Animals Two by Two1

Bedminster Township School District
Kindergarten Science Curriculum
The alignment of the Kindergarten Science curriculum is in compliance with

the State Board adopted 2009 New Jersey Core Curriculum Content
Standards for implementation September 1, 2012.
.
.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 ST CENTURY GLOBAL SKILLS
Curriculum Document
Content Area: Science
Course Title: Kindergarten Science Grade Level: Kindergarten
Balls and Ramps 1 Marking Period
Animals Two by Two 1 Marking Period
From Seed to Plant 1 Marking Period
Date Created: Summer 2010; Created by: J. Kolodziejski
Board Approved on: November 18, 2010
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
Unit Overview
Unit Title: Animals Two by Two
Target Course/Grade Level: Kindergarten
Unit Summary
GOLDFISH AND GUPPIES: Students observe the structures and behaviors of goldfish. They
feed the fish and enrich the environment in which the fish live. They compare the structures and
behaviors of the goldfish to those of other fish, guppies.
LAND AND WATER SNAILS: Students observe the structures and behaviors of land snails.
They race the snails. Water snails are compared to land snails. Students work with a variety of
shells to match pairs, make designs, and create patterns.
BIG AND LITTLE WORMS: Students dig for redworms, rinse them off, and look at their
structures. They study some of their behaviors. They compare the redworms to night crawlers,
which are much larger than the redworms.
PILL BUGS AND SOW BUGS: Students begin by observing structures of the two kinds of
isopods. They learn to identify which are pill bugs and which are sow bugs. They may have
isopod races. Students make a terrarium in which all of the land animals live together.
Primary interdisciplinary connections: reading, language arts, math, social studies
21st century themes: Global Awareness
Unit Rationale
Animals Two by Two provides young students with close and personal interaction with some
common land and water animals. Appropriate classroom habitats are established, and students
learn to care for the animals. In four activities the animals are studied in pairs. Students observe
and care for one animal over time, and then they are introduced to another animal similar to the
first but with differences in structure and behavior. This process enhances opportunities for
observation, communication, and comparison.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
A. Understand Scientific Explanations : Students understand core concepts and principles
of science and use measurement and observation tools to assist in categorizing,
representing, and interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations : Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
D. Participate Productively in Science : The growth of scientific knowledge involves
critique and communication, which aresocial practices that are governed by a core set of
values and norms.

5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
A. Properties of Matter : All objects and substances in the natural world are composed of
matter. Matter has two fundamental properties: matter takes up space, and matter has
inertia
5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
A. Organization and Development : Living organisms are composed of cellular units
(structures) that carry out functions required for life. Cellular units are composed of molecules,
which also carry out biological functions
B. Matter and Energy Transformations : Food is required for energy and building cellular
materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms
obtain their food directly from other organisms.
C. Interdependence : All animals and most plants depend on both other organisms and their
environment to meet their basic needs.
E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind
provide advantages for surviving and reproducing in different environments. These selective
differences may lead to dramatic changes in characteristics of organisms in a population over
extremely long periods of time.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe
C. Properties of Earth Materials : Earth’s composition is unique, is related to the origin of our
solar system, and provides us with the raw resources needed to sustain life.
G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere,
atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy,
and are impacted by human activity.
Content Statements
5.1
 4.A.1 Fundamental scientific concepts and principles and the links between them are more
useful than discrete facts.
 4.A.2 Connections developed between fundamental concepts are used to explain,
interpret, build, and refine explanations, models, and theories.
 4.A.3 Outcomes of investigations are used to build and refine questions, models, and
explanations.
 4.B.1 Building and refining models and explanations requires generation and evaluation
of evidence.
 4.B.2 Tools and technology are used to gather, analyze, and communicate results.
 4.B.3 Evidence is used to construct and defend arguments.

 4.B.4 Reasoning is used to support scientific conclusions.
 4.C.1 Scientific understanding changes over time as new evidence and updated arguments
emerge.
 4.C.2 Revisions of predictions and explanations occur when new arguments emerge that
account more completely for available evidence.
 4.C.3 Scientific knowledge is a particular kind of knowledge with its own sources,
justifications, and uncertainties.
 4.D.1 Science has unique norms for participation. These include adopting a critical
stance, demonstrating a willingness to ask questions and seek help, and developing a
sense of trust and skepticism.
 4.D.2 In order to determine which arguments and explanations are most persuasive,
communities of learners work collaboratively to pose, refine, and evaluate questions,
investigations, models, and theories (e.g., scientific argumentation and representation).
 4.D.3 Instruments of measurement can be used to safely gather accurate information for
making scientific comparisons of objects and events. Instruments of measurement can be
used to safely gather accurate information for making scientific comparisons of objects
and events.
 4.D.4 Organisms are treated humanely, responsibly, and ethically.
5.2
 2.A.1 Living and nonliving things are made of parts and can be described in terms of the
materials of which they are made and their physical properties.
5.3
 2.A.1 Living organisms:
a. Exchange nutrients and water with the environment
b. Reproduce.
c. Grow and develop in a predictable manner.
 4.A.1 Living organisms:
a. Interact with and cause changes in their environment.
b. Exchange materials (such as gases, nutrients, water, and waste) with the environment.
c. Reproduce.
d. Grow and develop in a predictable manner.
 4.A.2 Essential functions required for the well-being of an organism are carried out by
specialized structures in plants and animals.
 2.B.1 A source of energy is needed for all organisms to stay alive and grow. Both plants
and animals need to take in water, and animals need to take in food. Plants need light.
 2.B.2 Animals have various ways of obtaining food and water. Nearly all animals drink
water or eat foods that contain water.
 2.C.1 Organisms interact and are interdependent in various ways; for example, they
provide food and shelter to one another.
 2.C.2 A habitat supports the growth of many different plants and animals by meeting their
basic needs of food, water, and shelter.
 2.E.2 Plants and animals have features that help them survive in different environments.
5.4
 2.C.1 Soils are made of many living and nonliving substances. The attributes and
properties of soil (e.g., moisture, kind and size of particles, living/organic elements, etc.)
vary depending on location.
 2.G.3 Organisms have basic needs and they meet those needs within their environment.
CPI # Cumulative Progress Indicator (CPI)
5.1.4.A.1 Demonstrate understanding of the interrelationships among fundamental concepts in the
physical, life, and Earth systems sciences.
5.1.4.A.2 Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.A.3 Use scientific facts, measurements, observations, and patterns in nature to build and
critique scientific arguments.
5.1.4.B.1 Design and follow simple plans using systematic observations to explore questions and
predictions.
5.1.4.B.2 Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3 Formulate explanations from evidence.
5.1.4.B.4 Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.1 Monitor and reflect on one’s own knowledge regarding how ideas change over time.
5.1.4.C.2 Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3 Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1 Actively participate in discussions about student data, questions, and understandings.
5.1.4.D.2 Work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories.
5.1.4.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.1.4.D.4 Handle and treat organisms humanely, responsibly, and ethically.
5.2.2.A.1 Sort and describe objects based on the materials of which they are made and their physical
properties.
5.3.4.A.2 Compare and contrast structures that have similar functions in various organisms,
and explain how those functions may be carried out by structures that have
different physical appearances.
5.3.2.B.1 Describe the requirements for the care of plants and animals related to meeting their
energy needs.
5.3.2.B.2 Compare how different animals obtain food and water.
5.3.2.C.1 Describe the ways in which organisms interact with each other and their habitats in order
to meet basic needs.
5.3.2.C.2 Identify the characteristics of a habitat that enable the habitat to support the growth of
many different plants and animals.
5.3.2.E.2 Describe how similar structures found in different organisms (e.g., eyes, ears, mouths)
have similar functions and enable those organisms to survive in different environments.
5.4.2.C.1 Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and
light.
5.4.2.G.3 Identify and categorize the basic needs of living organisms as they relate to the
environment.
Unit Essential Questions Unit Enduring Understandings
 How does environment affect the behavior  We see living things all around us.
of animals?  Animals are living things that have basic needs.
 How do animals grow/change?  Young animals resemble their parents.
 How do animals affect our lives?  Animals adopt to changes in their environment
 How different animals co-habitat together in
one environment?
Unit Learning Targets
Students will ...
 Develop a growing curiosity and interest in the living world around them.
 Observe and describe the structures of a variety of common animals—fish, snails, earthworms,
isopods, and chicks.
 Compare structures and behaviors of different pairs of animals.
 Observe interactions of animals with their surroundings.
 Describe positions of animals relative to other objects.
 Describe properties of objects, compare them and sort them by one physical attribute.
 Communicate observations and comparisons orally and through drawings.
 Acquire the vocabulary associated with the structure and behavior of animals.
 Handle animals carefully, and participate in the care and feeding of classroom animals.
 Learn that stories sometimes give animals attributes they do not really have.
Evidence of Learning
Summative Assessment
FOSS Module Assessment
Teacher observations
Extended Response – Writing
Assessment Folio
Equipment needed: Foss Science Kit, Suggested Read Aloud Materials
Teacher Resources: Teacher Guide, Teacher Preparation Video, www.fossweb.com,
www.brainpopjr.com, www.enature.com, FOSS Science Stories,
http://ee.wfpa.org/ee/WFPAEE/Partnerships/FOSSmatrix/FOSSmatrix_K.htm,
http://www.fossweb.com/searches/processsearch.php,
Formative Assessments
 Science Journals  Home School Connection
 Teacher Observation 
 Class Discussion 
Lesson Plans
Lesson Timeframe
Investigation 1: Goldfish and Guppies Two weeks

Different kinds of fish have similar structures
and behavior. However, each kind of fish has
unique structures and behavior.
Part 1: The Structure of Goldfish
The students will observe the goldfish and
identify structures such as fins, tail, mouth and
gills. Record the observation on the class chart.
Part 2 : Caring for Goldfish
The class practice feeding the fish. The students
will take some water out of the aquarium and add
fresh water. The students will add plants to the
aquarium. The students will observe how the fish
swims in its environment.
Part 3: Fish Behavior
The students will observe goldfish behavior as a
fish tunnel is added to the aquarium. Students will
make paper aquariums. The students will act out
what they see in the real aquarium using their
paper aquariums.
Part 4: Comparing Guppies to Goldfish
The students will compare the structures and
behavior of guppies to those of goldfish.
Investigation 2: Land and Water Snails
Two weeks
Different kinds of snails have similar structures
and behaviors; however each kind of snail has
Part 1: Land Snails
The students will identify land snail structures
and behavior. Determine that snails senses and
basic needs. The students will record their
observations through drawing.
Part 2: Snail Races
The students will investigate how snails move.

The students will observe snail races and observe
how snail behavior is influenced by the
environment.
Part 3: Observing Water Snails
The students will investigate the structure and
behavior of aquatic snails and compare them to
land snails.
Part 4: Shells
The students will investigate various shells. They
will look for seashells that look like land snail
shells. The students will organize shells into pairs
or groups.
Investigation 3: Big and Little Worms
Two weeks
Different kinds of worms have similar structures
and behavior. However, each kind of worms has

Part 1: The Structure of Red Worms
The students will dig through a terrarium to
discover red worms. The students will look for
structures seen in other land animals studied. The
students will record their observations through
drawing.
Part 2: Red Worm Behavior
The students will observe worm behavior and
notice how it is influenced by the conditions in
the environment such as water.
Part 3: Comparing Red Worms to Night
Crawlers
The students will observe and compare structures
and behaviors of two kinds of worms.
Investigation 4: Pill Bugs and Sow Bugs Two Weeks
Different kinds of isopods have similar structures
and behaviors. However, each kind of isopod has
unique structures and behaviors.
Part 1: Isopod Observations
The students will observe sow bugs and pill bugs
noting structures and behaviors. The students will
share their observations during class discussion.
Part 2: Identifying Isopods
The students will compare and sort isopods into
two groups based on structures and behaviors.
Part 3: Isopod Races
The students will conduct isopod races as a way
to focus on isopod movement. The class will
discuss the outcomes during whole class
discussion.
Part 4: Animals Living Together
The students will build a class terrarium for
isopods, snails and earthworms and learn that
animals have similar needs: food, water, air and
space.
Teacher Notes:
Vocabulary: http://fossweb.com/resources/vocab/Animals_Two_by_Two_G.pdf
Reading: http://www.delta-education.com/productdetail.aspx?Collection=Y&prodID=1837&menuID=
Curriculum Development Resources

Click the links below to access additional resources used to design this unit:
http://www.extremescience.com/DeepestFish.htm
http://www.kiddyhouse.com/Kids/
http://lhsfoss.org/fossweb/teachers/materials/plantanimal/goldfish.html
www.fossweb.com
Lesson Plan 1
Lesson Title: The Structure of Goldfish Timeframe: 2 days
Lesson Components
21st Century Themes
Global Awareness Financial, Economic, Civic Literacy Health Literacy
Business, and
Entrepreneurial Literacy
21st Century Skills
Creativity and Critical Thinking and Communication Information
Innovation Problem Solving and Collaboration Literacy
Media Literacy ICT Literacy Life and Career Skills
Interdisciplinary Connections:
 Create science journals
 Play a camouflage game
 Obtain other fish food
 Train the goldfish
 Identify animals that eat fish
 Write about fish
 Count the fish in the tank
 Do fish arithmetic
 Make a fish collage
 Foss Science Stories: Animals Two by Two, “Learning about Animals” and “Goldfish and
Guppies”
 A Fish Out of Water by Helen Palmer
Integration of Technology: www.fossweb.com

http://player.discoveryeducation.com/index.cfm?guidAssetId=6F4DE2BB-1C7D-4CED-939C-
8C163D490C7D&blnFromSearch=1&productcode=US
Equipment needed: Aquarium with water and goldfish, fish outline sheets, chart paper, pencils,
crayons, markers
Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Tasks
Students: Lesson Sequence  Teacher Observation

 Observe goldfish and 1. Students will observe the goldfish for few  Students’ Work
identify structures such minutes without a lot of guidance  Class Discussion
as fins, tails, mouth and 2. The teacher will guide students’  Science Journal
gills observations with questions (see Teacher’s Questions
Guide)
3. The class will record observations on chart
paper.
4. Students will complete the Goldfish
Outline sheets
Differentiation
Resources Provided
 www.fossweb.com
Lesson Plan 2
Lesson Title: Caring for Goldfish Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Guppies”
Integration of Technology: www.fossweb.com, www.brainpopjr.com,

http://player.discoveryeducation.com/index.cfm?guidAssetId=6F4DE2BB-1C7D-4CED-939C-
8C163D490C7D&blnFromSearch=1&productcode=US
Equipment needed: Goldfish aquariums, fish food, aged water, plastic cup, fish net, Elodea in a
container with water or wrapped in wet paper towels

Tasks
Students: Lesson Sequence  Teacher observation
 Observe goldfish as 1. Set up goldfish aquariums on the table  Class discussion
items are added to the 2. Students put small amount of fish food into  Science Journal
aquarium the tank Questions
 Determine that fish 3. Students observe goldfish reaction 
behavior is influenced
4. Students observe water 
by conditions in the
environment 5. Renew Water
6. Add plants to the aquarium
7. Teacher guide additional observations
Differentiation
Resources Provided
 http://www.fossweb.com/searches/processsearch.php

Lesson Plan 3
Lesson Title: Fish Behavior Timeframe:
Lesson Components
21st Century Themes

Business, and
21st Century Skills
Guppies”
Equipment needed: Goldfish aquariums with plants, fish tunnel, transparent tape, Paper Aquarium
sheets, scissors, envelopes

Tasks
 Observe goldfish 1. Students observe the aquarium  Class discussion
behavior as a fish tunnel 2. Place fish tunnel in the aquarium on the  Finished project
is added to the aquarium side away from the plants 
 Make paper aquarium 3. Students observe fish behavior
 Act out fish behavior 4. The teacher asks the students questions
using paper aquarium asking them to describe fish behavior.
5. The students will make paper aquarium
6. The students will model fish behavior

7. The teacher will ask questions to guide the
students.
Differentiation
Resources Provided

Lesson Plan 4
Lesson Title: Comparing Guppies to Goldfish Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Guppies”
Integration of Technology:
Equipment needed: Goldfish aquarium, Guppy aquarium

Tasks
 Compare the structures 1. The teacher will introduce the students to  Class discussion
and behavior of guppies the aquarium with guppies.  Home/School
to those of goldfish 2. The students will observe the fish
unguided for a few minutes Connection

3. The students will compare guppies and
goldfish.
4. The teacher will ask the students
questions to guide the discussion.
Differentiation
Resources Provided
Lesson Plan 5
Lesson Title: Land Snails Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
 Go on a schoolyard field trip
 Compare slugs to snails
 Measure how far a snail moves in 1 minute
 Test for surface preferences
 Use shells for addition and subtraction
 Use shells to make patterns
 Divide the shells into sets
 Observe snail trails
 FOSS Science Stories: Animals Two by Two, Land and Water Snails,
 The Snail’s Spell by Joanne Ryder
Equipment needed: snail terrarium, cardboard barriers, plastic cups, paper towels

Tasks
Students: 1. The teacher will give each student a  Teacher observation
 Identify land snail snail in a plastic cup.  Students’ work
structures and 2. Students observe the snails unguided  Class discussion
behavior for few minutes.
 Science Journal
 Determine that 3. The teacher leads class discussion with Questions
snails have senses questions.
and basic needs 4. The students make cardboard fences.

5. The students observe snail’s behavior.
6. The class discusses snail structure.
7. The students draw snail structures on
the Land-Snail Outline.
8. Students label snail structures.
Differentiation
Resources Provided: www.fossweb.com


Lesson Plan 6
Lesson Title: Snail Races Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
The Snail’s Spell by Joanne Ryder
Equipment needed: snail terrarium, water, plastic cups, lettuce, race track, paper towels

Tasks
Students: 1. The teacher distributes the snails  Teacher observation
Investigate how snails 2. The students predict the snail’s  Class discussion
move performance  Science Journal
Observe that snail 3. The teacher introduces the Race Questions
behavior is influenced Track  Home/School
by the environment 4. The students observe the snail Connection
races
5. The class discusses the snails
performance and what influenced
those performances
Differentiation
Resources Provided

Lesson Plan 7
Lesson Title: Observing Water Snails Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills

Equipment needed: water-snail aquarium with Elodea, land-snail terrarium, paper towels, plastic
cups, vials, large bug boxes

Tasks
Students: 1. The students observe water snails  Teacher observation
 Investigate the in the aquarium.  Class discussion
structure of and 2. The class shares the observations  Science Journal
behavior of 3. Students observe snails in vials Questions
aquatic snails 4. The teacher guides students’
and compare observations
them to land 5. Students pour water from the vials
snails. to plastic cups and observe the
snails stick to the vial.
6. The students observe two water
snails put together.
7. The students put piece of Elodea
in the vial with snail.
8. The students observe the snail’s
behavior
9. The students put land snails next
to the water snails and observe
them.
10. The teacher leads the observation
with guidance questions.
Differentiation
Resources Provided

Lesson Plan 8
Lesson Title: Shells Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Equipment needed: bag of assorted shells, sheets of construction paper

Tasks
Students: 1. The teacher will organize the  Teacher observation
 Look for students at the center.  Hands on performance
seashells that 2. Each student gets 20 shells  Class discussion
look like land 3. The students observe shells.  Science Journal
snail shells 4. The students organize their shells Questions
 Organize shells on a construction paper.
into pairs or 5. The class discusses the she
groups organization.
6. The students seriate the shells.
Differentiation
Resources Provided

Lesson Plan 9
Lesson Title: The Structure of Red Worms Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
 Make a worm observation terrarium
 Look at earthworms paths
 Take a schoolyard field trip
 Compare the lengths of worms
 Set up a vermicompost system
 FOSS Science Stories: Animals Two by Two: Big and Little Worms
 It Could Still Be a Worm by Allan Fowler
Integration of Technology: http://player.discoveryeducation.com/index.cfm?guidAssetId=10D80928-
6802-4239-9BD8-F9EC1C847B82&blnFromSearch=1&productcode=US
http://player.discoveryeducation.com/index.cfm?guidAssetId=98FA3437-4B0A-47E2-8D32-
AFFB221E9CF5&blnFromSearch=1&productcode=US
Equipment needed: Red Worms terrarium, plastic cups, paper towels, water, oatmeal, Worm
Outline sheets, pencils, crayons,

Tasks
Students: 1. The class reviews the handling of  Teacher observation
 Dig through a the Earthworms  Class discussion
terrarium to 2. The students dig for worms.  Student work
discover red 3. The students wash the  Home/School
worms Earthworms Connection

 Look for 4. The students perform guided
structures seen observation of the worms
in other animals 5. The students draw the structures
studied they observed on the Worm
Outline sheet.
6. The students label the pictures.
Differentiation
Resources Provided

Lesson Plan 10
Lesson Title: Red Worm Behavior Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Equipment needed: red worm terrarium, plastic cups, container of objects, water, paper towels

Tasks
Students: 1. The students dig for worms.  Teacher observation
 Observe worm 2. The students observe earthworm  Class discussion
behavior and movement.  Science Journal
notice it is 3. The students block the earthworm Questions
influenced by path and observe the behavior.

conditions in the
environment
Differentiation
Resources Provided

Lesson Plan 11
Lesson Title: Comparing Red Worm to Night Crawlers Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Equipment needed: earthworm terrarium, paper towel, objects in container, water, plastic
cups, soil

Tasks
Students: 1. The students dig for worms.  Teacher observation
 Observe and 2. The students compare the worms  Class discussion
compare during teacher guided discussion.  Science Journal
structures and 3. The students will classify the Questions
behavior of two worms.
kinds of worms 4. The class names the worms.
5. The students observe the worms
behavior.
Differentiation
Resources Provided

Lesson Plan 12
Lesson Title: Isopod Observations Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
 Go on schoolyard field trip
 Make a classroom mural
 FOSS Science Stories: Animals Two by Two: Isopods
 A Pill Bug’s Life by John Himmelman
Animals Two by Two by Larry Lowery
Equipment needed: isopods in containers, plastic cups, set of objects, moist paper towels, large bug
boxes

Tasks
Students: 1. Teacher gives each student  Teacher observation
 Observe snow isopods to be placed in plastic  Class discussion
bugs and pill cup.
 Home/School
bugs noting 2. Students observe the isopods. Connection
structures and 3. The teacher guides the
behaviors observation of the structure of
the isopods.
4. The students investigate isopod
movement and behavior.
5. The class shares the
observations.
Differentiation
Resources Provided

Lesson Plan 13
Lesson Title: Identifying Isopods Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Equipment needed: plastic cups, isopods in cups and containers, moist paper towels, Isopods
Sorting sheets

Tasks
Students: 1. After class discussion the  Teacher observation
 Compare and sort students will sort the isopods.  Class discussion
isopods into two 2. Students observe the isopods.  Hands on performance
groups based on
 Science Journal
structures and
Questions
behaviors.
Differentiation
Resources Provided

Lesson Plan 14
Lesson Title: Isopod Races Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Equipment needed: isopods in containers, plastic cups with moist paper towels, race track,
pieces of potato, carrot, or lettuce

Tasks
Students: 1. The teacher will provide each student  Teacher observation
 Conduct isopod with an isopod.  Class discussion
races as a way to 2. The students put their isopods in the  Science Journal
focus on isopod inner circle of the race track. Questions
movement. 3. The isopods begin racing.
4. The class discusses the races.
Differentiation
Resources Provided

Lesson Plan 15
Lesson Title: Animals Living Together Timeframe:
Lesson Components
21st Century Themes
Business, and
21st Century Skills
Integration of Technology: http://player.discoveryeducation.com/index.cfm?guidAssetId=D6364B96-
04BB-4E2F-BA76-F9F67A772F6A&blnFromSearch=1&productcode=US
Equipment needed: plastic cups, isopods in cups and containers, moist paper towels, Isopods Sorting
sheets

Tasks
Students: 1. The class discusses the animals needs.  Teacher observation
 Build a class 2. The class builds a class terrarium for  Class discussion
terrarium for all the animals.  Hands on performance
isopods, snails, 3. The class will ensure that each animal  Science Journal
and earthworms has what they need to live healthy and Questions
and learn that comfortably.
animals have
similar needs:
food, water, air
and space.
Differentiation
Resources Provided

LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly,
Moderately or Weakly meets the criteria below.
Lesson Activities: Strongly Moderately Weakly
Are challenging and require higher order thinking and

problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and

transfer of knowledge and skills
Foster student use of technology as a tool to develop

critical thinking, creativity and innovation skills
Are varied to address different student learning styles and

preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and

co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and

skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-

assessment
Provide data to inform and adjust instruction to better meet

the varying needs of learners

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Bedminster Township School District

Kindergarten Science Curriculum

The alignment of the Kindergarten Science curriculum is in compliance with

Content Area: Science

Course Title: Kindergarten Science Grade Level: Kindergarten

Balls and Ramps 1 Marking Period

Animals Two by Two 1 Marking Period

From Seed to Plant 1 Marking Period

Date Created: Summer 2010; Created by: J. Kolodziejski

Board Approved on: November 18, 2010

values and norms.

 4.B.3 Evidence is used to construct and defend arguments.

Investigation 1: Goldfish and Guppies Two weeks

The students will investigate how snails move.

and behavior. However, each kind of worms has

Curriculum Development Resources

Integration of Technology: www.fossweb.com

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Students: Lesson Sequence  Teacher Observation

 A Fish Out of Water by Helen Palmer

Integration of Technology: www.fossweb.com, www.brainpopjr.com,

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Global Awareness Financial, Economic, Civic Literacy Health Literacy

Integration of Technology: www.fossweb.com

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

6. The students will model fish behavior

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

unguided for a few minutes Connection

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

and basic needs 4. The students make cardboard fences.

Resources Provided: www.fossweb.com

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

 Use shells to make patterns

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

worms Earthworms Connection

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

influenced by path and observe the behavior.

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment

Are challenging and require higher order thinking and

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and

Foster student use of technology as a tool to develop

Are varied to address different student learning styles and

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and

Provide means for students to demonstrate knowledge and

Provide opportunities for student reflection and self-

Provide data to inform and adjust instruction to better meet

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