1 Insert Photo or Graphic for Unit or Lesson Theme Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 1: What do plant parts do?
2 Insert Photo/Graphic parts
3 Insert Photo/Graphic Parts - a piece that makes up a whole thing
4 What do plant parts do? Insert Photo/Graphic (Minimize) Student Response: The help the.
5 Plants have many parts. Roots, stems, and leaves are parts that help plants live and grow. Insert Photo/Graphic (Minimize) What are three parts of a plant? What do plant parts do?
6 Insert Photo/Graphic roots
7 Insert Photo/Graphic roots - part of a plant that holds the plant in the ground
8 What do roots do? Insert Photo/Graphic (Minimize) Student Response: The help the plant to.
9 Each part of a plant performs a different function. Roots have tiny hairs that extend into the soil to take in water and nutrients. Insert Photo/Graphic (Minimize) Which plant part is under the ground? What does this plant part do?
10 Insert Photo/Graphic stems
11 Insert Photo/Graphic Stems - part of a plant that moves food
12 What do stems do? Insert Photo/Graphic (Minimize) Student Response: The help the plant to.
13 Each part of a plant performs a different function. Tubes in the stems carry water and nutrients from the roots to the plant s leaves. Insert Photo/Graphic (Minimize) What part of the plant is above ground? How do the roots and stems work together to help the plant?
14 Insert Photo/Graphic leaves
15 Insert Photo/Graphic Leaves - part of a plant that make food
16 What do the leaves do? Insert Photo/Graphic (Minimize) Student Response: The help the plant to.
17 Each part of a plant performs a different function. The green leaves of plants absorb light energy from the Sun. The plant uses this energy to make food. Insert Photo/Graphic (Minimize) Which plant part is above the ground? What do the plant parts do?
19 Insert Photo or Graphic for Unit or Lesson Theme Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 2: What do animal parts do?
20 Insert Photo/Graphic move
21 Insert Photo/Graphic Move - a change in position or direction
22 Why do animals move? Insert Photo/Graphic (Minimize) Student Response: A moves because.
23 Most animals move to find food and water. Certain parts of animals bodies help animals move in their environment. Insert Photo/Graphic (Minimize) How do animals get food? Why would animals move to get food?
24 Insert Photo/Graphic arm
25 Insert Photo/Graphic Arm - a part of the body near the top
26 What do animal parts do? Insert Photo/Graphic (Minimize) Student Response: A helps an animal to.
27 Legs and arms help animals move and get food. The structure of an animal body part is related to its function. Insert Photo/Graphic (Minimize) What is the koala using each arm for? How are the body parts of koalas and people different?
28 Insert Photo/Graphic leg
29 Insert Photo/Graphic Leg - a part of the body near the bottom
30 What do animal parts do? Student Response: A helps an animal to..
31 Animals have different parts to perform different functions. Some physical structures that help animals move are legs, wings, flippers, fins, and tails. Insert Photo/Graphic (Minimize) Can you name two living things that have legs? How do the animals without legs move around?
32 Insert Photo/Graphic fin
33 Insert Photo/Graphic Fin - part of an animal that helps them to move or swim
34 What do animal parts do? Insert Photo/Graphic (Minimize) Student Response: A helps an animal to.
35 Legs and arms help animals move and get food. The fins of fish help them move through the water. Insert Photo/Graphic (Minimize) Why do dolphins have more than one fin? Why doesn t a dolphin need legs?
36 Insert Photo/Graphic wing
37 Insert Photo/Graphic wing - part of an animal that helps them to move or fly
38 What do animal parts do? Insert Photo/Graphic (Minimize) Student Response: A helps an animal to.
39 Animals bodies help them survive in their environments. Wings help animals such as bats, birds, and butterflies fly through the air. Insert Photo/Graphic (Minimize) What body part does a butterfly use to fly? Can all animals that have wings fly?
41 Insert Photo or Graphic for Unit or Lesson Theme Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 3: How do plants and animals change?
42 Insert Photo/Graphic grow
43 Insert Photo/Graphic Grow - the way plants and animals change as they use their needs
44 How do plants and animals change? Insert Photo/Graphic (Minimize) Student Response: They both have, but have.
45 Plants and animals change as they grow. All living things go through a process of growth and development. Insert Photo/Graphic (Minimize) How does a fish begin its life? How is a baby different from a child?
46 Insert Photo/Graphic seed
47 Insert Photo/Graphic Seed - a part of the structure of the plant
48 How do seeds change? Insert Photo/Graphic (Minimize) Student Response: At first it has, but then it has.
49 Trees start their lives as seeds. When a seed germinates, it becomes a small seedling. Insert Photo/Graphic (Minimize) How does a seed change as it grows?
50 Insert Photo/Graphic seedling
51 Insert Photo/Graphic Seedling a baby plant
52 How do seedlings change? Insert Photo/Graphic (Minimize) Student Response: At first it has, but then it has.
53 Trees start their lives as seeds. When a seed germinates, it becomes a small seedling. Insert Photo/Graphic (Minimize) How does a seedling change as it grows?
54 Insert Photo/Graphic egg
55 Insert Photo/Graphic Egg - the beginning stage of a living thing
56 How does an egg change? Insert Photo/Graphic (Minimize) Student Response: At first it has, but then it has.
57 Many insects, fish, and amphibians have a complex life cycle. Frogs begin as eggs. When an egg hatches, a tadpole swims out. Insert Photo/Graphic (Minimize) How does the fish begin its life? What happens to both the tree and the fish during their lives?
58 Insert Photo/Graphic young
59 Insert Photo/Graphic Young - the middle stage of a living thing
60 How do the young change as they grow? Insert Photo/Graphic (Minimize) Student Response: At first it has, but then it has.
61 Most mammals and birds have a simple life cycle. They progress through developmental stages from egg, to young, to adult. Insert Photo/Graphic (Minimize) In what ways are the tree and adult fish different from the seedling and the young fish?
62 Insert Photo/Graphic adult
63 Insert Photo/Graphic Adult - the end stage of a living thing
64 Does an adult change or grow? Insert Photo/Graphic (Minimize) Student Response: At first it has, but then it has.
65 Most mammals and birds have a simple life cycle. They progress through developmental stages from egg, to young, to adult. Insert Photo/Graphic (Minimize) What happens to both the tree and the fish during their lives?
66 Insert Photo/Graphic Life cycle
67 Insert Photo/Graphic Life cycle - the beginning, middle, and ending stage of a living thing
68 What do you call how do plants and animals change over time? Insert Photo/Graphic (Minimize) Student Response: At first it has, but then it, and then it has.
69 All living things go through a process of growth and development. This is called the life cycle. Insert Photo/Graphic (Minimize) Can you name the life cycle stages for a frog? A human? A tree?
71 Insert Photo or Graphic for Unit or Lesson Theme Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 4: How can you care for plants and animals?
72 Insert Photo/Graphic care
73 Insert Photo/Graphic Care - giving a living thing what they need
74 How can you care for plants and animals? Insert Photo/Graphic (Minimize) Student Response: You by.
75 You care for plants and animals when you give them what they need. People must meet the needs of the plants and animals that are in their care. Insert Photo/Graphic (Minimize) What do you think would happen to a plant if it was on a desk away from the window?
76 Insert Photo/Graphic need
77 Insert Photo/Graphic Need - a thing that plants and animals must have to stay alive
78 What do plants and animals need? Insert Photo/Graphic (Minimize) Student Response: Plants and animals need,, and.
79 Plants need air, food, water, soil, and sunlight. Animals need air, water, and food. Insert Photo/Graphic (Minimize) Why would you need to water a plant in a pot? What does the woman have for the animal?
80 Insert Photo/Graphic grow
81 Insert Photo/Graphic Grow - the way plants and animals change as they use their needs
82 How do plants and animals change? Insert Photo/Graphic (Minimize) Student Response: They both have, but have.
83 People must meet the needs of the plants and animals in their care. Animals and most plants need water and air. Insert Photo/Graphic (Minimize) How can you show you care about plants and animals?
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
reflect Look at the boy and his father. How do they look the same? They both have two arms and two legs. They both have eyes and a nose. They look a lot alike! People can look like their parents. We get
reflect If you are cold, what can you do to get warm? You could put on a coat and hat. You can jump in place. These are ways you might react to the cold. Now think about a rock. What if a rock is somewhere
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
Science Life Cycle of the Butterfly Here is a big word for you to remember: metamorphosis. Metamorphosis means that an animal changes in the way it looks and behaves as it develops. Most insects go through
Grade Two Pre-Visit Activities Let s Learn About Plants and Animals! i. Teacher Introduction ii. Standards Addressed iii. Pre-Visit Activities 1. Identifying Parts of a Plant 2. Plant a Seed 3. Life Cycles
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
Meet the Nonfiction Main Idea Challenge What s the challenge? Students often give the topic or a fact as the main idea when they have read nonfiction. What students need to do to meet the MAIN IDEA requirement
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.
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
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;
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
Insect Record Date Observations Investigation 1: Mealworms No. 1 Notebook Master Stages in the Life Cycle of the Darkling Beetle 1. Cut apart the pictures. 2. Glue the pictures in a column in your science
Botanical Garden Programs: Discovering Plants I. Introduction Students will have an opportunity to examine a variety of fruit to discover that each has seeds. Even cotton and some vegetables are considered
Focus Areas: Characteristics of Plants; Science Focus Skills: observing, identifying, drawing conclusions Dedicated to Reducing Pesticides Objectives To identify parts of a plant To recognize the importance
1 In nature there are living things and nonliving things. Living things depend on three basic life processes: nutrition, sensitivity and reproduction. Living things are made up of cells. 1. Match the two
We ve all heard of mermaids. They are the beautiful half-human, half-fish creatures that live in the sea. They have the head and torso of a human and the tail of a fish. We also know that mermaids only
Structures of animals Name: All animals have been designed with different parts, which we call structures, that make up their bodies. Each of these structures is important as it is used to perform a specific
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
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
Grade 3 Standard 2 Unit Test Environment Multiple Choice 1. Which list contains only nonliving things in an environment? A. snails, water, mushrooms B. soil, trees, worms C. sunlight, water, soil D. rocks,
Name: Plants Activity Materials: Question worksheet (pages 2-3) 16 Fact Cards (pages 4-8) Tape, Scissors, Classroom Preparation: Print the fact cards on card stock or brightly-colored paper and cut them
Insects! Concepts Life cycles and metamorphosis are common to all insects. Butterflies, like most insects, go through complete metamorphosis involving four distinct phases egg, caterpillar (larva), chrysalis
Science 4 Physical Life Earth and Space LESSON 31 Identifying characteristics of classes of vertebrates Lesson Preparation Program Materials Child s Booklet C Investigating Characteristics of Animals (pp.
Chapter 24 Reproduction of Seed Plants Section 24 1 Reproduction With Cones and Flowers (pages 609 616) This section describes the reproductive structures of gymnosperms and angiosperms. It also explains
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:
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.
Get kids excited about science with this fun-filled quiz game! We ve provided 20 sample questions covering a variety of engaging topics. Just download the free game cards and follow the instructions below
Jennifer Hepner Maureen Frandsen Fall 2003 Grade Level: 3 rd grade The Seven Characteristics of Life Abstract: The purpose of this lesson is for students to learn the characteristics of living organisms.
Unit: Healthy Habits 5.3b Good health habits include hand washing, personal cleanliness; avoiding harmful substances; eating a balanced diet; engaging in regular eercise ways to stay healthy Wash hands
Scientific Inquiry: What is inquiry-based learning? The National Science Education Standards explain the importance of inquiry-based learning: Students at all grade levels and in every domain of science
3 What is a food chain? Learning Intention Understand that plants and animals in a habitat are dependent on each other. National Curriculum Skills Science Interdependence of living organisms in those 2
Introduction to Plants Unity and Diversity of Life Q: What are the five main groups of plants, and how have four of these groups adapted to life on land? 22.1 What are of plants? WHAT I KNOW SAMPLE ANSWER:
Who Eats What in the Woods? Developed with teachers at Tolworth Junior School in Kingston upon Thames in 2000. The webaddress for this activity is; Last updated 26th February 2008 This activity has now
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
The Germination Of a Bean Photographs and article By Lily C. Gerhardt LCG1603@rit.edu Germination is the process in which a seed, spore, or fungi sprouts, or begins growth. Seed germination can occur after
Science Unit: Lesson 6: Plants Plant Parts and Their Function School year: 2004/2005 Developed for: Developed by: Grade level: Duration of lesson: Queen Alexandra Elementary School, Vancouver School District
Weaving the Overview Students construct food webs to learn how food chains are interconnected. Suggested Grade Level 2 5 Estimated Time 30 40 minutes Objectives Students will be able to: 1. construct a
First Grade Animal Research Project Dear Parents: As you probably know, our first graders have been learning all about animals. We have spent the last couple of weeks learning to group different animals
CHAPTER 3 4 SECTIN Adapting to the Environment Adaptations and Survival EFRE YU READ After you read this section, you should be able to answer these questions: What adaptations help animals survive? What
Kindergarten Plants and Plant Growth Assessment 1a. Circle one thing that plants need to grow: 1b. Circle all of the things that plants need to grow: 1c. Name three things that plants need to grow: 2a.
The theory of evolution by natural selection is supported by a great deal of evidence. Fossils Fossils are formed when organisms become buried in sediments, causing little decomposition of the organism.
Grade Levels Overview Observe a local pond or aquatic ecosystem, and study the wildlife that utilizes the pond/aquatic ecosystem for its habitat needs. Subject Areas Science, Language Arts & Art, Duration
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
Summative Assessment #1 for The Inside Story Cells, Organs, and Systems of the Human Body Table of Contents Item Page Number Summative Assessment #1, I Am Alive, Instructions page 2 Summative Assessment
Lesson Title: Constructing a Dichotomous Key and Exploring Its Relationship to Evolutionary Patterns NSF GK-12 Fellow: Tommy Detmer Grade Level: 4 th and 5 th grade Type of Lesson: STEM Objectives: The
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?
recycle dispose reuse goggles data conclusion predict describe observe record identify investigate evidence analyze mass matter float sink attract force magnet magnetic magnetism pole pull push repel Third
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
Task 2 Multi-text reading: Interesting facts about butterflies Level: ISE III Focus: Task 2 Multi-text reading Aims: To read for gist and specific information and to deduce meaning from context Objectives:
Tracking KS3 the Tropics In our Tropical Rainforest Biome you will discover how plants, animals and people of the Tropical Rainforest fit together. Let s Start! Look point 1 (Map on Left as you enter the
The Cricket Lab Introduction Humans have always been fascinated by crickets, mostly because crickets sing. Movie producers add their songs to sound tracks. The Chinese have used them for medicinal purposes,
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.
Introduction to Ecology Ecology is the scientific study of the interactions between living organisms and their environment. Scientists who study ecology are called ecologists. Because our planet has many
reflect Think about the last meal you ate. Where did the food come from? Maybe it came from the grocery store or a restaurant. Maybe it even came from your backyard. Now think of a lion living on the plains
GLE 0107.4.1 Observe and illustrate the life cycle of animals. 0107.4.1 Observe, describe, and record the life cycle of a particular animal. Life Cycle of a Butterfly (Webquest for first graders) Introduction
10B Plant Systems Guided Practice Reproduction Station 1 1. Observe Plant A. Locate the following parts of the flower: stamen, stigma, style, ovary. 2. Draw and label the parts of a flower (listed above)
Chapter 24 Reproduction of Seed Plants Section 24 1 Reproduction With Cones and Flowers (pages 609 616) Key Concepts What are the reproductive structures of gymnosperms and angiosperms? How does pollination
Kansas Prairies s, s & Decomposers Science, Life Science, Reading, Math Materials Vocabulary worksheet Food Chain worksheet Overview To explore the organisms found on a prairie and identify the various
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
a Wild About... Rutland County Council Nature notes Frogs belong to a group of animals called amphibians, which also includes newts and toads. Amphibians live both on land and in water. Water is needed
Name: Date: Life Cycle of a Butterfly Life cycle refers to the stages of development, growth and reproduction that a living thing goes through. The butterfly's life cycle is made up of four stages: egg,
Dinosaur Time-line How long ago did the dinosaurs live? The Age of Dinosaurs began nearly 250 million years ago, but the first true dinosaurs appeared closer to 220 million years ago. Some dinosaurs evolved
CHAPTER 2 1 Characteristics of Living Things SECTION It s Alive!! Or Is It? BEFORE YOU READ After you read this section, you should be able to answer these questions: What are all living things made of?
Printed Quiz Primary Schools KS2 Science For Class Use (2) This printed quiz is for use with primary school students and is intended for use in class or as homework. The PDF file prints firstly the questions
Insect Life Cycle A Reading A Z Level L Leveled Book Word Count: 607 LEVELED READER BOOK LA Written by Chuck Garofano Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com Photo
Name: _ Is That a Frog or Toad? by Guy Belleranti What's the first thing you think of when you see or hear the words frog and toad? Loud "ribbits" or "croaking" calls? Tadpoles swimming in a pond? Long-legged
GERMINATION WORKSHEET 1: WHAT DO SEEDS NEED IN ORDER TO GROW? The Experiment Under controlled conditions, students will learn what happens to seedlings when they are deprived of their basic needs and what
Seedling quality Quality versus quantity A nursery manager s most important goal is to produce quality trees. Quality is more important than quantity. It is a common mistake in nurseries to concentrate
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
World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on
Designed By: Elizabeth Rogiani Temple University: College of Education Objectives Students will be able to identify the structures in plants that are responsible for food production, and water transport.
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
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
Science Unit: Lesson 5: Plants Plant Growth - Light and Shade School year: 2004/2005 Developed for: Developed by: Grade level: Duration of lesson: Notes: Queen Alexandra Elementary School, Vancouver School
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
Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.