Grade 1 Science · Motion Types of motion (straight, circular, back and forth); Pushes and Pulls Beginning of the 1st nine weeks 4 weeks Force, Motion, Energy, and Matter 1.1a –

Spotsylvania County Schools 2012 1 Grade 1 Science Instruction Curriculum Mapping

Grade 1 Science Curriculum Objectives

For Use in Mapping Science Instruction

Spotsylvania County Science Curriculum Objectives

Planning Guide and Scope and Sequence

Essential Skills as Determined by the VA Department of Education

Blank Template for Lesson Planning

Curriculum Mapping for Instruction


Introduction Mapping for Instruction

Curriculum Objectives for Science

The August 2012 Science Curriculum Mapping for Instruction document reflects a long process involving analysis and incorporation of teacher and administrator feedback, analysis of test data, and state standards into the Spotsylvania County Science Curriculum. The document was based on the 2010 Virginia Standards of Learning for Science.

Improving the alignment for classroom instruction to district benchmarks and state standards can dramatically improve the quality and equity of education (Marzano, 2000). Curriculum mapping is a process for collecting and recording curriculum-related data that identifies core skills and content taught, processes employed, and assessments used for each subject area and grade level. The completed curriculum map then becomes a tool that helps teachers keep track of what has been taught and plan what will be taught.

The purpose of a curriculum map is to document the relationship between every component of the curriculum and to use it as an analysis, communication and planning tool. A curriculum map:

Allows educators to review the curriculum to check for unnecessary redundancies, inconsistencies, misalignment, weaknesses,

and gaps;

Documents the relationships between the required components of the curriculum and the intended student learning outcomes;

Helps identify opportunities for integration among disciplines;

Provides a review of assessment methods; and

Identifies what students have learned, allowing educators to focus on building on previous knowledge.

In addition, this mapping document provides science teachers with the curriculum framework upon which to base daily science

instruction. The mapping document provides specificity in curriculum objectives through critical attributes and through the skills

students are expected to demonstrate as a result of science instruction. In addition, a clear articulation of objectives for each science

strand is included.

Marzano, R.J. (2000). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning.


Planning Guide for First Grade Science Topic Overview of Curriculum Suggested Time

Allocation Strand Supporting SOL

Scientific Investigation, Reasoning, and Logic

Identify properties, make observations, construct graphs, make pictorial/verbal descriptions, sequence, group, measure with non-standard units, predict patterns, develop questions, recognize unusual results

Infused throughout the year with content

Scientific Investigation, Reasoning, and Logic

1.1 a-g Reasoning and Logic

Motion

Types of motion (straight, circular, back and forth); Pushes and Pulls Beginning of the 1st

nine weeks 4 weeks

Force, Motion, Energy, and Matter

1.1a – g Reasoning and Logic 1.2 a Motion 1.2 b Sound 1.2 c Motion 1.2 d Motion

Sound

Vibrations

Plant and animal response to seasonal

change

Daily and seasonal change and weather effects on plants, animals, and people; changes in temperature, light, and precipitation

Last portion of the 1st

nine weeks 4-5 weeks

Life Processes and Living Systems

1.1a – g Reasoning and Logic 1.7 a – c Plant and Animal Response to Seasonal Change

Investigating Day and Night

Sun is the source of energy and light; relative position in the morning and afternoon

First portion of the 2nd


Earth/Space Systems and Cycles

1.1a – g Reasoning and Logic 1.6 a & b Relationships

Investigating Seasonal Change and Life

Processes

Daily and seasonal change and weather effects on plants, animals, and people; changes in temperature, light, and precipitation

Last portion of the 2nd

nine weeks Revisit for 1-2 weeks

1.1a – g Reasoning and Logic 1.7 a Plants 1.7 b Animals 1.7 c People

Matter Investigating Interactions

with water

Interactions of materials with water (mixing, dissolving, temperature effects)

First portion of the 3rd


Force, Motion, Energy, and Matter

1.1a – g Reasoning and Logic 1.3 a Liquids/Water 1.3 b Solids/Water 1.3 c Temperature/Water

Investigating Animals Animal needs (air, food, water, shelter, habitat); characteristics (variety; classification by)

End of the 3rd

nine weeks 3 weeks


1.5 a Life Needs 1.5 b Physical Characteristics 1.5 c Other Characteristics

Investigating Plants Plant needs (nutrients, water, light, and a place to grow); parts; characteristics of plants

Beginning of the 4th

nine weeks 3 weeks


1.4 a needs 1.4 b parts 1.4 c characteristics

Investigating Resources Identification of natural resources; factors affecting air and water quality;

End of the 4th

nine weeks 5 weeks

Earth/Space Systems and Cycles

1.8 a identification of natural resources 1.8 b factors that affect air and water quality 1.8 c recycling, reusing, and reducing


K-5 SCOPE AND SEQUENCE: Scientific Reasoning and Logic Objectives

SKILL Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Observing

SOL k.1a—identify basic characteristics or objects by observation SOL k.1b—make observations from multiple perspectives SOL k.2 a & b—five senses, sensory organs, sensory descriptions used to describe common objects

SOL 1.1a—observe differences in physical properties SOL 1.1b—observations are made from multiple positions to achieve a variety of perspectives and are repeated to assure accuracy

SOL 2.1a—observations and predictions are made SOL 2.1c—repeat observations for accuracy SOL 2.1b—differentiate observation from personal interpretation

SOL 3.1a—observations and predictions are made SOL 3.1a—repeat observations for accuracy

SOL 4.1a—make distinctions among observations, conclusions, inferences, predictions

Communicating

SOL k.1i—picture graphs are constructed SOL k.1k—objects are described pictorially and verbally SOL k.1h—observations are recorded

SOL 1.1i—communicate data (record, analyze, …) and observations with graphs, pictures, statements, and numbers

SOL 2.1k—observations and data are communicated

SOL 3.1k—data are communicated

SOL 4.1k—data are communicated with simple graphs, pictures, written statements, and numbers)

SOL 5.1g—collect and report data using appropriate graphical representations

Classifying and

Sequencing

SOL k.1c—sequence a set of objects according to size SOL k.1d—separate a set of objects into groups based on one characteristic

SOL 1.1c—classify objects or events according to characteristics

SOL 2.d—use two or more characteristics or properties to classify items

SOL 3.1e—classify objects with similar characteristics or properties into two sets and two subsets SOL 3.1d—sequence natural events chronologically

SOL 4.1b—objects or events are classified and arranged according to characteristics or properties

SOL 5.1a—classify rocks, minerals, organisms using a classification key

Measuring

SOL k.1e—use nonstandard units to measure the length, mass, and volume of common objects

SOL .1.—measure length, mass, volume, &temperature using nonstandard units SOL 1.1d—use simple tools to enhance observation

SOL 2.1e—measure in metric and English units (length, volume, mass, temperature) SOL 2.1f—time is measured using the proper tools

SOL 3.1e—measure volume, length, mass, temperature, and time

SOL 4.1c—collect appropriate metric measurements SOL 4.1d—select appropriate measurements and measure elapsed time

SOL 5.1b—make accurate measurements with tools-thermometer, meter stick, balance, graduated cylinder SOL 5.1 c—elapsed time

Inferring

SOL 1.1f—make inferences and conclusions about objects

SO 2.1b—differentiate observation from personal interpretation

SOL 3.1j—make inferences and conclusions

SOL 4.1e—make inferences and draw conclusions from a variety of sources

SOL 5.1i—make inferences and draw conclusions


Predicting

SOL k.1f—observations and predictions are made from one or more observations

SOL 1.1h—make predictions based on observations, not guesses

SOL 2.1g—conditions are identified and inferences are made that influence a change

SOL 3.1a—make predictions & repeat to ensure accuracy SOL 3.1b—formulate predictions using a variety of sources of information

SOL 4.1e—make inferences and draw conclusions from a variety of sources

SOL 5.1h—use patterns and generate data to predict SOL 5.1b—make estimations of length, mass, volume, and temperature

Hypothesizing

SO k.1g— develop questions and make predictions from one or more observations

SOL 1.1g—develop questions and make predictions from one or more observations

SOL 2.1a—make observations and predictions and form questions

SOL 3.1g—formulate hypotheses

SOL 4.1h—base hypotheses on cause/effect relationships

SOL 5.1d—form hypothesis from testable questions

Using Variables in

Experimentation

SOL 1.1j—conduct simple experiments and investigations to answer questions

SOL 4.1f-identify independent and dependent variables SOL 4.1g—hold variables constant

SOL 5.1e-identify independent and dependent variables SOL 5.1g—identify constants

Interpreting,

Analyzing, and Evaluating Data

SOL k.1j—recognize unusual or unexpected results

SOL 2.1h—data are collected & recorded to construct graphs using numbered axes SOL 2.1i— analyze data to recognize unexpected or unusual data

SOL 3.1h—gather, chart, graph, and analyze data SOL 3.1i—analyze data to recognize unexpected or unusual data

SOL 4.1e—make inferences and draw conclusions from a variety of sources SOL 4.1i—collect, record, analyze, and display data on bar and line graphs SOL 4.1j—recognize contradictory data

SOL 5.1h—use patterns and generate data to predict

Designing &

Constructing, & Using Models

SOL 2.1l—design and construct simple physical models to clarify explanations & show relationships

SOL 3.1l—design and build models

SOL 4.1l—construct models to clarify explanations, demonstrate relationships, and solve needs

SOL 5.1j—construct models to clarify explanations, demonstrate relationships, and solve needs

Nature of Science SOL k.1—demonstrate an understanding of the nature of science by planning &conducting investigations

SOL 1.1—demonstrate an understanding of the nature of science by planning &conducting investigations

SOL 2.1—demonstrate an understanding of the nature of science by planning & conducting investigations




Current Applications

SOL 2.1m—current applications are used to reinforce science concepts



SOL 5.1k—current applications are used to reinforce science concepts


SCOPE AND SEQUENCE: Earth and Space Science Objectives


Weather

SOL k.9a—weather observations can be observed

SOL 1.7a,b,c—changes in temperature, light, and precipitation affect plants and animals, including humans; there are relationships between daily and seasonal changes; changes in temperature, light, and precipitation can be observed and recorded over time

SOL 2.6a,b,c—identify common storms and other weather phenomena; record and interpret data: track weather data over time SOL 2.7a,b—animals and plants react to weather and seasonal changes SOL 2.3—water cycle

SOL 4.6 a,b,c—use weather measurements and weather phenomena (air temperature, pressure, humidity, wind speed, fronts, clouds, and storms) to make weather predictions

Earth-Moon-Sun

Relationships

SOL 1.6a,b—sun is source of energy and light; rotation and sun’s relative position in the morning is east and in the late afternoon is west

SOL 3.8a—sequences and patterns-night/day, seasonal changes, phases of the moon and tides SOL 3.11a—the sun as a source of energy

SOL 4.7a-c—organization of solar system SOL 4.8 a-e—relationships among Earth/Moon/Sun-revolution & rotation; causes of seasons & phases of moon: size, position, age E/M/S

Oceanography

SOL 4.9a—watershed and water resources

SOL 5.6a-c—characteristics of the ocean environment

Earth’s Surface Motions and

Changes (Geology)

SOL 2.5d—fossils

provide information about living systems that were on Earth years ago

SOL 5.7 a-f—changes

in the Earth’s crust due to plate tectonics-rock cycle history, weather/ erosion, human impact

Environmental

Science (Earth’s Resources)

SOL k.11—Earth Resources Conservation and recycling

SOL 1.8—Natural Resources are limited

SOL 2.8—resources SO 2.8d—plants can

help erosion by preventing soil from washing away

SOL 3.7d—basic concepts, soil SOL 3.10—human impact SOL 3.11d—sources of energy

SOL 4.3—human influence SOL 4.9a-d—Virginia Natural Resources

SOL 5.7g--deposition


K-5 SCOPE AND SEQUENCE: Life Science Strand Objectives


Cycles/Patterns

SOL K.9a-c—there are simple repeating patterns in daily life; shapes, growth, routines SOL k.10a-b—natural changes occur over time and can be observed

SOL 1.7—relationship between weather and seasonal changes and life processes; activities of plants (growth, budding, falling leaves, and wilting), animals (behaviors, hibernation, migration, body covering, and habitat), people (dress, recreation and work)

SOL 2.4a-b—life cycles of plants and animals (specific—frog, butterfly, flowering plants); comparison of gradual vs. distinct change SOL 2.7a—effects of weather and seasonal changes on plants and animals

Sol 3.4b—adaptations (behavioral-- learned, instinctive –and physical)

SOL 3.8a-c—plant and animal life cycles in specific environments

SOL 4.5e—Virginia plant and animal life cycles; changes in an organism’s niche at various stages in its life cycle

Life Needs

SOL K.7a-d—basic needs of living things (animals and plants) the concept of life cycles

SOL 1.4a—plant needs SOL 1.5a—animal needs

Physical

Characteristics/ Adaptations of Living Things

SOL k.6—the differences between living organisms and nonliving objects

SOL 1.4b,c—plant parts and classification by characteristics SOL 1.5b, c—physical characteristics and classification by characteristics

SOL 3.4a—physical and behavioral adaptations

SOL 4.4a-b—general plant anatomy; plant structures and their functions; classification SOL 4.4c-d—plant processes, adaptations SOL 4.5a—Virginia organisms; adaptations

SOL 5.5a-d—cell anatomy, classification, structure/function, survival traits, five kingdoms; general plant and animal groupings (vascular/ nonvascular, vertebrate’ invertebrate )

Interrelationships

SOL 1.7a-c—changes in temperature, light, and precipitation effect plants and animals; relationships between daily and seasonal changes; observe and record changes over time

SOL 2.5a-c—living things are a part of a system (interdependence ) extinction; habitats include adequate food, water, shelter, and space

SOL 3.5a-c—Aquatic and terrestrial food chain; producer/ consumer; predator/ prey; herbivore/ carnivore

SOL 4.5b-d—Virginia food webs, habitats, niches, communities, populations, and ecosystems

Environments

SOL 3.6a-d—types of ecosystems, terrestrial and aquatic; population and community; diversity of life

SOL 4.5f—human influences on Virginia ecosystems


K-5 SCOPE AND SEQUENCE: Physical Science Strand Objectives


Matter SOL k.4a-c—objects can be described (colors, shapes, textures, relative size, weight, position (speed). SOL k.5a-water occurs in states; flow is downhill, float/sink.

SOL 1.3a-c—materials interacted with water (liquids, solids, effect of temperature)

SOL 2.3a-c—basic properties and distinguishing characteristics of solids, liquids, gases (measurement of mass and volume, processes-condensation, evaporation, melting, freezing)

SOL 3.3a-c—objects are made of one or more materials, can be composed of small parts, physical properties remain the same when reduced in size, identify visible and physical changes

SOL 5.4a-e—organization of matter (atoms, elements, molecules, compounds), mixtures and solutions, effect of temperature on states, chemical/ physical change, mass, volume, density, properties of each phase of matter

Force, Motion, and Energy

SOL k.4e—words used to describe position (over-under; in-out; above-below, left-right, and speed (fast-slow)

SOL 1.2a-c—motions of objects; pushes/pulls; playground applications

SOL 4.2a-d—characteristics and interactions of moving objects (cause of motion, change in motion, friction, kinetic energy)

Machines

SOL 3.2a-d—types of simple machines, functions, compound machines, examples

Electricity

SOL 4.3a-f—conductors and insulators, circuits, static electricity, ability to transform electrical energy to other forms, historical contributions

Magnets

SOL k.3a-b—words to describe properties, applications

SOL 2.2a-b—magnets (vocabulary and applications)

Light and

Sound

SOL k.7a-d—basic concepts related to light and shadows (occur naturally, can be produced)

SOL 1.2b—vibrations can cause sound

SOL 5.2a-d—concepts related to sound compression waves (basic characteristics) SOL 5.3a-e—visible spectrum transverse waves, reflection, refraction, reflection transmission through materials, historical contributions


Curriculum Mapping Grade 1 Science Instruction Concept: Science Process Skills—Scientists make observations, ask questions, and record data to help them formulate questions,

make hypotheses, and come to conclusions in science investigations. Strand: Scientific Investigation, Reasoning, and Logic Suggested Time Allocation: Infused throughout the year with specific content

SOL: 1.1/Infused * Safety is an ongoing concern and should be addressed during every 9-weeks as appropriate. Scientific Reasoning and Logic The Student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which:

a) the senses are used to observe differences in physical properties b) observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy; c) objects or events are classified and arranged according to characteristics or properties; d) simple tools are used to enhance observations; e) length, mass, volume, and temperature are measured using nonstandard units; f) inferences are made and conclusions are drawn about familiar objects and events; g) a question is developed from one or more observations; h) predictions are made based on patterns of observations; i) observations and data are recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and

numbers; and j) simple investigations and experiments are conducted to answer questions

The Nature of Science The nature of science refers to the foundational concepts that govern the way scientists formulate concepts

a) the natural world is understandable; b) science is based on evidence, both observational and experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data are collected; e) science is a complex social endeavor; and f) Scientists try to remain objective and engage in peer review to help and avoid bias.

* In grade three, an emphasis should be placed on concepts a, b, c, and e.

Suggested Assessments: * The .1 Standards of Learning are infused throughout with content-specific objectives.

Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in the classroom discussions and as they carry out science investigations. Assess ability of students to formulate a hypothesis, draw conclusions, and collaborate with others. Summative Assessments: Tests and quizzes, successful and accurate reading and making of graphs, and proper use of simple tools within scientific investigations.

* Kindergarten SOLs are considered prerequisites for 1.1. Review Science content k.1 as necessary throughout the year.


What Students Will Know (Critical Attributes)

What Students Will Be Able To Do (Essential Skills)

Essential Questions: How can we learn about objects and events around us? How do we organize events and objects in our world? How can we organize the information (the data) we have gathered and share it with others? What does studying our data allow us to do? What simple tools do we use to help us observe the world? * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate.

Critical Attributes Investigation Skills The student will begin to conduct simple investigations using basic science process skills. Key concepts include: Our senses can help us observe differences in the physical properties in our world. {1.1 a} Observations are made from multiple positions to achieve a variety of perspectives and are repeated to assure accuracy. {1.1b} For us to understand the many objects and events in the world around us, it is necessary to impose some kind of order by observing their characteristics and grouping them based on similarities and differences. Some characteristics we observe can be measured; such as, length, height, weight, size, and volume. {1.1c} Simple tools and instruments including magnifying glasses, rulers and thermometers, are used to enhance observations. {1.1d} Measure length, volume, mass, and temperature with nonstandard units. {1.1e}

Vocabulary: characteristics, classifying, communication, conclusion, comparing, data, experiment, inferences, investigation, length, mass, volume, temperature, measure, nonstandard units, observation, patterns, physical properties, prediction, random, simple tools,

The students will: use their senses and simple tools, such as a magnifying glass and a

balance to enhance their observations of physical properties.

make repeated observations of an object or event from multiple positions.

classify and arrange objects or events according to at least two attributes or properties so that similarities and differences become apparent.

measure length, mass, and volume, using nonstandard units.

use familiar events and objects to make inferences and draw conclusions.

develop a question from one or more observations.

predict outcomes based on actual observations and evidence rather than random guesses.

communicate observations and data with simple graphs and pictures, oral and written statements, and with numbers.

answer questions by conducting simple experiments/investigations, using nonstandard measuring units and simple tools, such as a magnifying glass or a balance. A simple experiment is one that changes only one thing at a time (tests only one variable), gives quick results, and provides easily observable changes.

record observations of movement (length/distance) using nonstandard units.


An inference is a conclusion based on evidence about events that have already occurred. A simple experiment is one that changes only one thing at a time and provides changes that are easy to observe. {1.1f} Questions are developed from one or more observations. {1.1g} We can make predictions based on the patterns and relationships we infer. A prediction is a forecast about what may occur in some future situation. It is based on information and evidence. A prediction is different from a guess. {1.1h} We can organize and communicate the information we have gathered from our observations (our data) through picture graphs, pictures, written statements, and numbers. Graphs are a powerful way to display data. Describing things as accurately as possible is important because it enables people to compare observations. {1.1i} Conduct simple investigations and experiments, collect data, and answer questions from data collected. {1.1j}

The Nature of Science Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just knowledge of facts to understanding how facts are relevant to everyday

life.

Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed a different way.

Science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics.

Scientific ideas are durable yet subject to change as new data are collected. The main body of scientific knowledge is very stable and grows by being corrected slowly and having its boundaries extended gradually. Scientists themselves accept the notion that scientific knowledge is always open to improvement and can never be declared absolutely certain. New questions arise, new theories are proposed, new instruments are invented, and new techniques are developed.

compare the movement of objects, using graphs, pictures, and/or numbers.


Science is a complex social endeavor. It is a complex social process for producing knowledge about the natural world. Scientific knowledge represents the current consensus among scientists as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the dame data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another’s findings. In order to model the work of professional scientists, it is essential for fifth-grade students to engage in frequent discussions with peers about their understanding of their investigations.

Resources:

2010 Curriculum Framework http://www.doe.virginia.gov/testing/sol/standards_docs/science/cf_final_web_version/framewk_science5.pdf

21st Century Skills Critical Thinking and Problem Solving Problem Solving: Entering--Tools, charts, and graphs are useful for documentation and allows students to structure problem solving

Drawing Conclusions: Adopting, Infusing, and Transforming

Books

What’s the problem?: How to start your scientific investigation. By Kyle Burns

How to think like a scientist: Answering questions by the scientific method. By Stephen P. Kramer

Classroom critters and the scientific method. By Sally Stenhouse Kneidel

Creepy crawlies and the scientific method. By Sally Stenhouse Kneidel

Master the scientific method with fun life projects. By Ann Benbow

Investigating the scientific method with Max Axiom, Super scientist. By Donald Lemke

Scope and Sequence

VDOE Suggested Activities:

Investigation Skills

15 Bean Soup, p. 2

http://www.doe.virginia.gov/testing/sol/standards_docs/science/cf_final_web_version/framewk_science5.pdf

http://www.doe.virginia.gov/VDOE/EnhancedSandS/scigrade1.pdf


Curriculum Mapping Grade 1 Science Instruction

Concept: Moving objects exhibit different kinds of motion

Strand: Force, Motion and Energy Suggested Time Allocation: Beginning of the 1st nine weeks VA SOL Objective: 1.2 Suggested time per unit: 4 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include

a) objects may have straight, circular, and back-and-forth motions; b) objects may vibrate and produce sound; and c) pushes or pulls can change the movement of an object.

* Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities and use of vocabulary in the classroom discussions Summative Assessments: Tests and quizzes, successful completion of flashcard and review games



Essential Questions: How can we use everyday examples (balls, things with wheels, wind-up toys, tops, rubber bands, and playground equipment) to communicate observations about moving objects? How can we predict an object’s movement by using its size, shape, and the force of the push or pull on it? What kind of experiments can the student perform to determine an object’s movement? How does an object move? What makes sound? How can we describe the sounds we hear? What happens to sound if we change the speed of its vibrations? How do we make loud or soft sounds?

Vocabulary: Predict, classify, manipulate, force, movement, motion, straight, circular, back-and-forth, vibrations, nonstandard units

The students will:

make and communicate observations about moving objects. Examples should include balls, objects with wheels, windup toys, tops, rubber bands, and playground equipment.

predict an object’s movement, using its size, shape, and the force of the push or pull on it.

manipulate objects in order to describe and classify the motion of each object as straight, circular, or back-and-forth.


Critical Attributes: It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (1.1) in the context of the key concepts presented in this standard. Content: Investigating Motion

An object’s motion may be described by tracing and measuring its position over time. The motion of objects may be straight, circular, curved, or back-and-forth.

One kind of back-and-forth motion is vibration. Vibrations may create sound.

Pushing or pulling can change the position and motion of objects. For the same object, the size of the change is related to the strength of the push or pull.

understand that vibrations may create sound, such as humming, strumming a guitar, or plucking a rubber band.

record observations of movement (length/distance), using nonstandard units.

Resources: 2010 Curriculum Framework http://www.doe.virginia.gov/testing/sol/standards_docs/science/cf_final_web_version/framewk_science5.pdf


Drawing Conclusions: Adopting, Infusing, and Transforming Scope and Sequence VDOE Suggested Activities:

Investigating Motion

Let’s Be Motion Detectives, p. 60

Sail On, p. 65





Concept: Investigate and understand weather and seasonal changes Strand: Earth Patterns, Cycles, and Changes Suggested Time Allocation: Last Portion of the 1st nine weeks and revisit during the last portion of the 2nd nine weeks SC Objective: 1.7 Suggested time per unit: 4- 5 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand weather and seasonal changes. Key concepts include

a) changes in temperature, light, and precipitation affect plants and animals, including humans; b) there are relationships between daily and seasonal changes; and c) changes in temperature, light, and precipitation can be observed and recorded over time.

The focus of this standard is on temperature, light, and precipitation as they relate to life changes in plants, animals, and people. There are many ways to acquaint children with Earth science-related phenomena that they will come to understand later as being cyclic, and this standard introduces those ideas. It is enough for young children to observe the pattern of daily changes without getting deeply into the nature of climate. They should notice how these changes affect plants and animals. This is observable and can be charted over short and intermediate time periods. Students need to understand the concepts of migration, hibernation, and habitat, but they do not necessarily need to know the terms at first grade. This standard builds upon science standard K.9 in which students investigate and understand simple patterns in their daily lives. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: How do seasonal changes affect plant growth processes? How do seasonal changes affect the life patterns of animals? What are the behaviors of some common animals (squirrels, chipmunks, butterflies, bees, ants, bats, and frogs) during winter?

The students will: identify types of precipitation as rain, snow, and ice and the temperature

conditions that result in each one.

relate a temperature, light, and precipitation chart to the corresponding season (daily or weekly).

observe and chart changes in plants, including budding, growth, and


Critical Attributes: Content: Investigating Seasonal Changes and Life Processes

Seasonal changes bring about changes in plants, animals, and people.

With seasonal changes come changes in weather, including temperature, light, and precipitation.

Precipitation includes rain, snow, and ice.

Changes in plants include budding, growth, and losing leaves.

Some animals hibernate and some animals migrate as a result of seasonal changes, resulting in changes in habitat. Students do not need to know the terms migration, hibernation, and habitat. The focus should be on the concepts, not the terminology.

Hibernation is a state of greatly reduced metabolic activity and lowered body temperature adopted by certain mammals as an adaptation to adverse winter conditions. Most animals are not “true hibernators” but rely on a combination of reserve body fat, stored food supplies (in rodents only), and a protected den to enable it to survive the winter. At intervals of several weeks the animal elevates its body temperature, awakens, moves about, feeds, and then returns to its state of torpor.

Migration is the regular, usually seasonal, movement of all or part of an animal population to and from a given area. The distance traveled may be a few miles or several thousands of miles. Animals migrate for many different reasons. Some animals migrate to find better sources of food, water, or shelter. Other animals migrate to visit particular breeding grounds, rear their young, or find warmer climates. The frequency of animals’ migrations also differs.

An animal's living place is called its habitat. Most animals are only adapted to live in one or two habitats. Earth has many different environments, varying in temperature, moisture, light, and many other factors. Each of these habitats has distinct life forms living in it, forming complex communities of interdependent organisms. A habitat must include a source of food for the animal, a source of water for the animal, access to some sort of shelter for the animal,

losing leaves. Recognize in what season budding and losing leaves will most likely occur.

predict how an outdoor plant would change through the seasons.

compare and contrast the four seasons of spring, summer, fall (autumn) and winter in terms of temperature, light, and precipitation.

compare and contrast the activities of some common animals (e.g., squirrels, chipmunks, butterflies, bees, ants, bats, frogs, and humans) during summer and winter by describing changes in their behaviors and body covering.

compare and contrast how some common plants (e.g., oak trees, pine trees, and lawn grass) appear during summer and winter.

comprehend at an introductory level that some animals respond to seasonal changes by hibernating (e.g., frogs, bats) or migrating (e.g., some birds and butterflies). (It may be useful to recognize common Virginia animals that hibernate and migrate, but the specific names of animals are not the focus of student learning here.)

infer what the season is from people’s dress, recreational activities, and work activities.


and an adequate amount of space so that enough habitat components are available to the animal. Some animals’ habitats are very small, but some animals require a large amount of space.

The body coverings of some animals change with the seasons. This includes thickness of fur and coloration.

Changes made by people include their dress, recreation, and work.




Scope and Sequence VDOE Suggested Activities: Investigating Seasonal Changes and Life Processes

The Four Seasons, p. 29





Concept: Relationships between the sun and the Earth

Strand: Interrelationships in Earth/Space Systems

Suggested Time Allocation: First portion of the 2nd nine weeks

VA SOL Objective: 1.6 Suggested time per unit: 4-5weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand the basic relationships between the sun and Earth. Key concepts include

a) the sun is the source of energy and light that warms the land, air, and water; and b) the sun’s relative position in the morning is east and in the late afternoon is west.

It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (1.1) in the context of the key concepts presented in

this standard. This strand focuses on student understanding of relationships within and among Earth and space systems. The topics developed include shadows; relationships between the sun and Earth; weather types, patterns, and instruments; properties of soil; characteristics of the ocean environment; and organization of the solar system. This strand includes science standards K.8, 1.6, 2.6, 3.7, 4.6, 5.6, and 6.8. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What is the source of energy and light for Earth? What is the sun’s position in the sky in the morning, noon, and late afternoon? How does sunlight change the temperature of land, air, and water?

Vocabulary: Sunlight, morning, noon, late afternoon, east, west


Critical Attributes: Content: Investigating the sun’s energy, light, and position. The sun provides Earth with light (a form of radiant energy) and thermal

energy.

By transferring thermal energy to Earth, Earth’s atmosphere and land are heated. Thermal energy may be transferred from one substance to another by three means: conduction, convection, and radiation.

The sun provides energy, which warms the land, air, and water on Earth.

The sun’s relative position in the morning is east and in the late afternoon is west.

The students will:

infer that sunlight striking an object makes the object warmer.

conduct simple experiments to show how sunlight changes the temperature of land, air, and water.

interpret the relationship between the sun’s position in the sky and the general time of day. This includes the sun’s relative position in the morning (east), at noon, and in the late afternoon (west).




Scope and Sequence VDOE Suggested Activities: Investigating Day and Night Light and Dark, p. 8





Concept: Different materials interact with water

Strand: Matter

Suggested Time Allocation: First Portion of the 3rd nine weeks

VA SOL Objective: 1.3 Suggested time per unit: 3-4 weeks * The 1.1 Standards of Learning are infused throughout with content-specific objectives. The student will investigate and understand how different common materials interact with water. Key concepts include

a) some liquids will separate when mixed with water, but others will not; b) some solids will dissolve in water, but others will not; and c) some substances will dissolve more readily in hot water than in cold water.

It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (1.1) in the context of the key concepts presented in this standard. Students continue their study of water by examining and qualitatively describing water and its behavior with other matter. When carefully observed, described, and measured, the properties of objects in or with water, and the changes that occur when materials interact with water, provide the necessary foundation for more abstract ideas in the upper grade levels. This concept is related to science standard K.5 in which students identify water in its different phases (solid, liquid, gas). It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities and use of vocabulary in the classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What are some properties of water that make it so important to us on Earth? What liquids mix with water and what liquids do not? What solids dissolve in water and what solids do not? How does the temperature of the water affect how solids dissolve?

Vocabulary: solid, dissolve, gas, interact, liquid, matter, mix, properties, separate, solid, temperature


Critical Attributes: Content: Matter - Investigating Interactions with Water Different types of materials react differently when mixed with water. Some liquids will mix with water but others will not. For example, vinegar mixes and spreads out in water, but; when oil is stirred into water, it will not mix and floats on the top of water. {1.3a} Some everyday solids will dissolve in water, but others will not. For example, powdered drink mix, sugar, and salt will break into smaller pieces and may seem to disappear in water, but they are still there. Other solids will not break up when added to water. They either stay on top of the water (float) or they fall to the bottom of the water (sink). {1.3b} The temperature of the water affects how easily a substance will dissolve in it. Some solids that will dissolve in water dissolve easier when the water is warm. We can observe that sugar dissolves easier and faster in hot or warm water than in cold water. {1.3c}

The students will: describe and apply the term dissolve.

predict and describe how various materials (vinegar, milk, baking soda, powdered drink mix, sugar, salt, sand, oil, soil, rocks) act when mixed with water.

classify liquids and solids into those that will dissolve in water and those that will not. Use tables and/or charts to record and display the information.

infer that some substances will dissolve more easily in hot water than in cold water by conducting investigations using water at different temperatures.




Scope and Sequence VDOE Suggested Activities:

Investigating Interactions with Water

Mix It Up: In Hot Water, p. 53

Mix It Up: In the Kitchen, p. 55

Mix It Up: In the Yard, p. 57





Concept: Animals and humans have basic needs and certain distinguishing characteristics Strand: Life Processes Suggested Time Allocation: End of the 3rd nine weeks

VA SOL Objective: 1.5 Suggested time per unit: 3 weeks

* The .1 Standards of Learning are infused throughout with content-specific objective. The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include

a) basic needs include adequate air, food, water, shelter, and space (habitat); b) animals, including humans, have many different physical characteristics; and c) animals can be classified according to a variety of characteristics.

It is intended that students will actively develop and utilize scientific investigation, reasoning and logic skills (1.1) in the context of the key concepts presented in this standard. This standard focuses on the idea that animals move, need food, breathe, and reproduce. Animals have a variety of ways in which they accomplish these activities. Each type of animal has features that allow it to function in unique and specific ways to obtain food, reproduce, and survive in a particular place. This standard builds upon the Life Processes strand (K.6 and K.7), in which students are introduced to the concept of living and nonliving, and investigate and understand basic needs and life processes of plants and animals. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard. * Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment:

Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions, Summative Assessments: Tests and quizzes



Essential Questions: What do animals, including people, need to live and grow? What are some characteristics of animals that help them live in different habitats?

Vocabulary: amphibian, bird, body coverings, classify, decomposers, food, fish, hatch, insect, living, mammal, movement, needs, nonliving, physical characteristics, reptile, shelter, survive, tame, water, wild


Critical Attributes: Content: Investigating Animals Animals, including people, have basic life needs, including air, food, water, shelter, and space (habitat). Students do not need to know the term habitat. The focus should be on the items that are necessary components of a habitat, not on the terminology. {1.5a}

Body coverings include hair, fur, feathers, scales, and shells. Appendages are parts, such as arms, legs, wings, fins, and tails, which extend from the main body and have specific functions. Students do not need to know the term appendage. The focus should be on the concept, not the terminology. Methods of movement may include walking, crawling, flying, and swimming. {1.5b}

Simple ways to classify animals are whether they are wild or domestic and whether they live on land or in water. {1.5c}

The students will: Make and communicate observations of live animals, including humans,

about their needs, physical characteristics, and where they live.

Describe the life needs of animals, including air, food, water, shelter, and space.

Identify and chart simple characteristics by which animals can be classified, including body coverings (hair, fur, feathers, scales, and shells), body shape, appendages (arms, legs, wings, fins, and tails), methods of movement (walking, crawling, flying, and swimming), wild or domestic, and water homes or land homes.

Distinguish between wild animals (raccoon, hawk, squirrel, shark) and domestic animals (dog, cat, sheep) and recognize examples of each.

Infer types of animal homes (water or land), using the physical characteristics of the animals, such as scales and fins that allow fish to live and move in water or fur and legs that allow dogs to live and move on land.

Classify animals by where they live (their homes).




Scope and Sequence VDOE Suggested Activities:

Investigating Animals

Amazing Animals, p. 22




K-5 Curriculum Mapping Grade 1 Science Instruction

Concept: Plants have basic life needs and functional parts and can be classified according to certain characteristics Strand: Life Processes

Suggested Time Allocation: Beginning of the 4th d of the 3rd nine weeks

VA SOL Objective: 1.4 Suggested time per unit: 3 weeks * Young children have a natural curiosity about the living things that they encounter. Observation is a method by which students can answer questions about how plants live, their parts, and characteristics. All plants need nutrients, air, water, light, and a place with sufficient space to grow. They have specific structures to meet their needs. Students need to know the concepts, not the definitions, of the terms edible, non-edible, evergreen, and deciduous. They need to know that we eat certain plants (edible) but not others (non-edible). They need to know that some plants stay green all year long (evergreen) while others lose their leaves each fall (deciduous). The concepts in this standard build upon the Life Processes strand (K.6 and K.7), in which students investigate and understand basic needs and life processes of plants and animals. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard. The Student will investigate and understand that plants have basic life needs and functional parts

a) plants need nutrients, air, water, light, and a place to grow; b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

* Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in the classroom discussions Summative Assessments: Tests and quizzes xxxxxxx

What Students Will Know

(Critical Attributes) What Students Will Be Able To Do

(Essential Skills) Essential Questions: What do plants need to live and grow? What are the parts of plants and what do they do? What attributes or characteristics can we use to describe and classify plants?

Vocabulary: Blossom, cycle, deciduous, edible, evergreen, flowering, fruit, leaves, needs (food, air/oxygen, light, water, space), non-edible, non-flowering, petals, roots, seeds, stems, flowers, seed coat, sunlight


Critical Attributes: Content: Investigating Plants Plants are living things and have basic life needs that must be met in order for them to live and grow. Plants need air, water, nutrients, light, and space to live and grow. {1.4a}

Plants have special parts that make them plants and help them meet their needs and live in their particular home. Roots hold plants in place and absorb water from the soil. Stems carry water and nutrients to the rest of the plant and hold the plant upright. Leaves help the plant make food using sunlight and the nutrients in the soil and water. {1.4b}

Some plants also have flowers and seeds. These parts help the plant make new plants. {1.4b}

We can use words to describe the attributes, or characteristics, of plants and compare and classify them. Plants can be described as edible or non-edible; flowering or non-flowering; or evergreen or deciduous. Evergreen plants hold on to their leaves all year and do not lose them all at once. Deciduous trees lose their leaves in the fall and winter. {1.4c}

The students will: Conduct simple experiments/investigations related to plant needs by

changing one variable (nutrients, air, water, light, or place to grow) at a time. Students do not need to know the term variable.

Create and interpret a model/drawing of a plant, including seeds, roots, stems, leaves, flowers, and fruits.

Identify the functions of the seed, root, stem, and leaf. Classify plants by the characteristics of edible/non-edible, flowering/non-

flowering, and evergreen/deciduous, using charts.




Scope and Sequence VDOE Suggested Activities: Investigating Plants

Fun with Plants, p. 15





Concept: Investigate and understand natural resources Strand: Earth Resources Suggested Time Allocation: End of the 4th nine weeks

VA SOL Objective: 1.8 Suggested time per unit: 4-5 weeks

* The 1.1 Standards of Learning are infused throughout with content-specific objective. This strand focuses on student understanding of the role of resources in the natural world and how people can utilize those resources in a sustainable way. An important idea represented in this strand is the concept of management of resource use. This begins with basic ideas of conservation and proceeds to more abstract consideration of costs and benefits. The topics developed include conservation of materials, soil and plants as resources, energy use, water, Virginia’s resources, and how public policy impacts the environment. This strand includes science standards K.11, 1.8, 2.8, 3.10, 3.11, 4.9, and 6.9.

The student will investigate and understand that natural resources are limited. Key concepts include

a) identification of natural resources; b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources.

* Safety is an ongoing concern and should be addressed during each 9-weeks as appropriate. Assessment: Formative Assessments: Teacher observation of students engaged in cooperative learning investigations, KWL, class created science rubrics, science notebooks, informal assessment through observation of students’ participating in hands-on activities, use of vocabulary in classroom discussions Summative Assessments: Tests and quizzes



Essential Questions: What resources does nature provide? How do we use these resources? How do we protect these natural resources? What does pollution do to air and water? What is recycling, reusing, and reducing mean when we talk about consumption of natural resources?

Critical Attributes: Content: Investigating Natural Resources

Natural resources provide us with the things we need in order to live, including food, clothing, water, air, shelter, land, and energy.

Vocabulary: Air, air quality, conservation, conserve, fresh water, lake, minerals, natural resources, pollution, recycle, reduce, reuse, river, runoff, stream, water quality


What we put into the air, especially the products of the fuels we burn, affects the quality of the air. {1.8a} Waste produced by animals, including humans, and factories can affect the quality of water. Some pollution washes from yards, streets, and farms. Many natural resources are limited and cannot be renewed. Other resources are limited and cannot be renewed, but they may last a very long time. {1.8b} Recycling recovers used materials. Many materials can be recycled and used again, sometimes in different forms. Recycling helps to save our natural resources. An example of a recycled material is newspapers that are turned into writing tablets. Reusing materials means using them more than once. Examples include using dishes and utensils that are washed after use rather than using paper plates and plastic utensils and putting them in the trash. Resources will last longer if we recycle them, reuse them, or reduce consumption of them. The creation of parks can help preserve land. Parks have many uses, including recreation. {1.8c}

The students will: Identify natural resources such as plants and animals, water, air, land,

minerals, forests, and soil.

Recognize that many natural resources are limited.

Compare and contrast ways of conserving resources. This includes recycling, reusing, and reducing consumption of natural resources.

Classify factors that affect air and water quality.

Describe ways students and schools can help improve water and air quality in our communities.

Determine some basic factors that affect water quality by conducting simple investigations in the school environment. Students should be able to make and record observations of what happens to runoff water on rainy days. (Related to 1.3.)

Predict what would happen if natural resources were used up, and explain ways to prevent this from happening.

Discuss the value of parks to wildlife and to people.




Scope and Sequence VDOE Suggested Activities: Investigating Natural Resources

What are Natural Resources? p. 37

Let the Sun Shine In! p. 41

Reduce, Reuse, Recycle, p. 44

The Is-It-Litter? Box, p. 47

Henry Heron: A Litter Story, p. 49




Blank Template for Lesson Planning

VA SOL / SC: ________________ Concept/Test: ____________________ Strand:________________

Time Frame

Assessment Instructional Strategies Resources

Reflection/Teacher Notes:


Teaching Using the 5E Learning Cycle

The Learning Cycle, a 5E Model, is a method of structuring a science lesson that complements a constructivist view of learning, cognitive psychology,

and research-based best practices in science pedagogy. According to Piaget’s stages of cognitive development, children progress from concrete to

formal operations. Keeping this in mind, we realize that it is important to introduce a concept by providing a concrete, motivational experience before

introducing new information. When teachers plan lessons and units around the 5 stages of the Learning Cycle, students move from concrete

experiences, to the development of understanding, to the application of principles. This model is a recursive cycle of distinctive cognitive stages of

learning that include: engage, explore, explain, extend, and evaluate. The science lesson may take several days to complete.

Engage: During the first stage, the “engage” phase, the teacher sets the stage for learning. This is an introduction to the lesson that hooks or motivates

the students’ interest in the learning that will follow. Students observe, question, and investigate the concepts to develop fundamental awareness of

the nature of the materials and ideas. From a constructivist perspective, the engagement phase provides an opportunity for the teacher to activate

learning, assess prior knowledge, and have students share their prior knowledge about the topic.

Explore: This is followed with an “explore” activity that allows students to raise questions, develop hypotheses to test, and work without direct

stage (students are given freedom to explore) in order to develop fundamental awareness of the nature of the materials and ideas. This experience

is essential because students will enter the classroom with different levels of experience and knowledge about the topic being studied. Students

with diverse experiences have the opportunity to share their different understandings and broaden the perspective of the entire class.

Explain: The “explain” stage, sometimes called the concept development phase, allows evidence and newly developed concepts to be assimilated

into the cognitive structure of the student. During this stage students are encouraged to explain concepts and definitions in their own words and to

justify and clarify their ideas. Activities such as discussions, chalk talks, videos, and use of children’s literature can be used to provide formal

definitions, explanations, and labels.

Extend or Elaborate: In the “extend” stage the teacher helps reinforce the concept by extending or applying the evidence to new and real-world

situations outside of the classroom. This stage allows students to apply their new definitions, explanations, skills and labels in new, but similar

situations. It often involves problem solving, decision-making, investigative projects, and experimental inquiry.

Evaluate: During the “evaluate” stage the teacher brings closure to the lesson by helping students summarize the relationship between the variables

in the lesson and by posing higher-order questions that allow students to make analysis, evaluations, and judgments about their work. While

learning and teaching, a wide variety of informal and formal assessment strategies can be used that allow students to assess their own learning and

make connections.


Although the 5E’s were described in a linear order, it is often appropriate to loop back into the cycle before moving forward. For example, during the

extend stage; the teacher may find that several students need to re-examine an engage activity. Or, a series of explore and explain loops may be

required before students possess the full ability to advance into an extend session. During the course of the 5E’s Learning Cycle lesson or unit,

evaluation is an ongoing process. It is not generally left as an end activity. It is useful to envision the 5E’s Learning Cycle as recursive and looping back

upon itself. It is also possible for a single E to encompass or embed all of the other E’s within it. For example, an extend session may begin with

engage, followed by a brief explore and explain (in addition to the embedding of informal evaluations all along).

Lesson Components Activity Ideas

Engage Teacher and/or Student Demonstration

Read from a piece of literature, science journal or book, current media

release

Analyze a graphic organizer

Free write

Explore Manipulate materials

Design and/or perform an experiment

Construct a model

Solve a problem

Read authentic resources to collect information

Answer an open-ended question

Make a decision

Explain Read and discuss

Support ideas with evidence

Analyze and explain

Participate in Chalk Talk, power point presentation, or video (watch/discuss)

Extend Make a decision

Solve a problem

Thinking Skills Activities (classify, abstract data, conduct an error analysis)

Experimental inquiry

Evaluate Teacher and/or student generated scoring tools

Rubrics


Lesson Planning Sheet for Science

Grade Level: Topic: Time Needed:

Title:

SOL Objective and Content Standards: Essential Question(s):

Materials:

Investigate: Demonstrates the ability to employ scientific investigation, reasoning and logic.

This includes the language, instructions, methods and materials of science such

as observing, classifying, sequencing, communicating, measuring, predicting,

hypothesizing, inferring, and working with variables, models, or data.

Indicator:

Understand: Refers to the various levels of knowledge application. This includes the ability to recall,

explain, apply facts and principles to new situations, arrange, and make judgments.

Indicator:

Application of Science: Demonstrates the ability to extend or apply the evidence to new and real-

world situations outside of the classroom.

Indicator:

Technology: Demonstrates the ability to use current and emerging technologies when exploring

scientific concepts.

Indicator:

Web Sites:


Lesson Organizer for

The Learning Cycle

Engage

Explain Explore

Evaluate Extend or Elaborate


Grade Level: Topic:

Title:

Overview:

Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time:

Materials:

Activity:


Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time: Materials:

Activity:

Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time: Materials:

Activity:


Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time: Materials:

Activity:

Engage

Explore

Explain

Extend

Evaluate

Objective:

Notes:

Time: Materials:

Activity: