```Topic: Animals, Plants, and Their Environment
Performance Expectation:
-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
Disciplinary Core Idea:
Science and Engineering Practice: Cross Cutting Concept:
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.
Use observations about plants and
animals to describe patterns and
Patterns related to plants and
animals can be observed and used
as evidence of what they need to
survive.
Literacy:
RI.K.1 With prompting and support,
details in a text. (K-ESS2-2)
W.K.1 Use a combination of drawing,
dictating, and writing to compose
opinion pieces in which they tell a
reader the topic or the name of the
book they are writing about and state
an opinion or preference about the topic
or book. (K-ESS2-2)
W.K.2 Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which
they name what they are writing about
and supply some information about the
topic. (K-ESS2-2),(K-ESS3-3)
W.K.7 Participate in shared research
and writing projects (e.g., explore a
number of books by a favorite author
and express opinions about them). (KLS1-1)
SL.K.5 Add drawings or other visual
displays to descriptions as desired to
provide additional detail. (K-ESS3-1)
HOT Questions
Math:
1. What similarities/differences (patterns) do you notice about
plant and animal needs?
2. What will happen to plants and animals if their needs are not
met?
MP.2 Reason abstractly and quantitatively.
(K-ESS3-1)
MP.4 Model with mathematics. (K-ESS3-1)
K.CC Counting and Cardinality (K-ESS3-1)
K.MD.A.2 Directly compare two objects with
a measurable attribute in common, to see
which object has “more of”/”less of” the
attribute, and describe the difference. (KLS1-1)
Learning Target: “I Can”
I can identify the needs of plants and animals.
I can determine patterns of animal and plant needs.
I can explain the similarities and differences of plant and animal needs.
Key Vocabulary:
Living
Habitat
Roots
Shelter
Plants
Non-living
Water
Leaves
Sunlight
Flower
Animals
Food
Stem
Formative Assessment Plan
Target
I can identify the needs of
plants and animals.
Target Type
Assessment Type
Formative Assessment Options
Knowledge
Selected Response
Tell about the needs of plants and animals.
Reasoning
Constructed Response
Write about the needs of plants and animals.
Skill
Personal Communication
Product
Performance Assessment
I can evaluate information
to determine patterns of
animal and plant needs.
I can explain the similarities
and differences of plant and
animal needs.
Knowledge
Selected Response
Tell about patterns of animal and plant needs.
Reasoning
Constructed Response
Write about patterns of animal and plant needs.
Skill
Personal Communication
Product
Performance Assessment
Knowledge
Selected Response
Write about similarities and difference of plant and animal needs.
Reasoning
Constructed Response
Tell about similarities and difference of plant and animal needs.
Skill
Personal Communication
Product
Performance Assessment
Activities:
Sing songs about plant and animal needs, living and non-living things, and the parts of a plant.
Brain Pop Jr.(habitats, parts of a plant, etc.)
Read books about plant and animal needs.
Invite community experts to present information about plant and animal needs.
Go on a field trip to a zoo, greenhouse, or a garden.
Research plant and animal needs.
Students write in journals about plant and animal needs and patterns they observe.
Students label the parts of a plant.
Students create draw or create models to show the needs of plants and/or animals.
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