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Needs of Plants and Animals Pushes and Pulls Sunlight and Weather
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****0E.1.1.1.2 Ask questions about how a person may reduce the amount of natural resources the individual uses.* (P: 1, CC: 2, CI: ESS3) Examples of questions may include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic, glass, or metal used.0P.2.2.1.1 Identify and describe patterns that emerge from the effects of different strengths or different directions of pushes and pulls on the motion of an object.** (P: 5, CC: 2, CI: PS2) Emphasis is on different relative strengths or different directions, but not both at the same time. Examples of pushes or pulls may include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.0E.1.1.1.1 Ask questions to obtain information from weather forecasts to prepare for and respond to severe weather.* (P: 1, CC: 7, CI: ESS3, ETS2) Emphasis is on local forms of severe weather that may arise quickly and should include examples of engineered solutions to severe weather (such as clothing to wear or places to safely shelter).
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0L.1.2.1.2 Make observations of plants and animals to compare the diversity of life in different habitats. (P: 3, CC: 1, CI: LS4) Emphasis is on the diversity of living things in a variety of different habitats and patterns across those habitats.**0P.3.2.2.1 Design and build a structure to reduce the warming effect of sunlight on Earth’s surface.* (P: 6, CC: 2, CI: PS3, ETS1) Emphasis of the practice is on choosing appropriate materials and tools to solve a problem. Emphasis of the core idea is on understanding the heating effects of sunlight. Examples of structures may include umbrellas, canopies, and tents.0E.1.1.1.2 Ask questions about how a person may reduce the amount of natural resources the individual uses.* (P: 1, CC: 2, CI: ESS3) Examples of questions may include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic, glass, or metal used.
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0P.2.1.1.1 Sort objects in terms of natural/human-made, color, size, shape, and texture, then communicate the reasoning for the sorting system. (P: 4, CC: 2, CI: PS1) Emphasis is on using observations to describe patterns and/or relationships in the natural and designed world in order to answer scientific questions and solve problems.0P.4.1.1.1 Construct an argument supported by evidence for whether a design solution works as intended to change the speed or direction of an object with a push or a pull.* (P: 7, CC: 2, CI: PS2, ETS1) Examples of problems requiring a solution may include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions may include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.0P.1.2.1.1 Collect and organize observational data to determine the effect of sunlight on Earth’s surface. (P: 3, CC: 2, CI: PS3, ETS2) Examples of Earth’s surface may include sand, soil, rocks, and water. Data may be organized in pictographs or bar graphs. Examples of observations may include heating, growth of plants, melting of snow, and shadows.
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0L.2.1.1.3 Record and use observations to describe patterns of what plants and animals (including humans) need to survive.** (P: 4, CC: 1, CI: LS1) Examples of patterns may include that animals need to take in food, but plants do not; different animals need different kinds of food; plants require light; and that all living things need water.2P.1.1.1.1 Ask questions about an object’s motion based on observation, that can be answered by an investigation. (P: 1, CC: 1, CI: PS2) Examples of questions may include what is causing the motion, what type of motion (circular, bouncing, etc.), and what changes are happening in the motion.0E.2.1.1.2 Make daily and seasonal observations of local weather conditions to describe patterns over time.** (P: 4, CC: 1, CI: ESS2) Examples of qualitative observations may include descriptions of the weather (such as sunny, cloudy, rainy, and warm). Examples of quantitative observations may include numbers of sunny, windy, and rainy days in a month. Examples of patterns may include that it is usually cooler in the morning than in the afternoon and that different months have different numbers of sunny days versus cloudy days in different months.
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0L.3.1.1.1 Develop a simple model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. (P: 2, CC: 4, CI: LS2) Examples of relationships may include that deer eat buds and leaves, therefore, they usually live in forested areas; and grasses need sunlight, so they often grow in meadows. Examples of models may include food chains, collages, and/or sorting activities.2P.2.2.1.1 Identify and predict quantitative patterns of the effects of balanced and unbalanced forces on the motion of an object.** (P: 5, CC: F412, CI: PS2) Examples may include illustrating how an unbalanced force on one side of a ball can make it start moving; and balanced forces pushing on a box from both sides will not produce any motion at all. Data displays may include pictographs and bar graphs.0P.3.2.2.1 Design and build a structure to reduce the warming effect of sunlight on Earth’s surface.* (P: 6, CC: 2, CI: PS3, ETS1) Emphasis of the practice is on choosing appropriate materials and tools to solve a problem. Emphasis of the core idea is on understanding the heating effects of sunlight. Examples of structures may include umbrellas, canopies, and tents.
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1E.4.1.1.1 Construct an argument based on observational evidence for how plants and animals (including humans) can change the non-living aspects of the environment to meet their needs. (P: 7, CC: 4, CI: ESS2) Examples of plants and animals changing their environment may include a squirrel digging in the ground to hide its food and tree roots breaking concrete.0P.4.2.2.1 Communicate design ideas for a structure that reduces the warming effect of sunlight on Earth’s surface.* (P: 8, CC: 2, CI: PS3, ETS1) Examples of written designs include models, drawings, writing, or numbers.
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1E.4.2.1.1 Communicate solutions that will reduce the impact of humans on the land, water, air, and/ or other living things in the local environment.* (P: 8, CC: 4, CI: ESS3) Examples of human actions that impact the land may include cutting trees to produce paper, using resources to produce bottles, and using water for bathing and brushing teeth. Examples of solutions may include reusing paper and recycling cans and bottles.**1E.2.2.1.1 Use quantitative data to identify and describe patterns in the amount of time it takes for Earth processes to occur and determine whether they occur quickly or slowly. (P: 5, CC: 7, CI: ESS1) Emphasis of the core idea is that some Earth processes happen quickly (like tornadoes and thunderstorms) and some slowly (like the erosion of soil). Examples of data may include firsthand observations from books, videos, pictures, or historical photos.
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2L.4.1.1.1 Construct an argument with evidence that evaluates how in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (P: 7, CC: 2, CI: LS4, ETS2) Emphasis is on the interdependence of parts of a system (organisms and their habitat). Examples of habitats should include those found in Minnesota, such as a wetland, prairie, or garden. Examples of evidence may include needs and characteristics of the organisms and habitats involved.2E.2.1.1.1 Represent data to describe typical weather conditions expected during a particular season. (P: 4, CC: 1, CI: ESS2) Examples of data may include temperature, precipitation, and wind direction. Data displays can include pictographs and bar graphs.
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**3L.1.2.1.2 Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant. (P: 3, CC:2, CI: LS2) Emphasis of the practice is on conducting fair tests and using data to support explanations. Examples of investigations may include simple experiments with fast- growing plants.2E.2.1.1.2 Analyze data from tests of objects designed to reduce the impacts of weather-related hazards and compare the strengths and weaknesses of how each performs.* (P: 4, CC: 2, CI: ESS3, ETS1) Emphasis is on data from tests of student-designed objects. Examples of design solutions to weather-related hazards may include barriers to prevent flooding or snow drifting, structures for sun shading, materials for clothing, and orientation of bus shelters.
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4E.4.2.2.1 Obtain and combine multiple sources of information about ways individual communities, including Minnesota American Indian tribes and communities and other cultures, use evidence and scientific principles to make decisions about the uses of Earth’s resources.* (P: 8, CC: 4, CI: ESS3, ETS1) Examples of cultures may include those within the local context of the learning community and within the context of Minnesota. Examples may include balancing the water, soil, wildlife, plant, and human needs to support sustainable use of resources.
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