LS1: From Molecules to Organisms: Structures and Processes Lessons

     Conceptual Flow: Structure and Function  

     Conceptual Flow: Ecosystems

     Conceptual Flow: Energy and Matter in Living Systems

     Conceptual Flow: Evolution

LS3: Heredity: Inheritance and Variation of Traits

     Conceptual Flow: Heredity

     Conceptual Flow: Evolution

LS2: Ecosystems: Interactions, Energy, and Dynamics Lessons

     Conceptual Flow: Ecosystems

     Conceptual Flow: Energy and Matter in Living Systems

LS4: Biological Evolution Unity and Diversity

     Conceptual Flow: Evolution

     Conceptual Flow: Ecosystems

Conceptual Flow Diagram 

Disciplinary Core Ideas 

NGSS Performance Expectations 

Click on linked PEs to see corresponding lessons. 

Year Presented

Structure and Function

LS1: From Molecules to Organisms: Structures and Processes

• LS1.A Structure and function
• LS1.B Growth and development of organisms
• LS1.D Information Processing

1-LS1-1, 1-LS1-2

3-LS1-1

4-LS1-1, 4-LS1-2

MS-LS1-1, MS-LS1-2, MS-LS1-3, MS-LS1-4, MS-LS1-5, MS-LS1-8

Life Science Part 1: Molecules, Organisms, and Ecosystems

Summer 2020

LS1: From Molecules to Organisms: Structures and Processes

• LS1.B Growth and development of organisms
• LS1.C Organization for matter and energy flow in organisms

LS2: Ecosystems: Interactions, Energy, and Dynamics

• LS2.A Interdependent relationships in ecosystems
• LS2.B Cycles of matter and energy transfer in ecosystems
• LS2.C Ecosystem dynamics, functioning, and resilience
• LS2.D Social interactions and group behavior

LS4: Biological Evolution: Unity and Diversity

• LS4.D Biodiversity in Humans

K-LS1-1

2-LS2-2

3-LS1-1, 3-LS2-1, 3-LS4-4

5-LS1-1, 5-LS2-1

MS-LS1-4

7^th and 8^th Grade PEs:

MS-LS1-5, MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-4, MS-LS2-5

Life Science Part 1: Molecules, Organisms, and Ecosystems

Summer 2020

Environmental Science

Summer 2019

Energy and Matter in Living Systems

LS1: From Molecules to Organisms: Structures and Processes

• LS1.B Growth and development of organisms
• LS1.C Organization for matter and energy flow in organisms

LS2: Ecosystems: Interactions, Energy, and Dynamics

• LS2.A Interdependent relationships in ecosystems
• LS2.B Cycles of matter and energy transfer in ecosystems

PS3 - Energy

• PS3.B Conservation of Energy and Energy Transfer

K-LS1-1

2-LS2-1

5-LS1-1, 5-LS2-1, 5-PS3-1

MS-LS1-5

7^th and 8^th Grade PEs: 

MS-LS1-6, MS-LS1-7, MS-LS2-3

Life Science Part 1: Molecules, Organisms, and Ecosystems

Summer 2020

Heredity

LS3: Heredity: Inheritance and Variation of Traits

• LS3.A Inheritance of Traits
• LS3.B Variation of Traits

1-LS3-1

3-LS3-1, 3-LS3-2

MS-LS3-2

8^th Grade PE: 

MS-LS3-1

Life Science Part 2: Evolution and Heredity

Summer 2021

LS4: Biological Evolution: Unity and Diversity

• LS4.A Evidence of Common Ancestry
• LS3.B Natural Selection
• LS4.C Adaption
• LS4.D Biodiversity in Humans

LS1: From Molecules to Organisms: Structure and Process

• LS1.A Structure and Function
• LS1.C Organization for Matter and Energy Flow in Organisms

LS3: Heredity: Inheritance and Variation of Traits

• LS3.A Inheritance of Traits
• LS3.B Variation of Traits

ESS2: Earth Systems

• ESS3.E Biogeology

K-ESS2-2, K-LS1-1

2-LS4-1

3-LS4-1, 3-LS4-2, 3-LS4-3, 3-LS4-4, 3-LS3-1, 3-LS3-2, 3-LS3-2

4-LS1-1

8^th Grade PEs: 

MS-LS4-1, MS-LS4-2, MS-LS4-3, MS-LS4-4, MS-LS4-5, MS-LS4-6

Life Science Part 2:Evolution and Heredity

Summer 2021

Grade Level

NGSS Performance Expectation(s)

Lesson Title and Description

Lesson Materials

Presenter(s)

TK

K-LS1-1

What is Living at My School?

During this lesson students will explore living things on their school campus.They will graph the number of times they see an organism and analyze patterns to explore what organisms need to survive.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Darby Feldwinn

Patty Malone

Janis Spracher

Summer 2020

K

Rivers, Ponds, and Lakes Oh My!

Lesson Plan

Student Worksheet (Word)

Student Worksheet (pdf)

Additional Materials

Kandie White

Janis Spracher

Summer 2020

1

1-LS1-1

K-2-ETS1-1

Copy Cat

In this lesson, students will explore external parts (adaptations) that help animals survive, grow, and meet their needs for their environment. Students are challenged to think about external features of plants and animals that humans have copied to improve their lives. Students then apply their engineering skills to design a jacket using external features from animals that help to keep the animal warm. In addition, this activity introduces students to scientific argumentation and allows students multiple opportunities to practice these skills. 

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf) 

Additional Materials

Darby Feldwinn

Summer 2020

3

Life Cycles

In this lesson, students will explore the life cycles of plants and animals and be able to find similarities and differences between life cycles of different organisms. They will then make a model of what is common in the life cycle of all living things. Students will test their model by observing the life cycle of Wisconsin Fast Plants and silkworms.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Darby Feldwinn

Nichole Hughes

Summer 2020

4

Catch It!

Students will begin by discussing what happens when they see an object thrown toward them unexpectedly, and why they respond the way they do. Students will create an initial model explaining how the brain and other body systems work in response to this stimulation. Students will then plan and conduct an experiment to test how using different senses affects human "reaction time".

Lesson Plan

Student Worksheet (Word)

Student Worksheet (pdf)

Additional Materials

Lauri Dahlin

Patty Malone

Summer 2020

5

What's the Matter?

In this lesson, a class will conduct 8 experiments total, in two series as guided by the teacher. Each group of students will conduct two experiments, investigating a different variable in each experiment, to determine that plants get the materials they need to grow chiefly from air and water. Students use mathematical and computational thinking by collecting data from the height and mass of their plant set ups, plotting data in a graph and comparing their data with the rest of the class to make a scientific claim about where plants get their materials to grow.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf) 

Additional Materials

Rodney Lee

Sammi Lambert

Summer 2020

6

Cell Organelle Campaign

Students will begin by viewing a short video on the parts of a cell. While viewing, students will create quick sketches and list the functions for ten organelles. Students will randomly be assigned a cell organelle and create a campaign to get their cell organelle elected as the "Most Important Organelle in the Cell". Students will plan their campaign by selecting an organelle running mate, conducting research on their organelle's functions, and designing an informative poster with a slogan. Students will then present a 2 minute campaign speech and the class will vote for the most important organelle.

Lesson Plan

Student Worksheets (Word)

Additional Materials

Kim Castagna

Summer 2020

Grade Level

NGSS Performance Expectation(s)

Lesson Title and Description

Lesson Materials

Presenter(s)

2

2-LS2-2

Hitchhiking Seeds

In this lesson, students will explore the different methods for seed dispersal and the effect that humans can have on this process. Students will also practice their engineering skills by designing and building a seed that can be dispersed by either wind or by animal. They will then evaluate their classmates’ designs to learn what properties of seeds make them ideal for each dispersal mechanism.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Darby Feldwinn

Sammi Lambert

Lisa Lisle

Kyla Rightmer

Janis Spracher

Summer 2019

2

Busy Bees

In this lesson students will explore the relationship between bees and flowers and learn that both organisms need the other to survive. Students will examine structures on both the bee and the flower to learn how these aid in getting the bee food and pollinating the flower.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Darby Feldwinn

Kyla Rightmer

Summer 2020

Grade Level

NGSS Performance Expectation(s)

Lesson Title and Description

Lesson Materials

Presenter(s)

1

1-LS3-1

A Day at the (Virtual) Zoo

In this lesson, students will make observations of different animals at different virtual zoos. They will then make observations of specific plant and animal families to determine how the young plants and animals are like, but not exactly like their parents. They will also use their evidence to conclude that plants and animals change over time, but when they reach adulthood, their appearance remains stable. Students will obtain information from multiple sources to learn about other plant and animal findings and use their evidence to construct a poster and present their findings to the rest of the class and, if applicable, their big buddies.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Sammi Lambert

Summer 2021

3

Enchanted Traits

This lesson integrates science with language arts. In this lesson students will explore two species of trees that are growing in two different areas. This allows them to confirm that within a population, there are variations in trait values. In addition, they observe that the environment that an organism lives in can affect the value of a trait. This discovery is reinforced by readings that introduce the terms "inherited traits" and "acquired traits." This allows students to make a connection between the trees that they studied and the traits that they (humans) have.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Darby Feldwinn

Summer 2021

MS-LS3-2
*Note that there are no 5^th grade performance expectations in this DCI.

Wonder Genetics

In this lesson students use passages from Wonder to determine how a trait (August's deformity) is passed from parents to children. With guidance, they develop a model that explains how and why August got his facial deformity. In addition, the model allows for students to predict the probability that a set of parents, with known alleles, will have a child with the deformity.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Kyla Rightmer

Summer 2021

Monster Mash

In this lesson students will create a model of heredity. Students will construct the model using observations of two different species of monsters. Each species reproduces differently, one by sexual reproduction and one by asexual reproduction. Students will identify patterns in various sets of offspring and parents. This will allow them to make revisions to their model and include the two distinct types of reproduction (sexual and asexual) as well as develop a way to predict the fraction of offspring they would expect to have a given trait. Students will then use this model to explain the type of reproduction in humans. In addition, students' models will be challenged by giving them pictures of a parent and offspring from a monster that is capable of doing both types of reproduction. This will require students to revise their model. The lesson concludes with students chekcing their models against a grade-level appropriate scientific reading.

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Louka Moutarlier

Summer 2021

Grade Level

NGSS Performance Expectation(s)

Lesson Title and Description

Lesson Materials

Presenter(s)

TK

K-ESS2-2

Plant and Animal Builders

In this lesson, students will use their past knowledge to draw and discuss where bees, birds, and gophers live. Through this, they will identify changes animals have made to the environment while listening to the book Mama Dug a Little Den. Afterwards, they will learn that plants can also change the environment and go on an exploriment around their school to search for evidence of both animals and plants changing the environment. The lesson concludes with stduents applying their learning to identify that humans also change the environment.

Lesson Plan

Student Worksheet (Word)

Student Worksheet (pdf)

Additional Materials

Darby Feldwinn

Janis Spracher

Summer 2021

K

Busy Beaver

In this lesson students will gather information about how beavers change their environments via read alouds, shared discussions, and multimedia presentations. They will make connections between beavers' needs and actions, and then they'll pair selected information (evidence) to make evidence-based claims about beavers changing their environment to meet their needs. Students will argue their claim with evidence to come to a group consensus on whether the beaver's actions are helpful, harmful, or both.

Lesson Plan

Student Worksheet (Word)

Student Worksheet (pdf)

Additional Materials

Kandie White

Laura Spracher

Summer 2021

2-LS4-1

Spice of Life

In this lesson students will make observations of coral reef habitats, one at normal temperature and one at higher temperature (which has cuased the coral to die), to see the variety of life in two originally similar habitats. Next, they will enact a simulation of three district coral reef environments that have difference food sources, which will allow them to construct a food web for three different animal species. They will then modify the simulation, which will allow them to observe the effects of increased temperatures on the habitats. This will allow students to generate the explanation that environments with diverse species are less affected by environmental changes and animals that eat a wider variety of foods have a higher likelihood of surviving environmental changes. They will apply this understanding to another habitat (rainforests).

Lesson Plan

Student Worksheet (Publisher)

Student Worksheet (pdf)

Additional Materials

Darby Feldwinn

Ryan Helsel

Summer 2021

Follow Your Nose

In this lesson students will begin by modeling the salmonid life cycle in a playground activity. They then learn, in a jigsaw activity, salmonids' needs for survival at each stage of the life cycle. They draw a diagram of the life cycle of a local salmonid species. Next, they learn the internal and external structures that function to help the salmonid find its home stream, practice using their sense of smell to find their "home stream," and then write an evidence-based explanation for how salmonids use their sense of smell to find their home stream. Finally, students construct an explanation for how wildfires affect a salmonid's ability to survive and reproduce.

Lesson Plan

Student Worksheet (Word)

Student Worksheet (pdf)

Additional Materials

Patty Malone

Janis Spracher

Summer 2021