After researching the needs of different animals, students will choose an animal that interests them. Students will then design and create a habitat for their animal. They will need to think about the different needs for those animals and think about what their habitat would need to help meet those needs.
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 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 is a unit on fish habitats. The activities include the following: looking at pictures of fish and their habitat, talking about what all animals need to live, how fish live, making a poster of a fish habitat, and finally visiting a lake.
Students will collect clues about what makes a "hot spot" for pests by investigating the survival needs of various potential pests. Then they will brainstorm ways to transform these spaces into "cool-for-kids" areas and ways to "green sweep" their spaces with environmentally friendly actions to protect against unwanted pests.
Students brainstorm examples of familiar animals and their needs. They learn that a habitat satisfies the basic needs that must be met for an animal to survive.
Students will match pictures and descriptions to identify the basic needs of animals and to answer questions about how animals obtain oxygen, protection, food, and shelter/protection.
This resource supports the English language development of English language learners. This resource contains an article about ants, explains the life cycle of an ant with pictures, the colony life cycle, and has a coloring page of the life cycle (p.28), among others.
In this short video, students learn about seashells and the creatures that use them on the coast of North Carolina.
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.
Students will study Polar Bears:Where do they live?What are their body characteristics?What do they eat?Their lifecycle...How are they different from other bears? (black, brown, pandas)
In this lesson, students explore what an imaginary animal needs to survive, and they decide if it could live on their playground. Then the students look at the needs of real animals that may live in their schoolyard.
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.