|NYS Performance Indicators||Objectives||Text Resources||Resources (Suggested Activities)||Cross-Curriculum Connections||Assessment Items|
To master the following objectives, the students must be actively engaged in the learning through the process of inquiry. Refer to the attached document which summarizes the Standard 1 Scientific Inquiry Performance Objectives.
-How do plants and animals interact and respond to their surroundings (living and non-living) to survive.
-What helps plants and animals interact and respond to their surroundings (living and non-living) to survive?
-What is/are the roles of plants and animals in the survival of other plants and animals?
-What functions do the “parts” of plants and animals have that help them interact and respond to their surroundings (living and non-living) to survive?
-What behaviors do plants and animals have that help them interact and respond to their surroundings (living and non-living) to survive?
-How do plants and animals interact with, or respond to their environment (living and non-living) when they encounter change, in order to survive?
Review food chains…sun, producer, consumer, decomposer, (recycle) prey, predator…what happens to the number of frogs if a hawk comes and eats all the snakes?)
MST4.E.LE3B 3.2a, 3.2b
MST4.E.LE5B 5.2a, 5.2b, 5.2c, 5.2d, 5.2e, 5.2f,5.2g
Plants and animals depend on each other and their physical environment.
MST4.E.LE6A Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
6.1a Green plants are producers because they provide the basic food supply for themselves and animals.
6.1b All animals depend on plants. Some animals (predators) eat other animals (prey).
6.1c Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.
6.1d Decomposers are living things that play a vital role in recycling nutrients.
6.1e An organism’s pattern of behavior is related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.
6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
MST4.E.LE6B Describe the relationship of the Sun as an energy source for living and nonliving cycles.
6.2a Plants manufacturer food by utilizing air, water, and energy from the Sun.
6.2b The Sun’s energy is transferred on Earth from plants to animals through the food chain.
6.2c Heat energy from the Sun powers the water cycle (see Physical Science Key Idea 2).
ecosystem, habitat, where do plants and animals live? Can all plants and animals survive in all places on earth?)
Quick Lab #17 Do: Sun and Shade (Text pg 131)
Skim through Text, chap 3, pg 130-144
sun, producer, consumer, predator, prey, decomposer, recycle and See vocab highlighted in the column to the left
Explore Inquiry Activity #18 Do: How much energy do living things use? (Text pg 149)
Read Text, chap 3, pg 150-156; Review the food chain
adaptations, behaviors, hibernate, camouflage, mimicry, body structures, harmful and helpful interactions
Explore-Inquiry Activity #19 Do: Does the shape of a bird’s beak affect what it eats? (Text pg 165) Read Text, chap 4 pg 166-170)
What are some plant adaptations?
Explore-Inquiry Activity #20 Do: How do plants respond to their environments? (Text pg 175) Read Text, chap 4, pg 176-178
examples of causes of ecosystem change, natural events and living things
Explore-Inquiry Activity #21 Do: How can a change to an ecosystem affect living things? (Text, pg 183)
Read Text, chap 4, pg 184-185
Foldable - Make a Study Guide p. 191 Writing Link - Write a Newspaper Article - p.191
Foldable-Make a Study Guide p. 133
Math Link- Solve an Equation - p. 133
Art Link- p. 133
Prediction-Inquiry Skill-p. 134- Complete this skill builder activity on Pollution.
Writing in Science-Expository Writing p. 158
Foldable- Make a Study Guide p. 171
Writing Link- Write a Story - p. 171
Social Link- p. 171
Foldable- Make a Study Guide p.179
Math Link- Solve a Problem- p. 179
Writing in Science- Descriptive Writing- p. 180
Math in Science- Comparing Angles-p. 181
Careers in Science- p. 196
Foldable - Make a Study Guide p. 133
Math Link- Solve an Equation - p. 133
Art Link - p. 133
7, 16, 19
10, 12, 14
13, 15, 23, 24, 25
Essential questions :
-How do humans change the environment?
-What effect does human change to the environment have on the interactions and responses of plants and animals to their surroundings (living and non-living) to survive?
7.1a, 7.1b, 7.1c
For example: Humans get air water and food from the environment…we have polluted the air, water, and soil (pesticides) and we have started to change and clean (and not pollute) the environment. Animals and plants get food, air and water from the environment too…by building factories, humans lived better with cheaper products, but harmed plants and animals by polluting.
For example, humans change the environment by building houses to protect themselves…good for humans, bad for the animals who used to live in the fields.
…Humans have built roads to get places faster…good for the humans, bad for the animals who have to cross the road looking for food (squish!).
Humans live in crowded cities…they change the environment by building homes in less crowed places…like along beaches and forested mountain slopes…the hurricanes and natural forest fires and mudslides are not good for humans.
environment, air, land, and water pollution, soil and water conservation, reduce, reuse, recycle
Explore-Inquiry Activity #23 Do: How can you clean an oil spill? (Text pg 295)
Read Text, chap 6, pg 296-300
examples of people changing ecosystems, deforestation, overpopulation, pollution, protection, examples of changing behaviors and habits, moving away, extinction Read Text, chap 4 pg 186-190
Review for 20 week exam