Objective:

Students will use physical objects (e.g., blocks, models, or drawings) to create representations of what plants, animals, and humans need to survive. This activity will allow students to identify survival needs and use tangible materials to communicate their understanding. They will then discuss what digital tools could have helped them communicate their learning.

Materials Needed:

• Blocks, toy animals, and plants, or cutouts

• Paper, crayons, markers for drawing

• Chart paper or a whiteboard for group brainstorming

Steps:

• Introduction:

  • Ask students, “What do all living things need to survive?” List air, water, food, and shelter on the board, explaining how different organisms meet these needs. 

  • Tell students they will work in groups to create physical models or drawings showing how an animal, plant, or human meets these survival needs.

• Group Activity:

  • Divide students into small groups and assign each group an organism (e.g., a tree, a bird, or a person). 

  • Using blocks, toys, or drawing supplies, students will create a model or picture representing how their assigned organism meets its survival needs. 

  • For example, one group might build a tree using blocks, showing how its roots reach into the soil to absorb water, while another group might draw a bird finding food.

• Building and Modeling:

  • Encourage students to think about how each survival need is met. 

  • For example, if drawing a human, they may include a house to represent shelter or a plate of food to show how people get energy. 

  • Groups will work collaboratively, with each student contributing to the model or drawing.

• Testing and Refining:

  • Once models or drawings are complete, students will review them as a group, ensuring each need is clearly represented. 

  • They can revise their models by adding more details or adjusting their designs to improve clarity.

• Presentation and Discussion:

  • Each group will present their model or drawing to the class, explaining how the organism meets its survival needs. 

  • The teacher will lead a discussion, comparing different models and emphasizing how all living things have common survival needs but meet them in unique ways. 

  • The class will discuss how digital tools (such as a video or digital image) may have helped them communicate their learning. 

Equity and Access:

Provide simple materials and templates for students who may need additional support. Encourage peer collaboration, allowing students to share ideas and work together.

Real-World Application:

Connect the activity to real-world examples by discussing how farmers ensure crops get enough water or how people build shelters to protect themselves from weather. Emphasize that understanding survival needs helps people in various fields, including agriculture, environmental science, and healthcare.

CS Practice(s):

• Developing and Using Abstractions: Students create simplified models of survival needs, breaking down complex ideas into tangible representations.

• Communicating About Computing: Students work in groups to brainstorm, build, and present their models. They discuss how computing tools could have enhanced their presentations.

• Recognizing and Defining Computational Problems: Students identify how to represent survival needs using physical objects or drawings.

Standard(s):

• NGSS K-LS1-1

• CA CS K-2.CS.1

Objective:

Students will use digital tools to create presentations that describe what plants, animals, and humans need to survive. They will choose different digital methods to represent survival needs (e.g., typing, annotating, or video-making) and explore how computing devices help them communicate ideas.

Materials Needed:

• Tablets or computers with Google Slides, Seesaw, or another presentation tool

• Stylus for annotating images, if available

• Access to a camera-enabled device for making videos

Steps:

• Introduction:

  • Begin by asking, “What do plants, animals, and humans need to survive?” 

  • Make a list of survival needs (e.g., air, water, food, shelter) on the board. 

  • Tell students that they will create a presentation using technology to explain how living things meet these needs. 

  • Let them choose between typing explanations, annotating images, or creating a short video.

• Group Activity:

  • Divide students into small groups. Each group will select an organism (plant, animal, or human) and a survival need to focus on. 

  • Using their chosen method, students will create digital slides or videos that explain how their organism meets its needs. 

  • For example, they might type sentences on a slide showing a plant absorbing water or use a stylus to draw arrows showing how an animal finds food.

• Creating:

  • Guide students through using digital tools to express their ideas. 

  • Encourage them to use text, images, or videos creatively. 

  • For example, they can use the camera on their tablet to record a short clip of a plant growing in sunlight or add annotations to pictures to show how animals use their environment to survive.

• Testing and Refining:

  • Once presentations are complete, students will review their work, ensuring the visuals and explanations clearly communicate the survival needs. 

  • Allow time for groups to refine their presentations, adding details or revising explanations based on peer feedback.

• Presentation and Discussion:

  • Each group will present their digital creation to the class, explaining how their chosen organism meets its survival needs. 

  • Lead a discussion on the different ways students used technology to communicate the main ideas.

Equity and Access:

Provide pre-made templates or pre-recorded videos for students who may need additional support. Allow groups with different skill levels to collaborate and support one another.

Real-World Application:

Relate the activity to real-world examples, such as how scientists use digital tools to track animal behavior or study plant growth. Discuss how understanding survival needs helps in agriculture, conservation, and health.

CS Practice(s):

• Creating Computational Artifacts: Students create digital presentations or videos to explain survival needs.

• Communicating About Computing: Students explain how they used technology to express their understanding of the topic. They also discuss how classmates selected differing digital tools to use based on their preferences.

• Recognizing and Defining Computational Problems: Students identify how to represent survival needs effectively using digital tools.

Standard(s):

• NGSS K-LS1-1

• CA CS K-2.CS.1