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Infusion of Literacy into the Science CurriculumBook Information:Title:Plant FamiliesAuthor: Carol LernerPublisher:Morrow Junior BooksCopyright Year1989ISBN #:0688078826Summary:A brief, attractive look at 12 common plant families, with full-color illustrations of representative species drawn to scale. Lerner describes the characteristics of leaf, flower, fruit, and seed, with botanical terms appearing in italics and defined in a glossary. While the text is too technical for the novice, and the lack of botanical names will limit usefulness for serious study, the lovely, precise illustrations of common garden and wayside plants (including the arum, buttercup, composite, grass, lily, mint, mustard, orchid, parsley, pea, pink, and rose families) make this an appealing browsing title.Availability:Arlington Central Library; Amazon for purchaseHow can the book content be infused into the science curriculum?Grade Level4-5StrandsScientific Investigation, Life Processes, Living Systems, Earth ResourcesGrade 4?Scientific Investigation, Reasoning, and Logic4.1????????????? The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in whicha)?? distinctions are made among observations, conclusions, inferences, and predictions;b)?? objects or events are classified and arranged according to characteristics or properties;c)?? appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units;d)?? appropriate instruments are selected and used to measure elapsed time;e)?? predictions and inferences are made, and conclusions are drawn based on data from a variety of sources;f)??? independent and dependent variables are identified;g)?? constants in an experimental situation are identified;h)?? hypotheses are developed as cause and effect relationships;i)??? data are collected, recorded, analyzed, and displayed using bar and basic line graphs;j)??? numerical data that are contradictory or unusual in experimental results are recognized;k)?? data are communicated with simple graphs, pictures, written statements, and numbers;l)??? models are constructed to clarify explanations, demonstrate relationships, and solve needs; andm)? current applications are used to reinforce science concepts.?Life Processes4.4????????????? The student will investigate and understand basic plant anatomy and life processes. Key concepts includea)?? the structures of typical plants and the function of each structure;b)?? processes and structures involved with plant reproduction;c)?? photosynthesis; andd)?? adaptations allow plants to satisfy life needs and respond to the environment.?Living Systems4.5????????????? The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts includea)?? plant and animal adaptations;b)?? organization of populations, communities, and ecosystems and how they interrelate;c)?? flow of energy through food webs;d)?? habitats and niches;e)?? changes in an organism’s niche at various stages in its life cycle; andf)??? influences of human activity on ecosystems. Earth Resources4.9????????????? The student will investigate and understand important Virginia natural resources. Key concepts includea)?? watersheds and water resources;b)?? animals and plants;d)?? forests, soil, and land.Grade 5Scientific Investigation, Reasoning, and Logic5.1????????????? The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in whicha)?? items such as rocks, minerals, and organisms are identified using various classification keys;b)?? estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools;c)?? estimates are made and accurate measurements of elapsed time are made using proper tools;d)?? hypotheses are formed from testable questions;e)?? independent and dependent variables are identified;f)??? constants in an experimental situation are identified;g)?? data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements;h)?? predictions are made using patterns from data collected, and simple graphical data are generated;i)??? inferences are made and conclusions are drawn;j)??? models are constructed to clarify explanations, demonstrate relationships, and solve needs; andk)?? current applications are used to reinforce science concepts.Reply to: PRIVATE "<TEXTAREA>Reply to Mary ONeill</TEXTAREA>" MACROBUTTON HTMLDirect SendSample Activities:Grade 4BIOLOGY OF PLANTSHOW PLANTS GROWMaterials:1. Lima beans2. Shallow container for soaking seeds3. Hand lensesPreparation:1. Soak the seeds overnight in about one inch of water.2. Drain off the water.3. If you forget to soak the seeds, microwave them in water on medium for 10-15 minutes. Remove seeds when coats begin to split. Cool seedsthoroughly before using them.Procedure:1. Tell students that every seed contains a new plant and afood source to keep that plant alive until it is big enough tomake its own food. Explain that we will see both the newplant and the food today. Pass out seeds to each student.2. Have students pull off the loosened seed coat. Ask whatthe coat does for the seed. (It protects the new plant fromcold or wet or from drying out before it is ready to grow.)3. Carefully split the seed in two from the side AWAY fromthe indentation. It will split open like a book. Openingthe two halves of the seed exposes the embryo. Havestudents find the plant’s leaves and roots.4. Ask what all the rest of the material in the seed is. (Foodfor the new plant—and the food store is larger than thesmall plant.5. Have students draw the seed parts they have seen.Grade 5CONDITIONS FOR GERMINATION (ZIPLOC BAG METHOD)Materials:1. 4 ziploc bags for each group of students2. 4 paper towels for each group of students3. 12 seeds all the same kind for each group(mung bean, lima bean, alfalfa, or radish)4. 4 label for each group5. Markers6. WaterStudents will experiment to see which conditions favor germination of seeds.Procedure:1. List ideas about what people need to grow healthy and strong. Ask what plants need to grow. What do seeds need to grow? (It is likely that their answer for seeds will be the same as for plants—water, sunlight, air, soil). Explain that the class will do an experiment together to find outwhat seeds need to grow.2. Give each group of experimenters bags, labels, and markers. Have them write their group’s name on all the labels. Number the labels 1 through 4. Place one label on each bag.3. Give each group paper towels. Have them fold the paper towels in fourths.4. Wet three of the towels. Place them in bags 1 through 3. Place the dry towel in bag 4.5. Add three seeds to each bag.6. Discuss where seeds can be put to receive sunlight and no sunlight. Also select a cold, dark spot where some seeds can be placed.7. Place bag 1 in the sun. Place bag 2 in the dark. Place bag 3 in the cold, dark place. Place bag 4 in the sun.8. Check on the seeds in 4–5 days. Make a chart to recordyour results. ................
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