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Science: Week of April 9th-13th , 2012

• 1.10: Organisms and environments. The student knows that organisms resemble their parents andhave structures and processes that help them survive within their environments. The student isexpected to:

• 1.10A:investigate how the external characteristics of an animal are related to where it lives, how itmoves, and what it eats.

• New Vocabulary for Course/Essential to Know: chick, chicken, egg, frog, hatch, tadpole

• Vocabulary for Review/Spiraled Vocabulary: adult / adulto, animal / animal, baby / bebé,

change /cambiar, cambio, characteristic / característica, offspring / descendientes, parent / padre,mother/madre, resemble / parecerseEnduring understandings: All animals have basic needs to survive, Basic needs can be met through interactions with living andnonliving things, Organisms have inherited parts that help them meet their needs, Organisms change over time.

• Intended learning outcomes: Students know that organisms go through observable changes overtime called a life cycle.• Students observe and record life cycles of animals using videos, models, and if possible livespecimens.

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Monday Tuesday Wednesday Thursday FridayWe are off! Engage (20

minutes)Ask students whatthey now knowabout animals andtheir babies. Askthem if we canpredict how a plant

or animal will lookat different timesof its life. Explainthat scientistshave beenstudying plantsand animals formany years, andthey know how topredict the

changes plants andanimals go throughin their lives andhave a name forthese changes: lifecycle.Show Life Cyclevideo.Have studentswatch Chicken Life

Cycle Video onSchool Tube.Students will get tosee a real lifeexample of thechanges that achicken goesthrough. (Teachernote: You maywant to mute the

video.)

Explain/Explore:(15 minutes)

Show studentsBrainPopJr. Video:Frogs (6:24). Holda class discussionwith the followingquestions as aguide.

• How do frogs

grow andchange?

• Who lays theeggs?

• Whathatches fromthe eggs?

• What dobaby frogslook like?

What arethey called?

• Whatphysicalchangesdoes atadpole gothrough?

• Are frogsborn alive or

do theyhatch fromeggs?

• What otheranimals gothroughsimilarcycles?

• Whathappensafter atadpolegrows frontlegs?

Engage (10minutes)Cycles of LifeCycles of Life: Clickand drag the picturesinto the correct orderof the life cycles of Butterflies, Frogs,

Plants and Apple Trees.Explore/Explain (30minutes) Day 3students will plan;,Day 4 they willpresent to class.Ask students to

share their favoritelife cycle from class

the last few days.What otheranimals/plants arethey curious about?Pint out coloringpages for eachgroup. (See below)Allow them to pickand choose animalsthey are curious

about to study howthey grow andchange. Allow themto again use one of the following to showwhat they arelearning, or makecenters for studentsto explore.

• Dramatic play

to act out thesequence of changes

(See

Engage (5minutes)Ask students whichanimals they arecurious to know moreabout. Show differentvideos and allowstudent to generate

questions aboutother animals toexplore on a laterday.Explore (25-30minutes)Games for bird, frog,and butterfly lifecyclesAnimal Life Cycles

(14 minutes) TEAMS: Life Cycles Mealwormsand Caterpillars (30 minutes)Wild by Nature for Kids: ASpider’s Life (5 minutes)

Reading Rainbow: The Life Cycle of aHoneybee (28minutes)Reading Rainbow:

Chickens Aren'tthe Only Ones by

Ruth Heller (25minutes)

Chicken Life CycleVideo

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Social Studies1.2 History. The student understands how historical figures, patriots, and good citizens helped shape thecommunity, state, and nation. 1.2A identify contributions of historical figures, who have influenced the community,state, and nation 1.2B identify historical figures … who have exhibited individualism and inventiveness 1.2Ccompare the similarities and differences among the lives and activities of historical figures and other individualswho have influenced the community, state, and nation 1.12 Government. The student understands the role of authority figures, public officials, and citizens.Monday

SELRole-play differentproblems studentsare having in class,the appropriate wayto solve themEx-Someone sat inthe chair you weresitting in

 Tuesday

Women biographiesonBrainpop Jr SusanB. AnthonyStudents willunderstand thatwomen were notable to vote andthere was amovement that

allowed women theright to vote.

 Talk about whyvoting is importantand why goodcitizens vote.

Wednesday

Harcourt Horizons, About My World TE,Who Are Our Leaders?, pp. 48-51A; Make a Choiceby Voting, 58A-59,Students discussthat women were not

allowed to vote in thepast.Portraits of GoodCitizens, pp.69-70;How CommunitiesHonor Their Citizens,p. 74 

Students will definesuffrage in socialstudies journal andwrite how womengot right to vote.

 Thursday

Create class chartson women andtheir contributionsandresponsibilitiesin the home,school, and

community.

Students will readabout womenwho made apositivedifference in theworld fromHarcourtHorizons, About 

My World:

•  Jane Addams,p. 207

•  Clara Barton, p.69

•  Mary M.

Bethune, p.15

•  Marjory S.

Friday

Use newspapers andother sources toidentify women andtheir roles as publicofficials who live inthe present and arepositive models for good citizenship and

who influence thecommunity

Other resources onWomen’s History at

•  Website LinksGalore! Womenin History

•  Scholasticlessons atWomen WhoChanged History

•  Family Education:Women inhistory

 Harcourt Horizonswomen biographies

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Douglas, p.115

•  StephanieKwolek, p. 70

•  Sandra DayO’Connor, p.209

•  Ellen Ochoa, p.257

•  Molly Pitcher, p.207

•  Eleanor Roosevelt, p. 70

•  Ida B. Wells, p.208

•  Phillis Wheatley,p. 207