2013-2014 Science 1st Grade 1 COURSE CODE: 5020030 COURSE NAME: Science UNIT TITLE: Chapter 1 Practice of Science FLORIDA BIG IDEA 1 UNIT ESSENTIAL QUESTION: SEMESTER: 1 Grading Period: 1 CONCEPT CONCEPT CONCEPT Intro Students will learn about how scientists work. Lesson 1 Students will ask questions about the world. Lesson 2 Students will use their senses to learn about new things. STANDARD(S) STANDARD(S) STANDARD(S) SC.1.N.1.1, LA.2.1.7.3 SC.1.N.1.2 SC.1.N.1.2 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION What is Science? p.8 http://youtu.be/NOSNS3IvR_M Bill Nye 9min What questions do you ask? p.12 How do you use tools to observe? p.16 VOCABULARY VOCABULARY VOCABULARY Objects, senses, inquire, identify Inquiry, scientist Senses, observe RESOURCES Vocabulary Smart Cards, www. myscienceonline.com (Lesson Video); Leveled Readers-Practice of Science, Science Everywhere, Machines That Work pbskids.org/zoom//grownups/scitraining/pdfs/Doing_What_Sci_ Do.pdf http://www.cpalms.org/RESOURCES/URLresourcebar.aspx?Re sourceID=XGvRauSjhXs=D Senses http://youtu.be/aRkLgTLvPyc http://www.cpalms.org/Standards/PublicPreviewBenchmark1597 .aspx https://sites.google.com/a/solteacher.com/olteacher- com/home/first-grade-virginia-sol-resources/1st-grade- science/science-sol-1-1-investigation www. myscienceonline.com (Lesson Video) The Scientific (Lesson Video) AfterSchool KidzScience™, Leader Tips: Asking Questions http://youtu.be/-o7orHWyd6Q AfterSchool KidzScience™: Encouraging Curiosity http://youtu.be/q4UmFe44jbI Teach Me How to Method http://youtu.be/luA5Z_HFj6A http://youtu.be/hdlPLRKFCj8 Scientific Method Rap www. myscienceonline.com (Lesson Video) http://youtu.be/XcmzA581cXE Additional Information (Lab) p.6 How do you use your senses to identify objects? Students will use the sense of touch to infer what mystery objects look like. 10min. Strategies: Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers, Journals/Notebooks * CCSS Connections: LACC.1.SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in groups. http://www.internet4classrooms.com/skills_1st_science_tx.ht m (Lab) p.12 How do you use your senses? Students will observe and draw an object seen with the unaided eye and with a hand lens. 20min What is Science?
Transcript
2013-2014 Science 1st Grade
1
COURSE CODE: 5020030 COURSE NAME: Science
UNIT TITLE: Chapter 1 Practice of Science FLORIDA BIG IDEA 1
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 1
CONCEPT CONCEPT CONCEPT Intro Students will learn about how scientists work.
Lesson 1 Students will ask questions about the world.
Lesson 2 Students will use their senses to learn about new things.
(Lab) p.6 How do you use your senses to identify objects?
Students will use the sense of touch to infer what mystery objects look like. 10min. Strategies:
Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers, Journals/Notebooks * CCSS Connections: LACC.1.SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in groups.
www. myscienceonline.com (Lesson Video) The Scientific Method Rap http://youtu.be/bUa-ilQqEv0 http://www.cpalms.org/Standards/PublicPreviewBenchmark1597.aspx
Additional Information
(Lab) p.16 Why do scientists use tools? 20 min Students will estimate and measure an object using a nonstandard and a standard measure. http://www.internet4classrooms.com/skills_1st_science_tx.htm http://www.harcourtschool.com/activity/which_tool/
(Lab) p.22 What are some ways to record data? Students will collect and record data in two ways.
(Lab) p.26 When do you ask questions? Students will predict, observe, and test how sunlight affects the temperature of an object (black paper). (Lab) p.30 How do you know the weight of objects? Students will observe and record weights after using a balance. * CCSS Connections: LACC.1.RI.2.4. Ask and answer
questions to help determine or clarify the meaning of words and phrases in a text.
(Lab) p. 42 Students will make a model of stars and compare it to observations. Day1 and day 5. Strategies:
Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers, Journals/Notebooks
(Lab) p.60 Why can we see things in the night sky? Students will make a model and use to observe and infer the reasons that objects can be seen in the night sky. Star size comparison to Earth an the other planets http://www.youtube.com/watch?v=HEheh1BH34Q&feature=share&list=PLEFC04155674EDAE0
(Lab) p.48 Why do things fall? Students will predict and observe that objects fall; relate this effect to the force of gravity. http://www.ehow.com/info_10060873_elementary-lesson-plans-gravity.html
Telescope, magnifier Temperature, sun, heat, light RESOURCES www. myscienceonline.com (Lesson Video) http://www.cpalms.org/resources/PublicPreviewResource46421.aspx?kw=telescope http://youtu.be/XQ3yZ1B263g How to make a telescope
(Lab)p.52 How can things look bigger? Students will predict and observe that light passing through a drop of water magnifies thins seen through it (15 min).
(Lab) p.56 (20min) Students will observe the sun’s effect on temperature.
(Lab) p.70 Students will observe that soil is made up of different components such as decayed organic materials and minerals. Expectations/Conclusion: Students will conclude that soil is one of the components of Earth.
(Lab) p. 86 (3days) How can rocks crack? Students will use their observations to infer what can cause cracks in the Earth’s rocks.
(Lab) p. 78 How Does a Well Work? Students will make and use a model of a well to observe how groundwater flows into a well. Expectations/Conclusion: the students will realize that well water is groundwater.
What is Earth made of?
2013-2014 Science 1st Grade
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CONCEPT CONCEPT CONCEPT
Lesson 3 Students will differentiate fast and slow ways Earth changes.
(Lab) p.82 How does Earth’s surface move during an earthquake? (15min) Students will demonstrate that when there is friction, two surfaces may move suddenly and quickly (not smoothly and slowly). Students will come to the conclusion that faults slip and cause an earthquake when a force suddenly overcomes the resistant friction between the two sides of the faults.
2013-2014 Science 1st Grade
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COURSE CODE: 5020030
COURSE NAME: Science
UNIT TITLE: Chapter 4 Matter and Movement FLORIDA BIG IDEA(S ) 8 Properties of Matter, 12 Motion of Object, 13 Forces and Changes in Matter
UNIT ESSENTIAL QUESTION: SEMESTER: 2
Grading Period: 2/3
CONCEPT CONCEPT CONCEPT Intro Students will learn about properties of matter and motion.
Lesson 1 Students will define matter as anything that takes up space and describe and sort objects by their observable properties.
Lesson 2 Students will describe different ways that objects can move.
What can you tell about objects? How can you make a toy move?
What is matter? p.106, TE 106A
How can objects move? p.112, TE 112A
VOCABULARY VOCABULARY VOCABULARY
Objects, force Float, sink, matter, weight Moves, speed, incline RESOURCES
Vocabulary Smart Cards, www. myscienceonline.com
(Lesson Video) www. myscienceonline.com (Lesson Video) States of Matter http://youtu.be/wXCUQ_I7sg8 Three Stages Of Matter Experiments http://youtu.be/0rL-DxQwiVI
www. myscienceonline.com (Lesson Video)
Additional Information
(Lab)p.104 Students will be able to observe and describe
how to use a push or a pull to make a toy. Expectation: Force (push or pull) makes the toy move. https://sites.google.com/a/solteacher.com/olteacher-com/home/first-grade-virginia-sol-resources/1st-grade-science/science-sol-1-2-force Strategies: Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers, Journals/Notebooks
Interdisciplinary: MA.1.G.5.2 Compare and order objects according to descriptors of length. Making Ice cream (liquid to solid, kinetic energy, temperature) http://www.youtube.com/watch?v=u8vK2u1eiOc&feature=player_detailpage Solids to liquid http://www.youtube.com/watch?v=hXdRk5LszFA&list=TLRTjsQFay1HE&feature=player_detailpage
(Lab) p.112 How Can Water Move? Students will observe the speeds of an object moving down a slope and interpret the data. Expectation: Students will learn that the steeper the angle of incline, the faster an object will travel down the incline. http://library.thinkquest.org/04apr/00222/moving.htm http://science-at-home.org/13-ways-to-make-things-move/ http://legacy.mos.org/oceans/motion/wind.html http://images.fineartamerica.com/images-medium-large/moving-water-can-move-your-soul-ben-upham.jpg
(Lab) p. 116 (15min) What Makes a the Toy Car Move? The student will observe a force moving a toy car and predict the effect of varying that force. Expectation: The student will recognize the more the rubber band is pulled back, the greater the push and the farther and f aster the car moves. The force can change an objects motion.
(lab) How does a Marble Move? P.120 Students will measure, record, and compare the effect of tube shape on a rolling marble. They will infer how the tube shape affects the distance an object will move. Expectations: the students recognize the straighter the tube the farther the marble will travel outside the tube. http://www.youtube.com/watch?feature=player_detailpage&v=Kp3Tji9sVwM Marble experiment using an incline and the scientific method, force, friction, and motion.
Toy car on incline with a twist http://www.youtube.com/watch?v=96fbm7XAFwg&feature=player_detailpage Measuring, distance, incline, force
UNIT TITLE: Chapter 5 Life Science Plants and Animals FLORIDA BIG IDEA(S ) 14 Organization and Development of Living Organisms, 16 Heredity and Reproduction
UNIT ESSENTIAL QUESTION: SEMESTER: 2
Grading Period: 3/4
CONCEPT CONCEPT CONCEPT Intro Students will learn about living and nonliving things.
Lesson 1 Students will explain how to use senses to observe environments.
Lesson 2 Students will identify some parts of plants and what those parts do.
www. myscienceonline.com (Lesson Video Basic Flower Structure Picture http://www.northernontarioflora.ca/images/flower_term1.jpg
Additional Information (Lab) Students will classify the parts of an assortment of flowers to observe what parts are alike and what parts are different. P. 138 (Lab 2)How do Seeds Grow? p.160 Student will observe, draw, and compare the growth of bean seeds and draw conclusions about how bean seeds grow. (5days) LA.1.1.7.7 Comparing and Contrasting Strategies:
Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers, Journals/Notebooks
(Lab) p.140 How do Turtles Stay Warm in the Winter? Students will predict and observe how temperature affects different materials. (30min) http://www.youtube.com/watch?feature=player_detailpage&v=P1bQ7MahMJ0 Turtle needs
The Heat is On: Desert Tortoises & Survival (Part 1 of 4
www. myscienceonline.com (Lesson Video) Living and Nonliving
http://serc.carleton.edu/sp/mnstep/activities/26878.html living, nonliving, outdoors, observation, record
Additional Information
(Lab)p.148 Which is a Living Thing? Students will observe a living thing and a nonliving thing and distinguish between the two.
(Lab) p.152 How are Babies and Parents Alike and Different? (20Min) Students will observe parents and offspring and describe their similarities and differences.
(Lab) p,156 How are Bodies Different? Students will compare feet to recognize body variations within a group.
UNIT TITLE: Chapter 6 Needs of Living Things FLORIDA BIG IDEA 17 Interdependence
UNIT ESSENTIAL QUESTION:
SEMESTER: 2
Grading Period: 4
CONCEPT CONCEPT CONCEPT Intro Students will learn about plants and animals and what they need to live and grow. In essence, all living things have needs.
Lesson 1 Students will identify air, water, food and space as needs of plants
Lesson 2 Students will identify air, water, food and space as needs of animals
(Lab) p.172 Students will observe a cricket for the entire week to learn about the things it needs to live. Cricket Habitat http://youtu.be/lh1l93n9PZA
(Lab) p.174 Do Plants Need Water? Students will predict and then observe what happens when a wilted plant is given water? (3 days)
(Lab) p. 184 How fast do you breathe? Students will count and record the number of breathes taken at rest and after running and explain the difference. Intended conclusion: People need air.
