Plants and Animals; A Living and Breathing World

Joy Thompson, Catherine Arias, Tahseen Muhammad, Diana Mendez, Elizabeth Ervey and Jeanine Labiner

Table of ContentsTitle Slide

Standards………………………...…………………………………………………………........ 3-4

Rationale ……………………………………………………………………………………...…. 5

Overview…………………………………………………………………………………………. 6

Lesson 1:........................................................................................................................... 7-11

Lesson 2: …………………....…………………………………………………………...…….... 12-15

Lesson 3:…………………………………………………………………………………………. 16-19

Lesson 4:…………………………………………………………………………………………. 20-23

Lesson 5:……………………………………………………………………….………………… 24-27

Lesson 6:…………………………………………………………………………………………. 28-31

Manipulatives………………………………………………………………………………….. 32

Graphic Organizer/Scavenger Hunt….……………………..…………………………… 33-34

Mathematical Representation and Spreadsheet…………………………………….. 35

Sample student activities…………………………………………………………….......... 36-37

Filamentality Page……………………………………………………………………………… 38

References……………………………………………………………………………………… 39

NCTM StandardsNCTM Math SkillsProcess Standards: Problem solving: Apply and adapt a variety of appropriate strategies to solve problems.Communication: Communicate their mathematical thinking coherently and clearly to peers, teachers, and othersConnections: understand how mathematical ideas interconnect and build on one another to produce a coherent wholeRepresentation: create and use representations to organize, record, and communicate mathematical ideasContent Standards: Numbers and Operations: Describe classes of numbers according to characteristics such as the nature of their factors. Algebra: investigate how a change in one variable relates to a change in a second variable, Geometry: build and draw geometric objects, Data Analysis & Probability: Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictionsProblem Solving : Monitor and reflect on the process of mathematical problem solving. Reasoning and Proof: Develop and evaluate mathematical arguments and proofs. Select and use various types of reasoning and methods of proof. Communication: Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others.Connections: Recognize and apply mathematics in contexts outside of mathematics Content Standards Algebra Understand patterns, relations, and functions represent and analyze patterns and functions, using words, tables, and graphs. Model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions. Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems Create and describe mental images of objects, patterns, and pathsProcess Standards: To apply appropriate techniques, tools, and formulas to determine measurements. Content Standards: Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

Research and Information Fluency, Process data and report resultsCritical Thinking, Problem Solving, and Decision Making, Collect and analyze data to identify solutions and/or make informed decisionsCreativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.A) Apply existing knowledge to generate new ideas, products, or processesB) Create original works as a means of personal or group expression Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resourcesA) Identify and define authentic problems and significant questions for investigationB) Plan and manage activities to develop a solution or complete a project Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. A) Understand and use technology systemsB) Select and use applications effectively and productively

ISTE Standards

Rationale

With our unit, we want our students to understand the living world around them. By opening with the idea of an organism, followed by why living things need food and photosynthesis, our students will understand that plants and animals represent the many life cycles we see around us everywhere. By bridging the gap between adaptation and survival of the fittest, we will gain knowledge into how those who adapted to their environment really served to prolong the life cycles of these organisms. Lastly, by concentrating on a deeper level the aspects of survival, students can pin point exactly how species gain their power and stamina by developing their senses and therefore, thriving in the world around them.

MST-NYC Inquiry Unit Overview

Lesson 1Organisms

In A CLASS All By Themselves

Lesson 2All living

things need food!

Lesson 3Photosynthe

sis Fun

Lesson 4Who Will Be

The Best Competitor?

Lesson 5Adaptations & Animals

Lesson 6All About Senses

Lesson 1: Organisms: In A CLASS All By Themselves Motivational Activity

 If I were a worm, I would probably eat _______________

 If I were a cow, I would probably eat _______________

 If I were a lion, I would probably eat _______________

Scholars will be asked to direct their attention to the SMART board where the following will appear:

Scholars will be asked to think-pair-share with their partner for one minute. Solicit answers from about 2-3 scholars. The teacher would then say “Organisms as we know are all living things in our world. All organisms need food to give them energy. All organisms, except for one type, receive their food by eating other organisms. This is called the food chain.”Teacher asks, “Have you ever heard of the food chain? If so, what do you know about it?” As a few scholars offer answers they will be recorded under the K on the K-W-L chart. Teacher then asks, “What are some things you would like to learn about a food chain?” The teacher records these answers in the W column of the chart.

FOOD CHAIN

PRODUCER

CONSUMER

DECOMPOSER

HERBIVORE CARNIVORE OMNIVORE

create their own food by using the sun, water and nutrients in the soil

does not produce its own food obtaining it by consuming other organisms

breaks down the nutrients in dead things and returns it to the soil

community of organisms where each member is eaten by another member in order to produce energy for that organism

Behavioral Objectives:

To define, classify and organize organisms by their roles in the food chain.

To predict how an event at one level of the food chain will impact the entire chain.

To construct a food chain and explain the relationship between producers, consumers and decomposers.i

Lesson: Bloom’s Taxonomy: Knowledge,

Comprehension, and Application Gardner’s Multiple Intelligence(s):

Visual/Spatial, Logical, Linguistic, and Musical. Children’s Literature: Secrets of the

Garden: Food Chains and the Food Web in Our Backyard by Kathleen Weidner Zoehfeld and Priscilla Lamont

Assessment:

 

ASSESSMENT RUBRICSBEHAVIORAL

OBJECTIVETARGET

“3”SATISFACTORY

“2”UNSATISFACTORY

“1”SCHOLAR RATING

Behavioral Objective # 1: 

To define, classify and organize organisms by their roles in the food

chain. 

Scholar was able to correctly define identify, classify organisms on the

food chain.

Scholar was only able to describe 2 processes of the

water cycle

Scholar was not able to correctly define, identify and classify

organisms on the food chain.

 

Behavioral Objective # 2: 

To predict how an event at one level of the food

chain will impact the entire chain.

Scholar accurately identified answers on

the “Missing Organisms”

worksheet without errors.

 

Scholar accurately identified answers

on the “Missing Organisms”

worksheet 1 error. 

Scholar inaccurately identified answers

on the “Missing Organisms” worksheet.

 

 

Behavioral Objective #3: 

To construct a food chain and explain the

relationship between producers, consumers

and decomposers. 

Scholar successfully created a model of

the food chain explaining the

relationship between producers,

consumers, and decomposers.

Scholar attempted to create a model of the food chain, but has 1-2 errors and tried to explain the

relationship between producers,

consumers, and decomposers with

1-2 errors.

Scholar did not create a accurate model of the food

chain, and had many errors explaining the relationship between

producers, consumers, and decomposers.

 

Experiment Motivational Activity

Motivator: Teacher will show Students a video what do animals eat?

http://www.teachersdomain.org/asset/tdc02_vid_eat/.

Now that we have seen the video What did you notice about the video?

All living things need food!! Lesson 2

Behavioral Objectives:

Lesson SummaryLesson Summary

1) Students will compare and contrast living species. 2) Students will create a concept map to represent the flow of energy in a food chain.3) Students will be able use and illustration to explain how food chains transfer energy from living organisms via food.

Bloom’s Taxonomy: Synthesis, Comprehension, Evaluation

Gardner’s Multiple Intelligences: Visual/Spatial, Interpersonal, Verbal/Linguistic Logical/Mathematical

Children’s Literature: “ Be a Friend to Trees” by Patricia Lauder

Assessment:

 

Assessment RubricBehavioral Objective

Target3

Satisfactory2

Unsatisfactory1

Student Rating

1) Students will compare and contrast living species.  

Student included four or more differences and 2 similarities between plants and animals.

Student included up to two differences and 2 similarities between plants and animals

Student will include one similarity and one difference between plants and animals

 

2) Students will create a concept map to represent the flow of energy in a food chain. 

Student created a concept map using 4 images to represent the flow of energy.

Student created a concept map placing 3 using 3 images to represent the flow of energy.

Student will place 3 animals in a random order without following the flow of energy in food chain.

 

3) Students will be able use and illustration to explain how food chains transfer energy from living organisms via food.  

Student wrote a cohesive paragraph explaining how food chains transfer energy from living organism.

Student wrote a few sentences explaining the how food chains transfer energy from living organisms via food.  

Student wrote a few words about food chains and seems to not have an explanation of the process.  

 

Photosynthesis Fun - LESSON #3

Experiment Motivational Activity I will have a wilted plant and a live plant, and have students discuss why they think the two are different. What happened to the wilted plant?  We will then proceed to read the kindle version of the book, The Magic School Bus “Gets Planted” A Book about Photosynthesis in order to view it on the Smart Board. We will then go to the site http://www.neok12.com/diagram/Photosynthesis-01.htm to label a diagram of a leaf and photosynthesis.

Behavioral Objectives:

Lesson Summary• Lesson Summary

• Students will be able to examine the importance of sun light, water, and air to plants in the process of photosynthesis through experiments.

• Students will be able to explain the outcomes of their experiments by collecting and analyzing data.

• Students will be able to assess the results of their experiments by presenting them to the class as a group.

Lesson: Bloom’s Taxonomy: Analysis,

Comprehension, Evaluation Gardner’s Multiple Intelligence(s):

Visual-Spatial, Bodily kinesthetic, Interpersonal

Children’s Literature: The Magic School Bus “Gets Planted” A Book about Photosynthesis

Assessment:

 

  1 2 3 ScoreBehavioral objective 1:

Group Participation:

Our group did not have a leader or designated tasks.

We had a group leader and designated tasks.

We had a group leader, designated tasks, we discussed

daily our data collection and observations.

 

Behavioral Objective 2:

Data Collection

We did not take daily anecdotes, digital

pictures, or measure our plants.

We took anecdotes, digital pictures, and measure our plants

almost daily.

We took daily anecdotes, digital

pictures, or measure our plants in a

detailed manner.

 

Behavioral Objective 2: Line Graph

We did not measure our plants, record

data, or input it into a line graph.

We measured our plants, recorded data, and input it into a line

graph however we had errors in inputting

the data.

We measured our plants, recorded data,

and accurately inputted the data into

a line graph.

 

Behavioral Objective 3: Presentation

I did not present the investigation to the class, and I did not help create the presentation elements (charts, graphs, pictures,

etc.)

I helped to present the investigation to the class, but I did not help create the

presentation elements.

ORI did not help to

present the investigation, but I did help create the

presentation elements.

I helped my group create and present our investigation

to the class by using a table and

line graph to show our data, pictures

to show what happened, and explaining each

part of the process.

 

Rubric for Photosynthesis Fun

Effect of Environmental Change on Competition Between Species - Lesson #4

Experiment Motivational Activity Motivation/Constructivist Activity: Text to accompany PowerPointImagine a rainforest full of different species (or kinds) of plants. These plants are all competing for the resource of light, which is necessary for growth, survival and reproduction. We will focus on competition between species, which is called interspecific competition. [Note: Competition also occurs within species, which is called intraspecific competition.] Species compete for resources (food, living space, mating space) in their environments.In our rainforest example, taller trees absorb light before it reaches shorter trees. (Show video in PowerPoint of clover plants sprouting. Competition occurs above ground for light and below ground for nutrients and water.)

Another example is in the case of cheetahs and lions. These two species both eat the same prey items. So, if lions are better at capturing food, then there will be fewer prey available for cheetahs. Thus, lions have the competitive advantage and cheetahs are negatively affected by the presence of lions. (Show video in PowerPoint of damselfish (dark colored) defend territories in corals. They are defending a food resource. Other fish (light colored) also feed on the algae on the corals. These fish overpower the territory defense of damselfish by schooling – their high numbers overpower the defense of individual damselfish.)

Behavioral Objectives:

Lesson SummaryLesson Summary

• Understand that organisms require resources from

their environment.• Understand that organisms compete for resources in

their environment.• Make tables and graphs of data collected.• Interpret data from graphs and make comparisons

between graphs from different scenarios and species.• Develop new questions, make predictions, design

methods, test question, collect and interpret data.

Bloom’s Taxonomy: Application, Synthesis, Evaluation

Gardner’s Multiple Intelligence(s): Visual/Spatial, Naturalistic, Existential

Children’s Literature: Plants That Eat Animals by Allan Fowler

Assessment:

 

Assessment RubricBehavioral Objective Target

3Satisfactory

2Unsatisfactory

1Student Rating

1) Students will make tables and graphs of data collected.  

The student created his/her table and graph with 100% accuracy.

The student created his/her table and table graph minor errors, 80% accuracy.

The student was able to create a table or graph with 60% accuracy.

 

2) Students will make predictions of the results of collecting and interpreting data.  

The student described his/her prediction with all three: complete sentences, made a table and drew a graph with 100% accuracy.

The student described his/her prediction with two: complete sentences/made a table / drew a graph with 80% accuracy.

The student described his/her prediction with one: complete sentences/made a table / drew a graph with 60% accuracy.

 

3) Students will interpret data from graphs and make comparisons between graphs from different scenarios and species. .

The student interpreted data from the two scenarios with 100% accuracy.

The student interpreted data from the two scenarios with 80% accuracy.

The student interpreted data from the two scenarios with 60% accuracy.

 

Assessment / Play the game: 1.Have students come up with their own scenario to model an environmental change. 2.Students make predictions and modify the model to test their prediction.3.In their species teams or in smaller groups, have students brainstorm new scenarios to try. 4.Students may come up with many different ideas, but here are some possibilities we have considered: vary the colors or numbers of the prey items, add new colored items (who can see it better?), change the color filter (perhaps a new “purple” mutation enters the predator population, how does it compete with the “red” and “blue”?), change the size of the objects, change the total number of objects available, or change the spatial distribution of prey items (perhaps some prey colors clump together or are far from each other, perhaps some prey items hide in difficult to reach spots).

Adaptations & Animals, LESSON #5

Experiment Motivational Activity

pictures/visuals, birds of paradise video clip:http://www.smithsonianmag.com/video/All-39-Birds-of-Paradise-Species-Captured-on-Film-for-the-First-Time.html

Asking question: What is adaptation? What is it to change your behaviors or physicality to the environment that surrounds you? Let’s watch the following video, notice the different features that each bird has and ask “why is this bird this way?”

What does it mean for animals to adapt to their environments and how has this shaped the world around us?

Behavioral Objectives:

Lesson SummaryLesson Summary

• Describe how the structures of animals complement the environment of the animal.

• Observe that differences within a species may give individuals an advantage in surviving and reproducing.

• Relate physical characteristics of organisms to habitatcharacteristics (e.g., long hair and fur color change for mammals living in cold climates).

Bloom’s Taxonomy: Analysis, Knowledge,

Gardner’s Multiple Intelligence(s): Interpersonal, Intrapersonal, Linguistic

Children’s Literature:

Mammals Who Morph: The Universe Tells

Our Evolution Story by Jennifer Morgan (Author), Dana Lynne Andersen (Illustrator)

What Mr. Darwin Saw Hardcover by Mick Manning (Illustrator) , Brita Granstrom (Illustrator)

Assessment:

 

CRITERIA for Behavioral Objectives

“3”Target

“2”Satisfactory

“1”Unsatisfactory

To discuss and understand why information regarding adaptation is imperative. Active participation in brainstorming/class discussion 

Discussed with enthusiasm and was motivated in the activity, participated wholeheartedly.

Observed and participated in activity, motivation lacking

Did not observe or participate in activity, no effort for participation in discussion or assignment

Note how the animal adapted and in one paragraph describe what you analyzed

The paragraph clear and to the point, the analysis summed up the information very well.

One or two mistakes in terms of the analyzing, one or two mistakes in paragraph analysis.

The paragraph was unclear and did not reflect the data in an organized manner. The paragraph of analysis had 4-5 errors.

Student participation in

our “Guess my Species”

game

Participated fully, was

engaged and asked very

thoughtful questions, 4-5

questions

Student participated for

most of the challenge and

asked 1-2 thoughtful

questions

Student was not

participating and asked 1

or no questions

Student Rating 

 

 

All about senses, Lesson #6 Bloom’s Taxonomy: Knowledge, Synthesis, Analysis

Gardner’s Multiple Intelligence(s): Bodily – Kinesthetic, Logical – Mathematical, Interpersonal

Children’s Literature: Animal Senses: How Animals See, Hear, Taste, Smell and Feel, By Pamela Hickman

Motivation Students will be asked to put on blindfolds. Once each students is

blindfolded, the teacher will inform them that they will uses their other senses, to make predictions or draw conclusions about what the teacher is doing. The teacher will then place a bag of microwavable popcorn in the microwave and let it cook. The teacher will ask the students to write down what they think the teacher is doing. After the teacher will have the students remove their blindfolds and share what they wrote down.

While blind folded teacher will recite: Listen to the sound, does it sound familiar; can you guess what it is?

(This will be the first question asked prior to the aroma filling the room?) Quickly write down your prediction.

Breath in – does it smell familiar? Quickly write down your prediction Once blindfolds are removed: Check your responses; was it the same both times? If not did the smell

of the popcorn aid in putting the sound in perspective? Write a paragraph explaining your experience.

Behavioral Objectives: Students will be able to create a flow chart demonstrating

the chain of events for survival using all five senses. Students will be able to conduct research on all appointed

animals, they will be able to target the senses used for survival, and answer all questions.

Students will be able to construct a pie graph by inputting information found during their research

(sample activity shown)

Assessment:

 

BehavioralObjective

Target“3”

Satisfactory “2”

Unsatisfactory “1” Student Rating

Behavioral Objective #1: Students will be able to create a flow chart demonstrating the chain of events for survival using all five senses.

The student created their flow chart with 100% accuracy.

The student created a flow chart with minor errors.

The student was unable to create a flow chart.

 

Behavioral Objective #2: Students will be able to conduct research on all appointed animals, they will be able to target the senses used for survival and answer all questions.

Student was able to conduct research on all appointed animals, they will be able to target the senses used for survival and answer all questions. with 100% accuracy

Student was able to conduct research on appointed animals, they will be able to target the senses used for survival and answer all questions. with minor errors

Student was unable to conduct research on appointed animals, they will be unable to target the senses used for survival and answer any questions.

 

Behavioral Objective # 3: Students will be able to construct a pie graph by inputting information found during their research 

Student was able to construct a pie graph by inputting information found during their research 100% accuracy

Student was able to construct a pie graph by inputting information found during their researchMinor errors

Student was unable to construct a pie graph by inputting information found during their research 

 

Manipulatives in lessons:Excerpt from Lesson 5:Students will then be handed a card with an animal on it – keeping the card to themselves they will research this animal and identify and then analyze what the specific adaptation was and write one paragraph on the adaptation itselfAfter each student will have a chance to “present “their species on the card to the class or if preferred small group – after raising our hands, the class will ask “yes” or “no” questions in order to guess the species and its adaptation. Each student will have a chance to share their speciesExample: (if the animal is a giraffe)Students in class: Does your species live in the ocean?Presenter: No…Students in class: does the species live in Africa?Presenter: Yes!

Excerpt from Lesson 6:Motivational /Constructivist Activity:Students will be asked to put on blindfolds. Once each students is blindfolded, the teacher will inform them that they will uses their other senses, to make predictions or draw conclusions about what the teacher is doing. The teacher will then place a bag of microwavable popcorn in the microwave and let it cook. The teacher will ask the students to write down what they think the teacher is doing. After the teacher will have the students remove their blindfolds and share what they wrote down. While blind folded teacher will recite:Listen to the sound, does it sound familiar; can you guess what it is? (This will be the first question asked prior to the aroma filling the room?) Quickly write down your prediction. Breath in – does it smell familiar? Quickly write down your predictionOnce blindfolds are removed:Check your responses; was it the same both times? If not did the smell of the popcorn aid in putting the sound in perspective? Write a paragraph explaining your experience.

Graphic Organizer example:Excerpt from Lesson #2 – Why is food important?

Name:_______________________________________ Date:____________________Fill in the Venn diagram. Compare and contrast “plants and animals”

Scavenger Hunt

Objective 3 2 1Students will be able to use technology to gain information about food chains.  

Students are engaged in gathering information.

Students are off task and are reminded to get back to their work.

Students receive more than two reminders for off task behavior.

Students will be able to complete a scavenger hunt.  

Students complete 95% or more of worksheet correctly.

Students complete 80% or more of worksheet correctly.

Students complete 50% of worksheet correctly.

Students will be able to collaboration with peers to complete a scavenger hunt

Students collaborate by taking turns and sharing information.

Students collaborate by taking turns or sharing information.

Student does not share computer with peer or share information.

Find the key to open the links of the food chain.!!!Indulge yourself in a journey to find keys that will allow you to understand and possibly open the links within a food chain. http://idahoptv.org/asxgen.cfm?showfile=d4k/season11/d4k1107su_hi.wmvhttp://idahoptv.org/dialogue4kids/season11/food_chain/resources.cfmhttp://www.brainpop.com/science/ecologyandbehavior/foodchains/http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htmhttp://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/decomposers.htm•Eating food is important because__________________________________________•Is someone at the top of the food chain a consumer or a producer?________________•Why is energy necessary?_________________________________________________•How is energy passed down in a food chain?_________________________________•What is photosynthesis? _________________________________________________•How is an aquatic chain similar or different than a terrestrial food chain___________•Could these two types of food chain be connected?____________________________ •After watching the video define what is food chain ____________________________•Are plants always at the bottom of the food chain? ____________________________•Could a producer also be a consumer? ______________________________________

Mathematical Representation & congruent Spreadsheet

Plant 1 Plant 2 Plant 3     

Plant height: Plant height: Plant height:

Amount of water used 2x a day: Amount of water used 1 x a day: No Water

Time (watered plants): Time (watered plants): Time:

Day 3 observations: (Include height, details about color, insert digital photos, etc.)

Day 3 observations: (Include height, details about color, insert digital photos, etc.)

Day 3 observations: (Include height, details about color, insert digital photos, etc.)

Day 4 observations: Day 4 observations: Day 4 observations:Day 5 observations: Day 5 observations: Day 5 observations:Day 6 observations: Day 6 observations: Day 6 observations:Day 7 observations: Day 7 observations: Day 7 observations:Day 8 observations: Day 8 observations: Day 8 observations:Day 9 observations: Day 9 observations: Day 9 observations:Day 10 observations: Day 10 observations: Day 10 observations:Day 11 observations: Day 11 observations: Day 11 observations:Day 12 observations: Day 12 observations: Day 12 observations:Day 13 observations: Day 13 observations: Day 13 observations:Day 14 observations: Day 14 observations: Day 14 observations:

Worksheet: Group ____Worksheet/ Guiding Question:_________________________________________Insert digital picture of Day 1-2 plant set up:

Sample Student Activities Student Performance Based Product (Target rating) for Behavioral Objective #3:Students will be able to construct a pie graph by inputting information found during their research (sample activity shown)

Sample Student Activities

Filamentality Webpagelink: http://www.kn.att.com/wired/fil/pages/listplantsate.html

Rationale:Students will learn how to research websites by using the provided links from their teacher. They will share their thoughts to each link through rigorous assessment. The website links provide access to rich, varied resources.

References:K. Weidner Zoehfeld and P. Lamont. (2012). Secrets of the Garden: Food Chains and the Food Web in Our Garden. Random House Children’s Book. Earth Day Canada. (2013). Chain Reaction. Retrieved on August 5, 2013 from http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm Scholastic Inc. (2013). The Food Chain. Retrieved on August 5, 2013 from http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm Sheppard Software. (2013). The Food Chain Game. Retrieved on August 5, 2013 fromhttp://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm YouTube. (2013). Food Chain Song. Retrieved on August 5, 2013 http://www.youtube.com/watch?v=iWfEn8J5xKM

Gibbons, Gail. From Seed to Plant. New York: Holiday House, 1991. Print.National Council of Teachers of Mathematics. (2013). Retrieved from http://www.nctm.org/standards/content.aspx?id=26820 NYC Department of Education K-8 Science Scope & Sequence. Retrieved fromhttp://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf The Food Chain Game. http://www.sheppardsoftware.com/content/animals/kidsco rner/games/foodchaingame.htm What do animals eat? http://www.teachersdomain.org/asset/tdc02_vid_eat/

Hickman, P. (1998). Animal senses: How animals see, hear, taste, smell and feel. Kids Can Press.National Museums Scotland (n.d.). Animal Senses. Retrieved August 8, 2013, from http://www.nms.ac.uk/our_museums/national_museum/explore_the_galleries/natural_world/animal_senses.aspxUnknown (n.d.). Neuroscience for Kids - Animal Senses. Retrieved August 8, 2013, from http://faculty.washington.edu/chudler/amaze.html

http://www.smithsonianmag.com/video/All-39-Birds-of-Paradise-Species-Captured-on-Film-for-the-First-Time.html

Mammals Who Morph: The Universe Tells Our Evolution Story by Jennifer Morgan (Author), Dana Lynne Andersen (Illustrator), Dawn Publications, 2006

What Mr. Darwin Saw Hardcover by Mick Manning (Illustrator) , Brita Granstrom (Illustrator), Frances Lincoln Children's Books, March 1, 2009