Lesson One: Four Basic Needs of a Living Organism
Question: What are the four basic needs of a living organism?
Virginia Standards Addressed:
Social Studies 1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend.
Science 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include
a) Life needs (air, food, water, and a suitable place to live)
English 1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.
d) Express ideas orally in complete sentences.
Mathematics 1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.
Objective(s):
The students will be able to describe and discuss the four basic needs of all living organisms, using the correct mathematics terms.
Materials
a. Student Materials
i. 26 pieces of large white construction paper
ii. 5 boxes of crayons and colored pencils (1 box each per table, students will share)
iii. 26 copies of the Comparing and Contrasting Simple Maps worksheet (Appendix A)
b. Teacher Materials
i. A map of Jamestown (Various maps of Jamestown can be found at Virtual Jamestown, http://www.virtualjamestown.org/maps1.html)
ii. A simple map of the school (Completed by the teacher prior to the activity)
Assessment
The students will construct a simple map of a familiar area (their school), using basic map symbols (water, shelter, etc.) and compare it to a map of Jamestown. The students will compare and contrast between the past and present.
Procedure
1. Describe today’s objective with the students: to make a simple map of a familiar area, which will be the school. The students will use the maps that are created to compare them to a map of Jamestown.
2. Walk with the students around the school. The teacher and students will brainstorm different landmarks and important parts of the school (where the four basic needs are meant in the school). The students will take notes about where things are located in the school and what they think is important to take note of.
3. Afterwards, have the students sit on the carpet and give the students five minutes to discuss the school layout with a shoulder partner. Once the time is up, promote a discussion with the class about the school layout and what is important.
4. Work with the students when beginning the simple map. The teacher will ask the students the following questions:
a. What is important for our maps to have? Why?
b. Does anyone know what a symbol is?
c. What is an example of a symbol on a map?
d. What should our symbols be for the four basic needs of a living organism?
5. The class will work together to come up with the symbols they want to use for food, water, shelter, and air.
6. Go over the beginning part of the simple map with the students and remind them how important symbols are for maps.
7. Once the maps are completed, the teacher will display a map of Jamestown. Pass out the worksheet that goes along with the simple map comparisons (Appendix A). The students must compare and contrast the maps using greater than, less than, and equal to. The students will be given enough time to compare and contrast their maps with a map of Jamestown, while focusing on the four basic needs of a living organism. Once the students are done, go over the worksheet as a class.
Virginia Standards Addressed:
Social Studies 1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend.
Science 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include
a) Life needs (air, food, water, and a suitable place to live)
English 1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.
d) Express ideas orally in complete sentences.
Mathematics 1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.
Objective(s):
The students will be able to describe and discuss the four basic needs of all living organisms, using the correct mathematics terms.
Materials
a. Student Materials
i. 26 pieces of large white construction paper
ii. 5 boxes of crayons and colored pencils (1 box each per table, students will share)
iii. 26 copies of the Comparing and Contrasting Simple Maps worksheet (Appendix A)
b. Teacher Materials
i. A map of Jamestown (Various maps of Jamestown can be found at Virtual Jamestown, http://www.virtualjamestown.org/maps1.html)
ii. A simple map of the school (Completed by the teacher prior to the activity)
Assessment
The students will construct a simple map of a familiar area (their school), using basic map symbols (water, shelter, etc.) and compare it to a map of Jamestown. The students will compare and contrast between the past and present.
Procedure
1. Describe today’s objective with the students: to make a simple map of a familiar area, which will be the school. The students will use the maps that are created to compare them to a map of Jamestown.
2. Walk with the students around the school. The teacher and students will brainstorm different landmarks and important parts of the school (where the four basic needs are meant in the school). The students will take notes about where things are located in the school and what they think is important to take note of.
3. Afterwards, have the students sit on the carpet and give the students five minutes to discuss the school layout with a shoulder partner. Once the time is up, promote a discussion with the class about the school layout and what is important.
4. Work with the students when beginning the simple map. The teacher will ask the students the following questions:
a. What is important for our maps to have? Why?
b. Does anyone know what a symbol is?
c. What is an example of a symbol on a map?
d. What should our symbols be for the four basic needs of a living organism?
5. The class will work together to come up with the symbols they want to use for food, water, shelter, and air.
6. Go over the beginning part of the simple map with the students and remind them how important symbols are for maps.
7. Once the maps are completed, the teacher will display a map of Jamestown. Pass out the worksheet that goes along with the simple map comparisons (Appendix A). The students must compare and contrast the maps using greater than, less than, and equal to. The students will be given enough time to compare and contrast their maps with a map of Jamestown, while focusing on the four basic needs of a living organism. Once the students are done, go over the worksheet as a class.