This week, I’m focusing on a kindergarten PE that is lumped under Earth
& Space Science, though it really has significant overlap with life science
concepts.
K-ESS3-1. Use a model to represent the relationship between the needs of different
plants or animals (including humans) and the places they live. [Clarification Statement:
Examples of relationships could include that deer eat buds and leaves,
therefore, they usually live in forested areas; and, grasses need sunlight so
they often grow in meadows. Plants, animals, and their surroundings make up a
system.]
plants or animals (including humans) and the places they live. [Clarification Statement:
Examples of relationships could include that deer eat buds and leaves,
therefore, they usually live in forested areas; and, grasses need sunlight so
they often grow in meadows. Plants, animals, and their surroundings make up a
system.]
Activity
Take your class outdoors on a warm day
and encourage students to find and follow a small animal, such as an ant or a
spider. While the children are observing the animal, walk among them and ask: What do you think the animal is doing? What
do you think it will do next?
and encourage students to find and follow a small animal, such as an ant or a
spider. While the children are observing the animal, walk among them and ask: What do you think the animal is doing? What
do you think it will do next?
After the students have had time to
think about these questions, ask them: How
do you think the animal depends on the land, water, and other living things
around them? Do you see evidence to support your ideas?
think about these questions, ask them: How
do you think the animal depends on the land, water, and other living things
around them? Do you see evidence to support your ideas?
As the children think about these
questions, encourage them to draw a picture of the creature and its
surroundings. When
they are done, ask the children to circle and label anything in their picture
that they think the animal needs to survive.
questions, encourage them to draw a picture of the creature and its
surroundings. When
they are done, ask the children to circle and label anything in their picture
that they think the animal needs to survive.
Before going back
inside, invite the students to gather together and guide a discussion about the
physical characteristics of the area where the creatures live. This is a great
opportunity to introduce the word environment.
(All the factors—soil, water, and other living things—that affect the life
and activities of a creature.) The class should
consider some of the following questions:
What kinds of plants grow in the environment? Do the plants seem to be healthy?
Is there a source of water in the environment? Record the students’ ideas
in a notebook and transfer them to a piece of chart paper when you return to
the classroom and return to the students’ observations as you read and discuss
some of the following books:
inside, invite the students to gather together and guide a discussion about the
physical characteristics of the area where the creatures live. This is a great
opportunity to introduce the word environment.
(All the factors—soil, water, and other living things—that affect the life
and activities of a creature.)
consider some of the following questions:
What kinds of plants grow in the environment? Do the plants seem to be healthy?
Is there a source of water in the environment? Record the students’ ideas
in a notebook and transfer them to a piece of chart paper when you return to
the classroom and return to the students’ observations as you read and discuss
some of the following books:
Just Ducks by Nicola Davies
Hip-Pocket Papa by Sandra Markle
Fish Wish by Bob Barner
What Bluebirds Do by Pamela F.
Kirby
Kirby
Bat Loves the Night by Nicola Davies
Dig, Wait,
Listen: A Desert Toad’s Tale by April Pulley Sayre
Listen: A Desert Toad’s Tale by April Pulley Sayre
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