Quarter 2

Objectives:

• I can...learn how nutrients are transported to cells in a plant.

• I can...classify leaves into three main categories: Parallel, Pinnate, and Palmate.

Materials:

• Leaf cards and posters.

• Sorting Leaves Data Sheet

• Living Systems book

• Reading Frame for pp. 34-35

Activities:

• Students will sort leaves using cards and "Sorting Leaves" Data Sheet.

• Students will complete the reading "Leaf Classication" and reading frame page.

Assessment:

• Data Sheet

Objectives:

• I can...learn about plant vascular systems and the process of transpiration.

Materials:

• Living Systems book

• Reading Form for pages 36-42 and diagram of transpiration

Activities:

• Watch "Plant Structure and Growth" (17 Minutes) on FOSS Web.

• Have students complete a "5 Video Fact" Sheet while watching "Plant Structure and Growth".

• Students will read pages 36-42 while completing the reading form. Provide multiple ways to read the pages including regular book, interactive E-book and displaying pages on the SmartBoard.

Objectives:

• I can... understand how nutrients are transported to cells in a plant.

Materials:

• "Transport Systems in Plants" article

• Plant Life Word Sort

• Chromebook

Activities:

• Read "Transport Systems in Plants" article with a partner

• Respond appropriately to the Read-Think-Write and Focus Questions at the end. Making real world connections!

• Plant Life Word Sort: Students will categorize the vocabulary into parts of a plant, parts of a flower, processes that plants carry out, things plants use to grow and to make food, food that comes from plants.

Extension:

• Research the history of vascular plants on Earth. How have plants changed over time?

Objectives:

• I can... understand how nutrients are transported to cells in a plant.

Materials:

• Living Systems Text Book pages 43-44

• The Story of Maple Syrup Reading Frame

Activities:

• Read and fill in the reading frame for "The Story of Maple Syrup" on pages 43-47.

• Discuss Wisconsin's Maple Syrup Industry.

Objectives:

• I can... make connections between the plant vascular system and the human circulatory system.

Materials:

• Prezi Slides

• Heart Diagram

Activities:

• The students will compare and find similarities within the Prezi slides to link plant vascular system to the human circulatory system.

• Color the circulatory system within the heart according to the diagram's key

Objectives:

• I can... understand how humans transport nutrients to all their cells.

Materials: (Each Group)

• FOSSweb online eBook pages 48-53

• "The Circulatory System" FOSSweb video

• Living Systems Investigation 3 Activity Sheet/Diagram

• Each Group Needs:

  • 2 8 oz bottles

  • 2 16 oz cups

  • 2 rubber stoppers

  • 2 rigid plastic pipes (7.4cm and 15cm)

  • 4 plastic tubing

  • 4 one-way valves

  • 2 small binder clips

  • red food coloring

• IF TIME: "Mammalian Circulatory System" online activity link via FOSSweb

Activities:

• Vocabulary: circulatory system, arteries, veins, capillaries, heart, right atrium, left atrium, lungs, right ventricle, left ventricle.

• Read Page 48-53 "The Human Circulatory System" as a class on the online eBook while following along on the SmartBoard. Students will discuss the focus questions as we are listening and pausing during the reading.

• Watch "The Circulatory System - Heart, Arteries and Veins" on FOSS Web. (7.5 Minutes)

• Circulatory System Model Experiment

• Living Systems Investigation 3 Activity Sheet - Color the diagram correctly and a vocabulary matching practice page.

• Reflection/Discussion of model's performance

• IF TIME: "Mammalian Circulatory System" online activity for students via FOSSweb will provide enrichment and further experience with the human circulatory system.

Objectives:

• I can... understand why people breathe.

• I can... understand the parts of the respiratory system and what the function of this system is.

• I can... understand that our lungs are the most important part we use for breathing and are connected to the environment by a system of tubes and openings.

Materials:

• "Circulatory and Respiratory Systems" on FOSSweb

• "The Human Respiratory System" Text pages 54-55

• "The Human Respiratory System" Reading Frame

• Each group needs:

  • Black Sharpie

  • Tape

  • Teacher Master 10 for Bag Marking

  • Mouthpieces (Enough for each student)

  • Rubberbands (Enough for each student)

  • Data Log Sheet/Questions (Enough for each student)

Activities:

• Vocabulary: respiratory system, diaphragm, alveoli, vital capacity

• Watch Chapter 3 of "Circulatory and Respiratory Systems" on FOSSweb. (2 Minutes)

• Read and fill out the reading frame for "The Human Respiratory System" on pages 54-55.

• Lung Volume Activity: The students will participate in an experiment to measure their vital capacity of air they exhale on one breath.

• Students will perform the experiment 3 times and calculate his/her own average. All students will log their information on the Data Sheet and answer the questions.

• I will set up a class graph called "Average Volume of Lungs" on the white board. Students will add their names to it according to where they fell. (MATH practice on calculating averages!)

• Reflect/Discuss Activity findings.

Objectives:

• I can... successfully complete the Scoot Review game to review for Investigation 3.

• I can... attentively view the Bill Nye video and successfully answer the questions.

Materials:

• • Student notebooks

  • Scoot station questions placed around the classroom

  • Safari Montage for Bill Nye video

  • copy of Bill Nye quiz for each student

Activities:

• Students will review for Investigation 3 Test by playing Scoot Review game at 20 question stations.

• Students will watch Bill Nye video on Blood and Circulation.

• Take quiz that accompanies the video to check for understanding.

Objectives:

• I can... successfully complete the Investigation 3 test.

Materials:

• • Investigation 3 Test

Activities:

• Quick 5-10 minute final review.

• Students will take the Investigation 3 test.

Objectives:

• I can... understand why people breathe.

• I can... understand the parts of the respiratory system and what the function of this system is.

• I can... understand that our lungs are the most important part we use for breathing and are connected to the environment by a system of tubes and openings.

Materials:

• "Circulatory and Respiratory Systems" on FOSSweb

• "The Human Respiratory System" Text pages 54-55

• "The Human Respiratory System" Reading Frame

• Each group needs:

  • Black Sharpie

  • Tape

  • Teacher Master 10 for Bag Marking

  • Mouthpieces (Enough for each student)

  • Rubberbands (Enough for each student)

  • Data Log Sheet/Questions (Enough for each student)

Activities:

• Vocabulary: respiratory system, diaphragm, alveoli, vital capacity

• Watch Chapter 3 of "Circulatory and Respiratory Systems" on FOSSweb. (2 Minutes)

• Read and fill out the reading frame for "The Human Respiratory System" on pages 54-55.

• Lung Volume Activity: The students will participate in an experiment to measure their vital capacity of air they exhale on one breath.

• Students will perform the experiment 3 times and calculate his/her own average. All students will log their information on the Data Sheet and answer the questions.

• I will set up a class graph called "Average Volume of Lungs" on the white board. Students will add their names to it according to where they fell. (MATH practice on calculating averages!)

• Reflect/Discuss Activity findings.

Objectives:

• I can... watch "The Brain and the Nervous System" on FOSSweb in order to gain some insight into the next unit.

  • Chapters include...

• 1. The Nervous System: Cellular Information

  2. Sensory, Mortor, and Associative Neurons

  3. Parts of the Brain: Cerebrum and Cerebellum

• I can... read/listen to "Stimulus and Response" in the Living Systems Textbook on pages 58-61.

Materials:

• • "The Brain and the Nervous System" FOSS web video (Chapters 1-4: 10.5 minutes)

  • "Stimulus and Response" Text

Activities:

• The students will watch "The Brain and the Nervous System" as an introductory video to show what they are about to learn.

• Students will being to read, or listen to, "Stimulus and Response" while answering appropriately to questions related to the material.

Objectives:

• I can... read/listen to "Stimulus and Response" in the Living Systems Textbook on pages 58-61.

• I can... perform a reaction time experiment with a partner according to the set of directions provided.

Materials:

• • "Stimulus and Response" Text

  • Reaction Time Experiment Materials:

    • Record Keeping Chart Online

    • Ruler

Activities:

• Students will continue to read, or listen to, "Stimulus and Response" while answering appropriately to questions related to the material.

• Students will be given directions in order to perform an experiment to demonstrate how our vision is connected to our reaction time.

• We will compare and discuss our quick/slow reaction times!

Objectives:

• I can... read/listen to "Sensory Systems" in the Living Systems Textbook on pages 62-64.

• I can...provide 5 facts from the "The Magic School Bus Strikes Again: Ralphie Strikes a Nerve" Video.

Materials:

• • "Sensory Systems" Text

  • "The Magic School Bus Strikes Again: Ralphie Strikes a Nerve" Video

Activities:

• Students will read, or listen to, "Sensory Systems" while answering appropriately to questions related to the material.

• Students will watch "The Magic School Bus Strikes Again: Ralphie Strikes a Nerve" Video and write down 5 facts that they learn.