Grade 1 - Life Science

Find a Problem BEFORE THE STEAM ACTIVITY

1 You want to feed birds in your backyard. Share the provided background information about bird feeders
with children. Show children pictures of local bird species and
What will you build? Why? discuss the types of seed appropriate for each. Use these
_____________________________________________ questions to help children prepare for the activity.
_____________________________________________
Plan and Build ASK W hat do birds need to survive? Birds need air,
water, food, space, and shelter.
2 What do birds eat?
What problem will your bird feeder solve? It helps
_____________________________________________ birds to get the food they need.
Why is building a bird feeder a good idea?
3 Where will you place your bird feeder? Why? It provides birds with a constant source of food.
Humans enjoy birds and benefit from the birds
_____________________________________________ eating mosquitoes. It can save birds from extinction.
_____________________________________________ What types of birds will you try to attract with your
feeder? Answers will vary.
4 Draw what you will build. What kinds of seed will you use to attract birds to
your feeder? Answer will vary according to the
5-04_DSN_Science_G1_SB_Ch3.indd 185 185 types of birds in your area.
What is the difference in function between a bird
2016-06-29 11:52 AM feeder that is built with certain features and an
open tray filled with birdseed? A bird feeder can
ADVANCE PREPARATION only feed a bird that will fit into it. Any kind of birds
can share the seeds in an open tray.
• Explore a suitable location around the
school to place bird feeders. SA Y We will plan, build, test, and evaluate a bird
feeder. Help children think about how the available
• Research and have pictures of local bird materials may or may not be useful for building their
species. bird feeder.

• Have appropriate seeds available. 1 I will build a bird feeder. It can hold the food or

Safety Precaution seeds for birds.

2 Birds eat seeds.

3 I will place it in the school garden because it is an open space

and will attract birds.

4 Drawings will vary.

• Children should be careful and have
adult supervision when using any sharp
edged tools such as scissors.

• Children should wash their hands after this
activity.

185

5 Materials will vary based on different designs. Possible 5 What materials will you use?

materials: milk carton, birdseeds, scissors, marker, string, ruler, ___________________________________________________
plastic jug
___________________________________________________
6 S teps will vary.
___________________________________________________
Possible steps:
D raw a hole on the milk carton. ___________________________________________________
Use scissors to cut the hole out.
Thread a string through the top. ___________________________________________________
Add seeds to the tray at the bottom.
Hang it up. 6 How will you build your bird feeder? Describe your plan
Drawings will vary.
below. Next, draw your plans for your bird feeder
in the box and label its parts.

___________________________________________________

___________________________________________________

7 Follow your plans to build your bird feeder. 2016-06-29 11:52 AM

186

5-04_DSN_Science_G1_SB_Ch3.indd 186

186

8 Draw the bird feeder you built and write about it.

8 – 10 Answers will vary.

_______________________________________________

_______________________________________________

Test Your Model

9 Did you use all the materials? What materials did

you not use? Why?

_______________________________________________

_______________________________________________

10 Use paper clips to measure the height and width

of the bird feeder and also the height of the hole.

My Bird Feeder

Height Width Height of the Hole

5-04_DSN_Science_G1_SB_Ch3.indd 187 187

2016-06-29 11:52 AM

187

11 I will test it by placing the bird feeder in a place where birds 11 How will you test your bird feeder?

might feed. Then, I will identify the birds that use the bird _____________________________________________
feeder and count them. _____________________________________________
Share and Evaluate Your Model
12 – 14 Answers will vary.
12 Compare your bird feeder with a classmate’s

bird feeder. How are the bird feeders alike?
_____________________________________________
_____________________________________________

13 How are the bird feeders different?

_____________________________________________
_____________________________________________

14 Which bird feeder worked better? Why?

_____________________________________________
_____________________________________________
_____________________________________________

188 2016-06-29 11:52 AM

5-04_DSN_Science_G1_SB_Ch3.indd 188

188

Improve and Redesign 15 Answers will vary.

15 How can you change your bird feeder to Possible answer: I will use a stronger string and a larger
container to hold more birds.
attract more birds?
_____________________________________________ 16 Drawings will vary.
_____________________________________________
_____________________________________________ After the STEAM Activity

16 Draw how you will change your bird feeder. Use these questions to help children draw a conclusion.

Label its parts. ASK D oes anyone have an idea that you did not get to
try out because of time or material shortage?
5-04_DSN_Science_G1_SB_Ch3.indd 189
Possible answers:

• different shaped bird feeder

• more weather-resistant material

• longer pole

• different location
ASK What are the kinds of birds in your area? Answers

will vary.

189 ASK Describe the birds you listed. Answers will vary.
How can you use your bird feeder design to solve
2016-06-29 11:52 AM
a problem? Bird feeders provide food so that

birds can survive and reproduce. Bird feeders also

attract birds so that humans can enjoy the birds.

Allow children to present their designs to the class. Have the class
discuss why the designs may have worked well.

189

Lesson Objectives Vocabulary

1 What Are the Parts of pp. 193–204 Children will identify the parts of a plant. flower
a Plant? fruit
leaf
root
stem

2 What Are Some pp. 205–220 Children will classify plants into different cones
Groups of Plants? groups. shrub

3 How Do Plants Grow? pp. 221–234 Children will describe how plants grow. life cycle
seed coat
seedling

4 How Are Plants Alike pp. 235–247 Children will identify that plants are similar parent
and Different? but not identical. response

Apply Math Compare Size p. 213 Careers in Science Farmer p. 248
World Connection Mimosa Pudica p. 241
Chapter Guide p. 249 Chapter Review p. 250

190a

Practice Assessment Resources

Directed Practice How Does Water Move Through a pp. 194–195 Formative Multiple Intelligence Cards
Guided Practice Plant? pp. 198–199 Lesson Review: pp. 200–201 Online resources
Full Practice pp. 202–204 Practice Book: pp. 21–22 Anchor Activities/Exit Cards
Directed Practice Parts of a Plant Summative
Guided Practice Assessment Book
Full Practice Importance of Roots
Directed Practice
Guided Practice Grouping Plants by Size pp. 206–207 Formative Multiple Intelligence Cards
Full Practice Plant Groups pp. 214–215 Lesson Review: pp. 216–217 Online resources
Directed Practice Flower Groups pp. 218–220 Practice Book: pp. 23–24 Anchor Activities/Exit Cards
Guided Practice Summative
Full Practice Assessment Book

Life Cycle of a Bean Plant pp. 222–223 Formative Multiple Intelligence Cards
Seed Growth pp. 228–229 Lesson Review: pp. 230–231 Online resources
Growing Different Seeds pp. 232–234 Practice Book: pp. 25–26 Anchor Activities/Exit Cards
Summative
Assessment Book

How Are Plants and Their Young Alike pp. 236–237 Formative Multiple Intelligence Cards
and Different? pp. 242–243 Lesson Review: pp. 244–245 Online resources
pp. 246–247 Practice Book: pp. 27–28 Anchor Activities/Exit Cards
Plants Respond to Light Summative
Assessment Book
Leaves Are Alike and Different

STEAM How Can You Build p. 252
a Greenhouse?

190b

TEACHER BACKGROUND

Scientists classify plants in many ways. Plants can be classified as
trees, shrubs, or grasses. Classification of plants is also completed
by examining how a plant reproduces (i.e., flowering and
nonflowering plants).

Flowering plants, called angiosperms, reproduce by seeds
enclosed inside fruits. Nonflowering plants can reproduce by
naked seeds, such as conifers and cycads. Others, such as mosses,
reproduce by spores.

Plants grow and develop through a series of changes called a life
cycle.

Plants respond to environmental factors. For example,
hydrotropism is when a plant grows toward the water and
phototropism is when plants grow toward the light.

190 2016-06-29 11:59 AM

5-04_DSN_Science_G1_SB_Ch4.indd 190

CHECK THE PICTURE

ESTIMATED TIME 5 MIN

Have children look at the picture.

ASK What do you think plants need
to grow? Record children’s
responses on the board.
Possible answers: soil, air, light,
water, nutrients

190

LESSON OBJECTIVES

Plants have different parts that LESSON 1
help them grow and survive.
Children will identify the parts of a plant.
Practice Guide
LESSON 2
Lesson 1: What Are the Parts of a Plant?
Children will classify plants into different groups.
•How Does Water Move (Directed Practice)
LESSON 3
Through a Plant?
Children will describe how plants grow.
•Parts of a Plant (Guided Practice)
LESSON 4
•Importance of Roots (Full Practice)
Children will identify that plants are similar but not
Lesson 2: What Are Some Groups of Plants? identical.

•Grouping Plants by Size (Directed Practice) At the start of the chapter, help children make a KWL graphic
organizer. Help them to complete the KW columns.
•Plant Groups (Guided Practice)
ASK How do plants grow?
•Flower Groups (Full Practice) ASK What parts make up a plant?

Lesson 3: How Do Plants Grow?

•Life Cycle of a Bean Plant (Directed Practice)

•Seed Growth (Guided Practice)

•Growing Different Seeds (Full Practice)

Lesson 4: How Are Plants Alike and Different?

•How Are Plants and Their Young

Alike and Different? (Directed Practice)

•Plants Respond to Light (Guided Practice)

•Leaves Are Alike and (Full Practice)

Different 191

STEAM: How Can You Build a Greenhouse? 191

5-04_DSN_Science_G1_SB_Ch4.indd 191 2016-06-29 11:59 AM

ESTIMATED TIME 5 MIN What We What We What We
Know Want to Know Learned
Read the Big Idea aloud.
Tell children that during this chapter they will
learn that plants have different parts that help
them grow and survive. They will learn about
groups of plants and how plants are alike and
different.

191

EXPLAINING THE FOCUS SKILL

Explain to children that in order to learn science successfully, they
have to master some skills that help them to read about science.
Tell them that at the beginning of each chapter they will learn one
of these reading skills. This will help them to understand what they
read in this science book.

MAIN IDEA

The main idea is the most important sentence in the paragraph.
The main idea tells what the paragraph or text is about.

APPLY FOCUS SKILL ESTIMATED TIME 5 MIN

Have a volunteer read the text aloud.
Display the graphic organizer and complete with children.

MAIN IDEA

Flowers are different colors.

192

SCHOOL TO HOME LETTER

Send this letter home to parents at the beginning of Chapter 4.

CHAPTER 4: PLANTS

Dear Parents, Home Activities should be completed during our study of Chapter 4.
Home Activity L1 (p. 197)
During this chapter, your child will learn about: Make a poster about the parts of a plant and label
• The parts of plants. the parts.
• How to describe groups of plants. Home Activity L2 (p. 213)
• The life cycle of some plants. Go to the nearest park and make a list of the plants
• How plants are alike and different. seen. Group the plants.
Home Activity L3 (p. 227)
V OC AB U LA RY Read a book about a plant’s life cycle. Write a short
paragraph about what you read.
During this chapter your child will learn the following vocabulary. Home Activity L4 (p. 239)
Find pictures of young and adult plants of the same
cones p. 211 response p. 239 kind. Write how they are alike and different.
flower p. 196 root p. 196
fruit p. 196 seed coat p. 224 Additionally, the following Full Practice activities for Chapter 3
leaf p. 196 seedling p. 225 should be completed at home.
life cycle p. 224 shrub p. 209
parents p. 238 stem p. 196 Importance of Roots (p. 202)
Flower Groups (p. 218)
Practice these words at home when talking about plants. Growing Different Seeds (p. 232)
Leaves Are Alike and Different (p. 246)

Sincerely,
Your Child’s Teacher

1933a

CHAPTER 4 Plants
LESSON 1 What Are the Parts of a Plant?

NGSS STANDARDS

LS1.A: Structure and Function

ESTIMATED TIME 125 MIN

Page Time
5 min
ENGAGE Warm-Up Encourage children to identify and draw 193 5 min
EXPLORE Question the missing plant part in the picture. 193 15 min
194–195
Vocabulary Use the pictures to introduce the lesson 20 min
vocabulary: root, stem, leaf, flower, fruit.
5 min
Directed Practice How Does Water Move Through a Plant? 25 min
10 min
EXPLAIN Have Children Parts of a Plant 196–197 20 min
Read 197
Home Activity Help children answer the questions.

Help children understand the Home
Activity.

ELABORATE Guided Practice Parts of a Plant 198–199

Lesson Review Have children complete the Lesson 200–201
Review to check their understanding.

EVALUATE Full Practice Importance of Roots 202–204

Practice Book What Are the Parts of a Plant? 21–22

ADDITIONAL RESOURCES Multiple Intelligence Cards, Anchor 20 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.

7193b

Children will identify the parts of a plant.

ESTIMATED TIME 5 MIN ENGAGE

Assess Prior KnowledGE

ASK What are the parts of a plant? Possible answers: roots,
flower, stem, leaves

Warm-Up Question

Direct children’s attention to the picture above the Warm-Up
Question.

ASK What parts do you see in the picture of the plant?
stem and root What are the missing parts? leaves

Have children answer the Warm-Up Question by drawing the
leaves on the plant.

ESTIMATED TIME 5 MIN

Introducing Vocabulary

Write the vocabulary words on the board and guide children
through the activity below.

NGSS Standard

LS1.A: Structure and Function

Present Practice Produce

root A root holds the plant in the soil. ASK What is a root? it holds the plant in the ASK Which part of the plant takes
stem soil in water from the soil? root
leaf
flower SAY Complete the sentence: holds ASK Which part of the tree is a
fruit A stem holds leaves, flowers, and fruits. leaves and flowers. The stem stem? the part that holds the leaves,
flowers, and fruits
A leaf makes food for the plant. ASK What is the job of the leaf? to make
A flower makes seeds. food ASK Which part of the plant makes
A fruit contains seeds. its food? leaves
SAY Complete the sentence: A makes
seeds. flower SAY Draw a flower. Accept all
reasonable drawings.
ASK What are some types of fruit? Answers
will vary. Answer may include: apple, orange, SAY Draw a fruit. Accept all
strawberry, banana, and grapes. reasonable drawings.

193

EXPLORE

ESTIMATED TIME 15 MIN

How Does Water Move Through a Plant?

GROUPING

Small groups

MATERIALS PER GROUP

• white carnation flower with stem • glass of colored water
• magnifying glass

OBJECTIVES

Children will investigate how water moves through a plant.

TEACHER BACKGROUND

Water moves through a plant. It enters the plant through the root
system. Water then travels to the stems of the plant where it is
delivered to the leaves. Plants need water to live.

Advanced PreparatioN

Snip about a half inch off the ends of each carnation stem to SCIENCE SKILLS
ensure that the stem will function properly during the activity.
Prepare the materials and have children work in small groups. By the end of this practice, children will apply
the following science skills:
SAFETY PRECAUTIONS • Observe
• Record data
• Remind children to wash their hands after the Directed • Make an inference
Practice.

194

EXPLORE

STEPS
1 Observe. Have children observe the carnation plant by using

the magnifying glass.
SAY Use the magnifying glass to look at all the parts of the

plant. Record what you see in the first part of the table.

2 Have children put the flower in the colored water. Direct

them to leave the flower in the water for one day.

3 Observe and Draw. On the next day, direct children to take

the flower out of the glass.
SAY Use the magnifying glass to observe the flower.

Draw what you see in the After One Day section of
the table.

4 Infer. Have children answer the question at the end of the

activity. Water moves up from the root to the stem then to
the leaves and flowers. This was shown by how the colored
water moved through the carnation.

EXPECTED RESULTS

Water moves from the roots to the stem then
to the leaves in the carnation flower plant.

EXPLANATION

Plants absorb water by the roots. Next, the
stem carries water to the leaves.

CONCLUSION

Water moves up through the plant.

195

EXPLAIN ESTIMATED TIME 20 MIN

Parts of a Plant

Direct children’s attention to the picture. Have a volunteer read MISCONCEPTION
the boldfaced words and write them on the board.
Some children may think the following:
Have a volunteer read Parts of a Plant. Divide children into Leaves take in water from rain or dew.
five groups and assign one plant part to each: root, stem, leaf,
flower, and fruit. Ask each group to identify the function of their Explain this fact
assigned part.
The main function of leaves is to make food
ASK What is the function of the root? It takes in water and for the plant.
fixes the plant in the soil.
What is the function of the stem? It holds leaves,
flowers, and fruits and carries water and nutrients to
other parts of the plant.
What is the function of the leaf? It makes the food for
the plants.
What is the function of the flower? It makes seeds.
What is the function of the fruit? It contains seeds.

VOCABULARY PRACTICE

root: holds the plant in the soil and takes in water
stem: holds leaves, flowers, fruit; carries nutrients to parts of
the plant
leaf: makes food for the plant
flower: makes seeds
fruit: contains seeds

Have children look at the definitions of the parts of a plant. Ask
them to write a sentence using at least two of the words.

196

EXPLAIN

CHECK THE UNDERSTANDING QUESTION

Identify:

leaf

Underline: A plant has different parts that help it live and grow.

ESTIMATED TIME 5 MIN

Explaining the Home Activity

MISCONCEPTION Explain to children that they will make a poster about the parts of
a plant. Instruct them to draw the plant and then to label the parts
Some children may think the following: of the plant. Remind them to include the parts they learned about
Plant roots are parts for making food. in this section: roots, stems, leaves, fruits, flowers.

Explain this fact CONNECTING THE BIG IDEA

Plant roots absorb water and nutrients for the Write the chapter’s Big Idea on the board.
plants. However, it is the leaves that make Plants have different parts that help them grow and survive.
food for the plant. Read it aloud with the children.

ASK What are the names of the parts that help plants
grow and survive? root, stem, leaf, flower, fruit

197

ELABORATE

ESTIMATED TIME 25 MIN

Parts of a Plant

GROUPING

Small groups

MATERIALS PER GROUP

• celery • crayons

• magnifying glass

OBJECTIVES

Children will identify the parts of a plant.

TEACHER BACKGROUND

All plants are made up of cells. Groups of similar cells form a tissue.
Groups of tissue form a plant part such as a root, stem, or leaf.
Stems and leaves form a shoot system, while roots form a root
system.

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
• C hildren should wash their hands after the Guided • Record data
Practice. • Draw a conclusion

198

ELABORATE

STEPS

ASK What are the parts of a plant?

 1  Observe.

SAY Use the magnifying glass to look at the plant.
Have children observe the parts of the plant by using the
magnifying glass.

 2  Draw. Have children draw the plant in the space provided

and color the parts.
SAY Use the crayons to draw what you see.

3 Draw a conclusion. Have children answer the question.

ASK What are the parts of the plant? roots, stems, and
leaves

EXPECTED RESULTS

A plant has different parts.

EXPLANATION

A plant has different parts that help it grow
and survive.

CONCLUSION

The main parts of the plant are roots, stems,
and leaves.

199

EVALUATE

ESTIMATED TIME 10 MIN
flower
Read the directions aloud.

VOCABULARY

leaf

stem
root

Help children label the parts of the plant.

WRITE

Part Job
root
stem holds the plant in the soil and takes in water
holds the leaves

leaf makes food
flower makes seeds

Help children write the function for each part of a plant.

200

EVALUATE
MAIN IDEA

Stem is a part of a plant.
Help children complete the main idea in the graphic organizer.

Predict

The plant cannot grow.
Help children write their prediction by reminding them of the
function of the stem.

Predict

No. A plant needs roots to pull water and nutrients from the soil.
Help children make a prediction by reminding them of the
function of the roots.

201

EVALUATE

ESTIMATED TIME 20 MIN

Importance of Roots

This practice will be conducted at home.

MATERIALS

• two small plants • pot of soil
• scissors • bottle of water

OBJECTIVES

Children will plan and carry out an experiment to show that a
plant needs a root to survive.

TEACHER BACKGROUND

Roots of plants have different shapes. Some plants have tap roots
such as carrots, turnips, and radishes. Other plants have fibrous
roots such as grasses, onions, and palms. Some plants, such as a
sweet potato, have modified tuberous roots. This type of root has
the ability to store food.

SAFETY PRECAUTIONS

This is an “at home” activity and parents should be made aware SCIENCE SKILLS
of all safety precautions. These are listed below and can be sent
separately in a note to parents. By the end of this practice, children will apply
the following science skills:
• An adult must be present when children use scissors in this • Observe
activity. • Record data
• Draw a conclusion
• Remind children to wash their hands after they complete the
Full Practice.

202

EVALUATE

STEPS
1 Ask a question. Have children think of a question for this

activity. Advise them to be specific and direct. Possible
answer: Does a plant need roots to live?

2 Make a plan. Help children brainstorm ideas of how to

answer the question. Lead them through the process of
ordering the necessary steps to investigate the answer.
Possible answer:
a. Start with two small plants.
b. Cut the roots off of one plant.
c. Plant them in the soil.
d. Water them every day for one week.
e. Observe them after one week.

3 List the materials you will use. Ask children to decide what

materials they are going to use.
Possible answer:
• Pot of soil
• Two small plants
• Scissors
• Bottle of water

EXPECTED RESULTS

The plant that does not have roots wilts and
dies while the other grows well.

EXPLANATION

The plant needs roots to absorb water.

CONCLUSION

Plants cannot live without roots.

203

EVALUATE
STEPS
4 Record. Ask children to record their observations in a

representative way. They may draw or write their observations.
Drawings will vary. Accept all reasonable drawings.

5 Draw a conclusion. Have children answer the question at the

end of the activity. Have them share their answers. Provide
positive feedback while clarifying any misconceptions.
Possible answer: Roots help plants to absorb water and grow.

204

Name ___________________ Chapter 4
Date ___________________ Lesson 1: What Are the Parts of a Plant?

Vocabulary 1

1 Use the clues to fill in the words 3

root, leaf, stem, and fruit. 2

Across

2. A ____l_e_a_f_____ makes food for the plant.
4. A ____r_o_o_t_____ holds the plant in the soil

and takes in water.

4

Down

1. A ____s_t_e_m_____ holds leaves, flowers, and fruits.
3. A ____f_r_u_it_____ contains seeds.

Understand Apply Concepts
2 Circle 4 Draw a plant. Then, label its parts.

the plant part that holds the flowers
plant in the soil and takes in water. leaf
stem
3 What will happen if you cut this part off the plant? root

_T_h_e__p_l a__n_t__w_i_l l _n__o_t__b_e__a_b_l_e__t_o__s_t_a_y__i n___t_h_e__s_o_i l__o_r__t_a_k_e__i n_

__________________w_a__t_e_r__a_n_d__i_t__w_il_l _d_i_e_. _________________

21 5 What does this plant need to live?

My Plant Needs

______a_i_r______ _____w_a__t_e_r____ ______li_g_h_t_____ ____n_u_t_r_i_e_n_t_s__

22

204a

CHAPTER 4 Plants
LESSON 2 What Are Some Groups of Plants?

NGSS STANDARDS

LS1.A: Structure and Function

ESTIMATED TIME 135 MIN

Page Time

Warm-Up Encourage children to discuss the 205 5 min
Question different kinds of plants in the picture.
ENGAGE Vocabulary 205 5 min
EXPLORE Use the pictures to introduce the lesson
vocabulary: shrub, cone.
EXPLAIN
Directed Practice Grouping Plants by Size 206–207 15 min

Have Children Grouping Plants 208–212 35 min
Read
Home Activity Help children answer the questions. 212 5 min
Apply Math 213 10 min
Help children understand the Home
Activity.

Compare Size

ELABORATE Guided Practice Plant Groups 214–215 15 min

EVALUATE Lesson Review Have children complete the Lesson 216–217 10 min
Full Practice Review to check their understanding. 218–220 15 min
Practice Book
Flower Groups

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

What Are Some Groups of Plants? 23–24

ADDITIONAL RESOURCES Multiple Intelligence Cards, Anchor 20 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.

2105a

Children will classify plants into different groups.

ESTIMATED TIME 5 MIN ENGAGE

AssesS Prior Knowledge

Direct children’s attention to the picture above the Warm-Up
Question.

ASK How are the plants alike? Possible answer: They are
living things
How are the plants different? Possible answer: Some
are big and others are small.
How can we group plants? Possible answer: by size
or shape

WARM-UP QUESTION

Have children answer the Warm-Up Question. trees, shrubs, flowers

ESTIMATED TIME 5 MIN

Introducing Vocabulary

Write the vocabulary words on the board and guide children
through the activity below.

NGSS Standard

LS1.A: Structure and Function

Present Practice Produce

cone A cone holds the seed. Pine trees ASK What is the job of a cone? to hold seeds SAY Draw a pine cone. Drawings
shrub have cones. may vary. Accept any logical drawing by

A shrub is a short and small plant, such children.
as a tomato plant.
ASK What is a shrub? a small plant ASK How are shrubs and trees

different? Shrubs are short and small while
trees are large and tall.

205

EXPLORE

ESTIMATED TIME 15 MIN

Grouping Plants by Size

GROUPING

Small groups

MATERIALS PER GROUP

• pictures of trees, shrubs, and grasses

OBJECTIVES

Children will classify plants by size.

TEACHER BACKGROUND

Aristotle (384–322 BC) was the first person to classify living things.
He classified plants into trees, shrubs, and grasses. Since then,
plants have been divided into two main groups: angiosperms
and gymnosperms. Angiosperms are flowering plants and
gymnosperms are nonflowering plants.

ADVANCE PREPARATION

Prepare the materials and have children work in small groups. SCIENCE SKILLS

By the end of this practice, children will apply
the following science skills:
• Observe
• Record data
• Communicate

206

EXPLORE

STEPS
1 Observe. Have children look at the pictures. Start with

picture A.
ASK Is it a tall or short plant?
SAY If it is tall, it is a tree.
Move next to picture B.
ASK Does it have a soft stem or woody stem?
SAY If it has a woody stem, then it is a shrub.
Move to picture C.
ASK Does it have a soft stem or woody stem?
SAY If it has a soft stem, it is grass.

2 Record. Have children write their results in the table provided.

plant A tree

plant B shrub

EXPECTED RESULTS plant C grass

Children will distinguish between trees, shrubs, 3 Communicate. Have children compare and discuss their
and grasses.
results with the class.
EXPLANATION

Plants are different in size. Trees are larger
than shrubs, which are larger than grass.

CONCLUSION

The size of a plant helps classify different
plants into the correct group.

207

EXPLAIN ESTIMATED TIME 15 MIN

GROUPING PLANTS

Direct children’s attention to the pictures.

ASK What do you see?

Record their responses on the board. Help them recall previous
knowledge about the sizes and shapes of plants.

Have a volunteer read Grouping Plants and Trees aloud.

SAY Some plants are big and tall, other plants are small
and short. Plants can be grouped in many ways,
such as by size or shape or having flowers or not
having flowers.

ASK What is a tree? A tree is a big and tall plant.
What is grass? Grass is a small and short plant.
How are trees and shrubs different? Trees are bigger
and longer than shrubs.
How are trees and shrubs alike? Possible answer: Both
have leaves.

CHECK THE UNDERSTANDING QUESTION

Underline: We can group plants in different ways.

MISCONCEPTION

Some children may think the following:
Trees are not living things.

Explain this fact

Trees are living things. Trees grow, move,
make food for themselves, and reproduce.

208

EXPLAIN

Have a volunteer read Shrubs and Grass aloud.
ASK What are shrubs? Shrubs are short and small plants.

Divide children into three groups. Assign trees, shrubs, or grass to
each group. Direct each group to review the information in the
book that corresponds to their plant group. Have them summarize
the information and record their responses on the board.

CHECK THE UNDERSTANDING QUESTION

WRITE Shrubs have woody stems. Grasses have soft stems.

LOOK AND TALK

Have children look at the picture.
SAY We just read that trees are big and tall, shrubs are
short with woody stems, and grasses are small with soft
stems and thin leaves.
ASK Do you see more trees, shrubs, or grasses in this
picture? shrubs and grasses
ASK Do you have more trees, shrubs, or grasses in your
yard at home?

VOCABULARY PRACTICE

shrub: small, short plants with woody stems
and small branches
Write shrub and its definition on the board.
Ask children to use the word correctly in a
sentence.

209

EXPLAIN

ESTIMATED TIME 10 MIN

Encourage children to recall previous knowledge about the parts
of a plant.

ASK What parts do plants have? Possible answers: roots,
stems, and leaves

Have a volunteer read Flowering Plants aloud.

ASK What is meant by flowering plants? plants that have
flowers
What does a flower make? A flower makes fruit.
What does fruit contain? seeds

Check THE Understanding Question

Name: Possible answers: mangoes, oranges, apples

MISCONCEPTIONS

Children might think that:
All flowers produce fruit like apples, oranges,
and lemons.

Explain this fact

The fruit of a flower is the fleshy part that holds
the seeds. It is not always a sweet fruit like the
ones you can buy at the market.

210

EXPLAIN

ESTIMATED TIME 5 MIN

LOOK AND TALK Direct children’s attention to the pictures on the page.

ASK What do you see?
Record their responses on the board.
Have a volunteer read Nonflowering Plants aloud.

ASK What is a cone? a structure of the plant that
holds seeds
What is the function of cones? Cones produce seeds.

Continue the discussion by asking these questions.

ASK What is meant by nonflowering plants? plants that do
not have flowers
How are cones and flowers alike? They both
produce seeds.
How are cones and flowers different? Possible answer:
Flowers have different colors while cones do not have
different colors.

VOCABULARY PRACTICE

cones: what pine trees grow to hold the seeds that grow into
new trees
Write cones and its definition on the board. Ask children to use the
word in a sentence.

Have children look at the picture.

ASK W hat is the name of this tree?
a pine tree
Which part produces seeds?
a cone
What happens when the cones
open up?
The seeds fall down on the soil
and grow into new trees.

211

EXPLAIN

ESTIMATED TIME 5 MIN

If possible, show children a video about groups of a plant.

Direct children’s attention to the picture.

SAY The two main groups of plants are flowering and
nonflowering plants.

ASK How are flowering and nonflowering plants alike?
Possible answer: Both have leaves.
What is the difference between flowering and
nonflowering plants? Flowering plants have flowers
while nonflowering plants do not have flowers.

Check THE Understanding Question

Explain: Flowering plants have flowers while nonflowering plants do
not have flowers.

ESTIMATED TIME 5 MIN

Explaining the Home Activity

Have children go to the nearest park with an adult and list the
plants they see. Have them sort the plants they see into groups.
They can sort by size or by flowering/nonflowering.

212

EXPLAIN

ESTIMATED TIME 10 MIN

Compare Size

Teacher Background

Some symbols help us compare things. For example, > means
greater than, < means less than, and = means equals.

Have a volunteer read Math Skill and Apply Math.

Apply Math

Have children fill in the table under Apply Math and then
complete the equations below using the symbols to compare the
lengths.
B >A
C >  B
C>A

213

ELABORATE

ESTIMATED TIME 15 MIN

Plant Groups

GROUPING

Small groups

MATERIALS PER GROUP

• flash cards

OBJECTIVES

Children will group plants into flowering and nonflowering plants.

TEACHER BACKGROUND

Taxonomy is a branch of biology that is concerned with the
classification of living things. Botanists study different species
of plants. They classify plants by comparing their structures.

ADVANCED PREPARATION

Prepare the stations with materials and have children work in
small groups.

Science Skills

By the end of this practice, children will apply
the following science skills:
• Observe
• Classify
• Record data
• Communicate

214

ELABORATE

STEPS

1 Study. Let each group see the flash cards.
2 Classify. Guide children to classify the cards into two groups:

flowering plants and nonflowering plants.

3 Record. Ask children to fill in the table with their observations.

Flowering Plants Nonflowering Plants

hibiscus pine

rose fern
orange

oak

4 C ommunicate. Have children answer the question at

the end of the activity and share with the class. Possible
answer: Flowering plants and nonflowering plants are alike
because they produce seeds. Flowering plants have flowers.
Nonflowering plants do not have flowers.

Expected Results

Children will differentiate between plants with
flowers and plants without flowers.

Explanation

Some plants produce flowers and others do
not produce flowers.

Conclusion

Plants can be classified into flowering and
nonflowering plants.

215

EVALUATE

ESTIMATED TIME 10 MIN

Read the directions aloud.

VOCABULARY

a. Shrubs
b. cone
Encourage children to complete the sentences using the lesson
vocabulary word.

Identify

a. shrubs

b. trees

c. grasses

Help children to correctly match the plant with its name.

Compare Length

tree
Help children decide which is longer.

216

EVALUATE
LIST

flowering plants and nonflowering plants
Help children to answer the question about the two groups of
plants.

Main idea

Plants have two groups.
Help children to write the main idea in the empty box.

217

EVALUATE

ESTIMATED TIME 15 MIN

Flower Groups

This practice will be conducted at home.

MATERIALS

• different colored flowers

OBJECTIVES

Children will plan an investigation to group flowers by colors.

TEACHER BACKGROUND

Flowers are part of the reproductive system of a plant. Flowers
allow plants to be pollinated. Different colors of flowers attract
insects and other animals that help with pollination.

SAFETY PRECAUTIONS

• This is an “at home” activity and parents should be made
aware of all safety precautions. These are listed below and
can be sent separately in a note to parents.

• Children should wash their hands after completing the
Full Practice.

Science Skills

By the end of this practice, children will apply
the following science skills:
• Observe
• Record data
• Classify
• Communicate

218

EVALUATE

ESTIMATED TIME 5 MIN

STEPS

1 Ask a question. Help children to come up with a question for

the activity. Advise them to be specific and direct. Possible
answer: How can flowers be sorted?

2 Make a plan. Encourage children to sketch out the needed

steps of the activity on paper and arrange them in order.
Possible answers:
a. Collect some plants with different colored flowers.
b. Put the plants into groups according to the flower colors.

3 List the materials you will use. Have children decide what

materials they will need to investigate the answer to the
question. Possible answer: some plants with different colored
flowers

4 Record. Have children show how they classified the flowers

according to their colors by drawing a picture. Drawings will
vary.

Expected Results

Children will sort flowers into groups according
to their colors.

Explanation

Flowers have different shapes and colors.

Conclusion

Flowers can be classified by their colors.

219

EVALUATE
STEPS
5 D raw a conclusion. Have children summarize and share their

results with the class. Provide positive feedback for correct
answers and clarify any misconceptions that they may have.
Flowering plants are different. They can be sorted by the
colors of their flowers.

220

Name ___________________ Chapter 4
Date ___________________ Lesson 2: What Are Some Groups of Plants?

Vocabulary

1 Write the word that completes each sentence.

shrubs cones

______C_o_n_e__s_____ hold seeds. 3 How are shrubs and trees alike and different?

_____S__h_r_u_b_s_____ are short, small plants.

Understand
2 Look at the pictures. Label each using the word shrub or

tree.

tree shrubs Trees Alike Different
Shrubs
Both are plants. Tree are bigger
and taller.
Both have leaves
and roots. Shrubs are smaller
and shorter.

23

Apply Concepts
4 Look at the picture. Then, answer the questions.

Is a pine tree a flowering or
a nonflowering plant?

__________n_o_n_f__lo_w_e__r_in_g__________

How do you know?

________________It__d_o_e_s__n_o__t__h_a_v_e__f_lo__w_e_r_s_._______________

_______________________________________________________

24

220a

CHAPTER 4 Plant
LESSON 3 How Do Plants Grow?

NGSS STANDARDS

1-LS1-2: Read texts and use media to determine patterns in ETSOTTIAMLATTIEMDETIME 1355 MIN
behavior of parents and offspring that help offspring survive.

Page Time

Warm-Up Encourage children to put the plant life 221 5 min
Question cycle stage pictures in order. 221 5 min
222–223 20 min
ENGAGE Vocabulary Use the pictures to introduce the lesson
EXPLORE vocabulary: life cycle, seed coat,
seedling.

Directed Practice Life Cycle of a Bean Plant

EXPLAIN Have Children Life Cycle, Life Cycle of an Orange Tree, 224–227 30 min
ELABORATE Read Life Cycle of a Pine Tree 227 5 min
Home Activity Help children answer the questions.
228–229 20 min
Help children understand the Home
Activity.

Guided Practice Seed Growth

EVALUATE Lesson Review Have children complete the Lesson 230–231 10 min
Full Practice Review to check their understanding. 232–234 20 min
Practice Book
Growing Different Seeds

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

How Do Plants Grow? 25–26

ADDITIONAL RESOURCES Multiple Intelligence Cards, Anchor 20 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.

23291a

LessHoonw3Do Plants Grow?

Children will describe how plants grow.

ESTIMATED TIME 5 MIN ENGAGE

ASSESS PRIOR KNOWLEDGE

WARM-UP QUESTION ASK How does a plant start its life? as a seed

lesson staNurmtbeptrhtehagerpgoiwctteuhreosfgitnheoorpdlaeenrtts.o shhowere WARM-UP QUESTION

Tell children to look at the Warm-Up Question pictures.

ASK How can you grow a new plant?
Possible answer: Put a seed in soil and water it.
What grows from a seed? a plant

life cycle seed coat seedling Have children answer the Warm-Up Question. Help them arrange
the pots to show the correct growth of the plant.
1, seed
2, small plant
3, bigger plant with flower

5-04_DSN_Science_G1_SB_Ch4.indd 221 221 ESTIMATED TIME 5 MIN

2016-06-29 12:01 PM

INTRODUCE VOCABULARY

NGSS Standard Write the vocabulary words on the board and guide children
through the activity below.
1-LS1-2: Read texts and use media to
determine patterns in behavior of parents
and offspring that help offspring survive.

Present Practice Produce

life cycle The way a living thing grows ASK What is a life cycle? A life cycle is how a ASK What is the correct order of the life
seed coat and changes is the life cycle of living thing grows and changes. cycle? seed, seedling, adult plant
seedling a plant.

A seed coat is a hard covering ASK What protects a seed? seed coat ASK What is the importance of the
that protects the seed. seed coat? protection of a seed

A seedling is a young plant. ASK What is a seedling? a young plant SAY Draw a seedling of a plant. Check
drawings.

221

EXPLORE

ESTIMATED TIME 20 MIN MATERIALS Life Cycle of a
Bean Plant
bean life cycle
Life Cycle of a Bean Plant cards

GROUPING

small groups paper arrows Ask a question: What are

MATERIALS white paper the stages of a bean life
cycle?
• bean life cycle cards • white paper glue stick
• paper arrows • glue stick 1 Put the bean life cycle
222
OBJECTIVES cards in order.
5-04_DSN_Science_G1_SB_Ch4.indd 222
Children will identify the stages in the life cycle of a bean plant. 2 Glue them on the white

TEACHER BACKGROUND paper.

Most plant life cycles have these main stages: seed, seedling, 2016-06-29 12:01 PM
adult plant. The life span is the length of the plant life cycle, which
is the time between germination of the seed and death of the Science Skills
plant. Some plants have a short life span of just a few weeks and
other plants have long life spans. Some plants live for thousands By the end of this practice, children will apply
of years. the following science skills:
• Observe
ADVANCE PREPARATION • Record data
• Communicate
Prepare the stations with the materials and have children work in
small groups.

Safety Precautions

• Supervise children and remind them to use caution when
using glue.

• Children should wash their hands after the Directed Practice.

222

EXPLORE

3 Glue the arrows between the cards to show STEPS

how the bean plant grows. 1 Direct children to put the cards in order.

4 Record 2 Guide children to glue the cards on the white paper in the

5 Communicate correct order of the bean plant life cycle.

What are the steps of bean life cycle? 3 Instruct children to place the arrows to show the direction of
______________________________________________
______________________________________________ the life cycle.
______________________________________________
______________________________________________ 4 Record. Ask children to draw the life cycle of a bean plant in

5-04_DSN_Science_G1_SB_Ch4.indd 223 the space provided.

5 Communicate. Have children share their responses. Provide

positive feedback for correct responses and clarify any
misconceptions.

a. bean seed
b. germinating bean seed
c. bean seedling
d. adult bean plant

223

2016-06-29 12:01 PM

Expected Results

Children will identify and arrange the stages
of the life cycle of a bean plant.

Explanation

Bean plants grow and change through
stages called the life cycle.

Conclusion

The stages in the life cycle of a bean plant
are a seed, a germinating seed, a seedling,
and an adult bean plant.

223

EXPLAIN

ESTIMATED TIME 15 MIN LIFE CYCLE

LIFE CYCLE The way a living thing Next, if a seed
grows and changes is gets water and
If possible, have children watch a video about the life cycle of called a life cycle. air, it will begin
a plant. to grow. The root
Most plants grow from
Review previous knowledge about the life cycle of a bean plant seeds. A bean seed has grows down.
by asking these questions. a hard covering called a
seed coat. A seed coat
ASK What is the first stage of a bean life cycle? protects the seed.
a seed
What is the last stage of a bean life cycle? APPLY MATH
an adult plant
Which part protects the seed? a seed coat Julia planted 14 bean seeds and
How many stages are there in the bean plant life 22 pea seeds.
cycle? four stages Circle the correct answer: The
What happens if an adult bean plant does not
produce seeds? the life cycle will stop number of bean seeds is ( >, = , <)

Have a volunteer read Life Cycle aloud. the number of pea seeds.

Have children look at the life cycle. 224 First, a bean plant
starts its life cycle
ASK In what parts of the life cycle do you see different 5-04_DSN_Science_G1_SB_Ch4.indd 224
parts working to help the plant grow and survive? The as a seed.
seed gets water and air, the root grows down, and
the stem grows up. 2016-06-29 12:02 PM

Have a volunteer read Apply Math aloud. Have children answer VOCABULARY PRACTICE
the Apply Math question. The number of bean seeds is < the
number of pea seeds. life cycle: the way a living thing grows
and changes
CONNECTING THE BIG IDEA
seed coat: a hard covering that protects
Write the chapter’s Big Idea on the board. the seed
Plants have different parts that help them grow and survive.
Write the terms and their definitions on the
board. Ask children to use each term in a
sentence.

224

EXPLAIN

5-04_DSN_Science_G1_SB_Ch4.indd 225 Then, the stem grows Direct children’s attention to the pictures representing the
up to make a seedling. plant life cycle.
A seedling is a young
ASK What is meant by a life cycle? A life cycle is the
plant. way that living things grow and change.

Last, a bean plant TELL The life cycle of a plant is the stages showing the
grows bigger and growth of the plant.
becomes an adult plant.
The adult plant has Select four volunteers to sequentially read aloud each stage in
flowers that make seeds. the life cycle of a bean plant.
Seeds can grow into new
ASK What is a seedling? It is a young plant.
plants again. What is the difference between a seedling and an
adult plant? A seedling is smaller and younger than
Sequence What do you think an adult plant.
happens after an adult plant
makes seeds? Check THE Understanding Question

__________________________ Sequence: Possible answer: The seeds are spread and new plants
grow from them.
__________________________
VOCABULARY PRACTICE
225
seedling: a young plant
2016-06-29 12:02 PM Write seedling and its definition on the board. Ask children to use
the term in a sentence.

MISCONCEPTION

Some children may think the following:
Seeds are nonliving things.

Explain this fact

Seeds are living things.

225

EXPLAIN

ESTIMATED TIME 5 MIN Life Cycle of an Orange Tree

A tree grows from a seed.

Life Cycle of an Orange Tree A tree takes years to grow and change.

Direct children’s attention to the pictures. Next, a seedling Then, a small
starts to grow into a orange tree
ASK What do you see? grows and
Record their responses on the board. root and stem.
Have a volunteer read aloud Life Cycle of an Orange Tree. becomes bigger.

ASK How are the life cycles of the orange tree and First, a seed
bean plant alike? They both start with seeds. takes in water.
How is the life cycle of an orange tree different
from the bean plant’s life cycle? Possible answers: Explain Why are fruits important? Last, oranges grow
An orange seedling grows into a tree while a bean on the tree. There are
seedling grows into a small plant. An orange tree __________________________ seeds inside the fruit.
life cycle takes a longer time than a bean life cycle. __________________________
226 2016-06-29 12:02 PM
TELL Life cycles of living things are repeated from
generation to generation. 5-04_DSN_Science_G1_SB_Ch4.indd 226

Check THE Understanding Question MISCONCEPTION

Explain: Fruits are important because they hold seeds. Some children may think the following:
All plants reproduce only from seeds.
FURTHER UNDERSTANDING

SAY Look at the steps in the picture. The last step says the
oranges grow on the tree and there are seeds inside.

ASK How can we start the orange tree life cycle all over
again? plant the seeds from the orange

Explain this fact

Some plants can reproduce from other parts
of the plant. For example, a potato can
reproduce from its stem.

226