Life: Structures and Functions
Mystery Science Units: Animal / Plants Traits & Survival
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1 Stellaluna Dragons and Giants, What Do You Do with a Tail Like This?, Sleuth: “How Polar Bears Hunt”; “A New Family”
(1-LS1-1: Biomimicry Design Solution)
Unit 4 Arbor Day Square, The Family Tree, The Life Cycle of an Apple Tree, How a Seed Grows
(1-LS3-1: Plant and Animal Structures - Parents and Offspring)
Unit 5 Sleuth: “Look out for Wildlife”; “Is Your Polar Bear Happy?”
(1-LS1-2: Behavior - Parents and Offspring)
Mystery Science 1st Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
Clarification & Boundary Statements
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.
Boundary Statement: none
1-LS1-2: Behavior - Parents and Offspring
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
Clarification & Boundary Statements
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).
Boundary Statement: none
1-LS3-1: Plant and Animal Structures - Parents and Offspring
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant 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.
Boundary Statement: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.
Anchor Phenomenon / Local Colorado Phenomenon Connections
Animal Superpowers Anchor
The anchor phenomenon for this unit is the amazing fact that squirrels are found living across a huge range of habitats around the world. Squirrels have special body structures and behaviors that help them accomplish this.
Animal Superpowers - Mystery Science Lesson / Connections to Anchor Phenomenon
Parent & Offspring Traits / How can you help a lost baby find its parents?
Animal Structures & Survival / Why do birds have beaks?
Animal Behavior & Offspring Survival / Why do baby ducks follow their mother?
Camouflage & Animal Survival / Why are polar bears white?
Inheritance & Variation of Traits / Why do family members look alike?
Animal Behavior and Survival / How do animals take care of their babies?
Plant Superpowers Anchor
The anchor phenomenon for this unit is based around some surprisingly large floating objects that can be found in ponds around the world.
Plant Superpowers - Mystery Science Lesson / Connections to Anchor Phenomenon
Plant Traits & Offspring / What will a baby plant look like when it grows up?
Plant Survival & Engineering / Why don’t trees blow down in the wind?
Plant Movement & Survival / What do sunflowers do when you’re not looking?
Plant Traits / What are the tiniest water lily leaves?
Local Colorado Phenomena Connections
To address Life: Structures and Functions in your first-grade science curriculum, here are some local Colorado phenomena that you could explore:
Aspen Trees: Investigate how aspen trees grow and reproduce. Discuss their root systems and how they are interconnected, forming large groves that function as a single organism.
Rocky Mountain Wildflowers: Study the variety of wildflowers in Colorado, focusing on their structures, such as petals, leaves, and roots, and how these help them survive in different environments.
Bighorn Sheep: Examine the physical structures of bighorn sheep, like their curved horns and hooves, and discuss how these features help them navigate rocky terrains.
Pika: Learn about the pika, a small mammal found in the mountains, and explore how its body structure and behaviors help it gather food and survive the cold.
Colorado River Ecosystem: Explore the diverse life forms in the Colorado River ecosystem, discussing the structures and functions of fish, insects, and plant life.
These examples can help students connect with local ecology while understanding the structures and functions of living organisms.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
1st Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 1st Grade Student Notebook
Animal Traits & Survival - In this unit, students explore how the external characteristics of animals are essential for their survival. Students also make observations of parents and their offspring, determining how they are similar and how their behaviors help offspring survive.
Plant Traits & Survival - In this unit, students explore the different parts of plants and how those parts are essential for plant survival.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Insects & Plants - Enhancement Kit for 1st Grade Mystery Science Plant & Animal Super power Units. This kit provides experiences that heighten students' awareness of the living world. They come to know firsthand the life sequences of a number of insects. Four investigations introduce an insect and students observe structures and behaviors, discuss their findings and record observations over time. Students relate these firsthand experiences to information they gather from reading about life cycles of other plants and animals. ** This kit did not change, it includes seeds, sois and grow lights.
Colorado Wildlife Kits
Raptors - Feet, wings, skulls and tails of raptors are provided for this unit. Kit includes publications and Project Wild activities.
Animal Signs - Realia shows students how to recognize the animals that have been in the area through tracks, scat and other signs. Kit includes publications and Project Wild activities.
Herptiles - turtle shells and skull, publications, and Project Wild activities complete this kit on herptiles.
Mammal Hides - The hides of 17 mammals and the antlers and horns of 5 mammals provide students the opportunity to learn about mammals. Publications and Project Wild activities complete the kit.
Mammal Skulls - Skulls of twelve mammals are the centerpiece of this kit which also includes publications and Project Wild activities. This kit contains 2 parts.
Birds / Waterfowl - Duck and grouse wings and feathers, publications, and Project Wild activities create this kit on wetlands and migration.
Aging Deer & Elk - Real teeth and jaws show the growth and development of the mule deer and elk. This kit includes realia, selected publications and Project Wild activities.
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Behavior - Parents and Offspring
Plant and Animal Structures - Parents and Offspring
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
2-5 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction.
2-7 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how genetic and environmental factors influence variation of organisms across generations.
Grade Level Expectations:
2.1 All organisms have external parts that they use to perform daily function
2.2 Young organisms are very much, but not exactly, like their parents, and also resemble other organisms of the same kind.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
To address the Life: Structures and Functions standard in your first-grade science class with Colorado-based career connections, consider the following ideas:
Wildlife Biologist: Connect with a local wildlife biologist who can talk about animal structures and how they help animals survive. They might share insights about Colorado wildlife, such as elk or mountain lions.
Botanist: A botanist from a local university or botanical garden could discuss plant structures and their functions, focusing on native Colorado plants.
Zookeeper: Arrange a virtual or in-person visit with a zookeeper from a Colorado zoo. They can explain how they care for animals and the importance of understanding animal biology.
Environmental Scientist: Invite an environmental scientist to discuss how living organisms are adapted to their environments, particularly in Colorado's diverse ecosystems.
Park Ranger: A park ranger can share experiences from Colorado's national parks, explaining how plant and animal structures are crucial for survival in various habitats.
These connections can help students understand the practical applications of their learning in real-world contexts.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
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