STRAND:
FORCE AND MOTION
GRADE: 1st
Essential Standard:
1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.
Clarifying Objective:
1.P.1.1 Explain the importance of a push or pull to changing the motion of an object.
1.P.1.2 Explain how some forces (pushes and pulls) can be used to make things move without touching them,
such as magnets.
1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.
Activity
1.P.1.1 Observe how objects move: How can I demonstrate types of
force using touch? Stations: Place one type of toy at each station. Then
allow students to work in groups for 2 minutes at each station to explore
how that object can move. Station 1: Aluminum Pan with water and
boat. Station 2: Toy Cars, Station 3: Toy trucks, Station 4: rubber
bouncy balls, Station 5: Magnetic Car with magnet.
1.P.1.1 How can I change the speed and direction of an object in
motion? Students will use a ramp with one book propping it up and roll a
marble down it. When the marble stops students will then use a red chip
to mark the distance. The students will then change the height by
adding two books/blocks of the same size under the ramp and roll the
marble down the ramp again. Finally, they will use three books of the
same size and roll the marble down the ramp and mark how far it rolls.
When they are done they can compare the distances from 1, 2 and 3
books. How did the distance change?
1.P.1.2How can objects move without touching them: Balloon Rockets:
(whole group activity) Have one student hold one end of the cotton
string. Then unroll a long enough piece of string to go across the
classroom. Then the teacher can blow up a balloon. Another student
can hold the 3inch piece of straw on the balloon while another student
tapes it on according to the picture on the right. Once the straw is taped
on to the balloon. Then thread the string through the straw as shown in
the picture. 3,2,1 blast off! What happen to the balloon? Why was it
able to travel even though we did not push or pull it along the string?
1.P.1.2Can I demonstrate how magnets repel and attract objects? Each
student gets a magnet and a then one bag of items per group. Which of
the following items do you think a magnet will stick to, and why? What
will move to a magnet? Lesson on pg. F 27in the 1st grade McMillan
McGraw Hill textbook.
1.P.1.3 Balance, Balance, Balance Activity: Each group member cuts
out at least one unusual shape from the construction paper. (If there are
less than six students in the group, decide which shapes should be
duplicated to give a total of six shapes.)
Students will pull one piece of string through each straw. Attach the
shape to one end of the string with tape. Attach the other end of the
string to the clothes hanger. Students discuss and decide how the
shapes and straws are to be arranged on the mobile so that it balances.
Students draw a picture of the arrangement in their science notebooks.
Encourage them to make any necessary modifications to balance their
mobile. Provide an explanation of why or why it did not work.
How can I show the unseen force of magnets?
Before doing the lesson the teacher will prepare the Petri dishes by
placing a circle of white paper in the bottom of the Petri dish and
sprinkling iron filings on top of it. Then the teacher will place the top on
and tape the Petri closed. Students will then work in groups to see the
magnetic field around the magnet by placing the Petri dish on top of the
magnet. After student record what they see in their notebooks they can
then pick the magnet up and move the magnet around to see how the
magnet affects the iron filings.
Materials
(1) Aluminum Pan
Toy Boats
Toy Cars
Toy Trucks
Rubber balls
Magnets
Magnetic cars
Ramps or poster board
Marbles
Red Chips (for markers)
3 books or blocks
Balloons
String (general item box)
Straw (general item box)
Masking Tape
Bar Magnets
Assorted items bags –Magnetic and non Magnetic
Construction Paper
String
Straw
Tape
White paper
Petri Dish
Iron Filings
Magnets
Tape
STRAND:
GRADE: 1st
ECOSYSTEMS
Essential Standard:
1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and
animals to survive.
Clarifying Objective:
1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that
these may be found in their environment.
1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in
North Carolina or different places throughout the world.
1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of
the plants and animals that live there (e.g., reuse or recycle products to avoid littering).
Activity
Materials
1.L.1.2 What do living things need to survive? Teacher will prepare before lesson a 6
foot piece of yarn tied/knotted together to create a circle (one circle of yarn for each
group of students). Then in the students notebooks have them create a T chart Living
and Non living. Lesson: Take students outside with the circle of yarn and magnifying
glasses. Have the students find as many living and non living things inside of their
circles and draw or write what they are under the correct column. Once back inside
make a chart as a whole class. Talk about how the living things in the circle use the
non-living things to survive. Reference McMillan McGraw-Hill 1st Grade A10-A19 and
B4-B9
1.L.1.1 How do plants, animals, and people depend on one another for food and
sometimes shelter?
Students will create bird feeders by using cardboard tubes. Use a hole punch to make
two holes at the top of the cardboard tubes. Then thread the string through the holes
and knot off (the teacher may want to do this part a head of time). Have the students
spread Frosting or Crisco all over the tube. Then have the students roll the tube on a
plate of birdseed until the whole tube is covered. Have the students make predictions
and observations about the birds that come to the feeder and/or how the feeder will
change over time. Also, discuss what a bird does if people do not leave feeders out
for them. - plants . . . migrate... die...
1.L.1.1 Why do different organisms live in different places? The students will get a
mixture of animals; birds, farm, ocean, insects, reptiles and plants. In groups have the
students classify the animals into groups on top of a map of North Carolina Regions;
Mountains, Piedmont and Coastal based on their needs from their environment. As a
whole class discuss the student created classifications and how their needs are met
based on their classification groups. *Make connections to the NC regions; Mountains,
Piedmont and Coast. Pg. B30-B53
1.L.1.1 What are the needs of a plant? Students will plant 6 plants as a whole class.
Plant 1: soil, Plant 2: No soil. Sprinkle seeds on a damp sponge. Plant 3: Little Water:
10ml of water, Plant 4: Lot of water: 30 ml of water, Plant 5 Sunlight, Plant 6 no
sunlight (place in a closet or cupboard). Make sure each plant that has soil uses 3/4th
cup of soil the plants that are not testing amount of water will get 20ml of water.
Yarn (general items box)
Magnifying glass
Notebooks/ Journals
1.L.1.3 How can humans protect their environment and/or improve conditions for the
growth of the plants and animals that live there. Students will explore how different
materials can break down to create nutrient rich soil for plants. In 4 different plastic
jars place 1 cup of soil. Then place one type of material that could be recycled or
reused. Bag 1, paper, 2, food scrap, 3 glass, 4, plastic. Then place 1 more cup of soil
in each bag to cover it up. Then place a few worms in each bag to help the materials
decompose. Keep the soil moist. Check the bag twice a week and observe the
changes. Brainstorm with the students what else the plastic and glass things could be
used for since they don’t break down like the food and paper does. Talk about how the
paper and food soil is helpful for new plant growth when re-used in a garden or in
nature.
Soil
Worms
Plastic
Paper
Food Scrap
Glass
4 gallon zip lock bags
Water
Cardboard Tubes
Birdseed
String or Yarn (general items box)
Plate
Frosting or Crisco (must purchase this
ahead of time)
Toy Eagles
Farm Animals
Assorted Ocean Animals
Assorted Mountain Animals
Assorted Insects
Assorted Reptiles and Amphibians
Fast Growing Seeds or Grass Seeds
5 Clear Plastic Cups
6 Medicine Cups
Potting Soil
Measuring Cup
Sponge
STRAND:
GRADE: 1st
EARTH IN THE UNIVERSE
Essential Standard:
1.E.1 Recognize the features and patterns of the earth/moon/sun system as observed from Earth.
Clarifying Objective:
1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of objects
across the sky as observed from Earth.
1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from day to day.
Activity
Materials
Recognize different stars in the sky and other observations
of the night sky. Create the north star, big and small dipper
and scatter the other stars all around. Students need to
know there are more stars in the sky than anyone can
count, but they are not scattered evenly, and they are not
all the same in brightness or color. Talk as a whole class
what the students see in the night sky and why there may
be different color stars in the sky. Also that the Polaris
(northern star) is the only star that does not move in the
night sky. All the other stars do.
Show students the globe, slowly rotating it
counterclockwise. Once students see this rotation, give one
student the flashlight and mention that the globe will model
Earth and the flashlight will model the sun. Turn on the
flashlights and off the classroom lights. Show that at any
time, half of Earth receives light from the sun. That half
experiences day. The other half does not receive light. That
half experiences night. Ask students to tell which part of the
globe is in day/night. Rotate the globe counterclockwise.
Ask them several more times which part of the globe is
experiencing day/night?
Observe the movement of the sun by tracking it by drawing
on the pavement with side walk chalk. Draw a center point
on the sidewalk like the hand on a sundial. Then Have one
student stand on the center point. Have another student
mark his/her shadow on the sidewalk. Continue to go out
and track the new shadow over the course of a day (ie:
morning, lunch, afternoon) and label it. Talk about what
happened to their shadows over the course of the day and
why. Extension: have students create a sundial plate with a
straw in the middle as shown to the right. Take the plate
outside each time you go out to measure the student’s
shadows. Compare their sundial to the clock.
Cover a Styrofoam ball with tin foil. Place a skewer through
the center and rotate the moon counter-clockwise to
represent the different moon phases. Use a flashlight to
shine on the surface of the moon. Have the students draw
that they see where the light is shining.
Use the moon phase card s and have students order them
from new moon all the way to a last quarter moon.
Students can create the different moon phases using black
and white modeling clay.
Glow in the dark assorted color stars
Big and Small dipper formation
Teacher will place 1 cm of cocoa powder in the bottom of a
Styrofoam bowl. Students will then take a marble and drop
it into the bowl from about 1 foot. Students will then pick the
marble up and continue to create craters until the powder
resembles the surface of the moon.
Styrofoam Bowls
Cocoa Powder
Marbles
Globe
Flashlight
Sticky Note
Sidewalk Chalk
Paper plate (1 per child)
Straw (1 per child)
Flashlight
Tin Foil
Skewer
Paper
Black crayons
Moon Phase cards
Black Modeling Clay
White Modeling clay
STRAND:
GRADE: 1st
EARTH SYSTEMS, STRUCTURES AND PROCESSES
Essential Standard:
1.E.2 Understand the physical properties of Earth materials that make them useful in different ways.
Clarifying Objective:
1.E.2.1 Summarize the physical properties of earth materials, including rocks, minerals, soils and water that
make them useful in different ways.
1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water,
nourish and support the growth of certain plants.
Activity
1.E.2.1 What are physical properties? Begin lesson by describing one object in
the classroom. Write down everything the students observe about the item;
Shape, size, color, weight, texture. After you discuss the item and talk about the 5
properties place students in pairs or groups. Give them a cup of mixed shells and
rocks. Have the students classify/sort them based on their physical properties.
Discuss with the students how they decided to sort their objects.
1.E.2.1 What are the different properties of rocks, minerals, soil, and water? Give
each student one 5x8 index card and have them fold it into 3 equal rectangles
(teacher may want to prepare the cards a head of time). Draw a line down to
divide the 3 columns. In rectangle 1 make a circle with the glue and use the spoon
to sprinkle the clay soil on it. Then press it down so it sticks to the card. Repeat
with humus and sand in the other two columns. Then have the students use their
magnifying glasses to observe one soil sample at a time. As a whole class record
the different properties of each soil and list it in the same column as the soil
sample. Finish describing properties for all three soil samples. Ask: How big are
the particles of sand? Of clay? What shape are the particles found in humus?
Are they all the same? Do all the sand particles look the same?
1.E.2.1 How can you classify rocks? Take the students outside to find a special
rock (this could also be assigned for homework prior to lesson). Have the
students use a magnifying glass to observe their rocks physical properties. Then
have the students report to their groups the properties of their rocks. Once all the
students have reported ask the students to classify their rocks as a whole group.
Use a piece of white paper with two circles draw on them for the students to place
their rocks inside of when classifying them. Example in 1st Grade McMillan
McGraw Hill Textbook page D5
1.E.2.2 What is clay, humus and sand soils capacity to retain water?
Students will observe as a whole class how much water each type of soil holds.
Place 1 piece of 3”x3” screen over the bottom of the funnel. Place the screen and
funnel on top of 1 graduated cylinder. Then pour ½ cup of clay soil into the funnel.
(a few pieces of soil may fall through and that is ok). Then fill a 2 nd funnel with
50ml of water. Pour the 50 ml of water into the clay soil and observe how much
water comes out. Repeat procedures with the remaining soils, cylinders, funnels
and screens. Then place all 3 soil cylinders next to each other and observe which
soil holds the most water and the least amount of water. How can this help or hurt
plants ability to survive?
Materials
Assorted Rocks
Assorted Shells
2 Paper Plates
Cups
5”x8” Index Cards (1 per student)
Glue stick
Magnifying glass
Humus Soil
Clay soil
Sand
Cups
Spoons
Assorted Rocks
Magnifying glasses
Copy Paper(1 per group)
Pencil
3 funnels
6 graduate cylinders
3 pieces of 3”x3” screen
1/2cup Clay soil
1/2cup Sand
1/2cup Humus
Water
STRAND:
MOLECULAR BIOLOGY
GRADE: 1st
Essential Standard:
1.L.2 Summarize the needs of living organisms for energy and growth.
Clarifying Objective:
1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for
energy and growth.
1.L.2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy
and growth.
Activity
1.L.2.1 How do green plants make their own energy/food? Experiment Concept: The chlorophyll that makes plants green can be extracted for
observation.
Prediction: If chlorophyll is extracted from a leaf into alcohol, what color will it
be?
Procedure: Place a freshly picked leaf in the glass of alcohol. (Note: Dip the leaf
in boiling water before placing it in the alcohol to speed up the process.) Set a
timer and check the leaf every hour for several hours. Check it the next day.
Observations: Observe the leaf before, during, and after placing it in the
alcohol. How does the leaf change? How does the alcohol change?
1.L.2.1 What do seeds need to grow?
Put one seed on a dry paper towel. Put the towel in a zip lock bag. Repeat using
another see on a wet towel. Place both bags in a warm place. Make predictions
about what will happen to each seed? Observe over two weeks and discuss
which seeds are growing better and what and what do the seeds need to grow.
Reading connection in McMillan McGraw Hill 1st grade textbook pageA45-A49
Extension: Place a piece or celery or carnation flower in a cup of food coloring
and water and observe the changes over a week. Discuss the changes and why
it is happening.
1.L.2.1 Parts of a Plant and how they help the plant survive. Prior to going
outside each student or pair of students will get a zip lock bag to carry their plant
parts in. Students will go outside and explore different plants. They will need to
find Roots, Leaves, and Stems (flowers are optional) Students will bring their
bags back inside and sort their bags into the 3 piles (roots, leaves and stems).
The students will then fold 1 piece of 8x11 paper to create 4 squares. They will
glue each part of a plant in their own box. Then Label each box and write one
sentence about how that part is important to the plant. Ex: The roots help the
plant take in water and nutrients. The stem gives the plant support and carries
water to the leaves. The leaves take in sunlight so the plant can make its own
food. Optional: The flowers help make new plants.
1.L.2.2 How do animals get energy for growth? In the McMillan McGraw Hill 1st
Grade Textbook read page B33-B37 to introduce food chains. Then take the
students outside on a nature walk and have the students observe animals
around the school frogs, birds, snakes, ants, bugs etc). When you get back in
make a list of the animals they saw. Then talk about what each animal eats.
Students will use the food chain flashcards to create a simple food chains.
Discuss as a whole class what type of food chains they created. (each food chain
should consist of 3 flashcards.) Then have the students create a food chain
using 2 inch strips of construction paper, crayons, and glue. Reference page B33
in McMillan McGraw Hill 1st grade textbook. Example: sun – grass - cow
1.L.2.2 How do animals get energy for growth? Plants, other animals, and/or
both? Have students tape one food web flashcard picture each to their chests.
Tell the students that they will make a food web. Have them stand in a circle and
introduce themselves as the plant or animal they represent. The student with the
sun picture should stand in the center. They should look around and ask
themselves: Who in the circle could I give my energy to? (Who might eat
me?)Who in the circle could give me energy? (Whom could I eat?) to create a
class food web.
Materials
Rubbing Alcholol
Leaf from a tree
Filter paper
Lima Bean seeds
Zip-Lock Bag
Paper towel (from school)
Magnifying glasses
Marker (to label water and no water)
8 ½ x 11 white paper (one for each
student or pair)
Ziplock bags (one for each student or
pair)
Pencil (for labeling and writing
sentences)
Food Chain Flashcards
Color Construction paper
Crayons
Scissors
Glue sticks
Food Web Flashcards
Tape