Third Grade Science Unit B Life Sciences Chapter 4 Living in Different Environments Lesson 1 What structures help plants and animals live and grow?
|
|
|
- Isaac Baldwin
- 7 years ago
- Views:
Transcription
1 Third Grade Science Unit B Life Sciences Chapter 4 Living in Different Environments Lesson 1 What structures help plants and animals live and grow? Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 1
2 carbon dioxide Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 2
3 a heavy colorless gas absorbed by plants and used in photosynthesis Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 3
4 The carbon cycle shows how humans breathe in oxygen released by plants and how plants take in carbon dioxide exhaled by humans. Use your teacher s explanation and the diagram of the carbon cycle to explain the process? In the carbon cycle,. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 4
5 People get nutrients from the food they eat to keep them healthy and strong. Plants get nutrients from the soil. What context clues did you find? Nutrients are. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 5
6 nutrients Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 6
7 providing nourishment Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 7
8 oxygen Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 8
9 a colorless and odorless gas that humans need to survive Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 9
10 Think about what you know about oxygen. Is it a solid, liquid, or gas? Tell everything you know about oxygen? What is it? Who needs it? Where do you find it? Oxygen is. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 10
11 Animals that live in the wild need to build or find shelter that will protect them from the weather and other animals. What context clues did you find? Based on the context clues, a shelter is. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 11
12 shelter Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 12
13 a dwelling place or home considered as a refuge from the weather Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 13
14 structures Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 14
15 parts of a body such as the bill, wings, or talons on a bird Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 15
16 Animal structures are the different body parts of an animal. For example, some bird structures are the bill, wings, and talons. Think about other animals and their structures. Name the animal and its structures? The structures of a/an are. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 16
17 adaptations Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 17
18 a structure or ability that helps a plant or animal meet its needs Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 18
19 Animals have different adaptations to help them meet their needs. Walruses, for example, have a thick layer of blubber to keep them warm in cold temperatures. Think about other animals and their adaptations. Name an example of an animal adaptation? An example of an animal adaptation is. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 19
20 An eagle uses its sharp talons as it swoops down from the sky to snatch up its prey. What context clues did you find? Based on the context clues, talons are. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 20
21 talons Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 21
22 claws on a bird Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 22
23 camouflage Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 23
24 the act or result of hiding to deceive an enemy Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 24
25 An animal will use camouflage to hid themselves from its prey or its enemies. For example, an octopus will change the color of its skin to match the sandy ocean floor. Think about other animals and their way to camouflage. Name an example of an animal and its camouflage? An example of an animal and its camouflage is. Unit B Chapter 4 Lesson 1 What structures help plants and animals live and grow? 25
26 Third Grade Science Unit B Life Sciences Chapter 4 Living in Different Environments Lesson 2 What are different environments where things live? Unit B Chapter 4 Lesson 2 What are different environments where things live? 26
27 biome Unit B Chapter 4 Lesson 2 What are different environments where things live? 27
28 major areas that have a similar year-round weather pattern and support similar kinds of living things Unit B Chapter 4 Lesson 2 What are different environments where things live? 28
29 Biomes are major land areas that have similar year-round weather patterns and support similar kinds of living things. Think about the definition of a biome. What are some examples of biomes? Some examples of biomes are. Unit B Chapter 4 Lesson 2 What are different environments where things live? 29
30 One biome, called the chaparral, is made up of a dense layer of evergreen shrubs that grow well in both mild, wet winters and hot, dry summers. What do you think this word means? Chaparral is an area of land that. Unit B Chapter 4 Lesson 2 What are different environments where things live? 30
31 chaparral Unit B Chapter 4 Lesson 2 What are different environments where things live? 31
32 dense growth of shrubs or small trees Unit B Chapter 4 Lesson 2 What are different environments where things live? 32
33 coniferous Unit B Chapter 4 Lesson 2 What are different environments where things live? 33
34 evergreen trees or shrubs of the class that bear cones or drupe like seeds Unit B Chapter 4 Lesson 2 What are different environments where things live? 34
35 Christmas trees, or pine trees, are coniferous evergreen trees that people use to decorate their homes during the holidays. Use your prior knowledge about Christmas trees to describe the coniferous tree? One type of coniferous tree is the pine tree, it. Unit B Chapter 4 Lesson 2 What are different environments where things live? 35
36 Deciduous trees have beautiful full leaves during the summer, but shed their leaves before the cold, snowy winter. What do you think deciduous means? Deciduous describes. Unit B Chapter 4 Lesson 2 What are different environments where things live? 36
37 deciduous Unit B Chapter 4 Lesson 2 What are different environments where things live? 37
38 trees and shrubs that shed their leaves annually Unit B Chapter 4 Lesson 2 What are different environments where things live? 38
39 Third Grade Science Unit B Life Sciences Chapter 4 Living in Different Environments Lesson 3 How do living things survive in places with few trees? Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 39
40 A grassland has many grasses and flowering plants but has very few trees. Use context clues and word structure to determine the meaning of the word? Based on the context clues and word structure, a Unit grassland B Chapter 4 Lesson 3 How is do. living things survive in places with few trees? 40
41 grassland Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 41
42 an environment that has many grasses and flowering plants Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 42
43 desert Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 43
44 an environment that gets very little rain Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 44
45 A desert is an area of land with an environment that gets very little rain. Use your prior knowledge and the definition to name some characteristics of a desert? Some characteristics of a desert are. Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 45
46 The more northern parts of Alaska and Canada are tundra where winters are long and cold. What context clues did you find? A tundra is. Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 46
47 tundra Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 47
48 a cold, environment located in the most northern part of the world and on high mountains Unit B Chapter 4 Lesson 3 How do living things survive in places with few trees? 48
49 Third Grade Science Unit B Life Sciences Chapter 4 Living in Different Environments Lesson 5 How do living things survive in water environments? Unit B Chapter 4 Lesson 5 How do living things survive in water environments? 49
50 Squish! The mucky ground in a wetland would get your feet wet in a hurry!. Use context clues and word structure to determine the meaning of a wetland? A wetland is. Unit B Chapter 4 Lesson 5 How do living things survive in water? 50
51 wetland Unit B Chapter 4 Lesson 5 How do living things survive in water? 51
52 an low area that is covered by water at least part of the year Unit B Chapter 4 Lesson 5 How do living things survive in water? 52
53 tides Unit B Chapter 4 Lesson 5 How do living things survive in water? 53
54 the inflow, outflow or current of water at any given place resulting from the waves of tides Unit B Chapter 4 Lesson 5 How do living things survive in water? 54
55 Tides are the inflow, outflow or current of water at any given place resulting from the waves. Use the definition and teacher explanation to give your definition of tides? Tides are. Unit B Chapter 4 Lesson 5 How do living things survive in water? 55
56 Fish and other sea creatures use gills to breathe under water. What do you think this word means? Gills are. Unit B Chapter 4 Lesson 5 How do living things survive in water? 56
57 gills Unit B Chapter 4 Lesson 5 How do living things survive in water? 57
58 the respiratory organ of aquatic animals Unit B Chapter 4 Lesson 5 How do living things survive in water? 58
59 In the deep water, algae called kelp form underwater forests that are home for many different animals. What context clues did you find? Algae are. Unit B Chapter 4 Lesson 5 How do living things survive in water? 59
60 algae Unit B Chapter 4 Lesson 5 How do living things survive in water? 60
61 an aquatic plantlike organism that grows in the ocean Unit B Chapter 4 Lesson 5 How do living things survive in water? 61
4. Which choice below lists the biomes in order from lowest precipitation amounts to highest precipitation amounts?
Ecosystems and Biomes 1. All of the living organisms in a forest plus their environment is an example of A. a biome. B. a community. C. a population. D. an ecosystem. 2. Which of the following best describes
Climate, Vegetation, and Landforms
Climate, Vegetation, and Landforms Definitions Climate is the average weather of a place over many years Geographers discuss five broad types of climates Moderate, dry, tropical, continental, polar Vegetation:
Region of Georgia : Mountains
Region of Georgia : Mountains Northern most region of GA Cold weather in the winter Brasstown Bald is the highest point in Georgia Lots of creeks and streams High above sea level Poor soil for farming
6.4 Taigas and Tundras
6.4 Taigas and Tundras In this section, you will learn about the largest and coldest biomes on Earth. The taiga is the largest land biome and the tundra is the coldest. The taiga The largest land biome
Key Idea 2: Ecosystems
Key Idea 2: Ecosystems Ecosystems An ecosystem is a living community of plants and animals sharing an environment with non-living elements such as climate and soil. An example of a small scale ecosystem
Name Date Hour. Plants grow in layers. The canopy receives about 95% of the sunlight leaving little sun for the forest floor.
Name Date Hour Directions: You are to complete the table by using your environmental text book and the example given here. You want to locate all the abiotic (non-living) and biotic (living) factors in
Plants, like all other living organisms have basic needs: a source of nutrition (food),
LEARNING FROM LEAVES: A LOOK AT LEAF SIZE Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal
PLANET EARTH: Seasonal Forests
PLANET EARTH: Seasonal Forests Teacher s Guide Grade Level: 6-8 Running Time: 42 minutes Program Description Investigate temperate forests and find some of the most elusive creatures and welladapted plant
Animal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading.
Teaching First Step Nonfiction Animal Adaptations K 2nd Grade Interest Level 1st Grade ing Level Titles in this series: What Can Live in a Desert? What Can Live in a Forest? What Can Live in a Grassland?
WEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE
7 WEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE TEXTBOOK QUESTIONS AND ANSWERS Q.1. Why weather changes so frequently? Ans. All changes in the weather are caused by the sun. The movement of the
www.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans.
www.irishseedsavers.ie POND LIFE FACT SHEET Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. A pond is a small body of fresh water shallow enough for sunlight
Biomes An Overview of Ecology Biomes Freshwater Biomes
Biomes An Overview of Ecology Ecology is the scientific study of the interactions between organisms and their environments. Ecology can be divided into four increasingly comprehensive levels: Organismal
Biology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.
Biology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.1 ) Energy Flow 1) Student Name: Teacher Name: Jared George Date:
Plant and Animal Adaptations [4th grade]
![Plant and Animal Adaptations [4th grade]](/thumbs/40/21190579.jpg "Plant and Animal Adaptations [4th grade]")
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 6-14-2006 Plant and Animal Adaptations [4th grade] Jennifer Mahler Trinity University Follow
NOTE TO TEACHER: It is appropriate to introduce the mitochondria (where energy is made) as a major structure common to all cells.
5.2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). Taxonomy level: 1.1 and 1.2-A Remember Factual Knowledge
Chapter 3 Communities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Click on a lesson name to select. 3.1 Community Ecology Communities A biological
Communities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement.
Use this diagram of a food web to answer questions 1 through 5.
North arolina Testing Program EO iology Sample Items Goal 4 Use this diagram of a food web to answer questions 1 through 5. coyotes 3. If these organisms were arranged in a food pyramid, which organism
DESCRIBING DESERT, TAIGA, AND TUNDRA BIOMES
Lesson B5 1 DESCRIBING DESERT, TAIGA, AND TUNDRA BIOMES Unit B. Science and Technology in Wildlife Management Problem Area 5. Desert, Taiga, and Tundra Biomes National Academic Standard. NS.9-12.1 Science
THE ECOSYSTEM - Biomes
Biomes The Ecosystem - Biomes Side 2 THE ECOSYSTEM - Biomes By the end of this topic you should be able to:- SYLLABUS STATEMENT ASSESSMENT STATEMENT CHECK NOTES 2.4 BIOMES 2.4.1 Define the term biome.
6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same
A STUDY OF BIOMES. In this module the students will research and illustrate the different biomes of the world.
A STUDY OF BIOMES http://bellnetweb.brc.tamus.edu/res_grid/biomes.htm A HIGH SCHOOL BIOLOGY / ECOLOGY MODULE Summary: In this module the students will research and illustrate the different biomes of the
Deciduous Forest. Courtesy of Wayne Herron and Cindy Brady, U.S. Department of Agriculture Forest Service
Deciduous Forest INTRODUCTION Temperate deciduous forests are found in middle latitudes with temperate climates. Deciduous means that the trees in this forest change with the seasons. In fall, the leaves
Lesson Plan Two - Ecosystems
Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers
Tropical Rainforest. Abiotic Factors Amount of Water, Sunlight, Soil, Precipitation
World Biomes A biome is an area of land that shares similar temperatures and precipitation. The observation of the temperature and precipitation over a period time make up a biome s climate. Each biome
5 th Grade Science Vocabulary Words
5 th Grade Science Vocabulary Words abiotic factor A nonliving part of an ecosystem. acceleration Change in velocity with respect to time. action The force one object applies to a second, as in Newton
2. What kind of energy is stored in food? A. chemical energy B. heat energy C. kinetic energy D. light energy
Assessment Bank Matter and Energy in Living Things SC.8.L.18.4 1. What is energy? A. anything that takes up space B. anything that has mass C. the ability to conduct current D. the ability to do work 2.
4th GRADE MINIMUM CONTENTS-NATURAL SCIENCE UNIT 11: PLANTS
PLANT BITS 4th GRADE MINIMUM CONTENTS-NATURAL SCIENCE UNIT 11: PLANTS There are four main parts to a plant. They are the root, stem, leaf and flower. Each part has an important task to do in the life of
REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS
Period Date REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS A. Sample Multiple Choice Questions Complete the multiple choice questions to review this unit. 1. All of the following are density-dependent factors
The concepts developed in this standard include the following: Oceans cover about 70% of the surface of the Earth.
Name Date Grade 5 SOL 5.6 Review Oceans Made by SOLpass - www.solpass.org solpass100@comcast.net Reproduction is permitted for SOLpass subscribers only. The concepts developed in this standard include
The Polar Climate Zones
The Polar Climate Zones How cold is it in the polar climate? Polar areas are the coldest of all the major climate zones The Sun is hardly ever high enough in the sky to cause the plentiful ice to melt,
Life Science Study Guide. Environment Everything that surrounds and influences (has an effect on) an organism.
Life Science Study Guide Environment Everything that surrounds and influences (has an effect on) an organism. Organism Any living thing, including plants and animals. Environmental Factor An environmental
Polar Regions of the Earth
Polar Regions of the Earth A Reading A Z Level S Benchmark Book Word Count: 1,028 B E N C H M A R K S Written by Elizabeth Austin Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com
taiga Encyclopedic Entry boreal forest
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Encyclopedic Entry taiga boreal
Photosynthesis Lesson Plan 1. Introduction to Photosynthesis (grade 4) Objectives:
Photosynthesis Lesson Plan 1 Introduction to Photosynthesis (grade 4) Identify types of living things that use photosynthesis. Understand the concept of photosynthesis. Observe how flowers are grown. First
Roots and Stems and Leaves, Oh My!
Roots and Stems and Leaves, Oh My! Objectives 1. The student will be able to identify parts of a plant. 2. The student will understand the function of plant parts. Grade Level 1-3 4-6 TEKS: 1.6B, 2.6C;
Silent, Nighttime Hunters By Guy Belleranti
By Guy Belleranti Owls are raptors, or birds of prey. They are carnivores who quickly and silently swoop down on their prey from above. Most raptors such as eagles, hawks and falcons are day hunters. They
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York
A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright by Macmillan/McGraw-Hill. All rights reserved.
reflect look out! organisms: living things
reflect Imagine that a student in your school fell down and is having difficulty breathing. Sirens wail as an ambulance pulls into the school parking lot. The emergency workers rush over to help the student.
ELEMENTARY-LEVEL SCIENCE TEST
4THE UNIVERSITY OF THE STATE OF NEW YORK SPRING 2008 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test
4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
Plants, like all other living organisms have basic needs: a source of nutrition (food),
WHAT PLANTS NEED IN ORDER TO SURVIVE AND GROW: WATER Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air,
ANIMALS AND THEIR HABITATS: KS1 STUDENT RESOURCES
ANIMALS AND THEIR HABITATS: KS1 STUDENT RESOURCES PLANT OR ANIMAL? (Lesson 1:1) Card sort task: print out and get the students to sort them into: Plants or Animals. Get the students to explain why they
Section 1 The Earth System
Section 1 The Earth System Key Concept Earth is a complex system made up of many smaller systems through which matter and energy are continuously cycled. What You Will Learn Energy and matter flow through
Lesson 1. Objectives: ocus: Subjects:
Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of
Unit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
Exhibit Inquiry. Rainforest. Aug 11
Exhibit Inquiry Exhibit Inquiry Have students look for the following exhibits related to living things during their visit to the Ontario Science Centre: Where to go: (Level 6) What it's about: Tropical
If you would like more biome reading comprehensions like this, check out my Biome Bundle. It is on sale for 50% off for 3 days only!
If you would like more biome reading comprehensions like this, check out my Biome Bundle. It is on sale for 50% off for 3 days only! Includes: Coral Reefs Deserts Grasslands Arctic Tundra Wetlands Rainforest
GRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world.
GRADE 6 SCIENCE STRAND A Value and Attitudes Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students
Chapter 3: Climate and Climate Change Answers
Chapter 3: Climate and Climate Change Answers Section A: Climate 1. (a) Explain what each of the following means: (4 x 1 mark) (i) climate the average weather of an area over a 25 30 year period (ii) maritime
Desert Communities Third Grade Core: Standard 2 Objective 2 Describe the interactions between living and nonliving things in a small environment.
Desert Communities Third Grade Core: Standard 2 Objective 2 Describe the interactions between living and nonliving things in a small environment. (Discovering Deserts NatureScope: page 40, 43, 44) Objective:
Rain Forests. America's. Web of Life. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS
Rain Forest Ecology National Science Education Standards Standard C: Life Sciences Populations and ecosystems. Standard C: Life Sciences Diversity and adaptation of organisms. Standard F: Science in Personal
Plant Parts. Background Information
Purpose The purpose of this lesson is for students to learn the six basic plant parts and their functions. Time Teacher Preparation: 30 minutes Student Activity: 60 minutes Materials For the teacher demonstration:
Kindergarten Seasons and Weather Assessment
Kindergarten Seasons and Weather Assessment 1a. Circle the pictures that represent the four seasons: snowman going to a teacher harvest fruits colorful flowers the beach 1b. Write the name of the season
Communities, Biomes, and Ecosystems
Chapter Test A CHAPTER 3 Communities, Biomes, and Ecosystems Part A: Multiple Choice In the space at the left, write the letter of the term or phrase that best answers each question Part B: Matching 1
Overview. Suggested Lesson Please see the Greenlinks Module description.
Overview Plants interact with their environment in many ways that we cannot see. Children often enjoy learning about these hidden secrets of plant life. In this lesson, children will learn about role of
Rainforest Concern Module 2 Why do we need rainforests?
Rainforest Concern Module 2 Why do we need rainforests? Rainforest Concern Module 2: Why do we need Rainforest? Before we go any further, there are some words you may not understand, and these words and
2 nd Grade Science Unit B: Life Sciences Chapter 3: Plants and Animals in Their Environment Lesson 1: How are plants and animals like their parents?
2 nd Grade Science Unit B: Life Sciences Chapter 3: Plants and Animals in Their Environment Lesson 1: How are plants and animals like their parents? offspring Offspring are young plants and animals. Offspring
food chains reflect How are these organisms important to one another? organism: a living thing
reflect Different plants and animals live together. Look at the picture of the garden. What organisms live there? Grass, trees, bugs, and birds live there. Fish and frogs live there, too. Can you think
Grade 5 Standard 5 Unit Test Heredity. 1. In what way will a kitten always be like its parents? The kitten will...
Grade 5 Standard 5 Unit Test Heredity Multiple Choice 1. In what way will a kitten always be like its parents? The kitten will... A. be the same color. B. learn the same things. C. have the same body structures.
Materials Needed: Time Needed: Adaptations: 2 flyswatters (optional) Vocabulary Definitions (below) Vocabulary Scramble Sheets (below)
Vocabulary Slap Game ( Flyswatter Game ) Directions: Project a Vocabulary Scramble sheet on a projection screen or Smart Board. Divide the class into two teams. Each team sends one person up to the screen.
food webs reflect look out! what do you think?
reflect Imagine for a moment that you stay after school one day to clean up the classroom. While cleaning, you move some plants away from the sunny windows. A week later, you remember to move the plants
Animal Adaptations Investigation (K-3)
Animal Adaptations Investigation (K-3) At a glance Students explore the Zoo in search of animals that fit certain categories and discover their adaptations. Time requirement One Zoo visit of at least 60
Virginia Gardener http://www.hort.vt.edu/envirohort
The Virginia Gardener http://www.hort.vt.edu/envirohort Name Help Sheets: Things Plants Need There are certain things that every living thing needs in order to live and grow. Just like you, plants need
Ecology Pre-Test (High School)
Ecology Pre-Test (High School) Science is easier to understand if you can make connections between what you know now and the new ideas that you are studying. This is a test that will help us to understand
SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES
SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SECOND GRADE WATER WEEK 1. PRE: Exploring the properties of water. LAB: Experimenting with different soap mixtures. POST: Analyzing
Natural Resources and Landscape Survey
Landscape Info Property Name Address Information Contact Person Relationship to Landscape Email address Phone / Fax Website Address Landscape Type (private/muni/resort, etc.) Former Land Use (if known)
God, the Great Creator
Pre-Session Warm Up God, the Great Creator (Genesis 1: 2:3) Today we re going to start a new series of lessons all about God s attributes. An attribute is a character trait or quality about someone. For
The Tropical Rainforest Rainforest Series, Part 1 - by Mikki Sadil
Rainforest Series, Part 1 - Tropical rainforests are among the most mysterious of all geographical biomes in the world. A biome is an area with very distinctive plants and animals that have adapted to
Rainforest Photo Sort Information Gap
Rainforest Photo Sort Information Gap These activities form part of a sequence that can be used in a variety of ways and are very suitable for adaption to suit the children you are working with. The texts
This hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
PROCEDURE. See: Great Lakes Coastal Wetlands (http:// www.miseagrant.umich.edu/wetlands/index.html)
Activity: Students review a selection of career profiles and play a lively classroom game to find out more about marine and aquatic science professionals. Grade Level: 4-8 Subjects: Science, social studies
Lesson 2b: Adapting to Climate Change
Lesson 2b: Adapting to Climate Change SUBJECTS Life Science GRADE LEVELS OVERVIEW Plants and animals are adapted to live in habitats with specific environmental conditions; these adaptations might be physiological
Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity
Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral
ENVIRONMENTAL CHANGES
reflect How do you respond to environmental changes? Maybe you wear different types of clothes in different seasons. Maybe you only ride your bike during certain times of the year. What if you moved to
Grade Level Content Expectations addressed: Activities: Schedule of Field Trip Activities at the Detroit Zoo 8:15 am Board Bus at School
Title: Comparing and Contrasting Ecosystem Biodiversity Submitted by: Tracy Ortiz Email: tracy.ortiz@att.net School: Coffey K-8 Educational Learning Community Date: May 12, 2010 Target Grade: 6 Duration:
Grade 5 FCAT Science Sample Answers
2 0 1 1 Grade FCAT Science Sample Answers This booklet contains the answers to the FCAT Science sample questions. It also gives the Sunshine State Standards benchmark assessed by each sample question.
The Toledo Zoo Aviary
The Toledo Zoo Aviary Look at the Birdie Bird Adaptations Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Problem Solution Guide Personal Clues Questions
Animal Adaptations -- Vocabulary
Section 1 Objectives o Children will understand what animal adaptations are. o Children will be able to explain why animal adaptations are important. o Children will be able to explain different types
Living Things and the Environment
Living Things and the Environment (pages 6 11) Habitats (page 7) Key Concept: An organism obtains food, water, shelter, and other things it needs to live, grow, and reproduce from its environment. An organism
Photosynthesis. Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations:
GRADE 5 SCIENCE INSTRUCTIONAL TASKS Photosynthesis Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations: SI-M-A5 Use evidence
Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education
Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How
Understanding Basic Concepts demonstrate an awareness of air as a substance that surrounds us and takes up space, and whose movement we feel as wind
Designation: Ontario Curriculum: Science and Technology Earth and Space Systems: Grade 2 Air and Water in the Environment Written by: Andrea Schultz-Allison, Department of Earth Sciences, The University
... Date Starting your search in the Rainforest if it s open, keep an eye out for:
Museum-Wide Reptiles include turtles, lizards, snakes, crocodiles, and all of their relatives. There are over 9,000 different kinds of reptiles with amazing adaptations that help them find food and protect
Aquatic Biomes, Continued
Aquatic Biomes, Continued Introduction Extent of Marine biomes Issues & challenges Factors influencing distribution Dynamics in time & space Depth Tour of marine biomes Issues (by biome) Freshwater biomes
ECOSYSTEM RESPONSES. reflect
reflect There is a saying, No man is an island, which means that people need one another in order to survive. Everyone on Earth is interconnected in some way. This is not only true of human beings, but
How To Plan A Buffer Zone
Backyard Buffers Protecting Habitat and Water Quality What is a buffer? A buffer (also called a riparian buffer area or zone) is the strip of natural vegetation along the bank of a stream, lake or other
a. a population. c. an ecosystem. b. a community. d. a species.
Name: practice test Score: 0 / 35 (0%) [12 subjective questions not graded] The Biosphere Practice Test Multiple Choice Identify the letter of the choice that best completes the statement or answers the
Worksheet A Environmental Problems
Worksheet A Environmental Problems Vocabulary Can you talk about Environmental issues in English? With a partner, try to explain the terms in the diagram below. Why are the words divided into two groups
6 th Grade Science Assessment: Weather & Water Select the best answer on the answer sheet. Please do not make any marks on this test.
Select the be answer on the answer sheet. Please do not make any marks on this te. 1. Weather is be defined as the A. changes that occur in cloud formations from day to day. B. amount of rain or snow that
3.1. Succession, Recovery, and Renewal in Natural Communities. A35 Starting Point. What Happens to a Vacant Lot?
3.1 Succession, Recovery, and Renewal in Natural Communities Here is a summary of what you will learn in this section: Ecosystems change in predictable ways known as succession. Ecosystems can establish
KINDERGARTEN Overview of the Science Standards I. PHYSICAL SCIENCE LIFE SCIENCES III. EARTH SCIENCES IV. INVESTIGATION AND EXPERIMENTATION
Overview of the Science Standards Properties of materials can be observed, measured, and predicted. II. LIFE SCIENCES Different types of plants and animals inhabit the earth. III. EARTH SCIENCES Earth
Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the
Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.
Ocean Floor Continental Slope Begins at the Continental Shelf Very sharp drop to depths over 2 miles Covered with thick layers of sand, mud, and rocks
Ocean Floor Continental Shelf Begins at the shoreline Gently slopes underwater Average depth of 430 feet Thick layers of sand, mud, and rocks The beach is part of the Continental Shelf Ocean Floor Continental
Invasive Species Jeopardy
LESSON FOURTEEN: INVASIVE SPECIES JEOPARDY Duration: One 45-minute class period Objectives: To test students knowledge of exotic invasive plant species taught in this unit. Prepare in advance: Practice
Unit 6 - Habitats. Kinds of habitats
Unit 6 - Habitats A habitat is a place where certain organisms (plant and animal species) naturally live and grow. Like your home, habitats support life by providing the food, water and shelter that its
Coral Reefs Lecture Notes
Coral Reefs Lecture Notes (Topic 10D) page 1 Coral Reefs Lecture Notes Corals Polyps & Zooxanthellae Coral Polyps Are coral polyps algae or animals? Description (What do coral polyps look like? Make a
1.2 The Biosphere and Energy
1.2 The Biosphere and Energy All activities require a source of energy a fuel. For example, to sustain a campfire, you need to keep it supplied with wood. To reach a destination by car, you need to have
STUDY GUIDE ECOLOGY. CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment.
STUDY GUIDE ECOLOGY CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment. 2. A Hierarchy of interactions: cells tissues organs
Climate Change Mini-Simulation: Background Guide
Climate Change Mini-Simulation: Background Guide United Nations The United Nations (UN) is an international organization founded in 1945 after the Second World War by 51 countries committed to creating