![]() ![]() Producer – an organism that makes its own food (e.g., plants).Precipitation – water that falls to the Earth’s surface as rain, snow, sleet, hail or fog.Organisms – a living thing that can function on its own.Migration – to move from one place to another in search of food, water, or different temperatures.Life cycle – sequential stages of growth and development that an organism goes through in its lifetime.Interdependence – beneficial relationships between organisms.Hibernation – a deep sleep-like state of inactivity in animals in which body processes slow down.Food chain – a representation of the flow of energy from the Sun through producers to consumers in an environment.Environment – all of the living and nonliving elements in a particular (geographic) area.Dormancy – a phase of minimal activity (e.g., trees in winter, frogs in winter).Consumer – an organism that eats other organisms (plants and / or animals) for food.Behavior – the actions or reactions of an object or organism.Adult – has three body sections, six legs, two antennae, and wings.Finally, students communicate observations and justify explanations using student-generated data from simple descriptive investigations. They compare results of investigations with what students and scientists know about the world and identify what a scientist is and explore what different scientists do. Additionally, students identify and explain a problem in his / her own words and propose a task and solution for the problem, such as lack of water in a habitat. ![]() Students also plan and conduct descriptive investigations, such as how organisms grow ask questions about organisms and events during their observations and investigations and measure and compare organisms using appropriate tools as well as non-standard units that approximate metric units. In addition, students identify factors in the environment, including temperature and precipitation that affect growth and behavior such as migration, hibernation, and dormancy of living things. They compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area. ![]() Unit 10: Organisms and Environments- During this unit, students investigate and record some of the unique stages that insects undergo during their life cycle. Graphs may include picture graphs, real-object graphs, or bar graphs. Students continue to use safe practices and record and organize data using pictures, words, and numbers (including graphs) within the science notebook. Furthermore, students compare ways that young animals resemble their parents and observe and record life cycles of animals such as a chicken, frog, or fish. Additionally, students gather evidence of interdependence among living organisms, such as energy transfer through food chains and animals using plants for shelter, and investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats. Students collect data and make observations using simple tools as they analyze and record examples of interdependence found in various situations (such as terrariums and aquariums or pet and care giver). Unit 10: Investigating Organisms and Environments-During this unit, students identify and explain a problem such as finding a home for a classroom pet and propose a solution in their own words. Students continue to communicate observations using related vocabulary and simple types of graphs (including those using pictures or real-objects), numbers, and words and practice safety during investigations. Furthermore, students explore that scientists, such as botanists and zoologists, investigate different things in the natural world and use tools to help in their investigations. Students collect information using tools, ask questions about organisms, and record and organize data and observations using pictures, numbers, and words. Students make predictions based on observable patterns in nature such as the shapes of leaves and observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. They also identify ways that young plants resemble the parent plant. Additionally, students identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs. They learn to sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape. Unit 09: Exploring Organisms and Environments- During this unit, students use their senses as a tool of observation to identify properties of organisms in the environment. ![]()
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