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Geography

Culture

Community

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Plants and animals have 5 basic needs; food, water, sunlight, space, and shelter.

Humans protect their environment to improve conditions for the growth of plants and animals.

Recycling & not littering are ways to help sustain the earth's ecosystem.

The needs of different plants can be met in their environment, locally and throughout the world.

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Earth systems, animal habitats, living organisms, energy, natural resources, local and global ecosystems

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What is a living thing?

What are the needs of plants and animals?

What is littering?

What is a natural resource?

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Who is responsible for keeping the Earth clean?

What can we do to help sustain the environment?

How can we protect the plants and animals in our environment?

Why is recycling important?

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1.L.1 Understand the characteristics of various environments and behaviors of humans that enable plants and animals to survive.

1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food, and shelter and that these may be found in their environment.

1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.

1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering).

1 .C&G .1 .1 Exemplify ways individuals and groups play a role in shaping communities

1 .C&G .1 .4 Compare various processes or strategies people can use to improve communities

1 .G .2 .1 Explain the various ways the physical environment impacts people in different regions around the world

1.G.2.2 Explain the various ways people impact the physical environment in different regions around the world

Understand the characteristics of various environments and behaviors of humans that enable plants and animals to survive.

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How do the living things (plants, animals, humans) and nonliving things (soil, temperature, weather) effect an environment?

How do humans affect the environment?

How do living and nonliving things affect how plants and animals can survive?

What do plants and animals need to survive?

How are the needs of plants an animals met in their environment?

How are humans and the environment connected?

How does recycling help sustain plant's and animals environment?

How are changes to the environment harmful to animals, plants and humans?

How does the ecosystem impact the availability of food?

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Living and nonliving things affect an environment's ability to foster the plants and animals that live in that environment by providing the basic necessities they need to live.

Plants and animals need food, water, shelter, and space to survive.

The environment can provide the basic things plants and animals need to survive

Creating less waste helps sustain the environment.

Humans directly affect the environment they live in, changing the environment can affect the plants and animals that live there.

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This resource explores the ways that students can help the environment in small ways everyday in the classroom!

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Learning experience: Students will watch the videos about how plants and animals can meet their basic needs to survive in a city environment. Students will then get with a partner and discuss some things they learned from the video and make an illustration of what they thought was most interesting. The teacher will open the class to discussion after partners share with the class.

Formative assessment: Spot the error activity. Teacher will present facts about how plants and animals survive in their environment with 1 wrong fact. See how many students can pick out the incorrect fact.

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Learning experience: The teacher will read aloud 'This class can save the planet'. Students will then brainstorm ways that they can help the planet in their classroom. Students will get in small groups and brainstorm ways they can help save the planet in their classroom. The teacher will then ask all groups to share their ideas and create an anchor chart to hang up in the classroom!

Formative assessment: How can we as a class save the planet? Students will draw one thing they can do to help save the planet at home or in the classroom. The teacher will take all the drawings on a poster board and hang it in the classroom!

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Learning experience: Students will watch the video about plastic pollution. Afterwards the students will look at pictures of plastic pollution and the ways it affects wildlife. The teacher will ask students 'What do you notice? What do you wonder? How did this happen? How did the plastic get to this environment?' about all the pictures presented. Students will then make a class list with the teacher of plastics that they have at their house, and compare it to what they see in the pictures. The teacher will then explain the problems that plastic causes to wildlife and the environment. Teacher will then read "The Life of a Little Plastic Bottle".

Formative assessment: Students will complete the 3-2-1 exit ticket

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Learning experience: Students will watch the videos to determine the difference between natural resource and made man resources. Students will work in groups to sort pictures in natural resource category and man made resource category. Students think-pair-share an answer to the question, “What do you think happens to plants when the natural resources they need like water, soil, or air are polluted?”. Students write thoughts on a sticky note and put it on the board. Teacher reads all aloud and talks about the different things the students said.

Formative assessment: “How are food and pollution connected?” Students draw on the flowchart to demonstrate how food and pollution are connected.

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what is a natural resource for kids - Google Search

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SCIENCE || NATURAL OR MAN-MADE? || READ ALOUD

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🌏 This Class Can Save the Planet - Read Aloud Children's Book

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All plants and animals need certain things to stay alive. We call these things basic needs. Some of the main things that animals need are...

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Weekly Lesson Plan in Colorful Hand Drawn Style

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This video explores the notion that plants can grow almost anywhere given the basic needs of sunlight, water and space!

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Watch this video and look closely for places where plants can grow in the city.

Space

Pause/Play video playback

Enter

Pause/Play video playback

m

Mute/Unmute video volume

Up and Down arrows

Increase and decrease volume by 10%

Right and Left arrows

Seek forward or backward by 5 seconds

0-9

Fast seek to x% of the video.

f

Enter or exit fullscreen. (Note: To exit fullscreen in flash press the Esc key.

c

Press c to toggle captions on or off

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Watch this video and look closely for places where plants can grow in the city. Space Pause/Play video playback Enter Pause/Play video playback m Mute/Unmute video volume Up and Down arrows Increase and decrease volume by 10% Right and Left arrows Seek forward or backward by 5 seconds 0-9 Fast seek to x% of the video.

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This video explores the connection between environment and the animals that live there, and how this environment provides for the animals needs.

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Plum wonders, “Can animals meet their basic needs in a city?”

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This exit ticket is a display of facts with one that is incorrect. Students will find the incorrect fact and change it to make it true

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Weekly Lesson Plan in Colorful Hand Drawn Style

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This resource shows how plastic can be recycled in many different ways and shows why recycling is an important part of helping the environment where plants and animals live and grow!

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In this 3-2-1 activity students reflect on what they learned and what they still wonder.

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These picture cards allow students to visualize how plastic pollution can affect wildlife.

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Learning experience: The teacher will open a discussion about what pants need to survive. The teacher will then ask students to write what they think will happen to seeds that are given water & sunlight versus seeds that are given just sunlight. Students will write their predictions in "science journals". The teacher will give each student a seed and a wet paper towel to put the seed in. Teachers will place some of the student's seeds in the wet paper towels in the sunlight near the window, and some seeds in a place that gets no sunlight. Students will make observations each day about what they see, and write and draw their observations in their journals.

Formative assessment: At the end of the seed experience the students will write in their journals why they think some seeds sprouted while others did not.

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This video resource depicts how plastic hurts the earth as well as the plants and animals that live here!

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This video explores what a natural resource is and how to conserve them.

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what is a natural resource for kids - Google Search

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This book explores natural resources versus man-made resources in our environment

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SCIENCE || NATURAL OR MAN-MADE? || READ ALOUD

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This graphic organizer allows students to draw a way that food is connected to the environment and how it can be affected by pollution.

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Objective: Students will be able to identify the basic needs of plants in the environment.

Conceptual Understandings: Plants do not just need one element to survive, they need air, water, light, and space.

Learning Experience: The teacher will open a discussion about what pants need to survive. The teacher will then ask students to write what they think will happen to seeds that are given water & sunlight versus seeds that are given just sunlight. Students will write their predictions in "science journals". The teacher will give each student a seed and a wet paper towel to put the seed in. Teachers will place some of the student's seeds in the wet paper towels in the sunlight near the window, and some seeds in a place that gets no sunlight. Students will make observations each day about what they see, and write and draw their observations in their journals.

Formative Assessment: Make Predictions- have students make a prediction about the seed experiment and explain their reasoning. After performing the seed experiment, discuss why their predictions were right/wrong.