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Author

Maine Department of Energy (MOOSE)

Grades

1st, 2nd

Subjects

Science, Biology, Earth and Space Sciences, English Language Arts, Mathematics

Resource Types

  • Lesson Plan
  • Presentation Slides
  • Worksheet
  • Video, 23 seconds
  • Video, 5 minutes, 39 seconds, CC
  • Video, 1 minute, 20 seconds
  • Video, 4 minutes, 53 seconds, CC
  • Video, 3 minutes, 59 seconds, CC
  • Video, 2 minutes, 19 seconds
  • Article
  • Video, 2 minutes, 6 seconds, CC, Subtitles
  • Video, 1 minute, 10 seconds
  • Activity - Outdoors
  • Digital Text
  • Video, 2 minutes, 37 seconds, CC, Subtitles
  • Podcast, 1 minute, 22 seconds
  • Video, 2 minutes, 25 seconds, CC, Subtitles
  • Video, 4 minutes, 25 seconds, CC, Subtitles
  • Interactive Media
  • Project

Regional Focus

North America, United States, USA - Northeast, Maine

Format

Google Docs, Google Slides, PDF

How Can I Take Care of Living Things Through the Year?

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Synopsis
  • In this module, students will learn about weather patterns, different seasons, and what certain animals do to survive as seasons change.
  • Students will add to a journal every day and practice their reading, writing, and problem solving skills.
Teaching Tips

Positives

  • This multi-day lesson ends with a project where students are given a choice board with projects appropriate for different types of learners.
  • The use of music, poems, and humor in this module make it very enjoyable for young learners!

Additional Prerequisites

  • The first video on Day 1 does not play and the link for "Think About: The Squirrel's Busy Year" goes to a blank screen.
  • When watching the "Family Fun Connections: Animal Homes and Nests" video, students may need the text read to them. This is a very text-heavy video.
  • The video on slide 20 is for students to familiarize themselves with the tune of "This Old Man" to sing the weather song to that tune.
  • The video link on slide 14 and 33 for the read-aloud, "A Moose This Year" does not work.
  • The video on slide 25 does not play but students can complete the "Problem and Solution" game if you explain the terms first.
  • Students should know what a bar graph is and how to read one.

Differentiation

  • For the KWL chart, students may need prompting to form relevant questions for the wonder portion and can look back at their journal pages when it is time to remember what they learned.
  • It may be beneficial to have a mercury thermometer or a picture of one to help students understand how to read them after watching the "Be a Weather Watcher" video.
  • After reading "Red Robin," students can draw pictures of the birds in each stage discussed in the book, from hatching to migration.
  • For the missing words in the song activity on slide 20, some students may need to tell a teacher or other adult the missing words verbally, rather than writing them in the blanks.
  • When talking about habitats, students can discuss how actions of people affect animal habitats, such as cutting down trees, overfishing, etc. Students can discuss what they can do to protect animal habitats.
  • After making the weather graph, students can answer questions to practice reading a bar graph. For example, which type of weather happened the most?
  • When keeping track of the weather, students can also check the temperature at the same time every day or they can check a weather website to see the highest or lowest temperature for the day and track that. Then, with some assistance, students can make a line graph to demonstrate the temperature pattern throughout the week.
Scientist Notes
This resource from Maine's Department of Energy is a digital adventure from the Maine Online Opportunities for Sustained Education (MOOSE) portal. The resource contains lesson goals, a lesson timeline, and a brain break that incorporates yoga moves. The lesson days are laid out throughout the resource, with ebooks, videos, songs, badges for completing tasks, and activity ideas for students ranging from journaling to poem writing. A project choice board is also included to allow students autonomy in choosing how to demonstrate the new knowledge they have learned. The last slide in the deck contains links to all of the activity suggestions throughout the lesson. This resource is very well researched and would be a great resource for teachers and a great addition to a classroom discussion on the living things and how to care for them throughout different seasons.
Standards
  • Next Generation Science Standards (NGSS)
    • LS1: From Molecules to Organisms: Structures and Processes
      • 1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
      • 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Language (K-12)
      • CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
      • CCSS.ELA-LITERACY.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
      • CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text.
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
  • Common Core Math Standards (CCSS.MATH)
    • Measurement & Data (K-5)
      • CCSS.MATH.CONTENT.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
  • National Health Education Standards
    • Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
      • 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health.
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