First Grade Science: Animals and Their Needs
Compiled by Eileen Wise
Polaris @ Ebert
Unit is designed from BSCS Tracks Science
What overarching understandings are desired?





“Animals” is a category that contains more than warm, furry mammals.
Despite their diversity, animals have similar needs.
Animals must meet their needs in their natural environment.
Although the structures and behaviors of animals may differ, the structures and behaviors of all
animals enable them to survive in their environment.
Animals are vertebrates only.
What are the overarching "essential" questions?







What are the different classes of animals and what characteristics define their class?
How are all animals alike?
What are the unique needs of classes of animals and how are their needs met?
What adaptations do animals have that are unique to their environment?
Can we know the habitat of an animal by observing their physical characteristics? (Biodiversity)
What are the kingdoms of living things?
What features define the animal kingdom?
What will students understand as a result of this unit?
Organisms have basic needs.
Students will be able to identify the basic needs of living things.
Each plant or animal has different structures that serve different functions in growth, survival and
reproduction.
Different plants and animals have external features that help them thrive in different places.
The behavior of individual organisms is influenced by internal cues (hunger) and by external cues
(change in environment).
An organism’s patterns of behavior are related to the nature of that organism’s environment.
Organisms can survive only in environments where their needs are met.
What evidence will show that students understand?
Students choose an animal to research from a class list. Students gather information about the
structures, behaviors, and habitats of their animal. They create a sock puppet of their animal and use it
to share the results of their research.
Standard for success








Students will show that they have achieved the outcome by:
Choosing an animal of interest from a list of selected animals
Researching the structures, behaviors and habitats of their animal
Recording that information in an organized way
Comparing their animal with ants through a Venn Diagram
Developing a booklet about the structure, behaviors, and habitat of their animals
Making a puppet of their animal
Planning and presenting a puppet show to share their information with the class
Student Self-Assessment




Use a four square chart to demonstrate an understanding of the term animal
Share observations and ideas after observing goldfish
Connect their experience with the way scientist work using a teacher/class created checklist
Use a four square chart to demonstrate an understanding of the term habitat
What teachings and learning experiences will equip students to demonstrate the targeted
understandings?
Create a word wall for science words in this unit.
Demonstrate the use of a four square chart to demonstrate understanding of a scientific term
(Word/Definition, Examples, Properties or Non-examples, Picture).
Provide goldfish for observation by pairs of students.
Create a KWL chart on goldfish.
Organize the classroom for hands-on science and discussion.
Set up science stations.
Students help set up a habitat to provide for the needs of the goldfish.
Students observe and record the interaction of goldfish with plants over five days.
Students use tools (magnifying glass, thermometers, etc.) to gather information.
Students share their observations of goldfish with the class.
Record students’ discoveries on KWL chart.
Students use books and internet to find answers to remaining questions.
Students make a model of an aquarium with tag board and art supplies.
Students make predictions about the needs of ants.
Teams of four set up ant farms for observing the ants. (As with the goldfish, live materials can be
ordered through biological supply companies.)
Students observe and record the ants’ interactions with their environment and notice if and how the
ants’ needs are being met.
Students use a diagram of ants and goldfish to match “needs” with “parts”.
Students use a Venn diagram to compare and contrast goldfish and ants.
Children take a discovery walk to observe ants in the wild and how they acquire their basic needs in
their natural environment.
Children observe pill bugs and sow bugs to determine if they are the same animal.
Children visit other animal habitats and record observations (for example: at the zoo, nature park, local
wildlife habitat, pets at home).