Grade 1 - Life Science

TEACHER GUIDE

Alpha Science - Grade 1

Teacher Guide - Volume B

Program editor: Julia Lee
Artwork: Oxygen Group

Cover
Cover design: Oxygen Group
Photos: Fotolia

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United Kingdom, TF3 3BA
www.alphaedu.info

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Printed in U.A.E.

ISBN 978-1-78556-754-4

Acknowledgments
Illustrated by: Oxygen Group
Photo acknowledgments: Fotolia, Shutterstock

GRADE 1 TABLE OF CONTENTS

Science Philosophy���������������������������������������������������������������������������� v B
5E Instructional Model����������������������������������������������������������������������  vi
Doing Science���������������������������������������������������������������������������������� viii iii
Applying Science to Solve Problems�����������������������������������������������  x
Components for Students���������������������������������������������������������������� xii
Teacher Resources�������������������������������������������������������������������������  xiv
Assessments�������������������������������������������������������������������������������������� xvi
Scope and Sequence ������������������������������������������������������������������ xviii
NGSS Standards������������������������������������������������������������������������������ xxii
Alignment to Next Generation Science Standards�������������������  xxiii
Yearly Plan�������������������������������������������������������������������������������������� xxvi
Materials List����������������������������������������������������������������������������������  xxviii
Unit B Introduction�������������������������������������������������������������������������� 125
Unit B Materials�����������������������������������������������������������������������������125a

Living and Nonliving Things 3

Planner������������������������������������������������������������������������������������������ 125c

Teacher Background��������������������������������������������������������������������� 126

School to Home Letter�����������������������������������������������������������������129a

LESSON 1 What Are Living and Nonliving Things?��������������129b
Practice Book Answers����������������������������������������142a

LESSON 2 What Do Living Things Need? ����������������������������143a
World Connection: Shelters����������������������������������� 151
Practice Book Answers����������������������������������������158a

LESSON 3 How Do Living Things Survive?�����������������������������159a
Apply Math: Tally���������������������������������������������������� 173

Practice Book Answers����������������������������������������179a
Careers in Science: Park Ranger�������������������������� 180
STEAM: Let’s Make a Bird Feeder�������������������������� 184

GRADE 1 TABLE OF CONTENTS

Plants 4

Planner�������������������������������������������������������������������������������������������������190a

Teacher Background���������������������������������������������������������������������������� 190

School to Home Letter������������������������������������������������������������������������193a

LESSON 1 What Are the Parts of a Plant?�����������������������������������193b
LESSON 2 Practice Book Answers����������������������������������������������  204a
What Are Some Groups of Plants?���������������������������  205a
Apply Math: Compare Size������������������������������������������ 213

LESSON 3 Practice Book Answers����������������������������������������������  220a
LESSON 4 How Do Plants Grow?������������������������������������������������  221a
Practice Book Answers����������������������������������������������  234a
How Are Plants Alike and Different?������������������������  235a
World Connection: Mimosa Pudica���������������������������� 241

Practice Book Answers����������������������������������������������  247a

Careers in Science: Farmer������������������������������������������ 248

STEAM: How Can You Build a Greenhouse?�������������� 252

Animals 5

Planner������������������������������������������������������������������������������������������������  258a

Teacher Background���������������������������������������������������������������������������� 258

School to Home Letter�����������������������������������������������������������������������  261a

LESSON 1 How Are Animals Grouped?�������������������������������������  261b
LESSON 2 Practice Book Answers����������������������������������������������  276a
How Do Animals Grow and Change?���������������������  277a
World Connection: Kangaroo Life������������������������������ 288

Apply Math: Subtraction With a Number Line����������� 289

LESSON 3 Practice Book Answers����������������������������������������������  296a
How Are Animals Alike and Different?���������������������  297a
Practice Book Answers����������������������������������������������  311a

Careers in Science: Animal Behavior Trainer������������� 312

STEAM: How Can You Make a Knee Pad?����������������� 316

Glossary��������������������������������������������������������������������������������������������������� G1

Index�������������������������������������������������������������������������������������������������������  IN1

Flash Cards�������������������������������������������������������������������������������������������� FC1

Graphic Organizers������������������������������������������������������������������������������� TR1

iv

SCIENCE PHILOSOPHY

Science education has historically been based on the notion of teaching
abstract scientific facts out of context. A student’s mastery was based on
how well the facts were memorized and remembered during the exam. The
model of memorization has failed in preparing students to be college and
career ready. Just as the world continues to evolve, we believe that this
educational model needs to change as well.
It is short sighted to assume that science can be taught out of context and
removed from other subjects. Science is not that simple. It is how we think
about the world, the way we question the world, and what we communicate
about the world. Science class is a perfect time to encourage literacy,
creativity, and communication. The STEAM projects after each chapter
encourages students to connect science with other related subjects and
thereby empowering them of their science abilities.
Science is not a mere set of abstract facts and concepts. Exploring science
raises awareness of our community and prompts communication with peers
to build a set of common experiences. Through group work and hands-
on scientific investigations, students can personalize their knowledge and
connect with the world around them.
Students are naturally curious. Alpha Science is modeled after the Next
Generation Science Standards and encourages students to listen to their
natural curiosity and search for answers to their questions. We believe that
students learn best through exploration and practical application that create
real-world connections.
Through student-driven practice, teachers can encourage students to drive
the classroom learning experience.
We want students to be invigorated to learn science. Encouraging students
to explore their innate curiosities is the key to learning. We hope our program
encourages you to ask questions, takes chances, and get messy!

v

5SECINENSTCREUPCHTIILOONSOMPOHDYEL

GTRheAWPaHrmIC-UpOQRuGeAstioNnIaZtER 1

the beginning of each lesson

Picture Clue piques students’ interest in the

Pictures give clues to know whlaestsyoonu. Twhiilsl riseaand.opportunity
ENGAGE for teachers to assess students’

prior knowledge and get them

personally involved. Students will

be introduced to new concepts

and vocabulary.

EXPLORE The Explore section allows
students to apply the scientific
concepts to hands-on activities.
By becoming involved in the
topic, students will build their own

understanding.

EXPLAIN The Explain section provides
an opportunity for students to
connect with their community
and share their discoveries with
others. Students will familiarize
themselves with the concepts

and new vocabulary.

vi

5E INSTRUCTION MODEL

ELABORATE Students will extend their
understanding through activities

that allow them to continue
exploring other related concepts

and discussing what they find.

EVALUATE Teachers can use the Evaluate
section to assess how well

their students understood the
concepts they have just learned.

vii

SCIEDNOCINEGPHSICLIOESNOCPEHY

DIRECTEGDR,AGPUHIIDCEODR, AGNADNIFZUELRL1PRACTICE

PiAcstustruedeCnltus elearn science, they practice the scientific concepts to deepen their

Piucntudrersstgaivnedicnlgu.es to know what you will read.

DIRECTED PRACTICE

Directed Practice Teacher asks a question.
is introduced at the
beginning of each lesson
to help students explore
and become involved in

the topic.

GUIDED PRACTICE

Guided Practice is Teacher helps students
introduced during the formulate a question.
lesson to help students
elaborate or practice the
newly learned science

concepts.

FULL PRACTICE

Full Practice is introduced Students ask a question.
at the end of each lesson
to help students apply their

knowledge.

viii

DOING SCIENCE
DIRECTED, GUIDED, AND FULL PRACTICE

In each lesson, there are three levels of practice: directed, guided, and full practice.

Teacher provides students Teacher instructs students Teacher helps students draw
steps and materials needed on how to record their a conclusion.

to answer the question. observations and present
their data.

Teacher helps students with Teacher provides students Teacher helps students draw
suggestions and ideas for ideas on how to record their a conclusion.

steps and materials needed observations and present
to answer the question. their data.

Students write their own Students decide on their Students draw a conclusion
steps and materials list that own how to record their on their own.
they need to conduct their observations and present

investigation. their data.
Teacher revises the steps

and materials list.

ix

APPLYING SCIENCE TO SOLVE PROBLEMS
STEAM

STEAM projects are introduced at the end of each chapter, except the first two chapters, to
help students apply scientific knowledge to solve practical problems through the use of the
design process.

DESIGN PROCESS

• Find a problem
• Plan and build

• Test the model

• Share and evaluate
• Improve and redesign

x

How to Teach STEAM

Before the STEAM activity. Read
aloud the STEAM project. With the
class, brainstorm and share ideas on
how they can solve the problem and
perform the task.

ASK What materials will you
need?

On the board, list the suggested
materials that students will use.

ASK How might you design
your project?

Encourage the students to brainstorm
and share their ideas.

During the STEAM activity. Divide
the class into groups of 3–5 students.
Monitor students while they discuss
and plan their approach. As they
build and test their models, ask
questions that they might have
overlooked. Encourage students to
evaluate their projects and assess
how they might redesign and
improve their work.

After the STEAM activity. Have the
groups present their projects and
share their conclusions with each
other. On the board, write down the
different conclusions.

Evaluate the different models.

ASK What is similar throughout
all of the projects? What
is different? How would
we be able to improve
our projects?

xi

ComSpCoIEnNeCnEtPsHfILoOrSsOtPuHdYents

GRAPCHOICNONREGCTAINOINZSER 1

Picture Clue

Pictures give clues to know what you will read.

READING SCIENCE

Learning about reading skills helps
students to understand what they
have read. At the beginning of each
chapter, a specific reading skill
is introduced with connections to the ELA CCSS.

Students practice this reading skill
throughout the chapter.

Here are the reading skills
introduced in Grade 1:
• Picture Clue
• Sequence
• Compare and Contrast
• Draw Conclusions
• Main Idea and Details
• Cause and Effect

Apply Math

Math skills are applied while
learning science.

Here are the math skills introduced
in Grade 1:
• Measure Length
• Sorting and Counting
• Tally
• Comparing
• Reading a Bar Graph
• Tables
• Reading a Picture Graph

xii

Components for students
CONNECTIONS

WORLD CONNECTION

World Connection connects the
scientific concept with the real world.

PEOPLE IN SCIENCE

Many people who studied science
changed the way we live and think
through their discoveries and inventions.
It is important for students to learn about
these contributions to science.

CAREERS IN SCIENCE

Modern life is built upon the work of
scientists and people who apply the
main concepts of science for the good
of society. Students learn who these people
were and what they contributed.

xiii

STCEIAENCCHERPHRIELSOOSUORPCHEYS
DifGfRerAePnHtIiCaOtRedGAInNsItZErRuc1tions

Pi•c tIunrterodCulcuees a variety of techniques used by educators to bring science concepts to all

Pictulereasrngeivres. clues to know what you will read.
• Provides multiple tracks for students with different abilities.
• Includes leveled strategies for English-language learners.
• Stimulates the student’s passion and imagination to make the learning process
interesting.
Anchor, Multiple Intelligence, Exit, and ELL activities are examples of differentiated
instruction.

Anchor Activities

Anchor Activities are designed for students to work on either immediately at the beginning
of class time or after their class work has been completed so that their instructional time
is maximized. Activities are designed for students to complete independently or in small
groups.

Multiple Intelligence Activities

Multiple Intelligences Activities are based on eight types of human intelligence identified by
Howard Gardner’s theory of Multiple Intelligences. Multiple Intelligence activities focus on
the main science concepts of the lesson. They aim to help students with different abilities
and learning styles engage in the learning process.

Exit Activities

Exit Activities are used as an informal assessment at the end of each class or activity that
help the teacher gauge students’ understanding of concepts that were covered during the
class. They help the teacher to see if students retained information during the session.

xiv

TEACHER RESOURCES
Differentiated Instructions

ELL

The ELL references in the Teacher Guide instructions provide group work activities for English
Language Learners, which allow them to engage with other English-speaking partners.

Online resources

Online resources are available for teachers to enhance lessons, provide instructional
support, and offer extra activities for students.

xv

SCIEANSCSEEPSHSIMLOESNOTPSHY

GRAPHIC ORGANIZER 1

PicAdetsusvereselsomCpelaunteds eweepreerduensdigenrestdantodisnugpopfosrct itehnecveis.ioThneoref the NGSS to help students gradually
Picptruorgersegssiv:e clues to know what you will read. are multiple steps to assess a student’s

Assess Prior Knowledge LESSON OBJECTIVES

Knowing what students know before they begin Living things have parts LESSON 1
a new lesson helps teachers craft instructional that help them get what Children will compare and contrast between living and
activities that can address students’ weaker they need. nonliving things.
points and enhance their stronger points. Practice Guide
LESSON 2
This program presents two methods to assess Lesson 1: What Are Living and Nonliving Things? Children will identify the needs of living things.
prior knowledge:
• Warm-Up Question: A question is applied • My Pet Model (Directed Practice) LESSON 3
Children will describe how living things survive in their
to a visual. L•eWsshoicnh IOs abLijveincg tTihvineg?goe(GsuihdeedrePractice) environments.
• KWL Chart: Teacher helps the students fill • Classifying Living and (Full Practice)

in the chart with what they know, what they Nonliving Things
want to know, and what they learned.
Lesson 2: What Do Living Things Need?

• Plants and Light (Directed Practice)

• Animal Food (Guided Practice)

• Plants and Water (Full Practice)

Lesson 3: How Do Living Things Survive?

• What Protects a Cactus (Directed Practice)

Plant?

• Different Environments (Guided Practice)

• Fish (Full Practice)

STEAM: Let’s Make a Bird Feeder

126 2016-06-29 11:48 AM5-04_DSN_Science_G1_SB_Ch3.indd 127 At the start of the chapter, help children make a KWL graphic
5-04_DSN_Science_G1_SB_Ch3.indd 126 127 organizer. Help them complete the KW columns.

2016-06-29 11:48 AM
ASK What do you know about living and nonliving things?
What do you know about needs of living things?
How do animals and plants live?

Read the Big Idea aloud. What We Know What We Want to What We Learned
Tell children they will learn the difference Know
between living and nonliving things. Animals
and plants have parts that help them to get
what they need from their environments.

Science_TG_G1_Ch3_VolB.indd 127 127
12/08/16 6:44 PM

Formative Assessment

This is used to check a student’s understanding,
using scaffolded questions developed according
to the revised Bloom’s Taxonomy that can take
student thinking to a higher level. Formative
assessment is provided in three different forms.

Check UNDERSTANDING Questions

Throughout the lessons, students answer
Check Understanding Questions that will help
teachers gauge the students’ understanding
and plan subsequent instruction.

Lesson Review

At the end of each lesson, students review the
content they have learned. Teachers can use
their answers to determine the class readiness
for the next lesson.

xvi

ASSESSMENTS

Chapter Review

At the end of each chapter, students test their mastery of the learned material through the
Chapter Review.

Practice Book

This is used to check the students’ understanding of what they have learned and whether
they are able to apply their understanding.

Summative Assessment

This is used to measure students’ achievements after the learning process.

Assessment Book

The Assessment Book is designed to support the vision of the NGSS to help students gradually
develop a deeper understanding of science and also to measure students’ achievements
after the learning process.

xvii

SCOPE AND SEQUENCE

Chapter Reading Science Lesson Objectives
Lesson 1
What Are Your Senses? Children will recognize the five senses and
World Connection: Eagle’s Sight demonstrate how to use them to discover the
world.
Ch1 The Nature of Students will use Lesson 2 What Are Science Skills?
Science picture clues to Lesson 3 Children will recognize science skills that scientists
know what they will Do You Know About Science Tools? use to investigate the world and how to apply
read. Apply Math: Measure Length these skills.

Lesson 4 How Do Scientists Think? Children will demonstrate how to use some
science tools to observe, measure, and
compare things.

Children will be able to follow the scientific
methods during investigations.

Lesson 1 What Is Technology? Children will recognize that engineers solve our
problems by designing new technologies.

Ch2 Engineering and Students will learn Lesson 2 How Do Engineers Solve Problems? Children will recognize how engineers solve
Technology the meaning of problems using the designing process.
sequence: to tell
what happens first,
next, and last.

Lesson 3 What Makes Up Objects? Children will identify and classify materials into
World Connection: Waste Materials natural and man-made materials.
Apply Math: Sorting and Counting

Lesson 1 What Are Living and Nonliving Things? Children will compare and contrast between living
and nonliving things.

Ch3 Living and Students will learn Lesson 2 What Do Living Things Need? Children will identify the needs of living things.
Nonliving Things how to compare World Connection: Shelters
and contrast.

Lesson 3 How Do Living Things Survive? Children will describe how living things survive in
Apply Math: Tally their environments.

Lesson 1 What Are the Parts of a Plant? Children will identify the parts of a plant.

Ch4 Plants Students will learn Lesson 2 What Are Some Groups of Plants? Children will classify plants into different groups.
the importance of Lesson 3 Apply Math: Compare Size Children will describe how plants grow.
understanding the
main idea of what How Do Plants Grow?
they read.

Lesson 4 How Are Plants Alike and Different? Children will identify that plants are similar but not
World Connection: Mimosa Pudica identical.

xviii

SCOPE AND SEQUENCE

Vocabulary Practice What Do You Have? People/Careers in Science STEAM
senses, touch, Directed Practice How Do Your Senses Work?
smell, taste, sight, Guided Practice Exploring the Five Senses Meteorologist
hearing Full Practice How Can You Classify Objects?
Directed Practice Heating Water Architect
scientist, observe, Guided Practice Turtle Model
investigation Full Practice Observe It! Park Ranger Let’s Make a
Directed Practice Measuring Length Bird Feeder
tool, measure Guided Practice Which Is Longer?
Full Practice Mix It Farmer How Can
science practice Directed Practice Which Is Faster? You Build a
Guided Practice Roll Objects Greenhouse?
engineer, Full Practice Technology Around You
technology Directed Practice Technology Everywhere
Guided Practice Technology Model
design process, Full Practice Design a Kite
problem, solution Directed Practice A Boat Model
Guided Practice Design a Fan
materials, natural, Full Practice House Model
man-made Directed Practice Sorting Materials
Guided Practice Good Eraser
living thing, Full Practice My Pet Model
nonliving thing Directed Practice Which Is a Living Thing?
Guided Practice Classifying Living and Nonliving Things
nutrients, shelter Full Practice Plants and Light
Directed Practice Animal Food
ocean, desert, Guided Practice Plants and Water
forest, grassland, Full Practice What Protects a Cactus Plant?
environment Directed Practice Different Environments
Guided Practice Fish
root, stem, leaf, Full Practice How Does Water Move Through a Plant?
flower, fruit Directed Practice Parts of a Plant
Guided Practice Importance of Roots
shrub, cone Full Practice Grouping Plants by Size
Directed Practice Plant Groups
life cycle, seed Guided Practice Flower Groups
coat, seedling Full Practice Life Cycle of a Bean Plant
Directed Practice Seed Growth
parent, response Guided Practice Growing Different Seeds
Full Practice How Are Plants and Their Young Alike and Different?
Directed Practice Plants Respond to Light
Guided Practice Leaves Are Alike and Different
Full Practice

xix

SCOPE AND SEQUENCE

Chapter Reading Science Lesson Objectives

Lesson 1 How Are Animals Grouped? Children will Classify animals as vertebrates and
invertebrates.
Ch5 Animals Students will learn Lesson 2 How Do Animals Grow and Change? Children will compare and classify vertebrates into
what an important World Connection: Kangaroo Life five major groups.
detail is and how to Apply Math: Subtraction with a
identify them. Number Line Children will understand how different animals grow
and change.
Lesson 3 How Are Animals Alike and Different? Children will identify and describe the stages of the
life cycles of some animals.
Lesson 1 What Can You See in the Day Sky?
Children will identify that parent and their young are
Ch6 Sky Students will learn Lesson 2 What Can You See in the Night Sky? alike but not identical.
how to draw a World Connection: Constellations Children will understand how parents help their
conclusion. young survive.
What Causes Day and Night?
Lesson 3 Apply Math: Comparing Children will observe and describe objects in the sky
during day.
Children will explain the importance of the Sun for
living things.
Children will explain that the position of the Sun
changes over the daytime.

Children will explain that stars and the Moon appear
in the nighttime sky. They will identify some phases of
the Moon.

Children will describe the movement of the Earth and
understand how day and night occur.

Students will Lesson 1 What Is Weather? Children will describe different kinds of weather and
compare Lesson 2 World Connection: Weather Vane learn about tools that measure weather.
and contrast
Ch7 Weather and thunderstorms and
Seasons hurricanes.

What Are Seasons? Children will identify some changes of weather and
Apply Math: Reading a Bar Graph the length of the daytime from season to season.

Lesson 1 What Is Energy? Children will identify the different kinds and uses of
energy forms.

Lesson 2 What Is Heat? Children will discover what heat can do.
Lesson 3
Ch8 Energy Students will learn
that details help to
support the main Children will observe that objects in darkness can be
idea. seen only when illuminated.

What Is Light?

Lesson 4 How Does Light Move? Children will plan and conduct investigations to
World Connection: What Is a Lighthouse? determine the effect of placing objects made with
Apply Math: Tables different materials in the path of a beam of light.

Lesson 1 What Is Sound? Children will plan and conduct investigations to prove
that vibrating materials can make sound and that
sound can make materials vibrate.

Ch9 Sound Students will learn Lesson 2 How Are Sounds Different? Children will understand that sounds are different.
the relationship and World Connection: Play Music
definition of cause Apply Math: Reading a Picture Graph
and effect.

Lesson 3 How Does Sound Travel? Children will recognize that sound needs a medium to
travel through.

xx

SCOPE AND SEQUENCE

Vocabulary Practice People/Careers in Science STEAM

backbone, Directed Practice Compare Animals
amphibian, Guided Practice What Group Does an Animal Belong To?
mammal, fish, bird, Full Practice How Can We Group Animals?
insect, reptile How Does a Chicken Grow and Change?
How Do Animals Grow and Change?
Directed Practice Animal Life Cycle
Animals and Their Parents
tadpole, larva, pupa Guided Practice How Do Animals Respond to Changes? Animal Behavior Trainer How Can You
Parents Help Their Young Make a Knee Pad?
The Sun Gives off Warmth
Full Practice Position of the Sun

Directed Practice Day

Guided Practice Why Can You See Stars in the Night Sky?
Phases of the Moon
Full Practice Night Sky
Stars Model
Directed Practice Model of Day and Night
Why Does the Moon Seem to Move?
Guided Practice Weather Patterns
Sun Measuring Temperature
Measuring Rainfall
Full Practice How Do Trees Change in Fall?
Daylight Time Changes Throughout the Year
stars, Moon, Earth, Directed Practice How Are the Seasons Different? Galileo Galilei Sunshade
phase Guided Practice How Does the Sun’s Energy Change Things?
planet, rotate, day, Full Practice Energy Around You John Dalton Wind Sock
night, telescope Directed Practice Energy from Heat
Guided Practice Heating Land, Water, and Air Thomas Edison Light as
weather, wind Full Practice Color and Heat Communication
Directed Practice Search for Heat
seasons, spring, Guided Practice What Helps You See Objects? Sound Engineer Cup Phone
summer, fall, winter Full Practice Make a Rainbow
Directed Practice What Gives off Light?
energy, source Guided Practice Objects and Light
Full Practice Changing a Shadow During the Day
heat, fuel Directed Practice Reflection of Light
Guided Practice How to Make Sound
light, rainbow Full Practice Effect of Sound
Directed Practice How Do Musical Instruments Make Sound?
shadow, reflect Guided Practice Loud and Soft Sounds
Full Practice How Are Sounds Different?
sound, vibrate Directed Practice Make a Sound Louder
Guided Practice Which Solids Does Sound Travel Through Best?
volume, pitch Full Practice Sound and Water
Directed Practice Sound and Objects
headphones Guided Practice
Full Practice
Directed Practice
Guided Practice
Full Practice
Directed Practice
Guided Practice
Full Practice
Directed Practice
Guided Practice
Full Practice

xxi

NGSS Standards

1-LS1 Structure, Function, and Information Processing

Students who demonstrate understanding can:
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 vocal-
izations) 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 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.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or
hybrids.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Constructing Explanations and Designing Solutions LS1.A: Structure and Function Patterns
Constructing explanations and designing solutions • All organisms have external parts. Different animals use • Patterns in the natural world can
in K–2 builds on prior experiences and progresses
to the use of evidence and ideas in constructing their body parts in different ways to see, hear, grasp be observed, used to describe
evidence-based accounts of natural phenomena objects, protect themselves, move from place to place, phenomena, and used as
and designing solutions. and seek, find, and take in food, water, and air. Plants evidence. (1-LS1-2),(1-LS3-1)
• Use materials to design a device that solves a also have different parts (roots, stems, leaves, flowers, Structure and Function
fruits) that help them survive and grow. • The shape and stability of
specific problem or a solution to a specific (1-LS1-1) structures of natural and
problem. (1-LS1-1) LS1.B: Growth and Development of Organisms designed objects are related
• Make observations (firsthand or from media) to • Adult plants and animals can have young. In many kinds to their function(s). (1-LS1-1)
construct an evidence-based account for natural of animals, parents and the offspring themselves engage
phenomena. (1-LS3-1) in behaviors that help the offspring to survive. (1-LS1-2) Connections to Engineering,
Obtaining, Evaluating, and Communicating LS1.D: Information Processing Technology, and Applications
Information • Animals have body parts that capture and convey of Science
Obtaining, evaluating, and communicating different kinds of information needed for growth and
information in K–2 builds on prior experiences and survival. Animals respond to these inputs with behaviors Influence of Engineering,
uses observations and texts to communicate new that help them survive. Plants also respond to some Technology, and Science on
information. external inputs. (1-LS1-1) Society and the Natural World
• Read grade-appropriate texts and use media to LS3.A: Inheritance of Traits • Every human-made product
obtain scientific information to determine patterns • Young animals are very much, but not exactly, like their
in the natural world. (1-LS1-2) parents. Plants also are very much, but not exactly, like is designed by applying some
their parents. (1- LS3-1) knowledge of the natural world
Connections to Nature of Science LS3.B: Variation of Traits and is built using materials
• Individuals of the same kind of plant or animal are derived from the natural world.
Scientific Knowledge Is Based on Empirical Evidence recognizable as similar but can also vary in many ways. (1-LS1-1)
• Scientists look for patterns and order when making (1-LS3-1)

observations about the world. (1-LS1-2)

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels: K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2); 3.LS3.A (1-LS3-1); 3.LS3.B (1-LS3-1); 4.LS1.A (1-LS1-1); 4.LS1.D

(1-LS1-1); 4.ETS1.A (1-LS1-1)

Common Core State Standards Connections:

ELA/Literacy –

RI.1.1 Ask and answer questions about key details in a text. (1-LS1-2), (1-LS3-1)

RI.1.2 Identify the main topic and retell key details of a text. (1-LS1-2)

RI.1.10 With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2)

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them

to write a sequence of instructions). (1-LS1- 1), (1-LS3-1)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to

answer a question. (1-LS3-1)

Mathematics –

MP.2 Reason abstractly and quantitatively. (1-LS3-1)

MP.5 Use appropriate tools strategically. (1-LS3-1)

1.NBT.B.3 Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with

the symbols >, =, and <. (1-LS1-2)

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple

of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between

addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit

numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1- LS1-2)

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning

used. (1-LS1-2)

1.NBT.C.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete

models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and

subtraction; relate the strategy to a written method and explain the reasoning used. (1-LS1-2)

1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1)

xxii

Alignment TO NEXT GENERATION SCIENCE STANDARDS - GRADE 1

The Nature of Science, Engineering and Technology

The purpose of Volume A is to set students up with the science literacy, achievement of NGSS NOS expectations, scientific methods, laboratory

safety, and design skills they will need to progress through Volumes B, C, and D.

Chapter 1 Lesson Connections to Nature of Science Pages

The Nature of Lesson 1: What Are Your • Scientists use different ways to study the world. 5–17
19–36
Science Senses? • Scientists use different ways to study the world.
• Scientists use drawings, sketches, and models as a way to
Lesson 2: What Are
Science Skills? communicate ideas.
• Scientists look for patterns and order when making observations

about the world.
• Science knowledge can change when new information is found.

Lesson 3: Do You Know • Scientists use different ways to study the world. 37–50
About Science Tools? 51–63
• Science investigations begin with a question.
Lesson 4: How Do • Scientists use different ways to study the world.
Scientists Think?

Chapter 2 Lesson Connections to Engineering, Technology, and Pages
Applications of Science
Engineering Lesson 1: What Is 71–86
and Technology? • People depend on various technologies in their lives; human life 87–102
Technology would be very different without technology. 103–117
Lesson 2: How Do
Engineers Solve • K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3
Problems?
• Scientists study the natural and material world.
Lesson 3: What Makes • Every human-made product is designed by applying some
Up Objects?
knowledge of the natural world and is built by using materials
derived from the natural world.

Chapter 3 Lesson NGSS Life Science DCI Pages Crosscutting Pages
Pages Concepts

Living and Lesson 1: What Are Prerequisite to 1-LS1-1 129–142
Nonliving Living and Nonliving
Things Things? 143–158

Lesson 2: What Do Living Prerequisite to 1-LS1-1
Things Need?

Lesson 3: How Do Living LS1.A 159–172, Structure and 159–172,
Things Survive? 178–179 Function 174–179

STEAM: Let’s Make a Bird K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3 184–189
Feeder

Chapter 4 Lesson NGSS Pages DCI Pages Crosscutting Pages
Concepts
Plants Lesson 1: What Are the LS1.A 193–204 193–204
Parts of a Plant? Structure and
Function

Lesson 2: What Are LS1.A 205–212, Structure and 205–212,
Some Groups of Plants? 214–220 Function 214–220

Lesson 3: How Do Plants 1-LS1-2 221–234 Patterns 221-234
Grow? 235, 239–243
235–239, 246–247
Lesson 4: How Are Plants 1-LS1-1 LS1.D 235, Structure and 239–243
Alike and Different? 239–243 Function
LS3.A
1-LS3-1 LS3.B 235–239 Patterns 235–238,
246–247 244,
246–247

STEAM: How Can You K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3 252–257
Build a Greenhouse?

xxiii

Alignment TO NEXT GENERATION SCIENCE STANDARDS - GRADE 1

Chapter 5 Lesson NGSS Pages DCI Pages Crosscutting Pages
Concepts
Animals Lesson 1: How Are 1-LS1-2 266 LS1.A 261–276 261–276
Animals Grouped? Structure and 266
277–288, 294–296 LS3.A Function
Lesson 2: How Do 1-LS1-2 290–291 LS3.A Patterns 266
Animals Grow and 297 LS3.B 277–288,
Change? 1-LS3-1 303, 310–311 LS1.B Patterns 292,
1-LS3-1 LS1.D 294–96
Lesson 3: How Are 316–321 Patterns 290–291
Animals Alike and 1-LS1-2 297–302,
Different? 290–291 Patterns 308–309
297–302 Patterns
302 303,
Patterns 309–311
303,
310–311 Structure and 304–307
Function
304–307 Structure and 316–321
Function
STEAM: How Can You 1-LS1-1, K-2-ETS1-1,
Make a Knee Pad? K-2-ETS1-2, K-2-ETS1-3

Earth Science

Chapter 6 Lesson NGSS Pages DCI Pages Crosscutting Pages
Concepts
Sky Lesson 1: What Can You K-PS3-1 330–331 329,
329, 332–342 Patterns 332–342
343–356 343–356
See in the Day Sky? 1-ESS1-1
357–360, 364–365, 368–369 357–361,
Lesson 2: What Can You 1-ESS1-1 Patterns 364–369
See in the Night Sky? 361 Patterns 361
374–379 Patterns
Lesson 3: What Causes 1-ESS1-1 Pages
Day and Night? Pages
407–409
1-ESS1-2 407–409

STEAM: Sunshade 1-ESS1-1, K-2-ETS1-2, K-2-ETS1-3 418–423

Chapter 7 Lesson NGSS DCI Pages Crosscutting
Concepts
Weather and Lesson 1: What Is Extension 383–398
Seasons Weather? to ESS2.D Patterns
ESS1.B 399–406,
Lesson 2: What Are 1-ESS1-2 412–413
Seasons? K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3

STEAM: Wind Sock

Physical Science

Chapter 8 Lesson NGSS Pages DCI Pages Crosscutting Pages
Concepts
431–446
Energy Lesson 1: What Is Energy? Prerequisite to 1-PS4-1, 1-PS4-2 447–462
463–465, 467, 472–474
Lesson 2: What Is Heat? Prerequisite to 2-PS1-4 PS4.B 466 Cause and 464–465,
Lesson 3: What Is Light? 1-PS4-2 Effect 467,
PS4.B 471–474
1-PS4-3 468–469 PS4.C 475, Cause and
476–477, 481, 488–489 478–481, Effect 468–469
Lesson 4: How Does Light 1-PS4-3 484–485,
Move? 490 Cause and 475–479,
Effect 481,
482 484–485,
488–489

STEAM: Light as 1-PS4-4, K-2-ETS1-1, 494–499
Communication K-2-ETS1-2, K-2-ETS1-3

xxiv

Alignment TO NEXT GENERATION SCIENCE STANDARDS - GRADE 1

Chapter 9 Lesson NGSS Pages DCI Pages Crosscutting Pages
Concepts
Sound Lesson 1: What Is Sound? 1-PS4-1 504–506, 508–509, 512–514 PS4.A 503, 507 504–514
Cause and
Lesson 2: How Are 1-PS4-1 516–517, 526–527 PS4.A 520–524 Effect 516–517,
Sounds Different? 1-PS4-4 530–532 PS4.C 521, 523,
Cause and 526–529
Effect 538

Lesson 3: How Does 533–545 Cause and
Sound Travel? Effect

STEAM: Cup Phone 1-PS4-4, K-2-ETS1-1, 550–555
K-2-ETS1-2, K-2-ETS1-3

xxv

YEARLY PLAN

First Semester

Unit Chapter Week Lesson Name Periods Learning Activities

• Unit A: The Nature of Science, Engineering,
and Technology

W1 L1.1: What Are Your Senses? 3 • Ch1 Introduction
• Reading Science: Picture Clue
• World Connection: Eagle’s Sight

Ch1: The Nature of W2 L1.2: What Are Science 3
Science Skills? 3 • Apply Math: Measure Length

W3 L1.3: Do You Know About
Science Tools?

A W4 L1.4: How Do Scientists • Careers in Science: Meteorologist
Think? 3 • Ch1 Review

W5 L2.1: What Is Technology? 3 • Ch2 Introduction
• Reading Science: Sequence

Ch2: Engineering and W6 L2.2: How Do Engineers 3
Technology W7 Solve Problems?
• World Connection: Waste Materials
L2.3: What Makes Up
Objects? 3 • Apply Math: Sorting and Counting
• Careers in Science: Architect

• Ch2 Review

W8 L3.1: What Are Living and • Unit B: Life Science Introduction
W9 Nonliving Things? 3 • Ch3 Introduction
W10
L3.2: What Do Living Things • Reading Science: Compare and Contrast
Need?
3 • World Connection: Shelters
L3.3: How Do Living Things
Ch3: Living and Survive? 3
Nonliving Things

• Apply Math: Tally

L3.3: How Do Living Things 2 • Career in Science: Park Ranger
Survive? • Ch4 Review
W11
• STEAM: Let’s Make a Bird Feeder

L4.1: What Are the Parts of 1 • Ch4 Introduction
• Reading Science: Main Idea
a Plant?

B L4.1: What Are the Parts of 2

W12 a Plant?
L4.2: What Are Some
1 • Apply Math: Compare Size
Groups of Plants?

Ch4: Plants W13 L4.2: What Are Some 2
Groups of Plants?
1
L4.3: How Do Plants Grow? 2

W14 L4.3: How Do Plants Grow? 1 • World Connection: Mimosa Pudica

L4.4: How Are Plants Alike • Careers in Science: Farmer
and Different? 3 • Ch4 Review

W15 L4.4: How Are Plants Alike • STEAM: How Can You Build a Greenhouse?
and Different?

Core instruction are marked with a fast track icon. If time allows, the other sections may be completed as
instructional enrichment.

xxvi

YEARLY PLAN

Second Semester

Unit Chapter Week Lesson Name Periods Learning Activities
B Ch5: Animals W16 • Ch5 Introduction
W17 L5.1: How Are Animals 3 • Reading Science: Important Details
Ch6: Sky W18 Grouped? • World Connection: Kangaroo Life
C • Apply Math: Subtraction with a Number Line
W19 L5.2: How Do Animals Grow 3 • Careers in Science: Animal Behavior Trainer
Ch7: Weather and and Change? • Ch5 Review
Seasons W20
L5.3: How Are Animals Alike 3 • STEAM: How Can You Make a Knee Pad?
Ch8: Energy W21 and Different?
D • Unit C: Earth’s Science Introduction
W22 L5.3: How Are Animals Alike 1 • Ch6 Introduction
Ch9: Sound W23 and Different? • Reading Science: Draw Conclusions
W24
W25 L6.1: What Can You See in 2 • World Connections: Constellations
W26 the Day Sky?
W27 • Apply Math: Comparing
W28 L6.2: What Can You See in 2
the Night Sky? 1 • People in Science: Galileo Galilei
W29 • Ch6 Review
W30 L6.3: What Causes Day and • STEAM: Sunshade
Night? • Ch7 Introduction
• Reading Science: Compare and Contrast
L6.3: What Causes Day and 2 • World Connection: Weather Vane
Night? • Apply Math: Reading a Bar Graph
• People in Science: John Dalton
L7.1: What Is Weather? 1 • Ch7 Review
• STEAM: Wind Sock
L7.1: What Is Weather? 2 • Unit D: Physical Science Introduction
L7.2: What Are Seasons? 1 • Ch8 Introduction
• Reading Science: Main Idea and Details
L7.2: What Are Seasons? 3
• World Connection: What Is a Lighthouse?
L8.1: What Is Energy? 3 • Apply Math: Tables
3 • People in Science: Thomas Edison
L8.2: What Is Heat? 2 • Ch8 Review
L8.3: What Is Light? 1 • STEAM: Light as Communication
• Ch9 Introduction
L8.4: How Does Light Move? 3 • Reading Science: Cause and Effect
• World Connection: Play Music
L8.4: How Does Light Move? 2 • Apply Math: Reading a Picture Graph
1
L9.1: What Is Sound? 2 • Career in Science: Sound Engineer
1 • Ch9 Review
L9.2: How Are Sounds • STEAM: Cup Phone
Different? 3

L9.2: How Are Sounds
Different?

L9.3: How Does Sound
Travel?

L9.3: How Does Sound
Travel?

Core instruction are marked with a fast track icon. If time allows, the other sections may be completed as
instructional enrichment.

xxvii

MATERIALS LIST

Consumable Nonconsumable

Material Quantity per group Page Material Quantity per group Page

Animals pictures varies 270 Black ball 1 344
Bag 1/pair 6 Black sock 1 456
Bean seeds varies 136 Blindfold 1/pair 12
Calendar 1 408 Bowl 1 96
Cardboard 1 476 Bowl for planting 2 136
Cactus 1 160 Clear cup 1 228
Carton or box 1 96 Clock 1 432
Celery 1 198 Colored cubes varies 20, 44, 58
Clay 6 sticks 96, 130, 484 Comb 1 112
Cotton balls varies 112 Dish 1 12
Crayons set 6, 20, 38, 44, 198, 408 Dropper 2 52
Elastic band 5 504 Drum 1 516
Eraser 1 58, 112 Drumstick 2 516
Fruits varies 12 Fork 1/student 12
Glitter glue 1/pair 358 Flashlight 1 364, 464, 468, 476
Glue 1/student 80, 174, 222, 278, 290 Glass 3 194, 432, 476, 526
Leaf 1/student 38 Glass prism 1 468
Paper arrows 4 222 Glowing ball 1 344
Paper sheet 3 88, 96,468 Globe 1 364
Paper sheets (white) 3/student 222, 278, 290 Marbles varies 58, 112
Potted plant 1 242 Magnifying glass 1/student 38, 160, 194, 198, 228
Rock 1 136 Metal box 1/pair 534
Sand 2 cups 330 Mirror 1 476
Seeds varies 144 Nail 4 112
Shoe box (with a
hole) 1 344, 464 Paper clips varies 44, 484
Shoe box
Soil 1 504 Plastic blocks varies 104
Sticks 4 cups 136, 228, 448 Plastic box 1/pair 534
Stones varies 88 Plastic bottle 1 144, 228, 242
Straws varies 112, 540 Plastic cup 3 30, 52, 136, 330, 448
varies 88, 96 Potted plant 2 144
Tape 80, 96, 174, 278, 290,
1 88, 96, 364, 448, 468 Scissors 1 358
Thread 526
Wax paper 1 88 Spoon 1 464
Wheat seeds 1 476 Small toy 1 30, 88, 96, 448, 456
White carnation varies 228 Stopwatch 1
flower
1 194 Thermometer 3 330, 392, 432, 448, 456
Water
30, 96, 136, 144, 228, White sock 1 456
Red water 242, 432, 448, 508
Yellow water 52, 194, 526 Wood 4 pieces 112
52 Wooden box 1/pair 534

xxviii

UNIT INTRODUCTION

ESTIMATED TIME 5 MIN Living things include animals and plants.
Animals and plants have different parts that
help them to survive.

Animals and plants live in a variety of
environments. Land environments include
forests, deserts, and grasslands. Oceans,
marshes, and swamps are examples of water
environments.

Living things grow and change over their
lifetimes. This is called a life cycle.

Scientists classify animals and plants and
sort them into groups. They look at how the
groups are the same and how they are
different.

unit cover goes here

125 112255

5-04_DSN_Science_G1_SB_Ch3.indd 125 2016-06-29 11:48 AM

125

Unit B NON-CONSUMABLE MATERIALS

Materials Quantity per group Page

Bowl for planting 2 136
Clear cup 1 228
Glass 1 194
1 160, 194, 198, 228
Magnifying glass 1 144, 228, 242
Plastic bottle 1 136
Plastic cup 2 144
Pot of plant 1 174, 278, 290
Scissors

Notes:

125a

CONSUMABLE MATERIALS Unit B

Materials Quantity per group Page

Animals pictures Varies 270
Bean seeds varies 136
Cactus 160
Celery 1 198
Clay 1 130
Crayons 4 sticks 198
Glue Set 174, 222, 278, 290
Paper arrows 1/student 222
4 222, 278, 290
Paper Sheets (White) 3/student 242
Potted plant 1 194
Red water ------------ 136
rock 1 144
Seeds varies 136, 228
Soil 3 cups 136, 144, 228, 242
Water ----------------- 228
Wheat seeds varies 194
1
White carnation flower

Notes:

125b

Lesson Objectives Vocabulary

1 What Are Living and pp. 129–142 Children will compare and contrast between living thing
Nonliving Things? living and nonliving things. nonliving thing

2 What Do Living pp. 143–158 Children will identify the needs of nutrients
Things Need? living things. shelter

3 How Do Living pp. 159–179 Children will describe how living things desert
Things Survive? survive in their environments. forest
grassland
ocean
environment

World Connection Shelters p. 151 Careers in Science Park Ranger p. 180
Apply Math Tally p. 173

125c

Practice Assessment Resources

Directed Practice My Pet Model pp. 130–131 Formative Multiple Intelligence Cards
Guided Practice Which Is a Living Thing? pp. 136–137 Lesson Review: Online resources
Full Practice Classifying Living and pp. 140–142 pp. 138–139 Anchor Cards/Exit Cards
Directed Practice Nonliving Things Practice Book:
Guided Practice Plants and Light pp. 15–16
Full Practice Animal Food Summative
Directed Practice Plants and Water Assessment Book
Guided Practice What Protects a Cactus Plant?
Full Practice Different Environments pp. 144–145 Formative Multiple Intelligence Cards
Fish pp. 152–153 Lesson Review: Online resources
pp. 156–158 pp. 154–155 Anchor Cards/Exit Cards
Practice Book:
pp. 17–18
Summative
Assessment Book

pp. 160–161 Formative Multiple Intelligence Cards
pp. 174–175 Lesson Review: Online resources
pp. 178–179 pp. 176–177 Anchor Cards/Exit Cards
Practice Book:
pp. 19–20
Summative
Assessment Book

Chapter Guide p. 181 STEAM Let’s Make a Bird p. 184
Chapter Review p. 182 Feeder

125d

TEACHER BACKGROUND

We can classify things into two groups: living things and nonliving
things. Living things eat, grow, move, respire, reproduce, respond,
and excrete. Nonliving things do not share these characteristics.
Plants and animals are living things.

Animals need air (oxygen), water, food, shelter, and space. Plants
need light, water, and air (carbon dioxide) to make their own
food (starch) through a process called photosynthesis.

Living things live in different environments. Land environments
include deserts, forests, grasslands, and the tundra. Oceans,
marshes, and swamps are some examples of water environments.

Living things have adaptations that help them survive in their
environments. For example, fish have a streamlined body and fins
to help them swim in water. Desert plants have thin or spiny leaves
to reduce the loss of water.

126 2016-06-29 11:4

5-04_DSN_Science_G1_SB_Ch3.indd 126

CHECK THE PICTURE

ESTIMATED TIME 5 MIN

Have children look at the picture.

ASK What does the deer eat?
grass
Where does it live?
in grasslands
What does the deer need to live
and grow?
water, food, grasses, air, and a
place to live

126

LESSON OBJECTIVES

Living things have parts LESSON 1
that help them get what
they need. Children will compare and contrast between living and
nonliving things.
Practice Guide
LESSON 2
Lesson 1: What Are Living and Nonliving Things?
Children will identify the needs of living things.
• My Pet Model (Directed Practice)
LESSON 3
L•eWsshoicnh IOs abLijveincg tTihvineg?goe(GsuihdeedrePractice)
• Classifying Living and (Full Practice) Children will describe how living things survive in their
environments.
Nonliving Things

Lesson 2: What Do Living Things Need?

• Plants and Light (Directed Practice)

• Animal Food (Guided Practice)

• Plants and Water (Full Practice)

Lesson 3: How Do Living Things Survive?

• What Protects a Cactus (Directed Practice)

Plant?

• Different Environments (Guided Practice)

• Fish (Full Practice)

STEAM: Let’s Make a Bird Feeder

At the start of the chapter, help children make a KWL graphic
127 organizer. Help them complete the KW columns.

48 AM5-04_DSN_Science_G1_SB_Ch3.indd 127 2016-06-29 11:48 AM

ASK What do you know about living and nonliving things?
What do you know about needs of living things?
How do animals and plants live?

Read the Big Idea aloud. What We Know What We Want to What We Learned
Tell children they will learn the difference Know
between living and nonliving things. Animals
and plants have parts that help them to get
what they need from their environments.

127

EXPLAINING THE FOCUS SKILL

Explain to children that in order to learn science successfully, they Foc6us SRkeicllo:rCdoDmrapwaryeouarnpdreCdoicnttiorna.st
have to master some skills that will help them to read science. Tell
them that at the beginning of each chapter they will learn one of When you compare things, you tell how they
these reading skills, which will help them to understand what they are alike.
read in the science book.
When you contrast things,
COMPARE AND CONTRAST you tell how they are different.

SAY To compare things, you have to know the similarities White Foxes and Desert Foxes
between them. To contrast things, you have to
know the differences between them. fWishh.i7tDeefoWsDexrhreataswftolivasxeeecnsionsleinvpsecodluilnaidsritohyrenoegudiouenssese.rtTto.hTephyreeeydaiectatb?tirmdsicaend

APPLY FOCUS SKILL ESTIMATED TIME 5 MIN and lizards. Both foxes have thick tails.

Apply Focus Skill..............................................................................

Compare and Contrast
How are white and desert foxes alike and different?

Have a volunteer read White Foxes and Desert Foxes. Help Alike Different
children answer the Compare and Contrast question. Display the
graphic organizer and complete with children.

Alike Different 128 2016-06-29 11:49 AM

Both have a thick White foxes live in a 5-04_DSN_Science_G1_SB_Ch3.indd 128
tail. polar region and eat

birds and fish.

Desert foxes live in
the desert and eat
mice and lizards.

128

SCHOOL TO HOME LETTER

Send this letter home to parents at the beginning of Chapter 3.

CHAPTER 3: LIVING AND NONLIVING THINGS

Dear Parents, Home Activities should be completed during our study of
Chapter 3.
During this chapter, your child will learn about:
Home Activity L1 (p. 134):
• The differences between living things and nonliving things. Your child will list some living and nonliving things he
• What living things need to live. or she sees in your home.
• How living things live in different places.
Home Activity L2 (p. 148):
Imagine an animal he or she would like to have as
a pet. Draw a shelter for that pet.

Home Activity L3 (p. 170):
Find a picture of a desert animal. Research the
animal. Write what helps it live in the desert.

V OC AB U LA RY

During this chapter your child will learn the following vocabulary. Additionally, the following Full Practice activities for Chapter 3
should be completed at home.
desert p. 170
environment p. 162 Classifying Living and Nonliving Things (p. 140)
forest p. 168 Plants and Water (p. 156)
grassland p. 172 Fish (p. 178)
living thing p. 132
nonliving thing p. 135 Sincerely,
nutrients p. 146 Your Child’s Teacher
ocean p. 164
shelter p. 148

Practice these words at home when talking about science.

129a

CCHHAAPPTTEERR 13 NLiavtiunrgeaonfdSNcioennlciveing Things
CLHEASPSTOENR11 WNahtautrAeroef LSicvienngcaend Nonliving Things?

NGSS STANDARDS

Prerequisite to 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. ESETSIMTIAMTAETDETDIMTIEME 1520MMININ

Page Time

ENGAGE Warm-Up Encourage children to identify the living 129 5 min
EXPLORE Question things in the pictures. 129 5 min
130–131 20 min
Vocabulary Use the pictures to introduce the lesson
vocabulary: living thing, nonliving thing.

Directed Practice My Pet Model

EXPLAIN Have Children Living Things and Nonliving Things 132–135 25 min
Read 135 5 min
Help children answer the questions.
Home Activity 136–137 15 min
Help children understand the Home
Activity.

ELABORATE Guided Practice Which Is a Living Thing?

EVALUATE Lesson Review Have children complete the Lesson 138–139 10 min
Full Practice Review to check their understanding. 140–142 20 min
Practice Book
Classifying Living and Nonliving Things

Help children understand the Full Practice
that they will conduct at home.

What Are Living and Nonliving Things? 15–16

ADDITIONAL RESOURCES Multiple Intelligence Cards, Anchor 15 min
Activities, and Exit Cards.

Core instruction has this icon next to it: . If time allows, the other sections may be completed as
instructional enrichment.

129b

WLehsasotnAr1e Living and Nonliving Things?

Children will compare and contrast living and nonliving things.

ESTIMATED TIME 5 MIN ENGAGE

Assess Prior Knowledge

WARM-UP QUESTION ASK What are some living things that you see at home and
at school?
lesson startCiprclae tgheelivinggotheingss. here
Possible answers: mom, dad, sister, brother,
classmates, pets

What are some nonliving things that you see at home
and at school?

Possible answers: car, desks, school, house, pencil,
pen

How do you know if something is living?
Possible answers: it moves, it grows, it eats, it drinks, it

breaths

Warm-Up Question

living thing nonliving thing

5-04_DSN_Science_G1_SB_Ch3.indd 129 SAY Look at the Warm-Up Question pictures.
Which things can move? hen and girl
129 ASK
Which things can grow? hen, tree, and girl
2016-06-29 11:49 AM Which things are living? hen, tree, and girl

What thing is a nonliving thing? chair

NGSS STANDARDS Write children’s responses in the What We Know column of the KWL
graphic organizer and discuss any misconceptions children might
have. Have children circle the living things.

Prerequisite to 1-LS1-1: Use materials to design ESTIMATED TIME 5 MIN
a solution to a human problem by mimicking
how plants and/or animals use their external Introducing Vocabulary
parts to help them survive, grow, and meet
their needs. Write the vocabulary words on the board and guide children
through the activity below.

Present Practice Produce

living Living things are things that grow Write these words on the board: tree, dog, and doll. ASK Give an example of another
thing and change. Plants and animals are ASK Which are living things? tree, dog
living things. living thing. Answers will vary.

Write these words on the board: grass, car, teddy ASK Give an example of another
nonliving thing. Answers will vary.
nonliving Nonliving things are things that do bear. Which are nonliving things? car,
thing ASK
not grow, such as a chair or a car.
teddy bear

129

EXPLORE

MATERIALS My Pet Model

ESTIMATED TIME 250MMIINN

My Pet Model clay

GROUPING

Individual Ask a question: Is my pet

MATERIALS PER GROUP model living or nonliving?

• clay 1 Look at your living pet.

OBJECTIVES Make a model of it
using clay.

Children will conduct an investigation to differentiate between
living and nonliving things.

TEACHER BACKGROUND

Living things have common characteristics. All living things can 130 2016-06-29 11:49 AM
feed, move, sense, respire, excrete, reproduce, grow, and
change. All living things are made up of cells. They can pass their 5-04_DSN_Science_G1_SB_Ch3.indd 130
traits to their offspring.

Safety Precautions

• Remind children to wash their hands after they finish the SCIENCE SKILLS
Directed Practice.
By the end of this practice, children will apply
the following science skills:
• Observe
• Record data
• Compare
• Draw a conclusion

130

EXPLORE

2 Record STEPS

Write a √ for yes or Х for no in the following table
to record your observations about your pet and
the pet model.

My Pet Pet Model 1 P ass out the clay to each child. Have children work

Can it move? individually. Let each child make a model of his or her
Can it grow? favorite pet.
Can it eat or drink?
Can it have young? 2 R ecord. Ask children to fill out the table with their

observations.

3 Draw a conclusion. Can it move? My Pet Pet Model
√ X
Is your pet a living or nonliving thing?
Can it grow? √X
My pet is a __________________________________.
Can it eat or drink? √X
Is your pet model a living or nonliving thing?
Can it have young? √X
My pet model is a ____________________________.

131 3 Draw a conclusion. Ask children to answer the questions.

2016-06-29 11:49 AM M y pet is a living thing.

My pet model is a nonliving thing.

5-04_DSN_Science_G1_SB_Ch3.indd 131

EXPECTED RESULTS

The pet model does not share any
characteristics with a real pet.

EXPLANATION

Because the pet model is a nonliving thing, it
cannot act like the real pet.

CONCLUSION

Living things can move, grow, eat, drink, and
have young while nonliving things cannot do
these things.

131

EXPLAIN

LIVING THINGS

LIVING THINGS ESTIMATED TIME 15 MIN Living things are things that grow and change.

Prepare some pictures of different animals, plants, and cars. Divide Living things can have young like themselves.
the class into small groups. Give each group some pictures. Living things can move by themselves. People,
Start a discussion using the questions below. animals, and plants are living things.

ASK Which things can eat? Possible answers: animals such Animals grow and change.
as a cow, dog, or cat
Animals can have young like themselves.
ASK Which things can have young? animals Animals can move.
Animals are living things.
ASK Which things can grow? animals, plants
Look at the picture. Circle two living things.
ASK Which things can move? animals, cars
How do you know if something is a living
TELL Living things can eat and move. Living things thing?
include animals and plants. Humans are living things
because they are animals. Although cars move,
they are not living things.

CHECK THE UNDERSTANDING QUESTION 132

5-04_DSN_Science_G1_SB_Ch3.indd 132 2016-06-29 11:49 AM

• Circle: any two living things such as the giraffe, elephant, bird,
or tree

Write Living things grow and move. ELL

Vocabulary Practice Ask children to look at the animals in the
picture.
living thing: thing that can grow, change, move, and have young
Write living thing and its definition on the board. Ask children to use Beginner: Have children point to the living
the term in a sentence. thingASsKin the picture. Help them understand
which things are alive.

Intermediate: Ask children to work with a
partner to describe one living thing they see
in the picture. Children can draw pictures if
necessary.

Advanced: Ask children to choose one
animal and write down the characteristics
that make it a living thing.

132

EXPLAIN

Direct children’s attention to the picture.

ASK What animals do you see?
bird, giraffe, water buffalo, elephant
W hat are the plants you see?
trees, grass

Write children’s responses on the board.
Have a volunteer read Living Things aloud.

Compare and Contrast TELL All living things can grow and change. They have
young that look like them. Animals can move.
How are trees and elephants alike? How are they different? Sometimes they move by running.

Alike Different COMPARE AND CONTRAST

Help children complete the graphic organizer.

Alike Different

133 Trees and Trees are plants.
elephants are Elephants are
2016-06-29 11:49 AM both living things. animals.

5-04_DSN_Science_G1_SB_Ch3.indd 133

MISCONCEPTION SCIENCE IN OUR WORLD

Some children may think that: Ask children to look around the classroom and name some living
Trees are nonliving things because they do things they see. Help them to recall that living things can grow,
not move. change, and move.

Explain this fact ASK What living things do you see in our classroom?
Possible answer: children, plants, class pet
Trees are plants and plants are living things.
Trees grow, change, need water, and
reproduce. Although they do not move from
place to place, they move as they grow. They
also move toward the Sun.

133

EXPLAIN

Nonliving Things ESTIMATED TIME 5 MIN Nonliving Things

Direct children’s attention to the pictures shown on the page. Nonliving things are things that do not grow.
Nonliving things cannot make new things like
ASK Do rocks move? No. themselves.
Nonliving things cannot make themselves move.
ASK Do rocks eat? No. Rocks, water, and toys are nonliving things.

TELL Nonliving things such as rocks cannot act as living List some
things. They cannot eat, grow, or move like animals. living and
nonliving
Emphasize the differences between living things and nonliving things you see
things. Help children to describe more differences between them. at home.

ASK Do nonliving things feel? No.
Do nonliving things grow? No.

ESTIMATED TIME 5 MIN

EXPLAINING THE HOME ACTIVITY

Ask children to make a list of some living and nonliving things they 134 2016-06-29 11:49 AM
can find in their home. Tell them that they can get help from their
parents. Have children share their work with the class. 5-04_DSN_Science_G1_SB_Ch3.indd 134

LOOK AND TALK

Have children look at the picture and
describe it.

ASK What do you see? rocks, water,

clouds

Are rocks and water living or
nonliving things? Why?

Rocks and water are nonliving

things. They do not grow

and make new things like

themselves.

134

EXPLAIN

Rocks do not grow. ESTIMATED TIME 5 MIN
Rocks cannot make new rocks.
Rocks cannot move by themselves. Have a volunteer read Nonliving Things. Discuss nonliving things.
Rocks are nonliving things.
ASK Is a car a living thing? No, a car cannot move by
Write List two nonliving things you see in your classroom. itself, it cannot grow or make new cars, so it is a
nonliving thing.
_________________________________________________
ASK W hat are the differences between living and
_________________________________________________ nonliving things? Living things can move, grow, and
have young. Nonliving things cannot do these things.
How do you know they are nonliving things?
List children’s responses on the board.
_________________________________________________

_________________________________________________

Vocabulary Practice

nonliving things: things that do not grow
Write nonliving things and its definition on the board. Have children
use the term in a sentence.

CHECK THE UNDERSTANDING QUESTION

5-04_DSN_Science_G1_SB_Ch3.indd 135 135 WRITE Possible answers: ruler, pencil, book

2016-06-29 11:49 AM WRITE T hey are nonliving things because they cannot grow,
eat, or move.

MISCONCEPTION

Some children may think that:
Water is a living thing because it seems to
move on its own.

Explain this fact

Water is a nonliving thing. It moves because
of its properties and other factors like wind
and gravity, but it does not grow or change.
It does not reproduce.

135

ELABORATE

ESTIMATED TIME 15 MIN MATERIALS Which Is a Living
Thing?
Which Is a Living Thing? rock

GROUPING

Small groups bean seeds Ask a question: Which is a living
cup of water
MATERIALS PER GROUP thing a rock or a plant?

• rock • bean seeds (or any available seeds) 1 Fill the two bowls with soil.
• cup of water • two bowls 2 Put the rock in the first bowl
• soil
and label it A.
OBJECTIVES
2016-06-29 11:49 AM
two bowls

Children will conduct an investigation to identify living and 2 bowls
nonliving things.
soil
TEACHER BACKGROUND

Living things differ from nonliving things. 136
Living things grow, eat, need water, respirate, excrete, and
reproduce. Nonliving things do not do these things. 5-04_DSN_Science_G1_SB_Ch3.indd 136

ADVANCED PREPARATION

Prepare the stations with the materials and have children work in SCIENCE SKILLS
small groups.
By the end of this practice, children will apply
SAFETY PRECAUTIONS the following science skills:
• Observe
• Remind children to wash their hands after the Guided • Record data
Practice. • Compare
• Draw a conclusion

136

ELABORATE

3 Put the bean seeds in the second bowl STEPS

and label it B. 1 Let each group fill the two bowls with soil.

4 Water the rock and the bean seeds for five days. 2 Guide children to put the rock in one bowl and to label it A.

5 Observe the rock and the bean seeds 3 Guide children to put the bean seeds in the second bowl

every day. and to label it B.

6 Record your observations in the table 4 Have children put the two bowls in an open area and water

after five days. the two bowls for five days.

The rock grew. Yes No 5 Observe. Children should observe the two bowls every day.
The bean seeds grew. Yes No
6 Record. Have children circle their observations in the table.
7 Draw a conclusion.
The rock grew. No
Is the rock or the bean seeds a living thing? The bean seeds grew. Yes

_______________________________________________ 7 Draw a conclusion. Ask children to answer the questions at

How do you know if something is living or the end of the activity.
nonliving?

_______________________________________________

_______________________________________________

5-04_DSN_Science_G1_SB_Ch3.indd 137 137 Possible answers: The bean seeds are living things.
Living things can grow but nonliving things cannot grow.
2016-06-29 11:49 AM

EXPECTED RESULTS

The bean seeds grow while the rock does not.

EXPLANATION
EXPLAIN THIS FACT

The bean seed is a living thing so it can
grow, while the rock is a nonliving thing so it
cannot grow.

CONCLUSION

Living things can grow while nonliving things
cannot grow.

137

EVALUATE

ESTIMATED TIME 10 MIN

Read the directions aloud. 1 Vocabulary

VOCABULARY Fill in the blank space.
___________________ grow and change.
Living things
2 Identify
Help children to complete the sentence with the correct
vocabulary word. Circle the nonliving things.

Identify 3 Explain

car, doll, snowman How do you know a cat is a living
thing?
Help children to identify and circle the nonliving things. If children _______________________________________
have difficulty, ask them to name each object. Ask them if it can _______________________________________
eat, walk, grow, and have young or not.
138
Explain
5-04_DSN_Science_G1_SB_Ch3.indd 138
A cat grows, moves, and can have young cats.

ASK Does a cat grow? Does it move? Does it have young?

2016-06-29 11:49 AM

138

EVALUATE

4 Identify Identify

Circle the correct answer. c. Both are living things.
How are the boy and the tree alike?
Help children to circle the correct answer.
a Both can run. Explain that plants and humans are living things.
b Both are nonliving things.
c Both are living things. APPLY

5 Apply

Write yes or no to complete the chart.

Does it grow Does it Does it move Is it a

and change? have young? by itself? living thing?

6 Compare and Contrast butterfly Does it grow Does it have Does it move Is it a living
girl and change? young? by itself? thing?
How are a teddy bear and a panda bear different? Yes Yes Yes
polar bear Yes Yes Yes Yes
_______________________________________________________ car Yes Yes Yes Yes
Yes No No No
____________________________________ coffee mug No No No No
No

Help children complete the chart.
If children have difficulty answering, remind them of the
characteristics of living things.

139 Compare and Contrast

5-04_DSN_Science_G1_SB_Ch3.indd 139 2016-06-29 11:50 AM A teddy bear is a nonliving thing and a panda bear is a living
thing.

Help children to compare and contrast between a teddy bear
and a panda bear. If children have difficulty explain that a teddy
bear is a toy like a doll, while a panda bear is a real animal.

139

EVALUATE

ESTIMATED TIME 20 MIN Classifying
Living and
Classifying Living and Nonliving Things Nonliving
Things

This practice will be conducted at home.

MATERIALS Collect pictures of living and nonliving things from
a magazine. Make a plan to classify the pictures
• magazines • scissors into living and nonliving things.

OBJECTIVES 1 Ask a question.

Children will plan and conduct an investigation to classify things as _______________________________________________
living or nonliving.
2 Make a plan.
TEACHER BACKGROUND
_______________________________________________
Taxonomy is the science of classification. Classification means
to put things into groups according to similarities or differences. _______________________________________________
Aristotle (384–322 BC) was the first scientist to classify living things.
He classified living things into plants and animals. _______________________________________________

ADVANCED PREPARATION 140 2016-06-29 11:50 AM

5-04_DSN_Science_G1_SB_Ch3.indd 140

Prepare the stations with the materials and have children work in SCIENCE SKILLS
small groups.
By the end of this practice, children will apply
SAFETY PRECAUTIONS the following science skills:
• Make a plan
This is an “at home” activity and parents should be made aware • Observe
of all safety precautions. These are listed below and can be sent • Classify
separately in a note to parents. • Record data
• Communicate
• Children should have an adult supervising when they are using
scissors.

• Children should wash their hands after they complete the Full
Practice.

140