Science – Grade 1

Unit of Study: Insects

Fourth Grading Period – Weeks 1-3CURRICULUM OVERVIEW

Big Idea / Unit Rationale
The insect module emphasizes the development of observation and description skills and the sense of respect for living organisms, specifically insects. / Students will have experiences that heighten their awareness of the diversity of insects and begin to understand that living thing have life cycles.
TEKS / TEKS Specificity - Intended Outcome
Concepts / 1.5 Life Science. The student knows that organisms, objects,and events have properties and patterns. The student is expected to:
(A) sort organisms, objects and events based on properties and patterns; and
(B) identify, predict, and create patterns including those seen in charts, graphs, and numbers.
1.6 Life Science. The student knows that systems have parts and are composted of organisms and objects. The student is expected to:
(A) sort organisms and objects based on parts and characteristics;
(B) observe and describe the parts of plants and animals;
(D) identify parts that, when put together, can do things they cannot do by themselves.
1.7 Life Science. The student knows that many types of change occur. The student is expected to:
(A) observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement.
(D) observe and record changes in the life cycle of organisms.
1.8 Life Science. The student distinguishes between living organisms and nonliving objects. The student is expected to:
(A) group living organisms and nonliving objects; and
(B) compare living organisms and nonliving objects.
1.9 Life Science. The student knows that living organisms have basic needs. The student is expected to:
(A) identify characteristics of living organisms that allow their basic needs to be met; and
(B) compare and give examples of the ways living organisms depend on each other for their basic needs. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can…
  • identify and sort insects using physical property of size (length) (1.5A)
  • identify and sort insects using physical property of color. (1.5A)
  • identify and sort insects using physical property of shape. (1.5A)
  • identify and sort insects using the behavior of insects based on events such as movement and position in habitat . (1.5A)
  • identify, predict, and create patterns including those seen in T-Charts and Venn diagrams (1.5B)
  • sort organisms and objects based on parts and characteristics (1.6A)
  • observe and describe the parts of insects (1.6B)
  • identify parts that, when put together, can do things they cannot do by themselves (1.6D)
  • observe, measure, and record physical property and their changes in size, shape, and color. (1.7A)
  • observe and record changes in the life cycle of organisms. (1.7D)
  • distinguish between living organisms and nonliving objects. (1.8)
  • group living organisms and nonliving objects. (1.8A)
  • compare living organisms and nonliving objects. (1.8B)
  • identify characteristics of living organisms that allow their basic needs to be met. (1.9A)
  • compare and give examples of the ways living organisms depend on each other for their basic needs. (1.9B)

Skills / 1.1 Nature of Science. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to:
(A) demonstrate safe practices during classroom and field investigations;
1.2 Nature of Science. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:
(A) ask questions about organisms, objects, and events.
(B) plan and conduct simple descriptive investigations
(C) gather information using simple equipment and tools to extend the senses.
(D) construct reasonable explanations and draw conclusions.
(E) communicate explanations about investigations.
1.3 Nature of Science. The student knows that information and critical thinking are used in making decisions. The student is expected to:
(A) make decisions using information.
(B)discuss and justify the merits of decisions.
1.4 Nature of Science. The student uses age-appropriate tools and models to verify that organisms andobjects and parts of organisms and objects can be observed, described, and measured. The student is expected to:
(A) collect information using tools including hand lenses, clocks, computers, thermometers, and balances.
(B) record and compare collected information.
(C ) measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils. / I can…
  • ask questions to find the physical properties and patterns of insects. (1.2A)
  • plan and conduct a simple descriptive investigation (1.2 B)
  • gather information using simple equipment and tools to extend the senses. (1.2C )
  • explain and draw conclusions about how the investigations. (1.2D)
  • present my findings and decisions about my results of investigations. (1.2E)
  • make decisions using information from my investigation. (1.3A)
  • discuss and justify the merits of my decisions(1.3B)
  • collect information using a hand lens to see objects more closely and cubes to measure length (1.4A)
  • record and compare collected information. (1.4B)
  • measure objects using non-standard units such as paper clips or cubes to measure amount. (1.4C)

Evidence of Learning
  • From classroom investigations (CN), students will ask questions to find the physical properties and patterns of insects (1.2A), plan and conduct a simple descriptive investigation (1.2 B), gather information using simple equipment and tools to extend the senses. (1.2C ), construct reasonable explanations and draw conclusions about the investigations (1.2D), and present their findings and decisions about their results of investigations (1.2E) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will make decisions using information from their investigations, discuss and justify the merits of their decisions (1.3A,B) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will collect information using hand lens and cubes (non-standard measurement) to measure length (1.4A,C), then, record and compare the collected information (1.4B,C), (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will identify and sort insects using physical property of size (length), color, and shape (1.5A) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will identify and sort insects using the behavior of insects based on events such as movement and position in the habitat (1.5A) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will identify, predict, and create patterns including those seen in T-Charts and Venn diagrams to sort insects (1.5B,1.2E) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will sort organisms and objects based on parts and characteristics (1.6A) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will observe and describe the parts of animals (1.6B) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will identify parts that, when put together, can do things they cannot do by themselves (1.6D) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will observe, measure, and record physical property and their changes in size, shape, and color (1.7A) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will observe and record changes in the life cycle of organisms (1.7D) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will distinguish between living organisms and nonliving objects (1.8) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will group living organisms and nonliving objects (1.8A) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will compare living organisms and nonliving objects (1.8B) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will identify characteristics of living organisms that allow their basic needs to be met (1.9A) (B), with at least 80% accuracy (CR).
  • From classroom investigations (CN), students will compare and give examples of the ways living organisms depend on each other for their basic needs (1.9B) (B), with at least 80% accuracy (CR)

Science – Grade 1

Unit of Study: Insects

Fourth Grading Period Week 1 Monday and Tuesday CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • Is the mealworm an insect? Which characteristic helps you to sort it out as an insect? (1.5A, 1.2 C,D,E)
  • Why is the mealworm not a worm?(1.5A,1.2D,E)
  • Is the mealworm a system? Why do you believe it is or is not a system? (1.6A,B,1.2 C,D,E)
  • What job does each characteristic have, which helps it to meet its basic needs? (1.9A,1.2 C,D,E)
  • What are the four most important basic needs? (1.9A,1.2 C,D,E)
  • How did you make these needs available for the mealworm in our classroom? (1.9A,1.2 C,D,E)
  • How do insects depend on plants? (1.9B,1.2 C,D,E)
  • What rules should we follow to keep ourselves and our insects safe? (1.1A)
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  • The student demonstrates safe practices and learns how to use and conserve resources. (K.1)
  • The student plans and conducts scientific investigations, gathering information using tools, constructs and draws conclusions, and communicates their explanations. (K.2 and K.4)
  • The student makes, discusses, and justifies decisions. (K.3)
  • The student describes properties and patterns of objects. (K.5)
  • The student knows that many types of change occur. The student is expected to observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement; (K.7)

The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction
Use FOSS Insects Investigation 1: Mealworms Part 1 Mealworms
  • Teacher Preparation: The teacher should read the Overview folio, particularly the “Science Background” section. The teacher will prepare for the lesson by reading the “Background for the Teacher” pp.4-5 and “Teaching Children About Mealworms” pp.6-7 sections of the Investigation 1 folio. The teacher should also complete the steps listed under "Materials" and “Getting Ready”prior to each lesson. Teachers may also want to read the NOTE on page 13 which gives the alternative method of maintaining the mealworms in a cup with a lid.
  • Student journals may be used instead of Insect Recording Sheets.
  • Prior to starting the unit, the teacher should read the Care and Handling of Live Materials for applicable organisms.
Engage
  • Main Idea: I can conduct a simple investigation by observing, comparing, and describing the properties and characteristics of mealworms. (1.2B,C) I can sort organisms according to their parts and characteristics. (1.6A) I can observe and describe the parts of insects as a system. (1.6B) I can identify how each characteristic helps the organism meet its needs. (1.9A) I can discuss and explain the similarities and differences when I compare organisms. (1.8B) I can make and justify a decision. (1.3 A,B) I can write about what I learn as a conclusion. (1.2 D,E)
  • “Introduce the Investigation” Students will help create a KWLS Chart as a Pre-assessment of knowledge of insects.
  • Call students to the rug. Ask them to remember the last time they saw an insect. After several students report, ask,
  • What kind of insect did you see? (1.6B, 1.2 C,D,E)
  • Where was the insect you saw? (1.6B, 1.2 C,D,E)
  • What was the insect doing? (1.6B, 1.2 C,D,E)
  • How did you know it was an insect? (1.6B, 1.2 C,D,E)
  • Was the insect alive? (1.8A, 1.2 C,D,E)
  • How did you know it was living? Dead? (1.8B, 1.2 C,D,E)
  • What do you want to learn about insects? (1.2A)
  • What characteristics of an animal lead you to classify this as an insect? (1.6B)
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  • Students will help create a KWLS Chart as a Preassessment of knowledge of insects. (1.2C,E)
  • Students observe and describe parts of the insect. (1.2C-E,1.6B).
  • Students determine what parts make it an insect and whether or not the insect is alive or dead. (1.8A, 1.6B).

Explore
  • “Discuss Living Insects" Tell students you have live insects for them to observe - mealworms. Tell students that mealworms will not hurt them in any way. Remind them that they must treat the insects safely and with respect, Ask for suggestions for working with live insects with respect. (1.1A)
  • How should the mealworms be handled? (In an open palm) (1.1A)
  • How will we keep them from falling?(1.1A)
  • What are some of the things we should never do?(1.1A)
  • What rules should we follow to keep us safe? (Not place the insects on each other or near our face, wash our hands after handling the insects)(1.1A)
  • "Distribute Mealworms" Distribute a cup of mealworms. Let students observe. (1.2B, 1.6B)
  • Have students draw the mealworm in their journal. (1.2C,D,E, 1.6B)
  • Some students will want to hold the mealworms immediately. Assure them that this is fine. Other students will be cautious or resistant - don't rush them. If they do not want to touch them, don’t make them. Allow them to use a spoon or toothpick for closer observation.
  • "Distribute Paper Plates and Hand Lenses"Tell student to gently shake a mealworm or two from the cup onto a paper plate. Give each group measurement tools ( paper clips, centimeter cubes or rulers) Let students continue to investigate the mealworms and measure length. (1.4A,B,C, 1.7A)
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  • Students will work in pairs to safely conduct an investigation into the physical properties or characteristics of mealworms. (1.1A,1.2 B,C,D,E, 1.5A)
  • Students will work in pairs to safely conduct an investigation into the measurement of the physical properties or characteristics of mealworms. (1.4A,B,C, 1.7A)

Explain
  • "Discuss Mealworms in Cups” After 10-15 minutes call for attention. Ask students to return their mealworms to the cups, leave the cups on their tables, and return to the rug with their journal and pencil.
  • What did you observe about the mealworm? Record and ask questions about the size, color, shape (less than a paper clip) Does the mealworm have parts? What are the parts you observed? The parts of a living organism are called "characteristics". (labeled mealworm)(1.2B-E, 1.6B)
  • How is the mealworm like a system? (1.6D)
  • Draw a mealworm on paper or the board. Ask students to help you draw a mealworm with all of its characteristics. Continue to ask questions to document the characteristics of the mealworm. Have the children add the parts to their own journal. Ask questions until you have the following characteristics labeled. (1.2B-E, 1.6A,B)
  • Head, mouth, two antennae, six legs, segments, and eyes (The eye may be hard to see but with a hand lens they should be able to find it.) (1.2B-E, 1.6A, B)
  • How can we use these characteristics to identify and sort insects? (1.2B-E, 1.6A,B)
  • Does a real worm have legs? (No). Worms do not have legs. Our mealworm does have 6 legs. So, our mealworm is not a real worm. What is a mealworm? (1.2B-E, 1.6A,B)
  • What has six legs? An insect has six legs.(1.2B-E, 1.6A,B)
  • Is a worm an insect? No, it does not have 6 legs. (1.2B-E, 1.6A,B)
  • Is the mealworm a system? (1.2B-E, 1.6D)
  • What does system mean? (something that has parts which work together) (1.2B-E, 1.6D)
  • Does our mealworm have parts, which work together? (1.2B-E, 1.6B)
  • What job does each characteristic have? (1.2B-E, 1.6B,D)
  • What does the head do for the insect system? (holds the mouth, eye, and antennae)(1.2B-E, 1.6B,D)
  • How is this like our head? (1.2B-E, 1.6B,D)
  • How is the mealworm different from our head?(1.2B-E, 1.6B,D)
  • What would happen if the mealworm lost a body part? Would he still be considered a living system? (1.6C)
  • Continue with the questions from above with the different characteristics of the mealworm and how they work together to help the mealworm survive. Return mealworms to the containers (1.2B-E, 1.6B).
(Possible Break for the Day)
  • Today we are going to talk about the needs of mealworms. (1.2B-E, 1.9A)
  • Hold up a vial and cap. Tell students,
  • Each of you will get a vial like this and two mealworms to care for. Before you put the mealworms in your vial, think about what the mealworms will need in order to be healthy and comfortable.(1.2B-E, 1.9A)
  • What needs do living organisms have? If necessary, prompt them with “what are your needs”? All living organisms need four important things: air, water, food, and space.(1.2B-E, 1.9A)
  • "Discuss the Vial Setup" Reiterate that all living organisms need four things - air, water, food, and space. Discuss how each will be accommodated in the vial. Model the process as you go. (1.2B-E, 1.9A)
  • a. Each student should write his or her name on a label before peeling off the protective backing. (or use masking tape). Have him or her stick the label across the top of the cap. Which of the four basic needs does this vial represent? (space) Do you need space? (home, school, neighborhood) Your space is a safe place to live.(1.2B-E, 1.9A)
  • b. Air will enter the vial through holes punched in the cap with a pushpin. Students should punch 15-20 holes around the label. Do you need air? Is air a basic need for living organisms? Even insects need air.(1.2B-E, 1.9A)
  • c. Mealworms eat wheat bran. Show students a cup of bran. Put bran into an empty vial. Bran should be 1 cm deep or a little more. Do we eat wheat? What foods have wheat in them? Food is a basic need. (1.2B-E, 1.9A)
  • d. Mealworms get water from the moisture in sweet potatoes (or other vegetables - apples, white potatoes). A tiny cube of potato is all that is needed. How do you suppose a potato or apple provides water for the worms?
  • Where is the water? How can you tell? (1.2A,D,E) Make sure the piece is very small; excess moisture might induce mold to grow on the bran. How do insects depend on plants? (for food and water) (1.9B) Is water a basic need? Explain how you know water is a basic need for living organisms. (1.3 A, B)
  • e. The space in the vial will be plenty for two mealworms. (1.2B-E, 1.9A)
  • "Set Up the Vials" Send students back to their seats. Identify a GETTER for each group and have him or her get materials for the group. (1.2B-E, 1.9A)
  • When preparations are complete, let students put two mealworms into their vials or four mealworms into their cups.(1.2B-E, 1.9A)
  • Have students construct a diagram for the Basic Needs by drawing the vial, labeling the bran for food, holes for air, potato for water, and vial for space. (1.2B-E, 1.9A)
  • Is the vial with the air, bran, and potato a system? Why do you think it is or is not a system? What would happen to our mealworm if we did not put in a potato cube? Or bran?(1.2B-E, 1.9A)
  • "Discuss Mealworm Vials" Tell students that the vials will stay on their tables so they can observe any changes. Explain that mealworms can't climb the sides of the vial, but the caps keep everything from falling out if the vial falls over. (1.2B-E, 1.9A)
  • A bit of potato or apple should be added every week for moisture. Vials must be checked frequently to see that the bran is not moldy. If bran molds, wipe the vial clean and replace the bran. (1.2B-E, 1.9A)
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  • Students will conduct an investigation, gather information, construct reasonable explanations, and draw conclusions from their observations in order to describe mealworms characteristics as parts of a system. (1.2 B-E, 1.6A,B,D)
  • Students compare mealworms to other worms. (1.6A).
  • Studentsdescribe the roles of the parts of the mealworm system. (1.6D)
  • Students describe what would happen to the mealworm system if he lost body parts? (1.6C)
  • Students will conduct an investigation, gather information, construct reasonable explanations, and draw conclusions from their observations in order to describe the mealworms' needs. (1.2 B-E, 1.9)
  • Students will make decisions and justify the merits of their decisions. (1.3A,B)
  • Students will determine how the mealworm depends on the food pieces to meet his needs. (1.9B)