Standards Curriculum Map Bourbon County Schools

Transcription

1 Standards Curriculum Map Bourbon County Schools Level: Grade and/or Course: Updated: e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I Days Waves: Light and Sound PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1) Make matter vibrate by including holding a piece of paper near a speaker making sound and holding an object near a ]tuning fork. 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Sound, absorb, interaction, light, object, reflect, refract, surface, classify, collect data, PS4.B: Electromagnetic Radiation Objects can be seen only when light is available to illuminate them. Some objects give off their own light. (1- PS4-2) Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can Make observations that include those made in a completely dark room, a pinhole box, and 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-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. 1

2 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, and shadows, but no attempt is made to discuss the speed of light.) (1- PS4-3) Days Unit/Topic Standards Activities Learning Targets ( I Days Waves: Light PS4.B: Electromagnetic Radiation and Sound Objects can be seen only when light is Use materials that 1-PS4-3. Plan and available to could include conduct an investigation to illuminate them. Some objects give off their those that are determine the effect own light. (1- transparent (such of placing objects PS4-2) as clear plastic), made with different Some materials allow light to pass translucent (such materials in the through them, others as path of a beam of allow only some light through and others wax paper), light. block all the opaque (such as light and create a dark shadow on any cardboard), and surface beyond reflective (such as them, where the light cannot reach. Mirrors a mirror) to can be used observe how light to redirect a light beam. (Boundary: The illuminates idea that light through them. travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.) (1- absorb, interaction, light, object, reflect, refract, surface, classify, collect data, 2

3 PS4-3) Days Unit/Topic Common Core Standards Activities Learning Targets ( I Waves: Light and Sound PS4.C: Information Technologies and Instrumentation People also use a variety of devices to communicate (send and receive information) over long distances. (1- PS4-4) Designand draw a computer or telephone that uses light. Write a how to piece on how to make the device 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Device, distance, information. Days Unit/Topic Common Core Standards Activities Learning Targets ( I Space 1-ESS1-1. Use ESS1.A: The Universe and its Stars Systems: Make and chart observations of the Patterns of the motion of the sun, moon, patterns which sun, moon, and Patterns and stars in could include stars to describe and Cycles the sky can be observed, described, and those that show patterns that can predicted. (1- when the sun and be predicted. ESS1-1) moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] Use data to answer ERQ s Earth, movement, objects in the sky (Sun, clouds), shadow, classify, 3

4 Days Unit/Topic Common Core Standards Activities Learning Targets ( I ESS1-2. Make 91 99) ESS1.B: Earth and the Solar System observations at Seasonal patterns of sunrise and sunset different times of year to relate the can be amount of daylight to observed, described, and predicted. (1- the time of year. ESS1-2) Using a flashlight, observe three things (light source, object, surface) necessary to produce a shadow. Describe the sun as a light source for the Earth. Observe and compare shadows over time. Relate the position of the sun to the shadow that is cast. Identify the relationship between the earth s rotation and day and night. Use models of the earth and sun to simulate the earth s rotation Earth, horizon, movements (real or apparent), objects in the sky (Sun, clouds, moon), seasons, shadow, classify, collect data, 4

5 around the sun. Observe and describe changes in shadows at various times of the day. Discuss why the shadows change. Choreograph the movement and revolution of the earth to demonstrate the reasons why seasons change. Graph the time of sunrise and sunset, over a period of weeks. Identify a pattern in the time change Days Unit/Topic Common Core Standards. Learning Targets ( I Structure, Function, and Information Processing. LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them 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, and animal scales; 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* 5

6 survive and grow. (1-LS1-1) stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] LS1.B: Growth and Development of Organisms Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2) Classify animals into groups like Behaviors, (e.g., hop, fly, walk on 4 feet), Structures, (e.g., wings, beaks, strong hind legs, gills), or Habitat (e.g., ocean, forest, arctic). Develop a simple classification system (e.g. mammals: with paws, with hooves, with feet). 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Days Unit/Topic Common Core Standards Activities Learning Targets ( I 6

7 LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1) LS3.A: 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. (1- LS3-1) LS3.B: Variation of Trait Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1) Classify animals into groups like Behaviors, (e.g., hop, fly, walk on 4 feet), Structures, (e.g., wings, beaks, strong hind legs, gills), or Habitat (e.g., ocean, forest, arctic). Develop a simple classification system (e.g. mammals: with paws, with hooves, with feet). Grow plants from seeds. Observe, describe, and record growth and developmental changes. Observe and draw offspring (e.g., guppies, snails, duckweed, etc.) that resemble the parent. Locate the similarities of both. Observe parent and offspring behaviors. 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. air, animal, basic need, characteristic, death, development, environment, food, function, growth, habitat, life cycle, light, living, nonliving, nutrient, once living, organism, parent, plant, reproduction, structure, survival, water, classify, collect data, 7