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First Grade s1l1 Basic Needs
First Grade s1l1 Basic Needs
First Grade s1l1 Basic Needs
In this unit, students will learn that plants and animals have basic needs that must be met to ensure their survival.
They will begin to understand that plants and animals share some needs and not others.
At the end of this unit, students will create a model of a habitat for an animal that they “rescued.” The model will
Culminating Task
ensure that the animal has all of its needs met.
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
GSE for Science a. Ask questions to identify the parts of a plant—root, stem, leaf, and flower.
(standards and b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals
elements)
(air, water, food, and shelter).
c. Design a solution to ensure that a plant or animal has all of its needs met.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A
major activity of science is investigating and explaining causal relationships and the mechanisms by which they are
mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new
Cross-cutting Concepts contexts.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many
of its properties and functions.
● Flowers (Level E)
Reading A-Z
● https://www.getepic.com/app/user-collection/262185
Science Journal Entry: Have students draw a plant in their journal and label
the parts using the words root, stem, leaf, and flower.
Science Journal Entry: Answer the following...Which of the four basic needs
of a plant is the most important and why?
(You may choose to use the Watch and Record Plant Lab for this activity OR complete this activity as it is written
Troup County Schools 2017-18
First Grade Science
Quarter 1
and use the Plant Lab for a separate activity. Divide the students into four groups and provide them with a
different plant to grow in the “Lab Bags” to monitor the growth rate for all four plants while providing them with
all of their basic needs.)
1. Explain that beans are really bean plant seeds, which are filled with everything a bean plant needs to begin
life. Give each student a zip‐top plastic sandwich bag containing 1/2 cup of potting soil. Explain that the soil
contains many of the nutrients (food) the plant needs to grow. Plants absorb their nutrients through the soil
through their roots. They also use sunlight, in a process called photosynthesis to create energy for them to use.
(First‐grade students are not expected to know any details about photosynthesis.)
2. Encourage students to use the word soil rather than dirt. Also, explain that the bag of soil is the place the
plant needs to grow.
3. Give each student four beans that have been soaked in water. Have them place the four beans in the soil in
the front of the bag, separate from each other. Remind students that each seed needs space to grow.
4. Ask students what else plants need to grow besides a place and nutrients. They should know the correct
answers (water, air, and light), but if not, review yesterday’s lesson. Ask what should be added to each bag next.
(water) Add to each bag two sprays of water from the spray bottle. (Note: There will be no need to add
additional water as condensation inside the sealed bags will supply the beans with sufficient moisture.)
5. Guide students to seal their bags carefully without disturbing their beans and making sure there is ample air
above the soil in each bag when it is sealed. Place the bags where students can observe them frequently and
where they will receive plenty of light, e.g., on a window ledge or on a bulletin board. The bulletin board may
also display picture references to each plant need.
6. Beans generally sprout within a few days and grow rapidly, given the above growing conditions. Have students
observe their plants daily to monitor changes. Have them record changes, such as length of plant growth, in their
science journals or on a small chart.
7. Distribute copies of the attached Plant Needs Review Cards, scissors, and glue. Direct students to cut out the
cards and paste them in their science journals to use for review of plant needs and to assist them with
assessment questions and prompts.
Science Journal Entry: Based on what we have learned about the basic
needs of plants, which of the four basic parts of a plant do you think is the
most important? Be sure to defend your answer with facts.
Lesson 4 Basic Needs of Animals (The first part of this activity may be completed as an ELA lesson.)
1. To engage students and to activate their background knowledge, read “Brown Bear, Brown Bear, What Do You
See?”, written by Bill Martin, Jr. This text is chosen, even though it is fiction, because first graders are familiar
with it. Their familiarity allows the focus to be on asking questions to my students and not just reading to them,
inviting them into conversation about different animals. The focus of reading the book is for the students to
visually see many different animals and to engage in discussion with the students as you read. After completely
reading through the book, go back through the book with the students and make a list of the animals that are
included. (An ELA lesson surrounding this book might involve a sequencing activity.)
Invite the students to share what they know about each animal as you add them to your list, even if it is not
quite correct. Then review the plant parts and basic needs anchor chart that was created and ask...
"Do you think that animals have basic needs like plants? What do you think those needs might be?"
Have students brainstorm with partners or groups what they think those needs are. Come together as a whole
group and create an anchor chart including their suggestions. Do not come out and tell students that they need
food, water, etc. so that they will develop the understanding on their own.
2. You can provide pictures of animals, let students cut pictures from magazines, or draw pictures to choose
three animals. Encourage students to think about animals that they have at home, classroom pets, or ones that
they just know something about. Pass out “Animal Facts” sheet. Have students glue down their pictures, write
the names of their animals and record facts that they know about the animals, including its basic needs.
Troup County Schools 2017-18
First Grade Science
Quarter 1
While they are working, continue to question students to evaluate their understanding of the basic needs of
animals. The goal of this activity is not for everything on their paper to be accurate and complete, but to check
for understanding and potential misconceptions. Be sure to make corrections to the basic needs of animals
anchor chart as students realize things that need to be added or removed.
For students who seem to not have a great deal of background knowledge about animals, take the opportunity
to sit and talk with them about animals. You could say things such as, "I have rabbits, and I have to to feed them
every morning and check that they have water for the day. They live in a hutch. Have you ever seen a rabbit in a
hutch?" Then show them pictures and/or videos of the animals you discuss. This supports both the instructional
learning and engages the student in conversation in a meaningful way.
3.Pass out Basic Needs of Animals graphic organizer to glue in their Science Journal (this can be done during
morning arrival). Have them brainstorm what they think the basic needs of animals are. Show “The Needs of
Animals” video. Have students get into their groups and discuss the four basic needs of a plant. Be sure to walk
around and monitor student discussion. After adequate discussion, have a whole group discussion and guide
students to understanding the four basic needs of animals (air, water, food and shelter). Use the video again if
needed. As a whole group, fill out graphic organizer.
Science Journal Entry: Students will fill out a graphic organizer to glue in
their journals. Have them choose an animal and write about how their
basic needs are met. (This can be a wild animal or a domesticated animal.)
Science Journal Entry: After comparing and contrasting the needs of plants
and animals, light is a need for plants, but not animals. Can you use facts to
argue that animals need light too?
Lesson 6 Plant Rescue (This activity is being done whole group to scaffold to group work on culminating
activity.)
1. Review basic needs of plants and the parts of the plants.
2. Complete the following project as a whole group to model for the students.
3. You are an environmentalist that has gone into a greenhouse of dying plants. You have to choose one plant to
save.
As a whole group using different books about plants from the media center, booksource books, on Reading A-Z,
or www.getepic.com, research a plant you would like to have.
● While researching have student think about our driving question. How will we keep our class plant alive?
● Have students write down questions or their ideas to post on our driving question board.
6. Once finished creating the model of the habitat, complete the Four Square graphic organizer explaining how
your model ensures that your plant has all of its needs met.
Science Journal Entry: Explain the process used to create the habitat model
to ensure our plant survives.
Culminating Task
2. Put students into groups and give them the following scenario:
● You are an environmentalist that has an opportunity to save one animal.
● In your group, use different books about animals from the media center, booksource books, on Reading A-
Z or www.getepic.com, research an animal you would like to have.
Troup County Schools 2017-18
First Grade Science
Quarter 1
● While researching have student think about our driving question. How will we keep our animal alive?
● Have students write down questions or their ideas to post on our driving question board.
3. Your animal needs a suitable environment to live in. Your challenge is to design and create a model of a
habitat for your animal out of recycled materials. Your habitat needs to provide your animal’s four basic needs;
water, air, food, and shelter.
4. Have groups use provided materials to create their model of the habitat.
5. Once finished creating the model of the habitat, complete the Four Square graphic organizer explaining how
your model ensures that your animal has all of its needs met.
Other Activities
1. Parts of a Plant and Basic Needs Craftivity- this would be a wonderful activity to do during fourth quarter
as a review.