Science Curriculum Unit Planner

Grade: 1 Strand: Life Processes

SOL: 1.5

The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include a) basic needs include adequate air, food, water, shelter, and space (habitat); b) animals, including humans, have many different physical characteristics; and c) animals can be classified according to a variety of characteristics. Time: 5-6 weeks 1. Desired Results Enduring Understandings (BIG Ideas)

Animals have needs and can be classified into groups. •

Essential Questions How would animals be affected by different amounts of air, food, water and shelter?

•

How are animals classified?

•

How do coverings, body shape, appendages and movement help animals survive? Understanding the Standard

•

Animals, including people, have basic life needs, including air, food, water, shelter, and space (habitat). Students do not need to know the term habitat. The focus should be on the items that are necessary components of a habitat, not on the terminology.

•

Body coverings include hair, fur, feathers, scales, and shells.

•

Appendages are parts, such as arms, legs, wings, fins, and tails, which extend from the main body and have specific functions. Students do not need to know the term appendage. The focus should be on the concept, not the terminology.

• •

Essential Knowledge, Skills and Processes Students will: •

Make and communicate observations of live animals, including humans, about their needs, physical characteristics, and where they live.

•

Describe the life needs of animals, including air, food, water, shelter, and space.

•

Methods of movement may include walking, crawling, flying, and swimming.

Identify and chart simple characteristics by which animals can be classified, including body coverings (hair, fur, feathers, scales, and shells), body shape, appendages (arms, legs, wings, fins, and tails), methods of movement (walking, crawling, flying, and swimming), wild or domestic, and water homes or land homes.

•

Simple ways to classify animals are whether they are wild or domestic and whether they live on land or in water.

Distinguish between wild animals (raccoon, hawk, squirrel, shark) and domestic animals (dog, cat, sheep) and recognize examples of each.

•

Infer types of animal homes (water or land), using the physical characteristics of the animals, such as scales and fins that allow fish to live and move in water or fur and legs that allow dogs to live and move on land.

•

Classify animals by where they live (their homes).

Science Vocabulary observe, humans, animals, wild (raccoon, hawk, squirrel, shark), tame (dog, cat, sheep), survive, movement (walking,

Arlington Public Schools 2013

Prior Knowledge

crawling, flying, swimming), body coverings (hair, fur, feathers, scales, shells), body shape, body parts (arms, legs, wings, fins, tails), physical characteristics, needs, air, food, water, shelter, space, classify, living, nonliving, chart, water home, land homes 2. Assessment Evidence Throughout the Unit

•

Living things change as they grow and have needs to survive.

•

Animals go through a life cycle.

•

Offspring of animals are similar but not identical to their parents.

•

Living organisms v. non-living things

References to Adopted Materials:

Formative Assessment: • Teacher observation of students engaged in cooperative learning investigations. • KWL • Science notebook (questions, predictions, observations, summaries, charts, drawings) • Classify animals based on characteristics

• Students self assessment and group assessment Summative Assessment: • Test/assessment • Students will draw an animal of their choice. Student must label the animal, their needs, their body parts and how they move. 3. Learning Plan

• Science Fusion, Unit 3 – Animals Lesson 1: What Are Living and Nonliving Things? Lesson 2: What Do Animals Need? Lesson 3: How Are Animals Different? Lesson 4: How Can We Group Animals? Careers in Science: Zoo Keeper •

Science Fusion, Unit 5 - Environments Lesson 1: Where Do Plants and Animals Live? Lesson 2: What is a Terrarium?

•

AIMS – Critters (K-5) o Critter Observation  Lenses and Ladybugs, p. 16-21  Spider Spoofs and Proofs, p. 22-28  Spying on Spiders, p. 20-33  Growing Pains, p. 34-39  Mealworm moments: Part one, p. 40-47 o Critter Classification and Characteristics  Wings ‘n’ Webs, p. 74-80  Animal Antics, p. 81-89  Fishing for Fins, p. 90-95  Beetle Mania, p. 96-105  A Look at Lepidoptera, p. 106-117  Frog and Toad are Kin, p. 118-124 Suggested Activities: • Make chart of living and nonliving things and have students come up with things to put in each column. Point out that all animals, and humans are living. •

Cover Me: students will choose different animals and illustrate them with their coverings (feather, skin, fur, scales, hair, shell, etc.). As a whole class activity, animals are sorted by covering. They then can take their illustrations and make

Arlington Public Schools 2013

them into puppets using tag board cutouts and provide students with materials to illustrate the coverings of the animal (feathers, yarn, cotton balls, sequins, etc.) •

Move Over: similar to Cover Me but with animal movements (walk, run, swim, jump, fly, etc.) Students may use their puppets to demonstrate the animal movements.

•

Sharing Shelter: students will be asked to identify different types of shelter and sort who would live there and what needs to be there for them to survive.

•

Talk To Me: Discuss various ways that living things communicate. Discuss noises made then assign each student an animal by playing Barnyard Babble. Each student is given a card with an animal name or picture on it and they are to find their partner who has the same animal by making the animal noise. Once they have found their partner, then illustrate their animal, how it talks, moves, coverings, shelter and needs.

•

Who Am I? Animal Riddles: Students will chose an animal and write a riddle to share with the class about that animal. It will include something about the shelter, food it eats, and way it moves. Review Activities: • Bingo with related vocabulary • Matching –vocabulary words with their definitions and/or pictures • In each season concentrate on an animal in one of the habitats that portrays that season. Discuss the characteristics of that animal, including movement, appendages, shelters, and readdress needs. • 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 students identify living and nonliving things. Also, have students identify different types of shelter and habitats of animals they might observe. 4. Resources Trade books: • Amsel, Sheri. Deserts •

Amsel, Sheri. Grasslands

•

Amsel, Sheri. Mountains

•

Amsel, Sheri. Rain Forests

•

Berquist, Paul. Saquaro cactus, The Kingfisher illustrated encyclopedia of animals

•

Carwardine, Mark. Killer Whale: habitats, life cycles, food chains

•

Cazinares, Susan and Moreton, Daniel. Shelter (Scholastic)

•

Chanko, Pamela and Moreton, Daniel. Who Beats the Heat? (Scholastic)

•

Cazinares, Susan and Moreton, Daniel. Who Lives in a Tree? (Scholastic)

•

Cazinares, Susan and Chanko, Pamela. Who Lives in the Arctic? (Scholastic)

•

Chessen, Betsey. Animal Homes

•

D’Aulaire, Ingri. Animals Everywhere

•

Deady, Kathleen W. Out and about at the Zoo, Habitats of the World

•

Farndon, John. Wildlife Atlas: a complete guide to animals

•

Fowler, Allan. Life in a Pond (Scholastic)

•

Greenway, Shirley. Where do I live?

•

Hewitt, Sally. All kinds of habitats

•

Jordan, Bill. Lion: habitats, life cycles, food chains

•

Kalman, Bobbie. What is a fish?

Arlington Public Schools 2013

•

Kalman, Bobbie. What is a reptile?

•

Moore, Jo Ellen. Habitats: oceans and ponds

•

Moreton, Daniel. Desert (Scholastic)

•

Morgan, Sally. A giant tree in the rain forest, Habitats

•

Penny, Malcolm. Giant Panda: habitats, life cycle, food chains

•

Penny, Malcolm. Polar Bear: habitats, life cycles, food chains

•

Reid, Mary. Homes in the Ground (Scholastic)

•

Taylor, Barbara. Animal hide and seek

•

Thapar, Valmik. Tiger: habitats, life cycles, food chains

•

Trumbauer, Lisa. Forests, Grasslands, deserts

•

White, Nancy. Scholastic’s The Magic School Bus explores the world of animals

In Spanish •

Evans, David. Seres vivos

•

Ganeri. Anita. Donde viven los animals, Tropical Forest Habitats, Desert Habitat,

• Hare, Tony. La destruccion de los habitats Web Sites: • Science Standards 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: Hops Home, Kid Vision, c1999 •

The Magic School Bus: Butterflies and Bog, Kid Vision, c1999

•

The Magic School Bus: Bugs, Bugs, Bugs, Scholastic Productions, c2004The Magic School Bus: Creep, Crawly Fun! Scholastic Productions, c2000

•

The Magic School Bus: In a Beehive, Scholastic Productions, c1999

•

How Animals Move, Discovery Channel, c1995

•

Where Animals Live

•

Animals and Pets, Schlesinger Media, c2003

•

Agriculture for Children, Schlessinger Media, c2001

•

Animals of the Rainforest, Schlessinger Media, c2001

•

Where Animals Live, National Geographic, c1988

•

See how they Grow: Wild Animals, Sony Music Entertainment, c1993

•

Animals A to Z, National Geographic Society, c1988

•

Wonder pets!, Paramount Home Entertainment, c2009

•

Animal friends!, Paramount Home Entertainment, c2009

•

Characteristics of Animals (Science Clips for Children), Schlessinger Media, c2006

•

All About Animal Needs (Animal Life for Children), Schlessinger Media, c2006

Arlington Public Schools 2013

•

All about Animal Behavior and Communication (Animal Life for Children), Schlessinger Media, c2006

•

All about Amphibians (Animal Life for Children), Schlessinger Media, c2006

•

All about Reptiles (Animal Life for Children), Schlessinger Media, c2006

•

All about Birds (Animal Life for Children), Schlessinger Media, c2006

•

All about Mammals (Animal Life for Children), Schlessinger Media, c2006

•

All about Animal Adaptations (Animal Life for Children), Schlessinger Media, c2006

•

All About Animals: Insects (Animal Life for Children), Schlessinger Media, c2006

Discovery Education: • Seahouse (whole series). (Gr. K-2). Run time: 5:00 (each video) •

Farm Animals: A First Look. (Gr. K-2). Run time: 19:00

•

Everybody Need: Food. (Gr. K-2). Run time: 19:00

•

Everybody Needs: Shelter. (Gr. K-2). Run time: 13:00

•

The Difference between Wants and Needs. (Gr. K-2). Run time: 16:00

•

Concepts in Nature: Where Animals Live. (Gr. K-2). Run time: 14:19

•

Animal Features and Their Functions. (Gr. K-2). Run time: 11:53

•

Animal Groups: Beginning Classification. (Gr. K-2). Run time: 16:00

•

Animals in Action. (Gr. K-2). Run time: 20:00

•

Wild by Nature for Kids: Beaver. (Gr. K-2). Run time: 3:01

•

Wild by Nature for Kids: Arctic Hare. (Gr. K-2). Run time: 3:00

•

Beyond the Bars: Zoos and Zoo Animals. (Gr. K-2). Run time: 15:00

Field Trips: •

The National Zoo

• Any of the Arlington Neighborhood Nature Centers Other: • Project WET: K-12 Curriculum and Activity Guide • Project WILD: K-12 Curriculum and Activity Guide • 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