Science Curriculum Support Guide 1st Grade

OCSD5 Common Core Curriculum Guide

1st Grade Science

Pacing

DRAFT

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their

efforts have contributed to the world-class instructional resources available within our district.

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

ELA

FacilitatorsJacqueline JamisonDr. Elrica C. GloverAudrey HallingquestDr. Derrick James

Karen JamesTammie Jenkins

Heath OwenTonya RameyLaura SteeleDyisha Taylor

KindergartenMozella Isaac

Dr. Teresa Jennings

First GradeJennifer Fanning

Ayenne Smith

Second GradeJackie Hogges

Faye Thompson

ELADabetta Smith

Dyrease JacksonMable WrightDavid Pasley

Angelica GentileMichele JohnsonRosalyn Florence

Dr. Wanda BrockingtonTi-esha Williams-Vaughn

Katie Jensen

MathChinyeaka Ihekweazu

Monik EllisLatasha MurrayDenise JamesTracy Brown

Kimberly BroughtonPaul Rosser

Aronda FrazierSharlene Foster

ScienceLynn Rivers

Mary RobinsonTawana HowellCrystal Bryant

Rolanda JenkinsLisa Benton

Dr. Andrea MatthewsMarcellina Guinyard

Dawn PeeblesTeal Ryant

Social StudiesTerry Walling

Andrea PerkinsAudrey Irick

Marilyn DoctorLynette Milhouse

Greg SmithJordan Knight

The Purpose of Our Common Core Curriculum Guides

The 2013-2014 Orangeburg Consolidated School District Five Common Core Curriculum Guides provide an overview of key instructional shifts, Common Core State Standards (CCSS) best practices, and upcoming changes to South Carolina assessments. Each curriculum guide offers pacing suggestions, instructional strategies, resources, and assessment items. Our common core curriculum guides provide school-to-school continuity as we work together to build a world-class school system.

Common Core State Standards Background

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.

The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses.

The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.

These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards:

Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global

economy and society; and Are evidence-based.

Source: http://www.corestandards.org/about-the-standards

http://www.corestandards.org/about-the-standards

Smarter Balanced Assessment Consortium

South Carolina has elected to use the Smarter Balanced Assessment Consortium (Smarter Balanced) as the vehicle for assessing the Common Core State Standards. Smarter Balanced is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010. The assessments are scheduled to be administered to students in South Carolina and other states in the consortium beginning in the 2014-15 school year.

The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed – regardless of disability, language or subgroup. Smarter Balanced involves experienced educators, researchers, state and local policymakers and community groups working together in a transparent and consensus-driven process.

Smarter Balanced Assessment Item Specifications: Selected response (SR) multiple choice Constructed response (CR) Performance Task (PT) Technology enhanced item (TEI)

To view sample assessments items, visit: http://www.smarterbalanced.org/sample-items-and-performance-tasks/

To view Smarter Balanced Scoring guidelines, visit: http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuides

Common Core State Standards School Year Implementation Timeline

The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The standards will be fully implemented in school year 2014-15 as outlined in the following table:

School Year Expectations from the SC State Department of Education2011-2012 Transition Year2012-2013 Transition Year2013-2014 Bridge Year2014-2015 Full Implementation

Orangeburg Consolidated School District Five Assessment Schedule

DATES ASSESSMENTAug 21st – Aug 29th Pre Diagnostic Benchmark

Sept 23rd – Sept 27th District AssessmentOct 28th – Nov 1st District AssessmentDec 9th – Dec 17th Comprehensive BenchmarkFeb 3rd – Feb 7th District Assessment

March 3rd – March 11th Comprehensive BenchmarkMay 19th – May 27th Post Diagnostic Benchmark

http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuides

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

South Carolina Bridge Year Assessments

During the bridge year, our students will take the PASS, EOCEP, and HSAP assessments in 2014. Commonalities between CCSS and PASS will be assessed in ELA and Math. In order to ensure students success on these assessments, teachers are still expected to utilize items that mirror the format of their upcoming standardized test. To increase the rigor of these items, students should cite evidence and explain their answers. These practices align with the expectations of the Common Core State Standards.

Elementary and Middle SchoolGrades 3-8

Content Area Assessment Testing Dates for 2013-2014ELA – Writing PASS Day 1: March 18, 2014

Day 2: March 19, 2014Make-up Testing through March 25th

ELA – Reading and Research PASS May 6, 2014Math PASS May 7, 2014Science or Social Studies (Grades 3, 5, 6, 8)

PASS May 8, 2014

Science (Grades 4 & 7) PASS May 8, 2014Social Studies (Grades 4 & 7) PASS May 9, 2014All Content Areas - Make-up Testing PASS Through May 16th

High SchoolHigh School Assessment Program (HSAP)

Content Area Testing Dates for 2013-2014ELA Session 1: October 22, 2013

Session 2: October 23, 2013

Math October 24, 2013

All Content Areas - Make-up Testing Through November 1, 2013

ELA Session 1: April 1, 2014Session 2: April 2, 2014

MATH April 3, 2014

All Content Areas - Make-up Testing Through April 18, 2014

ELA Session 1: July 15, 2014Session 2: July 16, 2014

Math July 17, 2014

Make-up Testing No make-up dates for summer HSAP testing

High SchoolEnd of Course Examination Program (EOCEP)

Test Testing Dates for 2013-2014English IAlgebra IBiology

United States History & the Constitution

Tentative Dates: Fall: December 3, 2013 – January 27, 2014

Spring: May 1-10, 2014Summer: July 1-31, 2014

Common Core Instructional Shifts

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in ELA/Literacy

Shift 1Balancing Informational

& Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity

Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary

Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Shifts in Mathematics

Shift 1 Focus

Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence

Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency

Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application

Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity

Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

Academic Vocabulary

The Common Core State Standards (CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. For example, rather than watch, observe. They are also words that help students understand oral directions and classroom instructional dialog. They also help students to comprehend text across different content areas- including math, science, and social studies/history.

Vocabulary words are often categorized into three tiers.

Tier 1 words: These words are basic vocabulary or the more common words most children will know. They include high-frequency words and usually are not multiple meaning words.

Tier 2 words: Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. The Common Core State Standards refers to these as “general academic words.” Sometimes they are referred to as “rich vocabulary.” These words are more precise or subtle forms of familiar words and include multiple meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains.

Tier 3 words: CCSS refers to these words as “domain specific;” they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text.

Source: http://www.learninga-z.com/commoncore/academic-vocabulary.html

Informational Text

The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources, including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts (including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused instruction using informational text with students.

Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs, tables, charts and diagrams, etc.)

When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing, clarity and directness of the language should also be considered.

Why is Increasing the Reading of Informational Text Important?

Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text.

If students are to better comprehend science, social studies, and math text - as well as meet the common core reading and writing requirements for graduation - then we need to increase their exposure to informational texts early in their formal schooling.

Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future success in higher education and the workplace.

http://www.learninga-z.com/commoncore/academic-vocabulary.html

The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows:

Grade Span Literary Informational

K-4 50% 50%

5-8 45% 55%

9-12 30% 70%

Source: http://www.learninga-z.com/commoncore/informational-text.html

Literacy in ScienceBringing Literacy and Science Together

Academic Vocabulary in ScienceWhat is it?Science is rich in specialized words (Tier 3), many of which have an everyday meaning as well as a scientific meaning. Improving pupils’ spelling and understanding of these words will improve their understanding of science. The use of ‘root words’ helps to develop an understanding of the scientific meaning of the word. The taxonomy of words (words that describe objects, processes and concepts) can be used to identify those words which are ‘key’ to the communication of ideas and understanding.What should student be able to do?Identify key words with care, matching your list to the needs of your students. Explore new words together, consider their structure, word roots and correct meaning. Students should practice using key words during class discussion or during question-and-answer sessions. Review words daily.

What does it look like? For example:

PLANTS

KEY CONCEPTS & TERMS

(** for teacher/parent reference - not a student assignment)

KEY TERM: DEFINITION:

Plant a living thing/organism that can make its own food

Nutrients Materials found in soil or water that plants need to help them grow

Stem part of the plant that grows out of the ground; supports / holds up the plant and also the leaves, flowers, and fruit

Root part of a plant that grows in the ground; holds the plant in place

Leaves usually a flat, green part of the plant that grows from the stem

Flowers have petals that come in many shapes, sizes, and colors

Fruit part of the flowering plant that contains the seeds; some are edible

Seed part of a plant that will grow into a new plant

http://www.learninga-z.com/commoncore/informational-text.html

Edible able to be eaten; some parts of plants can be food for people

Physical Traits something that makes one plant different from another, such as shape of leaf, color of flower

Germination the process in which a plant begins to sprout or grow from the seed

Plant Growth the process of increasing in size and developing from a seedling to a mature plant

Distinct Environment the special surrounding with the right conditions for a certain plant to survive

Reading in ScienceWhat is it?Reading in science should be a demanding activity. Supporting students in reading and offering ways to access text is better than reducing the amount and quality of their reading. Tell students the purpose for reading and provide methods.What should student be able to do?Make use of a range of DARTs (directed activities related to text) where students are actively engaged with the text and are clear about why they are reading and what they should gain from the experience.What does it look like?A range of informational texts related to particular topics and purposes. Shared reading is a good way to introduce new or more difficult texts, especially those that contain a lot of new, specialized vocabulary

Writing in ScienceWhat is it?Writing supports learning in science when:• the purpose is clear;• students are challenged to think and make decisions about their writing;• the writing helps students to organize their thinking;• students are asked to write for a variety of purposes and audiences;• the writing is well chosen and supports the objective of the lesson.What should student be able to do?Students should be able to make decisions about their writing. Students should be able to organize their thinking, writing for a variety of purposes.What does it look like?

Lab reports Research Science Fair projects, etc.

Speaking and Listening in ScienceWhat is it?Opportunities to describe, explain and justify their understanding in science lessons. Students need opportunities to ‘think aloud’, discuss and explore ideas with each other. Well modeled speaking to help students evolve in the different aspects of speaking and listening in science.What should student be able to do?Converse with peers and adults as they support their claims with facts. Students need to be able to speak clearly and with confidence while presenting information. Students will work collaboratively in groups to problem solve orally.What does it look like?

Oral reports

Science Fair presentations Debates

Common Core Best Practices

CLOSE READINGWhat is it?A close reading is a careful and purposeful reading of a text. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us.How do I use it?In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These aren’t simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the author’s purpose, the structure, and the flow of the text. Close reading requires that students actually think and understand what they are reading.What does it look like?

Steps in Close Reading

1. First Read: Key Ideas and DetailsSet the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes.

Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc.

2. Second Read: Craft and StructureFor a second, close read, select a portion or chunk of the text that is “close read worthy.” That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the author’s craft and organizational patterns. This may include vocabulary choices, text structure or text features that the author included.

Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding.

3. Third Read: Integration of Knowledge and IdeasThe third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet.

Have the students journal a response to a text dependent question. Focus the discussion on the text evidence.

Source: http://www.learninga-z.com/commoncore/close-reading.html

Beth Burke, A Close Look At Close Reading: Scaffolding Students with Complex Text

Science Best Practices

What is it?

http://www.learninga-z.com/commoncore/close-reading.html

Cornell Method of Note Taking- The Cornell method provides a systematic format for condensing and organizing notes. The student divides the paper into two columns: the note-taking column (usually on the right) is twice the size of the questions/key word column (on the left). The student should leave five to seven lines, or about two inches, at the bottom of the page.

Notes from a lecture or teaching are written in the note-taking column; notes usually consist of the main ideas of the text or lecture, and long ideas are paraphrased. Long sentences are avoided; symbols or abbreviations are used instead. To assist with future reviews, relevant questions (which should be recorded as soon as possible so that the lecture and questions will be fresh in the student's mind) or key words are written in the key word column. These notes can be taken from any source of information, such as fiction and nonfiction books, DVDs, lectures, text books, etc.What should student be able to do?Leave a two- to three-inch margin on the left side of the page, or buy law-ruled notebooks that have wide margins. Take notes in the wider, right side of the page. Use the left column to record key words, concepts or questions. Notes should be neat and able to be understood for later use.What does it look like?

Science Best Practices

What is it?Nature Journals

What should student be able to do?Students learn to record their observations using science vocabulary terms and make connections about the natural world in which they live. As they develop their writing skills using nature journals, students develop a better understanding of what is going on in nature and how vocabulary words apply to their studies. Nature journals also let students build upon their prior knowledge and experiences, remember a certain order of recorded events, and link data with events to recognize relationships. As students make close observations of nature, they to determine patterns and connections with other scientific terminology. They also use science process skills as they observe, analyze, and communicate their findings.What does it look like?

College and Career Readiness Anchor Standards for Reading

The standards define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Academic Vocabulary: CCSS Tier 3

Scienceamountcauseclockeffectexplaingraphlakelength

measuremeter stickmonthnatural resourcesobserveoceanpatternpredict

problemrecyclerulersimilarsortstreamstructuresystem

temperaturethermometertoolunitweekyear

GRADE ONE(2005 Standard 1-2)

Science Topic:

PLANTS KEY CONCEPTS & TERMS(** for teacher/parent reference - not a student assignment)


Plant a living thing/organism that can make its own foodNutrients Materials found in soil or water that plants need to help them growStem part of the plant that grows out of the ground; supports / holds up the plant and

also the leaves, flowers, and fruitRoot part of a plant that grows in the ground; holds the plant in placeLeaves usually a flat, green part of the plant that grows from the stem

Flowers have petals that come in many shapes, sizes, and colorsFruit part of the flowering plant that contains the seeds; some are edibleSeed part of a plant that will grow into a new plant

Edible able to be eaten; some parts of plants can be food for peoplePhysical Traits something that makes one plant different from another, such as shape of leaf,

color of flowerGermination the process in which a plant begins to sprout or grow from the seedPlant Growth the process of increasing in size and developing from a seedling to a mature

plantDistinct Environment the special surrounding with the right conditions for a certain plant to survive


Science Topic:

THINGS IN THE SKY KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment)


Sky the visible region over the Earth

Day when there is enough light from the Sun to see; when it is light outsideNight when the Sun is not shining to light the sky; when it is darkSun the star that provides heat and light for Earth

Star an object in the night sky that shines with light of its own; the sun is the only star seen in the daytime sky

Moon the large ball of rock that moves around Earth; can be seen because the Sun’s light shines on it

Reflect to bounce off the light received from a producer of light – stars produce light while the moon reflects light from the sun, Earth’s star

Earth the planet that we live on; one of planets that go around the sunSunrise or Moonrise the time the Sun or Moon appears to go up into the sky

Sunset or Moonset the time the Sun or Moon appears to go down and disappear from the skyPatterns of the moon the lighted part of the moon that can be seen from the Earth – the lighted

shape changes in a pattern that can be seen each month


Science Topic:

EARTH MATERIALS KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment)


Properties characteristics or features that belong to a particular objectRock hard, solid, nonliving material that make up Earth

Sand tiny pieces of rock

Soil material formed from small pieces of rock and sand, clay, air, and pieces of dead organisms

Nutrient a material that helps a plant to grow, usually comes from the soilTopsoil / Loam rich, dark garden soil with decayed plant and animal matter for nutrientsTexture the way that something feels to the touch, such as soft, hard, rough, smooth,

sticky, wetWater colorless, tasteless liquid that is found on Earth; is needed by living things


Science Topic:

EXPLORING MOTION KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment)


Motion the change in position from one place to another

Location / Position where an object is placed compared to another object, such as above or behind

Force a push or a pull on an object that may cause the object to moveVibrate moving back and forth, usually very rapidly/fast

Sound what is heard when an object vibrates

Direction the way or path that an object takes as it moves

Speed how fast or slow an object moves

Circular moving around in a circle

Zigzag a series of short, sharp turns going from one side to the other

Week of Aug. 19th - Aug. 23rd

Aug. 19th - Aug. 23rd

Indicator

1.1 Scientific inquiry1-1.2 Classify1-1.2 Tools1-1.3 Safety procedures

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Instructional Strategies

Senses1. Essential - Observe properties of solids. Give students 20 solids. These can come from the STC Solids and

Liquids kit, and might include:blue plastic spoon

blue rubber ball

blue wooden cube

blue Unifix cube

red wooden golf tee

red pipe cleaner

red octagon jewel

ping-pong ball

small white plastic spoon

plastic cup lid stainless steel ball

steel washer

steel nut jumbo metal paper clip

brass washer

bobby pin acrylic cube acrylic cylinder

cork Working as partners/groups students sort the solids on the basis of one property (ex. color or shape). Each pair or group makes groupings of solids on large sheets of paper. They draw a circle around each

group of solid objects and write the name of that group (blue, round, etc.) Each pair or group of students repeats the exercise based on a different property. Students share the properties of their groupings. Generate a “Properties of Solids” chart and display it in the classroom. Students draw one of the solids and list its properties (size, color, shape) in their Science Journals.

2. Enrichment - Using the solids, students make statements such as: This _(desk, rock, pen, etc.)_ is as hard as _______________. This _(sweater, cotton ball, etc)_ is as soft as _______________. This _(cup, trash can, soda can, etc.)_ is round like _(some cylindrical object)_. This _(golf ball, tennis ball, etc.)_ is the same size and shape as __________.Students must hold up the solid that fills in the blank.

3. Essential - Divide the class into groups of 3-4. Use attribute blocks, of various sizes, shapes and colors for students to sort by size, color, number of sides and number of corners.

4. Essential - Students determine the temperature of ice, tap water, room temperature, etc.5. Essential – Demonstrate how to use a ruler to measure various classroom materials.6. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, pp. 146-147.7. Essential - Conduct a floating/sinking activity with the 20 solid items.

Divide students into groups. Give each group a cup filled half-way with water, and 4-5 of the items. Students make predictions about which items will float and which will sink. Students then test the objects to find out if they are buoyant or not. How does this compare to their

predictions? Students sort the objects according to their buoyancy. Graph the results on a Venn diagram. Students record the results in their Science Journals How to set up Science Journals:

1. Set up title page (1st page) My Science Journal- Allow students to illustrate2. Set up table of contents (allow 3-4 pages)3. Then number pages beginning after the table of contents.

4. For each journal entry include the date, title of lesson and indicator(s)..

Resources

S3 Curriculum: http://www.s2temsc.org/s3curriculum/k8science

Text: MacMillan/McGraw-Hill South Carolina Sciencepp.2-15

Science Kits/Materials Boxes: STC, Solids and Liquids

Text: MacMillan/McGraw-Hill South Carolina Sciencepp 6-7

Science Kits/Materials Boxes:STC Solids and Liquids

Text: MacMillan/McGraw-Hill South Carolina Sciencepp. 146-147


www.studyisland.com

Assessment

1-1.1.1.1

Circle the box where the fish are all the same size.

A

B

C

https://dl-web.dropbox.com/Documents%20and%20Settings/user/My%20Documents/Dropbox/Curriculum/Early%20Childhood/www.studyisland.com

http://www.s2temsc.org/s3curriculum/k8science

1.1.2Circle how long the battery is.

A 3 inches long

B 4 inches long

C 5 inches long

1.1.3Circle the picture that shows a glass of ice cubes after it has been sitting in the sunshine for 2 hours.

A

B

C

1 2 3 4 5

+Acme

Week of Aug. 26-30Aug. 26-30Indicator

1.1 Scientific inquiry1-1.2 Classify1-1.2 Tools1-1.3 Safety procedures

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.


Senses1. Essential - Observe properties of solids. Give students 20 solids. These can come from the STC Solids and

Liquids kit, and might include:blue plastic spoon

blue rubber ball

blue wooden cube

blue Unifix cube

red wooden golf tee

red pipe cleaner

red octagon jewel

ping-pong ball

small white plastic spoon

plastic cup lid stainless steel ball

steel washer

steel nut jumbo metal paper clip

brass washer

bobby pin acrylic cube acrylic cylinder

cork Working as partners/groups students sort the solids on the basis of one property (ex. color or shape). Each pair or group makes groupings of solids on large sheets of paper. They draw a circle around each

group of solid objects and write the name of that group (blue, round, etc.) Each pair or group of students repeats the exercise based on a different property. Students share the properties of their groupings. Generate a “Properties of Solids” chart and display it in the classroom. Students draw one of the solids and list its properties (size, color, shape) in their Science Journals.

2. Enrichment - Using the solids, students make statements such as: This _(desk, rock, pen, etc.)_ is as hard as _______________. This _(sweater, cotton ball, etc)_ is as soft as _______________. This _(cup, trash can, soda can, etc.)_ is round like _(some cylindrical object)_. This _(golf ball, tennis ball, etc.)_ is the same size and shape as __________.Students must hold up the solid that fills in the blank.

3. Essential - Divide the class into groups of 3-4. Use attribute blocks, of various sizes, shapes and colors for students to sort by size, color, number of sides and number of corners.

4. Essential - Students determine the temperature of ice, tap water, room temperature, etc.5. Essential – Demonstrate how to use a ruler to measure various classroom materials.6. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, pp. 146-147.7. Essential - Conduct a floating/sinking activity with the 20 solid items.

Divide students into groups. Give each group a cup filled half-way with water, and 4-5 of the items. Students make predictions about which items will float and which will sink. Students then test the objects to find out if they are buoyant or not. How does this compare to their

predictions? Students sort the objects according to their buoyancy. Graph the results on a Venn diagram. Students record the results in their Science Journals How to set up Science Journals:

1. Set up title page (1st page) My Science Journal- Allow students to illustrate2. Set up table of contents (allow 3-4 pages)3. Then number pages beginning after the table of contents.

4. For each journal entry include the date, title of lesson and indicator(s)..

Resources

Text: MacMillan/McGraw-Hill South Carolina Sciencepp.2-15

Science Kits/Materials Boxes: STC, Solids and Liquids

Text: MacMillan/McGraw-Hill South Carolina Sciencepp 6-7


Text: MacMillan/McGraw-Hill South Carolina Sciencepp. 146-147


www.studyisland.com

Assessment

See Previous Week


Week of Sept. 2-6Sept. 2rdIndicator

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)

Resources

Labor Day (Holiday)

Assessment

Labor Day (Holiday)

Sept. 3-6

Indicator

1.1 Scientific Inquiry1-5.1 Identify location of an object relative to another object


1. Essential - Read Rosie’s Walk by Pat Hutchins (www.schooltube.com). Discuss vocabulary. Ask students to list additional terms.

2. Essential - Tell students to choose a partner. Then direct them as follows:A. “First you will pick out an object in the room.”B. “Now, give your partner clues to help him or her figure out the object that you chose by describing the object’s

location in the room relative to other objects. For example, ‘The object is above the bookcase’ or ‘The object is next to the chalk board’ or ‘The object is under the dinosaur book.’

C. Now, let your partner take a turn giving clues about an object’s location.”Sample Classroom ActivityResources


Text: MacMillan/McGraw-Hill South Carolina ScienceChapter 6, pp. 186-220

Other Resources:Rosie’s Walk by Pat Hutchins

www.studyisland.comAssessment

1.5.1Circle the one that shows a bird flying over a tree.

A



B

C

Week of Sept. 9-13Sept. 9-13Indicator1-1.1 Scientific Inquiry1-5.2 Explain the importance of pushing and pulling to the motion of an object


1. Essential - Let students explore using a variety of toys to investigate pushes and pulls. Provide pull toys, balls, cars, trains, and wooden blocks.

2. Enrichment - Gravity is a force that pulls things toward the Earth. Go outside and throw a ball. Discuss that gravity kept it close to Earth and that friction made it stop. Have students draw and write descriptions of this in their science notebooks.

3. Essential - Drop objects from the air. Discuss that gravity is the force that pulls things down.4. Enrichment - Prepare to roll a ball on three surfaces: tile floor, carpet, and grass. Students make predictions

about what will happen. Discuss the surfaces that have more friction. Discuss how friction affects the speed and distance of the traveling ball. Measure with a ruler to see how far the object travels on different surfaces.

Resources



Web Sites:United Streaming Video – http://streaming.discoveryeducation.com/index.cfm

“How Things Move” (16:00)

www.studyisland.com

Assessment

1.5.2

1. Circle the one you push.

A. dog leashB. grocery cartC. rope

2. Which is a pull?

A. Putting on pantsB. Moving a grocery cartC. Jumping rope


http://streaming.discoveryeducation.com/index.cfm


Week of Sept. 16-20Sept. 16-20Indicator1-1.1 Scientific Inquiry1-5.2 Explain the importance of pushing and pulling to the motion of an object


1. Essential - Let students explore using a variety of toys to investigate pushes and pulls. Provide pull toys, balls, cars, trains, and wooden blocks.

2. Enrichment - Gravity is a force that pulls things toward the Earth. Go outside and throw a ball. Discuss that gravity kept it close to Earth and that friction made it stop. Have students draw and write descriptions of this in their science notebooks.

3. Essential - Drop objects from the air. Discuss that gravity is the force that pulls things down.4. Enrichment - Prepare to roll a ball on three surfaces: tile floor, carpet, and grass. Students make

predictions about what will happen. Discuss the surfaces that have more friction. Discuss how friction affects the speed and distance of the traveling ball. Measure with a ruler to see how far the object travels on different surfaces.

Resources




“How Things Move” (16:00)

www.studyisland.com

Assessment

See previous week




Week of Sept. 23-27Sept. 23-27Indicator1-1.1 Scientific Inquiry1-5.3 Illustrate the fact that sound is produced by vibrating objects


1. Enrichment - Have the students press one end of a plastic ruler or a wooden tongue depressor against their desk/tabletop letting the rest of it extend out over the floor. With their index finger the students should “pluck” the end of the ruler or tongue depressor. Tell the students to observe what happens with their eyes and ears. Now students should move the ruler or tongue depressor so that less and less of it is extending over the floor. Have them pluck with each move. Tell them to observe with their eyes and ears each time. Discuss with the students observations they made and comparisons with each move of the ruler or tongue depressor. Sample Classroom Activity

2. Essential - Students hold a small piece of wax paper over the tooth-side of a comb. Wrap the wax paper so that it covers both sides and the top of the comb’s teeth. When students “hum” with the comb and wax paper between their lips, the sound is made louder and they can feel the vibration. Ask students, “What instrument did you make (kazoo)? How did it make sound?

Resources


Audacity- http://audacity.sourceforge.net/ free website to create and record sounds

Text: MacMillan/McGraw-Hill South Carolina ScienceChapter 6, pp. 186-220Other Resources:music teacherWeb Sites:United Streaming Video – – http://streaming.discoveryeducation.com/index.cfm“Sound: A First Look” (17:00)

Assessment

1.5.3

1. Circle the one that vibrates.

A. bellB. bookC. shoe


http://audacity.sourceforge.net/


Week of Sept 30 - Oct. 4Sept 30 - Oct. 4Indicator 1-1.1 Scientific Inquiry1-5.4 Illustrate how objects move—slow, zigzag


1. Essential - Read the book Fast, Faster, Fastest by Michael Dahl. Discuss the speeds of different animals. Ask students to give examples of other animals or things that move at different speeds.

2. Essential - Show how snakes move.3. Essential - Demonstrate movements using a pendulum.

Enrichment – Students complete Arts Integration Lesson 1-38 “Animal Movement Number Line” (located in the Arts Integration Lessons section of curriculum

Resources


Text: MacMillan/McGraw-Hill South Carolina ScienceChapter 6, pp. 186-220Other Resources:Fast, Faster, Fastest by Michael DahlArt teacherAssessment

1.5.4When you use an eraser on a pencil, you are moving the pencil:

A in a straight line

B in a circle

C back and forth

When a snake moves, how does it move?

A in a straight line

B in a circle

C back and forth to go forward


Week of Oct. 7-11Oct. 7-11Indicator1-1.1 Scientific Inquiry1-5.4 Illustrate objects move—slow, zigzag


Essential - Read the book Fast, Faster, Fastest by Michael Dahl. Discuss the speeds of different animals. Ask students to give examples of other animals or things that move at different speeds.

Essential - Show how snakes move.

Essential - Demonstrate movements using a pendulum

Enrichment – Students complete Arts Integration Lesson 1-38 “Animal Movement Number Line” (located in the Arts Integration Lessons section of curriculum

Resources

Text: MacMillan/McGraw-Hill South Carolina ScienceChapter 6, pp. 186-220Other Resources:Fast, Faster, Fastest by Michael DahlArt teacher

See S3 Curriculum Science

http://www.s2temsc.org/s3curriculum/k8scienceAssessment

See Previous Week


Week of Oct. 14-18Oct. 14-18Indicator1-1.1 Scientific Inquiry1-4.1 recognize the composition of Earth


1. Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.).

2. Essential – Students read MacMillan/McGraw-Hill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

1. Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential – Students read MacMillan/McGraw-Hill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

Resources

Text: MacMillan/McGraw-Hill South Carolina Science140-141, 148-152

Science Kits/Materials Boxes:

GT Extensions: Students investigate the concept of rocks and describe the attributes of a variety of rocks which they collect at

home, on the school grounds or on a field walk. They determine that the concept is an overarching label for many kinds of rocks.

Students collect soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what the soils are like.

Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential – Students read MacMillan/McGraw-Hill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

Assessment

1.4.1

Circle the item that is NOT part of the Earth.

A soil

B rocks

C plastic

Week of Oct. 21-25Oct. 21-25Indicator

1-1.1 Scientific Inquiry1-4.1 recognize the composition of Earth


Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.).

Essential – Students read MacMillan/McGraw-Hill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.


Resources



GT Extensions: Students investigate the concept of rocks and describe the attributes of a variety of rocks which they collect at

home, on the school grounds or on a field walk. They determine that the concept is an overarching label for many kinds of rocks.

Students collect soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what the soils are like.


Assessment

See previous week

Oct. 25Indicator

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/Workdays

Resources


Assessment


Week of Oct. 28-Nov 1

Oct. 28-Nov 1Indicator

1-1.1 Scientific Inquiry1-4.2 classify rocks/physical appearance


1. Essential - Students make a T-chart of rocks and their uses (see TE C5).2. Essential - Tell students to sort different sizes of gravel and sand using different sand sifters to separate the

larger pebbles from the fine sand. Ask them, “Which of the sizes that you have sorted would you call sand?” Sample Classroom Activity

Resources



Web Sites:03/18/09 - Soil Lesson Plan – http://atozteacherstuff.com/pages/400.shtml

.


GT Extensions:Students collect rocks and soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what they sense

Assessment

1.4.2Circle the picture that shows rocks.

A

B

http://atozteacherstuff.com/pages/400.shtml

C

Week of Nov. 4-8Nov. 4-8Indicator

1-1.1 Scientific Inquiry1-4.2 classify rocks/physical appearance


Essential - Students make a T-chart of rocks and their uses (see TE C5).

Essential - Tell students to sort different sizes of gravel and sand using different sand sifters to separate the larger pebbles from the fine sand. Ask them, “Which of the sizes that you have sorted would you call sand?” Sample Classroom Activity

Resources




.



Assessment

See previous week



1-1.1 Scientific Inquiry1-4.2 classify rocks/physical appearanceInstructional Strategies

Essential - Students make a T-chart of rocks and their uses (see TE C5).

Essential - Tell students to sort different sizes of gravel and sand using different sand sifters to separate the larger pebbles from the fine sand. Ask them, “Which of the sizes that you have sorted would you call sand?” Sample Classroom Activity

Resources



.



Assessment

See the week of Oct. 28-Nov 1, 2013



1-1.1 Scientific Inquiry1-4.3 compare soils samples/properties


1. Essential - Students should investigate the texture and color of a variety of soils by observing and touching several soil types when they are dry and when they are wet. Then ask, “Which soil do you think would be better at nourishing plants?” Sample Classroom Activity

2. Enrichment – Students will bring a sample of soil from their yard or a location near their homes. Class will compare the samples and sort (clay, sand, top soil).

Resources

1-4.3 Text: MacMillan/McGraw-Hill South Carolina Science144-145

USE S3 CURRICULUM for additional resources: http://www.s2temsc.org/s3curriculum/k8science

Assessment

1.4.3Circle the kind of soil that is the best for nourishing and growing plants.

A dry, sandy desert soil

B rich, black, top soil

C wet, swampy, marshy soil


1-1.1 Scientific Inquiry1-4.3 compare soils samples/properties


1. Essential - Students should investigate the texture and color of a variety of soils by observing and touching several soil types when they are dry and when they are wet. Then ask, “Which soil do you think would be better at nourishing plants?” Sample Classroom Activity

2. Enrichment – Students will bring a sample of soil from their yard or a location near their homes. Class will compare the samples and sort (clay, sand, top soil).

Resources

1-4.3 Text: MacMillan/McGraw-Hill South Carolina Science144-145




Assessment

See previous week

Nov. 27-29Indicator

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)


Week of Dec 2-6Dec 2-6Indicator

1-1.1 Scientific Inquiry1-4.4 observable properties of water


Essential - Students create a word web of where water is found.Essential – Students will put water in various containers and observe how it takes the shape of its container. Include some unusual containers – latex glove, baggie, eye dropper, etc.

Resources

Text: MacMillan/McGraw-Hill South Carolina Science 132-135GT Extensions:Students investigate the three states of water and predict the change in volume in each state.

See S3 Curriculum Sciencehttp://www.s2temsc.org/s3curriculum/k8science

Assessment

1.4.4

Circle the answer below that correctly describes water.

A Water is wet.

B Water is dry.

C Water is always square.


Week of Dec. 9-13

Dec. 9-13

Indicator

1-1.1 Scientific Inquiry1-4.5 Illustrate locations of water on Earth—Maps


1. Essential - Separate students into 4 groups. Have one group illustrate water in the ocean, one illustrate water in a lake, and 2 groups water in a river. Discuss characteristics of each and how they are connected. Students connect the illustrations from a river to lake to river to ocean.

2. Essential – Demonstrate the progression of water Give each student a thin, curvy piece of blue paper or ribbon. Tell students this represents a small stream in

the mountains. Melting snow and ice and rain create streams. Streams flow down the mountain where they join other streams and make rivers. Groups of 2-3 students will

join their “streams” to make a river. Rivers join to make lakes. Groups of 6-8 will join their rivers and make lakes. Rivers flow down toward the ocean from the lakes. Students make rivers. Ultimately all students join together to make the ocean.

Resources

Text: MacMillan/McGraw-Hill South Carolina Science132-135


Web Sites:03/18/09 – Google - http://earth.google.com


Assessment

1.4.5The areas that are water on this map are ________.(Circle the correct answer to complete the sentence.)


http://earth.google.com/

A tall

B light

C dark

Week of Dec. 16-20Dec. 16-20Indicator

1-1.1 Scientific Inquiry1-4.5 Illustrate locations of water on Earth—Maps


Essential - Separate students into 4 groups. Have one group illustrate water in the ocean, one illustrate water in a lake, and 2 groups water in a river. Discuss characteristics of each and how they are connected. Students connect the illustrations from a river to lake to river to ocean.

Essential – Demonstrate the progression of water Give each student a thin, curvy piece of blue paper or ribbon. Tell students this represents a small stream

in the mountains. Melting snow and ice and rain create streams. Streams flow down the mountain where they join other streams and make rivers. Groups of 2-3 students

will join their “streams” to make a river. Rivers join to make lakes. Groups of 6-8 will join their rivers and make lakes. Rivers flow down toward the ocean from the lakes. Students make rivers. Ultimately all students join together to make the ocean.

Resources

Text: MacMillan/McGraw-Hill South Carolina Science132-135


Web Sites:03/18/09 – Google - http://earth.google.com



Assessment

See previous week

Dec. 23-Jan 3


http://earth.google.com/

Dec. 23-Jan 3Indicator

Winter Break Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break

Jan. 6-10Indicator

Review1-1.1 Scientific Inquiry1-4.4 observable properties of water1-4.5 Illustrate locations of water on Earth—Maps

Winter BreakInstructional Strategies

See Dec 2-13, 2013Winter Break

Resources


Assessment


Jan. 13-17, 2013Jan. 13-14Indicator

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/Workday

Resources


Assessment


Jan. 15-17Indicator

1-1.1 Scientific Inquiry1-4.6 Exemplify earth material that are used for building or plants


Essential - Students bring rocks collected from their yard. Students clean the rocks with water and brushes then they observe the rocks’ appearances. Students sort the rocks by luster, how long the rocks stay moist and their texture. Or look in magazines to find uses for rocks. Make a collage of pictures of buildings, jewelry, streets, etc.

Resources

MacMillan/McGraw-Hill South Carolina Science142-143, 162-163Science Kits/Materials Boxes:

Web Sites:03/18/09 – Rocks for Kids - www.rocksforkids.com


Assessment

1.4.6Which earth material do you need to grow plants?

A sand

B soil

C stone


http://www.rocksforkids.com/

January 20-24, 2013Jan. 20Indicator

MLK HolidayInstructional Strategies

MLK Holiday

Resources

MLK Holiday

Assessment

MLK Holiday

Jan. 21-24Indicator

1-1.1 Scientific Inquiry1-4.6 Exemplify earth material that are used for building or plantsWin BreakInstructional Strategies

Essential - Students bring rocks collected from their yard. Students clean the rocks with water and brushes then they observe the rocks’ appearances. Students sort the rocks by luster, how long the rocks stay moist and their texture. Or look in magazines to find uses for rocks. Make a collage of pictures of buildings, jewelry, streets, etc.


MacMillan/McGraw-Hill South Carolina Science142-143, 162-163Science Kits/Materials Boxes:

Web Sites:03/18/09 – Rocks for Kids - www.rocksforkids.com



See previous week


http://www.rocksforkids.com/

Jan. 27-31Indicator

1-1.1 Scientific Inquiry1-3.1 Features of day and night sky


1. Essential - In science journals students draw a picture of the day and night sky. Label each drawing. Quadrant B2. Enrichment - Students complete “In the Sky”, South Carolina Science Activity Lab Book, p. 36. Quadrant A

A. Discuss with students what children on the other side of the world are doing while our class is in school. Quadrant B

B. After students do the activity demonstrating day and night, ask each student to draw a large circle on the next page of his journal. Students use a ruler to divide the circle in half. On one half of the circle students draw what children do during the day, and on the other half what children do during the night. Students should color the background of the “day half-circle” yellow, and the “night half-circle” gray. Then students draw a small picture of the sun on the correct side of the Earth. On the bottom half of the page students write why we have day and night on Earth. Quadrant C

3. Enrichment - Read the book, Zoo in the Sky by Jacqueline Mitton. Ask the following questions: Before reading – “What do you see in the night sky?” Have you ever thought the stars make shapes or

pictures? After reading - What are stars? Discuss the information at the back of the book.Quadrant A

4. Enrichment - Students use self-sticking stars to create their own constellation on black construction paper. It may be easiest for students to first draw a simple picture of an object or animal. Then have students put 20 stars on key points in the picture. Students write the name of their constellation at the top of their paper. Quadrant D

Resources

Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127MacMillan/McGraw-Hill South Carolina Science Activity Lab Book


Other Resources:Science SpecialistZoo in the Sky by Jacqueline Mitton


The Sky Above: A First Look

GT Extensions: Read The Napping House. Identify and discuss which illustrations take place in the daytime and nighttime.

Quadrant B Students brainstorm the features of the day and night sky. They examine photographs taken at different times

and in different places for ideas of what to look for in the sky. They look at cloud formations and imagine that the shapes are living beings and write simple one line poems about what they have imagined. Quadrant C

Assessment

1.3.1Circle the picture of something you could see in the sky at night.

A

B

C

Week of Feb 3-7

Feb 3-7Indicator

1-1.1 Scientific Inquiry1-3.1 features of day and night sky


1. Essential - In science journals students draw a picture of the day and night sky. Label each drawing. Quadrant B2. Enrichment - Students complete “In the Sky”, South Carolina Science Activity Lab Book, p. 36. Quadrant A

C. Discuss with students what children on the other side of the world are doing while our class is in school. Quadrant B

D. After students do the activity demonstrating day and night, ask each student to draw a large circle on the next page of his journal. Students use a ruler to divide the circle in half. On one half of the circle students draw what children do during the day, and on the other half what children do during the night. Students should color the background of the “day half-circle” yellow, and the “night half-circle” gray. Then students draw a small picture of the sun on the correct side of the Earth. On the bottom half of the page students write why we have day and night on Earth. Quadrant C

3. Enrichment - Read the book, Zoo in the Sky by Jacqueline Mitton. Ask the following questions: Before reading – “What do you see in the night sky?” Have you ever thought the stars make shapes or

pictures? After reading - What are stars? Discuss the information at the back of the book.Quadrant A

Enrichment - Students use self-sticking stars to create their own constellation on black construction paper. It may be easiest for students to first draw a simple picture of an object or animal. Then have students put 20 stars on key points in the picture. Students write the name of their constellation at the top of their paper. Quadrant D


Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127MacMillan/McGraw-Hill South Carolina Science Activity Lab Book


Other Resources:Science SpecialistZoo in the Sky by Jacqueline Mitton


The Sky Above: A First Look

GT Extensions: Read The Napping House. Identify and discuss which illustrations take place in the daytime and nighttime.

Quadrant B Students brainstorm the features of the day and night sky. They examine photographs taken at different times

and in different places for ideas of what to look for in the sky. They look at cloud formations and imagine that the shapes are living beings and write simple one line poems about what they have imagined. Quadrant C


See previous weekWinter Break

Week of Feb. 10-14

Feb. 10-14Indicator

1-1.1 Scientific Inquiry1-3.2 Recall Sun is source of heat and light for EarthInstructional Strategies

1. Enrichment - Bring in a beach bag and involve students in packing items that are useful in protecting us from the sun’s heat (i.e. visor, sunscreen, sunglasses, water, etc.). Make a sun visor out of a paper plate. Quadrant B

2. Enrichment - Read Moonbear’s Shadow by Frank Asch. Quadrant A3. Essential - Experiment – Take 2 aluminum foil pans and fill with water. Wrap aluminum foil around one of the pans.

Place a sheet of aluminum foil under the other pan. Observe the temperature in each pan after they have been sitting in the sun for several hours. Quadrant B

4. Enrichment - Review how our sun is a source of heat and light. Tell students the sun is hot and bright – it poses dangers for our health. Complete the shared reading from health books, Harcourt Health and Fitness, p. 28. Ask students how the people in the picture are protecting themselves from the sun. Read “In the Sun” tips and answer the review questions from p. 29 of Harcourt Health and Fitness. Tell students that our sun is considered a valuable resource. Students give examples of why the sun is valuable to living things on Earth. What are some of the ways we use the sun? Write ideas on chart paper. Quadrant A

Resources


Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127Harcourt Health and Fitness

Science Kits/Materials Boxes:Other Resources:Moonbear’s Shadow by Frank Asch


“The Sky Above: A First Look”GT Extensions: Students compare the height of their shadows at different times on a sunny day. Quadrant C Students write or explain orally why they think that the Sun is a source of heat. Quadrant C

Assessment

1.3.2The Earth’s source for heat and light is ________. (Circle the answer that correctly completes the sentence.)

A the clouds

B the moon

C the sun


Week of Feb. 17-21Feb. 17Indicator

President's Day (Holiday) President's Day (Holiday)Instructional Strategies

President's Day (Holiday)Resources

President's Day (Holiday)Assessment

President's Day (Holiday)

Week of Feb. 18-21

Indicator1-1.1 Scientific Inquiry1-3.2 Recall Sun is source of heat and light for Eartha


1. Enrichment - Bring in a beach bag and involve students in packing items that are useful in protecting us from the sun’s heat (i.e. visor, sunscreen, sunglasses, water, etc.). Make a sun visor out of a paper plate. Quadrant B

2. Enrichment - Read Moonbear’s Shadow by Frank Asch. Quadrant A3. Essential - Experiment – Take 2 aluminum foil pans and fill with water. Wrap aluminum foil around one of the pans.

Place a sheet of aluminum foil under the other pan. Observe the temperature in each pan after they have been sitting in the sun for several hours. Quadrant B

4. Enrichment - Review how our sun is a source of heat and light. Tell students the sun is hot and bright – it poses dangers for our health. Complete the shared reading from health books, Harcourt Health and Fitness, p. 28. Ask students how the people in the picture are protecting themselves from the sun. Read “In the Sun” tips and answer the review questions from p. 29 of Harcourt Health and Fitness. Tell students that our sun is considered a valuable resource. Students give examples of why the sun is valuable to living things on Earth. What are some of the ways we use the sun? Write ideas on chart paper. Quadrant A

ter BreakResources


Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127Harcourt Health and Fitness

Science Kits/Materials Boxes:Other Resources:Moonbear’s Shadow by Frank Asch


“The Sky Above: A First Look”GT Extensions: Students compare the height of their shadows at different times on a sunny day. Quadrant C Students write or explain orally why they think that the Sun is a source of heat. Quadrant C


See previous week

February 24-28, 2013Winter Break


Feb. 24-28Indicator

1-1.1 Scientific Inquiry1-3.3 Recognize the Sun and moon rise and setInstructional Strategies

1. Essential - Hold a light (lamp without a shade works best) so that the light shines on one side of a globe. Discuss what happens when the Earth rotates to create the rise and set of the sun. Demonstrate. Next, ask the students to explain why the sun appears to rise and set. Quadrant B

2. Essential - Students act out rotation and revolution as a tool to help students see the pattern of motion using scientific vocabulary. Quadrant B

3. Enrichment - Teach and sing “Directions” by Dr. Jean. Sing to Learn with Dr. Jean CD, track 14 (tune: “When Johnny Comes Marching Home”)Note: If using this song emphasize that the Sun appears to rise and set, but it is really the earth that is moving. Quadrant A

4. Enrichment - Read The Reason for Seasons by Gail Gibbons. Quadrant A5. Essential - Ask students to investigate the phases of the moon by drawing pictures of the moon every few days for a

month. Then ask, “Can you predict if the moon will change in the same way next month?” Sample Classroom Activity Quadrant B

6. Essential - Students read Chapter 2, Earth Moves, South Carolina Science, pp. 106-113.

Resources

Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127Science Kits/Materials Boxes:

Other Resources:Sing to Learn with Dr. Jean CDThe Reason for Seasons by Gail Gibbons

Web Sites:03/18/09 – Dr. Jean Feldman - www.drjean.orgGT Extensions:Students assemble a model using Styrofoam, clay and toothpicks representing the relationship of the Sun, Moon and Earth. Quadrant CStudents create a flip book about the Sun, Moon and Earth. Quadrant C



Assessment

1.3.3We talk about the time the sun rises and sets each day. We do this because ________.(Circle the answer that correctly completes the sentence.)

A a cloud covers the sun each day.

B the sun only appears to rise and set each day.

C the sun really rises and sets each day at the same time.


http://www.drjean.org/

Week of March 3-7March 3-7CCSS

1-1.1 Scientific Inquiry1-3.3 Recognize the Sun and moon rise and set

Winter BreakWinter BreakInstructional Strategies

1. Essential - Hold a light (lamp without a shade works best) so that the light shines on one side of a globe. Discuss what happens when the Earth rotates to create the rise and set of the sun. Demonstrate. Next, ask the students to explain why the sun appears to rise and set. Quadrant B

2. Essential - Students act out rotation and revolution as a tool to help students see the pattern of motion using scientific vocabulary. Quadrant B

3. Enrichment - Teach and sing “Directions” by Dr. Jean. Sing to Learn with Dr. Jean CD, track 14 (tune: “When Johnny Comes Marching Home”)Note: If using this song emphasize that the Sun appears to rise and set, but it is really the earth that is moving. Quadrant A

4. Enrichment - Read The Reason for Seasons by Gail Gibbons. Quadrant A5. Essential - Ask students to investigate the phases of the moon by drawing pictures of the moon every few days for a

month. Then ask, “Can you predict if the moon will change in the same way next month?” Sample Classroom Activity Quadrant B

6. Essential - Students read Chapter 2, Earth Moves, South Carolina Science, pp. 106-113.r BreakResources

Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127Science Kits/Materials Boxes:

Other Resources:Sing to Learn with Dr. Jean CDThe Reason for Seasons by Gail Gibbons

Web Sites:03/18/09 – Dr. Jean Feldman - www.drjean.orgGT Extensions:Students assemble a model using Styrofoam, clay and toothpicks representing the relationship of the Sun, Moon and Earth. Quadrant CStudents create a flip book about the Sun, Moon and Earth. Quadrant C


http://www.s2temsc.org/s3curriculum/k8scienceWinter BreakAssessment (See previous week)

See Previous week


http://www.drjean.org/

Week of Mar. 10-14

Mar. 10-14Indicator

1-1.1 Scientific Inquiry1-3.4 Illustrate changes in the moon’s appearance


1. Essential - Students eat sugar cookies to show phases of the moon. Quadrant B2. Enrichment - Read Papagayo: The Mischief Maker by Gerald McDermott. Quadrant A3. Enrichment - Voyage to the Moon activity from United Streaming Video - Junior Space Scientist Unit of Study.

Quadrant BA. Print copy of Teacher’s Guide from http://streaming.discoveryeducation.com/index.cfm.B. Tell students that today we will fly to the moon. Ask students when they have seen the moon in the sky.

Ask questions to introduce the video.C. Watch the United Streaming video, “Junior Space Scientist: Voyage to the Moon”.D. Ask the question, “What are craters and how did they get on the moon’s surface?” (Answer: A crater is a

hole created when a meteorite or asteroid hits a moon or a planet). Earth’s moon is covered with craters.E. Pour a ½-inch layer of flour or talcum powder into an unbreakable shallow dish. Using different size rocks

and pebbles, hold them a few inches over the dish and release them. Upon impact the falling objects will scatter the powdery substance. Remove the objects and you will notice they have left different size impressions. Heavenly bodies such as asteroids and meteorites hit the moon’s surface with great force, similarly leaving huge craters on the moon’s surface. Ask the question, “Why are some craters larger than others?”

Resources


“Junior Space Scientist: Voyage to the Moon” (10:00)03/18/09 - Moon Phases – http://stardate.org/nightsky/moon/

GT Extensions: Students read or listen to stories or poems that personify the Moon. They illustrate the main idea of the literary

selections, showing the different shapes of the Moon. Quadrant C Students keep a night sky journal and illustrate or write about their observations. Quadrant C

Assessment

1.3.4Circle the number which shows the dark side of the moon.

A 1B 2C 3D 4

Week of Mar. 17-21

3 4

21

Earth

Moon

sun

http://stardate.org/nightsky/moon/

http://www.unitedstreaming.com/

Mar. 17-21Indicator

1-1.1 Scientific Inquiry1-3.4 Illustrate changes in the moon’s appearanceEakInstructional Strategies

1. Essential - Students eat sugar cookies to show phases of the moon. Quadrant B2. Enrichment - Read Papagayo: The Mischief Maker by Gerald McDermott. Quadrant A3. Enrichment - Voyage to the Moon activity from United Streaming Video - Junior Space Scientist Unit of Study.

Quadrant BA. Print copy of Teacher’s Guide from http://streaming.discoveryeducation.com/index.cfm.B. Tell students that today we will fly to the moon. Ask students when they have seen the moon in the sky.

Ask questions to introduce the video.C. Watch the United Streaming video, “Junior Space Scientist: Voyage to the Moon”.D. Ask the question, “What are craters and how did they get on the moon’s surface?” (Answer: A crater is a

hole created when a meteorite or asteroid hits a moon or a planet). Earth’s moon is covered with craters.E. Pour a ½-inch layer of flour or talcum powder into an unbreakable shallow dish. Using different size rocks

and pebbles, hold them a few inches over the dish and release them. Upon impact the falling objects will scatter the powdery substance. Remove the objects and you will notice they have left different size impressions. Heavenly bodies such as asteroids and meteorites hit the moon’s surface with great force, similarly leaving huge craters on the moon’s surface. Ask the question, “Why are some craters larger than others?”



“Junior Space Scientist: Voyage to the Moon” (10:00)03/18/09 - Moon Phases – http://stardate.org/nightsky/moon/

GT Extensions: Students read or listen to stories or poems that personify the Moon. They illustrate the main idea of the literary

selections, showing the different shapes of the Moon. Quadrant C Students keep a night sky journal and illustrate or write about their observations. Quadrant C


See previous week

Week of Mar. 24-28

http://stardate.org/nightsky/moon/

http://www.unitedstreaming.com/

Mar. 24-28Indicator

1-1.1Scientific Inquiry1-2.1Basic needs of plants Br


1. Essential – Students place some plants in a dark closet and put others in a sunny window to see for themselves what plants need in order to grow and flourish. Quadrant D

2. Essential – Students provide water for some plants and not for others. Observe the difference to determine what a plant’s needs are. Quadrant D

Resources

Text: MacMillan/McGraw-Hill South Carolina ScienceChapters 1 and 2, pp. 22-90

Science Kits/Materials Boxes:FOSS New PlantsOther Resources:Local plant nursery or store

Web Sites:United Streaming Video – http://streaming.discoveryeducation.com/index.cfm“How Plants Grow”


1.2.1Circle what plants need to grow.

A light

B clouds

C wood

Winter Break

Week of Mar. 31- April 4Mar. 31- April 4Indicator

1-1.1 Scientific Inquiry1-2.4 life cycle of plants—Brassica1-2.2 major structures of plants


1-2.41. Essential - Read The Tiny Seed by Eric Carle. Quadrant B2. Essential - Observe the growth of a variety of seeds in a “Root Vue”. Quadrant B3. Essential - Soak lima beans in water overnight. Distribute zipper lock bags, paper towels and soaked beans to

the students. Students dampen the paper towel and fold it to fit inside the bag. The paper towel and lima beans are placed inside the plastic bag to create a miniature greenhouse. Tape the bags on the window. Observe growth of the lima bean over time. Record results and observations in science journal. Optional – use popcorn seeds to observe purple roots. Quadrant D

4. Enrichment – Students complete Arts Integration Lesson 1-5 “Plant Parts” (located in the Arts Integration Lessons section of curriculum. Quadrant C

5. Enrichment – Students complete Arts Integration Lesson 1-33 “Tinted Autumn Pumpkins” (located in the Arts Integration Lessons section of curriculum. Quadrant C

1-2.21. Essential - Read From Seed to Plant by Gail Gibbons. Quadrant A2. Essential - Students construct a plant using construction paper or clay. Students label each plant part individually.

Quadrant D3. Essential - Show pictures and read selected sections of Seeds Pop Sticks Glide by Patricia Lauber. Quadrant A4. Essential - Take a nature walk and ask students to identify the major structures of different plants and then draw one

of the plants labeling its major structures. Sample Classroom Activity Quadrant B




Arts Integration Lessons:1-5 Plant Parts1-33 Tinted Autumn Pumpkins

Other Resources:Local plant nursery or storeThe Tiny Seed by Eric Carle

Web Sites:

GT Extensions: Students write or dictate orally a creative narrative about a plant which shows that they understand the life cycle of

plants. Quadrant D

S3 Study Guide 1-2.2Brainpopjr.com


1.2.2Circle the part of a carrot plant which people eat.

A stem

B root

C leaves

1.2.4

The pictures below show how a bean seed grows and becomes a bean plant. Circle the answer that shows the correct order.

A

B

stem

root

leaves

C

Winter Break

Week of April 7-11, 2013Apr. 7-11Indicator1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have).

1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds).

BreareakInstructional Strategies

1-2.31. Essential - Read The Carrot Seed by Ruth Krauss2. Enrichment - Read Growing Vegetable Soup by Lois Ehlert. (This is an ELA novel.)

Students bring in one can of vegetables. Make vegetable soup together. As the students add their can to the soup, they need to be able to identify the part of the plant they are eating.

3. Essential - Direct students to collect samples of five plants or pictures of plants, classifying them according to one characteristic. Then ask students to sort them out again according to a different characteristic. Sample Classroom Activity

1-2.4Essential - Read The Tiny Seed by Eric Carle. Quadrant B6. Essential - Observe the growth of a variety of seeds in a “Root Vue”. Quadrant B7. Essential - Soak lima beans in water overnight. Distribute zipper lock bags, paper towels and soaked beans to

the students. Students dampen the paper towel and fold it to fit inside the bag. The paper towel and lima beans are placed inside the plastic bag to create a miniature greenhouse. Tape the bags on the window. Observe growth of the lima bean over time. Record results and observations in science journal. Optional – use popcorn seeds to observe purple roots. Quadrant D

8. Enrichment – Students complete Arts Integration Lesson 1-5 “Plant Parts” (located in the Arts Integration Lessons section of curriculum. Quadrant C

9. Enrichment – Students complete Arts Integration Lesson 1-33 “Tinted Autumn Pumpkins” (located in the Arts Integration Lessons section of curriculum. Quadrant C

1. Winter BreakResources

1-2.3Text: MacMillan/McGraw-Hill South Carolina ScienceChapters 1 and 2, pp. 22-90

Science Kits/Materials Boxes:FOSS New Plants

Other Resources:The Carrot Seed by Ruth KraussGrowing Vegetable Soup by Lois EhlertGrocery store produce section or market

1-2.4



1.2.3Circle the pictures of plants that grow in a climate that is much warmer than South Carolina.

A palmetto pine

Bapple cypress

Ccactus pineapple

1.2.4See previous week

Winter Break

Week of Apr. 14-18

Apr. 14-18Indicator

Spring Break (Holiday) Spring Break (Holiday)Instructional Strategies

Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Week of Apr. 21-25

Apr. 21-25Indicator1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have).1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds).Instructional Strategies

1-2.31. Essential - Read The Carrot Seed by Ruth Krauss2. Enrichment - Read Growing Vegetable Soup by Lois Ehlert. (This is an ELA novel.)

Students bring in one can of vegetables. Make vegetable soup together. As the students add their can to the soup, they need to be able to identify the part of the plant they are eating.

3. Essential - Direct students to collect samples of five plants or pictures of plants, classifying them according to one characteristic. Then ask students to sort them out again according to a different characteristic. Sample Classroom Activity

1-2.41. Essential - Read The Tiny Seed by Eric Carle.2. Essential - Observe the growth of a variety of seeds in a “Root Vue”.3. Essential - Soak lima beans in water overnight. Distribute zipper lock bags, paper towels and soaked beans to

the students. Students dampen the paper towel and fold it to fit inside the bag. The paper towel and lima beans are placed inside the plastic bag to create a miniature greenhouse. Tape the bags on the window. Observe growth of the lima bean over time. Record results and observations in science journal. Optional – use popcorn seeds to observe purple roots.

Resources

1-2.3Text: MacMillan/McGraw-Hill South Carolina ScienceChapters 1 and 2, pp. 22-90

Science Kits/Materials Boxes:FOSS New Plants

Other Resources:The Carrot Seed by Ruth KraussGrowing Vegetable Soup by Lois EhlertGrocery store produce section or market

1-2.4

Text: MacMillan/McGraw-Hill South Carolina ScienceChapters 1 and 2, pp. 22-90Assessment

See previous week

Week of Apr. 28- May 2Apr. 28- May 2

Indicator

1-2.5 Explain how distinct environments throughout the world support the life of different types of plants.erBreak


1. Essential – Take class walk on school grounds. Note where plants are growing and compare “habitats” and plant characteristics (ex. Field, woods, etc.).

2. Essential – Show videos and other resources that have plants in various habitats (ex. Desert, rainforest, woodlands, oceans).

3. Essential – Students make webs with desert, rainforest, woodlands, and oceans as the center circle. Students add circles and write names of each plant in the correct habitat.

4. Essential – Discuss how different environments throughout the world support plant life. For example: A rainforest habitat would have broadleaf plants that collect rainwater.

A desert would have shallow root systems designed to collect water from rain showers before it evaporated.Winter Break

Resources


South Carolina ScienceChapters 1 and 2, pp. 22-90


03/18/09 – http://www.educationworld.com/science/elem/habitat_k_8.shtmlter BreakAssessment

1.2.5Plants that need a warm, moist climate would grow best in ________.(Circle the answer that completes the sentence.)

A the Arctic circle

B the desert

C the rain forest

Winter Break

http://www.educationworld.com/science/elem/habitiat_K_8.shtml


Week of May 5-9May 5-9Indicator1-2.5 Explain how distinct environments throughout the world support the life of different types of plantsreak


1. Essential - Take class walk on school grounds. Note where plants are growing and compare “habitats” and plant characteristics (ex. field, woods, etc.).

2. Essential - Show videos and other resources that have plants in various habitats (ex. desert, rainforest, woodlands, oceans).

3. Essential - Students make webs with desert, rainforest, woodlands, and oceans as the center circle. Students add circles and write names of each plant in the correct habitat.

4. Essential - Discuss how different environments throughout the world support plant life. For example: A rainforest habitat would have broadleaf plants that collect rainwater.

A desert would have shallow root systems designed to collect water from rain showers before it evaporated.Winter Break

Resources

South Carolina ScienceChapters 1 and 2, pp. 22-90


03/18/09 - http://www.educationworld.com/science/elem/habitat_k_8.shtmlWinter Break

Assessment

See previous weekWinter Break

http://www.educationworld.com/science/elem/habitiat_K_8.shtml

Week of May 12-16May 12-16Indicator1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments.inr Break


1. Essential – Find pictures of plants from various habitats. Use web sites as one possible resource. Compare characteristics (for ex. Size of leaf, root systems, plant color), and discuss reasons for the variety of characteristics.

2. Essential – Students make flip books with plants from various habitats. Have flip books contain sentences about the characteristics of each plant that help it survive in that habitat.

3. Essential – Identify characteristics of plants that help them survive in their environment. (Example: broad leaves found in a rainforest, shallow root system in the desert, tall trees in a forest.)

Essential – Bring in a small cactus so the class can discuss the characteristics that help the cactus to survive. (Example: prickly spines are used as a defense mechanism.)





1.2.61.2.6The fleshy stem of a cactus plant helps it survive in the sandy desert soil without much ________.(Circle the answer that completes the sentence.)

A heat

B rain

C sun


Week of May 19-23May 19-23Indicator

1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments. Break


1. Essential - Find pictures of plants from various habitats. Use web sites as one possible resource. Compare characteristics (for ex. size of leaf, root systems, plant color), and discuss reasons for the variety of characteristics.

2. Essential - Students make flip books with plants from various habitats. Have flip books contain sentences about the characteristics of each plant that help it survive in that habitat.

3. Essential - Identify characteristics of plants that help them survive in their environment. (Example: broad leaves found in a rainforest, shallow root system in the desert, tall trees in a forest.)

Essential - Bring in a small cactus so the class can discuss the characteristics that help the cactus to survive. (Example: prickly spines are used as a defense mechanism.)




See previous week

Winter Break

Week of May 26-30May 20th - May 24thIndicator

Reteach and review standardsWinter Break




Winter Break