Science Grade 1 Unit 3 2010 Guide

8/6/2019 Science Grade 1 Unit 3 2010 Guide

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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 1

WCPS 2010-2011 Grade 1 Standard 3: Life Science

Grade 1Science Instruction

Unit GuideStandard 3: Life Science


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Table of Contents

Standard 3: Life Science

Topic PageMaryland State Curriculum for Science Skills and Processes 4-6

Maryland State Curriculum for Science Alignment 7-11Vertical Content Map 12-17

Planning Guide 18-46Instructional Support for Science Objectives 47-81

Materials From Insect Enhancement Resource 82-137Word Cards and Vocabulary Sort 138-158

Careers in Life Science 159-166Concept Attainment for Insects 167-176

Literature To Support Life Science 177-190netTrekker Directions 191-196

Websites To Support Life Science 197-202

Formative Assessments 203-215Science Assessment Collection Windows 216

Teacher Directions for Unit 3Standard 3 Assessment217-229

Answer Key for Unit 3 Standard 3 Assessment


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Maryland

State Curriculum forScience


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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science.

A. Constructing Knowledge

1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying thingsout.

a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to

things and noting what happened.

b. Seek information through reading, observation, exploration, and investigations.

c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.

d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.

e. Participate in multiple experiences to verify that science investigations generally work the same way in different places.

f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water

disappearing from the classroom aquarium or a pets water bowl).

g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.

B. Applying Evidence and Reasoning

1. People are more likely to believe your ideas if you can give good reasons for them.

a. Provide reasons for accepting or rejecting ideas examined.

b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to

others ideas.

c. Explain why if is important to make some fresh observations when people give different descriptions of the same thing.


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C. Communicating Scientific Information

1. Ask, How do you know? in appropriate situations and attempt reasonable answers when others ask them the same question.

a. Describe things as accurately as possible and compare observations with those of others.

b. Describe and compare things in terms of numbers, shape, texture, size, weight, color, and motion.

c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).

d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions

about what the findings mean.

e. Recognize that everybody can do science and invent things and ideas.

D. Technology

1. Design and make things with simple tools and a variety of materials.

a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.

b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.

c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.

d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some

ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).

e. Explain that sometimes it is not possible to make or do everything that is designed.


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D. Technology

2. Practice identifying the parts of things and how one part connects to and affects another.

a. Investigate a variety of objectives to identify that most things are made of parts.

b. Explain that something may not work if some of its parts are missing.

c. Explain that when parts are put together, they can do things that they couldnt do by themselves.

D. Technology

3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.

a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.

b. Realize that one way to describe something is to say how it is like something else.


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Maryland State Curriculum for Science

Standard 3.0 Life ScienceThe students will use scientific skills and processes to explain the dynamicnature of living things, their interactions, and the results from the interactionsthat occur over time.

Science Correlation Other Correlations

A.DIVERSITY OF LIFE

1. Compare and explain how external features of plants and animals help them

survive in different environments.

a. Use the senses and magnifying instruments to examine a variety of plantsand animals to describe external features and what they do.

b. Compare similar features in some animals and plants and explain how eachof these enables the organism to satisfy basic needs.

c. Use the information collected to ask and compare answers to questions abouthow an organism's external features contribute to its ability to survive in anenvironment.

d. Classify organisms according to one selected feature, such as body covering,and identify other similarities shared by organisms within each group formed.

Insects, Investigation 1, Parts 1-3

Insects, Investigation 1, Part 1Insects, Investigation 3, Part 2Insects, Science Stories, pp. 6-15

Insects, Investigaton1, Part 1Insects, Investigation 6, Parts 1-3Insects, Science Stories, pp. 6-15

Insects, Investigation 1, Part 2Insects, Investigation 3, Part 3Insects, Investigation 5, Parts 3

HM Themes 1-10


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Standard 3.0 Life Science

The students will use scientific skills and processes to explain the dynamicnature of living things, their interactions, and the results from the interactions

that occur over time.


B.CELLS

1. Describe evidence from investigations that living things are made of parts toosmall to be seen with the unaided eye.

a. Use magnifying instruments to observe parts of a variety of living things, such

as leaves, seeds, insects, worms, etc. to describe (drawing or text) parts seenwith the magnifier.

b. Use information gathered from observations to compare the descriptions(drawings or text) of the different parts seen.

c. Describe some of the ideas or questions that might result from examining

organisms more closely.




Insects, Investigation 6 Parts 1-3

Insects, Science Stories, pp. 12-25


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2.Provide evidence that all organisms are made of parts that help them carry outthe basic functions of life.

a. Gather information and direct evidence that humans and other animals havedifferent body parts used to seek, find, and take in food.

b. Investigate and identify parts of the body that alert humans and other animalsto danger and help them to fight, hide or get out of danger.

c. Describe some parts of plants and describe what they do for the plant.

d. Respond, giving reasons to support the response, to the statement "All livingthings are made of parts."

Investigation 1 Parts 1-2




Grade 2 New Plants

HM Themes 1-10

C.GENETICS

1. Explain that there are differences among individuals in any population.

a. Examine a variety of populations of plants and animals (including humans), toidentify ways that individual members of that population are different from oneanother.

b. Make a list of possible advantages and disadvantages of differences ofindividuals in a population of organisms.





HMThemes 1-10


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2.Recognize that all living things have offspring, usually with two parentsinvolved.

a. Examine a variety of living things and their offspring and describe what eachparent and offspring looks like.

b. Identify similarities and differences among the offspring and between theoffspring and each parent.

c. Based on observations, construct an appropriate response to the question"Are parents and offspring more similar than they are different?"

Investigation 1 Part 1


HM Themes 1-10

E.FLOW OF MATTER AND ENERGY

1. Describe some of the ways in which animals depend on plants and on each

other.

a. Examine organisms in a wide variety of environments to gather informationon how animals satisfy their need for food.

y Some animals eat only plants

y Some animals eat only other animals

y Some animals eat both plants and other animals

Investigation 1 Part 1Investigation 5 Part 1Investigation 6 Part 1

HM Themes 1-10


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Standard 6.0 Environmental Science

Students will use scientific skills and processes to explain the interactions ofenvironmental factors (living and non-living) and analyze their impact from alocal to a global perspective.


B.ENVIRONMENTAL ISSUES

1. Recognize that caring about the environment is an important human activity.

a. Recognize and describe that individual and group actions, such as recycling,help the environment.

b. Recognize and describe that individual and group actions, such as littering,harm the environment.

c. Give reasons why people should take care of their environments.

Consider fostering a classroomenvironment that continuously cares forthe environment. Be sure to includediscussion about how human actionscan harm or help the environment.

HM Themes 1-10


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Vertical Content Map for Life Science

Kindergarten Grade 1 Grades 2&3

3.0 Life Science ~ The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from theinteractions that occur over time.

A. Diversity of Life

1. Observe a variety of familiar animals and

plants to discover similarities and differences

among them.

a. Identify and describe features (observable

parts) of animals and plants that make some of

them alike in the way they look and the things

they do.

b. Compare descriptions of the features that make

some animals and some plants very different from

one another.

c. Identify a feature (wings, for example) that

distinguishes one group of animals from other

groups and observe a variety of animals that have

that feature to describe other similar external

features they might share.

d. Compare ideas about how the features of

animals and plants affect what these animals and

plants are able to do.

A. Diversity of Life

1.Compare and explain how external features ofplants and animals help them survive in differentenvironments.

a. Use the senses and magnifying instruments toexamine a variety of plants and animals to describeexternal features and what they do.

b. Compare similar features in some animals andplants and explain how each of these enables theorganism to satisfy basic needs.

c. Use the information collected to ask and compareanswers to questions about how an organism'sexternal features contribute to its ability to survive inan environment.

d. Classify organisms according to one selected

feature, such as body covering, and identify othersimilarities shared by organisms within each groupformed.

Instructional Note: Have the students observe and

compile a list of variety of animals or plants.Students can classify animal or plants by the

observable features.


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3.0 Life Science ~ The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the

interactions that occur over time.

None Provided By MSDE

+

B. Cells

1.Describe evidence from investigations that livingthings are made of parts too small to be seen with

the unaided eye.

a. Use magnifying instruments to observe parts of avariety of living things, such as leaves, seeds,insects, worms, etc. to describe (drawing or text)parts seen with the magnifier.

b. Use information gathered from observations to

compare the descriptions (drawings or text) of thedifferent parts seen.

c. Describe some of the ideas or questions thatmight result from examining organisms moreclosely.

B. Cells

1. Explore the world of minute living things to

describe what they look like, how they live, and how

they interact with their environment.

a. Use magnifying instruments to observe and

describe using drawings or text (oral or written)

minute organisms, such as brine shrimp, algae,

aphids, etc. that are found in different environments.

b. Describe any observable activity displayed by

these organisms.

c. Provide reasons that support the conclusion that

these organisms are alive.

d. Use information gathered about these minute

organisms to compare mechanisms they have to

satisfy their basic needs to those used by larger

organisms.


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2.Provide evidence that all organisms are made ofparts that help them carry out the basic functions oflife.

a. Gather information and direct evidence thathumans and other animals have different body partsused to seek, find, and take in food.

b. Investigate and identify parts of the body thatalert humans and other animals to danger and helpthem to fight, hide or get out of danger.

c. Describe some parts of plants and describe whatthey do for the plant.

Instructional Note: Have the students observe

organisms under a microscope. Students can use

drawings to describe what the magnified organism

looks like.


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C.GENETICS

1.Observe, describe and compare the life cycles

of different kinds of animals and plants.

a. Identify and draw pictures that show what ananimal (egg to frog) and a plant (seed to tree)

looks like at each stage of its life cycle.

b. Describe and compare the changes that occur

in the life cycle of two different animals, such as a

frog and a puppy and two different plants, such as

a rosebush and a maple tree.

c. Identify and describe the changes that occur in

humans as they develop.

y Size

y Weight

y Appearance of different

parts

C.GENETICS

1. Explain that there are differences amongindividuals in any population.

a. Examine a variety of populations of plants and

animals (including humans), to identify ways thatindividual members of that population are differentfrom one another.

b. Make a list of possible advantages anddisadvantages of differences of individuals in apopulation of organisms

C.GENETICS

1.Explain that there are identifiable stages in the life

cycles (growth, reproduction, and death) of plants

and animals.

a. Investigate and describe that seeds change and

grow into plants.

b. Compare and describe the changes that occur in

humans during their life cycle (birth, newborn, child,

adolescent, adult, and elder).

c. Given pictures of stages in the life cycle of a plant

or an animal, determine the sequence of the stages

in the life cycle.

d. Provide examples, using observations and

information from readings that life cycles differ from

species to species.


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2.Recognize that all living things have offspring,usually with two parents involved.

a. Examine a variety of living things and theiroffspring and describe what each parent andoffspring looks like.

b. Identify similarities and differences among theoffspring and between the offspring and eachparent.

c. Based on observations, construct an appropriateresponse to the question "Are parents and offspringmore similar than they are different?"



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E. Flow of Matter and Energy

1.Describe some of the ways in which animalsdepend on plants and on each other.

a. Examine organisms in a wide variety ofenvironments to gather information on how animalssatisfy their need for food.

y Some animals eat only plants

y Some animals eat only other animals

y

Some animals eat both plants and otheranimals

E. Flow of Matter and Energy

1. Recognize that materials continue to exist even

though they change from one form to another.

a. Identify and compile a list of materials the can be

recycled.

b. Identify what happens to materials when they are

recycled.

c. Observe and record the sequence of changes that

occur to plants and animals that dies and decay.

d. Ask and develop possible answers to questions

about what happens to the materials that living things

are made of when they die.


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Standard 3: Life Science Planning Guide

Time Curricular

Connection

Lesson Vocabulary Assessment Notes

Session 1 3.A.1 a-d Introduction

Consider using one of the following ways

to get the excited about the life science

unit:

y Mystery Box ~ Include items in

the box that the students will be

interacting with during this unit of

study. Students use the items to

talk about what they know and

what questions they have.

y Read aloud a nonfiction book

about organisms. Have a variety

of stuffed animals, pictures,models, etc. on hand to get the

students to talk about what they

know and what questions they

have.

y Students had experiences with

fish and worm in Kindergarten.

Have the students share whatthey remembered from

Kindergarten. Some of the

teachers may have their science

notebook from their unit of study.

external features

organism

survive

environment

Focus Questions

How would you describe the

external features of this organism

and what do they do?

How do the external features help

them to survive in their

environment?

Responses will vary.

Please be sure to

make connections to

other organisms

throughout this unit.


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Time Curricular

Connection


Session 2 3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Investigation 1 Part 1 Mealworms

Guiding the Investigation

1. Steps 1-12

Wrapping Up Part 1

2. Step 13-14

mealworm

air

water

food

space

vial

hand lens

observe

record

Focus Questions

What do insects need?

What are the structures and

behaviors of mealworms?

Insects need air, water, food, and

space. Live inspects should be

handled with care and respect.

Students should also include other

observations they made about their

mealworms during this investigation.

Guiding Questions

How would you describe the externalfeatures of this organism and what do

they do?

How do the external features help them

to survive in their environment?


to seek, find, and take in food?

Do any of their external features help

them to fight, hide, or get out of danger?

How would you compare these features

to another organism?

What do insect eat?


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Time Curricular

Connection



3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Investigation 1 Part 2 Larva, Pupa, Adult


1. Steps 1-3

Closure

2. Have the students share the

observations they recorded in their science

notebooks.

structures

behaviors

segments

Focus Questions

How do mealworms grow andchange?


behavior of mealworm larvae,

pupae, and adults?

Insects have characteristic

structures and behaviors. Thestructures of some insects change

as the insect grows. As they grow,

they molt their hard external

covering. Adult insects have a

head, thorax, and abdomen.


observations they made about theirmealworms during this investigation.

Guiding Questions


they do?










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Time Curricular

Connection



3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 4-6 ~ Observing Molting

Closure



notebooks.

molting

larva

Focus Questions




pupae, and adults?









Guiding Questions


they do?









On observation days, students can

interact with materials for exposure to

other organisms. Students should be

encouraged to describe and compare

features.


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Time Curricular

Connection



3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 7 Eggs

Closure



notebooks.

droppings Focus Questions




pupae, and adults?









Guiding Questions


they do?













features.


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Time Curricular

Connection



3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 8-9 ~ Pupae

Closure



notebooks.

pupa Focus Questions




pupae, and adults?









Guiding Questions


they do?













features.


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Time Curricular

Connection



3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 10-12 ~ Adult

Closure



notebooks.

adult

darkling beetle

Focus Questions




pupae, and adults?









Guiding Questions


they do?













features.


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Time Curricular

Connection



3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects




Closure



notebooks.

darkling beetle

head

thorax

abdomen

wing

antenna

leg

Focus Questions




pupae, and adults?









Guiding Questions


they do?













features.


3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects


Science Stories: So Many Kinds, So Many

Places

Refer to the Science Stories folio for

lesson plans.

Visit FOSSweb.com for the audio

version of this science story.


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Time Curricular

Connection


Session

10

3.C.2.a-c FOSS: Insects



1. Steps 1-7

Wrapping Up Part 3

2. Steps 9-10

eggs

life cycle

living

dead

parent

offspring

Focus Question

How do new mealworms begin?

The lifecycle of the beetle is egg,

larva, pupa, and adult, which

produces new eggs.




Guiding Question

How would you describe and comparethe appearance of the parent and

offspring?

Session

11

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Science Stories: What Makes an Insect

and Insect?

Refer to the Science Stories folio for the

lesson plan.



Session

12

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Science Stories: Variation


lesson plan.



Session13

3.A.1.a-d,3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Science Stories: Environment


lesson plan.

Visit FOSSweb.com for the audioversion of this science story.


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Time Curricular

Connection


Session

14

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Investigation 1 Reflection and Assessment

Session

15

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 1-8

Closure



notebooks.

caterpillar

painted lady

Focus Questions


What are the structures of the

butterfly larva?

Caterpillars need air, water, food,

and space. Caterpillars have

segments, a head, six legs, prologs,

and they make silk. Caterpillars

have bristles and colors.



Guiding Questions

How would you describe the external

features of this organism and what do

they do?

How do the external features help themto survive in their environment?







What do insects eat?

O f f i f E l t E d t i P 28


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Time Curricular

Connection


Session

16

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 9-10 ~ Caterpillars

Closure


observations they recorded in their sciencenotebooks.

Focus Questions



butterfly larva?




and they make silk. Caterpillarshave bristles and colors.




Guiding Questions


they do?













features.



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Time Curricular

Connection


Session

17

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 11 ~ Molting

Closure



Focus Questions



butterfly larva?








Guiding Questions


they do?













features.



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Time Curricular

Connection


Session

18

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 12 ~ Silk Formation

Closure



Focus Questions



butterfly larva?








Guiding Questions


they do?













features.



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Time Curricular

Connection


Session

19

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 13 ~ Pupations

Closure



Focus Questions



butterfly larva?








Guiding Questions


they do?













features.



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O c e o e e t a y d u c a t o a g e 32


Time Curricular

Connection


Session

20

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Investigation 5 Part 2 Chrysalises


1. Steps 1-2

Wrapping Up Part 2

2. Step 3-4

chrysalis

pupate

Focus Questions

How do butterfly larvae change intobutterflies?

Painted lady caterpillars pupate in a

chrysalis.




Guiding Questions


they do?













features.



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y g


Time Curricular

Connection


Session

21

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Investigation 5 Part 3 Butterflies


1. Steps 1-8

Wrapping Up Part 3

2. Step 9-10

proboscis

waste

butterfly

nectar

water fountain

Focus Question

What is the life cycle of butterflies?

Butterflies have complete

metamorphosis: egg, larva, pupa,

and adult.

How do butterflies eat and drink?

Butterflies drink water from the

fountain with a straw-like mouth.




Guiding Questions


they do?











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Time Curricular

Connection


Session

22

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Science Stories: Insect Life Cycle


lesson plan.



Session

23

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects


Session

24

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Investigation 3 Part 1 Eggs


1. Steps 1-6

Wrapping Up Part 1

2. Step 7-8

insect Focus Questions

How do insects begin their life?

What do insect eggs look like?

Responses may vary.

Students should also include otherobservations they made about their


Guiding Questions



they do?











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Time Curricular

Connection


Session

25

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Investigation 3 Part 2 Milkweed Bugs


1. Steps 1-15

Wrapping Up Part 2

2. Step 16-17

milkweed bug

hatch

nymph

habitat

Focus Questions

What do milkweed bugs need? Howdo their needs compare to those of

other insects?

Milkweed bugs need air, water,

space and sunflower seeds for food.



Guiding Questions


they do?











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Time Curricular

Connection


Session

26

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects


Guiding the Investigation Growing

Milkweed Bugs

1. Step 1

Closure

2.Have the students share theobservations they recorded in their science

notebooks.

Focus Questions

What if the life cycle of milkweedbugs?

Do all insects go through larval and

pupal stages?

How are all adult insects the same

and different?

Milkweed bugs molt so they can

grow. Bugs eat with a straw-like

mouth. Female bugs lay many

small eggs.




Guiding Questions


they do?













features.


Ti C i l L V b l A t N t


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Time Curricular

Connection


Session

27

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Step 2 ~ Molting

Closure



Focus Questions



pupal stages?


and different?




small eggs.




Guiding Questions


they do?













features.


Time Curricular Lesson Vocabulary Assessment Notes


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Time Curricular

Connection


Session

28

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Step 3

Closure



Focus Questions



pupal stages?


and different?




small eggs.




Guiding Questions


they do?













features.




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Time Curricular

Connection


Session

29

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects




Closure



male

female

Focus Questions

What if the life cycle of milkweed

bugs?


pupal stages?


and different?




small eggs.




Guiding Questions



they do?













features.




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Time Curricular

Connection


Session

30

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Step 6 ~ Reproduction

Closure



Focus Questions


bugs?


pupal stages?


and different?




small eggs.




Guiding Questions



they do?













features.




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Time Curricular

Connection


Session

31

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 7-9 ~ Maintenance

Closure



Focus Questions


bugs?


pupal stages?


and different?




small eggs.




Guiding Questions



they do?










interact with materials for exposure toother organisms. Students should be


features.




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Connection

y

Session

32

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Step 10 ~ End of the Life Cycle

Closure



Focus Questions


bugs?


pupal stages?


and different?

Milkweed bugs molt so they cangrow. Bugs eat with a straw-like


small eggs.




Guiding Questions



they do?









How would you describe and compare

the appearance of the parent andoffspring?





features.




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Connection

y

Session

33

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Science Stories: Life Goes Around

See the Science Stories folio for the

lesson.



Session

34

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects


Session

35

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Steps 1-9

Wrapping Up Part 1

2. Step 10-11

cricket

chirping

ovipositor

Focus Question

What is the life cycle of crickets?

Young crickets are nymphs, like

milkweed bug nymphs.

Guiding Questions



they do?









What do insects eat?




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Connection

Session

36

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Step 1-3

Closure



ant

tunnel

Focus Questions


behaviors of ants?

Ants have six legs, three body parts

(head, thorax, abdomen), and

antennae.

Guiding Questions



they do?












features.




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Connection

Session

37

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects



1. Step 4-7

Closure



Focus Questions


behaviors of ants?

Ants have six legs, three body parts

(head, thorax, abdomen), and

antennae.

Guiding Questions



they do?












features.


Time Curricular

C ti



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Connection

Session

38

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects

Science Stories: Same But Different


lesson plan.



Session

39

3.A.1.a-d,

3.B.1.a-c

3.B.2.a-b, d

FOSS: Insects


Session40

Reflection for Standard 3: Life Science

Session

41

Unit 3 Assessment

Session

42

Unit 3 Assessment



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Instructional Support for Science Objectives


3.A.1.a


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Use the senses and magnifying instruments to examine a variety of plants and animals to describe external

features and what they do.

Resources to Support 3.A.1.a

Name of Resource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 98-155

FOSS: Insects Investigation 1 Parts 1-2




Safari Montage Eyewitness: InsectsBill Nye: InsectsRain ForestLittle Creatures Who Run the WorldPeep: Peeps New FriendBeetlemaniaThe Unknown World

Bill Nye: InvertebratesBill Nye: ForestsAmericas Endangered Species: Dont Say Good-Bye

These videos may be used to enhance

science investigations. The videos are not

intended to replace investigations or to be

used as a stand-alone activity. Please

select chapters or segments within the

videos to meet the needs of your students.

PLEASE BE SURE TO VISIT netTrekker FOR ADDITIONAL RESOURCES.

SEE DIRECTIONS ON PAGE 192.


3.A.1.b


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Compare similar features in some animals and plants and explain how each of these enables the organism to

satisfy basic needs.

Resources to Support 3.A.1.b





Investigation 5 Parts 1-3Investigation 6 Parts 1-2

Safari Montage Eyewitness: InsectsBill Nye: InsectsRain ForestLittle Creatures Who Run the WorldPeep: Peeps New FriendBeetlemania

The Unknown WorldBill Nye: InvertebratesBill Nye: ForestsAmericas Endangered Species: Dont Say Good-Bye










3.A.1.c


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Use the information collected to ask and compare answers to questions about how an organism's

external features contribute to its ability to survive in an environment.

Resources to Support 3.A.1.c







Safari Montage Eyewitness: InsectsBill Nye: InsectsRain ForestLittle Creatures Who Run the WorldPeep: Peeps New FriendBeetlemania

The Unknown WorldBill Nye: InvertebratesBill Nye: ForestsAmericas Endangered Species: Dont Say Good-Bye








SEE DIRECTIONS ON PAGE 192



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Lesson Seeds

Compare a Bear and a Bee

How are bears and bees alike?How are they different?Think of many ways.



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Writing About Science

My Secret AnimalChoose two organisms to describe and compare. Share your writing with a partner. Have them guess thenames of the organisms you wrote about.


3.A.1.d


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Classify organisms according to one selected feature, such as body covering, and identify other similarities

shared by organisms within each group formed.

Resources to Support 3.A.1.d







Safari Montage Eyewitness: InsectsBill Nye: InsectsRain ForestLittle Creatures Who Run the WorldPeep: Peeps New FriendBeetlemaniaThe Unknown WorldBill Nye: Invertebrates

Bill Nye: ForestsAmericas Endangered Species: Dont Say Good-Bye

These videos may be used to enhancescience investigations. The videos are not








L S d


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Lesson Seeds

Observing characteristics common among mammals ~ Observe a variety of animals from this group to determine similarities among them. Students might observemice, hamsters, dogs, cats, and rabbits. They will find that most of the animals in this group; a)live on land; b) have internal skeletons and hair or fur on their skin for

body coverings; c) have one or two pairs of legs for locomotion; d) have glands that produce milk to feed their young; e) bear their young alive. Animals with these

characteristics are called mammals.

Resource:The Everyday Science Resource, Lowery

Seriating animals ~ Obtain a number of seashells of the same kind. Have students arrange the shells from smallest to largest or by some sequence in their color patterns. Some

students might research factors about animals to seriate them. For example, animals can be ordered from slow moving (snail or slug) to fast moving (cheetah or swift), from small

land animal (shrew) to large land animal (elephant), small water animal(gobie) to large water animal (whale or shark), and small flying animal (eagle or condor).


Classifying animals by observable characteristics ~ Prepare a set of ten pictures of birds or sets of other animals. Ask students to note differences in coloring,marking, size, shape, and other features. Next, ask them to note at least three ways in which the animals are alike. Now ask each of them to bring one picture of

some animal to school. Divide the bulletin board into four sections with a picture of one animal in each (selected for diverse characteristics). Ask the students to

place their pictures in the section where the poster animal is most like theirs. As pictures are placed, have students give their rationales. They can discuss the

characteristics of the animals in each group. When finished, have them divide one group of pictures into two or more groups. The subdividing process can continue

as long as characteristics of the animals suggest their grouping.



I Have, Who Has


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I have an animal with six legs,who has one with eight legs?

I have a spider, who has an animal with an

exoskeleton and lives in the ocean?

I have a starfish, who has an animal withgills?

I have a trout, who has an animal withstereoscopic vision?


I have a gorilla, who has an animal with feathers?


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I have a (bird, peacock), who has an animal withwebbed feet?

I have a duck-billed platypus, who has anotherwater dwelling animal?

I have a dolphin, who has a marsupial?

I have an opossum, who has a feline?

I have a tiger, who has an animal with wings andscales?


I have a butterfly, who has a cold blooded animal


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that lives the first part of its life in water?

I have a frog, who has two types of animals thatare warm-blooded?

I have birds and mammals, who has animals thatlay leathery eggs?

I have reptiles, who has the type of animal thatwould have a queen?

I have a bee, what type of animal can live in anyclimate?


I have humans, what type of animali b d i ?


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communicates by dancing?

I have insects, who has a type of animal thatprovides milk for its young?

I have mammals, who has an animal thathibernates?

I have a bear, who has an extinct animal?

I have a dinosaur, who has an insect?


3.B.1.a


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Use magnifying instruments to observe parts of a variety of living things, such as leaves, seeds, insects,

worms, etc. to describe (drawing or text) parts seen with the magnifier.

Resources to Support 3.B.1.a







Safari Montage Eyewitness: Insects

Bill Nye: InsectsRain ForestLittle Creatures Who Run the WorldPeep: Peeps New FriendBeetlemaniaThe Unknown WorldBill Nye: InvertebratesBill Nye: Forests

Americas Endangered Species: Dont Say Good-Bye


science investigations. The videos are notintended to replace investigations or to be







3.B.1.b


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Use information gathered from observations to compare the descriptions (drawings or text) of the

different parts seen.

Resources to Support 3.B.1.b




















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The baby dolphins are hungry! Theyre supposed to be eating fish, but they dont

know what fish look like. Help the baby dolphins by describing a fish. Be sure totell about the shapes of the fishs body parts and about all of its colors.




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We know stories sometimes give plants and animals attributes they dontreally have. Write a story about how the zebra got its real stripes (vary this

to fit an animal familiar to students).


3.B.1.c

Describe some of the ideas or questions that might result from examining organisms more closely


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Describe some of the ideas or questions that might result from examining organisms more closely.

Resources to Support 3.B.1.c


ScienceSaurus Page 2-6
















3.B.2.a

Gather information and direct evidence that humans and other animals have different body parts used to


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Gather information and direct evidence that humans and other animals have different body parts used to

seek, find, and take in food.

Resources to Support 3.B.2.a

Name of Resource Where Can the Resource Be Found? NotesScienceSaurus Pages 98-155

Safari Montage Eyewitness: InsectsBill Nye: InsectsRain ForestLittle Creatures Who Run the World

Peep: Peeps New FriendBeetlemaniaThe Unknown WorldBill Nye: InvertebratesBill Nye: ForestsAmericas Endangered Species: Dont Say Good-Bye










Lesson Seeds


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How do animals eat? Have the students create models of different mouth structures. For example, using a clothes pin for a bird, straw for a

butterfly, tongue depressor with tape for frog, etc.

Observing that the physical characteristics of birds are related to the food they eat ~ Select pictures of birds on the basis of their bills and/or feet. Discuss how

certain characteristics seen are as specialized for gathering and eating certain foods.

Bill is like a long pointed nail ~ useful for digging into tough tree bark to pull out insects (woodpecker).

Bill is small, short, and pointed ~ useful for cracking open seeds and nuts (canary meadowlark).

Bill is like a sharp hook ~ useful for tearing meat from the bones of animals (owl, hawk).

Bill is like a shovel ~ useful for scooping plants and small fish from water (duck, swan).

Feet have long toes, two forward and two backward ~ useful for holding onto vertical tree trunk (woodpecker).

Feet have short, curved toes, three forward and one backward ~ useful for perching on round tree limbs (robin, swallow).

Feet have sharp talons ~ useful for grasping and holding animals securely (eagle, hawk).

Feet are webbed ~ useful for paddling in water and walking on mud (duck, pelican).

On the basis of bills and feet, students can tentatively sort bird pictures into categories as seed-eaters, insect-eaters, and meat-eaters. Let them check their

classifications by researching various bird books.

Resource:Everyday Science Thinking, Lowery


Observing that the physical characteristics and actions of animals are related to their acquisition of food ~ Let students look at numerous pictures of animals and

discuss the types of food each eats and whether or not each has a physical characteristic or ability that enables it to capture and eat the food. For example, meat


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yp p y y p p ,

eaters and plant-eaters have teeth specially adapted for the type of food each eats; the long neck of a giraffe enables it to feed on high leaves in trees; the sacks on

the legs of bees enable them to carry pollen to their hives.

Resource:Everyday Science Thinking, Lowery




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Science Grade 1 Unit 3 2010 Guide

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