Science: Week of April 9th-13th , 2012 1.10: Organisms and environments.

. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: 1.10A:investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats. New Vocabulary for Course/Essential to Know: chick, chicken, egg, frog, hatch, tadpole Vocabulary for Review/Spiraled Vocabulary: adult / adulto, animal / animal, baby / beb, change /cambiar, cambio, characteristic / caracterstica, offspring / descendientes, parent / padre, mother/madre, resemble / parecerse
Enduring understandings: All animals have basic needs to survive, Basic needs can be met through interactions with living and nonliving things, Organisms have inherited parts that help them meet their needs, Organisms change over time.

Intended learning outcomes: Students know that organisms go through observable changes over time called a life cycle. Students observe and record life cycles of animals using videos, models, and if possible live specimens.

Monday
We are off!

Tuesday Engage (20 minutes) Ask students what they now know about animals and their babies. Ask them if we can predict how a plant or animal will look at different times of its life. Explain that scientists have been studying plants and animals for many years, and they know how to predict the changes plants and animals go through in their lives and have a name for these changes: life cycle. Show Life Cycle video. Have students watch Chicken Life Cycle Video on School Tube. Students will get to see a real life example of the changes that a chicken goes through. (Teacher note: You may want to mute the video.) Explain/Explore: (15 minutes)

Wednesday Show students BrainPopJr. Video: Frogs (6:24). Hold a class discussion with the following questions as a guide. How do frogs grow and change? Who lays the eggs? What hatches from the eggs? What do baby frogs look like? What are they called? What physical changes does a tadpole go through? Are frogs born alive or do they hatch from eggs? What other animals go through similar cycles? What happens after a tadpole grows front legs?

Thursday Engage (10 minutes) Cycles of Life Cycles of Life: Click and drag the pictures into the correct order of the life cycles of Butterflies, Frogs, Plants and Apple Trees. Explore/Explain (30 minutes) Day 3 students will plan;, Day 4 they will present to class. Ask students to share their favorite life cycle from class the last few days. What other animals/plants are they curious about? Pint out coloring pages for each group. (See below) Allow them to pick and choose animals they are curious about to study how they grow and change. Allow them to again use one of the following to show what they are learning, or make centers for students to explore. Dramatic play to act out the sequence of changes (See

Friday Engage (5 minutes) Ask students which animals they are curious to know more about. Show different videos and allow student to generate questions about other animals to explore on a later day. Explore (25-30 minutes) Games for bird, frog, and butterfly life cycles Animal Life Cycles (14 minutes)

TEAMS: Life Cycles Mealworms and Caterpillars (30 minutes) Wild by Nature for Kids: A Spiders Life (5 minutes)

Reading Rainbow: The Life Cycle of a Honeybee (28 minutes)

Reading Rainbow: Chickens Aren't the Only Ones by Ruth Heller (25 minutes)

Chicken Life Cycle Video

Social Studies
1.2 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. 1.2A identify contributions of historical figures, who have influenced the community, state, and nation 1.2B identify historical figures who have exhibited individualism and inventiveness 1.2C compare the similarities and differences among the lives and activities of historical figures and other individuals who have influenced the community, state, and nation 1.12 Government. The student understands the role of authority figures, public officials, and citizens.
Monday SEL Role-play different problems students are having in class, the appropriate way to solve them Ex-Someone sat in the chair you were sitting in Tuesday Women biographies on Brainpop Jr Susan B. Anthony Students will understand that women were not able to vote and there was a movement that allowed women the right to vote. Talk about why voting is important and why good citizens vote. Wednesday Thursday Friday

Harcourt Horizons, Create class charts About My World TE, on women and Who Are Our their Leaders?, pp. 48contributions 51A; Make a Choice and by Voting, 58A-59, responsibilities Students discuss in the home, that women were not school, and allowed to vote in the community. past. Students will read Portraits of Good about women Citizens, pp.69-70; who made a How Communities positive Honor Their Citizens, difference in the p. 74 world from Harcourt Horizons, About Students will define My World:
suffrage in social studies journal and write how women got right to vote.

Use newspapers and other sources to identify women and their roles as public officials who live in the present and are positive models for good citizenship and who influence the community Other resources on Womens History at Website Links Galore! Women in History Scholastic lessons at Women Who Changed History

Jane Addams, p. 207 Clara Barton, p. 69 Mary M. Bethune, p.15 Marjory S.

Family Education: Women in history Harcourt Horizons women biographies

Douglas, p.115 Stephanie Kwolek, p. 70 Sandra Day OConnor, p. 209 Ellen Ochoa, p. 257 Molly Pitcher, p. 207 Eleanor Roosevelt, p. 70 Ida B. Wells, p. 208 Phillis Wheatley, p. 207