grade band: intermediate middle school high school … band: intermediate, middle school, high...

Grade Band: Intermediate, Middle School, High School Unit 20 Lesson Target: Life Science Monthly Tools Supplemental Science Lessons

© 2013 n2y ULS, January 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

Energy From the Wind • Identify Earth’s renewable energy

resources (air, water, sun) and nonrenewable resources (oil, coal).

Blizzard • Identify types of weather phenomena.

Can You Keep the Landfill Smaller? • Participate in ways to reduce, reuse and

recycle in order to save resources.

Life Science

Rain on a Cornfield

• Demonstrate an understanding of the

life cycles of plants and animals.

The Tea Plant Reproduces • Understand basic reproduction

processes for plants and animals.

Simon’s Nervous System • Investigate basic body organs and

systems and recognize the function of each.

Physical Science

The Bowling Party • Describe the motion of objects (force,

speed, etc.).

Dara’s Day at the Horse Park • Explore the motion of objects with

variables, such as speed, distance and height.

Air Force One Goes the Distance • Identify and investigate objects in motion

in terms of distance, speed, position, acceleration and time.


Grade Band: Intermediate Unit 20 n2y Library: Rain on a Cornfield

Supplemental Life Science Lesson Instructional Targets

Standards for Life Science • Demonstrate an understanding of the life cycles of plants and animals. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

Related Content: Rain on a Cornfield In our country we have rights and responsibilities. We have the right to eat food that has been grown safely. Farmers have the responsibility to grow crops safely. Corn is grown on over 400,000 farms in the United States. Farmers have a lot of responsibilities when growing corn. They must tend to every stage of the corn’s development in order to get a good yield. Farmers also work together to share their information and to learn the best ways to grow and harvest corn. The United States grew over 11 billion bushels of corn during the 2012-2013 growing season. Read the book, Rain on a Cornfield, located in the n2y Library. Follow up with discussion questions.

• Have you ever been to a farm that grows corn? What did you see? • What can help the corn to grow? What can stop the corn from growing? • What do people do with corn after the farmer harvests it?

Use the comprehension questions to further discuss the life cycles of plants. 1. What does the farmer plant in his field? (seeds, leaves, tractor) 2. What helps the seeds to grow? (stalk, leaves, rain) 3. What grows from the seed? (corn, ground, rain) 4. What does the plant need to grow? (green, summer, sun) 5. What does the farmer use to pick his corn? (butter, tractor, barn)

Extending Learning • Have students sprout corn kernels. Directions can be found at:

http://www.iowacorn.org/documents/filelibrary/education/fun_for_kids/Growing_Corn_Experiment_90CAA2E20E8EC.pdf • Watch a video explanation of the life cycle of a corn plant: https://www.youtube.com/watch?v=abYVhA1D9Fg

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will state three facts about the

life cycles of plants.

• Students will identify three pictures that convey information about the life cycles of plants.

• Students will select/point to a picture that gives information about the life cycles of plants.

Resources and Materials Notes

Comprehension questions


Grade Band: Middle School Unit 20 n2y Library: The Tea Plant Reproduces


Standards for Life Science • Understand basic reproduction processes for plants and animals. Which of your state standards are aligned to these instructional targets?


Related Content: The Tea Plant Reproduces Long ago, Colonists enjoyed drinking tea. Tea plants were not grown in North America, so colonists had to import their tea. England restricted the colonies to trade so they had to rely on Britain for imported goods and supplies. Eventually, England imposed a tax on tea that was imported to the colonies. The colonists did not like the tax and in protest, the Boston Tea Party arose. Since that time, scientists have found species of tea that can be grown and reproduced in the United States. Read the book, The Tea Plant Reproduces, located in the n2y Library. Follow up with discussion questions.

• Do you like to drink tea? How do companies make different flavors of tea? • What would happen if tea plant could not reproduce? • What would happen to a tea plant if there were no insects?

Use the comprehension questions to further discuss basic reproduction processes for plants. 1. Which is a part of a plant? (leaf, car, bee) 2. Which part of a plant helps the plant make more seeds? (wheel, stick, flower) 3. What is the fine yellow dust called? (pollen, sun, banana) 4. How can the pollen get from one flower to another? (gloves, car, insect) 5. Which word means a plant makes another plant? (bush, reproduction, flower)

Extending Learning

• Watch a short, wordless animation of how a plant reproduces. https://www.youtube.com/watch?v=KMQtLWpAdXI • Watch narrated video of plant pollination and reproduction. http://www.neok12.com/Pollination.htm • Bring in a flowering plant and have the students identify the different parts.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will state three facts about basic

reproduction processes for plants.

• Students will identify three pictures that convey information about basic reproduction processes for plants.

• Students will select/point to a picture that gives information about basic reproduction processes for plants.




Grade Band: High School Unit 20 n2y Library: Simon’s Nervous System


Standards for Life Science • Investigate basic body organs and systems and recognize the function of each. Which of your state standards are aligned to these instructional targets?


Related Content: Simon’s Nervous System The government of the United States is divided into three different branches that each do different things yet all have to work together. The body is divided into different systems that all have to work together, as well. The nervous system is divided into two main groups: the central nervous system and the peripheral nervous system. These two branches work together to control all functions of our lives. Read the book, Simon’s Nervous System, located in the n2y Library. Follow up with discussion questions.

• Make a list of all of the things that your nervous system helps you do. • How can you help to protect your nervous system?

Use the comprehension questions to further discuss basic body organs and systems and recognize the function of each. 1. What does Simon want to learn about? (nervous system, heart, finger) 2. What is the “boss” of the body? (foot, hat, brain) 3. What is the biggest part of the brain? (cerebrum, heart, hand) 4. What is the special bundle of nerves called? (elbow, stomach, spinal cord) 5. What do nerves send to the brain? (movies, messages, doctors)

Extending Learning

• Watch a video that demonstrates the anatomy and function of the brain and spinal cord. http://KidsHealth.org/kid/closet/#cat20574 • Watch the School House Rock music video about the nervous system. http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=3770 • Draw an outline of a body on a large piece of paper. Use string to represent the nerves and a type of modeling compound to represent

the brain. Have the students wiggle one of the strings and watch the “message” go up to the brain.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will state three facts about basic

body organs and systems and recognize the function of each.

• Students will identify three pictures that convey information about basic body organs and systems and recognize the function of each.

• Students will select/point to a picture that gives information about basic body organs and systems and recognize the function of each.



grade band: intermediate middle school high school … band: intermediate, middle school, high...

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