Science Charts

Elizabeth Richardson and Chelsea Rufli

We
ek 2 Day 6 Day 7 Day 8 Day 9 Day 10

ERCR SoL S 1.1a ERCR SoL S 1.1b ERCR SoL S 1.1c ERCR SoL S 1.1d ERCR SoL S 1.1e
Tools to enhance Classify objects on Graphs, pictures Making predictions Plan experiments
observation physical prop. communicated based on gathered
orally data

S/GA - The teacher S/MA – The teacher S/MA/M – The S/PS - The teacher S/PS - Given a
will divide students will give students teacher will have will provide problem or
in groups and objects in a plastic students create students with data question, each
provide them with bag and they will picture graphs of on experiments, group of students
tools such as a need to classify how many M&Ms such as plant will need to design
magnifying glass, according to various they received in a growth, and they an experiment that
ruler, and scales to properties such as bag, according to will need to predict will give the needed
observe a variety of color, size, and color. what will happen in answer.
objects. texture. given situations.
S/W- Students will
S/W- Students will DA- Gifted students write on the board
record observations can create their own how many M&Ms
in chart from. criteria for they had of each
color in a chart.
classifying objects.
Students will
interpret graphs
from a worksheet.
 Day 26 Day 27 Day 28 Day 29 Day 30
Week
6
We ERCR SoL S 1.2b ERCR SoL S 1.3a ERCR SoL S 1.3a ERCR SoL S 1.3a ERCR SoL S 1.3b
ek 4 SoundDay 16
of vibrating Day 17
Pushes of Pulls of Day 18
stationary Pushes andDay 19 of
pulls Day 20
Positions effect on
objects stationary objects objects stationary objects objects

ERCR SoL S 1.1e ERCR SoL S 1.1f ERCR SoL S 1.2a ERCR SoL S 1.2a ERCR SoL S 1.2b
S/PS - Perform
Students will Develop
S/MO skills for
- Students Motion
S/MO - Students of objects Motion of
S – Students will objects Sound
S – From theof vibrating
experiments
determine the information
will discover the will discover the learn the difference previous lesson, objects
cause of sound ease orgathering
difficulty of
ease or difficulty of in pulling/pushing students will
coming from pushing various pushing various objects’ if one is discuss how the
various objects objects around the objects around the easier based on position of an
S/PS/GA
brought -into
Students
the S/PS - and
school Students
gym. S/MO - Students
school and gym. will S/MA – Students
their previous will S/MA/GA/LI
object – its
will affect
will
classroom. the
perform should discuss visit the school discover
experiences withhow Students will
ability to be pulled,
experiment that Ssuccessful
– Students will S playground
– Students will and objects move after pushed,
each. discover the sound
or moved.
answers the will
S – Students information
predict how easy discuss
predict howtheeasy
motion reading a book. of vibrating objects
previous activities
name things that gathering
objects will be to of all of
objects the
will bedifferent
to S/M – The teacher S/MA such as teacher
– The a tuning fork
question in groups,
vibrate such as cell techniques,
push based on and objects
push based on after S – Students
will create math will be will design anwith string
and cans
as determined
phones, by
cars, etc. discuss possible
weight/size, bottom interacting with
weight/size, bottom word problems given a ping-pong tied between
experiment to testthem
the teacher. areas foretc.)
(wheels, mistakes. each “toy.”
(wheels, etc.) ball, and
using the pushesmust find (in pairs).
the affect on
andaspulls
many of ways as various incline
S/H - Students must DA – Students with S/AS/W – Students
– Students willwill objects.
possible to move it degrees of a ramp
(using
learn “lab safety The teacher
handicaps will should record the
create a piece of different addition andplace to on a ball.
from one
rules as appropriate present “famous”
participate motions
as able, artwork that that each another.
subtraction)
and if not able,
experimental object
illustrates makes
for their level. http://www.sciencenetlinks.c
students
mistakes, and have themselves pulling
can om/Lessons.cfm?DocID=35
observe or get or DA – Students
pushing an with
students discuss special needs can
supplementary object.
corrective measures. observe the others
activities from the
Phys. Ed. Teacher. movements or be
set up with the Phys.
Ed. Instructor for
other movement
activities.
 Day 36 Day 37 Day 38 Day 39 Day 40
Week
8
Review ERCR SoL S 1.4a ERCR SoL S 1.4b ERCR SoL S 1.4c ERCR SoL S 1.4d
Some substances Substances that Substances that Objects that sink or
Quiz/Test do not mix with dissolve in water or only dissolve in hot float
water do not water

S/LI – The teacher S/LI – The teacher S/LI – The teacher S/LI – The teacher
will lead a will lead a will lead a will lead a
discussion about discussion about discussion about discussion about
substances that substances that substances that objects that sink
mix with water or dissolve in water or only dissolve in hot and ones that float
ones that do not. ones that do not. water, or dissolve in water.
well in hot water.
S/MA – The teacher S/MA – The teacher S/MA – The teacher
will demonstrate will demonstrate S/MA – The teacher will demonstrate
substances that do substances that do will demonstrate objects that sink or
not mix with water not dissolve in substances that float in water.
(oil with food water and ones only dissolve in hot
coloring, etc). that do. water and not cold DA/HS – Students
water (or better in may be given the
DA/HS – Students DA/HS – Students hot, like sugar). option of bringing
may be given the may be given the objects from home
option of bringing option of bringing DA/HS – Students to test in water.
objects from home objects from home may be given the
to test in water. to test in water. option of bringing
objects from home
to test in water.
Week Day 41 Day 42 Day 43 Day 44 Day 50
10

ERCR SoL S 1.4d ERCR SoL S 1.5a ERCR SoL S 1.5b ERCR SoL S 1.5b ERCR SoL S 1.5b
Objects that sink or Physical properties Solid state of Liquid state of Gas state of matter
float matter matter

S/MA/PS - The S/LI – The teacher S/LI – The teacher S/LI – The teacher S – The teacher will
teacher will fill a will explain what will describe the will describe the describe the
clear plastic tub physical properties characteristics of characteristics of characteristics of
with water and test are. something that is a something that is a something that is a
various objects to solid. liquid. solid.
see if they sink or S/GA – Given a
float. Students bucket of items, S/MA – The teacher S/LI – The teacher S/MA – The teacher
should make students will name will present will present will present
predictions on what as many physical items/substances to items/substances to items/substances to
will happen. properties about an the class to the class to the class to
item as possible. determine which determine which determine which
http://familyfun.go.com/par ones are solids. ones are liquids. ones are solids.
enting/learn/activities/featu
re/FGP_nature/FGP_nature2 S/MA – Students will
.html observe salt and S – Students will list S – Students will list S – Students will list
pepper and then items around the items around the items around the
S/MA – The teacher mix the two. After room that are room that are room that are
will test objects brushing their hair,
considered solids. considered liquids. considered gases
that would not float touch the comb to
in water but will the mixture and (have balloons!).
DA – Gifted
float in salt water. they will separate.
students could S/MA/PS – Students
S/MA/GA – Students S/CM – Students will research objects will be given a glass
will create a boat be given two plastic that are neither, or cup containing an
out of aluminum foil bags to pass appear to be one ice cube. They will
and discover which phase but is not. observe the ice
around (liquid and
shape holds the (glass) melting into water,
most paperclips. solid) and will
describe the and then as it
(idea books)
differences of each. evaporates (over
(to prepare for tom. days), into gas.
Lesson)
 Day 56 Day 57 Day 58 Day 59 Day 60

W
ee ERCR SoL S 1.6a ERCR SoL S 1.6b ERCR SoL S 1.6c ERCR SoL S 1.6c ERCR SoL S 1.7
k Parts of plants Needs of plants Types of plants Types of plants Growing plants
12

S - The teacher will S – The teacher will S – Students will S/MO – the teacher S/GA – Students will
present the ask students to watch the All About should lead design a plan to
different parts of answer the major Plants video and students outside on grow their very own
plants to the needs of plants, discuss what they a nature walk to plant. They should
students. and it will be learned after discuss the be given choices on
discussed that viewing the tape. different types of what they would
S/A - Students will some plants do not plants, their needs, like to plant, and
be given a large need as much as http://teacherstore.discove surroundings, etc. who they would like
ry.com/stores/servlet/Produ
B&W outline of a others (light, soil, to work with.
ctDisplay?storeId=10003&
common plant, and etc.) catalogId=10003&langId=- S – In the
will need to color it 1&productId=58854&partn classroom, the S – Students will
according to a key S/RE/CC – Students umber=879031&jzid=405
teacher should rotate on who will
given by the 88027-0-0 water and check on
will research discuss what was
teacher. different types of the plants on a
not covered on the daily basis, based
plants, as specified walk, if anything. on alphabetical
by the teacher, and order by last
answer how much DA – Students that names. Students
water, sunlight, could not go should write in
and type of soil outside could have their agenda when
that each plant various plants their day is.
needs. Have brought to them for
appropriate books observation.
set aside by the
librarian.
 Day 66 Day 67 Day 68 Day 69 Day 70
Week
14

ERCR SOL S 1.8b ERCR S0L S 1.8b ERCR SOL S 1.8b ERCR S0L S 1.8b ERCR SOL S 1.8c
Survival due to Survival due to Survival due to Survival due to Species are like their
characteristics characteristics characteristics characteristics own parents

S/LI - The teacher S - The teacher will S - The teacher will Review animal S – Students will
will introduce the introduce the ways introduce how the characteristics. discover how
ways in which in which other adaptations of species are like
some animal characteristics help animals over time their parents, and
coverings help an animals survive. have helped them that most species
animal survive. to survive. cannot mate with
S/CM – Students animals outside of
S/A/GA/PS – After will discuss how the S/A/PS – Students their species, which
put in groups, the legs, feet, and will create and is why animals
teacher will give mouths of animals think of ways that mostly stay the
each group pictures help them to they wish to be same.
of animals, and survive. changed, and how
they will list how these changes S/A/W – Students
the coverings (fur, S/CM – Given would help them to will create, describe
scale, etc.) help the pictures, students accomplish various and draw an animal
animal survive will discuss how tasks. Students will that is the
(warmth, water, animals’ features draw pictures of combination of two
camouflage, etc) help them to their “new bodies” animals that
survive. COULD NOT
S – Students will DA – Students who NORMALLY MATE.
create an animal S/RE/CC – Students have trouble
that will be easily will choose an drawing could cut DA – Students who
hidden around the animal and and paste items have trouble
classroom, based research how the from a magazine. drawing could cut
on what they animals’ and paste items
learned about characteristics help from an animal
coverings in class. it to survive. magazine.

Science Through
Children’s Literature
 Day 86 Day 87 Day 88 Day 89 Day 90
Week 16
ERCR SoL S 1.8c ERCR SoL S 1.8c ERCR SoL S 1.8d ERCR SoL S 1.8d ERCR SoL S 1.8d
Species are like their Species are like their Environments Environments Environments
own parents own parents participation in animal participation in animal participation in animal
survival survival survival

S/R – Students S/A/HS – Have S/CM - Visit the S/GA/RE – S/OL – Students will
will read the students bring in zoo, and discuss Students, in pairs, share their animal
book Baby a picture of their how each animal will research an and habitat with
Animals, and mom or dad (or is provided with a animal and learn the class,
discuss how close relative), different habitat about its desired discussing why the
similar baby depending on to meet its needs. habitat by writing animal may need
animals look like whether the (If you cannot visit in list form. certain things to
their parents. student is male the zoo, bring in survive, and their
or female. Have pictures of S/A/PS - Students box display.
S/A/ME – students make a animals and their will create a
Students will be list of habitats, and start shoebox display of DA – Students will
given pictures of characteristics box display on their animal and English or speech
baby animals that are similar in tomorrow’s include what the deficiency can
and adult each. Give lesson.) animal needs to write their speech
animals, and students a have in its in essay form with
must match worksheet with surroundings. help from a
them according types of eyes, (food, weather, language teacher
to the pair. This noses, eye color, plants, water, etc.) to read to the
could also be etc. to choose class, instead of
done as a from. outline form.
memory
matching game Science Through
Children’s Literature
between pairs.

Science Through
S/A – Have
Children’s Literature students
compare
themselves to a
classmate, and
make the same
list. Compare the
number of
characteristics
from each list.
 Day 76 Day 77 Day 78 Day 79 Day 80
Week 18

ERCR SoL S 1.7 ERCR SoL S 1.8a ERCR SoL S 1.8a Review Testing
Growing plants Needs of Animals Needs of Animals

S/MA – Students S/OL – Students will S/OL – The class DA – Students with
will gather seeds, plan a day of taking will discuss the LD can take the
dirt, and a care of the animal difference between test in another,
Styrofoam cup and they researched needs and wants. more suitable
plant their seed. and their animals’ Students will make location.
They should label needs. They will a two column list of
their cup and find share this with the needs and wants to
an appropriate spot class. show the difference
in the classroom for between the two.
their plant. S/A – Students will Students can share
Students should illustrate one of these with the
water their plants their animals major class.
starting today. needs.

S/GA/CM – Each
pair will share with
the class where
they placed their
plant and why, and
explain how much
sunlight and water
it needs.
Week Day 96 Day 97 Day 98 Day 99 Day 100
20
ERCR SOL S 1.9a ERCR SOL S 1.9a ERCR SOL S 1.9a ERCR SOL S 1.9b ERCR SOL S 1.9b
Sun heats land Sun heats air Sun heats water Four Seasons Four Seasons
Spring Summer
CO: The teacher L: The teacher will L: The teacher will L/ CO/ W: The L/ ME: The students
will introduce the describe how the describe how the teacher will will recall from their
topic of the sun. sun indirectly heats sun heats water introduce the list the
The class will the air. and how it loses seasons and ask characteristics of
discuss things that heat faster than the students to tell summer. The
the sun heats. HO: The students land. their favorite teacher will give
will continue the seasons. The class the official start
HO/MO/LI: The activity from the GA/M: The students will make a list of and end dates for
class will go previous day. Tin will be divided into characteristics of summer
outside on the foil will be placed groups and given a each season.
playground and over the washcloth. fish bowl with LI/LS/GA/HS:
feel the The students will water in it. They T: The students will Students will learn
ground/pavement. observe. Is the air will record the view a video the dates for the
They will answer above the tin foil temperature of the Changing Seasons. first and last day of
the question, How warm? When the water. The bowls summer. They will
does it feel? And sun is out does the will be placed on LA/OL: The get in groups and
relate it to the air feel warm? the window sills to students will write make a calendar for
weather, Is the sun When the sun sit in the sun all a paragraph their summer.
out? heats the land, the day. The students describing what They will
land gives off heat will record the they think Spring incorporate any
HO: The teacher to the air. temperature again is. They should plans the family
will set up a light at the end of the include things they already has while
bulb hanging low DA: The students day and record the saw in the video. coming up with
over a small will be provided difference. They will share with their own activities.
washcloth. The with a picture of the class. They will take in to
light bulb the experiment as consideration,
represents the sun well as the VA: The students weather, holidays,
and the washcloth demonstration will draw one thing etc.
represents the they see or do in
land. The students the spring.
will predict what
will happen to the
washcloth.
 Day 106 Day 107 Day 108 Day 109 Day 110
Week ERCR SOL S 1.9b ERCR SOL S 1.9b ERCR SOL S 1.9b ERCR SOL S 1.9b ERCR SOL S 1.9b
22 Four Seasons Four Seasons Night and day Night and day Night and day
Fall Winter
W: The students W: The students TX/R: The students CO: The students Review and Test
will re-list the will list the will use their test to will discuss what
characteristics of characteristics of read about the you can see in the
fall, including winter including rotation of the sky during the day,
holidays. holidays. earth. and what you can
see at night.
MO: The teacher VA: The students VA: The students
will have the will construct will construct a sun GA/VA/CC: The
students stand and snowmen using and an earth to students will make
sway like leaves on construction paper demonstrate a large mural on
a tree. Gradually and cotton balls. rotation. They will the wall in the
the students will use this to hallway with other
take turns falling T/MU: The teacher understand that classes. One side
gently like leaves will play the song when the light will represent night
on a tree. The “Four Seasons” and shines on their part in the students’
teacher will explain the students will of the world, it is town, and the other
this is the main learn and sing it as day, and when it side will represent
characteristic of a class. doesn’t it is night. day time. The
fall. mural will have to
DA: There will be a be accurate with
tape provided with clouds and stars
CI/HS: The students the text for those where appropriate.
will be given extra who have difficulty
credit if they take reading to listen to
part in raking and follow along.
leaves in the
community.
 Day 116 Day 117 Day 118 Day 119 Day 120
Week 24
ERCR SOL S 1.10 ERCR SOL S1.10 ERCR SOL S1.10 ERCR SOL S1.10 ERCR SOL S1.10
Effect of light, Effect of light, Effect of light, Effect of light, Weather effects on
precipitation, heat precipitation, heat precipitation, heat precipitation, heat animals behavior
on plants on plants on plants on plants

S: The students will S: The students will S: Students will OL/ GA: The CC: The students
answer the answer the answer the students will be will go to the
question, What question, What question, What divided in to library to research
does light do to does rain do to does heat do to groups and give weather effects on
plants? plants? plants? small animal behavior.
presentations one The librarian will
E: A few E: A few of the of the three provide and assist
designated students will have E: The last of the subject’s effects on in finding
students will have quit watering their extra plants will plants. appropriate books.
planted extra extra plants for the have been kept Each student will
plants to be left last few weeks. HS: The students pick a specific
under heated lamp
out of the sun The students will will be responsible animal to research
light. The students compare these every day for a for planting how it behaves due
will compare how plants with the rest week. The something of their to weather.
these plants have of the class who students will choice at home
been growing to has been watering observe the lamp’s and caring for it. PS: The students
the ones that have theirs. effects and They will keep a will be given
stayed in the light. compare to the record of its growth different weather
LI/ W: The teacher and how they care scenarios and
control group.
LI/ W: The teacher will explain that for it with the help asked to think
will explain water is like food DA: Students who of parents. about what they
photosynthesis and to plants and the would do in the
need extra
how it keeps plants students will write given situation and
alive. The students a short explanation attention will be W: The students then what they
will then complete for why plants given the tasks of will complete a think their animal
a worksheet about need water. turning on and worksheet would or should do
photosynthesis. shutting off the identifying in the same
heat lamp daily situation.
everything a plant
and updating the needs to live.
class to any
changes in the
plant under the
lamp.
 Day 126 Day 127 Day 128 Day 129 Day 130
Week 26

ERCR SOL S1.10 ERCR SOL S1.10 ERCR SOL S1.10 ERCR SOL S ERCR SOL S
Weather effects on Weather effects on Weather effects on 1.10c 1.10c
animals behavior animals behavior animals behavior Weather on Weather on
different cultural different cultural
groups groups

CL: The students CC: The students OL: The students SS/A: The students LA: The teacher
will research will be given time will each complete will complete a will read, Arrow to
animals specific to to work on their a short map of the world the Sun, to
other countries research projects presentation on indicating the understand how
and how they live and put together their chosen different weather some Native
due to weather. information to animal and how it seasons/ Americans viewed
present to the lives according to phenomena and used the sun.
LA: The teacher class. The teacher the weather. different areas of
will read to the will circulate to the world CC/CL: Students
students from, help where GA/ CM: The experience. will be given the
Rainforest needed. student will opportunity to
Dreamtime Stories compile a class TX/HW: The further research
book of all their students will use how Native
DA: Students who T/MU: The students animals and how their text to obtain Americans lives are
wish to will be able will learn and sing, they lives. They needed affected by
given copies of Winter Sleep by will categorize information and weather.
stories the teacher Paul Rosenthal them by the one finish anything
did not read from that hibernate and they don’t finish in SS: The students
the book to read in the ones that do class at home. will indicate on
their spare time. not. their maps where
at least three
different groups of
Indians lived.
 Day 136 Day 137 Day 138 Day 139 Day 140
Week 28 ERCR SOL S ERCR SOL S ERCR SOL S 1. ERCR SOL S 1. ERCR SOL S 1.
1.10c 1.10c 11a 11a 11a
Weather on Weather on Resources of the Resources of the Resources of the
different cultural different cultural earth earth earth
groups groups

CO/LI: The MU: The students L/ W/TX: The L: The Teacher will L/CO: Students will
students will will learn and sing students will learn explain that plants identify land,
predict how Bill Oliver’s, the definition of and animals are water, minerals,
different cultures Habitat, a song resources. The resources because and soil as
live due to their about the different teacher will give we use them for resources and
habitat. habitats of the the definition and food and clothing. identify where they
Specifically, they earth. the students will come from.
will predict how copy it form the HS: Students will
Eskimos live. PS/ HW: The board. Students bring in some
students will will use the resource that they T: The students will
choose one of the teacher and their like to eat. They watch a video,
R/ CC/ TX/A/ PS: habitats in the text to identify will share with the Everyday Natural
The students will song and a cultural renewable and class. The class Resources
use their text to group that might non-renewable will make a list of
discover if their live in that given resources. plants and animals
predictions were habitat. They will that are used as
correct. Library identify a place on W: The students resources,
resources can be their map where will distinguish beginning with the
used. They will this habitat and between ones they brought
view a collage of people groups lives renewable and in.
pictures depicting and then identify non-renewable
Eskimos deduce the weather they resources by
how they are living experience and completing a
due to the weather. how they live worksheet. Plants,
because of it. animals, water, air,
land, minerals, and
soil will be
categorized.
 Day 146 Day 147 Day 148 Day 149 Day 150
Week 30 ERCR SOL S 1. ERCR SOL S 1. ERCR SOL S 1. ERCR SOL S 1. ERCR SOL S 1.
11b 11b 11b 11c 11c
Qualities of Qualities of Qualities of Recycle, Reduce, Recycle, Reduce,
resources resources resources Reuse Reuse

LI: The teacher will MU/CC: Students T: Students will Review and Quiz LI: The teacher will
discuss pollution will learn and sing, view Earth’s explain the
and how to Save the Earth By Natural Resources DA: Students who processes of
prevent it. Jack Hartman. The need extra help recycling,
music teacher will W: Students will will be given a reducing, and
LA: The teacher teach the song summarize what shortened quiz reusing and define
will read The and add they saw in the and provided aid is them for the class
Berenstain Bears instruments for video and explain necessary
Don’t Pollute the class to what they learned. CI/CZ: The
(Anymore). perform for students will begin
parents. a recycling project
LS/PS/W: The to recycle cans/
students will A: Students will bottles. The money
identify ways the draw a picture of raised will be given
Berenstains went either the air or to a charitable
about preventing water being organization to be
pollution and what affected by decided on as a
they can do pollution. class.
themselves
 Day 156 Day 157 Day 158 Day 159 Day 160
Week 32 Standardized Standardized Standardized Standardized Standardized
Testing Testing Testing Testing Testing
 Day 166 Day 167 Day 168 Day 169 Day 170
Week ERCR SOL S 1. ERCR SOL S 1. ERCR SOL S 1. ERCR SOL S 1. ERCR SOL S 1.
34 11c 11c 11c 11c 11d
Recycle, Reduce, Recycle, Reduce, Recycle, Reduce, Recycle, Reduce, Personal water
Reuse Reuse Reuse Reuse conservation

LA: The teacher PS/ HW: The MO: The students GA/CZ/M: The LI: The teacher will
will read The Three teacher will give will take a field trip students will count discuss the
Little Pigs. each student an to the park and the bottles/cans importance of
old jar. They will find two things they have brought conserving water.
PS/LS: The teacher examine it and that can be in and figure (add) The students will
will tell the come up with three recycled, reduced, the total. They will understand water
students that the different things it or reused before then vote on a in a non-renewable
pigs now have to could be used for. playing. They will charity to give the resource.
clean up the mess They will take it also pick up one money to.
left by the wolf. home and use it piece of trash. LS/PS/ HS: The
The students will for one of the CL/W: With the students will come
evaluate the things they help of the up with ways they
different materials thought of. teacher, the can conserve
used to build the students will water at home and
houses, which compose letters to at school. This list
ones where best, A: The students the government’s will be sent home
and what other will draw a picture of other countries and the students
things the straw, of one new use and their own will implement
sticks, and bricks they are choosing detailing the their ideas both at
could be used for. importance of home and school.
to implement.
recycling and
reusing.
DA: Students who
have difficulty
drawing will be
allowed to take a
picture and write
about the use.
 Day 166 Day 167 Day 168 Day 169 Day 170
Week ERCR SOL S 1.7 ERCR SOL S 1.7 ERCR SOL S 1.7 ERCR SOL S 1.7 ERCR SOL S 1.7
36 Growing plants Growing plants Growing plants Growing plants Growing plants

PS/ LS: The E: The students A: The students MO/ SS: The
students will make will complete an will make a small teacher will take
their final experiment four page book of the students on a
observations of demonstrating how the life cycle of a “Plant walk”
their plants and plants drink water. plant. Test around the
record them. They The teacher will school/neighborho
will then draw place food coloring Review for test od. Have the
conclusions based in a glass of water students note
on their results. then place a celery different kinds of
stalk with top plants and how
W: Students will leaves in the glass. they help people.
make the final The celery will be DA: Students who
observations of the observed every wish will be given
plants that were half hour. extra credit for
left without either drawing a more in-
water, light, or left A/W: The students
depth life cycle
in heat, and record will use
which one grew construction paper with more than
best. They will fill and crayons to four pictures.
out the worksheet, make a book about
What Plants Need how to care for
to Survive. plants.
 Legend

CC- Collaboration with colleagues

CL- Cultural Literacy and diversity
CO/CM- Communication
DA- Differentiation/Accommodation
E- Experiment
GA- Group Activity
H- Health
HO- Hands on Activity
HS- Home/school connection
LI- Listening
LA- Language Arts
LS-Life Skills
M- Math
MA – Manipulative Activity
ME- Memory
MO- Physical Education/ Movement
MU- Music
OL-Oral Language/ Public Speaking
PS- Problem solving/ Critical thinking
RE - Research
S-Science
T- Technology
VA- Visual Art
W- Writing
 Resources

Barlow, M Rainforest Dreamtime Stories. Jirrbal, Retrieved October 12, 2007, from
http://publib.slq.qld.gov.au/cbw/2002/jirrbal.doc

Cochran, J (1992). Integrating Science and Literature. Nashville, TN: Incentive Publications.

Cornett, C. E. (1999). Creating Meaning Through Literature and the Arts. Upper Saddle River, NJ: Pearson Education,
Inc.

Family Fun. Retrieved October 15, 2007, from

http://familyfun.go.com/parenting/learn/activities/feature/FGP_nature/FGP_nature2.html

Plona Cerbus, D, & Feichtenbiner Rice, C (1993). Whole Language Units for Science.Huntington Beach, CA: Teacher
Created Material, Inc.

Science NetLinks: Lessons K-2. Retrieved October 16, 2007, from Science NetLinks Web site:
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=8&DocID=17

Songs For Teaching. retrieved October 16, 2007 from www.songsforteaching.com

Teachers Store. Retrieved October 15, 2007 from
http://teacherstore.discovery.com/stores/servlet/ProductDisplay?storeId=10003&catalogId=10003&langId=
-1&productId=58854&partnumber=879031&jzid=40588027-0-0