1 st Grade Science Curriculum Guide 2016/2017

Transcription

1 1 st Grade Science Curriculum Guide 2016/2017

2 UNIT Solids and Liquids (Three Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation Big Idea 1. Solids and liquids have unique properties that distinguish them Solids and liquids have unique properties that distinguish them. End of unit Performance Task Solids and Liquids End of Unit Performance Task Student Outcomes Core Concepts: Nature of Science Literacy Standard a. Analyze and interpret observations about solids and liquids and their unique properties. (DOK 1-3) b. Identify the similarities and differences of two or more groups of solids or liquids. (DOK 1-2) c. Classify solids and liquids based on their properties, and justify your choice based on evidence. (DOK 1-3) Solids and liquids are states of matter. Objects are described and identified by their properties. Objects are made on one or more materials. Solids keep their shape. Liquids move freely and take the shape of a container. Liquids pour and flow. Solid materials can occur as masses of small particles. Particulate solids can be separated by size. Some solids change when mixed with water; others do not. 1. Share results of experiments with others. (DOK 1-2) 2. Recognize that observations are an important part of science. (DOK 1) 3. Conduct collaborative experiments. (DOK 2-4) RI 1.7 Use the illustrations and details in a text to describe its key ideas. RI 1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Writing Standard W 1.8 With guidance and support from adults, recall information from experiences or gather information from experiences or gather information from provided sources to answer a question. W 1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Reading/writing Cross Content Connection Short Constructed Response suggestions: -What do all solids have in common? -What are some differences they can have and still be considered solids? -What do all liquids have in common? What are some differences they can have and still be considered liquids? -A can be. Ex. A solid can be broken into pieces. A liquid can be poured.

3 Greeley-Evans School District 6 Grade: 1 st Science Curriculum Guide Unit: Solids and Liquids Timeline: Three weeks Standard: Physical Science Standard 1 Grade Level Expectation: 1. Solids and liquids have unique properties that distinguish them. Student Outcomes: 1.a. Analyze and interpret observations about solids and liquids and their unique properties (DOK 1-3) 1.b. Identify the similarities and differences of two or more groups of solids or liquids (DOK 1-2) 1.c. Classify solids and liquids based on their properties, and justify your choice based on evidence (DOK 1-3) Instruction: *Introduce guiding questions, vocabulary, and FOSS science stories Solids and Liquids. *Investigation 1, part 1- Introducing Solids. Guide students through experiment, observations, and analysis. SWBAT write analysis in Science Journal and share their observations about solids with a peer. *Investigation 1, part 2- Sort Solid Objects. Guide students through experiment, observations, and analysis. For analysis SWBAT sort solids using sorting circles and justify their choice. Read Everything Matters selection from Solids and Liquids, pgs Administer the following inquiry question as an SCR either at the end of lesson 3 or beginning of lesson 4: What do all solids have in common? What are some differences they can have and still be considered solids? ***Omit investigation 1, part 3-Construct with solids.*** *Investigation 2, part 1- Liquids in Bottles. Guide students through experiment, observations, and analysis. SWBAT write analysis in Science Journal and share their observations about liquids with a peer. *Investigation 2, part 2- Properties of Liquids. Guide students through experiment, observations, and analysis. For analysis SWBAT sort liquids using sorting circles and justify their choice. Administer the following guiding question as an SCR: What do all liquids have in common? What are some differences they can have and still be considered liquids? *Investigation 2, part 3- Liquid Level. Guide students through experiment, observations, and analysis. SWBAT share results of experiments with others through a think-pair-share. Read Solids and Liquids selection from Solids and Liquids, pgs *Investigation 3, part 1- Solids in Containers. Guide students through experiment, observations, and analysis. SWBAT write analysis in Science Journal and share their observations about solids with a peer. *Investigation 3, part 2- Separating Soup Mix. Guide students through experiment, observations, and analysis. SWBAT share results of experiments with others through a think-pair-share.

4 Questions: How can solid objects be described? What are solid objects made of? Can two or more objects have the same property? How can we use solid objects? How are liquids different from each other? How can liquids be described? How do liquids change in containers? How can we separate solids? What happens when solids are mixed with liquids? How can I sort solids and liquids? Academic Vocabulary: identify, data, predict, observe, classify, properties Technical Vocabulary: solid, liquid, mixture, separate, matter, flexible, rigid, smooth, rough, soft, hard, has color, pointed, flat, bubbly, viscous, foamy, translucent, transparent *Investigation 3, part 3- Solids in Bottles. Guide students through experiment, observations, and analysis. SWBAT write analysis in Science Journal and share their observations about solids with a peer. *Investigation 3, part 4- Separating Beads With a Screen. Guide students through experiment, observations, and analysis. For analysis SWBAT sort beads using sorting circles and justify their choice. Read Solids to Liquids and Back Again selection from Solids and Liquids, pgs ***Omit Investigation 4*** *Guide students through conclusion, closure, and summative assessment. ***There are 4 TRE days to use at your discretion for lesson continuation. Assessments: *Formative Pre Assessment/SCR suggestions: -What do all solids have in common? -What are some differences they can have and still be considered solids? -What do all liquids have in common? What are some differences they can have and still be considered liquids? -A can be. Ex. A solid can be broken into pieces. A liquid can be poured. *Summative End of Unit test included in assessment packet. Science Resources: *Everything Matters selection from Solids and Liquids, pgs *Solids and Liquids selection from Solids and Liquids, pgs *Solids to Liquids and Back Again selection from Solids and Liquids, pgs Literacy Resources: *Solid, Liquid, or Gas? By: Fay Robinson-included in FOSS Kit *Speed Racer-Class Sets available through the Science Dist. Center *Things That Melt-Class Sets available through the Science Dist. Center

5 UNIT (1-2 Weeks) Standard Life Science Standard 2 Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment Grade Level Expectation 1. Offspring have characteristics that are similar to but not exactly like their parents characteristics Big Idea Offspring have characteristics that are similar to but not exactly like their parents characteristics End of unit Performance End of Unit Performance Task Task Student Outcomes Core Concepts Nature of Science Literacy Standard Writing Standard Reading/writing Cross Content Connection a. Use evidence to analyze similarities and differences between parents and offspring in a variety of organisms including both plants and animals. (DOK 1-2) b. Analyze and interpret data regarding the similarities and differences between parents and offspring. (DOK 1-2) c. Question peers about evidence used in developing ideas about similarities and differences between parents and offspring. (DOK 1-2) d. Interpret information represented in pictures, illustrations, and simple charts. (DOK 1-2) Living organisms are different than nonliving objects. Living organisms are made of cells, obtain and use energy, grow and develop, reproduce, respond and adapt to the environment. Patterns of inheritance acknowledge that offspring originate from the adult organism Characteristics of adult organisms often transfer to offspring Offspring can demonstrate variations in the characteristics they inherit from their parental organism 1. Compare and contrast data, recognizing that this is a process scientists would do in their work. (DOK 1-2) 2. Question peers about the evidence used in developing their ideas about the similarities and differences between parents and offspring. (DOK 2) RI 1.1 Ask and answer questions about key details in a text. RI 1.10 With prompting and support, read informational texts appropriately complex for grade 1. W 1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. SCR suggestions: -Who in your family are you the most like? What traits and characteristics do you share? -Why can someone look different than their brothers and sisters? -Venn Diagram -Poetry

6 Greeley-Evans School District 6 Grade: 1 st Science Curriculum Guide Standard Life Science Standard 2 Graduate Competence Grade Level Expectation Big Idea End of unit Performance Task UNIT New Plants (2 Weeks) Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems dependence on natural selection 2. An organism is a living thing that has physical characteristics to help it survive An organism is a living thing that has physical characteristics to help it survive. New Plants End of Unit Performance Task Student Outcomes Core Concepts Nature of Science Literacy Standard Writing Standard Reading/writing Cross Content Connection a. Identify organisms and use evidence based scientific explanations for classifying them into groups. (DOK 1-3) b. Analyze and interpret data about the needs of plants and animals. (DOK 1-2) c. Use direct observations and other evidence to support ideas concerning physical characteristics that help plants and animals survive. (DOK 1-3) Organisms have basic needs. Animals need air, water, food, and shelter. Plants need air, water, nutrients, and light. An organism s habitat supports its basic needs Plants have different structures that function in growth, survival and reproduction. The availability of nutrients, light, and water influences the growth of plants. The world has different habitats that support the life of different organisms. 1. Ask testable questions about the needs of an organism. (DOK 2) 2. Predict the outcome for an organism if a need is removed. (DOK 2-3) RI 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI 1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. W 1.8 With guidance and support from adults, recall information from experiences or gather information from experiences or gather information from provided sources to answer a question. SCR suggestions: -How are new plants started? -How do you care for a new plant?

7 Unit: New Plants Standard: Life Science Standard 2 Timeline: Two weeks Grade Level Expectation: 2. An organism is a living thing that has physical characteristics to help it survive Student Outcomes: 2.a. Identify organisms and use evidence based scientific explanations for classifying them into groups (DOK 1-3) 2.b. Analyze and interpret data about the needs of plants and animals (DOK 1-2) 2.c. Use direct observations and other evidence to support ideas concerning physical characteristics that help plants and animals survive (DOK 1-3) Instruction: *Introduce inquiry question, vocabulary, and FOSS science stories New Plants. *Investigation 1, part 1- Introducing Recording. SWBAT write analysis in Science Journal and share their observations about recording with a peer. *Investigation 1, part 2- Planting Brassica. SWBAT write analysis in Science Journal and share their observations about Brassica with a peer. Read What Do Plants Need selection in New Plants, pgs ***PLANTS WILL NEED TIME TO SPROUT, BEGIN INVESTIGATION 2. REMEMBER TO RETURN TO INVESTIGATION 1, PART 3 WHEN GROWTH BEGINS*** *Investigation 2, part 1- Lawns. SWBAT write analysis in Science Journal and share their observations about grass with a peer. ***DURING THIS INVESTIGATION ASK STUDENTS TO PREDICT THE OUTCOME IF A NEED IS REMOVED. ***Allow some plants to grow with various needs taken away; grow one without soil, one without water, one without light, one without air (in a bag). ***REMEMBER TO RETURN TO THIS INVESTIGATION WHEN GROWTH BEGINS.*** *Investigation 2, part 2- Mowing the Lawn. SWBAT write analysis in Science Journal and share their observations about grass with a peer. Read How Seeds Travel selection in New Plants, pgs * Investigation 2, part 3- Wheat. SWBAT make predictions about the wheat growth. Read Flowers and Seeds and The Story of Wheat selections in New Plants, pgs ***INVESTIGATIONS 3 & 4 CAN BE OMITED OR COMPLETED IF TIME ALLOWS*** *Guide students through conclusion, closure, and summative assessment. FOCUS Questions: Covered in the FOSS kit: Academic Vocabulary: identify, data, predict, observe, classify, properties Technical Vocabulary: alive, stem, root, leaves, Assessments: *Formative Pre Assessment/SCR suggestions:

8 What do plants need to live and grow? What changes happen to plants as they grow? What happens to plants if their needs are not met? Do all plants grow in the same way? What grows in a lawn? Do all plants grow back after cutting them back? How do seeds grow? What are the parts of the plant that help them survive? Not covered in the FOSS kit, but would need to be covered to meet the standard: How do we classify organisms? (Plants and animals. Living vs. nonliving organisms are living) What do organisms need to live? How are the needs of plants and animals the same? How are they different? Science Resources: What Do Plants Need selection in New Plants, pgs How Seeds Travel selection in New Plants, pgs Read Flowers and Seeds and The Story of Wheat selections in New Plants, pgs flower, seed, sprout, soil, pollen, germinate, survive, thrive, life cycle -How are new plants started? -How do you take care a new plant? *Summative End of Unit test included in assessment packet. Literacy Resources: A Seed Grows: A Plants Life Cycle by: Pamela Hickman and Heather Collins Growing Vegetable Soup by: Lois Ehlert How a Seed Grows by: Helene J. Jordan *A Tree is My Home-Class Sets available through the Science Dist. Center *How My Pet Grew-Class Sets available through the Science Dist. Center

9 UNIT Pebbles, Sand, and Silt (Four Weeks) Standard Earth System Science Standard 3 Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun Grade Level Expectation 1. Earth s materials can be compared and classified based on their properties Big Idea Earth materials can be compared and classified based on their properties. End of unit Performance Task Pebbles, Sand, and Silt End of Unit Performance Task Student Outcomes Core Concepts Nature of Science Literacy Standard Writing Standard a. Identify and represent similarities and differences such as the texture, size, color, and shape of various materials on Earth. (DOK 1-2) b. Sort, group, and classify Earth s materials based on observations and explorations. (DOK 1-2) c. Make predictions about how a material on Earth might be useful based on its properties. (DOK 1-3) d. Communicate ideas about the differences between soils from different places. (DOK 1-2) e. Use a variety of tools to observe, analyze, record, and compare Earth s materials. (DOK 1-2) f. Analyze the impact of reducing, reusing, and recycling various materials. (DOK 1-3) Rocks can be described by their properties. Smaller rocks (sand) result from the breaking (weathering) of larger rocks. Rocks are the solid material of Earth. Rocks are composed of minerals. Volcanoes are mountains built up by melted rocks that flow out of weak areas in Earth s crust. Rocks are earth materials. Rocks can be described by the property of size. Rock sizes include clay, silt, sand, gravel, pebbles, cobbles, and boulders. 1. The same materials can be sorted in a number of ways based on different characteristics. (DOK 1-2) 2. Scientists make predictions based on what they know. (DOK 1) RI 1.1 Ask and answer questions about key details in a text. RI 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. W 1.8 With guidance and support from adults, recall information from experiences or gather information from experiences or gather information from provided sources to answer a question. Reading/writing Cross Content Connection SCR suggestions: -How do rocks become clay? -How do the properties of various materials on Earth affect the way we can use them? - and are the same because. Cross Cutting Concepts: Patterns Cause and Effect Scale, proportion, and quantity Energy and matter Stability and change

10 Weathering, caused by wind or water, causes larger rocks to break into small rocks. Some Earth events happen rapidly; others occur slowly over a very long period of time. Earth materials are natural resources. The properties of different earth materials make each suitable for specific uses. Earth materials are commonly used in the construction of building and streets. Soils can be described by their properties (color, texture, ability to support plant growth). Soil is made partly from weathered rock and partly from organic material. Soils vary by location. Wind and water can change the shape of the land.

11 Greeley-Evans School District 6 Grade: 1 st Science Curriculum Guide Unit: Pebbles, Sand, and Silt Timeline: Four Weeks Standard: Earth System Science Standard 3 Grade Level Expectation: 1. Earth s materials can be compared and classified based on their properties Student Outcomes: 1.a. Identify and represent similarities and differences such as the texture, size, color, and shape of various materials on Earth (DOK 1-2) 1.b. Sort, group, and classify Earth s materials based on observations and explorations (DOK 1-2) 1.c. Make predictions about how a material on Earth might be useful based on its properties (DOK 1-3) 1.d. Communicate ideas about the differences between soils from different places (DOK 1-2) 1.e. Use a variety of tools to observe, analyze, record, and compare Earth s materials (DOK 1-2) 1.f. Analyze the impact of reducing, reusing, and recycling various materials (DOK 1-13) Instruction: * Introduce focus question, vocabulary, and FOSS science stories Pebbles, Sand, and Silt. *Investigation 1, part 1- Three Rocks. SWBAT write analysis in Science Journal and share their observations about rocks with a peer. *Investigation 1, part 2- Washing Three Rocks. SWBAT write analysis in Science Journal and share their observations about rocks with a peer. *Investigation 1, part 3- First Sorting. For analysis SWBAT sort rocks using sorting circles and justify their choice. *Investigation 1, part 4- Sorting Games. For analysis, SWBAT add to their rock sorting circles. Read Exploring Rocks selection from Pebbles, Sand, and Silt, pgs ***OMIT INVESTIGATION 1, PART 5*** *Investigation 2, part 1- Screening Rocks. SWBAT write analysis in Science Journal and share their observations about rocks with a peer. *Investigation 2 part 2- River Rocks by Size. For analysis, SWBAT add to their rock sorting circles. * Investigation 2, part 3- Sand and Silt. SWBAT write analysis in Science Journal and share their observations about sand and silt with a peer. Read The Story of Sand selection in Pebbles, Sand, and Silt, pgs *Investigation 2, part 4- Exploring Clay. Guide students through experiment, observations, and analysis. SWBAT write analysis in Science Journal and share their observations about clay with a peer. Administer the following inquiry question as an SCR: How do rocks become clay? *Investigation 3, part 1- Rocks in Use. Guide students through experiment, observations, and analysis. SWBAT make predictions about the use of different rocks in our everyday lives. Read Rocks Move selection in Pebbles, Sand, and Silt, pgs *Investigation 3, part 2- Looking at Sandpaper. SWBAT make predictions about the use of sand in our everyday lives. *Investigation 3, part 3- Sand Sculptures. SWBAT make predictions about the use of sand in our everyday lives. *Investigation 3, part 4- Clay Beads. SWBAT make predictions about the use

12 of clay in our everyday lives. Administer the following inquiry question as SCR: How do the properties of various materials on Earth affect the way we can use them? * Investigation 3, part 5- Making Bricks. SWBAT make predictions about the use of bricks in our everyday lives. Read Making Things With Rocks selection in Pebbles, Sand, and Silt pgs * Investigation 4, part 1- Homemade Soil. SWBAT write analysis in Science Journal and share their observations about soil with a peer. *Investigation 4, part 2- Soil Search. SWBAT write analysis in Science Journal and share their observations about soil with a peer. Read What is in Soil? selection in Pebbles, Sand, and Silt, pgs *Investigation 4; part 3- Studying Local Soil. SWBAT write analysis in Science Journal and share their observations about soil with a peer. Read Testing Soil selection in Pebbles, Sand, and Silt pgs *Guide students through conclusion, closure, and summative assessment. ***GLE 1.1.f is not covered within the FOSS kit. This standard may be covered during this FOSS kit rotation and/or on Earth Day 4/22. Various resources available on TpT, TeacherTube, etc.*** Questions: -How can we use different Earth materials? What happens when rocks rub together? What happens when rocks are placed in water? How are river rocks the same? What are the properties of rocks around us? How can we sort rocks by their properties? How can we classify rocks by size? What earth material is smaller than sand? What earth material is smaller than silt? How do people use earth materials? What is soil? How do soils differ? Academic Vocabulary: identify, data, predict, observe, classify, properties, sort Technical Vocabulary: rock, minerals, geologist, basalt, scoria, tuff, silt, clay, pointed, round, soil, dust, rough, smooth, dull, shiny, recycle, reduce, reuse, earth material, texture, granite Assessments: *Formative Pre Assessment/SCR suggestions: -How do rocks become clay? -How do the properties of various materials on Earth affect the way we can use them? - and are the same because. Ex. Sand and soil are the same because. *Summative End of Unit test included in assessment packet. GLE3.1f Administer SCR when standard is taught -Explain why it is important to reduce, reuse, and recycle. Science Resources: *Exploring Rocks selection from Pebbles, Sand, and Silt; pgs.3-7. *The Story of Sand selection in Pebbles, Sand, and Silt, pgs Literacy Resources: *Peter and the Rocks By: Lawrence F. Lowery *Rock and Fossil Hunter By: Ben Morgan and Douglas Palmer

13 * Rocks Move selection in Pebbles, Sand, and Silt, pgs * Making Things With Rocks selection in Pebbles, Sand, and Silt pgs * What is in Soil? selection in Pebbles, Sand, and Silt, pgs * Testing Soil selection in Pebbles, Sand, and Silt, pgs *Sand By: Ellen Prager *School Recyclers-Class Sets available through the Science Dist. Center *Buildings-Class Sets available through the Science Dist. Center *Follow the Sun-Class Sets available through the Science Dist. Center