The Ugly Duckling

WHY IS IT IMPORTANT NOT TO JUDGE PEOPLE BY HOW THEY LOOK?

Read The Ugly Duckling

Wonders Smart Start Week 1

Compare and Contrast Ducks and Swans
- - How are they alike and different?
Compare and Contrast a Duckling and a Chick
- - How are they alike and different?

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Make a Double Bubble Thinking Map to Compare and Contrast Chose ONE of the following topics:
- - Either Duckling and Chicks or Ducks and Swans
Think about their diets, habitats, body parts, and how are they born
Include drawings to show how they are alike and different
EXAMPLES AT THE BOTTOM OF PAGE

The Duck Song

Ducks for Kids

Five Little Ducks

Swan Facts for Kids

Swan, Swam Over the Sea

Swan Animal Songs

Chickens Read Aloud Book

Chickens!

I'm a Chicken

The Chick and the Duckling

STEM Activity - Compare and Contrast (include drawings)

California Science Standards

K Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Students who demonstrate understanding can:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering PracticesDeveloping and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.§ Use a model to represent relationships in the natural world. (K-ESS3-1)
Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.§ Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1)
Engaging in Argument from EvidenceEngaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).§ Construct an argument with evidence to support a claim. (K-ESS2-2)
Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.§ Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) -----------------------------------------------Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence§ Scientists look for patterns and order when making observations about the world. (K-LS1-1) Disciplinary Core IdeasLS1.C: Organization for Matter and Energy Flow in Organisms§ All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)
ESS2.E: Biogeology§ Plants and animals can change their environment. (K-ESS2-2)
ESS3.A: Natural Resources§ Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
ESS3.C: Human Impacts on Earth Systems§ Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3)
ETS1.B: Developing Possible Solutions§ Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3) Crosscutting ConceptsPatterns§ Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1)
Cause and Effect§ Events have causes that generate observable patterns. (K-ESS3-3)
Systems and System Models§ Systems in the natural and designed world have parts that work together. (K-ESS2-2),(K-ESS3-1)

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