2014-2015 Curriculum Blueprint
Topic/Idea:
Grade: 1st
Course: Science
Unit 5 Big Idea 14, 16
Organization and Development of Living Organisms, Heredity, and Reproduction
Learning Goal(s)
Students will be able to explain the differences between living and non-living things by categorizing
observations of living things using five senses.
Students will be able to locate, identify, and recognize major parts of a plant.
Students will be able to understand that plants and animals closely resemble their parents and conclude
that variations exist within a population.
Time Allowed:
Quarter: 3rd
Days: 20
Unit Overview
In this unit students will learn to make observations of living things and their environments. Students will be able to Identify
the major parts of plants and use the five senses as tools to make careful observations. Students will be able to describe
living and non-living things and compare your observations with others. They will be able identify and explain the
differences between living and non-living things based on their characteristics.
Essential Question(s)
How do we know something is living?
Why are plants and animals important to us?
How can living things be observed?
How can variations in population impact its offspring?
Focus Benchmarks/Focus Instruction
Vertical Progression:
Bullets are the benchmark clarification and content limits. These should be used to develop concise learning Kindergarten- Student used their five sense and related body parts. They will understand the differences in plants and
statements/daily objectives/scales. Content limits are included in this section to help with alignment to
animals.
standards base instruction. Nature of Science (N) are taught throughout the science course.
2nd grade - Students will observe that all living things, including plants and animals, go through a life cycle, describe the major
stages in the life cycle of a bean plant, including the seed stage; germination and the development of roots, stems, leaves, and
SC.1.L.14.1: (DOK 1) Make observations of living things and their environment using the five senses.
flowers; and reproduction. They will describe the stages in the life cycle of a butterfly, from an egg becoming a caterpillar then
entering the pupa (chrysalis) stage, to an adult emerging as a butterfly and make general observations on the differences
between the life cycle of plants and animals.

describe ways in which living things and their environments can be observed

identify living things and their environments using the five senses
Textbook Support
Academic Language

recognize tools that can aid in these observations in the type of environment they are naturally Be selective in choosing content from the textbook resource
found
that meets the full intent of the focus benchmark(s).
Five Senses
Flowers
Offspring
FCAT 2.0 Content Limits

Items may include a diagram or illustration of a living thing and/or its environment and ask
Observation
Living
Parents

Pearson Interactive Science Chapter 5 Lessons 1,
students to identify which senses were used to make the observation.
Organism
2, 3, 4, 5
SC.1.L.14.2: (DOK 1) Identify the major parts of plants, including stem, roots, leaves, and flowers.
Stem
Non-living
Populations

Chapter 5 Inquiry Explore It! TE. 148
Organism

Chapter 5 Inquiry Investigate It! TE. 160
Roots
Population
Resembles

recognize that plants have various parts;

Wonders Text “How Plants Grow” Literature

identify major parts of plants, including roots, stems, leaves, and flowers; and
Anthology book Unit 3 pg. 47-49
Leaves
Variations
Plants

locate roots, stems, leaves, and flowers on several types of plants.
FCAT 2.0 Content Limits
Supporting & Additional Resources:
Higher Order Questions/Stems

Items will not assess the functions of identified parts.

Link to Webb’s DOK Guide
1. How are living things different? Explain

Items may include a diagram of a plant that identifies major parts

Link to Scale
2. How are living things alike? Explain
SC.1.L.14.3: (DOK 3) Differentiate between living and nonliving things.

Link to Scale
3. Why do plants and animals depend on each other to

My Science Journal
survive?

Living vs. Non-Living Lesson

recognize that objects on Earth are either living or nonliving
4. How do plants provide for their basic needs?

Do Plants Need Water Lesson

identify characteristics of living things and nonliving things
5. How do animals adapt to their environment?

Flower Power Flower Company STEAM Task

explain the differences between living and nonliving things
Writing Connections
FCAT 2.0 Content Limits

Tracking Growth and Comparing Offspring
1. Create a posters to illustrate a picture of a plant and

Items will not assess viruses.
animal. Each poster must have a plant with each part

Items may include an illustration of living and nonliving things.
labeled. Also it needs to display an animal. The

Items may ask students to make a comparison between living and nonliving things.
student must label the basic needs of the animal
(example: show the animal’s shelter in the poster).
SC.1.L.16.1: (DOK 1) Make observations that plants and animals closely resemble their parents, but
After all posters are complete, the class can create
variations exist among individuals within a population.
one PowerPoint that compares and contrasts the
different animals that the students selected.

recognize that offspring are related to their parents
2.
Using the writing process students will

identify similarities between offspring and their parents
collaboratively construct a living and non-living

describe differences in a population of people
2014-2015 Curriculum Blueprint
Topic/Idea:
Grade: 1st
Course: Science
Unit 5 Big Idea 14, 16
Quarter: 3rd
Organization and Development of Living Organisms, Heredity, and Reproduction
FCAT 2.0 Content Limits

Items may include an illustration of parents and offspring or an illustration of individuals in a
population.

Items will not assess asexual reproduction or assess details of inheritance.
Supporting Florida Standards
Time Allowed:
Days: 20
things magazine to inform readers about their
characteristics to explain the differences between
living and non-living things and describe why
variations in populations exist.