Unit+7+Organisms+and+Environments+&+Structure+&+Function,+Traits+&+Behavior,+Life+Cycle

=Unit 7: Organisms and Environments/Structure & Function, Traits & Behavior, Life Cycle=


 * __TEKS__**
 * 1.10A** Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats.


 * 1.10B** Identify and compare the parts of plants.


 * 1.10C** Compare ways that young animals resemble their parents.


 * 1.10D** Observe and record life cycles of animals such as a chicken, frog, or fish.

=Assessment:= Record pre-assessment and post-assessment data into common assessment chart. Copies sent off.

=‍Unit Vocabulary:= =‍=
 * Teacher Discretion: Students will need to create their own Vocabulary Cards for this unit and glue into Science Notebook. To make Student Cards, simply open the above document and print without picture. Students will then create their own picture to help them remember the meaning of the word.

=Weeks 1, 2, and 3=
 * TEKS**
 * 1.10A** Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats.
 * 1.10C**Compare ways that young animals resemble their parents.
 * 1.10D** Observeand record life cycles of animals such as a chicken, frog, or fish.


 * Student Expectation**

The student is expected to investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats.


 * Key Concepts**
 * **Key Concept 1:** Animals have external characteristics such as body covering, color, body shape, or size that are related to where they live.
 * **Key Concept 2:** Animals have external characteristics such as wings, flippers, hooves, or paws that are related to how they move.
 * **Key Concept 3:** Animals have external characteristics such as teeth, claws, beaks, or eyes that are related to what they eat.


 * Fundamental Questions**
 * What are some important external characteristics of animals?
 * How do the external characteristics of animals help us determine where they live?
 * How do the external characteristics of animals help us determine how they move and what they eat?

=**__Week 1 (Days 1-5)__**= Each Day introduce a new species group to the students. Amphibians, Fish, Mammals, Birds, and Reptiles. Start lesson with an open group discussion about what students already know. Then, do a read aloud. Fill in the "Have, Can, and Are chart". See example:

Optional follow up: The day following the introduction of an animal species, follow up with students by facilitating a write to about "what they learned about _(previously learned animal group)". Share aned pair their responses as a class. You may want to utilize the following chart:

=__**Week 2 :**__=

Introduce the vocabulary word "characterisitc" to students and review the unique characteristics of each animal group from the week before i.e. wings, fins, gills, fur, hooves, Introduce animal characteristics explore activity. Model how to play whole group and then have studnets buddy and play in pairs. Detailed instructions are listed on Stemscopes:
 * Day 1:**

[]

Animal Characteristic Cards:

Review the word "characteristics" and review what characterisic clues were used in yesterdays game to guess each animal. Everyone write one animal on a sticky note and then put it in a bucket. Draw an animal and stick it on a student's forehead, they will pair up and they will give each other 2 characteristic clue and try to guess their animal.
 * Day 2**:

Next, collect the sticky notes and re-draw an animal for each table group. Then, each table group will take this animal and draw it on a big peice of butcher paper. They will then need to label and describe in writing the various charcterisitcs that are important to an animals survival.

If time allows, each tabel can present their animal and it's corresponding characterics.

Complete the animal explores life cycle activity. Please find instructions here: []
 * Day 3:**

Student Puzzle Cards:

Watch the KLRU "Animal life Cycles". Share and pair of the cycles you learned. Come together and make an anchor chart mapping out one or more life cycles.
 * Day 4:**

Teacher has pre-made cards (with optional pictures). Each card will have a stage of different life cycles. Each child will draw a card and without any words or noises. They must find the other members of their life cycle and arrange themselves into the correct order of the cycle. After game, students will present their cycle to the class, and each group will make the cycle on teh following diagram template.
 * Day 5:**

=__**Week 2 :**__= Students will conduct reserach on an animal of their choice. First, students will select their animal to research, then they will begin completing the "Animal Research Notes" booklet throughout the week.
 * Day 1 - 5:**

__**Week 3 : Plants**__