Living+Systems

3.5 **Science concepts**. The student knows that systems exist in the world. The student is expected to: (A) Observe and identify simple systems such as a sprouted seed and a wooden toy car. Including observe and identify living systems in humans, animals, plants. Including the parts of living systems: · Sprouted seeds · Growing plants · Including observe and identify living systems in animals, plants, and ecosystems. .5 **Science concepts**. The student knows that systems exist in the world. The student is expected to: (B) Observe a simple system and describe the role of various parts such as a yo-yo and string. Including observe and describe how parts of systems work together to make the system grow, move, or function.

Including observe and describe the roles of parts in plant systems: · Leaves · Roots · Stems · Flowers · Fruits

Including observe and describe the roles of parts in animal systems: · Body covering · Coloration § Spots (markings) § Seasonal changes (i.e. arctic hare, fox) § Feathers of male and female birds · Body parts § Tail § Beaks/feet § Fins § Appendages

Including observe and describe the roles of parts in living systems: · Plant and animal adaptations in ecosystems (3.9B)

Ø Plant structures enable plants to make food for themselves and to be food for other organisms. Ø Leaves absorb energy from sunlight and use the energy to make food from carbon dioxide from the air and water from the roots. Ø Roots absorb water and nutrients from the soil. Ø Stems support the leaves to receive light and transport water and nutrients up to the leaves and food down to be stored in the roots. Ø Flowers often attract pollinators by feeding them so the flower can form seeds. Ø Fruits contain seeds. The fruit attracts animals that disperse the seeds when they eat the fruit. Ø Seed and/or plant structure determines dispersion --by air (float like dandelions, or shot out by the plant, like witch hazel) --by water (mangrove) --by animals (cockleburs get stuck to fur; fruit seeds aren't fully digested by animals and passed) --by humans (some seeds stick to clothing or tires; humans take seeds of desired plants to grow in different locations) 3.9 **Science concepts**. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to: (A) Observe and identify characteristics among species that allow each to survive and reproduce. Including observe, identify and describe plant: · Adaptations as characteristics that allow species to survive and reproduce. · Adaptations as inherited traits that help a plant meet its needs and survive. · Adaptations that aid in: § Getting food § Protection § Reproduction § Water/heat conservation § Getting oxygen § Mobility § Reproduction § Water/heat conservation · Survival of the species depends on successful reproduction · Specific adaptations § Coloration § Thorns on plants § Waxy skin on desert plants § Bird beaks and feet § Skin coloration § Opposable thumb in primates § Gills in fish · Extinction as the end result of failure to survive and reproduce · Endangered species as those that have so few members of the species left that they are close to extinction.
 * Teacher Notes: **

Animals that eat plants are adapted to feed on different plant parts. Some eat leaves, others eat roots, while others feed on fruits or seeds. Shapes of beaks and teeth are adaptive structures based on the diet of the organisms. Flat teeth are adapted for grinding plants. Sharp teeth are adapted for tearing flesh. Decomposers break down plant and animal material that is not eaten by other organisms 3.9 **Science concepts**. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to: (B) Analyze how adaptive characteristics help individuals within a species to survive and reproduce. Including identify different plant structures and analyze the functions of those structures for: · Making food · Getting water and nutrients · Protecting from predators · Reproducing, including those enabling seeds to travel (see 3.5B below) · Conserving water
 * Teacher Notes: **

Including identify different animal structures and behaviors and analyze the functions of those structures for: · Getting food · Protecting from predators · Reproducing · Conserving water or heat · Getting oxygen · Movement .10 **Science concepts**. The student knows that many likenesses between offspring and parents are inherited from the parents. The student is expected to: (A) Identify some inherited traits of plants. Including identify: · Leaf shape · Flower type · Flower color · Seed type · Fruit type · Root systems (i.e.—grasses have fibrous, dandelions have taproot)

Ø Understanding that plants possess inherited characteristics may be more difficult for students to conceptualize than animals possessing inherited traits. Oak trees produce acorns that in turn grow into oak trees. Ø The Benchmarks for Science Literacy state that students should move from describing individuals directly (the tree has needles for leaves) to naming traits and classifying individuals with respect to those traits (leaf type: needles). This is also the time to start building the notion of a population whose members are alike in many ways but show some individual differences. 3.10 **Science concepts**. The student knows that many likenesses between offspring and parents are inherited from the parents. The student is expected to: (B) Identify some inherited traits of plants. Including identify: · Body covering · Coloration § Spots (markings) § Seasonal changes (i.e. arctic hare, fox) § Feathers of male and female birds · Body parts § Tail § Beaks/feet § Fins
 * Teacher Notes: **

Students are beginning to understand that specific traits in animals are inherited while others are learned. For example, the ability to roll your tongue into a U shape is an inherited trait while good table manners are learned.
 * Teacher Notes: **

Living Systems 2 Weeks this nine weeks, 4 weeks next nine weeks Week 1: 3.5 A, B Living systems in plants and animals: parts of living systems and their role Week 2: 3.10 A, B Inherited traits of animals

Week 1-living system-plants and animals Engage-TAKScopes dinosour puzzle (sent to printshop), plant lima beans (observe throughout week(s)), get worms Explore-TAKScopes face system (draw parts of face needed to eat), worm lesson from picture perfect (Diary of a Worm in printer closet, lesson outline in your boxes) Explain-Plant Parts diagram/plant stages flip book -printshop-back on Mon. (how the parts form a system) This chart is an example of what to write inside the flip book.


 * The seed is planted it needs dark soil and water || When the seed begings to grow it is call germination. It is sprouting and growing roots. || This is a young plant. It is called a seedling. || This is a maturing plant. It makes its own food. It needs sun, water, air, and soil. ||

Elaborate-TAKScopes activities (Pick one or more: celery lab, non-fiction passage, game) Evaluate-writing prompt []

Week 2-inherited traits (4 days due to half day) Engage(Day 1)-parent/offspring cards-give each student a card (there are 21 matches) and they look for their match. Hand them an index card when they get together and they should write things that are the same and things that are different between the parent/offspring. Amber has 5 sets of these cards so we'll have to pass them around. The activity shouldn't take too long so we can all fit it in. Also, there is a little slideshow on takscopes in their engage portion.
 * Home activity-have students bring in pictures of them and their parents to see inherited traits passed down

Explore(Day 2-3)-alien parent/offspring. TAKScopes suggests having supplies for students to "build" their alien and offspring. You could request donations of stuff for this or be boring like me and just have them draw the parent and child alien. When everyone finishes tape all the parent aliens on one side of the board and the offsprings on the other and take turns guessing which aliens go together. Talk about the traits they share. There are discussion question on the TAKScopes explain section.

Explain/Elaborate(Day 3)-Talk about the traits the aliens share. There are discussion question on the TAKScopes explain section. You can also look at the elaborate section from TAKscopes

Evaluate(Day 4)-, test over living systems and inherited traits of animals, you can also use the writing prompt from TAKScopes to evaluate inherited traits (great for TELPAS) []

[|Living Systems Study Guide.doc] Evaluate-test over animal systems (lima beans and earthworms) and inherited traits of animals [|Systems and Inh. traits.docx]

4th nine weeks Inherited traits of plants Animal and Plant Adaptations Engage- Explore-Adaptation Artestry-from Project Wild, (groups or individuals) give students the list of bird adaptations and advantages and they will create a "superbird" in its habitat. Students will write a paragraph about their bird and how it survives using its adaptations Explain- Elaborate- Evaluate-