First Grade Molecular Biology
Essential Standard:
1.L.2 Summarize the needs of living organisms for energy and growth.
RBT Tag:
A2
Time
(No. of Days)Clarifying
Objectives
Essential
Vocabulary
Task Analysis
(Unpacking Simplified)
Learning
Activities/Assessments
Resources
10-13 Days 1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth. Minerals Soil Water Nutrient Shelter Plants Light Energy (food) Air 1. L.2.1Identify that plants are living things that need energy and grow.
Conclude that plants need to take in water, nutrients and light (to make their own food) for energy and growth.
1.L.2.1
Plant seeds in two different containers. Place one container in a dark place and one container in a bright place. Ask students to predict what will happen to the seeds and the soil by drawing or writing in a science journal. Watch plants and for a week and water when soil dries. After a week compare both plants from the dark and bright area. Separate one seedlings from each plant and compare the root systems, students record what they see and if their predictions were correct. Explain photosynthesis, and replace rest of the unhealthy seeds in a bright place. Place the healthy seeds in a bright place with a clear jar or bottle on top, and record what happens. (Writing to Learn) (Questioning) (Classroom Talk)
In your classroom set up a range of different plants (the type will depend on your location, budget and the season). Let the students fill a container with dirt. After adding seeds, label all their plants so they remember which is which. Allow students to grow plants until you can plant them outside your classroom.
10-13 Days
1.L.2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.
1. L.2.2
Understand that animals are living things that grow and have basic needs for energy, air, and water.
Relate how animals depend on plants to provide them with energy directly or indirectly.
Conclude that animals take in plants or other animals as an energy source.
(Scafolding)
Have students complete a plant webquest working in collaborative groups. Use following website for webquest.
https://sites.google.com/site/misskeef eswebquest/process
(Collaborative Group Work) (Questioning) (1.SI.1)
1.L.2.2
Play a food web game by passing out the assigned organism nametags using animals from a particular ecosystem. Start with the designated first
organism (sun), have the student read their description of what they are and have them figure out what organism they are linked to in the circle and how they are related to that other
organism. Have them hold onto their piece of string and then through that attached ball of string to the next organism in the circle and so on. Assign each student an organism and have them write out a piece of paper describing what they are and what they eat, are eaten by, or do; also make a nametag with just their organism's name on it. Go outside or clear a large space in the classroom and have the students make a fairly large circle (the larger the circle, the easier it is to represent a web pattern). Give the ball of string to the
designated first organism and have them say what they are and what they eat, are eaten by, or do to direct
http://video.nationalgeographic.com/v ideo/kids/green-kids/plants-kids/ http://www.bbc.co.uk/schools/science clips/ages/5_6/growing_plants_fs.shtm l
http://www.bbc.co.uk/schools/science clips/ages/9_10/life_cycles.shtml http://www.youtube.com/watch?v=O QT6piZOX7c
http://www.youtube.com/watch?v=M OKB6B6ROZE&feature=related https://sites.google.com/site/misskeef eswebquest/process
http://www.teacherspayteachers.com/ Product/FREE-How-To-Plant-Seeds-Poster-and-Plant-Journal-244787
http://www.teacherspayteachers.com/ Product/Fun-with-Plants-Craft-Parts-of-a-Plant-415655
http://www.teacherspayteachers.com/ Product/Grow-Your-Plant-Knowledge-Game-243015
http://www.teacherspayteachers.com/ Product/My-Plant-Words-Vocabulary-Booklet-231156
towards the next step of the game. Once the web is created, show what happens when an organism is removed from the web. Have that student drop their segment of string to represent that the web's tightly woven structure will be loosened. Discuss the
interconnected destruction that occurs. Point out the terms producer, herbivore, omnivore, carnivore, and decomposer using examples from the game. Discuss the concept of predator eating prey and the importance of prey and predator being present in the food web (control of populations and importance of nourishing themselves and young). Example question: If a zebra was removed from our game's food web, how are two other of our game's organisms affected?
Example answer: The lion wouldn't have enough food to eat and, due to the loss of its "predator," the zebra's favorite type of grass would not have a control on its population. (Classroom Talk) (Collaborative Group Work)
Write the poem shown below on chart paper. This poem can be sung to the tune of "I Know an Old Lady Who Swallowed a Fly." Sing the poem.
LINKS IN A FOOD CHAIN Author Unknown
There once was a flower that grew on the plain. Where the sun helped it grow, and so did the rain — Links in a food chain. There once was a bug who nibbled on flowers, Nibbled on
http://www.teacherspayteachers.com/ Product/Planting-First-Next-Then-Last-246684
http://www.teacherspayteachers.com/ Product/Planting-Seeds-Poem-Freebie-246010
http://www.teacherspayteachers.com/ Product/Plant-Life-Cycle-Emergent-Reader-Freebie-627595
http://www.teacherspayteachers.com/ Product/Plant-Life-Cycle-In-Order-624344
http://www.teacherspayteachers.com/ Product/Plant-Life-Cycle-Sequence-25648
http://www.teacherspayteachers.com/ Product/Plant-Observation-book-153375
http://www.teacherspayteachers.com/ Product/Plants-ABC-Order-613159
http://www.teacherspayteachers.com/ Product/Plants-are-Living-Things-Project-233998
http://www.enchantedlearning.com/b ooks/plants/
flowers for hours and hours! The bug ate the flower that grew on the plain, Where the sun helped it grow, and so did the rain — Links in a food chain. There once was a bird who gobbled up bugs, And creepies and crawlies, and slimies and slugs. The bird ate the bug, who nibbled on flowers, Nibbled on flowers for hours and hours! The bug ate the flower that grew on the plain, Where the sun helped it grow, and so did the rain — Links in a food chain. There once was a snake who often grabbed birds, And swallowed them whole, or so I have heard. The snake ate the bird, who gobbled up bugs, And creepies and crawlies, and slimies and slugs. The bird ate the bug, who nibbled on flowers, Nibbled on flowers for hours and hours! The bug ate the flower that grew on the plain, Where the sun helped it grow, and so did the rain — Links in a food chain. There once was a fox, and I'll make a bet: He'd eat anything he could possibly get. The fox ate the snake, who often grabbed birds, and swallowed them whole, or so I have heard. The snake ate the bird, who gobbled up bugs, And creepies and crawlies, and slimies and slugs. The bird ate the bug, who nibbled on flowers, Nibbled on flowers for hours and hours! The bug ate the flower that grew on the plain, Where the sun helped it grow, and so did the rain — Links in a food chain. The fox, he
Product/The-Perfect-Plant-Can-Have-Are-Chart-660984
grew older and died one spring day, But he made the soil rich, when he rotted away. A new flower grew where he died on the plain. And the sun helped it grow, and so did the rain — LINKS IN A FOOD CHAIN.
Use the poem to create a group food chain book. Copy the text onto blank sheets of paper. Have the students illustrate the pages and create a title page and a front and back cover. Bind the pages together into a book.
(Literacy Centers) (Collaborative Group Work)
