Welcome! After you are comfortable… Make a name tag Place a magnet on the capacity maxtrix to...

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First Grade Science Training

NC Essential Standards

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Glad you’re here!

• Thank you

• Code of Cooperation

• Housekeeping

• Agenda, Resources

• Capacity Matrix review

Road Signs

• How does your road sign relate to science education or education in general?

• Be creative!

Today’s Training

• Introduction - Structure of 1st Grade Science

- Explore Teacher Guides

- 5E Learning Cycle

- NCES Domains

• Unifying Themes in 1st Grade Science

• Wrap Up

Structure of 1st Grade Science

• Guided inquiry; teacher facilitates, students construct

• Students observe, investigate, and record using real tools

• Prior knowledge from kindergarten is utilized

• Basis for science at upper elementary

FOSS and STCFOSS kits:• Pebbles Sand and Silt• Balance and Motion

STC kits:• Organisms• Comparing & Measuring

Take just a few moments to explore and compare the manuals at your tables

Venn Diagram

STCFOSS

The Cycle of Learning

Engage

Explore

Explain

Expand EvaluateEvaluate

Learning Cycle Component Notebook Entries

Engage• Focus Question • Prediction

• Record class question• I think/predict ___ because…”

Explore• Plan• Observation & Data

• Record materials and procedures• Record observations and data

Explain (Making Meaning)• Share data, group analysis• Claims & Evidence• Vocabulary & Content • Conclusion

• “I claim ___ because …”• Record or paste in notebook• “I learned …”

Expand• Apply• Next Steps or New Questions

• “If ___ then ___”• “I wonder …” or “What about…?”

Evaluate • Formative assessment, quick write, exit ticket, teacher review of entries

Physical Science DomainGrade Level

Force andMotion

Matter: Properties & Change

Energy: Conservation &

Transfer

Interactions of Energy & Matter

K Animals 2x2**Relative position

Investigating Properties

x x

1 Balance & Motion Comparing & Measuring

x x

2 Sound Air & Weather; Solids & Liquids

x x

3 Human Body andObjects in the Sky

Changes and Soils Changes and Objects in the Sky

x

4 Magnetism & Electricity

Magnetism & Electricity and Earth

Materials

Magnetism & Electricity

x

5 Motion & Design Motion & Design, Inv. Weather

Inv. Weather and Ecosystems

x

Life Science DomainGradeLevel

Structure and Functions

Ecosystems Evolution & Genetics

Molecular Biology

K Animals 2 x 2 x x x

1 x Organisms x Organisms

2 Life cycle of Butterflies

x Life cycle of Butterflies

x

3 Human Body Plant Growth & Development

x x

4 x Animal Studies x Animal Studies

5 Human Body Systems

Ecosystems Human Body Systems

x

Earth Science DomainGradeLevel

Earth in the Universe Earth Systems, Structures & Processes

Earth History

K x Weather x

1 x Pebbles, Sand & Silt x

2 Air & Weather**Moon Observations

Air & Weather x

3 Objects in the Sky Objects in the Sky andSoils

x

4 x x Earth Materials andLandforms

5 x Inv. Weather x

Today’s Training

• Introduction

• Unifying Themes in 1st Grade Science - FOSS Pebbles, Sand, and Silt - FOSS Balance & Motion - STC Organisms - STC Comparing & Measuring

• Wrap Up

Pebbles, Sand, and Silt

Is it a Rock?

• Which things on the list could be rocks?

• How do you decide if something is a rock?

- jagged boulder - smooth boulder

- small stone - large stone

- pebble - piece of gravel

- piece of sand

- dust from two stones rubbed together

Student Misconceptions

• Specimens were only rocks if they were large, heavy, and jagged. Smaller fragments were described as stones.

• Children believed that rocks are made of only one material, but they applied the word intuitively to mineral samples as well.

• Children classified rock specimens as crystal rocks when they were attractive in appearance.

Making Sense of Secondary ScienceDriver, Squires, Rushworth, and Wood-Robinson

Misconceptions Continued

• Children thought that soil was as old as the Earth. They thought that soil is the precursor of rock and that it changes to rock in the sequence: soil—clay—rock. Some children suggested that soil is dinosaur manure.

Making Sense of Secondary Science

Driver, Squires, Rushworth, and Wood-Robinson

Essential Question for Unit:

• What are the properties of Earth materials?

NC Essential Standard

1.E.1

Understand the physical properties of Earth materials that make them useful in different ways.

1.E.2.1 Summarize the physical properties of Earth materials including rocks, minerals, soils, and water that make them useful in different ways.

1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants.

Clarifying Objectives

Before and After

• In Grade K, students observe that objects can be described and sorted by their properties and use vocabulary associated with the properties of materials

• In Grade 2, students observe the properties of solids & liquids.

• In Grade 3, students observe the properties of soils and how they absorb water and identify the basic components of soil (sand, clay, humus)

Before and After

• In Grade 4, students describe the properties of rocks and minerals, classify rocks and rock-forming minerals, and recognize the chemical composition of minerals

• In Grade 5, students learn about the wearing away and movement of rock and soil in erosion, identify and analyze forces that cause change in landforms over time (water & ice, wind, gravity)

First Grade

Pebbles, Sand, and Silt Concept Storyline Big Idea: Earth materials such as rocks and soil can be sorted and identified by specific properties. Earth materials can be used in many different ways. Unifying Concepts: Evidence, Explanation, Measurement, Order, Organization

Investigation 1, Part 1

Three Rocks

When rocks rub together, some rocks may be chipped or scratched.


Washing Three Rocks

When rocks are washed in water, the colors or sparkling qualities are enhanced .

Investigation1, Part 3

First Sorting

Rocks can be sorted by their properties


Screening River Rocks

Screens can be used to sort sizes of earth materials.


River Rocks by Size

Rock sizes include sand, small gravel, small pebbles, and large pebbles.


Start a Rock Collection

Rocks are all around us.


Sorting Games

Rocks can be sorted by their properties.


Homemade Soil

Soils have properties of color and texture.


Rocks in Use

Earth materials are commonly used in the construction of buildings and streets.


Clay Beads

Earth materials are used to make jewelry and sculptures.


Sand and Silt Sand often contains smaller particles, called silt. Water can be used to sort the size of earth materials.


Exploring Clay

Clay particles are very small, even smaller, than silt.


Looking at Sandpaper

Sandpaper is used to change the surface of wood from rough to smooth.


Sand Sculpture

The properties of different earth materials make each suitable for specific use.

Sub-concept: Rocks have a variety of properties including color, hardness, shape and size.

Sub-concept: Rocks can be categorized by size. Sub-concept: The physical properties of earth materials make them useful in different ways.


Making Bricks

Simple bricks are made by combining clay, and soil with plant materials.


Soil Search

Soils vary from place to place.


Studying Local Soil Soils can be composed of humus and different amounts and sizes of rocks.

Sub-concept: Soil is a mixture of earth materials.

Plan Ahead!

• Copy and send the Parent Letter home• Mix the mixture for sorting rocks• Prepare rock sets for Investigation 1, parts 1 & 3• Sandpaper will need to be cut into smaller sizes

for investigations• Newspaper is helpful when working with the

materials on desks• Consider inviting the Art specialist to assist with

some lessons

Investigation 1: First Rocks

Focus Question:

• How do the rocks look?

Doing Investigation 1

With Your Table Group:• Read the Background Information pgs. 4-5• Utilize the materials on your table to experience

Investigation 1, part 1: Three Rocks

Questions to Consider:• Was there one rock that made dust easier than the

others?• Does the dust look the same on the white and black

paper?

Investigation 1

What contributed to your learning in this investigation? How will you guide this with your students?

• Introducing a Rock Collection

• Utilizing the FOSS StoriesK-2 Audio Stories are available online at www.fossweb.com

• Science Notebook Sampleswww.sciencenotebooks.org

• Use of Focus Questions on Elem. Science Wiki

http://www.fossweb.com/

http://www.sciencenotebooks.org/

Investigation 2: River Rocks

Focus Questions:

• What type of earth materials do you see?

• How can you sort the rocks by size?

• What is sand? What is silt?

• Is there a material smaller than silt?

Investigating River Rocks

With Your Table Group:• Read the Background Information pgs. 4-5• Utilize the materials on your table and on the materials

table to experience Investigation 2, part 1: Screening River Rocks

Questions to Consider:• Were there any rocks that did not pass through any of

the screens?• What happened to the sand and water when you shook

the vial?

The Cycle of Learning

Engage

Explore

Explain

Expand EvaluateEvaluate

EngageEngage

Engaging Scenario Show some Earth materials that came from the edge of a river.

Focus Question How can rocks be sorted by size?

Prediction “I think..because…” statement

ExploreExplore

Plan Introduce materials; model

Data/Observation Students will observe and separate a river rock mixture, using a set of three screens. At the end of the separation, students discover that they have five sizes of materials.

ExplainExplain

Share data Students share observations. Teacher introduces vocabulary: large pebbles, small pebbles,large gravel, small gravel, and sand.

Conclusions “I learned…” statement

ExpandExpand

Next Steps Students will further observe “river rock shake-up” by combining various rock material and water.

New Questions “I wonder why…”

Assessing Investigation 2

Bottle Drawing Sheet:

• A student put river rock mixture into a bottle with some water and shook it up. This is what it looked like after it settled for a day.

*Students label the layers and write/dictate a sentence about the picture.

Investigation 3: Using Rocks• Part 1: Rocks in Use

• Part 2: Looking at Sandpaper

• Part 3: Sand Sculptures

• Part 4: Clay Beads

• Part 5: Making Bricks (a great outdoor activity!)

Investigation 4: Soil Explorations

• Part 1: Homemade Soil

• Part 2: Soil Search

• Part 3: Studying Local Soil

Think About It!

• How will students get the materials?

• How will you guide students and avoid misconceptions?

• How can you use word walls/banks to scaffold student learning?

• How will students record their learning?

• How will you assess student content knowledge in this lesson?

ReflectionJot down:

• Something that resonated with you.

• a big idea you are taking away.

• next steps when you get back to school.

• new ideas to try or questions to ponder.

Today’s Training

• Introduction


• Wrap Up

Balance and Motion

Rolling Marbles

• With which friend do you most agree?


• Students believe that if an object is pushed with constant force this produces constant motion.

• Additionally, they believe if the pushing force ceases there is “force” in the moving object which keeps it going, but gradually gets “used up” until the object stops.

• Students regard the state of rest as fundamentally different from the state of motion.

Essential question for Unit:

• How do objects move or stay balanced?

NC Essential Standard

1.P.1

Understand how forces (pushes or pulls) affect the motion of an object.

Clarifying Objectives

1.P.1.1 Explain the importance of a push or pull to changing the motion of an object.

1.P.1.2 Explain how some forces (pushes & pulls) can be used to make things move without touching them, such as magnets.

1.P.1.3 Predict the effect of a given force on the motion of an object, including balanced forces.

Before and AfterIn Grade K, students: Observe and describe properties of different kinds of

objects and how they are used. They also study relative position and the movement of organisms.

In Grade 2, students:Investigate and describe how moving air interacts with

objects.Observe the force of air pressure pushing on objects.

Describe how different kinds of joints allow movement and compare this to the movement of mechanical devices.

In grade 3, students:

First Grade as a Foundation

• In what ways are you supporting this 5th grade Essential Standard and Clarifying Objective?

5.P.1 Understand force, motion, and the relationship between them.

First Grade as a FoundationClarifying Objectives

5.P.1.1 Explain how factors such as gravity, friction, and change in mass affect the motion of objects.

5.P.1.2 Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.

First Grade as a FoundationClarifying Objectives

5.P.1.3 Illustrate the motion of an object using a graph to show a change in position over a period of time.

5.P.1.4 Predict the effect of a given force or a change in mass on the motion of an object.

Unit Overview

• Full Options Science System (FOSS)

• 3 Investigations separated into Parts

• Lessons take 30-40 minutes

• Teacher’s Guide Tabs

• Audio stories and online games available at www.fossweb.com

http://www.fossweb.com/

First Grade Balance and Motion Concept Storyline

Big Idea: Specific rules dictate the ways objects balance and move dependent upon shape and size. Unifying Concepts: Evidence, Explanation, Measurement, Order, Organization


Trick Crayfish

Many different objects and shapes can be made to balance.

Investigation 2, Part 1 Tops

There are different kinds of rotational motion.


Twirlers

Variations in design can influence the rotational motion of spinning objects.


Mobiles

A mobile is a system of balanced beams and masses.


The Pencil Trick

Counterweighing can change the point of an object or system.


Rolling Wheels

Wheel-and-axle systems with wheels of different sizes roll toward the smaller wheel.


Zoomers

There are different ways to initiate rotational motion.


Rolling Spheres

Spheres are round in all directions and roll in all directions.


Rolling Cups

The amount and location of mass affects how objects and systems roll.

Sub-concept: Objects can be balanced in many ways.

Sub-concept: Objects and systems that turn on a central axis exhibit rotational motion.

Sub-concept: Axles support wheels. Wheel-and-axle systems move in many different ways.


Triangle and Arch

A stable position is one that an object or system returns to after motion.

Planning Ahead…

- Index cards need to be cut into thirds and straws need to be cut in half for mobiles in Investigation 1, part 4

- Copy and cut blackline masters for Twirlers and Twirly Birds in Investigation 2, part 3

- Grab some pennies to act as weights in Investigation 3, part 2

Investigation 1,Part 1 Trick Crayfish

Focus Question:

• How many ways can you get the crayfish to balance on your finger?

Try it!

Questions to consider:• How would students record their learning?• How would you assess their learning?

Investigation 1, Part 2: Triangle and Arch

Focus question:

• How can you balance shapes on a Popsicle stick?

Try it!

Questions to consider:• How would students record their learning?• How would you assess their learning?

Zoom! Zoom! Zoom!

• Let’s explore Zoomers

• Investigation 2, part 2 pg. 14

Science Content• Different ways to initiate rotational motion• Motion can be changed by pushing or pulling• Tops and Zoomers spin, but in different ways

Twirlers & Twirly Birds

• Air resistance

• Blackline masters

• Cutting and assembly instructions pp. 21-22

• Advanced preparation?

• Take it outside!

• Opportunity to integrate technology

Wrapping Up Balance & Motion

Investigation 3: Rollers

• Part 1: Wheels

• Part 2: Cups

• Part 3: Spheres

Reflection

Jot down:





Today’s Training

• Introduction


• Wrap Up

Organisms

--- water

--- soil

--- air

--- food

--- sunlight

--- darkness

--- warmth

--- Earth’s gravity

--- fertilizer

What does a seed need in order to sprout?


• To many students, “animals” only include large land mammals on farms or in zoos.

• Only half the students surveyed categorized fish, boy, frog, snail, snake and whale as animal.

• Some students think wild animals are fed and cared for by people.



• Some children believe a tree is not a plant, although they said it was a plant when it was “little”

• Over half the students surveyed did not consider a seed a plant

• Students aged 6-7 commonly believe that things that are active in any way, including falling or making a noise, are alive

• Only 36 percent of 14 and 15 year olds considered respiration as a criterion of life, though most studied biology


Before and After

• In Grade K, students make observations to build an understanding of similarities and differences in animals.

• In Grade 2, students conduct observations and build an understanding of animal life cycles.

Before and After

• In Grade 3, students conduct investigations and build an understanding of plant growth and adaptations.

• In Grade 4, students make observations and conduct investigations to build an understanding of animal behavior and adaptations

• In Grade 5, students conduct investigations to build an understanding of the interdependence of plants and animals.

Essential Question for the Unit:

• What are the needs of living organisms?

NC Essential Standards

1.L.1Understand characteristics of various

environments and behaviors of humans that enable plants and animals to survive.

1.L.2Summarize the needs of living organisms for

energy and growth.

Clarifying Objectives1.L.1.1 Recognize that plants and animals need air,

water, light, space, food, and shelter and that these may be found in their environment.

1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in NC or different places throughout the world.

1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of plants and animals that live there.

Clarifying Objectives1.L.2.1 Summarize the basic needs of a variety of

different plants (air, water, nutrients, and light) for energy and growth.

1.L.2.2 Summarize the basic needs of a variety of different animals (air, water, and food) for energy and growth.

Uh oh!

• 1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of plants and animals that live there.

• How can we address this clarifying objective?

Unit Overview

• Carolina Biological/STC

• 16 lessons

• First lesson is KWL (H)

• Blackline masters are provided

• Appendixes can be very helpful

• Bibliography provided

First Grade Organisms Concept Storyline

Big Idea: Organisms such as animals and plants have specific, observable and comparable: characteristics, needs, and life cycles. Unifying Concepts: Evidence, Explanation, Measurement, Order, Organization

Lesson 1 Sharing What We

Know About Organisms

Students discuss what they know about organisms.

Lesson 6 How Have Our Seeds Changed? Students describe how their plants have grown.

Lesson 3 Planting Our Seeds Students plant seeds and begin to observe their growth.

Lesson 2 Observing and Describing Seeds Students explore how seeds are similar and different.

Sub-concept: Plants and animals are two kinds of organisms. Sub-concept: The starting point in the life cycle of a plant is a seed.

Lesson 5 Observing Freshwater Plants

Students observe plants in an aquarium.

Lesson 7 Observing

Freshwater Snails

Students add snails to their aquariums and observe the interactions between plants in an aquarium.

Lesson 8 Observing Guppies:

How Do They Compare with

Snails?

Students identify similarities and differences between two aquatic organisms.

Lesson 9 Observing Pill Bugs

Students explore the needs of a land animal.

Lesson 10 Observing Beetles

and Millipedes: Comparing with Pill

Bugs?

Students begin to appreciate the diversity and interdependence of life forms.

Lesson 11 What’s Happening in the Aquarium?

Students observe changes in the aquariums and discuss the organisms’ needs.

Lesson 12 What’s Happening in the Terrarium?

Students observe changes in the terrariums and discuss the organisms’ needs.

Lesson 4 Observing Woodland Plants

Students observe two woodland plants in a terrarium.

Lesson 16 Take a Look at Ourselves

Students apply what they have learned to better understand the needs of and interactions among humans.

Lesson 13 Freshwater and

Woodland Plants: How Do They Compare?

Students study the needs and characteristics of different animals.

Lesson 15 How Are Our Plants and

Animals Alike and Different?

Students summarize what they have discovered about the similarities and differences between types of organisms.


Know about Organisms

Students discuss and reflect on what they have learned.

Sub-concept: Terrariums and aquariums may be used as models to examine the interactions between plants and animals in their natural environments.

Sub-concept: Humans, like other organisms, depend on, and have an impact on, their environment.

Sub-concept: Animals and plants have specific characteristics that can be compared and contrasted.

Plan Ahead!

• Order live organisms and stagger arrival

• Read “Tips on Receiving and Maintaining Live Materials” on pg 10 behind Materials tab

• Moisten the potting soil for Lessons 3 and 4. It can be stored in one or two of the plastic buckets

•Sort the seeds into Ziploc bags for the students to observe

•Collect leaf litter from your school grounds or your home; avoid pine needles

•Decide where the aquariums and terrariums will be stored and what to do with organisms when the unit is finished

Non-release options

• Maintain organisms in an aquarium and rotten log box

• Share organisms with another grade level

• Share organisms with another school

• Last resort….winter comes early

Lesson 1: Sharing What We Know About Organisms

Focus Questions:

• What are some living things or “organisms”?

• How are plants and animals alike/different?

Lesson 1: Sharing What We Know About Organisms

• Put your name and today’s date on your paper.

• Draw a living thing in the middle of your paper.

• Add to the drawing what you think the living thing needs to live and be healthy.

• Label the parts of the drawing.• Write some sentences to describe your

drawing.

Lessons 4 and 5:Observing Woodland Plants and Observing

Freshwater Plants

Focus Question:

• What do woodland/freshwater plants need to survive?

Let’s try it!

• Green Table Groups: Woodland Plants

• Blue Table Groups: Freshwater Plants

Please read the lesson and follow directions for preparation to build and observe your terrarium/aquarium. Be ready to share:

• Two facts from teacher background

• Preparation of habitat

• Student activities in this lesson

Lessons 7 and 8: Observing Freshwater Snails and Observing Guppies

Focus Questions:• What does a freshwater snail/guppy need to

survive?

• How are they alike/different?

Let’s try it!

• Green Table Groups: Observing Freshwater Snails

• Blue Table Groups: Observing Guppies

Please read the lesson and follow directions for observing your organism.

Be ready to share:

• Two facts from teacher background

• Student activities in this lesson

Lessons 9 and 10: Observing Pill bugs and Observing Millipedes/Bess beetles

Focus Questions:• What does a pill bug need to survive?

• What does a millipede need to survive?

• How can we compare millipedes and pill bugs?

Let’s try it!

• Green Table Groups: Observing Pill bugs• Blue Table Groups: Observing

Millipedes/Bess beetles

Please read the lesson and follow directions for observing your organism. Be ready to share:

• Two facts from teacher background• Student activities in this lesson

http://www.freebusinesscards.info/wp-content/uploads/2007/02/hello.jpg

Wrapping Up Organisms

• Lesson 11: What’s Happening in the Aquarium?• Lesson 12: What’s Happening in the Terrarium?

• Lesson 13: Freshwater vs. Woodland Plants• Lesson 14: Freshwater vs. Woodland Animals

• Lesson 15: Comparing Plants and Animals

• Lesson 16: Taking a Look at Ourselves

Reflection

Jot down:





Today’s Training

• Introduction


• Wrap Up

Comparing & Measuring

http://images.learningresources.com/images/products/en_us/detail/prod7562_dt.jpg

Why Comparing & Measuring?

• Important process and inquiry skills

• Vocabulary acquisition

• Measurement is often weakest strand

• Steering committee recommendation

Essential question for Unit:

• How do we use measurement?


• In Grade 2, students will estimate and measure using appropriate units (length, temperature)

• In Grade 3, students will solve problems using measurement concepts and procedures involving equivalent measures within the same measurement system, estimate and measure using appropriate units (capacity, length, mass, temperature)


• In Grade 4, students will develop strategies to determine the area of rectangles and the perimeter of plane figures and solve problems involving perimeter and area.

• In Grade 5, students will estimate the measure of an object in one system given the measure of that object in another system. Identify, estimate, and measure the angles of plane figures using appropriate tools.


• When measuring their bodies, students will typically use the top of their head as a beginning point, but may not have an understanding of where their ending point is.

• Students may use a variety of non-standard units to measure inaccurately, but assume that they are indeed accurate.

Unit Overview

• STC/Carolina Biological

• 16 lessons

• Some items are supplied by the teacher

• Instructional Calendar

• Science Content words are to be introduced during or after sessions

Kindergarten Comparing and Measuring Concept Storyline

Big Idea: Standard units of measurement can be used to compare items by: height, length, or distance. Unifying Concepts: Evidence, Explanation, Measurement

Lesson 1 Comparing How We

Are Alike and Different

Students use observation an d everyday objects to make comparisons.

Lesson 6 Matching Distance

Students use adding machine tape to compare and match distances.

Lesson 5 Comparing Objects

Students compare the sizes of various objects in the classroom.

Lesson 4 Matching Lengths of

Arms and Legs

Students use adding machine tape to compare the lengths of their limbs.

Lesson 3 Matching Our Heights

Students compare their heights with adding machine tape.

Lesson 2 Let’s Make Body

Cutouts

Students use body tracings to compare their heights.

Sub-concept: Relative lengths may be compared using a variety of frames of reference.

Lesson 10 Exploring with Unifix

Cubes™

Students experiment with a new unit of measurement.


Know about Comparing and

Measuring

Students discuss and reflect on what they have learned.

Lesson 11 Counting Large

Numbers of Units

Students use Unifix Cubes™ to measure large objects.

Lesson 12 Measuring the Height

of the Teacher

In an embedded assessment, students use Unifix Cubes™ to determine their teacher’s height.

Lesson 9 Measuring with a

Standard Unit

Students use a standard length as a unit of measurement.

Lesson 8 Using Different

Standard Units of Measure

Students learn that using different standard lengths produces varying answers.

Lesson 7 Using Our Feet to

Measure

Students use a nonstandard unit to measure length.

Sub-concept: Use of nonstandard units of measure produces varying results. Sub-concept: Use of standard units produces consistent results.

Lesson 16 Using Measuring Tape to Measure Distance

Students use a measuring tape to measure distance and compare the results of measuring and matching.

Lesson 15 Making a Measuring

Tape

Students learn the advantages of using a tape divided into 100 uniform units.

Lesson 13 Making a Measuring

Strip

Students make a more versatile standard length for measurement.

Lesson 14 Measuring with a Measuring Strip

Students explore how to measure objects longer than their standard length.

Sub-concept: Different calibrated devices may be used to measure distances and the lengths of objects of different sizes and shapes.

Plan Ahead!

• Inform parents explaining the unit, any lesson you will need volunteers for, or any extra materials that you may need to be purchased.

• Save chart paper with lesson headings (written throughout each lesson description)

• Consider how you will manage materials

Kit Inventory & Realia Wall

• What color is it?

• Where have you seen it before OR what does it remind you of?

• How do you think will we use it in science?

Lesson 1, Pre-Unit Assessment: Comparing How We Are Alike and Different

Focus question:

• How are we alike and different?

Lesson 1, Pre-Unit Assessment: Comparing How We Are Alike and Different

Students will:

• Brainstorm on a class chart entitled “What We Know about Comparing and Measuring.”

• Observe and discuss how they are alike and different.

Ask students to share their observations on the class chart “Ways We Are Alike and Different” and complete Record Sheet 1-A.

Lesson 2: Let’s Make Body Cutouts

Focus question:

• How can we compare ourselves by using our bodies?

Lesson 2: Let’s Make Body Cutouts

• Refer to the “Ways We Are Alike and Different” chart. Identify words that show they made comparisons about size.

• Students make the “Ways to Compare Our Bodies” chart.

• Students make body cutouts.

Making Meaning

• Observe “Ways we are alike and different” as a whole group and in small groups

Learning Cycle

Engagement:What tools could we use to compare our bodies?

Focus question:How can we compare ourselves by using our bodies?

Prediction:Students predict in partners, “I think_____ because _____________.”

Investigation:Describe likenesses and differences from the first lesson, recognize tools used for measurement, trace eachother, compare similarities and differences among themselves using the cutouts (matching), arrange cutouts

Data Collection:Students share their ideas in partners.

Making Meaning:Teacher and students go over observations and discuss new vocabulary.

Conclusion:Teacher records ideas on class charts/students record in notebooks.

Expand and Apply:Students compare their body cutouts with those of new people and discuss how they are alike and different.

Lessons 3-6, Matching Heights & Comparing

Focus question:

• What are beginning and ending points?

What are the procedures for Lessons 3-6?

In a group, students will:• Use beginning and ending points to measure with

adding machine tape and put them in order on a graph

• Students will compare their measurements and match distances

• Compare long objects (Lesson 5)

• Students use the “Flipper” to determine lengths, mark the lengths, then use adding tape to compare the lengths.

Lessons 3-6Questions to consider:

• How did you know where to begin/end measuring your partner’s body?• Did everyone use the same beginning and

ending points? Why is that important?• Is it important to have a common starting line on

a graph? Why?• How did the distance of your three flips

compare?

Reading Selections

With your table group:

• Take a few minutes to read “The Very Big Umbrella.” (Lesson 7)

• Discuss: How could you use reading selections in your classroom?

• Be ready to share out your thoughts and ideas

Lessons 8 and Beyond

• Using different standard units of measure

• Pencils, toothpicks, spools, stirrers, spoons, Unifix Cubes, measuring tape

Lessons 13-17

• Lessons spiral• Combing units• Continue to consider student misconceptions• How will you organize the charts in your

classroom? Student Notebooks?

STC Unit Resources

• Concept Storyline

• Lessons on CMAPP

• Kit Inventory Checklist

• Focus Question Labels on Wiki

Reflection

Jot down:





Today’s Training

• Introduction

• Unifying Themes in 1st Grade Science

• Wrap Up - Questions - Leave Forms! - Reflection

Please be in touch!

Walter Harris

Elementary Science CT

[email protected]

Welcome! After you are comfortable… Make a name tag Place a magnet on the capacity maxtrix to...

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