Life and the Environment
Mystery Science Units: Animal Secrets / Plant Secrets
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1 Where is Home, Little Pip?, A House for Hermit Crab, Life in a Pond, A Bed for Winter
(K-LS1-1: Plant and Animal Needs)
Unit 2 The Little House, Four Seasons Make a Year (K-ESS2-2: Environmental Change)
Unit 3 Come On, Rain!, Sleuth Read-Aloud: “Bear and Fox”
(K-ESS2-2: Environmental Change)
Unit 5 The Tiny Seed, Jack’s Garden, Swirl by Swirl: Spirals in Nature, Plant Patterns
(K-LS1-1: Plant and Animal Needs)
Unit 6 On the Town: A Community Adventure (K-ESS3-1: Environmental Relationships)
Mystery Science Kindergarten Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
K-LS1-1: Plant and Animal Needs
Use observations to describe patterns of what plants and animals (including humans) need to survive.
Clarification & Boundary Statements
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.
Boundary Statement: none
Clarification & Boundary Statements
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.
Boundary Statement: none
K-ESS3-1: Environmental Relationships
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. (Systems and System Models)
Clarification & Boundary Statements
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.
Boundary Statement: none
K-ESS3-3: Environmental Solutions
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. (Cause and Effect)
Clarification & Boundary Statements
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.
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
Animal Secrets Anchor
A small collection of plants and animals that live in very different places and do very different things. Yet they all have in common that they rely upon the place in which they live to meet their needs.
Mystery Science Lesson / Connections to Anchor Phenomenon
Animal Needs: Food / Why do woodpeckers peck wood?
Animal Needs: Shelter / Where do animals live?
Animal Needs: Safety / How can you find animals in the woods?
Animals & Changing the Environment / How do animals make their homes in the forest?
Mystery Science Lesson / Connections to Anchor Phenomenon
Living & Nonliving / Are plants alive?
Plant Needs: Water & Light / How do plants and trees grow?
Animal Needs & Changing the Environment / Why would you want an old log in your backyard?
Local Colorado Phenomena Connections
To explore Life and the Environment in Colorado, consider these local phenomena:
Rocky Mountain Ecosystems: Discuss the diverse plant and animal life in the Rockies and how they adapt to different altitudes and climates.
Aspen Tree Life Cycle: Explore how aspen trees grow and change through the seasons, including their unique clonal reproduction.
High Plains Grasslands: Study the flora and fauna of Colorado's grasslands, focusing on survival strategies in a semi-arid climate.
Colorado River Habitat: Examine the ecosystems supported by the Colorado River, including fish species and riparian vegetation.
Migration of Monarch Butterflies: Look at how these butterflies migrate through Colorado and the plants they rely on during their journey.
These phenomena can help students connect with their local environment and understand key concepts in life sciences.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
What is an Anchoring Phenomenon?
Mystery Science Kindergarten Student Notebook
Animal Secrets - In this unit, students use observations to understand the basic needs of animals. Students explore how animals need things to eat and a safe place to live, and also how animals can change their environments to meet those needs.
Plant Secrets - In this unit, students use observations to understand the basic needs of plants, such as water and sunlight. They also observe young plants and the changes they undergo as they grow from seed to seedling.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Colorado Wildlife Kits
Raptors - Feet, wings, skulls and tails of raptors are provided for this unit. Kit includes publications and Project Wild activities.
Animal Signs - Realia shows students how to recognize the animals that have been in the area through tracks, scat and other signs. Kit includes publications and Project Wild activities.
Herptiles - turtle shells and skull, publications, and Project Wild activities complete this kit on herptiles.
Mammal Hides - The hides of 17 mammals and the antlers and horns of 5 mammals provide students the opportunity to learn about mammals. Publications and Project Wild activities complete the kit.
Mammal Skulls - Skulls of twelve mammals are the centerpiece of this kit which also includes publications and Project Wild activities. This kit contains 2 parts.
Birds / Waterfowl - Duck and grouse wings and feathers, publications, and Project Wild activities create this kit on wetlands and migration.
Aging Deer & Elk - Real teeth and jaws show the growth and development of the mule deer and elk. This kit includes realia, selected publications and Project Wild activities.
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
2-5 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction.
Grade Level Expectation:
2.1 To live and grow, animals obtain food they need from plants or other animals, and plants need water and light.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
To connect kindergarten students with careers related to Life and the Environment in Colorado, consider exploring these options:
Park Rangers from Colorado State Parks: They can share insights about wildlife and ecosystem management.
Botanists from Denver Botanic Gardens: They can discuss plant science and conservation efforts.
Wildlife Biologists from Colorado Parks and Wildlife: They can explain animal habitats and conservation.
Environmental Educators from Local Nature Centers: They can provide hands-on learning experiences about the environment.
Farmers from Local Sustainable Farms: They can discuss sustainable farming practices and plant life cycles.
These professionals can offer engaging, age-appropriate insights into their fields, fostering an early interest in science and the environment.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
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