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Instructional Focus Document
Kindergarten Science
TITLE : Unit 10: Exploring Plant Life Cycles SUGGESTED DURATION : 10 days

Unit Overview

During this Unit

This unit bundles student expectations that address the life cycle of a plant. Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. Students also identify ways that young plants resemble the parent plant. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

 

Streamlining Note

There are no revisions to TEKS K.10C or K.10D. However, there may be revisions to process standards associated with this unit. See the Science TEKS Streamlining Side by Side Kindergarten (link in System Resources below).

 

Prior Content Connections

  • Kindergarten
    • K.9A – Differentiate between living and nonliving things based upon whether they have basic needs and produce offspring.
    • K.9B – Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
    • K.10A – Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape.
    • K.10B – Identify basic parts of plants and animals.

 

After this Unit

In Grade 1, student will observe and record life cycles of animals and compare ways that young animals resemble their parents.

 

STAAR Note

The student expectations in this unit are foundational to Grade 5 Scientific Investigation and Reasoning skills, and Supporting and Readiness Standards that may be assessed on the Grade 5 Science STAAR.

 

According to Research

Direct observations of generational similarities and differences of at least some plants is essential.

Teachers should lead students to make observations about how the offspring of familiar animals [and plants] compare to one another and to their parents. Children know that animals reproduce their own kind—rabbits have rabbits (but you can usually tell one baby rabbit from another), cats have kittens that have different markings (but cats never have puppies), and so forth. This idea should be strengthened by a large number of examples, both plant and animal, that the children can draw on.

 

“By the end of the 2nd grade, students should know that:

  • Some animals and plants are alike in the way they look and others are very different from one another. 5A/P1”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/.


Scientists investigate the natural world in order to understand and explain its systems.

  • Why is it important to know about and understand the natural world?
  • How are systems and their parts organized?
  • How are the components (parts), processes, and patterns of systems connected?

 

Scientific investigation is an orderly process to ensure that scientific claims are trustworthy.

  • How do scientists make and support their claims?
  • What processes help scientists investigate their claim?

 

Data is collected and organized in an orderly manner and analyzed by looking for patterns and relationships in order to develop reasonable explanations and make predictions.

  • How can data be used to make reasonable explanations?
  • How do patterns help us understand the natural world?

 

Scientists analyze, assess, and review each other’s work using processes of scientific investigations and build on one another’s ideas through new investigations.

  • How can we know what to believe about a scientific claim?
  • Why is it important to know and understand how things work and why things happen?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Flowering plants undergo a series of predictable changes in their life which repeats as a cycle with their offspring.

  • In what ways do plants change as they go through their life cycles?
  • In what ways do young plants resemble the parent plant?

Systems

  • Plant life cycle

 

Classifications

  • Seed
  • Seedling
  • Flower
  • Fruit

 

Properties

  • Age
  • Size
  • Previous stage
  • Development

 

Patterns

  • Repeating life cycle

 

Models

  • Plant life cycle

 

Constancy

  • Repeating life cycle

 

Change

  • Stages of plant life cycle
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Misconceptions:

  • Students may think that plants are not living or do not reproduce, rather than having a life cycle that results in new plants being produced.

Unit Vocabulary

Key Content Vocabulary:

  • Botanist – a scientist who studies plants
  • Change – to become different from the way it was before
  • Flower – the part of a plant that produces fruit
  • Fruit – the part of the plant that contains seeds
  • Life cycle – sequential stages of growth and development that an organism goes through in its lifetime
  • Resemble – to be like or similar to something else
  • Seed – small part of a flowering plant that grows into a new plant
  • Seedling – a young plant grown from a seed

 

Related Vocabulary:

  • Growing
  • Offspring
  • Parent plant
  • Plant
Unit Assessment Items System Resources Other Resources

Show this message:

Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.

State:

Texas Education Agency – Texas Safety Standards

http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents)

 

Texas Parks and Wildlife Educator Resources: 

http://www.tpwd.state.tx.us/learning/resources/trunks/

 

Texas Gateway for Online Resources by TEA – Interactive Science Glossary

https://www.texasgateway.org/resource/interactive-science-glossary


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), and American Association for the Advancement of Science (AAAS) Project 2061 is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
K.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:
K.1A Identify, discuss, and demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately.

Identify, Discuss, Demonstrate

SAFE PRACTICES

Including, but not limited to:

  • Wearing safety goggles or chemical splash goggles, as appropriate
  • Washing hands
  • Using materials appropriately
  • Follow classroom and outdoor safety guidelines, as outlined in Texas Education Agency-approved safety standards
  • Handle organisms appropriately

Note(s):

K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:
K.2A Ask questions about organisms, objects, and events observed in the natural world.

Ask

QUESTIONS ABOUT OBSERVATIONS IN THE NATURAL WORLD

Including, but not limited to:

  • Organisms
    • Plants
    • Animals
  • Objects
  • Events
K.2B Plan and conduct simple descriptive investigations.

Plan, Conduct

INVESTIGATIONS

Including, but not limited to:

  • Simple descriptive

Note(s):

  • TEA:
    • Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. Descriptive investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations –FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483)
K.2C Collect data and make observations using simple tools.

Collect

DATA

Including, but not limited to:

  • Use tools appropriately

Make

OBSERVATIONS USING SIMPLE TOOLS

Including, but not limited to:

  • Possible examples may include:
    • Hand lenses
    • Non-standard measurement tools
      • Paper clips
      • Clothespins
      • Plastic counters
      • Interlocking cubes
      • Teddy bear counters
K.2D Record and organize data and observations using pictures, numbers, and words.

Record, Organize

DATA AND OBSERVATIONS

Including, but not limited to:

  • Pictures
    • Real objects or pictures
  • Graphs
    • Picture graphs
    • Real-object graphs
  • Numbers
  • Words
K.2E Communicate observations about simple descriptive investigations.

Communicate

OBSERVATIONS

Including, but not limited to:

  • Simple descriptive investigations

Note(s):

  • TEA:
    • Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. Descriptive investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations –FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483)
K.3 Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:
K.3B Make predictions based on observable patterns in nature.

Make

PREDICTIONS

Including, but not limited to:

  • Based on observable patterns in nature
    • Growth of plants
K.3C Explore that scientists investigate different things in the natural world and use tools to help in their investigations.

Explore

SCIENTISTS’ INVESTIGATIONS, TOOLS

Including, but not limited to:

  • Basic definition of a scientist in the natural world
  • Process skills / tools scientists use
K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
K.4A

Collect information using tools, including computing devices, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices; non-standard measuring items; weather instruments such as demonstration thermometers; and materials to support observations of habitats of organisms such as terrariums and aquariums.

Collect

INFORMATION USING TOOLS

Including, but not limited to:

  • Computers
  • Hand lenses
  • Non-standard measuring items
  • Collecting nets
  • Notebooks
  • Materials to support observations of habitats of organisms
    • Aquariums
    • Terrariums
K.4B

Use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.

Use

SENSES AS A TOOL OF OBSERVATION TO IDENTIFY PROPERTIES AND PATTERNS IN THE ENVIRONMENT

Including, but not limited to:

  • Senses
    • Sight
    • Smell
    • Touch
  • Properties and patterns
    • Organisms
      • Plants
    • Objects
      • Size
      • Shape
      • Color
      • Texture
K.10 Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
K.10C Identify ways that young plants resemble the parent plant.

Identify

WAYS THAT YOUNG PLANTS RESEMBLE THE PARENT PLANT

Including, but not limited to:

  • Leaves
    • Shape
    • Color
K.10D Observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.

Observe

CHANGES THAT ARE PART OF A SIMPLE LIFE CYCLE OF A PLANT

Including, but not limited to:

  • Life cycle – sequential stages of growth and development that an organism goes through in its lifetime
  • Plant life cycle
    • Seed
    • Seedling
    • Plant
    • Flower
    • Fruit
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 04/05/2019
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