1st Grade Science Map/Pacing Guide 2016- · PDF fileMathematics MP.2 Reason ... Quarter 2 Red indicates: the NGSS performance ... 1st Grade Science Map/Pacing Guide 2016-2017

1st Grade Science Map/Pacing Guide 2016-2017

Topics &

Standards

Quarter

1

SCIENCE INQUIRY & APPLICATION Thinking Like a Scientist Intro to Science

Observe and ask questions about the natural environment.

Plan and conduct simple investigations.

Employ simple equipment and tools to gather data and extend the senses.

Use appropriate mathematics with data to construct reasonable explanations.

Communicate about observations, investigations, and explanations.

Review and ask questions about the observations and explanations of other. Physical Science Some objects and materials produce sound

Sound can be produced by touching, blowing or tapping objects.

Some objects and materials can be made to vibrate and produce sound.

The sounds that are produced vary depending on the properties of objects.

Time Frame

Curriculum

Units with

Assessment

(Evidence)

Opportunitie

s for

Integration

Resources

(Curriculum /Textbook)

Instructional

Practices/Strategies &

Differentiation

3 Weeks August

SCIENCE INQUIRY AND APPLICATION

PRACTICES

Thinking Like a 21st Century Scientist

Curriculum Units:

Elementary Science Exploration

Safety

Science Exploration Relay

Keyboarding Practice Game

Introduction to Science and Engineering

ELA/Literacy RI.2.1 Ask and answer such

questions as who, what, where,

when, why, and how to

demonstrate understanding of

key details in a text.

Think Like a Scientist Binder In all investigations, it is understood that the

teacher is the facilitator and the student is the

investigator doing the investigations. It is

advisable to limit the whole-class

demonstrations where the teacher is the doer

and the student is the observer.

Drawings/posters


W.2.6 With guidance and support from adults, use a

variety of digital tools to produce

and publish writing, including in

collaboration with peers.

W.2.8 Recall

information from experiences or

gather information from provided

sources to answer a question.

SL.2.5 Create audio

recordings of stories or poems; add drawings or

other visual displays to stories

or recounts of experiences when

appropriate to clarify ideas,


thoughts, and feelings.

Mathematics MP.2 Reason abstractly and quantitatively.

MP.4 Model with mathematics.

MP.5 Use

appropriate tools strategically.

2.MD.D.10 Draw a

picture graph and a bar graph (with

single-unit scale) to represent a data

set with up to four categories. Solve

simple put-together, take-

apart, and compare problems using

information presented in a bar

graph.


6 Weeks September/Oc

tober

Physical Science

Sound and Energy

UBD Framework

Unit: Sound

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR ● 3-5 FATPs /

RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments

located within unit

*Be sure to use the Inspire curriculum

assessments resources as well as

Defined Stem

ELA/Literacy 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.

W.1.7 Participate in shared research

and writing projects (e.g.,

explore a number of “how-to” books

on a given topic and use them to

write a sequence of instructions).

W.1.8 With

guidance and support from adults, recall




Inspire Science Textbook

Module

Sound and Energy

Lessons

Sound

Making Sound

*Be sure to use the chapter module opening, videos, sing alongs & games

Music/ movement activities

singing /sound making

listening/ walk activities

animal sounds

matching /comparing

graphic organizer

conversations (Talk About It)

Sound Station – (enough for 5-7 stations) 2—50cm lengths of string, metal spoon, wooden

block, plastic cube, cork, tuning fork, etc .

Student Foldables Activity Worksheets (sound and light)

*Be sure to use the Inspiring All Students for differentiation which is located under lesson

plan using online resources.


SL.1.1 Participate

in collaborative conversations with

diverse partners about grade 1

topics and texts with peers and

adults in small and larger groups.

Mathematics

MP.5 Use


1.MD.A.1 Order three objects by length; compare

the lengths of two objects indirectly by using a third

object.

1.MD.A.2 Express the length of an

object as a whole number of length units, by layering

multiple copies of a


shorter object (the length unit) end to end; understand that the length

measurement of an object is the

number of same-size length units

that span it with no gaps or overlaps. Limit to contexts where the object being measured is

spanned by a whole number of length units with

no gaps or overlaps.


Topics &

Standards

Quarter

2

Red indicates:

the NGSS

performance

expectations

Physical Science Light and sound are forms of energy that behave in predictable ways.

Light travels and maintains its direction until it interacts with an object or when it moves from one medium to another, and then it can be reflected, refracted or absorbed.

o Energy can make things work and be obtained from many sources. o Light and sound are forms of energy and behave in predictable ways

Time Frame

Curriculum

Units with

Assessment

(Evidence)

Opportunitie

s for

Integration

Resources

(Curriculum

/Textbook)

Instructional


Differentiation

5 Weeks November/

December

Light Energy

UBD Framework Unit: Light

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4





Module Light Energy

Lessons

Light and Shadows Properties of Light How Light Travels

Student Foldables Activity Worksheets (sound and light)

Light Station – (enough for 5-7 stations) sealed test

tube filled with water, paper, ―word‖ bank, magnifying glass, plane mirror, concave mirror, etc.

Webquest on light and sound

Science Notebooks



RAFTs



*Assessments

located within unit

**Be sure to use the Inspire curriculum


Defined Stem






W.1.8 With guidance and support from adults, recall




SL.1.1 Participate





*Be sure to use the chapter module opening, videos, sing alongs &

games

Journals

Graphic Organizer

*Be sure to use the Inspiring All Students for

differentiation which is located under lesson plan using online resources.


Mathematics

MP.5 Use appropriate tools

strategically.


the lengths of two objects indirectly by using a third

object.



multiple copies of a shorter object (the length unit) end to end; understand that the length



that span it with no gaps or overlaps. Limit to contexts


where the object being measured is



4 Weeks December/

January

Use Energy to

Communicate

UBD Framework Unit: Light

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit










Module Use Energy to Communicate

Lessons

Communicate with Light and Sound Communication Technology

*Be sure to use the chapter module

opening, videos, sing alongs & games

Research

Graphic organizers

Science Notebook

Journals






Defined Stem





SL.1.1 Participate





Mathematics

MP.5 Use



the lengths of two


objects indirectly by using a third

object.



multiple copies of a shorter object (the length unit) end to end; understand that the length



that span it with no gaps or overlaps. Limit to contexts where the object being measured is




Topics &

Standards

Quarter 3

Earth and Space Science

The sun and the moon are visible at different times of the day and night.

• The moon, sun and stars are in different positions at different times of the day or night.

• Sometimes the moon is visible during the night, sometimes the moon is visible during the day and at other times, the

moon is not visible at all. The observable shape of the moon changes in size very slowly throughout each day of every

month. The sun is visible only during the day.

• The sun’s position in the sky changes in a single day and from season to season. Stars are visible at night, some are visible in the evening or morning and some are brighter than others.

• The moon and the sun are observed in different positions in the sky throughout the day/night. The lit portion of the moon is different throughout the month.

• The sun and the moon are visible at different times of the day and night. • The sun is visible only in the daytime, but the moon is visible sometimes at night and sometimes during the day.

Time Frame

Curriculum

Units with

Assessment

(Evidence)

Opportuniti

es for

Integration

Resources

(Curriculum

/Textbook)

Instructional Practices/Strategies

& Differentiation

3 Weeks January

EARTH & SPACE

SCIENCE

Day and Night/Seasonal

Patterns

UBD Framework Unit: The Sun

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR

ELA /Literacy W.1. Participate in

shared research and writing

projects (e.g., explore a number of “how-to” books

on a given topic and use them to write a sequence of instructions).


Module Earth and Space

Lessons

Day and Night Seasonal Patterns

*Be sure to use the

chapter module opening, videos, sing alongs &

games

In all investigations, it is understood that the teacher

is the facilitator and the student is the investigator

doing the investigations. It is advisable to limit the

whole-class demonstrations where the teacher is the

doer and the student is the observer.

The roles are to be reversed; teacher as observer,

student as doer.

Daily weather observations and documentation

• compare, explain, discuss


● 3-5 FATPs /

RAFTs



*Assessments

located within unit



Defined-Stem






MP.4 Model with

mathematics.


strategically.

1.OA.A.1 Use addition and

subtraction within 20 to solve word

problems involving situations of

adding to, taking from, putting

Interactive writing

Science journal

interactive shared reading

creative movements

(I)

charting daily observations simple measuring activities

interactive read aloud with informational texts dramatic play

(III) simple experiments

water play experiences sensory table experiences

walking field trips

*Be sure to use the Inspiring All Students for differentiation which is located under lesson plan

using online resources.


together, taking apart, and

comparing, with unknowns in all

positions, e.g., by using objects, drawings, and equations to represent the

problem.

1.MD.C.4 Organize,

represent, and interpret data with

up to three categories; ask

and answer questions about the total number

of data points, how many in each category, and how many more or less

are in one category than in

another.

6 Weeks January/

February

UBD Framework Unit: The Sun

ELA /Literacy W.1. Participate in

shared research


Module

Interactive writing

The Sun/Moon observations and documentation


Earth & Space Science

The Moon/The Sun and Stars

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit



Defined-Stem l



on a given topic and use them to write a sequence of instructions).

W.1.8 With

guidance and support from adults, recall





MP.4 Model with

mathematics.


strategically.

Earth and Space

Lessons The Moon

The Sun and Stars

*Be sure to use the chapter module opening,

videos, sing alongs & games

Interactive read-aloud/ shared reading of

informational texts

shadow explorations

measuring

creative writing / drawing over time

graphic organizers

creative art

sorting activities

simple experiments/observations

individual/small group conversations (Talk About It)




1.OA.A.1 Use addition and

subtraction within 20 to solve word

problems involving situations of

adding to, taking from, putting

together, taking apart, and

comparing, with unknowns in all

positions, e.g., by using objects, drawings, and equations to represent the

problem.

1.MD.C.4 Organize,

represent, and interpret data with

up to three categories; ask

and answer questions about the total number

of data points, how many in each


category, and how many more or less

are in one category than in

another.


Topics &

Standards

Quarter

4

Red indicates:

the NGSS

performance

expectations

Life Science Living Things are different from nonliving things.

• Living things include anything that is alive or has been alive. • Living things have specific traits. • Living things grow and reproduce. • Living things are found almost everywhere in the world. • There are somewhat different kinds in different places.

o Use observations and information to classify living things as plants or animals based on what they need to survive.

(I)There are many distinct environments in Ohio that support different kinds of organisms.

• Plants and animals have traits that improve their chances of living in different environments. • Plants and animals in Ohio interact with one another for food, shelter and nesting. • Plants and animals resemble their parents. Some variations can exist among variations can exist among individuals. • Offspring resemble parents and each other. • Traits and structures of animals, relationship between individual and the environment. • Plant structures, classification, and function.

Time Frame

Curriculum

units with

Assessment

(Evidence)

Opportunities

for Integration

Resources

(Curriculum

/Textbook)

Instructional


Differentiation

4 Weeks March/April

Plants and

Animals

UBD Framework Unit: Life

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

ELA/Literacy

RI.1.1 Ask and answer questions about key

details in a text.

RI.1.2 Identify the main topic and retell key details of a text.


Module Plants and Animals

Lessons

Living and Nonliving Things Parts of Plants

Plants and Animal Survival

walking field trip

interactive shared reading of

informational texts

dramatic play

creative movement

sorting activities

creative art



RAFTs



*Assessments

located within unit



Defined-Stem

RI.1.10 With prompting and support, read

informational texts appropriately complex

for grade.

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use

them to write a sequence of instructions).

W.1.8 With guidance

and support from adults, recall

information from experiences or gather

information from provided sources to answer a question.

Mathematics

MP.2 Reason abstractly and

*Be sure to use the chapter

module opening, videos, sing alongs & games

Experimental procedures determining

needs and tendencies of living and

ono-living things. i.e. Changing

temperature, light, water, energy,

shelter, etc.

Inquiry of different types of organisms.

i.e. Ocean animals vs. pond animals

etc.

Similarities and difference charts.

Student-centered investigations of needs of living things.

Assess: Oral, written, observational assessments and/ or design an ideal

environment for a living thing.

*Be sure to use the Inspiring All Students for differentiation which is

located under lesson plan using online resources.


quantitatively. (1-LS3-1)

MP.5 Use appropriate tools strategically.

1.NBT.B.3 Compare two two-digit numbers based on the meanings

of the tens and one digits, recording the

results of comparisons with the symbols >, =,

and <.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number,

and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based

on place value, properties of

operations, and/or the relationship between

addition and subtraction; relate the strategy to a written method and explain the reasoning uses.


Understand that in adding two-digit

numbers, one adds tens and tens, ones

and ones; and sometimes it is

necessary to compose a ten.

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less

than the number, without having to count; explain the

reasoning used.

1.NBT.C.6 Subtract multiples of 10 in the

range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences),

using concrete models or drawings and

strategies based on place value, properties of operations, and/or

the relationship between addition and subtraction; relate the


strategy to a written method and explain the reasoning used.

1.MD.A.1 Order three

objects by length; compare the lengths of two objects indirectly

by using a third object.

5 Weeks

April/May

Offspring and Their

Parents

UBD Framework Unit: Life continued

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



ELA/Literacy

Students need opportunities to read informational texts to

gather information about traits and

behaviors of organisms. With adult guidance,

they identify the main topic, retell key details from texts, and ask and answer questions about

key details. Students should also participate in

shared research and writing projects. They

can gather information from a variety of

preselected, grade-level-appropriate texts and

resources and use that information to answer questions about traits

Inspire Science textbook

Modules Offspring and Their Parents

Lessons

Plants Grow and Change Plants and Their Parents

Compare Animals Animals and Their Parents

Offspring Survival

*Be sure to use the chapter module opening, videos, sing

alongs & games

Observe and use patterns in the natural world as evidence and to

describe phenomena.

Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Examples of patterns could include features plants or animals share.

Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size and that a particular breed of puppy looks like its


*Assessments located within unit



Defined-Stem

and behaviors of organisms. In pairs or small groups, students can use pictures and

words to create simple books that describe

features that parents and offspring share or behaviors that parents

and offspring exhibit that help offspring survive.

Mathematics

To integrate mathematics into this unit, students reason

abstractly and quantitatively and use

appropriate tools strategically as they collect and organize

data, and use it to solve problems. For example, when students gather information about the shape, size, color, and number of leaves on

plants, they can:

Use grade-level-appropriate tools and strategies to measure,

compare, and order leaves by length.

parents but is not exactly the same.

• Identify cause-and-effect relationships in order to explain

change.

• Use evidence (e.g., observations, patterns) to support an explanation.

• Use evidence to support the explanation that traits can be

influenced by the environment. Examples of the environment’s effect

on traits could include:

Normally tall plants that grow with insufficient water are

stunted. A pet dog that is given too

much food and little exercise may become overweight.

*Be sure to use the Inspiring All

Students for differentiation which is located under lesson plan using online

resources.


Organize data (e.g., number of leaves) into simple graphs or tables, and then use strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to make comparisons.

Use drawings and equations as they solve problems (e.g., more or less, total amount, how

many in each).

Documents

1st Grade Science Map/Pacing Guide 2016- · PDF fileMathematics MP.2 Reason ... Quarter 2 Red indicates: the NGSS performance ... 1st Grade Science Map/Pacing Guide 2016-2017