ALEX Classroom Resource

  

Grow! Raise! Catch!

  Classroom Resource Information  

Title:

Grow! Raise! Catch!

URL:

http://sciencenetlinks.com/lessons/grow-raise-catch/

Content Source:

Science NetLinks
Type: Lesson/Unit Plan

Overview:

This lesson uses a book called Grow! Raise! Catch! How We Get Our Food by Shelley Rotner. This book describes, in general terms, where food comes from. It helps students make connections between people and their environment. After reading the book, students will explore how some plants grow and discover the steps between where food comes from and how it ultimately arrives in the supermarket and on our tables.

 

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.10- With prompting and support, identify who, what, and/or where of an informational text.


English Language Arts
ELA2015 (2015)
Grade: K
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

Science
SC2015 (2015)
Grade: K
3 ) Distinguish between living and nonliving things and verify what living things need to survive (e.g., animals needing food, water, and air; plants needing nutrients, water, sunlight, and air).


NAEP Framework
NAEP Statement::
E4.5: Natural materials have different properties that sustain plant and animal life.

NAEP Statement::
E4.7: The Sun warms the land, air, and water and helps plants grow.

NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.


Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Distinguish between living and nonliving things.
  • Verify what living things need to survive
  • Use observations to distinguish between living and nonliving things and describe patterns of what plants and animals need to survive.
Teacher Vocabulary:
  • Distinguish
  • Living
  • Nonliving
  • Verify
  • Need
  • Survive
  • Animals
  • Plants
  • Nutrients
  • Water
  • Sunlight
  • Air
  • Food
Knowledge:
Students know:
  • All animals need food, water, and air in order to survive.
  • Animals obtain their food from plants and other animals.
  • Plants need water, light and air to survive.
Skills:
Students are able to:
  • Distinguish between living (including humans) and nonliving things.
  • Verify what living things, including plants and animals, need to survive.
Understanding:
Students understand that:
  • Patterns in the natural world can be observed and used as evidence when distinguishing between living and nonliving things and determining the needs of living things.
AMSTI Resources:
AMSTI Module:
Plants and Animals
*Exploring Plants and Animals, STC

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.K.3- Sort a group of items based on whether the items are living or nonliving.


Science
SC2015 (2015)
Grade: K
4 ) Gather evidence to support how plants and animals provide for their needs by altering their environment (e.g., tree roots breaking a sidewalk to provide space, red fox burrowing to create a den to raise young, humans growing gardens for food and building roads for transportation).


NAEP Framework
NAEP Statement::
E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms.

NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.


Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
  • Make a claim using evidence to show how plants and animals sometimes alter their environment to ensure their needs are met.
Teacher Vocabulary:
  • Gather
  • Evidence
  • Support
  • Plant
  • Animal
  • Provide
  • Needs
  • Alter
  • Environment
  • Claim
Knowledge:
Students know:
  • Plants and animals meet their needs.
  • Plants change their environment to meet their needs.
  • Animals change their environment to meet their needs.
Skills:
Students are able to:
  • Gather data (evidence) to support a claim that plants and animals alter the environment when meeting their needs.
Understanding:
Students understand that:
  • Systems in the natural and designed world have parts that work together like the plants and animals within their environments.
AMSTI Resources:
*vocabulary related to specific examples
AMSTI Module:
Plants and Animals
*Exploring Plants and Animals, STC

Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.K.4- Observe and/or identify ways plants and animals alter their environment to live.


Tags: environment, food, Grow Raise Catch How We Get Our Food, humans, needs, Shelley Rotner
License Type: Custom Permission Type
See Terms: https://www.aaas.org/terms-of-use
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  This resource provided by:  
Author: Stephanie Carver