Grade 1 Animals Plants

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Grade One
Needs of Animals
and Plants
84 Grade One
Science
Alberta
Programs
for Your
Classroom
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Needs of Animals and Plants 85
Needs of
Animals and
Plants
Before You
Begin
It is important for young children to develop concern for their
environment. This unit leads children to appreciate and respect living
things. Through discussion, observation and experimentation, students
develop the skills to describe and classify living things. They also learn to
identify plant and animal requirements for maintaining life, and will come
to appreciate how plants and animals depend on one another.
Topic E: Needs of Plants and Animals
(Suggested time: 6-8 weeks)
This study, like Seasonal Changes, could run throughout the year as you
observe plants and animals during different seasons. Plan well in advance
for a trip to a zoo, farm, pet store, atrium or fruit and vegetable market.
Arrange trips to local parks or a conservation area to allow the children
to observe many varieties of plants in different settings, and consider
revisiting these areas at different times of the year. Familiarize yourself
with any allergies to plants or animals the children might have. Surround
the students with plants and involve them in planting and caring for them
as they grow. Invite parents to donate plants to the classroom for the
school year. Collect seed and gardening catalogues for the children to
look at and cut apart, in order to classify plants. Send a note home
requesting these catalogues.
This unit is a building block for the grade 2 unit Small Crawling and Flying
Animals, the grade 3 unit Animal Life Cycles, and the grade 4 unit Plant
Growth and Changes.
86 Grade One
Background
Information
The physical requirements of living organisms, plants and animals form the
focus of this unit. Students are asked to consider the question What is
life? and to develop an appreciation of the factors critical to the
maintenance of life.
To date, we have only one model for lifethe life that exists here on
Earth. All living things (organisms), from sea stars and elephants to snails
and tulips, are made up of one or more cells that share a remarkable
number of characteristics. For example:
similar overall structure and organization;
reproductive behaviour;
the use of the DNA (deoxyribonucleic acid) molecule as the vehicle for
passing genetic information to the next generation;
some way of breaking down food to obtain energy;
a similar biochemistry involved in photosynthesis and respiration;
an asymmetry of the molecules that make up the cells; and
a similar small-scale structure of the membranes.
In the most general terms, life is characterized by an ability to adapt to
changes in the external environment. The enormous variety of life forms
we find on Earth can be attributed to the many ways in which life has
adapted to the wide range of environments present on our planet. Even
environments that boast extreme and exotic conditions are often
inhabited by life forms that have evolved ways of attaining their basic
needs within these environments. Arctic plants and animals have
developed various ways to survive freezing temperatures and cope with
short growing seasons. Desert organisms have evolved means of coping
with sweltering heat and ways to store and minimize use of water. (See
the grade 1 unit Seasonal Changes for examples of these adaptations.)
Some life forms have adjusted to life without light, such as blind fish that
inhabit cavern pools, and the various deep-sea creatures that produce
their own source of light. Perhaps one of the most exotic life forms found
to date is a variety of sea worm discovered living near deep-sea thermal
vents. Other multicellular organisms ultimately depend on sunshine for
synthesis of primary foodstuffs (the starches manufactured and stored in
plants), but these denizens of the pitch-black sea bottom are sustained by
the sulfur compounds present in their environment.
Living things also show a high level of organization, reproduce themselves,
grow and develop, take energy from the environment and change it from
one form to another, and respond to stimuli.
Unlike inanimate objects, living organisms actively resist deterioration and
are said to be homeostatic. In order to maintain themselves as stable
systems, living organisms require certain things: a source of energy, the
presence of specific gases for respiration, water, a suitable environment
Energy
Gas for
Respiration
(Air)
Water
Correct
Environmental
Conditions
Space
(shelter might be required to attain this), and space in which to grow and
find food.
As mentioned earlier, the ultimate source of energy used by nearly all
living organisms is light. In a biochemical process called photosynthesis,
plants store the energy conveyed by light in the form of starches. Animals,
in turn, eat and metabolize (break down) these starches to obtain energy.
In order to carry out photosynthesis, plants also need water and carbon
dioxide and a source of other nutrients provided by a growing medium
(soil for terrestrial plants). The water in plants also transports nutrients to
areas where nutrients are needed.
Respiration is the absorption of specific gases used in the processes of
photosynthesis and metabolism outlined above. Plant photosynthesis calls
for carbon dioxide and the animal metabolic process requires oxygen.
Both carbon dioxide and oxygen are present in the mix of gases we call
air, so air is critical to the survival of most life forms (some micro-
organisms can survive without oxygen). Carbon dioxide is a critical
component in the photosynthetic reaction.
As seen above, water is essential as the nutrient transport medium of
plants and is a major reactant in photosynthesis. An enormous array of
substances (nutrients, metabolic waste products, essential minerals, etc.)
dissolve in water and are transported; it is also the basic ingredient in
plant and animal body fluids. Without regular water intake, plants and
animals become severely dehydrated (dried out) and eventually die.
Over a long period of time, plants and animals evolve means of accessing
food and water consistent with their local environmental conditions
(temperature, humidity, amount of annual rainfall, light level, etc.). An
important component of the environment is soillargely comprised of
rocks broken into very fine pieces. Soil also contains air, water and
decayed matter known as humus. All of these provide vital nutrients for
plants and animals. If conditions suddenly change or if the organism is
removed to another environment, the organism cannot function optimally
unless the original conditions are recreated.
Every organism requires a minimum of living space in order to attain
adequate amounts of food, air and water. When overcrowding occurs,
natural mechanisms (disease, famine, stress or a build-up of wastes, to
name a few) reduce the population size.
88 Grade One
Living Things
are Valued
Domesticated
and Wild
Animals
It is not at all unusual to find plants and animals that rely on other
organisms to provide one or more of the basic requirements for life. For
example, plants are the primary source of food for animals in an
ecosystem. In turn, animal droppings provide a concentrated source of
nutrients for decomposing that then make the nutrients available for
plants. Animals such as muskrats, birds and humans use plants as building
materials for their homes. Several plant species depend on animals to
transport their seeds to fertile ground, either in the animals gullet or
imbedded in its fur. Domesticated plants and animals depend on humans for
their care and welfare.
Children are often amazed to learn that without plants human beings
could not survive. We depend directly on plants for much of our food
(cereals, vegetables, fruits, cocoa) and indirectly for our other foods (meat,
milk, eggs). Plants such as cotton, linen and flax provide materials for
clothing. Many medicines are derived from plants. Just as we are
dependent upon plants for survival, plants are dependent on us for their
care. Without care and maintenance plant species can die, never to return.
Some animals rely on humans to take care of them, even though not all
animals that people take care of are tame. Domesticated animals depend
on people for some or all of their needs. Tame animals are friendly and
enjoy the company of humans. Wildlife refers to any animal that lives in a
mainly free state, providing its own food, shelter and other needs in an
environment. All domesticated animals have their origins in wild ancestors.
Domesticated animals are those that humans have tamed, kept in captivity
and bred for specific purposes. Wild animals in zoos may be tame, but
most of their species population remain wild. However, zoo animals are
not considered to be domesticated, even though they are cared for by
humans. Domesticated animals that escape and return to a free state are
referred to as feral.
Elementary
Science
Program of
Studies
General and
Specific Learner
Expectations
The following general and specific learner expectations have been taken
directly from the 1996 Elementary Science Program of Studies. The
specific learner expectations (SLEs) are referred to by number in the
second column of the activities table.
General Learner Expectation
Students will be able to:
Describe some common living things and identify needs of those living
things.
Specific Learner Expectations
Students will be able to:
1. Observe, describe and compare living things.
2. Contrast living and non-living things.
3. Identify ways in which living things are valued; e.g., as part of a
community of living things, as sources of food, clothing or shelter.
4. Classify some common local plants and animals into groups on the
basis of visible characteristics; for example, adaptations for survival,
such as claws, beaks, prickles.
5. Identify examples of plants and animals that are normally under
human care (domesticated) and ones that are normally independent
of human care (wild).
6. Identify the requirements of animals for maintaining life (i.e., air, food,
water, shelter, space) and recognize that we must provide these for
animals in our care.
7. Identify the requirements of plants to maintain life (i.e., light, suitable
temperature, water, growing medium, space) and recognize that we
must provide these for plants in our care.
8. Identify ways that land plants depend on soil.
9. Recognize that some plants and animals must adapt to extreme
conditions to meet their basic needs; for example, Arctic and desert
plants and animals.
10. Give examples of ways animals depend on plants and ways plants
depend on animals; particular plants serve as a source of food and
shelter, animals help spread pollen and seeds.
90 Grade One
Cross-curricular
Connections
Childrens
Alternative
Frameworks
Mathematics
Sort, classify, measure and graph
Language Learning
Read books dealing with this topic
General Outcome 3: Organize Information
Groups of students create floor charts when learning about specific
animals.
Drama
Animal puppets
Dramatize animal and plant growth processes, adjusting to new
environments and animal environments
Different animal interactions can be dramatized
See Innovations in Science, Level 1,Teacher Resource Package, p. 122-127. This
topic can be integrated with the other grade 1 topic, Seasonal Changes,
when plants and animals are studied each season.
Stead (1980) did work on childrens conceptions of living and non-living.
Many pupils consider fire, clouds, and the Sun to be living. Some older
pupils gave reasons for this by stating that fire, clouds, and the Sun all
move, breathe, reproduce and die.
Bell (1981a) and Bell and Barker (1982) investigated pupils meanings for
the word animal. Many pupils thought that only larger land animals, such
as farm or zoo animals or pets, were animals. Animals were expected to
have four legs, be large, live on land, have fur, and make noise.
Bell (1981b) also investigated pupils meanings for the word plant. Many
pupils did not consider a tree a plant. They thought a plant was cultivated,
which meant grass and dandelions were weeds and not plants. Almost half
the pupils felt that carrots and cabbage were not plantsthey were
vegetables.
Activities
Key Activities
Classroom teachers have identified the following activities that address
the Specific Learner Expectations (SLEs) in the Program of Studies. The
list is not prescriptive and teachers may select activities that are most
appropriate for their students.
Activities have been listed under two headings: Key Activities and
Extension Activities. Key activities are supported by authorized resources
and identify powerful and practical means for achieving learner
expectations. Extension activities represent alternative ways of achieving
or supporting learner expectations.
Key Activity
Observing,
identifying and
comparing living
things and non-
living things in
the environment
Studying the
needs and
characteristics of
animals that are
raised as pets
Meeting the
needs of
classroom pets
SLE
1, 2, 3
1, 3, 4,
5, 6
1, 3, 4,
5, 6
Print Resources
Innovations in Science, Level 1,
Growth and Change (Looking for
Life), p. 5
Explorations in Science, Level 1,
On Safari (Pet Visitors), p. 10
Growth and Change (Animals
Babies, Other Activities: A Pet
Day), p. 19
On Safari (Our Class Pet), p. 23
Growth and Change (Life Cycles),
p. 21
Animals in the Classroom.
Teacher Reference
Essential Materials
drawing paper, living and
non-living things to
classify
materials vary depending
on type of animal, student
pets, Plasticine, ink pad,
art materials, camera (if
possible), chart paper
a class pet and materials
for its care and feeding
materials will vary
according to type of pet
check with local pet
stores for materials you
need
butterfly larvae,
mealworms, frog eggs,
crickets, fertilized chick
eggs, equipment for
raising the chosen
animal(s)
Comments
This discussion will provide the
teacher insight into childrens
prior knowledge.
You may have students take
photos of pets and then prepare
a class bulletin board.
You will have to make
arrangements for the care of
these animals during holidays.
It is important to select pets to
whom you can give excellent
care.
Note: See Introduction p. 21 of
this document.
92 Grade One
Key Activity
Studying the
needs and
characteristics of
animals that live
in nearby parks,
farms or zoos
Sorting and
classifying
pictures of
animals
Investigating the
homes (habitats)
of different kinds
of animals
Investigating the
types of foods
animals eat
Observing,
comparing and
classifying plants
and parts of
plants
SLE
3, 4, 5
4
4, 5, 6,
9, 10
4, 6, 10
3, 4
Print Resources
On Safari (Window Watchers),
p. 11
On Safari (Animals in the Park),
p. 12
On Safari (Trips to the Zoo and
Farm), p. 13
On Safari (An Animal Picture
Collection), p. 15
On Safari (Move Like a), p. 21
On Safari (Home, Sweet Home),
p. 17
On Safari (Whats for Lunch?), p.
19
On Safari (Calling All Collectors),
p. 12
On Safari (The Great Outdoors),
p. 10
Seeds, Shoots and Sprouts (Plant
Explorations), p. 17
Primarily Plants: A Plant Study for
K-3. (Hillen & Hoover) (Leaf
Safari), p. 71
K-3. (Hillen & Hoover) (Root
Study), p. 82
Essential Materials
binoculars, drawing
materials, camera (if
possible)
line master 1 and 2
a nearby park,
conservation area, field or
woods
nuts, seeds, vegetables,
fruit
plants and plant parts,
bags, magnifying lenses
clipboards, drawing
materials, magnifying
lenses
Comments
Take walks in each season and
tie in with the topic Seasonal
Changes. Observe animals
through the window over a
period of time. Record animal
sightings on a chart. Keep an
ongoing list of plants and animals
the children see in nearby parks
and in the community.
This activity would be
appropriate after a visit to a
farm or after a visit to the zoo.
Collect calendars, nature
magazines and travel brochures
with animal pictures.
Send a letter home requesting
additional pictures.
Consider laminating these
pictures for durability.
Ask parent volunteers to
accompany your class on this
walk.
Post a Canada Food Guide
nutrition poster in your
classroom.
Gather seed and gardening
catalogues for children to cut
up.
This activity involves taking the
children on a walk outdoors.
Key Activity
Observing,
comparing and
classifying seeds
Investigating the
foods we eat to
learn about their
origin in plants
Growing plants
in the classroom
SLE
1, 3
3
1, 5,
7, 8
Print Resources
Seeds, Shoots and Sprouts (Free
Exploration), p. 6
Seeds, Shoots and Sprouts (Seeds
of All Sorts), p. 13
Primary Plants: A Plant Study for
K-3. (Hillen & Hoover) (Seed
Sort), p. 22
Primary Plants: A Plant Study for
K-3. (Hillen & Hoover) (The
Seed Within), p. 26
How Does Your Garden Grow?
(Starting with Seeds), p. 5
Planting Time (You Are What You
Eat), p. 18
Planting Time (Fruit and Vegetable
Delights), p. 19
(From Garden to Table), p. 22
Planting Time (Bringing the
Outdoors Indoors), p. 11
Essential Materials
seeds, small plants,
different types of soil,
collections from nature,
i.e., pine cones, leaves,
twigs, bulbs, etc.
a variety of common
seeds
fruits, knives, magnifying
lenses, seeds, chart paper
a variety of plants
Comments
By listening to discussions as the
children explore these materials,
the teacher will gain insight into
childrens prior understanding of
seeds and plants.
This activity allows students to
develop an appreciation for
living things by growing and
caring for them.
94 Grade One
Key Activity
Investigating the
growth
requirements of
plants
SLE
4, 5,
7, 9
Print Resources
Growth and Change (Plant
Experiment), p. 15
K-3. (Hillen & Hoover) (What
Do Plants Need to Grow?), p. 50
K-3. (Hillen & Hoover) (What
Do Plants Need?), p. 55
Seeds, Shoots and Sprouts
(Water and Sunshine), p. 18
Planting Time (Shine On!), p. 16
(Planting Takes Planning), p. 8
(What Makes Your Garden
Grow?), p. 19
Planting Time (Is Warm Better?),
p. 17
An Early Start to Nature
(Richards), p. 27
Essential Materials
plants of same type (i.e.,
bean plants), calendars
potting soil, pots, packages
of seeds (e.g., cucumber or
pepper seeds), small
bedding plants, chart paper,
gravel, cotton batting,
shredded paper towels,
sand, plastic cups, watering
cans, large cardboard box
fast growing vegetable
seeds, soil, gravel, planting
containers
packages of sweet corn
seeds, potting soil,
containers, plastic wrap
Comments
Students can keep records in a
plant diary, a large chart or on a
mural.
The plant experiment can be set
up as a whole-class activity or as
a centre activity.
Ensure that temperature is the
only condition that varies. Watch
for differences in lighting.
Key Activity
Observing seed
germination and
plant growth
SLE
7, 8
Print Resources
(Sprouting Seeds), p. 16
Seeds, Shoots and Sprouts (Bean
Plants), p. 25
Planting Time (Sprout Some
Sprouts), p. 14
K-3. (Hillen & Hoover) (A Seed
Grows), p. 5
K-3. (Hillen & Hoover) (Its in
the Bag), p. 13
Essential Materials
paper towel, plastic jars,
hand lenses, seeds (such
as beans, peas, radishes,
marigold, mustard,
nasturtium)
lima beans, plastic drinking
glasses, paper towels
mung beans, alfalfa seeds,
resealable bag, cheese
cloth, elastics
Comments
After 3 to 5 days the lima bean
roots will begin to grow.
96 Grade One
Extension
Activities
Extension
Activity
Take the children
on a trip to a
farm or the zoo.
Observe animals
close up,
comparing new
animals to
familiar animals
and recognizing
distinguishing
characteristics
Identifying what
students bodies
need to grow
and be healthy
Growing plants
from seeds and
cuttings
Growing
potatoes, yams
or sweet
potatoes
Growing grass
seeds
Growing edible
plants
SLE
1, 3, 4,
5, 6
6
5, 6, 7
4, 7,
8, 10
7, 10
3, 5,
7, 10
Print Resources
On Safari (Trips to the Zoo and
Farm), p. 13
Growth and Change (Healthy
Habits), p. 12
Seeds, Shoots and Sprouts (Food
to Plant), p. 22
Planting Time (Pots of Potatoes),
p. 21
Planting Time (How Does Your
Garden Grow?), p. 24
(Growing Grass), p. 24
Planting Time (An Edible Garden),
p. 13
Planting Time (Our Own
Tomatoes), p. 23
(Sowing Seeds), p. 11
Essential Materials
chart paper, pastels,
crayons, paints or felt
pens, exercise music
seeds from avocado,
orange, lemon, grapefruit,
tops of pineapples,
carrots, beets, radishes,
turnips, pots
potatoes, yams or sweet
potatoes, deep pots,
potting soil, plastic bags
tomato seeds, potting soil,
containers, grass seeds,
sand, large metal pans,
stones, cotton batting
grass seed, soil, containers
seeds (such as chives,
mint, spring onion,
mustard, cress), potting
soil, containers
tomato seeds, potting soil,
container
vegetable seeds, sod,
plastic cups, paper towel,
gravel
Comments
Field trips to farms and zoos can
provide an opportunity to
develop ideas about seasonal
changes and the needs of plants
and animals. Consider integrating
activities from these 2 units.
This activity provides
opportunity for integration with
the health curriculum.
Send this list of seeds home
with the children, asking them to
bring seeds and cuttings to
school.
Four different ways to grow
potatoes are examined here.
Select one or more and have the
children grow their own
potatoes.
Caution: Remind children that
some plants are poisonous. If
you cover the seeds with thin
plastic wrap, the soil remains
moist, allowing the seeds to be
left unattended.
Extension
Activity
Caring for trees
Creating animal
models
Looking for
animal tracks
Creating models
of an
environment for
a set of animals
Identifying living
things and how
they are valued
Building and
maintaining bird
feeders to
observe birds
feeding
Comparing types
of soil and
comparing
growth of plants
Exploring uses of
plants
SLE
3
1
10
1, 3
1, 3,
4, 6
7, 8
3
Print Resources
Innovations in Science, Level 1, A
Tree for All Seasons (Helping
Trees ), p. 31
On Safari (Animal Models), p. 25
On Safari (Animal Tracks), p. 22
On Safari (Animal Scenes), p. 24
Todays Forecast (Bird Watch), p. 19
On Safari (The Appetite of a
Bird!), p. 20
(Whats For the Birds?), p. 15
Planting Time (Soil What?), p. 15
Planting Time (We Use Plants),
p. 20
Innovations in Science, Level 1, A
Tree for All Seasons (Wanted
Dead or Alive), p. 23
Essential Materials
crayons or pastels, poster
paper
art and drawing materials,
egg cartons, empty boxes,
reference books
animal story books and
pictures, art and drawing
materials, plastic animal
models, materials as
required by the students
pictures, personal
experiences
bird feeder, bird seed,
materials to build a bird
feeder
types of soil (sand,
compost, potting, topsoil),
fast growing seeds
(mustard, cress, radish),
containers
Comments
The discussion will provide the
teacher insight into childrens
prior knowledge about living
things.
Have the children bring bird
feeder materials from home (i.e.,
coconut, milk carton, pine cone
rolled in peanut butter, large
plastic container, onion bag). Take
into consideration that birds
need water as well.
Allow the children to
experiment with materials other
than soil to see if seeds will
sprout in them. Try materials
such as cotton batting, sawdust,
used tea bags, sponges.
98 Grade One
Assessment
Bibliography
For a broader discussion of science classroom assessment techniques see
Assessing Student Learning in the introduction of this publication on p. 15.
Good places to begin looking for the unit-related ideas are the
Explorations in Science assessment handbooks, Innovations in Science
teaching notes, Unit tests and Portfolio ideas, Alberta Education sample
tests at www.education.gov.ab.ca and Alberta Assessment Consortium
at www.aac.ab.ca
Aardema,Verna. Bringing the Rain to Kapiti Plain. New York: Dial Books,
1981. ISBN 0-803708092.
Bailey, Linda. Vanishing Animals of the Jungle and Forest. Richmond Hill,
Ontario: Scholastic Canada, 1992. ISBN 0-590-73071-1.
Bailey, Linda. Vanishing Animals of the Water. Richmond Hill, Ontario:
Scholastic Canada, 1992. ISBN 0-590-73063-0.
Bell, Beverly (1981a). When is an animal not an animal? Journal of
Biological Education 15(3), 213-218.
Bell, Beverly (1981b). What is a plant? Some childrens ideas. New
Zealand Science Teacher 31, 10-14.
Bell, Beverly and Miles Barker (1982). Toward a scientific concept of
animal. Journal of Biological Education 16(3), 197-200.
Blecha, Milo et al. Exploring Science, Level 1, Living Things. Toronto:
Doubleday, 1977.
Branley, Franklin. Oxygen Keeps You Alive. New York: Thomas Crowell, 1971.
ISBN 0-690-60702-4.
Butler, Daphne. Caring for Young. Cheshire, England: Simon and Schuster
Young, 1993. ISBN 0-7500-1282-X.
Butler, Daphne. Finding Shelter. Cheshire, England: Simon and Schuster
Young, 1993. ISBN 0-7500-1291-X.
Butler, Daphne. Gathering Food. Cheshire, England: Simon and Schuster
Young, 1993. ISBN 0-7500-1281-1.
Butler, Daphne. Getting About. Cheshire, England: Simon and Schuster
Young, 1993. ISBN 0-7500-1290-0.
Butler, Daphne. What Happens When Flowers Grow. Cheshire, England:
Simon and Schuster Young, 1993. ISBN 0-7500-1277-3.
Byrd, Baylor. The Desert is Theirs. New York: Macmillan, 1975. ISBN 0-
68414266-X.
Campbell, Steve et al. Explorations in Science, Level 1,Todays Forecast. Don
Mills, Ontario: Addison-Wesley, 1992. ISBN 0-201-88130-6.
Campbell, Steve et al. Explorations in Science, Level 1, Seeds, Shoots and
Sprouts. Don Mills, Ontario: Addison-Wesley, 1992. ISBN 0-201-88125-X.
Campbell, Steve et al. Explorations in Science, Level 1, On Safari. Don Mills,
Ontario: Addison-Wesley, 1992. ISBN 0-201-88123-3.
Campbell, Steve et al. Explorations in Science, Level 1, Planting Time. Don
Mills, Ontario: Addison-Wesley, 1992. ISBN 0-201-88139-X.
Carle, Eric. A House for Hermit Crab. Saxonville, Massachusetts: Picture
Book Studio, 1987. ISBN 0-88708056-1.
Carle, Eric. The Mixed Up Chameleon. New York: Harper & Row, 1975. ISBN
1-85269287-1.
Dunn, Phoebe and Judy. The Animals of Buttercup Farm. New York: Random
House, 1981. ISBN 0-394-84798-9.
Evans, David and Claudette Williams. Living Things. Dorling Kindersley,
1993.
Flower, Alan. Rookie Read About Science:Thanks to Cows. Chicago: Childrens
Press, 1992. ISBN 0-516-049-0.
Gibbons, Gail. Say Woof! The Day of a Country Vet. New York: Macmillan,
1992. ISBN 0-02-73681-9.
Goldfish, 1981. How Do Plants Get Food? Milwaukee, Wisconsin: Raintree,
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