• Visitors bask in a golden sunset at Dickey Ridge Visitor Center in Shenandoah National Park

    Shenandoah

    National Park Virginia

1st Grade - Shenandoah Residents

Suggested Grade Level: 1st
Maximum Group Size Per Day: 100 students (plus chaperones)
Download Shenandoah Residents lesson plan (pdf 499kb)
Download Pre/Post-Visit Assessment Score Sheet (pdf 17kb)
Download Program Evaluation Form (pdf, 17kb)
 
Teacher and students sitting in the woods.
NPS PHOTO
 

Overview

Plants and animals live all around us and each one has the same life needs. Students will explore Shenandoah National Park to discover the different plants and animals that live in the park. Students will investigate how, where, and why plants and animals meet their life needs in their respective environments and how Shenandoah National Park provides protection for plants and animals. Students will evaluate human and environmental impacts to consider and practice stewardship behaviors that support a healthy environment.

 

Objectives

Following the park experience and classroom activities, the students will be able to

1. describe the life needs of plants and animals (air, food, water, and a suitable place to grow and live);

2. identify the four functional parts of a plant (roots, stem, leaves, and flowers) and identify all structures the plant uses to meet its life needs;

3. name three different kinds of animals that live in Shenandoah National Park and describe how specific physical characteristics help animals move, find homes, and obtain food;

4. describe how places like Shenandoah National Park help protect our limited natural resources.

 

Virginia Science Standards of Learning Addressed

Strand: Life Processes

1.4 The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include

a) needs (food, air, water, light, and a place to grow);

b) parts (seeds, roots, stems, leaves, blossoms, fruits); and

c) characteristics (edible/non-edible, flowering/non-flowering, evergreen/deciduous).

1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include

a) life needs (air, food, water, and a suitable place to live);

b) physical characteristics (body coverings, body shape, appendages, and methods of movement); and

c) other characteristics (wild/tame, water homes/land homes).

Strand: Resources

1.8 The student will investigate and understand that natural resources are limited. Key concepts include

a) identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil);

b) factors that affect air and water quality; and

c) recycling, reusing, and reducing consumption of natural resources.

Did You Know?

CCC enrollees collected native seed and raised plants in three nurseries in the park.

From 1933 to 1942 an estimated 10,000 boys and young men of the Civilian Conservation Corps planted hundreds of thousands of trees, shrubs, and native plants in Shenandoah National Park. Many of these were grown in three CCC plant nurseries from seeds collected within the park. More...