Download - organisms, taxonomy, cells, tissues, organs, Focus ...upielementaryschool.weebly.com/uploads/1/5/1/2/1512379/science_1st... · 5.2.8 Explain that, like other animals, human beings

GuamDistrictLevelLessonPlan

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Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOEStandard1:ScienceasInquiry-Usingevidencegatheredfrominvestigations,make,anddefendconclusions.Standard2:LifeScience-Studentsunderstandthediversityandunityoflivingorganisms,thelivingenvironment,andprinciplesofecology.LessonOverview:Thefocusofthislessonistounderstandwhatlivingorganismsorlivingthingsare.

LessonObjective(s):ICANSTATEMENTSInthislesson,studentswillbeableto

• Identifycommoncharacteristicsoflivingorganisms• Definescientificclassification• Explainhowspecificorganismsareclassified

Vocabulary:organisms,taxonomy,cells,tissues,organs,organsystems,andorganisms.

FocusQuestion(s):Whatarethebasicunitsoforganismsandwhyaretheyimportant?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Teacherwillasktheclassaboutwhattheyknowaboutlivingthings.Askstudentsdifferentiatewhatalivingthingfromanonlivingthing.Askstudentstogiveexamplesofthecharacteristicsoflivingthingsare.(I.E,Movement,Respiration,Nutrition,Growth)DAY1-Thestudentswillthinkaboutfamiliarlivingorganisms:trees,humans,snails,andetc.Havestudentsdiscussthesimilaritiesanddifferencesofeachlivingorganismsandhowtogroupthem.-IntroduceanddiscussTAXONOMY(wayofclassifyingplantsandanimalsintogroups)andaskstudentswhyitisimportanttoseparatelivingthingsintodifferentcategories.-Giveexamplesofplantsandanimalgroupingsforbetterunderstanding.-Introducethestructureandfunctionofthefirstbasicunitofanorganism,whichistheCELL.*Identifythattherearetwodifferenttypesofcells:AnimalandPlantCellsDay2:-Reviewwhatcellsareandthetwotypesofcells.(PLANT&ANIMALCELLS)-Introducethesecondunitofanorganism,whichistheTISSUE.Day3:-Reviewwhatcellsandtissuesare.-Introducethethirdunitofanorganism,whichistheORGANS.Day4:-Reviewwhatcells,tissues,andorgansare.-Introducethefourthunitofanorganism,whichistheORGANSYSTEMS*IntroducethedifferentkindsoforgansystemsDay5-Reviewthebasicunitsoforganismsandwhytheyareimportant.GuidedPractice:Teacherwillaskstudentsoralquestionspertainingtothebasicunitsoforganisms.FormativeAssessment:CuesandQuestionsAccommodations/Modifications:CooperativeLearningGroups


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Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOEStandard2:LifeScience-Studentsunderstandthediversityandunityoflivingorganisms,thelivingenvironment,andprinciplesofecology.5.2.8Explainthat,likeotheranimals,humanbeingshavebodysystems.LessonOverview:Thefocusofthislessonistounderstand,describeandidentifythedifferentkindsoforgansystemsinthebody.


• Identifythedifferentkindsoforgansystems• Describethedifferentkindsoforgansystems• Differentiatethefunctionsofeachorgansystemfrom

oneanotherVocabulary:organisms,taxonomy,cells,tissues,organs,organsystems,and

FocusQuestion(s):Whataretheorgansystemsfoundinthebodyandtheirpurposes?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:TeacherwillpostupaKWLChartSheetontheboardanddividestudentsintopairsandwillbegiven3postitstolistwhattheyknow(K),whattheywanttoknow(W)andwhattheylearned(L).Teacherwillask,“Whatareorgansystemandtheirfunctions?”Studentswillbegivenatleast5-7minutestoanswertoanswerthe(K)nowand(W)antportionofthechart.*Anticipatoryquestionsaresubjecttochangeeachdaydependingonwhatorgansystemhavebeendiscussedthedayprior.DAY1-Teacherwillasktheclass,“Whatisthedifferentbetweenappendagesandorgans?”Teacherwillreviewtheclassaboutthedifferentorgansthattheyhavelearnedtheweekbefore.(lungs,heart,liver,stomach,large/smallintestines)-Teacherwilldescribethateachorganispartofanorgansystemthatmakesupanorganismandinthiscase,ahumanbeing.-TeacherwillintroducetheSkeletalSystemandIntegumentarySystem.Day2:-Reviewtheimportanceandfunctionsofskeletalandintegumentarysystem.-Introducethenervoussystemandexcretory/urinarysystem.Day3:-Reviewtheimportanceandfunctionsofnervousandexcretorysystem-IntroducethecirculatorysystemandrespiratorysystemDay4:-Reviewtheimportanceandfunctionsofcirculatoryandrespiratorysystem.-Introducethedigestivesystemandmuscularsystem.Day5-Reviewtheimportanceandfunctionsofcirculatoryandrespiratorysystem.-Introducetheendocrinesystemandreproductivesystem.ClosureStudentswilllistwhattheylearnedonthelastpostitandputitupontheKWLChart.GuidedPractice:Teacherwillaskstudentsoralquestionspertainingtotheorgansystemsofthehumanbody.Studentswillworkinpairs/groupstoidentifyand/ordescribedifferentorgansystemsforbetterunderstanding.FormativeAssessment:CuesandQuestionsKWLChartCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesResourceLink:http://www.msnucleus.org/membership/slideshows/bio6.html


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Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOE:5.2.6:Explainthatlivingthings,suchasplantsandanimals,differintheircharacteristicsandthatsometimesthesedifferencescangivemembersofthesegroupsanadvantageinsurvivingandreproducing.LessonOverview:Thefocusofthislessonistounderstand,describeandidentifythedifferentkindsofvertebrate/invertebrateanimalsandvascular/nonvascularplants.


• Classifyanimalswithorwithoutbackboneandgiveexamples

• Classifyplantswithorwithouttubesandgiveexamples

Vocabulary:invertebrate,vertebrate,mammals,amphibians,reptiles,vascularplants,andnonvascularplants

FocusQuestion(s):Whatareavertebrateandaninvertebrate?Whatarevascularandnonvascularplants?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Ingroupsof4-5studentsteacherwillask,“Whydoscientistsgrouplivingthings?”Studentsaregivenafewminutestolisttheiranswersandteacherwillrandomlypickstudentstopresenttheiranswer.Day2&3:Ingroups,havestudentsrecallwhattheyhavelearnedinAnimalClassificationDay4&5:Ingroups,havestudentsrecallwhattheyhavelearnedinPlantClassificationDAY1-TeacherwillreviewtheclassaboutCLASSIFICATION(actofgroupingthingsbyusingasetofrules)-Teacherwillrefreshthestudentsaboutclassifyinglivingthingsinthe5Kingdoms(animals,plants,fungi,protists,andmonerans)Day2&3-Teacherwillreviewstudentsaboutthe5Kingdomsdiscussedfromthepreviousday.-Teacherwillintroducehowanimalscanbeclassified-Discussthatmammals,reptiles,andamphibians,fish,andbirdsareVERTEBRATES.-Discussthatarthropods,mollusks,andwormsareINVERTEBRATES-Giveexamplesofanimalswithvertebratesandinvertebrates.*AttheendofDay3,havestudentsanswerReviewQuestionsinpg.A47(HarcourtScienceBook)Day4&5-TeacherwillreviewstudentsabouttheAnimalClassification-Teacherwillintroducehowplantscanbeclassified.-Discussthatplantscanbeclassifiedwithtubes(VASCULAR)orwithouttubes(NONVASCULAR)*Day4Homework:Havestudentsbringinatleast2piecesofleaveswithaLONGstemforDay5Activity*(Seepg.A57fortheactivity:Whydoleavesgiveoffwater?)-Withthematerialsready,havestudentsreadtheproceduresfortheactivityfoundinpg.A57andcreatetheirmodel.-Aftertheactivity,havestudentsdrawconclusionsonwhathappened.ClosureTeacherwillpickrandomstudentstoreflectonwhattheyhavelearnedfromtoday’sdiscussionGuidedPractice:TeacherwillaskstudentsoralquestionspertainingtoanimalandplantclassificationFormativeAssessment:CuesandQuestionsCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesHarcourtScience


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Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):GDOEStandard2Studentsunderstandthediversityandunityoflivingorganisms,thelivingenvironment,andprinciplesofecology.5.2.1Explainthatforoffspringtoresembletheirparentstheremustbeareliablewaytotransferinformationfromonegenerationtothenext.LessonOverview:Thefocusofthislessonistounderstandthatallanimals(includinghumans)havealifecycle.

LessonObjective(s):ICANSTATEMENTSInthislesson,studentswill

• Describehowanimalsgrowandreproduce• Observethechangesthatoccurduringgrowthand

development• Understandthatstagesoflifevaryfromonespeciesto

anotherVocabulary:lifecycle,reproduction FocusQuestion(s):

Whatisalifecycle?Whyisitimportant?Whatisreproduction?Howdoanimalsgrowandreproduce?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Day1&2KWLChartOntheboard,teacherwillaskforvolunteerstoshareaboutwhattheyknowabouthowanimalsgrowandreproduce.Then,studentswillberandomlycalledtoanswerthequestionof,“Whatdoyouwanttolearnaboutanimals’growthandreproduction?”Day3&4Think-Pair-ShareAskstudentstothinkaboutthequestion,“Whatisacycle?”followedupwitha2ndquestion,“Whatisalifecycle?”Studentswillpairupwithanelbowpartneranddiscussaboutthequestionsgiven.Afterafewminutes,eachpairwillsharewhattheyhavediscussed.DAY1&2A.Teacherwilldiscussthatalllivingthingsproduceoffspring(reproduce),butlifebeginsDIFFERENTLYfordifferentanimals.-ShowvideoHatchlingandNewborns(http://www.pbslearningmedia.org/resource/tdc02.sci.life.cyc.newborns/hatchlings-and-newborns/)-Askstudentstopayattentiontohowthebirthprocessvariesfromspeciestospecies.-Ask,*Whatwassimilaraboutthebirthsofthechickandtheturtle?(HatchfromEggsbuttheMom’swerenotpresent)*Whatwassimilaraboutthebirthsofgoatandseal?(LiveBirthsandMomwaspresent)*Inwhatwaysdidthenewbornsresembletheirparents?B.Tohelpstudentsunderstandthatlivingthingsgrowandchangeduringtheirlifecycle,havestudentsworkwithapartnertostudypicturesof3humaninfantsanda10year-oldgirlusing:http://d43fweuh3sg51.cloudfront.net/media/assets/wgbh/tdc02/tdc02_img_babypics/tdc02_img_babypics.jpg-Askstudentstoanswerthefollowingquestions,*Whatdoyounoticeintheshapeoftheinfant’sheadsandtheirfaces?*Whatdifferencesdoyounotice?THEN,Askstudentstotryandfigureoutwhichofthe3babiesbelongtothe10yearoldgirl.Havestudentslookforsimilaritiesinhead,jaw,andeyeshape.Discusssomeoftheirevidenceandask:

- Howdidtheshapeofthegirl’shead,eyes,nose,andmouthchangeasshegrewolder?- Whatotherkindsofphysicalchangeoccursasnewbornsgrow?- Howdoesbodysizechange?

C.Discussthatmostnewbornhumanbabiesarebetween19and21incheslong.Tofindouthowmuchstudentshavegrown,usethetapemeasuretomeasuretheirheight.Havestudentsrecordtheirheightonthelinegraph.

D.Discussthefollowing.-Whydoyouthinkbabiesaren’tbiggerthantheyare?-Whatkindsofthingscanaffecthowtallyou’llbewhenyou’refullygrown?-Atwhatagedogirlsandboystypicallyreachtheiradultheight?EarlyTeensforgirls(18yearsold),Lateteensforboys(21yearsold)-Askstudentsforexamplesofgrowthandchangeinotheranimals.E.Explainthathumansgothroughdifferentgrowthanddevelopmentstages.NewbornInfant0-1>Toddler1-3>Child4-10>Adolescent(Teenager)11-18>YoungAdult19-39>Middle-AgedAdult40-65>ElderlyAdult66-olderShowthevideoGrowingUp,GrowingOld:http://www.pbslearningmedia.org/resource/tdc02.sci.life.cyc.growingup/growing-up-growing-old/F.Dividetheclassintosmallgroupsandhavethemdiscussthefollowingquestions.-Inwhatstage(s)doweaccomplish:learningtotalk,learningtowalk,rideabike,read,goingtohighschool,college,married,havingchildren,retiringfromwork,etc.-Howolddomostpeoplelivetobe?-GiveeachgroupaPOST-ITNoteandhavethemwritethemwheretheywouldputeachaccomplishmentinandhavethemdiscusswhattheyhavetalkedabout.Day3&4

A. ShowvideofMetamorphosis:ChangeofPlanshttp://www.pbslearningmedia.org/resource/tdc02.sci.life.cyc.metamorph/metamorphosis-change-of-plans/-Dividetheclassinto3groupsanddistribute,LifeStageCardsandassigneachgroupwithananimal(Frog,Dragonfly,Butterfly)-Havestudentsarrangethecardsinacircleandinstructgroupmemberstoexplainthelifecyclestoeachotheranddiscusstheirsimilaritiesanddifferences.-Havestudentswatchthevideoagaintoanswerthefollowingquestions*Howlongdothechangestake?*Wheredothebabieslive?Wheredotheadultslive?*Dothebabieseatdifferentthingsthantheadults?

B. Havegroupspresentwhattheyhaveanddiscussthequestionsgiven;• Howarethelifecyclesoftheorganismssimilar?Howaretheydifferent?

ClosureTeacherwillpickrandomstudentstoreflectonwhattheyhavelearnedfromtoday’sdiscussionGuidedPractice:Teacherwillaskstudentsoralquestionspertainingtolifecycleandanimal’sgrowthandreproductionFormativeAssessment:CuesandQuestionsCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesHarcourtScience


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• Identifyanddescribethetwokindsofmetamorphosis:incompleteandcompletemetamorphosis

• IdentifyadominantandarecessivetraitinanorganismVocabulary:lifecycle,metamorphosis,dominant,recessive

FocusQuestion(s):Whatisalifecycle?Whyisitimportant?Whatismetamorphosis?Whataredominantandrecessivetraits?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Day1&2KWLChartOntheboard,teacherwillaskforvolunteerstoshareaboutwhattheyknowaboutmetamorphosis.Then,studentswillberandomlycalledtoanswerthequestionof,“Whatdoyouwanttolearnaboutmetamorphosis?Day3&4Think-Pair-ShareAskstudentstothinkaboutthequestion,“Whatisadominanttraitandwhatisarecessivetrait?”Studentswillpairupwithanelbowpartneranddiscussaboutthequestionsgiven.Afterafewminutes,eachpairwillsharewhattheyhavediscussed.DAY1&2A.TeacherwilldefineandexplainwhatLIFECYCLEistothestudents.B.Differentiatehowhumansanddifferentkindsofanimalshavedifferentstagesintheirlives.*Humans:NewbornInfant0-1>Toddler1-3>Child4-10>Adolescent(Teenager)11-18>YoungAdult19-39>Middle-AgedAdult40-65>ElderlyAdult66–older*Animals,specificallyInsectshavetwotypes:IncompleteandCompleteMetamorphosis.C.IntroduceIncompleteMetamorphosis(pg.A73)*IncompleteMetamorphosis:3Stages–Egg,NymphandAdultExamplesinclude:crickets,grasshoppers,prayingmantis,cockroaches,termites,dragonfliesandlies*CompleteMetamorphosis:4Stages–Egg,Larva,Pupa,andAdultExamplesinclude:flies,beetles,butterflies,moths,andfleasVideoofIncompleteMetamorphosis:Dragonfly:https://www.youtube.com/watch?v=Ezq_JWd1Sd8VideoofCompleteMetamorphosis:Butterfly:https://www.youtube.com/watch?v=7AUeM8MbaIkD.Activity:HavestudentscreateaFoldableforeitheranIncompleteoraCompleteMetamorphosisTriangleFoldableforIncompleteandSquareFoldableforCompleteMetamorphosis:http://thesciencepenguin.com/2012/11/life-science-interactive-notebook.htmlE.Havestudentsanswerpg.A75oftheirHarcourtScienceTextbookDay3&4Activity:Havestudentsdotheactivityinpg.A76withanelbowpartner.*Studentswillobserve3inheritedtraits(tonguerolling,earlobes,andfoldedhands)fromtheirpartner.*Studentswillcreateatablechartfoundinpg.A77fortheInheritedTraitsActivity.*Askrandomstudentstopresentwhattheyhaveobservedwiththeirpartners.Intheend,theteacherwillcalculatehowmanystudentscandoorhavetheinheritedtraits.A.ShowMendel’sPeaPlantVideo:https://www.youtube.com/watch?v=Mehz7tCxjSE;StopVideoat1:17minutemarkandfocusonlyontheDominantandRecessiveTraits*HavestudentsthinkaboutwhataDominantandRecessiveTraitmightbe.(UseThink-Pair-ShareStrategy)*ExplainthatDominantTraitisthestrongtrait,whileRecessiveTraitistheweaktrait.B.Studentsread-a-loudpg.A78-A81

DiscussthatstudentscaninherittraitsfromtheirparentsandareeithercalledDominantTraitorRecessiveTrait.C.Havestudentsanswerpg.A81oftheirHarcourtTextbookD.Otherresource:ShowvideoofGenesandInheritedTraits-BillNyeGenesEpisode:https://www.youtube.com/watch?v=5aN4mzUNwQsClosureTeacherwillpickrandomstudentstoreflectonwhattheyhavelearnedfromtoday’sdiscussionGuidedPractice:Teacherwillaskstudentsoralquestionspertainingtometamorphosisandinheritedtraits.FormativeAssessment:CuesandQuestionsCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesHarcourtScience


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• Identifyadominantandarecessivetraitinanorganism• Explainwhatawatercycleis• Identifythestatesofmatter

Vocabulary:dominanttrait,recessivetrait,nonrenewable,renewable,matter,liquid,watercycle

FocusQuestion(s):Whataredominantandrecessivetraits?Whatisawatercycle?Whatismatter?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Day1&2Think-Pair-ShareAskstudentstothinkaboutthequestion,“Whatisadominanttraitandwhatisarecessivetrait?”Studentswillpairupwithanelbowpartneranddiscussaboutthequestionsgiven.Afterafewminutes,eachpairwillsharewhattheyhavediscussed.Day3KWLChartOntheboard,teacherwillaskforvolunteerstoshareaboutwhattheyknowaboutresources(NaturalResources)Then,studentswillberandomlycalledtoanswerthequestionof,“WhatdoyouwanttolearnNonrenewableandRenewableResourcesDay1&2Activity:Havestudentsdotheactivityinpg.A76withanelbowpartner.*Studentswillobserve3inheritedtraits(tonguerolling,earlobes,andfoldedhands)fromtheirpartner.*Studentswillcreateatablechartfoundinpg.A77fortheInheritedTraitsActivity.*Askrandomstudentstopresentwhattheyhaveobservedwiththeirpartners.Intheend,theteacherwillcalculatehowmanystudentscandoorhavetheinheritedtraits.A.ShowMendel’sPeaPlantVideo:https://www.youtube.com/watch?v=Mehz7tCxjSE;StopVideoat1:17minutemarkandfocusonlyontheDominantandRecessiveTraits*HavestudentsthinkaboutwhataDominantandRecessiveTraitmightbe.(UseThink-Pair-ShareStrategy)*ExplainthatDominantTraitisthestrongtrait,whileRecessiveTraitistheweaktrait.B.Studentsread-a-loudpg.A78-A81DiscussthatstudentscaninherittraitsfromtheirparentsandareeithercalledDominantTraitorRecessiveTrait.C.Havestudentsanswerpg.A81oftheirHarcourtTextbookD.Otherresource:ShowvideoofGenesandInheritedTraits-BillNyeGenesEpisode:https://www.youtube.com/watch?v=5aN4mzUNwQsDay3ReviewwhatthestudentshavelearnedinNaturalResources.Discussthattherearetwokindsofnaturalresources;NonrenewableandRenewable.HavestudentsgiveexamplesofwhattheyknowaboutNonrenewableandRenewableEnergyEducationalVideoaboutEnergy:https://www.youtube.com/watch?v=wMOpMka6PJIDay4&5Introducethe3StatesofMatterandfocusontheLIQUIDStateIntroducetheWATERCycle;dovocabularytermsonpg.B14Discussthevocabularytermsanditsimportance.

ClosureTeacherwillpickrandomstudentstoreflectonwhattheyhavelearnedfromtoday’sdiscussionGuidedPractice:Teacherwillaskstudentsoralquestionspertainingtothelesson.FormativeAssessment:CuesandQuestionsCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesHarcourtScience


Quarter1

Content:Science Grade/Course:5th Timeline:1week(45minuteseach)Standard(s):Standard3:PhysicalScience5.3.1Investigatethatwhenliquidwaterdisappears,ithasturnedintoagasthatismixedintotheairandcanreappearasaliquidifcooledorasasolidifcooledbelowitsfreezingpoint.LessonOverview:ThefocusofthislessonistounderstandthestagesofaWaterCycle


• IdentifythestagesoftheWaterCycle• Explainwhatisanevaporation,condensation,and

precipitationVocabulary:evaporation,condensation,collection,precipitation FocusQuestion(s):

Whatisawatercycle?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Day1-3KWLChartOntheboard,teacherwillaskforvolunteerstoshareaboutwhattheyknowabouttheWaterCycleThen,studentswillberandomlycalledtoanswerthequestionof,“WhatdoyouwanttolearnabouttheWaterCycleDay4-5Think-Pair-ShareAskstudentstothinkaboutthequestion,“WhatistheWaterCycle?”Howdoesitwork?Studentswillpairupwithanelbowpartneranddiscussaboutthequestionsgiven.Afterafewminutes,eachpairwillsharewhattheyhavediscussed.Day1&2HavestudentslistanddefinethevocabularywordsfortheWaterCyclefoundintheHarcourtScienceBookTeacherwilldiscusstheWaterCyclewiththeuseofaPowerPointPresentationWaterCycleDiscussthatthecycleincludesEvaporation,Condensation,andPrecipitationDay3&4ReviewwhatthestudentshavelearnedsofarintheWaterCycleHavestudentcreateaPinWheeloftheWaterCycleHavethestudentswrite,memorize,andsingtheWaterCycleSongTheWaterCycleSong(TuneofDoYouWanttoBuildASnowman?)"Doyouknowthewatercycle?Weseeitalmosteveryday.Itstartswithcollection,liketheocean,Andthenevaporates...""Thewatervaporformsclouds,Condensation,andthenitprecipitates.Doyouknowthewatercycle?Weallneedthewatercycle..inourlives."Day5HavestudentspresenttheWaterCyclesongwiththeirPinWheelPictureHavestudentsanswerthequestionsattheendofthechapterforbetterunderstandingVideo:WaterCycle:https://www.youtube.com/watch?v=ncORPosDrjIClosureTeacherwillpickrandomstudentstoreflectonwhattheyhavelearnedfromtoday’sdiscussion

GuidedPractice:Teacherwillaskstudentsoralquestionspertainingtothelesson.FormativeAssessment:CuesandQuestionsCheckforUnderstanding(ThumbsUp,Middle,orDown)Accommodations/ModificationsCooperativeLearningEnvironmentVisualAidsResourcesHarcourtScience

Download - organisms, taxonomy, cells, tissues, organs, Focus ...upielementaryschool.weebly.com/uploads/1/5/1/2/1512379/science_1st... · 5.2.8 Explain that, like other animals, human beings

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