This parent guide supports parents in helping their child at home with the 1st Grade Science content.Within the folder you will access Parent Guide PDFs in FIVE Languages: Arabic, English, Hindi, Spanish, and Vietnamese to help on-going communication with caregivers. 

This resource accompanies our Rethink 1st Grade Science Ecosystems unit. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.

This activity is designed to help students take the research they have complete on an animal and apply what they have learned to power the Ozobot through the animal habitat. 

In this lesson, students record their observations and draw an adopted tree. Students will review what a tree needs to survive and then consider how their adopted tree's needs are met by the surrounding environment. Students then share information about their trees and create a class scrapbook.

Students will learn about different adaptations of body structures and how the type of environment that an animal lives in and how they survive in that environment is often related to body structure.

In this lesson, students explore what the forest provides for its animal residents. Cooperatively, students create a forest ecosystem with their classmates. Then, they enter the forest as animals in search of food, water, shelter, and space.

In this lesson, student teams will compare a live worm and a model worm, create worm terrariums, and make observations about worms over time.

This script for choral reading was written to be used with two groups of students. The script is based on the Feature Story, At Home in the Cold and discusses various adaptations that allow animals to survive in the cold oceans of the Arctic and Antarctica. The script is appropriate for use with students in grades K-1.

In this short video, join Emily and Emma from the Prairie Ridge Ecostation in Raleigh to take a look at some birds and learn about how we can observe all kinds of wildlife in our everyday lives.

In this lesson students will select a series of biomes, animals, vegetations, and precipitation to see how compatible they are.

In this lesson, students will identify local birds and their habitats by making a diorama and writing a three-to-four sentence description.

Students will make a window box or container garden to attract wildlife such as butterflies. Students draw, photograph and record butterfly visitors to their garden.

In this activity, students learn how to grow plants and about the kinds of things that promote growth (warmth, sunlight, water, soil). Their activities involve learning about how seeds and plants grow and participating in a simple, in-class gardening project. This is the second lesson of a two-part series on where food comes from. These lessons are intended to help students understand that most of the food they eat comes from farms.

This resource is a compilation of text, videos, and other elements to create a scaffolded 5E learning experience for students. In this lesson, students learn about energy transfer through food chains and understand how animals' habitats provide what they need to survive.

Students will explore the question of why honeybees are attracted to certain flowers and identify the ways honeybees' need for food can be met in environments in various areas of the world. They will communicate their findings to their peers through a media presentation.This lesson was developed by Gisele Cauley as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will investigate their world to learn about the needs of honeybees as they listen and ask questions of a beekeeper. Students will recognize that honeybees live in all areas of the world except for Antarctica and that their needs are found in the environment in which they live.This lesson was developed by Gisele Cauley as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

(This lesson for AIG learners follows a close reading of The Great Kapok Tree by Lynne Cherry.  The classroom lesson should include independent reading of the book as well as teacher read-aloud. Students should learn vocabulary from the book and should be able to demonstrate understanding of key details in the text and their central theme or lesson (interdependence, environmental awareness.)  This lesson could be part of a larger science unit encompassing the important role the rainforest plays in our environment.  In this lesson, the learner will find evidence in the text that shows cause and effect relationships, reasons in the text explicitly given to support a point and will produce a written work through a RAFT assignment. In this lesson extension, he or she can choose a specific role or voice to support a point or opinion. The RAFT assignment allows the learner to apply the text to the real world and a real audience. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this activity, students will learn about common adaptations seen in three ocean habitats and then make predictions about what animals call that area home.