Duval County Public Schools Grade 1 Science Curriculum...

DUVAL COUNTY PUBLIC SCHOOLS 2010-11

1 Grade 1 Science 2010-11

Duval County Public Schools

Grade 1 Science Curriculum

2010-11

Table of Contents

Page Number Page Number

K-5 Learning Schedules for Science 2

The Three Stages of Understanding by Design 3

The 5 E’s Science Instructional Delivery Model 5

First Nine Weeks Third Nine Weeks

Stage 1: Introduction to Science and Properties of Matter Unit 6 Stage 1: Living and Nonliving Things Unit 25

Stage 2: Performance Task: Properties of Matter 7 Stage 2: Performance Task: Living and Nonliving Things 26

Stage 3: Observing Matter 8 Stage 3: Living and Nonliving Things 27

Stage 3: Properties of Matter 9 Stage 1: Animals Unit 28

Stage 1: Observing Close Up and Far Away Unit 10 Stage 2: Performance Task: Basic Needs of Animals 29

Stage 2: Performance Task: Observing Close Up and Far Away

13 Stage 3: Needs of Animals 30

Stage 3: Observing Close Up and Far Away 14 Stage 3: How Animals Grow and Change 31

Stage 3: Stars in the Sky 15

Second Nine Weeks Fourth Nine Weeks

Stage 1: Earth’s Surface Unit 16 Stage 1: Plants Unit 32

Stage 2: Performance Task: Earth’s Structures 17 Stage 2: Performance Task: How Plants Grow and Change 33

Stage 3: Earth’s Surface 18 Stage 3: Needs of Plants 34

Stage 3: Earth’s Changing Surface 19 Stage 3: Parts of a Plant 35

Stage 3: Where Things Live on Earth’s Surface 20 Stage 3: How Plants Grow and Change 36

Stage 1: Sun and Water Unit 21 Stage 1: Practice of Science Unit 37

Stage 2: Performance Task: Sun and Water 22 Stage 2: Performance Task: Practice of Science 38

Stage 3: Effects of the Sun 23 Stage 3: Quickest Sprouts 39

Stage 3: Need for Water 24 Stage 3: Best Conditions to Grow Plants 40

The Practice of Science and Science Process Skills 41

Correlation to Middle School Science Concepts 42



GRADES K-5 SCIENCE LEARNING SCHEDULES FOR 2010-11

The science strands below are listed in the order in which they should be taught. This sequence will help to prevent gaps in learning if or when students move from school to school. Strand H, Nature of Science, is introduced at the beginning of the year and then reinforced all year. You are encouraged to integrate reading, writing, and mathematics into science instruction.

GRADING PERIOD GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5

ALL YEAR

Practice of Science: Observe, describe, compare, sort, measure, record

Practice of Science Question, investigate, observe, describe, measure, compare, record

Practice of Science: Question, investigate, observe, describe, measure, compare, record

Practice of Science: Question, investigate, observe, describe, measure, compare, record

Practice of Science: Question, investigate, observe, measure, compare, record

Nature of Science: Inquiry, Measure weight, capacity (volume), length, temperature

First Nine Weeks

Practice of Science: What scientists do and the tools they use Exploring seasons-fall Organization and Development of Living Things: Exploring five senses and body parts for senses Properties of Matter: Sorting and describing Changes in Matter: Changing the shape of materials

Practice of Science: Introduction to science Properties of Matter: Observing and sorting matter by properties Earth in Space and Time: Observing objects in the sky Using magnifiers to see objects up close and far away

Practice of Science: Introduction to science Earth Structures: Rocks and soil Interdependence: Needs of living things Heredity and Reproduction: Life cycle of plants

Introduction to Science Organization and Development of Living Organisms: Structures in plants Plant response to stimuli Diversity and Evolution of Living Organisms: Plant groups Animal groups Interdependence: Adaptations of animals and plants Plants as producers

Practice of Science: Introduction to science Forms of Energy: Observe and describe forms of energy including heat, light, sound, and electrical energy Explore energy of moving air and water Motion of Objects: Investigate and describe motion of objects and speed

Living Things and Their Environment: Photosynthesis Flow of energy through food chains and food webs Ecosystems Energy: Heat energy

Second Nine Weeks

Forces and Changes in Motion: Investigating pushes and pulls Motion of Objects: Investigating motion Earth in Space and Time: Exploring gravity Practice of Science: Exploring seasons-winter

Earth Structures: Exploring what is found on Earth’s surface Observing rocks and soil Observing changes to Earth’s surface Earth in Space and Time: Exploring effects of the Sun on Earth Investigating water use and water safety

Properties of Matter: Observing and measuring properties of objects States of matter Evaporation of water Changes in Matter: Physical changes Earth Systems and Patterns: Weather

Properties of Matter: Measuring and comparing solids and liquids Changes in Matter: Water changing state through heating and cooling

Properties of Matter: Measure and compare materials based on their properties Investigate magnets and their properties Changes in Matter: Investigate familiar changes in matter Earth Structures: Renewable resources

Earth and Space: Earth’s seasons Processes That Shape the Earth: Weathering and erosion Slow and fast changes Energy: Renewable and non-renewable sources of energy Forms of energy

Third Nine Weeks

Forms of Energy: Investigating sound Earth in Space and Time: Observing objects in the day and night sky Looking for patterns Practice of Science: Exploring seasons-spring

Organization and Development of Living Organisms: Investigating living and non-living things Interdependence: Exploring needs of plants and animals

Earth Systems and Patterns: Severe weather Interdependence: Habitats Forces and Motion: Pushes and pulls Magnetism Gravity

Forms of Energy: Heat Light Energy Transfer and Transformation: Things that give off light and heat Stars

Earth Structures: Rocks and minerals Weathering and erosion Earth in Space and Time: Star patterns Phases of the moon Space research

Matter: Measuring matter and density Physical and chemical changes Force and Motion: Balanced and unbalanced forces

Fourth Nine Weeks

Organization and Development of Living Organisms: Comparing actual and fictional characteristics of animals and plants Observing and describing plants and animals Practice of Science: Exploring seasons

Interdependence: Investigating needs of plants and animals Organization and Development of Living Organisms: Investigating parts of plants Heredity and Reproduction: Exploring how plants and animals grow and change

Heredity and Reproduction: Life cycles of animals Interdependence: Needs of living things Organization and Development of Living Organisms: Human body

Earth in Space and Time: Stars Gravity Earth Structures: Energy from the Sun Practice of Science: How scientists work

Heredity and Reproduction: Life cycles of Florida plants and animals Characteristics of plants and animals Interdependence: Flow of energy through food chains

Force and Motion: Motion and forces Simple machines Nature of Science: Inventions and technology Energy: Transfer of heat energy as a bridge to Grade 6

Field Trip The schedule for field experiences

varies

Living Things Jacksonville Zoo (choose educational program that aligns with curriculum)



Living Things and Their Adaptations: Tree Hill

Earth and Space: M.O.S.H. (choose programs that align with curriculum)

All Strands: Marine Science Education Center

Educational program information for the Jacksonville Zoo, Tree Hill, the Museum of Science and History (M.O.S.H.), and the Marine Science Education Center is provided on each organization’s website to support instruction for each field experience. See links on DCPS Science webpage.

http://www.jaxzoo.org/education/

http://www.treehill.org/school_program.htm

http://www.themosh.org/education/index.asp

http://www.duvalschools.org/msec/



The Three Stages of Understanding by Design

This curriculum is based on the framework of Understanding by Design , which is an instructional design developed by Grant Wiggins and Jay McTighe. This framework has been

adopted by the four core academic subject areas. It includes three stages for teaching and learning.

Stage 1 Identify desired results

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Essential Questions NGSSS Benchmarks Knowledge Skills (Be Able to Do)

Designed to provide a focus to engage students in uncovering the big ideas. Posting the essential questions for a unit will guide student work.

Next Generation Sunshine State Standard (NGSSS) to be tested on Grade 5 Science FCAT 2.0 in 2012.

Available at www.floridastandards.org

Please note: Some benchmarks may have been moved to an adjacent DCPS grade level so that concepts can be addressed with other related concepts and allow for more in-depth teaching.

Describes the concepts and big ideas that students should learn in the lessons.

Describes the performances that students should do to show they have mastered the benchmarks.

Common Student Misconceptions

States common student misconceptions.

Stage 2 Determine acceptable evidence of understanding

Performance Task

The performance task assesses student understanding of the benchmarks in a real world situation. Students should be made aware of the Performance Task at the start of the unit. As the unit is taught, the teacher assists students in gaining the knowledge and skills necessary to complete the task.

Informal Assessments Formal Assessments

Probing questions during explorations

Observations (comprehension or correct use of vocabulary to explain concepts)

Examination of student work (class work, homework, performance task)

Records of observations and other data in student notebooks or journals

Exit slips

Informal discussions

Pre-assessments

Quizzes and tests, including FCAT-like items

Short and extended response items

District-created assessment items

Post assessments quizzes

Homework

Science FCAT

The Science FCAT will be administered to all Florida fifth graders in the spring of each school year and will assess mastery of the Sunshine State Science Big Ideas and benchmarks taught between 3

rd and 5

th grade. These include both content and scientific thinking benchmarks. Grades K – 2 benchmarks provide an essential foundation of

knowledge and skills for Grades 3 – 5. Following the science curriculum for each grade level will provide students with the opportunity to master the Sunshine State Standards for Science by the end of fifth grade. Not all Big Ideas or concepts are taught at each grade. Students will build on these concepts in more depth in Grades 6 - 8 and again in high school science courses.

http://www.floridastandards.org/



Stage 3 Plan engaging and effective instruction

Essential Question(s): Designed to engage students in the lesson and provide a focus for teaching and learning; should be posted to orient students to the current lesson.

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Benchmarks Knowledge and Skills Resources Vocabulary

Next Generation Sunshine State Standard (NGSSS) to be tested in 2012.

Available at www.floridastandards.org

Know:

Describes the concepts and big ideas that students should learn in the lessons

Be Able To Do:

Describes the performances that students should do to show they have mastered the benchmarks.

Essential Explorations: Required investigations that help students

meet the benchmark. Supporting documents for some explorations will be available on Riverdeep as noted.

Optional Investigations: Additional appropriate investigations that

help students meet the benchmark.

Provides inquiry-based activities, links to website resources, and information about resources available in the district-adopted Scott Foresman Science textbooks and ancillary materials.

Lists words in the lessons that students should understand.

Vocabulary should be embedded in the content, rather than taught in isolation. (Activity Before Concepts; Concepts Before Vocabulary)

Literature, Audio Visual Resources, and Websites

A separate document that contains related literature connections, audio visual resources, and websites that can be used to support science concepts for each grade level will be posted on Riverdeep Learning Village.

http://www.floridastandards.org/



The 5 E’s Science Instructional Delivery Model

The 5 E’s model is used for planning lessons within a unit. Lessons based on the 5 E’s model require several days to implement. How many days of instruction are needed to move from engage to evaluate within the lesson depends on the concepts and skills being taught.

Students engage by Teachers help students engage by

demonstrating background knowledge on a topic or

viewing and questioning a discrepant or novel (surprising) event or

pondering an essential, open-ended question or problem-based scenario or

participating in a discovery activity

checking students’ background knowledge with o the K and W of K-W-L, o a preconception quiz, o an anticipation guide, o a Think-Pair-Share, or

o other best practices strategy

demonstrating a discrepant event or

providing an open-ended question, problem-based scenario, or discovery activity

Students explore by Teachers help students explore by

experiencing an inquiry activity or investigation introducing one or more concepts and

sharing ideas and

building common knowledge base, and

identifying further questions and

analyzing and interpreting data from inquiry activity

planning and preparing a directed or guided inquiry activity and

organizing how students will get, use, and return materials safely and

clarifying procedures and

monitoring student interactions, and

monitoring data interpretation and asking questions and

identifying students’ misconceptions

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Students explain by Teachers help students explain by

sharing interpretations of data with other students and the teacher and

building mental and/or concrete models and

writing about concepts and

creating vocabulary maps and graphic organizers.

directing whole group discussion of data interpretations and

clarifying concepts and

providing pertinent information through direct instruction and

determining levels of understanding and

addressing students’ misconceptions

Students extend by Teachers help students extend by

making connections to related concepts and

applying what they have learned to new problems or situations and

clarifying concepts and explanations with teachers and other sources of scientific knowledge by reading, researching, and discussing

asking questions that encourage transfer and application of concepts and

guiding connections to related concepts and

posing new problems or situations and

providing textbooks, trade books, periodicals, reference materials, and technology resources and

making science materials and tools available and

guiding further explorations in or outside of the science class

Students evaluate understanding by Teachers help students evaluate by

reviewing what they have learned and

completing short-answer and extended response items and scoring them with a rubric and

organizing information needed for the unit performance task and

discussing written items and performance tasks with others and the teacher and

taking quizzes and tests

providing written practice with concepts, including short answer and extended response items with rubrics and

allowing students to discuss rubrics and self-score selected items and

providing opportunity to organize information related to the unit performance task and its rubric and

observing and questioning and

giving quizzes and tests



Introduction to Science and Properties of Matter Unit

Stage 1: Identify Desired Results

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How do we learn about our world?

How can objects be described and sorted?

Big Idea 8: Properties of Matter

SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink of

float. Moderate

Big Idea 1: The Practice of Science (used all year)

SC.1.N.1.1 Raise questions about the

natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. High

SC.1.N.1.2 Using the five senses as tools,

make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion and compare their observations with others. Moderate

SC.1.N.1.3 Keep record as appropriate –

such as pictorial and written records – of investigations conducted. Moderate

SC.1.N.1.4 Ask ―How do you know?‖ in

appropriate situations. Moderate

It is important to observe the world around us.

We use our five senses to make observations.

It is important to draw and write about observations.

People can learn from their observations and from the observations of others.

We ask questions and investigate to find answers to our questions.

Objects can be described and sorted by observable properties.

There are different ways to sort the same group of objects.

Hand lenses allow us to look at objects more closely.

A balance can be used to compare objects.

Describe things observed using the five senses.

Observe things and compare observations with a partner.

Record observations using pictures and words.

Ask questions about objects and events.

Describe the observable properties of objects.

Sort objects into groups by properties.

Explain ways to sort objects to a partner.

Use a balance to see how objects compare in heaviness; describe objects as heavier or lighter, Record observations and measurements using pictures, numbers, and words.


There is one ―Scientific Method‖ that must be followed in a fixed sequence.

Larger objects are heavier than smaller objects.



Stage 2: Determine Acceptable Evidence of Understanding

Properties of Matter Performance Task

(Should be completed by the end of Week 4)

Benchmarks assessed: SC.1.P.8.1

Task

The student will:

Sort objects on the Matter Wheel student sheet (page 1).

Write the property of each object (hard, soft, light, heavy, square, round, rough, smooth).

Explain why the object is classified by that observable property.

Teacher Procedures

Teacher should make copies of Properties of Matter Student Performance Task sheets (pages 1 and 2).

Collect materials to sort and describe, such as interlocking cubes, bouncy balls, pieces of felt or cosmetic pad in shape of square, sandpaper, smooth stone or rock, hardback book, square post it notes, paperweight or magnet, and cotton ball.

Allow multiple opportunities for students to sort real objects before beginning this task.

Pass out a paper plate (or circle of paper) divided into sections to each student

Place a basket with the objects listed above in the middle of the table.

Give students the opportunity to explain different ways to sort the objects.

The students will sort the objects in the sections of the Matter Wheel student sheet (page 1).

The teacher will move around the classroom and ask each student about how the objects were sorted. (Some of the objects can be placed in more than one group. Students will need to explain their sorting decisions.)

Students will record the properties of each object on the Properties of Matter student sheet (page 2).

Student Procedures

Students work individually.

Consider oral presentations.


Observe students as they use their senses to observe and describe objects. Assess their observation skills and their use of vocabulary to explain their thinking.

Observe students as they observe, measure, describe, compare, and classify objects. Assess their observation skills and their use of vocabulary to explain their thinking.

Scott Foresman Science

Florida Science Workbook: page 85 (height and weight)

Activity Book: Investigate page 89-90 (sink or float)



Name: ______________________________________________________

Matter Wheel

square

rough

smooth

hard soft

heavy

light

circle



Name: ______________________________________________________

Properties of Matter Chart

Object Observable Properties

interlocking cube

bouncy ball

piece of felt

sandpaper

stone or rock

hardback book

sticky note pad

magnet

cotton ball



Stage 3: Plan Engaging and Effective Instruction

Essential Question: How do we learn about our world?

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SC.1.N.1.1 Raise questions

about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. High

SC.1.N.1.2 Using the five senses

as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion and compare their observations with others. Moderate

SC.1.N.1.3 Keep record as

appropriate – such as pictorial and written records – of investigations conducted. Moderate

SC.1.N.1.4 Ask ―How do you

know?‖ in appropriate situations. Moderate

Know:


We use our five senses to make observations.

It is important to draw and write about observations



Be Able to Do:

Record observations using pictures, numbers, and words.

Describe things observed using the five senses.



Introduction to Science:

Read What Is a Scientist? By Barbara Lehn, Scientists Ask Questions by Ginger Garrett, or other book about how scientists work. These books introduce the scientific process skills. Discuss what scientists of any age do. Brainstorm and record a list of tools scientists use. Discuss the importance of safety and appropriate ways for handling tools and doing science activities. Refer to safety page in District Science Resource Guide and Scott Foresman Science ―Safety in Science,‖ page xxxii.

Essential Exploration 1: Observing Our School

Take students on a walk around the school (indoors or outdoors). Explain that they are going to work like scientists by observing carefully and remembering three things they see on their walk. Upon returning, have students describe what they saw and where they saw it. Record observations on a class chart. Students should draw pictures and write to record their observations. Have students explain which senses they used

for each observation (learned in kindergarten).

Essential Exploration 2: Nature Walk

Take students outdoors and have them pick up an object such as a stick, rock, or leaf. Allow students to use a hand lens to look at their object. Upon returning to the classroom, have students share their observations about the color, size, texture, and weight of the objects they examined. Students can ask a partner questions about the object. They should also draw and write about their observations. Have students wash their hands after this activity.


Directed Inquiry on page 212 and Activity Book: page 87

For reference see also: Science Process Skills, pages xxii-xxv and Science Tools, pages xxviii-xxxi.

Activity Book: ―Practice Observing‖ page 1

―Practice Communicating‖ page 3

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Essential Question: How can objects be described and sorted?

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SC.1.P.8.1 Sort objects by

observable properties, such as size, shape, color,

temperature (hot or cold), weight (heavy or light), texture, and whether objects

sink of float. Moderate

SC.1.N.1.2 Using the five

senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion and compare their observations with others. Moderate





Know:

Objects can be described and sorted by observable properties.

There are different ways to sort the same group of objects.

Hand lenses allow us to look at objects more closely.

A balance can be used to compare objects.

Be Able to Do:

Describe the observable properties of objects.

Sort objects into groups by properties.

Explain ways to sort objects to a partner.

Use a balance to see how objects compare in heaviness; describe objects as heavier or lighter.

Record observations and measurements using pictures, numbers, and words

Essential Exploration 1: What can we observe about objects? Students

will observe and describe objects. First review what the five senses are. Then ask students what words we use to describe a common classroom object such as a pencil. This will help you determine your students’ prior knowledge of words that describe objects. List things they could observe on the board: shape, color, texture, and size. Allow exploration of several objects and practice in describing them. Size can be described as big or little. Texture may be described as rough or smooth or as hard or soft. Have each student fold a piece of paper in half for recording observations about each object. Provide each pair of students with two objects such as a seashell and a block, or a ball and a crayon. When students have completed recording their observations, have pairs share what they observed. Teach the words we use to describe objects (see vocabulary). Provide many opportunities for practice in observing and describing with other sets of objects.

Essential Exploration 2: Sorting Objects Allow students opportunities to

sort object by a property. Teach the word property as a way to describe an object.

Essential Exploration 3: Which is heavier? Show students how to fold

paper to make two columns. Unfold the paper and trace over the center line. Have students label the left column ―heavy‖ and the right column ―light.‖ Provide a balance to each pair of students. Demonstrate how one object goes in the left side and the other goes in the right side of the balance to compare the objects. Select four objects (such as a box of crayons, stick of clay, golf ball, ping pong ball, pencil, box of paperclips). Have students work in pairs to compare two objects at a time. Record which is the heaviest and the lightest in each pair of objects. Be sure students explain how they know which object is heaviest and lightest in each pair.

Teacher’s note: Students will need practice in using the double pan

balances. These Ohaus-brand balances were provided by the district Science department for 2008-09. The balance usually has red and yellow buckets. It is an equal arm balance, with a pointer in the center to show when the pans are balanced equally on each side. Have students observe what happens to each pan when an object is placed in one pan. When a different object is placed in each pan, have students describe what happens to each pan (one goes up and the other goes down if the objects have different weights). Have students describe objects as ―heavier than‖ and ―lighter than.‖ Extend by having students order several objects by weight.


Unit C, Chapter 8, Lesson 1 ―What is matter?‖ Guided Inquiry on pages 232-233, Activity Book: pages 89-90

senses

hand lens

sort

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property

balance



Observing Close Up and Far Away Unit


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How does distance affect how big or small something looks?

What do we know about stars?

Big Idea 5: Earth in Space and Time

SC.K.E.5.5 Observe that things can be

big and things can be small as seen from Earth. High

SC.K.E.5.6 Observe that some objects

are far away and some are nearby as seen from Earth. High

SC.1.E.5.1 Observe and discuss that

there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. Moderate

SC.1.E.5.3 Investigate how magnifiers

make things appear bigger and help people see things they could not see without them. Moderate

Big Idea 1: The Practice of Science



SC.1.N.1.2 Using the five senses as

tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion and compare their observations with others. Moderate





There are more stars in the sky than we can count.

Hand lenses and telescopes can help people see things that are small or far away.

Stars look tiny because they are far away from Earth.

The Sun is a star.

The Sun looks larger than other stars because it is the closest star to Earth.

The Moon looks small because it is far away from Earth.



We can learn from our observations and from the observations of others.

Explain that there are too many stars in the sky to count.

With a partner show that things look larger as you move closer and smaller as you move away from them.

Explain why the Moon, Sun, and stars look small to us.

Describe how hand lenses and telescopes can help people see things that are small or far away.




The sun, stars, and moon are not always in the sky because we cannot always see them.

All the stars are the same distance from Earth.

The Earth is in the center of the solar system.

Stars are evenly distributed throughout the Universe.

Stars and constellations appear in the same place in the sky every night.




Observing Close Up and Far Away Performance Task


Benchmarks assessed: SC.1.E.5.3, SC.K.E.5.5, SC.K.E.5.6

Task

The student will observe an object with and without a hand lens, draw the object with and without magnification, and explain the difference in the drawings. The student will observe a classmate close up and far away, draw the friend in both locations, and explain the difference in the drawings.

Teacher Procedures

Teacher should make copies of Observing Close Up and Far Away Student Performance Task sheets.

Collect small items to be observed such as pencils, leaves, shells, rocks, etc.

Provide a hand lens for each student.

Students will work individually to draw objects with and without a hand lens.

Students will work in pairs to observe and draw each other close up and far away.

Students may work in the hall or on the playground when they draw each other far away. (You could count 20 ceiling or floor tiles if you do this in the building. On the playground, students could walk 20 giant steps away from their partners.)

Provide each student with a copy of the Observing Close Up and Far Away Performance Task sheets to use to record observations.

Ask probing questions to be sure students can explain their drawings.

Students should be able to explain how using a hand lens made the objects look different.

Students should be able to describe how their friends looked different when standing close up and far away.

Students Procedures

Select an object to observe.

Observe and draw the object with and without hand lens on the Earth in Space and Time Student Performance Task sheet.

Explain why the two drawings are different.

Observe a friend standing at arm’s length and draw a picture of your friend as seen close up.

Observe your friend standing far away from you and draw your friend as seen far away.

Explain why the two drawings of your friend are different.


Observe students as they observe and describe objects in the sky including stars, the Moon, and the Sun. Assess their observation skills and their use of vocabulary to explain their thinking.

Observe how students use and explain why magnifiers help us to see things more closely.


Florida Science Workbook: page 118A (night)

Florida Science Workbook: page 116A (day)



Name: ____________________________________________________________________________


Object without hand lens _________________________ Object with hand lens ___________________________ Object without hand lens _________________________ Object with hand lens ___________________________




This is how my friend looks standing close to me. This is how my friend looks standing far away from me.




Essential Question: How does distance affect how big or small something looks?

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SC.K.E.5.5 Observe that things

can be big and things can be small as seen from Earth. High

SC.K.E.5.6 Observe that some

objects are far away and some are nearby as seen from Earth. High

SC.1.E.5.3 Investigate how

magnifiers make things appear bigger and help people see things they could not see without them. Moderate

SC.1.N.1.1 Raise questions about

the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. High







Know:

Stars look tiny because they are far away from Earth.

The Sun is a star.

The Sun looks larger than other stars because it is the closest star to Earth.

The Moon looks small because it is far away from Earth.

Hand lenses and telescopes can help people see all the things that are small or far away.


We can learn from our observations and from the observations of others.

Be Able to Do:

With a partner show that things look larger as you move closer and smaller as you move away from them.

Explain why the Moon, Sun, and stars look small to us.

Describe how hand lenses and telescopes can help people see things that are small or far away.


Record observations using pictures or words.

Important Safety Reminder: Caution students not to look directly at the Sun. Doing so can damage their eyes!

Essential Exploration 1: Looking at Things Close Up and Far Away Explore how distance makes objects look by taking students outside. Have

two students hold the same size ball and ask students to observe the sizes of the balls. Ask how we can make the balls look like they are different sizes. Have one student move away from the class and ask students to observe the sizes of the two balls. Next have a student hold a large beach ball and another student hold a smaller ball. Ask students how we can make the balls look the same size. Which ball must move away? Have the student with the beach ball move away from the class until the balls look the same size. Ask students to explain their observations in drawings and words. Extend by providing students with several opportunities to view multiple

objects and people from varying distances, both in the classroom and outside. Extend lesson by asking if stars look big or small in the night sky. Does the Sun look bigger or smaller than the stars? Explain that the Sun is

a star and that it looks larger than the other stars because it is closer to Earth. The Moon is smaller than the Sun but it looks bigger because it is nearer to Earth than the Sun.

Essential Exploration 2: Why do stars look small? Use Directed Inquiry

on Scott Foresman Science page 316 for students to explore how increasing distance causes objects to appear smaller. Refer to telescope on page 324 as a tool that helps us see things that are far away.

Essential Exploration 3: How do magnifiers make things look different? Students will write their names in a box on a sheet of paper using

a crayon. Have students hold magnifiers (hand lenses) in one position over their names. Then have students draw what they see through the magnifier as it is held over the box. Ask students how their names look the same or different when viewed with and without the magnifier. See detailed lesson available at

http://www.deltaeducation.com/broward/pdfs/grK_PDFs/grK_q2_act11.pdf Use a computer projector to display photos of stars from either http://hubblesite.org/gallery/album/star/ or Scott Foresman Science Grade 1, Unit D, Chapter 11, Lesson 3, ―What is in the night sky? on page 325 (available in the Grade 1 Science Lesson Plan section of Riverdeep under “Browse Lesson Plans”). Explain that stars are bigger than Earth but are very far away so they look small. Use Scott Foresman Science Unit B, Chapter 5, Lesson 2.

near

far

stars

Sun

Moon

telescope

http://www.deltaeducation.com/broward/pdfs/grK_PDFs/grK_q2_act11.pdf

http://hubblesite.org/gallery/album/star/




Essential Question: What do we know about stars?

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SC.1.E.5.1 Observe and discuss that there

are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. Moderate









Know:

There are more stars in the sky than we can count.

There are more stars in some parts of the sky than in other parts.

The Sun is a star.

Be Able to Do:

Explain that there are too many stars in the sky to count.

Important Safety Reminder: Caution students not to look directly at the Sun. Doing so can damage their eyes!

Essential Exploration 1: Observing Stars in the Night Sky: On the day before this exploration, assign students to observe the night sky for homework. (Be sure to remind students to observe the night sky safely. For some students, this may mean looking out a window to observe the night sky rather than walking outside after dark.) In class the next day, ask students to

describe what they observed in the night sky. Chart their responses. Show students video clips or other images of the night sky. Add any new observations to the class chart. Use Scott Foresman Science Activity Flip Chart page 22 and have students create a picture to record their night sky observations.

Essential Exploration 2: Observing Stars in the Day Sky: Take students outside to observe the day sky. Ask

students to describe what they can see in the day sky. Chart their responses. Have students create a picture to record their day sky observations. Read Scott Foresman Science page 319 of Unit D, Chapter 11, Lesson 1 ―What is in the day sky?‖ and page 324 of Lesson 3 ―What is in the night sky?‖ to students. Using How to Read Science

on page 317 as an example, create a class graphic organizer about stars which will include the Sun as a star that can be seen during the day while other stars can be seen at night.

Scott Foresman Science Discovery Channel School

Student DVD: Grade K: Day and Night

star

Sun

telescope



Earth’s Surface Unit


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What do we find on the Earth’s surface?

How do living things use and change the air, land, and water on earth?

Where are living things found on Earth?

Big Idea 6: Earth Structures

SC.1.E.6.1 Recognize that water, rocks,

soil, and living organisms are found on Earth’s surface. Low

SC1.E.6.3 Recognize that some things

in the world around us happen fast and some happen slowly. High










Living things need water.

The surface of the Earth can be changed both quickly and slowly.

Water, rocks, and soil are on the surface of the Earth.

There are different types of soil and rocks.

Animals and plants live on or near Earth’s surface.

Animals and plants live on land and in water.




Explain that the surface of the earth is made of different types of solid materials (for example, sand, soil, pebbles, rocks) and water.

Observe likenesses and differences between different types of soil and rocks.

Name and describe animals and plants and where they live on Earth (on land and in water).

Describe different changes that take place on Earth’s surface.




Soil extends deep into the Earth.

Soil only contains non-living materials.

All rocks are heavy.

Rocks are solid, permanent, unchanging objects.

Natural resources are useful things that come from nature. Children may not understand that natural resources can be changed by people and used to make things for use in daily life. (Example—wood in pencils comes from trees.)

Weathering and erosion are the same process.




Earth Structures Performance Task


Benchmark assessed: SC.1.E.6.1

Task

The student will draw pictures of what can be found on Earth’s surface. One picture will include things the student sees around the school or home. One picture will show what can be found on Earth’s surface. One picture will show how Earth’s surface can change.

Teacher Procedures

Provide students with drawing paper.

Instruct students to draw three pictures as described below.

Move around the classroom to ask students probing questions about their pictures to be sure they can explain what is found on Earth’s surface.

Student Procedures

Draw three pictures and explain what we find on Earth’s surface.

Draw a picture of what you see around the school yard or your home on the first page. Be sure to include at least one plant and one animal.

On the second page, draw a picture of what we can find on the surface of the Earth (water, soil, and rocks).

On the third page, draw a picture of how the Earth’s surface can change and what causes the change to occur. (rain, wind, people, animals)

Label the pictures on each page.

Describe what is drawn on each page.


Observe students during essential explorations to assess student understanding. Grade 1 Earth’s Surface Assessment available on Riverdeep




Essential Question: What do we find on the Earth’s surface?

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SC.1.E.6.1 Recognize that

water, rocks, soil, and living organisms are found on Earth’s surface. Low









Know:

Water, rocks, and soil are on the surface of the Earth.

There are different types of soil and rocks.




Be Able to Do:

Explain that the surface of the earth is made of different types of solid materials (for example, sand, soil, pebbles, rocks) and water.

Observe likenesses and differences between different types of soil and rocks.



Important Safety Reminder: Students should wear safety goggles when working with soil samples. They should also wash their hands carefully after handling soil.

Essential Exploration 1: Soil Study Make homemade slides to

collect soil samples. Fold an index card in half. Cut a small square on the fold and open it up. Place a piece of tape over the hole. Take students outside and allow them to look around. When students think they have found soil, have them place the sticky side of the tape against the soil and lift. Take the slides back to the classroom for observation. Allow students to use hand lenses to observe their soil slides. Have students record their observations. Allow students to make a new ―slide‖ with a very different soil sample. For example, provide potting soil, sand, or clay. Have students observe, describe, and record likenesses and differences between their soil samples.

Essential Exploration 2: How are these soils different? Use Scott

Foresman Science Guided Inquiry on pages 168-169. Have students record their observations about each type of soil before and after adding water. Ask students to compare the soil samples used in class with different types of soil they have observed in the environment.

Images of Soil available at http://www.k5geosource.org/content/esimage/Soils-land-use.pdf

Essential Exploration 3: How are rocks alike and different? Use

page 12 of Scott Foresman Science Activity Flip Chart to have small groups of students sort rocks into groups based on their characteristics. Allow each group to show how they grouped their rocks. Record characteristics students used to form their groups of rocks on a class chart.

Scott Foresman Science Unit B, Chapter 6, Lesson 1 ―What makes up Earth?‖ and Lesson 2 ―What are rocks and soil?‖

Images of Rocks available at http://www.k5geosource.org/content/esimage/rock/Rocks-erosion.pdf

Essential Exploration 4: Where are land and water on Earth’s surface? Give students color copies of a map (may be of city, state,

country, or world). Have them work in groups to mark areas covered by water and areas that are land. You may use symbols, colored sticky notes, or other available tools to have students identify areas of land and water on Earth’s surface.

rocks

soil

sand

clay

water

http://www.k5geosource.org/content/esimage/Soils-land-use.pdf

http://www.k5geosource.org/content/esimage/rock/Rocks-erosion.pdf




Essential Question: How do living things use and change the air, land, and water on Earth?

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SC.1.E.6.3 Recognize that

some things in the world around us happen fast and some happen slowly. High









Know:

The surface of the Earth can be changed both quickly and slowly.

People and other living things change the air, land, and water on Earth.




Be Able to Do:

Explain how water is used by living things.

Describe different changes that take place on Earth’s surface.

Give examples of rapid and slow changes to Earth’s surface.



Essential Exploration 1: Slow and Fast Changes Make models to

represent land and water. Use the picture from Scott Foresman Science Directed Inquiry on page 148. Place a lid filled with water in the container to represent a body of water. Use a paper cup with small holed punched in the bottom to gently drip water on the soil in each container to represent light rainfall. Make the holes in the cup larger to represent heavy rainfall. Ask students to compare the changes to the soil caused by gentle rainfall to the changes caused by the quick, heavy rainfall in each container. Students should record their observations after each type of rainfall modeled. Chart student observations. Compare results of each type of rainfall in class discussion.

Earth’s Systems Change Over Time slideshow available at http://breeze.palmbeach.k12.fl.us/p10831608/ (Preview for teacher content knowledge or to select slides to show to students.)

Rainfall video available at http://teachertube.com/viewVideo.php?video_id=15350&title=Rain_in_Brisbane&vpkey=

Nigel’s Prairie Dog Adventure video available at http://www.primarygames.com/videos/animal.htm

Scott Foresman Science Discovery Channel School Student DVD Grade K: Protecting Earth

Essential Exploration 2: Observations after Rainfall Take

students outside after it has rained to look for ways the rain changed the surface of the Earth around the school (washed away soil, formed puddles, made muddy areas, etc.). When you return to the classroom, record what students observed on a class chart. Have students draw and label a picture of a change they observed in their science notebooks.

Water Images available at http://www.k5geosource.org/content/esimage/water.html

rain

storm

water

wind

fast

slow

change

http://breeze.palmbeach.k12.fl.us/p10831608/

http://teachertube.com/viewVideo.php?video_id=15350&title=Rain_in_Brisbane&vpkey

http://teachertube.com/viewVideo.php?video_id=15350&title=Rain_in_Brisbane&vpkey

http://www.primarygames.com/videos/animal.htm

http://www.k5geosource.org/content/esimage/water.html




Essential Question: Where are living things found on Earth?

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SC.1.E.6.1 Recognize that water,

rocks, soil, and living organisms are found on Earth’s surface. low







SC.1.N.1.4 Ask ―How do you know?‖

in appropriate situations. Moderate

Know:

Animals and plants live on or near Earth’s surface.

Animals and plants live on land and in water.




Be Able to Do:

Name and describe animals and plants and where they live on Earth (on land and in water).



Essential Exploration 1: Where do animals live? Use Scott Foresman

Science Directed Inquiry on page 28 to have small groups of students sort pictures of animals into groups of those that live on land and those that live in water. After small groups have sorted their pictures, create a class Venn diagram of animals that live on land, in water, or both. Create a class chart that explains how animals were grouped on the Venn diagram. Have students draw and label a picture of an animal that lives on land and an animal that lives in water. Student drawings should also include some plants that grow where each animal lives.

National Geographic Kids video menu (click on ―Animals & Pets‖ on left side, then click on ―Critter Cam‖) available at http://video.kids.nationalgeographic.com/video/player/kids/index.html

Wildlife of the Everglades available at http://www.nps.gov/ever/forkids/the-wild-life-of-wildlife.htm

Your Florida Backyard (images of Florida animals and plants) available at http://www.nsis.org/

Essential Exploration 2: Where do plants live? Take a nature walk

around your school campus. Make a list of the different plants students see on a class chart. Use Scott Foresman Science Unit A, Chapter 2, Lessons 1-4 to look for plants found in each habitat. Record a list of the plants students can see in each habitat on a class chart. Compare the list of plants found living around the school to the lists of plants found in the forest, wetland, ocean, and desert habitats.

Resources for Florida Native Plants available at http://floridagardener.com/FLNatives/index.htm http://www.floridayards.org/fyplants/index.php

Everglades Habitats available at http://www.nps.gov/ever/forkids/habitats.htm

Scott Foresman Science Unit A, Chapter 2

Lesson 1 ―What is a forest habitat?‖

Lesson 2 ―What is a wetland habitat?‖

Lesson 3 ―What is an ocean habitat?‖

Lesson 4 ―What is a desert habitat?‖

land

water

animals

plants

http://video.kids.nationalgeographic.com/video/player/kids/index.html

http://www.nps.gov/ever/forkids/the-wild-life-of-wildlife.htm

http://www.nsis.org/

http://floridagardener.com/FLNatives/index.htm

http://www.floridayards.org/fyplants/index.php

http://www.nps.gov/ever/forkids/habitats.htm



Sun and Water Unit


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What are some of the beneficial and harmful properties of the Sun?

What are some ways to be safe in and around water?

Big Idea 5: Earth in Space and Time

SC.1.E.5.4 Identify the beneficial and

harmful properties of the Sun. Moderate

Big Idea 6: Earth Structures

SC.1.E.6.2 Describe the need for water

and how to be safe around water. Moderate








The Sun provides light and heat for the Earth.

It is important to protect your eyes and your skin from the Sun.


Water can be used in many ways.

It is important to be safe in and around water.

Describe ways light and heat from the Sun help living things.

Describe ways to protect yourself from the Sun.


Identify ways to be safe in and around water.


Students may not understand that our drinking water comes from sources beyond the sink faucet, a drinking fountain, or a bottle purchased at a store.

Our Sun is different than other stars in the universe.

The Sun disappears at night.

The Sun has a solid surface.




Sun and Water Performance Task


Benchmarks assessed: SC.1.E.5.4, SC.1.E.6.2

Task

The student will create a three-page booklet to describe ways the Sun is beneficial and harmful to living things, how people can protect themselves from the harmful effects of the Sun, and how to be save in and around water. The student will be able to describe what is drawn on each page.

Teacher Procedures:

Teacher should prepare booklets in advance.

Students will work individually.

Ask probing questions to be sure student explanations include the ways the Sun is beneficial and harmful to living things.

Ask probing questions to be sure student explanations include how to be safe in the Sun and around water.

Student Procedures:

Create a three-page booklet.

On the first page, draw a picture of ways heat and light from the Sun help living things.

On the second page, draw a picture of ways people protect themselves from the Sun.

On the third page draw what you need to do in order to be safe in and around water.

Label the pictures on each page.

Describe what is drawn on each page in your booklet.


Observe students during essential explorations to assess student understanding. Grade 1 Water Safety Assessment available on Riverdeep




Essential Question: What are some of the beneficial and harmful properties of the Sun?

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SC.1.E.5.4 Identify the

beneficial and harmful properties of the Sun. Moderate







Know:

The Sun provides light and heat for the Earth.

It is important to protect your eyes and your skin from the Sun.

Be Able to Do:

Describe ways light and heat from the Sun help living things.

Describe ways to protect yourself from the Sun.

Essential Exploration 1: How can we protect our bodies from harmful effects of the Sun? Have students tape a cut-out shape on construction paper. Put half the

class papers in a sunny place outside and half in a shady place. Chart student observations about how exposure to sunlight changed the paper compared to paper left in the shade. Make comparisons to what the Sun does to our skin. Put sunscreen on UV color-changing material such as beads, nail polish, or a Frisbee®. Place the material with sunscreen and material without sunscreen in a sunny area for several hours. Chart student observations about changes with and without sunscreen. Have students record ways to protect themselves from the Sun.

Join the SunWise Program for free educational materials available at

http://epa.gov/sunwise/educator_resources.html

Essential Exploration 2: How does the Sun’s heat help us? Explain to students

that there are many benefits from the Sun. Ask students to think about a way they can dry their towels after they go swimming. Take two washcloths and wet them completely. Have students predict which one will dry the quickest. Take students outside. Have them hang one washcloth in the shade and one in a sunny area. Keep a chart in the classroom to record data. Make three columns that show 15 minute increments of time for the washcloth in the Sun and the washcloth in the shade. Send two students out every 15 minutes to check on the washcloths and report back if they are wet or dry. Record data on the class chart each time. When the students report back that one is dry, take the whole class out to observe. Come back and check to see if their predictions were correct and discuss how the Sun’s heat helped dry the washcloth. Discuss other benefits from the Sun such as:

Foods we eat, such as fruits, vegetables, and grains, need sunlight to grow. Other foods are obtained from animals which eat these crops.

Solar cells power satellites in space, calculators, etc.

Solar panels on rooftops can be used to heat water for use in the home or in swimming pools.

Sunlight dries laundry hung on a line or wet towels hung on a fence.

In some places, sunlight is used to produce salt from seawater (in ponds) and to dry fruits, vegetables, fish, etc.

Some people use solar ovens to cook their food.

Sun

light

heat

safety

https://webmail.duvalschools.org/exchweb/bin/redir.asp?URL=http://epa.gov/sunwise/educator_resources.html




Essential Question: What are some ways to be safe in and around water?

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SC.1.E.6.2 Describe the need for water

and how to be safe around water. Moderate







Know:


Water can be used in many ways.

It is important to be safe in and around water.

Be Able to Do:


Identify ways to be safe in and around water.

Essential Exploration 1: Water Use Have students

think-pair-share to brainstorm when and how they use water every day. Start a class chart of when they use water and why they use it. Have students continue to collect information on water use when they go home. Revise the class chart the following day. Read Scott Foresman Science pages 162-163. Have students write about one way they use water and one way they can conserve water.

Water Water Everywhere (Everglades) available at http://www.nps.gov/ever/forkids/water-water-everywhere.htm

Essential Exploration 2: Water Safety

See lesson posted in Grade 1 Science Learning Schedule folder on Riverdeep.

See also

http://watersafety.usace.army.mil/SafePassage/02unit.pdf

water

safety

need

use

http://www.nps.gov/ever/forkids/water-water-everywhere.htm

http://www.nps.gov/ever/forkids/water-water-everywhere.htm

http://watersafety.usace.army.mil/SafePassage/02unit.pdf



Living and Nonliving Things Unit


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How are living & nonliving things different?

Big Idea 14: Organization and Development of Living Organisms

SC.1.L.14.1 Make observations of living

things and their environment using the five senses. Low

SC.1.L.14.3 Differentiate between living

and nonliving things. High










Living things grow and change.

Living things and non-living things are different.





Describe difference between living and non-living things.

Observe and describe living things found in the environment.





Students may confuse dead things with nonliving things. Living things die, but are still considered as living things because they were once alive.

Animals are living things, but plants are not.




Living and Nonliving Things Performance Task


Benchmarks assessed: SC.1.L.14.1, SC.1.L.14.3

Task

The student will draw and label pictures of living and nonliving things. Students will be able to explain the difference between living and nonliving things.

Teacher Procedures

Model how to fold the paper and label the sides.

Write the labels on the board for students to copy.


Ask probing questions to be sure students can explain their drawings and the difference between living and nonliving things.

Student Procedures

Fold a piece of paper in half.

Label one side of the paper ―living‖ and one side of the paper ―nonliving.‖

Draw and label pictures of at least three living things and three nonliving things.

The student will describe what is drawn and labeled in the pictures.

The student will be able to explain the difference between living and nonliving things.


Observe students as they observe, describe, compare, and classify living and nonliving things. Assess their observation skills and their use of vocabulary to explain their thinking.


FCAT Benchmark Mini-Lessons: pages 1 and 4

Assessment Book: Chapter 1 Test pages 3-4




Essential Question: How are living and nonliving things different?

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SC.1.L.14.1 Make observations of living

things and their environment using the five senses. Low

SC.1.L.14.3 Differentiate between living and

nonliving things. High

SC.1.N.1.1 Raise questions about the natural

world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. High







Know:


Living things and non-living things are different.





Be Able to Do:

Describe differences between living and non-living things.

Observe and describe living and non-living things found in the environment.




Essential Exploration 1: I Spy!

The students will participate in an outdoor version of the game, ―I Spy!‖ In a 5 minute period of time, the students will make a list (using words or drawings) of what they see in the surrounding area (sidewalk, buildings, soil, rocks, insects, plants, birds, clouds, etc.). When students return to the classroom they will share their lists as the teacher records each item on an index card. The teacher will review the meanings of ―living‖ and ―nonliving.‖ The students will sort the cards into the 2 groupings, ―living‖ and ―nonliving.‖ Students will record how they sorted their cards and explain why each item is placed in its group. See pages 1 and 2 of Scott Foresman Science Activity Flip Chart.

Essential Exploration 2: Which is a living thing?

Use Scott Foresman Science Directed Inquiry on page 4. Record class observations about the gravel and the seeds. Put the gravel and seeds in a container and add water. Have each student record a prediction about what will happen to the gravel and the seeds after four days in water. Ask students to explain their predictions. After four days, have each student record observations of the gravel and the seeds. Ask students to explain their observations.


Unit A ,Chapter 1

How to Read Science, page 5

Lesson 1 ―What are living things?‖

Lesson 4 ―What are nonliving things?‖

Math in Science, pages 20-21

Optional Resources:

Activity Book: pages 33 and 34

Florida Science Workbook: pages 4A, 7A, 8, 9-10

Songs and Activities: game on page 10

living

nonliving

grow

change



Animals Unit


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What do animals need to survive?

How do animals grow and change?

Big Idea 17: Interdependence

SC.1.L.17.1 Through observation,

recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. Low

Big Idea 16: Heredity and Reproduction

SC.1.L.16.1 Make observations that

plants and animals closely resemble their parents but variations exist among individuals within a population. Low










Living things need food, water, air, and space to live.

Animals need air, water, food, and shelter.


Animals are like their parents but they may look different.





Describe what plants & animals need to live.

Explain that living things grow and change.

Draw and explain the life cycles of some plants & animals.





Some animals could survive without plants.




Basic Needs of Animals Performance Task


Benchmarks assessed: SC.1.L.17.1

Task

The student will create a booklet called "Needs of Animals." The student will draw pictures of animals and the things they need to live and grow. The student will explain their drawings.

Teacher Procedures

Teacher will prepare two-page booklets in advance.


Ask probing questions to be sure students can explain their drawings of living things and the things they need.

Student Procedures

Create a two-page booklet called "Needs of Animals."

On page 1, draw a picture of yourself and write and illustrate 3 things you need to live and grow.

On page 2, draw a picture of another animal (for example, a bear) and write and illustrate 3 things the animal needs to live and grow.

Explain your pictures of animals and what they need to live and grow.


Observe students as they observe, describe, and compare the needs of plants and animals. Assess their observation skills and their use of vocabulary to explain their thinking.

Grade 1 Life Cycle Assessment available on Riverdeep


FCAT Benchmark Mini-Lessons: pages 3 and 16

Florida Science Workbook: page 6




Essential Question: What do animals need to survive?

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SC.1.L.17.1 Through

observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. Low









Know:


Animals need air, water, food, and shelter.





Be Able to Do:

Describe what animals need to live.




Essential Exploration 1: Needs of Animals

Read a book about taking care of pets. Ask students to name the things a pet needs. Record student responses on a class chart. Have students think about wild animals and name their needs. Record student responses on the class chart. Compare the needs of pets to the needs of wild animals. Have pairs of students select an animal and research its needs. Student pairs should produce a report that includes a labeled drawing of the animal and explains how it meets its needs.


Unit A, Chapter 1 (Review)

Lesson 3 ―What do animals need?‖

Unit A ,Chapter 5

Directed Inquiry, page 116

Lesson 1 ―How do plants and animals get food?‖

Unit A, Chapter 3

Lesson 2 ―How do animals get food?‖

Optional Resources:

Florida Science Workbook page 6A

Possible Extension:


Science Fair Projects, page 144: Idea 2 is a project about which type of seeds birds prefer.

needs

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water

air

shelter

space




Essential Question: How do animals grow and change?

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11



SC.1.L.16.1 Make observations

that plants and animals closely resemble their parents but variations exist among individuals within a population. Low










Know:


Animals are like their parents but they may look different.




Be able to do:


Draw and explain the life cycles of some and animals.




Essential Exploration 1: How do people grow and change?

Use Scott Foresman Science Math in Science, pages 108-109, Comparing Size and Age. Ask students to bring in pictures of themselves as babies, toddlers, preschoolers, and first graders. Have students put the pictures in order from youngest age to current age. Students will record observations about how they look the same in each picture and how they look different. Have students draw a picture and predict how they will look as fifth graders. Ask students if any of their pictures as younger children look like pictures of other members of their families when they were at the same ages. If students do not have pictures of themselves, look on-line for photos showing students of different ages or use photos of yourself at different ages.

―Growing Up, Growing Old‖ image collection available at

http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.growingup/

Essential Exploration 2: How do animals grow and change?

Students will research and draw the life cycle of a chosen animal. Students can work individually or in groups. Allow them to draw and write about the life cycle on a poster board. Students can even download pictures from the Internet. When projects are complete, have students / groups present their information.


Unit A, Chapter 4

How to Read Science, page 85 (graphic organizer for putting things in order)

Lesson 1 ―How does a frog grow?‖

Lesson 3 ―How do animals grow and change?‖

* Life cycle of butterflies has been moved to Grade 2 in the Next Generation Sunshine State Standards. Please do not teach Lesson 2.

Optional Resources:

Florida Science Workbook: pages 36A and 38A

life cycle

http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.growingup/



Plants Unit


Pla

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26 -

32


What do plants need to survive?

What are the parts of a plant?

How do plants grow and change?

Big Idea 17: Interdependence

SC.1.L.17.1 Through observation,

recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. Low

Big Idea 14: Organization and Development of Living Organisms

SC.1.L.14.2 Identify the major parts of

plants, including stem, roots, leaves, and flowers. Low


SC.1.L.16.1 Make observations that

plants closely resemble their parents but variations exist among individuals within a population. Low










Plants need air, water, sunlight, and space to grow.

Plants have roots, stems, and leaves. Some plants have flowers.


Plants are like their parents but they may look different.




Identify what plants need to live and grow.

Use a hand lens to study a plant more closely.

Draw and label the parts of a plant (roots, stems, leaves, flowers).


Draw and explain the life cycles of some plants

Plant a seed and watch it sprout and grow.

Use the five senses and a variety of tools to observe, measure, and record the growth of seeds.





Plants need animals to stay alive.

Plants get food from soil through their roots.

Leaves take in water.




How Plants Grow and Change Performance Task


Benchmarks assessed: SC.1.L.14.2

Task

The student will draw and label a picture of a plant and its parts. The student will explain what plants need to live and grow.

Teacher Procedures

Provide plain paper.

Provide tools for adding details to picture such as crayons, markers, etc.

Labels should include stem, roots, leaves, and flowers.

Needs should include Sun, water, air, space to grow. Students may include soil, but should know that some plants can grow without soil.

Ask probing questions to be sure students can explain their drawings of plants, the parts they labeled, and what plants need to live and grow.

Student Procedures

Draw a picture of a plant

Label the parts of the plant.

Explain what plants need to live and grow.


Observe students during essential explorations to assess student understanding. Grade 1 Life Cycle Assessment available on Riverdeep Scott Foresman Science

FCAT Benchmark Mini-Lessons: pages 2, 12, and 17

Florida Science Workbook: pages 5 and 27A




Essential Question: What do plants need to survive?

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Marc

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SC.1.L.17.1 Through

observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. Low

SC.1.N.1.1 Raise

questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. High



SC.1.N.1.3 Keep record

as appropriate – such as pictorial and written records – of investigations conducted. Moderate

SC.1.N.1.4 Ask ―How do

you know?‖ in appropriate situations. Moderate

Know:







Be Able to Do:

Describe what plants need to live. Describe what animals need to live.

Describe the parts of plants and animals and explain how plants and animals use those parts to meet their needs.




Essential Exploration 1: What do plants need to survive?

Start this exploration at the beginning of Week 26.

The teacher will need to get 4 pots of the same type of plant (example: 4 marigolds, 4 dandelions, or 4 herb plants). Two plants will be placed in the sunlight. One of these will be watered and one will not be watered. Two plants will be placed in a dark place like a closet. One of these will be watered and one will not be watered. Students will observe the plants and record their observations twice a week for these four weeks. Recorded observations should include labeled drawings and measurements. Students should describe how each plant looks each time they make observations. After observing plants for four weeks, help students draw conclusions about what plants need to grow.

Essential Exploration 2: What do plants need to grow well?

Start this exploration at the beginning of Week 27.

Exploration of what plants need to grow well available at:

http://www.sciencenetlinks.com/lessons.cfm?DocID=377 Class will explore seeds and what they need to grow well.


Unit A, Chapter 1 (Review)

Lesson 2 ―What do plants need?‖

Unit A, Chapter 5

Directed Inquiry, page 116

Lesson 1 ―How do plants and animals get food?‖

Optional Resource:

Florida Science Workbook: page 6A

needs

food

water

air

shelter

space

http://www.sciencenetlinks.com/lessons.cfm?DocID=377




Essential Question: What are the parts of a plant?

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of

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– A

pri

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5


SC.1.L.14.2 Identify the major parts

of plants, including stem, roots, leaves, and flowers. Low

SC.1.N.1.1 Raise questions about

the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. High







Know:

Plants have roots, stems, and leaves. Some plants have flowers.





Be Able to Do:

Use a hand lens to study a plant more closely.

Draw and label the parts of a plant (roots, stems, leaves, flowers).


Record observations using pictures and words. Ask questions about objects and events.

Essential Exploration 1: Parts of Plants

Take students outside and carefully pull a flowering plant (dandelion or other ―weed‖) out of the soil with the roots still attached for each group of students. (Teachers may also choose to bring potted plants to the classroom for this exploration.) Carefully shake the soil off the roots and take the plants back into the classroom. Give each group a plant and each student a hand lens to observe the parts of the plant. After each student has observed the group’s plant, help the students tape the plant to a piece of stiff paper. Have each group label the roots, stem, leaves, and flower of their plant. Have each student draw and label a picture of the group’s plant. Use Scott Foresman Science Activity Flip Chart pages 6 and 9, ―What are the parts of a plant?‖ and ―What does a whole plant look like?‖ Have a class discussion about the parts of plants and what each part does to help the plant live and grow.

Additional Exploration 2: What Parts Are There to a Plant?

Exploration of similarities and differences between parts of plants available at: http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=343


Unit A, Chapter 3

Lesson 4 ―What are some parts of plants?‖

Lesson 5 ―What helps protect plants?‖

Optional Resources:

Activity Book: pages 50 and 65

Florida Science Workbook: pages 22-23, 27A, 28A

stem

root

leaf

flower

http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=343




Essential Question: How do plants grow and change?

We

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30 –

32 -

Ho

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row

an

d C

han

ge

Ap

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8 –

Ma

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0



SC.1.L.16.1 Make observations

that plants and animals closely resemble their parents but variations exist among individuals within a population. Low


SC.1.N.1.1 Raise questions about the SC.1.N.1.1 Raise

questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. High







Know:


Plants are like their parents but they may look different.




Be able to do:


Draw and explain the life cycles of some plants.

Plant a seed and watch it sprout and grow.

Use the five senses and a variety of tools to observe, measure, and record the growth of seeds.




Essential Exploration: Teacher will have a variety of

seeds. Plant seeds in small clear cups labeled as ―A, B, C, etc.‖ Keep track of which plants are in each cup, but do not let students know. Show students the seeds and

the seed packets with pictures of adult plants. After one week see if students can guess what type of plant is in each cup. Keep record of student responses on a class chart. Monitor the seedlings for another week or two. Take photos of the plants as they grow. Then have students play a game of matching the seeds, young plants, and adult plants. Discuss whether or not the seeds and young plants look like the adult plants. Make comparisons between young plants and adult plants.


Unit A, Chapter 4

Lesson 4 ―How does a daisy grow?‖

Lesson 5 ―How do trees grow?‖

Lesson 6 ―How do plants grow and change?‖

Optional Resources:

Activity Book: page 53-54 How do seeds change?

Florida Science Workbook: pages 34-35, 39A, 40A, 41A

life cycle

seed

seedling

sprout



Practice of Science Unit


Pra

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cie

nc

e U

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33 –

36

Essential Questions NGSSS Benchmarks Knowledge Skills (Be Able to

Do)

What questions can we test as scientists?






SC.1.N.1.3 Keep record as appropriate

– such as pictorial and written records – of investigations conducted. Moderate








Ask questions about objects and events. Common Student Misconceptions

Scientific ideas are created solely with creativity and intellect (missing observation as critical element).

Inquiry is a collection of information that explains how the natural world functions.

Understanding comes from just watching everything in a natural state.

Science is always done in labs and not in the real world.

There is always an explanation for everything.

Seeds won’t grow if taken from a fruit.

Seeds are any small objects (for example, macaroni will grow if planted).




Practice of Science Performance Task


Benchmarks assessed: SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4

Task

The student will:

Observe the different types of seeds as they grow.

Record observations of the seeds.

Draw a conclusion about which type of seed sprouted quickest.

Ask another question about the growth of seeds and make a plan to find an answer to the new question.

Describe the plan to answer a new question about the growth of seeds.

Teacher Procedures

See the Guided Inquiry investigation on pages 106-107 in Scott Foresman Science as a guide for setting up this task.

Use a chart to model how students should record their seed observations. Create a student sheet for recording purposes if it is easier for your students.

Allow students to share their new questions and plans with the class.

Select at least one student’s plan and carry out the new investigation in small groups or as a class.

Students may work together to observe seeds and discuss their observations.

Ask probing questions to be sure students can explain their observations and journal entries.

Student Procedures

Observe and record the growth of different types of seeds.

Students work individually to record observations and conclusions. Ask another question about the growth of seeds and make a plan to find an answer to the new question.


Observe students as they observe and describe plants. Assess their observation skills and their use of vocabulary to explain their thinking.

Observe students as they observe, describe, measure, and compare the growth of different types of seeds. Assess their observation skills and their use of vocabulary to explain their thinking.

Journal entries of seed growth

Teacher-made assessment based on individual inquiries developed in class




Essential Question: What questions can we test as scientists? What kind of seeds sprout quickest?

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33

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4 -

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icke

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Sp

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1 -

Ma

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4











Know:




Be able to do:




Essential Exploration: What kind of seeds sprout quickest? Lead

students to inquire about which seeds grow quickly. Plant 3-4 different types of seeds in clear cups. Control the number of seeds in each cup, the amount of soil, the amount of water used, and the watering schedule for all cups of seeds. Keep cups in same area of classroom to control conditions such as amount of light and temperature. It is important for students to develop an idea about setting up a fair test in designing investigations. (It is a good idea to plant two cups for each type of seed just in case some seeds don’t sprout.) When planting it might be easier to make a line around each cup with a permanent marker to show where students should place the seeds. If the seeds are at different heights in the cups, students may be confused about the amount of growth when they compare seeds. Have students predict which plants will grow the quickest. During the two week period, have students complete the following:

observe the different types of seeds as they grow.

record observations of the seeds in each cup by drawing and writing every other day about how quickly each one is growing.

draw a conclusion about which type of seed sprouted fastest.

tell which type of seed sprouted fastest.

explain how the data collected supports the student’s predictions about seed growth.

describe the plan to answer a new question about the growth of seeds.

Suggested types of seeds: radish, lettuce, tomato, cucumber, beans

Information about planting seeds indoors can be found at

http://www.kidsgardening.org/Dig/DigDetail.taf?ID=2239&Type=Art

Optional Exploration: Create a Garden in a Glove

Lesson plan available at

http://www.agintheclassroom.org/060605/teachers/Make%20&%20Takes/ Garden%20in%20a%20Glove.pdf

seed

seedling

sprout

https://webmail.duvalschools.org/exchweb/bin/redir.asp?URL=http://www.kidsgardening.org/Dig/DigDetail.taf?ID=2239%26Type=Art

http://www.agintheclassroom.org/060605/teachers/Make%20&%20Takes/%20Garden%20in%20a%20Glove.pdf

http://www.agintheclassroom.org/060605/teachers/Make%20&%20Takes/%20Garden%20in%20a%20Glove.pdf




Essential Question: What questions can we test as scientists? What conditions are best for plants to grow?

We

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35

–3

6 -

Be

st

Co

nd

itio

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to

Gro

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lan

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Ma

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5 -

Ju

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0











Know:




Be able to do:




Essential Exploration: What conditions are best for plants to grow? After students have learned which

seeds grow quickest from the previous exploration, have them plant the same type of seeds in conditions they select. Begin by having students create a class chart about what they know about how plants grow, what plants need to survive, and how quickly seeds grow. Lead students to inquire about what conditions are needed for plants to grow the best. Have students ask a question about the growth of plants and make a plan to find an answer to the new question. Suggestions for questions:

Where do plants grow best? (in sunlight or the dark?)

How much water do plants need to survive? (a lot or a little?)

What type of soil do plants grow the best in? (in potting soil, sandy soil, clay, humus?)

Have students monitor how the seeds grown in the selected conditions. Make a student data sheet that fits the questions of students in your class. Allow students to monitor plants daily by making observations and recording data. Allow students to measure the plants as they begin to grow and compare them to the other seeds and plants they have observed during the school year.



The Practice of Science should be integrated into all units throughout the entire school year.

Basic Science Process Skills for Grades K-2 Students

Classifying (sorting) – grouping objects by observable properties Observing – using our five senses to describe an object or event using words, numbers, or both Inferring – explaining an observation based on observations and data collected Measuring – choosing the appropriate metric or customary unit and tool for measuring a property (length, volume, mass, temperature) and

measuring the property correctly Estimating – telling about how much or how many without actually counting, measuring, or calculating Predicting – forecasting what a future observation or event might be Communicating – describing objects or events using writing, speaking, maps, diagrams, charts, graphs, demonstrations, or equations Resources: The Practice of Science should be integrated into all units throughout the entire school year. Scott Foresman Science See pages FM14-21 for Science Process Skills, Tools, and Safety. Literature Connections: Is That a Fact?: Teaching Non-fiction Writing K-3, Tony Stead, Stenhouse Publishers

Using Science Notebooks in Elementary Classrooms, Michael P. Klentschy, NSTA Press

Writing in Science: How to Scaffold Instruction to Support Learning, Betsy Rupp Fulwiler, Heinemann Press

Picture Perfect Science Lessons: Using Children's Books to Guide Inquiry, Karen Ansberry and Emily Morgan, NSTA Press

More Picture Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4, Karen Ansberry and Emily Morgan, NSTA Press




Learning Schedules For Grades 6-8 Comprehensive Science, 2010-11

PACING Comprehensive Science 1, Grade 6 Comprehensive Science 2, Grade 7 Comprehensive Science 3, Grade 8

First 9 weeks

Unit 1: Thinking Like a Scientist

Thinking like a scientist

Developing Theories and Scientific Laws

Unit 2: Energy in the Atmosphere

Energy and Water in the Atmosphere

Weather and Climate

Natural Disasters in Florida

Project Week

Unit 1: Interdependence of Living Organisms

Thinking like a Scientist

Food Web

Relationships

Limiting Factors

Unit 1: Space Science

Electromagnetic radiation

Waves, light, and sound

Cause of Earth’s seasons

Solar system

Causes of moon phases

Mass, weight, and gravity

Causes of Earth’s tides

Stars and galaxies

Second 9 weeks

Unit 3: Earth’s Changing Surface

Erosion, Deposition, and Landforms

Unit 4: Cells

Levels of Organization

Cell Theory

Cell Structure and Function

Project Week

Unit 2: Energy Forms, Transfer and Transformation

EM Spectrum

Light/Sound Waves

Heat/Loss Gain

Heat Flow

Energy Transfer/Law of Conservation

Unit 2: Your Genes and You

Patterns of heredity

Asexual and sexual reproduction

Meiosis

Science ethics involving humans and animals

Adaptations in organisms over time; fossils

Ethical treatment of animals and humans in scientific research

Third 9 weeks

Unit 5: The Human Body

Human Body Systems

Infectious Agents

Classification

Unit 6: Forces and Motion

Project Week

Motion

Unit 3: Genetics and Evolution

Genetics

Evolution

Unit 3: Amusement Parks

Speed and acceleration

Contact and non-contact forces

Newton’s laws of motion; inertia

Simple machines and work

Mechanical efficiency

Unit 4 Benchmark Investigations

Review of all annually assessed benchmarks through a series of hands-on investigations and exit questions.

Fourth 9 weeks

Unit 6: Forces and Motion

Balanced and Unbalanced Forces

Force

Law of Gravity (Friction)

Energy Transformations

Project Week

Unit 4: Earth’s Structures and Processes

Earth’s Composition

Patterns in Rock Cycle

Earth’s Evolution

Theory of Plate Tectonics

Human Impact

Unit 5: It’s Elementary

Characteristic properties of matter, including density and boiling point

Atomic structure; atoms and ions

The significance of the atomic number of elements

Elements and compounds; periodic table

Pure substances and mixtures

Acids and bases

Duval County Public Schools Grade 1 Science Curriculum...

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