|SC (K) || |
6. Compare size, shape, structure, and basic needs of living things. Identifying similarities of offspring and their parents
|SC (1) || |
4. Describe survival traits of living things, including color, shape, size, texture, and covering. Classifying plants and animals according to physical traits
animals—six legs on insects,
plants—green leaves on evergreen trees Identifying developmental stages of plants and animals
plants—seed developing into seedling, seedling developing into tree;
animals—piglet developing into pig, kid developing into goat Describing a variety of habitats and natural homes of animals
|SC (2) || |
5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers.
|SC (3) || |
10. Determine habitat conditions that support plant growth and survival.
Examples: deserts support cacti, wetlands support ferns and mosses
|SC (3) || |
13. Describe ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment. Recognizing the impact of society on human health and environmental conditions
|SC (4) || |
5. Describe the interdependence of plants and animals. Describing behaviors and body structures that help animals survive in particular habitats
behaviors—migration, hibernation, mimicry;
body structures—quills, fangs, stingers, webbed feet Describing life cycles of various animals to include incomplete and complete metamorphosis
Examples: damsel fly, mealworms Tracing the flow of energy through a food chain
Example: producer, first-level consumer, second-level consumer, and third-level consumer Identifying characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment
|SC (5) || |
9. Describe the relationship of populations within a habitat to various communities and ecosystems. Describing the relationship between food chains and food webs Describing symbiotic relationships
|SC2015 (2) || |
7. Obtain information from literature and other media to illustrate that there
are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).
|SC2015 (4) || |
9. Examine evidence to support an argument that the internal and external
structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem,
phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to
support survival, growth, behavior, and reproduction.
Primary Learning Objective(s):
Students demonstrate knowledge of the interdependence of plants and animals of the pitcher plant bog. They demonstrate how pitcher plants acquire nourishment from insects and other animals. They address predator - prey relationships. Younger students may learn what each organism in the program eats. Students role play the lives of flies, bumblebees, frogs, spiders, grasshoppers and other creatures that live in the pitcher plant bogs.