Unit Plan 16 (Grade 1 Science): Traits of Young vs. Parents

Focus: Observe and compare traits of young plants/animals and their parents to explain that young organisms are like, but not exactly like, their parents using evidence from observations.

Grade Level: 1

Subject Area: Science (Life Science • Traits • Inheritance Patterns)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this unit, students become careful observers of living things by comparing young plants and animals to their parents. Using photos, simple specimens (real plants if possible), and classroom observation routines, students look for similarities (shared traits) and differences (traits that are not exactly the same). They learn that offspring often resemble parents, but individuals can still look a little different.

Across the week, students practice collecting evidence with drawings, labels, and simple tallies. The unit ends with a Young vs. Parent Traits Chart + Mini-Claim, where students explain how a chosen young organism is like its parent and how it is different—supported by observation evidence.

Essential Questions

• What are traits we can observe in plants and animals?
• How are young organisms like their parents?
• How are young organisms not exactly like their parents?
• How can we use evidence from observations to explain traits?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify observable traits in plants and animals (color, size, shape, patterns, leaf type, fur/feathers, etc.).
2. Compare a young organism to its parent by noting at least two similarities.
3. Compare a young organism to its parent by noting at least one difference.
4. Record observation evidence using drawings, labels, and/or simple tallies.
5. Create a Young vs. Parent Traits Chart + Mini-Claim supported by evidence.

Standards Alignment — Grade 1 (NGSS-Aligned)

• 1-LS3-1 — Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
  • Example: Observe trait similarities/differences in young/parent pairs and explain the comparison using evidence.

Success Criteria — Student Language

• I can name traits I can see in plants and animals.
• I can tell how a young organism is like its parent.
• I can tell how a young organism is different from its parent.
• I can show my evidence using pictures, labels, and details I observed.
• I can write a short claim: “Young ____ are like their parents because ____. They are not exactly the same because ____.”