Essential Question. Unit Sequence August/ September. Standard Integration Evaluation Technology Component

Transcription

1 Grade 1 Curriculum Map Content: Science UPDATED: March 2016 *See teachershare drive- first grade, NGSS folder or science binder for supplemental activities Unit August/ September How do scientists find out about objects, living things, events? *Students should develop an understing of the enterprise of science as a whole- the wondering, investigating, questioning, data collecting, analyzing. Intro To The Scientific Method Scientific Investigations Use a Variety of Methods Science investigations begin with a question. Scientists use different ways to study the world. Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns order when making observations about the world. Scientific Knowledge Assumes Order Consistency in Natural Systems Introduce Biomimicry Define the term concept. Texts: I Am a Scientist by Angie La Compte : What does a scientist do? Anchor chart Science journal Science contract Science experiments Velcro Race Game Stard Integration Evaluation Technology Literacy: Participation in classwork/ 1-PS4-1 Plan conduct investigations to provide evidence that vibrating materials can make sound that sound can make materials vibrate. Examples of vibrating materials that make sound could include tuning forks plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound holding an object near a vibrating tuning fork.] 1-LS1.2 Read texts use media to determine patterns in behavior of parents offspring that help offspring survive. Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, other vocalizations) the responses of the parents (such as feeding, comforting, protecting the offspring).] W1.2 W.1.3 Stards - (labs, models, presentations BrainPopJr. - Scientific Method - Making Observations - Science Projects - Seasons Scholastic Study Jams - Scientific Inquiry 1-ESS1-1 Use observations of the sun, moon, stars to describe patterns that can be predicted. [Clarification patterns could include that the sun moon appear to rise in one part of the sky,

2 move across the sky, set; stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night not during the day.]

3 Unit October What are some ways plant animals meet their needs so they can survive grow? *Students are expected to develop an understing of how plants animals use their external parts to help them survive, grow, meet their needs. Seasonal Changes: Fall Structure Function All organisms have external parts. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive grow. Information Processing Animals have body parts that capture convey different kinds of information needed for growth survival. Plants also respond to some external inputs. Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Texts: Life in a Tree by Melvin Berger Seasons by Sian Smith Fletcher the Falling Leaves by Julia Rawlinson Science A-Z *Unit Nonfiction Books- Animals, Animals Living Non-Living Things Plants *Focus Books- Animals of the Air Animals of the Ground Animals of the River Animals of the Ice Snow Animals of the Deep Ocean Powerful Plants *Quick Reads Dangerous Plants Plants In the Desert Animal Ears Catch Dinner Hop or Crawl How Animals Smell Shells Skin Super Strong Spider Silk The Wonderful Tree Stard Integration Evaluation Technology Literacy: Participation BrainPopJr. in classwork/ - Fall - Forests 1-LS1.1 Use materials to design a solution to a human problem by mimicking how plants /or animals use their external parts to help them survive, grow, meet their needs.* Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, animal scales; stabilizing structures by mimicking animal tails roots on plants; keeping out intruders by mimicking thorns on branches animal quills;, detecting intruders by mimicking eyes ears.] 1-LS1.2 Read texts use media to determine patterns in behavior of parents offspring that help offspring survive. Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, other vocalizations) the responses of the parents (such as feeding, comforting, protecting the offspring).] W.1.2 W.1.3 W.1.7 Stards - (labs, models, presentations, Discovery Education - Fall Scholastic Study Jams - Plants - Animals - Weather Climate *These texts go with the life science stard could be used now or in the

4 spring. : Field Trip (Hammel Woods, nature centers) Observe changes in plants animals: Leaf identification Journal entries Photo essays Fletcher the Falling Leaves writing prompt 1-LS3.1 Make observations to construct an evidence account that young plants animals are like, but not exactly like, their parents. [Clarification patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size;, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]

5 Unit November/ December How can recognizing patterns cycles help you underst the world around you? *Students will be able to observe, describe, predict some patterns of movement of objects in the sky. Space Systems: Patterns Cycles The Universe its Stars Patterns of the motion of the sun, moon, stars in the sky can be observed, described, predicted. Earth the Solar System Seasonal patterns of sunrise sunset can be observed, described, predicted. Texts: Phases of the Moon by Gillian Olson & Jo Miller Day Night by Anita Ganeri Science A-Z Unit Nonfiction Books- Earth, Moon, Sun, Stars Earth s Surface Focus Books- Shapes In the Night Sky Seasons Sunlight Shadows In Space Quick Reads Astronauts Visit the Moon Shadows Change Shape : Observe sun, moon, stars: Graphing daylight Phases of the moon log Oreo Phases of the Moon Stard Integration Evaluation Technology Literacy: Participation in classwork/ 1-ESS1.1 Use observations of the sun, moon, stars to describe patterns that can be predicted. [Clarification patterns could include that the sun moon appear to rise in one part of the sky, move across the sky, set; stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night not during the day.] 1-ESS1.2 Make observations at different times of year to relate the amount of daylight to the time of year. Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.] W.1.2 W.1.7 Stards - (labs, models, presentations, Paper plate moon activity BrainPopJr. - Seasons - The Sun - The Moon Scholastic Study Jams - Solar System Phases of the Moon Song be.com/video/a7821 da5c37f480094ea/m oon%20phases%20 Song e.com/video/bf0e5ad a3fb0ea880ecb/phas es-of-the-moon-akids-funky-version

6 Unit January What are some ways plant animals meet their needs so they can survive grow? *Students are expected to develop an understing of how plants animals use their external parts to help them survive, grow, meet their needs as well as how behavior of parents offspring help the offspring survive. Seasonal Changes: Winter Structure Function All organisms have external parts. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive grow. Growth Development of Organisms Adult plants animals can have young. In many kinds of animals, parents the offspring themselves engage in behaviors that help the offspring to survive. Information Processing Animals have body parts that capture convey different kinds of information needed for growth survival. Plants also respond to some external inputs. Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Texts: Seasons by Sian Smith : Observing changes in plants animals Research animals Experiments (animal adaptations, animal behavior) Stard Integration Evaluation Technology Literacy: Participation in classwork/ 1-LS1.1 Use materials to design a solution to a human problem by mimicking how plants /or animals use their external parts to help them survive, grow, meet their needs.* Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, animal scales; stabilizing structures by mimicking animal tails roots on plants; keeping out intruders by mimicking thorns on branches animal quills;, detecting intruders by mimicking eyes ears.] 1-LS1.2 Read texts use media to determine patterns in behavior of parents offspring that help offspring survive. Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, other vocalizations) the responses of the parents (such as feeding, comforting, protecting the offspring).] 1-LS3.1 Make observations to construct an evidence account that young plants animals are like, but not exactly like, their W.1.2 W.1.7 Stards - (labs, models, presentations, BrainPopJr. - Seasons - Forests - Winter - Hibernation - Migration - Camouflage - Animal videos YouTube - Wild Kratts Scholastic Study Jams - Animals - Plants

7 parents. [Clarification patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size;, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]

8 Unit February What happens when materials vibrate? What happens when there is no light? * Students are expected to develop understing of the relationship between sound vibrating materials as well as between the availability of light ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the Waves: Light Sound Wave Properties Sound can make matter vibrate, vibrating matter can make sound. Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them, others allow only some light through others block all the light create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, shadows, but no attempt is made to discuss the speed of light.) Information Technologies Instrumentation People also use a variety of devices to communicate (send receive information) over long distances. Texts: Loud, Soft, High, Low Sound by Natalie M. Rosinsky Light By Natalie M. Rosinsky Light by Rebecca Olien Sound by Rebecca Olien Light Sound by Dr. Mike Goldsmith Fireflies by Julie Brinkloe Science A-Z Unit Nonfiction Books- All About Light Focus Books- Fireflies Light From Space Quick Reads How Rainbows Form : Make observations about sound light Conduct investigations about light sound Use tools materials to design build devices that use light or sound Stard Integration Evaluation Technology Literacy: Participation in BrainPopJr. classwork/ - sounds - light 1-PS4.1 Plan conduct investigations to provide evidence that vibrating materials can make sound that sound can make materials vibrate. Examples of vibrating materials that make sound could include tuning forks plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound holding an object near a vibrating tuning fork.] 1-PS4.2 Make observations to construct an evidence account that objects can be seen only when illuminated. [Clarification observations could include those made in a completely dark room, a pinhole box, a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.] 1-PS4.3 Plan conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification materials could include those that are transparent (such as W1.2 W1.7 Stards - (labs, models, presentations, Scholastic Study Jams - Energy Light Sounds YouTube - Magic SchoolBus: Makes a Rainbow - Magic School Bus in a Haunted House

9 path of a beam of light. clear plastic), translucent (such as wax paper), opaque (such as cardboard), reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.] 1-PS4.4 Use tools materials to design build a device that uses light or sound to solve the problem of communicating over a distance.* [Clarification devices could include a light source to send signals, paper cup string telephones, a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]

10 Unit March How do scientists engineers use nature to help solve problems? *Students are expected to design construct a solution to a human problem by mimicking how plants animals use their parts to survive. Engineering Design: Structure Function All organisms have external parts. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive grow. Defining Delimiting Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly underst the problem. Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare test designs. Texts: Nature Did It First By Susan E. Goodman Nature Got There First By Phil Gates :, observe, gather information about objects/animals how they functions to solve problems Create models or drawings explaining objects their functions Experiment analyze data about objects/animals their functions Biomimicry Stard Integration Evaluation Technology Literacy: Participation in classwork/ 1-ETS1.1 Ask questions, make observations, gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 1-ETS1.2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 1-ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths weaknesses of how each performs. 1-LS1.1 Use materials to design a solution to a human problem by mimicking how plants /or animals use their external parts to help them survive, grow, meet their needs.* Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, animal scales; stabilizing structures by mimicking W1.2 W1.7 Stards - (labs, models, presentations, BrainPopJr. - - Scholastic Study Jams - Animal Adaptations - Plant adaptations YouTube - Biomimicry videos for kids

11 animal tails roots on plants; keeping out intruders by mimicking thorns on branches animal quills;, detecting intruders by mimicking eyes ears.]

12 Unit April What are some ways plant animals meet their needs so they can survive grow? *Students are expected to develop an understing of how plants animals use their external parts to help them survive, grow, meet their needs as well as how behavior of parents offspring help the offspring survive. Seasonal Changes: Spring Growth Development of Organisms Adult plants animals can have young. In many kinds of animals, parents the offspring themselves engage in behaviors that help the offspring to survive. Information Processing Animals have body parts that capture convey different kinds of information needed for growth survival. Plants also respond to some external inputs. Inheritance of Traits Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Texts: Seasons by Sian Smith Fletcher the Springtime Blossoms by Julia Rawlinson Science A-Z Unit Nonfiction Books- Animals, Animals Living Non-Living Things Plants Focus Books- Babies Parents Animals of the Air Animals of the Ground Animals of the River Animals of the Ice Snow Animals of the Deep Ocean Powerful Plants Quick Reads Dangerous Plants Plants In the Desert Animal Ears Catch Dinner Hop or Crawl How Animals Smell Shells Skin Super Strong Spider Silk The Wonderful Tree : Observe changes in plants animals Stard Integration Evaluation Technology Literacy: Participation in classwork/ 1-LS1.2 Read texts use media to determine patterns in behavior of parents offspring that help offspring survive. [Clarification patterns of behaviors could include the signals that offspring make (such as crying, cheeping, other vocalizations) the responses of the parents (such as feeding, comforting, protecting the offspring).] 1-LS3.1 Make observations to construct an evidence account that young plants animals are like, but not exactly like, their parents. [Clarification patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size;, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.] W.1.2 W.1.3 W.1.7 Stards - (labs, models, presentations, BrainPopJr. - Spring - Plant Life cycle - Butterfly life cycle Scholastic Study Jams - Animal life cycles

13 Investigate make observations on the life cycles of plants animals Spring walk- make observations of spring changes Fletcher the Springtime Blossoms Writing Prompt

14 Unit May What are some ways plant animals meet their needs so they can survive grow? *Students are expected to develop an understing of how plants animals use their external parts to help them survive, grow, meet their needs as well as how behavior of parents offspring help the offspring survive. Seasonal Changes: cont. Structure Function All organisms have external parts. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive grow. Growth Development of Organisms Adult plants animals can have young. In many kinds of animals, parents the offspring themselves engage in behaviors that help the offspring to survive. Information Processing Animals have body parts that capture convey different kinds of information needed for growth survival. Plants also respond to some external inputs. Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. Texts: Seasons by Sian Smith Frog or Toad? How Do You Know? By Melissa Stewart : Observe changes in plants animals Field trip to Brookfield Zoo Stard Integration Evaluation Technology Literacy: Participation in classwork/ 1-LS1.1 Use materials to design a solution to a human problem by mimicking how plants /or animals use their external parts to help them survive, grow, meet their needs.* Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, animal scales; stabilizing structures by mimicking animal tails roots on plants; keeping out intruders by mimicking thorns on branches animal quills;, detecting intruders by mimicking eyes ears.] 1-LS1.2 Read texts use media to determine patterns in behavior of parents offspring that help offspring survive. [Clarification patterns of behaviors could include the signals that offspring make (such as crying, cheeping, other vocalizations) the responses of the parents (such as feeding, comforting, W.1.2 W.1.3 W.1.7 Stards - (labs, models, presentations, BrainPopJr. - Frogs - Arctic Habitats - Freshwater Habitats - Ocean Habitats - Rainforest - Forests YouTube -

15 protecting the offspring).] 1-LS3.1 Make observations to construct an evidence account that young plants animals are like, but not exactly like, their parents. [Clarification patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size;, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]