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Arizona STEM

Acceleration Project

Resource Sharing in Nature

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Resource Sharing in Nature

A 1st grade STEM lesson

Terri Serena

10/10/2023

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Notes for Teachers

This lesson takes place in a classroom for one or more hours.
Students may work in small groups of 2-4.
An emphasis on the target product (a shared resource ecosystem diorama).
Creative solutions should be encouraged.
Facilitate student sharing, improving, and presentations.

List of Materials:

A Log’s Life read a loud Materials:

chart paper or white board for anchor display, two different colored sticky notes for each student

Diorama Materials:

shoeboxes, construction paper, markers, crayons, miscellaneous craft supplies, materials from nature (rocks, twigs, leaves), miniature animals, etc., computers or books for research

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Arizona Science Standards

Science Standards:

1.L2U2.7: Develop and use models about how living things use resources to grow and survive; design and evaluate habitats for organisms using earth materials.

1.L2U1.8: Construct an explanation describing how organisms obtain resources from the environment including materials that are used again by other organisms.

Science and Engineering Practices

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

Arizona ELA Standards

1.RL.2 Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson.

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.

1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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Objectives:

~I understand the concept of resources in nature.

~I can define resources as things that living organisms need to live and grow.

~I understand the idea of resource sharing.

~I can recognize that plants, animals, and other living things share and use resources from their environment.

~I am beginning to develop an appreciation for the natural world and the need to protect it.

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Agenda (60+ minutes)

See, Think, Wonder

Vocabulary

Read Aloud: A Log’s Life and Activity

Engineering an Ecosystem Diorama

Share or Present

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What resources do all living organisms need to survive?

Resources are things that plants, animals, and people need to live and grow. These can be things like water, air, food, and materials from nature.

Living organisms are things that are alive, like plants, animals, and people. They can move, eat, grow, and breathe.

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Water

AIR

Shelter

Food

RESOURCES

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People

Plants

Animals

Living Organisms

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Read-Aloud

Read or show a read-aloud of A Log’s Life. A Log’s Life Read-Aloud

Teacher instructions:

~Hand out sticky notes to everyone. * I used two different colored sticky notes…one for when the tree was alive and a different color for when it was a log.

~Before reading the story "A Log's Life," create a picture of a tree on board or large chart paper-this will serve as a space for kids to put their sticky notes.

~Before we start reading, let's look at the tree. It has a picture of a tree trunk with words about what living things need, like food, water, shelter, space, and air.

~I want you to think about how the oak tree helps different animals and plants with what they need. You'll write down which animals and plants need the tree and why on your sticky notes while we read.

~We'll talk together as a class, and post your ideas on our tree.

~After that, think about what might happen to the animals and plants that relied on the oak tree now that it's fallen.

~Discuss your ideas with your small groups, and later, we'll share your thoughts with the whole class.

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Have your ideas about this log changed?

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Hands-On Activity Instructions

In a group of 2-4, using the Engineering Design Process, create a shared resource habitat that includes everything a variety of organisms need to survive.

Constraints:

Use only the materials provided
Diorama must include at least 3 different organisms sharing the same space
Diorama must include all the resources needed to survive
Time to be determined by the teacher

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Differentiation

~Simplified Ecosystem: Start with a simpler ecosystem. For students who find the concept challenging, begin with a basic ecosystem like a pond or a garden rather than a more complex one like a rainforest. This can make the project more manageable.

~Modeling: Show students a completed example of an ecosystem diorama. Discuss the different components and their roles within the ecosystem. You can use this as a visual aid and reference during their project.

~Step-by-Step Instructions: Provide step-by-step written or visual instructions to guide students through the process. Break down the project into smaller, manageable tasks, such as creating the background, adding plants and animals, and explaining the interactions.

Remediation

Extension/Enrichment

~Storytelling: Have students create a short story or narrative about their diorama, explaining the interactions among the animals and plants in their chosen ecosystem.

~Artistic Expression: Encourage creative expression by asking students to paint or draw their ecosystem within the shoebox. This can be a colorful and imaginative extension of the project.

~Classroom Ecosystem: Collaboratively create a small classroom ecosystem, like a terrarium or aquarium, and involve students in its maintenance and observation throughout the year. This can provide an ongoing learning experience.