Nature in Balance

Grade 1
Science
Unit: 09
Lesson: 02
Suggested Duration: 8 days
Science Grade 01 Unit 09 Exemplar Lesson 02: Nature in Balance
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson will review the basic needs of plants and animals and focus on how plants and animals depend on each other and the environment.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.9
Organisms and environments. The student knows that the living environment is composed of relationships between
organisms and the life cycles that occur. The student is expected to:
1.9B Analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver.
Scientific Process TEKS
1.2
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom
and outdoor investigations. The student is expected to:
1.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.
1.2D Record and organize data using pictures, numbers, and words.
1.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural
world. The student is expected to:
1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting
nets, notebooks, and safety goggles timing devices, including clocks and timers non-standard measuring items such as paper clips and
clothespins weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of
habitats of organisms such as aquariums and terrariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Science Unit 09 PI 02
Make observations of a terrarium environment for at least a week. Collect and compare information with others about observations on plant growth and the
interdependence between the plants, soil, and water. Present observations in a short, oral report.
Standard(s): 1.2C , 1.2D , 1.4A , 1.9B
ELPS ELPS.c.5B
Key Understandings
A terrarium is one way to observe plant growth and the interdependence found in the natural world.
— What were the living things in your environment?
— What were the nonliving things?
— What changes occurred in your environment during your periods of observations? — How does your small scale environment compare to a larger environment?
Vocabulary of Instruction
interdependence
plant
animal
soil
water
basic needs
nutrients
air
light
grow
terrarium
Materials
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page 1 of 22 Grade 1
Science
Unit: 09
Lesson: 02
Suggested Duration: 8 days
Basic Needs T-chart (1 per class)
book (about plants and animals, 1 per class)
chart paper (per class) – Optional
collecting net (for teacher, 1 per class)
crayons or colored pencils (per group)
hand lenses (1 per student or group)
paper (drawing, 1 sheet per student) – Optional
paper (plain, 1 sheet per student)
resealable plastic bags (to hold cards, see Advance Preparation, 1 per class or group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: Bee and Flower Picture (1 for holding up or projection)
Teacher Resource: PowerPoint: Do Plants and Animals Need Each Other?
Teacher Resource: Slide Notes KEY
Teacher Resource: Environments of Texas (1 for holding up, projection, or per student)
Teacher Resource: Terrarium Preparation
Optional Handout: My Terrarium Design (1 per student)
Handout: Observing a Terrarium: Ongoing PI (1 per student & extra copies)
Handout: Plant and Animal Match (1 set per class or group)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Gather all of the materials for preparing terrariums. (See the Teacher Resource: Terrarium Preparation.)
2. Prior to Day 1:
Make one copy of the Teacher Resource: Bee and Flower Picture to either hold up or project for class observation.
3. Prior to Day 2:
It might be helpful to review and make one copy of the Teacher Resource: Slide Notes KEY.
4. Prior to Day 3:
Research the materials and directions on what kind(s) of terrarium you want the students to make. There are suggestions and materials lists in
this lesson.
Decide how many terrariums you want students to create (See the lesson for details.). Provide ample time for this collection.
Make a copy, or copies, of the Teacher Resource: Environments of Texas. (Alternatively, the pictures could be shown from the computer.)
5. Prior to Day 5:
Make copies of the Handout: Observing a Terrarium: Ongoing PI (1 per student). Extra copies of the second page will be needed for
additional days of observation. Pages will need to be cut out and stapled to create a small observation booklet. This can be made prior to the
lesson, or students can create the booklet before their first observation.
Make copies of the Handout: Plant and Animal Match (1 per class or 1 small group). Cut out the cards, and place them in small, plastic
storage bags.
6. Prior to Day 7:
Create a plan for how students will share the information from the terrarium observations.
7. Prepare attachment(s) as necessary.
Background Information
Prior to this lesson, Grade 1 students learned about basic needs of living organisms. In addition, students learned to identify plant parts as kindergartners. During this
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page 2 of 22 Grade 1
Science
Unit: 09
Lesson: 02
Suggested Duration: 8 days
lesson, students will apply that knowledge to a study of interdependence in living systems, including the interdependence between plants and animals. After this lesson,
students will expand on this knowledge as they apply it to animals in the environment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – What Do Plants and Animals Need?
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Begin the lesson by reviewing the basic needs of plants and animals (TEKS K.9B):
Plants need – air, water, sunlight, space, nutrients
Animals need – air, water, food, shelter
2. Create a T-chart either in the classroom science notebook or on chart paper. Title
the chart “Basic Needs”. On the left­hand side, write “Plants”, and write “Animals”
on the right-hand side.
3. Ask students to list the basic needs of plants, and as they share, write down their
ideas on the T-chart.
Materials:
Basic Needs T-chart (1 per class)
chart paper (per class) – Optional
paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
Attachments:
Teacher Resource: Bee and Flower Picture (1
for holding up or projection)
4. Say:
Plants and animals need certain things to survive.
Check For Understanding:
5. Ask:
In what ways do you think plants and animals need each other? Provide
think time, allow for students to share with a partner, and then have volunteer
groups share out.
Having students draw an example of interdependence among
plants and animals is a formative assessment. The teacher can
get a sense of what students know about the interaction among
plants and animals.
6. Hold up the picture on (or project) the Teacher Resource: Bee and Flower Picture. Instructional Notes:
Bees are dependent on pollen as a protein source and on flower
7. Ask:
nectar or oils as an energy source. Adult females collect pollen
In what ways does the bee need the flower? Provide time for students to
share ideas.
primarily to feed their larvae. The pollen they inevitably lose in going
from flower to flower is important to plants because some pollen
lands on the pistils (reproductive structures) of other flowers of the
8. In their student science notebooks or on plain paper, instruct students to draw a
picture about a plant and animal that needs each other.
same species, resulting in cross-pollination. Bees are, in fact, the
most important pollinating insects.
EXPLORE/EXPLAIN – Do Plants and Animals Need Each Other?
Suggested Day 2
1. Show the TeaCher Resource: PowerPoint: Do Plants and Animals Need Each
Other? Have students discuss what they think the relationships are between plants
and animals. Notes for discussing the slides are in the Teacher Resource: Slide
Notes KEY. (Notes are also located in the presentation.)
Attachments:
Teacher Resource: PowerPoint: Do Plants and
Animals Need Each Other?
Teacher Resource: Slide Notes KEY
2. After viewing the presentation, review the big ideas, emphasizing the three types of
relationships:
Plants need animals.
Animals need plants.
Animals need other animals.
EXPLORE – Building a Terrarium
Suggested Days 3 and 4
1. Show the pictures in the Teacher Resource: Environments of Texas; the pictures
include: desert, prairie, plains, wetland, and forest. If these pictures do not reflect the
environment in which you live, add pictures to represent your local area.
2. Facilitate a discussion about the features of each environment. Consider the Guiding
Questions:
What is different about each environment?
What is the same about each environment?
Materials:
paper (drawing, 1 sheet per student) – Optional
crayons or colored pencils (per group)
Attachments:
Teacher Resource: Environments of Texas (1 for
holding up, projection, or per student)
Teacher Resource: Terrarium Preparation
Optional Handout: My Terrarium Design (1 per
student)
3. Ask:
What parts are living? (Plants and animals)
What parts are nonliving? (Rocks, soil, water, and air)
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page 3 of 22 Grade 1
Science
Unit: 09
Lesson: 02
Suggested Duration: 8 days
4. Ask:
Have you ever seen an aquarium? Answers will vary.
What can you tell me about an aquarium? Answers will vary.
Why is an aquarium different than the ocean, a lake, or a pond?
If no one in the class has seen an aquarium, you will need to show a picture of
one, and then lead the discussion by pointing out that an aquarium is like looking
at a very small part of the ocean.
Check For Understanding:
Drawing the environment can be used as a formative assessment.
Do students understand that an environment must have both living
and nonliving components in order to be a viable environment?
Instructional Notes:
For more information and resources on the different environments
5. Say:
of Texas, visit the Texas Parks and Wildlife website.
A terrarium is another way we can observe a small part of an ecosystem.
A terrarium is (usually) an enclosed area for keeping and raising animals
or plants for observation or research.
They can be made using something large such as a glass tank or
something as small as a jar.
We are going to use clear 2 L bottles (or whatever you plan on using) for
ours.
Before we can build them, you will need to imagine what you would like
yours to look like.
You have seen pictures of different environments. Each of these
environments had both living, that is plants and animals, and nonliving,
that is Sun, air, water, rocks, and soil, in them. Make sure that you
remember to include these in your drawings.
Aquariums are also a very valuable teaching tool to show the
relationship between plants and animals. If you have a classroom
aquarium, this can be used in conjunction with terrarium
observations. Comparing and contrasting the two is a way to
extend learning.
If there are animals in the terrarium it’s called a vivarium. A vivarium
is a terrarium with one or more animals dwelling inside.
An Internet search using the terms bottle biology may assist with
finding further information on terrariums.It is recommended to have
6. Distribute a piece of drawing paper to each student, or use the Optional Handout: My
at least one type of plant and one animal in order for it to be a true
Terrarium Design.
working ecosystem.
7. Post labeled pictures of the types of environments that will be possible for them to
make: desert, pond, or woodland/forest. (These choices are based on the likely
plants and organisms that will be available to teachers.)
8. Allow time for students to draw what their terrarium could look like.
Note: If students are working in small groups, they will have to decide on one plan for
the terrarium, even though they each made an individual plan.
9. Students will construct a terrarium so they can make observations over at least a
week.
10. Small groups could work together to construct the terrariums.
11. In order to have interactions to describe, the terrariums should include both living
and nonliving components. (Nonliving: soil, rock, water, air, and sunlight; Living:
plants and animals)
Terrarium Options:
Woodland/Forest
Desert
Pond
*Important Note*: Tap water needs to sit for 1–2 days to allow chlorine to
dissipate.
ELABORATE – Observing Life in a Terrarium – Ongoing PI
Suggested Days 4 (continued), 5, 6, 7, and 8
1. Students will make daily observations of the terrarium. They need to carefully
observe changes such as, but not limited to:
How does the soil look (damp or dry)?
Is there moisture on the container?
What are some other observations you have made?
2. Each day, after the terrarium observations, additional activities are provided to
extend learning. These activities are listed below by day.
3. Day 4 (continued) – Literature Connection
Materials:
hand lenses (1 per student or group)
book (about plants and animals, 1 per class)
collecting net (for teacher, 1 per class)
resealable plastic bags (to hold cards, see Advance
Preparation, 1 per class or group)
Attachments:
A. Read a story about interdependence: animals and plants that live together in
an environment. After reading the book, ask:
What kinds of things do you think are found in a habitat and why?
Answers will vary
What parts are living? (Plants and animals)
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Handout: Observing a Terrarium: Ongoing PI (1
per student & extra copies) (See the next page for
an example.)
Handout: Plant and Animal Match (1 set per class
or group)
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Science
Unit: 09
Lesson: 02
Suggested Duration: 8 days
What parts are non-living? (Rocks, soil, water, sunlight, and air)
Safety Note:
4. Day 5 – Classroom Venn Diagram
A. After students complete their terrarium observations, as a whole class, discuss When observing the outdoors, take extra precaution by establishing
safety procedures and boundaries.
how the characteristic of the terrarium environment compares to that of the
local environment. Characteristics for the two environments that are the same
would be placed in the space where the two circles intersect.
Instructional Notes:
B. Venn Diagram Example:
Terrarium Environment
It is important to model how to observe the terrarium and record the
information. For the first couple of days, model both how to make
Local Environment
observations and how to record the information on the Handout:
Observing a Terrarium: Ongoing PI.
Students will need several experiences with the word
C. When the Venn diagram is filled in with ideas, compare and contrast each of
the environments.
interdependence. They need to be able to associate the concept of
plants and animals, depending on each other with the term. They
do not need to ‘define’ the term interdependence.
5. Day 6 – Plant and Animals Matching Game
A. As a whole class, or in small groups, students need to match the plant and
animal cards that show interdependence from the Handout: Plant and Animal
Match.
Interdependence is the big idea of this lesson. The word can be
used and introduced. The key is to see if students understand the
concept.
6. Day 7 – Exploring the Environment Around Us
A. Students will continue to observe and record their observations of the
terrarium.
At this grade level, this is an introduction to the concept of
interdependence; share with students that interdependence
means plants and animals need each other.
B. If weather permits, have students observe the outdoor environment around
them.
C. The teacher can act as a field guide, pointing out living organisms,
relationships among the plants and animals, and nonliving things. Use a
collecting net, when appropriate, to show living organisms to the class.
D. If the weather does not permit outdoor observations: Observe the environment
through the window or show a video or website on the local environment and
then make comparisons.
7. Day 8 – Interdependence
A. Record observations of the terrarium.
B. Facilitate a class discussion on interdependence. Explain to students that the
relationships they learned about:
Plants need animals (Share an example, such as: bee and flower.).
Animals need plants (Share an example, such as: cow and grass.).
Animals need other animals (Share an example, such as: clown fish and
sea anemone.).
C. Videos and information on these interdependent relationships among animals
can be found on many online sites and in books. Your grade level textbook
and other district resources are other sources of information.
EVALUATE – Performance Indicator
Suggested Day 8 (continued)
Attachments:
Grade 01 Science Unit 09 PI 02
Make observations of a terrarium environment for at least a week. Collect and compare information
with others about observations on plant growth and the interdependence between the plants, soil,
and water. Present observations in a short, oral report.
Standard(s): 1.2C , 1.2D , 1.4A , 1.9B
ELPS ELPS.c.5B
Handout: Observing a Terrarium: Ongoing
Performance Indicator
(from previous activity)
Teacher Resource: Performance Indicator
Instructions KEY
1. Refer to the Handout: Observing a Terrarium: Ongoing PI and Teacher
Resource: Performance Indicator Instructions KEY for information on
administering the assessment.
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page 5 of 22 Grade 1
Science
Unit: 09 Lesson: 02
Picture of Bee and Flower
©2012, TESCCC
Microsoft. (Designer). (2010). Bee and flowers [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
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Grade 1
Science
Unit: 09 Lesson: 02
Slide Notes KEY
Slide 1
Slide 2
What do you see in this picture?
(Hummingbird and flower)
We know that the flower is a plant
and the hummingbird is an animal.
What is the hummingbird doing?
(Collecting nectar for food)
Can we say that the hummingbird
needs the plant? (Yes)
Plants and animals depend on each
other; they rely on each other to
survive. Let’s take a look at how.
Slide 3
Ask: Does anyone know what
animal this is? (Parrot)
Why does the parrot need this tree?
(The parrot eats fruit from the tree
for food.)
In this picture, we can see that
animals need plants in order to
survive. The parrot relies on the
plant for food.
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Grade 1
Science
Unit: 09 Lesson: 02
Slide 4
The cow needs grass to eat to
survive. Therefore, the cow needs
plants.
Slide 5
Allow students to respond to the
questions on the slide: Discuss that
animals need plants for food and
oxygen. In this picture, the bee
needs the nectar from the plant.
How does the plant/flower need the
bee? The plant’s flower attracts
insects and other animals. As the
bee collects nectar from the flower,
pollen from the plants sticks to their
bodies. In this picture, the pollen
sticks to the bee and when the bee
moves to another flower, some of
the pollen will rub off on to that
flower. This must happen in order
for plants to make seeds.
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Grade 1
Science
Unit: 09 Lesson: 02
Slide 6
The squirrel needs the acorn for
food. The squirrel buries the acorn
in the ground so that it can eat it in
the winter when there is no other
food available. The acorn is a seed.
If the squirrel does not come back
for the acorn, what do you think will
happen? (The acorn will grow.)
The acorn is from a tree; the tree
needs the squirrel to spread the
seeds so that more trees can grow.
Slide 7
How does the hawk need the king
snake?
How does the hawk need the
rabbit?
How does the hawk need the frog?
(The hawk relies on these animals
for food.)
Animals need other animals to
survive.
Slide 8
What about our pets?
Pets rely on their caregivers to take
care of them and provide them with
food, water, and shelter.
©2012, TESCCC
05/21/13
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Grade 1
Science
Unit: 09 Lesson: 02
The relationship between plants and
animals is called interdependence.
Now that you know more about
interdependence (the relationships
between plants and animals), can
you name some other examples that
you know?
Slide 9
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Grade 1
Science
Unit: 09 Lesson: 02
Environments of Texas
desert
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Grade 1
Science
Unit: 09 Lesson: 02
plains
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Grade 1
Science
Unit: 09 Lesson: 02
prairie
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Grade 1
Science
Unit: 09 Lesson: 02
wetland
(Caddo Lake)
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Grade 1
Science
Unit: 09 Lesson: 02
forest
(Pineywoods)
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Grade 1
Science
Unit: 09 Lesson: 02
Terrarium Preparation
*Important Note*: Tap water needs to sit for 1–2 days to allow the chlorine to dissipate.
WOODLAND/FOREST:
Materials:
plants (such as mosses, small ferns, aluminum plants, or venus flytraps)
animals for the woodland/forest (such as toads, salamanders, or earth worms)
materials for the ground (such as pebbles, charcoal, sand, and soil)
Procedure:
1. Start with layering sand, then pebbles, and charcoal. Next, add a layer of soil. Plant the plants, and add
the animals, making sure they have a sufficient food supply.
DESERT:
Materials:
desert plants (such as haworthia, elephant bushes, jade plants, pygmy cacti, or stonecrops)
animals (such as crickets or tarantulas)
materials for the ground (such as potting soil, aquarium gravel, charcoal, or sand)
Procedure:
1. Prepare the bottom layer by mixing the gravel, soil, and charcoal together. Next, add a layer of sand and
the plants and animals to the terrarium. Include drinking water for animals.
POND:
Materials:
plants for the pond terrarium (such as mosses, ferns, duckweed, or elodea)
animals for the pond (such as snails, tadpoles, newts, toads, crayfish, or water insects)
materials for the ground (such as aquarium gravel, charcoal, or sand)
Procedure:
1. Add the following layers; sand, charcoal, and soil. Organic materials such as sticks, stones and shells can
also be added. Fill the terrarium with tap water that has sit out 1-2 days, or with fresh pond water. Next,
add the plants and animals to the terrarium.
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Grade 1
Science
Unit: 09 Lesson: 02
My Terrarium Design
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Grade 1
Science
Unit: 09 Lesson: 02
My Terrarium Observations
___________
By
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Grade 1
Science
Unit: 09 Lesson: 02
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Grade 1
Science
Unit: 09 Lesson: 02
Plant and Animal Match
©2012, TESCCC
squirrel
acorns on oak tree
cow
grass
butterfly
flower
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Grade 1
Science
Unit: 09 Lesson: 02
©2012, TESCCC
clown fish
sea anemone
fruit bat
mango tree
beaver
dam in river
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Microsoft. (Designer). (2010). All images except fruit bat, sea anemone and dam [Web Graphic]. Retrieved from
http://office.microsoft.com/en-us/images/.
page 2 of 2
Grade 1
Science
Unit: 09 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator:
Make observations of a terrarium environment for at least a week. Collect and compare
information with others about observations on plant growth and the interdependence between
the plants, soil, and water. Present observations in a short, oral report.
(1.2C, 1.2D; 1.4A; 1.9B)
5B
Attachments:
Handout: Observing a Terrarium: Ongoing Performance Indicator (from previous activity)
Instructional Procedures:
1. After students have spent at least a week observing their terrarium, students will take turns
discussing what they observed in a short oral report.
2. Students will need to discuss:
What were the living things in your environment?
What were the nonliving things?
What changes occurred in your environment during your periods of observations?
How does your small scale environment compare to a larger environment?
3. Provide support in helping students create their report to share with the class.
Instructional Notes:
Students will need to present their report on another day. It is up to the teacher to decide if individual
students will give the report or if the groups will present the oral report together.
Each student is responsible for completing the Handout: Observing a Terrarium: Ongoing
Performance Indicator.
©2012, TESCCC
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