Science Grade 2 Unit 3 2010 Guide

8/6/2019 Science Grade 2 Unit 3 2010 Guide

1/219

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 2 Standard 3: Life Science

Grade 2Science Instruction

Unit GuideStandard 3: Life Science


2/219



Table of Contents

Standard 3: Life Science

Topic PageMaryland State Curriculum for Science Skills and Processes 3-9

Maryland State Curriculum for Science Alignment 7-12Vertical Content Map 13-16

Planning Guide 17-31Instructional Support for Science Objectives 32-64

Terrarium Resource 65-108Enhancement Resource 109-16

Word Cards and Vocabulary Sort 165-175Concept Attainment for New Plants 177-181Literature To Support Life Science 182-185

netTrekker Directions 188-192FOSSweb.com 193

Formative Assessments 194-205Teacher Directions for Unit 3Standard 3 Assessment

206-217Answer Key for Unit 3 Standard 3 Assessment


3/219



Maryland

State Curriculum for

Science


4/219



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 andtrying things out.

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.


5/219



C. Communicating Scientific Information

1. Ask, How do you know? in appropriate situations and attempt reasonable answers when other 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.


6/219



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.


7/219



Maryland State Curriculum for Science

GRADE 1Standard 3.0 Life Science

The students will use scientific skills and processes to explain thedynamic nature of living things, their interactions, and the resultsfrom the interactions that occur over time.

Science Correlation Other Correlations

A. DIVERSITYOF LIFE

1. Compare and explain how external features of plants and animalshelp them survive in different environments.

a. Use the senses and magnifying instruments to examine a varietyof plants and animals to describe external features and what they

do.

b. Compare similar features in some animals and plants and explainhow each of these enables the organism to satisfy basic needs.

c. Use the information collected to ask and compare answers to

questions about how an organism's external features contribute toits ability to survive in an environment.

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

All Investigations for New Plants


8/219



GRADE 1

Standard 3.0 Life Science

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


B.CELLS

1. Describe evidence from investigations that living things are made ofparts too small to be seen with the unaided eye.

a. Use magnifying instruments to observe parts of a variety of livingthings, 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 thedescriptions (drawings or text) of the different parts seen.

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

examining organisms more closely.

All Observations made during New

Plants Investigations


9/219


10/219




11/219



Standard 3.0 Life Science

The students will use scientific skills and processes to explain thedynamic nature of living things, their interactions, and the resultsfrom the interactions that occur over time.


F.ECOLOGY

1. Explain that organisms can grow and survive in many verydifferent habitats.

a. Investigate a variety of familiar and unfamiliar habitats anddescribe how animals and plants found there maintain their lives

and survive to reproduce.

b. Explain that organisms live in habitats that provide their basicneeds. (Food & Water)

c. Explain that animals and plants sometimes cause changes in theirenvironments.

New Plants, Science Stories, pp. 22-

39

New Plants,T

errarium Study

New Plants, Science Stories, pp. 22-

39

New Plants, Science Stories, pp. 30,35

New Plants, Terrarium Study

HMThemes 1-6


12/219



Standard 6.0 Environmental Science

Students will use scientific skills and processes to explain theinteractions of environmental factors (living and non-living) and analyzetheir impact from a local to a global perspective.


A.NATURAL RESOURCES AND HUMAN NEEDS

1. Recognize and explain how Earth's natural resources from the naturalenvironment are used to meet human needs.

a. Describe natural resources as something from the natural environment

that is used to meet one's needs.

b. Identify water, air, soil, minerals, animals, and plants as basic naturalresources.

c. Explain that food, fuels, and fibers are produced from basic naturalresources.

d. Identify ways that humans use Earth's natural resources to meet theirneeds.

e. Explain that some natural resources are limited and need to be usedwisely.

New Plants, Science Stories, pp. 16-21



HMThemes 1-6

Consider fostering a

classroom environment thatcontinuously cares for theenvironment. Be sure toinclude discussion abouthow human actions canharm or help theenvironment.


13/219



Standard 6.0 Environmental ScienceStudents will use scientific skills and processes to explain theinteractions of environmental factors (living and non-living)and analyze their impact from a local to a global perspective.


B. ENVIRORNMENTAL ISSUES

1. Recognize and describe that the activities of individuals orgroups of individuals can affect the environment.

a. Identify and describe that individual and group actions,such as turning off lights, conserving water, recycling,picking up litter, or joining an organization can extend thenatural resources of the environment.

b. Identify and describe that individual and group actions,such as leaving lights on, wasting water, or throwing awayrecyclables, can limit the natural resources of theenvironment.

New Plants, Investigation 1, p. 29

HMThemes 1-6

Consider fostering a classroomenvironment that continuously caresfor the environment. Be sure toinclude discussion about howhuman actions can harm or help theenvironment.


14/219



Vertical Content Map for Life Science

Kindergarten & Grade 1 Grade 2 Grades 3 & 4

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

A. Diversity of Life

1. Observe a variety of familiar animals and

plants (perhaps on the school grounds, in the

neighborhood, and at home) 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 examples) 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.


1. Compare and explain how external features of

plants and animals help them survive in

different environments.

a. Use senses and magnifying instruments to

examine a variety of plants and animals to

describe external features and what they do.

b. Compare similar features in some animals

and plants and explain how each of these

enables the organism to satisfy basic needs.

c. Use the information collected to ask and

compare answers to questions about how an

organisms external features contribute to its

ability to survive in an environment.


1. Explain how animals and plants can be

grouped according to observable features.

a. Observe and compile a list of a variety ofanimals or plants in both familiar and

unfamiliar environments.

b. Classify a variety of animals and plants

according to their observable features and

provide reasons for placing them into different

groups.

c. Given a list of additional animals or plants,

decide whether or not they could be placed

within the established groups or does a new

group have to be added.


15/219





None Provided by MSDE

B. Cells

1. Describe evidence from investigationsthat living things are made of parts too

small 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 seen with

the magnifier.

b. Use information gathered from

observations to compare the descriptions

(drawing or text) of the different parts seen.

c. Describe some of the ideas or questions

that might result from examining

organisms more closely.

B. Cells

1. Explore the world of minute living things to describe whatthey look like, how they live, and how they interact with their

environment.

a. Use magnifying instruments to observe and describe

using drawings of 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.


16/219





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), to identify ways that

individual members of that population are

different from one another.

b. Make a list of possible advantages and

disadvantages of differences of individual in apopulation of organisms.

C. Genetics

1. Explain that there are identifiable

stages in the life cycles (growth,

reproductions, and death) of plants and

animals.

a. Investigate and describe that seeds

change and grow into plants.

c. Given pictures of stages in the life cycle

of a plant or an animal, determine thesequence of the stages in the life cycle.

C. Genetics

1. Explain that in order for offspring to resemble

their parents, there must be a reliable way to

transfer information from one generation to the

next.

a. Describe traits found in animals and plants,

such as eye color, height, leaf shape, seed type

that are passed from one generation to another.

b. Explain that some likenesses between parentsand offspring (such as eye color in humans, nest

building in bird, or flower color in plants) and

other likenesses are learned (such as language in

humans or songs in birds.)


17/219




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

F. Ecology

1. Investigate a variety of familiar places

where plants and animals live to describe

the place and the living things found there.

b. Based on the observations collected at

each place compare the plants and animals

found there.

y Location

y Activity

y Movement

y Features

F. Ecology

1. Explain that organisms can grow and

survive in many different habitats.

b. Explain that organisms live in habitats that

provide their basic needs.

y Food

y Water

y Air

y Shelter

F. Ecology

1. Explain ways that individuals and groups of

organisms interact with each other and their

environment.

a. Identify and describe the interactions of organisms

present in a habitat.

y Competition for space, food, and water

y Beneficial interactions: nesting, pollination,seed dispersal, oysters filtering as in theChesapeake Bay, etc.

y Roles within food chains and webs:scavengers, decomposers, producers, andconsumers.


18/219



Standard 3: Life Science Planning Guide

Time Curricular

Connection

Lesson Vocabulary Assessment Notes

Session 1 1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

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 avariety of 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 organism in first grade.Have the students share what

they remembered from first

grade. Some of the teachers

may have their science

notebook from their unit of

study.

Please be sure to

make connections

to other organisms

throughout thisunit


19/219



Time Curricular

Connection


Session 2 3.C.1.a, c-d

1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Investigation 1 Part 1 Introducing

Recording

Guiding the Investigation

1. Steps 1-4

Wrapping Up Part 1

2. Steps 5-6

plant

calendar

notebook

observations

Focus Questions

What do we know about

plants?

How can we learn more about

plants?

How will we keep track of our

new plants?

Plants usually have stems and

leaves, and some have flowers.

Plants grow and so are alive.

You may choose to use notebook

provided from WCPS or the journal

provided by FOSS.


1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Investigation 1 Part 2 Planting

Brassica


1. Steps 1-12

Wrapping Up Part 2

2. Steps 13--14

brassica

soil

lights

water

fertilization

nutrients

Focus Question

What do brassica plants need

to live and grow?

The brassica plants need light,

air, water, and nutrients from

the soil to grow.

Management: Consider working

with students in small groups when

planting. The other groups could

be recording predictions in their

science notebooks, reading about

organisms, and/or making

observations about other plants

you may have displayed in your

classroom.


20/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Investigation 2 Part 1 Lawns


1. Steps 1-16

Wrapping Up Part 1

2. Steps 18-19

rye grass

alfalfa

lawn

Focus Question

What grows in a lawn?

Plants need light, water, air,

and nutrients from the soil.

Brassica seeds are tine, alfalfa

seeds are round, and grass

seeds are pointed and long.



planting. The other groups could

be recording predictions in their

science notebooks, reading about




classroom.

Session 5 3.C.1.a, c-d1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New PlantsInvestigation 1 Part 3 Observing

Brassica Growth

Guiding the Investigation ~ Observing

Sprouts

1. Steps 1-5

2. Science Stories: What Do Plants

Need? (Refer to the Science Stories

folio for the lesson plan.)

Closure

2. Have the students share their

observations with their peers.

sproutseedling

stem

leaves/leaf

bud

flower

pollen

seedpod

seed

root

Focus QuestionWhat changes happen to

brassica plants as they grow?

Brassica plants start from

seeds. We observed these

structures: sprouts (roots

below ground), stem, leaves,

flowers, seedpods, seeds.

Insects move pollen from

flower to flower.

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

Guiding Questions

What are the structures of the plant

and describe what they do for the

plant?

How do the structures of the plant

help it to survive?



making observations. The other

groups could be recording

predictions in their science

notebooks, reading about


observations about other plantsyou may have displayed in your

classroom.


21/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Investigation 2 Part 1 Lawns


1. Step 17

Closure



rye grass

alfalfa

lawn

Focus Question

What grows in a lawn?

Plants need light, water, air,

and nutrients from the soil.

Brassica seeds are tine, alfalfa

seeds are round, and grass

seeds are pointed and long.

Guiding Questions

What are the structures of the plantand describe what they do for the

plant?


help it to survive?


1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Investigation 2 Part 2 Mowing the

Lawn


1. Steps 1-7

Wrapping Up Part 2

2. Step 9-10

mow

leaves

stems

Focus Question

Do all plants grow back after

cutting them back?

Alfalfa plants have stems with

leaves on top. After mowing,

only the grass plants grow

back.

Guiding Questions



plant?


help it to survive?


1.3.A.1.a-c1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Science Stories: How Seeds Travel

Refer to the Science Stories folio for

the lesson plan.

Visit FOSSweb.com for audio

version of this science story.


22/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Making Observations of Brassica,

Alfalfa, and Grass


1. Investigation 1 Observing Leaf

Growth (Page 26-27) Steps 6-8

2. Investigation 2 Alfalfa and Grass

Step 8 (Page 18)

3. Science Stories: How Seeds

Travel (Refer to the Science Storiesfolio for the lesson plan.)

Closure



sprout

seedling

stem

leaves/leaf

bud

flower

pollen

seedpod

seed

rootrye grass

alfalfa

Focus Question

What changes happen to

brassica, alfalfa, and grass as

they grow?

Students record observations

and comparison about the

plants.

Visit FOSSweb.com for the audio


Guiding Questions



plant?


help it to survive?


with students in small groups whenmaking observations. The other







classroom.


1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Investigation 2 Part 3 Wheat


1. Steps 1-11

Closure

2. Have the student make prediction

about the growth of their wheat.

grains

wheat

roots

Focus Question

How does a seed grow?

Leaves grow up. Leaves

capture light for the plant.

Roots grow down. Water

travels from roots to stem and

leaves. Seeds are alivebecause they can grow.

Guiding Questions



plant?


help it to survive?


23/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants


Alfalfa, and Grass


1. Investigation 1 Observing Flower

Growth (Page 27-28) Steps 9-11

2. Alfalfa and Grass Investigation 2

Step 8 (Page 18)

Closure

3. Have the students share theirobservations with their peers.

sprout

seedling

stem

leaves/leaf

bud

flower

pollen

seedpod

seed

rootrye grass

alfalfa

Focus Question

What changes happen to

brassica, alfalfa, and grass as

they grow?



plants.



Guiding Questions



plant?


help it to survive?









classroom.


1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Science Stories: Flowers and Seeds

andThe Story of Wheat


the lesson plan.


version of these science stories.


24/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

FOSS: New Plants

Investigation 3 Part 1 Rooting StemCuttings

Guiding Investigation

1. Steps 1-10

Closure

2. Have the students make

predictions about their cuttings.

node

cutting

Focus Question

How can we make a new plantfrom an old one?

Not all cuttings grew roots.

Cuttings with nodes

underwater and leaves grow

roots. Roots form at the nodes

on the stems under the water.

New leaves are growing on thenodes above the water.

Guiding Questions


plant?


help it to survive?


25/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

FOSS: New Plants

Making Observations of Brassica,Alfalfa, Grass, Wheat, and Cuttings


1. Bees, Butterflies, and Flowers

(Page 28) Step 12

2. Alfalfa and Grass Step 8 (Page 18)

3. Wheat Steps 12-14 (Page 27)

4. Cuttings Steps 11-12 (Pages 12-13)

Closure



sprout

seedling

stemleaves/leaf

bud

flower

pollen

seedpod

seed

rootrye grass

alfalfa

cutting

node

Focus Question

What changes happen tobrassica, alfalfa, grass, wheat

and cuttings as they grow?



plants.

Guiding Questions


plant?


help it to survive?









classroom.


26/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

FOSS: New Plants

Investigation 3 Part 2 New Plantsfrom Cuttings


1. Steps 1-9

Closure

2. Have the students makepredictions about their cuttings.

Focus Question

How do we keep our cuttingsalive?

We know we made new plants

from old stems because there

are new leaves and roots

growing. You need a piece of

stem with a node on it to make

a new plant. Plants need light,air, water, and nutrients.

Guiding Questions


plant?


help it to survive?


1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants

Investigation 3 Part 3 Spuds


1. Steps 1-13

Closure


predictions about their potatoes.

potato eyes Focus Question

Why do potatoes have eyes?

Potatoes are underground

stems of the potato plants.New plant stems and roots

grow from the nodes of

potatoes.

Guiding Questions



plant?


help it to survive?


27/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

FOSS: New Plants

Making Observations of Brassica,Alfalfa, Grass, Wheat, and Cuttings


1. Harvesting Seeds (Page 29) Steps

13-16




and Steps 10-11 (Page 18)

Closure

6.Have the students share theirobservations with their peers.

Focus Question

What changes happen tobrassica, alfalfa, grass, wheat,

potatoes, and cuttings as they

grow?



plants

Guiding Questions


plant?


help it to survive?









classroom.

Session 18 3.C.1.a, c-d FOSS: New Plants

Science Stories: Plants and Animals

from Around the World


the lesson plan.



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


28/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

FOSS: New Plants

Investigation 3 Part 3 Spuds


1. Steps 1-13

Closure


predictions about their potatoes.

potato eyes Focus Question

Why do potatoes have eyes?

Potatoes are underground

stems of the potato plants.

New plant stems and roots

grow from the nodes of

potatoes.

Guiding Questions


plant?


help it to survive?


1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

FOSS: New Plants


Alfalfa, Grass, Wheat, and Cuttings


1. Harvesting Seeds (Page 29) Steps

13-16




and Steps 10-11 (Page 18)

5. Potatoes Step 14 (Page 24)

Closure

6.Have the students share their


Guiding Questions



plant?

How do the structures of the planthelp it to survive?



making observations. The other



notebooks, reading aboutorganisms, and/or making



classroom.


29/219



30/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

Terrarium Study

Mapping It Out

See Day 1 LessonStudents will create a map of their

terrarium to identify the placement of

plants/seeds.

See the Terrarium Resource

beginning on page 65 of this guide.

terrarium

habitat

organismmoist

soil

Focus Question

How would you describe the

plan for your terrarium?

The students describe the

map/plan for their terrarium.

Guiding Questions


plant?


help it to survive?

Session 24 3.C.1.a, c-d1.3.A.1.a-c

1.3.B.1.a-c

1.3.B.2.c

Terrarium StudySetting Up the Terrarium

See Day 2 Lesson

Students will transfer plants and/or

plant seeds in their terrarium

according to the map from Day 1.



Focus QuestionWhat will the organisms in our

terrarium need to survive?

Organisms need light, air,

water, and nutrients.

Guiding Questions



plant?

How do the structures of the

organisms help them to survive?



31/219



Time Curricular

Connection



1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

Terrarium Study

Introducing Other Organisms

See Day 3 LessonStudents will add other organisms to

their terrarium.



earthworm

tunnel

behaviorspecies

life cycle

abdomen

body

bristle

burrow

clitellumpillbug

head

legs

hide

nightcrawler

segment

Focus Question

What other organisms could

we add to our terrarium?

Students make suggestions for

organisms that are appropriate

to add to the terrarium.

Guiding Questions


plant?





32/219

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


Time Curricular

Connection


Session 26-

36

3.C.1.a, c-d

1.3.A.1.a-c

1.3.B.1.a-c1.3.B.2.c

Terrarium Study

Making Observations

See Day 4-14 LessonStudents will make observations

about their terrariums.



Focus Question

How would you describe the

organisms in your terrarium?

Students use their

observations to describe the

organisms in their terrarium.

Guiding Questions


plant?











classroom.

Session 37 Unit 3 Reflection

Session 38 Unit 3 Assessment

Session 39 Unit 3 Assessment



33/219

y g


Instructional Support for Science Objectives



34/219


GRADE 1 OBJECTIVE

3.A.1.a

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

Resources to Support 3.A.1.a

Name of Resource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 80-97

FOSS: New Plants All Investigations

Safari Montage All About Plants and StructuresAll about Plant PollinationPlants of the RainforestBill Nye: PlantsMagic School Bus Gets PlantedPeep: Peep Plants a Seed

All About Forest EcosystemsAll About Water EcosystemsMagic School Bus Gets to SeedWhere is Food GrownAuthur: Busters GreenThumb

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 ofyour students.

PLEASE BE SURETO VISITnetTrekker FOR ADDITIONAL RESOURCES.

SEE DIRECTIONS ON PAGE 188.



35/219


GRADE 1 OBJECTIVE

3.A.1.b

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

Resources to Support 3.A.1.bName of Resource Where Can the Resource Be Found? Notes



Safari Montage All About Plants and Structures

All about Plant PollinationPlants of the RainforestBill Nye: PlantsMagic School Bus Gets PlantedPeep: Peep Plants a SeedAll About Forest EcosystemsAll About Water EcosystemsMagic School Bus Gets to Seed

Where is Food GrownAuthur: Busters GreenThumb


science investigations. The videos arenot intended to replace investigations or



within the videos to meet the needs of

your students.





36/219


GRADE 1 OBJECTIVE

3.A.1.c

Use the information collected to ask and compare answers to questions about how anorganism's external features contribute to its ability to survive in an environment.

Resources to Support 3.A.1.c








science investigations. The videos arenot intended to replace investigations or




your students.





37/219


Lesson Seeds

Compare a Bean Plant and a Cactus

How are bean plants and cactus alike?How are they different?Think of many ways.



38/219


Writing About Science

My Secret Plant or AnimalChoose two organisms to describe and compare. Share your writing with a partner. Have them guessthe names of the organisms you wrote about.


GRADE 1 OBJECTIVE


39/219


GRADE 1 OBJECTIVE

3.B.1.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 seen with the magnifier.

Resources to Support 3.B.1.a













your students.




GRADE 1 OBJECTIVE


40/219


GRADE 1 OBJECTIVE

3.B.1.b

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

Resources to Support 3.B.1.b









41/219



We know stories sometimes give plants and animals attributes theydont really have. Write a story about how the cactus got its spines(vary this to fit plant familiar to students).


GRADE 1 OBJECTIVE


42/219


GRADE 1 OBJECTIVE

3.B.1.c

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






43/219


GRADE 1 OBJECTIVE

3.B.2.c

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

Resources to Support 3.B.2.c




Safari Montage All About Plants and StructuresAll about Plant PollinationPlants of the RainforestBill Nye: PlantsMagic School Bus Gets PlantedPeep: Peep Plants a SeedAll About Forest EcosystemsAll About Water EcosystemsMagic School Bus Gets to Seed



science investigations.T

he videos arenot intended to replace investigations or




your students.




GRADE 1 OBJECTIVE


44/219


GRADE 1 OBJECTIVE

3.B.2.d

Respond, giving reasons to support the response, to the statementAll living things are made of parts.

Resources to Support 3.B.2.d












your students.




GRADE 1 OBJECTIVE


45/219


GRADE 1 OBJECTIVE

3.C.1.a

Examine a variety of populations of plants and animals (including humans), to identify ways thatindividual members of that population are different from one another.

Resources to Support 3.C.1.a



FOSS: New Plants Extensions









your students.




GRADE 1 OBJECTIVE


46/219


GRADE 1 OBJECTIVE

3.C.1.b

Make a list of possible advantages and disadvantages of differences of individualsin a population of organisms.

Resources to Support 3.C.1.b


ScienceSaurus Pages 80-97, 128-155





GRADE 1 OBJECTIVE


47/219


GRADE 1 OBJECTIVE

3.E.1.a

Examine how organisms in a wide variety of environments to gather information onhow 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

Resources to Support 3.E.1.a



Safari Montage All About Plants and StructuresAll about Plant PollinationPlants of the RainforestBill Nye: PlantsMagic School Bus Gets Planted

Peep: Peep Plants a SeedAll About Forest EcosystemsAll About Water EcosystemsMagic School Bus Gets to SeedWhere is Food GrownAuthur: Busters GreenThumb





Please select chapters or segmentswithin the videos to meet the needs of

your students.





48/219



We know that animals eat plants or other animals for food, and then they may alsobe eaten by bigger animals. Listen to the story ofThe Old Woman Who Swallowed

a Fly and draw the same story using different plants, insects, and animals insequence.

After that, use the pictures to help you write a story about it.


GRADE 2 OBJECTIVE


49/219


GRADE 2 OBJECTIVE

3.C.1.a

Investigate and describe that seeds change and grow into plants.

Resources to Support 3.C.1.a




Safari Montage All About Plants and StructuresAll about Plant Pollination

Plants of the RainforestBill Nye: PlantsMagic School Bus Gets PlantedPeep: Peep Plants a SeedAll About Forest EcosystemsAll About Water EcosystemsMagic School Bus Gets to SeedWhere is Food Grown

Authur: Busters GreenThumb







your students.




50/219


GRADE 2 OBJECTIVE


51/219


3.C.1.d

Provide examples, using observations and information from readings that life cyclesdiffer from species to species.

Resources to Support 3.C.1.d







GRADE 2 OBJECTIVE


52/219


GRADE 2 OBJECTIVE

3.D.1.a

Observe and describe individuals in familiar animal populations, such as cats or dogs,to identify how they look alike and how they are different.

Resources to Support 3.D.1.a






GRADE 2 OBJECTIVE


53/219


3.D.1.b

Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how theyresemble organisms that live today.

Resources to Support 3.D.1.b






GRADE 2 OBJECTIVE


54/219


3.D.1.c

Recognize that some kinds of organism have completely disappeared.

Resources to Support 3.D.1.c






55/219


GRADE 2 OBJECTIVE


56/219


3.F.1.b

Explain that organisms live habitat provide their basic needs.

y food

y water

y air

y shelter

Resources to Support 3.F.1.bName of Resource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 128-155FOSS: New Plants All Investigations

Safari Montage All About Plants and StructuresAll about Plant PollinationPlants of the RainforestBill Nye: PlantsMagic School Bus Gets Planted

Peep: Peep Plants a SeedAll About Forest EcosystemsAll About Water EcosystemsMagic School Bus Gets to SeedWhere is Food GrownAuthur: Busters GreenThumb







your students.


SEE DIRECT

IONS ON PAGE 188.


Lesson Seeds


57/219


Lesson Seeds

Have the students design a space for a plant or animal. The students should pick the plant or animal. They should find out what itneeds for food, water, space, and other things. Have the students draw a picture of their design, describe what it looks like, andexplain how it meets the needs of the organism.

Resource: Puddle Questions for Science ~ Grade 2, Creative Publications


GRADE 2 OBJECTIVE


58/219


3.F.1.c

Explain that animals and plants sometimes cause changes in their environments.

Resources to Support 3.F.1.c




Safari Montage All About Plants and StructuresAll about Plant PollinationPlants of the RainforestBill Nye: PlantsMagic School Bus Gets PlantedPeep: Peep Plants a SeedAll About Forest EcosystemsAll About Water Ecosystems

Magic School Bus Gets to SeedWhere is Food GrownAuthur: Busters GreenThumb

These videos may be used to enhancescience investigations. The videos are





your students.




6.A.1.a


59/219


Describe natural resources as something from the natural environment that is used to meet human

needs.

Resources to Support 6.A.1.a



Safari Montage y All About Forest Ecosystems

y Environmental Health

y Magic School Bus Holiday Special:Recycling

y

Plants of the Rainforesty The United States

y U.S. Industries & Resources

y What is Economics?

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 needsof your students.




6 A 1 b


60/219


6.A.1.b

Identify water, air, soil, minerals, animals, and plants as basic natural resources.

Resources to Support 6.A.1.b

Name of Resource Where Can the Resource Be Found? NotesScienceSaurus Pages 318-333, 344-349




y Plants of the Rainforesty The United States







segments within the videos to meet the needs

of your students.




6.A.1.c


61/219


Explain that food, fuels, and fibers are produced from basic natural resources.

Resources to Support 6.A.1.c






y Plants of the Rainforest

y The United Statesy U.S. Industries & Resources







of your students.




6 A 1 d


62/219


6.A.1.d

Identify ways that humans use Earths natural resources to meet their needs.

Resources to Support 6.A.1.d







y The United States





replace investigations or to be used as astand-alone activity. Please select chapters or


of your students.




6 A 1 e


63/219


6.A.1.e

Explain that some natural resources are limited and need to be used wisely.

Resources to Support 6.A.1.e







y The United States








of your students.




6 B 1 a


64/219


6.B.1.a

Identify and describe that individual and group actions, such as turning off lights, conserving water,recycling, picking up litter, or joining an organization can extend the natural resources of the

environment.

Resources to Support 6.B.1.aName of Resource Where Can the Resource Be Found? Notes






y The United States







of your students.




6 B 1 b


65/219


6.B.1.b

Identify and describe that individual and group actions, such as leaving lights on, wasting water, orthrowing away recyclables, can limit the natural resources of the environment.

Resources to Support 6.B.1.b







y The United States







of your students.





66/219


Plant Enhancement Resource andTerrarium Study


Terrarium Planning Guide

Day Title Plan For


67/219


y

1 Mapping It Out Students will create a map of their terrarium toidentify the placement of plants/seeds.

2 Setting Up the Terrarium Students will transfer plants and/or plant seeds in

their terrarium according to the map from Day 1.

3 Introducing OtherOrganisms

Students will add other organisms to theirterrarium.

4-14 Making Observations Students will make observations about their

terrariums.


Materials

Description Per Kit


68/219


p

1.5 Gallon Flex Tanks, w/Lids 7

2" Bug Box Magnifier 7

Hand Lens 7

Vials for collecting specimens 7

*Top Soil, 10 lb 2

*Gravel, 10 lb 1

*Charcoal, 8 oz 1

Plastic Spoons 7

Trowels 7

*Plastic Gloves, Pkg/100 1

Plastic Storage Container 1

***Kindergarten has earthworms that you can use when they are finished their earthworm investigations.


Terrariums

David Trinklein

D t t f H ti lt


69/219


Department of Horticulture

Resource: http://extension.missouri.edu/publications/DisplayPub.aspx?P=g6520

A terrarium is a tightly closed clear glass or plastic container filled with small plants (Figure 1). It also has come to mean an open, transparent

container for growing and displaying plants. Terrariums are most useful for small plants that do not adapt well to normal home atmospheres. When

properly planted and located, they provide a way to grow many plants with minimal care.

Figure 1A terrarium is a good way to keep plants indoors with a minimum of care.

Brief history

Transparent containers for growing plants date back to at least 2,500 years ago in Greece. But in the United States, terrarium culture is believed to

originate in New England, where housewives placed squawberry (partridge berry) in hand-blown glass bowls.

Invention of the terrarium as we know it is credited to Dr. N. B. Ward of London. Ward was interested in growing many types of ferns in his backyard

but had not been successful. While studying a sphinx moth emerging from the chrysalis he had buried in moist earth in a closed bottle, he was

amazed to see a seedling fern and some grass growing inside. He watched them grow for four years, during which time not one drop of water was

added, nor was the cover removed.

Ward continued his observations with other plants in containers, and in 1842 published a book called On the Growth of Plants in Closely Glazed

Cases.This led to development of "Wardian Cases," which were large, enclosed containers for growing delicate plants in the home or transporting

precious plants over long distances. The terrariums most often used today are small ornamental versions of the Wardian case.


70/219


Height

Since low plants are preferred, more emphasis is placed on small plants. They are divided into three size groups. Some of these are creeping or

climbing vines that may grow tall, but with limited height in the terrarium they form a groundcover. Most plants listed in the "over 12 inches"

category need occasional cutting back to be kept low.


71/219


Light

Most plants listed are in the "medium" light category and require good light near a window, or perhaps less light from a window supplemented withartificial light. The terrarium should be placed within several feet of a bright window, but not in direct sun.

Few plants tolerate "low" light for extended periods. Those listed for "low" light will tolerate a location no more than about 10 feet from a bright

window.

"Bright" light means a location close to a window, often in direct sun, as for a grouping of cactus in a dish garden. Do not put closed containers in full

sun.

Container

The true terrarium is tightly closed. Most plants require high humidity. Plants suitable for this condition are listed as "closed."

An "open" container is one with high sides, generally at least as tall as the plants contained. The opening at the top is not covered. Plants not

needing high humidity can be used.

"Dish" refers to a planting in which a container is used with sides that are lower than the plants, so that the entire planting is subjected to normal

conditions in the room. Plants tolerating low humidity are most suitable for this type of planting.

Temperature

"Warm" in this case refers to normal home conditions. Most tropical plants are suited for common house temperatures. At night, 65 degrees is ideal;

day temperatures normally should be about 10 degrees higher.

"Cool" is a designation that primarily fits woodland plants in woodland terrariums. These plants should have nighttime temperatures about 50 to 55

degrees. In the home these temperatures may be difficult to find, but placed on a window close to the glass, with a drape pulled behind them at

night, a pocket of cool air will develop during the winter. Day temperatures also should be cool but are not as critical.

Comments

This section lists only conditions or characteristics peculiar to the plant indicated.


Tools

Only a few tools are necessary for planting the terrarium. Long sticks, either bamboo or 1/4-inch dowling, will be most useful. The appropriate length

depends on the height of the container to be planted. They can be used to dig holes, move items and support plants while they are being planted.


72/219


Household scissors will be helpful for pruning plants before they are planted.

A large kitchen spoon will be helpful in placing soil and drainage material in the container. If a container with a very small opening is used, make a

funnel from paper or aluminum foil for placing soil into the container.

An atomizer or bulb-type sprayer will be useful for watering the terrarium. A kitchen bulb baster may be used for watering hard-to-reach spots.

A stick with a wire loop on the end will be helpful for lowering plants into large containers with small tops.

Accessories

Rocks, gravel and other natural materials provide pleasing accessories in designing terrariums. Sticks, wood, seed pods or bark are possible choices.

Ceramic figures, frogs, mushrooms or snails suggest a natural setting. The materials added are a matter of individual taste. However, avoid too

many accessories, or those with vivid, unnatural colors. Care should be taken not to introduce insects or disease with the accessories.

Other uses for the terrarium

Closed terrariums, with high humidity, make ideal propagation units for a few cuttings of houseplants. The idea also may be used to keephouseplants during a short vacation period. Plants can be placed in large containers or plastic bags with the top closed. They should not be placed in

direct sunlight, or overwatered, but can normally be kept for 2 to 4 weeks in this way.


Assembling the terrarium

Design

Combine plants for variation in size, color and texture. Since terrariums usually are viewed from one side, the soil should be sloped for viewing from


73/219


p y p g

that side. Plants also should be arranged so that taller plants are toward the back. Use rocks, sand, wood and other natural materials to create cliffs,

rock ledges, dry stream beds or lush tropical forests. Hills and valleys will make the scene more interesting than a flat surface.

Prepare the container

Before planting sterilize the container by washing it in hot, soapy water and rinsing thoroughly. Make sure the container is dry before planting. If you

use a commercial glass cleaner, such as one containing ammonia, allow the open container to air for several days before planting.

Add drainage material and soil

In general, about one quarter of the terrarium's volume will be used for soil and drainage material. These can easily be added with a spoon, funnel or

other convenient tool.

Drainage

Charcoal and pebbles should be placed in the bottom of the container for drainage. These may be mixed together, but the charcoal usually will be

most effective if placed in a 1/2-inch layer above the layer of gravel, crushed pots, marble chips or other drainage material. Sphagnum moss, placed

over the layer of gravel and charcoal, prevents soil from sifting into the drainage area.

Growing medium

Next, add the growing medium. It should be slightly moist so that dust is not stirred up, but not so moist that it is muddy and sticks to the sides. For

most containers, a minimum thickness of 1-1/2 inches is necessary to provide sufficient volume.


74/219


75/219


Background Information


76/219


From AIMS Critters

The earthworm is an invertebrate which has a segmented body. The number of segments in a full-gown earthworm

varies between 120 and 175. All segments except the first which contains the mouth and the most posterior which contains

the anus, are similar. The external surfaces of segment 31-37 are glandular and swollen. The region is called the clitellum.

This is located about one third toward the front end of the worm. This clitellum means that the worm is an adult and can

mate and lay eggs.

Earthworms have regenerative powers and are capable of replacing damaged or destroyed segments depending on the

region. Earthworms have to stay moist in order to breath. They have no lungs, but take oxygen from the air right through

their damp skin into the blood vessels. Carbon dioxide moves out of the body the same way. Getting dried out is fatal to an

earthworm.

There are bristles on the underside of the worm called setae. There are four pairs on all but the first and last segments.

The bristles are made of chitin which is the same material the hard outer covering of insects is composed of. These structures

helps the worm dig into the soil when it moves and help cling to the sides of the burrow when predators try to pull them out.

Earthworms do have enemies even though they spend much of their time underground. Their predators include birds,

frogs, centipedes, moles, and man. A protective adaptation is the worms brownish color. This makes the worm harder to see

against the soil.


77/219


After copulation, the worms separate, each having others sperm stored in the seminal receptacles unit until

fertilization.

When the eggs have reached maturity and have been released, the clitellum secretes a tub of mucus which slips over


78/219


the front of the worm. The tube receives eggs as it passes segment 14, and receives the other worms sperm cells as it passessegments 9 and 1-. Fertilization occurs inside the tube as it slides forward until it finally slips of the anterior end. The tube,

which is then sealed, is usually left in the burrow to form a cocoon containing several zygotes. After three to four weeks, pale,

whitish wormlets crawl out as miniature adults. If the moisture and temperature are not quite right, the eggs can stay in the

case for a year or more.

Because the earthworms source of nutrition is organic matter in the soil, large quantities of soil are eaten. Theindigestible soil passes through intestinal tract and is eliminated as worm castings. This helps enrich the soil. Lower levels

of earth are brought to the surface which improves the chemical composition. In burrowing, they are also improving farm

land as air and water can enter the ground easier. The naturalist Charles Darwin once calculated that an acre of farm land

may contain as many as 50,000 earthworms. In the course of a year, those worms could overturn as much as eighteen tons of

soil per acre! This is a great significance to agriculture and these creatures should be appreciated for their contribution to

farming.

Earthworms are often called Natures Plowman because they live in the ground and tunnel their way through the

ground mixing up the different layers of the soil.

The main sense organ of worm is their skin. A worms skin is very sensitive to moisture, temperature, touch, and light.

So, the worm actually uses its skin to see, feel, and detect moisture. The worm breathes by taking in air out of the moist soil

directly through its skin. (Since its skin is tender, it prefers a smooth environment over a rough one.) Its skin senses light

consequently worms can tell when it is day or night. Worms are nocturnal and rarely come out of the ground except at night.


What doearthwormseat?

Earthworms eat decayed leaf and plant material. They also swallow soil and the little bits of animal material. Based on

scientists observations of feeding habits, these seem to be favorites among worms.


79/219


LISTED IN ORDER BY PREFERENCE

Fresh Leaves Decaying Leaves

Beech Willow

Maple Oak

Oak Lime

Horse Chestnut Beech

Lime Maple

Willow Horse Chestnut

You can also feed your worms fruit peelings, corn meal, and bread crumbs. Two tablespoons every other week should be

enough. Do not feed them too much or the food may spoil.


Worm Home

Put a layer of sand or gravel at the bottom of the terrarium to collect excess water.

Fill the terrarium three quarters full of a mixture of sand and good soil Hard soils are too hard and compact for the worms to


80/219


Fill the terrarium three quarters full of a mixture of sand and good soil. Hard soils are too hard and compact for the worms to

burrow

Science Grade 2 Unit 3 2010 Guide

Documents

Transcript of Science Grade 2 Unit 3 2010 Guide