This parent guide supports parents in helping their child at home with the 1st Grade Science content.

This resource accompanies our Rethink 1st Grade Science Molecular Biology 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 unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 1st Grade Science in Molecular Biology.

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.

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 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 lesson, students learn what plants need to grow and the changes that plants go through.

In this lesson, students will have an opportunity to learn about sunflowers and plant sunflower seeds, a native plant of the North American prairie.

Students will identify and describe the similarities and differences among cacti plants as related to physical structure, growth, change, and movement; explain that all plants have basic needs and identify the specific needs of cacti plants; differentiate between natural and man-made habitats and explain how both can support plant life (dish garden vs. desert habitat).

Students will hear and discuss the story of Johnny Appleseed, focusing on his example of stewardship and how we can follow his example. The students will then participate in a tree planting activity and learn what needs to be done to take care of the tree after planting. As a culminating activity, students will create a stamp to honor Johnny Appleseed.

These supplemental student handouts are meant to be used with the unit "Plants and Animal Needs." In this series of activities, students will make observations that will help them describe patterns of what plants and animals need to survive.

This supplemental material is meant to be used with the unit "Plant and Animal Needs." In this presentation, students will learn how to make observations that will help students describe patterns of what plants and animals need to survive. A number of labs and activities will provide students with instructions for exploring the needs, habitats, activities, and adaptations of plants and animals.

In this lesson, students research want plants need to grow, They will then create their own plant growth experiments. Students will use art supplies to illustrate their predictions of the results of their experiments.

Through this website students can learn about seeds and how they grow by conducting their own plant investigation and sharing their thoughts with other kids.

In this lesson, students will first determine and then create environment(s) for seed(s) to grow. Students will work with a partner to choose seeds and materials for planting and caring for them. Students will monitor their seeds/plants daily, recording changes in their science notebooks. At the conclusion of the lesson, students will prepare a poster to share their findings with their classmates.

In this lesson, students observe and describe plants as they grow from seeds. Students will work collaboratively to collect, interpret, and display data related to the growth patterns and heights of the plants.

In this lesson, students observe two similar plants as one gets regular water and the other does not.

In this activity, students explore and investigate 4 different areas around campus (mud puddle, rocky parking lot, grass field, tree base) to determine other living things in those areas and what they might need from those areas.

In this lesson, students will investigate and try to discover for themselves whether or not all plants need water. They will be responsible for coming up with a hypothesis and thinking about how to investigate and answer this question. Students should have a basic understanding of the scientific process and how to test a hypothesis.