Embedded Files
Standard K.2.1
Obtain, evaluate, and communicate information to describe patterns of what living things (plants and animals, including humans) need to survive. Emphasize the similarities and differences between the survival needs of all living things. Examples could include that plants depend on air, water, minerals, and light to survive, or animals depend on plants or other animals to survive. (LS1.C)
Standard K.2.2
Obtain, evaluate, and communicate information about patterns in the relationships between the needs of different living things (plants and animals, including humans) and the places they live. Emphasize that living things need water, air, and resources and that they live in places that have the things they need. Examples could include investigating plants grown in various locations and comparing the results or comparing animals with the places they live. (LS2.B, ESS3.A)
Standard K.2.3
Obtain, evaluate, and communicate information about how living things (plants and animals, including humans) affect their surroundings to survive. Examples could include squirrels digging in the ground to hide their food, plant roots breaking concrete, or humans building shelters. (ESS2.E)
Standard K.2.4
Design and communicate a solution to address the effects that living things (plants and animals, including humans) experience while trying to survive in their surroundings. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare designs. Emphasize students working from a plant, animal, or human perspective. Examples could include a plant growing to get more sunlight, a beaver building a dam, or humans caring for the Earth by reusing and recycling natural resources. (ESS3.C, ETS1.A, ETS1.B, ETS1.C)
Human vs. Plant Venn Diagram: Use two giant hula hoops on the floor. Guide students to place pictures (like hamburgers vs. sunlight) to show what only humans need, what only plants need, and what both need (water and air)
Living Needs Musical Chairs: Place posters of Water, Food, and Space around the room. When music stops, students run to a need. They must name one animal that uses it.
Read Alouds
Barrett, J. (1988). Animals should definitely not wear clothing.
Beginning with a porcupine whose quills stick through a piece of
clothing, this book goes through the reasons that humans wear
clothes – and animals already have their own. A great way to discuss
animal adaptations and needs.
Mazer, A. (1994). The salamander room. A boy finds a salamander in the woods and his mother asks him how
he will provide what the salamander needs to survive. Extend to talk
about what all animals need.
Cannon, J. (1993). Stellaluna.
A fruit bat is separated from her mother and has to survive with a
family of birds, mimicking the behavior of this different species.
Stewart, M. (2014) Feathers: Not just for flying. Young naturalists meet sixteen birds in this elegant introduction to the many uses of feathers. Explore informative sidebars, which underscore specific ways each bird uses its feathers.
Rabe, T. (2004). Oh say can you say what’s the weather today? All about weather.
The Cat in the Hat and friends travel to learn how weather is studied and
predicted. Covers various types of weather, tools used by meteorologists, andhow to stay safe during storms.
Gibbons, G. (1993). Weather forecasting. With straightforward text and colorful pictures, this behind-the-scenes look at a modern weather station answers basic questions kids ask most, and makes weather forecasting more fun and accessible than ever.
Dean. J. (2013). Freddy the frogcaster.
Freddy the Frog loves learning about the weather, and he’s known for having
the best predictions in town. But what happens when the town picnic is almost ruined by a storm that catches the local frogcaster by surprise? Freddie has to step in to save the day!
DeWitt, L. (2015). What will the weather be? Filled with rich climate vocabulary, colorful diagrams and clear explanations of. meteorology everyday weather instruments like thermometers and barometers.
Asch, F. (2008). The earth and I.
A boy reflects on how the earth helps him and how he can help the earth.
Could be used to discuss the impact humans have on the earth, and how they
can help lessen this impact.
Schwartz, D. (2007). Where in the wild: Camouflaged creatures concealed.
A full page of fascinating information accompanies each animal so readers can
learn how nature's camouflage serves hunter and hunted alike.
Hesse, K. (1999). Come on rain.
"Come on, Rain!" Tess pleads to the sky as listless vines and parched plants
droop in the endless heat. Then the clouds roll in, and the rain pours. And
Tess, her friends, and their Mamas join in a rain dance to celebrate the shower
that renews both body and spirit
Rylant, C. (2008). In November.
Poetic language and lovely oil paintings evoke the traditional and seasonal
activities that occur in November for various animals.
Suzuki, D. & Ellis, S. (2006). Salmon forest.
One fall day, Kate goes with her father, a fish biologist, to the river. From
her adventures, Kate discovers how the forest and the salmon need each
other and why the forest is called the salmon forest.
Burningham, J. (2009). Hey! Get off our train.
At bedtime a young boy takes a trip on his toy train and rescues several
endangered animals.
Sayre, A.P. (2010). Turtle, turtle, watch out!
Sea turtles face many dangers as they grow, eat, travel, and breed. In this
dramatization of one female turtle's challenges, the author highlights the
role that humans have in helping this endangered species.
Bang, M. (2014). Common ground: The water, earth and air we share.
A simple story of our planet's natural resources with jewel-like paintings by
Caldecott Honor author Molly Bang. Through the example of a shared
village green and the growing needs of the townspeople who share it,
Molly Bang presents the challenge of handling our planet's natural
resources.
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