Day

Date

Learning Target

Activity, materials & resources

Assessment

After each session, students respond to an exit question to reflect on the day’s lesson

1-26

Ongoing

       I can use scientific tools (e.g., hand lens/magnifier, metric ruler, balance) to observe and make comparisons of organisms; and to classify organisms using one or more of their external characteristics (e.g., body coverings, body structures)    

      I can ask questions that can be investigated, plan and conduct ‘fair tests,’ and communicate findings to others.

      I can identify what most living things need to survive. (water, food and air)

Use this whole class activity as an example of the scientific process.  Science Fair Proposal sheet, Experimental design,  and Data, result, conclusion chart.

Plant bean seeds in 2 different cups.  Give water to 1 cup and none to the other.  Keep a class record of observation & data to create graph and draw conclusion.  Or follow this lesson idea: Bean Seed lesson

Needs of plants

Do at end of unit -OR – James and Jo planted some bean seeds in a cup.  James watered his seeds everyday just enough to make the dirt moist.  Jo was busy playing everyday and forgot to water his seeds.  A.  What do you think happened to James seeds and why?  B.  What do you think happened to Jo’s seeds and why?

2-5

I can identify the characteristics that define a habitat.

View various videos from United Streaming 15-20 min each

Habitats: Homes for Living Things  

Ocean Habitats: Shoreline and Reef

Forest Habitats

Desert Habitats

Tropical Rainforest Habitat, The

Plant Habitats around the World

Provide chart paper for groups of students to draw and label various habitats. 

Habitat Pictures

Chart pictures are labeled correctly.

OR – Choose one of the pictures of habitats below. 

A.     Name that Habitat.

B.     What are 3 things in the picture that help you identify that habitat?

C.     Name an animal that lives in that habitat.

6

Review OR

7-9

Power point ongoing –computer center –literacy block

      I can investigate adaptations that enable animals and plants to grow, reproduce, and survive (e.g., movements, body coverings, and method of reproduction)

      I can use scientific tools (e.g., hand lens/magnifier, metric ruler, balance) to observe and make comparisons of organisms; and to classify organisms using one or more of their external characteristics (e.g., body coverings, body structures)

    I can identify features that help plants and animals live in different environments.

      I can tell why organisms may not be able to survive if some of their parts are missing.

     I can describe the basic needs of organisms and explain how these survival needs can be met only in certain environments.

United Streaming Animals Around Us: Animal Adaptations: What Are They?

(Science Lab activity)

Powerpoint includes one picture of an animal from Animal Photo Album.  Students use arrows and text boxes to identify parts of animals and how that part helps them to survive in their environment.

Add pictures/drawings of animals to habitat charts completed in earlier lesson.

Student completes tasked assigned and identifies at least 3 body parts and correct use.

Students correctly place animals in correct habitat.

10

11-OR

I can tell ways that some animals are alike and different. (in the way they look and in the things they do, and others are very different from one another)

Cut out pictures of animals from magazines or use Inspiration and sort animals to show likeness and/or differences.

Also use Cricketweb

Student is able to explain in detail why they sorted the animals into the groups they have chosen.

OR – Animals can be grouped in many ways.  Cut out the pictures of the animals below and group them in 2 groups.  Glue the groups in the circle then explain why the animals belong in the groups. 

12

Review OR

13-14

15-OR

I can tell why all living things have offspring that are very much like their parents, but not exactly alike.

Use the FOSS 2by 2 website to discuss with students how the babies are alike/not alike their parents. (Note the caterpillar colors compared to the butterfly.)

-          Using Kidspiration, students can match adults to baby pictures.

16

Review OR

17-18

  I can identify the stages in a life cycle.

  I can tell the life cycle of animals.

Monarch Butterfly – book (during literacy)

Resource

Sort pictures in order and draw arrows to show the life cycle process.

Frog Metamorphosis Diagram

Student successfully arranges pictures in correct order of a life cycle.

19-20

  I can tell the life cycles of plants.

Share The Pumpkin Book  (during literacy)

Our Apple Tree (during literacy)

Bean Seed lesson

Draw pictures of a seed becoming a plant which makes seeds.  Encourage students to connect to the seed experiment.  Student successfully draws life cycle of a plant.

21

   I can tell how plant and animal life cycles are alike.

    I can tell how plant and animal life cycles are different.

After discussing various life cycles in previous lessons, model creating a venn diagram to compare life cycle of 2 different animals.  Students choose 2 other animals and complete a venn diagram.

Student completes venn diagram successfully.

22

I can compare and contrast plant life cycles.

After discussing various life cycles in previous lessons, model creating a venn diagramto compare life cycle of 2 different plants.  Students choose 2 other plants and complete a venn diagram

23

OR for lesson one – planting seed

24

Review OR

25-26

Reteach or cover material not yet completed due to scheduling conflicts, etc.

Go over reflections in science journal