Grading Cycle Instructional Days Recommended Time ...

SCIENCE GRADE 1 HISD Curriculum: Unit Framework

- English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned Readiness - Process Standards

Ⓟ - HISD Power Objective Ⓡ - STAAR Readiness Standards Ⓢ - STAAR Supporting Standards Ⓣ - TAKS Tested Objective

© Houston ISD Curriculum 2011 – 2012 of 5

Unit Framework User Information Grading Cycle Instructional Days Recommended Time Allocation

2nd Nine Weeks

42 Days 8 45-minute lessons

Oct. 17 – Dec. 16, 2011 Unit 2.1 Overview

The student will observe, compare, describe, and sort earth materials. Outline of Unit(s) in the Nine Weeks

Unit 2.1 Earth Materials [ this unit ] link to Unit Planning Guide and supporting materials Unit 2.2 Water Unit 2.3 Patterns of Change Unit 2.4 Objects in the Sky

Essential Understandings

The student understands that soil is an important natural earth material that has a variety of properties including color, texture, and size studied by scientists.

Products can be made from rocks, soil, and water. Key Concepts Key Skills

earth materials soil natural resources

comparing objects making observations describing objects sorting objects

Academic Vocabulary Content-Specific Vocabulary

particle

earth material soil clay sand rocks humus Geologist

HISD Objectives / TEKS

SCI.1.1A Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.

SCI.1.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.

SCI.1.3C Describe what scientists do. SCI.1.7A Observe, compare, describe, and sort components of soil by size, texture, and color. SCI.1.7C Gather evidence of how rocks, soil, and water help to make useful products. Performance Expectation(s)

At the end of this unit, given a soil sample, students will describe the properties of soil. Texas English Language Proficiency Assessment System (TELPAS): End of year assessment in Listening, Speaking, Reading, and Writing for all students coded as LEP (ELL) and students who are LEP but have Parental Denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide 5 writing samples (1 narrative about a past event, 2 academic {Science, Social Studies, Mathematics}, and 2 other).

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_MThiNmFmZjgtZmQ0ZC00Yjk1LWE2MWYtZjZjNzJjNWY1YjQ0&hl=en_US&authkey=CJC51eML

http://www.tea.state.tx.us/student.assessment/ell/telpas/





Unit Framework User Information

Grading Cycle Instructional Days Recommended Time Allocation

2nd Nine Weeks


Oct. 17 – Dec. 16, 2011

Unit 2.2 Overview

The student will explore water as a natural earth material and describe natural sources of water. Outline of Unit(s) in the Nine Weeks

Unit 2.1 Earth Materials Unit 2.2 Water [ this unit ] link to Unit Planning Guide and supporting materials Unit 2.3 Patterns of Change Unit 2.4 Objects in the Sky


The student understands that water is a natural earth material that has a variety of natural sources including streams, lakes and oceans.

Water helps to make useful products. Key Concepts Key Skills

natural source of water lakes streams oceans

recording information asking questions constructing explanations communicating explanations


globe land water

model lake stream ocean


SCI.1.7B Identify and describe a variety of natural sources of water, including streams, lakes, and oceans. SCI.1.7C Gather evidence of how rocks, soil, and water help to make useful products. Performance Expectation(s)

At the end of this unit, given a water sample, students will describe the properties of water and make a list of how water is useful to humans. Texas English Language Proficiency Assessment System (TELPAS): End of year assessment in Listening, Speaking, Reading, and Writing for all students coded as LEP (ELL) and students who are LEP but have Parental Denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide 5 writing samples (1 narrative about a past event, 2 academic {Science, Social Studies, Mathematics}, and 2 other).









2nd Nine Weeks


Oct. 17 – Dec. 16, 2011

Unit 2.3 Overview

The students will explore the sun and the patterns that cause weather and seasonal changes. Outline of Unit(s) in the Nine Weeks

Unit 2.1 Earth Materials Unit 2.2 Water Unit 2.3 Patterns of Change [ this unit ] link to Unit Planning Guide and supporting materials Unit 2.4 Objects in the Sky


The student understands that patterns of change occur in weather, from day to day and seasons. The student understands that change in cloud formations can help predict the type of weather.

Key Concepts Key Skills

changes in weather day night changes in seasons sun patterns

collecting information comparing information creating charts recording changes


change patterns relative clear cloudy calm season star

weather cloud rain wind rain gauge Meteorologist temperature rain ice characteristic Sun


SCI.1.3C Describe what scientists do. SCI.1.3B Make predictions based on observable patterns. SCI.1.8A Record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy. SCI.1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun. SCI.1.8C Identify characteristics of the seasons of the year and day and night; and SCI.1.8D Demonstrate that air is all around us and observe that wind is moving air.






Performance Expectation(s)

At the end of this unit, given a weather data chart, students will describe and identify weather patterns. Texas English Language Proficiency Assessment System (TELPAS): End of year assessment in Listening, Speaking, Reading, and Writing for all students coded as LEP (ELL) and students who are LEP but have Parental Denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide 5 writing samples (1 narrative about a past event, 2 academic {Science, Social Studies, Mathematics}, and 2 other).








2nd Nine Weeks


Oct. 17 – Dec. 16, 2011

Unit 2.4 Overview

The students will explore the changes in the appearance of the sun, moon and stars. Outline of Unit(s) in the Nine Weeks

Unit 2.1 Earth Materials Unit 2.2 Water Unit 2.3 Patterns of Change Unit 2.4 Objects in the Sky [ this unit ] link to Unit Planning Guide and supporting materials


The students will understand that changes occur in the appearance of objects in the sky, including the sun and the moon. Key Concepts Key Skills

moon stars sun

observing changes recording changes


sky pattern

sun moon star phases of the moon


SCI.1.3B Make predictions based on observable patterns. SCI.1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun. Performance Expectation(s)

At the end of this unit, given a calendar of the phases of the moon, students will describe the repeating patterns of change. Texas English Language Proficiency Assessment System (TELPAS): End of year assessment in Listening, Speaking, Reading, and Writing for all students coded as LEP (ELL) and students who are LEP but have Parental Denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide 5 writing samples (1 narrative about a past event, 2 academic {Science, Social Studies, Mathematics}, and 2 other).



SCIENCE GRADE 1 HISD Curriculum: Unit 2.1 Planning Guide

- English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices


© Houston ISD Curriculum 2011 – 2012 Page 1 of 9

Unit Planning Guide User Information Unit 2.1 Earth Materials Lesson Set: Earth Materials

8 45-minute lessons


SCI.1.1A Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.

SCI.1.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.

SCI.1.3C Describe what scientists do. SCI.1.7A Observe, compare, describe, and sort components of soil by size, texture, and color. SCI.1.7C Gather evidence of how rocks, soil, and water help to make useful products. English Language Proficiency Standards College and Career Readiness Standards

ELPS C.1a Use prior knowledge and experiences to understand meanings in English.

ELPS C.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

ELPS C.3d Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.

ELPS C.4c Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.

CCRS 1.A1 Utilize skepticism, logic, and professional ethics in science.

CCRS 1.C2 Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

CCRS 1.C3 Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.

CCRS 4.C2 Recognize the role of people in important contributions to scientific knowledge.

Essential Understandings / Guiding Questions

The student understands that soil is an important natural earth material that has a variety of properties including color, texture, and size studied by scientists.

The student understands that products can be made from rocks, soil, and water. 1. What are some properties of soil? 2. What are the parts that make up soil? 3. What happens when we put water on soil? 4. What are some ways people use soil? Rocks? Water?

Instructional Considerations Instructional Strategies / Activities

Prerequisites for Students SCI.PK.VI.C.1, K.7A, K.7C In previous grades students observe and describe properties of rocks. In grade 1, students observe, compare, describe and sort components of soil and gather evidence of how they are used. Background Knowledge for Teacher Continue to use the 5-E model of instruction for these lessons. The Earth provides us with many natural resources or earth materials. Soil is a natural earth material. 1st graders will observe and describe the different earth materials that make up soil; such as, rocks, sand, clay, gravel, and humus. Some earth material may be identified by the size of its particles. Rocks, pebbles or gravel are usually larger particles. Clay has very small particles; sand usually has particles that are slightly larger than clay. Soil containing a great deal of organic matter is

Student Activity Continue to use the 5-E model of instruction whenever appropriate. Engage: create interest generate curiosity motivate students calls on prior knowledge

Explore: hands on inquiry/ investigations ask inquiry questions observe and listen allow time for reflection

Explain: build discussion define and explain ask for clarification

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_MTAzODNkODQtZmZiMi00ZjYxLWJhZTMtNmZhY2U5NjFmNjMx&hl=en_US&authkey=CP2_wxA

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzaY2soe3hc_YTdkNTA5NWMtMWU5YS00N2RiLWE0MTItMjA3MTIyNTc2ZWU5&hl=en_US&authkey=CJqE4-IJ






called humus. Humus is usually used to grow plants and is sometimes called potting soil. A geologist is a scientist who studies the earth and the material it is made of such as rocks, soil and water

Academic Vocabulary Science Content Vocabulary

particle

earth material soil clay sand rocks humus Geologist

Instructional Accommodations for Diverse Learners Differentiated Instruction English-Language Learners: English-language learners benefit from verbal interaction in low-anxiety, casual situations (such as small groups). Simple lesson accommodations can help students be successful. Break down a task into comprehensible parts. Modify assignments for students who are still at early stages of English language acquisition. Make sure all learners can find key words and phrases and main ideas. Explain terms clearly and avoid using idioms or slang. Assessment can be adapted for students. For example, you might read assessment questions aloud or have students draw pictures instead of answering in words. Special Needs: Depending on the special needs of individual learners, reinforcement of the instructional concept may be conducted various technology programs that are adaptive to the needs of the student and are available as part of the student’s Individualized Educational Plan (IEP). Advanced Academics: For students who have mastered the skills targeted in the lesson, consider expanding the selection of suggested reading, research, or offering open-ended tasks that allow them to demonstrate skills outside the lesson focus. Further information regarding resources and strategies to be utilized in the classroom may be viewed at the following websites: Teacher Professional Development Resources: Collecting Data and Drawing Upon Resources Processing for Meaning During Inquiry http://goo.gl/1qpLL

Elaborate: use experience to enhance understanding help apply new concepts

Evaluate: observe behaviors assess knowledge and skills ask open-ended questions

Observing Soil Inform students that they will be geologists today. Show students various pictures of geologists. Describe a geologist as a scientist who studies earth materials such as soil and rocks. Add the term geologist to the word wall.

Word Walls. Make a list of words to add to the word/picture wall include geologist.

Geologist is a scientist who studies the earth and the material it is made of such as rocks, soil and water. Use video clips to extend students’ understanding of the concept: United Streaming: Username and password provided by Library Services http://streaming.discoveryeducation.com Rocks: The Solid Earth Materials, Number One Gather various samples of different earth materials such as dry clay, humus (potting soil), sand, small gravel, medium sized pebbles and rocks. Keep each separate and place them in small bowls, egg cartons or muffin tins. Have students observe the properties of each earth

material using a work mat, safety goggles and a hand lens. Have students draw and color a picture of each earth material.

Describe the properties of each earth material and list words on a chart or (color, smell, and texture) in their science lab notebooks.

Compare and contrast each earth material. Use a chart to list properties that are the same and different.

http://goo.gl/1qpLL

http://streaming.discoveryeducation.com/

http://player.discoveryeducation.com/index.cfm?guidAssetId=B51CD8CA-EC96-4983-B9F0-22B99275BBB7&blnFromSearch=1&productcode=US






Teacher Professional Development Resources: The Science of Teaching Science: Special Considerations http://goo.gl/xfieP Baylor College of Medicine Teacher Resources: http://superstaar.org/ Houston ISD Science Resources: Useful websites, usernames, and passwords: http://goo.gl/vJXS7 Possible investigation set up – include safety goggles and a hand lens.

Teacher Preparation for Corn Starch Paste: Make a corn starch paste before class starts by dissolving 1 ½ cups of cornstarch into 1 ½ cups cold water over medium heat. Stir until it is the consistency of mashed potatoes, then store (up to one week) in a gallon zippered plastic bag.

Cues, Questions, and Advanced Organizers Graphic Organizers

Earth Materials

Draw a Picture

Describe the Properties

Clay

Sand

Humus

Gravel

Pebbles

Clay and Sand

How are they the same?

How are they different?

Have students write a sentence or use summary frames to describe the properties of each earth material. − Clay has very small particles that I can see with my hand lens. − Sand may have shiny particles like salt crystals. − Humus is dark brown. − Gravel is very small rocks. − Pebbles are medium sized rocks.

Summary Frames A series of questions/stems designed to highlight important elements to produce a summary. 1. The clay feels ____________ when I touch it and sand

feels _________when I touch it. 2. I see ______ and ________ when I look at sand with a

hand lens. 3. Humus has ________ in it. Potting soil or humus may be purchased from Home Depot or Lowes. Dry clay may be purchased from Delta Education, Carolina Biological Supply Company or Texas Art Supply.

http://goo.gl/xfieP

http://superstaar.org/

http://goo.gl/vJXS7






AIMS Primarily Earth has good earth science activities: http://store.aimsedu.org/aims_store/books/primarily-earth.html Observing how water interacts with the components of soil Give each pair of students another sample of the different earth materials such as dry clay, humus, sand, small gravel, pebbles and rocks. Keep each material separate and place them in small bowls, egg cartons or muffin tins. Give students a hand lens, a pipette or eye dropper (Eye Droppers may be found at Delta Education: http://www.delta-education.com/productdetail.aspx?Collection=Y&prodID=1557&menuID), a cup of water and paper towels. Ask students to observe the colors of each dry earth

material with a hand lens. Ask students to place one drop of water on each earth

material and observe what happens. Have students discuss with a partner and record any

changes they observe after water is placed on the earth material.

Give each student a small baggie. Have students collect a soil sample from their backyard and place it in the baggie. Put different soil samples into a plastic water bottle. Add water and shake. Observe as the different components of soil settle. Place the water bottle into a learning station for further observation.

Have students draw a picture of the investigation in their science notebook and write 2-3 sentences describing what happened to the earth material when water was added.

Read aloud one of the literature connections below to explore the components of soil. Books are available at a local book store or Houston Public Library: Yuck! Icky, Sticky, Gross Stuff in Your Garden by Pam

Rosenberg Soil by Sally M. Walker Super Science Projects About Earth’s Soil and Water by

Robert Gardner Observing plant growth in soil Have each pair of students make a soil mixture by taking one spoonful of each earth material and combining them into one clear cup. Have the students stir the earth materials together and observe the properties of the soil. Discuss with students that each of the earth materials (clay, sand, humus, and gravel) are all parts that make up soil. Soil is an important earth material that we use to grow the vegetables we eat and other plants. Have students plant a seed in each type of soil separately and plant a seed in the mixture. Place the experiment in a sunny window or under a heat

http://store.aimsedu.org/aims_store/books/primarily-earth.html



http://www.delta-education.com/productdetail.aspx?Collection=Y&prodID=1557&menuID









lamp and add water to keep soil moist. Instruct students to draw a picture of the set up and label

the parts of the investigation. Ask students the following question:

o Which earth material do you think will provide the best environment for growth?

Have students make predictions. Discuss and observe the seed growth over time.

Record observations in student notebooks. Possible Setup and materials needed: Bean seeds Clear cups Earth materials: sand, clay, humus, gravel, soil mixture. Lamp or sunny window

Remember in this 9 weeks, 1st graders are learning earth science concepts. Plant growth is a life science concept but the two concepts relate well to each other for this unit. Students will observe growth over time in different earth materials and conduct further life science investigations in the 3rd 9 weeks. Use FOSS – Pebbles, Sand, and Silt kit to expand student understanding of soil as an earth material. Contact the Science Materials Resource Center at 713-726-2219 Teachers must have attended training to check out kits. Have the students reference McGraw Hill Science Textbook, Pages 193-216,207B, 215B,TR120. Visit Brainpopjr.com to gain an overview of the following concept: Soil

http://www.brainpopjr.com/math/measurement/temperature/

http://www.brainpopjr.com/science/land/soil/






Use video clips to extend students’ understanding of the concept: United Streaming: Username and password provided by Library Services http://streaming.discoveryeducation.com Getting to Know Soil Soil Properties and Types

Ask the students the following questions: 1. What are some ways soil is used by people? 2. What are some ways sand is used by people? 3. What are some ways rocks are used by people? Have students brainstorm with a partner and share out to the group. Inform students that earth materials are called natural resources. Natural resources are used by people everyday. Tell students they are going to make something useful from natural earth materials. Students may choose to make things such as a bowl, a vase, or a holiday ornament, etc. Give each student a paper plate with 40mL of sand, clay or gravel and a heaping spoonful of corn starch paste (see instructional considerations). Students will use a plastic spoon to mix the sand with the cornstarch mixture (that acts as glue). Instruct students to create something by molding the mixture with their hands. Promote creativity as the students work. The objects created should dry for at least two days. White glue can be used if pieces fall apart. Display actual man-made items made from natural clay. Take pictures, label each item, and add it to the picture word wall. Non-linguistic representation Add pertinent tools and science vocabulary to the picture/word wall. Include science definition with each word.

Sand Sculptures http://crafts.kaboose.com/sand-sculpture.html For more tips on how to make sand sculptures go to - http://www.ehow.com/how_2165518_sandsculpture.html

Vase made from natural clay


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http://crafts.kaboose.com/sand-sculpture.html

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Take a walking field experience to identify examples of rocks and soil being used around the school. Have students create a chart in their science notebook to record observations. As the students identify a use of one of these earth materials they record it in the appropriate column of the paper. After returning to the classroom, allow children time to share examples of each resource that they found and create a class list of examples of natural resources. Students record the experience in their science notebooks. Cues, Questions, and Advanced Organizers

Graphic Organizers

Rocks

Soil

Pathway

Garden

Around the pond

Soccer field

Using Interactive Writing, record three or more sentences about natural resources. Ask the students to raise their hand and contribute ideas

of activities they did or concepts they learned today. As each child states his or her idea, print the idea in a full

sentence on the chart using the black marker. As you print, emphasize beginning sounds, asking for

help from the students. Ask for ending sounds when appropriate. Print three or more student generated ideas relating to

the day's events. When complete, read aloud together, stressing the

concepts of reading from left to right, beginning at the top of the page. Read slowly, emphasizing each beginning sound to help

the students recall the next word in the sentence. When finished reading, use the different colored markers

to circle or highlight high frequency words.







Use the enVision Math Online Digital System Science Leveled Readers https://www.pearsonsuccessnet.com/snpapp/login/login.jsp Earth’s Resources Earth: How can I Help?

Use music, literature connections and video clips to expand student understanding of these concepts. Students can listen to the following music for reinforcement of the concept: Dirt Made My Lunch – Banana Slug String Band https://www5.cruzio.com/w5a146/prds0708.html#dirtlunch

Assessment Connections

Students identify different types of natural resources and how they are used everyday.. Formative Assessment 2.1 – Earth Materials (English) Formative Assessment 2.1 – Earth Materials (Spanish)

Resources

Videos United Streaming: Username and password provided by Library Services http://streaming.discoveryeducation.com Rocks: The Solid Earth Materials, Number One Brainpopjr.com- Soil Getting to Know Soil Soil Properties and Types

Instruction Teacher Professional Development Resources: Collecting Data and Drawing Upon Resources Processing for Meaning

During Inquiry http://goo.gl/1qpLL Teacher Professional Development Resources: The Science of Teaching Science: Special Considerations

http://goo.gl/xfieP 5E Model of Instruction http://www.houstonisd.org/Curriculum/Home/HAPG%20Resources/5E_Model.pdf Use FOSS – Pebbles, Sand, and Silt kit to expand student understanding of soil as an earth material. Contact the

Science Materials Resource Center at 713-726-2219.Teachers must have attended training to check out kits. Baylor College of Medicine Teacher Resources: http://superstaar.org/ AIMS Primarily Earth has good earth science activities:http://store.aimsedu.org/aims_store/books/primarily-earth.html Sand sculptures: http://crafts.kaboose.com/sand-sculpture.html Houston ISD Science Resources: Useful websites, usernames, and passwords: http://goo.gl/vJXS7 Sand sculptures: http://www.ehow.com/how_2165518_sandsculpture.html

Equipment Eye Droppers: http://www.delta-education.com/productdetail.aspx?Collection=Y&prodID=1557&menuID),


https://www.pearsonsuccessnet.com/snpapp/login/login.jsp

https://www5.cruzio.com/w5a146/prds0708.html#dirtlunc


http://player.discoveryeducation.com/index.cfm?guidAssetId=B51CD8CA-EC96-4983-B9F0-22B99275BBB7&blnFromSearch=1&productcode=US


http://www.brainpopjr.com/science/land/soil/

http://player.discoveryeducation.com/index.cfm?guidAssetId=7C82C6A8-CD1A-43B6-BA75-2B64948473DC

http://player.discoveryeducation.com/index.cfm?guidAssetId=925C25E0-2D64-4EEC-B2E7-C94C1AA4A255

http://goo.gl/1qpLL

http://goo.gl/xfieP

http://www.houstonisd.org/Curriculum/Home/HAPG%20Resources/5E_Model.pdf



http://crafts.kaboose.com/sand-sculpture.html

http://goo.gl/vJXS7

http://www.ehow.com/how_2165518_sandsculpture.html






Resources

Literature enVision Math Online Digital System Science Leveled Readers: https://www.pearsonsuccessnet.com/snpapp/login/login.jsp Earth’s Resources Earth: How can I Help?

Houston Public Library or the local bookstore has these and other titles available: Yuck! Icky, Sticky, Gross Stuff in Your Garden by Pam Rosenberg Soil by Sally M. Walker Super Science Projects About Earth’s Soil and Water by Robert Gardner Sand and Soil: Earth’s Building Blocks by Beth Gurney Rocks and Soil by Terry Jennings Science Fun with Mud and Dirt by Rose Wyler Earth’s Resources by Alfred Smuskiewicz Dirt: The Scoop on Soil by Natalie Rosinsky Dirt by Steve Tomecek McGraw Hill Science Textbook, Pages 193-216,207B, 215B,TR120.

Music Dirt Made My Lunch – Banana Slug String Band https://www5.cruzio.com/w5a146/prds0708.html#dirtlunch

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp

https://www5.cruzio.com/w5a146/prds0708.html#dirtlunc

Student Name: ___________________________ Formative Assessment 2.1

What is it we want all students to learn? Science Grade 1 Objectives: Science 1.7A, 1.7C

© Houston ISD – Curriculum 2011 – 2012

Page 1 of 4

Earth Materials

Give each student an earth material such as rocks or soil and have them describe the properties of the object using four of their five senses.

Earth material being observed __________________

Sense used to observe the earth

material Make a list of properties that describe the earth material.




Page 2 of 4

Select Response Instructions 1. Read the question to the students. 2. Have the student circle the correct answer.

1. Students perform an investigation by rubbing two rocks together. Circle the safety equipment they should use during this investigation.

3. Use the chart below to compare soil and rocks.

2.

Hand lenses –

A. make objects appear larger

B.

protect your eyes

C.

make objects appear smaller




Page 3 of 4

Make a list of how rocks and soil

are the same. Make a list of how rocks and soil

are different.

4. Circle the sentences that are true. Mark a line through the

sentences that are false.

People use rocks to build fireplaces.

People use rocks to wash their car.

People place gravel in the bottom of a fish tank.

Some paths in the park near my house are made from rocks.

Some people put pebbles in a flower bed to keep weeds from growing.

People put pebbles under a mattress to make it a soft place to sleep.




Page 4 of 4

5.

Soil is an important natural resource because –

A.

plants need soil to grow

B.

cars need soil to run

C.

clothes are made from soil

6.

Clay is a natural earth material that –

A.

is made of large rocks and sticks

B.

is used to make clothes and shoes

C.

can be molded into shapes when wet

Nombre: ___________________________________ Objetivo de aprendizaje 2.1

¿Que deseamos que aprendan los estudiantes? Ciencias Grado 1 Objetivos: Ciencias 1.7A, 1.7C


Página 1 de 4

Materiales de la Tierra

Déle a cada estudiante un material terrestre como rocas o suelo y hágalos describir las propiedades de los objetos usando 4 de sus 5 sentidos.

Material terrestre observado __________________

Sentido usado para observar el

material Haz una lista de propiedades que

describan el material.




Página 2 de 4

Instrucciones 1. Lea la pregunta a los estudiantes. 2. Indique a los estudiantes circular la respuesta correcta.

1. Los estudiantes llevan a cabo una investigación frotando dos rocas

juntas. Circula el equipo de seguridad que deberían usar durante la investigación.

2.

Lupas –

A. hacen aparecer a los objetos más grandes

B.

protegen tus ojos

C.

hacen aparecer a los objetos más pequeños




Página 3 de 4

3. Usa la cartilla de abajo para comparar el suelo y las rocas. Haz una lista de en que se

parecen el suelo y las rocas. Haz una lista de en que son

diferentes el suelo y las rocas.

4. Circula las oraciones que son verdaderas. Marca con una línea las oraciones que son falsas. Las personas usan rocas para construir chimeneas. Las personas usan rocas para lavar sus carros. Las personas colocan grava en el fondo de una pecera. Algunos senderos del parque son hechos de rocas. Algunas personas ponen piedras pequeñas en los jardines para

evitar que crezca la mala hierba. Las personas colocan piedras pequeñas debajo de su colchón

para que sea más suave al dormir.




Página 4 de 4

5.

El suelo es un importante recurso natural porque –

A.

las plantas necesitan el suelo para crecer

B.

los autos necesitan el suelo para correr

C.

la ropa está hecha de suelo (tierra)

6.

La arcilla es un material natural que –

A.

está hecho de grandes rocas y palos de madera

B.

es usado para hacer ropa y zapatos

C.

puede ser moldeado en diferentes formas cuando está mojado




© Houston ISD Curriculum

2011 – 2012

Page 1 of 6

Unit Planning Guide User Information

Unit 2.2 Water Lesson Set: Water

7 45-minute lessons


SCI.1.7B Identify and describe a variety of natural sources of water, including streams, lakes, and oceans. SCI.1.7C Gather evidence of how rocks, soil, and water help to make useful products.

English Language Proficiency Standards College and Career Readiness Standards


ELPS C.4c Develop basic sight vocabularies, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.

ELPS C.4g Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.

ELPS C.4f Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.

CCRS 1.C1 Collaborate on joint projects. CCRS 1.C2 Understand and apply safe procedures in

the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.


CCRS 9.A3 Possess a scientific understanding of the history of Earth’s systems.

CCRS 9.A4 Utilize the tools scientists use to study and understand the Earth’s systems.

CCRS 1.E1 Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.


The student understands that water is a natural earth material that has a variety of natural sources including streams, lakes and oceans.

The student understands that water helps to make useful products. 1. What are some common sources of water? 2. Do we have an endless supply of fresh water on Earth? 3. What kind of water do we find in oceans? 4. Can we drink salty ocean water? 5. What sources contain fresh water? 6. How do we use water in our daily lives?


Prerequisites for Students SCI.PK.VI.C.1.K.7B, K.7C In previous grade levels, students observe and describe properties of water. In grade 1, students describe properties of water and identify natural sources of water, including streams, lakes, and oceans. Background Knowledge for Teacher Water is an important natural resource. Natural sources of water include lakes, rivers, ponds, streams, oceans and water wells. If possible take students on a field trip to observe a pond.

Student Activity Give each student a clear plastic cup. Have each student pour a small amount of fresh, clean water into the cup. Have students draw a picture of the cup of water in their science notebook. As a whole group make a list of words that describe the water using all five senses, including taste. Add water to the picture word wall. Have students brainstorm with a partner to answer the following question: “Why is water important?”

Give each group an opportunity to share their answers with







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globe land water

model lake stream ocean

Instructional Accommodations for Diverse Learners Differentiated Instruction English-Language Learners: English-language learners benefit from verbal interaction in low-anxiety, casual situations (such as small groups). Simple lesson accommodations can help students be successful. Break down a task into comprehensible parts. Modify assignments for students who are still at early stages of English language acquisition. Permit students to draw pictures instead of answering in words to inquiring questions. This unit will provide English-language learners the opportunity to explore their environment through the use and understanding of their senses. Pair students so that common vernacular language may be used in the appropriate context. When discussing a Frayer Model consider the following ELL/struggling readers’ modifications: Model and provide ELL student friendly definition, native language support, and mixed-ability partners. Special Needs: Depending on the special needs of individual learners, reinforcement of the instructional concept may be conducted various technology programs that are adaptive to the needs of the student and are available as part of the student’s Individualized Educational Plan (IEP). Students may use computer technology to assist in identifying water sources and creating illustrations. Advanced Academics: For students who have mastered the skills targeted in the lesson, consider expanding the selection of suggested reading, research, or offering open-ended tasks that allow them to demonstrate skills outside the lesson focus. Have students identify and illustrate three examples of water sources. Further information regarding resources and strategies to be utilized in the classroom may be viewed at the following websites: Teacher Professional Development Resources: Eliciting Students’ Prior Knowledge http://www.learner.org/workshops/science/?pop=yes&pid=1017# Exploring Problem-Centered Learning with Students www.learner.org/vod/asx/utexas/Case_Studies_in_Science_Education_22.asx

the whole group. Accept all reasonable answers. Record some of the answers on chart paper. Cues, Questions, and Advanced Organizers

Graphic Organizers

Why is water important?

Have students create a class book describing the importance of water. Each group of 2 students should draw a picture and write 1 or 2 sentences describing how they use water. Tell the students they are going to play a game to learn more about the natural resources that can be found on our planet earth. This game is called What’s on the Earth? and is best played with a plastic beach ball globe. Explain that a globe is a very small model of our planet Earth. Show students on the globe where Texas is located and then show them the small area that represents Houston. Explain that the blue colored areas on the globe show where the water is located and the other colors show where the land is located. With the children in a circle, throw the ball to one of the students. When they catch it, have them look at where their right thumb is on the globe. Ask them if their thumb is covering water or land. Make a tally mark on a simple T-chart with two columns, land and water. Keep throwing the globe to different students and tally the results. Evaluate the results of this game. Ask the students the following questions: Is the Earth mostly land or water? (water) Where is most of the water located? (oceans). Can we drink the water found in the ocean? (no, it is salt

water) Visit this site for a beach ball globe: http://www.deltaeducation.com/productdetail.aspx?Collection=N&prodID=6118

http://www.learner.org/workshops/science/?pop=yes&pid=1017


http://www.learner.org/vod/asx/utexas/Case_Studies_in_Science_Education_22.asx


http://www.deltaeducation.com/productdetail.aspx?Collection=N&prodID=6118






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Baylor College of Medicine Teacher Resources: http://superstaar.org/ Houston ISD Science Resources: Use websites, usernames, and passwords: http://goo.gl/vJXS7

Nonlinguistic Representation Add pertinent tools and science vocabulary to the picture/word wall. Include the science definition with each word. Cues, Questions, and Advanced Organizers

Graphic Organizers Use tally marks to record how many times a student’s thumb touches the water or land.

Water

Land

IIII

I

Have students brainstorm with a partner areas in which we find fresh water (not salt water) such as lakes and streams. Make a class list of natural sources of water including lakes, streams, ponds, rivers. Use videos from United Streaming: Username and Password provided by Library Services http://streaming.discoveryeducation.com to show students lakes, streams, oceans and rivers. Water: A First Look – second segment Lakes Let's Explore: Down by the Water

Make a poster of different natural sources of water. Divide students into groups. Assign each group a source of water

Globe- model of the Earth


http://goo.gl/vJXS7


http://player.discoveryeducation.com/index.cfm?guidAssetId=5660F42F-3E5D-483F-99B7-B0EEED2AEB60&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=AA868430-A2DE-4B30-A482-1323DD5D411D&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=DBD1726D-E998-4278-9A7E-F4DD07FD8FE7&blnFromSearch=1&productcode=US





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such as “lake”. Have students write 2-3 sentences to describe their natural sources of water and include an illustration. Have students read aloud the sentences written by each group of students. Cues, Questions, and Advanced Organizers

Graphic Organizers Sample Poster

Lake A lake is a body of fresh water surrounded by land. Some lakes are filled with salt water.

Take a walking field trip to identify areas where we find water at school. List examples of water being used around the school. Have students identify a use of water and record the information on a chart in their science notebook. After returning to the classroom, allow children time to share examples of their observations.

Where do we find water at school?

Pond

Water hose

Drinking water

How Do We Use Water at School?

To keep ourselves clean

To keep our school clean

For eating or drinking

For plants or animal growth

Water in sink for washing hands

Cleaning tables in cafeteria

Water Faucet

Sprinklers watering lawn

Water in toilet

Mopping floor

Water in Jell-O

Water in our aquarium

Use the Think-Pair-Share strategy to discuss with a small group what would happen if the water was turned off






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at school or home. Share out with the whole group what their group discussed. Cooperative Learning

Think-Pair-Share This strategy allows students time to think and to

receive feedback: Give each student a minute to think about their

observations. Have students pair up for another minute and tell each

other their observations. Randomly call on a few students to share their thoughts

with the class. Use the Think-Aloud strategy using one of the following stories to review content. Ask pairs of students to summarize and re-tell the story to each other. I Am Water by Jean Marzollo Follow the Water From Brook to Ocean by Arthur Dorros Save Water by Kay Barnham Running Water: Our Most Precious Resource by Louise Spilsbury Super Science Projects About Earth’s Soil Water by Robert Gardner

Think Aloud

The think aloud strategy helps readers think about how they make meaning from texts. As students read/review texts, they pause to think about connections they are making, images they are creating, and problems they might be experiencing. The “oral thinking” is a metacognitive practice that builds reading independence. Think Aloud Stems Samples • Visualize – I imagine…. • Prediction – I wonder … • Connection – This reminds me of… Use the DSM Kit: Investigating Water to further investigate water. Contact the Science Materials Resource Center at 713-726-2219. Teachers must have attended training to check out kits. Extend content by having students reference their textbook McGraw-Hill Science Textbook p. 194-201.

Have students view the following video clip from brainpop.com: (username: houstonisd; password: rockets Oceans Read to students one of the following literature resources found at the Houston Public Library: A Drop of Water by Gordon Morrison Water: Up, Down, and all Around By Natalie M. Rosinsky The Water Cycle by Bobbie Kalman & Rebecca Sjonger


http://www.brainpop.com/science/weather/clouds/

http://www.brainpop.com/science/earthsystem/oceans/





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Use McGraw-Hill Science Textbook p. 194-201 to reinforce the concept of water as a natural resource.


Students identify the components of the water cycle. Formative Assessment 1.2– Water is a Natural Resource (English) Formative Assessment 1.2– Water is a Natural Resource (Spanish)

Resources

Videos United Streaming: Username and password provided by Library Services http://streaming.discoveryeducation.com Water: A First Look – second segment Lakes Let's Explore: Down by the Water

brainpop.com: (username: houstonisd; password: rockets) Oceans

Instruction Teacher Professional Development Resources:

Eliciting Students’ Prior Knowledge http://www.learner.org/workshops/science/?pop=yes&pid=1017# Exploring Problem-Centered Learning with Students

www.learner.org/vod/asx/utexas/Case_Studies_in_Science_Education_22.asx DSM Kit: Investigating Water to further investigate water. Contact the Science Materials Resource Center at 713-726-2219. Teachers must have attended training to check out kits. Baylor College of Medicine Teacher Resources: http://superstaar.org/ Houston ISD Science Resources: Useful websites, usernames, and passwords: http://goo.gl/vJXS7

Equipment: Beach ball globe: http://www.deltaeducation.com/productdetail.aspx?Collection=N&prodID=6118 Literature Houston Public Library or the local bookstore has these and other titles available: I Am Water by Jean Marzollo Follow the Water From Brook to Ocean by Arthur Dorros Save Water by Kay Barnham Running Water: Our Most Precious Resource by Louise Spilsbury Super Science Projects About Earth’s Soil Water by Robert Gardner A Drop of Water by Gordon Morrison Water: Up, Down, and all Around By Natalie M. Rosinsky The Water Cycle by Bobbie Kalman & Rebecca Sjonger McGraw-Hill Science Textbook p. 194-201



http://player.discoveryeducation.com/index.cfm?guidAssetId=AA868430-A2DE-4B30-A482-1323DD5D411D&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=DBD1726D-E998-4278-9A7E-F4DD07FD8FE7&blnFromSearch=1&productcode=US


http://www.brainpop.com/science/earthsystem/oceans/




http://goo.gl/vJXS7


Student Name: __________________________ Formative Assessment 2.2

What is it we want all students to learn? Science Grade 1 Objectives: Science 1.7B, 1.7C

© Houston ISD – Curriculum 2011-2012

Page 1 of 1

Water is a Natural Resource 1. List 3 natural sources of water.

2. List 3 ways people use water in their day to day life.

3. List 3 animals that need water to survive and grow.

4. Where is most of the water found on Earth?

5. Can we drink water found in ocean? Why or why not?

Nombre: _____________________________________ Objetivo de aprendizaje 2.2

¿Qué deseamos que aprendan los estudiantes? Ciencias Grado 1 Objetivo: Ciencias 1.7B, 1.7C


Página 1 de 1

El agua es un recurso natural

1. Indica 3 fuentes naturales del agua. 2. Indica 3 maneras en que las personas usan el agua todos los días. 3. Indica 3 animales que necesiten agua para vivir. 4. ¿Dónde se encuentra la mayor parte del agua en la Tierra? 5. ¿Podemos tomar agua del océano? ¿Por qué sí o por qué no?





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Unit 2.3 Patterns of Change Lesson Set: Patterns of Change

13 45-minute lessons


SCI.1.3C Describe what scientists do. SCI.1.3B Make predictions based on observable patterns.

SCI.1.8A Record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy. SCI.1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun. SCI.1.8C Identify characteristics of the seasons of the year and day and night; and SCI.1.8D Demonstrate that air is all around us and observe that wind is moving air.




ELPS C.3e Share information in cooperative learning interactions.




CCRS 1.D3 Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.


CCRS 1.E2 Use essential vocabulary of the discipline being studied.

CCRS 2.A4 Use proportional reasoning to solve problems.

CCRS 2.F1 Select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.


The student understands that patterns of change occur in weather, from day to day and seasons. The student understands that change in cloud formations can help predict the type of weather.

1. What senses do we use to observe changes in weather conditions? 2. What are the four seasons? 3. How does weather change from day to day? 4. What does a meteorologist do?


Prerequisites for Students SCI.PK.VI.C.3, K.8A, K.8B In grade K students observe and describe weather changes. In grade 1, students continue to make observations and keep a record of weather patterns and temperatures.

Student Activity Use literature to elicit student‟s prior knowledge to make a connection to weather using the following resources: Watching the Wind & Watching the Weather by Edana

Eckart Cloudy Days, Sunny Days, Cold Days, Hot Days, Windy







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Background Knowledge for Teacher Students will continue to record information in their science notebooks throughout this unit. Changes in weather may be observed using the 5 senses and demonstration thermometers. 1

st graders are not required to read a

thermometer in degrees Celsius. They are only observing the change in the level of the red liquid in the thermometer. Temperature changes will be observed along with changes in the appearance of clouds. The students will observe and graph cloudy, partly cloudy, windy, rainy, snowy and sunny weather conditions. A meteorologist is a scientist who studies weather conditions. Weather is the condition of the atmosphere or more simply - what the air is doing outside. It can change from day to day. Weather includes temperature, wind, cloud cover, and precipitation. Precipitation includes rain, snow, sleet, and hail. Weather patterns change as the seasons change. The students will identify and record the changes they observe in seasons and predict what weather patterns will occur in each season.


change patterns relative clear cloudy calm season star

weather cloud rain wind rain gauge Meteorologist temperature rain ice characteristic Sun

Instructional Accommodations for Diverse Learners Differentiated Instruction English-Language Learners: English-language learners benefit from verbal interaction in low-anxiety, casual situations (such as small groups). Simple lesson accommodations can help students be successful. Remember to employ gestures for added emphasis as well as adjusting your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax. Special Needs: Depending on the special needs of individual learners, reinforcement of the instructional concept may be conducted in various methods. Ensure that the student‟s Individualized Educational Plan (IEP) is met. One method is to make sure that instructional materials can

Days, Rainy Days all by Jennifer S. Burke Weather by Justin Martin Blizzards by Eric Charlesworth Lightning by Jeff Bauer

Word Walls. Make a list and draw the weather words that help describe weather conditions in their science notebooks.

Science Notebooking Continue to model the class expectation for Science Notebooking. Use of a science notebook should be consistent throughout the year in science. Consider which science lab notebook format will work best for your class. Examples include: Composition books with lines/drawing space. Folders with pockets and brads to add pages. Stapled paper with a student-designed cover.

Model „how to‟ draw and write in a science notebook. At this early stage in the year, expect more pictorial responses. Examples of notebooking can be viewed at the following website: www.sciencenotebooks.org Begin a discussion about the weather by asking students what they wore to school today. Record how many students wore a coat, long sleeves, long pants, shorts, short sleeves, etc. on a class chart. Continue a discussion about why they chose to wear certain things to school today. Inform students that they will begin to learn about weather.


http://www.sciencenotebooks.org/





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be available in text form on the World Wide Web. Also, when teaching, state objectives, review previous lessons and summarize periodically. Chunk the amount of work in time segments that students can perform successfully on. Advanced Academics: For students, who have mastered the skills targeted in the lesson, consider expanding the selection of suggested reading, research, or offering open-ended tasks that allow them to demonstrate skills outside the lesson focus. Ask students open-ended questions regarding implications of temperature in their lives. Provide students with a menu of activities that they may choose from. This menu can be adapted for all different learning needs. Students may be given the choice to complete one, two, or three menu items according to their instructional needs. Further information regarding resources and strategies to be utilized in the classroom may be viewed at the following websites: Teacher Professional Development Resources: Davidson Institute for Talent Development- http://www.davidsongifted.org/db/Articles_id_10331.aspx Creating a Context for Learning: Observing Phenomena http://www.learner.org/workshops/science/# Baylor College of Medicine Teacher Resources:


Houston ISD Science Resources: Useful websites, usernames, and passwords: http://goo.gl/vJXS7


Long

sleeved shirt

Short sleeved

shirt

Long pants

Short pants

Skirt Jacket or sweater

Hat

Ask the students what they know about the word “weather”. Use the KWL strategy to organize information. Return to the KWL chart at the end of this lesson to fill out the Learned section of the chart. Summarizing and Note-Taking

KWL Chart (What I Know – What I wonder – want I Learned)

Weather

Know Wonder Learned

Draw student‟s attention back to the “What am I Wearing Today?” chart. Ask how the weather affects what they wear to school

each day. Ask what kind of weather we have in Houston. Make a list of weather words that help describe our

weather and add to the class picture word wall.

Keep a weather calendar as a class. Place a weather symbol by the date on the classroom calendar each day. At the end of every month, create a simple graph totaling how many of each type of weather days occurred. Introduce measuring temperature as part of observing weather. The red liquid in the thermometer will rise if it is hot or warm and decrease if it is cool or cold. Take students outside and ask them to describe the current weather. Have them to write and draw their observations in their science notebooks.

http://www.davidsongifted.org/db/Articles_id_10331.aspx

http://www.learner.org/workshops/science/


http://goo.gl/vJXS7





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Ask students what we can do to stay informed about what the weather will be like from day to day. Guide students to think about their parents watching the weather forecast on TV. Tell them the person that they watch on the news is called meteorologist. A meteorologist is a scientist who studies weather conditions. As a homework assignment, have students ask their parents if they can watch the weather forecast that evening at home. The next day at school show students a prerecorded weather segment of the news or pull it up on the internet from the following websites: www.weather.com or http://houston.justweather.com/ Discuss why it is important to know what the weather will be like from day to day. Have a box of clothes for all types of weather. (Examples: mittens, rain boots, umbrella, coat, windbreaker, shorts, swimsuit, sandals, boots, etc). Have students select items to match the weather described. What should you wear on a cool day? What might you wear on a cold day? What might you wear on a hot day? What might you wear on a rainy day?

The class can set up a rain gauge outside. A simple graduated cylinder will measure the amount of rainfall or rain gauges may be purchased. Have children keep a simple record of rainfall in their notebook or as a class chart. Make a graph of rainy days each month. A rain gauge can be found here: http://www.delta-education.com/productdetail.aspx?Collection=N&prodID=2043 Provide students with several experiences to observe wind speed and direction. Create pinwheels to informally observe wind speed. Use bubbles outside to help determine the wind speed and direction. Add rain gauge, thermometer and pinwheel to the picture word wall.

http://www.weather.com/

http://houston.justweather.com/

http://www.delta-education.com/productdetail.aspx?Collection=N&prodID=2043







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Rain Gauge-graduated cylinder used to measure the amount of rainfall per day.

Pinwheel-used to measure wind speed Simple pinwheel pattern and directions: http://www.janbrett.com/piggybacks/piggybacks_the_hat_pinact.htm

Thermometer-tool used to measure how hot or cold the air is.

For more activities on the student of weather see the following website: http://www.aimsedu.org/Activities/primary.html Primarily Weather- Watching the Weather Additional Homemade Weather Tools: http://www.miamisci.org/hurricane/weathertools.html Give each pair of students a book from the list of literature connections such as Watching the Weather by Edana Eckart or Weather! by Justin Martin. Keep in mind the students‟ reading levels. Have students partner read the books aloud to each other and discuss the story. Using a summary frame, make a class book of activities appropriate for different types of weather.

Summary Frames A series of questions/stems designed to highlight important elements to produce a summary. When it is _____________, I can ___________.

http://www.janbrett.com/piggybacks/piggybacks_the_hat_pinact.htm


http://www.aimsedu.org/Activities/primary.html

http://cp.astate.edu/neapartnership/Labs/WatchingWeather(K-3).pdf

http://www.miamisci.org/hurricane/weathertools.html






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Examples: When it is rainy, I can jump in puddles. When it is hot, I can go swimming. Create a class bulletin board to display pictures of different weather conditions. The concept bulletin board is used to reinforce the concepts taught with using illustrations and appropriate vocabulary. Invite a local television meteorologist to come speak to the class. Take a class field trip to the Children‟s Museum of Houston or the Houston Museum of Natural Science to explore the weather exhibit. Use a website such as Dress the Bear for your students to practice with this concept from FOSS Dress the Bear: http://www.fossweb.com/modulesK- 2/AirandWeather/activities/whatstheweather.html Dress the Bear Interactive Activity Use music such as from Science Songs –Ron Brown http://www.cdbaby.com/cd/brownron to enhance learning comprehension. Seasons Introduce the four seasons; spring, summer, fall, and winter. Watch a short video to describe the differences in the four seasons using United Streaming. Record changes on a graphic organizer as they are observed throughout the video: Username and password provided by Library Services http://streaming.discoveryeducation.com Weather: A first look The Four Seasons Magical Mother Nature: The Four Seasons

Discuss with students how the seasons occur in a pattern and at the same time each year. Have them identify major differences in the weather patterns of each season. Discuss how Texas weather does not experience drastic

http://www.cmhouston.org/


http://www.hmns.org/

http://www.fossweb.com/modulesK-%202/AirandWeather/activities/whatstheweather.html


http://www.cdbaby.com/cd/brownron



http://player.discoveryeducation.com/index.cfm?guidAssetId=449DC89A-FE1F-4AA5-B319-4532E77D8CBA&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=333BED24-C0CB-4CF5-BD56-32B183CB73AE&blnFromSearch=1&productcode=US





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differences in the seasons. However we will notice that there are differences in the temperature of each season. Ask students if they have lived in places where it snows. Ask students if they have lived in places where they have experienced the leaves changing in the area. Show students pictures of trees in certain areas that experience drastic differences in the seasons. Ask students what season they think comes next. Discuss how each season occurs in a pattern over and over each year: Spring – Summer-Fall- Winter-Spring-Summer-Fall- Winter. Choose a tree outside on the school yard and record the changes it goes through over time by taking digital photographs and displaying them in the classroom. Compare the tree to an evergreen tree and note the differences as the year progresses.

Class Photo Story Take digital photographs of a tree as it changes with the seasons to create a class photo story.

http://www.netaxs.com/~mhmyers/cdjpgs/seasons.jpg

Use literature connections to extend content knowledge: The Reason for Seasons by Gail Gibbons A Tree For all Seasons by Robin Bernard Seasons of the Year by Margaret Hall

Use the textbook as a resource to enhance student learning: McGraw-Hill Science Textbook p70-75, p22-27 Reinforce the concept by having students view the following video from Brainpop.com. (username: houstonisd, password: rockets) Temperature Seasons

Have students read the following envision Math Online Digital System Science Leveled Readers: https://www.pearsonsuccessnet.com

http://www.netaxs.com/~mhmyers/cdjpgs/seasons.jpg

http://www.brainpop.com/


http://www.brainpopjr.com/science/weather/seasons/

https://www.pearsonsuccessnet.com/





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What Is Weather: http://www.pearsonsuccessnet.com/snpapp/iText/products/leveledreaders/0-328-13752-9.pdf


Students identify elements of the weather and seasonal changes. Formative Assessment 2.3-Weather and Seasonal Changes (English) Formative Assessment 2.3-Weather and Seasonal Changes (Spanish)

Resources

Videos United Streaming: Username and password provided by Library Services http://streaming.discoveryeducation.com Weather: A first look The Four Seasons Magical Mother Nature: The Four Seasons

Brainpop.com. (username: houstonisd, password: rockets) Temperature Seasons

Instruction Teacher Professional Development Resources: Davidson Institute for Talent Development-

http://www.davidsongifted.org/db/Articles_id_10331.aspx Creating a Context for Learning: Observing Phenomena http://www.learner.org/workshops/science/# Science notebooks: www.sciencenotebooks.org Weather: www.weather.com Houston Weather: http://houston.justweather.com/ Simple pinwheel pattern and directions: http://www.janbrett.com/piggybacks/piggybacks_the_hat_pinact.htm AIMS: http://www.aimsedu.org/Activities/primary.html Primarily Weather- Watching the Weather Homemade Weather Tools: http://www.miamisci.org/hurricane/weathertools.html Children‟s Museum of Houston Houston Museum of Natural Science Dress the Bear: http://www.fossweb.com/modulesK- 2/AirandWeather/activities/whatstheweather.html Ron Brown Music: http://www.cdbaby.com/cd/brownron Baylor College of Medicine Teacher Resources: http://superstaar.org/ Houston ISD Science Resources: Useful websites, usernames, and passwords: http://goo.gl/vJXS7

Equipment Rain Gauge: http://www.delta-education.com/productdetail.aspx?Collection=N&prodID=2043 Literature Houston Public Library has these and other titles available:

Watching the Wind & Watching the Weather by Edana Eckart Cloudy Days, Sunny Days, Cold Days, Hot Days, Windy

Days, Rainy Days all by Jennifer S. Burke Weather by Justin Martin Blizzards by Eric Charlesworth Lightning by Jeff Bauer The Reason for Seasons by Gail Gibbons A Tree For all Seasons by Robin Bernard Seasons of the Year by Margaret Hall

envision Math Online Digital System Science Leveled Readers: https://www.pearsonsuccessnet.com What Is Weather: http://www.pearsonsuccessnet.com/snpapp/iText/products/leveledreaders/0-328-13752-9.pdf

http://www.pearsonsuccessnet.com/snpapp/iText/products/leveledreaders/0-328-13752-9.pdf




http://player.discoveryeducation.com/index.cfm?guidAssetId=449DC89A-FE1F-4AA5-B319-4532E77D8CBA&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=333BED24-C0CB-4CF5-BD56-32B183CB73AE&blnFromSearch=1&productcode=US

http://www.brainpop.com/


http://www.brainpopjr.com/science/weather/seasons/

http://www.davidsongifted.org/db/Articles_id_10331.aspx


http://www.sciencenotebooks.org/

http://www.weather.com/

http://houston.justweather.com/


http://www.aimsedu.org/Activities/primary.html

http://cp.astate.edu/neapartnership/Labs/WatchingWeather(K-3).pdf

http://www.miamisci.org/hurricane/weathertools.html


http://www.hmns.org/


http://www.cdbaby.com/cd/brownron


http://goo.gl/vJXS7


https://www.pearsonsuccessnet.com/


Student Name: _______________________________ Formative Assessment 2.3

What is it we want all students to learn? Science Grade 1 Objectives: Science 1.8A, 1.8B

© Houston ISD – Curriculum 2011 - 2012

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Weather and Seasonal Changes

1. The pictures below show the same tree at different times of the year. Which drawing shows the tree during winter?




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These pictures show the seasons changing from –

spring to summer

summer to fall

fall to winter

winter to spring

2

A

B

C

D




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5 Day Weather Forecast Sunday Monday Tuesday Wednesday Thursday

The meteorologist forecasted the weather for the week. Which day will be the best day to go swimming?

Sunday

Monday

Tuesday

Thursday

3

A

B

C

D

On a rainy day you might need –

an umbrella

a shovel

a thermometer

sunglasses

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A

B

C

D


¿Qué deseamos que aprendan los estudiantes? Ciencias Grado 1 Objetivo: Ciencias 1.8A, 1.8B


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El tiempo y los cambios estacionales

1. Las fotos de abajo muestran al mismo árbol en diferentes estaciones del año. ¿Cuál de los dibujos muestra el árbol en invierno?




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Estos dibujos muestran las estaciones cambiando de

primavera a verano

verano a otoño

otoño a invierno

invierno a primavera

2

A

B

C

D




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Pronóstico del tiempo en 5 días Domingo Lunes Martes Miércoles Jueves

El meteorólogo pronosticó el estado del tiempo para la semana. ¿Cuál será el mejor día para ir a nadar?

Domingo

Lunes

Martes

Jueves

3

A

B

C

D

En un día lluvioso, necesitarías –

un paraguas

una pala

un termómetro

lentes para el sol

4

A

B

C

D





2011 – 2012

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Unit 2.4 Objects in the Sky Lesson Set: Objects in the Sky

6 45-minute lessons


SCI.1.3B Make predictions based on observable patterns. SCI.1.8B Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun.


ELPS C.1a Use prior knowledge and experiences to understand meanings in English.



ELPS C.4c Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.

ELPS C.4g Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.




CCRS 1.E2 Use essential vocabulary of the discipline being studied.

CCRS 2.A4 Use proportional reasoning to solve problems.


The students will understand that changes occur in the appearance of objects in the sky, including the sun and the moon. 1. What do you observe in the night sky? 2. What objects do you observe in the sky during the day? 3. What objects do you observe in the night sky? 4. What pattern occurs over and over again every month as we observe the moon?


Prerequisites for Students

SCI.PK.VI.C.2, K.8B, K.8C In previous years students observe, describe, and illustrate objects in the sky. In grade 1 students observe and record changes in the appearance of objects in the sky. Background Knowledge for Teacher The sun is one of the most important objects observed in the sky. The sun provides light and heat energy for the Earth. The Earth is one of 8 planets in our solar system. The Earth has one moon that travels around it. The moon appears to change as it travels around the Earth. The moon appears to go through many changes as it travels around the Earth. These changes are called phases. 1

st grade

students will be introduced to the four basic phases but do not have to memorize them. Emphasize that this pattern occurs over and over

Student Activity Have students use the Think-Pair-Share strategy to create a list of objects in the sky. Guide students to include clouds, the moon, the sun and stars on the list. Guide them to include things they observe in the night sky and in the sky during the day.

Think-Pair-Share This strategy allows students time to think and to receive feedback: Give each student a minute to think about their

observations. Have students pair up for another minute and tell each

other their observations. Randomly call on a few students to share their thoughts

with the class.







2011 – 2012

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again every month. The “New Moon” occurs when the dark portion of the moon is facing the Earth. The moon is not reflecting any light from the Sun and it is not visible from Earth. The “First Quarter” and “Last Quarter” moon occurs when only half of the moon is reflecting light from the Sun. We only see half of it from Earth. The “Full Moon” occurs because the surface of the Moon facing the Earth is reflecting the light from the Sun and is fully visible. Further information about the moon can be accessed using this website: Teacher Background: http://www.lpi.usra.edu/education/skytellers/moon_phases/about.shtml Four basic phases of the Moon:

New Moon – The dark portion of the moon is facing the Earth, so the moon is not visible

First Quarter (Crescent Moon) – Only half of the moon is visible.

Full Moon – The moon is fully visible.

Last Quarter (Crescent Moon) – Only half of the moon is visible.

The Sun Introduce the sun as one of the most important objects in the sky. Tell students that the sun provides light and heat energy to our planet Earth. Read the NASA print out book “My Very Own Star: the Sun” to reinforce the importance of the sun. NASA Children’s book Our Very Own Star: the Sun http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Our_Very_Own_Star_The_Sun.html Additional NASA electronic literature stories- http://stargazers.gsfc.nasa.gov/pdf/products/books/Sun_booklet_English.htm Further information can be obtained using the following NASA Websites: http://www.nasa.gov/worldbook/moon_worldbook.html http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/moon.html Take students out to the playground to observe the sun. Safety Warning: Remind students that they should never look directly at the sun. Looking directly at the sun can cause damage to the eye. Inform students that they will observe the sun every day. Instruct students to observe if the sun is shining brightly or if it is covered by clouds. Read the story Sun up, Sun Down by Gail Gibbons or a similar story and use summary frames to review key concepts about the sun. The Sun our Nearest Star by Franklyn M. Branley The Sun is My Favorite Star by Frank Asch

Summary Frames

A series of questions/stems designed to highlight important elements to produce a summary. The sun provides us with ________ and_______ energy. The sun is very ________. It will hurt my _____ if I look directly at it for a long time. The sun helps plants to _________. The Moon Have students view videos from United Streaming.com to introduce realistic pictures of the Earth’s moon. • Sun Sense • A First Look: The Sky Above • Our Home in Space • A Closer Look at Space Read aloud a literature book about the moon. Have students turn to a partner and describe a time when they have observed the moon in the night sky. Send a letter home to the child’s parents to ask for the parent to go

http://www.lpi.usra.edu/education/skytellers/moon_phases/about.shtml


http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Our_Very_Own_Star_The_Sun.html


http://stargazers.gsfc.nasa.gov/pdf/products/books/Sun_booklet_English.htm


http://www.nasa.gov/worldbook/moon_worldbook.html

http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/moon.html



http://player.discoveryeducation.com/index.cfm?guidAssetId=C1AA9F23-55D2-469E-84C5-E057CC2DEB1B&blnFromSearch=1&productcode=US

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2011 – 2012

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Academic Vocabulary

Science Content Vocabulary

sky pattern

sun moon star phases of the moon

Instructional Accommodations for Diverse Learners Differentiated Instruction English-Language Learners: English-language learners benefit from verbal interaction in low-anxiety, casual situations (such as small groups). Simple lesson accommodations can help students be successful. Ensure to label lab items in the language of the student as well as in English for visual reinforcement. Special Needs: Depending on the special needs of individual learners, ensure that the student’s Individualized Educational Plan (IEP) is enforced. Allow the student to tape record instruction. Also, assist the student in finding

effective note takers from the class. Advanced Academics: For students who have mastered the skills targeted in the lesson consider expanding the selection of suggested reading, research, or offering open-ended tasks that allow them to demonstrate skills outside the lesson focus. Further information regarding resources and strategies to be utilized in the classroom may be viewed at the following website: Teacher Professional Development Resources: Assessing Student Understanding http://www.learner.org/workshops/science/# Baylor College of Medicine Teacher Resources: http://superstaar.org/ Houston ISD Science Resources: Use websites, usernames, and passwords: http://goo.gl/vJXS7

outside with the student to observe the moon at night. Have the student draw a picture of the moon or use a paper plate to cut out its shape. Have students return the drawing to school the next day. Create a large calendar on the wall. Chart the shape of the moon everyday for 2 -3 months. Students should observe the shapes for several months so they can see there is a pattern that repeats every 30 days. Use the website, Phases of the Moon by current month: http://www.stardate.org/nightsky/moon/, to print out a calendar of the phases of the moon for the current month. Display the calendar for several months. Non-linguistic representation using illustrations:

Non-linguistic representation using illustrations: The cycle occurs over and over again.



http://goo.gl/vJXS7

http://www.stardate.org/nightsky/moon/





2011 – 2012

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Read aloud a simple story about the Earth’s moon. Record simple facts about the moon on chart paper. The Moon is smaller than the Earth. People cannot live on the moon because it does not

have enough air. There is no wind or weather on the moon. The moon does not make its own light. The moon

reflects light from the sun. The moon appears to change shape over and over again

as it moves around the Earth. Further literature connections can be found Houston Public Library has these and other titles available: The Moon Book by Gail Gibbons The Moon by Lydia Carlin When you Look Up at the Moon by Allan Fowler Happy Birthday Moon by Frank Asch Papa, Please Get the Moon for Me by Eric Carle The Moon Seems to Change by Franklyn M. Branley If you Decide to Go to the Moon by McNulty So That’s How the Moon Changes Shape by Allan

Fowler Watching the Moon by Edana Eckart


Students determine the capacity of two containers. Formative Assessment Unit 2.4 – Phases of the Moon (English) Formative Assessment Unit 2.4 – Phases of the Moon (Spanish)

Resources

Videos United Streaming: Username and password provided by Library Services http://unitedstreaming.discoveryeducation.com Sun Sense A First Look: The Sky Above Our Home in Space A Closer Look at Space

Brainpop.com: (username: houstonisd, password: rockets) Moon

Instruction NASA Children’s book Our Very Own Star: the Sun -

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Our_Very_Own_Star_The_Sun.html Assessing Student Understanding http://www.learner.org/workshops/science/# http://www.nasa.gov/worldbook/moon_worldbook.html http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/moon.html Phases of the Moon by current month: http://www.stardate.org/nightsky/moon/ http://www.lpi.usra.edu/education/skytellers/moon_phases/about.shtml Baylor College of Medicine Teacher Resources: http://superstaar.org/ Houston ISD Science Resources: Useful websites, usernames, and passwords: http://goo.gl/vJXS7

Literature Houston Public Library or area bookstores have these and other titles available: Sun up, Sun Down by Gail Gibbons The Sun our Nearest Star by Franklyn M. Branley

http://unitedstreaming.discoveryeducation.com/

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http://www.brainpopjr.com/science/space/moon/



http://www.nasa.gov/worldbook/moon_worldbook.html


http://www.stardate.org/nightsky/moon/



http://goo.gl/vJXS7





2011 – 2012

Page 5 of 5

Resources

The Sun is My Favorite Star by Frank Asch The Moon Book by Gail Gibbons The Moon by Lydia Carlin When you Look Up at the Moon by Allan Fowler Happy Birthday Moon by Frank Asch Papa, Please Get the Moon for Me by Eric Carle The Moon Seems to Change by Franklyn M. Branley If you Decide to Go to the Moon by McNulty So That’s How the Moon Changes Shape by Allan Fowler Watching the Moon by Edana Eckart NASA: http://stargazers.gsfc.nasa.gov/pdf/products/books/Sun_booklet_English.htm



¿Qué deseamos que aprendan los estudiantes? Ciencias Grado 1 Objetivo: Ciencias 1.8B


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Fases de la Luna

Observe los dos calendarios. Describe cualquier patrón que observes.

Abril 2010

Dom Lun Mar Mie Jue Vie Sab

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Mayo 2010

Dom Lun Mar Mie Jue Vie Sab

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Student Name: _____________________________________ Formative Assessment 2.4

What is it we want all students to learn? Science Grade 1 Objectives: Science 1.8B


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Phases of the Moon

Observe the two calendars below. Describe any patterns you observe.

April 2010

Sun Mon Tue Wed Thu Fri Sat

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May 2010

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