Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
Science Kindergarten Unit 07 Exemplar Lesson 02: Exploring Organisms and Their
Basic Needs
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will examine evidence that living organisms have basic needs such as food, water, and shelter for animals and
air, water, nutrients, sunlight, and space for plants. They will make observations about the consequences on a plant
when basic needs are not met. They will write to an expert to get information about the consequences for an animal if
basic needs are not met.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
K.9
Organisms and environments. The student knows that plants and animals have basic needs
and depend on the living and nonliving things around them for survival. The student is
expected to:
K.9B Examine evidence that living organisms have basic needs such as food, water, and
shelter for animals and air, water, nutrients, sunlight, and space for plants.
Scientific Process TEKS
K.2
Scientific investigation and reasoning. The student develops abilities to ask questions and
seek answers in classroom and outdoor investigations. The student is expected to:
K.2A Ask questions about organisms, objects, and events observed in the natural world.
K.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and nonstandard measurement tools.
K.2D Record and organize data and observations using pictures, numbers, and words.
K.2E Communicate observations with others about simple descriptive investigations.
K.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to
investigate the natural world. The student is expected to:
K.4A Collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets,
collecting nets, and notebooks; timing devices, including clocks and timersnon-standard measuring items
such as paper clips and clothespinsweather instruments such as demonstration thermometers and wind
socks materials to support observations of habitats of organisms such as terrariums and aquariums.
K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the
environment.
Last Updated 05/15/13
page 1 of 17 Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
GETTING READY FOR INSTRUCTION
Performance Indicators
Kindergarten Science Unit 07 PI 02
Create a picture or poster to inform others about the basic needs of a plant and the basic needs of an animal. Include pictures and
words (A word bank may be provided for all students.).
Standard(s): K.2D , K.2E , K.9B
ELPS ELPS.c.3B , ELPS.c.4G
Key Understandings
Living organisms have basic needs that must be met in order to survive.
— What are the basic needs for plants?
— What are the basic needs for animals?
— What are the consequences for plants if the basic needs are not met?
— What are the consequences for animals if the basic needs are not met?
Vocabulary of Instruction
basic needs
plants
animals
air
water
food (nutrients)
space
shelter
clothing
experts
veterinarian
trainer
consequences
Materials
book (about a seed growing, 1 per class)
book (on basic needs of plants and animals, 1 per class)
crayons or colored pencils (per group)
crayons or markers (to write on cups, per group)
cups (bathroom­size, to hold seedlings, 3 per group) – Optional
paper (plain, 1 sheet per student)
plant (for observation, see Advance Preparation, 1 per class)
plants (3 established, all similar, see Advance Preparation, 3)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Optional Teacher Resource: All Plants Don’t Need Soil
Handout: Descriptive Plant Investigation (1 per student)
Teacher Resource: Basic Needs
Optional Teacher Resource: Letter Format SAMPLE
Handout: Basic Needs of Plants and Animals (1 per student)
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page 2 of 17 Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
Optional Handout: Basic Needs Matching Cards (1 set per student or pair)
Teacher Resource: SAMPLE PI
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prior to Day 1, bring a plant of your choice or be prepared to take students outside for observation of a plant or
tree.
2. There are two options for this simple descriptive investigation (1st Explore activity): (1) The teacher supplies three
bathroom-size cups with seedlings for each small group of students, or (2) the teacher provides three plants for
all students to observe. If using three plants for the entire class, place the plants in an area of the classroom to
where there is room for all of the students to gather to see the plants during the discussion. If each group of
students will be observing its own plants, do not distribute the plants until after the discussion. Please note that
seedlings should have been started at the beginning of Lesson 01.
3. Prior to Day 5, determine an animal expert to whom your class can write; suggestions include zoo workers,
veterinarians, pet store workers, and animal trainers, such as those at Sea World or other animal parks.
4. If using the Optional Handout: Basic Needs Matching Cards, make color copies of the handout (enough for
every student or every two students to have one set). Then, cut the cards out, and laminate them for durability.
5. Prior to Day 8, locate an appropriate interactive website. It might be helpful to conduct an Internet search using the key
terms How Plants Grow- Science Games & Activities for Kids.
6. In Unit 08, students will need to view travel brochures. You will want to collect several for your class to use in the
next lesson.
7. Prepare attachment(s) as necessary.
Background Information
Prior to this lesson, students have differentiated between the living organisms and nonliving objects in their world, and in this
lesson, they will learn more about the basic needs required of living organisms. Understanding these concepts provides a
foundation for understanding ecosystems and the interdependence of all components. After this lesson, students will learn about
the structures and processes of living organisms that help them survive in their environments.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE– Plant survival
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1
1. Bring in a plant (or take students outside to look at a plant or tree).
Ask:
What do you think plants need to survive? Do not provide
correct answers yet. (Plants need air, water, sunlight, and
nutrients ­ and some botanists also include ‘space’ as a need.
Plants do not need soil to grow.)
Materials:
plant (for observation, see Advance
Preparation, 1 per class)
Attachments:
2. Record student responses on a page in the class science
notebook. As students give their responses,
Ask:
Last Updated 05/15/13
Optional Teacher Resource: All Plants
Don’t Need Soil
page 3 of 17 Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
Why do you think a plant needs that? Answers will vary,
depending on student background knowledge. Many should
remember information from the last lesson.
Instructional Note:
A “claims and evidence” format would be a way to
build student understanding of making a good,
predictive statement.
3. Discuss some reasons why plants may grow differently. There are
examples of plants that do not need soil to grow on the Optional
Teacher Resource: All Plants Don’t Need Soil. There are
essential nutrients which many plants must take up from the soil.
Other plants get the nutrients from other sources.
EXPLORE – What Plants Need to Grow
Suggested Day 2
1. There are two options for this simple descriptive investigation:
a) The teacher supplies three bathroom-size cups with seedlings
for each small group of students.
b) The teacher provides three plants for all students to observe.
2. If using three plants for the entire class to observe, then gather
students to a location where they can all see the plants during the
discussion.
3. If each group of students will be observing its own plants, do not
distribute the plants until after the discussion.
4. Say/Ask:
Materials:
plants (3 established, all similar, see
Advance Preparation, 3)
cups (bathroom-size, to hold seedlings, 3
per group) – Optional
crayons or markers (to write on cups, per
group)
Misconceptions:
You have been learning about what plants need in order
to grow and live.
What are some of the basic needs of plants? Students
should be able to recall that plants need water, food (nutrients),
air, and light.
Plants also need space to grow.
Why do you think scientists say that plants need space to
grow? Allow several students to present their thoughts on this.
Over the next several days, you will be observing three
plants. (Show students the plants they will be observing.)
We will be observing how each of the plants grow under
different conditions:
Condition #1- The plant has soil, air, light, and water.
Condition #2- The plant has soil, air, and water, but no
light.
Condition #3- The plant has soil, air, and light, but no
water.
Students may think that grass, trees, and
other plants die in the winter and are born
in the spring.
Students may think that plants are not
alive because they do not move.
Instructional Notes:
Teachers will need to decide how to conduct the
investigation.
If groups are getting three cups each to observe,
then the labeled cups will need to be placed in the
three different locations. Placing the cups on a
tray is one way to manage the movement of the
cups from students to experimental location.
Each group would have two cups in the light (but
5. Ask:
only one will get water), and each group will have
Where would be a good location for the plant so it gets
one cup in a dark location (and this cup will also
light during the day? (Allow students to decide on an
get water). It is suggested that the teacher waters
appropriate location. If there is no window in the classroom, you the plants.
may need to suggest that the plant is put under a light source,
such as a lamp.)
Where would be a good location for the plant so it gets
no light? (Allow students to decide on an appropriate location.
A dark cupboard or closet would work. If there are no
cupboards, suggest putting the plants under a cardboard box.
Explain to students that the box could not be disturbed.)
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page 4 of 17 Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
6. Explain to students that the two plants that are getting light will
receive the same amount of light, and the two plants that are
getting water will need to be given the same amount of water. It
wouldn’t be a fair investigation if one plant got more water than the
other.
7. If each student group is receiving small cups with plants, distribute
these now. Number the groups, and then have groups write that
number, in crayon or marker, on the side of each of their cups.
(Example: Group 2 would write a “2” on each of its cups. See the
example on the next page.)
8. After labeling the plants, place them in the appropriate location.
9. Inform students that they will be conducting regular observations of
the plants and recording the results.
EXPLORE – Creating the Data Recording Sheet
Suggested Day 3
1. Distribute the Handout: Descriptive Plant Investigation (1 per student).
Materials:
2. Instruct students to write their names on the handout. In addition, they
will need to label the first box in each of the three sections as Day 1. The
teacher should model this, using the classroom science notebook.
crayons or colored pencils (per group)
book (about a seed growing, 1 per class)
Attachments:
Handout: Descriptive Plant Investigation
(1 per student)
3. Students will observe the plants over several days.
4. Observations should be made every 2–3 days or everyday if the
teacher feels that there is enough observable change.
(Observations will continue beyond the end of the lesson. Making
observations every day may not show any changes to the plants.)
5. Each time students make an observation, they should draw the
plant in one of the boxes provided. They will make a total of four
observations, one on Day1 and then three more. If the next
observation is made two days later, then the next box would be
labeled as Day 3.
6. Read a story about seeds growing and the basic needs of a
seed/plant.
7. After the reading selection, summarize the day’s lesson by
reviewing the basic needs of plants.
Last Updated 05/15/13
Instructional Notes:
The teacher should monitor the students to
ensure that they are correctly labeling each box.
Demonstrating expectations in the class science
notebook is one way for the students to see what
they should be doing.
Check For Understanding:
Listen for student understanding, and review
content as necessary.
Science Notebooks:
The teacher should model her/his expectations by
completing a similar data recording sheet in the
classroom science notebook.
page 5 of 17 Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
ENGAGE
Suggested Day 4
1. This is a two part activity, so a T-chart should be created prior to
this activity. Use the class science notebook to record the
information.
Attachments:
Teacher Resource: Basic Needs
2. Say/Ask:
You have been learning about what plants need to stay
healthy. These are a plant’s basic needs.
Who remembers the basic needs for plants? Allow several
students to respond. Each student who responds should only
provide one basic need, in order for more students to have the
opportunity to answer.
What do you need to grow and stay healthy? As students
respond, write their thoughts on “what we think” side of the T­
chart. (The Teacher Resource: Basic Needs shows one way
for setting up the T-chart.)
Science Notebooks:
Record student thinking on the T-chart in the
class science notebook.
3. Some students may say things like “TV”, “video games”, or “toys”.
Write everything down. After all students have had the opportunity
to respond, go through the list and cross off the items are “wants”,
not basic needs.
The items left should be air, water, food, and shelter. (‘Clothing’
would also be acceptable as well at this level.)
4. Instruct students to look at the words that have not been crossed
off.
Say:
We will read the words together, and as we read the
words, I will write them on the blank side of the T-chart
so we can clearly see the words.
5. Ask:
What do you observe about the two lists? Students should
notice that the left side was needs and wants. The right side
includes their basic needs.
6. Summarize: Animals have basic needs too. The basic needs for
animals include air, water, food, and shelter. (Some scientists also
include an appropriate habitat as a basic need.) Students may say
people need clothing, and this would be appropriate.
EXPLORE – Animal Care Experts
Suggested Day 5
1. Remember to make plant observations.
Instructional Notes:
In the next science class, students will be writing a
letter to one of these ‘experts’ in order to examine
evidence about the basic needs of animals.
(Logically, we would not want to conduct an
experiment with animals similar to the one done for
plants, as we would not want harm to come to any
living animal.)
2. Say:
In our last science class, we discussed the basic needs
of animals. We are also observing our plants to see what
happens when a basic need is not met. We cannot set up
a similar descriptive investigation with animals.
3. Ask:
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page 6 of 17 Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
Who are experts in animal care that we could write to for
information about an animal’s basic needs? Allow students
to make suggestions. (This information does not need to be
recorded in the science notebook, but you will want to record
the suggestions on a piece of paper.)
4. Facilitate a discussion about people who are experts at animal
care. Some of these people include veterinarians, pet store
employees, zoo workers, and animal trainers at places such as
Sea World or other aquariums, wildlife rehabilitator, animal kennel
worker, groomer, and zoologists.
5. Ask:
Some questions that could be asked in the letter
(other than the consequences for the animal if the
basic needs are not met) include:
In what ways are animals affected
by eating food that is not meant for
them? For example, a horse eating
dog food or a monkey eating bird
food?
In what ways is shelter important
for the animal?
Are animals affected by sunlight
the way plants are?
What are some questions that you want to ask? Students
may need to be reminded that they already know an animal’s
basic needs - though they may want to verify this information
with the expert. In addition, they are trying to find out the
consequences of withholding a basic need from an animal.
6. Begin planning the letter to write (and send) to an expert in animal
care. At this grade level, you may choose to send one class letter
or have each student write a letter.
EXPLORE/EXPLAIN – Writing a Class Letter
Suggested Day 6
1. Students should have the opportunity to continue to share what
should be in the letter, revising the draft by adding details.
Attachments:
2. The Optional Teacher Resource: Letter Format SAMPLE is one
way that the letter could be formatted.
3. The letter should be sent so that when a response is received, the
students have the opportunity to “examine evidence that living
organisms have basic needs such as food, water, and shelter for
animals”, as provided by an expert.
4. Remember to make plant observations.
EXPLAIN – Literature Connection
Optional Teacher Resource: Letter
Format SAMPLE
Instructional Note:
If the teacher would prefer to not write to an
expert, they may use other sources to gather the
evidence needed to explain to students the
consequences of withholding basic needs to
animals.
Suggested Day 7
1. Read a book on the basic needs of plants and animals, or use the
Handout: Basic Needs of Plants and Animals.
2. After reading the book, facilitate a discussion using the Guiding
Questions:
What are the basic needs for plants?
What are the basic needs for animals?
What are the consequences for plants if the basic needs
are not met?
What are the consequences for animals if the basic
needs are not met?
3. Remember to make plant observations.
Materials:
book (on basic needs of plants and
animals, 1 per class)
Attachments:
Handout: Basic Needs of Plants and
Animals (1 per student)
Check For Understanding:
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page 7 of 17 Kindergarten
Science
Unit: 07
Lesson: 02
Suggested Duration: 9 days
Listen for student understanding, and review
content as necessary.
ELABORATE
Suggested Day 8
1. There are two different options for this activity.
Attachments:
2. Provide students with the opportunity to use an interactive site where
they can see what happens when a plant is (or is not) given water. It
might be helpful to conduct an Internet search using the key terms: How
Plants Grow- Science Games & Activities for Kids.
3. Provide students (or student pairs) with the cards from the
Optional Handout: Basic Needs Matching Cards.
4. Students place all of the cards on the table and match the
appropriate basic need with the correct organism. They should be
able to justify their choices. There are extra cards that students
should be able to identify as objects that do not have basic
needs.
Optional Handout: Basic Needs Matching
Cards (1 set per student or pair)
Instructional Notes:
It is the teacher’s choice how to elaborate on the
concept of basic needs. Some students could be
using the interactive site while some use the
cards, or all students could participate in a card
sort.
5. To summarize, review that plants and animals have basic needs.
The basic needs for plants include air, light, water, and food
(nutrients). The basic needs for animals include air, water, food,
and shelter. Clothing is considered to be a basic need for people.
(Remember to make plant observations.)
EVALUATE– Performance Indicator
Suggested Days 8 (continued) and 9
Kindergarten Science Unit 07 PI 02
Materials:
Create a picture or poster to inform others about the basic needs of a plant and
the basic needs of an animal. Include pictures and words (A word bank may be
paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
provided for all students.).
Standard(s): K.2D , K.2E , K.9B
ELPS ELPS.c.3B , ELPS.c.4G
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the assessment.
Attachments:
Teacher Resource: Performance
Indicator SAMPLE PI
Teacher Resource: Performance
Indicator Instructions KEY
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page 8 of 17 Kindergarten
Science
Unit: 07 Lesson: 02
All Plants Don’t Need Soil
Plants growing in a
rain spout
Hydroponic plant bed uses water to grow
plants
Bryghtknyght. (Photographer) (2010). The raft tank at the CDC South Aquaponics greenhouse in Brooks, Alberta [Print].
Author Unknown. (Photographer) (2012). GutterPonics [Print].
Epiphytes or “air
plants” - They grow on
other plants or
sometimes on
telephone wires.
Aeroponics - growing
plants in a mist
environment
Matthias, M. (Photographer) (2007). Agrihouse [Print]. Released to public domain.
Van der Made, D.. (Photographer) (2006). Red flat epiphyte [Print].
©2012, TESCCC
05/15/13
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Kindergarten
Science
Unit: 07 Lesson: 02
Plant Descriptive Investigation
Plant 1
Water and Light
©2012, TESCCC
Plant 2
Light Only
10/03/12
Plant 3
Water Only
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Kindergarten
Science
Unit: 07 Lesson: 02
Basic Needs
What We Think
(Claims)
©2012, TESCCC
What We Learned
(Evidence)
10/03/12
page 1 of 1
Kindergarten
Science
Unit: 07 Lesson: 02
Letter Format SAMPLE
Return Address Line 1
Return Address Line 2
Date (Month, Day, Year)
Dear (Name of Recipient),
Body of Paragraph 1
Body of Paragraph 2
Body of Paragraph 3
Closing (Sincerely),
Signature(s)
©2012, TESCCC
10/03/12
page 1 of 1
and reproduce.
(have offspring)
clothing
(people)
light
shelter
space
nutrients
(food)
nutrients
(food)
water
grow,
All living things breathe,
All living things have basic
needs.
water
air
air
animals
plants
Basic needs include:
Living organisms can be divided into two
groups: plants and animals. Draw a line
from the picture to the correct group.
plant
animal
Microsoft. (Designer). (2010). All pictures Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
Basic Needs of Plants
and Animals
Kindergarten
Science
Unit: 07 Lesson: 02
Basic Needs Matching Cards
©2012, TESCCC
air
water
light
food
(nutrients)
air
water
food
shelter
05/15/12
page 1 of 2
Kindergarten
Science
Unit: 07 Lesson: 02
clothing
money
television
shelter
Microsoft. (Designer). (2010). All images [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
©2012, TESCCC
05/15/12
page 2 of 2
Kindergarten
Science
Unit: 07 Lesson: 02
SAMPLE PI
Basic Needs of a Plant
©2012, TESCCC
Basic Needs of an Animal
05/15/13
page 1 of 1
Grade 1
Science
Unit: 07 Lesson: 02
Performance Indicator Instructions KEY
Performance Indicator
Create a picture or poster to inform others about the basic needs of a plant and the basic
needs of an animal. Include pictures and words (a word bank may be provided for all
students).
(K.2D, K.2E; K.9B)
3B; 4G
Materials:
paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
Attachments:
Teacher Resource: SAMPLE PI
Instructional Procedures:
1. Distribute a piece of paper to each student. Explain that they are to create a picture to inform
others about the basic needs of a plant and another picture about the basic needs of an animal.
2. Students may either fold the paper in half and use the two halves, or they could use the front and
the back of the paper.
3. A word bank should be provided to support appropriate use of science language.
4. The Teacher Resource: SAMPLE PI has been provided as one example of how this Performance
Indicator could be accomplished.
Instructional Notes:
The teacher may need to model the folding of the paper. Additional support by the teacher is at their
discretion.
©2012, TESCCC
05/15/13
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