Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry...11 Assembling Rubber Band Books... 15 Heredity and Reproduction Plant Reproduction... 17 Pairing Up Pollinators... 19 Pollination Stations... 31 Plant Paths...39 Seed Scavenger Hunt...45 Exploring Germination...53 Germination Study...59 The Cycle of Life...65 Pasta, Pie Graphs, and Painted Ladies...69 This is Your Life, Tadpole...79 A Cricket s Life...93 Waiting for Mr. Rye...105 Seeds of Life...115 Cycles of Life...121 Wondering About Worms...129 Breathing Behaviors...139 Guiding Gold sh...147 Look Alikes...155 Formative Assessment Questions... 279 Assessment...281 Meter Tape... 285 Family Letter... 287 Materials List... 289 The AIMS Program...291 Model of Learning... 293 Chinese Proverb... 295 Interdependence Seasons Here and There...167 Showing Seasonal Shifts...171 Migratory Mapping...177 The Critter Connection: Food Chains... 189 Producing a Producer...191 Food Chain...201 Chain Games...211 Catch Me if You Can...219 Space Invaders... 225 Foxes in the Forest... 233 Red or Blue Will Tell You... 247 Little Sprouts... 255 Trash Talk... 265 Isn t It Interesting: Regarding Recycling... 267 Can Collectors... 269 Core Curriculum/Florida 3 2010 AIMS Education Foundation
Activity Heredity and Reproduction Plant Reproduction Pairing Up Pollinators Pollination Stations Plant Paths Seed Scavenger Hunt Exploring Germination Germination Study The Cycle of Life Pasta, Pie Graphs, and Painted Ladies This is Your Life, Tadpole A Cricket s Life Waiting for Mr. Rye Seeds of Life Cycles of Life Wondering About Worms Breathing Behaviors Guiding Goldfish Look Alikes Interdependence Seasons Here and There Showing Seasonal Shifts Migratory Mapping The Critter Connection: Food Chains Producing a Producer Food Chain Chain Games Catch Me if You Can Space Invaders Foxes in the Forest Red or Blue Will Tell You Little Sprouts Trash Talk Isn t It Interesting: Regarding Recycling Can Collectors NGSSS L.16.1 L.16.1, N.3.1 L.16.1, N.3.1 L.16.1, L.17.4 L.16.1 L.16.1 L.16.1 L.16.4 L.16.4, N.3.1 L.16.4, N.1.1 L.16.4 L.16.4, N.1.2, N.1.5, N.1.6 L.16.4 L.16.4, N.1.1 L.16.2, L.16.3 L.16.2, L.16.3, N.1.1, N.1.5 L.16.2, L.16.3 L.16.2 L.17.1 L.17.1 L.16.3, L.17.1 L.17.2, L.17.3 L.17.3 L.17.2, L.17.3 L.17.2, L.17.3 L.17.2, N.3.1 L.17.4 L.17.4 L.17.4 L.17.4 L.17.4 L.17.4 L.17.4 Core Curriculum/Florida 5 2010 AIMS Education Foundation
Florida Fourth Grade Next Generation Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. This is Your Life, Tadpole Cycles of Life Breathing Behaviors SC.4.N.1.2 SC.4.N.1.5 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. Waiting for Mr. Rye Compare the methods and results of investigations done by other classmates. Waiting for Mr. Rye Breathing Behaviors SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. Waiting for Mr. Rye BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; theory, law, hypothesis, and model have very specific meanings and functions within science. SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. Pairing Up Pollinators Pollination Stations Pasta, Pie Graphs, and Painted Ladies Catch Me if You Can Life Science BIG IDEA 16: Heredity and Reproduction A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. Plant Reproduction Pairing Up Pollinators Pollination Stations Plant Paths Seed Scavenger Hunt Exploring Germination Germination Study Core Curriculum/Florida 7 2010 AIMS Education Foundation
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. Wondering About Worms Breathing Behaviors Guiding Goldfish Look Alikes BIG IDEA 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning. Wondering About Worms Breathing Behaviors Guiding Goldfish Migratory Mapping SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. Seasons Here and There Showing Seasonal Shifts Migratory Mapping SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seedbearing plants. The Cycle of Life Pasta, Pie Graphs, and Painted Ladies This is Your Life, Tadpole A Cricket s Life Waiting for Mr. Rye Seeds of Life Cycles of Life SC.4.L.17.2 SC.4.L.17.3 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. The Critter Connection: Food Chains Food Chain Chain Games Catch Me if You Can Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. The Critter Connection: Food Chains Producing a Producer Food Chain Chain Games SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. Plant Paths Space Invaders Foxes in the Forest Red or Blue Will Tell You Little Sprouts Trash Talk Isn t It Interesting: Regarding Recycling Can Collectors Core Curriculum/Florida 8 2010 AIMS Education Foundation
Topic Life cycle of butterflies Key Question How can you use a model to better understand the life cycle of a Painted Lady butterfly? Learning Goals Students will: make a model of the Painted Lady butterfly s life cycle, create a graph that shows the time span of each part of the cycle, and read and decode information about the life cycle. Guiding Documents Project 2061 Benchmarks Tables and graphs can show how values of one quantity are related to values of another. Use numerical data in describing and comparing objects and events. NRC Standard Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. NCTM Standard 2000* Represent data using tables and graphs such as line plots, bar graphs, and line graphs Math Graphing bar graph circle graph Science Life science animals life cycles Integrated Processes Observing Comparing and contrasting Identifying Relating Materials For each student: Stage Time rubber band book #19 rubber band life cycle wheel activity pages For each group of students: pasta (see Management 1) 4 cups, 3-oz white glue four different colors of Unifix cubes (see Management 2) crayons tape Background Information A Painted Lady butterfly goes through a complete metamorphosis. The four stages are the egg, the caterpillar (larva), the chrysalis (pupa), and the adult butterfly. The focus of this activity is to give students the opportunity to make a model and create a graph that will show the relative time spent in each of the four phases. Data was used to create a cycle of 50 days; however, Painted Lady butterflies may have a cycle more or less than this length of time. Management 1. You will need to purchase small boxes of orzo, large shell, spiral, and bowtie pasta. Place the pasta in the cups for each group of students to use. 2. The color of the Unifix cubes does not matter. Each group will need four different colors. Give each group about 25 of each color. Not all Unifix cubes will be used. Unifix cubes (item number 1919 or 1928) are available from AIMS. Procedure 1. Ask the Key Question and state the Learning Goals. 2. Distribute the Stage Time rubber band book and direct the reading of the book. 3. Discuss the information in the book. Have students identify the four stages of the life cycle of the Painted Lady butterfly. 4. Distribute the strip page. 5. Direct a discussion on each of the four stages. Have the students construct a bar graph with the Unifix cubes. Core Curriculum/Florida 69 2010 AIMS Education Foundation
6. When the students have constructed all four Unfix cube trains, have them cut out and tape together the strips. Direct them to color the strips to match their trains. 7. Distribute the Life Cycle Wheel page. Have students wrap the strip into a circle and place it on the on the circle. Show the students how to divide the wheel into the sector parts indicated by the colored strips. Connecting Learning 1. What did you learn about the life cycle of the Painted Lady butterfly? 2. How many stages are in a complete metamorphosis? What are they? 3. What did the bar graph show you about the life cycle? 4. What did the circle graph show you about the life cycle? 5. Which stage was the longest? the shortest? 6. Why do you think it is important to use models in science? 7. What other animal life cycles are there? 8. What are you wondering now? Make a circle graph showing the life cycle of the Painted Lady butterfly. Life Cycle Wheel e y. * Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved. Egg Caterpillar Chrysalis Adult 8. Tell the students to label each section and use the information in Stage Time to identify each type of pasta they need and to glue it to the section that represents that stage. Core Curriculum/Florida 70 2010 AIMS Education Foundation
Key Question How can you use a model to better understand the life cycle of a Painted Lady butterfly? Learning Goals Students will: make a model of the Painted Lady butterfly s life cycle, create a graph that shows the time span of each part of the cycle, and read and decode information about the life cycle. Core Curriculum/Florida 71 2010 AIMS Education Foundation
Painted Lady butterflies are some of the most common butterflies in the world. Their favorite spots to live are near meadows with flowers. They also like mountaintops. Inside the chrysalis, a complete change takes place. The caterpillar changes into a butterfly. This change is called a complete metamorphosis. 2 7 The Painted Lady butterfly pushes itself out of the chrysalis. Its wings are soft and folded. The tired butterfly rests. It unfolds its wings to dry. In a few short hours, it will fly off. It will look for a place to lay eggs to begin the cycle again. 8 7 Core Curriculum/Florida 72 2010 AIMS Education Foundation
The Painted Lady butterfly begins life as an egg. Adult females lay eggs on plants. Each egg is about the size of the head of a pin. The butterflies know the types of plants that the baby Painted Lady caterpillars will want to eat. Thistle plants are some of their favorites. The eggs hatch and come out Painted Lady caterpillars. The Painted Lady caterpillar eats and eats and eats. It spends almost its entire time during this stage of its life eating. As it eats, its skin gets tight. When this happens, the caterpillar sheds its skin. A Painted Lady caterpillar sheds its skin four times before it stops growing. 4 5 The third stage is where the biggest change happens to the Painted Lady. The caterpillar finds a safe place on a plant. It attaches itself so that it can hang down. Then the caterpillar s skin splits from its head to its abdomen. The green case that comes out is called a chrysalis. The Painted Lady butterfly goes through a four-stage life cycle. You will be reading about the changes the Painted Lady goes through. You will use pasta on a graph to model each of the four stages. This graph will help you learn more about the Painted Lady s life cycle. 6 3 Core Curriculum/Florida 73 2010 AIMS Education Foundation
The Painted Lady butterfly goes through a four-stage life cycle. You will construct a bar graph that shows the amount of time spent in each stage. You will then use pasta to represent what the Painted Lady butterfly looks like in each stage. Egg An adult Painted Lady lays her eggs on a plant. The eggs will take about four days to hatch. Use four Unifix cubes to show this stage. You will use orzo pasta to model this stage. Caterpillar (larva) A Painted Lady caterpillar spends more than two weeks of its life cycle eating. Use 16 Unifix cubes to show this stage. You will be using spiral pasta to model this stage. Chrysalis (pupa) A Painted Lady stays more than a week in this stage. Use nine Unifix cubes to show this stage. You will use large shell pasta to model this stage. Adult Butterfly An adult Painted Lady spends the next three weeks finding a place to lay eggs so that the cycle can begin again. Use 21 Unifix cubes to show this stage. You will use bowtie pasta to model this stage. Core Curriculum/Florida 74 2010 AIMS Education Foundation
Cut out the strips. Tape them together to make one long strip. (Be sure you put the tape on the back.) Color the strips to match your Unifix cubes. Go in order from egg, to caterpillar, to chrysalis, to adult butterfly. Cut out the strips. Tape them together to make one long strip. (Be sure you put the tape on the back.) Color the strips to match your Unifix cubes. Go in order from egg, to caterpillar, to chrysalis, to adult butterfly. Core Curriculum/Florida 75 2010 AIMS Education Foundation
Life Cycle Wheel Make a circle graph showing the life cycle of the Painted Lady butterfly. Egg Caterpillar Chrysalis Adult Core Curriculum/Florida 76 2010 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING LEARNING LEARNING 1. What did you learn about the life cycle of the Painted Lady butterfly? 2. How many stages are in a complete metamorphosis? What are they? 3. What did the bar graph show you about the life cycle? 4. What did the circle graph show you about the life cycle? 5. Which stage was the longest? the shortest? Core Curriculum/Florida 77 2010 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING LEARNING LEARNING 6. Why do you think it is important to use models in science? 7. What other animal life cycles are there? 8. What are you wondering now? Core Curriculum/Florida 78 2010 AIMS Education Foundation