Unit3 Nat.Sci. Planning

Exploring Living Things

1:

Objective: Students will be able to differentiate between living and non-living things.  utube

Assessment: Create a T-chart and have students categorize various objects as either living or non-living.

Key Points: Define living and non-living things, discuss characteristics of living things.

Standard Addressed:Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

2:

Objective: Students will be able to identify the basic needs of living things.  utube

Assessment: Have students create a poster showcasing the basic needs of a plant or animal of their choice.

Key Points: Discuss the basic needs of living things (e.g. food, water, air, shelter), explore how different organisms meet their needs.

Standard Addressed: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3:

Objective: Students will be able to identify and describe different habitats.

Assessment: Have students create a habitat diorama and present it to the class (last year we worked this in ARTS)

Key Points: Define habitat, explore different habitats and the organisms that live in them.

Standard Addressed: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

4:

Objective: Students will be able to classify organisms based on their characteristics.

Classifying organisms based on their characteristics is the fundamental process of taxonomy, which is the science of naming, defining, and categorizing living organisms. This classification system helps us understand the diversity of life on Earth and how different species are related to one another. Taxonomy uses a hierarchical approach, grouping organisms into categories that reflect their evolutionary relationships and shared characteristics. (This year we can work a BAAASIIC classification)

Assessment: Provide students with pictures of different organisms and have them sort them into categories based on their characteristics.

Key Points: Introduce the concept of classification, discuss different characteristics used for classification.

Standard Addressed: Use evidence to support the explanation that traits can be influenced by the environment.

5:

Objective: Students will be able to explain the importance of biodiversity.  utube.- 

Assessment: Have students write a paragraph explaining why biodiversity is important for the health of ecosystems.

Key Points: Define biodiversity, discuss the importance of biodiversity in maintaining ecosystem balance.

Standard Addresse; Construct an argument that some animals form groups that help members survive.

6:

Objective: Students will be able to understand the impact of human activities on living things and their environment.

Assessment: Have students create a poster illustrating positive actions they can take to protect the environment.

Key Points: Human activities that can harm or help living things and the environment.

Standard Addressed: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

7: .- Multiple choice activity.- 

Objective: Students will review and reinforce their understanding of living things.

Assessment: Conduct a Kahoot quiz or a Jeopardy-style review game to assess students' understanding of the unit.

Key Points: Review the key concepts and vocabulary covered throughout the unit  ( vocabulary)

Standard Addressed:Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

8:

Objective: Students will reflect on their learning and create a final project showcasing their understanding of living things.

Assessment: Have students choose a final project format (e.g. infographic, presentation, video) to demonstrate their knowledge and understanding.

Key Points: Provide time for students to work on their final projects and offer guidance as needed.

Standard Addressed:Construct an argument that some animals form groups that help members survive.

Culminating Activities Suggestions:

1. Organize a living things scavenger hunt in the schoolyard or local park, where students can apply their knowledge to identify and document different living organisms.

2.- Videos.

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Construct an argument that some animals form groups that help members survive.