Leaf Project: Integrated Unit of Study
CORE Team, STEM, Classroom Teacher
We went for a walk in the woods behind the school with Mr. Ingwersen. Our goal was to observe trees; young and old of the same variety and make some comparisons. This addresses the Next Generation Science Standards 1-LS3-1: (students will) Make observations to construct an evidence-based account that young plants (and animals) are like, but not exactly like, their parents.
CORE Team, STEM, Classroom Teacher
We went for a walk in the woods behind the school with Mr. Ingwersen. Our goal was to observe trees; young and old of the same variety and make some comparisons. This addresses the Next Generation Science Standards 1-LS3-1: (students will) Make observations to construct an evidence-based account that young plants (and animals) are like, but not exactly like, their parents.
Leaf and Tree Unit
Dr. Charlene Kohn, Science Content Teacher
October 2014
Students:
1) participated in a leaf walk, gathering leaves for sorting, counting
and using as data in the creation of a bar graph,
Books read aloud & discussed:
Art, H. Woods Walk p.70-81
Burns, D. Trees, Leaves, and Bark p. 252-255
Cashore, K. Oak Trees
Dorros, A. A Tree is Growing
Ehlert, L. Red Leaf, Yellow Leaf
Goldstone, B. Awesome Autumn
Locker, T. Sky Tree
Markle, S. Outside and Inside Trees selected diagrams
Oppenheim, J. Have You Seen Trees?
Romanova, N. Once There Was a Tree
Selected Poems about trees, leaves, and autumn.
Vocabulary:
oak, maple, birch, deciduous, leaf, needles, pine cone, acorn, white pine, evergreen, adult, mature, young, compare, bark, chlorophyll, photosynthesis, autumn, tally, graph, data.
This unit of study addresses the following standards for grades 1 & 2:
Next Generation Science Standards
1-LS3 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
1-LS3-1.Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (1-LS3-1)
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. (1-LS3-1)
LS3.B: Variation of Traits
Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1)
Crosscutting Concepts
Patterns
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (1-LS3-1)
Common Core State Standards Connections:
ELA/Literacy -
1.RI.1Ask and answer questions about key details in a text. (1-LS3-1)
W.1.7Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS3-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3)
1)Mathematics -
MP.2Reason abstractly and quantitatively. (1-LS3-1)
NBT.1: Count, read & write numerals to 120 and represent a number of objects with a written numeral.
MD.4: Organize, represent and interpret data with up to 3 categories; ask & answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Dr. Charlene Kohn, Science Content Teacher
October 2014
Students:
1) participated in a leaf walk, gathering leaves for sorting, counting
and using as data in the creation of a bar graph,
- participated in a walk through the woods, observing the characteristics of mature and immature trees (oak, maple, birch, white pine, hemlock),
- worked with Mr. Ingwersen in the STEM lab, learning about how and why leaves change color,
- compared and discussed information about local woodland habitat; then created a visual representation of habitat,
- made observational drawings and listed three observations each of: tree bark, pine cones, chestnut & chestnut burr, and living plants in a terrarium.
- created artwork using leaves,
- evaluated their learning in written response form.
Books read aloud & discussed:
Art, H. Woods Walk p.70-81
Burns, D. Trees, Leaves, and Bark p. 252-255
Cashore, K. Oak Trees
Dorros, A. A Tree is Growing
Ehlert, L. Red Leaf, Yellow Leaf
Goldstone, B. Awesome Autumn
Locker, T. Sky Tree
Markle, S. Outside and Inside Trees selected diagrams
Oppenheim, J. Have You Seen Trees?
Romanova, N. Once There Was a Tree
Selected Poems about trees, leaves, and autumn.
Vocabulary:
oak, maple, birch, deciduous, leaf, needles, pine cone, acorn, white pine, evergreen, adult, mature, young, compare, bark, chlorophyll, photosynthesis, autumn, tally, graph, data.
This unit of study addresses the following standards for grades 1 & 2:
Next Generation Science Standards
1-LS3 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
1-LS3-1.Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (1-LS3-1)
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. (1-LS3-1)
LS3.B: Variation of Traits
Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1)
Crosscutting Concepts
Patterns
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (1-LS3-1)
Common Core State Standards Connections:
ELA/Literacy -
1.RI.1Ask and answer questions about key details in a text. (1-LS3-1)
W.1.7Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS3-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3)
1)Mathematics -
MP.2Reason abstractly and quantitatively. (1-LS3-1)
NBT.1: Count, read & write numerals to 120 and represent a number of objects with a written numeral.
MD.4: Organize, represent and interpret data with up to 3 categories; ask & answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.