthenperformanexperimenttoseehowexerciseaffectsrespiration.Studentswillwatchavideoandcompleteananchorchartaboutthecomponentsofblood.Studentswillalsolearnaboutthecirculatorysystem,createaclassroomsimulationofcirculation,andperformanexerciseactivity.Lesson6Vocabularyshouldbetaughtbytheclassroomteacher,priortothelesson.Thislessonwilltakelongerthantheallottedtime.TheclassroomteacherandtheScienceFellowsshouldpickwhichactivitiestheywillteachtogether.OtheractivitiesshouldbetaughtbytheclassroomteacherwhentheScienceFellowsarenotpresent.FocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargets IcanunderstandtheimportanceoftherespiratorysystemandidentifythepathwayofairflowthroughthesystemIcanunderstandtheimportanceofthecirculatorysystemandidentifythepathwayofbloodflowthroughthesystemIcangiveexamplesofhowtherespiratoryandcirculatorysystemsdifferinnonhumananimals


AssessmentReviewstudentanswersintheirsciencejournalandcheckstudents’exitticketforunderstanding.KeyVocabulary

Tier1:lungs,bloodTier2:modelTier3:Respiration,circulation,pulse


1perstudent ScienceJournal ClassroomTeacher1 Computer/ProjectorforYouTubevideos ClassroomTeacher YouTubeVideos:RespiratorySystem,WhatisBlood?,FishHave

Gills,AmphibiansBreatheThroughSkinCMCWebsite

5 Plasticbottleswithbottomscutoff(maybe20oz-2L) Bin15 Straws Bin10 Elasticbands Bin10 Rubbergloves Bin1largecontainer Playdough Bin Scissors ClassroomTeacher1perstudent Circulationnametags Bin1 Oxygenatedbloodcutouts Bin2 Deoxygenatedbloodcutout Bin


1 ChartPaper ClassroomTeacher1 HeartChambersPoster Binder1perstudent ExitTicket Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorPostthefollowingquestionontheboard:Whathappenstoairafteranimalsbreathein?Askstudentstoworkinpartnerstobrainstormanswers.Oncestudentshavehadachancetothinkofideas,havetheclasscomeupwithalistofpossibleanswerstothequestion.Oneoptionistoleavethelistontheboarduntiltheendofthelessonsothatstudentsmaylookbackandcorrectoraddinformationastheylearnabouttherespiratoryandcirculatorysystems.DuringtheLesson

1. Build-A-Lung(Visualsanddirectionsofhowtobuildthelungmodelcanbefoundhere:http://www.science-sparks.com/2012/04/13/breathing-making-a-fake-lung/)Watchthefollowingvideo:https://www.youtube.com/watch?v=Cyf8RnIPtWU&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBe&index=12Inthisactivitystudentswillbemakingamodeltosimulatehowourlungsinflatewiththehelpofourdiaphragm.Dividestudentsinto4groups.Eachgroupwillgetaplasticbottle,astraw,2rubberbands,2rubbergloves(thesearebeingusedtoreplacetheballoonswhichyouseeusedinthevideo),andasmallamountofplaydough.Haveeachgrouptake5minutestobrainstormhowtheythinkthemodelmaylook,caneachroughlysketchordescribeintheirsciencejournals.Makesuretoemphasizeandaskstudentstoexplainwhytheyexpecttheirmodeltoworkthewayitdoes(eitherindiscussionorafewsentencesinsciencejournal).


Next,moveontotheactualconstruction.Theclassroomteacherandsciencefellowsmaychoosetoalsomakeamodelasademonstrationfortheclass.Followthedirectionsinthelinkabovetomakethelungmodel.Oncestudentshavecompletedtheirmodelshavethemgentlypulldownontheglovetoshowourdiaphragmscontracting.Whenthishappens,whathappenstoourlungs(thegloveinsidethebottle)?Itinflates!Whenourdiaphragmcontracts,thespaceinourchestgetslargerandairentersourlungstofillthespace.Takeafewminutestohaveeachstudentreturntotheiroriginalbrainstormofthemodelandrevise.Ask:Howhasyourunderstandingofhowairmovesthroughoutourbodychanged?[SP2:DevelopingandUsingModels]

2. WhatisBlood?

Watchthisvideo:https://www.youtube.com/watch?v=oMNN7dzqg_o.Thiswillgivestudentsanideaofwhatiscirculatingthroughourbloodvessels.Afterthevideo,makeananchorchartaboutthecomponentsofbloodwithyourclass.Thiscanbedoneonchartpaperandhungonthewallinyourclassroom.Asamplechartisshownbelow.

Whatisourbloodmadeof?

Part Whatitlookslike Whatitdoes

RedBloodCells Carriesoxygen

WhiteBloodCells Fightsinfection

Platelets Helpsyourbloodclot

Plasma Containsnutrients


3. CirculationSimulation

Perspectivetakingactivator:a. Askstudentstoputtheirhandontheirhearts,liketheydowhentheysaythepledgeofallegiance.Thenaskthem

whichsideoftheirbodytheirheartison.Thecorrectanswerisleft,thatiswheretheyshouldfeeltheirheartbeating.Havestudentspairupwiththestudentsittingclosesttothem,sittingfacetoface,andallowthemtoplay‘themirrorgame’foracoupleminutes(tellthestudentthatonepersonleadsbymovingtheirarmsandheadaround,whiletheothercopiestheirmovementsinamirroredway,andthentheycanswitch).Tellstudentstofreezeafteracoupleminutesandrememberthepositionthatboththeyandtheirpartnerwerein.Instructstudentstowritedownadescriptionoftheirposition,(youcouldprovideguidingquestionsthatleadstudentstowriteintermsofleftandrightlimbsordirectione.g.myleftarmwasupandmyheadwastiltedtotheright),andthecorrespondingpositionoftheirpartner,(e.g.herleftarmwasupandherheadwastiltedtotheright),andthensharetheiranswerswiththeirpartner.Howaretheydifferent?Askpairstosharewiththeclasshowtheiranswerscompared,sameordifferent.Ifsomepairshadthesameanswerswhileothershadoppositeones,asktheclasswhythatmightbeso.

b. Introducetheconceptthatleftandrightarerelativeterms,theychangedependingonthepointofview.Thisisimportantbecausewesaidthatourheartsareontheleftsideofourbodies,butwhenwelookatanotherperson,theirheartisonourright.Thisistheperspectivefromwhichscientistshaveagreedwedeterminetheleftandrightsideofbodilyorgans,bylookingatthehumanbodywithitsfacetowardsyou.Byagreeingonthisperspective,scientistsavoidconfusion,suchasthemismatcheswesawwiththemirroractivity.


CirculationSimulationactivityInthisactivitytheclasswillbeperformingasimulationofthecirculatorysystem,astheclassroomteacherandsciencefellowsnarratethecycle.

- Fromtheclass,select1leftsideoftheheart,1rightsideoftheheart,1alveoli,and1organ.Therestoftheclassshouldbedividedamongarteries,veins,andcapillaries.Haveeachstudentwearanametagthatcorrespondswiththeirrole.

- The2sidesoftheheartsandthealveolishouldstandatthefrontoftheroom.Arteriesshouldformalineinfrontoftherightsideoftheheartandveinsshouldformalineinfrontoftheleftsideoftheheart.Theorganwillstandbehindthe2linesandcapillarieswillconnectthelineswiththeorgan.Seetheimagebelowforadiagramofstudentpositions.

- Startoutwiththeleftsideoftheheartandtheorganeachholdingbluecircles,labeleddeoxygenatedblood,andthealveoliholdingtheredcircle,labeledoxygenatedblood.

- Theleftsideoftheheartbeginstheprocessbypumpingitsdeoxygenatedbloodtothealveoli.

- Inthealveoli,gasexchangeoccursandthedeoxygenatedbloodisreplacedwithoxygenatedblood(switchbluecircleswithredones).Theoxygenatedbloodissenttotherightheart.

- Itthentravelsthroughthearteries(passingthecutoutdowntheline)tothecapillaries.Thecapillariesthencarrytheoxygenatedbloodtotheorgan.


- - Theorganisusingtheoxygeninthebloodtofunctionsoittradestheoxygenatedbloodfordeoxygenatedblood.It

thensendsthedeoxygenatedbloodthroughthecapillaries,downtheveins,andbacktotheleftsideoftheheart.

Repeatthisatleastonemoretimeandallowthestudentstonarratetheprocess.

4. ExerciseActivity:CirculationInthefirstpartofthisactivity,wewillbelookingatourrespirationrate.Havestudentslistentotheirbreathing.Notethespeed,depth,andsoundofrespiration.Thespeedcanbenotedbybreaths/minute,thedepthcanbedescribedaslong,medium,orshort,andthesoundofrespirationcanbepurelydescriptive,whenprovidingstudentswiththesewaysof


measuring,askthemwhichmeasurementsconcernquantities,andwhichmeasurementsconcernnon-numericaldescription,orquality.Notethattheseareimportantwaysscientistsdistinguishbetweentypesofmeasurements.Nexthavethestudentsjoginplacefor1minute.Againnotethespeed,depth,andsoundofrespiration.IntheirScienceJournal,respondtothefollowingquestions.Howdoesourbreathingchangewhenweexercise?Whydoesthishappen?Oncestudentshavehadtimetoanswerthequestions,shareresponsesasaclass.Forthenextpartoftheactivitywewillbelookingatourheartrate.Havestudentsrecordtheirpulsefor1minutebytouchingtheareaontheirneckundertheirchinneartheirthroat,andwritethisvalueintotheirsciencejournals.Nextwewilljoginplacefor1minute.Thenwewillrecordourpulsefor1minuteandwritethisvalueinourjournals.Havestudentsanswerthefollowingquestions.Howdidexercisechangeyourpulse?Whydoesthishappen?Oncestudentshavehadtimetoanswerthequestions,shareresponsesasaclass.[SP4:AnalyzingandInterpretingData]

LessonClosing

HowAreSomeAnimalsDifferent?Tellstudentsthatwewillbeconcludingthelessonbytalkingabouthowsomeanimalshavedifferentrespiratoryandcirculatorysystems.Watchthefollowing2videos:https://www.youtube.com/watch?v=sXjQhSrgPBU&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBe&index=10https://www.youtube.com/watch?v=RLVxl3KIxEc&index=9&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBeAskstudents:“Howdosomeanimalsbreathedifferently?”(Appropriateanswersinclude:Fishdon’thavelungs,insteadtheytakeinoxygenbylettingwaterflowovertheirgills.Amphibianshavelungsbuttheyalsotakeinoxygenthroughtheporesintheirskin.Theymuststaymoisttokeeptheirporesopen).


PuttheHeartChamberPosteronanoverheadwhileexplaininghowanimalsdifferintheirheartstructure.Theheartisdividedintochambers.Humansandallothermammalshavea4chamberedheart.Otheranimalshaveheartswithdifferentnumbersofchambers.Reptileshave3chambers,birdshave4,fishhave2,andamphibianshave3.Howefficienttheheartneedstobedependsontheorganism’slifestyle.Askifthestudentshaveanyquestions.

ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandlookattheirresponsestocheckforunderstanding.AssessmentReviewstudentanswersintheirsciencejournalandcheckstudents’exitticketforunderstanding.


Lesson7:DigestiveSystemandExcretorySystemBACKGROUND

OverviewoftheLessonInthislesson,studentswillwatchavideoonthedigestivesystemandthenperformanexperimenttodiscovertherolesalivaplaysinthedigestivesystem.Thenstudentswilllearnaboutowldigestionanddissectowlpellets.Nextstudentswillwatchavideoontheexcretorysystemandbuildamodelofakidney.Finally,studentswillworkingroupstoresearchadigestiveorexcretoryorganandwillmakepostersthattheywillpresenttotheclass.Note:thislessonmaytake2classperiods.Feelfreetospacetheactivitiesovermultipledaystomeetyourclassneeds.FocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargetsIcanexplainhowthebodybreaksdownfoodIcanidentifytheorgansofthedigestiveandexcretorysystemsandexplaintheirfunctionsIcanexplainhowthebodygetsridofwaste


AssessmentListentoclassdiscussionfollowingthedigestivesystemvideo,saltineexperiment,owlpellets,andkidneyactivitytoseeifthestudentsareengagedandgivingaccurate,thoughtfulanswerstodiscussionquestions.Carefullylistentostudentpresentationstoseethattheyhavedonethoroughresearchontheirassignedorgan.Finally,checkstudents’exitticketsforunderstanding. WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary

Tier1:foodTier2:wastes,nutrientsTier3:digestivesystem,excretorysystem


1perstudent ScienceJournals ClassroomTeacher1 Computer/ProjectortoshowYouTubevideos ClassroomTeacher1 MagicSchoolBus(ForLunchEpisode)

https://vimeo.com/168181557Thumbdrive


YouTubevideoshttps://www.youtube.com/watch?v=2_7Q1xQ-NWUhttps://www.youtube.com/watch?v=0Swcik07kGE&index=18&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBehttps://www.youtube.com/watch?v=fWqyr5QZnVI&index=15&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBe

CMCWebsite

1box SaltineCrackers Bin1perstudent Owlpellets Bin2perstudent Toothpicks Bin1pieceperstudent Blackpaper Bin5-10 Magnifyingglasses Bin1perstudent OwlPelletIdentificationChart Binder6 Posterpaper ClassroomTeacher Markersorcrayons ClassroomTeacher1groupor1perstudent iPadsorlaptops ClassroomTeacher2pergroup(16) Clearplasticcups Bin1pergroup(8) Coffeefilters Bin Sand Bin1container Redfoodcoloring Bin1pergroup Plasticspoon Bin1perstudent ExitTicket BinderOptional TheMagicSchoolBus“ForLunch” CMCWebsite**Itemsinboldshouldbereturnedforusenextyear**


LESSONDETAILSLessonOpening/Activator

Putthefollowingquestionontheboard:“Whatdoesourbodydowiththefoodweeat?”Havestudentswritetheiranswersintheirsciencejournals.

DuringtheLesson

1. DigestiveSystemVideoShowthevideoaboutthedigestivesystem.https://www.youtube.com/watch?v=0Swcik07kGE&index=18&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBeAfterthevideoasktheclassforvolunteerstoidentifyabodypartinvolvedindigestionandtoexplainitsfunction.Makesurethefollowingpartsarementioned:mouth,esophagus,stomach,smallintestine,largeintestine.INSTEAD:duringthevideo,theteachershouldpauseateachmentionofanorgananditsjob.Thentheycanwritethenameoftheorganandwhatitdoesontheboardforthestudentstocopydown.

2. SaltineExperimentTellstudentswearenowgoingtodoademonstrationtoseehowdigestionworksinourownbodies.Passout2saltinecrackerstoeachstudentandtellthemnottoeatthemuntilinstructedto.Havethestudentsputonecrackerintheirmouthandchewandswallowitliketheynormallywould.Tellstudentstonotethetextureofthecrackerastheyarechewing.havestudentspredictwhattheythinkwillhappenwhentheyjustleavethecrackerintheirmouthanddon’tchewit.Havethestudentsplacethesecondcrackerintheirmouthsbutinstructthemnottochewit,justtoletitsitfor1minute.Afteraminutehavethemchewandswallowthecracker.Howwasthetextureofthecrackerdifferentafterlettingitsit?Whydoyouthinkthishappened?Explaintostudentsthatthesalivaintheirmouthhelpstobreakthecrackerdown.That’swhyitwasmuchsofterandeasiertochewthesecondtime.


3. OwlPelletsShowthefollowingvideoaboutowlpellets:https://www.youtube.com/watch?v=fWqyr5QZnVI&index=15&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBeNextScienceFellowsand/ortheClassroomTeacherwilldemonstratehowtodissectanowlpelletbyplacingoneonapieceofblackpaperandusingatoothpicktopickitapart.Givestudentstheirownowlpellet,toothpicksandblackpapersotheycanbegintheirdissection.StudentswilleachhaveanOwlPelletIdentificationCharttohelpthemidentifywhatbonesstudentsmayfindintheirowlpellets.HavestudentsrecordtheirfindingsintheirScienceJournalsandthensharewiththeclasswhattheyfound.[Iftherearetimeconstraints,endthelessonhereandcontinuetherestoftheactivitiesatanothertime.]

4. KidneyactivityWatchthefollowingvideoaboutthekidney:https://www.youtube.com/watch?v=2_7Q1xQ-NWUBeforedemonstrationandconstructionofmodelbegin,havestudentsgetintheirgroupsandbrainstormhowamodelofakidneymightwork.Canwriteafewsentencesintheirsciencejournalsexplainingthemodeltheythinkshouldwork,andrationalebehindwhytheyanticipatethemodelworkingthatway.Takeafewminutesforsomegroupstosharetheirgroupbrainstormwiththerestoftheclass.Afterbrainstorm,classroomTeacher/Sciencefellowswillperformthefollowingkidneydemonstrationwhilestudentsfollowalong,witheachgroupmakingtheirownkidney.Eachgroupwillneed2clearplasticcups,1coffeefilter,asmallamountofsand,aplasticspoon,andafewdropsoffoodcoloring.Fill1oftheplasticcupswithwater.Addafewscoopsofsandusingthespoon.Thenadd2dropsofredfoodcoloringandmixwiththeplasticspoon.Askstudentswhattheythinkeachcomponentoftheexperimentisrepresentativeofinthehumanbody.Then,answer:Theredliquidrepresentsourbloodandthesandisthewastefoundinourblood.Studentsshouldmakepredictionsabouttheexperimentandillustratetheirobservationsintheirsciencejournals.Useanelasticbandtoholdthecoffeefiltertothecupandhavea


studentSLOWLYandCAREFULLYpourthebloodandsandmixturethrough.[SP2:DevelopingandUsingModels]Askstudents,whatdidthecoffeefilterdotothemixture?(Itfilteredoutthesand,whichisthewaste,anditletthebloodthrough.)Inthismodel,thecoffeefilterislikethekidneys.Itfilterssandfromthewaterjustlikeourkidneysfilterwastesfromourblood.(Adaptedfromhttp://www.ehow.com/how_8034005_experiment-filters-explain-kidney-works.html)Takeafewminutesafteractivitytohavestudentsrevisittheiroriginalbrainstormingsessions/models-howwouldyoureviseyouroriginalmodel?Caneitherhavestudentstaketimetoreflectindividuallyintheirjournals,ormoreinformallyinagroupdiscussion.

5. PosterPresentationsDividestudentsinto6groupsandassigneachgrouponeofthefollowingparts:mouth,esophagus,stomach,smallintestine,largeintestine,kidneys.Giveeachgroupapieceofchartpaper,markersorcrayons,andiPadsorlaptops.Studentsshouldfindinformationontheirorganandthencreateaposterthatincludesfactsandapicture.Theneachgroupshouldpresenttheirposterstotheclass[SP8:Obtaining,Evaluating,andCommunicatingInformation]

OptionalLessonExtensions:DigestionComputerActivityGivestudentsachancetoexploretheanimationsathttp://kitses.com/animation/swfs/digestion.swf.Inthisactivity,studentsselectafoodtheywantthecharactertoeatandthentheycanwatchanimationsofthedigestionthatisoccurringateachstepinthedigestivesystem.VirtualOwlPelletsThisactivityisadigitalversionoftheowlpelletdissectionthatstudentsdidinthelesson.Studentsmaypracticetheirdissectionskillsathomeandcanshowtheirparentswhattheylearnedinclass,withouthavingtopurchasemoreowlpellets.Thesitecan


beaccessedat:http://www.kidwings.com/owlpellets/html5/v1/fullscreen.html.Studentsmustfirstclickonthepelletmultipletimestoremovethefur.Thentheycanclickonthebonesanddragthemtotheappropriateplaceontheskeletonoutline.TheMagicSchoolBus“ForLunch”ShowstudentsTheMagicSchoolBusEpisode,“ForLunch”.Inthisepisode,thecharactersexploreArnold’sdigestivesystem.TheMagicSchoolBusDVDisprovidedinthebin.LessonClosingHavestudentslookbackattheirScienceJournalstochecktheirresponsestothequestion“Whatdoesourbodydowiththefoodweeat?”Askstudentstosharewiththeclasshowtheirresponsestothisquestionhavechanged.ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandlookattheirresponsestocheckforunderstandingAssessmentListentoclassdiscussionfollowingthedigestivesystemvideo,saltineexperiment,owlpellets,andkidneyactivitytoseeifthestudentsareengagedandgivingaccurate,thoughtfulanswerstodiscussionquestions.Listentostudentpresentationstoseethattheyhavedonethoroughresearchontheirassignedorgan.Checkstudents’exitticketquestionanswerstocheckforunderstanding.


Lesson8:PlantOverview

BACKGROUND

OverviewoftheLesson Inthislesson,studentswillbelearningaboutplantpartsandfunctionandwillalsogrowtheirownplantsfromseed.Next,studentswillbereadinganddiscussingtwosystemsintheplantstructure.Then,studentswillbedissectingplantsinsmallgroupstryingtoidentifytheparts.Last,studentswriteaparagraph,aboutwhattheyhavelearned.Morelessonsonplantsstructureswillbedevelopedinthe2017-2018schoolyear.

FocusStandards4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.][2006]BS5-3Identifythestructuresinplantsresponsibleforfoodproduction,support,watertransport,reproduction,growth,andprotection.LearningTargetsIcanidentifyplantstructuresanddescribetheirimportancetothelifeofaplantIcancompareplantandanimalstructuresIcanwriteaninformativeessayusinganappropriatediagramtocommunicateknowledgeaboutplantstructuresandtheirfunctions


AssessmentIntheirsciencejournalshavestudentswritethisquestionandthenansweritindependently.

Whatarethepartsofaplantandwhataretheirfunctions?Answer:Roots-anchortheplantintotheground,soakinwaterandnutrientsfromthesoilStem(s)-holdplantup,transportationsystemforwaterandfoodintheplantLeaves-makefoodforplant(bycombiningsun,water,andair(latertheywillhavetoknowtheairisspecificallycarbondioxide)Flowers-createseedstomakenewplants(reproduction)

Checkstudents’exitticketanswerstocheckforunderstanding.KeyVocabulary

Tier1:stem,seeds,roots,leaves,fruit,flowers,Tier2:pollination,fertilizationTier3:photosynthesis,chloroplast


1perstudent Plasticknives Bin1-2 Plantswithroots(preferablyfloweringplants) SueBeauchamp1perstudent Clearziplocksandwichbags Bin1perstudent Drybeans Bin2piecesperstudent Papertowels Bin


1perstudent Paperplates Bin1perstudent SmallCups(toplantseedsin) Bin Soil Bin1perstudent Linedpaper ClassroomTeacher http://www.pbslearningmedia.org/resource/5dea21b4-6c92-46ff-

982c-8650f9429c01/think-garden-plant-structure/ClassroomTeacher

PlantandAnimalConnectionsPowerPoint CMCWebsite1perstudent BeanBagsWorksheet Binder Crayons ClassroomTeacher1perstudent CompareandContrastWorksheet Binder1perstudent Build-a-Plant(optional) Binder1perstudent CactusLab(optional) Binder1 Cactus ContactSueBeauchamp1 PlantDissectionGuide(4pages) Binder1perstudent ExitTicket Binder**Itemsinboldshouldbereturnedforusenextyear**


Togetthelessonstartedshowthevideo,ThinkGarden;http://www.pbslearningmedia.org/resource/5dea21b4-6c92-46ff-982c-8650f9429c01/think-garden-plant-structure/Thisvideowillreviewtheneedsofplants(sunlight,water,air,andspace).Explainthattodaywewillbelookingatthepartsofplantsandseeinghowtheyrelyonsunlight,water,air,andspace.


DuringtheLesson1. BeanBags

Askthestudents,whathappenstoaseedwhenyouplantitinthesoil?Tellthestudentsthatwhenweplantseedstheyfirstsproutor“germinate.”Whenplantedinthesoil,we’reunableseethefirstsproutpushoutoftheseedcoatorseetherootsystembecauseitisunderthesoil.Inthisactivity,studentswillbeabletoobservegerminationandtheplant’sroots.

a. Distributeaziplockbagtoeachstudentandwritetheirnameinthetopcornerwithapermanentmarker.

b. Dampenonepieceofpapertowelforeachstudentandhavethemplacethefoldedtowelinthebag.Thepapertowelsshouldbedampenoughtoprovidemoistureforthebean,butnotdripping(whichcouldcausemold).

c. Havethestudentsplaceadrybeanontopofthedamppapertowelandsealthebag.Theredoesnotneedtobeanyairinbag.

d. Tapeeachbagtoawindoworawallwhichgetssomesunlight.Theseedmostlyneedswarmthatthisstage,notlight–soprioritizeforwarmth.Awindowhelpsforviewingtheseedasitgerminates.Theseedsshouldbegintogerminatein3-5days.Moistenthepapertowelsiftheyaredryingout.

e. Havechildrenobservethegrowthofthesprouts.YoucanhavestudentsrecordthegrowthontheBeanBagsWorksheet,tothebestoftheirability.Forexample,thefirstsketchshouldbeonDay1,showingthebeaninthebag.Thesecondsketchcouldbethefirstsprout,etc.

f. After1½to2weeks–eitherinagardenorindoors–transplantthesproutedseedsifsoilisavailable.Whentheseedsareplantedtheywillhavetheir“seedleaves”andmaybeeventheir“trueleaves”(thesecondleavesafterthe“seedleaves”).Theseshouldbeabovethesoilsotheseedcancontinuetogrow.Beansrequireafairamountofwarmthsotheymaynotgrowwelloutsideinthewinter.However,inasunnyclassroomspotwithgoodsoilandwater,theymaygrowenoughtogiveanideaofwhattheylooklikeasafullgrownplant.


2. PlantandAnimalConnections

Explaintothestudentsthattheywilllearnhowtofindsimilaritiesanddifferencesbetweentheplantsandanimalsandwilllearnabouttheirneedsandstructures.ShowthestudentsthePowerPointpresentationonplantandanimalconnections.StudentsshouldhavetheCompareandContrastworksheet,whichisslides8and9reproducedfortheirownuse.Havestudentsfilltheminduringthepresentation.AfterviewingthePowerPointhavestudentscompletetheworksheet.

3. PlantDissection

BeforeyoubegintheclassroomteacherandScienceFellowsshouldreadthePlantDissectionGuideandbecomefamiliarwiththesampleplantdiagram

1. Reviewbehaviorandsciencesafetyrulesasneededbeforedividingyourstudentsintogroups(orpairsifyouchoose)tobegintheirdissections.Distributepaperplates,plants,andplasticknives.

2. Circulateandprovideassistanceasneededduringthedissection.3. Turnondocumentcamera,andtakeoneoftheplantstoshowtheclass.Zoomin/outasneededsostudentscan

watchyoudemonstratethedissectionoftheplant.a. Write"dissect"and"dissection"ontheboard.Itmayhelptounderlinethe"section"indissectionto

demonstratethatyouarecuttingtheplantintotwoSECTIONS.Explainwhatdissectionisandtellthemyouwillproperlydemonstratehowtocarefullydissectyourplant.Dissectionallowsthestudentstoseetheactualmakeup,orparts,oftheplants.

b. Demonstratetostudents(eitherusingstudent-friendlyscissorsoraplasticbutterknife)howtocarefullyhandletheplantandhowlongittakestocuttheplantperfectlydownthemiddleofthestem.(Afteryougettheknifeintothestemitgoesmucheasier).Trytocuttherootsystem(ortaproot,dependingonyourplantchoice)directlyinhalf.Ifusingafloweringplantasrecommended,usuallythefloweriseasytocut


through.Oncefinished,displaytheplantyoudissected-rootsdownandleavesup.

c. Dividethestudentsintogroupsandletthemtrythedissectionforthemselves.Whilestudentsaredissecting,havethemdrawpicturesofwhattheyobserve.

d. Callstudentsbacktogetherandhavethemdiscusswhattheythinkthedifferentpartsofaplantdo.Studentsshoulduseevidenceandreasoningtoconstructanargumentregardingthefunctionofcertainplantstructures[SP7:Engaginginargumentfromevidence].Afterstudentspresenttheirarguments,theteachercanclearupanymisunderstandings.Providethestudentswithalistofwhatthedifferentpartsofaplantarebutnotwhattheydo.

OptionalExtensions:Pleasetrythefollowingoptionalextensions,someoftheseactivitiesmaybeincorporatedintothePlantandAnimalAnatomyUnitnextyear.

CactusLab-(Refertoextensioninbinder)Build-A-Plant-(Refertoextensioninbinder)

LessonClosingReviewwithstudentshowtowriteastrongparagraph.Itshouldincludeatopicsentence,andbebackedupwithdetailsentences.Makesuretodiscusswhatevidenceisandwhatroleitplaysinscience.Remindstudentsthatitisimportanttoincludefacts.Onlinedpaperhavestudentswriteaparagraph(ormore)explainingthepartsandfunctionsofaplant.Thiswritingcouldbeusedaspartoftheassessment.Youcouldalsochoosetowritethisparagraphtogetherasaclassorinsmallergroupstomodelgoodwriting.


ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandlookattheirresponsestocheckforunderstandingAssessmentIntheirsciencejournalshavestudentswritethisquestionandanswerindependently.

Whatarethepartsofaplantandwhataretheirfunctions?Answer:Roots-anchortheplantintotheground,soakinwaterandnutrientsfromthesoilStem(s)-holdplantup,transportationsystemforwaterandfoodintheplantLeaves-makefoodforplant(bycombiningsun,water,andair(latertheywillhavetoknowtheairisspecificallycarbondioxide)Flowers-createseedstomakenewplants(reproduction)

Checkstudents’exitticketanswerstocheckforunderstanding.Partsofthislessonhavebeenadaptedfromhttp://www.cpalms.org/Public/PreviewResourceLesson/Preview/46624


Lesson9:SurvivalInteractions:Plants,Animals,andHumans

BACKGROUND

OverviewoftheLesson Studentshavebeenlearningaboutspecificstructuresthatenablethesurvivalofplantsandanimals.Inthislesson,wewilllearnaboutthedifferentinteractionsbetweenplants,animals,andhumansandhowtheirrespectivestructuresfunction.WewillwatchavideoaboutinteractionsbetweenplantsandanimalsatSheepHillandmodelsomeofthoseinteractions.FocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]LearningTargets Icanidentifyatleast2differentinteractionsbetweenplantandanimalstructuresonSheepHillIcanunderstandtheimportanceoftheenvironmentinplantandanimalsurvivalIcanexplainhowachangingenvironment,particularlyoneaffectedbyhumans,impactsthesurvivalofplantsandanimals


AssessmentStudentswillbeassessedbythe“interactionweb”theydrawintheirsciencejournal.Checkstudents’exittickettoevaluatecomprehensionofkeyideas. WIDALanguageObjectivesDependentontheneedsofyourELLstudentsKeyVocabulary

Tier1:survivalTier2:environment,endangeredTier3:monoculture,agriculturalmeadow,obligatehost


1 “SheepHill”Video CMCWebsite1 Computer/Projectortoshowvideo ClassroomTeacher1ball Yarn Bin1perstudent ScienceJournals ClassroomTeacher1perstudent “ProtectingButterflies”and“ButterfliesinCulture”readingsand

questionsBinder

1perstudent ExitTicket Binder**Itemsinboldshouldbereturnedforusenextyear**


LESSONDETAILSLessonOpening/ActivatorBeforebeginningthelesson,askifanyonehasvisitedSheepHillinWilliamstown.SheepHillisaformerdairyfarmlocatedinWilliamstownthatnowservesasaneducationalandrecreationalarea.Explainthatwewillwatchavideoaboutdifferentinteractionsbetweenplants,animalsandhumansatSheepHill.Explainthathumansareanimalsaswell,butthatwewilldistinguishbetweenanimalsandhumansinthislessonandfuturelessonsbecauseofthedifferentwayshumansandanimalsinteract,bothwiththeenvironmentandtheorganismsinit.Ifstudentsneedhelpunderstandingthisconcept,haveasmalldiscussionwithexamplesofthedifferentlevelsofinteractionshumanshave,versusthatwhichanimalshavewiththeirenvironment.Forexample,widespreaddeforestationcausedbyhumanshasledtolossofhabitatformillionsofspecies,whereastheactionsofanimalshavenotcausedaneventofmassextinctionremotelysimilar.DuringtheLesson

1. Showstudentsthe“SheepHill”videofoundonthethumbdrive.Dependingonwheretheclassmaybe,youmaywanttoaskstudentstotakenotesofinteractionsbetweenplants,animalsandhumansintheirsciencejournal,or,watchthevideoonceforageneralunderstandingandasecondtimetopaycloserattentiontotheexamplesofinteraction.Sampleinteractionsinclude:

● Humansmowingthemeadowtopreventitfrombecomingaforest● Beavermeadowsservingasnaturalmeadows● Asquirrelplayinginthegrass● Humanslettingthemilkweedgrow,whichbutterflieslayeggsonandgetnectarfrom● TheBaltimoreCheckerspot(abutterfly)laysitseggsonplanktonandturtlehead● Milkcowsgrazingonthehill● Sheepgrazingonthehill,andwoolmillsusingsheepfortheirwool● TheimpactsoffarmingincreatingtheSheepHillmeadow


● Woodchuckholeshidingunderleaves● Fly/wasplaytheireggsinthestemoftheplant.Birdssometimespeckoutthelarvae,andkidssometimes

accidentlyeatthatlarvae● Bees:thewaggledancetellsotherbeeswhereflowersarelocated

Afterthevideo,makesuretoreviewthetieredvocabulary.Pointoutthat,toanextent,humanshaveshapedSheepHill.Howdohumanscontrolthisenvironment?WhatwouldhappenifSheepHillwasn’tkeptbyhumans?(Itwouldgrowintoaforestagain).Whoorwhatwouldbeimpacted?

2. Insmallgroupsof4,studentswillchooseoneoftheinteractionsandperformitfortheclass.Theskitsshouldincludespecificdetailsaboutthedifferentstructuresofthespeciesandhowtheyinteract.Forexample,asquirrelusesitsarms,legsandmuscularsystemtomoveitsbodyinthegrass[SP2:DevelopingandUsingModels].

FoodWebsIntroductionActivity

1. Introducetheconceptoffoodwebstothestudents.Foodwebsshowthedirectconnectionsandinteractionsbetweenplants,animalsandhumans.Explainthattodaywewillcreatean“interactionweb”,whichissimilartoafoodweb,butallowsforbroaderinteractionsbetweenspecies.The“interactionweb”modelsthedifferent,yetinterconnectedrelationshipsofthespeciesinahabitat.Ontheboardoralargesheetofpaper,brainstormthedifferentspecieswelearnedaboutintheSheepHillvideo.Howaretheyconnected?Takingtheyarn,assignaspeciestoeachstudent(asmanyasstudentsareabletocomeupwith).Havestudentsthathavespeciesthatinteractwitheachotherinonewayoranotherholdthestringoftheotherspeciesthattheyinteractwith.Onceyour“interactionweb”isdone,askonestudenttoreleasetheiryarn.Whathappensifonespeciesdisappears?[SP1:AskingQuestions]Howdoesthisaffectotherspecies[SP6:ConstructingExplanations]

2. Collectively,trytocomeupwithinteractionwebsforotherhabitats.Allowstudentstorotatetheactivitysoeveryonehasachancetoparticipateinthe“interactionweb.”


LessonClosingIntheirsciencejournals,studentswilldrawan“interactionweb.”Itcannotbeonefromtoday’sin-classactivity,butcanbefromapreviouslesson.Insmallgroups,wewillshareourwebsandthespecificinteractionsthatconnectthem.PairedTexts(Thisactivitycanbeledbytheclassroomteacherwhenthesciencefellowsarenotpresent.)Inthisexercise,studentswillreadtwopassagesthatdiscusssimilartopics.StudentswillcompareandcontrastthetextsandthencompletethePairedTextQuestionsworksheetindividually,whichtestsforcomprehension.Thetextsforthislessonare“ProtectingButterflies”and“ButterfliesinCulture”(locatedinthebinder).ExitTicketsPassoutexitticketsforstudentstocompleteindividuallyandlookattheirresponsestocheckforunderstandingAssessmentStudentswillbeassessedbythe“interactionweb”theydrawintheirsciencejournal.Checkstudents’exittickettoevaluatecomprehensionofkeyideas.OptionalLessonExtensions

1. VisitSheepHill:TakeaclassfieldtriptoSheepHilltolearnaboutdifferentplantandanimalinteractions.2. Techintegration:StudentscanmaketheirownvideoabouttheirexperienceatSheepHill.Ifvideotechnologyisnot

available,pictures,drawingsorverbalreportsmayalsoworkinsubstitute.3. Backyard/schoolyardextension:IfafieldtriptoSheepHillisnotpossible,studentscanexploretheschoolyardand

observethedifferentinteractionsbetweenspecies.


OptionalExtension:Create-A-HabitatBACKGROUND

OverviewoftheLesson Inthislesson,studentswillcreateahabitatandlearnaboutthedifferentspeciesthatexistinthathabitat.Studentswillcreatepresentationsaboutaspecieswithinthehabitat,andpresenttheirfindings.FocusStandard4-LS1-1.Constructanargumentthatanimalsandplantshaveinternalandexternalstructuresthatsupporttheirsurvival,growth,behavior,andreproduction.[ClarificationStatements:Animalstructurescanincludelegs,wings,fins,feathers,trunks,claws,horns,antennae,eyes,ears,nose,heart,stomach,lung,brain,andskin.Plantstructurescanincludeleaves,roots,stems,bark,branches,flowers,fruit,andseeds.][StateAssessmentBoundary:Stateassessmentwillbelimitedtomacroscopicstructures.]

LearningTargets IcanexplainimportantinternalandexternalstructureswithinaspecificorganismIcanidentifysomeofthecomplexinteractionsbetweendifferentorganismsinahabitatIcanconductandpresentindependentresearchtoanaudienceAssessmentStudentswillbeassessedbytheirpresentation.Paycloseattentiontotheentireprocessandprovidesupport,particularlyduringtheresearchstage,toensurestudentsareadequatelypreparedandconfidentintheirabilitieswhenpresenting.Havestudentsreflectontheirexperienceconductingresearchandcreatingapresentation,aswellaswhattheylearnedinthisunit.


KeyVocabulary Tier1:HabitatTier2:Model,organismsTier3:Endangered,species


Allartmaterialswillbeprovidedbytheteacher ClassroomTeacher1perstudent Readings:“VanishingFrogs”and“BackFromtheBrink” Binder1perstudent PairedTextQuestions Binder**Itemsinboldshouldbereturnedforusenextyear**


Priortothelesson,itwouldbeagoodideatochoose3to4differenthabitatsthatwouldbereasonableto“create”withintheclassroom.Somepotentialhabitatsinclude:therainforest,theocean,forests,thedesert,etc.Morespecificlocations,liketheAmazonRainforest,wouldalsobeagoodidea.Havestudentsvoteontheirfavoritehabitat,withtheunderstandingthattheywillberesponsibleforcreatingamodelofthatenvironment.Beginthelessonwithashortreviewofwhatahabitatis(studentslearnedabouthabitatsin2ndgrade).


DuringtheLessonActivity1

1. Oncetheclasshaschosenahabitat,studentsshouldresearchthedifferentplantsandanimalsthatliveinthehabitatandeachchooseone[SP8:Obtaining,Evaluating,andCommunicatingInformation].Trytohaveanevendistributionofplantsandanimals.

2. Decoratetheclassroom:Studentscanworktogethertodecoratetheclassroomtomakeitlooklikethechosenhabitat.Itisidealifonewallisclearedoffforthisprojectasstudentswillneedspacetoplacetheirchosenorganisms.

3. Independentresearch:studentsshouldspendampletimeresearchingtheirorganismonline.Beforeusingtechnology,remindstudentsthatsomesourcesaremorereliablethanothersforscientificexplanation.InformationfromawebsitelikeNationalGeographicwillmostlikelybemorereliablethaninformationfromawebsitethathasmanypop-upadsanddoesn'tcitesources.

4. Studentsshouldaimtoanswerthesequestionsintheirpresentation:a. Whereinthehabitatisthisorganismfound?b. Whatinternalorexternalsystemsdoesitusetocreateorconsumefood?c. Whatisthelifespanofthisorganism?d. Whattypeofskincoveringsdoesithave?e. Doesithaveanexoskeleton,endoskeleton,orneither?f. Isthisspeciesendangered?Why?g. Otherquestionsthatrelatedtothedifferentlessonsinthisunitshouldapplyandcanbeassignedatthediscretion

oftheteacher/ScienceFellows.

5. Creatinganorganism:studentsshouldcreateamodeloftheirorganismusingtheartsuppliesprovided.Theymaydrawit,createa2-dmodelusingconstructionpaper,orcreatea3dmodelusingclayorpapermache(thelatterwillmost


probablyhavetobedoneathomewithparentsupervision).Studentsmayalsocreateacostumeforthemselvesoruseanotherartformtorepresenttheirorganism.

6. Creatingapresentation:Studentswillcreateashortpresentationabouttheirchosenorganism.Theymayusenotecards,writeasong,createaskit,oruseanothercreativemediumtodelivertheinformationabouttheirorganism.Whencraftingthepresentation,remindstudentsthatitshouldbeshortbutinformative,andthatitcanbecreative,entertainingandfunny.Studentsshouldtaketimetopracticetheirpresentations.

7. Presenting:Coordinate“fieldtrips”withotherclasses.Youngerstudentswillcomelistentosomeofthepresentationsandaskquestionsaboutthehabitatandorganisms.Anotherideaistohavea“familyday”whenfamilymembersareinvitedtoexplorethehabitatthestudentshavecreatedandlistentothepresentations.Questionsfromaudiencemembersareencouraged.

LessonClosingPairedTexts:Note:Thisactivitycanbeperformedbytheclassroomteacherwhenthesciencefellowsarenotpresent.Inthisexercise,wewillreadtwopassagesthatdiscusssimilartopics.WewillcompareandcontrastthetextsandthencompletethePairedTextQuestionsworksheet,whichtestsforcomprehension.Thetextsforthislessonare“VanishingFrogs”and“BackFromtheBrink”(locatedinthebinder).

AssessmentStudentswillbeassessedbytheirpresentation.Paycloseattentiontotheentireprocessandprovidesupport,particularlyduringtheresearchstage,toensurestudentsareadequatelypreparedandconfidentintheirabilitieswhenpresenting.Havestudentsreflectontheirexperienceconductingresearchandcreatingapresentation,aswellaswhattheylearnedinthisunit.


ListofUnitResources

Lesson1

Quantity Item Source4sets PictureCardsofdifferentAnimals CMCWebsite1 Computer/Projectortoshowvideo ClassroomTeacher1perstudent Animaltypes/classificationshandout Binder BrainPopJrvideo:https://youtu.be/uB1y-BzLKaQ ThumbDrive1perstudent ScienceJournals ClassroomTeacher1perstudent Plainwhitepaper ClassroomTeacher

CrayonsorColoredPencils ClassroomTeacher

1perstudent Top-downwebandTop-downwebAnswerSheet Binder

AnimalClassificationPowerPoint CMCWebsite1perstudent ANewVertebratePrompt Binder1perstudent ExitTicket Binder

Lesson2

Quantity Item Source1perclass Computer/ProjectorforPowerPointPresentation ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher1perclass SkinandSkinCoveringsPowerPoint CMCWebsite1copyofeachanimal AnimalOutlineWorksheets(10pages) Binder4sets SkinCoveringMatchingCards Bin


BillNyetheScienceGuy“Skin”video CMCWebsite Yarn Bin Feathers Bin Beads Bin Felt Bin Shiny/Smoothpaper Bin Scaleypaper Bin1pergroup Scissors ClassroomTeacher1perstudent Exitticket Binder1pergroup Glue ClassroomTeacher

Lesson3

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent Scissors ClassroomTeacher1 Projectorandcomputerforvideoat:

https://www.youtube.com/watch?v=j918PoWWaB0https://www.youtube.com/watch?v=Xf7adknGGck

ClassroomTeacher

1perstudent Gluesticks ClassroomTeacher4sets LocomotionLeagueCardsandAnswers(laminated) Bin1 Bucketwithstudents’names ClassroomTeacher1perstudent Cardstockorthincardboard Bin1perstudent Pen ClassroomTeacher3ballsofyarn/string ThinString Bin1 Tape Bin1perstudent Article:“MoveYourMuscles!” Binder


https://www.readworks.org/article/Move-Your-Muscles!/6b4042b3-d433-43c9-bbf5-d51cc958735c#!articleTab:content/

1perstudent ArticleQuestionsworksheethttps://www.readworks.org/article/Move-Your-Muscles!/6b4042b3-d433-43c9-bbf5-d51cc958735c#!articleTab:questionsets/

Binder


Lesson4

Quantity Item Source NervousSystemVideo:https://www.youtube.com/watch?v=dah-

4mtAnsQCMCWebsite

Computer/Projectortoshowvideo ClassroomTeacher1perstudent “TheNervousSystem”VideoWorksheet Binder1perstudent ScienceJournals ClassroomTeacher1perstudent NervousSystemDataCollectionSheet Binder1 Timer Bin Markers ClassroomTeacher2balls Differentcolorsyarn Bin Constructionpaper ClassroomTeacher1 Largepapertotraceastudent ClassroomTeacher Crayons ClassroomTeacher1perstudent BodyOutlines Binder1perstudent ExitTicket Binder

Lesson5


Quantity Item Source1 Computer/ProjectorforPowerPointPresentation ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher1 ReproductionTypesPowerPoint CMCWebsite3 Plasticcups Bin1container Vinegar BinHalfdozeneggs ChickenEggs ContactSueBeauchamp5

dayspriortolesson1set Measuringcups Bin1set Measuringspoons Bin1mediumsizedbowl Plasticbowl Bin¼tsp Bluefoodcoloring Bin1/4tsp Dishwasherdetergent Bin1 Spoon Bin1set FishActionCards(LaminatedandCut) Bin1perstudent “Eggs,Eggs,Eggs”Reading Binder1perstudent “TheEggChallenge”Reading Binder1perstudent PairedTextQuestionsWorksheet Binder1perstudent Exitticket Binder


Lesson6

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1 Computer/ProjectorforYouTubevideos ClassroomTeacher YouTubeVideos:RespiratorySystem,WhatisBlood?,FishHaveGills,

AmphibiansBreatheThroughSkinCMCWebsite

5 Plasticbottleswithbottomscutoff(maybe20oz-2L) Bin15 Straws Bin10 Elasticbands Bin10 Rubbergloves Bin1largecontainer Playdough Bin Scissors ClassroomTeacher3sets Circulationnametags Bin3sets Oxygenatedbloodcutouts Bin3sets Deoxygenatedbloodcutout Bin1 ChartPaper ClassroomTeacher1 HeartChambersPoster Binder1perstudent ExitTicket Binder

Lesson7

Quantity Item Source1perstudent ScienceJournals ClassroomTeacher1 Computer/ProjectortoshowYouTubevideos ClassroomTeacher

YouTubevideos CMCWebsite


https://youtu.be/4E_Fc4ZGQqchttps://www.youtube.com/watch?v=0Swcik07kGE&index=18&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBehttps://www.youtube.com/watch?v=fWqyr5QZnVI&index=15&list=PLsAWD8mKKE96t6PdJJnLC5v07fWSx8lBe

1box SaltineCrackers Bin1perstudent Owlpellets Bin2perstudent Toothpicks Bin1pieceperstudent Blackpaper Bin5-10 Magnifyingglasses Bin1perstudent OwlPelletIdentificationChart Binder6 Posterpaper ClassroomTeacher Markersorcrayons ClassroomTeacher1groupor1perstudent iPadsorlaptops ClassroomTeacher2pergroup(16) Clearplasticcups Bin1pergroup(8) Coffeefilters Bin Sand Bin1container Redfoodcoloring Bin1pergroup Plasticspoon Bin1perstudent ExitTicket BinderOptional TheMagicSchoolBus“ForLunch”https://vimeo.com/168181557 CMCWebsite

Lesson8

Quantity Item Source1perstudent Plasticknives Bin1-2 Plantswithroots(preferablyfloweringplants) ClassroomTeacher/Sue


Beauchamp1perstudent Clearziplocksandwichbags Bin1perstudent Drybeans Bin2piecesperstudent Papertowels Bin1perstudent Paperplates Bin1perstudent SmallCups(toplantseedsin) Bin Soil Bin1perstudent Linedpaper ClassroomTeacher http://www.pbslearningmedia.org/resource/5dea21b4-6c92-46ff-982c-

8650f9429c01/think-garden-plant-structure/ClassroomTeacher

PlantandAnimalConnectionsPowerPoint CMCWebsite1perstudent BeanBagsWorksheet Binder Crayons ClassroomTeacher1perstudent CompareandContrastWorksheet Binder1perstudent Build-a-Plant(optional) Binder1perstudent CactusLab(optional) Binder1 Cactus ContactSueBeauchamp1 PlantDissectionGuide(4pages) Binder1perstudent ExitTicket Binder


Lesson9

Quantity Item Source1 “SheepHill”Video CMCWebsite1 Computer/Projectortoshowvideo ClassroomTeacher1ball Yarn Bin1perstudent ScienceJournals ClassroomTeacher1perstudent “ProtectingButterflies”and“ButterfliesinCulture”readingsand

questionsBinder


OptionalExtension:CreateaHabitatLesson

Quantity Item Source Allartmaterialswillbeprovidedbytheteacher ClassroomTeacher1perstudent Readings:“VanishingFrogs”and“BackFromtheBrink” Binder1perstudent PairedTextQuestions Binder

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