STEMscopes Science Mississippi Teacher Editions Grade 1

MISSISSIPPI

K-8 SCIENCE

Teacher Edition

Grade 1

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To learn more, visit us at www.stemscopes.com.

Student Expectations

The student is expected to demonstrate an understanding of the structures of plants, including roots, stems, leaves, petals, flowers, and seeds, and how each functions to meet the basics needs of plants.

L.1.1 Plant Structures and Functions

Scope Planning and Overview

Scope Overview

This unit builds understanding of plant structures and their functions through observation, investigation, and modeling. Students examine edible plants to classify roots, stems, leaves, flowers, and seeds; explore water absorption and transport using colored water; and construct models linking structure to function. Read-alouds about plant scientists reinforce how observation and experimentation generate knowledge. By the end, students can identify major plant parts and explain how each part helps meet plants’ basic needs.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Absorb

How do the different parts of a plant work together to help it grow and survive?

Key Concepts

• Plants have parts that work together to allow the plant to survive, grow, and reproduce.

• Plants are made up of parts that include roots, stems, leaves, petals, flowers, and seeds.

• Plants absorb water and nutrients through roots, which are then transported through the stem; the leaves make food; the petals of flowers attract pollinators; and the flowers produce seeds, which produce new plants.

To soak up

Flower

A thing made by many plants to produce seeds

Fruit

A thing that some plants make that contains the seeds

Function

What something does Humans People Leaves

Plant parts that are attached to the stem and make food for the plant

Needs

What a living thing must have to stay alive

Observe

To use the senses to examine or inspect

Plant

A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

Root

A part of a plant that grows into the ground, absorbs water, and holds the plant in place

Seed

A thing made by a plant that contains a new plant

Stem

A part of a plant that connects the roots and leaves and holds the plant up

Water

A liquid that all living things need to survive

Notes

Student Wondering of Phenomenon

Engage Activity Summaries

Students investigate edible plant structures to compare and classify plant parts.

• Use hand lenses to closely observe carrots, broccoli, artichokes, spinach, lettuce, radishes, and celery, noting visible roots, stems, leaves, and flowers.

• Compare similarities and differences among samples and record class observations on chart paper.

• Identify which plant part each food represents, including items with multiple parts (e.g., broccoli stems, leaves, and flowers).

• Discuss which parts are edible across examples and how specific features (e.g., leaf shape/placement) vary between plants.

Explore Activity Summaries

Making a Model - Real Plants

Students investigate plant parts and their functions through observation and modeling.

• Observe how water moves through a plant using colored water and celery; record predictions, observations, and drawings.

• Identify and discuss the functions of roots, stems, leaves, flowers, and seeds; document reasoning in student journals.

• Construct a foldable model of a plant using simple materials (straw, coffee stirrer, wax paper, etc.) and label/describe each part’s structure and function inside the flaps.

Scientific Investigation - Plant Parts in Action

Students explore how water is absorbed and transported through plants by designing and conducting a simple investigation.

• Set up a split-stem carnation in colored and clear water to model water movement.

• Make predictions, observe color changes in petals, and use hand lenses as needed.

• Record observations by drawing the flower and annotating the water’s path in student journals.

Research - Scientists That Make a Difference

Students explore notable plant scientists and document their learning in a simple research booklet.

• Listen to read-alouds on Theophrastus, Gregor Mendel, George Washington Carver, and Katherine Esau to learn how each studied plants.

• Record each scientist’s name in a four-page Student Journal and create drawings (plant, garden, peanut, flower) representing their work.

• Use provided images as visual references while illustrating and labeling their pages.

• Conclude by comparing the scientists’ methods, highlighting observation, experimentation, and the study of living things.

Notes

L.1.1 Plant Structures and Functions

Engage

Estimated 15 min - 30 min

In this activity, students identify and compare plant parts using the edible parts of plants.

Materials

Printed Material

● 1 Slide (per class)

Consumable

● 1 Carrot with leaves (per group)

● 1 Broccoli (per group)

● 1 Artichoke (per group)

● 1 Spinach (per group)

● 1 Lettuce (per group)

● 1 Radish (per group)

● 1 Celery with leaves (per group)

● 1 Chart paper (per class)

Reusable

● 1 Hand lens (per student)

SEP Connection

Preparation

Gather the materials.

Activity Preparation

Connections

Obtaining, Evaluating, and Communicating Information Planning and Carrying Out Investigations Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information by using observations and texts to identify and compare plant parts, thereby determining patterns and evidence about how different parts of a plant work together to help it grow and survive. They will plan and carry out investigations by making firsthand observations of edible plant parts, using hand lenses to collect data that can be used to make comparisons. Additionally, students will develop and use models by distinguishing between the actual plant parts and their representations, comparing models to identify common features and differences, and using these models to represent relationships and patterns in the natural world.

Notes

Structure and Function Cause and Effect

During this activity, students will observe and compare the structure and function of different plant parts to understand how they work together to help the plant grow and survive. By examining the shape and stability of these structures, students will learn how each part contributes to the plant’s overall function. Additionally, they will explore cause and effect by observing patterns in plant structures and designing simple tests to gather evidence on how these structures support plant survival.

CCC Connection

Procedure and Facilitation

Before beginning, project the slide as a means for initial student interest and engagement. Spend a few moments in discussion before starting the activity. If projection is not available, consider printing a copy for each group.

1. Discuss safety.

2. Students use the hand lenses to make observations.

3. Guide students to make observations of the similarities and differences among the plant parts. Write observations on chart paper.

4. Ask students to identify which part of the plant each food sample is. Plant parts include roots, stems, leaves, and flowers. Some food samples will have several plant parts; for example, broccoli will have stem, leaves, and flowers. Examples:

● Root = carrot and radish

● Stem = celery

● Leaf = spinach and lettuce

● Flower = broccoli top and artichoke

5. Lead students to understanding with the following questions:

● Which plant parts were you able to observe? You can observe the root, stem, leaf, and flower part of the vegetables.

● Which of the plant parts you observed are edible? All of the parts are edible of different vegetables.

● Look at the carrot and celery. How are their leaves different? The carrot leaves are longer and more flexible. How are they the same? The leaves are at the top of the plant, and most people do not eat the leaves of these plants.

Safety Guide

Discuss safety. Even though food items are being observed, they are NOT to be tasted or eaten.

Roadblock: Hesitant or Fails to Participate in Classroom Discussion

Students may be hesitant to discuss their thoughts about the various plant parts with the class. Spend time having an individual conversation with the student about the plants to increase comfort and confidence. Tell the student which plant you would like him or her to share thoughts about in order to allow the student time to think prior to discussion. Find more strategies to help hesitant students in the Interventions Toolbox.

Notes

FACILITATION

TIP

Be aware of students’ hand lens skills. Review the parts and how to effectively observe using the magnifiers. If supplies are limited, place the food plant samples under a teaching microscope or document camera.

FACILITATION

TIP

Post and project the terms for plant parts: roots, stems, leaves, and flowers. Preview the parts before students begin observations.

FACILITATION TIP

Gather images of the food plant samples at different stages of the life cycle. Students may not have seen the seed or flower of these common foods.

L.1.1 Plant Structures and Functions

Phenomenon Connection

How do the various edible parts of plants contribute to the plant’s overall function and survival?

1. Based on your observations, how do the different plant parts (roots, stems, leaves, flowers) contribute to the plant’s ability to grow and survive?

2. How might the structure of each plant part (e.g., the flexibility of carrot leaves or the rigidity of celery stems) be related to its function in the plant’s survival?

3. If you were to design a plant that could survive in a harsh environment, which plant parts would you prioritize and why?

Notes

Estimated 1 hr - 2 hrs

L.1.1 Plant Structures and Functions

Explore 1: Making a Model - Real Plants

Activity Preparation

In this activity, students will explore the parts of plants and their functions by investigating real plants and by creating a model.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

● 1 Student Guide (per group)

Consumable

Part I

● 1 Celery with leaves (per group)

Part II

● 1 Coffee stirrer (roots) (per student)

● 1 Straw (stem) (per student)

● 1 Cupcake liner or coffee filter (flower) (per student)

● 1 White construction paper (foldable) (per student)

● 1 Wax paper (leaves) (per student)

● 1 Green construction paper (leaves behind wax paper) (per student)

● 3 Bird seeds (seeds) (per student)

Reusable

Part I

● 5 Drops of food coloring (per group)

● 1 Cup of water (per group)

● 1 Container (per group)

● 1 Hand lens (optional) (per student)

Part II

● 1 Green crayon (per student)

● 1 Brown crayon (per student)

● 1 Scissor (per student)

Preparation

● Gather all the materials.

● Since this investigation will require several days to notice any change, teachers have the option of presoaking the celery in the colored water for faster results.

● The activity can be done in several days, if necessary, or students can complete the Student Journal option.

Connections

SEP Connection

Obtaining, Evaluating, and Communicating Information

Planning and Carrying Out Investigations

Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information by reading grade-appropriate texts and using media to explore how the different parts of a plant work together to help it grow and survive. They will plan and carry out investigations by observing real plants and creating models to represent plant structures and functions. Through these investigations, students will develop and use models to represent the relationships and functions of plant parts, enhancing their understanding of the phenomenon.

CCC Connection

Structure and Function

Cause and Effect

During this activity, students will explore the structure and function of plant parts by observing real plants and creating models. They will learn how the shape and stability of each plant part are related to its function, and how these parts work together to support the plant’s growth and survival. By conducting experiments and making observations, students will identify cause and effect relationships, such as how water travels through the plant, and gather evidence to support their understanding of plant functions.

Procedure and Facilitation

Part I

1. The teacher will set up a class demonstration to show students that water travels through a plant.

2. Review the needs of plants (water, soil, sunlight, space to grow, and air).

3. Ask students where plants get their water. The plant gets water from the ground. How does water move through the plant? Water goes through the roots to the other parts of the plant. Have materials already displayed, and ask students to prove that water travels through the plant.

4. Set up the experiment with the help of the students. Place the celery in a container that is partially filled with colored water.

5. Ask students for observations and predictions of what will happen. Students can use hand lenses to make observations, if desired.

6. Teachers can move the investigation setup to a science center, if desired, for continued observation.

7. Students should draw the celery in their Student Journals.

8. Students should observe the different parts of a plant.

9. Students should write in their Student Journals why each part is important.

Notes

FACILITATION TIP

Post and project the needs of plants: water, soil, sunlight, space to grow, and air. Preview these terms before students begin observations.

FACILITATION TIP

Refer to Accelerate Learning> Resources> Visual Glossary plant video and images to support student background knowledge. These visual connections will help students throughout these three plant scopes.

FACILITATION TIP

In addition to students drawing, allow them to photograph their observations.

L.1.1 Plant Structures and Functions

Explore 1: Making a Model - Real Plants

Part II

FACILITATION TIP

Prepare pre-folded and labeled graphic organizers or templates for students who need extra support. Include dotted cut lines and solid no cut lines to differentiate where to cut the fold lines to the middle.

1. Students will create a folding graphic organizer showing the parts of plants and write words that describe each part. Students can also record what each part does.

2. Fold the white construction paper in half, lengthwise (hot dog), then two more times to make four equal sections.

3. Unfold the paper, and make sure it faces the correct way. Tell students it should open like a book.

4. Label each section with a plant part: flower at the top, leaves next, and stem and roots at the bottom.

5. Ask students where the roots are and how they can show that in their models. Roots are below the soil in the ground. Have students color the bottom section brown to represent soil.

6. Ask students what color the other three sections should be and why. The rest should be blue because the rest of the plant is out of the ground. Students should color the other three sections blue to represent the sky.

7. Cut each section along the fold lines on one side only (up to the middle fold line).

FACILITATION TIP

Some students may have trouble gluing straws and coffee stirrers to paper. Consider providing colored paper strips or yarn for the stem and roots.

8. Guide students in assembling their plants using the craft materials (one part per section). The cupcake liner is the flower with seeds in the middle; the straw is the stem; the construction paper and wax paper combine to make leaves; the coffee stirrers make the roots. These items should be glued to the front of the foldables.

9. Discuss and record on the inside of each plant part flap (the uncut side) what each plant part looks like and its function.

Safety Guide

Discuss safety. Even though food items are being observed, they are NOT to be tasted or eaten.

Notes

English Language Proficiency

Four Corners

After the students have had a chance to explore the investigation, play a quick game of Four Corners.

● On a piece of paper, write down these words: leaves, stem, roots, and flower. You can place a picture under each word as a reference.

● Tell your students that you will read a sentence describing a plant part.

● They should then walk to the corner they believe fits the description. Example:

This part absorbs water from the soil. Answer: Roots.

Phenomenon Connection

When observing how water travels through a plant, how do the different parts of a plant work together to ensure the plant’s growth and survival?

1. Based on your observations, how does the structure of the celery help it transport water to all parts of the plant?

2. How might the function of each plant part (roots, stem, leaves, flower) contribute to the overall health and growth of the plant?

3. If one part of the plant were not functioning properly, how might that affect the plant’s ability to grow and survive?

Notes

Estimated 1 hr - 2 hrs

L.1.1 Plant Structures and Functions

Explore 2: Scientific Investigation - Plant Parts in Action

Activity Preparation

In this activity, students will design and conduct an experiment that shows the absorption of water and how it is transported through the plant.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Consumable

● 1 White carnation (per group)

Reusable

● 5 Drops of blue food coloring (per group)

● 2 Cups of water (1 for each container) (per group)

● 2 Clear containers (per group)

● 1 Hand lens (optional) (per student)

Preparation

● Gather all the materials.

● Cut the ends off of every carnation and split the stem into two pieces. Each piece of the stem will go into a different container.

SEP Connection

Obtaining, Evaluating, and Communicating Information Planning and Carrying Out Investigations

Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information by reading and using media to understand how water is absorbed and transported through a plant, supporting their understanding of how different parts of a plant work together to help it grow and survive. They will plan and conduct an investigation by setting up an experiment with carnations and colored water to observe water movement, making predictions based on prior knowledge. Students will develop and use models by drawing and coloring the carnations in their journals, using arrows to represent the water’s path, thus illustrating the plant’s internal processes and enhancing their comprehension of the phenomenon.

● 1 Blue crayon or colored pencil (per student) Notes

CCC Connection

Structure and Function Cause and Effect

Connections

During this activity, students will explore the structure and function of plant parts by observing how water is absorbed and transported through a plant, demonstrating how the shape and stability of the plant’s structures are related to their function. Additionally, students will investigate cause and effect by designing and conducting an experiment to gather evidence on how water movement causes observable changes in the plant, supporting their understanding of how different parts of a plant work together to help it grow and survive.

Procedure and Facilitation

1. Review the needs of plants with the whole class (water, soil, sunlight, space to grow, and air).

2. Ask students where plants get their water. The plant gets water from the ground. How does water move through the plant? Water goes through the roots to the other parts of the plant. Have materials already displayed, and ask students to prove that water travels through the plant.

3. Set up the experiment with the help of the students. Place a carnation at each group, and place half of the stem in the blue water and the other in the water container.

4. Ask the students to predict what will happen. The flower will turn completely blue, the flower will have blue and white in the petals, etc.

5. Ask students for observations. Students can use hand lenses to make observations, if desired.

6. Students should draw and color the carnation in their Student Journal.

7. Students should add arrows in their Student Journal to show the path the water takes.

English Language Proficiency

Small Group Discussion

After students are finished, have them come together in small groups. A possible discussion prompt is as follows: Explain how plants absorb water and why absorption is so important.

Phenomenon Connection

How do the different parts of a plant work together to help it grow and survive, and what role does water play in this process?

1. Based on your observations, how does the color change in the carnation demonstrate the movement of water through the plant?

2. If the carnation’s stem was not split and placed in different colored waters, how might this affect the plant’s ability to transport water and nutrients?

3. How might the process observed in the experiment be similar or different in other types of plants, such as trees or grasses?

Notes

FACILITATION TIP

Refer to this posted vocabulary from Explore 1. Challenge students to name these five needs of plants by reading the terms and partner sharing. Select volunteers to name all five needs without looking.

FACILITATION TIP

Consider placing the carnations in a safe space away from student activities after initial set-up.

FACILITATION

TIP

Drawing arrows on scientific diagrams and sketches is a STEM skill students will use in future lessons. Take time to show students how to effectively draw them to show this process. Curate and share visuals that use arrows to show movement in science images.

Estimated 1 hr - 2 hrs

L.1.1 Plant Structures and Functions

Explore 3: Research - Scientists That Make a Difference

Activity Preparation

In this activity, students will make a research booklet after studying four different scientists: Theophrastus, Gregor Mendel, George Washington Carver, and Katherine Esau.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

● 1 Picture (per group)

Reusable

● 4 Children’s books about Theophrastus, Gregor Mendel, George Washington Carver, and Katherine Esau (per class)

● 1 Pencil (per student)

SEP Connection

Preparation

● Gather the necessary materials to complete this lesson.

● Print the pictures (or project pictures for the whole class to view) containing the pictures of the plant, garden, peanut, and flower for each group.

● This is a four-part lesson that can be done over four days depending on time. Make a copy of the Student Journal for each student and staple the four pages together to make a research booklet.

● If your library does not have a book on one of the scientists, you can use another resource, read about the scientists online, or view a short video about each of the scientists.

Connections

Obtaining, Evaluating, and Communicating Information

Planning and Carrying Out Investigations

Developing and Using Models

During this activity, students will obtain, evaluate, and communicate information by reading grade-appropriate texts and using media to learn about how different parts of a plant work together to help it grow and survive. They will create a research booklet that includes drawings and written information about the scientists Theophrastus, Gregor Mendel, George Washington Carver, and Katherine Esau, supporting their understanding of plant functions. Through this process, students will develop and use models to represent scientific ideas and make connections between historical scientific investigations and the phenomenon of plant growth and survival.

Notes

CCC Connection

Structure and Function

Cause and Effect

During this activity, students will explore how the different parts of a plant work together to help it grow and survive by examining the contributions of scientists like Theophrastus, Gregor Mendel, George Washington Carver, and Katherine Esau. Through this exploration, students will observe the structure and function of plants, understanding how the shape and stability of plant structures relate to their functions. Additionally, they will learn about cause and effect by examining how these scientists’ experiments and observations led to discoveries about plant growth and survival, generating observable patterns and evidence to support scientific ideas.

Procedure and Facilitation

Part I: Theophrastus

1. Explain to the class that today they will be learning about a famous scientist, Theophrastus.

2. Read aloud the children’s book about Theophrastus. Stop throughout the book to point out that Theophrastus observed plants to learn more about them.

3. On the board, write down “Theophrastus” at the top. Ask students to copy down the name on their Student Journal page 1.

4. Have students draw a picture of a plant on their Student Journal page 1. Tell them that they can use the plant picture at their table to help them.

Part II: Gregor Mendel

1. Explain to the class that they will be learning about another famous scientist, Gregor Mendel.

2. Read the children’s book about Gregor Mendel. Stop throughout the book to have students understand that Gregor Mendel conducted experiments in his garden to learn more about plants.

3. On the board, write down “Gregor Mendel” at the top. Ask students to copy down the name to their Student Journal page 2.

4. Have students draw a garden in their Student Journal page 2 to show what Gregor Mendel experimented with. Tell the students that they can use the garden picture at their table to help them.

Part III: George Washington Carver

1. Explain to the class that they will be learning about another famous scientist, George Washington Carver.

2. Read the children’s book about George Washington Carver. Stop throughout the book to have students understand that George Washington Carver conducted experiments on peanuts to learn more about them.

3. On the board, write down “George Washington Carver” at the top. Ask students to copy down the name to their Student Journal page 3.

4. Have students draw a peanut in their Student Journal page 3 to show what George Washington Carver experimented with. Tell the students that they can use the peanut picture at their table to help them.

Notes

FACILITATION TIP

Children’s books about Theophrastus may be limited; use digital resources for kids’ encyclopedia facts. Alternatively, curate your own visual slide with the famous scientist content and guide students through drawing the plant picture.

FACILITATION TIP

Select an image from the Gregor Mendel children’s book, and use it to guide students through drawing a garden.

FACILITATION TIP

Select an image from the children’s book, and use it to guide students through a drawing.

L.1.1 Plant Structures and Functions

Explore 3: Research - Scientists That Make a Difference

Part IV: Katherine Esau

1. Explain to the class that they will be learning about another famous scientist, Katherine Esau.

FACILITATION TIP

Children’s books about Katherine Esau may be limited; use digital kids’ encyclopedia facts. Create your own visual resource about the famous scientist and guide students through drawing a flower; use a real flower if possible.

2. Read the children’s book about Katherine Esau. Stop throughout the book to have students understand that Katherine Esau observed plants.

3. On the board, write down “Katherine Esau” at the top. Ask students to copy down the name to their Student Journal page 4.

4. Have students draw a flower in their Student Journal page 4 to show what Katherine Esau observed. Tell them that they can use the flower picture at their table to help them.

5. Ask students what all four scientists have in common. They all studied plants; they did experiments to learn more about the natural world; they observed living things; etc.

English Language Proficiency

Research Presentation Strategies

After the research activity, students can create a presentation to share the research found.

● Give students time to practice their presentation in front of a smaller group before presenting to whole class.

● Give students specific ideas to speak on ahead of time. Have students write down their main speaking points.

Phenomenon Connection

How do the observations and experiments conducted by scientists like Theophrastus, Gregor Mendel, George Washington Carver, and Katherine Esau help us understand how the different parts of a plant work together to help it grow and survive?

1. How did each scientist’s work contribute to our understanding of plant growth and survival?

2. What specific plant parts did these scientists focus on, and how do those parts function together in a plant?

3. How can the experiments and observations of these scientists inspire us to explore and learn more about plant biology today?

Notes

L.1.1 Plant Structures and Functions

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Arborist

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - The Parts of Plants

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student

Learning

Objectives

Plants have parts that work together to allow the plant to survive, grow, and reproduce.

Plants are made up of parts that include roots, stems, leaves, petals, flowers, and seeds.

Plants absorb water and nutrients through roots, which are then transported through the stem; the leaves make food; the petals of flowers attract pollinators; and the flowers produce seeds, which produce new plants.

What Prompts Will Be Used?

Does Student Mastery Look Like?

Student Expectations

The student is expected to demonstrate an understanding of what plants need to grow, as well as the interdependence of flowering plants and pollinating insects.

L.1.3AB What Plants Need Scope Planning

and Overview

Scope Overview

This unit develops students’ understanding of plants’ basic needs and the interdependence between flowering plants and pollinating insects. Students surface initial ideas, support claims with evidence, and refine thinking through discussion. They conduct a controlled investigation by withholding one need at a time to observe effects on plant health over time, recording and concluding from data. Students then explore how animal structures support pollination by modeling pollen transfer, comparing design effectiveness, and explaining how pollinators help plants reproduce and survive.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Body Parts

Key Concepts

• Plants have basic needs including sunlight, water, nutrients, and space.

• Plants must have their basic needs met to live, grow, and repair.

• Plants depend on pollinating insects and other animals for pollination and to move their seeds around.

• Pollinating insects, such as bees and butterflies, have body parts to gather nectar and disperse pollen.

Different parts of a living thing

Compare

To see what is the same and what is different

Describe

To tell about something

Disperse

To spread over a wide area

Environment

Everything that is around a living thing

Flower

A thing made by many plants to produce seeds

Grow

To increase in size

Interdependency

When the well-being of two or more things is linked together

Nutrients

The part of soil that helps plants survive and grow; the part of food that helps animals survive and grow

Plant

A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

Pollination

Pollen being moved from plant to plant to produce seeds for future plants

Space

Area needed to survive

Sunlight

The energy from the Sun that plants need to make food

Water

A liquid that all living things need to survive

Notes

Why do flowers need bees to help them grow and make seeds?

Student Wondering of Phenomenon

Engage Activity Summaries

Students evaluate different ideas about what plants need by listening, discussing, and justifying their thinking.

• Listen to multiple student responses to the question “What do plants need?” and select the one they agree with most.

• Discuss choices with a partner and explain their reasoning.

• Share and justify selections in a whole-group discussion, addressing misconceptions through evidence and examples.

• Optionally participate in a “vote with your feet” activity by standing by the statement they support.

Explore Activity Summaries

Scientific Investigation - What Plants Need

Students investigate how withholding specific basic needs impacts plant health and growth over time.

• Set up six plants so each lacks one need (water, sunlight, air, soil, or space) while one has all needs met.

• Predict outcomes, then observe and record changes across two weeks in student journals.

• Draw results and write a concluding statement linking observations to plants’ basic needs, then share findings.

Activity - Pollinators on the Move

Students investigate how animal structures can aid in pollination by modeling and testing ways to move “pollen” between flowers.

• Observe a brief video and reference images to identify pollinator body parts that facilitate pollen transfer.

• Use simple materials to design, build, and test multiple models that move powdered “pollen” from one plate to another.

• Document each successful method with labeled drawings in their journals.

• Share and compare results, discussing which designs were most effective and why.

Notes

L.1.3AB What Plants Need Engage

Estimated 15 min - 30 min

In this activity, the teacher reads several responses to the question “What do plants need?” and students will decide which response they agree with most.

Materials

Printed Material

● 1 What Plants Need (per partner pair or class)

Reusable

● Projector, optional (per class)

Preparation

You may choose to either print a What Plants Need document for each partner pair or project it on the board for the whole class to view.

Connections

SEP Connection

Analyzing and Interpreting Data

Obtaining, Evaluating, and Communicating Information

During this activity, students will analyze and interpret data by recording their observations and thoughts about what plants need, using pictures, drawings, and writings to communicate their ideas. They will use these observations to describe patterns and relationships in the natural world, specifically focusing on the role of bees in helping flowers grow and make seeds. By comparing their predictions and discussing their observations, students will obtain, evaluate, and communicate information to answer scientific questions and solve problems related to plant growth and pollination.

Notes

CCC Connection

Cause and Effect

Energy and Matter

During this activity, students will explore the cause and effect relationship between bees and flowers by discussing what plants need to grow. They will engage in discussions to identify and justify their understanding of how bees contribute to the growth and reproduction of flowers, thereby generating observable patterns of plant growth and seed production. Activity Preparation

Procedure and Facilitation

1. Place the students into partner pairs.

2. Read aloud the question “What do plants need?” and then ask the students to listen carefully as you read each student response.

3. Ask students, “Which student would you agree with?”

4. Have students discuss with their partner which of the four student responses they agree with the most.

5. Give students time to share their opinions with their partners.

6. As a whole group, have students justify and explain which of the students they agree with the most in response to the question.

● I agree with student A because I have seen a plant grow in a dark place before, and I never saw anyone give it water.

● I agree with student B because I have seen a plant grow in a dark place before.

● I agree with student C because plants will die without a lot of sunlight and water.

● I agree with student D because some plants need more water and sunlight than others.

7. Clarify any misconceptions that arise and explain why student D has the best response.

Optional Activity

Cut apart and post the pictures/statements around the room. Read the responses. Have students stand by the picture/statement that they agree with the most. Go around and discuss the responses.

Roadblock: Argumentative with Peers

Some students may not agree with others during this activity. This may cause arguments to arise. Provide an area for students to cool off and regain control if they have an emotional outburst or become upset. Find more strategies for students who are argumentative with peers in the Intervention Toolbox.

Phenomenon Connection

How do bees contribute to the growth and reproduction of flowers, and what essential elements do plants need to thrive?

1. How do bees assist in the process of pollination, and why is this important for the growth and reproduction of flowers?

2. Based on your discussions about what plants need, how might the presence or absence of bees affect a plant’s ability to grow and produce seeds?

3. Considering the different needs of plants, how might environmental factors influence the relationship between bees and flowers in an ecosystem?

FACILITATION TIP

Print and project the question and responses so students can read along with you.

FACILITATION TIP

Help students focus on key words in the student statements; all, either, only, different, and so on.

FACILITATION TIP

Project sentence frames to support student responses. “I agree with student ...because I have seen....”

Estimated days 5 - 15

L.1.3AB What Plants Need

Explore 1: Scientific Investigation - What Plants Need

Activity Preparation

In this activity, students will observe and record how taking away certain basic needs affects plants.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Reusable

● 1 Empty clear plastic container (per class)

● 1 Garbage bag, black (per class)

● 1 Permanent marker, black (per teacher)

Consumable

● 6 Small flowering plants (per class)

● 6 Small plant pots (per class)

● 1 Bag of soil (per class)

● 1 Bag, gallon, plastic resealable (per class)

● Water (per class)

● 6 Craft sticks (per class)

● Masking tape (per class)

Preparation

Gather all materials and set them up in the classroom where all students can see. Five of the six plants should each be planted in a pot of soil ahead of time. Students can help put the plants in the pots with soil. Label the plants 1–6 with a black permanent marker and masking tape. Print out a Student Journal page for each student.

Connections

Analyzing and Interpreting Data

Obtaining, Evaluating, and Communicating Information

During this activity, students will analyze and interpret data by observing and recording how the absence of certain basic needs affects plant growth. They will use and share pictures, drawings, and writings of their observations to describe patterns and relationships in the natural world, specifically focusing on the role of bees in flower pollination and seed production. By comparing their predictions to the actual outcomes, students will obtain, evaluate, and communicate information to answer the scientific question of why flowers need bees to help them grow and make seeds.

Cause and Effect

Energy and Matter

During this activity, students will explore the cause and effect relationship by observing how the absence of certain basic needs affects plant growth, which will help them understand the phenomenon of why flowers need bees to help them grow and make seeds. By designing simple tests and gathering evidence, students will identify observable patterns and develop ideas about the causes of plant health and reproduction.

SEP Connection

CCC Connection

Procedure and Facilitation

Part I

1. Set up the six potted plants with your students as follows:

● Plant 1: All needs met

○ Provide plant 1 with adequate water, soil, air, sunlight, and space.

● Plant 2: No water

○ Do not water plant 3 at all.

● Plant 3: No sunlight

○ Place the black garbage bag over the plant or place the plant in a dark area such as a closet.

● Plant 4: No air

○ Seal the plant in a plastic bag.

● Plant 5: No soil

○ Plant 4 should have no soil in the pot.

● Plant 6: No space

○ Place six craft sticks around and as close to the stem as possible. Try to simulate too many plants growing too close together. Cover it as tightly as possible with a small clear plastic container.

2. Safety Precaution: Discuss how bags should NEVER be put on animals or people.

Part II

1. Students will predict what will happen to each plant on their Student Journal pages.

2. Over the next two weeks, have students record the observations of plants 1–6.

3. After two weeks, have students record the results and draw what happened to each of the six plants depending on how the plants’ needs were met or unmet.

4. Have students write a concluding statement based on the results of this experiment.

5. Have students volunteer to share their conclusions.

FACILITATION TIP

Help students generate the list of Basic Needs. Record and post. Allow for discussion about the difference between animal, human, and plant basic needs.

FACILITATION TIP

Consider having more than one plant for each group to allow for error.

FACILITATION TIP

If time is limited, allow students to take photos of the plants rather than draw them.

L.1.3AB What Plants Need

Explore 1: Scientific Investigation - What Plants Need

English Language Proficiency

Placemat and Round Robin

After the students have had the opportunity to explore the investigation, allow them to express their understanding of what plants need in order to survive.

● Begin by separating the students into groups of four.

● Draw a rectangle broken up into four equal pieces with a circle inside, write the sentence stem for students to use. (Example: Plants need sunlight, so they can ___.)

● Then, each student should pick one of the four areas, complete the sentence stem, and draw a picture that relates to the sentence they just completed.

● After all four students have written their sentence stem and drawn their picture, allow them to share their placemat with the whole classroom. To make it more fun for students, you can have them draw the placemat on butcher paper.

Phenomenon Connection

How do bees help flowers meet their basic needs to grow and produce seeds?

1. Based on your observations, what basic needs do plants require to grow, and how might bees play a role in fulfilling these needs?

2. If a plant’s basic needs are not met, how might this affect its ability to attract bees and successfully reproduce?

3. How could the absence of bees impact the growth and seed production of flowering plants, similar to how the absence of basic needs affected the plants in our activity?

Notes

L.1.3AB What Plants Need

Explore 2: Activity - Pollinators on the Move

Estimated 30 min - 45 min

In this activity, students test models of animal parts to see if they can help spread pollen.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

● 1 Student Reference Sheet (per pair of students)

Reusable

● 1 Scissors (per pair of students)

● 2 Paper plates (per pair of students)

● 1 Computer with internet access (per class)

● 1 Projector (per class)

Consumable

● ½ Mix, drink, powdered, packet (per pair of students)

● 2 Pipe cleaners (per pair of students)

● 30 cm Tape, masking (per pair of students)

● 2 Cotton balls (per pair of students)

● 2 Craft sticks (per pair of students)

Analyzing and Interpreting Data

Preparation

Activity Preparation

● Print a Student Journal page for each student and a Student Reference Sheet for each pair of students.

● Gather materials for each pair of students and put them in containers for easy distribution.

● Label one set of plates “Adult Plant 1” and “Adult Plant 2” for each pair of students.

● Set up the computer and projector. Using a search engine, type in the words Bees Animals for children kids videos kindergarten. Choose the video that is 3:06 long.

Connections

Obtaining, Evaluating, and Communicating Information

During this activity, students will analyze and interpret data by recording their observations and using drawings to describe patterns in how different models of animal parts can effectively transfer pollen. By comparing their predictions to the outcomes, students will gain insights into the relationship between flowers and bees, understanding how pollinators facilitate the growth and reproduction of plants by moving pollen from one flower to another. This hands-on exploration will help them communicate their findings and support scientific claims about the necessity of bees in the pollination process.

Cause and Effect

Energy and Matter

During this activity, students will explore the cause and effect relationship between animal pollinators and plant reproduction by testing models of animal parts to observe how they facilitate pollen transfer. This hands-on investigation allows students to identify observable patterns in how different materials can mimic the role of pollinators, thereby supporting the understanding of how plants rely on animals to spread pollen and produce seeds.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Place students with partners and distribute a Student Reference Sheet to each pair of students.

2. Begin the activity by showing the bee pollination video clip. Explain that some plants produce nectar, which is a food source for certain pollinators. Encourage students to notice the body parts of pollinators that facilitate pollination by observing the Student Reference Sheet and the video clip. Point out that the collection of nectar can lead to pollen transfer from one plant to another.

3. Distribute Student Journals and a set of paper plates to each pair of students. Include pipe cleaners, cotton balls, craft sticks, and masking tape as the model materials.

4. Place the pollen, one-half packet of drink mix, on the plate labeled “Adult Plant 1” leaving the plate labeled “Adult Plant 2” empty.

5. Explain that the plates represent the plants where the nectar and pollen are located and that the students are to use the materials to create animal part models that move the pollen from one plant to another.

6. Students can manipulate the materials as needed, i.e., cut the pipe cleaners, loop the tape, etc., to represent the physical characteristics of an animal.

7. The objective is to come up with as many different ways as possible to successfully transport the pollen in fifteen minutes.

8. Students should draw and label each successful pollen transfer in their Student Journals. Remind students to label their drawings.

9. Discuss:

● What tools worked the best for moving the pollen? The pipe cleaners moved some pollen. The cotton ball taped to the craft stick moved more pollen.

● What else did you notice when you were moving the pollen? Some of the powder got moved from one plant to the other. We could pick up some powder with the tape, but we could not get it to drop off on the other plate. Some materials would pick up the pollen, but would not drop it off and just stayed stuck to our tools.

● Why is the powder a good model for pollen? The powder looks like pollen. I’ve seen pollen in the middle of flowers before.

● Pollen has to be moved from flower to flower so that plants can reproduce and make new seeds. Why do you think plants depend on animals to do this? Plants cannot move to take their pollen to another plant.

● How do plants get animals to become pollinators? They provide the animals with nectar to drink so that the pollen will get moved when the animals drink nectar from different plants.

Notes

FACILITATION TIP

Set clear safety expectations for the drink mix; curious students may want to taste it. Remind students that it is not safe to taste items in a science lab.

FACILITATION TIP

Create and post clear constraints and the objective. Be prepared for students to be very creative about ways to transfer the “pollen” that don’t fit the model of pollinators.

FACILITATION TIP

Print these guiding questions, and preview them with students before the activity. Record student responses during the reflection.

FACILITATION TIP

Consider following this question with, “How do pollinators get plants to provide nectar?”.

L.1.3AB What Plants Need

Explore 2: Activity - Pollinators on the Move

English Language Proficiency

Sentence Stems

After the group activity, the students can write the following sentence stems in their journals or discuss them with their partners.

Emerging:

Students may draw different animal models that help spread seeds.

● The _______(animal) uses ______.

● ______(animal characteristic) is found on a _______(animal).

Expanding/Bridging:

The students will complete the following sentence stems and use them to create a short story about a new animal that has characteristics to help spread seeds.

● _______(animal characteristic) is found on a ______(animal) and helps plants by _____________.

● The_______ (animal) uses _______because _______.

Phenomenon Connection

How do the body parts of animals, like bees, help in the transfer of pollen between flowers, and why is this process crucial for plant reproduction?

1. Based on your observations during the activity, which animal part models were most effective in transferring pollen, and why do you think they worked well?

2. How do the characteristics of the materials you used in the activity (e.g., texture, shape) relate to the actual body parts of pollinators like bees?

3. What might happen to plant populations if there were no animals to assist in pollination, and how could this impact ecosystems?

Notes

L.1.3AB What Plants Need Scope

Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Plant Survival

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student

Learning

Objectives

Plants have basic needs including sunlight, water, nutrients, and space.

Plants must have their basic needs met to live, grow, and repair.

What Prompts Will Be Used?

Does Student Mastery Look Like?

Plants depend on pollinating insects and other animals for pollination and to move their seeds around.

Pollinating insects, such as bees and butterflies, have body parts to gather nectar and disperse pollen.

L.1.4 Plant Survival

Scope Planning and Overview

Scope Overview

This unit engages students in investigating how plant structures support survival across diverse environments and how plants respond to light. Through analysis of real-world examples, hands-on observations, and model construction, students connect traits such as water storage, protective coverings, and leaf size to environmental challenges. Students then apply engineering practices to design, test, and refine solutions, including mechanisms for effective seed dispersal. Collectively, these experiences build understanding of plant adaptations and culminate in designing a solution that addresses an agricultural need.

The student is expected to demonstrate an understanding of the ways plants adapt to various environments in order to survive, and design a solution for an agricultural problem.

• Plants respond to stimuli to adapt to changes in their environment, including turning toward the Sun, changing the color of their leaves, wilting, or shedding their leaves.

• Plants have different characteristics to help them survive in their environment.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Adaptation

Any characteristic that helps a plant or animal survive

Change

To make or become different

Characteristic

A feature that helps identify something Describe To tell about something

Environment

Everything that is around a living thing

Plant

A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

Problem

A situation that needs to be changed or needs an answer

Survive

To stay alive

Notes

Student Expectations

Key Concepts

How do plants survive in places where it’s really hot, really cold, or really dry, and can we use their tricks to help grow more food?

Student Wondering of Phenomenon

Engage Activity Summaries

Students analyze plant images to identify how specific traits support survival in different environments.

• Work in small groups to examine plant photos while listening to captions read aloud.

• Discuss how structures like water storage, spines, large leaves, and thick/leathery leaves function as adaptations.

• Compare adaptations across desert, rainforest, and alpine habitats to connect plant structures to environmental challenges.

Explore

Activity Summaries

Activity - Growing Sideways

Students investigate how plants respond to sunlight over time through structured observation and journaling.

• Set up small potted plants, record initial upright observations, and water every two days while documenting changes.

• Conduct a second test by placing plants on their sides, continue watering, and track how stems and leaves reorient toward light.

• Conclude with a class discussion and complete journals to summarize observed patterns of plant growth toward the Sun.

Activity - Plant Survival

Students explore plant survival by designing models with structures adapted to specific environments.

• In groups, analyze an assigned environment and identify two plant structures that support survival there.

• Plan and build a plant model using assorted craft materials, then document the design and rationale in student journals.

• Share models with the class, explaining how chosen structures function in the given environment.

Engineering Solution - Seed Launcher

Students apply engineering design to build and test a device that accurately disperses pea seeds to a target.

• Brainstorm and plan a launcher design using specified materials and constraints.

• Construct the launcher, document the design with a labeled drawing, and conduct launch trials from a fixed distance to hit a marked target.

• Analyze performance data, rate the design, and discuss improvements based on test results.

L.1.4 Plant Survival Engage

Estimated 15 min - 30 min

In this activity, the students observe how a plant's characteristics can help it survive.

Materials

Printed Material

● 1 Set of Plant Pictures (per group)

Reusable

● 1 Projector, optional (per class)

Preparation

Activity Preparation

● Print a set of Plant Pictures for each group. Digital copies of the pictures could be projected as well.

Connections

SEP Connection

Analyzing and Interpreting Data

Constructing Explanations

During this activity, students will analyze and interpret data by observing plant characteristics and recording their observations, thoughts, and ideas. They will use and share pictures, drawings, and/or writings of their observations to describe patterns and relationships in the natural world, specifically how plants survive in extreme environments. By comparing their predictions based on prior experiences to the observable events, students will construct evidencebased accounts of natural phenomena and generate solutions to the problem of growing more food using plant survival strategies.

Cause and Effect Structure and Function Stability and Change

During this activity, students will explore the cause and effect relationships by observing how specific plant characteristics contribute to their survival in extreme environments. They will investigate the structure and function of plant features, such as the water-holding capacity of cacti or the large leaves of rainforest plants, to understand how these adaptations support their survival. Additionally, students will examine the stability and change in plant adaptations, noting how some features remain constant while others may evolve to meet environmental challenges.

Notes

CCC Connection

Procedure and Facilitation

1. Gather students into small groups and distribute the Plant Pictures to each group. You could digitally project the images, if desired.

2. Have each group focus on one Plant Picture at a time as you read the caption aloud to the class.

3. Discuss each picture:

● What helps the cactus survive? It can hold water. It has sharp thorns for protection.

● What helps the rain forest plants survive? The leaves are big to help the plant catch sunlight.

● What helps the alpine azaleas survive? Its leaves are thick and leathery. They help store water and protect from sunlight and wind.

Phenomenon Connection

How do plants adapt to extreme environments, and what can we learn from them to improve agricultural practices in challenging climates?

1. Based on your observations, what specific adaptations do plants have that allow them to thrive in extreme conditions?

2. How might these plant adaptations inspire new methods for growing crops in areas with harsh climates?

3. Can you think of any ways we could mimic these plant adaptations in agricultural technology to enhance food production?

Notes

FACILITATION TIP

Preview the terms: desert, tundra, and rain forest with students before distributing the Plant Pictures. Engage students by asking what they already know about these words.

FACILITATION TIP

Before sharing the captions with students, project only the images and have students respond to “What do you notice?” about each image.

FACILITATION TIP

Help students make a connection by asking, “What kind of climate do we live in?”.

Estimated days 5 - 15

L.1.4 Plant Survival

Explore 1: Activity - Growing Sideways

In this activity, students will observe how a plant grows toward the Sun.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Consumable

● 1 Small potted plant (per group)

● Water (per group)

SEP Connection

Analyzing and Interpreting Data

Constructing Explanations

Preparation

Activity Preparation

● Instead of purchasing small plants, the teacher could plant seeds (pinto beans or rye grass) ahead of time and grow their own plants. Make sure they are planted in soiled pots at least two weeks in advance so there is a small shoot growing at the time of the investigation.

Connections

During this activity, students will analyze and interpret data by recording and sharing their observations of how a plant grows toward the Sun. They will use pictures and drawings in their Student Journals to describe patterns in plant growth, comparing their predictions to observable events. By making firsthand observations, students will construct evidence-based accounts of how plants adapt to sunlight, which relates to understanding how plants survive in extreme environments. This process will help students explore solutions for growing food in challenging conditions.

Notes

CCC Connection

Cause and Effect

Structure and Function

Stability and Change

During this activity, students will explore the phenomenon of how plants survive in extreme environments by observing how a plant grows toward the Sun. This will help them understand the cause and effect relationship between sunlight and plant growth, as well as the structure and function of plant parts in adapting to environmental conditions. They will observe the stability and change in the plant’s orientation as it seeks sunlight, noting how some aspects of the plant remain stable while others change in response to its environment.

Procedure and Facilitation

Part I

1. Facilitate a discussion about plant needs and characteristics to allow students to share their prior knowledge.

● What does a plant need to live and grow? Plants need water, sunlight, and soil.

● Do plants grow big and tall overnight? No. Plants grow slowly over time.

2. Explain that over the next couple of weeks, the class will observe how a plant reacts to sunlight. We will observe the plants over time to give them time to grow.

Part II

1. Distribute a plant to each group.

2. Go outside and find a safe, sunny place where the plants can be left for several days. A tabletop near a classroom window would work as well.

3. Be sure the plant is upright.

4. Have students record the date on their Student Journal page and draw what their plant looks like while it is upright.

5. Every two days, have students water their plant and observe how the plant changed. Students should write the date in the next box on their Student Journal pages and draw what their plant looks like.

6. After students make four observations, they are done with the first test.

7. For the second test, have them turn their plant over so that it is lying on its side.

8. Continue to water, observe, and draw the plants every two days until the students have made four more observations.

9. Discuss:

● What did your plant look like at the beginning, before we set it on its side? The plant stem was straight. The leaves were facing up.

● After the plant was on its side for several days, what did you notice? The plant started to turn so that it would face up again.

● What do you think caused the plant to turn? The plant wanted to face the Sun.

10. Students will finish filling in their Student Journals after the discussion.

FACILITATION TIP

Assess student prior knowledge about plant needs from prior grade scopes. Ask, “What do you already know about plant needs? What similar/ different needs do plants, humans, and animals have?”.

FACILITATION TIP

If space is limited, consider having the teacher demonstrate this test rather than distributing plants to student groups. It will be easier to control the variables and create relevant data if the plants are carefully kept and watered.

FACILITATION TIP

Take pictures of the plants every two days and create a slideshow that shows the slight changes over time.

FACILITATION

TIP

Gather images of trees or plants that have “turned” toward the Sun. Curate videos that show heliotropism.

L.1.4 Plant Survival

Explore 1: Activity - Growing Sideways

Roadblock: Limited Memory

This is a sustained inquiry investigation that will take a number of days to complete. Students may have a hard time remembering and comprehending information from day to day. It may be best to review procedures and objectives with students and discuss with them one-on-one the changes observed in the plant. Remind students of what the plant looked like the previous days. Constantly reviewing information in a concise manner will help students better retain knowledge and master the goal of this lesson. Read more strategies for students with limited memory in the Intervention Toolbox.

English Language Proficiency

Growing Sideways

After completing the Scientific Investigation, the students will develop an opinion about why the plant is growing differently on its side. Use the following sentence stems to help the students discuss their findings:

Emerging:

● I think the plant grew another way because _____________.

● I agree/disagree with my partner because ___________.

Expanding/Bridging:

● The plant grew a different way because ____________.

● This would/would not happen with another plant because _____________.

● I agree/disagree with my partner based on _____________.

Phenomenon Connection

How do plants adapt to their environment to ensure survival, and can we apply these adaptations to improve agricultural practices in extreme climates?

1. Based on your observations, how did the plant’s growth direction change when it was placed on its side, and what does this tell us about how plants adapt to their environment?

2. In what ways might plants in extremely hot, cold, or dry environments adapt differently to ensure they receive enough sunlight, water, and nutrients?

3. How can understanding plant adaptations to different climates help us develop strategies to grow food in challenging environments?

Notes

Estimated 1 hr - 2 hrs

L.1.4 Plant Survival

Explore 2: Activity - Plant Survival

Activity Preparation

In this activity, students design a plant with special structures that allow it to survive in a designated environment.

Materials

Printed Material

● 1 Student Guide (per student or group)

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

● 1 Environment Card (per group)

Consumable

● 1 Roll of tape (per group)

● 1 Disposable bowl (per group)

● 1 Disposable cup (per group)

● 1 Tissue or crayon box (per group)

● 1 Toilet paper roll (per group)

● 1 Egg carton (per group)

● 5 Cotton balls (per group)

● 5 Pipe cleaners (per group)

● 5 Toothpicks (per group)

● 1 Pack of construction paper (per class)

Reusable

● 1 Pair of scissors (per student)

● 1 Glue stick (per student)

● 1 Pack of markers (per group)

● 1 Laminator, optional (per class)

Analyzing and Interpreting Data

Constructing Explanations

Preparation

● Print out the Environment Cards. Write adjectives about each environment on the back of each card for students to reference during the activity. Teacher may laminate for durability.

● Make a copy of the Student Journal and the Student Guide for each student.

● Collect craft materials.

Connections

During this activity, students will analyze and interpret data by recording observations and ideas in their Student Journals, using drawings and writings to describe patterns in plant structures that help them survive extreme environments. They will construct explanations and design solutions by using evidence from their observations to create a plant model with special structures, demonstrating an understanding of how these adaptations can solve the problem of plant survival in harsh conditions.

Cause and Effect

Structure and Function

Stability and Change

During this activity, students will explore the cause and effect relationships by designing plants with specific structures that allow them to survive in extreme environments, thereby observing how the shape and stability of these structures are related to their functions. Through this process, students will also observe stability and change by identifying which plant features remain constant and which adapt to different environmental conditions.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Based on time restraints, it would be good to limit time spent allowing students to pick out materials and design their plants to ensure the lesson can be completed. Example: 1 hour lab: 10 minutes for Engage, 10 minutes for picking materials, 25 minutes for Design, 10 minutes for Share, and 5 minutes for Debrief. You may want to set up a timer for students. Assigning a materials collector will avoid much confusion.

Procedure

1. Distribute the Environment Cards to each group and discuss each environment before the activity. Reference the adjectives of each environment on the back of the cards.

2. Tell students that they will be designing one plant per group that has two physical structures that help those plants survive in the given environments.

3. Students will record this information in the Student Journal.

4. Review the materials that will be available to create the designs. Groups should already have an idea of what they want to create before they approach the materials table.

5. Circulate the classroom as students work, and ask questions about the structures of the plant that might be needed to help it live in their assigned environment.

6. After each group has finished with the designs, have students draw a picture of their final project in their Student Journals.

7. Have the groups volunteer to share their finished products and explain how they designed their plants to survive in their particular environments.

Safety Guide

Sharp Objects:

Be sure to instruct students how to properly use scissors to prevent injury.

Notes

FACILITATION TIP

Before distributing the Environment(al) Cards to each group, preview them with the whole class. Students should remember tundra, rain forest, and desert from a prior scope, but pond, ocean and woodland forest may be new.

FACILITATION TIP

Have students share what they notice about each environment. List these observations for students to refer to during their groups discussions.

FACILITATION TIP

Engage students with visuals of plants that have unique environmental adaptations.

FACILITATION TIP

For students who struggle to draw, allow them to photograph their design solution.

L.1.4 Plant Survival

Explore 2: Activity - Plant Survival

English Language Proficiency

Graffiti Wall

A Graffiti Wall allows a teacher to check for understanding after instruction, while giving students the opportunity for movement.

● Give each student a large sticky note. Make sure they have pencils and some crayons or colored pencils.

● Pose the following question: What special structures allow for a plant to survive in its environment?

● Students should respond by writing a phrase or drawing a picture on the sticky note. Then, they should post their responses on the Graffiti Wall.

● This activity can be done individually, with partners, or in small groups.

● Facilitate a class discussion of the responses given.

Phenomenon Connection

How do the special structures of plants help them survive in extreme environments, and can we apply these adaptations to improve agricultural practices in challenging climates?

Class Discussion Questions:

1. Based on your plant designs, what specific structures did you create to help your plant survive in its assigned environment, and why did you choose those structures?

2. How do the adaptations you designed for your plant compare to real-life plant adaptations in similar environments?

3. Can the strategies used by plants to survive in extreme conditions be applied to human agriculture to enhance food production in areas with harsh climates? If so, how?

Notes

Estimated 1 hr - 2 hrs

L.1.4 Plant Survival

Explore 3: Engineering Solution - Seed Launcher

In this activity, students will design a pea seed launcher.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Consumable

● 1 Plastic spoon (per group)

● 2 Rubber bands (per group)

● 3 Popsicle sticks (per group)

● 1 Plastic cup, 1 ounce (per group)

Reusable

● 5 Pea seeds (per group)

● 1 Permanent marker (per class)

● 1 Roll of duct tape (per class)

● 1 Roll of tape (per group)

Preparation

● Gather the necessary materials.

Activity Preparation

● Make a copy of the Student Journal for each student.

● Find a place in your class that measures three feet with no objects around. Use tape to mark the beginning and ending. On the begining piece of tape, write the word Start. On the ending piece of tape, place a dot with a permanent marker.

Connections

Analyzing and Interpreting Data

Constructing Explanations

During this activity, students will analyze and interpret data by recording observations and using drawings to describe patterns in their pea seed launcher designs. They will construct explanations and design solutions by using evidence from their observations to improve their launchers, addressing the phenomenon of how plants survive in extreme conditions and applying these strategies to enhance agricultural practices.

Cause and Effect

Structure and Function

Stability and Change

During this activity, students will explore cause and effect by designing and testing a pea seed launcher, observing how the structure and function of their designs impact the launcher’s effectiveness. They will also examine stability and change by noting how modifications to their launcher can improve its performance, drawing parallels to how plants adapt to survive in extreme environments.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Tell the students that Farmer Joe has a serious problem. The machine he used to spread the pea seeds out on his farm is broken. If he does not find a way to spread out seeds, his pea plants will not grow.

2. Explain to students that today they will be building a pea seed launcher for Farmer Joe. Tell the students that the launcher will have to be designed well so Farmer Joe’s pea plants will grow.

3. Show students the marked off three feet in the class. Explain to students that they will need to stand behind the beginning tape and launch three pea seeds from their pea seed launcher. The goal is for all three seeds to land close to the black dot.

4. Pass out a copy of the Student Journal to each student.

5. Show students the resources and the number of each resource that will be available to each group. A material manager would make getting the materials for their group easier. The material manager should know exactly what the group wants for materials before they go to collect it.

6. Allow time for students to discuss in groups how they are going to create their pea seed launcher.

7. Have the material manager collect the needed materials.

8. Allow time for students to create the pea seed launchers.

9. When all students are finished, have students draw a picture in the Student Journal.

10. After students have drawn their picture, allow each group to test their pea seed launcher.

11. Once every group has gone, ask students to talk as a group about how well their pea seed launcher worked. Have students rate their launcher in their Student Journal.

12. Ask students how they could improve their pea seed launcher.

● Students might say, "I would make it bigger, I would add more Popsicle sticks, etc."

13. Allow time for students to complete the Student Journal and discuss.

Notes

FACILITATION

TIP

Find a spacious common area to conduct the launch tests.

FACILITATION TIP

Post and clarify the design constraints and criteria for success for the pea seed launchers.

FACILITATION

TIP

This engineering and design activity may be easier in partners rather than groups. Consider giving each set of partners the same materials rather than having students gather them from a central collection site.

L.1.4 Plant Survival

Explore 3: Engineering Solution - Seed Launcher

Safety Guide

Do Not Eat or Drink Materials:

Students should be reminded not to eat or drink any materials, unless directed to do so.

English Language Proficiency

Tell Someone

Before giving Language Acquisition Strategies students time to explore, have them play Tell Someone.

Provide students with materials as stated in the teacher directions and inform them of their task. Students also need a sheet of paper with the following sentence stems:

● We could use ____________ and _____________ to build a pea seed launcher.

● ___________ is a good material because _____________.

● I agree because _____________.

● I think we should try _____________ instead. When they are finished, allow them to begin the project with their group.

Phenomenon Connection

How do plants manage to disperse their seeds effectively in challenging environments, and can we apply these strategies to improve agricultural practices?

1. How might the design of your pea seed launcher be similar to or different from the natural mechanisms plants use to disperse seeds in harsh climates?

2. In what ways could the principles of seed dispersal help plants survive in extremely hot, cold, or dry environments?

3. Can the strategies plants use for seed dispersal in challenging conditions be adapted to enhance food production in areas with similar climates?

Notes

L.1.4 Plant Survival Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Jessica’s Garden

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Plants respond to stimuli to adapt to changes in their environment, including turning toward the Sun, changing the color of their leaves, wilting, or shedding their leaves.

Plants have different characteristics to help them survive in their environment.

P.1.6B Sound Scope Planning and Overview

This unit develops students’ understanding that we see objects by reflected light and that shadows depend on a light source’s position. Through simple investigations, students compare visibility and accuracy under different lighting, test how materials transmit, block, scatter, and reflect light, and distinguish reflective from nonreflective surfaces. They identify and compare common light sources and their relative brightness, then measure how moving an object or light changes shadow size. Emphasis is on observing, recording, and explaining cause-and-effect in light behavior.

The student is expected to demonstrate an understanding that reflected light is required to make objects visible, and that shadows form and change with the position of a light source.

• You can use your senses of touch and hearing to observe that vibrating objects create sound.

• Sound can make objects vibrate and can influence the movement of objects nearby.

• We use sound to communicate over long distances.

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Communication

How living things give information to each other

Distance

How far apart two things are from each other

Light

The type of energy that the eye can see

Sound

Energy that travels through the air and can be heard by the ear

Vibrations

A series of small, quick movements from side to side or back and forth

Notes

Student Expectations

Key Concepts

Why do shadows change shape and size throughout the day?

Student Wondering of Phenomenon

Engage Activity Summaries

Students investigate how light affects visibility and performance in a simple drawing task.

• Fold and label a paper into sections, then attempt the same drawing under three lighting conditions: no light, full light, and dim flashlight.

• Compare ease and accuracy of drawing across conditions to observe how light enables seeing details.

• Discuss observations to conclude which lighting made the task easiest and why.

Explore Activity Summaries

Scientific Investigation - Sound Stations

Students investigate how light behaves through hands-on tests with materials and reflections.

• In small groups, shine a flashlight through framed materials (wax paper, plastic wrap, black paper) onto white paper to observe transmission, scattering, or blocking, then record observations and attach samples in journals.

• Test objects for reflectivity by checking for a smiley-face reflection, then sort items as reflective or nonreflective and sketch them in journals.

• Rotate through two stations or complete over two days to compare how different materials interact with light.

Engineering Solution - Recycled Orchestra

Students explore light sources and shadows through identification, comparison, and investigation.

• Identify light sources from images and record how they make objects visible in student journals.

• Predict, observe, and rank the brightness of a candle, lamp, flashlight, and glow stick; note typical settings where each is used.

• Investigate how shadow size changes by moving an object to marked distances from a lamp; measure and record shadow heights and explain the distance–shadow relationship.

Notes

P.1.6B Sound Engage

Estimated 15 min - 30 min

Activity Preparation

Students observe and describe what happens to a laser when a vibrating tuning fork is placed on it.

Materials

Printed Material

● 1 Laser Show (per student)

Reusable

● 1 Tuning fork (per teacher)

● 1 Laser light (per teacher)

● 1 Rubber surface (per class)

● 1 Pencil (per student)

SEP Connection

Planning and Carrying Out Investigations

Constructing Explanations

Analyzing and Interpreting Data

Preparation

To determine the best way to hold the laser and where to place the tuning fork to see the laser move, you will need to practice lightly tapping the end of the tuning fork on a rubber surface and to the bottom of the laser.

Connections

During this activity, students will plan and conduct an investigation to explore how light affects visibility, which will help them understand the phenomenon of why shadows change shape and size throughout the day. By making observations and using a flashlight to simulate different lighting conditions, students will collect data to construct evidence-based explanations of how light direction and intensity influence shadow formation. They will analyze and interpret their observations to describe patterns in how shadows are cast, thereby answering scientific questions related to the phenomenon.

Notes

CCC Connection

Cause and Effect

Structure and Function

During this activity, students will explore the cause and effect relationship of light on visibility and how it affects their ability to draw, which can be related to understanding why shadows change shape and size throughout the day. By observing how different lighting conditions alter their perception and drawing ability, students can begin to understand the observable patterns caused by the position and intensity of light sources, similar to how the sun’s position affects shadow size and shape.

Procedure and Facilitation

1. In this activity, you will point the laser light at the ceiling for students to observe. Students record their observations in the Laser Show document.

2. Correctly tap the end of the tuning fork on a rubber surface (like the bottom of a tennis shoe) and allow students to listen to the sound.

3. While holding the laser loosely, point the laser at the ceiling.

4. Lightly tap the end of the tuning fork on a rubber surface, and then touch it to the bottom of the laser. Students make observations and record them in their Laser Show document.

5. Repeat step 4, but use a harder tap this time. Students make observations and record what they see in their Laser Show document.

6. Repeat steps 4 and 5, if needed, prompting students by saying, "Light tap" or "Hard tap" so students begin to notice a pattern. Discuss and correct students’ sheets to ensure that students understand the concept: sound is the energy that produces vibrations.

7. Discuss with students:

● How did the light’s movement change? The light wiggled or zigzagged, the soft tap produced a little wave, and/or the harder tap produced bigger waves.

● What did the light look like? It was a straight line and dot on the wall.

● What caused the movement of the light on the wall? The sound vibrations of the tuning fork

Roadblock: Difficulty Processing Visual Information

Students who struggle with their vision may not be able to see the changes in the laser light in this activity. Repeat the procedure while pointing the laser on a surface close to the student, such as their desk. Allow them to feel the tuning fork’s vibrations. Learn more strategies to help students with difficulties processing visual information in the Intervention Toolbox.

Phenomenon Connection

How does the presence and direction of light affect the way we perceive and represent objects?

1. How does the angle and intensity of light affect the size and shape of shadows we observe?

2. In what ways does the movement of a light source, like the sun, change the appearance of shadows throughout the day?

3. How might the activity of drawing in different lighting conditions help us understand the changes in shadows caused by natural light?

FACILITATION

TIP

Use the two Content Connection Videos: Energy and Sound if you do not have a laser light. Students will have another chance to visualize sound in the upcoming Explore.

FACILITATION

TIP

Post these guiding questions before the demonstration to focus student observations. Encourage students to make predictions. Record and post student responses during the closing discussion.

P.1.6B

Estimated 1 hr - 2 hrs

P.1.6B Sound

Explore 1: Scientific Investigation - Sound Stations

Activity Preparation

Students will conduct various investigations by rotating through four different sound stations to provide evidence that vibrations create sound and that sound can create vibrations.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Reusable

● 1 Pencil (per student)

● 1 Safety goggles (per student)

● 1 Radio (per class)

● 1 Musical greeting card (per class)

● 1 Plastic cup (per group)

● 1 Rubber band (per group)

● 2 Tuning forks (per class)

● 1 Tape, roll, scotch (per class)

● 1 Bowl (per class)

● 1 Roll of paper towels (per class)

Consumable

● 1 Balloon (per group)

● 1 Rice, Tbsp. (per group)

● 1 Water, cup (per class)

● 1 Salt, Tbsp. (per class)

● 1 Paper plate (per group)

● 2 Baggies, plastic, resealable sandwich (per class)

● 2 Spoons, plastic (per class)

Preparation

● Choose which sound stations to use in the classroom, depending on the materials available.

● Print the Student Journal for each student.

● Prepare the sound stations. For Musical Mystery, make sure that the radio speaker is facing up and that the paper plate is on top of the speaker. For Eardrum of Science, prepare the cups with a balloon stretched over the top (with the neck cut off). Secure the balloon with rubber bands or tape. Put the sand and salt into two separate plastic baggies with a plastic spoon in each baggie.

Notes

Connections

SEP Connection

Planning and Carrying Out Investigations

Constructing Explanations

Analyzing and Interpreting Data

During this activity, students will plan and conduct investigations collaboratively to explore how light behaves, which will help them understand why shadows change shape and size throughout the day. They will make observations and measurements to collect data, which will be used to construct evidence-based explanations for the phenomenon. By using tools and materials, students will analyze and interpret data to describe patterns and relationships, allowing them to compare their predictions with observable events and evaluate different ways of observing the phenomenon.

CCC Connection

Cause and Effect

Structure and Function

During this activity, students will explore the phenomenon of why shadows change shape and size throughout the day by investigating how light interacts with different materials. They will engage with the concept of cause and effect by observing how the properties of materials affect the behavior of light, generating observable patterns. Through hands-on exploration, students will design simple tests to gather evidence, supporting or refuting their ideas about the causes of shadow changes. Additionally, they will observe how the shape and stability of structures, such as the frames and materials used, relate to their function in altering light and shadow.

Facilitation Points

1. Before beginning the stations, give students the station instructions and explain how the groups will rotate through the stations. Divide the students into small groups to rotate through the stations.

2. Remind students about safety procedures:

● Students must be told and reminded to always tap the rubber striker, and NEVER tap the tuning forks on the edges of tables or other surfaces. If a rubber striker is not available, use the bottom of a rubber-soled shoe.

● Remind students to move the tuning fork away from the striker after hitting it. It will be important to model appropriate use of the forks before passing them out to students.

3. After completing the stations, lead the students in a discussion about what occurred in each station.

Procedure

Station 1: Musical Mystery

1. Place the radio near the center of the table with the speaker facing up toward the ceiling.

2. Place the plate on the speaker.

3. Students place a spoonful of rice on the middle of the plate.

4. Students turn on the radio.

5. Students make observations and record them in the Student Journal.

6. Have students try changing the volume.

7. Students record new observations.

8. Students clean up the area and get ready to move to the next station.

FACILITATION TIP

Cover additional safety expectations regarding rice, salt, batteries (in the singing greeting card), and water spills.

FACILITATION TIP

This investigation includes four activities and can be managed in several different ways. The teacher may elect to manage one station per day with the whole class, two stations a day, three stations a day, or all four stations in one day.

FACILITATION TIP

Post visual directions for each station. Post a photo of what the station supplies should look like at the beginning and end of each student rotation.

Procedure and Facilitation

P.1.6B Sound

Explore 1: Scientific Investigation - Sound Stations

Station 2: Singing Greeting Card

Part 1

1. Students take turns opening the card so that it sings.

2. Have students place their hands flat on either side of the card.

3. Students make observations in their Student Journal and pass the card to the next student.

Part 2

FACILITATION TIP

Take time to carefully model how to open the card just enough and place the rice inside.

FACILITATION TIP

Allow students to respond orally to the Student Journal prompts.

1. Students open the card just enough to place a spoonful of salt or rice inside, but not to allow the card to play music.

2. Then have students open the card all the way.

3. Students make observations in their Student Journal.

4. Students clean up the area and get ready to move to the next station.

Station 3: Eardrum of Science

1. Stretch the balloon over the top of the cup, and secure it with a rubber band or tape if needed.

2. Place the cup in the center of the table.

3. Students pour a spoonful of salt or rice on the top of the balloon.

4. Have students strike the tuning fork on a rubber surface (like the bottom of a tennis shoe) and touch its end to the center of the stretched balloon.

5. Students make observations in their Student Journal.

6. Students clean up the area and get ready to move to the next station.

Station 4: Making Waves

1. Place a bowl of water at the station.

2. Students lightly tap a tuning fork against a rubber surface.

3. At an angle, students tap the surface of the water with the tuning fork.

4. Students make observations in their Student Journal.

5. Students clean up the area and get ready to move to the next station.

6. Discuss:

● What happened at all four stations? I was able to see/feel vibrations when the object was making noise.

● Based on your observations, you can conclude that vibrations can create _______________? Sound

Safety Guide

Safety Goggles:

When using any form of very small particles or objects, it is safest for students to protect their eyes by wearing googles.

Notes

English Language Proficiency

How Can Sound Energy Help Us?

For emerging Language Acquisition Strategies, have the materials translated into their native language as a reference for them to use during the activity.

Students can answer these sentence stems as they turn and talk with their neighbor. They can share their answers to review the types of energy and sounds they discovered in the activity. They may also write these in their journal as a reference. This activity should be used as a review or clarification.

Emerging:

Students may draw a picture from one of the stations to show the vibrations sound makes.

● _________ (type of energy) gives us __________. (Have the students write a sentence for every type of energy they observe.)

● I saw movement when ___________.

● _________ energy makes things move.

Expanding/Bridging:

● The flashlight gave us _______ (type of energy) when it __________. (Have the students write a sentence for every type of energy they observe.)

● ____________ (type of energy) helps me to _____________ because it __________________________. (Have the students complete this one as an exit ticket to check for understanding.)

● I saw movement when ___________.

● _________ energy makes materials ____________.

Phenomenon Connection

As students explore how light interacts with different materials, they can consider how these interactions might affect the way shadows change shape and size throughout the day. How does the behavior of light with various materials help us understand the changing nature of shadows?

1. How do the materials used in the activity (wax paper, plastic wrap, black construction paper) affect the size and shape of the light circle, and how might this relate to the way shadows change throughout the day?

2. In what ways do reflective and nonreflective surfaces impact the visibility of the smiley face, and how might similar principles apply to the formation and alteration of shadows?

3. Considering the position of the light source (flashlight) in the activity, how might the position of the sun in the sky influence the length and direction of shadows at different times of the day?

Estimated 1 hr - 2 hrs

P.1.6B Sound

Explore 2: Engineering Solution - Recycled Orchestra

Students will use materials provided to design and create an instrument that produces sound.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Rubric (per teacher)

Reusable

● 1 Computer with Internet access (per pair of students/ per teacher)

● 1 Projector (per teacher)

Consumable

● Below are examples of materials that will work:

● 1 Spoon (per pair of students)

● 1 Toilet paper/paper towel tube (per pair of students)

● 1 Cup of beans (per pair of students)

● 1 Plastic cup (per pair of students)

● 1 Cup of rice (per pair of students)

● 1 Aluminum can (per pair of students)

● 1 Jug (per pair of students)

● 1 Rubber band (per pair of students)

● 1 Tongue depressor/craft stick (per pair of students)

● 1 Comb (per pair of students)

Preparation

● Print one Student Journal for each student, and gather all appropriate materials.

● Set up the computer and projector, and using a search engine search the words "Landfill Harmonic—The Recycled Orchestra," and choose the video that is 3:32 long.

Connections

SEP Connection

Planning and Carrying Out Investigations

Constructing Explanations

Analyzing and Interpreting Data

During this activity, students will plan and conduct an investigation collaboratively to produce data that serves as the basis for evidence, allowing them to evaluate different ways of observing and measuring the phenomenon of how shadows change shape and size throughout the day. By making firsthand observations and measurements of shadows at various distances from a light source, students will collect data to construct evidence-based accounts of this natural phenomenon. They will use these observations to describe patterns and relationships, make predictions based on prior experiences, and analyze data to understand why shadows change shape and size, thereby answering scientific questions and solving problems related to light and shadows.

Procedure and Facilitation

The Problem

CCC Connection

Cause and Effect

Structure and Function

During this activity, students will explore the phenomenon of why shadows change shape and size throughout the day by observing the cause and effect relationship between the position of an object relative to a light source and the resulting shadow. By designing simple tests and gathering evidence, students will understand that the position of the light source and the object affects the size and shape of the shadow, demonstrating observable patterns. This activity also allows students to observe how the structure and stability of objects relate to their function in creating shadows, aligning with the concept of structure and function.

Our school is wanting to start an orchestra, but we do not have funds to buy instruments. How can we use everyday materials to make the needed instruments?

The Challenge

Using the provided materials, create an instrument that produces different and unique kinds of sounds. For example, some instruments make low tones or high tones, and other instruments provide a beat and rhythm. You can research how instruments can be made using everyday materials by searching the Internet and books provided by your teacher. You and your partner will share the sounds your instrument makes by performing for your class. Create a song or rhythmic chant with lyrics about sound.

Criteria and Constraints

Students must use materials provided by the teacher.

Instruments must produce at least three different notes or three different unique sounds.

Students must have their final instrument constructed by the end of two hours. Students will present their final instruments to the class.

Notes

FACILITATION TIP

Take time to provide safety expectations with the materials. Be specific about how to handle the beans, rice, and rubber bands.

FACILITATION TIP

Use the Student Rubric to reinforce the criteria and constraints. Clarify the different levels of success and how they relate to the smiley faces.

FACILITATION TIP

Post these criteria and constraints. If two hours seems too long, create smaller time limits with specific goals; set a timer and have students frequently report on their progress.

P.1.6B Sound

Explore 2: Engineering Solution - Recycled Orchestra

Build, Test, Refine

Students should follow their plan and design their products. Students will test their products to make sure they meet the listed criteria and constraints. If not, students should refine their products by altering their designs and testing again.

If students are stuck, use the following guiding questions:

Is there a different material you can use to create the different notes that are required?

Can you change the materials in order to create the unique sounds?

Share and Critique

FACILITATION TIP

To facilitate student ability to view, question, and evaluate other designs, take photos or video and project these work samples to the class.

FACILITATION TIP

After partners have finalized their designs, pair them up with another set of partners to share.

Students should invite others to view their work and answer questions about the design. Students need to explain how their solutions will solve the problem. Encourage students to work collaboratively, using respect, to provide constructive feedback and questions for other groups so the design process can continue with more ideas.

Possible questions include:

Why did you decide to use those materials? Answers will vary, but can include: These materials allowed my instrument to make different tones and notes.

How many materials did you try before you decided to use those? Answers will vary, but should match what the student provided in their Student Journal.

Notes

English Language Proficiency

Creating an Instrument

Students will discuss different solutions with their partners. Students will use the following sentence stems for discussing ideas and asking questions:

Emerging:

I think we should use _____________.

__________ is a good idea because ________.

__________ will make a sound.

Why did you pick ___________?

How will _________ make sound?

What sound does ___________ make?

Expanding/Bridging:

I think we should use _____________ because ______________. __________ is a good idea because ________.

__________ will make a loud sound because ___________.

__________ will make a quiet sound because ___________.

That did not work because _____________.

Why did you pick ___________?

What type of sound will _________ make?

Phenomenon Connection

How do different positions of a light source influence the size and shape of the shadows we observe?

1. Based on your observations, how does moving an object closer to or farther from a light source change the shadow it casts?

2. How might the position of the Sun in the sky throughout the day affect the shadows we see outside?

3. Can you think of any real-world examples where understanding shadow size and shape is important? How does this knowledge apply to those situations?

P.1.6B Sound

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Audio Engineer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Sound

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

You can use your senses of touch and hearing to observe that vibrating objects create sound.

Sound can make objects vibrate and can influence the movement of objects nearby.

We use sound to communicate over long distances.

Student Expectations

The student is expected to demonstrate an understanding that vibrations create sound, and design a device that uses sound to communicate over a distance.

E.1.9A Weather

Scope Planning and Overview

Scope Overview

This unit develops core understanding that vibrations produce sound and that sound can cause observable vibrations. Through targeted investigations, learners gather evidence by observing vibrating sources and their effects, compare patterns across varied contexts, and reason about cause and effect. The work culminates in engineering a sound-producing device from simple materials, applying criteria and iterative testing to control pitch and volume. Emphasis is on using sound purposefully, including designing a device that communicates information over a distance.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Change

away?

• Weather is the temperature, sunlight, wind, snow, or rain in a particular place at a particular time.

• Weather occurs in repeated patterns that help us to predict conditions like temperature and precipitation.

• Seasons, each with specific characteristics and weather conditions, repeat in a pattern over time.

• We can identify the possibility of severe weather by observing weather conditions and listening to weather reports to take precautions to keep safe.

To make or become different

Condition

What something is like

Data

Information that has been collected

Difference

A way that things are not alike

Measure

To determine the amount or size of something

Observe

To use the senses to examine or inspect

Pattern

Something that repeats

Precipitation

Rain, snow, sleet, and hail

Predict

To say what will happen in the future

Season

A period of time that has a certain type of weather

Severe Weather

Unusual weather that can be dangerous to living things

Temperature

How hot or cold something is

Weather

How it is outside

Wind

Moving air

Notes

Key Concepts

How can we use the vibrations from a rubber band to send a secret message to a friend far

Student Wondering of Phenomenon

Engage Activity Summaries

Students investigate how sound vibrations affect a laser’s motion to connect sound to vibration and observable light patterns.

• Observe a laser’s dot/line while a vibrating tuning fork contacts the laser and record what they see.

• Compare soft versus hard taps on the tuning fork to note differences in the laser’s movement and identify patterns.

• Discuss cause-and-effect, concluding that sound vibrations from the tuning fork produce the visible wiggling/zigzag motion of the light.

Explore Activity Summaries

Activity - Weather

Students investigate how vibrations and sound are related by rotating through hands-on stations.

• Rotate through four sound stations to observe and feel vibrations using a radio, musical card, tuning forks, and simple materials (rice/salt, water, balloon).

• Manipulate volume, touch vibrating surfaces, and create visible disturbances (e.g., moving grains, ripples) to collect evidence.

• Record observations in journals and discuss patterns across stations.

• Conclude that vibrations create sound and that sound can produce vibrations.

Activity - Severe Weather

Students explore sound by engineering instruments from everyday materials and demonstrating their acoustic properties.

• In pairs, design and build an instrument using only provided materials that can produce at least three distinct notes or sounds.

• Research simple instrument designs as needed, then test and iteratively refine to meet criteria within a two-hour build window.

• Perform for the class with a short song or rhythmic chant about sound, and explain design choices during peer feedback and critique.

Notes

E.1.9A Weather Engage

Estimated 15 min - 30 min

Activity Preparation

In this activity, students will recognize the difference in weather and temperature during different seasons.

Materials

Consumable

● 8 Index cards (per class)

Reusable

● 1 Pack of markers (per teacher)

Preparation

On the index cards and with the markers, write different types of weather conditions: sunny, rainy, snowy, windy, cloudy, hot, cold, warm, etc.

Connections

SEP Connection

Planning and Carrying Out Investigations

Developing and Using Models

During this activity, students will plan and conduct an investigation collaboratively to produce data that serves as the basis for evidence, as they explore how vibrations from a tuning fork affect a laser’s movement. By making observations and measurements, students will evaluate different ways of observing the phenomenon of using vibrations to send messages, and develop a simple model based on evidence to represent how sound vibrations can be used to transmit information.

CCC Connection

Cause and Effect

Structure and Function

During this activity, students will explore the cause and effect relationship by observing how the vibrations from a tuning fork cause changes in the movement of a laser light, thereby generating observable patterns. This will help them understand how sound vibrations can be used to send messages, as seen in the phenomenon of using vibrations from a rubber band to send a secret message. Additionally, students will examine the structure and function of the tuning fork and laser setup to understand how their shapes and stability contribute to their function in demonstrating sound-induced vibrations.

Notes

Procedure and Facilitation

1. Choose one student to start the game by picking a card, looking at it, and silently acting how he or she feels during the given weather condition.

2. The audience tries to guess the season and weather condition being acted out.

3. The student who correctly guesses is the next person to choose a weather condition card and to show feelings experienced for that type of weather.

4. The game continues until time is called.

5. Discuss:

● Ask students if they noticed some weather conditions that could happen in more than one season. Why is that? Rain can happen in more than one season because that depends on the water cycle. It can be sunny during more than one season because the Sun is always going to shine during the day.

Phenomenon Connection

Connection Statement with Posing Question: How can the vibrations from a tuning fork affect the movement of a laser beam, and what does this tell us about using vibrations to send messages over long distances?

Class Discussion Questions:

1. How do the vibrations from the tuning fork cause the laser light to move, and what does this movement tell us about the nature of sound and light?

2. In what ways could we use the concept of vibrations, as demonstrated with the tuning fork and laser, to send a message to a friend far away?

3. What factors might affect the clarity or distance of a message sent using vibrations, and how could we optimize these factors for effective communication?

Notes

FACILITATION TIP

Prior to students acting out their feelings, list a few examples (happy, sad, excited, bored...) and have the whole class practice together. If acting out feelings is challenging, encourage students to act out appropriate activities that indicate weather conditions.

Estimated days 5 - 15

E.1.9A Weather

Explore 1: Activity - Weather

Activity Preparation

In this activity, students will measure and record weather data, including temperature, precipitation (rainfall), wind conditions, and cloud cover (or sky color) over a two-week period.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

● 1 Student Reference Sheet: My Viewing Window (per student)

Reusable

Part I

● 1 Thermometer (per class)

● 1 Scissors (per group)

● Tape (per group)

● 1 Rain gauge or clear cup with mL markings (per class)

● 1 Wind sock (per class)

● 1 Pack of markers (per group)

Consumable

Part II

● Large chart or graph paper for demonstration weather graph (per class)

Note: A shower curtain from a dollar variety store may also be used as a dry-erase option (per class)

Preparation

● Print out Student Journal and Student Reference Sheet page for each student. Students may create a weather chart in a science notebook. They will need daily access to these charts to record weather data.

● In the schoolyard, set up a thermometer, a rain gauge, and a wind sock where you have easy access on a daily basis.

● Ensure students have practiced reading the instruments correctly.

● You should model how to read the instruments correctly until students are ready to participate. Continue guiding them until they are ready to complete the weather observation independently.

Connections

Planning and Carrying Out Investigations

Developing and Using Models

During this activity, students will plan and conduct investigations collaboratively to produce data that serves as evidence for understanding the phenomenon of using vibrations from a rubber band to send a secret message. By engaging in various sound stations, students will evaluate different ways of observing and measuring vibrations to determine how they can be used to create sound, and vice versa. This hands-on exploration will allow students to make observations and collect data, which they will use to compare models and develop simple models representing the relationship between vibrations and sound. Through these investigations, students will gain insights into how vibrations can be harnessed to communicate over distances, thereby addressing the phenomenon.

Cause and Effect

Structure and Function

During this activity, students will explore the phenomenon of using vibrations from a rubber band to send a secret message to a friend far away. They will investigate cause and effect by observing how vibrations generate sound and how sound can create vibrations, leading to observable patterns. Additionally, students will examine the structure and function relationship by observing how the shape and stability of objects like balloons and tuning forks relate to their ability to produce and transmit sound.

SEP Connection

CCC Connection

Procedure and Facilitation

Part I: Gathering Weather Data

1. Introduce the idea of observing the outside weather with the eyes of a scientist/meteorologist. This means we notice and make careful observations about what is happening with the weather outside.

2. Have students cut out the viewing windows from the Student Reference Sheet: My Viewing Window provided. Have students identify the frames with their names or with other decoration, as time permits.

3. When complete, tape the frames to the windows in the classroom or in another location where students have access to a large window.

4. Allow five to ten minutes of class time per day to collect data for a two-week period. Students can rotate this responsibility among the group members. The data collectors will be responsible for reporting their readings so the entire class can record them in Part II of their Student Journal.

● Ensure that students are reading the instruments correctly. After a few days, this can be a peer-teaching opportunity where students who have already read the instruments can oversee the new group and monitor new readers collecting data.

● Ensure that every student has a turn reading the instruments.

5. After students have recorded daily information, one student can investigate the weather report on the internet and compare class findings.

6. After the first few days of data collection, you can begin to ask students for their predictions of the next day’s weather. This may help students identify patterns as they continue their exploration.

Notes

FACILITATION TIP

Provide examples of several types of thermometers. Model step by step how to read and record the data for the type being used in this lab. Reading a thermometer is a needed skill for future science courses.

FACILITATION TIP

Be prepared for limited change in the weather data over a two week period. The instruments may need to be in the school yard for longer than two weeks to provide a variety of data.

FACILITATION TIP

Supplement this Explore with the STEMscopedia; the visuals and text about the wind sock, thermometer, and rain guage can be used both before and after students collect data.

E.1.9A Weather

Explore

1: Activity - Weather

Part II: Graphing and Analyzing Weather Data

FACILITATION TIP

Preview the Student Journal graph and teach students about Celsius vs Fahrenheit.

FACILITATION TIP

If the temperature data collected by students does not provide enough variety to make a visually engaging graph, use data from a local weather station.

FACILITATION TIP

Engage students by asking about far away family, other locations students have been, or places they’ve seen in media that have very different weather than the local climate.

FACILITATION TIP

Generate some open ended questions about summer days and winter days. Create a two column chart to compare and contrast the two seasons.

1. On Part II of their Student Journal, graph the temperatures listed in the table as a class. As you are creating the bar (column) graph, explain that this bar graph shows the temperature each day. If time permits, use a large class chart or shower curtain and graph the temperature or rainfall data each day. This will give students a large visual representation of the changes during the observation period.

2. Once graph(s) are finished, have students use the graph to complete Part II of their Student Journal.

3. Have students choose a day and use the data they recorded to decide how to dress for the weather, what outdoor activities can be done, and the best way to travel in that kind of weather.

4. Discuss with students that the weather they have been recording changes from day to day. Use these Guiding Questions to discuss the weather.

● Is the weather in other cities, states, and countries similar to the data students collected? The weather in certain areas around ours could be similar, but it won’t be exactly the same.

● What type of weather would you expect to experience during different seasons of the year? Winter is typically cold and snowy. Spring is usually rainy and sunny. Summer is hot and sunny. Fall is somewhat cold and rainy.

● Are all summer days bright and sunny? No, because sometimes it rains during the summer, so it is cloudy.

● Are all winter days cold enough to need a heavy coat? No, because it doesn’t always snow or get that cold. Sometimes all you need is a light jacket.

● Discuss the current season. How is the weather different during the different seasons? Discussion of current season will depend on the season during this lesson. Summer is hot and sunny with thunderstorms at times. Winter is cold, icy, and snowy. Fall and spring both have cooler weather, and it is usually rainy in the spring.

Notes

English Language Proficiency

What’s My Forecast?

To help students prepare for this group activity, show students pictures of different types of weather, temperatures, and other weather data. After each picture is shown, have the students discuss with a partner what type of weather to expect based on the picture. For further clarification and review, the students have the students draw in their science journals a picture of what to wear for each scenario presented.

Phenomenon Connection

How can we use the vibrations from a rubber band to send a secret message to a friend far away, and what role do these vibrations play in transmitting sound?

1. How do the vibrations observed in the different stations help us understand the way sound travels through various mediums?

2. In what ways could we manipulate the vibrations from a rubber band to encode and send a message over a distance?

Alternatively, type the scenarios on paper and cut them up. Place them into a basket and let students draw from the basket to practice with their partner. For emerging ELPs, assigning a partner that can read the scenario to them is recommended. Notes

3. How might the principles of sound and vibration observed in the activity be applied to real-world communication technologies?

Estimated 1 hr - 2 hrs

Part I

E.1.9A Weather

Explore 2, Part I: Activity - Severe Weather

In this activity, students view severe weather conditions in videos and draw each weather type with original weather symbols that meteorologists might use during a report.

Materials

Printed Material

● 1 Severe Weather Identification Guide (per group)

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Reusable

● 6 Weather videos (per class)

● *Recommended Internet searches for weather videos:

○ Tornado: Science Kids Amazing Tornado Footage

○ Hurricane: National Geographic Hurricane Montage

○ Thunderstorm: Severe Oklahoma Thunderstorm with Massive Wind Gusts

○ Flood: National Geographic Floods 101

● 1 Computer with Internet access (per class)

● 1 Projector (per class)

Consumable

● 1 Glue (per student)

● 1 Set of crayons (per student)

● Chart paper (teacher)

Preparation

Prepare print materials and use the Internet to locate videos. Be sure to preview the videos to make sure all are appropriate and on the correct topic.

Notes Activity Preparation

Connections

SEP Connection

Planning and Carrying Out Investigations

Developing and Using Models

During this activity, students will plan and conduct investigations collaboratively to produce data that serves as evidence for how vibrations from a rubber band can be used to send a secret message. They will evaluate different ways of observing and measuring the phenomenon of sound production to determine which methods effectively answer the question. By developing and using models, students will represent the relationships and patterns in sound production, distinguishing between their models and the actual instruments they create. This process will help them make predictions based on prior experiences and refine their designs to meet the challenge of creating instruments from everyday materials.

Procedure and Facilitation

CCC Connection

Cause and Effect

Structure and Function

During this activity, students will explore the phenomenon of using vibrations from a rubber band to send a secret message by designing and creating instruments that produce sound. Through this process, they will engage with the concept of Cause and Effect by observing how different materials and structures cause variations in sound, generating observable patterns. Additionally, they will explore Structure and Function by examining how the shape and stability of their designed instruments relate to their ability to produce different and unique sounds.

1. To start the lesson, have students watch a tornado video clip.

2. Afterward, ask students to look at the weather types listed on the Severe Weather Identification Guide and find the one that best represents what they observed.

3. Ask the following questions:

● What did you see that made you think it was a tornado? Answers will vary, but can include the following: It was really windy. It was picking stuff off the ground. I saw lots of destroyed things.

● How do you know it’s not a _________? Answers will vary, but can include the following: It’s not a thunderstorm because there was no lightning! It’s not a flood because there were not any houses under water.

4. Record student responses on chart paper divided in four sections, with one for each type of weather discussed.

5. Have students watch the other video clips on each weather type and follow the same procedures as listed above.

6. Give students the Student Journal page, which is divided into four sections, one for each weather condition. The space given is for students to draw and color the weather conditions they viewed. They should also draw an original weather symbol that a meteorologist might use in each space.

7. In each of the four sections, this sentence stem is written: The meteorologist predicted ________. Students will fill in the blank with the correct weather condition.

8. Discuss, using the following questions:

● Do you see any objects moving in the weather? Answers will vary, but can include the following: I saw pieces of things flying through the air during the tornado. I saw cars and other items floating down the road during the flood.

● Would you see any changes because of the weather? Answers will vary, but can include the following: Yes, because flooding can damage a lot of property and change the way it looks. The tornado can rip up trees and houses, which changes the land.

FACILITATION TIP

Be aware of any sensitivities or fears about weather. Reassure students that the school has protocols for weather events.

FACILITATION TIP

Provide students with common meteorological weather icons in addition to having them generate their own original symbols.

FACILITATION TIP

In addition to these follow up questions, list and project some open ended questions. For example, “What do you notice during the tornado? What do you think causes the water to move down the road? What changes do you notice that might be caused by weather?”

Part II

E.1.9A Weather

Explore 2, Part II: Activity - Stay Safe

Students will identify a severe weather condition and brainstorm and present a preparedness plan to the class.

Materials

Printed Material

● 1 Severe Weather Photo (per partner group)

Reusable

● Crayons (per pair of students)

Consumable

FACILITATION TIP

Before placing students into partners, project and preview the Severe Weather Photos together as a class. Ask students what they notice and record responses.

FACILITATION TIP

Consider providing specific safety instructions for students after they brainstorm their own ideas. Students may have limited experience with some of these types of weather. Activity Preparation

● 1 Sheet of manila or white paper (per pair of students) Notes

Procedure

1. Place students into partners. Distribute crayons and one sheet of white or manila paper and assign each partner pair a Severe Weather Photo.

2. Together, the partners will have five to ten minutes to identify the severe weather condition, brainstorm how they would prepare for it, and decide on what they would do to stay safe.

3. Each pair of students has ten minutes to draw and record their ideas on the documentation sheet (white or manila paper). Students each write a sentence identifying the weather and explaining what to do to stay safe.

4. Circulate among the different groups and check for understanding by viewing pictures and talking with students.

5. Discuss:

● Did you notice any plans that were similar for different weather conditions? Yes, many of the plans involved people leaving to go to a safer area.

● Why is it important to have a safety plan for different types of weather? Different types of weather are unpredictable, and it’s important to be prepared for all types.

Roadblock: Difficulty With Fine Motor Control

Students may have difficulty drawing weather pictures. For students who struggle with this task, provide a variety of different sized coloring instruments or grips. Crayons may be difficult to hold. Find more strategies to help students who have difficulty with fine motor control in the Intervention Toolbox.

English Language Proficiency

Around the World

Explain the rules to the students before playing.

● Two students challenge each other.

● The teacher holds up a weather card, and the first student to correctly guess what type of weather is to be expected, remains standing.

● The other student sits down.

● Then, a new opponent stands up, and the sequence repeats. Continue with as many rounds as possible.

Post the following sentence stems for the students to use when explaining their reasoning:

● I think that card means _____________ weather is coming.

● You can expect _____________ weather when you see that symbol.

Phenomenon Connection

How can the vibrations from a rubber band be used to create sound, and how might this principle be applied to send a secret message over a distance?

1. What factors affect the pitch and volume of the sound produced by your instrument, and how can these be manipulated to create distinct notes?

2. How do different materials and their properties influence the sound produced by your instrument, and what does this tell us about the transmission of sound vibrations?

3. In what ways could the concept of sound vibrations be used to encode and transmit information, similar to how instruments produce music?

Notes

E.1.9A Weather

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Meteorologist

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Earth Helpers

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Weather is the temperature, sunlight, wind, snow, or rain in a particular place at a particular time.

Weather occurs in repeated patterns that help us to predict conditions like temperature and precipitation.

Seasons, each with specific characteristics and weather conditions, repeat in a pattern over time.

We can identify the possibility of severe weather by observing weather conditions and listening to weather reports to take precautions to keep safe.

Student Expectations

The student is expected to demonstrate an understanding of the patterns of weather by describing, recording, and analyzing weather data to explain daily and seasonal patterns of change.

E.1.9B Bodies of Water

Scope Planning and Overview

Scope Overview

This unit builds students’ understanding of weather patterns through hands-on observation, data collection, and collaborative sense-making. Learners compare experiences of seasonal conditions, systematically record local temperature, wind, precipitation, and clouds, and analyze two weeks of class data to identify daily and seasonal patterns. They relate evidence to practical choices (clothing, activities) and begin making simple predictions by comparing measurements with forecasts. Students also examine severe weather, practice identifying key features, and develop age-appropriate safety plans, reinforcing cause-and-effect and preparedness.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Bodies of Water

Ponds, lakes, oceans, and rivers

Classify

Key Concepts

• Water, rocks, and soil make up Earth’s surface and are used by organisms to live and grow.

• Most of Earth’s surface is covered by water; about one-third is land.

• Bodies of water include oceans, rivers, lakes, ponds, and glaciers.

• The movement of water can change the shape of the land, such as the coast.

To group similar things together

Earth

The planet we live on.

Freeze

When liquids become solids

Lake

Water surrounded by land

Land

The solid part of the surface of Earth

Liquid

A material that has no set shape and can flow and drip

Map

A drawing or picture that shows important things in an area

Ocean

A large body of water that is salty

Pattern

Something that repeats

Pond

A small body of water with land all around it

River

A body of fresh water that flows continuously toward the ocean or another body of water

Shape

The outline of something

Water

A liquid that all living things need to survive

Notes

Why do the weather and seasons change throughout the year?

Student Wondering of Phenomenon

Engage Activity Summaries

Students explore how weather and temperature vary across seasons through an interactive charades-style experience and discussion.

• Students draw weather condition cards and silently act out how they feel in that weather.

• Peers guess both the weather condition and the season it represents; guesser takes the next turn.

• Class discussion reinforces that some weather can occur in multiple seasons and why (e.g., rain from the water cycle, sunshine during daytime).

Explore Activity Summaries

Making a Model - Water All Around

Students collect and analyze local weather data over two weeks to identify patterns and make real-world connections.

• Measure and record daily temperature, precipitation, wind, and cloud cover using class instruments and viewing windows.

• Rotate roles to read instruments accurately, compare findings with an online forecast, and begin making simple predictions.

• Graph class data to visualize changes over time and complete brief journal analyses.

• Use evidence to decide appropriate clothing/activities/travel and discuss seasonal trends and day-to-day variability.

Scientific Investigation - Water Changes The Land

Students explore severe weather types, how to recognize them, and how to stay safe.

• Watch videos of tornadoes, hurricanes, thunderstorms, and floods; identify each type using a guide and justify observations through class discussion.

• Draw and label each weather condition in journals, create original meteorologist-style symbols, and complete sentence stems about predictions.

• Work in pairs to analyze a severe weather photo, develop and illustrate a preparedness/safety plan, and share recommendations with the class.

Notes

E.1.9B Bodies of Water Engage

Estimated 15 min - 30 min

In this activity, students identify the different forms and locations of water on a map.

Materials

Printed Material

● 1 World Map (per student, group, or class)

Consumable

● 1 Sheet chart paper (per teacher)

Reusable

● 1 Marker (per teacher)

● 1 Projector (per class)

SEP Connection

Analyzing and Interpreting Data

Developing and Using Models

Preparation

Activity Preparation

● Choose whether you want to use a world map or do place-based education and use a map of your local area or state. Locate and print maps for students, or project the map from the computer.

Connections

Obtaining and Communicating Information

During this activity, students will analyze and interpret data by recording their observations of different weather conditions and sharing their thoughts and ideas through acting and discussion. They will use and share pictures, drawings, and writings to describe patterns and relationships in weather across seasons. By comparing their predictions to the observable events during the game, students will develop and use models to represent patterns in the natural world, helping them understand why weather and seasons change throughout the year.

Notes

CCC Connection

Patterns

Cause and Effect

During this activity, students will observe and recognize patterns in weather and temperature changes associated with different seasons. They will use these patterns to describe the phenomenon of changing weather and seasons throughout the year. By acting out and guessing weather conditions, students will explore cause and effect relationships, understanding that certain weather conditions can occur in multiple seasons due to underlying causes such as the water cycle and the Sun’s consistent presence.

Procedure and Facilitation

1. Ask students, “Where in the world do we find natural sources of water?”

Answers will vary, but may include rivers, streams, oceans, seas, lakes, ponds, swamps, polar ice caps, glaciers, icebergs, groundwater. Some students may say snow. If so, ask, "Where it is found? Do we use it as a source of water?"

2. Show students the world map and ask them to locate the bodies of water.

3. Discuss:

● How can you locate the water on the map? It’s the blue areas.

● What shape is the water? Answers will vary, but may include long lines, small and larger circular shapes.

● What names do we give these different bodies of water? Answers will vary, but may include ocean, lake, river, stream, or sea.

● Can you find any frozen water or ice on the map? What color is it? The white color located at the top and bottom of the map shows ice, which is frozen water.

● How is the water in an ocean different than the water in a river? Ocean water is salty, and water in a river is fresh, or contains no salt.

● Remind students that all water on earth is either saltwater or freshwater, but not all water is clean. Create a T-chart to list sources of salt water and fresh water. Salt water: oceans, seas, some lakes (Great Salt Lake); Fresh water: streams, rivers, lakes, ponds, swamps, polar ice caps, glaciers, icebergs, groundwater

Roadblock: Slow Information Processing

Students may have difficulty locating bodies of water on a map. Give students extra time to process the question, think about an answer, and then give the response. Prompt students with a list of options to choose from, if needed. Learn more strategies for slow information processing in the Intervention Toolbox.

Phenomenon Connection

How do changes in weather and temperature throughout the year relate to the Earth’s position and movement in space?

1. How does the tilt of the Earth’s axis affect the weather conditions we experience in different seasons?

2. In what ways do the length of daylight and the angle of the Sun’s rays influence the temperature changes we feel during different times of the year?

3. How can understanding the water cycle help explain why certain weather conditions, like rain, can occur in multiple seasons?

FACILITATION TIP

Engage students with images of local bodies of water. Ask “What do you know about these nearby natural sources of water? What do you want to know?” List student responses and use this to inform your instruction during this scope.

FACILITATION TIP

Use a local map as well as a world map.

FACILITATION

TIP

List all responses and record questions about the details for naming bodies of water. Students may want to discuss the differences between pond vs lake, rivers vs stream vs creek, and so on. Save these discussions for later.

E.1.9B Bodies of Water

Explore 1: Making a Model - Water All Around

Estimated 30 min - 45 min

Students create a model to show why water forms where it does.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Consumable

● 1 Aluminum foil, meter (per group)

● 1 Ice cube (per group)

● Water (enough to make 1 ice cube per group)

● 1 Bottle blue food coloring (per teacher) optional

● 1 Roll of paper towels (per class)

Reusable

● 1 Large aluminum tray (per group)

● 1 Medium-sized bowl (per group)

● 1 Globe or world map (per group)

● 1 Timer (per group)

● 1 Scissors (per teacher)

● 1 Meter stick (per teacher)

Preparation

Activity Preparation

● Print a copy of the Student Journal for each student.

● Cut one meter of aluminum foil for each group using the meter stick and scissors.

● Locate aluminum trays, bowls, globes, and timers for student groups.

● Make enough ice cubes for each group to have one ice cube. If desired, add blue food coloring to the water to create colored ice cubes.

Connections

Analyzing and Interpreting Data

Developing and Using Models

Obtaining and Communicating Information

During this activity, students will analyze and interpret weather data to understand patterns and relationships in weather changes, which will help them explain the phenomenon of why the weather and seasons change throughout the year. They will develop and use models, such as graphs, to represent these patterns and communicate their findings through observations and predictions, enhancing their understanding of the natural world.

Notes

Patterns

Cause and Effect

During this activity, students will observe and record weather data to recognize patterns in the natural world, which will help them describe the phenomenon of changing weather and seasons throughout the year. By analyzing the data, students will learn that events such as weather changes have causes that generate observable patterns, allowing them to make predictions and understand the cause and effect relationships in meteorological phenomena.

SEP Connection

CCC Connection

Procedure and Facilitation

1. Discuss with students how scientists use models to describe real-world events. Tell students they will construct a model to show the formation of different bodies of water.

2. Inside one end of the tray, students will place the bowl upside down and cover with aluminum foil. Encourage students to shape and crinkle the foil so that it completely covers the bowl and forms a mountain. Make sure each group leaves enough space at the top of their mountain to place the ice cube.

3. Students place an ice cube on top of the mountain and observe, checking every five minutes until it starts to melt; then observe continuously until the ice is fully melted. As you wait for the ice to melt, ask students:

● What does the ice cube represents. Snow or ice

● Why would you find snow at the top of a mountain? It is cold. Snow is found at higher elevations.

● What time of year does snow melt on mountaintops? Late spring or summer

● Where does this melted water go? Answers may vary, but might include soak into the ground, run into a lake, or form a stream or river.

● Where else do we find frozen water? Answers may vary, but might include the polar ice caps, glaciers, lakes in the winter, etc.

4. Have students draw and label their observations on the Student Journal page.

After the activity, discuss the following questions with students:

● What state of matter is the ice? Solid

● What happened to the ice? It melted.

● What state of matter did the ice change into once it melted? Liquid

● What landform does the bowl represent? A mountain

● What happened to the ice as it melted? It flowed down the side of the mountain.

● Where did the water end up? At the bottom of the mountain

● What body of water is represented by the melted ice cube before it flows down the mountain? A pond or lake

● What body of water is represented by the water as it flows down the mountain? A river or stream

● What body of water is represented by the water in the aluminum tray? An ocean (or lake)

● Where does the river end? In the ocean (or lake)

FACILITATION TIP

If time and space are limited, this model would work well as a whole class demonstration. Students can each have a turn to contribute and/or direct the teacher by responding to the posted guiding questions.

FACILITATION TIP

Project images of the nearest mountains that get snow. Show them covered in snow and uncovered. If there are no nearby mountains, use a favorite movie clip or image that includes mountains, snow, ice, and melting.

FACILITATION TIP

Prior to this discussion, review the terms states of matter, landforms, gravity, freezing, and melting. Be prepared for some students to want to discuss evaporation and condensation.

E.1.9B Bodies of Water

Explore 1: Making a Model - Water All Around

English Language Proficiency

Sentence Stems

For Emerging Language Acquisition Strategies, have the materials translated into their native languages as a reference for them to use during the activity.

The students can complete the following sentence stems in their journals or as an exit ticket after they have completed the activities.

Emerging:

Have students draw pictures to show the different forms of water found on earth (solid, liquid, gas).

● Water can be found as a _____________(solid, liquid, gas).

● One place you can find water on Earth is ______________.

Expanding/Bridging:

Have students draw pictures to show the different forms of water found on earth (solid, liquid, gas).

● Water can be found as a ____________, _____________, or _____________ (solid, liquid, gas).

● An example of water as a solid on Earth is ______________.

● An example of water as a liquid on Earth is ______________.

● An example of water as a gas on Earth is _____________.

Phenomenon Connection

Connection Statement with Posing Question: How do the patterns we observe in daily weather data help us understand the reasons behind the changing weather and seasons throughout the year?

Class Discussion Questions:

1. What patterns did you notice in the weather data over the two-week period, and how might these patterns relate to the changing seasons?

2. How do the weather conditions we recorded compare to typical weather patterns for this time of year in our region?

3. In what ways do you think the Earth’s position relative to the sun affects the weather patterns and seasons we experience? E.1.9B

Notes

Estimated 1 hr - 2 hrs

E.1.9B Bodies of Water

Explore 2: Scientific Investigation - Water Changes The Land

Activity Preparation

With teacher assistance, students plan and conduct an investigation to determine how the movement of water can change the shape of the land on Earth.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

● 1 Water Changes the Land Photos (per teacher)

Reusable

● 1 Paint tray or aluminum pan (per group)

● 1 Cafeteria tray (per group)

● 1 Measuring cup, 8 oz (per teacher)

● 1 Empty milk jug (per group)

● 5–10 Small rocks (per group)

● 1 Nail (per teacher)

● 1 Computer with projector (per teacher)

Consumable

● 4 Sand, cups (per group)

● 2 Water, cups (per group)

● 1 Paper towel, roll (per class)

● 1 Piece of aluminum foil strips, 6 inch (per group)

● 15–20 Toothpicks (per group)

● 15–20 Wooden craft sticks (per group)

● 15–20 Yarn strips, 6 inches (per group)

● 5–10 Cotton balls (per group)

● Handful of moss, leaves, mulch, or pine needles (per group); optional

Preparation

1. Print a Student Journal for each student. Print one copy of Water Changes the Land Photos for the teacher to display, or project the images with a computer.

2. Create a stream table for each group by adding about four cups of sand to either a paint tray or a large aluminum pan (lasagna size). Add enough water to the sand so that it is moist and can be molded. Make sure the sand is level so that students can shape the sand as needed.

3. Create a supply tray for each group with one piece aluminum foil, fifteen to twenty toothpicks, fifteen to twenty craft sticks, fifteen to twenty yarn pieces, five to ten cotton balls and/or a handful of moss, leaves, mulch, or pine needles. If representing man-made objects like houses and cars, add three to five toy objects per tray.

4. Create "flowing water" containers from empty milk jugs. For some of the empty milk jugs, use a nail to poke holes around perimeter of the lid (creating a shower-like effect) to represent rain from a flood. For the other empty milk jugs, no lid or additional holes are needed. These jugs will represent flowing water from rivers or streams. Add about two cups of water to each jug. For the jugs with holes (rain/floodwater) add lids and use masking tape to securely seal each lid.

5. Warning: This investigation is messy! You may want to cover surfaces with plastic or paper to help with spills and clean up Be sure to have paper towels on hand for students.

● 1–3 Small toy cars or Monopoly houses (per group); optional Notes

Connections

SEP Connection

Analyzing and Interpreting Data

Developing and Using Models

Obtaining and Communicating Information

During this activity, students will analyze and interpret data by recording observations of severe weather conditions from videos and using drawings to represent these observations. They will develop and use models by creating original weather symbols and drawings to represent different weather types. Additionally, students will obtain, evaluate, and communicate information by discussing and presenting their preparedness plans for severe weather, using their drawings and written explanations to communicate their ideas. Through these activities, students will explore the phenomenon of why weather and seasons change throughout the year by identifying patterns and relationships in weather conditions and their impacts.

Procedure and Facilitation

CCC Connection

Patterns Cause and Effect

During this activity, students will observe patterns in severe weather conditions and use these patterns as evidence to describe the phenomenon of changing weather and seasons. They will also explore cause and effect by identifying the causes of different weather events and how these generate observable patterns, thereby supporting their understanding of why weather and seasons change throughout the year.

1. Divide class into groups of three or four students. Provide each group with a stream table and a tray of landscape items.

2. Tell groups that their stream table will represent a model of Earth’s surface. Challenge each group to create a landscape that includes a water feature (stream, river, pond, lake, ocean). They may move or shape the sand to form the landscape (make a river, a lake, mountain, etc). Items from the tray may be added to enhance the model (moss = grass, foil = concrete, etc). Note: Some materials from the supply table will slow down erosion from water, whereas other materials may increase process of erosion. Likewise, the slope of the landscape will impact how flowing water changes the shape of the land.

3. Using the Student Journal page, students draw and label a picture of their model.

4. Once landscapes are created, have groups share their designs with the class.

5. Tell students the next step is to add water to the models to see how moving water changes the landscape. Have students make predictions as to what will happen when moving water is added to their landscapes.

Notes

FACILITATION TIP

This investigation can be managed in different ways. The teacher may elect to manage one or two stream tables per day, or set up several tables in one day.

FACILITATION TIP

Post a list of common land forms at the stream table to guide student conversations and design.

FACILITATION TIP

Have an adult supervise the add water step. Allow students to direct the adult for how and where to pour. Once the “after” photos or drawings are completed, students can continue to explore the stream table.

E.1.9B Bodies of Water

Explore 2: Scientific Investigation - Water Changes The Land

FACILITATION TIP

To encourage active observation and accurate modeling, have an adult apply the water while the students observe the changes.

6. Allow time for groups to share predictions and reasoning with the class.

7. If students have access to iPads or other devices with cameras, this is a great time to take a "Before" photo of their models. Remember to take an "After" photo so that students can compare and discuss photos.

8. Based on landscape design, distribute one gallon milk jug to each group. If a group designed a landscape with no river, provide a milk jug sealed with lid and with holes around the top (rain/flood). If a group built a landscape with a river, provide a milk jug with no lid and with no holes around the top (flowing river water). Demonstrate how to apply the water to the landscape model. Remind students to look for how the landscape changes when moving water is added to the model.

9. After all groups have added moving water to their models, have students record their observations on their Student Journal page.

10. Next, students observe other models to see how they were affected by moving water.

11. Use the following questions to conduct a class discussion:

● How did the moving water change your landscape? Answers will vary, but should include water changed the shape of the landscape.

● What could you add to your landscape to reduce the amount of change created by flowing water? Answers will vary, but may include adding sticks, rocks, moss, and/or yarn (ground cover) slowed the movement of the land by flowing water.

● What would happen to your landscape if you doubled the amount of water added to the model? Answers will vary, but may include more land would be moved, the shape of the land would change even more, or structures might be destroyed/flooded.

● How is your model similar to moving water in the real world? How is it different? The model is similar to the real world because moving water causes the land to change shape. The model is different than the real world because changes in the model happened rapidly and sometimes changes to the land caused by flowing water take years to shape the land.

● Moving water creates changes to Earth’s surface. Sometimes these changes are slow, and other times the changes are fast. Show a picture of the Grand Canyon and a picture of a flooded landscape to the class. Ask students to identify which picture shows a fast change and which picture shows a slow change from moving water. Grand Canyon = slow change; Flooded landscape = fast change

● Encourage groups to brainstorm ways moving water changes the shape of Earth’s land. Have groups share their ideas with the class. Answers will vary, but may include floods destroy land, and move land to new locations. Moving water in rivers can change the shape of rivers over time and carve out the land to form canyons.

12. After the activity and class discussion, have students complete the Student Journal page.

FACILITATION TIP

Supplement the Print Files: Water Changes the Land Photos with some local visual examples.

13. If photos were taken, be sure to download, print, and display for student observation and discussion. Students’ model pictures can be used throughout the unit as story starters, or used as card sorts for "Cause and Effect" or matching activities.

English Language Proficiency

Tell Someone

Before giving Language Acquisition Strategies students time to explore, have them play Tell Someone. Provide students with materials as stated in the teacher directions and inform them of their task. Students also need a sheet of paper with the following sentence stems:

● Water changes the shape of the land on Earth by _______________.

● The different types of water movement on Earth are _______________.

● I agree because _____________.

When they are finished, allow them to begin the project with their group.

Phenomenon Connection

How do changes in weather and seasons impact the occurrence and severity of different weather phenomena?

1. How do the changes in seasons influence the frequency and intensity of severe weather events like tornadoes and hurricanes?

2. In what ways can understanding seasonal weather patterns help meteorologists predict severe weather conditions more accurately?

3. How might the preparedness plans for severe weather differ between seasons, and why is it important to adapt these plans throughout the year?

E.1.9B Bodies of Water

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Geologist

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - We Need Water

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Water, rocks, and soil make up Earth’s surface and are used by organisms to live and grow.

Most of Earth’s surface is covered by water; about one-third is land.

What Prompts Will Be Used? What Does Student Mastery Look Like?

Bodies of water include oceans, rivers, lakes, ponds, and glaciers.

The movement of water can change the shape of the land, such as the coast.

Student Expectations

The student is expected to demonstrate an understanding of the patterns and locations of bodies of water on Earth using models, and investigate how moving water can change the shape of the land.

Why do rivers twist and turn, and how do they change the land around them over time?

Key Concepts

• Humans and other living things depend on clean water to survive.

• Humans can impact the amount of clean water available and the quality of water in the local environment.

• We need solutions for maintaining clean water sources in order to remain healthy.

E.1.10 Human Dependence on Water

Scope Planning and Overview

Scope Overview

This unit develops students’ understanding of where water is found on Earth and how it shapes land. Learners analyze maps to distinguish oceans, seas, rivers, lakes, streams, and frozen water, comparing freshwater and saltwater. Using hands-on models, they observe melting ice generating surface water and trace flow from high elevations to larger bodies. Students create stream-table landscapes to explore erosion and deposition, examining variables like slope and ground cover, and connecting model observations to real-world patterns and landform change.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Communication

How living things give information to each other

Depend

To rely on or need

Devices

Objects that do a job

Environment

Everything that is around a living thing

Needs

What a living thing must have to stay alive

Resource

Something that we can use and is valuable

Solution

An answer to a problem

Source

A place where something comes from

Water

A liquid that all living things need to survive

How something is changed

Notes

Student Wondering of Phenomenon

Engage Activity Summaries

Students explore where water is found on Earth and distinguish between freshwater and saltwater sources.

• Locate bodies of water on a world or local map, identifying them by color, shape, and labels (oceans, seas, lakes, rivers, streams).

• Identify frozen water on the map (ice caps, glaciers) and note how it’s represented.

• Compare characteristics of saltwater and freshwater and categorize examples into a class T-chart.

Research - Human Dependence on Water

Students model how melting ice on elevated landforms generates surface water and collects in larger bodies.

• Construct a mountain model with a bowl and foil in a tray; place an ice cube at the summit.

• Observe melting over time and track water flow downslope into channels and lower basins.

• Record labeled drawings in journals and relate the model to real-world locations using a globe or map.

• Debrief to identify states of matter and the progression from solid ice to liquid water and where rivers end.

Activity - Water is an Important Resource

Students investigate how moving water changes landforms using a stream-table model.

• Plan and build a sand-based landscape with water features, using materials to represent natural and human-made elements.

• Make predictions, then add “rain” or “river” water to observe erosion and deposition.

• Record observations, compare before/after models, and note how variables like slope and ground cover affect change.

• Discuss fast vs. slow changes and connect model results to real-world examples in their journals.

Notes

Estimated 15 - 30 min

E.1.10 Human Dependence on Water Engage

Activity Preparation

In this activity, students participate in a demonstration that illustrates the actual amount of Earth’s water that is available for drinking, and they identify the different forms of water found on Earth, as well as compare the amount of all water versus usable water on the planet.

Materials

Printed Material

● 1 Teacher Materials (swamp and ocean photos and world map) (per teacher)

Consumable

● 1 Empty milk jug, gallon (per teacher)

● 1 Water, gallon (per teacher)

● 4 Blank labels (per teacher)

● 1 Roll paper towels (per teacher)

Reusable

● 1 Eyedropper (per teacher)

● 3 Clear containers, 8 oz. each (per teacher)

● 1 Tablespoon measuring spoon (per teacher)

● 1 Permanent marker (per teacher)

● 1 Computer with projector, optional (per teacher)

● 1 Blue food coloring, bottle, optional (per teacher)

SEP Connection

Developing and Using Models

Planning and Carrying Out Investigations

Preparation

1. Collect supplies and print photos in Teacher Materials. Alternatively, photos can be displayed with computer and projector.

2. Label the empty milk jug with "TOTAL WATER ON EARTH," and label each of the three small cup-size clear containers: "TOTAL FRESH WATER," "TOTAL LIQUID WATER," and "USABLE WATER."

3. Fill empty gallon milk jug with one gallon of water. Add a few drops of blue food coloring (optional) to make water easy to observe.

4. Place all items on flat surface in front of class.

Connections

During this activity, students will develop and use models to represent the different forms and locations of water on a map, which will help them understand the phenomenon of why rivers twist and turn, and how they change the land around them over time. By distinguishing between the map as a model and the actual bodies of water it represents, students will be able to compare models to identify common features and differences. This will enable them to develop a simple model based on evidence to represent the relationships and patterns in the natural world, such as the flow of rivers and their impact on the landscape. Additionally, students will plan and conduct investigations to make observations and collect data, which will serve as the basis for making predictions and explanations about the changes in landforms caused by rivers.

Systems and System Models

Stability and Change

During this activity, students will explore systems and system models by identifying different forms and locations of water on a map, understanding how these bodies of water are part of larger systems that interact and change over time. They will also observe stability and change by noting how some bodies of water remain constant in shape and location, while others, like rivers, twist, turn, and alter the land around them, demonstrating both slow and rapid changes in the natural world.

CCC Connection

Procedure and Facilitation

1. Hold up a picture of a swamp and ask students:

a. Would you want to drink this water? No

b. Show a picture of an ocean and ask, how about drinking water from the ocean? Why not? No, it is salty and not safe to drink.

c. Where in the world do we find water that is safe for cleaning, cooking, and drinking? Accept reasonable answers such as rivers, streams, lakes, and groundwater.

2. Today, we will demonstrate where our fresh water comes from and how much fresh water we have on our planet. Refer to a world map as you tell students most of Earth is covered in water.

3. Show the gallon of water, and tell students this gallon of water represents all the water on Earth. Ask:

a. Where do we find water on Earth? Saltwater oceans and seas; frozen polar ice caps and glaciers; freshwater lakes and rivers; marshes and swamps; and groundwater. Most of the water found on Earth is from the oceans.

4. Next, remove ¼ cup of water from the jug. Have a student come to the front of the class and pour the water into the small container labeled “TOTAL FRESH WATER.” Explain this represents all of Earth’s supply of fresh water. The water left in the jug is all saltwater from oceans and seas. We cannot drink it. Fresh water is found on land. Discuss the possible locations of land water such as lakes, ponds, rivers, streams, and groundwater. Use the world map to show the polar ice cap distributions, which are large sources of fresh water, but remind students that this water is frozen, or solid, and is difficult for us to use as drinking water.

5. Call on another student to take away 4 tablespoons of the water from the small container labeled “TOTAL FRESH WATER.” Have the child pour each spoonful into the small container labeled “TOTAL LIQUID WATER.” This second small container represents the liquid water that is available to us. The water left in the first cup is frozen in glaciers and ice caps.

6. Have two more students join you. Ask one student to use the eyedropper and remove one drop of water from the cup labeled “TOTAL LIQUID WATER” and place this one drop into the third small container labeled “USABLE WATER.” This third small container represents what remains for us to use because much of our water is either polluted or too difficult to get.

7. Discuss:

a. Do we have much water on Earth that is safe to drink? No!

b. What is the value of water conservation and the importance of not polluting our water?

FACILITATION TIP

Engage students by first asking, “What do you notice about this image? What do you see? What do you think the water is like? What do you know about the water we use in our homes and school?”

FACILITATION TIP

Gather information about local water sources. Some communities have outreach organizations that teach about watersheds and treatment plants.

FACILITATION TIP

Engage students by asking them to predict the amounts of TOTAL FRESH WATER, TOTAL LIQUID WATER, TOTAL USABLE WATER before displaying any small containers or pouring water from the “all water on earth” jug.

FACILITATION TIP

Create a chart that illustrates these different categories of water. List the sources of fresh water, frozen water, liquid water, and saltwater.

FACILITATION TIP

Include some open-ended questions in the discussion. Ask students to make observations about the different containers and different amounts of water. Provide sentence frames like: There is more ... water than .... water. I notice that there is less... water than... water. It is important to ... because....

E.1.10 Human Dependence on Water Engage

Phenomenon Connection

When rivers twist and turn, how do they shape the land around them over time, and what role does the movement and location of water play in this process?

1. Based on your observations of the map, how do you think the twisting and turning of rivers might influence the surrounding landscape over time?

2. Considering the different bodies of water identified on the map, how might the presence of a river impact the development of nearby ecosystems and human settlements?

3. How do the characteristics of freshwater and saltwater bodies, as identified in the activity, affect the way they interact with and change the land around them?

Estimated 2 hrs - 3 hrs

E.1.10 Human Dependence on Water

Explore 1: Research - Human Dependence on Water

Activity Preparation

Through research, students generate questions about sources of water, how people use clean water, and how to save or conserve water. In cooperative groups, students display research findings by creating posters to share answers.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per student)

Reusable

● 1 Box crayons or markers (per group)

● Various books on topic (per teacher)

Consumable

● 1 Empty milk jug, gallon (per teacher)

● 1 Poster board (per group)

SEP Connection

Developing and Using Models

Planning and Carrying Out Investigations

Preparation

1. Print a copy of the Student Journal for each student.

2. Gather the necessary materials.

3. Use the school or public library to find age-appropriate books about sources of water, uses of clean water, and the importance of conserving water.

4. Book examples:

○ Why Should I Save Water? by Jen Green

○ A Cool Drink of Water by Barbara Kerley

○ Down the Drain: Conserving Water by Anita Ganeri and Chris Oxlade

○ Water is Life: Different Sources of Water and Ways to Conserve Them by Baby Professor

Connections

During this activity, students will develop and use models to represent the process of water formation and movement, allowing them to explore why rivers twist and turn and how they change the land over time. By constructing a model with aluminum foil, ice, and a tray, students will distinguish between the model and the actual natural processes it represents. They will compare their models to identify common features and differences, and use these models to understand relationships and patterns in the natural world. Through observations and measurements, students will gather data to make comparisons and predictions, enhancing their understanding of the phenomenon.

Notes

CCC Connection

Systems and System Models

Stability and Change

During this activity, students will create and use models to understand the phenomenon of why rivers twist and turn and how they change the land over time. By observing the melting ice and the flow of water, students will explore the concept of systems and system models, recognizing that natural systems have parts that work together. Additionally, they will observe stability and change, noting how some aspects of the system remain constant while others change, sometimes slowly and sometimes rapidly.

Procedure and Facilitation

1. Hold up an empty gallon milk jug and ask students, “Did you know each of us uses about seventy gallons of water every day? Brushing teeth takes about two gallons of water, and a ten-minute shower uses up over one hundred gallons of water!”

2. Tell students they will conduct research to ask questions and find answers about sources of water, ways we use clean water, and how to save or conserve water.

3. Read book(s) on the topic to the class, or if books are on students’ reading levels, create student groups and assign books to student groups.

4. Form cooperative groups of three or four students. After informational text or other age-appropriate media has been shared and discussed, groups record two or three questions they have regarding the shared research topics. Students record questions on Part I of the Student Journal page.

5. Direct groups to discuss their recorded questions and select one question to answer in detail. Once groups have selected a research question, students then use Part II of the Student Journal page to map the answers based on their research.

6. Distribute a poster and markers to each group. Students use the recorded research from Part II of their Student Journal page to assist them with designing a poster to display their findings. Remind groups the poster should be informative and eye-catching. It should include the question and the answers they found from conducting research.

Roadblock: Difficulty Reading Text

Some students may have difficulty reading the information texts used during this research activity. All students can use bookmarks to track the print, provide focus, and reduce the amount of print in their field of vision. Find more strategies to assist students who have difficulty reading in the Interventions Toolbox.

Notes

FFACILITATION TIP

Before sharing the water use fact, engage students by asking them to predict how much water each human uses on an average day. Hold up the gallon jug while you post student guesses.

FFACILITATION TIP

Generate a list of the ways the seventy gallons gets used each day.

FFACILITATION TIP

After considering reading levels and cooperative skills, assign some students to work independently and others with partners. Other students may need a teacher to lead a read aloud, help generate guiding questions, and support research.

E.1.10 Human Dependence on Water

Explore 1: Research - Human Dependence on Water

English Language Proficiency

Four-Square Vocabulary

Students should create a set of index cards for the following words: needs, pollution, conservation, water.

● Give each student four index cards.

● Instruct students to draw four equal sections on each card.

● The four sections will represent a vocabulary term, the definition, the word used in a sentence, and an illustration.

● Students should have a chance to switch cards or discuss with a partner after they have completed the assignment.

Phenomenon Connection

How do rivers twist and turn, and how do they change the land around them over time?

1. Based on your comparison with other classmates, how could you make the ice cube in the model melt faster, and what might this tell us about how rivers can change more rapidly in some conditions?

2. If you took all of the liquid from the melted ice cube and froze it, would it make the same-size ice cube, and how does this relate to the water cycle in rivers and their impact on landforms?

3. How could you make all of the matter from the melted ice cube become a gas, and what does this process tell us about the role of evaporation in shaping river paths and surrounding landscapes?

Notes

E.1.10 Human Dependence on Water

Explore 2: Activity - Water is an Important Resource

Activity Preparation

Estimated 30 min - 45 min

Students work in cooperative groups to identify how we can conserve water and prevent water pollution.

Materials

Printed Material

● 1 Water Is Important Card Sort (per group)

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Reusable

● 1 Permanent marker (per teacher)

● 1 Pair scissors (per teacher)

Consumable

● 1 Piece of chart paper (per teacher)

● 1 Plastic bag, sandwich (per group)

SEP Connection

Developing and Using Models

Planning and Carrying Out Investigations

Preparation

1. Make a copy of the Student Journal page for each student. Make a copy of the Water Is Important Card Sort page for each group.

2. Cut apart the pictures and headings and put inside a plastic bag for groups to use during the lesson.

3. Collect chart paper and pen for use during class discussion.

Connections

During this activity, students will develop and use models to represent the movement of water and its effects on the landscape, allowing them to distinguish between the model and the actual processes it represents. By comparing their models, students will identify common features and differences, and use these models to understand relationships and patterns in how rivers twist and turn, and how they change the land over time. Through planning and conducting investigations, students will gather data to support explanations of these natural phenomena.

Notes

CCC Connection

Systems and System Models Stability and Change

During this activity, students will explore systems and system models by observing how the parts of a landscape model interact and change when water is introduced, simulating the natural processes that cause rivers to twist and turn and alter the land over time. They will also investigate stability and change by noting which elements of their model remain constant and which change rapidly or slowly, reflecting the dynamic nature of Earth’s surface.

Procedure and Facilitation

1. Conduct a class discussion on how we use water every day. Remind students it is important to not waste our freshwater as it is a valuable and limited resource.

2. Discuss ways we can save our water and not pollute our sources of water. Use chart paper to record a list of students’ ideas.

3. Tell students they will work in groups to identify ways to save our water and keep our water from becoming polluted.

4. Divide class into groups of four students and provide each group with a plastic bag containing photos and title cards.

5. Have groups locate the title cards, and explain that they will sort the picture cards under the title cards based on what they notice in the photos. Remind students to discuss why they placed the cards into the selected categories.

6. After all students have finished the card sort activity, groups can conduct a gallery tour to see how other students categorized the cards.

7. When the card sort is completed, distribute a Student Journal page to each child and allow time for completion.

Notes

FACILITATION TIP

Use the posted list from previous Explore: Research - Human Dependence on Water, to review how the seventy gallons a day are commonly used.

FACILITATION TIP

As needed, preview selected photo cards and title cards with students before distributing. Pre-read the titles and clarify any confusing images.

FACILITATION TIP

If space for a gallery tour is limited, take a picture of a few groups’ card sorts, project them, and discuss similarities and differences.

E.1.10 Human Dependence on Water

Explore 2: Activity - Water is an Important Resource

English Language Proficiency

QSSS: Question, Signal, Stem, Share

Question: Why is it important to conserve water and prevent water pollution?

Signal: When you are finished answering the question, stand behind your desk with your finger on your nose.

Sentence Stem: There is not a lot of ____________ on Earth.

Share: The oldest student will begin the sharing activity.

Continue with the same sequence using solutions that will reduce the impact of humans on the use of quality of water.

Phenomenon Connection

How does the movement of water shape the land, and what factors influence the patterns and speed of these changes?

1. Based on your observations, what factors caused the water to change the shape of your landscape the most, and how does this relate to how rivers twist and turn in nature?

2. How might the addition of different materials, such as rocks or vegetation, alter the way water flows and affects the land in your model, and what does this tell us about natural river environments?

3. If you could observe your model over a long period, how do you think the landscape would continue to change, and what real-world examples can you think of where water has significantly altered the land over time?

Notes

E.1.10 Human Dependence on Water

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Oceanographer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - The Poster Contest

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Humans and other living things depend on clean water to survive.

Humans can impact the amount of clean water available and the quality of water in the local environment.

We need solutions for maintaining clean water sources in order to remain healthy.

L.1.2 Life Cycles

Scope Planning and Overview

Scope Overview

This unit builds students’ understanding of Earth’s limited supply of usable freshwater and why clean water matters for communities and ecosystems. Learners analyze global water distribution, distinguish fresh, liquid, and drinkable water, and connect scarcity to conservation and pollution prevention. Through inquiry and collaboration, they research water sources and uses, synthesize findings, and communicate insights. Students apply engineering practices to design, test, and improve a rainwater collection device that measures rainfall and gently waters plants, reinforcing practical solutions that reduce human impact on water quality.

The student is expected to demonstrate an understanding of human dependence on clean water and solutions that will reduce the impact of humans on water quality, and create a device to collect free water.

How can we make sure everyone has clean water to drink and use, and what cool invention could we create to catch rainwater for our gardens?

Key Concepts

• Plants and animals change throughout their life cycles.

• Flowering plants, such as a sunflower, change during their life cycle stages, which include germination, growth, reproduction, and seed dispersal.

• Pollinating insects, such as a bee or butterfly, change during their life cycle stages, which include egg, larva, pupa, and adult.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Adult

A fully grown plant or animal

Egg

The first stage in a life cycle

Flower

A thing made by many plants to produce seeds

Form

The shape or nature of something

Germination

When a seed begins to grow and put out shoots

Grow

To increase in size

Investigate

To gather information about a certain thing

Larva

A form that an animal takes after it hatches from an egg that is very different from the form it will take as an adult

Life Cycle

The way that living things continuously grow, make new living things, and die

Living

Requires energy, grows, can produce offspring, and dies

Pollination

Pollen being moved from plant to plant to produce seeds for future plants

Pupa

The stage when the insect rarely moves because it is growing into an adult

Reproduce

To make a new living thing

Notes

Student Expectations

Student Wondering of Phenomenon

Engage Activity Summaries

Students explore Earth’s water distribution to understand how little is available for human use.

• Participate in a teacher-led demonstration that models total water on Earth and progressively measures fresh, liquid, and usable water.

• Identify and categorize water forms (saltwater, ice, surface water, groundwater) using visuals and a world map.

• Compare the quantities of all water versus fresh, liquid, and truly usable water, highlighting limitations due to ice, salinity, and pollution.

• Reflect on the scarcity of drinkable water to frame the importance of conservation and preventing pollution.

Explore Activity Summaries

Scientific Investigation - Life Cycle: Pea Plants

Students investigate water sources, uses of clean water, and conservation through research and collaborative presentation.

• Engage with informational texts/media to generate and record questions about water.

• Work in small groups to select one question, research answers, and document findings in journals.

• Create an eye-catching poster that presents their research question and synthesized findings to share with peers.

Activity - Insect Life Cycles

Students explore everyday water use and identify practical ways to conserve water and prevent pollution.

• Engage in a class discussion to brainstorm how water is used, why it’s limited, and strategies to conserve and protect it.

• Work in groups to sort photo cards under category headers, justifying choices and noticing patterns related to conservation and pollution.

• Conduct a gallery walk to compare categorizations across groups.

• Complete an individual journal page to synthesize learning and document understanding.

Notes

L.1.2 Life Cycles Engage

Estimated 15 min - 30 min

In this activity, students observe and describe the life stages of complete metamorphosis.

Materials

Printed Material

● 1 Life Cycle Stage Signs (per class)

● 1 Insect Life Cycle Cards (per student)

Reusable

● 1 Photo album with picture of insect egg, larva, pupa, and adult in it, optional (per class)

Consumable

● 1 Insect (beetle, ladybug, or moth works well) (per class)

SEP Connection

Asking Questions and Defining Problems

Preparation

Activity Preparation

● Prepare an optional photo album using the provided illustrations of a moth egg, larva, pupa, and adult stage. (Optional illustrations found on Insect Life Cycle Cards.)

● Print and cut apart the Insect Life Cycle Cards illustrations.

● Prepare one illustration per student. Post the Life Cycle Stage Signs in separate areas of the room.

Connections

Constructing Explanations and Designing Solutions

During this activity, students will ask questions based on their observations of the water demonstration to find more information about the availability of clean water on Earth. They will construct explanations using evidence from the demonstration to understand the natural phenomenon of water distribution and scarcity. Additionally, students will use tools and materials to design and build a device that could potentially solve the problem of water scarcity, such as an invention to catch rainwater for gardens, and generate multiple solutions to ensure everyone has access to clean water.

Cause and Effect

Systems and System Models

During this activity, students will explore the phenomenon of ensuring access to clean water by engaging with the concepts of cause and effect and systems and system models. They will learn that the availability of clean water is affected by various causes, such as pollution and limited freshwater sources, which generate observable patterns in water distribution. By examining the Earth’s water systems, students will understand how different parts of these systems work together and how human actions can impact the availability of usable water. Through this understanding, they will be encouraged to think creatively about inventions, like rainwater catchment systems, that can help conserve and utilize water resources effectively.

Notes

CCC Connection

Procedure and Facilitation

1. Show students a live insect. Choose one that goes through complete metamorphosis like a ladybug, beetle, or moth. Tell students that this is Betty the bug or any other name you choose. Explain that you have raised Betty from when she was an egg.

2. As an option, show the optional photo album egg picture. Say, “This is what she looked like when I got her. She is an insect, and I have watched her go through a lot of changes. She doesn’t look anything like she did when I got her."

3. "Today, we are going to investigate some of the changes that insects experience.” Ask, “How many of your parents keep family photo albums of you or your pets?"

4. Say, "If this were a photo album of Betty" (hold up album and ask the following questions):

○ "What kind of pictures do you think you might see in here?" You would see Betty at all different ages.

○ How might Betty look as a baby? She would look smaller. She starts as an egg.

○ How might she look as she grows? She would get larger and larger.

○ How would the photo album of an insect’s life be different from your photo album or your dog’s album? The dog always has four legs and a tail. Humans always have two arms and two legs. Humans and dogs get larger as they grow. The ladybug looks different as they move through different stages.

5. Tell students that you are going to give them each a picture of a change that insects’ bodies go through. They will randomly get pictures of different insects in one of the four stages. Give each student a picture of a different insect and stage: egg, larva, pupa, or adult for the beetle, butterfly, moth, ladybug, or wasp. Have students form groups of four by finding the other stages of their specific insect. Have students discuss the differences that they see in the stages of their insects.

○ Are the stages similar to the stages that Betty the bug experienced? Yes, Betty went through similar stages and changed at each one.

Notes

FACILITATION TIP

If live specimens are not available, resource images or video of insects that undergo metamorphosis. Both the Content Connections video and STEMscopedia provide visual examples.

FACILITATION TIP

Prior to distributing the pictures randomly, preview the images and clarify confusion. Review, project, and post the complete insect metamorphosis stages: egg, larva, pupa, adult.

FACILITATION TIP

Be prepared to address other insects that go through a different type of metamorphosis (grasshoppers, dragonflies, crickets). Some students may be very curious or have specialized knowledge about insects.

L.1.2 Life Cycles Engage

FACILITATION TIP

Project and post these discussion questions before students move to form groups.

FACILITATION TIP

To successfully help each group, consider having older peers or volunteers support each group to create an action.

6. Tell students to form groups under the sign that matches their stage: egg, larva, pupa, adult. When in groups, students can pair up or form groups to discuss the characteristics of the card they have:

○ What body parts does this organism have? The egg and pupa have a covering. The adult and larva have a definite body with legs. The adult normally has wings.

○ What behaviors does the organism have? The egg and the pupa do not move, and the larva and adult do move.

○ Although they are all different insects, what is similar about the adult insect stage? They are all at the last stage and are fully grown.

7. Groups create an action that represents their stage. Remind students to think about the pictures in the photo album. What might the organism look like or be doing at this stage? By comparing pictures, help the larva group to determine that this is usually a wormlike stage in which the organism eats a lot. Help the pupa group to determine that this is usually a dormant or resting state. Help the adult group to realize that most adult insects have wings.

8. Groups present their actions and explain why they chose that action.

9. Lead students to understanding with the following questions:

FACILITATION TIP

Use the Visual Glossary to clarify the definition of an insect. Be prepared to categorize spiders, centipedes, crustaceans, and so on.

FACILITATION TIP

Ask an open-ended question about animal life cycles. For example, describe a dog life cycle, a fish life cycle, a frog life cycle, and so on.

○ What is an insect? An insect is a small animal with legs and wings.

○ What are the stages in an insect’s life cycle? The stages are egg, larva, pupa, and adult.

○ Do all animals have these same stages? No, the dog does not go through the same stages.

○ How are insect life cycles different from your life cycle? Humans do not go through four stages where there are big changes.

○ How are they the same? Humans and insects both get larger as they grow.

Phenomenon Connection

How can we ensure that the limited amount of usable fresh water on Earth is conserved and protected for future generations, and what innovative solutions can we develop to collect and utilize rainwater effectively?

1. Considering the small amount of usable water available, what strategies can we implement to conserve water in our daily lives?

2. How can technology and innovation help us create systems to catch and store rainwater for personal and community use?

3. What are some potential challenges in ensuring clean water access for everyone, and how can we address these challenges through policy and education?

Notes

Estimated days 5 - 15

L.1.2 Life Cycles

Explore 1: Scientific Investigation - Life Cycle: Pea Plants

Activity Preparation

In this activity, students will observe and measure pea plants as they change during the life cycle.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Consumable

● 1 Pea plant (per group)

● Water (per group)

● 4 Paper towels (per group)

Reusable

● 1 Plastic cup, clear, three ounces (per group)

● 10 Small paper clips (per group)

● 1 Pack of crayons or colored pencils (per student)

Preparation

Gather all materials. You will need to create the cups for the students. Take two paper towels that are still attached and fold them in half hotdog style. Fold them in half again. You will line the outside of the cup with these folded paper towels. Take the other two paper towels and crumble them up. You will push these into the middle of the cup. You will then need to wet the paper towels with water until the paper towels are damp but there is no water at the bottom of the cup.

Connections

SEP Connection

Asking Questions and Defining Problems

Constructing Explanations and Designing Solutions

During this activity, students will engage in asking questions and defining problems by generating inquiries about water sources, usage, and conservation. They will construct explanations and design solutions by using evidence from their research to create informative posters. This process will help them understand the phenomenon of ensuring clean water access and inspire innovative ideas for rainwater collection systems for gardens.

Notes

CCC Connection

Cause and Effect Systems and System Models

During this activity, students will explore the phenomenon of ensuring access to clean water and inventing rainwater catchment systems by investigating cause and effect relationships. They will design simple tests and create models to understand how different parts of water systems work together, generating observable patterns and supporting their ideas with evidence.

Procedure and Facilitation

Part I

1. Facilitate a discussion about plant needs and characteristics to allow students to share their prior knowledge. What does a plant need to live and grow? Plants need water, air, and sunlight. Do plants grow big and tall overnight? No. Plants grow slowly over time.

2. Explain that over the next couple weeks, the class will observe how a pea plant grows and develops. We will observe the plants over time to give them time to grow.

3. Distribute the cups with damp paper towels inside to each group.

4. Hold up one pea seed and ask students what they think it is. It is a pea seed.

5. Distribute one pea seed to each group and have students place the seed in between the damp paper towel and the edge of the cup.

6. Find a safe, sunny place where the plants can be left for several days. A tabletop near a classroom window would work as well.

Part II

1. After seven days, have students observe their pea plants.

2. Students will measure the heights of the plants using paper clips and draw their observations in their Student Journals.

Part III

1. After fourteen days, have students observe their pea plants.

2. Students will measure the heights of the plants using paper clips and draw their observations in their Student Journals.

3. Discuss:

○ What did your plant look like at the beginning when it was first planted? The pea plant was just a seed. It had a hard covering over it.

○ When we looked at the pea plant after it was planted for seven days, what did you notice? The pea plant was growing. It had a shoot coming out of the seed. It was small and green.

○ What do you think caused the plant to grow? Sunlight, water, and air

○ What did your plant look like after fourteen days? The plant was larger and was measured with more paper clips.

Notes

FACILITATION TIP

Review science lab safety measures, including to never taste anything in a lab. Ensure that students do not put the pea seed anywhere but in the towel and cup.

FACILITATION TIP

Students may recall growing lima beans in a similar way in a kindergarten scope. Engage them by discussing the difference between the two seeds and plants.

FACILITATION TIP

Review safety rules with paper clips. Consider having students take photos to record their plant growth.

L.1.2 Life Cycles

Explore 1: Scientific Investigation - Life Cycle: Pea Plants

Roadblock: Limited Memory

This is an investigation that will take a number of days to complete. Students may have a hard time remembering and comprehending information day-to-day or week-to-week. It may be best to review and discuss with them one-on-one the changes observed in the plants. Remind students of what the plants looked like in the past. Constantly reviewing information in a concise manner will help students better retain knowledge and master the goal of this lesson. Read more strategies for students with limited memory in the Interventions Toolbox.

English Language Proficiency

Sentence Stems

For emerging Language Acquisition Strategies, have the materials translated into their native language as a reference for them to use during the activity.

The students will complete the sentence stems in their journals after observing changes to the chosen life cycle. They may do them either after the group activity or as an exit ticket at the end of class.

Emerging:

Have the students draw how the chosen life cycle looks at the beginning of and throughout the process as it is growing. Be sure they label their drawings.

● The life cycle of ________ looks ________ .

Phenomenon Connection

How can understanding the sources and uses of water help us ensure everyone has access to clean water and inspire innovative solutions for water conservation?

1. Based on your research, what are some innovative ways we could collect and use rainwater to help conserve water in our communities?

2. How do different sources of water impact the availability of clean water for everyone, and what role can we play in protecting these sources?

3. What are some everyday actions we can take to reduce our water usage, and how might these actions contribute to ensuring clean water access for all?

Notes

Estimated 1 hr - 2 hrs

L.1.2 Life Cycles

Explore 2: Activity - Insect Life Cycles

Activity Preparation

In this activity, students will observe and record some of the stages that butterflies undergo during their life cycles.

NOTE: Voucher found in kit for an item in this activity.

Materials

Printed Material

● 1 Student Guide (per student or group)

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

Consumable

● 1 Butterfly kit (voucher) or other insect (per class)

Reusable

● 1 Pack of crayons or markers (per group)

● 1 Hand lens (per student)

● 1 Document camera (per class)

SEP Connection

Asking Questions and Defining Problems

Preparation

● Order butterfly kits from a biological supply store ahead of time. You can also use plastic models to supplement the stages that are not present.

● Once you have the kit, plan the lesson around the arrival of your specimens. Companies will often ship organisms separately, depending on when you need them.

Connections

Constructing Explanations and Designing Solutions

During this activity, students will ask questions based on their observations of water usage and conservation to gather more information about the natural and designed world. They will also use tools and materials to design and build a device that addresses the problem of water conservation and pollution prevention, generating and comparing multiple solutions to ensure everyone has access to clean water and to create innovative rainwater collection systems for gardens.

CCC Connection

Cause and Effect Systems and System Models

During this activity, students will explore the cause and effect relationships involved in water conservation and pollution prevention, identifying observable patterns and designing simple tests to support their ideas. They will also understand how systems and system models relate to water usage and conservation, recognizing how parts of the natural and designed world work together to ensure clean water availability.

Procedure and Facilitation

1. Discuss and describe each stage with the students. Be sure they are using descriptive words and identifying parts that they can see with a hand lens.

a. Legs will be visible on larvae and adults, but not on eggs or pupae.

b. Eggs may not be easily visible, but explain to students that they are very small and can be difficult to see.

2. Document cameras are an excellent technological tool to utilize at this time. Place organism under the camera and zoom in as close as possible while projecting on a screen for all students to discuss the parts.

3. Although it is not necessary for students to identify the names of each stage, you can introduce the terms as students are describing each stage.

a. The butterfly hatches from the egg and is then called a larva.

b. The larva pupates as a pupa and emerges from the pupae as an adult.

c. Once the adult lays eggs, the life cycle begins again with new individuals.

4. Have students draw the stages separately, and then put the stages in order in their Student Journals.

English Language Proficiency Jigsaw

After the students have had an opportunity to explore the investigation, place them into groups of four. Each member of the group will be responsible for sharing what they learned about their part of the life cycle.

● Students should number off “1, 2, 3, 4.”

○ All students given 1 will learn about the egg.

○ All students given 2 will learn about the larva.

○ All students given 3 will learn about the pupa.

○ All students given 4 will learn about the adult.

After each student learns about their part, have them return to their home group to teach their group members about that part of the insect’s life cycle. Notes

FACILITATION

TIP

Review using any lists or images from the Engage to help students make connections and new observations.

FACILITATION

TIP

Be prepared that some butterfly kits may not include eggs but will contain larvae or caterpillars.

FACILITATION TIP

Guide students as they draw each part of the life cycle. Encourage them to sketch what they see, reminding them that scientific drawings are about communicating information, not making pretty pictures. Provide a few examples.

L.1.2 Life Cycles

Explore 2: Activity - Insect Life Cycles

Phenomenon Connection

How can our actions in conserving and protecting water resources lead to sustainable solutions for clean water access?

1. Based on your group’s card sort activity, what are some effective ways to conserve water in our daily lives, and how might these practices help ensure clean water availability for everyone?

2. How can preventing water pollution contribute to the development of new technologies or inventions for rainwater collection and usage in gardens?

3. Considering the importance of water conservation, what are some creative ideas your group can propose to enhance rainwater harvesting systems for community gardens?

L.1.2 Life Cycles

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Zoologist

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Bee Life Cycles

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student

Learning

Objectives

Plants and animals change throughout their life cycles.

Flowering plants, such as a sunflower, change during their life cycle stages, which include germination, growth, reproduction, and seed dispersal.

What Prompts Will Be Used?

Does Student Mastery Look Like?

Pollinating insects, such as a bee or butterfly, change during their life cycle stages, which include egg, larva, pupa, and adult.

Student Expectations

The student is expected to demonstrate an understanding of how flowering plants and pollinating insects change in form as they go through the general stages of a life cycle.

P.1.6A Behavior of Light

Scope Planning and Overview

Scope Overview

Students investigate how pollinating insects and flowering plants change form across their life cycles. Learners observe and model insect metamorphosis (egg, larva, pupa, adult), analyze structures and behaviors, and compare patterns across organisms. In parallel, they grow plants from seed to seedling, monitor and record measurable changes over time, and identify how water, air, and sunlight support development. Through observation, sorting, discussion, and representation, students develop a clear understanding of predictable life cycle stages and how form changes as organisms grow.

Scope Vocabulary

The terms below and their definitions can be found in Picture Vocabulary and are embedded in context throughout the scope.

Change

To make or become different

Explain

• Objects can only be seen when light is reflected off them.

• Mirrors or other shiny surfaces can be used to change the direction of light.

• Shadows are created by objects blocking light.

• Shadows change in size and direction with the position of the light source.

To make something easy to understand

Light

The type of energy that the eye can see

Objects

Things that can be touched and seen Observe

To use the senses to examine or inspect

Position

Where something is

Reflect

To bounce off the surface of an object

Shadow

A shape made by blocking light from reaching a part of a surface

Source

A place where something comes from

Notes

Key Concepts

How do flowers and bees help each other grow and change throughout their lives?

Student Wondering of Phenomenon

Engage Activity Summaries

Students explore and compare the stages of complete metamorphosis through observation, sorting, and collaborative discussion.

• Observe a live insect and optional “photo album” images to introduce the four stages: egg, larva, pupa, and adult.

• Receive life cycle cards, form groups by matching stages and insects, and discuss body structures and behaviors characteristic of each stage.

• Gather under stage signs to create and present actions that represent their stage, then answer prompts that compare insect life cycles to those of humans and other animals.

Explore Activity Summaries

Activity - Shine On! & To Be Seen or Not to Be Seen

Students investigate plant growth over time by setting up, observing, and measuring pea plants to understand basic needs and life cycle changes.

• Set up pea seeds in damp paper towel–lined clear cups and place them in a sunny location.

• After seven days, observe germination, measure height using paper clips, and record drawings in journals.

• After fourteen days, re-measure growth with paper clips and update journal drawings.

• Discuss how water, air, and sunlight support growth and compare plant changes from seed to seedling.

Activity - Light and Shadows

Students investigate plant growth over time by setting up, observing, and measuring pea plants to understand basic needs and life cycle changes.

• Set up pea seeds in damp paper towel–lined clear cups and place them in a sunny location.

• After seven days, observe germination, measure height using paper clips, and record drawings in journals.

• After fourteen days, re-measure growth with paper clips and update journal drawings.

• Discuss how water, air, and sunlight support growth and compare plant changes from seed to seedling.

Notes

P.1.6A Behavior of Light Engage

Estimated 15 min - 30 min

Activity Preparation

In this activity, students will explore the importance of light through drawing with no light, full light, and a flashlight.

Materials

Reusable

● 1 Pencil (per student)

● 1 Flashlight (per class)

Consumable

● 1 Piece of paper, white 8.5 x 11 inches (per student)

Preparation

Gather the materials to complete this activity. If your room has windows, either cover them with black paper or curtains, or use a room without windows.

Connections

SEP Connection

Analyzing and Interpreting Data

Obtaining, Evaluating, and Communicating Information

During this activity, students will analyze and interpret data by observing and describing the stages of complete metamorphosis in insects, using pictures and drawings to record their observations. They will use these observations to identify patterns and relationships in the life cycles of insects, such as the mutual benefits between flowers and bees, to answer scientific questions about how these organisms help each other grow and change throughout their lives. Additionally, students will obtain, evaluate, and communicate information by discussing their findings and comparing them to prior knowledge, thereby enhancing their understanding of the natural world.

Notes

CCC Connection

Patterns

Stability and Change

During this activity, students will observe and describe the life stages of complete metamorphosis in insects, recognizing patterns in the natural world that can be used to describe the phenomenon of how flowers and bees help each other grow and change throughout their lives. They will also explore the concept of stability and change by noting how some aspects of an insect’s life cycle remain constant while others change, sometimes rapidly, as they progress through different stages.

Procedure and Facilitation

Give students a piece of white paper and have the students trifold the paper.

1. Label the sections:

○ Lights off

○ Lights on

○ Flashlight

2. Turn out the lights.

3. In the dark room, ask students to draw the front of the classroom.

4. Give them a few moments to try.

5. Turn the lights back on.

6. Repeat the request for students to draw the front of the classroom.

7. Discuss:

○ Why is it easier to draw the front of the classroom with the lights on? The lights help us see.

○ Have you ever been home when the electricity goes out? What are some ways you try to see then? Candles, flashlights

8. Bring out the flashlight, turn it on, and direct the beam at the ceiling such that the front of the room will only be dimly lit from reflected light.

9. Turn the lights out again, and ask students to again try to draw the front of the room.

10. Discuss:

○ When was it easiest to see the front of the room so that you could draw it? When the lights were on.

○ When was it hardest to see the front of the room? When it was dark.

○ How was it when the flashlight was used? In the middle—easier than the dark, but not as easy as with the lights on; it would have been easier if the flashlight beam had been pointed at the front wall, etc.

Notes

FACILITATION TIP

Engage students by placing an eyecatching item at the front of the classroom for them to draw.

FACILITATION TIP

This engaging question about sharing what happens when the power goes out would be a good way to connect with students before starting the drawing activity. Depending on your students, some may have experience camping without electricity.

FACILITATION TIP

If time allows, follow up by shining the beam directly at one part of the eye catching item or area students are drawing. Have them draw only the part that is illuminated.

P.1.6A Behavior of Light Engage

Roadblock: Off Task During Activities

Students may get off task when the lights are off or dim in this activity. Prevent this from occurring by establishing clear expectations and consequences for the activity. This will allow students to know what to do in the situation and what the consequences are for not meeting your expectations. Find more strategies to assist students who are off task in the Interventions Toolbox.

Phenomenon Connection

How do the life stages of insects, such as metamorphosis, compare to the mutual growth and change seen between flowers and bees?

1. How do the different stages of an insect’s life cycle contribute to its role in the ecosystem, similar to how flowers and bees interact?

2. In what ways do flowers and bees rely on each other for survival and growth, and how is this relationship similar to the changes insects undergo during metamorphosis?

3. How might the transformation of an insect through its life stages be analogous to the changes flowers and bees experience throughout their life cycles?

Notes

Estimated 1 hr - 2 hrs

P.1.6A Behavior of Light

Explore 1: Activity - Shine On! & To Be Seen or Not to Be Seen

Activity Preparation

This investigation is set up in two parts. They can be taught together in stations or separately over two different days. The students will explore the different ways that light behaves.

Materials

Printed Material

Part I

● 1 Student Journal (per student)

● 1 Student Journal Key (per student)

Reusable

● 1 Flashlight (per group)

● 2 Glue sticks (per group)

Consumable

● 1 Square sheet wax paper (per group)

● 1 Square inch wax paper (per student)

● 1 Square sheet plastic wrap (per group)

● 1 Square inch plastic wrap (per student)

● 1 Sheet black construction paper (per group)

● 1 Square inch black construction paper (per student)

● 3 Card stock frames (per group)

● 1 Sheet white paper (per group)

Part II

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per student)

Reusable

● 1 Mirror (per group)

● 1 Metal spoon (per group)

● 1 Rubber eraser (per group)

● 1 Wooden block (per group)

Consumable

● 1 Index card (per group)

● 1 Sheet aluminum foil (per group)

● 1 Foam plate (per group)

Preparation

Print out the Student Journal pages for each student, gather supplies ahead of time, and prepare the stations.

Part I

● Make three card stock frames per group, one with wax paper, one with plastic wrap, and one with black construction paper on the inside.

● Number and label the frames: Frame 1 Wax Paper, Frame 2 Plastic Wrap, and Frame 3 Construction Paper.

● Each group will also need a few small pieces (about one square inch) of each material so students can glue samples into their Student Journals.

Part II

● Prepare one index card per group with a happy face drawn on it.

● Gather reflective and nonreflective objects for each group.

Connections

SEP Connection

Analyzing and Interpreting Data

Obtaining, Evaluating, and Communicating

Information

During this activity, students will analyze and interpret data by observing and measuring pea plants as they change during their life cycle. They will record their observations, thoughts, and ideas in their Student Journals, using drawings and writings to communicate their findings. By comparing their predictions to the observable growth of the plants, students will describe patterns and relationships in the natural world, specifically how flowers and bees help each other grow and change throughout their lives. Additionally, students will obtain and evaluate information from their observations to support scientific claims about plant growth and development.

CCC Connection Patterns

Stability and Change

During this activity, students will observe patterns in the growth of pea plants, recognizing how these patterns can be used to describe the phenomenon of mutualistic relationships between flowers and bees. They will also explore the concept of stability and change by noting how the plants change over time, while some aspects remain constant, helping them understand how flowers and bees help each other grow and change throughout their lives.

Procedure and Facilitation

Part I: Shine On!

1. Place students into groups of three or four. Have students point a flashlight at a piece of white paper and observe.

○ What does the light look like on the paper? The light is shining on the paper making a bright circle.

2. Have one member of the group hold Frame 1 and shine the flashlight into the middle while someone else holds the white piece of paper a few inches behind the frame. Record all observations.

3. Repeat the previous step with frames 2 and 3.

4. In their Student Journals, students glue a sample square of the material that was in the frame into the box as their answer.

Notes

Take time to model safe use of the flashlights. Set clear expectations about when and how to turn them on/off and to not direct them at anyone’s face.

FACILITATION TIP

If time is limited, have students write the words for the materials rather than glue sample squares into the Student Journal. Provide an extension by using the terms transparent, opaque, and translucent.

FACILITATION TIP

P.1.6A Behavior of Light

Explore 1: Activity - Shine On! & To Be Seen or Not to Be Seen

Part II: To Be Seen or Not to Be Seen

1. Place students into groups of three or four, and distribute Student Journals and reflective and nonreflective materials.

2. Have students place the index card with the smiley face on the table in front of them.

3. Students will choose one object at a time and hold it to the edge of the index card with the smiley face drawn on it.

4. Students will look for the smiley face on the surface of the object they are holding.

5. If they can see the smiley face on the object, they put it in Group 1.

6. If they cannot see the smiley face on the object, they put it in Group 2.

7. Students will draw the object in their Student Journals.

English Language Proficiency

To Be Seen or Not to Be Seen?

Have students work in small groups and discuss results with a partner. Students may use the following sentence stems to aid their conversations:

● I think the light looks ____________.

● Now it looks ___________.

● I agree because ___________.

● I disagree because _____________.

● I saw more stars when ___________ because __________.

● I saw fewer stars when __________ because __________.

Phenomenon Connection

How do the interactions between flowers and bees compare to the growth and development of pea plants, and what role do these interactions play in their life cycles?

1. How do flowers and bees benefit from each other in a similar way that pea plants benefit from sunlight, water, and air?

2. In what ways do the growth stages of a pea plant relate to the life cycle stages of a flower that attracts bees?

3. How might the presence of bees influence the growth and reproduction of flowering plants compared to the growth of our pea plants?

Notes

Estimated 2 hrs - 3 hrs

P.1.6A Behavior of Light

Explore 2: Activity - Light and Shadows

Activity Preparation

In this activity, students identify and compare light sources, explain where they are most commonly used, and observe how shadows change as an object is moved closer or farther away from a light source.

Materials

Printed Material

● 1 Student Journal (per student)

● 1 Student Journal Key (per teacher)

● 1 Forms of Light Card Set (per group)

Reusable

● 1 Flashlight with batteries (per teacher)

● 1 Lamp with light bulb (per class)

● 1 Glow stick (per class)

● 1 Electric tea light candle (per class)

● 1 Stuffed animal (per class)

● 1 Extension cord (per class)

● 1 Laminator, optional (per teacher)

● 1 Masking tape, roll (per class)

● 1 Meterstick (per class)

Preparation

Part I: Forms of Light

● Print out a Student Journal for each student and a Forms of Light Card Set for each group. You might want to laminate the cards for future use.

Part II: Comparing Light Sources

● Find a dark room or cover classroom windows with window shades or black paper to reduce the effect of light for Part II and Part III of the lesson.

● Gather the following materials: electric tea light candle, lamp with bulb near an outlet to plug it in, flashlight with batteries, and glow stick.

● The light bulb will need to be screwed into a lamp without a shade.

● The lamp will need to be plugged in and placed in the center of the room so groups can create shadows on all four walls

● Lighting an actual candle may not be allowed for safety reasons, so for this activity use a working electric tea light candle to represent a candle and flame.

Part III: Shadows

● Gather the following materials: dark room, lamp, stuffed animals, and if needed, an extension cord.

● Mark the floor with the masking tape at two feet, four feet, and six feet away from a spot on the wall in the classroom.

● Be sure to mark enough spots so each group has a space to work.

○ Label the spot at six feet “1”

○ Label the spot at four feet “2”

○ Label the spot at two feet “3”

SEP Connection

Analyzing and Interpreting Data

Obtaining, Evaluating, and Communicating Information

During this activity, students will analyze and interpret data by observing and measuring pea plants as they change during their life cycle. They will record their observations, thoughts, and ideas in their Student Journals, using drawings and writings to communicate their findings. By comparing their predictions to the observable growth of the plants, students will describe patterns and relationships in the natural world, specifically how flowers and bees help each other grow and change throughout their lives. Additionally, students will obtain and evaluate information from their observations to support scientific claims about plant growth and development.

Patterns

Stability and Change

Connections

During this activity, students will observe patterns in the growth of pea plants, recognizing how these patterns can be used to describe the phenomenon of mutualistic relationships between flowers and bees. They will also explore the concept of stability and change by noting how the plants change over time, while some aspects remain constant, helping them understand how flowers and bees help each other grow and change throughout their lives.

CCC Connection

Procedure and Facilitation

This lesson will be done in three parts. Review science safety tips with the class before completing this three-part lesson.

Part I: Forms of Light

1. Give each group a Forms of Light Card Set and give each student a Student Journal.

2. Tell students to look at each picture in the card set. They will need to describe the picture using words or by drawing it.

3. Students will need to tell what the light source in the picture is and how the light source helps make things visible. These observations will be recorded in their Student Journals.

4. When groups are finished identifying the light sources and students have filled in their Student Journals, discuss the answers as a class.

5. Discuss:

○ Does light come from only one source, such as a light bulb? No, it comes from many sources. Allow students to name various light sources, such as light bulbs, the Sun, candles, fire, etc.

○ How is light helpful? Light helps make things visible. If there is no light, we cannot see.

Part II: Comparing Light Sources

1. First, show students the four different light sources (electric tea light candle, lamp, flashlight, and glow stick) with the classroom lights on. The sources of light should not be on/lit just yet.

2. In their Student Journals, have students name the four light sources and draw a picture of each. They should think of a place or setting where each of these light sources might be used.

3. Students should then predict which light source will be the brightest by numbering the four sources 1–4, with 1 being the brightest and 4 being the least brightest.

4. Turn off the lights and turn on the electric tea light candle, turn on the lamp, turn on the flashlight, and activate the glow stick.

5. Students should then compare the brightness of each light source. With the lights off, allow a discussion to occur about their similarities and differences.

6. Students should then rank the light sources in order of brightness in their Student Journals (with 1 being the brightest and 4 being the least brightest) and answer the remaining questions.

Notes

FACILITATION

TIP

Project and preview the colorful Forms of Light Card Set with the whole class. Ask students what they notice and answer any clarifying questions before distributing them to groups along with the Student Journal.

FACILITATION TIP

If time is limited, some students may skip drawing or describing the light source and just use the card numbers to identify the Light Card. They can still complete columns 2 and 3.

FACILITATION TIP

Use these discussion questions prior to the activity and include some additional prompts about light sources and how humans use them. For example, “Name as many light sources as you can.” “List at least three times this past week that a light source was helpful for you or your family.” Return to these questions to sum up Part I.

FACILITATION TIP

Using a number system for ranking data is an important STEM skill. Take time to clarify how the scale works. Some students get confused and think that a 1 always equates to “the best” or in this case “the brightest.” Post the scale on the board or have students record it on their Student Journal.

P.1.6A Behavior of Light

Explore 2: Activity - Light and Shadows

Part III: Shadows

1. Use the following materials: dark room, lamp, stuffed animal, and, if needed, an extension cord.

2. Ask students to share what they already know about shadows.

○ Where can they be seen? Outside or inside with a light source

○ How do they form? When an object is blocking light from passing through an object

3. Tell students that they are going to investigate how shadows can appear to change size based on their location from a light source.

FACILITATION TIP

Provide time during these observations for students to make appropriate shadows with their hands or bodies; allow a little time for them to explore and play with the shadows and light before completing the structured experiment.

FACILITATION TIP

Consider using this same stuffed animal as the eye-catching item during the prior Engage- The Importance of Light.

4. Set the lamp on the designated spot on the floor and remove the lampshade so only the light bulb is showing. It should be eight feet away from the wall. It will need to be plugged into an outlet, so you may need an extension cord. Have students bring their Student Journals and a pencil to the floor and sit in a semicircle around the lamp.

5. Turn off the classroom lights.

6. Turn on the lamp and ask students to look at the wall. Allow time for observations.

7. Ask students the following questions:

○ What will happen when the stuffed animal is placed on the first marking on the floor? Why? A shadow will form because the stuffed animal will be blocking some of the light from the lamp.

○ Do you think the shadow will be big or small? Why? I think it will be big because it is closer to the lamp and blocks more light.

8. Spend time observing the shadows created by the stuffed animal at the first, second, and third locations away from the light source. Measure the height of each shadow, in inches, on the wall using a meterstick. Have students record the observations in Part III of their Student Journals.

FACILITATION TIP

Extend this activity on a bright sunny day outdoors when students can make and see their own shadows at different times of day.

9. Discuss how the shadow size appeared to change and why that might have happened.

○ A shadow appears larger the closer it is to the light source because the object can block more of the light. A shadow decreases in size the farther away it gets from a light source because it cannot block as much light.

Notes

English Language Proficiency

Shadows “Farmer in the Dell”

To help draw students’ attention to vocabulary and sentence patterns so that they can talk about the topics they are studying, sing a repetitive song employing different vocabulary terms and science concepts. Create a chart similar to the one below on a piece of chart paper or on a whiteboard. Students then choose words and phrases from each column of the chart to create verses sung to the tune of “Farmer in the Dell.”

For example, “Humongous, dark shadows, humongous dark shadows, humongous dark shadows form whenever the light is blocked.”

Adjectives Nouns Verbs Prepositional Phrases

Humongous, dark shadows form wherever the light is blocked.

Tiny, little lights are shining forming a shadow.

Tall or short children can be followed by their shadows. The big and bright Sun always forms many shadows.

NOTE: The words and phrases can be read straight across to form the verses or they can be mixed up in a variety of ways. However, the words must make scientific sense.

Phenomenon Connection

How do the interactions between flowers and bees compare to the growth and development of pea plants, and what role do these interactions play in their life cycles?

1. How do flowers and bees benefit from each other in a similar way that pea plants benefit from sunlight, water, and air?

2. In what ways do the growth stages of a pea plant relate to the life cycle stages of a flower that attracts bees?

3. How might the presence of bees influence the growth and reproduction of flowering plants compared to the growth of our pea plants?

Notes

P.1.6A Behavior of Light

Scope Resources and Assessment Planner

Explain

STEMscopedia

Reference materials that includes parent connections, career connections, technology, and science news.

Linking Literacy

Strategies to help students comprehend difficult informational text.

Picture Vocabulary

A slide presentation of important vocabulary terms along with a picture and definition.

Content Connections Video

A video-based activity where students watch a video clip that relates to the scope’s content and answer questions.

Elaborate

Career Connections - Astronomer

STEM careers come to life with these leveled career exploration videos and student guides designed to take the learning further.

Math Connections

A practice that uses grade-level appropriate math activities to address the concept.

Reading Science - Light

A reading passage about the concept, which includes five to eight comprehension questions.

Notes

Scope Resources

Evaluate

Claim-Evidence-Reasoning

An assessment in which students write a scientific explanation to show their understanding of the concept in a way that uses evidence.

Multiple Choice Assessment

A standards-based assessment designed to gauge students’ understanding of the science concept using their selections of the best possible answers from a list of choices

Open-Ended Response Assessment

A short-answer and essay assessment to evaluate student mastery of the concept.

Intervention

Guided Practice

A guide that shows the teacher how to administer a smallgroup lesson to students who need intervention on the topic.

Independent Practice

A fill in the blank sheet that helps students master the vocabulary of this scope.

Acceleration

Extensions

A set of ideas and activities that can help further elaborate on the concept.

Assessment Planner

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations.

Student Learning Objectives

Objects can only be seen when light is reflected off them.

Mirrors or other shiny surfaces can be used to change the direction of light.

Shadows are created by objects blocking light.

Shadows change in size and direction with the position of the light source.

ISBN: 979-8-3308-1915-7