Grade 1 Life Science Module Insects

Transcription

1 Grade 1 Life Science Module Insects In a code such as D.1, the 5 indicates the science standards, the 2 indicates the physical science standard within the set of science standards, the 4 indicates a first grade cumulative progress indicator, the D indicates a strand or theme within the science standards, and the 1 indicates the first of the first grade cumulative progress indicators within the D strand.

2 III. Scope and Sequence: Grade 1 - Insects In completing the work in Investigation 1 of Insects, students are expected to develop understandings and skills including: Insects need air, food, water, and space. Insects have characteristic structures and behaviors. The life cycle of the beetle is egg, larva, pupa, and adult, which produces eggs. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.2.B.1) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. (5.3.2.C.3) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1)

3 Page 2 Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species. (5.3.4.D.1) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identity and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe mealworm larvae, pupae, and adults over time. Describe and record changes in mealworm structure and behavior over time. Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. (5.1.4.A.1) Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2)

4 Page 3 Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigation 2 of Insects, students are expected to develop understandings and skills including: Insects have similar structures and behaviors. Larvae produce silk. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2)

5 Page 4 Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.2.B.1) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. (5.3.2.C.3) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species. (5.3.4.D.1) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3)

6 Page 5 Observe waxworm larvae and compare them to mealworm larvae. Describe and record changes over time. Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. (5.1.4.A.1) Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1)

7 Page 6 Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigation 3 of Insects, students are expected to develop understandings and skills including: Insects hatch from eggs. Insects have three body parts: head, thorax, and abdomen. Insects have different structures for eating different kinds of food. Some insects go through simple metamorphosis (egg, nymph, adult). Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.2.B.1) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1)

8 Page 7 Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. (5.3.2.C.3) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species. (5.3.4.D.1) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe the sequence of changes that bugs go through as they mature into adults. Observe, describe, and communicate the structures, patterns, and behaviors of insects. Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. (5.1.4.A.1)

9 Page 8 Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigation 5 of Insects, students are expected to develop understandings and skills including:

10 Page 9 Insect larvae and adults have structures in common. The life cycle of the butterfly is egg, larva, pupa, and adult, which produces eggs. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.2.B.1) Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. (5.3.2.C.3) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2)

11 Page 10 Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species. (5.3.4.D.1) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe structures and behavior of a butterfly. Compare the structures and behavior of the butterfly to other insects. Describe and record changes over time. Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. (5.1.4.A.1) Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2)

12 Page 11 Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4) In completing the work in Investigation 6 of Insects, students are expected to develop understandings and skills including: Insects can live underground, above ground, and in water. Group living and nonliving things according to the characteristics that they share. (5.3.2.A.1) Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. (5.3.4.A.2) Describe the requirements for the care of plants and animals related to meeting their energy needs. (5.3.2.B.1)

13 Page 12 Compare how different animals obtain food and water. (5.3.2.B.2) Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. (5.3.2.C.1) Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. (5.3.2.C.2) Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats. (5.3.2.C.3) Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. (5.3.2.D.1) Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. (5.3.2.D.2) Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species. (5.3.4.D.1) Describe similarities and differences in observable traits between parents and offspring. (5.3.2.E.1) Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments. (5.3.2.E.2) Identify and categorize the basic needs of living organisms as they relate to the environment. (5.4.2.G.3) Observe crickets in classroom habitats. Compare the structures and lifestyles of insects.

14 Page 13 Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. (5.1.4.A.1) Use outcomes of investigations to build and refine questions, models, and explanations. (5.1.4.A.2) Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. (5.1.4.A.3) Design and follow simple plans using systematic observations to explore questions and predictions. (5.1.4.B.1) Measure, gather, evaluate, and share evidence using tools and technologies. (5.1.4.B.2) Formulate explanations from evidence. (5.1.4.B.3) Communicate and justify explanations with reasonable and logical arguments. (5.1.4.B.4) Monitor and reflect on one s own knowledge regarding how ideas change over time. (5.1.4.C.1) Revise predictions or explanations on the basis of learning new information. (5.1.4.C.2) Present evidence to interpret and/or predict cause-and-effect outcomes of investigations. (5.1.4.C.3) Actively participate in discussions about student data, questions, and understandings. (5.1.4.D.1) Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. (5.1.4.D.2) Demonstrate how to safely use tools, instruments, and supplies. (5.1.4.D.3) Handle and treat organisms humanely, responsibly, and ethically. (5.1.4.D.4)