Grade 1

NGSS-1-LS1: From Molecules to Organisms: Structures and Processes

LS1.A: Structure and Function

• • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have parts (roots, stems, leaves, flowers, fruits) that help them survive. (1-LS1.2)

LS1.B: Growth and Development of Organisms

• • Adult plants and animals can have young. In many kinds of animals, parents, and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1.1)

LS1.D: Information Processing

• • Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond external inputs. (1-LS1.1)

GLEs: SA.1; SC.1-2

NSGG 1-LS3: Heredity: Inheritance and Variation of Traits

LS3.A: Inheritance of Traits

• • Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly like their parents. (1-LS3.1)

LS3.B: Variation of Traits

• • Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3.1)

GLEs: SA.1; SC.1-2

1-LS1.1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears].

1-LS1.2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring)].

1-LS3.1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

• • [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plants are the same shape but can differ in size, and a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]

Create a model or drawing which represents the parts of a plant.

Choose an animal/habitat. Draw a picture of the animal in its habitat, camouflaged. Have students share pictures, find camouflaged animals, and discuss camouflage techniques.

Create a shoebox diorama. Include plants/animals living in their habitat. How do they protect themselves? How do they find food and water?

Using animal cards, one with animal and one with a body part, have students participate in the following activities: 

• • "I have... Who has..." (I have porcupine, who has quills) 

  • Kagan Quiz Trade

  • Memory

  • Alaska Department of Fish & Game, Division of Wildlife Conservation:  www.wildlife.alaska.gov 

1-ESS1 Earth’s Place in the Universe

ESS1.A:  The Universe and its Stars 

• • Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1.1)

GLEs: SA.1-2; SB.2, 4

ESS1.B:  Earth and the Solar System

• • Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1.2)

GLEs: SA.1-2, SB.2, 4

1-ESS1.1: Use observations of the sun, moon, and stars to describe patterns that can be predicted. 

• • [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]

1-ESS1.2: Make observations at different times of year to relate the amount of daylight to the time of year. 

• • [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not qualifying the hours or time of daylight.]

Visit a Star Lab. Have students write a descriptive paragraph sharing what they saw and learned. Illustrate using realistic colors and drawings.

Track the temperature and weather daily on a classroom chart. Include sunrise and sunset. Use the data to build graphs for use in predictive reasoning.

Name three conclusions that can be made by reading a class graph of the weather (e.g., there are three more rainy days than cloudy days, there was a gain of five minutes of sunlight today).

Invite a meteorologist to speak to the class. Following the interview, have students write a sentence or two sharing why they would like to be a meteorologist. Share with partner.

Paint a sunset picture using watercolors. Describe the picture using complete sentences. Include adjectives.  Paint a sunrise picture using watercolors.  Describe the picture using complete sentences. Include adverbs.