1-LS3 PLANT AND ANIMAL LIFE CYCLES IN THE DELTA w …...(the ovary) then begins to grow into a fruit...

DELTASTUDIESCURRICULUM

PlantandAnimalLifeCyclesintheDelta

1- LS3Heredity:InheritanceandVariationofTraits.

Makeobservationstoconstructanevidence-basedaccountthatyoungplantsandanimalsarelike,butnotexactlylike,theirparents

SanJoaquinCountyOfficeofEducationSTEMPrograms

Fundingprovidedby

CaliforniaBay-DeltaAuthority

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1-LS3PlantandAnimalLifeCyclesintheDeltaAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationPrincipleCurriculumWriterJayBell,LodiUnifiedSchoolDistrictOtherWriterJohnCoulter,StocktonUnifiedSchoolDistrictFieldTestersDonnaFlores,StocktonUnifiedSchoolDistrictSheilaFlores,MantecaUnifiedSchoolDistrictJenniferKacyon,LammersvilleElementarySchoolDistrictLoridelaO,StocktonUnifiedSchoolDistrictReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaClymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorKathleenBell

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LayoutArtistJo-AnneRosen,WordrunnerTechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority

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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA

Contents

NextGenerationScienceStandards 7

Overview 8

Storyline 9

Investigation1Where’sMyMom? 11

Investigation2BlossomstoBerries 17

California’sEnvironmentalPrinciplesandConcepts 25

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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA

NextGenerationScienceStandards

• ScienceandEngineeringPractices:ConstructingExplanationsandDesigningSolutions:Buildonpriorexperiencesandprogresstotheuseofevidenceandideasinconstructingevidence-basedaccountsofnaturalphenomenaanddesigningsolutions.1-LS3-1:Makeobservations(firsthandorfrommedia)toconstructanevidence-basedaccountfornaturalphenomena.

• DisciplinaryCoreIdeas:LifeScience.LS3.AInheritanceofTraitsYoung

animalsareverymuch,butnotexactlylike,theirparents.Plantsalsoareverymuch,butnotexactly,liketheirparents.

• CrosscuttingConcept:Patterns.Patternsinthenaturalworldcanbeobserved,

usedtodescribephenomena,andusedasevidence(1LS3-1)WorkingtowardsPerformanceExpectation:1-LS3Heredity:InheritanceandVariationofTraits.Makeobservationstoconstructanevidence-basedaccountthatyoungplantsandanimalsarelike,butnotexactlylike,theirparents.

CommonCoreStateStandardsConnections:

ELA/Literacy—1.RI.1 Askandanswerquestionsaboutkeydetailsinatext.(1-LS3-1)

W.1.7

Participateinsharedresearchandwritingprojects(e.g.,exploreanumberof“how-to”booksonagiventopicandusethemtowriteasequenceofinstructions).(1-LS3-1)

W.1.8

Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.(1-LS3-1)

Mathematics–MP.2 Reasonabstractlyandquantitatively.(1-LS3-1)

MP.5 Useappropriatetoolsstrategically.(1-LS3-1)

1.MD.A.1Orderthreeobjectsbylength;comparethelengthsoftwoobjectsindirectlybyusingathirdobject.(1-LS3-1)

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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA OVERVIEW UNDERSTANDINGS• Organismsproduceoffspringoftheirownkind,whicheventuallyresemblethe

parents.• DifferentlivingthingsoftheSanJoaquinDeltahavedifferentlifecycles.• Livingthingshavespecificneedstocompletetheirlifecycles.• Flowersandfruitsareassociatedwithreproductioninplants.ESSENTIALQUESTIONS• Howarelifecyclesofonegroupofanimalsorplantssimilaranddifferentfrom

anothergroupofanimalsorplants?• Howareflowers,fruits,andseedsrelatedtoeachother?KNOWLEDGEANDSKILLS:Studentswillknow:• thelifecyclestagesofseveralanimals.• thelifecycleoftheblackberryplant.• therelationshipbetweenflowers,fruits,andseeds.Studentswillbeableto:• Makeobservationstoconstructanevidence-basedaccountthatyoungplants

andanimalsarelike,butnotexactlylike,theirparents.• explainthestagesofplantsfromflowerthroughfruittoseed.

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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA

STORYLINE Plantsandanimalsarealike,butnotexactlylike,theirparents.Examplesofpatternscouldincludefeaturesplantsoranimalsshare.Examplesofobservationscouldincludeleavesfromthesamekindofplantarethesameshapebutcandifferinsize;and,aparticularbreedofdoglookslikeitsparentsbutisnotexactlythesame.Theyhavepredictablelifecyclesandneedsforsurvival.Someanimalschangerelativelylittlebetweentheimmatureandadultstagesoflife.Throughoutallthestagesintheirlife,plantsandanimalshaveneedsthatmustbemetfortheirsurvival.Lesson1,“Where’sMyMom?”focusesonthesimilaritiesofyoungandadultanimals.Theactivityillustratesthatanimalsexhibitavarietyoflifecycles,withsomebabyanimalsresemblingtheirparents,andsomebabyanimalsundergoingmetamorphosisintheirdevelopmenttoadulthood.Lesson2,“BlossomstoBerries”,introducestheconceptoflifecycles,usingplantsastheexample.Itisshownthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers..

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PLANT AND ANIMAL LIFE CYCLES IN THE DELTA InstructionalMaterialsRequiredThefollowinglistcontainsmaterialsthatmaynotbereadilyavailableinaclassroomoratschool,butarenecessarytoconductthelessonsforthisunit.Lesson1

• Book:AreYoumyMother?ByDr.SeussLesson2

• Abagoffreshorfrozenblackberries• Severaltypesoffruit(atleastanapple,orange,tomatoandbellpepper)• Classsetofpaperplatesandaplasticspoon(orresealablesandwichbags)• Classsetofmagnifyinglenses

OtherHelpfulResourcesFromSeedtoPlantbyGailGibbonsWhatIsaLifeCycle?byBobbieKalmanandJacquelineLangillANewButterfly:MyFirstLookatMetamorphosisbyPamelHickmanANewDuck:MyFirstLookattheLifeCycleofaBirdbyPamHickman

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INVESTIGATION1

Where’s My Mom? OBJECTIVEThelessonwillfamiliarizestudentswiththeconceptthatanimalsexhibitavarietyoflifecycles;somebabyanimalsresembletheirparents,andsomebabyanimalsundergometamorphosisintheirdevelopmenttoadulthood. BACKGROUNDManyanimalsstartlifeasminiatureversionsoftheirparents.Theanimalsdepictedinthecardsare:snakeandbabysnake,mosquitoandlarvae,butterflyandcaterpillar,frogandtadpole,turtleandbabies,riverotterandbaby,flyandlarva,duckandbabies,pelicanandbaby,dragonflyandlarva,beaverandbabies,Osprey(fishhawk)andbabies.PREPARATIONANDMATERIALSMaterialsIfavailable,thebookAreYouMyMother?byDr.SeussPerStudentorPairofStudents:• Thefour“Where’sMyMom?”sheets(ifpossible,copyoncardstockorprovide

cardstockonwhichstudentscouldgluetheillustrations)• Onepairofscissors• Crayons(optional)TimePreparation:15minutesLesson:45to60minutesPROCEDUREEngagement:Phenomena:ShowpicturesofanimalsfromtheNationalGeographicwebsite:http://www.nationalgeographic.com/photography/photos/animal-mothers-babies/(orfinditbygooglingAnimalMothersandBabiesPhotos)Insmallgroups,havestudentsrecordonstickynotesortalkaboutwhattheynotice(patterns)abouttheparentandbabyanimals.Havethemsharewiththelargegroup.

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Introduction1. Askthestudentswhatapuppyiswhenitgrowsup.Askthestudentshowthepuppy

isdifferentfromitsparents,andhowitissimilar.Askthestudentstonameotherbabyanimalsthatlooksimilartotheirparents.Tellthestudentsthatmanybabyanimals,includingdogsandcatslooklikeadults,justsmaller.

2. Ifavailable,readtostudentsthebookAreYouMyMother?byDr.Seuss.Activity:3. Distributethematerialstothestudents.Thestudentsmayfirstcolortheanimalson

theactivitysheets.4. Directthestudentstocutthefour“Where’sMyMom?”sheetsinto24individual

cards.5. Havestudentsseparatethe“Where’sMyMom?”cardsintotwosets:oneofparents

onlyandoneofbabiesonly.6. Askthestudentstomatcheachbabyanimalwithitsparent.7. Discusswiththestudentswaysinwhichaspecificbabyissimilarto,ordifferent

from,itsmatchingparent.8. Playagameofconcentrationusingthecards.Placethecardsfacedownonthetable

andturnovertwocards.Iftheymatch,theplayerputstheminherorhispile.Ifthecardsdonotmatchthecardsareturnedbackoverintheiroriginalposition.Theotherplayerthenrepeatstheprocess.

9. Whenallcardsarematched,thegameisoverandcanbereplayed,withthecardsin

newpositions.ClosureNote:Theanswersinitalicsareexamplesofstudents’answers.10. Askstudents:

• Whatdoanimalsthatlookliketheirparentsshare,inadditiontolookingliketheirparents?(Theyarecaredforbytheirparents.)

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EXTENSIONS• Askchildrentobringinpicturesoftheirparentsoradultfriendsaschildrenandas

adults.Seeiftheclasscanmatchthechildrentotheadults.• ReadIsYourMamaaLlama?ByDeborahGuarino.• Haveadiscussionaboutthepossibilitiesandproblemsforachildraisedbyaparent

ofanotherspecies.• Raisesilkwormsintheclassroom.• Askstudentstoresearchthenamesofyoungforvariousanimals(e.g.,kitandbeaver;

puppyanddog,kittenandcat).Havethemdrawtheanimalsandlabelthem,andplacethemintoabooklet.

RESOURCESBooks• AreYouMyMother?byDr.Seuss• IsYourMamaaLlama?ByDeborahGuarino• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving

Thingsseries)OtherResourcesTheGreatValleyMuseuminModestohasanimalkits/suitcasesforteacherstocheckoutthatwouldallowthechildrentotouchandfeelpeltsandskins.

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INVESTIGATION2

Blossoms to Berries OBJECTIVEThelessonwilldeveloptheconceptsthatnewplantsgrowfromseeds,seedsareformedinfruits,andfruitsdevelopfromflowers.BACKGROUNDPlantsmakenewplantsbyproducingseeds.Theprocessstartswhentheplantmakesaflower.Pollengetsontheflowerthroughtheactionofwindoranimals.Thebottompartoftheflower(theovary)thenbeginstogrowintoafruitwithseedsinside.Whenthefruitiscarriedawayoreatenbyananimal,theseedsarespreadtoanewplacewheretheycangrowintonewplants.

Thefruitisimportanttotheplantbecauseitprovidesaplacefortheseedstodevelop.Thefruitalsoencouragesananimaltomovetheseedstoanewplace.Additionally,thefruitcanprovidemoistureandnutrientstotheseedinitsnewhome.Whenpeoplethinkoffruits,theygenerallythinkonlyofsuchthingsasapples,oranges,peaches,andcantaloupes.However,cucumbers,bellpeppers,greenbeans,andtomatoesarealsofruits.Afruitisdefinedastheripenedseed-containingovaryofaflower.Avegetableisdefinedasanypartofaplantthathumanseat.Allfruitsarevegetables-butonlyvegetablesthatcontainseedsarefruits.Theseedisobviouslyimportanttotheplantasawaytomakemoreplants.Plantsonlyliveforacertainamountoftime.Therefore,foraparticulartypeofplanttocontinuetobeinanarea,theplantmustreproduceitself.Oneofthemainmeansthroughwhichplantsreproducethemselvesisthedispersalofseeds.

AverycommonplantintheDeltaistheblackberry.Innaturalareasandtheedgesofcultivatedareas,ifthereissufficientwater,blackberrythicketscanbefound.Thethicketsserveashomeforawidevarietyofanimals.Twotypesofblackberrygrowlocally.ThemorecommonistheHimalayanblackberry,whichwasintroducedfromEurope.LesscommonistheCaliforniablackberry,anativeplantthatwasenjoyedbyNativeAmericansandearlysettlers.TheHimalayanblackberryhasthicker,longerstemsanditsprotectivespinesonthestemsaremuchlarger,theleafletsareinsetsoffiveandtheberriesarelargerandjuicier.TheCaliforniablackberryhasleafletsinsetsofthreeorfiveandhasmorespines,buteachspineissmallerthanthatoftheHimalayanblackberry.

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Preparation• Bringtoclassabagoffreshorfrozenblackberries.• Gatherafewtypesoffruitforthe“Introduction”(atleastanapple,orange,tomato,

andbellpepper).• Makecopiesofthetwo“BlossomstoBerries”sheets(oneofeachforeachstudent).• Enlargetheindividualpicturesofthe“BlossomstoBerries”sheetforclassdiscussion

ormakeatransparencyoftheentiresheet.• Tolimitthe“messiness”oftheberries,considerplacingeachblackberryintoa

resealablesandwichbag.Thenhavestudentsseparatetheseedsfromtheberrypulpwhiletheberryisinthebag.

MaterialsForEachStudent:• Ablackberryonapaperplate• Optional:resealablesandwichbag(aplasticspoonandpapertowelwouldnotbe

neededifthesandwichbagisused)• Aplasticspoon• Apapertowel• Both“BlossomstoBerries”sheets(theonewiththeillustrationsandtheonewith

thenumbers)• Pairofscissors• Crayons(particularlypurple,blue,green,andbrown)• Gluestick• MagnifyinglensTimePreparation:15minutesLesson:60minutesNote:Thislessoncanalsobeseparatedintothreeshorterlessons:onelessoncouldfocusonthedifferencesbetweenfruitsandvegetables;thesecondlessoncouldinvolvecountingtheseedsintheblackberries;andthethirdlessoncouldhavestudentscompletethe“BlossomtoBerries”sheet.

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InstructionalSequence:ShowSmithsonianChannelvideoofexplodingseeds http://www.smithsonianchannel.com/videos/unbelievable-footage-of-exploding-plants/36477orgoogle“unbelievablefootageofexplodingplantsSmithsonian”orfromngssphonomena.comsiteInsmallgroups,havestudentslistonstickynotesthreeorfourquestionstheyhaveafterviewingthevideo.Havethemsharetheirnoteswiththewholeclassandgroupthequestionsbysimilarities.Ifnotmentioned,elicitquestionsinvolvingwhyseedsneedtobedispersed,othertypesofseedstheyhaveseen,andleadintoseedsthattheyseeeverydayintheirfood.DELTABLACKBERRYPROCEDUREIntroduction11. Displaythefruitslistedinthe“Preparation”portionofthelesson.Askthestudents

whichofthedisplayeditemsarefruits;thenaskwhicharevegetables.12. Explainthatalloftheitemsarevegetablesandthatalltheitemsarefruits.13. Sharewiththeclassthedistinctionsbetweenfruitsandvegetablesasoutlinedinthe

“Background”sectionofthelesson.Askstudents:• Isagreenbeanafruitoravegetable?(Both)• Whycan’twecallaheadoflettuceafruit?(Itwasn'toncethebottompartofa

lettuceflower;itdoesn'thaveseedsinsideit.)• Howmanyfruitsdoweeatwhenweeatahamburger?(Usuallyatleasttwo:a

pickleandatomato)14. Tellthestudentsthatafruitishowaplantmakesmoreplants.Asktheclassto

explainwhatafruitisbeforeitisafruit.Afterdiscussion,explaintheprocessofflowertofruitasoutlinedinthe“Background”sectionasappropriateforyourstudents.• Aplantmakesaflower.• Pollengetsontheflowerfromanotherflower.• Pollenmakesthebottompartoftheflowergetlarger.

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• Seedsdevelopinsidethegrowingbottompartoftheflower.• Thebottompartoftheflower,withtheseedsinsideit,becomesafruit.• Thefruitfallsfromtheplantoriscarriedawaybyananimal.Theseedsspreadto

anewplacewheretheycangrowintonewplants.15. ExplaintothestudentsthattheblackberryplantisverycommonthroughouttheSan

JoaquinValleyandtheSacramento-SanJoaquinDelta.Telltheclassthatintoday’sactivitytheywilllookattheblackberryandlearnhowitchangesfromaflowertoafruit.

Activity16. Distributeablackberry,plasticspoon,handlens,andpapertowelonaplatetoeach

studentorpairofstudents.Cautionthestudentsthatblackberryjuicewillstaintheirskinandclothes,sotheyneedtobecareful.Ifplasticresealablebagsareused,thenaspoonandplatearenotnecessarybecausestudentswilllocatetheseedsbyseparatingtheberrywhileitisinthebag.

17. Havethestudentscarefullycutuptheblackberrywiththeirspoontofindtheseeds.18. Directthestudentstocountthenumberofseedstheyfind.Thenaskstudentsto

recounttheseedstomakecertainthattheircountiscorrect.19. Recordonaclassgraphthenumbersofseedsfoundforcomparisonanddiscussion.20. Distributethe“BlossomtoBerries”sheets,scissors,crayons,andgluesticktothe

students.21. Instructthestudentstocutouttheindividualpictures(leavingasmallborderaround

eachpicture)andthenarrangethepicturesontheothersheetinorder.Theordershouldgofromflowerbudstothefruitbeingcarriedawaybyabird.

22. Instructthestudentstonotglueanyofthepicturesuntilafterclassdiscussion.23. Onceallthestudentshavearrangedtheirpicturesinwhattheybelieveisthecorrect

order,leadaclassdiscussionusingtheenlargedpicturesoratransparency,mentionedinthe“Preparation”sectionofthelesson,tooutlinethecorrectsequenceofevents:(1)Flowerbudto(2)flowerto(3)earlyberryto(4)growingberryto(5)ripeberryto(6)berrybeingpluckedbyabird.YoumightneedtoexplaintostudentstheroleofthebirdintheBlackberry’slifecycle.(Thebirdeatsthefruit,

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fliesoff,andlaterdeposits,asabirddropping,thenon-digestibleseedsinanotherlocationwheretheycouldgrow.)

Note:Thelettersontheblackberrypicturesinthecorrectsequencewillspellouttheword“FLOWER”.Closure24. Askthestudentshowthischainofeventsfortheblackberrywouldcomparetothe

formationofatomato,bellpepper,orcucumber.Theansweristhatthechainofeventsisbasicallythesameforallfourplants.Theonlydifferencemightbewhathappenstothefruitonceitisripe.Reinforcethefactthatfruits,withtheirseedsinside,arewhatoncewasthebottompartofaflower.Theseedsinsidethefruitwillgrowintomoreplantsthatwilleventuallymakemoreflowers.

EXTENSIONS• Rinseanavocadoseed,sticktoothpicksintoitssides,andsuspenditinthemouthof

ajar.Keepthewaterleveltothehalfwaypointofthepit.Roots,stem,andleaveswillform.

• Giveeachstudentapeanutintheshell.Theshelledthingisadriedfruitandwasoncethebottompartofapeanutflower.Havethestudentsopentheshellandremovethetwoseeds.Havethempullthetwosidesofoneseedapart.Iftheylookcarefullyatoneendofoneoftheseedhalves,theywillseeababyplant,completewithstem,leaves,androot.

• Havethestudentsmakeaclasslistofsomefruitsthatdonothaveseeds.Examplesmightbeseedlessgrapes,naveloranges,andseedlesswatermelons.Asktheclasswhythesefruitsdonothaveseeds.Theansweristhatpeople“made”thesekindsofplantsnottohaveseedssothattheywouldbeeasierforustoeat.Encouragestudentstoasktheirparents,lookinbooks,oraskontheInternettofindouthowtheseplantsmakemoreplants.

RESOURCESBooks• EatingtheAlphabet:FruitsandVegetablesfromAtoZbyLoisEhlert• FromSeedtoPlantbyGailGibbons• MissRhumphiusbyBarbaraCooney• TheTinySeedbyEricCarle• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving

Thingsseries)

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EXTENSIONS• Askchildrentobringinpicturesoftheirparentsoradultfriendsaschildrenandas

adults.Seeiftheclasscanmatchthechildrentotheadults.• ReadIsYourMamaaLlama?ByDeborahGuarino.• Haveadiscussionaboutthepossibilitiesandproblemsforachildraisedbyaparent

ofanotherspecies.• Raisesilkwormsintheclassroom.• ContactthelocalMosquitoAbatementandVectorControlabouttheirclassroom

mosquitoraisingkit.• Havethestudentsuseamicroscopetolookatfeaturesoflarvalandadult

mosquitoes.• Askstudentstoresearchthenamesofyoungforvariousanimals(e.g.,kitandbeaver;

mothandlarva,puppyanddog,kittenandcat).Havethemdrawtheanimalsandlabelthem,andplacethemintoabooklet.

RESOURCESBooks• AreYouMyMother?byDr.Seuss• IsYourMamaaLlama?ByDeborahGuarino• WhatIsALifeCycle?byBobbieKalmanandJacquelineLangille(TheScienceofLiving

Thingsseries)OtherResourcesTheGreatValleyMuseuminModestohasanimalkits/suitcasesforteacherstocheckoutthatwouldallowthechildrentotouchandfeelpeltsandskins.

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California’sEnvironmental Principles & Concepts

Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.

Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.