Unit Name: Life Science
Time Frame: Trimester 3
Author: Egg Harbor Township STEM Committee
UNIT
Subject: Science
Country: USA
Course/Grade: 1st Grade
State/Group: NJ
School: Egg Harbor Township High School
UNIT SUMMARY
The student will use their knowledge of the characteristics, both external and behavioral, of plants and
animals to design and construct a solution to a human problem.
UNIT RESOURCES
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The Happy Dromedary
The Checkerboard Library (series)
Chameleon, Chameleon
The Nature Treasury: A First Look at the Natural Worlds
Plants Grow From Seeds
How Do Seeds Sprout?
See Me Grow
How to clean a hippopotamus : a look at unusual animal partnerships by Jenkins, Steve
Do animals work together? by Brynie, Faith Hickman
And Tango makes three by Richardson, Justin,
Animal families, animal friends by Woelfle, Gretchen
Animals and their families by Nascimbeni, Barbara
Animal Dads by Sneed Collard
Babies on the Go by Linda Ashman
Bears and their cubs by Tagliaferro, Linda
Dogs and their puppies by Linda Taglieaferro
The emperor lays an egg by Guiberson, Brenda Z
The emperor's egg by Jenkins, Martin
Like people by Schubert, Ingrid
Mama a true story in which a baby hippo loses his mama during the tsunami, but finds a
new home, and a new mama by Winter, Jeanette
Robins and their Chicks by Linda Tagliaferro
Young and Old by Emily C. Dawson
Fox by Kate Banks
Internet Resource Links:
http://www.nextgenscience.org/
www.brainpop.com
www.istem.com
www.tc.pbs.org
www.moore-stem.wikispaces.com/1st+grade+stem
www.a-zscience.com
STAGE ONE
GOALS AND STANDARDS
Science:
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-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 exactly like, their parents.
[Clarification Statement: Examples of patterns could include features plants or animals share. Examples
of observations could include leaves from the same kind of plant are the same shape but can differ in
size; and, a particular breed of dog looks like its parents but is not exactly the same.]
** [Assessment Boundary: Assessment does not include inheritance or animals that undergo
metamorphosis or hybrids.]
ENDURING UNDERSTANDINGS
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Plants and animals have external parts to help them survive, grow
and meet their needs.
Animals exhibit patterns in their behavior to help them survive.
Young plants and animals possess similar traits as their parents.
ESSENTIAL QUESTIONS
What traits do animals or plants possess to help them survive?
KNOWLEDGE AND SKILLS
Vocabulary:
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offspring – a child, plant or animal in relation to its parent(s)
parent – a person, plant or animal that produces an offspring
survive – continue to live
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pattern – a behavior that is repeated
behavior – an observable activity in a human, plant or animal
trait – a distinguishing characteristic or quality
adaptation – special features that allow a plant or animal to
live in a particular place or habitat
habitat – an natural environment of an organism
Students will know:
Plants and animals use their external parts to help them to survive.
Plants and animals use their external parts to help them to grow.
Plants and animals use their external parts to help them meet their
needs.
Parents help and teach their young how to survive.
Young plants and animals are like, but not exactly like, their parents.
STAGE TWO
PERFORMANCE TASKS
Design and construct a model of a plant or animal characteristic that
mimic’s a need to protect or shield a part of the human body.
[Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal
solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells,
acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants;
keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by
mimicking eyes and ears.]
OTHER EVIDENCE
Formative assessments
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Teacher Questions
Class Discussions
Relating concepts of science standards to reading and math activities
STAGE THREE
You will need:
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jelly doughnuts (1 per pair of students)
trash bags (1 per pair of students)
string
aluminum foil
popsicle sticks
toothpicks
pipe cleaners
bubble wrap
card board
glue
clay
play dough
news paper
tape
cotton balls
paper towel rolls
netting
various impactors to drop (ex. ping pong ball, tennis ball, basketball)
Directions
*Refer to STEM Design Challenge Steps
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In whole group, read scenario and brainstorm ideas
Pair Students
Hand out supply ‘trash bags’ and doughnuts
Provide time and paper to plan and draw diagram of protective shield or
covering.
5. Provide time for students to create and follow their plan.
6. Test each students protective shield or covering using jelly doughnut.
7. Document each shield or covering’s ability to withstand the impact of a ping
pong ball, tennis ball and basketball.
Example of Data Collection Sheet:
Pair 1
Pair 2
Ping Pong Ball
Tennis Ball
Basketball
Pair 3
Pair 4
Pair 5
Pair 6
8. Reflect on success of each shield or covering and how to improve.
9. Revisit designs and allow to modify or discuss what would work better.