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Activities:

Clarifying Objective

Suggested Activity

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.




Science Kit Activities:


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
Materials
1.L.2.1How 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?
Rubbing Alcholol
Leaf from a tree
Filter paper
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.
Lima Bean seeds
Zip-Lock Bag
Paper towel (from school)
Magnifying glasses
Marker (to label water and no water)
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.
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)
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
Food Chain Flashcards
Color Construction paper
Crayons
Scissors
Glue sticks
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.
Food Web Flashcards
Tape


Technology Connection:


http://classroom.jc-schools.net/sci-units/food.htm#1
http://ethemes.missouri.edu/themes/530
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml