Daily science sampler

Big Idea 1: Living things have basic needs that help them stay alive Vocabulary energy, fresh water, gills, grow, leaf, living, mouth, nonliving, roots, salt water, stem, survive Wee

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ular sle ep Th

eir bab ies are b

orn aliv e inste

C. Write thr ee things that YOU need in or

der to sleep well

1.

2

3

Vocab ulary mammal

a kind of blooded animal that has a backbone

a blowhole on top of its head When a dolphin swim s to

the surface, it uses strong muscles to open its blowh ole

to breathe As it dives underwater, the blowhole close s

Dolphins also have a tail and two flippers They swim through the water by moving their tails and steering w ith their flippers.

1. blowhole

2. tail

3. flippers

to label each part of the dolphin.

blowhole tail flippers

Vocabulary blowhole

an opening on the top of the head through which a dolphin breathes

Idea 1

Big Idea 1 • Week 2

WEEK 2

Correlated to State Standards

• 6 Big Idea units with:

- 4 standards-based weekly lessons

- 24 activity pages

- teacher lesson plans

• Content vocabulary, comprehension, and visual literacy practice

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Big Idea 1: Living things have basic needs that help

them stay alive

Vocabulary energy, fresh water, gills, grow,

leaf, living, mouth, nonliving, roots, salt water, stem, survive

Week 1: Can a rock grow?

Week 2: Do monkeys really eat bananas?

Week 3: Do plants have mouths?

Week 4: Do fish drink water?

Week 5: Unit Review: Comprehension, Vocabulary,

Visual Literacy

Hands-on Activity: Watch a Plant Drink!

places

Vocabulary camel, den, desert, evergreen,

forest, habitat, krill, lake, leaves, nest, ocean, stores, whale

Week 1: Where do animals sleep?

Week 2: Why do camels have humps?

Week 3: Can a whale live in a lake?

Week 4: Why do trees have different kinds of leaves?

Visual Literacy

Hands-on Activity: Look at a Leaf

in our sky

Vocabulary crater, day, Earth, energy, heat,

light, moon, mountain, night, planet, rotates, stars, sun

Week 1: What causes day and night?

Week 2: What do we see in the sky at night?

Week 3: Why do we need the sun?

Week 4: Can anything live on the moon?

Visual Literacy

Hands-on Activity: Moon Phase Fun

Vocabulary autumn, axis, bloom, breeze,

fall, flowers, gust, icicles, orbit, rain, season, snow, snowflakes, spring, summer, temperature, thermometer, wind, winter

Week 1: Why is it hot in the summer?

Week 2: Why does it snow in the winter?

Week 3: Why are there a lot of flowers in the spring? Week 4: Why do some trees lose their leaves in the fall? Week 5: Unit Review: Comprehension, Vocabulary,

Visual Literacy

Hands-on Activity: Measure the Wind!

Vocabulary flows, gas, heat, ice, liquid,

mass, matter, melts, mixture, shape, solid, splash, steam

Week 1: Why can’t we walk through walls?

Week 2: Why does water splash?

Week 3: Why do balloons float in the air?

Week 4: Why does ice melt?

Visual Literacy

Hands-on Activity: Ice Cube Race

by using force

Vocabulary backward, distance, force,

forward, gravity, motion, path, pull, push, speed, wheel

Week 1: Why do shopping carts have wheels?

Week 2: Why does a ball go far when I kick it hard? Week 3: Why do cars have steering wheels?

Week 4: Why do things fall down when you drop them? Week 5: Unit Review: Comprehension, Vocabulary,

Visual Literacy

Hands-on Activity: Forces on the Playground

GRADE 1

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Big Idea 1: All living things have different life cycles

Vocabulary adult, caterpillar, chrysalis, code, egg, flower,

fruit, germinates, hatch, insect, joey, life cycle, mammal, marsupial, pollen, reproduce, sapling, seedling, seeds

Week 1: Why do kangaroos carry their babies

in pouches?

Week 2: How does a caterpillar turn into a butterfly?

Week 3: How do tiny seeds turn into giant trees?

Week 4: Why do some plants have flowers?

Visual Literacy

Hands-on Activity: The Life Cycle of a Pea

their parents

Vocabulary behave, citrus, crops, farmed, kits, mammals,

offspring, pack, pups, related, resemble, seedless, species, traits, variety

Week 1: What’s the difference between a fox and a wolf?

Week 2: Why can’t an apple tree grow oranges?

Week 3: How can a spotted cat have striped kittens?

Week 4: Why don’t all grapes have seeds?

Visual Literacy

Hands-on Activity: Invent a Pet

People use all of these things

Vocabulary atmosphere, decompose, evaporate, gas,

glacier, gravity, ice caps, mineral, natural resources, quartz, recycle, surface,

water cycle, weathering

Week 1: How far up does the sky reach?

Week 2: How much water is there on Earth?

Week 3: Why do beaches and deserts have sand?

Week 4: Why do people recycle?

Visual Literacy

Hands-on Activity: Weathering Rocks

Vocabulary constellation, daytime, eclipse, moon,

nighttime, orbit, phase, planet, reflect, rotate, solar system, stars

Week 1: What happens to the sun at night?

Week 2: Why aren’t stars always in the same part

of the sky at night?

Week 3: Is the moon a planet?

Week 4: Why does the moon change shape?

Visual Literacy

Hands-on Activity: Observing Shadows

Sounds can travel through solids, liquids, and gases

Vocabulary detect, echo, echolocation, file, inner ear,

middle ear, molecule, outer ear, pitch, reflect, scraper, sound, waves, surface, vibrations, volume

Week 1: How do crickets chirp?

Week 2: Where do echoes come from?

Week 3: Does sound travel underwater?

Week 4: How do animals without ears hear?

Visual Literacy

Hands-on Activity: Make Your Own Phone!

touching them They also attract or repel other magnets.

Vocabulary attract, compass, core, direction, electromagnet,

iron, magnet, magnetic, magnetic field, magnetism, permanent magnet, poles, repel, temporary magnet

Week 1: Why does a magnet stick to a refrigerator? Week 2: How can magnets move things without

Hands-on Activity: Make a Magnet

Table of Contents

GRADE 2

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Big Idea 1: Living things have adaptations that help

them survive in their environment

Vocabulary adaptation, automatically, blowhole,

evaporate, folds, habitat, mammal, migrate, pollen, pollinates, predator, reproduce, route, spine

Week 1: Why do flowers have different colors

and scents?

Week 2: How do dolphins sleep without drowning?

Week 3: Why does a cactus have needles?

Week 4: Why do birds migrate?

Visual Literacy

Hands-on Activity: How a Cactus Stores Water

Each part does a special job

Vocabulary absorb, carbon dioxide, cell, chlorophyll,

conditions, conserving, diffuse root, distribute, fruit, leaves, nutrients, parachute,

photosynthesis, pollinate, pores, root, seed coat, seed germ, seeds, stem, tap root, vegetable

Week 1: What’s the difference between a fruit and a

vegetable?

Week 2: How do plants get water from roots to leaves?

Week 3: Why do dandelions turn white and fluffy?

Week 4: Why do leaves change color in the fall?

Visual Literacy

Hands-on Activity: Color a Carnation

animals that lived long ago

Vocabulary amber, cast, collide, continents, crust, decay,

erodes, faults, fossil, fossil record, lava, mantle, marker fossil, minerals, mold, paleontologist, preserve, resin, sediment, sedimentary rock, trace fossil, trilobite

Week 1: How does something become a fossil?

Week 2: Where is the best place to look for fossils?

Week 3: How do scientists know how old a fossil is?

Week 4: Why are fossils of ocean animals found on

mountains today?

Visual Literacy

Hands-on Activity: Make Your Own Fossil

and creates weather

Vocabulary adaptations, air pressure, altitude,

anemometer, atmosphere, carbon dioxide, circulate, dissolved, drag, lift, meteorologist, oxygen, pressure system, sea level, thermal current, thrust, wind vane

Week 1: Why can’t you breathe in outer space?

Week 2: Why does a can of soda sometimes explode

when you open it?

Week 3: Where does wind come from?

Week 4: How do birds fly?

Vocabulary absorb, distort, film, focus, lens, opaque,

polish, projector, radiate, ray, reflect, reflection, refract, translucent, transparent

Week 1: Why does it get hot in a car on a sunny day

when it is cold outside?

Week 2: Why does a straw look bent in a glass of water? Week 3: How does a movie projector work?

Week 4: How do mirrors work?

Visual Literacy

Hands-on Activity: Liquid Lens Big Idea 6: Electricity can exist as static electricity

or travel as a current through a conductor

Vocabulary appliance, atom, battery, charge, circuit,

conductor, current, electricity, electron, insulator, outlet, proton, recharge, source, static electricity, switch

Week 1: Where does lightning come from?

Week 2: Why do electrical cords have metal plugs? Week 3: How does flipping a switch light up a light bulb? Week 4: How does a battery make electricity?

Visual Literacy

Hands-on Activity: Charged-up Relay

GRADE 3

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Big Idea 1: Plants and animals depend on each other and

on their environment for survival

Vocabulary angiosperms, dormant, erosion, habitat,

hibernate, hoard, honeycomb, lodge, migrate, mutation, nectar, ovary, pollen, pollination, proboscis, silt, sterile, wetland

Week 1: Why do beavers build dams?

Week 2: Why do some plants have fruit?

Week 3: Do all bees make honey?

Week 4: Where do animals get food in the winter?

Visual Literacy

Hands-on Activity: Seed Catalog

and many are beneficial.

Vocabulary absorb, acid, antibiotic, antibodies, bacteria,

cavity, decomposers, dentin, dissolve, enamel, fluoride, fungus, immune system, infectious, intestines, microorganisms, microscopic, mold, nutritious, penicillin, plaque, pulp, viruses, yeast

Week 1: Why does garbage smell?

Week 2: How do bacteria create cavities?

Week 3: Are all germs bad?

Week 4: Is it safe to eat moldy food?

Visual Literacy

Hands-on Activity: Farming “Fuzz”

from erosion to earthquakes—

shape and reshape the Earth’s surface

Vocabulary basin, boundary, chamber, channels, core,

crust, debris, ecosystem, erosion, expanded, fault, glacier, lava, magma, magnitude, mantle, meltwater, moraines, plates, retreat, seismometer, uplifted, vent, weathering

Week 1: How was the Grand Canyon formed?

Week 2: Do glaciers really move?

Week 3: What makes a volcano erupt?

Week 4: What causes earthquakes?

Visual Literacy

Hands-on Activity: Glacial Grind

the process that formed them

Vocabulary asteroids, carbon, cement, cleavage, color,

conserve, crystalline, extract, extraterrestrial, fracture, fossil fuels, hardness, igneous, lunar, luster, maria, metals, metamorphic, meteor, meteorite, minerals, natural resources, ore, renewable, rock cycle, sediment, sedimentary, streak

Week 1: What’s the difference between a rock and

a mineral?

Week 2: Where do rocks come from?

Week 3: Are some rocks valuable?

Week 4: Do all rocks come from Earth?

resistor, sound waves, speaker, switch

Week 1: How do toasters work?

Week 2: What lights a digital clock?

Week 3: How do hearing aids help people hear?

Week 4: How do electric cars work?

Week 1: Why do some building entrances have ramps? Week 2: What’s the difference between a nail and a

screw?

Week 3: How do elevators work?

Week 4: How does a wheelbarrow make work easier? Week 5: Unit Review: Comprehension, Vocabulary,

Visual Literacy

Hands-on Activity: Learn About Levers

GRADE 4

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Big Idea 1: Living things are made mostly of cells

Multicellular organisms have different cells

that perform specialized functions

Vocabulary blood vessels, callus, cell, circulatory system,

connective tissue, cytoplasm, dermis, digestive system, enzymes, epidermis, epithelial tissue, esophagus, hypodermis, intestines, marrow, membrane, muscle tissue, nucleus, organ, plasma, platelets, salivary glands, sebum, stem cells, tissue, villi

Week 1: Why are bones hard and muscles soft?

Week 2: Why does skin wrinkle in the bathtub?

Week 3: What happens if you swallow gum?

Week 4: How do people give blood without

running out of it?

Visual Literacy

Hands-on Activity: Can You Stomach This?

Big Idea 2: An ecosystem is a community in which every

living thing fills a role

Vocabulary adaptation, aerate, canopy, carnivore,

castings, competition, consumer, decomposer, diversity, ecosystem, epiphyte, exposure, food chain, food web, herbivore, hydrated, omnivore, overstory, predator, prey, producer, rainforest, savanna, understory

Week 1: Why do earthworms like dirt?

Week 2: Why do pandas eat plants but polar

bears eat meat?

Week 3: Is the lion really the king of the jungle?

Week 4: How can so many different plants live

in the rainforest?

Visual Literacy

Hands-on Activity: Movers and Shakers

It circulates between oceans and land in a

process called the water cycle

Vocabulary aquifer, condensation, conservation, contaminate,

desalination, drought, evaporate, groundwater, humidity, irrigation, monsoon, oasis, precipitation, prevailing winds, porous, rain shadow, reclamation, reservoir, surface water, water cycle, watershed, water table, water vapor

Week 1: Do we really drink the same water that

dinosaurs did?

Week 2: Why don’t rivers and lakes soak into the ground?

Week 3: What makes deserts so dry?

Week 4: Can we run out of water?

Visual Literacy

Hands-on Activity: Create Your Own Water Cycle

Big Idea 4: Gravity is the force that keeps planets in

orbit around the sun and the moon in orbit around Earth

Vocabulary accretion, centrifugal force, coalesce, comet,

elliptical, free fall, gravitational force, inertia, mass, navigate, neap tide, spherical, spring tide, tidal range, tide, trajectory, weight

Week 1: Why do we weigh more on Earth than

on the moon?

Week 2: What causes ocean tides?

Week 3: Why are planets round?

Week 4: Why don’t planets crash into each other? Week 5: Unit Review: Comprehension, Vocabulary,

Visual Literacy

Hands-on Activity: Gravity’s Pull

ones, until both reach the same temperature

Vocabulary circulating, conduction, convection,

conventional, heat, heat of condensation, hurricane, insulator, kinetic energy, microwave, radiation, satellite, temperature, thermal energy, phase change, room temperature, vacuum, wavelength

Week 1: How does a thermometer work?

Week 2: How does a microwave cook food?

Week 3: What causes hurricanes?

Week 4: How does a thermos work?

Visual Literacy

Hands-on Activity: Purple Swirl

a chemical reaction, it has properties that are different from the original substances

Vocabulary acid, boiling point, carbonated, chemical

reaction, chemical properties, combustion, compound, corrosion, current, electrode, freezing point, friction, ignite, irreversible, mixture, oxidized, product, reactant, reactive, reduced, soluble, solution, stable

Week 1: What puts the fizz in soda?

Week 2: Why does metal rust?

Week 3: Why do batteries die?

Week 4: Why can’t you light a match more than once? Week 5: Unit Review: Comprehension, Vocabulary,

Visual Literacy

Hands-on Activity: Penny for Your Thoughts

GRADE 5

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Big Idea 1: Living things inherit a combination of traits

from their parents

Vocabulary chromosome, DNA, dominant, donor, fertile,

gene, gene pool, genetic modification, genetic variation, genome, genus, heredity, hybrid, inherited traits, isolate, mutate, recessive, selective breeding, species, sterile

Week 1: Can horses and zebras have babies together?

Week 2: Why are some people left-handed?

Week 3: How can corn be yellow, white, or blue?

Week 4: Are genetically modified foods safe to eat?

Visual Literacy

Hands-on Activity: DNA Extraction Lab

Big Idea 2: Changes in the environment can affect the

survival of a species

Vocabulary bipedalism, camouflage, carnivorous,

conservation, distribution, dormancy, ecosystem, ectothermic, endangered, exploit, extinction, foraging, glaciations, hominid, malnourished, niche, omnivores, predation, technology, threatened, tundra,

uninhabitable

Week 1: What causes a species to become extinct?

Week 2: How did crocodiles survive for millions of years?

Week 3: If the ice cap melts, why can’t polar bears

Hands-on Activity: Blubber Glove

sun affect seasons and weather patterns

Vocabulary atmosphere, axis, climate, condense,

convection current, curvature, diameter, disturbance, equinox, evaporate, hemisphere, horizon, humidity, landscape, latitude, orbit, precipitation, radiate, solar energy, solstice, updraft

Week 1: What causes the weather?

Week 2: Why don’t hurricanes happen at the equator?

Week 3: Why are the North and South Poles so cold?

Week 4: Are the seasons reversed on the other side of

the world?

Visual Literacy

Hands-on Activity: May the Force Be With You

and core The crust is made up of plates that move slowly around Earth’s surface

Vocabulary asthenosphere, buoyant, cartographer,

composition, compression, converge, density, diverge, fault, fracture, geologist, hypothesis, lithosphere, magma, mantle, mechanism, rift, sediment, seismic waves, subcontinent, subduction, tension, trench

Week 1: Why do the continents look like they fit together? Week 2: How do scientists know what is inside Earth? Week 3: What happens when two continents collide? Week 4: What will Earth’s surface look like in the future? Week 5: Unit Review: Comprehension, Vocabulary,

Visual Literacy

Hands-on Activity: Clean Your Plate Tectonics!

atoms Different arrangements of atoms into groups compose all substances

Vocabulary atom, atomic number, atomic weight,

chemical reaction, chemical symbol, compound, covalent bond, decomposition, electron, elements, group, inorganic, ion, ionic bond, isotopes, metalloid, mineral, molecule, neutron, orbital, organic, period, periodic, proton

Week 1: What do atoms look like?

Week 2: What is the periodic table?

Week 3: What is water made of?

Week 4: How are living things different from

nonliving things?

Visual Literacy

Hands-on Activity: Not Your Typical Reaction

thermal, or chemical Light, sound, and heat are often the result

Vocabulary abdomen, biochemical, bioluminescent,

catalyze, complex, cylindrical, electromagnetic spectrum, electromagnetism, energy, enzyme, field, heat, hull, kinetic energy, liquify, manifestation, microwave, mixture, potential energy, pressure, shock wave, turbines

Week 1: How do windmills make electricity?

Week 2: What makes popcorn pop?

Week 3: What makes fireflies glow?

Week 4: How do fireworks work?

Visual Literacy

Hands-on Activity: Test Your Hy-POP!-thesis

GRADE 6+

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4 Daily Science • EMC 5011 • © Evan-Moor Corp.

What’s in This Book?

Daily Science provides daily activity pages grouped into six units, called Big Ideas, that explore

a wide range of topics based on the national standards for life, earth, and physical sciences.

Every Big Idea includes five weekly lessons The first four weeks each center around an engaging question that taps into students’ natural curiosity about the world to develop essential concepts

and content vocabulary The fifth week of each unit offers a hands-on activity and review pages for assessment and extra practice

The short 10- to 15-minute activities in Daily Science allow you to supplement your science e

instruction every day while developing reading comprehension and practicing content vocabulary.

Unit Introduction

Key science concepts

and national science

standards covered in

the unit are indicated

Background

information is

provided on the topic,

giving you the

knowledge you need

to present the unit

concepts confidently

aea

Teacher Background

What is alive versus what isn’t alive may seem obvious, yet what makes something alive is a mystery to most young children Living things can be complex, such such as an amoeba Because cells are too small for the human eye to see, the idea of such a small thing being the building block of life is difficult for children

to comprehend They might consider living things as animals or bodies.

Scientists have developed criteria to compare living versus nonliving things and to study how living organisms survive This includes how different living things eat, breathe, drink, grow, adapt, reproduce, and die For children, it’s easy to understand the most basic needs

of survival Those basic needs are air, water, and food.

These are needs that, if unfilled, would result in death.

For purposes of this unit, plants are also taught as having the same basic needs The only difference is in the type of food that plants require While this unit will not go into detail about photosynthesis, students will get an idea of how light is like a plant’s food.

For specific background information on each week’s concepts, refer to the notes on pp 8, 14, 20, and 26.

Living things have basic needs that help them stay alive.

They will understand that plants order to exist, whereas inanimate items, such as rocks, do not

When young students discuss basic needs and the differences between living and nonliving things, they

what defines living They may not

understand that plants are living

in the same sense that animals are living By focusing on this Big Idea, students will learn that:

living things have basic needs, specific foods are a basic need for animals;

light is a nutrient, or “food,”

for plants; and water is a basic need for all living things.

1

Big Idea 1 • Week 1 © Evan-Moor Corp • EMC 5011 • Daily Science 7

Unit Overview

WEEK 1: Can a rock grow?

Connection to the Big Idea: Students

living and nonliving things They begin

by comparing the needs of a rock to their own needs They then look at inanimate objects and discuss how living things have basic needs, while nonliving things do not.

Students then discuss how rocks are not living but animals and plants are living due to their similar basic needs.

Content Vocabulary: grow, living, nonliving,

survive

WEEK 2: Do monkeys really eat bananas?

learn that animals need to eat different things to survive Students begin by discussing that living things eat food to get energy They then discuss what constitutes food for some living things, and how animals eat different things depending on where they live.

Content Vocabulary: energy

WEEK 3: Do plants have mouths?

learn that, as living things, plants require food and water Students investigate what is considered food for plants, how plants get energy, and how plants might eat without mouths They look at the basic structure of plants Then they are introduced to the concept that a plant’s leaves take in sunlight

to make food, the roots absorb water, and the stem moves nutrients and water

Content Vocabulary: leaf, roots, stem

WEEK 4: Do fish drink water?

Connection to the Big Idea: Having

previously learned that all living things need water, students now focus on fish living in either fresh water (lakes and rivers)

or salt water (oceans) Students learn that freshwater fish take in water through their gills, while saltwater fish drink through their mouths Their gills remove the salt from their bodies.

Content Vocabulary: fresh water, gills,

mouth, salt water

WEEK 5: Unit Review

You may choose to do these activities to review the concepts of basic needs and living and nonliving things

p 32: Comprehension Students circle

pictures to answer questions about key concepts in the unit.

p 33: Vocabulary Students answer riddles

using content vocabulary from the unit

p 34: Visual Literacy Students label the

parts of a plant and a fish

p 35: Hands-on Activity Students see how

plants drink by placing celery in a glass of colored water The instructions and materials are listed on the student page Review these and gather the materials ahead of time.

An overview of the four weekly lessons shows you eachweekly question,explains whatstudents will learn,and lists contentvocabulary

Week five reviewactivities are summarized

Weekly Lessons (Weeks 1– 4)

Each week begins with

a teacher page that

provides additional

background information

specific to the

weekly question

Ideas are given for

presenting the daily

Can a rock grow?

Rocks cannot grow like plants and animals do, because rocks are not living things Two main characteristics distinguish living from nonliving things One is that living things grow and change A nonliving thing does not A pebble will never “grow” into a rock The other characteristic

is that living things have basic needs that help them stay alive Animals need air, water, and food Plants require nutrients and light When these needs are met, living things are able to grow and change.

Day One

Vocabulary: grow

Materials: plant, ball

Distribute page 9 Hold up a plant or a picture of a plant and say: A plant

is living So it grows Hold up a ball or a picture of a ball and say: A ball

is not living It does not grow Complete the first two activities on page 9

together For activity 3, help students brainstorm things that grow and change at home (pets, siblings, plants, etc.) Make a list on the board Have students choose one word to copy in the box and draw a picture of it.

Day Two

Vocabulary: living

Distribute page 10 and read aloud the vocabulary word (living) Tell students

to listen for the word living as you read the introduction aloud When they g

hear the word, they should raise their hands Next, point to the picture of

to the picture of the hen and say: A chick grows into a hen Read the question on page 10 Then ask: What does a puppy grow into? (a dog) Say:

Draw a line from the puppy to the dog Have students finish the activity

For activity 2, read the sentence aloud and have students write the word.

Day Three

Vocabulary: survive

Distribute page 11 and read the introduction aloud Ask students to

imagine that the classroom is a spaceship Ask: For us to survive, what

needs to be on our spaceship? (food, water, air) Complete the first two

activities together For activity 3, distribute crayons and then point out each

item and ask: Does a dog need this to survive?

Day Four

Vocabulary: nonliving Materials: stuffed

animal, rock

Hold up a stuffed animal Ask: Does this grow? (no) Ask: Does this

need air, water, and food? (no) Say: That means a stuffed animal is nonliving Distribute page 12 and read aloud the introduction, making

two activities For activity 3, help students brainstorm nonliving things

in the classroom (books, maps, desks) Make a list on the board Have students copy four words onto their page For activity 4, read aloud the sentence and have students write the word.

Day Five Tell students they are going to review what they’ve learned about living

and nonliving things Distribute crayons and complete page 13 together

Living things have basic needs that help them stay alive.

Big Idea 1 • Week 1 © Evan-Moor Corp • EMC 5011 • Daily Science 9

Da ily Scienc

Name

Day 1

Weekly Question

Some things grow, and some things do not w

1. What do you think can grow?

Circle your guesses.

2 Complete the sentence Write the word.

Some things .

3. What grows and changes at your home?

Write the word Draw a picture of it.

Vocabulary grow

to get bigger

WEEK 1

The student activity pages for Days 1–4

of each week use

an inquiry-basedmodel to help students answer the weekly questionand understandfundamentalconcepts related

to the Big Idea

You may wish to have students complete the pages independently or collaboratively

living and nonliving things, they

GRADE 1

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Hands-on Activity

Watch a Plant Drink!

You can see how a plant drinks water Try this test.

What You Need

• celery stalk with leaves

• red food coloring

• glass of water

• safety scissors

• crayons

1.Stir red food coloring into the water.

2.Have an adult help you cut the bottom off the celery stalk.

3.Put the celery in the colored water

Leave it alone for a whole day.

4.Check to see what happened!

Color the celery to show what happened.

Visual Literacy

Picture This!

1 Use the words to write the parts of the plant.

leaf roots stem

mouth gills

11

Da ily Scienc

Name

Day 3

Weekly Question

Living things need food, water, and air These

help living things survive Food, water, and air

also help living things grow and change.

1 Complete the sentence Write the word.

r,

o.

yes no yes no yes no vive.

water

Vocabulary survive

Weekly Question

Only living things can grow

An animal is a living thing

A plant is a living thing.

Living things grow and change. Vocabulary

living

WEEK 1

Weekly Lessons, continued

Unit Review (Week 5)

Each student pagebegins with a shortintroduction

Visual Literacy: Students practice skills

such as labeling diagrams, reading captions,and sequencing steps in a process

Hands-on Activity: Students

participate in a hands-on learningexperience

Weekly Question

1.Color the picture of a living thing.

Teddy Bear Big Bear

2 Look at the bears again Circle yes or no.

Teddy Bear grows yes no Big Bear is living yes no Big Bear eats yes no

3. Complete the sentences Use the words in the box.

living nonliving survive

A rock is

A butterfly is .

I need air, water, and food to .

WEEK 1

1. Complete the sentence Write the w

Weekly Question

A rock is nonliving It does not grow

and change It does not need food, water, or air

1 Put an X on the nonliving things

2. How are all nonliving things alike?

Fill in the bubble next to the correct answer

A They don’t need food, water, or air.

B They move and breathe.

C They grow and change.

3. List four nonliving things in your classroom.

4. Complete the sentence Write the word.

A rock is

Vocabulary nonliving

not having life

WEEK 1

Big Idea 1 • Week 1 Day 5 reviews the

week’s key conceptsand vocabulary

Vocabulary

Find a Word

Read each riddle Circle the correct word.

1.I am very big lake ocean

I am full of salty water.

2.We are part of a plant leaves roots

We help the plant make food

3.I am part of a fish river gills

I help the fish get water.

4.I help you do work stem energy You get me from food

5.I am not like you living nonliving

I describe a rock.

6.When I do this, I change grow survive

I get bigger and taller.

Needs of Living Things

Read each question Circle the answer.

1. Which of these is living?

2. What does a monkey eat?

3. What plant part makes food?

4. Which of these will grow?

Comprehension: Students

review key concepts of the unit

by answering literal and inferential

comprehension questions

Vocabulary: Students review the

vocabulary presented in the unit

e

Vocabulary words and definitions areprovided for students

k

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as a human, or they can be made from a single cell, such as an amoeba Because cells are too small for the human eye to see, the idea of such a small thing being the building block of life is difficult for children

to comprehend They might consider living things as animals or bodies.

Scientists have developed criteria to compare living versus nonliving things and to study how living organisms survive This includes how different living things eat, breathe, drink, grow, adapt, reproduce, and die For children, it’s easy to understand the most basic needs

of survival Those basic needs are air, water, and food

These are needs that, if unfulfilled, would result in death

For purposes of this unit, plants are also taught as having the same basic needs The only difference is in the type of food that plants require While this unit will not go into detail about photosynthesis, students will get an idea of how light is like a plant’s food.

For specific background information on each week’s concepts, refer to the notes on pp 8, 14, 20, and 26.

Living things have basic needs that help them stay alive.

I n this unit, students will

compare criteria that define

living versus nonliving things

They will understand that plants

and animals have basic needs in

order to exist, whereas inanimate

items, such as rocks, do not

When young students discuss basic

needs and the differences between

living and nonliving things, they

may have some confusion about

what defines living They may not

understand that plants are living

in the same sense that animals are

living By focusing on this Big

Idea, students will learn that:

living things have basic needs,

while nonliving things do not;

specific foods are a basic need

for animals;

light is a nutrient, or “food,”

for plants; and

water is a basic need for all

living things.

1

GRADE 1

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Unit Overview

WEEK 1: Can a rock grow?

learn that there are differences between

living and nonliving things They begin

by comparing the needs of a rock to their

own needs They then look at inanimate

objects and discuss how living things have

basic needs, while nonliving things do not.

Students then discuss how rocks are not

living but animals and plants are living

due to their similar basic needs.

Content Vocabulary: grow, living, nonliving,

survive

WEEK 2: Do monkeys really

eat bananas?

learn that animals need to eat different

things to survive Students begin by

discussing that living things eat food to get

energy They then discuss what constitutes

food for some living things, and how

animals eat different things depending on

where they live.

Content Vocabulary: energy

WEEK 3: Do plants have mouths?

learn that, as living things, plants require

food and water Students investigate what is

considered food for plants, how plants get

energy, and how plants might eat without

mouths They look at the basic structure of

plants Then they are introduced to the

concept that a plant’s leaves take in sunlight

to make food, the roots absorb water, and

the stem moves nutrients and water

Content Vocabulary: leaf, roots, stem

WEEK 4: Do fish drink water?

Connection to the Big Idea: Having

previously learned that all living things need water, students now focus on fish living in either fresh water (lakes and rivers)

or salt water (oceans) Students learn that freshwater fish take in water through their gills, while saltwater fish drink through their mouths Their gills remove the salt from their bodies.

Content Vocabulary: fresh water, gills,

mouth, salt water

WEEK 5: Unit Review

You may choose to do these activities to review the concepts of basic needs and living and nonliving things.

p 32: Comprehension Students circle

pictures to answer questions about key concepts in the unit.

p 33: Vocabulary Students answer riddles

using content vocabulary from the unit.

p 34: Visual Literacy Students label the

parts of a plant and a fish.

p 35: Hands-on Activity Students see how

plants drink by placing celery in a glass of colored water The instructions and materials are listed on the student page Review these and gather the materials ahead of time.

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Week 1

Rocks cannot grow like plants and animals do, because rocks are not living things Two main characteristics distinguish living from nonliving things One is that living things grow and change A nonliving thing does not A pebble will never “grow” into a rock The other characteristic

is that living things have basic needs that help them stay alive Animals need air, water, and food Plants require nutrients and light When these needs are met, living things are able to grow and change.

Day One

Vocabulary: grow

Materials: plant, ball

Distribute page 9 Hold up a plant or a picture of a plant and say: A plant

is living So it grows Hold up a ball or a picture of a ball and say: A ball

is not living It does not grow Complete the first two activities on page 9

together For activity 3, help students brainstorm things that grow and change at home (pets, siblings, plants, etc.) Make a list on the board Have students choose one word to copy in the box and draw a picture of it.

Day Two

Vocabulary: living

Distribute page 10 and read aloud the vocabulary word (living) Tell students

hear the word, they should raise their hands Next, point to the picture of

the chick Ask: Does a chick grow? (yes) Ask: Is a chick living? (yes) Point

to the picture of the hen and say: A chick grows into a hen Read the question on page 10 Then ask: What does a puppy grow into? (a dog) Say:

Draw a line from the puppy to the dog Have students finish the activity

For activity 2, read the sentence aloud and have students write the word

Day Three

Vocabulary: survive

Distribute page 11 and read the introduction aloud Ask students to

imagine that the classroom is a spaceship Ask: For us to survive, what

needs to be on our spaceship? (food, water, air) Complete the first two

activities together For activity 3, distribute crayons and then point out each

item and ask: Does a dog need this to survive?

Day Four

Vocabulary: nonliving

Materials: stuffed

animal, rock

Hold up a stuffed animal Ask: Does this grow? (no) Ask: Does this

need air, water, and food? (no) Say: That means a stuffed animal is nonliving Distribute page 12 and read aloud the introduction, making

sure to emphasize the word nonliving Guide students through the first

two activities For activity 3, help students brainstorm nonliving things

in the classroom (books, maps, desks) Make a list on the board Have students copy four words onto their page For activity 4, read aloud the sentence and have students write the word.

Day Five Tell students they are going to review what they’ve learned about living

and nonliving things Distribute crayons and complete page 13 together

Living things have

basic needs that

help them stay alive.

GRADE 1, continued

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Some things grow, and some things do not w

1. What do you think can grow?

Circle your guesses.

2. Complete the sentence Write the word.

Some things

3. What grows and changes at your home?

Write the word Draw a picture of it.

Vocabulary

grow

to get bigger

WEEK 1

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1. Color the picture of a living thing.

Teddy Bear Big Bear

2 Look at the bears again Circle yes or no.

Teddy Bear grows yes no

Big Bear is living yes no

Big Bear eats yes no

3. Complete the sentences Use the words in the box.

living nonliving survive

A butterfly is

I need air, water, and food to

WEEK 1

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Needs of Living Things

Read each question Circle the answer.

1. Which of these is living?

2. What does a monkey eat?

3. What plant part makes food?

4. Which of these will grow?

Vocabulary

Find a Word

Read each riddle Circle the correct word.

1. I am very big lake ocean

I am full of salty water.

2. We are part of a plant leaves roots

We help the plant make food.

3. I am part of a fish river gills

I help the fish get water.

4. I help you do work stem energy You get me from food.

5. I am not like you living nonliving

I describe a rock.

6. When I do this, I change grow survive

I get bigger and taller.

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