First Grade SCIENCE · • Design and execute an experiment or systematic observation to test a hypothesis or research ques tion. • Develop a scientific model for a complex situation

First Grade SCIENCE

Curriculum Map

2019 – 2020

Volusia County Schools

Next Generation Sunshine State Standards

2 Volusia County Schools Grade 1 Science Curriculum Map Elementary Science Department June 2019

Authorization for reproduction of this document is hereby granted.

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Questions regarding use of this publication should be sent to the following: Volusia County Schools Elementary Science Department

Becki Lucas Elementary Science Specialist

[email protected] DeLand, Florida

mailto:[email protected]


First Grade focuses instructional delivery for science within the following nine (9) Big Ideas/Standards: Nature of Science

Big Idea 1 – The Practice of Science Earth and Space Science

Big Idea 5 – Earth in Space and Time Big Idea 6 – Earth Structure

Physical Science

Big Idea 8 – Properties of Matter Big Idea 12 – Motion of Objects Big Idea 13 – Forces and Changes in Motion

Life Science

Big Idea 14 – Organization and Development of Living Organisms Big Idea 16 – Heredity and Reproduction Big Idea 17 – Interdependence

First Grade Overview

The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Earth and Space Science, Physical Science, and Life Science).

Next Generation Sunshine State Standards


Digital Curriculum Maps and other instructional support documents are available on the grade level Science Canvas site under the Curriculum Map and Instructional Resources button. All suggested resources are available on the grade level Science Canvas site under the Curriculum Resources button.

What is a STEM Week? STEM Weeks are periods of time dedicated to the implementation of an interdisciplinary, standards-rich experience that

poses an age-appropriate, real-world problem to be solved through collaborative and creative measures.

S cientific Literacy T echnological

Literacy

E ngineering Literacy M athematical

Literacy the ability to use scientific knowledge and processes to understand the natural world as well as the ability to participate in decisions that affect it

the ability to know how to use new technologies, understand how new technologies are developed, and have the skills to analyze how new technologies affect us, our nation, and the world

the ability to understand how technologies are developed via the engineering design process using problem-based lessons in a manner that integrates lessons across multiple subjects

the ability to analyze, reason, and communicate ideas effectively to pose, formulate, solve, and interpret solutions to mathematical problems in a variety of situations

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Weeks of Instruction Topic Instructional Sequence Body of Knowledge

Weeks 1 – 2 Introduction to Science August 12 – August 23 Nature of Science

Weeks 3 – 6 Sky and Earth August 26 – September 20 Earth and Space Science

Weeks 7 – 10 Earth’s Surface September 23 – October 18

Weeks 11 – 13 MATTER and Movement October 21 – November 8 Physical Science

Weeks 14 – 22 Matter and MOVEMENT November 11 – January 31

Weeks 23 – 33 Living Things February 3 – April 24 Life Science

Weeks 34 – 38 Parents and Offspring April 27 – May 29

First Grade Instructional Scope and Sequence


The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The levels—Level 1, Level 2, and Level 3—form an ordered description of the demands a standard may make on a student. Instruction in the classroom should match, at a minimum, the demand of standard of the learning target in the curriculum map.

Level 1: Recall Level 2: Basic Application of Concepts & Skills Level 3: Strategic Thinking & Complex Reasoning The recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps.

The engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3.

Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.

Some examples that represent, but do not constitute all of Level 1 performance, are:

• Recall or recognize a fact, term, or property. • Represent in words or diagrams a scientific

concept or relationship. • Provide or recognize a standard scientific

representation for simple phenomena. • Perform a routine procedure such as measuring

length. • Identify familiar forces (e.g. pushes, pulls,

gravitation, friction, etc.) • Identify objects and materials as solids, liquids,

or gases.


• Specify and explain the relationship among facts, terms, properties, and variables.

• Identify variables, including controls, in simple experiments. • Distinguish between experiments and systematic observations. • Describe and explain examples and non-examples of science

concepts. • Select a procedure according to specified criteria and perform it. • Formulate a routine problem given data and conditions. • Organize, represent, and interpret data.


• Identify research questions and design investigations for a scientific problem.

• Design and execute an experiment or systematic observation to test a hypothesis or research question.

• Develop a scientific model for a complex situation. • Form conclusions from experimental data. • Cite evidence that living systems follow the Laws of Conservation

of Mass and Energy. • Explain how political, social, and economic concerns can affect

science, and vice versa. • Create a conceptual or mathematical model to explain the key

elements of a scientific theory or concept. • Explain the physical properties of the Sun and its dynamic nature

and connect them to conditions and events on Earth. • Analyze past, present, and potential future consequences to the

environment resulting from various energy production technologies.

*Adapted from: http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

The Demand of Standard Core Action 1: Science Instructional Practice Guide (IPG)

http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx


Every standard is assigned a demand of standard (DOS) indicator. The teaching and assessment of that standard must reflect the rigor of the DOS.

Low (Level 1) Moderate (Level 2) High (Level 3)

Students will: • retrieve information from a chart, table, diagram,

or graph • recognize a standard scientific representation of a

simple phenomenon • complete a familiar single-step procedure or

equation using a reference sheet

Students will: • interpret data from a chart, table, or simple graph • determine the best way to organize or present data

from observations, an investigation, or experiment • describe examples and non-examples of scientific

processes or concepts • specify or explain relationships among different

groups, facts, properties, or variables • differentiate structure and functions of different

organisms or systems • predict or determine the logical next step or outcome • apply and use concepts from a standard scientific

model or theory

Students will: • analyze data from an investigation or experiment

and formulate a conclusion • develop a generalization from multiple data sources • analyze and evaluate an experiment with multiple

variables • analyze an investigation or experiment to identify a

flaw and propose a method for correcting it • analyze a problem, situation, or system and make

long-term predictions • interpret, explain, or solve a problem involving

complex spatial relationships

Sample Level 1 Item Sample Level 2 Item Sample Level 3 Item Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which of the following forces causes the blocks to move down the tray?

A. Electric B. Friction C. Gravity D. Magnetic

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which block would experience the least amount of friction as it moved down the tray? A. Ice Block B. Sponge Block C. Sandpaper Block D. Plastic Block

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which of the following conclusions can Felipe and Marsha make about the forces that cause the blocks to move down the tray? A. The force of friction is the same on each block. B. The force of friction causes the speed of each block to

increase. C. The force of gravity causes all the blocks to move at the

same speed. D. The force of gravity is greater than the force of friction

on all the blocks. *Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.

Demand of Standard and Complexity Core Action 1: Science Instructional Practice Guide (IPG)


ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION

The engagement phase of the model is intended to capture students’ interest and focus their thinking on the concept, process, or skill

that is to be learned.

During this engagement phase, the teacher is on center stage.

The exploration phase of the model is intended to provide students with a common set of experiences from

which to make sense of the concept, process or skill that is to be learned.

During the exploration phase, the students come to center stage.

The explanation phase of the model is intended to grow students’

understanding of the concept, process, or skill and its associated academic

language.

During the explanation phase, the teacher and students share center stage.

The elaboration phase of the model is intended to construct a deeper understanding of the concept, process, or skill through the exploration of related ideas.

During the elaboration phase, the teacher and students share center stage.

The evaluation phase of the model is intended to be used during all phases

of the learning cycle driving the decision-making process and

informing next steps.

During the evaluation phase, the teacher and students share center stage.

What does the teacher do?

• create interest/curiosity • raise questions • elicit responses that uncover

student thinking/prior knowledge (preview/process)

• remind students of previously taught concepts that will play a role in new learning

• familiarize students with the unit


• provide necessary materials/tools • pose a hands-on/minds-on problem

for students to explore • provide time for students to “puzzle”

through the problem • encourage students to work

together • observe students while working • ask probing questions to redirect

student thinking as needed


• ask for justification/clarification of newly acquired understanding

• use a variety of instructional strategies • use common student experiences to:

o develop academic language o explain the concept

• use a variety of instructional strategies to grow understanding

• use a variety of assessment strategies to gauge understanding


• provide new information that extends what has been learned

• provide related ideas to explore • pose opportunities (examples and

non-examples) to apply the concept in unique situations

• remind students of alternate ways to solve problems

• encourage students to persevere in solving problems


• observe students during all phases of the learning cycle

• assess students’ knowledge and skills

• look for evidence that students are challenging their own thinking

• present opportunities for students to assess their learning

• ask open-ended questions: o What do you think? o What evidence do you have? o How would you explain it?

What does the student do?

• show interest in the topic • reflect and respond to questions • ask self-reflection questions:

o What do I already know? o What do I want to know? o How will I know I have learned

the concept, process, or skill? • make connections to past learning

experiences


• manipulate materials/tools to explore a problem

• work with peers to make sense of the problem

• articulate understanding of the problem to peers

• discuss procedures for finding a solution to the problem

• listen to the viewpoint of others


• record procedures taken towards the solution to the problem

• explain the solution to a problem • communicate understanding of a

concept orally and in writing • critique the solution of others • comprehend academic language

and explanations of the concept provided by the teacher

• assess own understanding through the practice of self-reflection


• generate interest in new learning • explore related concepts • apply thinking from previous

learning and experiences • interact with peers to broaden

one’s thinking • explain using information and

experiences accumulated so far


• participate actively in all phases of the learning cycle

• demonstrate an understanding of the concept

• solve problems • evaluate own progress • answer open-ended questions with

precision • ask questions

Evaluation of Engagement

The role of evaluation during the engagement phase is to gain access

to students’ thinking during the pre-assessment event/activity.

Conceptions and misconceptions currently held by students are uncovered during this phase.

These outcomes determine the concept, process, or skill to be

explored in the next phase of the learning cycle.

Evaluation of Exploration

The role of evaluation during the exploration phase is to gather an

understanding of how students are progressing towards making sense of

a problem and finding a solution.

Strategies and procedures used by students during this phase are

highlighted during explicit instruction in the next phase.

The concept, process, or skill is formally explained in the next phase

of the learning cycle.

Evaluation of Explanation

The role of evaluation during the explanation phase is to determine the students’ degree of fluency (accuracy

and efficiency) when solving problems.

Conceptual understanding, skill refinement, and vocabulary acquisition

during this phase are enhanced through new explorations.

The concept, process, or skill is elaborated in the next phase

of the learning cycle.

Evaluation of Elaboration

The role of evaluation during the elaboration phase is to determine the

degree of learning that occurs following a differentiated approach to

meeting the needs of all learners.

Application of new knowledge in unique problem-solving situations

during this phase constructs a deeper and broader understanding.

The concept, process, or skill has been and will be evaluated as part of all phases of the learning cycle.

The 5E Instructional Model Core Action 2: Science Instructional Practice Guide (IPG)


Asking Questions and Defining Problems Using Mathematics and Computational Thinking A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

Developing and Using Models Constructing Explanations and Designing Solutions A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

Planning and Carrying Out Investigations Engaging in Argument from Evidence Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims

Analyzing and Interpreting Data Obtaining, Evaluating and Communicating Information Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meet specific design criteria— that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Developed by NSTA using information from Appendix F of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc

The Science and Engineering Practices Core Action 3: Science Instructional Practice Guide (IPG)


Grade 1 SCIENCE INSTRUCTIONAL CALENDAR 2019-2020 Week Dates Topic Lessons

1 August 12-16 Introduction to Science See Canvas for support 2 August 19-23

3 August 26-30 Sky and Earth

Observe the Sky – T1 L1 4 September 2-6 (4 days/Labor Day) 5 September 9-13 Patterns in the Sky – T1 L2 6 September 16-20 (4 days/PD Day) Nature of Science Common Experiment #1 7 September 23-27

Earth’s Surface Rocks and Soil – T2 L1

8 September 30-October 4 Water on Earth – T2 L2 9 October 7-11 Changes to Land – T2 L3

10 October 14-18 (4 days/Teacher Duty Day) Nature of Science Common Experiment #2 11 October 21-25

MATTER and Movement Sort Objects – T3 L1 12 October 28-November 1 13 November 4-8 14 November 11-15 (4 days/Veterans Day)

Matter and MOVEMENT Describe How Objects Move – T3 L2 15 November 18-22 16 December 2-6 17 December 9-13 18 December 16-20 (3 days/Teacher Duty Day) Nature of Science STEM Lesson #1 19 January 6-10

Matter and MOVEMENT Pushes and Pulls – T3 L3 20 January 13-17 21 January 20-24 (4 days/MLK Day) 22 January 27-31 Nature of Science Common Experiment #3 23 February 3-7

Living Things

Living and Nonliving Things – T4 L1 24 February 10-14 25 February 17-21 (4 days/Presidents’ Day) 26 February 24-28

Plant Parts – T4 L2 27 March 2-6

28 March 9-13 (4 days/Teacher Duty Day) 29 March 23-27

Living Things Animal Parts – T4 L3

30 March 30-April 3 31 April 6-10 People Learn from Plant and Animal Parts – T4 L4

32 April 13-17 Where Plants and Animals Live – T4 L5 33 April 20-24 Nature of Science Common Experiment #4 34 April 27-May 1

Parents and Offspring Plant & Animal Life Cycles – T5 L1

35 May 4-8 36 May 11-15 Observe Parents and Young – T5 L2 37 May 18-22 Patterns in Animal Behaviors – T5 L3 38 May 25-29 (4 days/Memorial Day) Nature of Science STEM Lesson #2


NGSSS BODY OF KNOWLEDGE:

BIG IDEA: NATURE OF SCIENCE THE PRACTICE OF SCIENCE

PACING: Weeks 1-38 August 12 – May 29

Prerequisite Learning: Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5 Topic Learning Targets/Skills Benchmark Academic Language

Pages 10 and 11 list all of the Grade 1 Nature of Science standards. These standards should be integrated and taught throughout the year to be mastered by the end of week 38.

The first 2 weeks of instruction focused on the Nature of Science standards are meant to be an introduction to science. See pages 12 and 13, as well as Canvas, for resources specific to instruction during the first two weeks of school.

Weeks 1-38

Nature of Science

This topic is continued on the

next page.

Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.

Students will: • engage as scientists using the following inquiry skills:

o observe three similar objects and record the number of parts you see (e.g., number of flower petals, number of wheels on toy cars, number of sides on shapes).

o estimate and measure the length of objects found in the classroom using rulers, tape measures, yardsticks (inches) and meter sticks (centimeters).

o estimate and measure the weight of an object using nonstandard units of measure (e.g., pennies, teddy bear counters, color cubes).

o compare the weight (heavy/light) of two objects in the classroom using a balance. o predict the number of an object that will fit into containers of different sizes and shapes

such as beans, marbles, dice, etc. o sort and classify a group of objects by the way they move and compare results with others. o communicate the look and feel of objects with a partner. o investigate by comparing the descriptions of two or more different kinds of matter (e.g.,

two rocks, two soil types, two animals). o make a 2-dimensional and/or 3-dimensional model of an object. o sequence an event or a set of picture cards (e.g., someone making a cake).

• generate a list of questions about the world (e.g., after a nature walk, about a mystery object, after reading a book, before mixing colors).

• discuss, as a class, ways to find answers to the created list of questions. • investigate questions in teams through free exploration

o ”What happens if we…?” o “We wonder why…” o “If we…, wonder what will happen?”

• provide appropriate explanations based on those explorations. • recognize that answers to questions can be found through investigation. • apply new learning that results from the investigation to the real world. • build class investigations and share outcomes with others.

SC.1.N.1.1 (Demand of Standard or

DOS – Level 3)

answer balance centimeter(s) data explain explore identify inch(es) inquiry skills

o classify o communicate o compare o estimate o infer/inference o investigate o measure o model o observe o predict/prediction o sequence o sort

investigate model natural world question results weight

http://www.cpalms.org/Public/PreviewStandard/Preview/1547






Weeks 1-38

Nature of Science

This topic is

continued from the previous page.

Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. Students will:

• review the five senses used for making observations (body structure and function). • describe an object’s physical properties (e.g., number, shape, texture, size, odor, length,

nonstandard weight, color, motion) using the five senses and/or science tools, including those that measure.

SC.1.N.1.2 (DOS – Level 2)

five senses height length observation odor physical property record temperature texture time volume width

Keep records as appropriate—such as pictorial and written records of investigations conducted. Students will:

• keep records (written or pictorial) of observations (data) during investigations using the five senses and science tools as appropriate (e.g., science notebook, simple table, class chart).

• discuss observational similarities and differences made during investigations with others in the class


Ask “how do you know?” in appropriate situations.

Students will: • ask questions when a situation is unknown or not understood. • discuss possible answers to “how do you know?” questions. • answer “how do you know?” questions after being presented with information through reading,

investigation, and/or discussion. • determine appropriate situations in which to ask questions.


Teacher Hints for “Nature of Science”: • There is no Nature of Science topic or lesson in the Pearson resource, rather students are encouraged to engage in these standards throughout the school year. • Inquiry skills (process skills) are the habits of a scientist. They may include, but are not limited to, the following: observing, comparing, predicting, estimating, measuring,

sorting, classifying, communicating, researching, hypothesizing, inferring, concluding, modeling, sequencing, recording, interpreting, analyzing, organizing, and controlling variables. These skills are ways in which scientists think about science or do the work of science.

• An example for each of the inquiry skills is provided in the learning targets, but, BE CREATIVE! For example, when engaging in an investigation, you may choose to investigate whether magnets work under water or if all rocks have the same properties. Another example might be to engage in the inquiry skill of inferring to name the identity of an animal after observing a demonstration of its movements and sounds.

• To a first grader, it may seem like the world we live in is man-made – cars, buildings, roads, and computers. But the natural world is all around us and is not man-made – the earth under the buildings and roads, the air we breathe, the water we drink, and the sun that emits light and heat.

• Steps in an investigation MAY include: testable question, research, hypothesis, experiment (materials and procedures), data, results, conclusions, real-world application, communication, and more questions.

• Not every investigation has to use all of the steps of the “scientific method”. A valid, complete investigation may just include the asking of a question, making and recording observations, and drawing conclusions.

• Results can be a little different each time the investigation is conducted. Students should become very comfortable with the need to repeat an investigation a few times to see if similar results will occur.

• Building a class-wide investigation to share with others at your school is a great way to show that scientists communicate their findings with other scientists. Common Experiments are designed to assist in meeting the expectation of this practice.

• How can new learning from explorations connect to the real world? Upon investigating the effect of light on the germination of seeds, students conclude that light does not have an effect. Based on this conclusion, the students know that their seeds will germinate away from the light of their classroom window.

• Additional resources to support Nature of Science instruction can be found on the Grade 1 Science Canvas site.



BIG IDEA: NATURE OF SCIENCE PRACTICE OF SCIENCE/ORGANIZATION & DEVELPMT OF LIVING ORGANISMS

PACING: Weeks 1-2 August 12 – August 23

Prerequisite Learning: Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5 Topic Learning Targets/Skills Benchmark Academic Language

Week 1-2

Introduction to Science


next page.

Note: Learning targets beginning with “review” indicate instruction from previous grades. Students will:

• develop science notebooks that will be used all year long (e.g., spiral notebook, composition book, binder, stapled paper).

• brainstorm the following: “What is science?”, “What does science look like?”, “How do I already use science?”, “What is a scientist?”.

• communicate an oral description or visual representation of what a scientist looks like. • explore the use of science tools (e.g., hand lens, microscope, thermometer, balance, measuring cup,

beaker, ruler, tape measure) that help scientists gather information about the world around them. • discuss different types of scientists (e.g., paleontologist, volcanologist, doctor, race car driver,

veterinarian, student, astronaut, chef, mom, dad).

science science notebook scientist scientific tools

o balance o beaker o eye dropper o flask o gloves o goggles o graduated

cylinder o hand lens o measuring cup o microscope o ruler o scale o spring scale o tape measure o thermometer o yard/meter stick

centimeter(s) data five senses height inch(es) length observation odor physical property record temperature texture time volume weight width

Keep records as appropriate—such as pictorial and written records of investigations conducted. Students will:

• keep records (written or pictorial) of observations (data) during investigations using the five senses and science tools as appropriate (e.g., science notebook, simple table, class chart).

• discuss observational similarities and differences made during investigations with others in the class.

SC.1.N.1.3

(DOS – Level 2)

Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. Students will:

• review the five senses used for making observations (body structure and function). • describe an object’s physical properties (e.g., number, shape, texture, size, odor, length, weight,

color, motion) using the five senses and/or science tools, including those that measure.

SC.1.N.1.2

(DOS – Level 2)







Teacher Hints for “Introduction to Science”: • There is no unit of study for the Nature of Science standards, rather students are encouraged to engage in these standards throughout the school year. • The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom. • Digital textbook resources can be accessed through V-Portal. Visit the 1st Grade Science Canvas site for access to all curriculum resources. • What is science? What is the role of a scientist? Use the language in your Nature of Science benchmarks (SC.1.N.1.1 – SC.1.N.1.4) to answer these questions. • At the end of the school year, revisit “What is a scientist?” What do your students think now? Student responses may be viewed as classroom assessment for the Nature of Science

benchmarks. • The first week of school is a perfect time to set up an interactive science notebook or science journal for recording. A science notebook is a compilation of student learning that provides a

record of the instructional experiences a student has in the classroom. Consideration may be given to the use of a class notebook at the start of the school year with the intent of moving toward individual student notebooks sometime within the school year. Notebooks should be interactive in nature where students are using what is written and reflecting on the content material. A reflection can be a drawing and labeling an illustration, a song, a poem, and/or a quick-write. Notebooks allow for students to ‘own’ their learning. Teachers can use notebook entries as portfolio evidence of proficiency. Student work can be used in data analysis conversations.

• Making observations and the recording of these observations is the beginning and backbone of all science. • A common misconception that students have is that observation is something you do with your eyes only. Be consistent in reminding them that observation involves the use of all 5 senses,

and that the senses may be enhanced by tools. • Tools allow students to make observations that go beyond their senses. Students can investigate tools that enhance or reduce each of the five senses

(e.g., hand lens: sight, gloves: touch, stethoscope: hearing, thermometer: temperature). • Observations can be made by comparing things. For example, this lotion smells like flowers, the candy is as hard as a rock, the ball is bigger than a marble. • Standard units of measure (inches) are first introduced in grade 1. However, simple investigations using meter sticks (centimeters) will provide students with early experiences that will set

them up for science success in grade 2.

http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom


Teacher Notes All curriculum resources can be found on the 1st Grade Science Canvas Site



BIG IDEA: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE EARTH IN SPACE AND TIME

PACING: Weeks 3-6 August 26 – September 20

Prerequisite Learning: Kindergarten – SC.K.N.1.2, SC.K.E.5.1, SC.K.E.5.5, SC.K.E.5.6, SC.K.P.8.1, SC.K.P.13.1

Topic Learning Targets/Skills Benchmark Academic Language

Weeks 3-6

Sky and Earth


next page.

Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. Students will:

• review objects that are sometimes visible in the day sky (e.g., sun, sometimes moon, clouds) and night sky (e.g., stars, clouds, moon).

• review that the sun is a star that appears larger than the other stars. • review that the other stars appear tiny because they are farther away. • observe and discuss that there are more stars in the sky than anyone can easily count and that

stars are not scattered evenly in the sky.

SC.1.E.5.1 (DOS – Level 2)

Embedded Nature of Science

SC.1.N.1.1

clouds day sky distance Earth light model moon night sky stars sun

Identify the beneficial and harmful properties of the sun. Students will:

• identify and describe beneficial properties of the sun (e.g., light, warmth, energy for living things, solar energy).

• identify and describe harmful properties of the sun (e.g., sunburn, melting, fading, dehydration). • compare the beneficial and harmful properties of the sun (e.g., using charts, Thinking Maps®,

graphic organizers). • apply knowledge of harmful properties of the sun to protect human body structures (sunscreen,

umbrella, hat, sunglasses).



SC.1.N.1.1

beneficial harmful helpful protection sun

Explore the Law of Gravity by demonstrating that Earth’s gravity pulls any object on or near Earth toward it even though nothing is touching the object. Students will:

• review that a force is a push or pull on an object. • demonstrate how the Earth’s gravity pulls an object toward the ground (attraction) unless

something holds it up. • explain that gravity acts on all objects on Earth even though it does not touch the objects (a non-

contact force).



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attract Earth force gravity pull push








Weeks 3-6

Sky and Earth

This topic is

continued from the previous page.

Investigate how magnifiers make things appear bigger and help people see things they could not see without them. Students will:

• investigate how hand lenses and microscopes (and other tools like binoculars and telescopes) make things appear closer, bigger, and more detailed.

• record observations of the investigations using a hand lens in a science notebook (e.g., details on a penny, cereal, rocks, leaves).

• discuss the importance of using magnifiers to view objects.



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detail hand lens magnify microscope

Teacher Hints for “Sky and Earth”: • While there are billions of trillions of stars in the universe, we can only see about 2,000 with the naked eye. The sun is a star we can easily see with the naked eye because

it is the closest star to Earth. Students naturally build a misconception regarding the sun as a star and its apparent size. Because the sun is the closest star to us, it takes on the appearance of being the largest star in the sky.

• Students are not responsible for recognizing that the sun is a medium-sized star. This is a concept that is specifically taught in Grade 3. While reviewing objects found in the day and night sky, students can use their bodies to model how Earth rotates around the sun. This will help the students understand why the sun cannot be seen in the night sky (when their own back is to the sun model). Earth’s rotation gives us an alternating pattern of day and night. Create both 2-dimensional and 3-dimensional models as a review of the day and night sky.

• Students at this age can observe and discuss objects in the night sky but may not be able to comprehend how many stars are really in the sky. Stars are in the daytime sky too!

• Explore the effect of the sun’s radiant light on our bodies. One resource to use is UV beads. The students string a few UV beads onto a string and wear it as a bracelet. Allow for the students to discover what can happen to these beads in the sunlight and when exposed to the UV rays. Allow the discussion to lead toward sun protection, Sunscreen, clothes, etc. Extend the activity to talk about medicines stored in colored medicine bottles. These bottles are to protect the medicine from the UV rays. To prove this point, place some UV beads in the medicine bottles (usually brown and blue bottles are what are available from the pharmacy) and place these bottles outside. If they are truly UV bottles, the beads inside will remain white.

• Gravity is a force that is pulling objects to the ground if not held up. Explore gravity by dropping things, observing pendulums, and observing objects falling on their own. First grade instruction on gravity is foundational to future understandings of this concept. In grade 3, students explore examples of ways gravity can be overcome such as leaves hanging on a tree, throwing a ball in the air, a frog jumping, and paper sitting on a table.

• Common student misconception: When objects are dropped onto a table, students often think that the table has gravity. The table is simply something that holds up objects (no different than their own hands).

• Investigate how hand lenses and microscopes (and other tools like binoculars) make things appear closer, bigger, and more detailed. This concept links to telescopes instructed in Grade 3.

• There are no 1st grade Next Generation Sunshine State Science standards that address Daylight Changes and Seasons. • It is recommended that teachers do not use the Daylight Changes and Seasons (T1 L3) lesson and materials from the Pearson textbook (SE pages 20-29). • Common Experiment #1 integrates the Nature of Science standards into this unit. Common Experiment #1 is suggested during Week 6 of instruction. See Canvas for

lesson plans and resources.





BIG IDEA: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE EARTH STRUCTURES

PACING: Weeks 7-10 September 23 – October 18

Prerequisite Learning: Kindergarten – SC.K.P.8.1 Topic Learning Targets/Skills Benchmark Academic Language

Weeks 7-10

Earth’s Surface


next page.

Recognize that water, rocks, soil, and living organisms are found on Earth’s surface.

Students will: • record observations of Earth’s surface in a science notebook while walking around the school campus. • sort and classify things collected from Earth’s surface during the walk around the school into

categories of their own choosing. • discuss and compare, with a partner, the collections of things gathered during the walk around the

school campus. • distinguish between what is naturally found on Earth’s surface and what is man-made. • identify natural resources found on Earth’s surface.

o non-living – water, rocks, soil o living organisms – animals and plants

• identify and label the things collected during the walk that are considered natural resources. • name places water is found on Earth’s surface (e.g., rivers, lakes, ponds, ocean).



SC.1.N.1.1 SC.1.N.1.2

animals Earth erosion fast change lake natural resources need ocean organisms plants pond river rocks safety slow change soil water weathering

Describe the need for water and how to be safe around water.

Students will: • describe the need for water (plants and animals including humans). • recognize that many organisms live in water. • describe ways to be safe around water (Review Teacher Hints.).


Embedded

Nature of Science SC.1.N.1.1 SC.1.N.1.2



Weeks 7-10

Earth’s Surface

This topic is continued from the

previous page.

Recognize that some things in the world around us happen fast and some happen slowly. Students will:

• list ways Earth’s surface can change (e.g., beach dunes, cracked sidewalks, hole in the ground). • explore the school campus for signs of change that have occurred. • discuss the findings from the exploration of the school campus. • record evidence of changes to Earth’s surface in a science notebook. • identify this evidence of change to Earth’s surface as fast or slow (e.g., a tree falling is a fast change

and a hole forming on the surface may be a slow change). • discuss natural processes that change the Earth’s surface quickly (e.g., floods, hurricanes,

tornadoes, earthquakes, volcanoes, fires, tsunamis). • investigate ways that Earth’s surface changes quickly (e.g., model effects of water and wind erosion

using a sand box and spray bottle on a stream setting; sand box and fan on high speed). • record observations from the investigations of changes to the Earth that occur quickly. • discuss natural processes that change the Earth’s surface slowly (e.g., wind, water, drought, tides). • investigate ways that Earth’s surface changes slowly over time (e.g., model effects of water and

wind erosion using sand box and spray bottle on mist; sandbox and fan on low speed). • record observations from the investigations of changes to the Earth that occur slowly. • predict the changes that may occur to Earth’s surface after certain weather conditions (e.g., light

rain, a thunderstorm, strong winds, hot and dry).



SC.1.N.1.1 SC.1.N.1.2 SC.1.N.1.3

Teacher Hints for “Earth’s Surface”: • Earth’s surface is made up of land and water. There is even land under Earth’s oceans. The land on Earth is made of rocks, soil, and sand, although all land originates

from rock. Through the processes of weathering and erosion, the landforms can look very different (e.g., mountains, farmlands, deserts, wetlands). • Three-fourths of the land is covered by water in the form of oceans, lakes, ponds, rivers, streams, etc. • Life exists both on land and in water. Living things are called organisms and are considered natural resources. • When sorting and classifying resources found on Earth’s surface, it is important that students are given an opportunity to “discover” the classification of man-made

resources versus natural resources. • Water is necessary for life on Earth, and without it, we could not survive. Besides sustaining life, water is used in many other ways (e.g., transporting people and goods,

engaging in water sports and other recreational activities, irrigating, powering hydroelectric plants and steam engines, cooking, cleaning). • Water safety may include, but is not limited to, the following: learning how to swim, following posted signs near bodies of water, entering the water feet first, avoiding

swimming during bad weather. • Effects of a changing surface can be easily observed around the school and neighborhood. Look for evidence of weathering (the breaking down of rock) and erosion (the

movement of rock to a new location). Evidence of these processes might be a sand dune forming, rocks with cracks, holes in the ground, rocks and soil at the bottom of a hill, impressions left from water flowing over the surface, and wind containing sand particles. Because time is a major factor, it is difficult for young children to fully understand that the Earth’s surface is constantly changing.

• A painter’s tray offers a good way to show erosion (fast and slow change) by dripping and pouring water over a sand and soil mix that has been placed on the sloping part of the tray. Water then collects in a reservoir which can be a garbage can or other container.

• Students are not responsible for the terms weathering and erosion but should be comfortable describing observations of these processes when modeled through investigations. Weathering and Erosion will be explicitly taught in 4th grade.

• Common Experiment #2 integrates the Nature of Science standards into this unit. Common Experiment #2 is suggested during Week 10 of instruction. See Canvas for lesson plans and resources.





BIG IDEA: NATURE OF SCIENCE/PHYSICAL SCIENCE PROPERTIES OF MATTER

PACING: Weeks 11 - 13 October 21 – November 8

Prerequisite Learning: Kindergarten – SC.K.P.8.1


Weeks 11-13

MATTER and Movement

Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float.

Students will: • identify observable properties of different matter (e.g., apple, toy car, shell, rock). • record predictions, observations, and data (written or pictorial) for each sorting activity below

using a simple chart or table in a science notebook. o sort objects by color using the sense of sight o sort objects by shape using the sense of sight or touch o sort objects by texture (rough/smooth) using the sense of touch o sort objects by size (short/long/tall) using a ruler, tape measure, and yard/meter stick o sort objects by weight (heavy/light) using a pan balance o sort objects by temperature (hot/cold) using a thermometer o sort objects by sink or float

• compare the sorting methods of other students to their own. • make decisions as to how to sort a group of objects based on their observable properties. • sort objects by observable properties until each individual object is in its own group. • ask and answer “how do you know?” questions of each other following each sort.

SC.1.P.8.1 (DOS – Level 2)


SC.1.N.1.2 SC.1.N.1.3

color height/length/width

o short o long o tall o wide o narrow

matter metric ruler pan balance properties ruler shape sink/float sort (classify) temperature

o cold o hot

texture o rough o smooth

thermometer weight

Teacher Hints for “MATTER and Movement”: • Create a “junk box” (e.g., paper clips, pattern blocks, rubber bands, cotton balls, toy cars, ping pong balls, erasers, pencils, pens, paper, notecard, buttons, marbles, and

plastic fork/spoon/knife) that can be used during the sorting activities for this unit. • After students have completed one sort using the “junk box” (their own way), ask them to sort the same objects repeatedly using a different property. • Sorting by color, shape, and size comes most naturally to young children. Students should be given time to sort and re-sort to explore the other observable properties of

matter including texture, odor, and sink/float. • When making observations, observable properties of matter are discovered. We want for our students to go beyond using their five senses in identifying properties of

matter by including the measurement tools scientists use such as a thermometer, balance, measuring cup, beaker, ruler, and tape measure. Measurement is the process of making comparisons between what is being measured and a standard. Measurements can be recorded in standard units for length (inches and centimeters) and non-standard units for weight (e.g., paper clips, pennies, cubes).

• Students are not responsible for being able to measure temperature by reading a thermometer. Students only need a conceptual understanding of how a thermometer works (the higher the red liquid, the hotter the temperature; the lower the red liquid, the cooler the temperature).

• Developing comparison strategies is a life-long skill. Deeper level thinking is involved when asking students to find similarities between very unlike objects.






BIG IDEA: NATURE OF SCIENCE/PHYSICAL SCIENCE MOTION OF OBJECTS/FOCES & CHANGES IN MOTION

PACING: Weeks 14 – 22 November 11 – January 31

Prerequisite Learning: Kindergarten – SC.K.E.5.1, SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1


Weeks 14-22

Matter and MOVEMENT

This topic is continued

on the next page.

Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow. Students will:

• observe and describe the various ways that objects move (e.g., fast, slow, fall, slither, tumble, fly, climb, roll, slide, sway).

• demonstrate and describe the following movements of objects: straight line, zigzag, back-and-forth, round-and-round, forward and backward.

• describe the force needed for objects to move in each of the different ways. • investigate the speed (faster/slower) of different objects rolling down a ramp. • explore why different objects move at different speeds (type and texture of surface and wheels,

mass of car). • record (written or pictorial) observations, predictions, data, and results that occurred during

movement investigations in a science notebook.



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direction force motion o back and forth o forward and backward o round and round o straight line o zigzag o slow o fast

move/movement position

Demonstrate that the way to change the motion of an object is by applying a push or a pull. Students will:

• review that a force can be a push or a pull that may cause movement or cause an object to change its position.

• demonstrate push and pull on an object. • explore force as a push or pull on an object. • describe an object’s position (e.g., in, out, up, down, left, right, over, under, on, off). • demonstrate and describe how to change the position of an object (push or pull). • predict and record how to change the direction of an object already in motion (push or pull).



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change pull push speed






Teacher Hints for “Matter and MOVEMENT”:

• A force is a push or a pull that may cause an object to move or change direction. Magnets, wind, water, pushes, pulls, and gravity can be used to demonstrate the effects of a push or pull on an object.

• Provide exposure to contact and non-contact forces that may result in motion. Students do not need to know the terms contact forces (touching) and non-contact forces (magnetism and gravity) but these terms can be used as good descriptors of kinds of forces.

• Students should be very comfortable with the idea that if motion has occurred, then a push or pull has been applied. Note: Not all pushes or pulls result in motion. When a person applies a push to the wall of a brick building, the building does not move.

• Students need to become comfortable observing, describing, and discussing how things move (e.g., animals, including themselves, and inanimate objects). • Along with observing, describing, and discussing motion of objects, students should be able to draw the path that results from the motion of an object (straight line, back

and forth, forward and backward, round and round, and zigzag). • Observation of motion naturally leads to measuring how far, how fast, and for how long. Standard units (inches and centimeters) are used to determine linear

measurements are used at this grade level. It would be appropriate to explore the use of stopwatches as well. • Students should be given opportunities to estimate /predict prior to measuring a variety of objects. Using the strategy of benchmarking amounts, their estimation skills will

improve. • Magnets, wind, water, pushes, pulls, and gravity can be used to change the original position of an object and/or change the direction of an object already in motion. • Gravity can act on an object to change its original position. For example, landslides are caused by gravity. Another example would be for students to observe a marble or

car rolling down a track or ramp. • Experimenting with the relationship between applied force on an object and the distance the object moves will benefit the development of this concept in later years. • The conceptual understanding of gravity was first introduced in the “Sky and Earth” topic of study (Weeks 3-6) but remains applicable in a study of Matter and Movement. • Gravity is an invisible force that may cause objects to move toward the Earth’s surface. • STEM Lesson #1 is suggested during week 18 of instruction. See Canvas for lesson plans and resources. • Common Experiment #3 integrates the Nature of Science standards into this unit. Common Experiment #3 is suggested during Week 22 of instruction. See Canvas for






BIG IDEA: NATURE OF SCIENCE/LIFE SCIENCE ORGANIZATION & DEVELOPMENT OF LIVING ORGANISMS/INTERDEPENDENCE

PACING: Weeks 23 - 33 February 3 – April 24

Prerequisite Learning Kindergarten – SC.K.L.14.3


Weeks 23-33

Living Things


next page.

Differentiate between living and nonliving things. Students will:

• record observations of different things on the school campus in a science notebook. • develop, as a class, a definition to determine if an organism is living (e.g., can grow, change, have

babies, need food, move on their own). • apply their class definition for living things to sort the school campus list into “living”. • evaluate the other group for things that are dead or once living (e.g., a stick or leaf lying on the

ground, a dead insect, a snake’s skin that has been shed). • develop, as a class, a definition to determine if an object from the list is non-living. • identify the characteristics of living (to include dead things) and nonliving things. • explain the differences between living and nonliving things. • apply the characteristics of living things to include those that were once alive or dead. • describe each living thing as an organism that lives in its own environment. • record observations of different living organisms (dead or alive) found in their environment using the

five senses. • ask and answer “how do you know?” questions that apply to living and nonliving things.

SC.1.L.14.3 (DOS – Level 3)


SC.1.N.1.1

air alive animals dead define definition environment living needs nonliving organism plants reproduce

Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

NOTE: Begin growing plants from seeds in preparation for The Plant Parts Lesson (Weeks 26-28).

Students will: • identify the basic needs of animals, including humans (air, water, food, space/shelter). • identify the basic needs of plants (air, water, sunlight, and space). • compare the needs of animals to plants in order to see the similarities in all living things. • investigate what happens when one of the basic needs for plant growth is not present (e.g., plant

without air, plant without water, plant without sunlight, plant without space, plant without shelter). • describe how animals respond when a basic need is not present (e.g., may become thirsty when

needing water, finds a new shelter when a home is destroyed, looks for new space when overcrowded).

• explore the process of growing various types of plants from seeds focusing on basic needs. • review differences between different kinds of animals (e.g., some have feathers and some have fur,

some lay eggs and some give live birth). • ask and answer “how do you know” questions regarding the results of basic needs investigations.



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feathers feet fins food fur needs scales shelter skin space survival water



Weeks 23-33

Living Things

This topic was continued from the previous page AND

continues on the next page.

Identify the major parts of plants, including stem, roots, leaves, and flowers.

Students will: • observe plants using a hand lens. • record observations of plants and their parts using words and/or pictures in a science notebook. • identify the major parts of plants (stem, roots, leaves, flowers, and seeds). • compare the same parts of two different plants (e.g., grass and marigolds). • explain that plants of the same kind will have the same kind of stem, roots, leaves, flowers, and

seeds. • observe and record the growing process of plants that began to grow from week 30. • observe different varieties of plants (e.g., fern, trees, shrubs, grass, petunias).



SC.1.N.1.3

flower fruit leaf plant root seed stem

Make observations of living things and their environment using the five senses.

Students will: • apply the class definition of living things to evaluate known living things (e.g., tree, dog, people) and

things that were once alive (e.g., dead plant, stick, eggshell). • ask and answer “how do you know?” questions that apply to living things.


Embedded

Nature of Science SC.1.N.1.1 SC.1.N.1.4

environment


Teacher Hints for “Living Things”:

• The concept of living and nonliving things is not an easy one for young children. They naturally want to classify dead plants and dead animals as nonliving. Instruction will move them away from this idea. Living things are those that are currently alive or were once alive (e.g., bugs, fallen leaves, bobcats, trees).

• When beginning this instruction, keep the examples clear cut – plants (including plant parts like the flower) and animals that are no longer alive. They will quickly have questions about a wooden bat, a hamburger, their teeth, etc. Starting off instruction with these things will hinder learning.

• Nonliving things have NEVER been alive (e.g., air, rocks, water, metal, glass). They do not have any needs. Design pet rocks for each student to “care for” to help with this understanding.

• Ultimately as they work on their class definition, the goal is to realize that all living things need (or needed at one time) air, water, food (a source of energy), a place to live, and the ability to reproduce.

• Consider making a chart (pictorial or written) of examples of living and nonliving things that are not so easily defined. Seek out the thoughts of your peers on some of the tougher ideas that come forward in your classroom.

• All living things eventually die. Be prepared for this to come up. • Consider comparing the following: video of a real baby to a baby doll, a real dog to a stuffed dog, a real worm to a gummy worm. • Make a leaf rubbing of both a living leaf and of a brown leaf on the ground. Make a comparison. • A major misconception is created when seeds are hung in a window to germinate. This misleads students to thinking that seeds need light to germinate which they do not.

Seeds need moisture and heat to begin the process of germination. • Roots come in all shapes and sizes. Expose students to taproots (carrots) and fibrous roots (grass). Terminology of taproot and fibrous is not required. • Stems come in all shapes and sizes. Expose students to soft, green stems, like those associated with a marigold, as well as hard, thick stems, like those associated with bushes

and trees. • Leaves come in all shapes and sizes. This will be an easy concept to explore. Caution students about NOT picking multiple leaves from the same bush or tree because of the

importance of leaves in the making of energy for plant growth. Pine needles are the leaves of pinecone trees. • Seeds are fun to explore. The size of a seed does not indicate the size of the parent plant. Investigate this! • We eat stems (celery, broccoli, asparagus, sugar cane, potatoes), leaves (lettuce, parsley, kale, cabbage, spinach, mustard greens), roots (carrots, radish, turnip, potato,

onion), flowers (violets, honeysuckle, broccoli, cauliflower, clover), and seeds (sunflowers, peanuts, lima beans, peas, corn). • Investigations of what happens when a basic need is not met must be done with plants, and not animals, for obvious reasons. However, discussion should take place

regarding what happens when basic needs of animals (including humans) are not met. • Take a walk on your school campus to allow students to use their senses to learn about their outdoor and indoor environments. Consider focusing on each sense along the

way. • Build an anchor chart that shows words that tell how you use your senses (e.g., nose to smell flowers and skin to feel temperature) to observe your environment. • Common Experiment #4 integrates the Nature of Science standards into this unit. Common Experiment #4 is suggested during Week 33 of instruction. See Canvas for





NGSSS BODY OF KNOWLEDGE: BIG IDEA:

NATURE OF SCIENCE/LIFE SCIENCE HEREDITY AND REPRODUCTION

PACING: Weeks 34 - 38 April 27 – May 29

Prerequisite Learning: none


Weeks 34-38

Parents and Offspring

Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. Students will:

• pair plant and animal parents with their offspring by looking at their physical traits. • recognize that offspring (both plants and animals) are related to their parents. • explain how they know which offspring belongs to which parent. • describe differences that exist between parents and offspring within a population of plants & animals.



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humans offspring parent plants population related traits

Teacher Hints for “Parent and Offspring”: • Plants and animals will closely resemble their parents. This is because of heredity. Marigold plants will produce seeds that will germinate and then grow into marigold

plants. Squirrels will give live birth to other squirrels. Heredity is the ‘messages’ or ‘coding’ we inherit from our parents. We know these to be genes that are passed from parent to offspring. Heredity in humans determines traits as common as eye color, hair color, and shape of facial features to susceptibility of disease.

• An easy way for children of this age to begin learning about heredity is to discuss how offspring often RESEMBLE their parents. Because heredity is genetically determined, there tends to be many observable similarities between parents and their offspring.

• Use CAUTION when generalizing that offspring ALWAYS appear the SAME as parents. A blonde-haired child with parents who do not have blonde hair may be very upset by thinking they do not belong to their family.

• Terminology of heredity is not required. • Children should be exposed to offspring that do not look like their parents (e.g., mealworm-beetle, caterpillar-butterfly). • Water is the most important substance to life on Earth. No organism can exist without water. • Plants make their own food. Animals, including humans, eat plants and/or other animals for food. • Basic needs must be met for an organism to survive.

Animal Enrichment

Students will: • discuss ways to group animals (e.g., how they move, what they eat, where they live, size). • sort animals into six major groups (mammals, birds, reptiles, amphibians, fish, and insects). • explain how they know animals fit in a certain group.

(Preview of learning/skills to be acquired in later grades)

amphibians birds fish insects mammals reptiles

Teacher Hints for “Animal Enrichment”: • Begin a discussion of animal classification by giving groups of students a bag of animals to sort. For the first several rounds of sorts, allow the students to sort the

animals according to a physical attribute of their own choosing: land versus water, fur versus no fur, legs versus no legs. After each round, have students walk around to the different groups and determine how each of the groups sorted their animals.

• Explain to the students that scientists have grouped animals according to an attribute common to all members of a group. mammals – produce milk for their young birds – have feathers reptiles – have scales and leathery skin amphibians – begin their lives in the water (have gills) and then live on land (have lungs) fish – have gills their whole life

• Although each of the six groups of animals is associated with specific attributes common to all species, not all the members of a specific group are guaranteed to share an attribute or behavior. The duck-bill platypus and echidna found in Australia and New Guinea are examples of this.

• STEM Lesson #2 is suggested during week 38 of instruction.




Observing: using your senses to gather information about an object or event; a description of what is perceived; information that is qualitative data

Measuring: using standard measures or estimations to describe specific dimensions of an object or event; information considered to be quantitative data

Inferring: formulating assumptions or possible explanations based upon observations

Classifying: grouping or ordering objects or events into categories based upon characteristics or defined criteria

Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence

Communicating: using words, symbols, or graphics to describe an object, action, or event

Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed solutions to a problem must be testable

Identifying Variables: stating the changeable factors that can affect an experiment; important to change only the variable being tested and keep the rest constant

Defining Variables: explaining how to measure a variable in an experiment

Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a procedure to test a hypothesis

Experimenting: carrying out an experiment by carefully following directions of the procedure so the results can be verified by repeating the procedure several times

Acquiring Data: collecting qualitative and quantitative data as observations and measurements

Organizing Data: making data tables and graphs for data collected

Science Process Skills: Basic and Integrated B

AS

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INT

EG

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HEALTH - HE.1.C.1.6 Students will: Emphasize the correct names of human body parts.

LANGUAGE ARTS Students will: LAFS.1.RI.1.1 Ask and answer questions about key details in a text.

LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. LAFS.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1. LAFS.1.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. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts

under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

LAFS.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

MATHEMATICS Students will: MAFS.1.MD.1.a Understand how to use a ruler to measure length to the nearest inch.

a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. Understand the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal

interval distances can be counted to determine the overall length of an object.

MAFS.1.MD.3.4 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.

TECHNOLOGY Students will: Creativity and innovation Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Communication and collaboration Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Research and informational fluency Apply digital tools to gather, evaluate, and use information.

Critical thinking, problem solving, and decision making

Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Digital Citizenship Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Technology operations and concepts

Demonstrate a sound understanding of technology concepts, systems, and operations.

MAKING CONNECTIONS Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)


Students will:

Make sense of problems and persevere in solving them. (SMP.1) Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical process which sometimes requires perseverance, flexibility, and a bit of ingenuity.

Reason abstractly and quantitatively. (SMP.2) The concrete and the abstract can complement each other in the development of mathematical understanding: representing a concrete situation with symbols can make the solution process more efficient, while reverting to a concrete context can help make sense of abstract symbols.

Construct viable arguments and critique the reasoning of others. (SMP.3) A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and supporting evidence.

Model with mathematics. (SMP.4) Many everyday problems can be solved by modeling the situation with mathematics.

Use appropriate tools strategically. (SMP.5) Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen mathematical understanding.

Attend to precision. (SMP.6) Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of mathematical explanations.

Look for and make use of structure. (SMP.7) Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.

Look for and express regularity in repeated reasoning. (SMP.8) Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to results more quickly and efficiently.

MAKING CONNECTIONS Standards for Mathematical Practice


The Science Curriculum Map has been developed by teachers for ease of use during instructional planning. Terminology found within the framework of the curriculum map is defined below.

Next Generation Sunshine State Standards (NGSSS): a set of content and process science standards that define with specificity what teachers should teach and students should know and be able to do; adopted by the Florida State Board of Education in 2008

NGSSS Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map and include the following: Nature of Science, Earth Science, Physical Science and Life Science (also known as Reporting Category)

Big Idea: an overarching organizational structure used to describe the scope of a selected group of benchmarks; for example, The Characteristics of Science Knowledge, Earth Systems and Patterns, Forms of Energy, and Interdependence

Topic: a grouping of standards, curriculum, and skills that form a subset of scientific concepts covered in each unit of study

Lesson: the division of course instruction

Benchmark: the required NGSSS expectations presented in the course descriptions posted on CPALMS by FLDOE

Learning Targets/Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the standards

Academic Language: the content terminology and other vocabulary and phrases that support mastery of the learning targets and skills; for teacher- and student-use alike

Prerequisite Learning: the standards assigned to previous grade levels that support learning within the current grade level

Pacing: a recommended timeframe for initial delivery of instruction and assessment in preparation for K-5 content that occurs on the grade 5 Statewide Science Assessment (SSA) including “fair game” content review

Teacher Hints: a listing of considerations when planning for instruction; may include suggestions or ideas for review Teacher Hints are available for each Topic on Canvas.

Resource Alignment: a listing of available, high quality and benchmark-aligned materials including: activities, strategies, lessons, websites, and videos from textbook and other media sources All adopted and aligned resources may be accessed in Canvas under the Curriculum Resources button.

Formative Assessment Strategies: techniques that can be used before, during, and after instruction to evaluate student learning The Formative Assessment Strategies document may be accessed in Canvas under the Curriculum Maps and Instructional Tools button.

The District Science Office recommends that all students engage in hands-on, minds-on

science experiences DAILY.

GLOSSARY OF TERMS

Documents

First Grade SCIENCE · • Design and execute an experiment or systematic observation to test a hypothesis or research ques tion. • Develop a scientific model for a complex situation