Science Weekly #22
Sharing excellence in science from Horn Elementary!
Notes regarding this unit and our organisms....
Instructions for most organisms are in the curriculum guides for every grade level-look ahead!!! Investigations and observations of the organisms occur within the unit and are NOT a "stand-alone" activity. For example: There should not be a week long unit to study/learn about butterflies.
Thank you for all you do for our scientists and scholars!!!
Using our science notebooks!!!
Need pics PLEASE!!!
Please send me pics of your scientists in action OR let me know when you want me to come in and snap some shots!
Week of March 30-April 2 TEKS -no school Friday!
℗K.10A sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape
K.10B identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs
*Give students opportunities to sort plants and animals into groups. *Students might think that all plants and animals are the same. Some students believe that plants are not alive because they do not move. They often do not recognize that trees, vegetables, and grass are all plants.
1st-I know that organisms have special features that help them adapt to their environment TEKS / Student Expectation:
℗1.10A investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats
Clarifications: The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. (TEKS § 112.12)
*First grade students need to understand the importance of fins and gills. Focus your discussion on these two parts when talking about physical characteristics of fish.
2nd-The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
℗2.10A observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water
* Students should understand that the environment has an effect on the growth and behavior of living things. * Students should understand that physical characteristics and behaviors help animals meet their basic needs. * Students might think that physical characteristics and behaviors have no purpose, but they help animals survive in their environments.
3rd- The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: 3.10A explore how structures and functions of plants and animals allow them to survive in a particular environment
4th-I know that some characteristics of living things are inherited.
℗4.10B demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses
Per every Alief curriculum guide
It is a district expectation that Alief classrooms will implement with fidelity the use of:
*inquiry-based approach to hands on science and literacy
*quality questioning grounded on Webb’s Depth of Knowledge (DOK)
*formative assessments to monitor understanding and ensure students are on-track to master grade-level TEKS
*language objectives and ELPS strategies that are aligned to science TEKS
*collaborative strategies to promote structured student conversations and scientific argumentation
*academic vocabulary development strategies such as Thinking Maps, vocabulary games, and interactive science word walls
*technology integration to prepare 21st century students for a global society
More resources are also in the common in a folder under "Grade Level Resources".
STEMscopes and National Geographic:
username: T your ID number
password: same as username
password: password DO NOT CHANGE!!