Grade Kindergarten. Life Science Module. Animals Two By Two

Transcription

1 Grade Kindergarten Life Science Module Animals Two By Two In a code such as D.1, the 5 indicates the science standards, the 2 indicates the physical science standard within the set of science standards, the 4 indicates a Kindergarten cumulative progress indicator, the D indicates a strand or theme within the science standards, and the 1 indicates the first of the Kindergarten cumulative progress indicators within the D strand.

2 In completing the work in Investigation 1 of Animals Two By Two, students are expected to develop understandings and skills including: Fish have identifiable structures. Fish behavior is influenced by conditions in the environment. Fish have basic needs. Fish change their environment. Each kind of fish has unique structures and behaviors. All animals deserve respect and gentle care. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.4.A.2) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1)

3 Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe two aquatic animals. Compare the structures of two fish. Communicate observations of fish structure and behavior. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Page 2

4 Page 3 Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigation 2 of Animals Two By Two, students are expected to develop understandings and skills including: Snails have identifiable structures. Snails have senses. Snail behavior is influenced by conditions in the environment. Snails have basic needs. There is great diversity among snails. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.4.A.2) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2)

5 Page 4 Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe the structure and behavior of land and water snails. Compare two kinds of snails. Communicate observations of two kinds of snails. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3)

6 Page 5 Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigation 3 of Animals Two By Two, students are expected to develop understandings and skills including: Worms have identifiable structures. Worm behavior is influenced by conditions in the environment. Worms have basic needs. Each kind of worm has unique structures and behaviors. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.4.A.2) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2)

7 Page 6 Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe structure and behavior of two kinds of worms. Compare redworms and night crawlers. Communicate observations of the structure and behavior of the worms. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3)

8 Page 7 Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigation 4 of Animals Two By Two, students are expected to develop understandings and skills including: Isopods have identifiable structures and behaviors. Animals have similar needs. Each kind of Isopod has unique structures and behaviors. Isopod behavior is influenced by conditions in the environment. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.4.A.2) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2)

9 Page 8 Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Observe the structure and behavior of isopods. Communicate observations. Compare the two kinds of isopods. Observe several kinds of animals living together. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4)

10 Page 9 In completing the work in Investigation 5 of Animals Two By Two, students are expected to develop understandings and skills including: Chicks have identifiable structures and behaviors. Eggs and chicks require certain environmental conditions to survive. Young chicks resemble their parents. All animals deserve respect and gentle care. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.4.A.2) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1)

11 Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe chicks hatching from eggs. Observe the changes of structure and behavior of growing chicks. Communicate observations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) Page 10

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