Comparing Plants and Animals

Mary Tweedy, Curriculum Support SpecialistKeisha Kidd, Curriculum Support SpecialistDr. Millard Lightburn, Science Supervisor

Department of Mathematics and Science

Department of Mathematics and Science

BenchmarksSC.5.L.14.2 -Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explaining must always be linked with evidence. LACC.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.LACC.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Comparing Plants and Animals

How are the structures that have similar functions alike and different among plants and animals?

Objectives:• Compare and contrast the functions of organs

and structures of plants and animals.• Illustrate and name a “planimal” with a set of

randomly selected attributes.

Department of Mathematics and Science

Let’s read the AIMS Booklet:

Plant and Animal Structures and Their Functions

1. How are plants and animals alike? (p. 2)

2. How are they different? (p. 3)

They both have needs like water and food.They both grow and reproduce.They both have parts and structures that help them stay alive.Animals need to get food to eat. Plants make their own food using energy from the sun, water and CO2. They do not have the same parts or structures.

• protection

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AIMS Booklet …

What needs are common to both? (pp. 4 - 11)

• Protection

• Support

• Water

• Gas exchange

• transport

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What are some examples of structures that exist to meet these needs?

Plants• Bark fruit

• Stem – Woody or Nonwoody

• Roots

• Stomata in leaves

Animals• Skin, hair or fur or

shells• Internal Skeleton or Exoskeleton

• Mouth

• Lungs or gills

Department of Mathematics and Science

protection

support

water

gas exchange

Need

Planimal Activity Group Procedures

1. Take turns within your group so that each person spins one of the attribute spinners one at a time.

2. Record the attribute result for each of the six spinners on your group’s Planimal Attribute activity sheet.

3. After you finish, you will work as a group to draw a picture of your group’s planimal that incorporates all of the attributes/characteristics that were spun.

4. You can add other features, like noses, eyes, ears, as long as they are not related to any of functions on the spinners.

5. Name your group’s planimal and answer the questions on the bottom of planimals activity sheet.

PlanimalsConnected Learning

1. What are some ways that plants and animals are alike?... Different?

2. In what ways is your planimal like a plant?... Animal? You?

3. Overall, do you think your planimal is most like a plant or most like an animal? Why?

4. Complete the Comparing Concepts organizer comparing plants to animals.

Department of Mathematics and Science

Comparing Plant and Animal Structures and Functions

Plants Animals

Department of Mathematics and Science

Comparing Plant and Animal Structures and Functions

support

Plants Animals

Florida Achieves SC.5.L.14.2

1. Plants have stems that function to provide support. This organ in plants is most similar to which of the following in humans?

A. the heart B. the intestines C. the skeleton D. the skin

Department of Mathematics and Science

Florida Achieves SC.5.L.14.2

2.   Which organ in the fish is most similar to the human respiratory system?

A. the fins B. the gills C. the skin D. the swim bladder

Department of Mathematics and Science

SC.5.L.14.2

3. Animals take in water through their mouths. From what organ do plants take in water?

Department of Mathematics and Science

A. The leavesB. The rootsC. The barkD. The stem