*Calendar includes time for the science investigation, integrated English/Language Arts connections, formative
assessment and discourse.
Instructional Unit Lessons
JCPS
Next Generation Science Standards (NGSS):
(Module
Resources)
2013-2014
Disciplinary Core Ideas (DCI)
Calendar*
NGSS Preparation Mini Unit:
See document for lessons.
Aug. 21 – Aug. 30
 I can work cooperatively with my science
(Mini
Unit
click
here)
(5 days)
group.
 I can use science materials carefully and
Module 1 Delivery:
safely.
Aug. 5 – Aug. 16
 I can investigate, think, draw/write and talk
like a scientist.
NGSS: 1. Structure, Function, and Information Process
Click Here to access NGSS Standards Page
NGSS Science and Engineering Practices: Students should experience science through all 8 practices all the
instructional unit, however, emphasis will be placed on the following practices: make observations to constr
account and obtain scientific information from text and media.
Click Here to access NGSS Appendix: Science and Engineering Practices
NGSS Crosscutting Concepts: During this instructional unit emphasis will be placed on the following cross
and structure and function.
Click Here to access NGSS Appendix: Crosscutting Concepts
Focus Topic 1: Plant structure and function
Focus Topic 2: Comparing young plants to parents
Focus Topic 3: Plant response for survival
Click Here to access NGSS Life Science
Disciplinary Core Ideas
See document for lessons designed to
LS1.A: Structure and Function
All organisms have external parts. Different animals
use their body parts in different ways to see, hear,
grasp objects, protect themselves, move from place
to place, and seek, find, and take in food, water and
air. Plants also have different parts, roots, stems,
leaves, flowers, fruits) that help them survive and
grow. (1-LS1-1)
Learning Target:
 I can describe how plants have different
parts (roots, stems, leaves, flowers, fruits)
that help them survive and grow.
LS1.B: Growth and Development of
Organisms
Adult plants and animals can have young. In many
kinds of animals, parents and the offspring
themselves engage in behaviors that help the
offspring survive. (1-LS1-2)
Learning Target:
 I can use information from text to show
that adult plants can have young.
support the transition to the Next
Generation Science Standards (NGSS).
See document for
placement within
Instructional Unit.
Click Here for 1st Grade NGSS
Instructional Units #1-2
Science Lessons 1-2
Sept. 3 – Sept. 7
2 Science Lessons
Guppies & Elodea Arrive
Sept. 4
Science Lessons 3-4
ELA Connection Lessons
(Plants and Animals Inv. 1)
Sept. 9 – Sept. 13
2 Science Lessons
2 ELA Connection Lessons
Next Generation Science Standards (NGSS):
Disciplinary Core Ideas (DCI)
LS1.D: Information Processing
Animals have body parts that capture and convey
different kinds of information needed for growth
and survival. Animals respond to these inputs with
behaviors that help them survive. Plants also
respond to some external inputs. (1-LS1-1)
Learning Target:
 I can describe how plants respond to their
environment to meet their needs.
LS3.A: Inheritance of Traits
Young animals are very much, but not exactly, like
their parents. Plants also are very much, but not
exactly, like their parents. (1-LS3-1)
Learning Target:
 I can provide evidence to show that young
plants are very much, but not exactly like
their parents.
Instructional Unit Lessons
(Module Resources)
Science Lessons 5-9
ELA Connection Lessons
JCPS
2013-2014
Calendar*
Sept. 16 – Sept. 27
5 Science Lessons
2 ELA Connection Lessons
(Plants and Animals Inv. 1)
Science Lessons 10-12
(Plants and Animals Inv. 2)
Science Lessons 13-15
(Plants and Animals Inv. 2)
LS3.B: Variation of Traits
Individuals of the same kind of plant or animal are
recognizable as similar but can also vary in many
ways. (1-LS3-1)
Learning Targets:
 I can provide evidence to explain that
individuals of the same kind of plant are
similar, but can vary in many ways.
Sept. 30-Oct. 11
3 Science Lessons
Isopods Arrive
Oct. 9
Oct. 14-Oct. 22
3 Science Lessons
Bess beetles Arrive
Oct. 16
Science Proficiency #1
Window Opens
Oct. 22
Focus Topic 1: Animal structure and function
Focus Topic 2: Comparing young animals to parents
Focus Topic 3: Animal response for survival
LS1.A: Structure and Function
All organisms have external parts. Different animals
use their body parts in different ways to see, hear,
grasp objects, protect themselves, move from place
to place, and seek, find, and take in food, water and
air. Plants also have different parts, roots, stems,
leaves, flowers, fruits) that help them survive and
grow. (1-LS1-1)
Learning Target:
 I can explain how animals use their external
body parts in different ways.
LS1.B: Growth and Development of
Organisms
Adult plants and animals can have young. In many
kinds of animals, parents and the offspring
themselves engage in behaviors that help the
offspring survive. (1-LS1-2)
Science Lessons 16-18
Oct. 23-Nov. 1
3 Science Lessons
1 ELA Connection Lesson
ELA Connection Lesson
(Plants and Animals Inv. 3)
Science Lessons 19-22
ELA Connection Lesson
Nov. 4-Nov. 15
4 Science Lessons
1 ELA Connection Lesson
(Plants and Animals Inv. 3)
Science Lessons 22-24
(Plants and Animals Inv. 3 and 4)
Nov. 18 -Nov. 26
3 Science Lessons
Next Generation Science Standards (NGSS):
Disciplinary Core Ideas (DCI)
Learning Target:
 I can use information from text to show
that adult animals can have young.

I can use information from text to show
that many kinds of animals engage in
behaviors that help the offspring survive.
LS1.D: Information Processing
Animals have body parts that capture and convey
different kinds of information needed for growth
and survival. Animals respond to these inputs with
behaviors that help them survive. Plants also
respond to some external inputs. (1-LS1-1)
Learning Target:
 I can describe how plants and animals
respond to their environment to meet their
needs.
Instructional Unit Lessons
(Module Resources)
Science Lessons 25-27
JCPS
2013-2014
Calendar*
Dec. 2-Dec. 6
3 Science Lessons
(Plants and Animals Inv. 4)
Module 2 Delivery:
Dec.2 – Dec. 6
Module
1 Pickup:#2
Science
Proficiency
Dec.
16 – Dec.
20
Window
Opens
Dec. 6
LS3.A: Inheritance of Traits
Young animals are very much, but not exactly, like
their parents. Plants also are very much, but not
exactly, like their parents. (1-LS3-1)
Learning Targets:
 I can provide evidence to show that young
plants are very much, but not exactly like
their parents.
 I can provide evidence to show that young
animals are very much, but not exactly like
their parents.
LS3.B: Variation of Traits
Individuals of the same kind of plant or animal are
recognizable as similar but can also vary in many
ways. (1-LS3-1)
Learning Target:
 I can provide evidence to explain that
individuals of the same kind of plant or
animal are similar, but can vary in many
ways.
NGSS Performance Expectations
Students who demonstrate understanding can:
1-LS1-1 - Use materials to design a solution to a human problem by mimicking how plants and/or animals use their externa
grow, and meet their needs.
1-LS1-2 - Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1 - Make observations to construct an evidence-based account that young plants and animals are like, but not exactl