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Transcript
SITP Curriculum 2007-08 – page 13 School In The Park Curriculum SITP Curriculum for the Zoo, Rotation # 3, Grade 3 TOPIC: Life Science: Living Things Are Connected “Many kinds of animals survive in many kinds of environments.” Textbook References: Harcourt Science, Unit A, Life Science, Survival of Living Things, Chapter 1 (How Plants Grow), Chapter 2, Lesson 4 (What Is Extinction?), Extension Chapter 1 (Living Things Depend On One Another). 1. California State Standards Addressed Science Content Standards Life Sciences 3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept, students know: a – plants and animals have structures that serve different functions in growth, survival, and reproduction. c – living things cause changes in the environment where they live; some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. e – some kinds or organisms that once lived on earth have completely disappeared; some of these resembled others that are alive today. Investigation and Experimentation 5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a – Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation. b – Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. SITP Curriculum 2007-08 – page 14 c – Use numerical data in describing and comparing objects, events, and measurements. d – Predict the outcome of a simple investigation and compare the result with the prediction. e – Collect data in an investigation and analyze those data to develop a logical conclusion. 2. Instructional Goals & Objectives By the end of the week, students will be able to • identify at least two of the four things plants need to live. • name the three major structures of plants. • describe what happens when a seed germinates. • provide an example of a correctly labeled food chain. • explain at least two reasons that a plant or animal species may become endangered or extinct. • use oral or written language to describe at least one personal observation. 3. Key Vocabulary air carbon dioxide carnivore chlorophyll cone consumer decomposer ecosystem energy energy pyramid flower fruit food, stored food food chain food web germinate herbivore interact leaf, leaves light minerals omnivore oxygen photosynthesis plant predator prey SITP Curriculum 2007-08 – page 15 producer root seed seed coat seedling soil sprout stem sun water 4. Days 1 – 5 Activity Descriptions All days require students to make observations and use oral or written language to describe what they are observing. Zoo life science lessons are integrated with many English-language Arts and Math standards. DAY 1: Plants Students will… 1. make a list of foods we eat that come from plants. Identify which ones come from roots, stems, leaves, fruits, seeds, and flowers. Make a bar graph from the list. 2. take a Zoo walk to find plants and plant parts; work in four small groups with an adult leader. 3. draw a leaf from memory. Draw a life-sized leaf using observation and a ruler. 4. illustrate the parts of a plant. 5. extract chlorophyll from a leaf. 6. observe elodea 7. sprout seeds (week-long observations) 8. use vocabulary words to complete cloze sentences that describe the characteristics of plants. 9. answer a ThinkQuest question of the day. DAY 2: Animal Diets Students will… 1. meet an herbivore: an animal that eats only plants. Visit the elephants and meet an elephant keeper 2. meet a carnivore: an animals that eats only other animals. Visit a wolf (or other carnivore) and met an animal trainer at Hunte Amphitheater 3. answer a ThinkQuest question of the day 4. identify themselves as either carnivore, herbivore or omnivore 5. observe sprouting seeds 6. use vocabulary words to complete cloze sentences that describe animal adaptations for getting food. SITP Curriculum 2007-08 – page 16 DAY 3: Food Chains Students will… 1. meet a carnivore: owl 2. walk by the “mouse house” in the Children’s Zoo 3. dissect an owl pellet to determine what an owl pellet is 4. use vocabulary words to complete cloze sentences that describe food chains. 5. draw a food chain 6. answer a ThinkQuest question of the day 7. observe sprouting seeds Day 4: Extinct Animals, Endangered Animals and Conservation Students will… 1. walk to the gorilla and orangutan enclosures to make observations of these apes; record data about animal behavior. 2. play a conservation game 3. answer a ThinkQuest question of the day 4. observe sprouting seeds 5. use vocabulary words to complete cloze sentences that describe endangered animals, plants, and habitats Day 5: Summary and Review Students will… 1. make and feed enrichment to animals in the Children’s Zoo 2. meet an animal 3. complete their Zoo scrapbooks and take them back to the classroom 4. play a classification (sorting) game 5. observe sprouting seeds and take them back to the classroom 6. take a post-test 7. Final Assessment Instrument Circle the letter of the best choice. Sun grass mouse Look at the above diagram of a food chain. Use what you know to answer questions 1, 2 and 3. owl SITP Curriculum 2007-08 – page 17 1. In this food chain diagram, which of the following is a carnivore? A grass B mouse C owl D sun 2. In this food chain diagram, which of the following is a producer? A grass B mouse C owl D sun 3. In this food chain diagram, which of the following is a predator? A grass B mouse C owl D sun 4. What does an herbivore eat? A plants B animals C plants and animals D dead plants and animals 5. What happens when a seed germinates? A The seed breaks open and a seedling appears. B The seedling breaks through the soil. C Leaves begin to form. D Germs make the seed sick. 6. __________ gives plants their green color. A Roots B Water C Oxygen D Chlorophyll 7. What are the three groups of consumers? A carnivores, herbivores and omnivores B mammals, birds, and reptiles C plants, animals, and minerals D habitats, environments and ecosystems 8. Which is passed in a food chain from one living thing to another? A producers B animals SITP Curriculum 2007-08 – page 18 C D sunlight energy 9. A __________ is a living thing that eats the wastes of living things or living things that have died. A producer B decomposer C consumer D predator 10. What could cause an animal species to become endangered or extinct? Choose the best answer. A Their habitat changes or is destroyed B A new predator moves into their habitat C Humans hunt and kill most of them. D All of the above 11. Write a paragraph: (0-2 points) Choose one animal from the list. What are its characteristics? Where does it live? What does it eat? ape (gorilla or orangutan), wolf, elephant, owl