First Grade Monthly Overview
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Transcript of First Grade Monthly Overview
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7/31/2019 First Grade Monthly Overview
1/18
August Sept. October
November December January
February March April
May
Social Studies Overview
* Community* Compass Rose* Directions* Neighborhoods* The World in which we live
* Community Leaders* Respect
* Needs vs. Wants* Holidays* Calendar Time* Economics
* Pilgrims* The First voyage to America* Squanto* Wampanoag Indians* Chief Massasiot
*
* Christmas * Presidents* Government* Texas
* Black History* Rosa Parks* MLK* Presidents cont.
* Ireland* Landforms* Natural Resources* Texas
* Inventors and Inventions* Alexander Graham Bell* Thomas Edison* Garrett Morgan* Richard Allen
* The World-- continents and ocean geography* Where are we from?* Ellis Island* Statue of Liberty* Liberty Bell* The Alamo
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SS TEK: 1.13 C
SS TEK 14 A,B,C
SS TEKS: 15 B
ELAR TEKS: 1.7 A1; 1.7 B2
SS TEK: 6A, 6B
SS TEK: 2B, 2C
ELAR TEK: 1.17, 1.14
SS TEK: 3A, 3B, 3C
August Sept. October
November December January
February March April
May
Social Studies Overview
SS TEK: 11A, 11B, 13A ELAR TEK: 1.4C
SS TEK: 15A ELAR TEK: 1.15 B1, 1.15 B2
SS TEK: 4A, 4B ELAR TEK: 1.4C
SS TEKS: 14F ELAR TEK: 1.4B, 1.7A2, 1.9B2
SS TEKS: 18B ELAR TEK:
SS TEKS: 2A ELAR TEK
SS TEK: 1.1 B
ELAR TEK:
SS TEKS: 1.3 A, B, C
SS TEKS: 1.4 A
ELAR TEKS: 1.15B1, 1.15B2
SS TEKS: 1.5 A, B
SS TEKS: 1.6 C
SS TEKS: 1.9 A, B,C
SS TEKS: 1.10 A, B
SS TEKS: 1.8 A, B, C
TEKS: 1.15 B1, 1.15 B2
TEKS 1.16 A, B, C
TEKS 1.16 A,B,C SS TEK: 2 A, B, CSS TEK: 3 A, B, C
SS TEK 5B
SS TEK: 12 A, B, C
SS TEKS: 1.19 B, C
SS TEKS: 1.17 B, C
SS TEKS: 1.18 B, C
SS TEK 14A, 14B, 14C, 14E
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First QuarterNumber of weeks: 7ACADEMIC VOCABULARY: Describe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize,interpret
VOCABULARYCommunity, neighborhood, rule, cardinal directions (north, south, east, west), Constitution Day, mapMAJOR CONCEPTSRules, self, families, communities, constitution, maps
Second QuarterNumber of weeks: 8ACADEMIC VOCABULARY: Describe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize,interpret
VOCABULARY
Past, present, future, citizen, vote, president, capital, holiday, public official, mayor, governor, symbol, tradition, calendar, days, weeks, months,years, community, justice, cardinal directions, maps, leader, job, needs, wants, goods, servicesMAJOR CONCEPTSCommunity: LeadersHolidaysCalendar Time
Economics
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fOURTH QuarterNumber of weeks: 10ACADEMIC VOCABULARYDescribe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize, interpretVOCABULARYLandform, mountain, plain, hill, lake, river, present, future, past, inventor, invention, communicate, symbol, anthem, motto
MAJOR CONCEPTSLandforms, natural resources, inventor, inventions, past/present, Texas, Americas history
Third QuarterNumber of weeks: 10ACADEMIC VOCABULARY: Describe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize, interpret
VocabularyPresident, citizen, vote, capital, law, leader, respect, freedom, justice, symbol, anthem, mottoMAJOR CONCEPTSPresidents, Black History, Martin Luther King, Texas
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ONGOING TEKS:(3) History. The student understands the concepts of time and chronology. The student is expected to:
(A) distinguish among past, present, and future;
(B) describe and measure calendar time by days, weeks, months, and years; and
(C) create a calendar and simple timeline.
(12) Government. The student understands the role of authority figures, public officials, and citizens. The student is expected to:
(C) identify and describe the role of a good citizen in maintaining a constitutional republic.
(13) Citizenship.The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
(C) identify other individuals who exemplify good citizenship.
(17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and(C) sequence and categorize information.
(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
(A) express ideas orally based on knowledge and experiences; and
(B) create and interpret visual and written material.
(19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the
effectiveness of that decision.
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Grade 1 Scope and Sequence Curriculum for Science FIRST NINE WEEKS: Earth and Space
SECOND NINE WEEKS: Force, Motion, and Energy THIRD NINE WEEKS: Matter and Energy FOURTH NINE WEEKS: Organisms and Environments
ONGOING TEKS:
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and
responsible practices. The student is expected to:
(A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigat ions, including wearing safety goggles, washing hands,
and using materials appropriately;
(B) recognize the importance of safe practices to keep self and others safe and healthy; and
(C) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
(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:(A) ask questions about organisms, objects, and events observed in the natural world;
(B) plan and conduct simple descriptive investigations such as ways objects move;
(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;
(D) record and organize data using pictures, numbers, and words; and
(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.
(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:
(A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;
(B) make predictions based on observable patterns;
Saturday, July 7, 12
http://georgetownisd.org/ccorner/science/Grade01/Grade01OrganismsAndEnvironments.dochttp://georgetownisd.org/ccorner/science/Grade01/Grade01OrganismsAndEnvironments.dochttp://georgetownisd.org/ccorner/science/Grade01/Grade01MatterandEnergy.dochttp://georgetownisd.org/ccorner/science/Grade01/Grade01MatterandEnergy.dochttp://georgetownisd.org/ccorner/science/Grade01/Grade01ForceMotionAndEnergy.dochttp://georgetownisd.org/ccorner/science/Grade01/Grade01ForceMotionAndEnergy.dochttp://georgetownisd.org/ccorner/science/Grade01/Grade01EarthandSpace.dochttp://georgetownisd.org/ccorner/science/Grade01/Grade01EarthandSpace.doc -
7/31/2019 First Grade Monthly Overview
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UNIT VOCABULARY
skyphysical propertiesspring
gravity
weathersizesummersun
cloudtexturefallMoon phases
raincolorwinterstar
windrockstreamsuniverse
airsand
lakesday
changepebbleoceansyear
precipitationlayer
UNIT TEKS
1.8) Earth and space. The student knows that the natural world includes the air around usand objects in the sky. The student is expected to:
(A) record weather information, including relative temperature, such as hot or cold, clearor cloudy, calm or windy, and rainy or icy;
(B) observe and record changes in the appearance of objects in the sky such as clouds, theMoon, and stars, including the Sun;
(C) identify characteristics of the seasons of the year and day and night; and
(D) demonstrate that air is all around us and observe that wind is moving air.
1. (7) Earth and space. The student knows that the natural world includes rocks,soil, and water that can be observed in cycles, patterns, and systems. The student isexpected to:
(A) observe, compare, describe, and sort components of soil by size, texture, andcolor;
(B) identify and describe a variety of natural sources of water, including streams,lakes, and oceans; and
(C) gather evidence of how rocks, soil, and water help to make useful products.
Earth and Space:9 weeks
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UNIT VOCABULARY
EnergyMagnetLocationMove
LightMagnetizeObjectMovement
HeatMagnetic forceCloser toStraight line motion
SoundAttractNearer toZig zag motion
MeltPolesFarther fromUp and down
PrismRepel
Back and forth
RefractPush
Fast
UNIT TEKS
1.(6) Force, motion, and energy. The student knows that force, motion, and energy are related and
are a part of everyday life. The student is expected to:
(A) identify and discuss how different forms of energy such as light, heat, and sound are important
to everyday life;
(B) predict and describe how a magnet can be used to push or pull an object;
(C) describe the change in the location of an object such as closer to, nearer to, and farther
from; and
(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag,
up and down, back and forth, round and round, and fast and slow.
4.B Recognize directionality of text.
4.D Use prereading supports like graphic organizers, illustrations, and pretaught vocabulary.
4.F Use visual and contextual support to read texts, develop vocabulary and background
knowledge.
force and motion25 days
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UNIT VOCABULARY
air
coolenergyfreezing
gasheatheavyice
large
lightliquidliquid water
meltingobservationsizesmall
states of mattertemperaturetexturewater evaporating
colorsinkfloatchange
UNIT TEKS
1(5) Matter and energy. The student knows that objects have properties and patterns. The student isexpected to:
(A) classify objects by observable properties of the materials from which they are made such as
larger and smaller, heavier and lighter, shape, color, and texture; and
Ongoing TEKS:
1.2ABCDE, 1.3BC, 1.4AB
4.c Develop sight word vocabulary, use environmental print, and comprehend language
structures in written materials.
4.g Demonstrate comprehension through shared reading, retelling, summarizing, responding
to questions, and taking notes.
4.B Recognize directionality of text.
4.D Use prereading supports like graphic organizers, illustrations, and pre taught vocabulary.
4.F Use visual and contextual support to read texts, develop vocabulary and background
knowledge.
matter and energy12 days
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UNIT VOCABULARYanimal featuresBirds
plantRoots
CamouflageBeaksPlant growthSeasons
Coloregg
requirements for lifeSeed
HabitatFeathersFlowersSeed coat
Insects
incubatorLeavesSoil
LungsparentLife cycleStem
UNIT TEKS
(A) sort and classify living and nonliving things based upon whether or not they have basic needs
and produce offspring;
Ongoing TEKS: 1.ABC, 2.ABCDE, 3BC, 4A
(B) analyze and record examples of interdependence found in various situations such as
terrariums and aquariums or pet and caregiver; and
Ongoing TEKS: 1 A B C, 2ABCDE, 3BC, 4A
(C) gather evidence of interdependence among living organisms such as energy transfer
through food chains and animals using plants for shelter.
Example:
Students will observe and identify the interdependence of Worms, Birds, and plants.
1.(10) The student knows that organisms resemble their parents and have structures and
processes that help them survive within their environments. (A) investigate how the external
characteristics of an animal are related to where it lives, how it moves, and what it eats;
Ongoing TEKS: 1 A B , 2ABCDE, 3BC, 4AB
(B)identify and compare the parts of plants;(C) compare ways that young animals resemble their parents
(D) observe and record life cycles of animals such as a chicken, frog, or fish
Ongoing TEKS: 1 A BC , 2ABCDE, 3BC, 4A
organisms and environment9 weeks
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Earth and Space:Earth and Space:Discovery Eduaction:HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/
Video Titles:The Magic School Bus - Out of this world, Gets lost in space,Constellation and a Baby Star
Brain PopHYPERLINK "http://www.brainpopjr.com/science/" http://www.brainpopjr.com/science/
Literature:What Makes Day and Night? by Franklin M. Branley(2.7D)The Magic School Bus Lost in the Solar System by Joanna Cole(2.7D)Moonby Gail Gibbons (2.7D)Seasonsby Gail Gibbons(2.7D)The Wind and the SunThe Earth and Skyby Gallimard Jeunesse and Jean- Pierre VerdetLooking at the Skyby Jennifer Frantz
The Planets in Our Solar System by Franklyn M BranleyWeather:Discovery Education:HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/Video Titles:The Magic School Bus - Kicks up a storm, Air always rises, inside a thunderstorm, All dried up
Brain PopHYPERLINK "http://www.brainpopjr.com/science/" http://www.brainpopjr.com/science/
Literature:
(textbook)Harcourt Science, 2000.
pp. D32-39FCloudy with a Chance of Meatballsby Judith BarrettWild Wacky Weatherby Melvin BergerThe Cloud Bookby Tomie DePaolaWeather Forecastingby Gail GibbonsSeasonsby Gail GibbonsWeather Wordsby Gail GibbonsIt Looked Like Spilt MilkFlash, Crash, Rumble, and RollWhat About Rain?AirThe Magic School Bus a t the Water WorksThe Magic School Bus Inside a HurricaneThe Wind WagonGilberto and the Wind
Storms and HurricaneThe Wind and the Sun
Saturday, July 7, 12
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force and motionDiscovery Education
HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/
Video Titles:
A First Look Sound
The Fabulous Five: Our Senses
Peep and the Big Wide World: Night Light/Sounds Like
The Wonder of SoundThe Blue Dragon: Sounds Right
Understanding Light
How Sound is Made?
Shadows and Sunlight
How Sounds are Different
Heat Changes Things
Vibrations
Understanding Shadows
Force and Heat
The Lights and Darkness
Brain PopHYPERLINK "http://www.brainpop.com/science/" http://www.brainpop.com/science/
Science TEKS Toolkit
HYPERLINK "http://www.utdanacenter.org/scienceto olkit/instruction/snapshots/1.php"http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php
Literature
Spooky Sounds
Sound (big book)
Sounds of the Farm (big book, teacher edition and student copies)
What Can It Be? Riddles About the Senses
My Five Senses (big book) by Aliki
What Makes a Shadow?by Clyde R. Bulla
Day Light, Night Lightby: Franklyn M. Branley
Hot and Coldby Allan Fowler
Hot or Not? By Nicola Baxter
Science with Light and Mirrors by Helen Edom
Shadows and Reflections by Tana Hoban
Examples
Shadow puppets
Rubbing Hands Together
Place a thermometer in a white t-shirt and one in a black t-shirt and measure/record difference in temperatureSound cans/phonics phones
Saturday, July 7, 12
http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.brainpop.com/science/http://www.brainpop.com/science/http://www.brainpop.com/science/http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.brainpop.com/science/http://www.brainpop.com/science/http://www.brainpop.com/science/http://www.brainpop.com/science/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/ -
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force and motion(continued)
Literature
The Mystery of Magnets (Big Book & Teacher Guide)
Magnet
Magnet Magic
Play and Learn with Magnets
The Science Book of Magnetsby Neil Ardley
Electricity and Magnetismby Maria Gordon
Experiments with Magnetsby Helen J. Challand
Martas Magnetsby Wendy Pfeffer
Science with Magnetsby Helen Edom
What Magnets Can Doby Allan Fowler
Force & Motion (Big Book & Teacher Guide)
Push or Pull?
Using Tools
Mrs. Toggles Zipperby Robin Pulver
Forces and Movementby Peter D. Riley
The Science Book of Motion
FOSS Science Stories: Balance and Motion (Big book, class set of student readers available in Foss kit. See Science Stories section of FOSS binder for specific instructions.)
Textbook
Harcourt Science, 2000.
Unit F- Magnets pps. F30-F56
Unit F Pushes and Pulls pps. F2-F29Pushes and Pulls p.F4
What Magnets Can Do p.F32
A Magnets End p.F38
Things Magnets Pull Through p.F42
Magnetic Race Car Game p.F54
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matter and energyDiscovering Education
HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/
Video Titles:
TLC: Introduction to Physical ScienceProperties of Matter, Part I
Matter and Its properties: Exploring phases of matter
Matter and Its properties: Observing properties of matter
Harcourt Science, 2000
Brain POP, Jr.
HYPERLINK "http://www.brainpop.com/science/" http://www.brainpop.com/science/
Enchanted Learning
HYPERLINK "http://www.enchantedlearning.com/Home.html" http://www.enchantedlearning.com/Home.html
Science TEKS ToolkitHYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php
Sort objects and identify by properties such as color, shape, and size.
Discuss/examine some liquids have different properties such as milk, water, honey, soap, oil , etc.
Air in a bottle experiment.
Exploring matter: Make oobleck/blubber
Oobleck- made with corn starch and water
Blubber- made with glue, borax and water
Read Bartholomew and the Oobleck by Dr. Seuss
Bubble map solid, liquid and gas.
Discuss/examine/explore propert ies of solid, liquid and gas with balloons. Prepare 3 balloons one filled with air, one filled with water, and one with frozen water. Have students discuss and describe
differences.
Sink/float
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organsms an envronmentLIFE CYCLE-- EARTHWORMSSRC Kit 1-3: Earthworms, Investigations 1-5.
Investigation 1: Locomotion
Investigation 2: Reactions to Light and Darkness
Investigation 3: Food Choices and MeasurementInvestigation 4: Living Habits/ Classroom Vivarium
Investigation 5: Worm Habitats
Assessments Examples: Use Science Journals to document Student learning.
Suggestions for Struggling Learners:
Allow students to draw pictures or oral response in place of written expression.
Suggestions for Gifted Learners:
Have Learners compare and contrast two different life cycles.
Web Resources:
Discovery Education Streaming:
HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/
Magic School Bus: Meets the Rot Squad
Brain Pop
HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/science
Enchanted Learning
HYPERLINK "http://www.enchantedlearning.com" www.enchantedlearning.com
Science TEKS Toolkit
HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php
Vermi the Worm
HYPERLINK "http://www.ciwmb.ca.gov/vermi/game/menu.html" www.ciwmb.ca.gov/vermi/game/menu.html
FOSS Web Site. Animals and Plants Together. (14 July 2005). HYPERLINK "http://www.fossweb.com/modulesK-2/Trees/index.html" http://www.fossweb.com/modulesK-2/Trees/index.html
Literature:
Willies Wonderful Pet
Earthworms, Underground Farmers
Wonderful Worms
Squirmy Wormy Composters
How Earthworms Live (Big Book)
Earthworms & Their Food(Big Book)How Earthworms Grow (Big Book)
Earthworm by Andrienne Soutter-Perrot.
Saturday, July 7, 12
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organisms and environmentBIRDSDiscovery Education Streaming:
HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Magic School Bus: Cracks a Yolk
Nye Labs
HYPERLINK "http://www.BillNye.com(habitat)" www.BillNye.com(habitat) FOSS Web Site. Animals and Plants Together
HYPERLINK "http://www.fossweb.com/modulesK-2/Trees/index.html" http://www.fossweb.com/modulesK-2/Trees/index.html
Brain Pop Jr.
HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/science
Science TEKS Toolkit
HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7
Literature:
All the Birds of North America
Birds (Science Safari Series)
Have You Seen the Birds?
Backyard Bird Watching for Kids
How Do Birds Find Their Way?Penguins Eyes on Nature
Harcourt Science, 2000
A48-53 (kinds of animals)
A58-63 (how animals grow)
B8-23 (How living things need each other)
A42-47 (What animals need)
A51 (Birds)
Examples:
Use Science Notebooks to record student observations of each investigation as well as vocabulary.
SRC Kit 1-4: Birds, Investigations 1-6.
Investigation 1: What is a Bird?
Investigation 2: Watch the Birdie
Investigation 3: Bird Nest
Investigation 4: Nature walk (in Spring)
Investigation 5: Food Gathering
Investigation 6: Snack
**Will be using incubators during this unit
Assessments Examples: Use Science Journals to document Student learning.
Saturday, July 7, 12
http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7http://www.brainpopjr.com/sciencehttp://www.brainpopjr.com/sciencehttp://www.fossweb.com/modulesK-2/Trees/index.htmlhttp://www.billnye.com/http://streaming.discoveryeducation.com/http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7http://www.brainpopjr.com/sciencehttp://www.brainpopjr.com/sciencehttp://www.brainpopjr.com/sciencehttp://www.brainpopjr.com/sciencehttp://www.fossweb.com/modulesK-2/Trees/index.htmlhttp://www.fossweb.com/modulesK-2/Trees/index.htmlhttp://www.fossweb.com/modulesK-2/Trees/index.htmlhttp://www.fossweb.com/modulesK-2/Trees/index.htmlhttp://www.billnye.com/http://www.billnye.com/http://www.billnye.com/http://www.billnye.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/ -
7/31/2019 First Grade Monthly Overview
17/18
organisms and environmentPLANTSSRC Kit 1-9: Plants.
Investigation 1: Inside a Seed
Investigation 2: A Seed GrowsInvestigation 3: Plant Begins
Investigation 4: Make a Classroom Terrarium and/or Its in the Bag
Investigation 5: Harcourt Science A23, Parts of a Plant
Investigation 6: AIMS Primarily Plants, pp. 16-20, Little Brown Seed
Investigation 7: AIMS Primarily Plants, pp. 22-25, Seed Sort
Web Resources:
Discovery Education:
HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/
Magic School Bus: Gets Planted
Brain Pop, Jr.
HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/scienceEnchanted Learning
HYPERLINK "http://www.enchantedlearning.com" www.enchantedlearning.com
Science TEKS Toolkit
HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/i nstruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php
Literature:
A Seed Grows
Seasons of Arnolds Apple Treeby Dale Givens
The Tiny Seed
One Beanby Ann Rockwell
Harcourt Science, 2000.
A10-15 (Living and Nonliving)TEKS 1.9a
A23-37 (plants)
Assessments Examples: Use Science Journals to document Student learning.
Saturday, July 7, 12
http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.enchantedlearning.com/http://www.enchantedlearning.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.phphttp://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.brainpopjr.com/sciencehttp://www.brainpopjr.com/sciencehttp://www.brainpopjr.com/sciencehttp://www.brainpopjr.com/sciencehttp://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/ -
7/31/2019 First Grade Monthly Overview
18/18
organisms and environmentMAMMALS* Rainforest
* Desert
* Ocean* Fresh Water Habitats
* Ecosystems
* Invertebrates
* Frogs
* Food Chain
Web Resources:
Discovery Education:
HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/
Brain Pop, Jr.
HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/scienceEnchanted Learning
HYPERLINK "http://www.enchantedlearning.com" www.enchantedlearning.com
Science TEKS Toolkit
HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/i nstruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php
PBS: Journey to Planet Earthhttp://www.scholastic.c om/teachers/lesson-plan/rainforest-caterpillars-grades-k-2
Literature:
Oh, The Places on Earth Dr. Seuss
Life in the Rainforests : Animals People Plants by Lucy BakerMy River : Big Book Unitby Shari HalpernFrogs ( Animals (Pebble Books) ) by Gail Saunders-Smith
http://www.scholastic.com/tbw/quickSearch.do?autoComplete=1&N=0&Ntk=TBW_QuickSearch_SI&Ntx=mode+matchallpartial&Ne=1314&Ntt=frogs
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