By: Lawrence F. Lowery
|$8.76 - Member Price |
$10.95 - Nonmember Price
See below for special set pricing.
How Does a Plant Grow?
|Type of Product:||NSTA Kids (also see downloadable PDF version of this book)
|Publication Title:||I Wonder Why Series
|Grade Level:||Elementary School, Middle School
|Read Inside:||Read a sample chapter: Plants Can Grow Different Parts—How Do Plants Grow?
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
Children don’t have to be botanists-in-training to discover the message of this book: “All plants are interesting. Even the weeds.” Young readers are sure to be intrigued by the wide variety of shapes, sizes, and functions in flowers, fruit trees, and all sorts of other flora. How Does a Plant Grow? will inspire children to be newly alert to the many wonders of the plant world, from how seeds sprout to why leaves turn to the light to the vital roles of stems and roots.
How Does a Plant Grow? is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–6 while encouraging them to become avid readers. These books explore the marvels of plants, animals, and other phenomena related to science and nature. Included in each edition is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.
(mouse over for full classification)
Scientific habits of mind
Using scientific equipment
|Intended User Role:||Elementary-Level Educator, Learner, Teacher
This Title Also Available as Part of a Set:
Customers who bought this item also bought
National Standards Correlation
This resource has 37 correlations with the National Standards.
- Life Science
- The characteristics of organisms
- Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. (K-4)
- Organisms can survive only in environments in which their needs can be met. (K-4)
- Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. (K-4)
- Organisms can survive only in environments in which their
needs can be met. (K-4)
- Science as Inquiry
- The world has many different environments, and distinct
environments support the life of different types of organisms. (K-4)
- Life Science
- Life cycles of organisms
- Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. (K-4)
- Plants and animals closely resemble their parents. (K-4)
- Organisms and environments
- All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
- When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
- All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.
- Structure and function in living systems
- Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems (5-8)
- All organisms are composed of cells--the fundamental unit of life (5-8)
- Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. (5-8)
- Populations and ecosystems
- For ecosystems, the major source of energy is sunlight. (5-8)
- Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. (5-8)
- Energy passes from organism to organism in food webs (5-8)
- Biotic parts of an ecosystem include animals, plants, and microorganisms. (5-8)
- The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.
- Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. (5-8)
- Healthy ecosystems ensure a healthy biosphere by regulating the flow of energy and the cycling of nutrients.
- Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (5-8)
- Diversity and adaptations of organisms
- Millions of species of animals, plants, and microorganisms are alive today. (5-8)
- Matter, energy, and organization in living systems
- Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats). (9-12)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Plan and conduct a simple investigation. (K-4)
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Use data to construct a reasonable explanation.
- Identify questions that can be answered through scientific investigations.
- Design and conduct a scientific investigation.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Understandings about scientific inquiry
- Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
- Scientists use different kinds of investigations depending on the questions they are trying to answer.
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. (5-8)
This resource has not yet been reviewed by a customer.
If you wish to review this resource, click here.