|1st Grade Life Science
|[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
|The following benchmarks can be found in UNIT A: Kinds of Living Things
||Labs & Activities
- Detroit Zoo
- Weigand's nursery grows strawberries hydroponically and will explain the process to students. (Before their planting season begins)
IRC Activities: Check calendar frequently for new events.
Units of Practice:
Each UOP, located on the Utica Learning Interchange (ULI), is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.
- Creepy Crawlies
- Polar Regions & Their Animal
- Plant Parts
|III.2.E.2 Compare and contrast (K-2) familiar organisms on the basis of observable physical characteristics
a) Put animals into groups; mammals, amphibians, reptiles, birds, fish.
b) "Animal Groupings" assessment page A15 in book.
c) Draw pictures of animals that have the same characteristics p A47 of the DiscoveryWorks Teacher's Guide.
|III.2.E.5 Explain the functions of selected seed plant parts.
a) Create a plant and label roots, stem, leaves, seeds, flower.
b) Grow and observe a plant in medium that roots can be viewed.
e) 25 Science mini books (see Print Material)
|III.4.E.2 Explain how physical and behavioral characteristics of animals help them to survive in their environments
Question/Answer~Why do animals have different types of teeth, colors, feet, body coverings, or hiberate?
Nicole Dorn, Michelle Edwards, Jennifer Mecca, Alice Miller, Laurie Pritchard, Ryan Rivard, and Jen Tyll-Pahany
Last Revised: Wed, Mar 10, 2004