Download Life Processes - Arlington Public Schools

Science
Curriculum
Unit Planner
Grade: 1
Strand: Life Processes
SOL: 1.4
The student will investigate and understand that plants have basic life needs and
functional parts and can be classified according to certain characteristics. Key concepts
include
a) plants need nutrients, air, water, light, and a place to grow;
b) basic parts of plants; and
c) plants can be classified based on a variety of characteristics.
Time: 5-6 weeks
1. Desired Results
Enduring Understandings (BIG Ideas)
Plants have basic life needs and can be classified into groups.
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Essential Questions
How do different amounts of food, air, water, light, and space affect plants?
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Why do plants need their different parts?
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How are plants classified?
Understanding the Standard
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Plants have basic needs, including nutrients, air, water,
light, and a place with sufficient space to grow.
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Plants have different structures that serve different
functions in growth, survival, and reproduction.
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The functions of plant parts include the roots which
hold plants in place and absorb water, seeds which
make new plants, leaves which make food for the plant,
and stems which hold the plants upright and transport
materials up and down the plant.
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Plants can be categorized by their different
characteristics, such as edible/nonedible,
flowering/nonflowering, and evergreen/deciduous.
Students do not need to know the terms
nonedible, edible, evergreen, and deciduous.
The focus should be on the concept, not the
terminology.
Prior Knowledge
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Conduct simple experiments/investigations related to
plant needs by changing one variable (nutrients, air,
water, light, or place to grow) at a time. Students do
not need to know the term variable.
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Create and interpret a model/drawing of a plant,
including seeds, roots, stems, leaves, flowers, and
fruits.
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Identify the functions of the seed, root, stem, and leaf.
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Classify plants by the characteristics of
edible/nonedible, flowering/nonflowering, and
evergreen/deciduous, using charts.
Science Vocabulary
cycle, deciduous, edible, evergreen, flowering, needs
(nutrients, air/oxygen, light, water, space, place to grow),
non-edible, non-flowering, petals, roots, seeds, stems,
leaves, flowers, seed coat, sunlight, experiment, plant,
chart, model
2. Assessment Evidence
Throughout the Unit
Living things need food, water, and air to grow and
survive.
Arlington Public Schools 2013
Essential Knowledge, Skills and Processes
Students will:
Formative Assessment:
• Teacher observation of students engaged in cooperative
learning investigations.
• KWL
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Living organisms v. non-living things
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Science notebook (questions, predictions, observations,
summaries, charts, drawings)
• Conduct simple experiments using simple tools
• Students observe plant growth and record observations
in science notebook or journal. Students illustrate and
label their plants at various stages. Students tell what
they are giving their plants and why (ex. – I gave my
plant ¼ cup water because the soil was dry and plants
need water to grow.)
Summative Assessment:
• Test/assessment
• Teacher reads while students complete plant test.
Teacher may help students with specific vocabulary in
classification section by giving definitions. Edible- you
can eat it. Non-edible- you cannot eat it. Evergreenalways green and doesn’t lose its leaves. Deciduousloses its leaves in the fall. Flowering- grows a flower.
Non-flowering- does not grow a flower.
3. Learning Plan
References to Adopted Materials:
• Science Fusion, Unit 4 - Plants
Lesson 1: What Do Plants Need?
Lesson 2: Why Do Plants Grow?
Lesson 3: What Are Some Plant Parts
Lesson 4: How Are Plants Different?
Lesson 5: How Can We Compare Leaves?
S.T.E.M.: Warm It Up, Compare Greenhouses
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Science Fusion, Unit 5 - Environments
Lesson 1: Where Do Plants and Animals Live?
Careers in Science: Forest Ranger
Lesson 2: What is a Terrarium?
S.T.E.M.: A Place for Animals
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AIMS – Primarily Plants (K-3)
o Which Soil Works Best? p. 42-44
o Plants and Water, p. 45-46
o Plants and Sunlight, p. 47
o Plants and Space, p. 48-49
o What do Plants Need to Grow? p. 50-52
o What Temperature is Best? p. 53-54
o What Do Plants Need? p. 55-63
o Observe a Leaf, p. 66-68
o Leafy Facts, p. 69-70
o Leaf Safari, p. 71-73
o Stem Study, p. 74-78
o Super Tuber, p. 79-81
o Root Study, p. 82-23
o Flowers, p. 84-86
Suggested Activities:
• Parts of a Flower Hidden Roots poster. Use blue construction paper for the sky and brown for the soil. Glue brown
piece to bottom edge of blue. Fold brown piece up about 1 inch over the blue. This flap creates the “underground” area
for the roots. Students use construction paper to make flower, stem, and leaves and yarn to make the roots. Sunflower
seeds can also be added to the center of the flower for the seeds. Students label parts. A small piece of Velcro can be
added to hold up the brown flap.
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Plant Parts Salad. On-line game that shows parts of plants used in a salad. Introduce vocabulary edible and non-edible.
www.hhmi.org/coolscience/vegquiz/index.html
For hands-on, provide actual ingredients: leaf-lettuce, stem-asparagus (celery), fruit-tomato, root- carrot, flowerbroccoli, other ingredients listed on chart at site: www.hhmi.org/coolscience/vegquiz/partlist.html
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Students plant seeds and observe their growth. Students record observations in science notebook or journal. Students
should illustrate plants at various stages of growth, measure the plants, and label the parts. Students should make daily
records of what they give their plants and tell why.
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Review needs of living things (food, water, and air); relate to plants. Add that plants also need a place to grow and light.
Students make a flipbook on plant needs. On each page, students illustrate and write about each need and how it is met.
Be sure to discuss where plants get their food.
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As a class, test how different amounts of food, air, water, light, and space will affect plants. For each test, change only
one variable from the control (the plants from lesson 2), do at least two test plants, and make a class chart to record
predictions and observations. Possible tests: food- remove leaves, air- seal in plastic bag, water-give less or no water,
light- place in closet, space- plant in very small cup with little soil and many seeds.
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Reason For a Flower by Ruth Heller. Read and discuss book. Students make a poster of a flower using construction
paper. On each petal, students record one thing we get from flowers using information from the book (ex. – rubber,
cotton, chocolate, paper, pasta, popcorn, perfume, etc.) Provide small items to glue on each petal to illustrate (ex. –
rubber band for rubber, cotton ball for cotton, popcorn kernels for popcorn, Hershey mini wrapper for chocolate, etc.).
Review Activities:
• Bingo with related vocabulary
• Matching –vocabulary words with their definitions and/or pictures
• Students can observe the plants around them in the school and what happens to them throughout the year.
• Use ongoing Science Centers with each unit of study (see Investigate for each chapter lesson in Harcourt)
Outdoor Connections:
• Take a walk outside and have your students observe different plants. Have students see if they can come up how plants
might be classified: flowering/non-flowering, edible/non-edible, evergreen/deciduous.
• Students can choose a plant they found most interesting and create a sign in which would inform others what kind of
plant they are observing. (This doesn’t need to be exact…just something that the students create to show their
understanding.)
• The class can “adopt” a plant to monitor throughout the school year and discuss, draw, write about changes that the
plant goes through during different seasons and weather conditions.
4. Resources
Trade books:
• Arnold, Katya. Let's Find It! : My First Nature Guide
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Batten, Mary. Hungry Plants, Plants a First Look
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Ganeri, Anita. What's Inside Plants?
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Goodman, Susan E. Seeds, Stems, and Stamens : The Ways Plants Fit
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Greenaway, Theresa. Plant Kingdom : A Guide to Plant Classification
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Hickman, Pamela M. Plant Book, Plant Parts and Their Uses
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Kalman, Bobbie What is a Plant?
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Lobb, Janice. Dig and Sow! How Do Plants Grow?
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Morgan, Sally. Plants and Life
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Parker, Steve. Survival and Change
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Relf, Patricia. The Magic School Bus Plants Seeds : A Book About
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Schwartz, David M. Plant Stems & Roots
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Worth, Bonnie. Oh Say Can You Seed
In Spanish:
• Relf, Patricia. El AutobusMagico Planta una Semilla: Un Libro
Web Sites:
• Scienc eStandards of Learning, Enhanced Scope and Sequence, Grade 1
http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science1.pdf
• www.brainpopjr.com
Videos:
• The Magic School Bus Plants Seeds, Scholastic Productions, c2001
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All about plant structure and growth, Schlessinger Media, c2000
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All about plant pollination fruit, flowers, and seed, Schlessinger Media, c2000
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Plant (Eyewitness discovery serioes), DK Vision, c1997
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Plants a first look, Rainbow Educational Media, c2000
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Franklin plants a tree, USA Home Entertainment, c1998
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Plants of the Rainforest, Schelssinger Video Productions, c1996
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Flowers, plants and trees, Tell Me Why, c1987
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Living Sunlight: How Plants Bring the Earth to Life, Nutmeg Media, c2009
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Characteristics of plants (Science Clips for Children), Schlessinger Media, c2006
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All about plant pollination, fruit, flowers, and seeds (Plant Life for Children), Schlessinger Media, c2006
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The Magic School Bus Gets Planted, Scholastic Productions, c2001
Discovery Education:
• Debbie Greenthumb: How Plants Grow. (Gr. K-2). Run time: 12:59
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Debbie Greenthumb: Plants Can Be Found Everywhere. (Gr. K-2). Run time: 13:50
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Debbie Greenthumb: The Importance of Plants to Our World. (Gr. K-2). Run time: 13:46
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Debbie Greenthumb: Where Plants Come From. (Gr. K-2). Run time: 12:54
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Growing Plants: Science in a School Garden
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Plants: A First Look. (Gr. K-2). Run time: 17:00
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Play and Discover with Digger and Splat: Green and Growing. (Gr. K-2).
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Stage One Science: Growing
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How Plants Grow. (Gr. K-2). Run time: 19:00
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Plant Life Cycles. (Gr. K-2). Run time: 20:00
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Forest habitats. (Gr. K-2). Run time: 15:00
Field Trips:
• The National Botanical Gardens
• U.S Botanic Garden
• Potomac Overlook Park
Other:
• Project WET: K-12 Curriculum and Activity Guide
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Project WILD: K-12 Curriculum and Activity Guide
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Project WILD – Aquatic: K-12 Curriculum and Activity Guides
Environmental Education Activity Guide: PreK-8, Project Learning Tree
Growing Up Wild: Exploring Nature with Young Children (Ages 3-7), Project WILD
Arlington Public Schools 2013