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    Grade 1 Science Plants

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    api-466313227
    This document outlines a 1st grade science lesson plan on what plants need to grow. The lesson involves reading a book, observing a sprouted bean, discussing what plants need from their environment like water, air, light and food, and conducting an investigation where students predict and observe what will happen to bean seeds placed in plastic bags with wet paper towels over a week. The lesson aims to teach students that plants need water, air, food and sunlight from their environment to survive and grow through engaging activities involving prediction, observation and discussion.

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    Download as PDF, TXT or read online from Scribd

    Grade 1 Science Plants

    Uploaded by

    api-466313227
    194 views4 pages
    This document outlines a 1st grade science lesson plan on what plants need to grow. The lesson involves reading a book, observing a sprouted bean, discussing what plants need from their environment like water, air, light and food, and conducting an investigation where students predict and observe what will happen to bean seeds placed in plastic bags with wet paper towels over a week. The lesson aims to teach students that plants need water, air, food and sunlight from their environment to survive and grow through engaging activities involving prediction, observation and discussion.

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    This document outlines a 1st grade science lesson plan on what plants need to grow. The lesson involves reading a book, observing a sprouted bean, discussing what plants need from their environment like water, air, light and food, and conducting an investigation where students predict and observe what will happen to bean seeds placed in plastic bags with wet paper towels over a week. The lesson aims to teach students that plants need water, air, food and sunlight from their environment to survive and grow through engaging activities involving prediction, observation and discussion.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    194 views4 pages

    Grade 1 Science Plants

    Uploaded by

    api-466313227
    This document outlines a 1st grade science lesson plan on what plants need to grow. The lesson involves reading a book, observing a sprouted bean, discussing what plants need from their environment like water, air, light and food, and conducting an investigation where students predict and observe what will happen to bean seeds placed in plastic bags with wet paper towels over a week. The lesson aims to teach students that plants need water, air, food and sunlight from their environment to survive and grow through engaging activities involving prediction, observation and discussion.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Erin Koerselman

    MAT 632
    Unobserved Science Lesson

    Lesson Title: What do plants need?

    Grade Level: 1

    State Science Standards Connection:


    Standard 1 – People can often learn about things around them by just observing those
    things carefully, but sometimes they can learn more by doing something to the things and noting
    what happens (raise questions about the world around them, be willing to seek answers to some
    of those questions by making careful observations and trying things out).
    Standard 4 – Life Science. Students will gain an understanding of Life Science through
    the study of changes in organisms over time and the nature of living things.
    Objective 2 - Observe how living things change and depend upon their environment to
    satisfy their basic needs.
    Indicator 2 – Identify how natural earth materials, e.g., food, water, air, light, and space,
    help to sustain plant and animal life.

    Essential Question: What do plants need to grow and survive?

    Specific Lesson Objective: Students will know what plants need. Students can conduct simple
    experiments/investigations related to plant needs by testing one variable at a time.

    Vocabulary Focus: need, environment, investigate

    Materials: The Tiny Seed, sprouted lima bean, poster-size paper, marker, plastic sandwich
    baggies with blank labels, bean seeds, paper towels, water.

    Anticipated Time Frame for Each E:


    Engage- 10-12 m
    Explore- 8-10 m
    Explain- 3-5 m
    Elaborate- 3 m
    Evaluate- 5 m

    B. Instructional Procedures

    Engage: Read The Tiny Seed while kids are seated on the rug. Ask students what the seed
    needed to sprout and grow into a big flower. Show students the sprouted lima bean. Ask: what
    does the seed need for the baby plant inside to sprout? What do plants need from their
    environment? *Go over the meaning of environment: Ooh, I just said a really big word,
    “environment.” Let’s all say it: environment. Who can tell me what environment means? Make
    sure they understand it means everything that is around us. (If children have difficulty with the
    word “need,” remind them they talked about it the other week: Remember when you talked with
    Mrs. Z about the difference between a want and a need? Who remembers what a need is?)
    So, what do plants need from their environment to survive? Record answers on poster. Ask
    students, “How would we find out? I wonder what we could do to find out what seeds or plants
    need to grow.” Record answers on poster. This is called investigating! Say it with me,
    “Investigating!” Now we get to investigate!

    Explore: Demonstrate to children how they will be placing a bean inside a plastic bag with a wet
    paper towel. Say: we know seeds and plants need water, air, food, and sunlight from their
    environment, but we are only going to put water in the bags. There will be air in the bags and the
    seeds will get some light from the windows because we are going to tape the bags to the
    windows.
    Excuse children back to their desks.
    I am going to give each of you a seed. I don’t want you to touch the seed. What I want you to do
    is draw a picture of what your seed looks like in box #1 on your worksheet (point to box #1 on
    the graphic organizer).
    Say: Everyone point to box #1 (the top box). In this box, draw a picture of what your seed looks
    like.
    Now I am going to give each of you a baggie with a water-soaked paper towel in it. First, I want
    you to write your name on the name tag.
    Say: Everyone point to the white tag; now write your name on it.
    Now I want you to put the bean seed in the baggie and close the baggie tightly. What are we
    going to do with the seed? (Make sure they understand directions.)
    Demonstrate as you put a seed in a bag.
    *Circulate room to help as needed.
    Collect bags.
    Say: Everyone point to box #2.
    Now have them make a prediction on their worksheet: I want you to write a sentence and draw in
    box #2 what you think will happen to your seed after being in the baggie for a week. Do you
    think it will sprout? Do you think the baby plant inside will start to grow? Will it stay the same?
    Put graphic organizer under the doc cam and demonstrate a think-aloud: I think my seed will …
    (sprout, grow, stay the same). Mention that this is called a prediction; we are predicting what we
    think will happen. Is it ok if our prediction is wrong? Yes!
    *Circulate room and help as needed.

    Explain: Now that we have started our investigation, think about what plants need from their
    environment to grow and survive, then share with your neighbor. Have children use the sentence
    frame, “Plants need from their environment …” (Have them repeat it after you.)
    Ask: what do plants need? Record answers on the whiteboard: water, air, food, and sunlight. And
    what can we do to find out what plants need?

    Elaborate: Check student understanding by connecting to what other living organisms like
    people need to survive. Ask: if plants need water, sunlight, air, and food to survive, what do you
    think people and other animals need to survive? What do we need from our environment to
    survive?
    Evaluate: Exit Ticket (students may draw or write answers).
    Name ___________________________

    What Do Plants Need?

    Plants need ______________, _______________, ________________, and ________________

    from their environment.

    My Investigation

    1. Before I investigate, my seed looks like: 1

    2. I think my seed will __________________________________: 2

    3. 1st observation - My seed looks like: 3

    4. 2nd observation – My seed looks like: 4

    5. Final observation – My seed looks like: 5

    6. Did my seed change? Yes No What happened? ___________________________

    _______________________________________________________________________
    Name __________________________

    What Do Plants Need?

    Exit Ticket

    What do plants need to grow and survive?

    Plants need ______________, ________________, _______________,

    and ________________.

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