interdependence organization and development of...

Core Curriculum/Florida 3 © 2010 AIMS Education Foundation

Standards Alignment .............................................. 5Safe Science ............................................................. 9Scienti c Inquiry .................................................... 11Assembling Rubber Band Books ......................... 15

Organization and Development of Living Organisms

Enviroscape ....................................................... 17Plant Parts .........................................................23Getting to the Root of It ..............................25Down Under ......................................................27Roots Required .................................................33Stems ................................................................43Stem Stumpers ................................................45Leaves Make Food ........................................... 51Looking at Leaves ............................................53Flowers ..............................................................63Flower Power ....................................................65A Plant Begins ..................................................77Seeds and Spores ...........................................83Spores: A Special Seed .................................85Flowers, Cones, and Spores ..........................89Will It Sprout? ..............................................105Sunlight Studies .............................................113I Seek the Light .............................................119Root Rotations ...............................................125

Diversity and Evolution of Living OrganismsCarl Linnaeus: Organizer of Living Things .............................................131Vertebrates and Invertebrates ...............133Bare Bones ......................................................135Boning Up on Structure ................................141Analyzing Arthropods .................................147It’s in the Cards ............................................159All Sorts of Animals .....................................173Making Sense of Mammals ........183Exceptions to the Rules .............187Wings ’n’ Things ...........................189Fish and Their Fins .....................195Animal Egg-sperts ......................205Animal Antics ...............................217

InterdependenceMigrations and Destinations ...................... 229Migration .........................................................241Hibernation .................................................... 243Dormancy Details ......................................... 245Seasonal Changes ......................................... 247Seasonal Studies .......................................... 255

Formative Assessment Questions ...................261Assessment .......................................................... 262Meter Tape .......................................................... 266Family Letter ....................................................... 267Materials List ...................................................... 268The AIMS Program ............................................ 269Model of Learning ............................................... 270Chinese Proverb .................................................. 272


Activity NGSSSOrganization and Development of Living Organisms

Enviroscape L.14.1, N.1.1, N.1.2, N.1.3Plant Parts L.14.1Getting to the Root of It L.14.1Down Under L.14.1, N.1.3Roots Required L.14.1, N.1.1, N.1.3Stems L.14.1Stem Stumpers L.14.1, N.1.1, N.1.3, N.1.6Leaves Make Food L.14.1, L.17.2Looking at Leaves L.14.1, L.17.2, N.1.3Flowers L.14.1Flower Power L.14.1, L.15.2, N.1.3A Plant Begins L.14.1, N.1.3Seeds and Spores L.14.1, L.15.2Spores: A Special Seed L.14.1, L.15.2Flowers, Cones, and Spores L.14.1, L.15.2Will It Sprout? L.14.2, N.1.1, N.1.3Sunlight Studies L.14.2, L.17.2, N.1.1, N.1.2, N.1.4,

N.1.5, N.1.6I Seek the Light L.14.2, N.1.1, N.1.3Root Rotations L.14.2, N.1.1, N.1.3, N.1.6

Diversity and Evolution of Living OrganismsCarl Linnaeus: Organizer of Living Things L.15.1Vertebrates and Invertebrates L.15.1Bare Bones L.15.1Boning Up on Structure L.15.1, N.3.2, N.3.3Analyzing Arthropods L.15.1It’s in the Cards L.15.1All Sorts of Animals L.15.1, N.1.3Making Sense of Mammals L.15.1Exceptions to the Rules L.15.1Wings ’n’ Things L.15.1, N.3.2Fish and Their Fins L.15.1, N.3.2, N.3.3Animal Egg-sperts L.15.1Animal Antics L.15.1, N.1.3


InterdependenceMigrations and Destinations L.17.1Migration L.17.1Hibernation L.17.1Dormancy Details L.17.1Seasonal Changes L.17.1Seasonal Studies L.17.1, N.1.1, N.1.3


Florida Third GradeNext Generation Sunshine State Standards Alignment

Scientifi c InquiryBIG IDEA 1: The Practice of Science A: Scientifi c inquiry is a multifaceted activity;

The processes of science include the formulation of scientifi cally investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B: The processes of science frequently do not correspond to the traditional portrayal of “the scientifi c method.”

C: Scientifi c argumentation is a necessary part of scientifi c inquiry and plays an important role in the generation and validation of scientifi c knowledge.

D: Scientifi c knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

Enviroscape Roots Required Stem Stumpers Will It Sprout? Sunlight Studies I Seek the Light Root Rotations Seasonal Studies

SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.

Enviroscape Sunlight Studies

SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.

Enviroscape Down Under Roots Required Stem Stumpers Looking at Leaves Flower Power A Plant Begins Will It Sprout? I Seek the Light Root Rotations All Sorts of Animals Animal Antics Seasonal Studies

SC.3.N.1.4 Recognize the importance of communication among scientists.

Sunlight Studies

SC.3.N.1.5 Recognize that scientists question, discuss, and check each others’ evidence and explanations.

Sunlight Studies

SC.3.N.1.6 Infer based on observation. Stem Stumpers Sunlight Studies Root Rotations

BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientifi c

knowledge, for example; “theory,” “law,” “hypothesis,” and “model” have very specifi c meanings and functions within science.

SC.3.N.3.2 Recognize that scientists use models

to help understand and explain how things work.

Boning Up on Structure Wings ’n’ Things Fish and Their Fins

SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.

Boning Up on Structure Fish and Their Fins


Life ScienceBIG IDEA 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are

alike in some ways and different in others. B. All plants and animals, including humans,

have internal parts and external structures that function to keep them alive and help them grow and reproduce.

C. Humans can better understand the natural world through careful observation.

SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

Enviroscape Plant Parts Getting to the Root of It Down Under Roots Required Stems Stem Stumpers Leaves Make Food Looking at Leaves Flowers Flower Power A Plant Begins Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores

SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.

Will It Sprout? Sunlight Studies I Seek the Light Root Rotations

BIG IDEA 15: Diversity and Evolution of Living Organisms A. Earth is home to a great diversity of living

things, but changes in the environment can affect their survival.

B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing.

SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fi sh, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

Carl Linnaeus: Organizer of Living Things

Vertebrates and Invertebrates Bare Bones Boning Up on Structure Analyzing Arthropods It’s in the Cards All Sorts of Animals Making Sense of Mammals Exceptions to the Rules Wings ’n’ Things Fish and Their Fins Animal Egg-sperts Animal Antics

SC.3.L.15.2 Classify fl owering and nonfl owering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.

Flower Power Seeds and Spores Spores: A Special Seed Flowers, Cones, and Spores

BIG IDEA 17: Interdependence A. Plants and animals, including humans,

interact with and depend upon each other and their environment to satisfy their basic needs.

B. Both human activities and natural events can have major impacts on the environment.

C. Energy fl ows from the sun through producers to consumers.

SC.3.L.17.1 Describe how animals and plants respond to changing seasons.

Migrations and Destinations Migration Hibernation Dormancy Details Seasonal Changes Seasonal Studies

SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.

Leaves Make Food Looking at Leaves Sunlight Studies


TopicRoots

Key QuestionWhat are the functions of plant roots?

Learning GoalsStudents will:• explore the different kinds of roots that plants

have, and • perform an experiment to determine the functions

of plant roots.

Guiding DocumentNRC Standards• Each plant or animal has different structures that

serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.

• Ask a question about objects, organisms, and events in the environment.

• Use data to construct a reasonable explanation.

ScienceLife science plants roots

Integrated ProcessesObservingCollecting and recording dataInterpretingAnalyzing

MaterialsRoot samples (see Management 1)Live potted fl owers (see Management 2)Colored pencilsScissorsStudent pageRecording journals

Background Information Roots are critical to the survival of plants. They anchor plants in the ground and absorb water and nutrients from the soil. There are two different kinds of roots—fi brous roots and taproots. Fibrous roots are all about the same size. There are many small, thin roots that often spread over a wide area. Grasses, corn, and many weeds have fi brous root systems. Plants with taproots have one main root that is larger than the rest and goes straight down into the ground. It may have smaller roots coming off it, but one is central. Dandelions, carrots, and many trees have taproots. In plants such as carrots, the root actually serves as the food storage location for the plant.

Management1. Collect samples of plants with different kinds of

roots. Have at least two samples of each kind of root system (fi brous and taproot). If possible, bring a carrot with the green plant still attached to the top. Pull several different kinds of weeds and try to keep the entire root system intact. Rinse the plants to remove as much of the dirt as possible so that the roots can be clearly observed.

2. Buy two identical pots of whatever fl owers are in season. Be sure to pick plants that are roughly the same size.

3. To make recording journals, copy the pages, cut them in half, stack them in order, and staple along the left edge. Each student needs his or her own journal.

4. This activity is divided into two parts. Part Two requires students to observe plants over several days, so you may wish to begin Part Two on a Monday.

ProcedurePart One: Kinds of root systems1. Ask students to share what they know about the

purpose of roots and the different kinds of root systems that plants have. Record their responses on the board.

2. Show students two of the sample plants, one with a fi brous root system and one with a taproot. Ask them to identify the similarities and differences between the two kinds of roots.


3. Distribute the student page and colored pencils and set the plant samples on a table where all can observe them. If you have enough samples on hand, give one of each kind to small groups of students.

4. Allow students time to illustrate and describe the two kinds of root systems.

Part Two: Purpose of roots1. Show students the two identical plants. Ask what

they think would happen if one plant did not have its roots. Have them share their responses.

2. Distribute a recording journal to each student. Have students answer the questions on the fi rst page, referring to the information recorded on the board if necessary.

3. Pull one of the plants partially out of the pot. Using scissors, cut it from its roots just below the surface of the soil. Place it back in the pot (it’s okay if it falls over). Tell students that they will be watching these two plants over several days to see what happens to a plant without roots.

4. Put both plants in a sunny location and make sure that they are both watered whenever the soil gets dry. Point out that the needs of the plants are being met—they have light, water, air, and space.

5. Have students record their observations in their journals every day (or every other day if the change is slow).

6. Discuss what happened to the two plants and why one of the plants died.

Connecting Learning Part One1. What kinds of roots can plants have? [fi brous

roots, taproots]2. What do fi brous roots look like? …taproots?3. How are these roots alike? How are they

different?4. What kinds of plants have fi brous roots? [grasses,

corn, many weeds, etc.]5. What kinds of plants have taproots? [trees, carrots,

dandelions, etc.]6. Do you think one kind of root is better than

another? Why do you think that?

Part Two1. Why do plants need roots?2. What did you predict would happen to a plant that

did not have its roots? 3. What actually happened? Did this surprise you?

Why or why not?4. What things do plants need to survive? [sunlight,

air, water, space]5. Were we giving both plants the things they

needed? [Yes.]6. Why did one plant die and the other one survive?

[The plant without roots was not able to get the water and nutrients it needed from the soil.]

7. What are you wondering now?


Students will:Students will:

Key Question

Learning Goals

• explore the different kinds of roots that plants have, and

• perform an experiment to determine the functions of plant roots.

What are the functions of plant roots?


Do all plants have the same kind of roots?

1. Illustrate a fi brous root system in the box.

2. Describe this root system.

3. What kinds of plants have fi brous roots?

4. Illustrate a taproot in the box.

5. Describe a taproot.

6. What kinds of plants have taproots?

7. How are taproots and fi brous roots alike? How are they different? Use the back of the paper for your answer.


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LEARNING

LEARNING

CONNECTING

CONNECTING

Connecting Learning

Part One1. What kinds of roots can

plants have?

2. What do fi brous roots look like? …taproots?

3. How are these roots alike? How are they different?

4. What kinds of plants have fi brous roots?

5. What kinds of plants have taproots?

6. Do you think one kind of root is better than another? Why do you think that?


LEARNING

LEARNING

CONNECTING

CONNECTING

Connecting Learning

Part Two1. Why do plants need roots?

2. What did you predict would happen to a plant that did not have its roots?

3. What actually happened? Did this surprise you? Why or why not?

4. What things do plants need to survive?

5. Were we giving both plants the things they needed?

6. Why did one plant die and the other one survive?

7. What are you wondering now?

interdependence organization and development of...

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