University of Connecticut Integrated Pest Management Curriculum Alignment: Grades 4 & 5
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1 Unit 1: Biodiversity Lesson 1: Everybody is Somebody s Lunch **Session 1: Food Chains 2. Draw diagrams showing how the sun s energy enters and is transferred from producers to consumers in a local land or aquatic food chain. Unit 1: Biodiversity Lesson 1: Everybody is Somebody s Lunch **Session 2: Food Webs 2. Draw diagrams showing how the sun s energy 1 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
2 Unit 1: Biodiversity Lesson 2: I is for Invasive B INQ.8: Search the Web and locate relevant science information. enters and is transferred from producers to consumers in a local land or aquatic food chain. 4. Analyze food webs to describe how energy is transferred from plants to various animals in an ecosystem. Unit 2: IPM **Lesson 1: Before BINQ. 7: Read and write a variety of science-related fiction and nonfiction texts. 2 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
3 You Spray, Try Another Way Unit 3: Lifestyles Section 1- Animals **Lesson 1: Extreme Makeover B INQ.8: Search the Web and locate relevant science information. NOTE: This lesson is more closely aligned with CT Science Standard 1.3 (Structure and Function), which deals with metamorphosis. Unit 3: Lifestyles Section 1- Animals 3 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
4 **Lesson 2: Migration Relay BINQ.5: Use data to construct reasonable explanations. B INQ.10: Use mathematics to analyze, interpret and present data. Unit 3: Lifestyles Section 1- Animals Lesson 3: Better Homes and Gardens B INQ.8: Search the Web and locate relevant science information. B INQ.10: Use mathematics to analyze, interpret and present data. NOTE: This lesson is also closely aligned with CT Science Standard 1.2.a (Structure and Function), which deals with the basic needs of organisms. 4. Analyze food webs to describe how energy is transferred from plants to various animals in an ecosystem. 4 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
5 Unit 3: Lifestyles Section 1- Animals Lesson 4: Flag On The Playing Field B INQ.3: Design and conduct simple investigations. BINQ.5: Use data to construct reasonable explanations. 3. Design and conduct simple investigations to record interactions among producers, consumers, herbivores, carnivores, omnivores and decomposers in an ecosystem. Unit 3: Lifestyles Section 2- Plants **Lesson 1: Earth: Planet of Plants B INQ.8: Search the Web and locate relevant science information. 5 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
6 Unit 3: Lifestyles Section 2- Plants **Lesson 2: Presto, Changeo Unit 4: Pest vs. Pal **Lesson 1: A Pest By Any Other Name B INQ.3: Design and conduct simple investigations. BINQ.5: Use data to construct reasonable explanations. B INQ.10: Use mathematics to 2. Draw diagrams showing how the sun s energy enters and is transferred from producers to consumers in a local land or aquatic food chain. 4. Analyze food webs to describe how energy is transferred from plants to various animals in an ecosystem. 6 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
7 analyze, interpret and present data. Unit 4: Pest vs. Pal Lesson 2: Worm s World B INQ.3: Design and conduct simple investigations. BINQ.6: Analyze, critique and communicate investigations using words, graphs and drawings. 3. Design and conduct simple investigations to record interactions among producers, consumers, herbivores, carnivores, omnivores and decomposers in an ecosystem. Unit 4: Pest vs. Pal Lesson 3: Insectivores B INQ.9: Use measurement tools and standard units (e.g., centimeters, meters, grams, kilograms) to describe objects and materials. B INQ.10: Use mathematics to 7 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
8 analyze, interpret and present data. Unit 4: Pest vs. Pal Lesson 4: Six Bugs You ll Learn to Love Unit 4: Pest vs. Pal **Lesson 5: An Ounce of Prevention B INQ.3: Design and conduct simple investigations. 3. Design and conduct simple investigations to record interactions among producers, consumers, herbivores, carnivores, omnivores and decomposers in an ecosystem. 8 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
9 Unit 5: Pest Control Section 1- Biological/Natural Lesson 1: Butterflies, Mealworms, and Beetlemania B INQ.3: Design and conduct simple investigations. B INQ.4: Employ simple equipment and measuring tools to gather data and extend the senses. BINQ.6: Analyze, critique and communicate investigations using words, graphs and drawings. NOTE: This lesson is more closely aligned with CT Science Standard 1.3 (Structure and Function), which deals with metamorphosis. Standard 1.3: 3. Compare and contrast the changes in structure and behavior that occur during the life cycles of animals that undergo metamorphosis with those that do not. Unit 5: Pest Control BINQ.5: Use data to construct reasonable explanations. 9 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
10 Section 1- Biological/Natural **Lesson 2: The Solution, or Part of the Problem B INQ.10: Use mathematics to analyze, interpret and present data. Unit 5: Pest Control Section 2- Chemical **Lesson 1: DDT Doing Deadly Things B INQ.8: Search the Web and locate relevant science information. B INQ.10: Use mathematics to analyze, interpret and present 10 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
11 data. Unit 5: Pest Control Section 2- Chemical Lesson 2: Easy To Do, But Dangerous Too! NOTE: This lesson is also aligned with CT Science Standard 6.4 (Science and Technology in Society), which deals with the impact of human activities on water resources. 11 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
12 Unit 5: Pest Control Section 3- Social/Cultural **Lesson 1: Of Loraxes and Wumps B INQ.4: Employ simple equipment and measuring tools to gather data and extend the senses. BINQ.5: Use data to construct reasonable explanations. Unit 5: Pest Control Section 4- Mechanical Lesson 1: To Catch a Leprechaun BINQ.6: Analyze, critique and communicate investigations using words, graphs and drawings. NOTE: This lesson is more closely aligned with CT Science Standard 1.4 (Science and Technology in Society), which deals with the properties of materials as they relate to their usefulness. 12 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
13 Unit 6: Summary **Lesson 1: The Choice is Yours B INQ.6: Analyze, critique and communicate investigations using words, graphs and drawings. B INQ7: Read and write a variety of science-related fiction and nonfiction texts. 13 IPM Curriculum Alignment / MaryLouBlanchetteSmith/2009
UniversityofConnecticutIntegratedPestManagement Curriculum Alignment: Grades 2& 3
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