Science Curriculum - mpsri.net · he Middletown Public Schools Curriculum for grades K-12 was completed June 2015 by a team of K-12 teachers. The team, identified as the Science Curriculum

MIDDLETOWN PUBLIC SCHOOLS

Science Curriculum Grade 1

Curriculum Writers: Anne Coogan and Dena Silvia 6/1/2015

SCIENCE CURRICULUM Grade 1 Curriculum Writers: Anne Coogan and Dena Silvia

8/16/2015 Middletown Public Schools 1



he Middletown Public Schools Curriculum for grades K-12 was completed June 2015 by a team of K-12 teachers. The team, identified as the Science Curriculum Writers referenced extensive resources to design the document that included but are not limited to:

• Next Generation Science Standards (NGSS) • Next Generation Science Standards (NGSS) Appendices A-M • A Framework for K-12 Science Education • Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS) • Common Core State Standards for Mathematics (CCSS) • University of Texas, Dana Center (science units of study) • Best Practice, New Standards for Teaching and Learning in America’s Schools • Classroom Instruction That Works • Differentiated Instructional Strategies • Model curriculum documents from several states • Educational websites • Webb’s Depth of Knowledge

The K-12 Curriculum identifies what all students should know and be able to do in science education. Each grade or course draws from The Next Generation Science Standards, Common Core English Language Arts and Mathematics Standards, research-based instructional strategies, resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in Science through the study of Next Generation Standards that includes:

• Disciplinary Core Ideas: o Physical Science o Life Scie3nce o Earth and Space Science o Engineering and Technology

• Science and Engineering Practices: o Asking questions and defining problems. o Developing and using models. o Planning and carrying out investigations. o Analyzing and interpreting data. o Using mathematics and computational thinking. o Constructing explanations and designing solutions. o Engaging in argument from evidence o Obtaining, evaluating and communicating information.

• Crosscutting Concepts o Patterns o Cause and Effect: Mechanism and Explanation o Scale, Proportion, and Quantity o Systems and System Models o Energy and Matter: Flows, Cycles, and Conservation o Structure and Function o Stability and Change

Common Core State Standards for English Language Arts that includes: • College and Career Readiness Anchor Standards for Reading

o Key Ideas and Details o Craft and Structure o Integration of Knowledge o Range of Reading

• College and Career Readiness Anchor Standards for Writing o Text Types and Purposes o Production and Distribution of Writing o Research to Build and Present Knowledge o Range of Writing

Common Core State Standards for Mathematics that includes:

T Mission Statement

Our mission is to engage all students

in a challenging, sequential, and differentiated science curriculum that will develop critical

thinkers, problem solvers, and effective communicators.



o Mathemtical content ( e.g. expressions and equations, the number system, algebra, geometry) o Mathematical pratices

The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.

• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging).

• Differentiates instruction by varying the content, process, and product and implementing o Anchoring o Cubing o Jig-sawing o Pre/post assessments o Think/pair/share o Tiered assignments

• Analyzes formative assessment to direct instruction. • Provides exemplars and rubrics. • Provides opportunities for independent, partner and collaborative group work. • Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). • Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web,

concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart). • Provides science practices opportunities such as:

o Facilitating the science and engineering practices: Appendix F 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

o Modeling Cross-cutting concepts: Appendix G 1. Patterns. 2. Cause and effect 3. Scale, proportion, and quantity. 4. Systems and system models. 5. Energy and matter: 6. Structure and function. 7. Stability and change.

o Implementing “equitable learning opportunities” 1. Value and respect the experiences that all students bring from their backgrounds 2. Articulate students’ background knowledge with disciplinary knowledge of science 3. Offer sufficient school resources to support student learning

RESEARCH-BASED INSTRUCTIONAL STRATEGIES



REQUIRED COMMON ASSESSMENTS

• Common Formative Assessments • Common Summative Assessments

SUGGESTED ASSESSMENTS

• Anecdotal records • Conferencing • Collaboartion • Exhibits • Interviews • Graphic organizers • Journals • Labs • Multiple Intelligences assessments, e.g.

o Graphic organizing - visual o Collaboration - interpersonal o Role playing - bodily kinesthetic

• Oral presentations • Rubrics/checklists • Tests and quizzes • Technology • Think-alouds • Writing genres

o opinion o Informative

• Vocabulary

COMMON and SUGGESTED ASSESSMENTS



Textbook • National Geographic Learning Exploring Science grade 1 Supplementary books/material • Light is All Around Us by Wendy Pfeffer • Light, Shadows, Mirrors and Rainbows by Natalie Rosinsky • All About Light by Lisa Tumbauer • Hearing Sounds by Sally Hewitt • What are Light Waves by Robin Johnson • Sounds All Around by Wendy Pfeffer • Baby Whales Drink Milk by Barbara Juster Esbenson • Whales and Dolphins Usborne Discovery • What Do Animals Do in Winter: How Animals Survive the Cold by Melvin Berger • Animals in the Winter by Henrietta Bancroft and Richard G. VanGelder • Animal Defenses: How Animals Protect Themselves by Etta Kaner • adapted to Survive: Animals that Hide by Angela Royston • Plant Parts by Louise Spillsbury and Richard Spillsbury • Roots by Vjaya Khisty Bodach • MPS Planetarium • So That’s How the Moon Changes Shape! by Allan Fowler Technology • Computers • LCD projectors • Interactive boards

Websites • www.brainpopjr.com • NGSS http://www.nextgenscience.org/ Next Generation Science Standard • pbslearningmedia.org sound vibrations • moodle.tbaisd.org • science.lotsoflessons.com • thehappyscientist.com • educators.brainpop.com • moodle.tbaisd.org • orgs.ttu.edu/nsta/handouts/plantandanimallsadaptations.pdf • kids.nationalgeographic.com • Pintrest First Grade Science Earth and Sun; slideshare.net National Geographic Science Kit • Living Things (life science) • Plants and Animals (life science) • Sun, Moon and Stars (Earth science) Generic Websites • NGSS http://www.nextgenscience.org/ Next Generation Science Standards • RIDE & NGSS https://www.ride.ri.gov/InstructionAssessment/Science/NextGenerationScienceStandards.aspx • http://www.lewiscenter.org/AAE/Departments/Science/Teaching-the-Next-Generations-Science/ Explains

each standard and demonstrates what it looks like at each grade • www.utdanacenter.org Log-in: Rhode; Password: Island (RI Science units) • https://www.pltw.org/our-programs/pltw-launch K-5 PLTW STEM Presentation (Project Lead the Way) • http://www.nextgenscience.org/ngss-high-school-evidence-statements NGSS Evidence Tables (HS only)

RESOURCES FOR GRADE 1

http://www.brainpop.com/

http://www.nextgenscience.org/


https://www.ride.ri.gov/InstructionAssessment/Science/NextGenerationScienceStandards.aspx

http://www.lewiscenter.org/AAE/Departments/Science/Teaching-the-Next-Generations-Science/

http://www.utdanacenter.org/

https://www.pltw.org/our-programs/pltw-launch

http://www.nextgenscience.org/ngss-high-school-evidence-statements



DOMAIN Middletown Public Schools INSTRUCTIONAL STRATEGIES

RESOURCES ASSESSMENTS

PHYSICAL SCIENCE

1-PS4-1 Waves and

Their Applications in Technologies

for Information

Transfer

Performance Expectations

Students who demonstrate understanding can: 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating

materials can make sound and that sound can make materials vibrate.

Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.

Essential knowledge and skills • Explain that vibrating matter can make a sound. • Demonstrate that sound can make matter vibrate

Science and Engineering

Practices Disciplinary Core Ideas Cross Cutting Concepts

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct investigations

collaboratively to produce evidence to answer a question.

- - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Investigations Use a Variety of Methods • Science investigations begin with

a question. • Scientists use different ways to

study the world.

PS4.A: Wave Properties • Sound can make matter vibrate,

and vibrating matter can make sound.

Cause and Effect • Simple tests can be designed to

gather evidence to support or refute student ideas about causes.

Connections to Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: 4.ETS1.A Common Core State Standards Connections:

TEACHER NOTES See complete instructional strategies list in the introduction

RESOURCE NOTES See complete resource list in the introduction

ASSESSMENT NOTES See complete assessment list in the introduction REQUIRED COMMON

ASSESSMENTS

http://www.nap.edu/openbook.php?record_id=13165&page=59




















http://www.nextgenscience.org/4ps3-energy





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

topic and use them to write a sequence of instructions). (1-PS4-1)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-1)

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. (1-PS4-1)

Specific Websites • www.brainpopjr.com • NGSS http://www.nextgenscience.org/ Next Generation Science

Standard • pbslearningmedia.org sound vibrations • moodle.tbaisd.org • science.lotsoflessons.com • thehappyscientist.com Resources • Light is All Around Us by Wendy Pfeffer • Light, Shadows, Mirrors and Rainbows by Natalie Rosinsky • All About Light by Lisa Tumbauer • Hearing Sounds by Sally Hewitt • What are Light Waves by Robin Johnson • Sounds All Around by Wendy Pfeffer • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1

Academic Vocabulary • analyze • conduct • data • investigations evidence • observe • predict • sound • vibrate


Students who demonstrate understanding can: 1-PS4-2. Make observations to construct an evidence-based account that

objects in darkness can be seen only when illuminated.

Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.

Essential knowledge and skills

• Identify that light makes it possible to see objects • Recognize that objects that give off light can be used to help us see (source of the light)

http://www.corestandards.org/ELA-Literacy/W/1






http://www.corestandards.org/ELA-Literacy/SL/1









• Classify the sun as an object that gives off its own light



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. • Make observations

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

PS4.B: Electromagnetic Radiation • Objects can be seen if light

is available to illuminate them or if they give off their own light.

Cause and Effect • Simple tests can be

designed to gather evidence to support or refute student ideas about causes.

Connections to Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: N/A Common Core State Standards Connections: ELA/Literacy — W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and

provide some sense of closure. (1-PS4-2) W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given





Standards • educators.brainpop.com • moodle.tbaisd.org Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit

Academic Vocabulary • dark • evidence-based • illuminate • light • observations













































• National Geographic Learning Exploring Science grade 1


Students who demonstrate understanding can: 1-PS4-3. Plan and conduct investigations to determine the effect of placing

objects made with different materials in the path of a beam of light.

Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).

Assessment Boundary: Assessment does not include the speed of light.

Essential knowledge and skills • Recognize that objects can be seen only when there is light (illuminated) • Define that a clear object will allow light through • Describe materials that allow only some light to pass through them • Describe materials block all light • Describe how some materials redirect a beam light



Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Plan and conduct investigations

collaboratively to produce evidence to answer a question.

PS4.B: Electromagnetic Radiation • Some materials allow light to pass

through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)

Cause and Effect • Simple tests can be

designed to gather evidence to support or refute student ideas about causes.

Connections to Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: 2.PS1.A Common Core State Standards Connections: ELA/Literacy —

































http://www.nextgenscience.org/2ps1-matter-interactions





W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4-3)




Standards • educators.brainpop.com • moodle.tbaisd.org Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1

Academic Vocabulary • beam of light • clear • effect • investigations • light • reflect • shadow • translucent • transparent


Students who demonstrate understanding can: 1-PS4-4. Use tools and materials to design and build a device that uses light

or sound to solve the problem of communicating over a distance.*

Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats.

Assessment Boundary: Assessment does not include technological details for how communication devices work.

Essential knowledge and skills • Describe how people communicate in many different ways • Identify devices that enable communication over long distance • Observe and record evidence that information can be communicated using various

devices • Design and build a device that uses light or sound that solves the problem of

communicating over a distance • Test and revise device based on results and feedback
















• Use the device to explain how people can use sound and light to communicate



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. • Use tools and materials provided to

design a device that solves a specific problem.

PS4.C: Information Technologies and Instrumentation • People also use a variety of devices

to communicate (send and receive information) over long distances.

- - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science, on Society and the Natural World • People depend on various

technologies in their lives; human life would be very different without technology.

Connections to Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: K.ETS1.A ; 2.ETS1.B ; 4.PS4.B ; 4.PS4.C Common Core State Standards Connections: ELA/Literacy — W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given


Mathematics — MP.5 Use appropriate tools strategically. (1-PS4-4) 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third

object. (1-PS4-4) 1.MD.A.2 Express the length of an object as a whole number of length units, by layering multiple copies of a

shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. (1-PS4-4)

Specific Websites • www.brainpopjr.com • NGSS http://www.nextgenscience.org/ Next

Generation Science Standards • thehappyscientist.com Resources • National Geographic Learning Exploring

Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring

Science grade 1

Academic Vocabulary • communication • device • devise • information • light • revise • sound • test

























http://www.nextgenscience.org/kps2-motion-stability-forces-interactions

http://www.nextgenscience.org/2ls2-ecosystems-interactions-energy-dynamics

http://www.nextgenscience.org/4ps4-waves-applications-technologies-information-transfer





http://www.corestandards.org/Math/Practice/MP5


http://www.corestandards.org/Math/Content/1/MD















1-LS1-1 From

Molecules to Organisms: Structures

and Processes

Performance Expectations Students who demonstrate understanding can: 1-LS1-1. Use materials to design a solution to a human problem by mimicking

how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*

Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.

Essential knowledge and skills • Proves animals are living things • Explain how that plants and different animals use their body parts to survive and grow • Explain that animals use their body parts in different ways to see and hear/protect

themselves, survive • Identify and describe parts and functions of a plant • Explain how animals use their body parts to move from place to place. • Understand how an animal uses its senses to understand the environment around

them needed for growth and survival.



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. • Use materials to design a device

that solves a specific problem or a solution to a specific problem.

LS1.A: Structure and Function • All organisms have external parts.

Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

LS1.D: Information Processing

Structure and Function • The shape and stability of structures

of natural and designed objects are related to their function(s).

-- - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering and Technology on Society and the Natural World



ASSESSMENT NOTES See complete assessment list in the introduction REQUIRED COMMON ASSESSMENTS




































• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.

• Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.

Connections to

Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: K.ETS1.A ; 4.LS1.A ; 4.LS1.D ; 4.ETS1.A Common Core State Standards Connections: ELA/Literacy - W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic

and use them to write a sequence of instructions). (1-LS1-1)

Specific Websites • urbanext.illinois.edu The Great Plant escape • www.brainpopjr.com • NGSS http://www.nextgenscience.org/ Next Generation Science

Standards • orgs.ttu.edu/nsta/handouts/plantandanimallsadaptations.pdf • Baby Whales Drink Milk by Barbara Juster Esbenson • Whales and Dolphins Usborne Discovery • What Do Animals Do in Winter: How Animals Survive the Cold by

Melvin Berger • Animals in the Winter by Henrietta Bancroft and Richard G.

VanGelder • Animal Defenses: How Animals Protect Themselves by Etta Kaner • adapted to Survive: Animals that Hide by Angela Royston • Plant Parts by Louise Spillsbury and Richard Spillsbury • Roots by Vjaya Khisty Bodach Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1

o Living Things (life science) o Plants and Animals (life science)

Academic Vocabulary • design • external • flowers • fruit • human problem • leaves • mimicking • plan • protect • roots • seeds • soil • stem • survive














http://www.nextgenscience.org/kess3-earth-human-activity

http://www.nextgenscience.org/4ls1-molecules-organisms-structures-processes

http://www.nextgenscience.org/4ls1-molecules-organisms-structures-processes

http://www.nextgenscience.org/4ps3-energy











Students who demonstrate understanding can: 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). Essential knowledge and skills • Identify that adult plants/animals can make new, young plants/animals • Describe the life cycle of a plants • Identify that plants/animals are very much, but not exactly like the parent plant/animals • Observe plants/animals of the same variety are similar and also different • Describe how some animal parents engage in behaviors that help their offspring survive. •



Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Read grade-appropriate texts and

use media to obtain scientific information to determine patterns in the natural world.

- - - -- - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world.

LS1.B: Growth and Development of Organisms Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

Patterns Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Connections to Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels:3.LS2.D Common Core State Standards Connections: ELA/Literacy -





























RI.1.1 Ask and answer questions about key details in a text. (1-LS1-2)

RI.1.2 Identify the main topic and retell key details of a text. (1-LS1-2)

RI.1.10 With prompting and support, read informational texts appropriately complex for grade. (1-LS1-2)

Mathematics - 1.NBT.B.3 Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results

of comparisons with the symbols >, =, and <. (1-LS1-2) 1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a

multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. (1-LS1-2)

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (1-LS1-2)

Specific Websites • kids.nationalgeographic.com • pintrest Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1


Academic Vocabulary • determine • life cycle • media • offspring • patterns in behavior • seedling • survive

1-LS3-1

Heredity: Inheritance

and Variation of Traits

Performance Expectations Students who demonstrate understanding can: 1-LS3-1. Make observations to construct an evidence-based account that young

plants and animals are like, but not exactly like, their parents.

Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.




http://www.corestandards.org/ELA-Literacy/RI/1






http://www.corestandards.org/Math/Content/1/NBT





















Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.

Essential knowledge and skills

• Make and record observations to show that young plants are like but not exactly like the parent plant

• Use evidence from observations to explain that young plants are like but not exactly like the parent plant



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. • Make observations

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

LS3.A: Inheritance of Traits • Young animals are very

much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.

LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

Patterns • Patterns in the natural and

human designed world can be observed, used to describe phenomena, and used as evidence.

Connections to Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: 3.LS3.A ; 3.LS3.B Common Core State Standards Connections: ELA/Literacy - 1.RI.1 Ask and answer questions about key details in a text. (1-LS3-1)

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS3-1)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3-1)

Mathematics - MP.2 Reason abstractly and quantitatively. (1-LS3-1) MP.5 Use appropriate tools strategically. (1-LS3-1) 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third

object. (1-LS3-1)

Specific Websites • www.brainpopjr.com

Academic Vocabulary • compare

































http://www.nextgenscience.org/3ls3-heredity-inheritance-variation-traits

http://www.nextgenscience.org/3ls3-heredity-inheritance-variation-traits





















• NGSS http://www.nextgenscience.org/ Next Generation Science Standards

Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1


• contrast • evidence-based • observations • observe • record • results

1-ESS1 Earth's Place

in the Universe


Students who demonstrate understanding can: 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that

can be predicted. Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.

Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.

Essential knowledge and skills • Describe how day and night make a pattern • Explain the pattern of the sun’s motion in the sky • Predict the future pattern of the moon and sun in the sky • Describe when the moon is visible • Describe the pattern of the moon’s motion in the sky • Describe and explain why and when you can see stars • Explain how people use star patterns



Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to

ESS1.A: The Universe and its Stars • Patterns of the motion of the sun,

moon, and stars in the sky can be observed, described, and predicted.

Patterns • Patterns in the natural world can be

observed, used to describe phenomena, and used as evidence.





















collecting, recording, and sharing observations. • Use observations (firsthand or

from media) to describe patterns in the natural world in order to answer scientific questions.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems • Science assumes natural events

happen today as they happened in the past.

• Many events are repeated. Connections to

Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: 3.PS2.A ; 5.PS2.B ; 5.ESS1.B Common Core State Standards Connections: ELA /Literacy - W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-ESS1-1) W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1) Specific Websites • www.brainpopjr.com • NGSS http://www.nextgenscience.org/ Next Generation Science

Standards • MPS Planetarium • Pintrest first grade science Earth and sun slidehare.net • So That’s How the Moon Changes Shape! by Allan Fowler Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1

o Sun, Moon and Stars (Earth science)

Academic Vocabulary • constellation • moon • observations • pattern • patterns • stars • sun







http://www.nextgenscience.org/3ps2-motion-stability-forces-interactions


http://www.nextgenscience.org/5ess1-earth-place-universe








Students who demonstrate understanding can: 1-ESS1-2.

Make observations at different times of year to relate the amount of daylight to the time of year. Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall. Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight. Essential knowledge and skills

• Describe the pattern of the seasons • Conclude that each season happens once a year • Explain how daylight changes with the seasons • Predict how sunrise and sunset will change from one day to the next



Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • Make observations (firsthand or

from media) to collect data that can be used to make comparisons.

ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.

Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.

Connections to

Connections to other DCIs in first grade: N/A Articulation of DCIs across grade-levels: 5.PS2.B ; 5.ESS1.B Common Core State Standards Connections: ELA /Literacy - W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use

them to write a sequence of instructions). (1-ESS1-2)

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-2)

Mathematics — MP.2 Reason abstractly and quantitatively. (1-ESS1-2) MP.4 Model with mathematics. (1-ESS1-2) MP.5 Use appropriate tools strategically. (1-ESS1-2)























http://www.nextgenscience.org/5ess1-earth-place-universe

















1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects , drawings, and equations to represent the problem. (1-ESS1-2)

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (1-ESS1-2)


Standards What causes the Earth’s Seasons - (video) teachertube.com/video/what-causes-seasons-on-earth-657 PBSlearningmedia.org (video) observe sunrise and sunset • www.sumanasinc.com/webcontent/animations/content/moonphase

.html, www.harcourtschool.com/activity/moonphases/, or www.phase.com/es839145/ani_sunrise for animations of

• http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/default.htm.

• http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/sunrisesunset/

• http://www.sumanasinc.com/webcontent/animations/content/moonphase.html http://www.harcourtschool.com/activity/moon_phases/ http://www.pbase.com/es839145/ani_sunrise

Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1


Academic Vocabulary • autumn • daylight • observe/observation • pattern • season • spring • summer • sunrise • sunset • winter

http://www.corestandards.org/Math/Content/1/OA














K-2-ETS1- 1 Engineer-ing Design


Students who demonstrate understanding can:

K-2-ETS1-1.

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Essential knowledge and skills

• Record observations to show that young animals are like, but not exactly like, their parents.

Science and Engineering Practices

Disciplinary Core Ideas Cross Cutting Concepts

Asking Questions and Defining Problems Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions. • Ask questions based on observations

to find more information about the natural and/or designed world(s).

• Define a simple problem that can be solved through the development of a new or improved object or tool.

ETS1.A: Defining and Delimiting Engineering Problems • A situation that people want to

change or create can be approached as a problem to be solved through engineering.

• Asking questions, making observations, and gathering information are helpful in thinking about problems.

• Before beginning to design a solution, it is important to clearly understand the problem.

Connections to Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include: Kindergarten: K-PS2-2, K-ESS3-2 Articulation of DCIs across grade-levels: 3-5.ETS1.A ; 3-5.ETS1.C Common Core State Standards Connections: ELA/Literacy — RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text. (K-2-ETS1-1)

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1)

Mathematics — MP.2 Reason abstractly and quantitatively. (K-2-ETS1-1)

MP.4 Model with mathematics. (K-2-ETS1-1)





























http://www.nextgenscience.org/kps2-motion-stability-forces-interactions


http://www.nextgenscience.org/3-5ets1-engineering-design




















Standards Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kit • National Geographic Learning Exploring Science grade 1


Academic Vocabulary • compare • contrast • observations


Students who demonstrate understanding can: K-2-ETS1-2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a a given problem. Essential knowledge and skills

• Apply knowledge of life cycle to create an offspring from a parent plant • Design and build a device that uses light or sound to solve the problem of communication over a

distance.



Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. • Develop a simple model based on

evidence to represent a proposed object or tool.

ETS1.B: Developing Possible Solutions • Designs can be conveyed through

sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.

Structure and Function • The shape and stability of structures

of natural and designed objects are related to their function(s).





























Connections to Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include: Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2 Articulation of DCIs across grade-levels: 3-5.ETS1.A ; 3-5.ETS1.B ; 3-5.ETS1.C Common Core State Standards Connections: ELA/Literacy — SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts

of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2)


Standards • kidsgardening.org • kiddiegardens.com Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kits

Academic Vocabulary • function • illustrate • physical model


Students who demonstrate understanding can: K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare

the strengths and weaknesses of how each performs. Essential knowledge and skills

• Interpret and Use evidence from their observations and physical model to explain similarities of adult and offspring

• Observe and record when sunrise and sunset occur at different times of the year. • Compare data to relate the amount of daylight to the time of year.

Science and Engineering Practices

Disciplinary Core Ideas Cross Cutting Concepts

Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

ETS1.C: Optimizing the Design Solution • Because there is always more than

one possible solution to a problem, it is useful to compare and test designs.



























• Analyze data from tests of an object or tool to determine if it works as intended.

Connections to

Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation of DCIs across grade-levels: 3-5.ETS1.A ; 3-5.ETS1.C Common Core State Standards Connections: ELA/Literacy — W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,

including in collaboration with peers. (K-2-ETS1-3)

W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-3)

Mathematics — MP.2 Reason abstractly and quantitatively. (K-2-ETS1-3)

MP.4 Model with mathematics. (K-2-ETS1-3)

MP.5 Use appropriate tools strategically. (K-2-ETS1-3)

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-3)


Standards Resources • National Geographic Learning Exploring Science grade 1 National Geographic Science Kits

Academic Vocabulary • data • test • problem • strengths/weaknesses




http://www.nextgenscience.org/2ess2-earth-systems





















Documents

Science Curriculum - mpsri.net · he Middletown Public Schools Curriculum for grades K-12 was completed June 2015 by a team of K-12 teachers. The team, identified as the Science Curriculum