-
- 3-5 grades
- 3-5-grades
- ClimeTime
- Structure and Function
- Washington Office of Superintendent of Public Instruction
- climetime
- dandelion
- diversity and equity
- diversity-and-equity
- field investigation
- field-investigation
- flow of matter and energy
- flow-of-matter-and-energy
- invasive plant species
- invasive-plant-species
- investigation
- modeling
- needs of plants
- needs-of-plants
- observation
- patterns in nature
- patterns-in-nature
- plant parts
- plant-parts
- plants
- structure-and-function
- wa-ela
- wa-science
- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Text/HTML
Education Standards
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Learning Domain: Earth's Systems
Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Learning Domain: Earth's Systems
Standard: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
Learning Domain: From Molecules to Organisms: Structures & Processes
Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Learning Domain: Earth's Systems
Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Learning Domain: Earth and Human Activity
Standard: Obtain and combine information about ways individual communities use science ideas to conserve Earth's resources and environment.
Learning Domain: From Molecules to Organisms: Structures & Processes
Standard: Support an argument that plants get the materials they need for growth primarily from air and water.
Learning Domain: Energy
Standard: Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Learning Domain: Reading for Informational Text
Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Learning Domain: Reading for Informational Text
Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others�۪ ideas and expressing their own clearly.
Maryland College and Career Ready English Language Arts Standards
Grade 3Learning Domain: Speaking and Listening
Standard: Explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others�۪ ideas and expressing their own clearly.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Speaking and Listening
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Learning Domain: Speaking and Listening
Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Science Domain: Earth and Space Sciences
Topic: Weather and Climate
Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]
Science Domain: Life Sciences
Topic: Structure, Function, and Information Processing
Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
Science Domain: Physical Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Cluster: Comprehension and Collaboration.
Standard: Explain their own ideas and understanding in light of the discussion.
Cluster: Comprehension and Collaboration.
Standard: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Cluster: Comprehension and Collaboration.
Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Cluster: Comprehension and Collaboration.
Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Cluster: Key Ideas and Details.
Standard: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Lesson 1_Phenomenal Observations
Lesson 2_Explanatory Model
Lesson 3_Family Interview
Lesson 4A_Habitat Comparison Investigation
Lesson 4B_Plant Structures Investigation
Lesson 4C_Plant Needs Investigation
Lesson 5_Seed Dispersal
Lesson 6_Global Origins & Uses
Lesson 7_Rubric for Explanatory Model
Related DCIs
Related SEPs and CCCs
Slide Deck
What Makes a Weed a Weed? (for 3-5 Educators)
Overview
This professional development course consists of a series of workshops focused on NGSS-aligned & local phenomenon-centered curriculum, developed by IslandWood with funding from the OSPI ClimeTime Grant. It is currently structured to be delivered online and for Upper Elementary (3-5) educators. A slide deck and accompanying handouts are available to complement the course outline.
Unlocking wonder with the nature in our communities provides endless opportunities for rich learning. This course guides teachers in using a simple clump of dandelions to anchor a Next Generation Science Standards-aligned storyline that will get students outside and engaged with science learning. Includes activities to implement in the classroom and a chance to debrief and adapt with other 3-5 grade teachers. All shared activities can be used in the schoolyard or by students who are learning remotely.