Grade 1 - 1-LS1 From Molecules to Organisms: Structures and Processes

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Disciplinary Core Ideas

 LS1.A: Structure and Function
 • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

LS1.B: Growth and Development of Organisms
• Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)

LS1.D: Information Processing
• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

Performance Expectations Students who demonstrate understanding can:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.  [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]

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.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]

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Use the Template and Resource Links to Fulfill NGSS

l. Goals:

1. Understand that all organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air.
2. Understand that plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
   
3. Understand that adult plants and animals can have young. In many kinds of animals, parents and the offspring behave in ways that help the offspring to survive.
4. Understand that animals have body parts that capture and send on different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.

Essential Questions:

1. Which body parts help animals see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air?
2. Which parts help plants survive and grow?
3. In what ways do animals behave so that they are helping their offspring to survive?
4. How do some animal body parts help them capture and send on different kinds of information needed for growth and survival?
5. In what way do plants respond to external inputs?

NGSS Note: Think, question, entertain ideas.

Read about the ways animals behave to help their offspring survive.
Helping Young Survive - Critical Thinking (K-2)
Animal Life Cycles - Growth and Development of Organisms - Diagram (K-2)
Growth and Development of Organisms - Reading
Helping Offspring Survive - Read About Black Bears
Helping Baby Survive
Adaptations

Read about the body parts that capture and convey different kinds of information needed for growth and survival.

How Animals Sense and React to the World - Mini-Poster
Information Processing in Animals - Mini-Poster
Information Processing in Desert Animals - Read and React

B. Examples of Models (depicts the concepts expressed in the reading):

Animal Structure and Function - Model Making
Parts of a Plant - Model Making Activity

Inquiry related to external structures that help animal survive.

Does Camouflage Protect Animals from Predation? Activity

Adaptations for Survival - The Spittlebug

Adaptation in the Schoolyard - Read and React

Structure and Function - Critical Thinking

V. Summarize Knowledge - Enduring Understandings

1. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air.
2. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
   
3. Adult plants and animals can have young. In many kinds of animals, parents and the offspring behave in ways that help the offspring to survive.
4. Animals have body parts that capture and send on different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.

Vl. Next Generation of Science Standards (NGSS) - Grade 1

Disciplinary Core Ideas

 LS1.A: Structure and Function
 • All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

LS1.B: Growth and Development of Organisms
• Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)

LS1.D: Information Processing
• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

Science and Engineering Practices

Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
• Use materials to design a device that solves a specific problem or a solution to a specific problem. (1-LS1-1)

Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
• Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2)

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence
• Scientists look for patterns and order when making observations about the world. (1-LS1-2)

Crosscutting Concepts

Patterns
• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (1-LS1-2)

Structure and Function
• The shape and stability of structures of natural and designed objects are related to their function(s). (1-LS1-1)

Connections to Engineering,Technology and Applications of Science

Influence of Science, Engineering and Technology on Society and the Natural World
• Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (1-LS1-1)

Connections to Nature of Science

Science is a Human Endeavor
• Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (MS-LS1-3)

Performance Expectations Students who demonstrate understanding can:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.  [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]

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.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]

Common Core State Standards Connections

ELA/Literacy
RI.3.7     Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)
SL.3.5     Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (3-LS1-1)

Mathematics
MP.4    Model with mathematics. (3-LS1-1)
3.NBT     Number and Operations in Base Ten (3-LS1-1)
3.NF     Number and Operations—Fractions (3-LS1-1)

Articulation of DCIs across grade-levels:
MS.LS1.B (3-LS1-1)