Grade Band: Intermediate, Middle School, High School Unit 2 Lesson Target: Life Science Monthly Tools Supplemental Science Lessons

© 2014 n2y ULS, October 2014

The Supplemental Science Lessons coincide with the monthly unit topic by providing supporting lessons in Earth and Space Science, Life Science and Physical Science areas. The instructional targets for the designated grade bands are listed with each title. However, in some instances, the lessons may be appropriate for more than one grade band. All reading materials for these lessons are located in the n2y Library. Scientific inquiry activities are provided in Lesson 28 of the unit materials.

Intermediate Middle School High School

Earth and Space

Science

Why Plants Need Soil • Observe ways that soil can hold

water and support plant life.

Natural Disasters (Level E)

Identify types of weather phenomena.

Save The Trees! • Identify and describe ways that

humans have changed the environment (deforestation, waste management, etc.).

Life Science

What’s for Dinner? • Understand food webs and chains

as interactions between producers and consumers.

Simon’s Respiratory System • Recognize that living things are

made of cells that have a function: Cells make up tissues and organs.

The Linnaean System and Vertebrates • Recognize the diversity of

organisms by sorting plants and animals according to their classification.

Physical Science

Candles: Solid, Liquid or Gas? • Recognize states of matter: liquid,

solid, gas.

Mix It Up: Making Lemonade • Observe simple examples of

mixtures and compounds.

Aluminum Foil • Identify and investigate entries in

the periodic table of elements in relation to real-world product uses (gold in jewelry, aluminum in foil wrap, etc.).

© 2014 n2y ULS, October 2014

Grade Band: Intermediate Unit 2 n2y Library: What’s for Dinner?

Supplemental Life Science Lesson Instructional Targets

Standards for Life Science • Understand food webs and chains as interactions between producers and consumers. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

Related Content: What’s for Dinner? The early settlers understood they needed food to live and grow. That is why they planted, hunted and fished. They had to do this because humans are consumers. Consumers are living things that must find food to give them energy to live. Consumers eat fruits, vegetables, grains and meats. Plants are producers. Producers are also living things but they make their own food to give them energy. Plants use sunlight, water and oxygen to make their food. • Read the book, What’s for Dinner?, located in the n2y Library. • Follow up with discussion questions:

• Why do we need food? • Where do we get our food? • What types of food do we get from plants? • What types of food do we get from animals? • How do plants get food? • How do animals get food?

• Use the comprehension questions to further discuss producers and consumers.

1. What do living things need to grow? (clothes, energy, cars) 2. Where do living things get energy from? (food, dirt, Sun) 3. What is something that makes its own food? (water, consumer, producer) 4. What is something that finds its own food? (water, consumer, producer) 5. Which one is a producer? (flower, fox, bug)

Extending Learning

• Have students complete a simple food chain of popcorn. Remind students that Native Americans showed settlers how to plant crops, such as corn. Today, people eat corn in many forms. Ask students “Where does popcorn come from?” Encourage students to work backward from the store to the farm to the farmer to the corn plant to the seed, to create a food web. Continue this activity with alternate food items such as pasta, potato chips, cookies, etc.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will understand producers and

consumers and their relationship to humans.

• Students will understand the definitions of producers and consumers and identify examples of each.

• Students will recognize that plants make food and animals do not.

Resources and Materials Additional Resources

Book: What’s for Dinner? Comprehension questions

© 2014 n2y ULS, October 2014

Grade Band: Middle School Unit 2 n2y Library: Simon’s Respiratory System

Supplemental Life Science Lesson Instructional Targets

Standards for Life Science • Recognize that living things are made of cells that have a function: Cells make up tissues and organs. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

Related Content: Simon’s Respiratory System Jackie Robinson made a change in history by being the first African-American to play on a professional baseball team. He was an athlete and when athletes play, they often start breathing really fast. When we play some sports, we breathe fast too. Our lungs take in all the air that we breathe and change it into food for our blood. • Read the book, Simon’s Respiratory System, located in the n2y Library. • Follow up with discussion questions:

• What is something you do every day, no matter where you are or who you are with? • Why is breathing so important? What does breathing give us? • What happens to your breathing when you run? • What part of your body helps you to breathe?

• Use the comprehension questions to further discuss the respiratory system and lungs.

1. What do we inhale when we breathe in? (oxygen, sunlight, water) 2. What delivers the oxygen to the body? (water, blood, food) 3. Where does the air go after we breathe? (heart, feet, lungs) 4. Where are your lungs located? (head, chest, fingers) 5. What does the diaphragm pump out? (oxygen, carbon dioxide, water)

Extending Learning • Build your own lung. Have students apply knowledge of the respiratory system to create a fake set of lungs. Items needed: 2-Liter

bottle with bottom cut off, scissors, 2 bendy straws, 2 balloons, 3 rubber bands, clay, plastic wrap, binder clip. Directions: Attach balloons to bent ends of straws and secure with rubber bands. Hold two straws together with balloons nearest the ground and facing apart. Position the straws inside of the bottle with the long end approximately ½ inch above the rim of the bottle. Cover top of bottle and surround sides of straws with clay. No air should be able to get into the bottle besides through the straws. Take plastic wrap and cover the bottom of the bottle and secure with rubber band. Gently attach the binder clip to the plastic wrap. Pull on binder clip and watch as the lungs fill up with air.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will understand how the lungs

work in order for us to live. • Students will understand that the lungs

help us to breathe. • Students will recognize that we need to

breathe in order to live.

Resources and Materials Notes Book: Simon’s Respiratory System. Comprehension questions

© 2014 n2y ULS, October 2014

Grade Band: High School Unit 2 n2y Library: The Linnaean System and Vertebrates

Supplemental Life Science Lesson Instructional Targets

Standards for Life Science • Recognize the diversity of organisms by sorting plants and animals according to their classification. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

Related Content: The Linnaean System and Vertebrates There is a system that looks at differences and similarities in animals, called the Linnaean System. The Linnaean System groups animals by their similarities including bone structure, skin type, habitats and abilities. The groups are called classes. All humans, for example are grouped into a class because we have similar bone structure and characteristics when compared to a reptile or amphibian. • Read the book, The Linnaean System and Vertebrates, located in the n2y Library. • Follow up with discussion questions:

• Why are things put into groups? • What are some examples of groups we use every day? • Why do animals need to be put into groups? • What are some groups we have for humans?

• Use the comprehension questions to further discuss.

1. Which is an animal without a backbone? (invertebrate, vertebrate, flower) 2. Which class of animal must drink milk as a baby? (amphibian, bird, mammal) 3. What comes out of a hard shell with feathers? (bird, reptile, fish) 4. What has fins and stays in the water? (peacock, shark, giraffe) 5. What has gills and lungs to breathe? (zebra, toad, penguin)

Extending Learning

• Students can investigate various animals and sort them into their proper classes. Find pictures of a variety of animals. Have students sort through the animals and select all of a certain class. After they have gone through and justified one class, move onto another. Animal pictures may be downloaded from SymbolStix Online, which is free to all Unique subscribers by clicking on the SymbolStix button at n2y.com.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will identify traits of various

animals among vertebrates. • Students will understand that animals are

put into groups. • Students will recognize that animals have

traits and can be put into groups.

Resources and Materials Notes Book: The Linnaean System and Vertebrates Comprehension questions