Unit+6+Organisms+&+Environments+&+Basic+Needs+&+Ecosystems

=Unit 6: Organisms and Environments/Basic Needs and Ecosystems= [|Gr. 1 TEKS Introduction]
 * __[|TEKS In Spanish K-5]__**


 * __TEKS Science Concepts__**
 * 1.9 Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to:**

=Assessment:= Record pre-assessment and post-assessment data into common assessment chart.



=‍Unit Vocabulary:= =‍=


 * Teacher Discretion: Students will need to create their own Vocabulary Cards for this unit and glue into Science Notebook. To make Student Cards, simply open the above document and print without picture. Students will then create their own picture to help them remember the meaning of the word.

=Weeks 1 and 2= 1.9A Sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring.

1.9A
 * Living things have basic needs that must be met in order to survive, while nonliving things do not.
 * We can sort and classify living and nonliving things based on whether or not they have basic needs and the ability to produce offspring.
 * Living things have the ability to reproduce, while nonliving things do not

__**ESSENTIAL QUESTIONS:**__
 * What characteristics can we use to sort and classify living and nonliving things?

=Day 1:=
 * Begin with a KWL of living and nonliving. What do the students already **KNOW** about these 2 vocabulary words?
 * Create a large anchor t-chart wtih LIVING and NONLIVING and have students brainstorm a list of words/descriptions that can use to determine if something is living or nonliving like EATS, GROWS, etc.
 * Introduce two objects to the class: something that is living and something that is nonliving. Ideas for living things can be a plant, a class pet, etc.
 * Ask students to tell you the difference between the two items and what the two items need. What would happen if you fed the two objects?
 * You can add pictures of your two objects to your anchor chart and record the students' findings on the chart of what they observe about the two objects and what each object needs and what it would do/not do with food (this was suggested in StemScopes).
 * Have students complete the W of the KWL using these Reflections & Wonderings as a guide.



Supplement your teaching with various read alouds of non-fiction books, which we have requested from the library as well as KLRU's. KLRU: Living and Nonliving (12:00) = = =__Day 2 and 3:__= = Lab =

Materials

 * //Plant (per class)//
 * //Classroom pet (fish, hamster, mealworm, snake, etc.) (per class)//
 * //Pencil (per class)//
 * //Shoe (per class)//
 * //Cup of water (per class)//
 * //Wristwatch (per class)//
 * //Pet food (per class)// * //Other items as available for further sorting//

Preparation

 * Gather the materials ahead of time. You can choose any set of items that students can examine easily.

Facilitation points

 * The students will examine each item and sort it into one category or another based on observable properties.
 * Divide the class into six groups and set up each item (plant, pet, pencil, shoe, cup of water, and wristwatch) at individual stations in the room. If no classroom pet is available, simply a mealworm or similar organism can be used. You can also have a set of items available for each group, and students can use their checklists while comparing and sorting the items.
 * After examining all three characteristics, students will write whether they think the item is living or nonliving.
 * Over time in the classroom, you can have students identify reproduction in plants and animals. Fish will reproduce and plants will make seeds, given enough time. Students can explore the inside of a seed and identify the baby plant.
 * The need for air is difficult to show with plants, but easier to show with certain animals (fish or humans). Respiration in plants is not the same as breathing, but evidence of breathing will suffice for first grade.
 * The need for food can be difficult to see in plants. Consider putting a plant in a dark closet and another near the window several weeks before the lesson. The plant in the dark will wither since it cannot make food, while the other should live.

Students will record their findings on their Student Journal Sheet (sent off to P.S.):

=Days 4 and 5:=
 * Students will apply what they have learned by creating a poster.
 * Students can create their own posters in table groups or with buddies which they classify items in the classroom or magazines or around the campus/school as LIVING or NONLIVING with explanations as to why like can/cannot have babies, needs/does not need food, does/does not need air.
 * Students can present their posters to the class and explain their reasonings. Be sure to encourage students to describe the characteristics of their LIVING and NONLIVING objects/organisms.

=Weeks 3, 4, 5 and 6= 1.9B Analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver. 1.9C Gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.

1.9B 1.9C
 * We can analyze and record how organisms depend on other living things in various situations to survive such as terrariums and aquariums or pet and caregiver.
 * Animals need food to survive.
 * Food for animals can include plants or other animals.
 * Animals can use plants for shelter such as birds building nests of plant materials or fish hiding in aquatic plants.

__**ESSENTIAL QUESTIONS:**__
 * What are some examples of interdependence found in terrariums?
 * What are some examples of interdependence found in aquariums?
 * What are some examples of interdependence found with pets and their caregiver?
 * What other examples of interdependence can we observe and record?
 * What evidence can we gather of interdependence among living organisms?

=Days 1 and 2=

Preparation

 * 1) None required. As an extension you can have students sketch one animal or plant and then later link them in a food chain.

Background for Teacher
The energy for all living things on Earth comes from the Sun. Plants are able to use the Sun’s energy to make their own food, and in turn provide the energy to herbivores that eat those plants. Plant eaters are dependent on plants to survive. Other animals that need to eat meat to survive depend on their prey to survive. Organisms could not survive without other organisms.

Procedure

 * 1) Ask students whether animals in an ocean depend on anything to survive. Lead students through the demonstration presentation, giving time when each question is presented for students to generate answers and ideas.
 * 2) Reinforce the flow of energy from the Sun to plants, and then the energy in plants is then given to other organisms eating the plants. The arrows are always pointing to where the energy flows.
 * 3) Ask students what would happen if we tried to feed the rock. Does it need to be fed regularly?
 * 4) Students can then answer the questions in the ‘Jigsaw’ portion of the activity, regrouping and coming up with group responses for each question.
 * 5) After reviewing responses lead into the Reflection questions.
 * 6) Introduce the Explore activity.

Idea to accompany this activity with this slide as an ENGAGE activity:

Have students create each part of the "chain" out of butcher paper in table groups and label each. Ask students how they think all of these creatures/plants/sun need one another or are interdependent? Introduce the above slideshow on stemscopes and connect the items to make the "food chain" or cycle similar to the idea below with the shark, fish, and plankton.

=Days 3 and 4=

Items Needed to be printed by individual teacher:
[|Explore Food Cards] [|Explore Guest Cards]

Materials

 * //Guest Cards (PDF) (per group)//
 * //Paper plates (per student)//
 * //Magazines to cut up (or other pictures) (per group)//
 * //Tape or glue (per group)//
 * //Scissors (per student)//

Preparation

 * Prepare the plates and guest cards for each student group. The magazines are included in the materials list so that students can find and cut out pictures of various foods. Other food pictures can be used if magazines are not readily available. Arrange an area where students can work on a flat surface.

Facilitation points

 * Each student will pick a guest card, which they will ‘play’ for dinner. Guests include fish, grasshopper, hawk, frog, cow, lion, and human.
 * Students will put together plates of food that their guest would eat. Set a time limit for students to assemble their plates. When they finish, ask students why each item is appropriate for their dinner.
 * Students are to glue their animal/guest card to the edge of their plate, and then glue the pictures of the food that animal eats on the plate. Then, they draw their animal and the food their animal eats on page 1 of the student journal. On page 2, they record the name of the other "animals" at the table, as well as the food each one eats.
 * Students can verbalize how their guests are different while they are assembling their plates, and act out their roles while pretending to eat their dinner.
 * Remind students that some animals eat similar food, but what they eat must be found in their habitat. Lions eat meat, but they eat zebras as opposed to fish. Challenge students to think about what the animal eats and how that differs from what the other guests in their group eat. Discuss how living things depend on other living things for food.

=Research and Project for Rest of Unit:= >
 * Read aloud __Dory Story__ by Jerry Pallotta and complete a large chart similar to this: _ of the ocean's interdependency or "food chain" that was explained in the story with the student's help.
 * Brainstorm a list of interdependency/food chains that the student's know about/learned about previously.
 * We have requested books that the students can use to "research" food chains/interdependency for their project as well.
 * Have students work in table groups, buddies, or individually and choose one of the interdependencies/food chains from the list.
 * Have them complete the interdependency/food chain template, filling in the flow chart with torder (not forgetting the sun) and drawing, coloring, and labeling a picture to match. [[file:Interdependence.docx]](similar to example below).
 * [[image:https://lh5.googleusercontent.com/-7ZOLEVofARU/TYqbzcGJqKI/AAAAAAAAA5o/3lss1vX37wo/s1600/IMG_5347.JPG width="406" height="389"]]
 * After they have presented their plan to you, they may choose a method for completing a final food chain project OR you may assign a way.
 * Here are some visual ideas for projects:
 * [[image:http://media-cdn.pinterest.com/upload/67483694385899981_sMRDo923_b.jpg caption="Food Chain tubes"]]
 * [[image:http://3.bp.blogspot.com/-DgZkGa1YWOU/Tl6qbf6BteI/AAAAAAAAAWo/9qqlYANthF4/s320/P1010662.JPG link="http://3.bp.blogspot.com/-DgZkGa1YWOU/Tl6qbf6BteI/AAAAAAAAAWo/9qqlYANthF4/s1600/P1010662.JPG"]]
 * [[image:http://media-cdn.pinterest.com/upload/270356783850089385_avTP4AaZ_c.jpg caption="Pinned Image"]]

Games on Computer: []