Name_______________________________________________________________________________
1st Grade e-DAY MAKE-UP LESSONS
Directions:
Day 1
a. Complete each habitat. Draw at least 2 animals and 1 plant that
would live in each habitat.
b. Write a sentence to explain why the plants and animals can
survive in each habitat..
Day 2
a. Read the passage and answer the questions.
Day 3
a. Find an area outside to observe nature for 15 minutes.
b. Observe for 5 minutes and complete pre-lab questions.
c. Observe for 10 minutes and fill out the table on the lab section.
d. Diagram the environment and the organism you selected.
e. Complete post-lab questions.
Due By: _________
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
1
Day 1:
Draw at least 2 animals and 1 plant that would live in each habitat.
Write a sentence to explain why the plants and animals can survive in each
habitat.
Ocean habitat
What animals did you draw?
What plants did you draw?
Sentence:
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Desert habitat
What animals did you draw?
What plants did you draw?
Sentence:
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
2
Forest habitat
What animals did you draw?
What plants did you draw?
Sentence:
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Cold weather habitat (Tundra)
What animals did you draw?
What plants did you draw?
Sentence:
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
3
Day 2
What Plants Need
Jack and Hannah are going to Oakland Park Nursery to
buy plants. They decide to buy mint plants. They like the
way the leaves smell like mint. Jack puts his plant in the
kitchen window seal. Hannah puts her plant in her bedroom.
After a few days Jack’s plant is growing tall, bright green
and healthy. Hannah’s plant does not look very good. The
plant is drooping and has some brown leaves.
“Your plant needs more sunlight. Why don’t you find a
new place to grow your mint plant?” Jack says.
Hannah moves her plant to the living room window.
Soon, both plants are tall, bright green and healthy!
(passage and questions adapted from readworks.org)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
4
Directions: Circle the correct answer.
1. What do Jack and Hannah buy at Oakland Park Nursery?
a) Mint plants
2. Hannah’s plant needed more light. How do we know this?
a) Hannah’s plant is drooping and has brown leaves.
b) Hannah puts the plant in her bedroom.
c) Hannah is a girl.
3. What is the main lesson in “What Plants Need”?
a) Plants need good soil to live.
b) Plants need sunlight to live.
c) Plants should not be placed in your bedroom.
4. Where did Jack and Hannah place their plants in the house?
Jack put his plant…
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Hannah put her plant…
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
5
5. Draw a picture of Jack and Hannah’s plants in their homes. Try to show how
healthy each plant was after a few days.
6. What did you learn from “What Plants Need”?
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Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
6
Day 3
Day 3: Investigating Nature Near You Lab
Pre-Lab:
Directions: Find and outdoor area to observe. Look around and find as many organisms
(living things) as you can. Spend about 5 minutes looking around. Make a list below of what
you found.
Lab:
Select one of the organisms (living things) from above to observe for 10 minutes. Write down
an observation of the organism or the organism’s environment every minute until the 10
minutes have passed. Remember an observation is something that you use your 5 senses to
determine (taste, touch, see, hear, smell).
Minute Observation
1
2
3
4
5
6
7
8
9
10
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
7
Diagram the environment the organism is in. Label the diagram.
Diagram the organism. Label colors, textures and parts of the organism.
Post-Lab: Make inferences about the organism you studied:
Where wouldn’t this organism live and why?
Record a list of non-living (abiotic) and living (biotic) factors present in the environment.
Abiotic: Part of an ecosystem that was never living. (example: rocks)
Biotic: Part of an ecosystem that is living or was living at one time.
Non-Living (Abiotic)
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Living (Biotic)
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