4-LS1-1

SCUSD NGSS Curriculum Guide ==== **4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.** [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [//Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems//.] ====

Science Background for the Teacher:
Organ systems: Animals: circulatory, respiratory, nervous, digestive, integument from FOSSweb and teacher prep video to give body systems background Plants: water transport, food production Structures for survival: climate, defense, movement, getting food, reproduction (care of young)

Key Vocabulary:
movement ||  ||
 * internal, external structures || evidence || defense
 * growth, survival, behavior, reproduction || adaptation || climate, environment ||  ||

Possible Assessments (formative and/or summative):
__Formative:__ FOSS Environment 2.4 Design an animal investigation (response to moisture and light, etc) for Plants 3.1 to 3.3 growing different types of plants and investigating different water tolerance. __Summative Assessments:__ for each of the tests listed below upon completion of the activity Choose one of the existing habitats and develop another test that could be conducted on that system (water level, light, nutrients, access to air, temperature--response of organism) Discuss results from evidence: Conclusion: time-lapse video, paper, cartoon, poster, ppt Build a model?

Key Student Activity:
Construct a terrarium (FOSS Environments 1.1 and 1.2 set up and record changes in a terrarium) FOSS Environment 2.1 and 2.3 Investigate how isopods and dark-wing beetles respond to various environmental factors FOSS Environment 4.1 to 4.3 testing fresh water aquariums (pH, salinity) FOSS Environments 5.1 to 5.3 testing salinity in a aquarium FOSS Environments 6.1 to 6.3 test 4 levels of salinity in plants

Watch Schlessinger video: describe how an internal and an external function allows an animal (or a plant) to survive in their environment.

Key Teacher Demo/Activity:
celery in colored water (growth, water transport) in salt water? plant survival vaseline on the leaf celery with and without leaves [Description of teacher demo or activity. Include necessary materials, if known.]

Common Student Misconceptions:
plants do reproduce sexually plants produce their own food, but them have to metabolize that food to retrieve the energy

plants mass comes from water and CO2 not soil (hydroponics)

Things to Avoid/Correct:
plants do not breathe

====Other Resources (text, video, simulations, activities, models, etc..): ==== non-fiction writing PBA for 3rd and 4th grade (camouflage and defenses) Schlessinger videos: all about animal adaptations (3rd grade) 3.2 (structures of life) (climate, caring for young, movement--crayfish 3rd grade investigations)