Science
SCI.III.5.3
Strand:
Using Scientific Knowledge in Life Science
- Ecosystems
Standard:
Grade: 1
All students will investigate and explain how communities of living things
change over a period of time
Benchmark:
Design systems that encourage growing of particular plants or animals.
Constructing and Reflecting:
SCI.I.1.1 SCI.I.1.2 SCI.I.1.5 SCI.II.1.1 SCI.II.1.2 -
Generate reasonable questions about the world based on observation.
Develop solutions to problems through reasoning, observation, and investigation.
Develop strategies and skills for information gathering and problem solving.
In the scientific world, decisions must be based on factual evidence that can be replicated.
Show how science concepts can be illustrated through creative expression such as language arts and fine
arts.
SCI.II.1.3 - Describe ways in which technology is used in everyday life.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
SCI.II.1.5 - Develop an awareness of contributions made to science by people of diverse backgrounds and cultures.
Context
Vocabulary / Key Concepts
Needs of life:
Ecosystems managed by humans:
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food
habitat,
shelter
water
air
light
minerals
farms
ranches
gardens
lawns
potted plants
Knowledge and Skills
Resources
Coloma Resources:
An ecosystem is a place where living and non-living
things interact. Students will design a controlled
ecosystem that provides or supplies the needs of
life for specific animals or plants.
Newbridge Early Science Program “big books”
and teaching guides.
-From Peanuts to Peanut Butter
-The Vegetable Garden
-An Apple a Day
-Seeds Get Around
Newridge Discovery Links “little” readers with
reproducible black line masters:
-Grow, Seed, Grow
Plants (stamp set and cards) See Inside Puzzle:
Parts of a flowering plant.
Community Resources:
- Sarett Nature Center
www.sarett.com
- Curious Kids Museum
www.curiouskidsmuseum.org
Other Resources:
“Special Needs” Sing the Science Standards
with the Science Explosion Songbook
Computer program: Power Point,
Hyperstudio
Science High Scope K-3 Curriculum Series “An
Earthworm Farm”
“Ant Homes Under the Ground” LHS Gems
“Earthworms” LHS Gems
M.E.G.O.S.E. Appendix A Culturally Relevant
Materials, p. 139 (scientist biographies)
Instruction
Assessment
Benchmark Question: In what ways are various
kinds of living things adapted (suited) to survive in
their environments?
Optional Assessments:
Focus Question: What do plants and animals need
to live?
Put lima beans in Ziploc bags to test the
following conditions:
-no water (no wet paper towel)
-no light (cover in black, put in closet)
-no food (take seed apart – baby plant with
bean)
-optional: no air (close Ziploc bag)
Read and discuss various literature listed under
resources.
Students can plant and care for beans, sunflowers,
or grass in the classroom
Let’s experiment to find out.
Check bags periodically to see what happens
and discuss results.
Other activity
Have students create individual terrariums using
clear, 2-liter soda bottles.
http://www.bottlebiology.org/intro/
Bottle biology offers an excellent way to exhibit
various aspects of an ecosystem in an inexpensive,
fun way. All the instructions for building a variety of
ecosystems are on the web site.
Students write hypothesis regarding what they
think will happen, keep a journal recording what
is happening and make a final conclusion. May
be done on Scientific Progress Organizer or
similar form. (Sample attached)
Teacher Notes:
Investigate and explain how communities of living things change over a period of time.
Students in elementary school generally have experiences growing particular plants and animals. They
also have opportunities to see examples of other ecosystems both managed (farms and gardens) and
unmanaged.