They Have Needs Too!Needs Too! · 2 1 • I have 3 characteristics about plants. • I have 3...

They Have They Have They Have They Have Needs Too!Needs Too!Needs Too!Needs Too!

Unit Overview: In this unit, students will learn about the characteristics of plants and animals. They will also learn about different environments in the world that support these organisms. Five different technologies have been integrated into this unit plan. The students will participate in many different engaging activities. This includes the following: observing and planting seeds, creating a database for animals of the desert, learning about desert peoples on the Internet, and creating a class PowerPoint presentation about different environments in the worlds. Stuents will work both individually and in groups to accomplish these goals. Curriculum Area(s): Science, Social Studies, Mathematics, and Informational Literacy Subject Area(s): Living Objects and Geography Suggested Grade Level: First Duration of Unit: 5 weeks

Lesson Plan #1

Curriculum Area: Science and Language Arts Subject Area: Living Objects Lesson Title: “Hooray For Organisms!” Equipment Needed:

Day One: 1. 20 copies of “My Living Thing” worksheet 2. Pencils 3. Crayons 4. Chart paper 5. Markers Day Two: 1. Chart paper 2. Markers Day Three: 1. 20 clipboards 2. Pencils 3. Paper 4. Crayons Day Four and Five: 1. 20 copies of the rubric 2. Paper 3. Pencils 4. Wireless mobile lab 5. Printer

Prerequisite Skills in Subject Areas:

Science 1. The learner understands that all organisms

have needs to live. 2. The learner understands that plants and

animals have both similar and different needs.

Language Arts • The learner is familiar with what a list is. • The learner understands that a list is another way

to display information using written language. Prerequisite Skills in Technology:

• The learner is able to locate and use letters, numbers, and special keys on a keyboard.

• The learner is able to make a bulleted list using Microsoft Word.

• The learner is able to save their work. • The learner is able to insert graphics. • The learner is able to print a document.

Learning Objectives in Subject Areas:

• Science- 1.01 Determines the needs of plants such as air, water, nutrients, and light

• Science- 1.02 Determines the needs of animals such as air, water, food and shelter.

• Language Arts- 4.04 Extends skills in using oral and written language.

Learning Objectives in Technology:

• (KU/WP/DTP) 2.4 Key words and/or sentences using word processing.

Instructions: Day One: • The teacher will explain to students that for the

next few weeks, the class will be talking about different living objects.

• The teacher will introduce the term “organisms” to the students and explain to them that this is another word for living things.

• The teacher will handout a copy of “My Living Thing” worksheet. (see attached)

• The teacher will go over the directions with the students and have them complete the worksheet.

• The teacher will collect the papers. • The teacher will remind students that they each

drew a picture of an organism and some things they

need to survive. • The teacher will ask students to close their eyes

and picture in their head what organism they drew. • The teacher will display a piece of chart paper that

has the title “Our List of Living Things.” • The teacher will ask the students for their

responses and record their answers. • The teacher will put checkmarks next to duplicate

answers to validate all student responses. • The teacher will ask the students if they think

organisms are both plants and animals. She will listen to their ideas.

• The teacher will explain to students that both plants and animals are considered organisms.

Day Two: • The teacher will ask students to recall the other

name they can use to describe plants and animals. • The teacher will display a piece of chart paper that

has the title “The Ways Plants and Animals are Alike.”

• The teacher will ask students to put on their thinking caps to think about what plants and animals have in common.

• The teacher will record their responses on the chart paper.

• The teacher will display a 2nd piece of chart paper with the title “The Ways Plants and Animals are Different.”

• The teacher will ask students to think about how these two organisms are different.

• The teacher will record their answers on chart paper.

• The teacher will explain to the students that they are going to keep these lists up in the room throughout this unit. As they learn new ideas, they can add them to the lists.

Day Three: • The teacher will take the students on a walk around

the school’s campus. • Each student will have a clipboard and a pencil. • Each student will have a piece of paper divided into

8 boxes. (A total of 16 boxes if they use the front and back of the paper.)

• As they observe organisms in the environment, the students will draw a picture and label them.

• The students will have some time to add color to their drawings.

• The teacher will collect a paper from each student. Day Four and Day Five: • The teacher will explain to the class that she wants

to know how much the students have learned about organisms.

• The teacher will show the students the rubric so they know exactly what is expected of them.

• Each student will get a piece of paper. • Each student will fold their paper in half. • On one half of the paper, students will list three

characteristics of plants and on the other half of the paper, students will list three characteristics of animals.

• As they complete their list, they will type it on Microsoft Word.

• Each student will type 2 bulleted lists. • Each student will need to insert 2 graphics on their

paper. • Each student will print out their list when it is

completed. Evaluation of Content:

• The children will do a self-assessment using the attached rubric.

• The teacher will use the same rubric to assess the students.

Evaluation of Technology Integration:

• The teacher will use the attached rubric to assess the students.

Rubric : 4

3

2

1

• I have 3

characteristics about plants.

• I have 3 characteristics about animals.

• My lists are bulleted.

• I inserted 2 graphics.

• I typed without making any mistakes.

• I have 3 characteristics about plants.

• I have 3 characteristics about animals.

• I inserted only 1 graphic.

• I made less than 5 mistakes in my typing.

• I listed 3 characteristics of plants OROROROR animals.

• I did not insert any graphics.

• I made more than 5 mistakes in my typing.

• I have hand-written lists about the characteristics of plants and animals.

Lesson Plan #2

Curriculum Area: Mathematics and Language Arts Subject Area: Living Things Lesson Title: “Oops…Don’t Forget the Water” Equipment Needed: Day One:

1. Overhead of “Observing and Describing Seeds” 2. Overhead projector 3. 4 seeds per student (kidney bean, pea, sunflower,

and pumpkin) 4. Look! Look! Look! By Tana Hoban Day Two: 1. 20 copies of “Observing and Describing Seeds” 2. 4 seeds per student (kidney bean, pea, sunflower,

and pumpkin) 3. Hand lenses Day Three: 1. Grow, Seed, Grow by Lisa Trumbauer

2. Plastic cups 3. Soil 4. Pencils 5. Water 6. Science journals 7. 4 seeds to plant per group Day Four and Five: 1. Packages of Seeds from home 2. Wireless Mobile Lab 3. Printer


Math • The learner has knowledge of sorting and

classifying. Language Arts • The learner is aware that you capitalize the first

letter in a sentence. • The learner is aware that you need to put

punctuation at the end of a sentence. Prerequisite Skills in Technology:


• The learner is able to key words and/or sentences using word processing.

• The learner is familiar with Microsoft Excel Learning Objectives in Subject Areas:

• Math – 3.02 Sort a set of objects in more than one way; sort by own rules and explain.

• Language Arts – 5.08 Period to end declarative sentence.


• (SS) 3.1 Group items by different attributes using manipulatives and/or software.

Instructions: Day One: • The teacher will read the book Look! Look! Look! by

Tana Hoban. • This book will help students become better

observers. • The teacher will ask the students what four senses

they should use when observing. (sight, smell, touch, listen)

• The teacher will explain that it is never safe to

taste things that they do not know what they are. • The teacher will put up an overhead of “Observing

and Describing Seeds”. (see attachment) • The teacher will show the students the four

different seeds. (Do not tell the students what kinds of seeds they are.)

• The teacher will ask students to come up with questions for each of the senses to find out about the seeds. (Ex. Sight – What color is it?)

• The teacher will record their answers on the overhead.

Day Two: • The teacher will explain to the students that they

will use their senses today to find out about some seeds.

• The teacher will display the overhead of questions from the previous day.

• Each student will get four seeds. (Do not let students know what kind of seeds they are.)

• Each student will get a hand lens. • Each student will get a copy of the worksheet

titled, “Observing and Describing Seeds”. • The teacher will go over the worksheet with the

children. • The children will fill out their worksheets based on

the different characteristics they observe about their seeds.

• The teacher will collect the sheets after they are completed.

Day 3: • The teacher will read the book Grow, Seed, Grow

by Lisa Trumbauer. • The class will briefly discuss the book. • The teacher will show the student the 4 different

seeds and ask them to guess what kind of seeds they are.

• The teacher will record their predictions on the board.

• The teacher will draw a picture of the seeds on the board and label them.

• The teacher will put the students in groups of four.

• The teacher will assign each group a number. • Each group will plant one of the seeds in a plastic

cup. • Each group will end up with four cups. • Each group will write the name of the seeds and

their group’s number. • Each group will water their seeds. • Each group will place their cups by the window. • Each student will make an entry in their science

journal. • Each student will include a drawing of their seeds

in their science journal that says Day 1. • Throughout the rest of the unit, students will

make entries in their science journals on the progress of their seeds.

Day Four and Day Five: • The teacher will bring in different packages of

seeds from home. • The students will work individually and sort the

seeds. • The teacher will walk around the room and ask

children to explain their rules for sorting. • The teacher will call the children to the carpet. • The teacher will have the class share ways that

they sorted their seeds. • The students will go back to their seats to make

sure their seeds are sorted by color, size, shape, and touch.

• The teacher will explain to the children that they will be taking the information they learned about sorting to make a spreadsheet.

• The teacher will provide a template for the class to use. (see attachment)

• Each student will make a spreadsheet on Microsoft

excel. • Each student will have to write 3 sentences about

the information displayed on the spreadsheet. Evaluation of Content:

• The teacher will collect one spreadsheet from each student.

• The teacher will check to see if the information is correct that the student typed into their spreadsheet.

• The teacher will check to see if the sentences begin with a capital letter and end with a period.

• Teacher observation and student motivation will also be factors into the evidence of student learning.


• The teacher will look to see if the information has been keyed correctly into the spreadsheet.

• The teacher will look to see if the students have correctly grouped the seeds and their attributes by displaying this information in the spreadsheet correctly.

• Teacher observation and student motivation will factor into the evidence of student learning.

Type of Seed Color Size Shape Touch

Lesson Plan #3 Curriculum Area: Social Studies and Information Literacy Subject Area: Geography Lesson Title: “Friends in the Desert” Equipment Needed: Day One:

1. KWL chart 2. Map 3. Cactus Café by Kathleen Weidner Zoehfield Day Two: 1. Life in the Desert by Melvin Berger 2. Chart paper 3. 5 small cacti 4. 5 small house plants 5. 5 copies of “Plant Comparisons” worksheet Day Three, Four, and Five: 1. Parent volunteers 2. Desert is Theirs by Byrd Baylor 3. 20 copies of the map 4. Access to the Internet 5. Large screen TV 6. Class Web Page 7. Resources about people who live in the desert 8. Materials requested by the students to make their

mobiles 9. 4 copies of the rubric


Social Studies • The learner is familiar with the use of maps and

globes. • The learner is familiar with the directions north,

south, east, and west. • The learner is familiar with the 7 continents. Information Literacy

• The learner can select resources both within and outside the school for personal and informational purposes.

Prerequisite Skills in Technology:

• The learner is familiar with different uses of the Internet.

• The learner is familiar with what a Web Page is. Learning Objectives in Subject Areas:

• Social Studies – 1.02 Identify various groups to which individuals and families belong.

• Informational Literacy – 1.09 Demonstrate awareness that resources convey meaning and exist in a variety of formats (print, graphical, audio, video, multimedia)


• (SS) 3.2 – Gather, organize, and display data.

Instructions: Day One: • Write the word “desert” on the board to introduce

this type of environment. • The students will brainstorm a list if what they

know about this environment. • The teacher will record their responses on a KWL

chart. • The teacher will ask the students what they want

to learn about the desert and record their responses on the KWL chart. (This will help guide your instruction.)

• The teacher will read the book Cactus Café by Kathleen Weidner Zoehfield.

• The teacher will refer back to the KWL chart to fill in some things that the class learned about the desert after hearing the book.

• The teacher will show the students on a map where the Sonoran Desert is.

Day Two: • Have students close their eyes and picture the

desert in their mind. • Help the students by mentioning things that they

would see in the desert.

• The teacher will read Life in the Desert by Melvin Berger

• Have the class make a list of the characteristics of a cactus. (The teacher will record their answers on chart paper.)

• Divide the class into 5 groups. • Give each group 1 small cactus and 1 small

houseplant. • Have each group complete the worksheet “Plant

Comparisons”. Day Three, Four, and Five: • You will need parent volunteers to facilitate during

this activity. • Inform children that over the next few days they

will be learning about desert people all over the world.

• Read the book The Desert is Theirs by Byrd Baylor.

• Give each student a blank map of the world. • As a class, shade in the areas of the different

deserts across the world. • The teacher will introduce the class to the 4

groups of people that are listed below. • Divide the class into 4 different groups. • Explain to the class that each group will be

responsible for researching desert peoples. • Assign each group one of the following: Bedouins

of the Middle East, Aborigines of Australia, The San of Africa, and the Pueblo of the Southwest.

• Explain to the children that they will use the Web Page you created to help them. (see attachment that was emailed)

• Pull up the Web Page to show the class. • The teacher will put out books about desert people

for the students to use as well. • Explain to the students that they need to find out

about the food they eat, clothing they were, and homes they live in.

• The students will make a mobile to present their information.

• The teacher will go over the rubric with the students so they know exactly what is expected of them.

Evaluation of Content:

• Each group will assess their project using the attached rubric.

• The teacher will use the attached rubric to assess each group.


• See attached rubric.

Rubric:

4

3

2

1

• Our mobile looks wonderful.

• We have 3 facts on our mobile.

• We used our class Web Page and books to research without any help.

• Our group got along the entire time.

• Our mobile looks good.


• We used our class Web Page to research and needed help some of the time.

• Our group got along most of the time.

• Our mobile looks OK.


• We used our class Web Page to research and needed help the entire time.

• Our group did not get along at all.

• We could have done a better job on our mobile.

• We have only 1 fact on our mobile.

• We used books to do our research.

• Our group did not get along at all.

Lesson Plan #4

Curriculum Area: Science and Mathematics Subject Area: Living Objects Lesson Title: “Animals, Animals, Animals” Equipment Needed:

Day One: 1. Desert Life by Barbara Taylor 2. Chart paper Day Two: 1. Desert Voices by Byrd Baylor and Peter Parnall 2. Chart paper from the previous day Day Three, Four, and Five: 1. Chart Paper 2. 4 classroom computers

3. Resources about the desert 4. Internet access 5. Parent volunteers 6. 4 copies of “Creatures of the Desert” worksheet


Science 3. The learner is aware that animals can be

classified into 4 groups. 4. The learner is aware that organisms in the

desert have different needs because of their surroundings.

5. The learner has knowledge of many different desert animals.

Mathematics • The learner has knowledge of sorting and

classifying. Prerequisite Skills in Technology:


• The learner is able to key words and/or sentences using word processing.

• The learner is able to insert graphics. • The learner is familiar with what a database is. • The learner has used File Maker Pro previously.

Learning Objectives in Subject Areas:

• Science- 1.03 Determine the needs of animals such as air, water, food, and shelter.

• Mathematics- 4.01 Gather, organize, and display information as a group activity.


• (SS) 3.2 Gather, organize, and display data.

Instructions: Day One: • The teacher will read the book Desert Life by

Barbara Taylor. • The teacher will ask the children to name all the

different animals they can think of in the desert. • The teacher will record their answers on chart

paper. • The teacher will then ask the students to think

back to the book and recall what helped each animal

survive. • She will record their answers next to each animal. Day Two: • The teacher will read the book Desert Voices by

Byrd Baylor and Peter Parnall. • The teacher will ask the students to add animals to

their list from the previous day. • The teacher will ask each student to pick an animal

off the list. • The teacher will tell the students to be thinking

about when the animal hunts for food, what it eats, how it moves in the desert.

• The class will play a game of charades. • The students will act out different desert animals. • The teacher will place a check on the list so the

students know which animals have already been used.

Day Three, Four, and Five: • The teacher will discuss with the class that animals

can be grouped into 4 different categories. (mammals, birds, reptiles, and amphibians)

• The teacher will write these 4 groups of animals on chart paper.

• The class will discuss the different characteristics of each category.

• The teacher will go over the “Creatures of the Desert” worksheet. (see attached)

• The teacher will divide the class into 4 groups. • The students can use the books and the class Web

Page to complete their 1 section of the worksheet. • The teacher will explain to the class that once they

have gathered this information about desert animals, they will enter it into a database.

• The teacher will create a template the class. • The template will include the following information:

Type of animal, name of animal, where the animal lives, what the animal eats, how the animal has adapted to the desert

• Each group will need to complete their section of the database and insert a graphic of the animal.


• The teacher will have each group print off their database.

• The teacher will check to see if the information is correct that the students typed into the database.

• Teacher observation and student motivation will also be factors into the evidence of student learning.


• The teacher will look to see if the information has been keyed correctly into the database.

• The teacher will look to see if the students put the correct information in each field.

• The teacher will check to see if the group inserted a graphic.

• Teacher observation and student motivation will factor into the evidence of student learning.

Lesson Plan #5 Curriculum Area: Social Studies and Science Subject Area: Geography Lesson Title: “Oh! What a Wonderful World” Equipment Needed:

Day One: 1. Venn Diagram Day Two: 1. Map 2. 20 copies of the map 3. Crayons 4. Pencils Day Three, Four, and Five: 1. Parent volunteers 2. Access to the Internet 3. Large screen TV 4. Class Web Page 5. 4 classroom computers 6. 4 copies of the rubric 7. Desert resources


Social Studies • The learner is familiar with a map and key. • The learner has knowledge of the seven continents

of the world. • The learner is familiar with major bodies of water in

the world. Science • The learner has knowledge of different organisms

that can live in areas of North Carolina. • The learner knows that some organisms could not

survive if they were placed in another environment. • The learner understands that organisms are born

with certain adaptations that make it possible for them to survive in a particular environment.

Prerequisite Skills • The learner is able to locate and use letters,

in Technology: numbers, and special keys on a keyboard. • The learner is able to key words and/or sentences

using word processing. • The learner is able to use the Internet to search

for information with the help of an adult. • The learner is able to print information off the

Internet. • The learner has used the wireless mobile lab

previously. • The learner has previously created a PowerPoint

slide show with the help of the teacher. Learning Objectives in Subject Areas:

• Social Studies – 5.06 Compare and contrast geographic features of places within various communities.

• Science – 1.03 Identify different environments that support various types of living organisms.


• (M/P) 2.5 Participate in the creation of a class multimedia sequential/linear story.

Instructions: Day One: • The teacher will introduce the idea that other

environments exist in the world. • The class will make a Venn Diagram comparing the

desert to North Carolina. • The teacher will add to the Venn Diagram any key

ideas that the students did not come up with. Day Two: • The teacher will ask the students to think about the

seven continents in the world. • The teacher will pull down the map for the students

to see. • The teacher will ask them to identify other

environments in the world. • The teacher will record their answers. • The teacher will write on the board the following

words: Arctic, Rainforest, Prairie, and Mountains of NC

• The teacher will ask the students to make

predictions where these environments are located and to point them out on the map.

• The teacher will hand out a class map to the students.

• The students will label their map “Environments of the World”.

• As a class, they will shade in these areas on their maps.

• Blue – Arctic, Green – Rainforest, Pink – Prairie, Brown – Mountains of NC

• The students will then make a key for their map. Day Three, Four, and Five: • The teacher will explain to the class that they will

begin a project that will continue over the next few days.

• The teacher will divide the class into 4 different groups.

• The teacher will assign each group an environment to research.

• The teacher will explain to the children that each group will become an expert on another environment in the world.

• Using the resources in the classroom and the class Web Page, the groups will research their environment.

• Each group will be responsible for the following information: 1 plant that is found in the environment, 1 animal that is found in the environment, and describe the weather in the environment

• The teacher will explain to the class that they will be creating one class PowerPoint slide show.

• The teacher will go over the rubric with the class so they can ask questions and know exactly what is expected of them.

• The teacher will remind each group they will be assessed on the slide their group creates.

• Each group will meet with the teacher during

centers to complete their part of the project; creating one slide for the PowerPoint show.

• Each group will have a chance to be creative when creating their slide.

• When the slide show is complete, it will have a total of six slides. This will include a title and reference slide.

• The class will complete the title and reference slide as a whole group.

• When the PowerPoint slide show is complete, the class will invite the other first grade classes to their room to share the knowledge that they have gained.

• The class will use a large screen TV to display their PowerPoint slide show.


• The children will first evaluate their work using the attached rubric, and then the teacher will use the same rubric to evaluate their work.


• See attached rubric.

Rubric:

4

3

2

1

• Our slide is colorful.

• Our slide includes a graphic.

• Our slide includes a title that is bigger then the text.

• Our slide includes 3 facts.

• Our group worked together to problem solve.

• Our slide includes a title.



• Our group needed help problem solving.



• Our group did not know how to problem solve.

• Our slide has 1 fact.

• Our group did not know how to problem solve.

They Have Needs Too!Needs Too! · 2 1 • I have 3 characteristics about plants. • I have 3...

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