structures of life-glad - spokane public...

Project GLAD Structures of Life 3

Project GLAD Sarah Dueweke 5/2010

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Structures of Life

Level: 3 Project GLAD Unit

Spokane Public Schools

Written by: Sarah (Sally) Dueweke



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Project GLAD Spokane School District

Structures of Life Level 3

IDEA PAGES I. UNIT THEME—

All organisms have basic needs like air, food, water, shelter and space that need to be met for survival.

II. FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word Observation Chart Inquiry chart Picture file Realia Poetry/chants Teacher made Big Books Read Alouds

III. CONCEPTS (ESSENTIAL UNDERSTANDINGS/ENDURING UNDERSTANDING)

All organisms have basic needs like air, food, water, shelter and space that need to be met for survival.

IV. LANGUAGE ARTS SKILLS: READING/WRITING/ORAL LANGUAGE

(SPEAKING/LISTENING)

STANDARDS

EALR 1: Systems

Big Idea: Systems (SYS) Core Content: Role of Each Part in a System

Content Standards Performance Expectations

Students know that: Students are expected to:

2-3 SYSA A system is a group of interacting parts that

form a whole. Give examples of simple living and physical systems (e.g., a whole animal or plant, a car, a doll, a table and chair set). For each example, explain how different parts make up the whole.

2-3 SYSB A whole object, plant, or animal may not continue to function the same way if some of its parts are missing.

Predict what may happen to an object, plant, or animal if one or more of its parts are removed (e.g., a tricycle cannot be ridden if its wheels are removed).*a Explain how the parts of a system



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depend on one another for the system to function.

2-3 SYSC A whole object, plant, or animal can do things that none of its parts can do by themselves.

Contrast the function of a whole object, plant, or animal with the function of one of its parts (e.g., an airplane can fly, but wings and propeller alone cannot; plants can grow, but stems and flowers alone cannot).

2-3 SYSD Some objects need to have their parts connected in a certain way if they are to function as a whole.

Explain why the parts in a system need to be connected in a specific way for the system to function as a whole (e.g., batteries must be inserted correctly in a flashlight if it is to produce light).

2-3 SYSE Similar parts may play different roles in different objects, plants, or animals.

Identify ways that similar parts can play different roles in different systems (e.g., birds may use their beaks to crack seeds while other birds use their beaks to catch fish).

EALR 2: Inquiry Big Idea: Inquiry (INQ) Core Content: Conducting Investigations

Content Standards Performance Expectations Students know that: Students are expected to: 2-3 INQA Question

Scientific investigations are designed to gain knowledge about the natural world.

Explain how observations can lead to new knowledge and new questions about the natural world.*a

2-3 INQB Investigate

A scientific investigation may include making and following a plan to accurately observe and describe objects, events, and organisms; make and record measurements, and predict outcomes.

Work with other students to make and follow a plan to carry out a scientific investigation. Actions may include accurately observing and describing objects, events, and organisms; measuring and recording data; and predicting outcomes.*b

2-3 INQC Infer

Inferences are based on observations. Distinguish between direct observations and simple inferences.

2-3 INQD Investigate

Simple instruments, such as magnifiers, thermometers, and rulers provide more information than scientists can obtain using only their unaided senses.

Use simple instruments (e.g., metric scales or balances, thermometers, and rulers) to observe and make measurements, and record and display data in a table, bar graph, line plot, or pictograph.*c

2-3 INQE Model

Models are useful for understanding systems that are too big, too small, or too dangerous to study

Use a simple model to study a system. Explain how the model can



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directly. be used to understand the system.

2-3 INQF Explain

Scientists develop explanations, using observations (evidence) and what they already know about the world. Explanations should be based on evidence from investigations.

Accurately describe results, referring to the graph or other data as evidence. Draw a conclusion about the question that motivated the study using the results of the investigation as evidence.*d

2-3 INQG Communicate Intellectual Honesty

Scientists make the results of their investigations public, even when the results contradict their expectations.

Communicate honestly about their investigations, describing how observations were made and summarizing results.*d

EALR 3: Application

Big Idea: Application (APP) Core Content: Solving Problems

Content Standards Performance Expectations Students know that: Students are expected to: 2-3 APPA Simple problems can be solved through a

technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is best, and communicating the results.

Design a solution to a simple problem (e.g., design a tool for removing an object from a jar when your hand doesn’t fit) using a technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is best, and communicating the results. *a

2-3 APPB Scientific ideas and discoveries can be applied to solving problems.

Give an example in which the application of scientific knowledge helps solve a problem (e.g., use electric lights to see at night). *b

2-3 APPC People in all cultures around the world have always had problems and invented tools and techniques (ways of doing something) to solve problems.

Describe a problem that people in different cultures around the world have had to solve and the various ways they have gone about solving that problem.*a

2-3APPD Tools help scientists see more, measure more accurately, and do things that they could not otherwise accomplish.

Select appropriate tools and materials to meet a goal or solve a specific problem (e.g., build the tallest tower with wooden blocks or the longest bridge span) and explain the reason for those choices.



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2-3 APPE Successful solutions to problems often depend on selection of the best tools and materials and on previous experience.

Evaluate how well a selected tool solved a problem and discuss what might be done differently to solve a similar problem.*

EALR 4: Life Science Big Idea: Structures and Functions of Living Organisms (LS1) Core Content: Life Cycles

Content Standards Performance Expectations Students know that: Students are expected to: 2-3 LS1A Plants have life cycles that include

sprouting, growing to full size, forming fruits and flowers, shedding seeds (which begins a new cycle), and eventually dying. The details of the life cycle are different for different plants.

Describe the life cycle of a common type of plant (e.g., the growth of a fast-growing plant from seed to sprout, to adult, to fruits, flowers, and seeds).

2-3 LS1B Animals have life cycles that include being born; developing into juveniles, adolescents, then adults; reproducing (which begins a new cycle); and eventually dying. The details of the life cycle are different for different animals.

Describe the life cycle of a common type of animal (e.g., the development of a butterfly or moth from egg to larva to pupa to adult, or the development of a frog from egg to tadpole to adult frog).

EALR 4: Life Science Big Idea: Ecosystems (LS2) Core Content: Changes in Ecosystems

Content Standards Performance Expectations Students know that: Students are expected to: 2-3 LS2A Ecosystems support all life on the

planet, including human life, by providing food, fresh water, and breathable air.

Identify at least four ways that ecosystems support life (e.g., by providing fresh water, generating oxygen, removing toxic pollutants, and providing sources of useful materials).

2-3 LS2B All ecosystems change over time as a result of natural causes (e.g., storms, floods, volcanic eruptions, fire). Some of these changes are beneficial for the plants and animals, some are harmful, and some have no effect.

Describe three or more of the changes that occur in an ecosystem or a model of a natural ecosystem (e.g., aquarium, terrarium) over time, as well as



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how these changes may affect the plants and animals living there.*a

2-3 LS2C Some changes in ecosystems occur slowly and others occur rapidly. Changes can affect life forms, including humans.

Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, and volcanic eruptions). Explain the consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, reduction or increase in yearly rainfall).

2-3 LS2D Humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so that they provide habitats for plants and animals and resources for humans over the long term. For example, if people use fewer resources and recycle waste, there will be fewer negative impacts on natural systems.

Describe a change that humans are making in a particular ecosystem and predict how that change could harm or improve conditions for a given type of plant or animal.*b Propose a plan to protect or improve an ecosystem.

EALR 4: Life Science

Big Idea: Biological Evolution (LS3) Core Content: Variation of Inherited Characteristics

Content Standards Performance Expectations Students know that: Students are expected to: 2-3 LS3A There are variations among the

same kinds of plants and animals. Give examples of variations among individuals of the same kinds of plants and animals within a population (e.g., tall and short pine trees, black cats and white cats, people with blue eyes or brown eyes, with freckles or without).

2-3 LS3B The offspring of a plant or animal closely resembles its parents, but close inspection reveals differences.

Compare the offspring of a plant or animal with its parents, listing features that are similar and that are different.

2-3 LS3C Sometimes differences in characteristics give individual plants or animals an advantage in surviving and reproducing.

Predict how differences in characteristics might help one individual survive better than another (e.g., animals that are stronger or faster, plants or animals that blend into the background, plants that grow taller or that need less water to



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survive).

2-3 LS3D Fossils are often similar to parts of plants or animals that live today.

Observe fossils and compare them to similar plants or animals that live today (e.g., compare a fossil fern with a similar fern that grows today, a dinosaur leg bone with the leg bone of a reptile that lives today, a mastodon and an elephant).

2-3 LS3E Some fossils are very different from plants and animals that live today.

Conclude from fossil evidence that once there were species on Earth that are no longer alive (e.g., T-Rex, trilobites). Given pictures of animals that are extinct (e.g., dinosaurs, mammoths), describe how these animals are different from animals that live today.

V. ELD Standards ELD Listening/Speaking Standards – Grades K-5 Washington State

Beginning – Very limited understanding of English Learns to distinguish and produce English phonemes Uses words, gestures, and actions Practices repetitive social greetings Imitates verbalizations of others to communicate:

Basic needs Participate in discussions and activities Respond to simple directions

Advanced Beginning - Uses words and/or phrases Uses appropriate social greetings Participates in social discussions on familiar topics and in academic discussions Develops correct word order in phrases Begins to use content-related vocabulary Retells simple stories and identifies the main points

Intermediate - Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb

agreement Tells a story, informs, explains, entertains, and participates in social and academic

discussions Begins to use root words, affixes, and cognates to determine the meaning of new words



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Advanced - Uses descriptive sentences with common grammatical forms with some errors Participates in academic and social discussions using appropriate ways of speaking based on

audience and subject matter Tells a story, informs, explains, entertains, and persuades Uses simple figurative language and idiomatic expressions in discussions Uses root words, affixes, and cognates to determine the meaning of new words

Transitional - Speaks clearly and comprehensibly using standard English grammatical forms with random

errors Applies content-related vocabulary in a variety of contexts and situations Gives oral presentations

ELD Reading Standards – Grades 3-5 Washington State Beginning –

Expresses self using words, drawings, gestures, and actions: Sequences simple text Answers literal questions Makes simple predictions

Aware of familiar sounds Recognizes and produces rhyming words containing familiar sounds Uses and comprehends highly contextualized vocabulary Follows simple written directions (e.g., color, cut, glue) Reads sight words Begins to understand concepts of print

Advanced Beginning – Expresses self using words and/or phrases to identify:

Characters Setting Main idea and details Compare and contrast Cause and effect

Aware of familiar and unfamiliar sounds Employs word-meaning strategies Applies inflectional endings to words Increases sight-word and content-area vocabulary Distinguishes between genres Reads highly contextualized text composed of simple sentences Applies concepts of print

Intermediate – Expresses self using simple sentences Produces unfamiliar sounds Decodes word patterns Employs word-meaning strategies Begins to read familiar text fluently



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Increases vocabulary through reading across content areas Uses text features to:

Gain meaning Monitor for comprehension Describe images from text Connects text to prior knowledge

Distinguishes between: o Fiction/non-fiction o Fact/opinion

o Fantasy/reality Infers and makes generalizations from text Reads text at student’s reading level across content areas

Advanced – Expresses self using descriptive sentences

Identifies theme Recognizes literary devices Compares and contrasts

Uses a variety of strategies to monitor comprehension Recognizes phonemes within multi-syllabic words Uses word parts to determine word meanings Reads with increasing fluency Independently confirms word meanings Uses a variety of resources for research

Transitional – Adjusts reading rate as needed Uses specialized vocabulary, uses multiple meaning words appropriately Analyzes literary elements Uses comprehension and questioning strategies, summarizes text, analyzes and applies

persuasive devices Explains cause and effect, citing evidence from text Develops research skills

Follows increasingly complex written directions Comprehends grade level text

ELD Writing Standards – Grades K-5 Washington State Beginning –

Draws, labels Writes familiar words and sight words Writes to name, describe, or complete a list Begins to use invented spelling, capital letters, participates in group editing Audience may be self, teacher, or known person Sequences pictures to assist with organization Uses graphic organizers to convey main ideas and details Participates in group writing process

Advanced Beginning – Writes unfamiliar words and phrases



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Begins to write based on a model or frame Demonstrates inconsistent use of:

Capitals Punctuation Correct spelling

Participates in group brainstorming Writes rough draft and revises

Intermediate – Writes simple sentences Demonstrates increasing control of:

Capitals Punctuation Correct spelling Word order Subject/verb agreement

Develops own voice in writing Distinguishes between writing for different audiences and purposes Uses basic transitions Writes individually and in a group process Writes rough draft independently

Advanced – Uses descriptive sentences Writes for a variety of audiences and purposes Uses grade level conventions inconsistently Refines voice in writing Uses a topic sentence and supporting details Follows the five step writing process (with assistance in editing and revising)

Transitional – Uses specialized vocabulary across content areas Uses standard grammar and conventions with lapses characteristic of ELL students VI. VOCABULARY

Characteristic Cotyledon Dormant Embryo Function Fruit Property Seed Seed coat Sprout Structure Flower Germination Hydroponics Leaf Life cycle Nutrient Organism Root Seed pod Stem Air Estivate Food Foot Habitat Mouth Radula Shell Snail Space Tentacles Water Abdomen Antenna Beetle Eye Head Insect Leg Mandible Thorax Winge Ecosystems Energy



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Food Food chains Predator prey Properties behaviors VII. RESOURCES AND MATERIALS/Literature Fiction and Non Fiction Egg: A Photographic Story of Hatching, Robert Burton Frog: Michael Chinery From Seed to Plant, Gail Gibbons How Seeds Travel, Cynthia Overbeck Metamorphosis, Andress Llamas Ruiz One Small Square: Pond, Donald Silver Plants and Flowers: Joyce Pope Seeds and Seedlings, Elaine Pascoe Shells, Dorling Kindersley Publishing, Eyewitness Explorers Snailology, Michael Elsohn Ross Tadpoles, Elaine Pascoe The Visual Dictionary of Plants, Deni Brown What Rot! Natures’ Mighty Recycler, Elizabeth Ring The Gardener, Sarah Stewart Miss Rumhius, Barbara Cooney The Poppy Seeds, Robert Clyde Bulla The Precious Gift: A Navajo Creation Myth, Ellen Jackson The Salamander Room, Anne Mazer A Snails Journey, Cynthia Rylant RESOURCES AND MATERIALS/Teacher Great Explorations in Math and Science, (GEMS), Terrarium Habitats and Schoolyard Ecology Outdoor Biology Instructional Strategies, OBIS, Titles include: Roots and Shoots, Plant Pattersn, Seed Dispersal, Habitats of the Pond, and Plant Hunt DISTRICT MATERIALS: Foss, Structures of Life RESOURCES AND MATERIALS/Technology Videotapes: The Magic School Bus Goes to Seed www.fossweb.com www.enchantedlearning.com http://urbanext.illinois.edu/gpe/case1/c1facts2a.html http://classroom.jc-schools.net/sci-units/plant-parts.ppt#258,3,The Stem: http://webinstituteforteachers.org/~agrosenheider/myparts.htm http://plants.pppst.com/plantparts.html http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/index.htm http://www.animalcorner.co.uk/insects/beetles/beetle_anatomy.html http://www.kidcyber.com.au/topics/snails.htm http://www.kiddyhouse.com/Snails/snail.html RESOURCES AND MATERIALS/Community Manito Park, South Hill, Spokane, WA



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Project GLAD Spokane School District Structures of Life (3)

UNIT PLANNING PAGES I. FOCUS/MOTIVATION

Cognitive Content Dictionary Big Book Realia/Discovery Table Picture File cards Observation Charts Inquiry charts Super Scientist Awards Poetry

--chants --booklets

II. INPUT

Graphic Organizer --Cradle of Life

Pictorial --beetle

Narrative Read Aloud 10/2 lecture with primary language

III. GUIDED ORAL PRACTICE

T-Graph for Social Skills (cooperation)/ Team Points Process Grid Sentence Patterning Chart Exploration report Personal interaction Mind Maps Picture Files-Observe, Classify, Categorize, Label Poetry/Chants Expert Groups Team Tasks

IV. Reading/Writing Activities A. TOTAL CLASS MODELING

Co-op strip paragraph with responding, revising, editing Found poetry Story Map-Narrative Group frames Model strip book Poetry Frames and Flip chant



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DRTA Listen and Sketch

B. SMALL GROUP PRACTICE: Anything modeled whole class Ear-to-ear reading Expert Groups Team Tasks Flexible Group Reading: Leveled/Heterogeneous

--At or Above with Clunkers and Links with SQ3R --ELD Group Frame --Struggling Readers with Co-op Strip

ELD Preview/Review Focused Reading

C. INDIVIDUAL

Reading log Learning Logs Interactive Journal Diagrams and Sketches Reading/Writing choice Required writing Poetry Booklet Focused Reading with Cognitive Content Dictionary All team tasks taken to individual tasks

D. WRITERS WORKSHOP

Mini Lesson Write Author’s Chair Conference Publish

V. EXTENDED ACTIVITIES FOR INTEGRATION

Poetry/chants Songs Video’s/DVD’s Making Big Books Field Trips Art Science Explorations

VI. CLOSURE/EVALUATION

Process all charts Process all inquiry charts Student-generated test Big book-student made



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District assessment Explorer party Guest speaker Home/ School Connection Team Exploration --teacher/student rubic Personal Exploration --teacher/student rubric Letter to Parents Graffiti Wall



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Project GLAD

Structures of Life (3) SAMPLE DAILY LESSON PLAN

Day 1

FOCUS AND MOTIVATION

Super Scientist Awards -3 standards Cognitive Content Dictionary (CCD) with signal word Observation Charts Inquiry Chart Big Book Form Teams-pass out portfolio’s

INPUT

Graphic Organizers: Cradle of Life --Learning Log --ELD Review

--10/2 with primary language Pictorial: Beetle, World --Learning Log

--ELD Review --10/2 with primary language

GUIDED ORAL LANGUAGE

Chants/Poetry Picture file cards

--Free exploration --Classify/categorize: list, group, label --Exploration report

T-Graph for Social Skills-Team Points

READING/WRITING Interactive Journal Writers Workshop

--Mini Lesson --Write --Author’s Chair

CLOSURE

Home-School Connection Process Charts



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Day 2


Super Scientist Awards /3 standards Cognitive Content Dictionary with signal word Process Home School Connections Realia Review Input with word cards Poetry Chants: highlight, sketch, add picture file cards

INPUT

Narrative Input Chart --Learning Log

Read Aloud


Chants/Poetry

READING/WRITING

Expert Groups --Team Tasks

Writers Workshop --Mini Lesson --Write --Author’s Chair

CLOSURE

Home-School Connection Journals



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Day 3


Super Scientist Awards Cognitive Content Dictionary with signal word Process Home School Connection Review Narrative input with word cards and conversation bubbles

INPUT

Read Aloud


Sentence Patterning Chart (Farmer-in-the-Dell) --Reading game --Trade game --Flip chant

Poetry/Chants Mind Map Process Grid

READING/WRITING

Expert Groups --Team Tasks

Co-op Strip Paragraph --respond, revise, edit

Writer’s Workshop --Mini Lesson --Write --Authors Chair

CLOSURE Home-School Connection Process Inquiry Chart Journals



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Day 4


Super Scientist Awards Cognitive Content Dictionary with stumper word, student selected Process Home School Connection Review Narrative with story map


Chants/Poetry

READING/WRITING

Model Strip Book Flexible Reading Groups

--ELD Group Frame-Narrative Retell --At or Above –Clunkers and Links with SQ3R

Team Tasks --Oral Evaluation --Team Share

CLOSURE Process Charts Journals Home/School Connection



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Day 5


Super Scientist Awards Cognitive Content Dictionary with Stumper Word, Student-selected vocabulary Process Home School Connection Read Aloud

READING/WRITING

Flexible Group Reading --Struggling/Emergent readers with Co-op Strip Paragraph

Team Tasks --Written Evaluation --Team Presentations

Ear to Ear Reading with poetry booklet DRTA Listen and Sketch Found Poetry Focused Reading with personal CCD Writer’s Workshop

CLOSURE

Personal Explorations Process all charts, inquiry chart Evaluate week-What helped you learn? Letter home Graffiti Wall

EXTENSION

Art Field Trips



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Structures Of Life

Poetry Booklet

Name:______________________________________



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Snails Here, Snails There

by Sarah (Sally) Dueweke

Snails here, snails there Snails, snails everywhere Slow snails crawling Small snails hiding Hungry snails eating And dry snails estivating Snails on vegetation Snails around the tree Snails beyond my reach And snails in my classroom Snails here, snails there Snails, snails everywhere Snails! Snails! Snails!



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Life Cycle Bugaloo By Sarah (Sally) Dueweke

I’m a beetle and I’m here to say I go through a life cycle and that’s o.k. ! Egg, Larva, Pupal, Adult Beetle,too. Doing the life-cycle Bugaloo! First I’m an egg, then I’m a larva, Next I’m a pupal, who doesn’t move Now I am an adult, a pulpal no more. Egg, Larva, Pupal, Adult Beetle, too. Doing the life-cycle Bugaloo!



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We all live in the Life Cycle By Lynnette Lawrence, Kat Austin

Tune: Yellow Submarine

We all live in the life cycle In the life cycle In the life cycle We all live in the life cycle

I’m snail, I have a shell My life is fun to tell I have one foot to get around It leaves some slime upon the ground

Come all live in my life cycle In my life cycle In my life cycle Come all live in my life cycle

Eyespots are way up high They help me see and smell in the sky I look around and on the ground To see and find the food I hope abound

Come all live in my life cycle In my life cycle In my life cycle Come all live in my life cycle

My home is this big shell It keeps me moist And safe as well When the birds come around I hide inside and can’t be found --skip chorus



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Environments too wet and dry Things don’t feel right I want to cry There’s no debate let’s estivate I seal up tight, ‘til outsides right.

When it’s great, I will awake I will awake I will awake Being a snail is oh so great Oh so great Oh so great We all live in the life cycle In the life cycle In the life cycle We all live in the life cycle



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Seed Parts Chant By Karen Walsh I’m a botanist and I’m here to say I study many plants every day. It starts with a seed which has three parts— Seed coat, endosperm, embryo is the “heart”. The seed coat keeps the embryo safe and sound While it waits dormant until water abounds. The endosperm gives the embryo food Until the sun on the primary root is glued. The embryo is where it all will start. When the seed gets water, it germinates this part. Cotyledons, seed leaves, surround the embryo. They’re the first parts you see when the plant begins to grow. The seed coat bursts when the embryo swells with water. It forms the primary root so the plant can’t totter. Then the seed leaves sprout and now the plant is ready For the sun and water to keep growth steady.



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Slow, Slow, Slow, They Go (Row, Row, Row your boat)

Cari McKeen

Slow, Slow, Slow they go, Gliding on the ground.

Secreting mucus as they go, So they can get around.

Slow, slow, slow they go,

Protected by a shell, With tentacles, two pairs you know,

So they can touch and smell.

Slow, Slow, Slow they go, Soft-bodied and no spine, To these slimy scavengers, Decaying plants taste fine!



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Food Chain Big Book



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The important thing about a food chain is that all the organisms in that food chain are affected by the changes in the ecosystem in which they live. A food chain shows the link between animals

and what they eat.

When scientists draw a food chain, they use

arrows. The arrow means “is eaten by.”

But the most important thing about a food chain is that all the organisms in that food chain are affected by the changes in the ecosystem in which they live.



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The important thing about a food chain is that all the organisms in that food chain are affected by the changes in the ecosystem in which they live. All living things need energy. The Sun is the

main source of energy on Earth.

Plants use the Sun’s energy to make their own

food.

Food chains almost always start with plants.




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The important thing about a food chain is that all the organisms in that food chain are affected by the changes in the ecosystem in which they live. Some animals eat plants. Animals that mainly

eat plants are called herbivores. Herbivores come second in the food chain.

These animals get their energy from the plants.

Animals that eat only plants are called

herbivores. Deer, grasshoppers and rabbits are all herbivores. There are lots of different plants and lots of different herbivores. Some herbivores eat only part of a plant.



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Plants are often very easy for herbivores to find, but they are sometimes low in the nutrients the animals need to grow and stay healthy. Seeds are often packed with energy-rich nutrients like starches, but other parts of plants -- like stems and leaves -- don't have as many nutrients. Herbivores that rely on those plant parts must spend a lot of their time grazing and browsing to get the nutrients they need!

But the most important thing about a food chain is that all the organisms in that food chain are affected by the changes in the ecosystem in which they live. The important thing about a food chain is that all the organisms in that food chain are affected by the changes in the ecosystem in which they live.



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Some animals eat other animals. Animals that eat other animals are called carnivores.

A carnivore is an animal that gets food from killing and eating other animals.

Carnivores generally eat herbivores, but can eat omnivores, and occasionally other carnivores. Animals that eat other animals, like carnivores and omnivores are important to any ecosystem, because they keep other species from getting overpopulated.

Since carnivores have to hunt down and kill other animals they require a large amount of calories. This means that they have to eat many other animals over the course of the year. The bigger the carnivore, the more it has to eat.



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Animals that eat other animals are called predators. They animals that are eaten are called prey.


The important thing about a food chain is that all the organisms in that food chain are affected by the changes in the ecosystem in which they live.

Other animals that eat both plants and animals

are called omnivores.

Some omnivores will hunt and eat their food, like carnivores, eating herbivores and other omnivores. Some others are scavengers and will eat dead matter. Many will eat eggs from other animals.



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Omnivores eat plants, but not all kinds of plants. Unlike herbivores, omnivores can't digest some of the substances in grains or other plants that do not produce fruit. They can eat fruits and vegetables, though. Some of the insect omnivores in this simulation are pollinators, which are very important to the life cycle of some kinds of plants.





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Fungi and bacteria play an important role in nature. They break down the unused dead material and turn them into nutrients in the soil, which plants use to grow. They are an important part of the food chain.



Some food chains have more plants and animals than others. This food chain starts with acorns, which are eaten by mice. The mice are eaten by snakes, and then finally the snakes are eaten by hawks. At each link in the chain, energy is being transferred from one animal to another.



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There can be even more links to any food chain. Here another animal is added. It goes

Grass to grasshopper to mouse to snake to

hawk. There is actually even more to this chain.

After a hawk dies, fungi (like mushrooms) and other decomposers break down the dead hawk, and turn the remains of the hawk into nutrients, which are released into the soil. The nutrients (plus sun and water) then cause the grass to grow.

It's a full circle of life and energy!! Some food chains make a full circle, and

energy is passed from plant to animal to animal to decomposer and back to plant! There can be many links in food chains but not TOO many. If there are too many links, then the animal at the end would not get enough energy.

But the most important thing about a food chain is that all the organisms in that food



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chain are affected by the changes in the ecosystem in which they live.



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Home School Connection

Tell someone in your family about the 6 Kingdoms or Cradle of Life. Then sketch a picture of a living thing in the kingdom that you feel is most interesting to you. Parents Name_____________________ Students Name_____________________



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Home School Connections

Tell someone in your family about the 6 Kingdoms or Cradle of Life. Then sketch a picture of a living thing in the kingdom that you feel is most interesting to you. Diga a alguien en su familia de Los Seis Renios de animals. Entonces dibuja una cosa vivente que es mas importante en el reino para ud.

Student Name_________________ Parent Name______________



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Tell a family member about the World Map. Then sketch the continent where you were born. Parents Name_____________________ Students Name____________________



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Tell a family member about the World Map. Then sketch the continent where you were born. Diga a alguien en su familia de la mapa del mundo. Entonces dibuja el continente en cual ud nacio. Student Name___________________ Parent Name____________________



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Home School Connections

Sketch a picture of the beetle for a family member, labeling your sketch. Parents Name_____________________ Students Name____________________



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Home School Connections Sketch a picture of the beetle for a family member, labeling your sketch. Dibuja un dibujo de un escarabajo por un miembro de su familia. Escriba las partes del escarabajo. Students Name_________________ Firme de un miembro de su familia________________



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NARRATIVE The Teacher Who Lived By a Pond

(Adapted from The House that Jack Built or There was an Old Woman Who Swallowed A…)

By Sarah (Sally) Dueweke There was a teacher who lived by a pond sprinkled with sun. That she/he would stand and gaze upon. An empty pond The teacher could feel the sun that provided energy for the pond. That she/he would stand and gaze upon, That she/he lived by sprinkled with sun An empty pond The teacher bought a plant to feed the herbivores in the pond, That she/he could feel the sun which provided energy for the pond, That she/he would stand and gaze upon, That she/he lived by sprinkled with sun An empty pond The teacher found a snail to place in the pond With the plant she /he bought to feed the herbivores in the pond, With the sun that provided energy for the pond, Which she/he would stand and gaze upon, That she/he lived by sprinkled with sun An empty pond The teacher saw a fish in the pond and wondered where it came from, After she/he found a snail to place in the pond, With the plant she/he bought to feed the herbivores in the pond, With the sun that provided energy for the pond, Which she/he would stand and gaze upon, That she/he lived by sprinkled with sun An empty pond The teacher spied raccoons near the pond, After she/he saw the fish in the pond and wondered where it came from, With the snail she/he found to place in the pond,



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With the plant she/he bought to feed the herbivores in the pond, With the sun that provided energy for the pond, Which she/he would stand and gaze upon, That she/he lived by sprinkled with sun An empty pond The teacher watched a fox, who was a carnivore, come to the pond to feed on the raccoons. After she/he spied raccoons near the pond, With the fish she/he saw in the pond and wondered where it came from, With the snail she/he found to place in the pond, With the plant she/he bought to feed the herbivores in the pond, With the sun that provided energy for the pond, Which she/he would stand and gaze upon, That she/he lived by sprinkled with sun An empty pond The teacher knew the pond was balanced as she/he watched them all about the pond. A balanced pond. The teacher would watch and enjoy her/his balanced pond Until she/he stood and gazed upon, The plant she/he bought to feed the herbivores, Were munched by the snail she/he placed in the pond, Who were gobbled by the fish she/he saw in the pond and wondered where it came from, Which were grabbed by raccoons near the pond, Who was eaten by a fox, who was a carnivore. As the teacher would stand and gaze upon The pond she/he lived by sprinkled with sun, An empty pond I wonder why an empty pond?



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Process Grid: Structures of Life

Characteristics/Structures with function

Habitat Life Cycle Interesting Facts

Beetles

Snails

Seeds/Plants

Land Snails Expert Group #1

Land snails are living organisms that have a scientific name of gastropods which mean stomach foot. Snails are slow movers but can move fast when they want. A snail can move a meter in 5 minutes and have been known to go the length of a football field and back over night.

Habitat Land snails use all their functions to help them survive. Land snails need an environment that is moist. If they can not find a moist area they will retreat into their shells. They will stay in dormancy or rest called estivation until the environment changes. They need air/oxygen, food and space to move in order to survive.


Characteristics or Structures with their functions Each land snail has a single coiled shell for a shield for resistance from predators, which also holds humidity or moisture for during dry times. The snail grows by laying new material called calcium around the open edge of the shell. Snails have a muscular foot under their shell and the function is movement. The foot leaves a trail of mucus or slime. Snails breathe through a respitory hole on the foot at the edge of the shell.


Land snails are living organisms that have a scientific name of gastropods which mean stomach foot. Snails are slow movers but can move fast when they want. A snail can move a meter in 5 minutes and have been known to go the length of a football field and back over night.

Characteristics or Structures with their function They have two long antennae or feelers on top called eyespots to sense light but are not for seeing. Two smaller ones which appear to be reaching down are called tentacles and the functions are to feel, taste and smell. The snail’s mouth has special eating tool called the radula, which has 1000 tiny, sharp teeth. Since snails are herbivores they eat fruits and vegetables. Life Cycle


Life Cycle The adult snail deposits or lays the BB size eggs in soil. The eggs hatch in a few weeks into perfectly formed little snails. They will grow into adult snails and start the cycle of life over again.

Seeds/Plants

Expert Group 1 Seeds are living organisms, but they can be dormant/inactive/resting. Plant parts that contain seeds are called a fruit in scientific terms. Some fruits come in one large seed whereas other fruits contain hundreds of tiny seeds. Seeds can come in any size or shape. Plants are the adult organisms that produce the seeds. Seeds cannot develop without pollination from insects such as bees.

Habitat Sometimes plants are grown in a water based environment called hydroponics. Hydro means water. Ponics means grow. You can hydro-grow plants even in the desert!! Sometimes plants are grown in dirt. But the important thing to remember is for a plan to grow it needs moisture/water, air, sunlight, and nutrients.

Seed/Plant

Expert Group 1 Life Cycle The life cycle of the plant is really no different than the snail or beetle. It starts with the seed cycle: seeds that needs germinating (water) which grows into a seedling. Next it continues to grow into adult plants with flowers which are then pollinated by insects creating the bean pod which contains the seed for the cycle to continue.

Seeds/Plants

Expert Group 2

Seeds are living organisms, but they can be dormant/inactive/resting. Plant parts that contain seeds are called a fruit in scientific terms. Some fruits come in one large seed whereas other fruits contain hundreds of tiny seeds. Seeds can come in any size or shape. Plants are the adult organisms that produce the seeds. Seeds cannot develop without pollination from insects such as bees.

Characteristics or Structures with their functions of a seed The tough outer shell that protects the seed from injury and keeps it from drying out is called the seed coat The seed coat comes off as the seed begins to germinate (starts to grow) once it receives water. Within the seed there is a cotyledon which stores food for the young plant. Inside the seed the young plant/embryo begins to grow. At this point it begins to get roots, a small stem with one leaf (monocot, like corn) or two leaves (dicot, like beans).

Seeds/Plants

Expert Group 2 Characteristics or Structures with their functions of a Plant Plants have roots that grow downward to hold the plant and receive the nutrients to feed the plant. While the roots grown down the stems grow up out of the dirt to help support the plant. Off of the stem leaves usually flat and green grow to collect sunlight to help the plant grow. Once a plant has flowers insects such as bees will pollinate the flowers, this is when new fruit which holds the seeds develop.

Structures/characteristics with functions

Interesting facts

Habitat

Life Cycle

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