Grade 1 - Life Science

EXPLAIN

Life Cycle of a Pine Tree Read a book ESTIMATED TIME 10 MIN
about a plant’s
First, the life cycle of life cycle. Write a Life Cycle of a Pine Tree
a pine tree starts as a short paragraph
seed. A seed grows into about what you
read.
a seedling.

Last, a pine cone Next, the root Direct children’s attention to the picture. Ask children to describe
makes seeds and grows down and what they see. Record their responses on the board. Have children
the stem grows up recall previous information by asking a volunteer to define life
protects them. and it becomes a cycle. Remind them that a plant life cycle has many stages.

woody plant. Have a volunteer read aloud Life Cycle of a Pine Tree.

An adult Conduct a discussion by asking these questions.
pine tree
grows and ASK What is the first stage in the pine tree life cycle?
drops cones. a seed
What is the last stage in the pine tree life cycle?
Which part of a pine tree makes seeds? an adult tree
What is the function of the cones?
Cones produce seeds.

Check the Understanding Question

227 WRITE cones

5-04_DSN_Science_G1_SB_Ch4.indd 227 2016-06-29 12:02 PM ESTIMATED TIME 5 MIN

Explaining the Home Activity

ELL Have children read a book about the life cycle of a plant. Instruct
them to write a short paragraph about what they read. Have
Have children look at the life cycles. volunteers share their paragraphs with their classmates.

Beginner: Ask children to think about the
word cycle. Where might they have heard it
before? Ask if any of them ride a bicycle. Help
them understand that cycle is something that
goes around and around.

Intermediate: Ask children to think about how
wheels go around and around and compare
that to the life cycle. Have them discuss their
answers with a partner.

Advanced: Have children think about how
a cycle goes around and write about what
happens at the end of a cycle.

227

ELABORTAE

MATERIALS Seed Growth

ESTIMATED TIME 20 MIN

Seed Growth clear cup

GROUPING wheat seeds

small groups soil Ask a question: How do

MATERIALS PER CHILD magglnaifsysing seeds grow?

• clear cup • magnifying glass Wheat seeds 1 Put the soil in a clear cup.
• wheat seeds • water bottle 2 Put some seeds in the soil
• soil waterSobilottle
near the side of the cup.
OBJECTIVES 228
3 Water the seeds every day.
Children will plant seeds and then describe how seeds grow. 5-04_DSN_Science_G1_SB_Ch4.indd 228 4 Observe the seeds every

TEACHER BACKGROUND two days using the
magnifying glass.
A seed contains the embryo of a plant. When a seed absorbs
water it swells and gets bigger so the testa erupts. 2016-06-29 12:02 PM
The radicle is the first part to germinate and then the plumule
appears. The radicle grows into the root system and the Science Skills
plumule grows into the shoot system.
By the end of this practice, children will apply
ADVANCE PREPARATION the following science skills:
• Observe
Prepare the stations with the materials and have children work • Record data
in groups. • Communicate

SAFETY PRECAUTIONS

• Children should wash their hands after the Guided Practice.

228

ELABORTAE

5 Record your observations. 229 STEPS

Day Observation 2016-06-29 12:02 PM 1 Have children put some soil in the cup.
1 2 Be sure children put the seeds in the cup close to the wall of
3
5 the cup.
7
9 3 Have children water the seeds every day.

6 Communicate 4 Observe. Every two days, have children observe the seeds

Which part grew first? using a magnifying glass.
______________________________________________
5 Record. Tell children to write their observations in the table.
7 Predict
Possible answers:
What will happen next?
______________________________________________ Day Observation
______________________________________________ 1 no change
3 root appears
5-04_DSN_Science_G1_SB_Ch4.indd 229 5 stem appears
7 the root grows down and the stem grows up
Expected Results 9 the root and stem grow bigger

The seeds will grow into small plants. 6 Communicate. Have children answer the question. root
7 Predict. Have children answer the question. The stem will

grow.

Explanation

When seeds get water they start to
germinate.

Conclusion

Seeds grow into seedlings when they are
watered.

229

EVALUATE

ESTIMATED TIME 10 MIN 1 Vocabulary

Fill in the blank spaces.
a The way a living thing grows and

Read the directions aloud. changes is called a _________________.

Vocabulary b ________L_e__siss oa nyouRnegvpilaenwt thoatrgCrowhsapter Revie
into an a(tdhulitspllaanyt.out works for both)
a. life cycle
b. A seedling 2 Identify
Help children fill the spaces with the correct word.
Circle the first stage in the life cycle of
IDENTIFY most plants.

seed seedling seed adult
Help children to circle the correct answer about the first stage of plant
the life cycle of a plant.
3 Predict
PREDICT
What would happen if seeds do not get water?
The seeds will not germinate.
Help children to write their prediction by reviewing the needs of ______________________________________________
plants.
______________________________________________

230 2016-06-29 12:02 PM

5-04_DSN_Science_G1_SB_Ch4.indd 230

230

4 Analysis EVALUATE

Look at the picture. What is ANALYSIS
inside this fruit?
a seed
_______________________________ Help children to write what is inside the fruit. If children have
difficulty answering, have them look at the picture.
____________________________________
MAIN IDEA
______________________________________________
Each plant has a life cycle.
ew spre5 adMaginoIdeeas here Help children to write the main idea inside the empty box.

Write the main idea from the details below.

Most plants Next, Last, adult
start their a seed plant grows
life cycles germinates flowers or
as seeds. and grows
into a cones.
seedling.

5-04_DSN_Science_G1_SB_Ch4.indd 231 231

2016-06-29 12:02 PM

231

EVALUATE

ESTIMATED TIME 20 MIN Growing
Different
Growing Different Seeds Seeds

This practice will be conducted at home. Seeds of different plants take diffFeurelnl tptimraecs ttoice sprea

MATERIALS grow. Plan a test to show this.

• seeds of different plants • soil 1 Ask a question.
• plastic cups • water bottle
_____________________________________________
OBJECTIVES _____________________________________________

Children will recognize that different types of seeds grow in 2 Make a plan.
different amounts of time.
_____________________________________________
TEACHER BACKGROUND _____________________________________________
_____________________________________________
Seeds have different shapes, sizes, colors, and textures. Some
seeds are very tiny like mustard seeds and other seeds are very 232 2016-06-29 12:02 PM
big like coconut seeds. Seeds can be spread by air or water
or animals. 5-04_DSN_Science_G1_SB_Ch4.indd 232

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:
• C hildren should wash their hands after completing the • Make a plan
Full Practice. • Observe
• Record data
• Communicate
• Compare

232

3 List the materials you will use. EVALUATE

______________________________________________ STEPS
______________________________________________
1 Ask a question. Help children come up with a question for
4 Record your observations.
the activity. Advise them to be specific and direct.
ad goes here Possible answer: Do seeds of different plants take the same
time to grow?

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

steps and help them arrange the steps in an effective order.
Possible steps:
a. Fill cups with soil.
b. Plant one kind of seed in each cup.
c. Water the seeds every day.

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

materials they are going to use.
Possible answer: seeds of different plants, plastic cups, soil,
water bottle

4 Record. Ask children to draw their observations.

Drawings will vary.

5-04_DSN_Science_G1_SB_Ch4.indd 233 233

2016-06-29 12:02 PM

Expected Results

Different seeds do not start to grow at the
same rate.

Explanation

Different seeds have different lengths of
life cycles.

Conclusion

Different types of seeds grow at different
rates.

233

EVALUATE

STEPS 5 Draw a conclusion.

5 Draw a conclusion. Have children answer the question and Which plant grew first?
share their results with their classmates. Provide positive
___________________________________________
feedback and clarify any misconceptions.
___________________________________________
Answers will vary. Possible answer: The bean plant grew first.
___________________________________________
This shows that plants take different amounts of time to grow.
___________________________________________

Third page of the Full practice
goes__h__e__r_e____________________________________

___________________________________________

234 2016-06-29 12:02 PM

5-04_DSN_Science_G1_SB_Ch4.indd 234

234

Name ___________________ Chapter 4
Date ___________________ Lesson 3: How Do Plants Grow?

Vocabulary

1 Write the word that best completes each sentence.

life cycle seed coat seedling

A bean seed has a hard covering called a s_e_e_d__c_o_a_t_.

A __l_if_e__c_y__c_le___ is the way a living thing grows and Science_G1_Practice Book_answers 26.pdf 1 7/28/16 5:33 PM

chaPngraesc. tice book page goes here

A ____s_e_e_d_in__g____ is a young plant.

Understand
2 Draw the missing pictures to show how a bean plant grows.

3 Complete the following sentences to show how a pine

tree grows.

First Next Then Last First, the pine Next, the root Then, the pine Last, a pine
tree life cycle
grows tree grows cone makes
starts as
____d_o_w_n____ and ___c_o_n_e_s___. It _____s_e_e_d_s_____
a ____s_e_e_d_____.
the stem grows does not grow and protects
A seed grows
into a seedling. _____u_p_____and them.

it becomes a

woody plant.

25 Apply Concepts
4
ChooPseraa cplatinct.eDesbcroiboe ikts lpifeacygclee. gSoaempslehaensrweers:

Next

wheat seed
germinates

First Then

wheat seed wheat seedling
grows

Last

adult wheat
plant grows
26

234a

CHAPTER 4 Plants
LESSON 4 How Are Plants Alike and Different?

NGSS STANDARDS

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. TOTAL TIME 115 MIN

1-LS3-1: Make observations to construct an evidence-based

account that young plants and animals are like, but not exactly like, their parents.

Page Time
5 min
Warm-Up Encourage children to identify how the 235 5 min
Question plants are alike and different. 15 min
ENGAGE 15 min
EXPLORE Vocabulary Use the pictures to introduce the lesson 235 5 min
vocabulary: parent, response. 10 min
EXPLAIN
Directed Practice How Are Plants and Their Young Alike and 236–237
Different?

Plants and Their Young, Plants and 238–240
Have Children Read Response, Plants Respond to Light

Help children to answer the questions.

Home Activity Help children understand the Home 239
Activity.

World Connection Mimosa Pudica 241

ELABORATE Guided Practice Plants Respond to Light 242–243 15 min

Lesson Review Have children complete the Lesson 244–245 10 min
Review to check their understanding. 246–247 15 min
EVALUATE Full Practice
Leaves Are Alike and Different

Help children understand the full practice
that they will conduct at home.

Practice Book How Are Plants Alike and Different? 27–28

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.

25355a

LessHoonw4Are Plants Alike and Different?

Children will understand that plants are similar but not identical.

ESTIMATED TIME 5 MIN ENGAGE

Assess Prior Knowledge

Have children share their previous knowledge about plants.

WARM-UP QUESTION ASK What do plants need to live and grow? water, air,
nutrients, and space
lessonTesllthaow rthtesepplaantgs abeovegareoalieke sandhdiefferreent. How do most plants start their life? Most plants start
their life as seeds.

parent response Warm-up Question

5-04_DSN_Science_G1_SB_Ch4.indd 235 235 Direct children to look at the picture above the Warm-Up
Question.
2016-06-29 12:03 PM
ASK How are the plants alike? They both have stems and
leaves.
How can you know that these plants are alike? by
comparing leaf shapes
How are the plants different? They are different sizes.

ESTIMATED TIME 5 MIN

INTRODUCING VOCABULARY

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

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

Present Practice Produce

parent Parents are living things that have ASK What is the young of a plant? SAY Draw a plant and its
response young. seed parent. Drawings will vary.

A response is an action that living ASK What is a response? an action SAY Give an example of a
things do to live. that a living thing does to stay alive response that you do to live. Answers
will vary.

235

EXPLORE

ESTIMATED TIME 15 MIN MATERIALS How Are Plants and
Their Young Alike and
How Are Plants and Their Young Alike and flash cards
Different? Different?

GROUPING 236 Ask a question: How are

small groups 5-04_DSN_Science_G1_SB_Ch4.indd 236 plants and their young
alike and different?
MATERIALS PER GROUP
1 Look at the cards.
• flash cards 2 Record your observations.

OBJECTIVES _________________________
_________________________
Children will conduct an investigation to observe how plants and
their young are alike and different. 2016-06-29 12:03 PM

TEACHER BACKGROUND Science Skills

Plants inherit traits exactly like animals do. Farmers across history By the end of this practice, children will apply
have conducted many trials to breed different plants. The scientist the following science skills:
and researcher Gregor Mendel (1822–1884) completed many • Observe
experiments on the common pea plant. He related the physical • Record data
characteristics of any plant to invisible elements inside the plant • Compare
cells, which he named genes. Today, modern science focuses on • Draw a conclusion
genetically modifying plants to produce better crops with high
yields and to improve the ability of plants to resist pests without the
use of pesticides. Scientists continue to experiment with plants.

ADVANCE PREPARATION

Prepare the materials and have children work in small groups.

236

EXPLORE

3 Draw a conclusion. STEPS

a How are the oak tree and its young alike? 1 Ask children to look at the flash cards. Help children to
__________________________________________
__________________________________________ observe similarities and differences.
__________________________________________
__________________________________________ ASK Which tree has more branches? What is the
difference between the stems in both trees?
b How is the oak tree different from its young? What do you observe about the shapes of the
__________________________________________ leaves?
__________________________________________
__________________________________________ 2 Record. Help children record their observations.
__________________________________________
Possible answer: The plants are different sizes. One is much
237 smaller. They have the same kinds of leaves.

2016-06-29 12:03 PM 3 Draw a conclusion. Help children draw a conclusion.

ASK How are the oak tree and its young alike?
Possible answer: The shapes of the stems,
branches, and leaves are alike.
How are the oak tree and its young different?
Possible answer: The oak tree is bigger and
stronger than the young oak tree.

5-04_DSN_Science_G1_SB_Ch4.indd 237

Expected Results

Children will find that the young oak tree is
both similar and different to the older oak tree.

Explanation

A young oak tree has leaves, stems, and
branches that are the same shape as an
older oak tree. However, the younger tree is
not as big or as strong as the older tree.

Conclusion

Plants and their parents are similar but not
identical.

237

EXPLAIN 5 MIN PLANTS AND
ESTIMATED TIME THEIR YOUNG

PLANTS AND Parents are living things
THEIR YOUNG that have young.

Have volunteers name the plant parts and write them on Plants and their young
the board. are alike. They may
have the same shape of
ASK What are the plant parts you see in the picture? stem leaves, stems, and flowers,
and leaves but the new plants can
look different in size. They
What is the difference between the two pictures? may have more or fewer
One tree is smaller than the other one. branches and leaves.
They may have different
Have a volunteer read aloud Plants and Their Young. colored flowers.

TELL Parents are living things that have young. Plants and What happens when a young plant grows?
their young are alike but not exactly the same. The
young plant can be different in size but have the 238 2016-06-29 12:03 PM
same shape of leaves, stems, and flowers.
5-04_DSN_Science_G1_SB_Ch4.indd 238
ASK How are plants and their parents alike and different?
Possible answer: The new plant can be different ELL
in size but have the same shape of leaves, stems,
and flowers. Write the word parents on the board.

Check THE Understanding Question Beginner: Ask children what they know about
the word parents. Have them say or draw
Write It grows to be similar in shape and size of its parent. what they think the word means.

VOCABULARY PRACTICE Intermediate: Ask children to think about
their own parents. Do children look like their
parents: living things that have young parents? Are they exactly the same? Explain
Write parents and its definition on the board. Have children use that it is the same way with plants.
the word in a scientific sentence.
Advanced: Ask children to write the ways
they look similar and different from their
parents. Then, have them explain how a
plant parent and its young might be alike
and different.

238

EXPLAIN

Plants and Response ESTIMATED TIME 5 MIN

Response is an action that Plants and Response
living things do to live.
Help children recall previous knowledge about parts of a plant
Plants respond to water. and the role of roots to take in water.
Roots of plants grow
toward water. Some ASK What is the plant part that takes in water? roots
plants grow long roots to
reach deep water in the Have a volunteer read Plants and Response aloud.
soil. Other plants grow
wide roots to get water TELL A response is an action that a living thing does to live.
from a wide area. Plants respond to water. Roots of plants grow toward
water.
Find pictures wide roots deep roots
of young and ASK How do roots reach water?
adult plants of Underline two kinds of roots. Possible answer: Roots grow long to reach deep
the same kind. water or grow branches to get water over a wide
Write how they area.
are alike and What do the roots of a plant look like if it lives in an
different. area with underground water?
deep roots
5-04_DSN_Science_G1_SB_Ch4.indd 239 239
Check THE Understanding Question
2016-06-29 12:03 PM
Underline: wide, deep

Look And Talk VOCABULARY PRACTICE

Have children look at the picture of deep response: action that living things do to live
roots and wide roots. Write response and its definition on the board. Have children use
the word in a scientific sentence.
ASK What is the difference between
the two pictures? The roots of the ESTIMATED TIME 5 MIN
first plant are wide while the roots
of the other one are deep. Explaining Home Activity
Can you tell how plants in the
second picture get water? The Ask children to find pictures of young and adult plants by
plant roots reach deep water in searching magazines or the Internet with a parent. Encourage
the soil. them to write their answers in a graphic organizer like this one:

Alike Different

239

EXPLAIN

ESTIMATED TIME 5 MIN Plants Respond to Light

Plants Respond to Light Have you ever seen plants near a window with
their leaves, stems, and flowers facing the sun?
Help children recall previous knowledge about what plants need
to grow. Plants need light to grow and become bigger.

ASK What do plants need in order to grow? Possible Stems and leaves grow toward light.
answer: water, air, light, and space Plants respond to light.

How important is light to plant growth? It is very Main Idea Underline the main idea.
important because the plant uses light to make food.
240 2016-06-29 12:03 PM
Direct children’s attention to the picture.
5-04_DSN_Science_G1_SB_Ch4.indd 240
ASK What do you see that is important to plants? light

Have a volunteer read Plants Respond to Light aloud.

TELL Plants need light to grow and become bigger. Plants
respond to light. Their stems and leaves grow toward
light.

ASK How is the response of plants to water and light
alike and different? Write children’s responses in a
compare-and-contrast table on the board.

Alike Different MISCONCEPTION

Both are actions that Leaves and stems Children may think the following:
plants do to live. respond to light. Roots Plants never move because they are rooted
respond to water. in the ground.

Check THE Understanding Question Explain this fact

Underline: Plants need light to grow and become bigger. Plants such as a sunflower respond to light
and can move in its direction. Also, some
plants that feed on insects close their flowers
on the prey.

240

EXPLAIN

Mimosa Pudica ESTIMATED TIME 10 MIN
(the “touch me not” plant)
Mimosa Pudica
The mimosa Pudica is a herb plant. It grows in (The “Touch-Me-Not” Plant)
shady areas under trees in Central and South
America. A mimosa plant has an amazing ObjectiveS
response. If you touch the mimosa, its leaves will
fold inward. Then it will again open up minutes Children will learn that some plants respond to touch.
later.
Teacher Background
Explain What happens when you touch a mimosa plant?
The Mimosa pudica plant responds to touch by folding inward. This
_____________________________________________ response is a type of defense mechanism to protect it from being
eaten by herbivores. The mimosa plant has many other names
_____________________________________________ such as Touch Me Not, Action Plant, Sensitive Plant, and Bashful
Mimosa.
_____________________________________________
Mimosa parts are used to make medicines that treat diseases
5-04_DSN_Science_G1_SB_Ch4.indd 241 241 such as asthma, dysentery, diarrhea, and others. It can become a
difficult weed in fields of corn, soybeans, and many other crops.
2016-06-29 12:03 PM
Have a volunteer read Mimosa Pudica aloud.

TELL Plants respond to stimuli such as water, light, and
touch to help it survive.

ASK Why does the mimosa plant fold inward when
something touches it?
Possible answer: To protect it from animals that want
to eat it.

Check THE Understanding Question

Explain: Possible answer: Its leaves will fold inward. Minutes later, it
will open up.

241

ELABORATE

MATERIALS Plants Respond
to Light
ESTIMATED TIME 15 MIN

Plants Respond to Light bottle of water Guided practice s
potted plant
GROUPING Ask a question: How do plants

small groups respond to light?

MATERIALS PER GROUP 1 Predict A plant will

• potted plant _____________ in light.
• bottle of water
2 Put the plant beside the
OBJECTIVES
window.
Children will plan and conduct an investigation to observe how
plants respond to light. 3 Water the plant every day.

TEACHER BACKGROUND 242 2016-06-29 12:03 PM

Plants are sensitive toward many factors that are important for its 5-04_DSN_Science_G1_SB_Ch4.indd 242
growth. Plants show many types of tropism. Tropism is the growth of
the plant toward a stimulus. Plant growth toward light is known as SCIENCE SKILLS
phototropism. Plants show positive tropism when their leaves and
stem grow toward the light. Both the amount and the direction of By the end of this practice, children will apply
light affect the phototropism of plants. the following science skills:
• Predict
ADVANCE PREPARATION • Observe
• Drawing a conclusion
If the classroom is located in an area that does not receive
sunlight, you can use a light source to mimic the Sun.

242

ELABORATE

4 Observe the growth of the plant. STEPS
5 Draw your observations.

1 Predict. Introduce children to the activity.

spread goes here ASK What does a plant need to live and grow?
Plants need light, water, nutrients, and space
6 Draw a conclusion. to live.
How is light important to plants? Light is
How do plants respond to light? important because plants use it to make food.
Help children make a prediction about how
plants respond to light based on what they
know about plant needs. Possible answer:
Plants will grow toward light.
Have children fill in the blank to complete the
prediction sentence. grow

______________________________________________ 2 Have children put the potted plant in a place that receives
______________________________________________
sunlight.

3 Remind children to water the plant every day.

5-04_DSN_Science_G1_SB_Ch4.indd 243 243 4 Observe. Have children observe the potted plant daily.

2016-06-29 12:03 PM 5 Have children draw their observations. Tell them to include

the light source and the direction in which the plant is
growing. Drawings will vary but should show some plant
growth.

Expected Results 6 Draw a conclusion. Help children write a conclusion by

The stem and leaves grow toward light. analyzing their observations. Possible answer: They grow
toward light.

Explanation

The stem and leaves of plants will show
phototropism (growth toward light).

Conclusion

Plants respond to light by growing toward the
light. This response is known as phototropism.

243

EVALUATE

Read the directions aloud. 1 Vocabulary

ESTIMATED TIME 10 MIN Fill in the blank space.

Vocabulary a _________________________ are living things
that have young.
a. Parents
b. respond b Plants grow toward light. They
If children have difficulty, have them go to page 235 and check
the lesson vocabulary. _________________________ to light.

COMPARE and contrast 2 Compare and Contrast

They both have stems and leaves. They are different in size. Look at the pictures of the plants.
Suggest to children that they write two different sentences to How are they alike? How are they
answer this completely. different?

___________________________________

______________________________________________

______________________________________________

______________________________________________

244 2016-06-29 12:03 PM

5-04_DSN_Science_G1_SB_Ch4.indd 244

244

3 Predict EVALUATE

What happens to a plant if there is no light? predict

______________________________________________ The plant may die.

4 Main Idea MAIN IDEA

Write the main idea for the details. Help children complete the graphic organizer. Have them read
the details first and then think about how the details are related.

Plant roots Plant leaves Plants respond to light and water.
grow toward grow toward

water. the Sun.

245 Plant roots grow Plant leaves grow
toward water. toward the Sun.
2016-06-29 12:03 PM
5-04_DSN_Science_G1_SB_Ch4.indd 245

245

EVALUATE

ESTIMATED TIME 15 MIN Leaves Are
Alike and
Leaves Are Alike and Different Different

This practice will be conducted at home. Leaves from the same kind of plant look like
one another. They can also look different. Plan
MATERIALS an investigation to show how leaves are alike
and different.
• leaves from the same kind of plant
• magnifying glass 1 Ask a question.

OBJECTIVES _____________________________________________

Children will plan and conduct an investigation to discover 2 Make a plan.
variations in the leaves of plants from the same species.
_____________________________________________
TEACHER BACKGROUND
_____________________________________________
Plants of the same species have differences between them.
Variation exists among individuals within species. 246 2016-06-29 12:03 PM

In each plant cell, there is a nucleus, which contains a pair of 5-04_DSN_Science_G1_SB_Ch4.indd 246
chromosomes. These chromosomes contain the genetic material
of the plant. Sometimes, a mutation occurs that leads to a new
trait. Variation among plants can increase the survival chances of
the species.

Safety precaution

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.

• Remind children to wash their hands after completing the
Full Practice.

246

3 List materials you will use. EVALUATE

________________________________________________ STEPS

4 Record your observations. 1 Ask a question. Inspire children to come up with a question

5 Draw a conclusion. for the activity. Advise them to be specific and direct.
Possible question: How are leaves of a tree alike and
How are the leaves alike? different?

________________________________________________ 2 Make a plan. Help children to list the needed steps and

How are the leaves different? arrange them in a logical order.
Possible answer:
________________________________________________ a. Collect different leaves from the same tree.
b. Observe the shape, color, and size of the leaves.
5-04_DSN_Science_G1_SB_Ch4.indd 247 247 c. Record the observations.

2016-06-29 12:03 PM 3 List the materials you will use. Ask children to decide what

materials they are going to use. Possible answer: leaves,
magnifying glass, pencil

4 Record. Have children record their observations in a

representative way, either with words or a picture.

5 Draw a conclusion. Help children to draw a conclusion by

answering the questions.

ASK How are the leaves alike?
They have the same shape.
How are the leaves different?
They are different sizes.

Expected Results

Leaves of the same kind have the same
shape but may have different colors
and sizes.

Explanation

Leaves of the same kind are alike but not
identical.

Conclusion

Leaves from the same plant display similarities
and differences.

247

Name ___________________ Chapter 4
Date ___________________ Lesson 4: How Are Plants Alike and Different?

Vocabulary

1 Write the word that best completes each sentence

parents responses

___P_a__r_e_n_t_s___ are living things that have young.
__R__e_s_p_o_n__s_e_s__ are actions that living things do to survive.

Understand
2 Look at the picture.

Does a sunflower plant
respond to light?

____________________Y_e__s_i_t__d_o_e_s_.____________________

How do you know?

__T_h_e___f_l o_w__e_r_, _s_t_e__m_s_,__a_n_d__l e__a_v_e_s__g_r_o_w___t_o_w_a__r_d__t_h_e__
______________________s_u_n_l_ig_h_t__. _____________________

27

247a

3 Look at the picture.

How do the branched roots
help this plant live?

_B__r_a_n_c__h_e_d__r_o_o_t_s__h_e_l_p__t_h_e__p_l_a_n_t__g_e_t__w__a_t_e_r__o_v_e__r__a_
_____________________w__id_e__a_r_e_a__. ____________________

Apply Concepts
4 Look at the pictures.

How is an oak seedling different from a grown oak tree?

_T_h_e__s_e__e_d_li_n_g__is__s_h_o_r_t_e__r__a_n_d__s_m__a_ll_e_r_. _I_t__h_a_s__a__t_h_in___st__e_m_
___________________a_n_d___le_s_s__b_r_a_n_c__h_e_s_. __________________

_______________________________________________________

28

247b

EXPLAIN

ESTIMATED TIME 10 MIN

Farmer Farmer

OBJECTIVES Many people work on farms. People who plant
crops are called farmers.
Children will learn about how farmers work with plants and
animals. Farmers grow vegetables and fruits. They also
raise animals like cows and chickens.
TEACHER BACKGROUND
Farmers sell their products to markets and
Farmers are people who plant crops and raise livestock. Farmers factories. All of us depend on farmers for food.
have knowledge about different plants. They need to know how
plants grow and about their life cycle. Farmers use this knowledge Research Collect photos of farm animals. Create an album
to help them plant crops that will produce large amounts of fruits with your partner.
and vegetables. Farmers are the major producers of food for
people. 248 2016-06-29 12:03 PM

Have a volunteer read Farmer aloud. 5-04_DSN_Science_G1_SB_Ch4.indd 248

SAY People who plant crops are farmers. Most of the
vegetables we eat are planted by farmers.

Emphasize that we all depend on farmers for food.

ASK How do we depend on farmers for food? Farmers
grow vegetables and fruits. Also, they raise animals for
meat and milk.

SCIENCE IN OUR WORLD

Ask children to think about what we eat that comes from a farm.

ASK What kinds of vegetables and fruits do you eat that
farmers grow? corn, beans, peppers, tomatoes

ASK What other kinds of foods do you eat that come from
animals raised by farmers? chicken, meat, eggs, milk

CHECK THE UNDERSTANDING QUESTION

Research. Invite children to share pictures they find of farm
animals. Create a display of these albums in the classroom.

248

WRAP-UP

Group children into four groups and write the Big Idea of the
chapter on the board.

Lesson 1: What Are the Parts of a Plant? Plants have different parts that help them grow and survive.
• Most plants have roots, stems, and leaves.
• Roots and stems help plants take in water. Ask each group a different question.
• Leaves make food for plants.
1st group: ASK W hat are the parts of a plant? Describe
Lesson 2: What Are Some Groups of Plants? the function of each part.
• Plants can be grouped by size and shape.
• Plants can be grouped by type: 2nd group: ASK Name some groups of plants and
describe each group.
flowering plant or non-flowering plant.
3rd group: ASK Draw a simple plant life cycle.
Lesson 3: How Do Plants Grow?
• Plants change during their life cycle. 4th group: ASK Suppose you have a young elm tree and
• The life cycle of a plant includes a seed, an old elm tree. List how these plants
would be alike and how they would be
a seedling, and an adult plant. different.

Lesson 4: How Are Plants Alike and Different? Have a volunteer from each group present the answers to the
• Parents and their young can be alike in shape. questions. Write children’s responses on the board.
• Parents and their young can be different in

size and color.
• Plants respond to light.

249 KWL Graphic Organizer

5-04_DSN_Science_G1_SB_Ch4.indd 249 2016-06-29 12:03 PM

Review the KWL graphic organizer. Encourage children to fill in the
L column with what they learned. Help children compare what
they knew before starting the chapter, K; wanted to learn, W; and
what they have learned, L.

Concept Map

Encourage children to make their own
concept map for what they learned in the
chapter. Here is an example.

Plants

Parts Plant is
of plant grouped by

Root Stem Leaves Size Flowers

Trees Shrubs Grasses Flowering Nonflowering
plants plants

249

EVALUATE

2

Read the directions aloud. ESTIMATED TIME 10 MIN 1 Vocabulary Fill in the spaces 3

to complete the crossword.

1

Across

VOCABULARY 1. A _______ makes food for the
plant.
a. leaf
b. stem Down
c. fruit
2. A _______ holds leaves and flowers.
Remind children to use parts of a plant to complete each
sentence. Assist children with the puzzle if needed. 3. A _______ contains seeds.

MATCH 2 Match each picture with

the correct word.

a seedling

b adult plant

a. seedling c seed

250 2016-06-29 12:03 PM

5-04_DSN_Science_G1_SB_Ch4.indd 250

b. adult plant

c. seed

250

3 Identify EVALUATE

Fill in the spaces using the following words. IDENTIFY

seeds• water• flowers a. Flowers
b. seeds
a _____________ make seeds. c. water

b Fruits cover and protect ___________ inside. RESEARCH

c If a seed gets _____________, it will grow into bean seed, germinating bean seed, bean seedling, adult bean
a new plant. plant
If children are having difficulties with listing the steps, refer
45 Research them back to the Directed Practice activity (pp. 222–223) they
completed on the life cycle of a bean plant.
List the steps of the life cycle of a bean plant.
PREDICT
______________________________________________
If a plant no longer makes seeds, the life cycle of that plant will
5 Predict stop.
Remind children that the seed is the first step in the life cycle of a
What happens if a plant stops making seeds? plant and it is needed to continue the life cycle.

______________________________________________ MAIN IDEA

6 Main Idea A plant has different parts.
Help children complete the graphic organizer by having them
Write the main idea in the box below. recall what roots, stems, and leaves are part of.
Plants have roots.

Plants have stems.

Plants have leaves.

5-04_DSN_Science_G1_SB_Ch4.indd 251 251

2016-06-29 12:03 PM

251

ESTIMATED TIME 45 MIN How Can You Build a Greenhouse?

How Can You Build a Greenhouse? Plants need air, water, light, and space to live and
grow. A greenhouse is a building that you can use
TEACHER BACKGROUND to grow plants. The roof and walls of a greenhouse
are usually made of glass or plastic. Glass and
Growing plants outdoors is not easy during difficult weather plastic allow light to get in. They also keep heat
conditions, such as heavy rains, strong winds, and deep snow. inside. Greenhouses help protect plants from
Greenhouses can help people grow plants when outdoor heavy rains and winds.
conditions are difficult. Greenhouses allow us to grow all kinds
of plants, including vegetables and flowers, year-round. Spring
flowers can now be grown in the middle of winter.

The structure of a greenhouse provides ideal conditions in which
plants can grow. The roof and walls of a greenhouse are usually
made of glass or plastic to allow sunlight to reach the plants
inside. The sunlight warms the trapped air inside and keeps it
warm. Greenhouses help to protect plants from strong winds, rain,
and snow.

252 2016-06-29 12:03 PM

5-04_DSN_Science_G1_SB_Ch4.indd 252

Learning Objectives

• Define the problem.
• Plan and build the model.
• Test the model.
• Share and evaluate the model.
• Build a place where plants can have their

needs met.

252

Find a Problem BEFORE THE STEAM ACTIVITY

1 You want to grow plants in your backyard. The Share the provided background information. Then, use these
questions to help children prepare for the activity.
weather is bad outside. What will you build? Why?
ASK Have you ever seen a greenhouse before? Where?
________________________________________________ Possible answer: in backyards and at stores.
Why do people build greenhouses?
________________________________________________ Possible answer: to grow plants during difficult
weather and all year
Plan and Build What kind of plants will you grow?
Possible answers: beans, corn
2 What plant will you grow? How will your plant get the light it needs in your
greenhouse?
________________________________________________ Possible answer: The roof and the walls will be built
using a material that allows light to reach the plants.
________________________________________________
Tell children that in this activity they will plan, build, test, and
3 What does this plant need to grow? evaluate a greenhouse. Help children to think about how the
available materials may or may not be useful for building their
________________________________________________ greenhouses.

________________________________________________ Possible answers:

4 Where will you place your design? Why? 1 I will build a greenhouse. It can protect and help the plants

________________________________________________ grow well in bad weather.

________________________________________________ 2 Possible answers: green peas, corn, beans

5-04_DSN_Science_G1_SB_Ch4.indd 253 253 3 air, water, light, warmth, space, soil

2016-06-29 12:04 PM 4 I will place it in an area where the plants can receive sunlight

Materials as much as possible throughout the day. The sunlight will
help them grow.
Cardboard box, plastic tub, aluminum foil,
clear plastic sheet, newspapers, paper clips,
binder clips, scissors, glue, plant pots, plastic
cups, soil, sand, and different kinds of seeds.

Safety Precautions

• Children should use caution when using
any sharp-edged tools and use them only
with adult supervision.

• Children should wash their hands after this
activity.

253

5 Draw what you will build.

5 Drawings will vary.

Possible drawing: 6 What materials will you use?

6 Possible materials: cardboard box, clear plastic sheets, ______________________________________________

binder clips, aluminum foil, pots, soil, water, seeds, glue, 7 How will you build your greenhouse? Write how
scissors, paper clips
you will build your greenhouse and then draw
7 Steps will vary. your greenhouse and label its parts.

Possible steps: ______________________________________________
a. Cut the cardboard box to take the shape as shown in the
254 2016-06-29 12:04 PM
drawing.
b. S pread glue on the sides of the box and line them with 5-04_DSN_Science_G1_SB_Ch4.indd 254

aluminum foil.
c. Spread glue on the bottom of the box and line it with a

plastic sheet.
d. F ill the pots with soil and plant the seeds. Make sure that

the plants have the right amount of water.
e. P lace the pots inside the box.
f. Use the binder clips to put another plastic sheet on the top

of the box so the greenhouse can be opened and closed.
g. Place the greenhouse in a place where it can receive as

much sunlight as possible during the day.
h. C heck the greenhouse daily. Water the plants when

needed.
i. If the soil is too wet, open the greenhouse to dry out and

to allow the plants to get fresh air before closing it again.
Possible drawing:

Aluminum foil Binder clips

Soil

Pot Clear plastic sheet
Cardboard box

254

8 Follow your drawings to build your greenhouse. 9 Encourage children to draw their model after they build it.
9 Draw your greenhouse and write about it.
Have them write a sentence about their model.
______________________________________________
10 Guide children through testing their model to make sure it
Test the Model
works correctly.
10 Did you use all the materials? List any materials ASK Why did you choose these materials? How did they

you did not use. Why were these materials not help you?
used?
______________________________________________ 11 Ask children to measure the dimensions of their greenhouse
______________________________________________
and to record and label these measurements.
11 Measure the height, width, and length of your

greenhouse.
______________________________________________

M 5-04_DSN_Science_G1_SB_Ch4.indd 255 255

2016-06-29 12:04 PM

255

12 Encourage children to observe the plants’ growth. 12 Observe the growth of the plants. How do they

ASK Are the plants growing? Are they healthy? grow?
______________________________________________
13 1 4  Encourage children to share their greenhouse models with
______________________________________________
each other. Guide them to look for the similarities and
differences among their models. Suggest that they Share and Evaluate Your Model
compare how many plants the greenhouse will hold and
if the plants are growing and healthy. 13 Compare your greenhouse with a classmate’s

greenhouse. How are the greenhouses alike?
______________________________________________

______________________________________________

______________________________________________

14 How are the greenhouses different?

______________________________________________

______________________________________________

______________________________________________

256 2016-06-29 12:04 PM

5-04_DSN_Science_G1_SB_Ch4.indd 256

256

15 Which greenhouse works better? Why?

______________________________________________

______________________________________________ After the STEAM Activity

16 Improve and Redesign Use questions to help children draw a conclusion.
How can you change your greenhouse to work
ASK What things do you like the most in your greenhouse?
better? Answers will vary.
Are the conditions suitable to grow plants in the place
______________________________________________ where you live? Can you build a greenhouse where
you live? Answers will vary.
______________________________________________ What kind of plants would you want to grow later?
Answers will vary.
17 Draw how you will change your greenhouse. How can you use your design to solve a real problem?
Possible answer: being able to grow fruits and
Label its parts. vegetables during all seasons

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

5-04_DSN_Science_G1_SB_Ch4.indd 257 257 15 Encourage children to compare their greenhouse models

2016-06-29 12:04 PM with each other and evaluate which one worked better
based on its efficiency in growing plants.

16 Possible answer: use other materials or redesign the

greenhouse to hold more plants

17 Drawings will vary.

257

Lesson Objectives Vocabulary

1 How Are Animals pp. 261–276 Children will classify animals as vertebrates and backbone
Grouped? invertebrates. amphibian

Children will compare and classify vertebrates bird
into five major groups. fish
insect
mammal
reptile

Children will understand how different animals

2 How Do Animals Grow pp. 277–296 grow and change. larva
and Change? Children will identify and describe the stages of pupa
tadpole

the life cycles of some animals.

Children will identify that parents and their

3 How Are Animals Alike pp. 297–311 young are alike but not identical.
and Different? Children will understand how parents help their

young survive.

Reading Science Important Details p. 260 Apply Math Subtraction with a p. 289
World Connection Kangaroo Life p. 288 Careers in Science Number Line p. 312

Animal Behavior
Trainer

258a

Practice Assessment Resources

Directed Practice Compare Animals pp. 262–263 Formative Multiple Intelligence Cards
Guided Practice pp. 270–271 Lesson Review: Online resources
Full Practice What Group Does an Animal pp. 274–276 pp. 272–273 Anchor Cards/Exit Cards
Directed Practice Belong To? Practice Book:
Guided Practice pp. 29–30 Multiple Intelligence Cards
Full Practice How Can We Group Animals? Summative Online resources
Directed Practice Assessment Book Anchor Cards/Exit Cards
Guided Practice How Does a Chicken Grow and
Full Practice Change? pp. 278–279 Formative
pp. 290–291 Lesson Review:
How Do Animals Grow and pp. 294–296 pp. 292–293
Change? Practice Book:
pp. 31–32
Animal Life Cycle Summative
Assessment Book

Animals and Their Parents pp. 298–299 Formative Multiple Intelligence Cards
pp. 306–307 Lesson Review: Online resources
How Do Animals Respond to pp. 310–311 pp. 308–309 Anchor Cards/Exit Cards
Changes? Practice Book:
pp. 33–34
Parents Help Their Young Summative
Assessment Book

Chapter Guide p. 313 STEAM How Can You Pp.. 331166
Chapter Review p. 314 Unit Test B Make a Knee Pad?

p. 322

258b

TEACHER BACKGROUND

Our planet Earth has amazingly diverse life-forms, including
plants, animals, fungi, and microorganisms. Since ancient times,
scientists have classified living things into groups based on shared
characteristics.

The science of organizing and classifying living things into groups
according to their shared characteristics is called taxonomy.
A taxonomist is a scientist who works in the field of taxonomy.
Aristotle was one of the first scientists who classified living things.
In the eighteenth century, a Swedish botanist, Carolus Linnaeus,
established the binomial nomenclature system to name and
classify plants and animals. He used two Latin name categories,
genus and species, to name living things. For example, modern
humans are named Homo sapiens. Carolus Linnaeus classified
living things into one of two kingdoms: the animal kingdom or
the plant kingdom. This two kingdom system now includes five
kingdoms as scientists have since discovered other organisms
besides plants and animals.

258

CHECK THE PICTURE

ESTIMATED TIME 5 MIN

Have children look at the picture.

ASK Describe the dolphin in the
picture. What helps a dolphin to
live in water?

Encourage children to think about the
physical features of the dolphin that help it
to live in water, such as fins, which help it to
swim.

ASK Why does a dolphin come to the
surface of the water? to breathe;
dolphins have lungs, not gills

258

LESSON OBJECTIVES

Animals are clasified in many ways. LESSON 1

Practice Guide • Children will classify animals as vertebrates or
invertebrates.
Lesson 1: How are Animals Grouped?
• Children will compare and classify vertebrates into five
• Compare Animals (Directed Practice) major groups.

• LWehsastoGnrouOp Dbojeescatnive goe(sGuhideerdePractice) LESSON 2
Animal Belong To?
• Children will understand how different animals grow
• How Can We Group Animals? (Full Practice) and change.

Lesson 2: How Do Animals Grow and Change? • Children will identify and describe the stages of the life
cycles of some animals.
• How Does A Chicken Grow (Directed Practice)
LESSON 3
And Change?
• Children will identify that parents and their young are
• How Do Animals Grow (Guided Practice) alike but not identical.

And Change? • Children will understand how parents help their young
survive.
• Animal Life Cycle (Full Practice)

Lesson 3: How Are Animals Alike and Different?

• Animals and Their Parents (Directed Practice)

• How Do Animals Respond (Guided Practice)

to Changes?

• Parents Help Their Young (Full Practice)

STEAM: How Can You Make a Knee Pad?

259

Read the Big Idea aloud. At the start of the chapter, help the children make a KWL graphic
Tell children that during this chapter they organizer. Help them to complete the KW columns.
will learn about classifying and comparing
animals. Encourage them to scan through the ASK What do you know about some of these animals?
chapter photos and name the animals they How can you group them?
can identify. How are some animals alike and different?

ASK How could you describe some of What We What We What We
these animals? Know Want to Know Learned

259

EXPLAINING THE FOCUS SKILL

Explain to children that in order to learn science successfully, they Focus Skill: Important Details
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 Important details are pictures
of these reading skills. This will help them to understand what they or words that tell you about
read in this science book. something.

IMPORTANT DETAILS Beaver

Important details are pictures or words that tell you about A beaver is an animal that
something. The first sentence of a paragraph is the topic lives in wetlands. It uses its
sentence, which conveys the main idea. The other sentences webbed feet and wide,
in the paragraph are the details of the main idea or the topic flat tail to swim. A beaver
sentence of the paragraph. has thick fur that keeps it dry
and warm.

APPLY FOCUS SKILL ESTIMATED TIME 5 MIN Apply Focus Skill A beaver is an animal that
lives in the wetlands.
Write two details that
explain how beavers Detail Detail
live in a wetland.
Introduce the focus skill by starting a discussion.
260
ASK What did you eat for dinner yesterday?

After hearing their responses, write on the board: I ate dinner
yesterday. I had chicken, salad, and rice. The food was delicious.

Explain that I ate dinner yesterday is a main idea while the food
you ate such as chicken, rice, and salad and that it was delicious
are the important details.

Have a volunteer read Beaver aloud. Display the graphic
organizer. Help children identify the important details to complete
the graphic organizer.

A beaver is an
animal that lives
in the wetlands.

A beaver uses A beaver has
its webbed feet thick fur that
and wide, flat tail keeps it dry and

to swim. warm.

260

SCHOOL TO HOME LETTER

Send this letter home to parents at the beginning of Chapter 5.

CHAPTER 5: ANIMALS

Dear Parents, Home Activities should be completed during our study of
Chapter 5.
During this chapter, your child will learn
Home Activity L1 (p. 269)
• To classify animals as vertebrates or invertebrates. Draw an insect.
• To compare and classify vertebrates into five major groups.
• That each animal has a life cycle the same as its parent’s. Home Activity L2 (p. 286)
• That animals and their parents are alike and different. Make a poster of a butterfly’s life cycle.
• That animals respond to changes in order to survive.
Home Activity L3 (p. 301)
Find a picture of an animal and its young. Write how
they are different.

V OC AB U LA RY

During this chapter your child will learn the following vocabulary. Additionally, the following Full Practice activities for Chapter 5
should be completed at home.
amphibian p. 268
backbone p. 265 How Can We Group Animals? (p. 274)
birds p. 267 Animal Life Cycle (p. 294)
fish p. 268 Parents Help Their Young (p. 310)
insect p. 269
larva p. 286 Sincerely,
mammals p. 266 Your Child’s Teacher
pupa p. 287
reptiles p. 267
tadpole p. 285

Practice these words at home when talking about animals.

261a

CHAPTER 5 Animals
LESSON 1 How Are Animals Grouped?

NGSS STANDARDS

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

ESTIMATED TIME 125 MIN

Page Time

ENGAGE Warm-Up Encourage children to identify the group 261 5 min
EXPLORE Question of animals in the picture. 261 5 min
EXPLAIN 262–263 10 min
ELABORATE Vocabulary Use the pictures to introduce the lesson
vocabulary: backbone, mammals, birds, 264–269 40 min
reptiles, amphibians, fish, insects.
269 5 min
Directed Practice Compare Animals 270–271 10 min

Have Children Groups of Animals, Animals with
Read Backbone, Mammals, Birds and Reptiles,
Amphibians and Fish, Animals Without
Backbone

Home Activity Help children answer the questions.

Help children understand the Home
Activity.

Guided Practice What Group Does an Animal Belong To?

EVALUATE Lesson Review Have children complete the Lesson 272–273 15 min
Full Practice Review to check their understanding. 274–276 15 min
Practice Book
How Can We Group Animals?

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

How Are Animals Grouped? 29–30

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.

8261b

Lesson 1 Are Animals Grouped?
How

Children will classify animals as vertebrates or invertebrates.
Children will compare and classify vertebrates into five major
groups.

ESTIMATED TIME 5 MIN ENGAGE

WARM-UP QUESTION Assess prior knowledge

What is the group of animals in the picture? Have children share their previous knowledge about animals.

insect backtbone bird ASK Name some different animals.
Possible answers: horse, cat, dog, chicken, and fish
How can you classify lion, cat, chicken, fish,
dolphin, and duck into groups?
Possible answers: live on land: lion, cat, chicken,
duck; live in water: fish, dolphin

Warm-up question

fish Direct children to look at the picture above the Warm-Up Question.

reptile mammal amphibian ASK What is the group of animals in the bowl?
fish
261 How are these fish alike?
Possible answer: They both have the same body
NGSS STANDARD and color.

ESTIMATED TIME 5 MIN

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

Present Practice Produce

backbone A backbone is a chain of bones along the middle ASK What is a backbone? a chain of bones SAY Name some animals that have
of the back. along the middle of the back a backbone. Possible answers: birds, dogs,
cats, tigers, fish

insects Insects are animals without a backbone. Insects ASK How many body parts does an insect SAY Give some examples of insects
have six legs and three body parts. have? three other than the ones provided. flies and
mosquitoes

birds Birds are animals that have feathers, beaks, and ASK Why is a pigeon a bird? It has feathers, a SAY Draw a bird and label its parts.
wings.
beak, and wings. Drawings will vary.

reptiles Reptiles are animals that have scales and dry skin. SAY Describe the skin of a reptile. dry and SAY Give an example of a pet
scaly reptile. turtle and gecko

mammals Mammals are animals that have fur or hair, give SAY Name three facts about mammals. has SAY Give an example of a pet
birth to live young, and feed their young milk. fur or hair, can have live young, feed their young milk mammal. dog

amphibians Most amphibians have wet skin, live in water when SAY True or false: All amphibians live their SAY Draw a picture of your favorite
they are young, and live on land when they grow whole life on land. false amphibian. Drawings will vary.
such as frogs and salamanders.

fish Fish are animals that live in water, have bodies SAY Describe the body of a fish. scales and SAY Name three animals that are
covered with scales, and have gills to help them gills fish. Possible answers: goldfish, clown fish,
breathe. shark

261

EXPLORE

ESTIMATED TIME 10 MIN Compare Animals

Compare Animals Ask a question: How are animals alike? How are

OBJECTIVES they different?

Children will classify two animals by their observable 1 Look at the two pictures. Talk about what you
characteristics.
see.
TEACHER BACKGROUND ______________________________________________
______________________________________________
There are many ways to classify animals. One of the main ______________________________________________
ways is to determine if an animal has a backbone. Vertebrates
are animals with a backbone or spinal column. They include 262
mammals, fish, birds, reptiles, and amphibians. Invertebrates
are animals without a backbone. Animals can also be classified
according to different physical characteristics, such as body
covering (e.g., hair, fur, shell, scales, and feathers), appendages
(e.g., arms, legs, wings, fins, and tails), and the way they move
(e.g., walking, swimming, jumping, and crawling).

SCIENCE SKILLS

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

262

EXPLORE

2 Record your observations in the table. STEPS

Write yes or no. 1 Observe. Have children work individually. Let each child

Observations Turtle Caterpillar observe turtle and caterpillar pictures.
Has elongated body?
ASK Describe the body of the turtle.
Has a thin body? Possible answer: It has a hard shell and legs.
Has a backbone?
ASK Describe the body of the caterpillar.
3 Draw a conclusion. Possible answer: It is soft and has sections.

Write about how turtles and caterpillars are the 2 Record. Ask children to record their observations in the table.
same and how they are different.
Observations Turtle Caterpillar
_______________________________________________ Has elongated body? yes no
Has a thin body? no yes
_______________________________________________ Has a backbone? yes no

_______________________________________________

_______________________________________________

263 3 Draw a conclusion. Draw the table below on the board.

Help children to compare and contrast the turtle and the
caterpillar. Encourage them to look at the data in the
observation table first and then analyze the data.

EXPECTED RESULTS Alike Different

Children will find that a caterpillar has a soft Both the turtle and the The caterpillar has a soft
body with no backbone while the turtle has a caterpillar are living body and no backbone,
backbone. things. They are both while the turtle has a
animals and move by backbone and a hard
themselves. shell.

EXPLANATION

Animals are classified as either an animal
with a backbone or an animal without a
backbone. Backbones provide an animal
with shape and support.

CONCLUSION

Children will learn how to classify animals
based on the characteristics that they can
observe.

263

EXPLAIN

GROUPS OF ANIMALS

GROUPS OF ANIMALS ESTIMATED TIME 10 MIN Size

There are many kinds of
animals. Animals can be
grouped in many ways.

Prepare different plastic animal toys or pictures. Put the different Movement
animals in a plastic bag. Divide children into small groups. Ask
each group to choose one animal and describe and discuss its Body Covering
features.
264
ASK How many legs does the animal have? Can it
swim? Where does it live? LOOK AND TALK
Answers will vary.

Encourage children to start sorting animals according to size,
movement, and body covering.

ASK Is it big or small? How can it move? Does it have a
body covering?
Answers will vary.

Have a volunteer read Groups of Animals.

TELL There are many kinds of animals and we can group
them in many ways.

ASK Can you name any other different ways to group
the animals?
Possible answers: where they live, what they eat

Have children look at the pictures.

ASK W hat animals live in the water?

fish.

How are the elephant and
the ant alike? How are they
different?

Possible answer: Both of them are

living things. Elephants are big

while ants are small.

What are some ways animals
move?

Possible answers: Animals can

move by running, swimming,

or flying.

264

Scientists classified animals EXPLAIN
into two main groups.
ESTIMATED TIME 5 MIN
Animals with Backbone
Animals with Backbone
A backbone is the chain of
bones along the middle of Have another volunteer read Animals with Backbone aloud.
the back.
Animals in this group include, TELL A backbone is the chain of bones along the middle
birds, mammals, reptiles, of the back. Mammals, birds, reptiles, amphibians,
amphibians, and fish. and fish have a backbone.

Underline three kinds of animals that have backbones. Group the children in pairs.

265 SAY Imagine how we would look without a backbone.

INSTRUCTIONAL Support Start a discussion with children by using the questions below. Have
them discuss in pairs before sharing answers with the whole class.
If some children have trouble understanding
what a backbone is, show them examples ASK Where are the bones in our bodies?
of the skeleton of a fish. Then show them the Possible answers: legs, arms, and head
inside of a caterpillar. Have children compare
these animals. This can be done by showing ASK What would you feel like without having a
them pictures from the Internet. backbone in your body?
Possible answer: soft or floppy

ASK What are some examples of animals that have a
backbone?
Possible answers: frog, chicken, cat, donkey,
and rat

VOCABULARY PRACTICE

backbone: the chain of bones along the middle of the back
Write backbone and its definition on the board. Ask children to use
the word in a sentence.

CHECK THE UNDERSTANDING QUESTION

Underline: giraffe, duck, fish, turtle

265

EXPLAIN

ESTIMATED TIME 5 MIN Mammals

Mammals Mammals have fur or hair. Mammals give birth
to live young. The mother mammal feeds its
Have a volunteer read Mammals aloud. young with milk. Cats, dogs, and people are
mammals.
TELL Mammals have fur or hair. They give birth to have
young and feed them milk. How do young mammals get food?

Start a discussion with children by using these questions. 266

ASK Are people mammals? MISCONCEPTION
Yes, they are.
Some children may think the following:
ASK How can you tell people are mammals? All mammals give birth to live young.
Possible answers: They give birth to babies. They
feed their babies milk. They have hair on their body. Explain this fact

ASK Give examples of pet animals that are mammals. Most mammals give birth to live young.
Possible answer: cat, dog, rabbit, hamster However, there are two mammals that lay
eggs: a platypus and a spiny anteater.
ASK Why is a cat a mammal?
It gives birth to kittens and feeds them milk. It has a
body covered with hair.

VOCABULARY PRACTICE

mammal: animals with fur or hair that can give birth and feed their
young
Write mammal and its definition on the board. Ask children to use
the word in a sentence.

CHECK THE UNDERSTANDING QUESTION

WRITE The mother mammal feeds its young with milk.

MISCONCEPTION

Some children may think the following:
A bat is a bird.

Explain this fact

Bats are mammals. Bats feed their babies milk
and have fur, not feathers.

266

Birds EXPLAIN

Birds have feathers, beaks, and wings. ESTIMATED TIME 5 MIN
Most birds use their wings to fly. Birds lay
eggs to have their young. Birds search for Birds and Reptiles
food to feed their young. Eagles, ducks,
ostriches, and parrots are birds. Have different volunteers read Birds and Reptiles aloud. Remind
children that birds and reptiles are animals with a backbone.
Circle the part that helps eagles fly.
Start a discussion with children using these questions.
Reptiles
ASK Name a few reptiles.
Reptiles lay eggs. Reptiles have scales and dry skin. Possible answers: snake, crocodile
Most reptiles have four legs, but snakes have no
legs. Some reptiles have flippers, ASK What is a pet animal that is a reptile?
like turtles, to help them swim in Possible answer: turtle
water. A turtle also has a shell on
its back. A crocodile and a lizard ASK Is a chicken a bird?
are reptiles. Possible answer: Yes.

Important Details ASK How can you tell chickens are birds?
Write three details about reptiles. Possible answer: Chickens have feathers, wings,
and beaks and can fly.
_____________________________

_____________________________

_____________________________

267 CHECK THE UNDERSTANDING QUESTION

MISCONCEPTION Circle: wings
Important Details: Possible answers: Reptiles lay eggs. Reptiles
Some children may think the following: have scales. Reptiles have dry skin. Reptiles have four legs, with
Snakes do not have a backbone. the exception of a snake.

Explain this fact CONNECTING THE BIG IDEA

Snakes are vertebrates. A snake’s skeleton Write the chapter’s Big Idea on the board.
consists of a skull, vertebrae, and ribs. Animals are classified in many ways.

ASK Look at the pictures on pages 266 and 267. How
are the animals in the pictures classified?

VOCABULARY PRACTICE

birds: animals that have feathers, beaks, and wings and lay eggs
to have young
reptiles: animals that have scales and dry skin and lay eggs to
have young
Write the terms and their definitions on the board. Ask children to
use the words in a sentence.

267

EXPLAIN Amphibians

ESTIMATED TIME 10 MIN Young amphibians
live in water. When
Amphibians and Fish they grow, they can
live on land. Most amphibians have
Have a volunteer read Amphibians aloud. Remind children that smooth, wet skin. A frog is an amphibian.
amphibians are animals with backbones.
Fish
SAY Give an example of an amphibian.
Possible answers: frog, salamander Fish live in water. Most fish are covered with scales. Fish
have gills that let them breathe in air while in water. Fish
ASK How is an amphibian’s skin different from a reptile’s have fins that help them move. Sharks and angelfish are
skin? fish.
Possible answer: Most amphibians have smooth,
wet skin, while reptiles have dry skin with scales. Underline the sentence that tells how fish breathe underwater.
Research With your group, go to a library and ask the librarian
Have a volunteer read Fish aloud. Remind children that fish are for books about fish. Write a paragraph about how to take
animals with backbones. care of pet fish.

Prepare colorful photos of fish from different species. Show Where do young amphibians live?
children the pictures and start a discussion.
___________________________________________________
ASK What is similar among all fish?
fins and gills 268

ASK How do fish live? MISCONCEPTION
All fish live in the water, use fins to swim, and
breathe with gills. Some children may think the following:
Whales and dolphins are fish.
CHECK THE UNDERSTANDING QUESTION
Explain this fact
Underline: Fish have gills that let them breathe while in water.
Research: With the librarian’s help, select different books about Whales and dolphins are not fish. They are
pet fish. mammals. They give birth to live young and
feed them with milk.
ASK What could you do to take care of a pet fish?

Record children’s answers in a chart. Go to the library and have
children research this question using the selected books.

VOCABULARY PRACTICE

amphibians: animals with smooth, wet skin who live in water and
on land
fish: animals that have scales, fins, and gills and live in water
Write the terms and their definitions on the board. Ask children to
use the words in a sentence.

268