Essential Question(s) - Students learn to identify living and nonliving (Determine the central ideas or conclusions of a things through clues, comparing what they learn to text; provide an accurate summary of the text What are some of the basic characteristics that are the characteristics they know. distinct from prior knowledge or opinions.) used to distinguish between living and non-living students will write and compare the things things? humans and other living things need using a . - select from a variety of videos and activities for living and nonliving things. Misconception: Video Resources Students may confuse nonliving and dead. Clarify if needed. - students will understand by engaging with this fun video about living and nonliving things. Students believe fictional animals such as Mickey Mouse are real life examples of Pink Palace Museum Outreach animals. Suitcase Exhibits (FREE): , , , : Tree Cookies, Leaves & Seeds, Sharks, Weddell Seals, Insects Lichterman Nature Center Field Trips , , , , Exhibits: Programs: , , Animals Alive! Grant Program (Free--for up to 2000 Title 1 students grades 1-8 during Aug-Sep & Dec-Mar—funding subject to availability) Standard 3-Flow of Matter and Energy 3 – 0107.3.1 Recognize that plants I can name and discuss basic things that MacMillan/McGraw-Hill: A Closer Look Academic vocabulary – and animals are living things that plants and animals need to live and grow. Plants Grow and Change: pp. 72-79 Seedling, life cycle grow and change over time. Lab and investigations activities Performance Tasks Essential Question(s) Explore: What do seeds need to grow? (TE) p. 73 (This is a good science fair idea) What are some of the basic things that plants How else do plants grow? (TE) pp.76-77 and animals need to do in order to How are wildflowers alike and different? (TE) pp. successfully live and grow? 78-79 Online Resources
Essential Question(s) What are some of the basic characteristics that are used to distinguish between living and non-living things? Misconception: Students may confuse nonliving and dead. Clarify if needed. Students believe fictional animals such as Mickey Mouse are real life examples of animals. - Students learn to identify living and nonliving things through clues, comparing what they learn to the characteristics they know. - select from a variety of videos and activities for living and nonliving things. Video Resources - students will understand by engaging with this fun video about living and nonliving things. Pink Palace Museum Outreach Suitcase Exhibits (FREE): , , , : Tree Cookies, Leaves & Seeds, Sharks, Weddell Seals, Insects Lichterman Nature Center Field Trips Exhibits: , , , , Programs: , , Animals Alive! Grant Program (Free--for up to 2000 Title 1 students grades 1-8 during Aug-Sep & Dec-Mar—funding subject to availability) (Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.) students will write and compare the things humans and other living things need using a . Standard 3-Flow of Matter and Energy – 3 0107.3.1 – Recognize that plants and animals are living things that grow and change over time. I can name and discuss basic things that plants and animals need to live and grow. Essential Question(s) What are some of the basic things that plants and animals need to do in order to successfully live and grow? MacMillan/McGraw-Hill: A Closer Look Plants Grow and Change: pp. 72-79 Lab and investigations activities Explore: What do seeds need to grow? (TE) p. 73 How else do plants grow? (TE) pp.76-77 How are wildflowers alike and different? (TE) pp. 78-79 Online Resources Academic vocabulary Seedling, life cycle Performance Tasks (This is a good science fair idea)
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