H.O.T on the Case of Learning
Learning Targets:
- I can use STEM (Science, Technology, Engineering, Math) to help me solve a problem.
- I can use what I know about living things to help the Monarch butterflies.
Task: Students will work together as a group to make a flow map to show the plan/process for growing milkweed seed and attracting Monarch butterflies.
Standards:
Habits of
Mind
SKCS1. Students will be aware of the importance of curiosity,
honesty, openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works. a. Raise questions about
the world around you and be willing to seek answers to some of the questions by
making careful observations (5 senses) and trying things out.
SKCS2. Students will have the computation and estimation
skills necessary for analyzing data and following scientific explanations. a.
Use whole numbers for counting, identifying, and describing things and
experiences. b. Make quantitative estimates of nonstandard measurements (blocks,
counters) and check by measuring.
SKCS3. Students will use tools and instruments for observing,
measuring, and manipulating objects in scientific activities. Use ordinary hand
tools and instruments to construct, measure (for example: balance scales to
determine heavy/light, weather data, nonstandard units for length), and look at
objects (for example: magnifiers to look at rocks and soils). b. Make something
that can actually be used to perform a task, using paper, cardboard, wood,
plastic, metal, or existing objects. (For example: paper plate day and night
sky models)
SKCS4. Students will use the ideas of system, model, change,
and scale in exploring scientific and technological matters. a. Use a
model—such as a toy or a picture—to describe a feature of the primary thing. b.
Describe changes in size, weight, color, or movement, and note which of their
other qualities remains the same. (For example, playing “Follow the Leader” and
noting the changes.) c. Compare very different sizes (large/small), ages
(parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade
and natural things.
SKCS5. Students will
communicate scientific ideas and activities clearly. a. Describe and compare
things in terms of number, shape, texture, size, weight, color, and motion. b.
Begin to draw pictures that portray features of the thing being described.
Nature of
Science
SKCS6. Students will understand the important features of the
process of scientific inquiry. Students will apply the following to inquiry
learning practices: a. In doing science, it is often helpful to work with a
team and to share findings with others. b. Tools such as rulers, magnifiers,
and balance scales often give more information about things than can be
obtained by just observing things without help. c. Much can be learned about
plants and animals by observing them closely, but care must be taken to know
the needs of living things and how to provide for them (classroom pets).
Life
Science
SKL1. Students will sort living organisms and non-living
materials into groups by observable physical attributes. a. Recognize the
difference between living organisms and nonliving materials. b. Group animals
according to their observable features such as appearance, size, motion, where
it lives, etc. (Example: A green frog has four legs and hops. A rabbit also
hops.) c. Group plants according to their observable features such as
appearance, size, etc.
SKL2. Students will compare the similarities and differences
in groups of organisms. a. Explain the similarities and differences in animals.
(color, size, appearance, etc.) b. Explain the similarities and differences in
plants. (color, size, appearance, etc.) c. Recognize the similarities and
differences between a parent and a baby.
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