Grade 1 - Life Science

EVALUATE

3 List the materials that you will use. STEPS

_______________________________________________ 1 Ask a question. Assist children in writing questions for
_______________________________________________
this activity. Advise them to be specific and direct.
4 What are the living things? Possible question: What are some living and nonliving things?

_______________________________________________ 2 Make a plan. Help children to write the steps and to organize
_______________________________________________
_______________________________________________ them in a logical way.
Possible answer:
5 What are the nonliving things? a. Get a magazine.
b. Cut out some pictures of living things and nonliving
_______________________________________________
_______________________________________________ things.
_______________________________________________ c. Put them into two groups: living and nonliving things.

141 3 List the materials you will use. Help children to make a list of

2016-06-29 11:50 AM the materials they will need.
Possible answer: magazines, scissors

4 Answers will vary. Answer may include a tree, flower, girl, and

a spider

5 Answers will vary. Answer may include a car, toy, robot, book,

and pencil.

5-04_DSN_Science_G1_SB_Ch3.indd 141

EXPECTED RESULTS

Children will classify some things, such as
pets, birds, and so on as living things and
some things, such as chairs, toys, and so on as
nonliving things.

EXPLANATION
EXPLAIN THIS FACT

Children will classify things that can move,
grow, eat, drink, and give birth as living things
and things that cannot as nonliving things.

CONCLUSION

Living things can move, grow, eat, drink, and
give birth while nonliving things cannot.

141

EVALUATE

6 Record your observations.

STEPS

6 Record your observations. Ask children to classify the living

and nonliving things. Suggest they make a table and model

this on the board.



Living Things Nonliving Things

7 Communicate. Have children share their results. Provide 7 Communicate

positive feedback while clarifying any misconceptions. Summarize your results. Then, share and talk
about your findings with your classmates.

_____________________________________________

_____________________________________________

142 2016-06-29 11:50 AM

5-04_DSN_Science_G1_SB_Ch3.indd 142

142

Name ___________________ Chapter 3
Date ___________________ Lesson 1: What Are Living and Nonliving Things?

Vocabulary

1 Write the word that best completes each sentence.

living things nonliving things

___L_iv_i_n_g__T_h_i_n_g_s__ are things that grow and change.
_N_o_n__liv__in_g__T_h__in_g_s_ are things that do not grow.

Understand
2 Complete the following chart.

A cat is a living thing. Apply Concepts
3 Look at the picture.

It can m__a_k_e__n_e_w___c_a_t.s

It can It can

_____g_r_o_w_____. _____m_o_v_e_____.

5-04_DSN_Science_G1_PB.indd 15 15

2016-07-27 10:48 AM List two living things and two nonliving things.

Living Things Nonliving Things

trees seesaw

kids slide

16 2016-07-27 10:48 AM

5-04_DSN_Science_G1_PB.indd 16 142a

CHAPTER 3 Living and Nonliving Things
LESSON 2 What Do Living Things Need?

NGSS STANDARDS

Prerequisite to 1-LS1-1: Use materials to design a solution to a human

problem by mimicking how plants and/or animals use their external ESTIMATED TIME 135 MIN
parts to help them survive, grow, and meet their needs.

Page Time

Warm-Up Encourage children to discuss what the 143 5 min
Question animals are doing.
ENGAGE 143 5 min
EXPLORE Vocabulary Use the pictures to introduce the lesson
vocabulary: nutrients, shelter.

Directed Practice Plants and Light 144–145 15 min

EXPLAIN Have Children Plants, Animals, and Needs of People 146–150 30 min
Read 148 5 min
Help children to answer the questions. 151 10 min
Home Activity
Help children understand the Home
Activity.

World Connection Shelters

ELABORATE Guided Practice Animal Food 152–153 15 min

EVALUATE Lesson Review Have children complete the Lesson 154–155 15 min
Full Practice Review to check their understanding. 156–158 15 min
Practice Book
Plants and Water

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

What Do Living Things Need? 17–18

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.

143a

Lesson 2 Do Living Thinggss NNeeeedd??
What

Children will identify the needs of living things.

ESTIMATED TIME 5 MIN ENGAGE

WARRMM--UUPP QQUUEESSTTIIOONN Assess Prior Knowledge

What are tthheesseeaanniimmaalslsddooiningg?? Direct children’s attention to the picture.

WARM-UP QUESTION

Look at the Warm-Up Question picture. Have children share their
previous knowledge about living things.

ASK What are the names of these animals? elephant and
deer or antelope
Why are animals living things?
Possible answers: They can eat and grow.

nutrients sshheeltlteerr Write children’s responses in the What We Know column of the
KWL graphic organizer and discuss any misconceptions children
5-50-40_4D_DSSNN__SSccieiennccee__GG11__SSBB__CChh33..inindddd 114433 might have.

114433 ASK What are the animals doing? The animals are drinking
water.
201260-0166--2096-2191:5101A:5M0 AM

ESTIMATED TIME 5 MIN

NGSMSISSCTOANCDEAPRTDISON Introducing Vocabulary

PSoremreeqcuhisiiltdereton 1m-LaSy1-th1:inUksethme afotleloriwalisngto: design Write the vocabulary words on the board and guide children
aOnsolyluhtiaonndtsoaarehruemspaonnpsirbolbelefomr tboyucmhiimngic.king
how plants and/or animals use their external through the activity below.
parts to help them survive, grow, and meet
their needs.

EXPLAIN THIS FACT

The sense of touch is distributed throughout
the skin and other body parts through nerve
endings.

Present Practice Produce

nutrients Nutrients are things that help plants ASAKSK Why do plants need nutrients? ASKASK Do you think animals need
grow. Salt is an example of a
nutrient. to help them grow nutrients? Why? Yes, because nutrients

A shelter is a safe place for animals ASK What shelter does a chicken use? help them grow.
to live, such as a tree or a burrow. ASK
ASK
ASK What is another shelter

shelter a nest, a chicken coop used by animals? a shell, a burrow, a tree

143

EXPLORE

MATERIALS Plants and Light

ESTIMATED TIME 15 MIN

Plants and Light seeds

GROUPING

small groups two pots Ask a question: Do plants
water bottle
MATERIALS PER GROUP need light?

• some seeds (any available seeds such as bean or corn) 1 Plant 3-4 seeds in each

• two pots filled with soil • water bottle pot.

2 Put one pot in a sunny

OBJECTIVES place and put the other
pot in a dark place.
Children will conduct an investigation to show if plants need light
to grow and change.

TEACHER BACKGROUND

Plants have needs that must be met in order to grow and survive. 144 2016-06-29 11:50 AM
The needs of plants include air, water, nutrients, space, and light.
Plants make their own foods in a process called photosynthesis. 5-04_DSN_Science_G1_SB_Ch3.indd 144

ADVANCED PREPARATION

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

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

144

EXPLORE

3 Water both pots every day for two weeks. STEPS
4 Observe how the seeds grow.
5 Record how the two plants grew after two weeks. 1 Let each group plant seeds in the two pots.

Dark Place Sunny Place 2 Have children put one pot in a sunny place and put the other

6 Draw a conclusion. pot in a dark place.

Which plant grows more? Why? 3 Children should water both pots every day for two weeks.

_______________________________________________ 4 Observe. Ask children to observe the growth of the plants in

_______________________________________________ the two pots.

_______________________________________________ 5 Record. Ask children to fill in the table with drawings of the

plants in the two pots after two weeks. Drawings will vary. The
plant in the dark place should show less growth than the plant
in the sunny place.

6 D raw a conclusion. Ask children to answer the question at the

end of the activity.
Possible answer: The plant in the sunny place grows better
because it gets light.

5-04_DSN_Science_G1_SB_Ch3.indd 145 145

2016-06-29 11:50 AM

EXPECTED RESULTS

The plant in the sunny place grows better
than the one that grows in a dark place.

EXPLANATION
EXPLAIN THIS FACT

The plant in the dark place lacks an important
factor that is needed for plants to grow—light.

CONCLUSION

Plants need light to grow.

145

EXPLAIN

PLANTS

Plants ESTIMATED TIME 10 MIN

Direct children’s attention to the picture. Plants need air, water, and light to grow.
Plants use these things to make their food.
Encourage children to recall previous knowledge about living and Plants need nutrients.
nonliving things. Remind them that living things grow and change Nutrients are things that help plants grow.
while nonliving things cannot. Plants get nutrients from soil.
Plants need space to grow and get bigger.

Underline the main idea.

ASK Why are plants living things?
Possible answer: because plants can grow and
change

TELL Living things, such as animals and plants, have needs
that need to be met in order for them to grow and
change.

Have a volunteer read Plants. Discuss with children the needs of
plants.

ASK Do plants need water? Yes. 146 2016-06-29 11:50 AM
Do plants need light? Yes.
Do plants need air? Yes. 5-04_DSN_Science_G1_SB_Ch3.indd 146
Why do plants need air, water, and light?
to grow and become bigger

CHECK THE UNDERSTANDING QUESTION

Underline: Plants need air, water, and light to grow. TALK ABOUT IT

VOCABULARY PRACTICE Have children look at the picture.

nutrients: things that help plants grow ASK W hat do you see in the picture?
Write nutrients and its definition on the board. Have children use
the word in a sentence. plants
Are they big or small? Some

are big trees, some are smaller

plants, but they are spread out.

Why do you think plants need
space? to grow and get bigger

146

EXPLAIN

Write the word nutrients on the board.

ASK W hat are nutrients? Nutrients are things such as salts
and minerals that help plants to grow and live.

ASK Why do plants need nutrients? to grow and become
bigger

TELL P lants and animals are both living things. However,
plants are different from animals. Plants do not eat
food. Plants make their own food.

Name three things that plants need. TELL P lants need many things such as air, water, and
1. ____________________________________________ light (Sun) to make their own food.
2. ____________________________________________
3. ____________________________________________ ASKDo plants need space? Yes.
Why do plants need space? to grow and become
bigger
What will happen if there is no space for plants to
grow? They may not grow well.

147 CHECK THE UNDERSTANDING QUESTION

5-04_DSN_Science_G1_SB_Ch3.indd 147 2016-06-29 11:50 AM 1. Air
2. Water
MISCONCEPTION 3. Light

Some children may think the following: CONNECTING THE BIG IDEA
Nutrients in the soil, water, and air are food
sources for plants. Write the chapter’s Big Idea on the board.
Living things have parts that help them get what they need.
Explain this fact
ASK What parts do you think plants have that help them to
Plants use these nutrients, along with water, get what they need? stems to get nutrients from the
air, and light to make food. ground, leaves to get water from the air

147

EXPLAIN

Animals ESTIMATED TIME 15 MIN Animals

Direct children’s attention to the animals in the pictures. Animals need things to live and grow.

Discuss the needs of animals. Animals need air, water, and food in
ASK Do animals need water? Yes. order to grow and to be healthy.
Do animals need food? Yes.
Do animals need air? Yes. Animals need space to move
Why do animals need air, water, and food? around and find food.
to grow and survive
Some animals need shelter.
Have a volunteer read Animals aloud. A shelter is a safe place for animals
to live.
Write the word shelter on the board.
ASK What is meant by shelter? This rabbit feels safe in its burrow.
Shelter is a safe place for living. The small birds are safe in their nest.
Do animals need shelter? Yes.
Why? for safety and to protect their young Underline three things that animals need.

CHECK THE UNDERSTANDING QUESTION Imagine an
animal you
Underline: Possible answers: air, water, food, shelter, space would like to
have as a pet.
Draw a shelter
for your pet.

148 2016-06-29 11:50 AM

5-04_DSN_Science_G1_SB_Ch3.indd 148

ESTIMATED TIME 5 MIN
Explaining the Home Activity
Vocabulary Practice
Ask children to draw a shelter for an animal they would like to
have as a pet. They may also draw their own pet’s shelter. shelter: a safe place for animals to live
Write shelter and its definition on the board.
Ask children to use the word in a sentence.

148

EXPLAIN

Animals eat different foods. Have a volunteer read this page aloud.
Some animals, such as cows Discuss with children the different ways animals eat.
and sheep, eat only plants.
TELL S ome animals eat plants.
Some animals, such as lions and Some animals eat other animals.
cheetahs, eat only animals. Some animals eat both plants and animals.

Some animals, such as foxes and ASK What do cows and sheep eat?
ducks, eat both plants and animals. They eat plants.
What do lions and cheetahs eat?
What do ducks eat? They eat other animals.
What do foxes and ducks eat?
They eat both plants and animals.

CHECK THE UNDERSTANDING QUESTION

WRITE plants and animals

TALK ABOUT IT

5-04_DSN_Science_G1_SB_Ch3.indd 149 SAY Did you know people are considered animals?
Humans grow and change and can have young.
149
What kind of foods do humans eat? plants and
2016-06-29 11:50 AM animals

ASK

ELL

Group children into small groups, then ask
them to look at the pictures.

Beginner: Have children point to a wild
animal on the page.

Intermediate: Have children use single words
to describe what animals eat.

Advanced: Have children use a short
sentence to describe one way an animal
gets its food.

149

EXPLAIN

Needs of People ESTIMATED TIME 5 MIN

Have a discussion with children by asking these questions. Needs of People

ASK What foods do you eat? Answers will vary. Answer People are living things. They need air, water, and
may include vegetables, fruits, bread, and chicken. food to grow and to be healthy.
Why do you eat? Possible answer: to grow and
become bigger People need space and shelter to live.
Where do people live? Possible answers: homes—
either houses or apartments What do people need to live?
Why do people need homes?
Possible answer: to be in a safe place

Have a volunteer read Needs of People aloud.

SAY Humans are living things and have needs that must 150
be met in order to grow and survive.
5-04_DSN_Science_G1_SB_Ch3.indd 150
ASK Why do people need air (oxygen)?
to breathe

ASK Why do people need water?
to grow and be healthy

ASK Why do people need food?
to grow and be healthy

CHECK THE UNDERSTANDING QUESTION 2016-06-29 11:50 AM

WRITE Possible answer: air, water, food, space, shelter

CONNECTING THE BIG IDEA LOOK AND TALK

Write the chapter’s Big Idea on the board. Have children look at the picture.
Living things have parts that help them get what they need.

ASK People are living things. How do people get what ASK What do you see? People
they need? Possible answer: People use their hands
to get food. of different ages eating and

ASK drinking.
Why are people living things?

Possible answer: because they

are eating, moving on their own,

and can have young

150

EXPLAIN

ESTIMATED TIME 10 MIN

Shelters Shelters

The shelters people use Objectives
have changed over time.
Long ago, people lived in Children describe how shelters for people have changed over
mountains and caves. time.

Ancient people used trees to Teacher Background
build their shelters. They also
used stones, clay, and mud to People have needs that must be met in order to survive. Having
build their houses. Today, some a shelter is one of these needs. Shelters are homes where people
people build towers and high live. They help people avoid extreme weather and wild animals.
buildings to live in. Shelters offer a safe place for people to live. Shelters have
changed over time. As civilization made progress, the shapes and
Underline the main idea. types of shelters for people changed from caves in mountains to
homes in modern buildings.
Write Describe your shelter.
Have a volunteer read Shelters aloud.
_______________________________________________
ASK What is shelter? It is a safe place for living.
_______________________________________________ Where do people live now? Possible answers: houses,
apartments in buildings
5-04_DSN_Science_G1_SB_Ch3.indd 151 151 How does shelter help people? Possible answer:
It helps people live in a safe place.
2016-06-29 11:51 AM

Picture Clue CHECK THE UNDERSTANDING QUESTION

Have children look at the pictures on the Underline: The shelters people use have changed over time.
page. WRITE Possible answer: My shelter is a house.

ASK What do you see in the pictures?
SAY cave man, city buildings
Shelters have changed a lot over
time. Draw a picture of what you
think a cave home might have
looked like. Then, draw a picture
of your home.

151

ELABORATE

Animal Food ESTIMATED TIME 15 MIN MATERIALS Animal Food

GROUPING animal cards Ask a question: Which

small groups 152 animals feed on plants?
Which animals feed on
MATERIALS PER GROUP 5-04_DSN_Science_G1_SB_Ch3.indd 152 other animals?

• flash cards 1 Look at the cards.
2 Classify the cards into the
OBJECTIVES
two kinds of food they eat.
Children will classify animals according to what they eat.
2016-06-29 11:51 AM
TEACHER BACKGROUND

Animals have different methods for feeding. Some animals feed
on other animals. These animals are called carnivores. Herbivores
are animals that eat only plants. Animals that feed on both
animals and plants are called omnivores.

SCIENCE SKILLS

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

152

ELABORATE

3 Record Animals that Eat STEPS
Animals
Fill in the table. 1 Look. Prepare the materials by passing out flash cards to

Animals that Eat each group. Have children work in small groups to look at the
Plants cards.

4 Communicate 2 Classify. Guide children to classify the cards according to the

Summarize your results. Then, share and talk type of food the animal eats. Tell them they are making two
about your results with your classmates. groups: animals that eat plants and animals that eat other
animals.
_______________________________________________
3 Record. Ask children to write their results in the table. Answers
_______________________________________________
will vary.
_______________________________________________
Animals That Eat Plants Animals That Eat
Animals

rabbit, elephant, and tiger, lion, and
cow eagle

5-04_DSN_Science_G1_SB_Ch3.indd 153 153

2016-06-29 11:51 AM

EXPECTED RESULTS 4 Communicate. Ask children to discuss their results with their

Children will classify animals such as cows classmates.
as animals that eat plants and they will
classify animals such as tigers as animals that
eat animals.

EXPLANATION

Animals that feed on plants are classified as
herbivorous and those that feed on animals
are classified as carnivores.

CONCLUSION

Animals eat different foods.

153

EVALUATE 1 Vocabulary

15 MIN Circle the correct answer. Shelter is:

Read the directions aloud. a a field b a dangerous place

VOCABULARY c a safe place d none of these

c. a safe place 2 Identify
Help children to circle the correct answer.
Fill in the spaces using the following words.
Identify
food • light • run
a. run
b. food a Animals need space to ___________________.
c. light
b Animals need _____________________ to grow.
Help children to fill in the space with the correct words about
what living things need. Remind them that each word will be c Plants need air, water, and
used once. ___________________ to grow.

Explain 3 Explain

Shelters provide a safe place for animals to live. How do shelters help animals?
Help children explain how shelters help some animals.
______________________________________________

______________________________________________

154 2016-06-29 11:51 AM

5-04_DSN_Science_G1_SB_Ch3.indd 154

154

4 Look at the picture. EVALUATE

a Write How many groups LOOK
of animals make their
shelter from the tree? a. Write: four
b. Identify: bird, raccoon, squirrel, ladybug
__________________________
Help children to determine how many kinds of animals in the
______________________________________________ picture are using the tree for shelter.

b Identify the animals that make their shelter Compare and Contrast
in the tree.
Possible answers: Animals move from place to place and plants
______________________________________________ do not. Animals need to eat. Plants make their food from air,
water, light, soil, and nutrients.
______________________________________________
Help children to compare the needs of animals and plants.
5 Compare and Contrast

How are the needs of plants and animals alike
and different?

______________________________________________

______________________________________________

______________________________________________

5-04_DSN_Science_G1_SB_Ch3.indd 155 155

2016-06-29 11:51 AM

155

EVALUATE

Plants and Water ESTIMATED TIME 15 MIN Plants and
Water
This practice will be conducted at home.
Plants need different things to grow. Plan a test
MATERIALS to show if plants need water to grow.

• two pots of plants • water bottle 1 Ask a question.

OBJECTIVES _____________________________________________
_____________________________________________
After formulating a plan, children will conduct an investigation to _____________________________________________
show if plants need water for growth.

TEACHER BACKGROUND

Water is essential for growing plants. About 90% of the weight of 156
a plant is water. Plants use water in the process of photosynthesis.
Water helps plants absorb nutrients from the soil. 5-04_DSN_Science_G1_SB_Ch3.indd 156

SAFETY PRECAUTIONS

2016-06-29 11:51 AM

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 they complete the Full SCIENCE SKILLS
Practice.
By the end of this practice, children will apply
the following science skills:
• Make a plan
• Observe
• Record data
• Draw a conclusion

156

2 Make a plan. EVALUATE

_____________________________________________ STEPS
_____________________________________________
_____________________________________________ 1 A sk a question. Ask children to think of a question for this
_____________________________________________
activity. Advise them to be specific and direct.
3 List the materials that you will use. Possible question: Do plants need water to grow?

_____________________________________________ 2 M ake a plan. Help children to make a plan for how they will
_____________________________________________
_____________________________________________ answer their question. Help them to list their steps.
Possible answer:
a. Get two pots of plants.
b. Water one pot every day for a week.
c. Leave the other pot dry.

3 List the materials you will use. Help children to make a list of

the materials they will need.
Possible answer:
two pots of plants
water bottle

5-04_DSN_Science_G1_SB_Ch3.indd 157 157

2016-06-29 11:51 AM

EXPECTED RESULTS

The plant that is watered regularly grows
better than the one that is not watered.

EXPLANATION

The plant that is not watered lacks an
important factor that is needed for plants to
grow—water.

CONCLUSION

Plants need water to live.

157

EVALUATE 4 Record your observations.

STEPS
4 Record your observations. Encourage children to record

their observations in a representative way. They may write
or draw.

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

end of the activity. Encourage children to share their results Do plants need water?
with their classmates.
Yes, plants need water. _____________________________________________

_____________________________________________

158 2016-06-29 11:51 AM

5-04_DSN_Science_G1_SB_Ch3.indd 158

158

Name ___________________ Chapter 3
Date ___________________ Lesson 2: What Do Living Things Need?

Vocabulary

1 Draw a picture of a shelter. Then use the word “shelter”

to write a sentence about the picture.

Answers will vary. Sample answer: A house is my
___________s_h_e_l_t_e_r__a_n_d__k_e_e_p_s__m_e__w__a_r_m__a__n_d__d_r_y_. _________

Understand

2 Underline the correct answer.

How are a bird and a tree alike? What does the tree get from the soil?
Both need soil. air
Both need space to move around and find food. nutrients
Both need a nest to stay safe. light
Both need air and water. nothing

5-04_DSN_Science_G1_PB.indd 17 17 Apply Concepts

32016-07-27 10:48 AM Look at the picture. Write
something you can do to help
your pet grow and stay healthy.

_I _c_a_n__g_i_v_e__m__y__p_e_t__f_o_o_d_,__w_a__t_e_r_,

__________a_n__d__s_h_e_lt_e_r__. _________

_______________________________

_______________________________________________________

18 2016-07-27 10:48 AM

5-04_DSN_Science_G1_PB.indd 18 158a

CHAPTER 3 Living and Nonliving Things
LESSON 3 NHoawturDeooLfiSvciniegnTcheings Survive?

NGSS STANDARDS ESTIMATED TIME 160 MIN

LS1.A: Structure and Function
Pre-requisite: Scientists look for patterns and order when
making observations about the world.

Page Time

EENNGGAAGGEE Warm-uUp EEnnccoouurraaggee scthuidlderentns ttoo ddiissccuussss wbohderyeptaherts 159 5 min
EEXXPPLLOORREE Question tchaemy esel ceaannldiveto. name these body parts. 1559 55 mmiinn
Use the pictures to introduce the lesson 160–161 15 min
EXPLAIN VVooccaabbuullaarryy Uvosecathbeulpaircyt:uerensvitrooninmtreondtu, coecethaen,lefossroenst, 6-7 15 min
vdoecsearbt,uglararys:slSaennds.es, Touch, Smell, Taste, 1682-–11172 2505 min
Directed Practice See, Hear. 1970
Directed Practice 155 mmiinn
What Protects a Cactus Plant? 1100 mmiinn
Have SCthuidldernetns What Do You Have?
Read
Living Things Have Parts, Life in Oceans,
HHoommee AAccttiivviittyy OLifuer iSneansMesaarsnhd, LSifaefeintyainFoSrceisetn, Lcifee. in a
Desert, Life in a Grassland
Help children answer the questions.
Help children answer the questions.
HAAHeeccllttppiivviiccttyyhh..iillddrreenn uunnddeerrssttaanndd tthhee HHoommee

WMoartlhd Connection EUasegltea’lslySmighatrks to record data. 11783

EELLAABBOORRAATTEE GGuuiiddeedd PPrraaccttiiccee HDoiffwerDenotYEonuvrirSoennmseesnWts ork? 17142–-11375 1155 mmiinn
1105 mmiinn
LLeessssoonn RReevviieeww HcHRehaaevvviceeekwccthhhtiioellddicrrreehunnendcackeonrsmtswhtpaeelinerrduttheinnedtghle.eersssLtoaennssdroeinnvgie.w to 17164–-11577 15 min
15 min
EVALUATE Full Practice HEFixesphlplocrinhgildtrheen Five Senses the Full Practice 16-17
EVALUATE Full Practice understand 178–179 10 min
20 min
tHhealpt tchheiyldwreilnl cuonnddeurscttaantdhtohme eFu. ll Practice 1-2
19–20
Practice Book that they will conduct at home.
What are your senses?
Practice Book
How Do Living Things Survive?
ADDITIONAL RESOURCES Multiple Intelligence Cards, Anchor
ADDITIONAL RESOURCES Activities, Slideshow Presentations, and
EMxuitltCipalerdIns.telligence Cards, Anchor
Activities, and Exit Cards.

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

1589ba

LessHoonw3Do Living Things Survive?

Children will describe how living things survive in their
environments.

ESTIMATED TIME 5 MIN ENGAGE

Assess Prior Knowledge

WARM-UP QUESTION Have children share their previous knowledge about different
environments.
Where is the best place this animal live? Circle
the correct picture. AS K Where are some places animals can live? in water,
on grass, on land

ocean desert Write children’s responses in the What We Know column of the KWL
grassland graphic organizer and clarify any misconceptions they might have.
forest
Warm-Up Question
5-04_DSN_Science_G1_SB_Ch3.indd 159
environment

Have children answer the Warm-Up Question.
ASK Where does this camel live? in the desert

159 ESTIMATED TIME 5 MIN

2016-06-29 11:51 AM

Introducing Vocabulary

NGSS STANDARD Write the vocabulary words on the board and guide children
through the activity below.
LS1.A: Structure and Function

Present Practice Produce

environment All living and nonliving things in a ASK What is an environment? A place SAY N ame some environments.
place, such as a desert or a forest. where living and nonliving things live. ocean, forest, desert, grassland

ocean An ocean is a large body of salty ASK W hat is a large body of salty water? ASK W hich animals live in oceans?
water. ocean sharks, whales, seals

forest A forest is a land covered with SAY D raw a forest. SAY Name some animals that
many trees. Check children’s drawings. live in a forest. deer, bears,
squirrels
desert A desert is a very dry land. ASK W hat is a desert? A desert is a land
that is very dry. ASK Which plant can live in a
grassland A grassland is a place with a lot of desert? cactus
grass and fewer trees. SAY Draw a grassland environment.
Check children’s drawings. SAY N ame some animals that live
in a grassland. tigers, giraffes,
cheetahs

159

EXPLORE

MATERIALS What Protects
a Cactus Plant?
ESTIMATED TIME 15 MIN

What Protects a Cactus Plant? cactus Do not touch
the spines of
GROUPING cactus plants.

small groups magnifying Ask a question: What keeps
glass
MATERIALS PER GROUP a cactus plant from being
eaten by animals?
• a cactus in a pot • magnifying glass
1 Observe the cactus plant
OBJECTIVES
using the magnifying glass.

Children will describe how a cactus can protect itself from being
eaten by animals.

TEACHER BACKGROUND

Plants adapt to live in their environments. Desert plants have 160 2016-06-29 11:51 AM
specific features that help them grow and survive in their very hot
and dry environments. Many species, such as the cactus, have 5-04_DSN_Science_G1_SB_Ch3.indd 160
a thick fleshy stem to store water, which is covered by wax to
prevent loss of water. The leaves of cacti form spines to decrease SCIENCE SKILLS
water loss by transpiration.
By the end of this practice, children will apply
SAFETY PRECAUTIONS the following science skills:
• Observe
• Be sure to supervise children so that they are very careful • Record data
handling a cactus plant. The spines can be very sharp. • Make an inference

• Children should wash their hands after the Directed Practice.

160

2 Record your observations. EXPLORE

3 Infer What protects the cactus plant? STEPS
1 Observe. Prepare the materials and have children work in
________________________________________________
________________________________________________ small groups. Let each group observe the cactus using a
________________________________________________ magnifying glass.

2 Record. Ask children to draw their observations. Drawings will

vary.

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

activity. spines

5-04_DSN_Science_G1_SB_Ch3.indd 161 161

2016-06-29 11:51 AM

EXPECTED RESULTS

The cactus has spines.

EXPLANATION

The spines protect the cactus.

CONCLUSION

The spines protect the cactus from being
eaten by animals.

161

EXPLAIN LIHVAINVGE PTHARINTSGS

LIhVaINvGe pTaHrINtsGS ESTIMATED TIME 10 MIN

Direct children’s attention to the picture.

ASK What living things do you see? What nonliving
things do you see?

Record their responses on the board.

Write the vocabulary word environment on the board.

TELL A ll living things (animals, plants, and humans) and All living things have parts. These parts help living
things get what they need.

nonliving things (air, water, and the Sun) in one

area form the environment. Each living thing has Many animals use their eyes, ears, and noses to
find food. Many animals use their legs, fins, or wings
parts to help it survive in the environment in which it to move.

lives.
ASK Which parts help the birds to fly? wings
Which parts help the zebra to run? legs The parts of plants also help them get what they need
to grow. The place where living and nonliving things live
Vocabulary Practice is called the environment.

Circle the animals in the picture that have wings.

environment: the place where living and nonliving things live 162 2016-06-29 11:51 AM
Write environment and its definition on the board. Ask children to
use the word in a sentence. 5-04_DSN_Science_G1_SB_Ch3.indd 162

CHECK THE UNDERSTANDING QUESTION

Circle: birds LOOK AND TALK

Have children look at the picture.

ASK What animals do you see in the
picture? giraffes, zebras, birds
What parts do they use to drink?
mouths What parts do they use
to move? legs, wings

162

EXPLAIN

Write What helps animals find food? Have a volunteer read Living Things Have Parts.

________________________________________________ TEL L Animals have parts that help them find food and
________________________________________________ move. Plants have parts that help them get water,
________________________________________________ air, and light. These are used by plants to make
________________________________________________ their food.

CHECK THE UNDERSTANDING QUESTION

WRITE P ossible answer: legs to run, mouths and teeth to
eat, tall necks to reach food

Connecting the Big Idea

Write the chapter’s Big Idea on the board.
Living things have parts that help them get what they need.

ASK L ook back at the text. What parts do animals have to
help them get what they need?

5-04_DSN_Science_G1_SB_Ch3.indd 163 163

2016-06-29 11:51 AM

Talk About It

ASK What parts do you think plants
use to get what they need?

Help children think about different parts of
plants and how they might help them get
water or sunlight.

163

EXPLAIN Life in Oceans

Life in Oceans ESTIMATED TIME 10 MIN Oceans are large bodies of
saltwater.
If possible, show children a video about ocean life. Ask children to
describe what they noticed about oceans. Write their responses Most of the living things in
on the board. the ocean live near the
surface.
SAY Many different kinds of living things live in oceans. algae
On the surface, animals
AS K What are some animals that live in the ocean? can find food and warmth.
Possible answers: octopus, dolphin, shark, fish, Plants can get the light
whale they need.

ASK What plants live in an ocean environment? Algae grow in the ocean.
seaweed and algae Many animals, such as crabs
and fish, eat algae.
Write the word ocean on the board and have a volunteer read
the first sentence aloud. Underline the sentence that
explains why plants live in the top
ASK What is an ocean? a very large body of salty water layer of oceans.

Have a volunteer read the rest of page 164 aloud.

TELL Animals that live in the ocean have body parts that

ASK help them to survive. 164
W hat body parts help fish to breathe? gills
What body parts help fish to swim? fins 5-04_DSN_Science_G1_SB_Ch3.indd 164 2016-06-29 11:51 AM

Why do most animals and plants live in the top
layer of the ocean? so animals can find food and

plants can get light

CHECK THE UNDERSTANDING QUESTION TALK ABOUT IT

Underline: Plants can get the light they need. Have children imagine they are a living thing
in the ocean.
Vocabulary Practice
SAY In this picture, there are fish,
ocean: large body of salt water sea horses, and lots of plant life.
Write ocean and its definition on the board. Ask children to use the There are lots of other kinds of
word in a sentence. living things in oceans, too, like
whales, crabs, and algae.

ASK What kind of living thing would
you choose to be? Explain the
parts you would use to get what
you need.

164

Sea horses live in the EXPLAIN
ocean.
Sea horses are fish. Direct children’s attention to the picture of the sea horse. Have a
Sea horses have gills. volunteer read this page aloud.
Sea horses breathe by using
their gills. ASK What are sea horses? a type of fish
Sea horses have back fins. Where do sea horses live? in oceans, seas
Back fins help sea horses Why do sea horses have fins? to swim in water
move in the water. W hy do sea horses change their color? to hide from
Sea horses can change
their color to hide from enemies
enemies. How do sea horses breathe? with gills

Name the part of a sea horse that helps CHECK THE UNDERSTANDING QUESTION
it breathe.
WRITE gills
165
Connecting the Big Idea
2016-06-29 11:51 AM
Write the chapter’s Big Idea on the board.
Living things have parts that help them get what they need.

ASK What parts do sea horses have that help them get
what they need?

5-04_DSN_Science_G1_SB_Ch3.indd 165

MISCONCEPTION

Some children may think the following:
All ocean animals such as whales, dolphins,
and jellyfish are fish.

Explain this fact

Whales, dolphins, and jellyfish are not fish.

165

EXPLAIN ESTIMATED TIME 10 MIN Life in a Marsh

Life in a Marsh A marsh is a wetland. Wetlands are lands covered
with water. Marshes have grasses and reeds.
If possible, find a video or a clip from a video about marshes. Let
children watch the video. Water lilies grow in marshes.

ASK What is a marsh? Water lilies get the water they need from their
surroundings. Water lilies have roots that take in
Record children’s responses on the board. nutrients from the soil. Water lilies have long stems.
These long stems help the leaves get light and air.
TELL Amarsh is a soft wetland covered by water. There
are many kinds of living things that live in marshes. Identify Which part helps water lilies get nutrients from the soil?

Have a volunteer read Life in a Marsh aloud. ________________________________________________

ASK What is marsh? It is a wetland covered by water. 166 2016-06-29 11:51 AM
Which plants live in marsh environment? grasses,
5-04_DSN_Science_G1_SB_Ch3.indd 166
reeds
W hy do water lilies have roots? ELL
to take in nutrients from the soil
Why do water lilies have long stems? Help children read the text about a marsh
to help leaves get light and air environment.
How are an ocean and a marsh alike? Both are
water environments. Beginner: If they have a hard time
H ow are an ocean and a marsh different? An understanding, show some more detailed
photos of a wetland with grasses and reeds.
ocean is larger and deeper than a marsh. Have children point to the different parts of
the marsh.
CHECK THE UNDERSTANDING QUESTION
Intermediate: Have children look back at
Identify: roots the text and recall what a marsh is. Help
them to find the first paragraph that tells us
about a marsh.

Advanced: Have children locate the
definition of marsh and explain it in their own
words. They can write it down or share it with
a partner.

166

EXPLAIN

Many animals, such as the great egret, live in Have children look at the picture of the great egret.
marshes. Great egrets have long feet. Their long
feet help great egrets stand up in deeper water. AS K Why do great egrets have long feet?
Great egrets use their sharp, long beaks to stand up in water
to get food.
Why do great egrets have sharp, long beaks? to
Write what part of the great egret helps it get food. get food (fish)

________________________________________________ What animals live in marsh environments? Possible
answers: fish, frogs, birds
________________________________________________
CHECK THE UNDERSTANDING QUESTION
Research at the library with your group. Find out what parts of
a duck help it live in a marsh. Write three sentences about your WRI TE sharp, long beak
research.
Do Research
________________________________________________
ASK What parts help ducks live in a marsh?
________________________________________________
Encourage children to go to the library to find an answer to
________________________________________________ this question. Have children share their results once they have
completed this task.
5-04_DSN_Science_G1_SB_Ch3.indd 167 167
WRITE P ossible answers: Wide beaks help ducks catch
2016-06-29 11:51 AM fish. Ducks have webbed feet to help them swim in
water. Ducks have feathers to protect their bodies.

FURTHER UNDERSTANDING

Guide children in an Internet search to find out what other animals
live in marshes. Marshes are a wetland where lots of different types
of animals live. Some animals live in the water, like crabs, fish, and
shrimp. Some live near the surface of the water, like frogs and
turtles. Some animals live on land, like raccoons and deer.

167

EXPLAIN Life in a Forest

Life in a Forest ESTIMATED TIME 10 MIN Forests are lands covered with many trees.
Forests have plenty of water and air for trees and animals
Write the word forest on the board. Have children read this word. to live and survive.
Explain that they will learn about life in a forest. If available, have Plants in forests get plenty of nutrients and light.
children watch a video about forest environments. Evergreen trees, such as the pine tree, grow in forests.
Pine trees have pine needles instead of leaves.
Have a volunteer read Life in a Forest. The needles keep pine trees from losing water.

ASK What is a forest? land covered with many trees How are needles important to
What are plants in forests? Possible answer: pine trees?

evergreen trees
What is meant by evergreen trees?
E vergreen trees are trees that are green all year,

such as pine and fir trees.
Why do pine trees have needlelike leaves? to keep

pine trees from losing water

CHECK THE UNDERSTANDING QUESTION 168 2016-06-29 11:51 AM

WRITE Needles keep pine trees from losing water. 5-04_DSN_Science_G1_SB_Ch3.indd 168

Vocabulary Practice

forest: land covered with many trees
Write forest and its definition on the board. Ask children to use the
word in a sentence.

168

EXPLAIN

A forest is a good place for animals. Have children look at the picture.
They provide animals with food, water, and shelter.
Porcupines live in forests. Remind children that living things have body parts that help them
Porcupines have sharp quills. to survive.
The quills protect porcupines from enemies.
ASK What is the name of this animal? porcupine
Underline three items that make a forest a good place for animals. What does it eat? plants
What is the main characteristic of this animal? It has

quills.
Why do porcupines have sharp quills? to protect it

from enemies
What are some animals you could find in the forest?

Possible answers: squirrels, raccoons, birds, insects

CHECK THE UNDERSTANDING QUESTION

Underline: food, water, and shelter

Talk About It

5-04_DSN_Science_G1_SB_Ch3.indd 169 169 Encourage children to think about why animals live in forests.

FURTHER UNDERSTANDING 2016-06-29 11:51 AM ASK W hy do you think a deer lives in a forest?

SAY T he forest is a safe place for a deer because it
provides food, water, and shelter. There are many
trees and plants to eat.

Guide children in an Internet search to find
out what other animals live in forests. The
forest habitat is home to the most types of
animals. There is food, water, and shelter in a
forest. Some forest animals are bears, foxes,
and deer.

169

EXPLAIN Life in a Desert

Life in a Desert ESTIMATED TIME 10 MIN A desert is a very dry land.
The temperature in the desert can be very hot or
Write the word desert on the board. Have a volunteer read the first very cold.
sentence of Life in a Desert. If possible, show children a video clip The cactus is the most common plant in the desert.
about a desert. A cactus has a long, thick stem that holds water.
A cactus has sharp needles. The sharp needles prevent
animals from eating the cactus.

Have a volunteer read Life in a Desert aloud. Draw a cactus plant. Find a picture
of a desert
ASK What is a desert? It is a very dry land. 170 animal.
What is the most common desert plant? cactus Research the
Why does a cactus have a thick stem? to hold 5-04_DSN_Science_G1_SB_Ch3.indd 170 animal. Write
what helps
water it live in the
Why does a cactus has sharp needles? desert.
to prevent animals from eating the cactus
W hy do you think there are fewer living things in a 2016-06-29 11:51 AM

desert? because a desert has a shortage of water
and food

CHECK THE UNDERSTANDING QUESTION

Draw: Encourage children to draw a cactus plant in the space
provided.

ESTIMATED TIME 5 MIN
Explaining the Home Activity

Ask children to find a picture of an animal that lives in the desert MISCONCEPTION
using magazines or the Internet. Ask them to cut out or print the
picture and tape it on a blank sheet of paper. Children should Some children may think the following:
write a sentence explaining what feature the animal has that A cactus plant has no leaves.
helps it survive in the desert.
Explain this fact
Vocabulary Practice
Needles or spines are actually a special type
desert: a very dry land of leaves for a cactus.
Write desert and its definition on the board. Ask children to use the
word in a sentence.

170

hump EXPLAIN

A camel is an animal that lives in the desert. Direct children’s attention to the picture.
A camel’s hump has fat that helps the
camel live without food and water for SAY L iving things have body parts that help them to
a long time. survive in their environment.

Write AS K Which animals can live in a desert?
Why do you think a hump is important for a camel? Possible answers: camels, lizards, snakes
Why does a camel have a hump? The hump stores
___________________________________________
fat that helps it live without food and water for a
___________________________________________ long time.
Why does a camel have wide feet? to help a
Compare and Contrast camel walk on sand easily
How are a cactus and a camel alike and different?
CHECK THE UNDERSTANDING QUESTION
Alike Different
WRITE The hump has fat that helps a camel live without
food and water for a long time.

Compare and Contrast

5-04_DSN_Science_G1_SB_Ch3.indd 171 171 Alike Different

2016-06-29 11:51 AM Both live in the desert. A cactus is a plant.
Both are living things. A camel is an animal.

MISCONCEPTION FURTHER UNDERSTANDING

Some children may think the following: Guide children in an Internet search to find out what other
A camel stores water in its hump. animals live in the desert. Children may think there is no life in a
desert. But there are animals that are adapted to desert life. Some
Explain this fact animals that live in the desert are coyotes, badgers, wolves, and
prairie dogs.
The camel’s hump stores fat. This fat is broken
down to produce water and energy when
there is a shortage of food.

171

EXPLAIN Life in a Grassland

Life in a Grassland ESTIMATED TIME 5 MIN A grassland is a place with a lot of
grass and a few trees. A grassland is
Help children to recall previous knowledge about environments. wetter than a desert. Grass has long,
List children’s responses on the board. narrow leaves to hold water in it.

ASK What environments have we studied? oceans, Most animals in the grassland live in a herd to protect
forests, marshes, deserts themselves from enemies. A herd is a large group of
animals of the same type that live together. Most animals
Write the vocabulary word grassland on the board. Have a that live in the grassland can run fast. For example, zebras
volunteer read aloud Life in a Grassland. live in grasslands. Zebras have sharp front teeth to bite
the grass. They use their flat back teeth to crush and grind
ASK What is grassland? a place with a lot of grass and the grass.
few trees
Underline the sentence that tells what a herd is.
W hy do grassland animals live in herds? to protect
themselves from enemies Write How do sharp front teeth help zebras?

What animals live in grasslands? __________________________________
Possible answers: cows, sheep, zebras
__________________________________
CHECK THE UNDERSTANDING QUESTION
172
Underline: A herd is a large group of animals of the same type that
live together. 5-04_DSN_Science_G1_SB_Ch3.indd 172

WRITE to bite the grass

2016-06-29 11:52 AM

Vocabulary Practice ELL

grassland: a place with lots of grass and few trees Ask children what type of habitat they are
Write grassland and its definition on the board. Ask children to use most familiar with. Do they come from a
the term in a sentence. place where it is hot all the time like the
desert? Are they more familiar with the forest?
FURTHER UNDERSTANDING
Beginner: Have children choose a habitat
Guide children in an Internet search to find out what other animals they are familiar with and use a picture to
live in grasslands. A grassland has lots of grass and not very many draw what they know about it.
trees. There is not usually enough rain for trees to grow. Some
animals that live in grasslands are zebras, antelope, and bison. Intermediate: Have children choose a habitat
they are familiar with and share with a
partner about what they know about it.

Advanced: Have children choose a habitat
they are familiar with and write a few
sentences about it.

172

EXPLAIN

Tally Tally ESTIMATED TIME 10 MIN

Math Skill Objectives
We use tally marks to
record data. Children will make a tally chart to count puppies and kittens.

Apply Math Teacher Background
Make a tally chart
to count how many
kittens and puppies
you see.

Kittens Puppies Tally marks are an easy way to count and are used to record
numbers in groups of five. The first four numbers are represented
as vertical lines. The fifth line is shown as a diagonal line that cuts
across the four vertical lines.

MATH SKILL

Write which group has more animals. Explain how to make tally marks for numbers one through ten.
Write this information on the board.
________________________________________________ 1. | 2. || 3. ||| 4. |||| 5.||||
6. |||| | 7.|||| || 8. |||| ||| 9. |||| |||| 10. |||| ||||
________________________________________________
Have a volunteer read Math Skill and Apply Math.
5-04_DSN_Science_G1_SB_Ch3.indd 173 173
APPLY MATH
2016-06-29 11:52 AM

Help children complete the tally chart for kittens and puppies.
Kittens: |||| || Puppies: ||||

CHECK THE UNDERSTANDING QUESTION

WRITE kittens

173

ELABORATE

ESTIMATED TIME 15 MIN MATERIALS Different
Environments
Different Environments
flash cards

GROUPING

small groups scissors Ask a question: Which
glue
MATERIALS PER GROUP animals and plants live in
174 each environment?
• flash cards • scissors
• glue 5-04_DSN_Science_G1_SB_Ch3.indd 174 1 Observe the cards of living

OBJECTIVES things and make a plan to
classify them.
Children will match living things to their environment.
2 Classify by cutting out the
TEACHER BACKGROUND
living things. Glue them on
Living things live in different environments. An environment the correct place in the
includes biotic factors, which are living things such as animals and table.
plants and abiotic factors, which are nonliving things such as air,
water, light, and soil. Living things are adapted to grow and survive 2016-06-29 11:52 AM
in their particular environments. Any living thing has parts that
helps it get what it needs from its surroundings. SCIENCE SKILLS

SAFETY PRECAUTIONS By the end of this practice, children will apply
the following science skills:
• Children should be supervised by an adult and use caution • Observe
when using scissors or other sharp objects. • Record data
• Communicate
• Remind children to wash their hands after the Guided • Classify
Practice.

174

ELABORATE

Fill in the table. Animal Plant STEPS
Environment
1 Observe. Prepare the stations with materials and have
forest
children work in small groups.
desert
2 Classify. Guide children to match the living things to the
ocean
suitable environment.
3 Communicate
Have children fill in the table.
Summarize your results. Then, share and talk
about your results with your classmates. Environment Animals Plants
___________________________________________ forest porcupine pine tree
___________________________________________ desert
___________________________________________ ocean camel cactus
fish algae

3 Communicate. Have children discuss their results with their

classmates. Clarify any misconceptions while confirming

correct answers.

5-04_DSN_Science_G1_SB_Ch3.indd 175 175

2016-06-29 11:52 AM

EXPECTED RESULTS

Children will match pine trees and porcupines
to the forest habitat, the cactus and camel to
the desert habitat, and algae and fish to the
ocean habitat.

EXPLANATION

Each living thing has its own environment.

CONCLUSION

Animals and plants live in different types of
environments where they can have their
needs met.

175

EVALUATE

ESTIMATED TIME 15 MIN

Read the directions aloud. 1 Vocabulary

Vocabulary Fill in the crossword using the following words.

1. environment ocean • environment • desert • forest
2. desert
3. forest Across
4. ocean 1. _________________________ is all the living and
Help children to fill in the puzzle. nonliving things in a place.
Down
Name 2. ________________ is a very dry land.
3. ___________________is a land covered with
marsh
Direct children’s attention to the picture of the bird to help them many trees.
answer the question. 4. ________________ is a large body of saltwater.

4
23

1

2 Name the environment where this bird lives. 2016-06-29 11:52 AM

______________________________________

176

5-04_DSN_Science_G1_SB_Ch3.indd 176

176

EVALUATE

3 Apply Draw an animal that lives in the ocean.

4 Classify Match each animal with its Apply

environment. Drawings will vary.

camel porcupine zebra fish Help children to draw an animal that lives in the ocean.

5 Compare and Contrast Classify

How are algae and a cactus alike and different? Camel matches desert.
Porcupine matches forest.
Alike Different Zebra matches grassland.
Fish matches ocean.

Help children to match each animal with its environment.

Compare and Contrast

Alike Different
Both are plants.
Algae live in oceans.
Cactus plants live in deserts.

5-04_DSN_Science_G1_SB_Ch3.indd 177 177 Help children to complete the chart.

2016-06-29 11:52 AM

177

EVALUATE

Fish ESTIMATED TIME 15 MIN Fish

This practice will be conducted at home. Fish have parts that help them live in water. Plan a
test to show which parts help them live in water. If
MATERIALS you are unable to complete this activity at home,
work with your teacher to complete the activity in
• an aquarium or fish in a bowl your clasroom.
• magnifying glass
1 Ask a question.
OBJECTIVES
_________________________________________________
Children will plan and conduct the investigation to show how fish
live in water. 2 Make a plan.

TEACHER BACKGROUND _________________________________________________

Any organism is adapted to live in its environment. For example, _________________________________________________
fish have scales that protect their bodies. They have a streamlined
body and fins to help them swim easily in water. They have gills _________________________________________________
that help them get oxygen from water.
178 2016-06-29 11:52 AM
SAFETY PRECAUTIONS
5-04_DSN_Science_G1_SB_Ch3.indd 178

This is an “at home” activity. For children who may not have the SCIENCE SKILLS
resources, set up a fishbowl in the classroom for them to use for this
activity. This activity may also be done as a whole-class activity. By the end of this practice, children will apply
the following science skills:
• Children should have adult supervision when setting up a • Make a plan
fishbowl or aquarium. • Observe
• Record data
• Child should wash their hands after completing the Full • Draw a conclusion
Practice.

178

EVALUATE

___________________________________________ 179 STEPS
___________________________________________
2016-06-29 11:52 AM 1 Ask a question. Help children come up with a question for
3 List the materials that you will use.
the activity. Advise them to be specific and direct. Possible
___________________________________________ question: How do fish live in water?
___________________________________________
2 M ake a plan. Encourage children to outline the needed steps
4 Record your observations.
of the activity and arrange them in order. Possible answer:
What do you observe? Find an aquarium or fish tank.
___________________________________________ Observe the fish closely by using a magnifying glass.
___________________________________________
3 List the materials. Ask children to decide what tools they are
5 Draw a conclusion.
going to use. Possible answers:
How do the parts of the fish help it survive in an aquarium
water? a fish
___________________________________________ a magnifying glass
___________________________________________
4 Record. Ask children to record their observations by writing or
5-04_DSN_Science_G1_SB_Ch3.indd 179
drawing. Answers will vary.
EXPECTED RESULTS
5 Draw a conclusion. Have children answer the question.
Fish live, swim, and breathe in water.
Encourage them to share their answers. Provide positive
feedback for correct answers while clarifying any
misconceptions.
Possible answers: Fish have fins to help them to swim. Fish
have gills to breathe in water.

EXPLANATION

Fins help the fish swim and gills help them to
breathe in water.

CONCLUSION

Fish have body parts that help them to survive
in a water environment.

179

Name ___________________ Chapter 3
Date ___________________ Lesson 3: How Do Living Things Survive?

Vocabulary

1 Write the word next to the phrase that it describes.

environment ocean forest desert grassland

A place with a lot of grass and few trees ___g_r_a_s_s_l_a_n_d_
All living and nonliving things in a place _e_n_v_i_r_o_n_m__e_n_t_
A large body of salty water ___________o_c_e__a_n_________
A land covered with many trees ______f_o_r_e_s_t_________
A very dry land _______________d_e_s_e_r_t________________

Understand
2 Underline the correct answer.

What is the environment you see in the picture? 19
ocean
desert 2016-07-27 10:48 AM
wetland
grassland

5-04_DSN_Science_G1_PB.indd 19

179a

What kind of animals can live in the environment
shown in the picture?

crabs and fish
great egrets
camels
bears

Apply Concepts
3 Sharks can live in the ocean.

Look at the picture. Write what
parts help sharks to live in the
ocean.

Sharks live in
the ocean.

_________g_il_ls__________ __________f_in__s________ _________t_e__e_t_h_______

_____________________ _____________________ _____________________

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EXPLAIN

ESTIMATED TIME 10 MIN

Park Ranger Park Ranger

Objectives Park rangers
know a lot about
Children will describe the job of a park ranger. wildlife. They take
people on nature
Teacher Background walks and teach
them how to
National parks have been established to keep animals and plants camp safely.
safe in a healthy environment. People who work in national
parks are called park rangers or forest rangers. Park rangers Park rangers take care of animals. They carry injured
spend their career in nature and work outside. They work in many animals to wildlife clinics for treatment. They may also
environments. Park rangers usually have a college degree. feed young animals.

Have a volunteer read Park Ranger aloud. Park rangers keep our national parks safe and healthy.

CHECK THE UNDERSTANDING QUESTION Explain two things that a park ranger does.

Explain: Possible answers: A park ranger can feed young animals ____________________________________________________
and take injured animals to a wildlife clinic.
____________________________________________________
SCIENCE IN OUR WORLD
____________________________________________________
ASK A sk children if they have ever been to a national
park. Help them to recall what it was like. What kind 180 2016-06-29 11:52 AM
of habitat was it? Was it green? Was it a desert?
What kind of animals did they see there? 5-04_DSN_Science_G1_SB_Ch3.indd 180

180

WRAP-UP

Lesson 1: What Are Living and Nonliving Things? Group children into three groups and write the Big Idea of the
• Living things are things that grow and change. chapter on the board.
• Nonliving things are things that do not grow.
Living things have parts that help them get what they need.
Lesson 2: What Do Living Things Need?
• Plants need water, air, light, space, and nutrients. Ask each group a different question.
• Animals need air, water, food, space, and shelter.
• People need air, water, food, space, and shelter. 1st group: Ask What is the difference between living
and nonliving things?
Lesson 3: How Do Living Things Survive? 2nd group: Ask What do living things need?
• Living things have parts that help them live. How do living things survive?
• Living things live in different environments such as 3rd group: Ask

deserts, grasslands, forests, oceans, and marshes. After each group has had a few minutes to discuss their answers,
have a volunteer from each group state the answers. Write the
responses on the board.

KWL Graphic Organizer

181 Review the KWL graphic organizer. Encourage children to fill in the
L column with what they learned. Help children compare what
2016-06-29 11:52 AM they knew before starting the chapter, K; wanted to learn, W; and
what they have learned, L.

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CONCEPT MAP

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

Plant needs Animal needs

Air Air

Water Water

Space Space

Nutrients Food

Light Shelter

181

EVALUATE

ESTIMATED TIME 10 MIN

Read the directions aloud. 1 Vocabulary

Vocabulary Fill in the blank space.

living People are ___________________________ things.
Help children to fill in the blank with the correct word.
2 Identify
Identify
Circle the bird’s shelter.
nest
Help children identify and circle the bird’s shelter. 3 Explain

Explain How are the needs of plants and animals alike?

Possible answer: Both need water and air. _____________________________________________
Help children to compare plant and animal needs.
4 Apply
Apply
Draw a living thing and a nonliving thing.

Drawings will vary. living thing nonliving thing
Help children draw a living thing and a nonliving thing. 182
2016-06-29 11:52 AM
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182

EVALUATE

5 Predict Predict

What might happen if an animal loses its shelter? Possible answer: It may die.
Help children predict what happens if an animal loses its shelter.
_____________________________________________
Identify
6 Identify
a. Both are living things.
Circle the correct answer. b. a very dry land
c. a forest
a How are animals and plants alike? d. gills
• Both can walk. Help children to circle the correct answer.
• Both have leaves.
• Both are living things.

b The desert environment is _________________
• covered with water.
• covered with many trees.
• a very dry land.

c A porcupine lives in _______________________
• a desert.
• a grassland.
• a forest.

d Sea horses breathe with their ______________
• fins.
• gills.
• eyes.

5-04_DSN_Science_G1_SB_Ch3.indd 183 183

2016-06-29 11:52 AM

183

ESTIMATED TIME 45 MIN

Let’s Make a Bird Feeder Let’s Make a Bird Feeder

Teacher Background Animals need things to live and grow. They need air,
water, food, space, and shelter. Bird feeders are used
Bird feeders provide birds with a constant source of food, to feed birds. You can build a bird feeder. First choose
especially whenever there is shortage in the natural food supply. the materials to build your bird feeder. Then choose the
Humans benefit from birds as they eat mosquitoes and insects. kind of food that will go in the feeder and the place
Humans also enjoy watching and listening to birds. A bird feeder where you will hang the feeder.
can be a tray filled with birdseed. It can also be any specific
structure built for a particular species of bird.

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5-04_DSN_Science_G1_SB_Ch3.indd 184

Learning Objectives

Children will plan to build a bird feeder and
then actually construct the bird feeder.

Materials

Cardboard, 1-liter plastic or milk carton
(or any box or jug that can be cut and
reshaped), pie pans, scissors, string, wooden
dowels (or broomsticks without the brush),
tape or glue, and appropriate seeds for birds.

184