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The Purpose of Individual Parts and Processes Lesson

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The Purpose of Individual Parts and Processes Lesson

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The Purpose of Individual Part and Processes - Lesson Activity

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The Purpose of Individual Part and Processes - Lesson Activity

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Observing the Sun - Observe and describe patterns in the sun's movement.

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Observing the Sun - Observe and describe patterns in the sun's movement.

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Unit 3 Lesson 2 1-ESS1-1, SEP 1, SEP 3

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Today's lesson may not allow time for wrap-up. If you do find time, here are two ways to summarize. This first one addresses an Essential Question that gets students to connect to the Science and Engineering Practices.

Let's return to our anchor chart, "What does a scientist do?" Friends, what did we do today as scientists? (Observed, recorded data)

Or, try this ending, which gives students the chance to figure out ways the data can be entered onto the KLEWS chart:

Tomorrow, we will look closely at the data we collected and record it under the E "Evidence" section of our KLEWS chart. Evidence means the proof that we actually saw, our observations! How do you suggest that we record the data, since our numbers are different?

I am always surprised by student suggestions! Perhaps one of your students will suggest you take the average, or the most common number (mode), or record the teacher's numbers... who knows! If your students suggest the mode, you could make bar graphs or tally mark charts during math to figure out the most common number.

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Today's lesson may not allow time for wrap-up. If you do find time, here are two ways to summarize. This first one addresses an Essential Question that gets students to connect to the Science and Engineering Practices. Let's return to our anchor chart, "What does a scientist do?"

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Introduction and Pre-Assessment - Do your students know that the Sun moves across the sky?

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Introduction and Pre-Assessment - Do your students know that the Sun moves across the sky?

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Unit 3 Lesson 1 1-ESS1-1, SEP 1, SEP2

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In this unit, students are not only studying space, they are observing and making discoveries about patterns in the sky! The NGSS standard states, 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

So, today I start with a pre-assessment. It's important to me to see who comes with background knowledge. I also want to see if there are some misconceptions that I'll need to address throughout the unit. I don't like to think of pre-assessments as a test or graded in any way. Rather, it's a tool for me to help tailor the unit to this particular group of students!

Next, I need to hit some discussion points with my class; namely What are objects in the sky? and What is a pattern?. These two discussions come straight from language in the standards, and without them, I really can't move forward. If my students don't know that patterns are repeating, that's a big deal! I will need to build a lot of background knowledge and pull out examples and math manipulatives. And, as my students are naming objects like planes and clouds, I need to focus them on the sun, earth, and stars-- the objects that are constant and in nature.

There is no additional formative assessment in today's lesson, since the pre-assessment and class discussion will give great insight into where students are.

Throughout this unit, I use a KLEWS anchor chart to record our new learning. This is a science-specific type of KWL chart designed with primary students in mind! Check out this video I like to call KLEWS chart 101:

Without further ado, let's count down to a great unit! 10, 9, 8, 7, 6, 5, 4, 3, 2, 1... Blast off!

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Do your students already know that the moon has phases? Do they know that the sun moves across the sky? Find out today what prior knowledge they bring! Plan your 30 minutes lesson in Science with helpful tips from Kathryn Yablonski

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Analyzing the Sun Data Analyze data in order to describe patterns of the sun.

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Analyzing the Sun Data Analyze data in order to describe patterns of the sun.

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Unit 3 Lesson 3 1-ESS1-1, SEP 1, SEP 6

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You are my sunshine, my only sunshine! What do your students know about the sun? What questions do they have? Can we find the answers? Plan your 30 minutes lesson in Science with helpful tips from Kathryn Yablonski

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Designing Safety Equipment: Design a Solution to a Problem

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Designing Safety Equipment: Design a Solution to a Problem

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Unit 5 Lesson 12
Standards 1-LS1-1, SEP1, SEP 6

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Throughout this unit, students have learned about the function of plant parts through observation, texts, and videos. Before the advent of the NGSS standards, many teachers would finish the unit at this point.

However, let's look closely at the NGSS Life Sciences standard for Structure, Function, and Information Processing:

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Understanding the parts and their interrelationships is actually just the first step! The standards then move towards a culminating engineering design . Let's break it down a bit further. First, we need a human problem to solve. I designed this unit with the text Jack and the Beanstalk it because it provides a human problem based on the question, "How can humans safely climb trees?"

In my initial brainstorming before the unit, I tried to relate plant parts to safety equipment. For example, the seed coats are similar to helmets and vine tendrils are similar to ropes. As I researched more deeply into what type of equipment it takes to climb (this is not how I normally spend my weekends!), there are even more options. Can you think of some plant parts that you could mimic for shoe spikes? How about a harness? Although ultimately my students will choose the equipment and plant parts to mimic, it is important as the teacher to have a few ideas in your bag of tricks. These ideas become suggestions you can offer, and if your students are anything like mine, they'll take the ideas and run with them!

In the previous lesson, we researched climbing equipment and brainstormed which plant parts might be used to make them. Today, we draw our plans!

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Throughout this unit, students have learned about the function of plant parts through observation, texts, and videos. Before the advent of the NGSS standards, many teachers would finish the unit at this point. However, let's look closely at the NGSS Life Sciences standard for Structure, Function, and Information Processing: 1-LS1-1.

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Planning Safety Equipment: What does Engineering Look Like in First Grade.  Find out here!

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Planning Safety Equipment: What does Engineering Look Like in First Grade.  Find out here!

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Unit 5 Lesson 11 Standards 1-LS1-1, SEP 6

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First, I write our problem on the anchor chart. Then, I write a T-chart with the headings "Equipment" and "Plant Parts to Mimic." Today's discussion includes watching a video to build background knowledge of actual climbing equipment, and then a brainstorming session.

My students have a marbled composition notebook specifically for science. Most, if not all, choose to take notes along with our shared writing. Then, they have both the anchor chart to refer to when designing, or their notes as a reference.

I ask students what kind of equipment a tree (or vine) climber might need. This quick question helps me assess any prior knowledge and also leads them to see that we will need a little research to help guide our designs.

Next, we research tree-climbing gear watching a video from the Illinois tree-climbing championship. I show this video to engage students with the content.

Since this video is short, the first time through we watch it for the WOW-factor. Then, I set the purpose for watching, "As we watch a second time, let's pause it periodically. If you see some safety equipment, we'll write it here on the left side of the T-chart." On the left column of the T-chart, I write the heading, "Safety equipment." Note: Many teachers choose to create anchor charts such as this T-chart before the lesson. It's personal preference! Because it is my goal to have a student-centered classroom, I like students to create the charts right along with me.

As we watch the second time, I pause so students can identify the different types of equipment climbers need.

Then, I say, "Jack did not have the money to buy safety equipment, and plus it probably wasn't invented yet. Jack would have needed to use materials around him-- like parts of the bean stalk-- to make his own gear. Next, let's brainstorm about which external parts of plants might work when designing each piece of equipment."

On the right side of the T-chart, I write the heading, "External Plant Parts." Now I have students turn-and-talk to think about which plant parts might be useful. After peer discussion, students raise their hands to share ideas. Speaking and listening are critical skills to develop, and this method of sharing practices both! When students share, I follow-up with questions like:

Why would a ____ be a good part to mimic?

How would that work?

These questions make students defend their responses and think more deeply.

Finally, I direct students back to the Engineering Design Process graphic.
Friends, today we have asked a question and brainstormed possibilities. What is the next step? (Pick the best idea.)
I tell students that they should pick what they think is the best idea. Then, I show the initial idea worksheet. I model picking an idea, drawing the idea, and writing to tell why it is the best idea.

While children work, I circulate and check in with students to hear about their designs. It's always amazing to me when students think outside the box of our discussion and explains their ideas.

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First, I write our problem on the anchor chart. Then, I write a T-chart with the headings "Equipment" and "Plant Parts to Mimic." Today's discussion includes watching a video to build background knowledge of actual climbing equipment, and then a brainstorming session. My students have a marbled composition notebook specifically for science.

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What Makes a Leaf? There is something magical about a leaf. Unlock the magic!

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What Makes a Leaf? There is something magical about a leaf. Unlock the magic!

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Unit 5 Lesson 10
Standards 1-LS1-1, SEP1, SEP 6 describe leaves as external parts of plants.

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Before we watch the video, I ask students, "What questions do you have about leaves?" I record questions on the easel. I prompt as well with questions such as, "Why are leaves different shapes and sizes?," "Why do leaves on some trees change color?," and "Do pine trees have leaves?"

Then, I set the purpose for watching the video. "Today as we watch to learn more about leaves, let's listen specifically for answers to our questions."

I chose the Schlessinger Media video, "All About Plant Structure and Growth." Chapters 8, 9, and 10 are all about leaves and their importance making food for the plant. This video can be ordered online if your school does not provide it. What is so wonderful about this video if you choose to watch it in its entirety, is that it follows the process of scientific inquiry as a young boy figures out "Why hasn't the lowest branch on my favorite climbing tree grown taller?" This leads him to explore the structure and function of all plant parts (a review for us of roots, introduction to stems, and also an introduction to leaves).

If your district does not have access to Schlessinger Media educational videos, you can substitute a nonfiction text about leaves.

While students watch the video, they have journals and sticky notes in case they choose to take notes. Most of my students take notes, but I do not require it. Note-taking is a great educational strategy, but I find that my struggling writers tend to tune-out with increased writing demands. Choice allows students to learn in the way they prefer!

One best practice is to pause the video after key details or when it displays a vocabulary term, so that students can process the information, copy the word, or write/draw about it in their notebook. I also have students turn-and-talk to tell a friend key details before they write. This helps them put the information in their own words and process the new learning.

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Before we watch the video, I ask students, "What questions do you have about leaves?" I record questions on the easel. I prompt as well with questions such as, "Why are leaves different shapes and sizes?," "Why do leaves on some trees change color?," and "Do pine trees have leaves?"

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Unit 5 Lesson 9
Standard 1-LS3-1 describe connections between parts of the plant life cycle as they determine that young plants are alike, but not identical, to their parent

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In the text Plant Secrets, the author reveals each step in the life cycle as part of a connected process. For example, the seeds "have a SECRET...Hidden inside each seed is a tiny new plant." This aligns beautifully to Common Core ELA standard RI 1.3, describing the connections between pieces of information in a text. It also leads to creation of a life cycle diagrams. Diagrams are a type of scientific model, and are included as part of Science & Engineering Practice #2!

Before reading, I engage students with a little whispering!
Psst... friends... I have a secret... do you want to know my secret? Let's check it out in this book, Plant Secrets.
While reading, I adjust my voice as well. I read normally, but when the text says a line that a plant phase has a secret, I whisper that sentence! This keeps children on the edge of their seats to see what the secret is! I also am sure to point out how the author is a scientist, observing the stages of the plants and even using tools, like a magnifying glass.

While reading, we pause and add each new stage to a life cycle diagram.

Although the book includes many plants, it follows 4 plants extensively: roses, oak trees, peas, and tomatoes. I facilitate student discussions with one another and the whole group about how the plants change in each stage. Does the plant look the same? How is it the same and how is it different?

After reading, I ask students to pick one of the 4 focus plants. I assign them a partner who has picked the same focus. In this way, there is student choice and engagement about the focus, rather than having students pick a partner before a focus.

Students take a Venn diagram and a copy of the text. They write or draw to share ways the young plant and adult plant are similar but not exactly alike. When possible, I prefer to print Venn diagrams in color to allow students to see the difference and better understand how the graphic organizer is used. Teachers may also prewrite lines within the sections for students to write on. Some of my students chose to use magnifying glasses to observe the text in even greater detail.

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In the text Plant Secrets, the author reveals each step in the life cycle as part of a connected process. For example, the seeds "have a SECRET...Hidden inside each seed is a tiny new plant." This aligns beautifully to Common Core ELA standard RI 1.3, describing the connections between pieces of information in a text.

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Unit 5 Lesson 2
Standards 1-LS1-1, SEP 1, CCC Structure & Function

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This unit is designed to meet the NGSS first grade standards for Structure, Function, and Information Processing. The culminating event for this standard is engineering a design based upon the external parts of a plant.

This lesson sets the stage for the unit by reading the classic tale, Jack and the Beanstalk. The book provides an introduction to the plant life cycle and plant parts. We will use the concept of a beanstalk to begin our observations and exploration of bean plants in subsequent lessons. Finally, we will introduce the problem of needing to design safety equipment for Jack. How can we mimic the external features of a bean seed, sprout, or plant in order to design safety equipment?

For this lesson, I chose a paper (rather than online) version of the classic tale, Jack and the Beanstalk. If you do not have access to the tale through your class or school library, there are some online versions as well. I recommend paper versions read by you, as you will able to pause and monitor comprehension. If your school has a high ELL population, you cannot assume that students will know the story. You can also add digital versions to a computer center in your room, or send the links to parents to watch together with their children at home!

Online versions:

The read-aloud portion of this lesson is aligned to Common Core ELA standard RL1.7 Use illustrations and details in the story to describe its characters, setting, or events. The events include the life cycle of a plant.

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This unit is designed to meet the NGSS first grade standards for Structure, Function, and Information Processing. The culminating event for this standard is engineering a design based upon the external parts of a plant. This lesson sets the stage for the unit by reading the classic tale, Jack and the Beanstalk.

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Keep the focus on the structure and function.
Unit 5 Lesson 1
Standards 1-LS1-1, SEP 1, CCC Patterns,  Demonstrate prior knowledge of external parts of plants

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The craftivity will likely take longer than the usual 5 minutes I allot for a warm-up, which is fine! My students could spend all day making crafts, so if necessary, I don't feel bad about having them clean-up for today. They can always finish their crafts as morning work the following day!

While students are working, I check to see that they do indeed know the basic parts of a plant. I also ask questions that delve a bit deeper, like:

What do the roots do?

Have you seen roots before?

Why are roots under the ground?

Why do you think leaves are connected to the stem?

What is the job of a flower?

Here are some clips showing what my students had to say!

In this group, they were discussing the mystery brown yarn (well, shredded paper because I couldn't find my yarn stash!) What could the brown paper be for? Are roots external parts?

Digging deeper to plant part functions

Next, I play a transition song and bring children to the rug. I like students to sit in a circle around the perimeter of the rug in a "Science Circle." I find that this grouping let's them all see one another, and it leads to students being more likely to build upon one another's ideas.

I display an enlarged copy of a Schema folder. Schema folders were created by reading guru Debbie Miller as a way to access prior knowledge. Here is an adorable version on a first grade blog that I will create our chart to mimic:

Creating a Schema Chart together as a discussion gives all students a chance to contribute to the class anchor chart. It also allows me to facilitate a discussion and see if many students know a particular fact or just a couple. My students "make a connection sign," which is a hand gesture, towards one another if they have the same thinking. Students make a fist, stick out their pinkie and thumb, and move their hand to point from themselves to their friends.

One of the best parts of a schema file is the misconceptions section. It allows us to "delete" incorrect information right away.

First, I will ask a generic question to elicit responses, "What do we know about plants?" Then, I will ask the questions above to probe more deeply into what students may already know about the function of plant parts. The deeper questions will inevitably lead to questions as well!

This year, I made an adjustment to the lesson. Instead of completing the Schema File as a class discussion, students wrote their schema on post-it's instead. In this way, all students participate instead of only the ones who get called upon!

Here are some close-up's of our completed chart, including the seeds and roots sections.

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Before planting a garden, we must see what type of soil we have to work with! Do your students know the parts of a seed and plant? Plan your 60 minutes lesson in Science or plants with helpful tips from Kathryn Yablonski

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Scientist Sort/Categorize: Living or Non-Living

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Scientist Sort/Categorize: Living or Non-Living

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Unit 1, Lesson 3
Standards 1-LS3-1SEP 1, SEP 6

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Now that students have reflected on successful ways to record observations, I give students 5 minutes or so to add to their own journals. This is important because students will internalize the strategies the more often they use them. I included a few videos for you of students working to incorporate new communication strategies.

Here are some video clips of students going back to their work:

Student going back to work #1 This student added labels to his work.

Student going back to work #2 "How do labels help you?" conversation with a student.

Student going back to work #3 Here a student adds descriptive words like "red" (he spelled it r-o-t).

Next, as a class, we will make a web of the items from the previous day's walk. Students have their journals with them on the rug. My school district uses Kidspiration as a webbing software, but a great online one is also available at http://bubbl.us. Or, you can always use trusty sticky notes on chart paper! (Sticky notes are a must instead of drawing a whole web, so that you can later move the items around.)

Once our web is created, I will ask:
Which of the items we saw were living? Which were non-living? How do you know?
I show students how to pull the virtual bubbles to one side of the web or the other. Then, students will sort the webbed items into the categories "Living" and "Nonliving." If you are using sticky notes, you can rearrange them into the categories. Or, if you have this on chart paper, grab two different colored highlighters to mark each category.

Note: Students may get confused! Is a rock living? Is a fallen leaf living? (Be ready for some controversy!) We put controversial items down the middle for now.

For new learning today, I first ask students to define "living," and "nonliving." Then, I fix up any misconceptions: Living things are anything that grows, reproduces, and was ever alive (so, logs and dead leaves count).

As a formative assessment, I show a cool video for students to use with a thumbs-up (living) or thumbs-down (non-living) response. I pause the video and have students state why they think that item is living or nonliving. Many students have a misconception that if it doesn't move (like coral), then it is non-living; likewise, if it moves (like a river) than it is living. This is a great time to correct those misconceptions!

Now, we can decide as a class about any confusing items from the class web. I model for students how to glue the Vocabulary Cards into their Science Journals. We will come back to the definitions in the subsequent lesson.

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What makes something a living thing? We know plants and animals are living, and rocks are non-living. But kids will wonder-- how about a dead leaf? How about a river? How about a zombie? Plan your 30 minutes lesson in Science with helpful tips from Kathryn Yablonski

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What Does a Scientist Do? Unit 1 Lesson 1

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What Does a Scientist Do? Unit 1 Lesson 1

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Standard SEP 1, build on prior experiences and information from a text to answer the question "What does a Scientist Do?"

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Today's formative assessment is the second scientist drawing. Here's what to look for:

Was the student able to show/depict themselves as a scientist?

Was the student able to state one science behavior that they do?

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Are your students scientists? Do they see themselves as scientists? What makes you a scientist anyhow? By the end of this lesson, students will be able to say, "I am a scientist!" Plan your 30 minutes lesson in Science with helpful tips from Kathryn Yablonski

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Unit 2 Lesson 4
Standard 1-LS1-1, SEP 6, analyze data to describe how birds meet their needs for food.

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First, I will introduce the beak types. I will show and print the corresponding photographs of particular birds from the April 2011 National Geographic Young Explorer article we read the previous day, or from our Bird Images, that we are mimicking today. I will print and laminate copies of the particular birds these beaks imitate, and there will be copies for reference on each tray.
Friends, today we are going to use models to conduct an experiment. We will see if particular beak adaptations really do help birds eat their favorite foods. These models mimic, or act like, the beaks of real birds. Here is the first beak, a pair of tweezers. Tweezers are small and the ends are close together, which mimics the beak of birds like a woodpecker or parrot. Here is the second beak, a spoon. Spoons are flat and have a scooped-out bottom, which mimics a pelican or spoonbill. (I have not previously shown a spoonbill image, so I will have it today for students!) Here is the third beak, two wooden skewers. The skewer is long and pointy, just like the beak of a stork.
Now, I introduce the steps of the experiment with the data recording sheet.
Today, my little birdies, you will try to pick up food with your beaks. These little cups are your stomachs, so as you pick up food, put it in your cup. Here are the three kinds of food-- "fish" gummy bears swimming in a pond, seeds at a bird feeder, and worms. You may only pick up one at a time of whatever food you want. So, if you use your spoonbill to get seeds, you can only get one seed at a time because you can't carry more than that!
On the recording sheet, students will be asked to try each beak on 1 type of food at a time. They figure out which beak worked best to pick up that particular food, and circle the picture of it. Before beginning, I read over each of the sections. I model how someone else in my group might be using the worms/spaghetti, so I will go to row #2 and try each beak on the bird seed first. I tell them that they will have 2 minutes with each food, and that I will ring the bell when it is time to switch to a new food.

Tips: I have desks already in groups of 4, so students will work with the friends at their table. I have also noticed that first graders sometimes get so excited that they rush through experiments. I remind them to make sure they record their data as they work! I also give them a 20 seconds remaining warning, to help them manage their time.

I pass out the data recording sheet and release students to their desks. I let students pick the first food they will test beaks on. I ask then to point to the correct row on their data sheet for the food they have chosen. Then, we wait until the minute hand gets to 12 before beginning. By slowly beginning the task, I am again trying to limit rushing. Loud and excited I want, sloppy and rushed I don't want! After ringing the bell, I calmly and quietly ask students to pick a new food to test. A quiet tone between parts of the experiment also helps maintain students' sense of responsibility or focus to the task.

While students are working, I am going to circulate to students I know who have difficulty with persistence during tasks. I am going to refocus them as necessary on the structure of the experiment and the recording sheet. I am also going to circulate to my English language learners, to assist them in verbalizing some of the conclusions they have made with verbal cues and sentence frames.

As I circulate, I also promote discussion at tables by asking questions such as, "Why do you think the ___ beak is working better? Which beak do you predict will work best for this food? Is this tool a good way to mimic the ____ bird's beak, or what might work better?"

Here are two videos of students working:

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Time for an experiment! How many seeds can you pick up with tweezers? How about a wooden skewer, or a spoon? Record and analyze your data to understand why certain beaks work best for certai Plan your 60 minutes lesson in Science with helpful tips from Kathryn Yablonski

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Unit 2 Lesson 5
Standards 1-LS1-1, SEP 1, SEP 6, mimic an external part of a bird in order to solve a human problem.

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Next, in order to connect to the ideas in the standards, I want to introduce a branch of engineering called biomimicry. Biomimicry is when engineers mimic something in nature to solve a human problem.
Friends, there are engineers who use nature to solve problems. Raise your hand if your shoes have velcro. Wow! That's a lot of velcro! Velcro was invented by an engineer who was walking through the woods and had little burrs from plants stick to his dog's furr. He studied the burrs and saw they had mini hooks, which he mimicked when he made velcro. The burrs are the hard side, and the dog's fur is the soft side. (I let them go ahead and rip their velcro apart so they can study it with partners... ew, I hate that sound though!)
Next, I show them a little background on biomimicry. There are a lot of biomimicry videos out there that are geared for adults. I definitely don't suggest these! But here's one that gives just enough background and also offers a challenge that students can learn from nature and make life better!

I introduce this Discovery Education video by saying, "Engineers look to nature to help solve problems. Check out how engineers are learning from tarantulas!"

Then, I tell students that today we will ask a question and begin to work as engineers. I point to the "Ask a question" circle on the Engineering Design Graphic. Our question today is, "How can we mimic (or imitate) bird beaks to help us pick things up?" I post this question on my whiteboard. I say that we must first define the problem. I ask them to turn-and-talk to make a list of things we might like help picking up. You can also provide a list instead. (I'm sure the cafeteria workers at your school would suggest picking up trash under the middle of the tables!) Since my school focuses on being student-centered, I let students vote and pick the item that they would like to work on as a class. Here is our list of gross items!

The next step in the process is imagine the possibilities. I want students to think of which beaks might help us the most, and how we might use a beak as a grabber. What is important is that students discuss the possibilities here. I post the pictures of all of the bird beaks we have been studying over the past few days. Then, students turn-and-talk to answer these questions: Do we need a long beak, like a stork, or a shorter beak to pick up the item our class has chosen? Should we have a curved grabber, like a parrot? Or would a scoop-like beak be better? Most importantly, can students defend their choices? Are they citing evidence from the texts or the experiment about which shape beaks helped the most? It is helpful to have a copy of the National Geographic article and the Bird Beak Experiment Data handy during the discussion, to encourage students to refer back to it.

I call on students to share their thinking and justification. I promote students listening to one another and then commenting. For example, I ask for student feedback by saying things like, "Do you think Jacob's ideas make sense? Does Jacob's idea match what we learned about ___?"

Lastly, I model the process of picking the best idea and drawing a plan. I pick an idea that is a combination of a few student ideas, and I think aloud that students changed my original thinking. There is no true best idea, and I also explicitly state this to students. The best idea is one that works because we have a good reason that it will work. I draw a diagram on the screen of my grabber, add labels, and add a descriptive sentence, "I used a curved end because I know that curved ends will help me hold on to the round marbles, like a parrot holds round nuts." I ask students what features they see in my plan: a drawing, labels of the materials, and a description. I ask, "How do the features help you understand my thinking?" (For example, the labels give you more information and what materials you need, the description tells my evidence/connection to nature, and the drawing helps you visualize the item.)

Here is the evidence of our discussions, which was displayed as we worked through this on the whiteboard.

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Eww! There is something gross under the cafeteria table. Pick it up-- no, you pick it up! How about we mimic a bird's beak to solve the problem of picking up our trash? Plan your 60 minutes lesson in Science with helpful tips from Kathryn Yablonski

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Unit 2 Lesson 2
Standard 1-LS1-1, the first step is defining and understanding external parts. Lets Boogie!!

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Now that we've sung songs and moved about, it's time to get serious. I ask students to come back to the rug. I want to set their focus today on this unit, so I reread the Essential Question and set the purpose for today's learning.
Friends, let's reread the Essential Question that is guiding us in this unit, How do birds meet their needs to survive? Today we will start by making observations of different kinds of birds. I am wondering, do all birds have the same external parts? Today, we will identify and describe the external parts of birds.
The NGSS standards place just as much emphasis on Science Practices as they do on content knowledge. One of the science practices is to construct explanations. Today, students will work in collaborative groups of 2 or 3 to observe photographs of birds. They will use their observations to construct an explanation about common external parts of all birds. Now, I describe the activity.
Today, you will work in groups of 3 to make a list of external parts that all birds have. Before writing a part, you will need to carefully observe and make sure that all of the birds have the part. I will be giving you pictures of 5 birds to compare and observe. I will also give you a recording sheet.
I am not going to pick student groups for this assignment, although many times I do pick groups. Instead, after students glue in the bulleted list, they will put themselves in groups of 3 according to who finishes gluing at the same time. This approach limits wait time and also allows students to work with students I may not have thought to place them with. I will assign each group a place in the room to work, though, to make sure we are spread out. I try my best to have students work and read around the room in comfy "nooks" whenever possible, and this is a great opportunity to spread out!

I give groups about 10 minutes for their work, give or take depending on if they are finishing up or not. During group work, I circulate and ask questions like:
Which external parts have you listed? Did you observe closely to make sure all birds have a ___? Take a moment and double-check. Why do you think this bird's ___ looks so different from this other one?
When I sense that all groups are wrapping up, I play a transition song. Students bring the photographs and their recording sheet to the rug. I write under the "E" Evidence and Observations section on the KLEWS chart that we saw all birds have common external parts. I ask students to list the parts, and I record them (eyes, winds, beaks, etc.).

Then, I bring in the Disciplinary Core Idea that all animals have external parts that help them meet their needs. I add an arrow from the "E" to the "L" Learning section and write the DCI.

Now, students will decide what "meet their needs" means. I reveal the question, What needs do birds have? under the "K" Know section. (I cover it with sticky notes until this part of the lesson.) I have students turn-and-talk, and then share. I create a bulleted list of their responses under the question. If students say, "to fly" is a need, I make it a teachable moment by asking, "Do all birds fly? Can you think of any birds that do not fly?"

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Now that we've sung songs and moved about, it's time to get serious. I ask students to come back to the rug. I want to set their focus today on this unit, so I reread the Essential Question and set the purpose for today's learning.

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Life Science

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Leaf Rubbings: Shapes and Patterns | Science Project | Education.com

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In this project combining nature, art, math, and science, children make rubbings of leaves then observe shapes and structures and sort the leaf images.