Upcoming SlideShare
Loading in...5
×

# First Grade Science

• 906 views
Uploaded on

More in: Education , Technology
• Comment goes here.
Are you sure you want to
Your message goes here
Be the first to comment
Be the first to like this
No Downloads

Total Views
906
On Slideshare
0
From Embeds
0
Number of Embeds
0

Shares
Downloads
0
Comments
0
Likes
0

No embeds

### Report content

No notes for slide

### Transcript

• 1. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 August Performance Objective Student Outcomes Core Resource Assessment[SC01-S1C1-02] Ask questions based on experiences with I can ask questions about objects, organisms, and things that Unit A: Plants andobjects, organisms, and events in the environment. (See happen around me. Animals All Around -M01-S2C1-01) Chapters 1-3 - Unit A Experiment pp. A1i-A1j[SC01-S1C1-03] Predict results of an investigation based on I can tell what I think will happen when I do an investigation.life, physical, and Earth and space sciences (e.g., animal lifecycles, physical properties, Earth materials).[SC01-S1C2-01] Demonstrate safe behavior and appropriate I can use safe behavior when I do science activitiesprocedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC01-S1C4-01] Communicate the results of an investigation I can tell about what happens in a science activity using pictures,using pictures, graphs, models, and/or words. (See graphs, models, and words.M01-S2C1-02 and W01-S3C3-02)[SC01-S1C1-01] Compare common objects using multiple I can look at, smell, touch, listen to, or taste different objects Unit A: Plants andsenses. and tell how they are different. Animals All Around - Chapter 1 - Lesson 1 pp. A2-A9[SC01-S5C1-01] Classify objects by the following I can sort objects by shape, texture, size, color, and weight.observable properties: • shape • texture • size • color • weight[SC01-S1C3-01] Organize (e.g., compare, classify, and I can tell the differences in objects (organisms, events). Unit A: Plants andsequence) objects, organisms, and events according to Animals All Around -various characteristics. (See M01-S4C4-01) Chapter 1 - Lesson 2 pp. A10-A15[SC01-S4C1-01] Identify the following as characteristics of I can tell the three things that make something a living thing.living things: • growth and development • reproduction •response to stimulus[SC01-S1C4-01] Communicate the results of an investigation I can tell about what happens in a science activity using pictures, Unit A: Plants andusing pictures, graphs, models, and/or words. (See graphs, models, and words. Animals All Around -M01-S2C1-02 and W01-S3C3-02) Chapter 2 - Lesson 1 pp. A20-A27[SC01-S4C1-02] Compare the following observable features I can talk about the differences in how plants move, protectof living things: • movement – legs, wings • protection – skin, themselves, breathe, and support themselves.feathers, tree bark • respiration – lungs, gills • support – plantstems, tree trunks SeptemberIsaac School District Page 1 of 10 July 21, 2009
• 2. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 September Performance Objective Student Outcomes Core Resource Assessment[SC01-S1C4-02] Communicate with other groups to describe I can describe the results of an investigation. Unit A: Plants andthe results of an investigation. (See LS-F1) Animals All Around - Chapter 2 - Lesson 2 pp. A28-A31[SC01-S4C1-01] Identify the following as characteristics of I can tell how a plant grows.living things: • growth and development • reproduction •response to stimulus[SC01-S1C2-04] Record data from guided investigations in I can write down what I learn from my science activities. Unit A: Plants andan organized and appropriate format (e.g., lab book, log, Animals All Around -notebook, chart paper). (See W01-S3C2-01 and Chapter 2 - Lesson 3 pp.W01-S3C3-01) A32-A35[SC01-S1C4-01] Communicate the results of an investigation I can tell about what happens in a science activity using pictures,using pictures, graphs, models, and/or words. (See graphs, models, and words.M01-S2C1-02 and W01-S3C3-02)[SC01-S4C1-01] Identify the following as characteristics of I can tell what plants need to live.living things: • growth and development • reproduction •response to stimulus[SC01-S4C1-01] Identify the following as characteristics of I can tell what animals need to live. Unit A: Plants andliving things: • growth and development • reproduction • Animals All Around -response to stimulus Chapter 3 - Lesson 1 pp. A40-A47[SC01-S4C3-02] Compare the habitats (e.g., desert, forest, I can tell about the differences in places where animals live.prairie, water, underground) in which plants and animals live.[SC01-S1C3-01] Organize (e.g., compare, classify, and I can tell the differences in objects (organisms, events). Unit A: Plants andsequence) objects, organisms, and events according to Animals All Around -various characteristics. (See M01-S4C4-01) Chapter 3 - Lesson 2 pp. A48-A53[SC01-S4C1-02] Compare the following observable features I can talk about the differences in how animals move, protectof living things: • movement – legs, wings • protection – skin, themselves, breathe, and support themselves.feathers, tree bark • respiration – lungs, gills • support – plantstems, tree trunks[SC01-S4C1-03] Identify observable similarities and I can name the ways different animals are alike and different.differences (e.g., number of legs, body coverings, size)between/among different groups of animals.Isaac School District Page 2 of 10 July 21, 2009
• 3. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 September Performance Objective Student Outcomes Core Resource Assessment[SC01-S4C1-03] Identify observable similarities and I can name the ways different animals are alike and different. Unit A: Plants anddifferences (e.g., number of legs, body coverings, size) Animals All Around -between/among different groups of animals. Chapter 3 - Lesson 3 pp. A54-A57 *Supplemental lesson needed for S4C3-01[SC01-S4C3-01] Identify some plants and animals that exist I can name some plants and animals that live near me.in the local environment.Isaac School District Page 3 of 10 July 21, 2009
• 4. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 2 October Performance Objective Student Outcomes Core Resource Assessment[SC01-S4C1-01] Identify the following as characteristics of I can tell the three things that make something a living thing. Unit A: Plants andliving things: • growth and development • reproduction • Animals All Around -response to stimulus Chapter 3 - Lessons 4, 5, 6 *Supplemental materials needed for stages of human life[SC01-S4C2-01] Identify stages of human life (e.g., infancy, I can name the three stages of human life.adolescence, adulthood).[SC01-S4C2-02] Identify similarities and differences I can tell how animals and their parents are alike and different.between animals and their parents. (See 1CH-F4)[SC01-S1C1-03] Predict results of an investigation based on I can tell what I think will happen when I do an investigation. Unit B: Living Together -life, physical, and Earth and space sciences (e.g., animal life Chapters 1-2 - Unit Bcycles, physical properties, Earth materials). Experiment pp. B1i-B1j[SC01-S1C2-01] Demonstrate safe behavior and appropriate I can use safe behavior when I do science activities.procedures (e.g., use of instruments, materials, organisms) inall science inquiry.[SC01-S1C3-02] Compare the results of the investigation to I can tell the difference in what happens in a science activitypredictions made prior to the investigation. and what I thought would happen. November Performance Objective Student Outcomes Core Resource Assessment[SC01-S4C3-03] Describe how plants and animals within a I can describe how plants and animals within a habitat need each Unit B: Living Together -habitat are dependent on each other. other to survive. Chapter 1 - Lesson 1, 2, 3[SC01-S4C3-02] Compare the habitats (e.g., desert, forest, I can tell about the differences in places where animals and Unit B: Living Together -prairie, water, underground) in which plants and animals live. plants live. Chapter 2 - Lessons 1, 2 December Performance Objective Student Outcomes Core Resource Assessment[SC01-S4C3-02] Compare the habitats (e.g., desert, forest, I can tell about the differences in places where animals and Unit B: Living Together -prairie, water, underground) in which plants and animals live. plants live. Chapter 2 - Lessons 3, 4[SC01-S1C1-02] Ask questions based on experiences with I can ask questions about objects, organisms, and things that Unit C: About Our Earth -objects, organisms, and events in the environment. (See happen around me. Chapters 1-2 - Unit CM01-S2C1-01) Experiment pp. C1i-C1jIsaac School District Page 4 of 10 July 21, 2009
• 5. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 2 December Performance Objective Student Outcomes Core Resource Assessment[SC01-S1C1-03] Predict results of an investigation based on I can tell what I think will happen when I do an investigation. Unit C: About Our Earth -life, physical, and Earth and space sciences (e.g., animal life Chapters 1-2 - Unit Ccycles, physical properties, Earth materials). Experiment pp. C1i-C1j[SC01-S1C2-03] Use simple tools such as rulers, I can use tools (rulers, thermometers, magnifying glasses,thermometers, magnifiers, and balances to collect data (U.S. scales).customary units). (See M01-S4C4-07)[SC01-S5C1-01] Classify objects by the following I can sort rocks by shape, texture, size, color, and weight. Unit C: About Our Earth -observable properties: • shape • texture • size • color • weight Chapter 1 - Lesson 1 pp. C2-C7[SC01-S6C1-01] Describe the following basic Earth I can tell about rocks, soil, and water.materials: • rocks • soil • water[SC01-S6C1-02] Compare the following physical properties I can tell about the differences in materials with different colors,of basic Earth materials: • color • texture • capacity to retain textures, and how they hold water.water[SC01-S6C1-03] Identify common uses (e.g., construction, I can tell about ways that people use rocks in real life.decoration) of basic Earth materials (i.e., rocks, water, soil).Isaac School District Page 5 of 10 July 21, 2009
• 6. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 January Performance Objective Student Outcomes Core Resource Assessment[SC01-S1C2-02] Participate in guided investigations in life, I can do science activities with my teacher’s help regarding Unit C: About Our Earth -physical, and Earth and space sciences. fossils. Chapter 1 - Lesson 2 pp. C8-C11[SC01-S1C2-03] Use simple tools such as rulers, I can use tools (rulers, thermometers, magnifying glasses,thermometers, magnifiers, and balances to collect data (U.S. scales).customary units). (See M01-S4C4-07)[SC01-S6C1-01] Describe the following basic Earth I can tell about rocks, soil, and water. Unit C: About Our Earth -materials: • rocks • soil • water Chapter 2 - Lesson 1 pp. C20-C27[SC01-S6C1-03] Identify common uses (e.g., construction, I can tell about ways that people use rocks, water, and soil indecoration) of basic Earth materials (i.e., rocks, water, soil). real life.[SC01-S1C2-02] Participate in guided investigations in life, I can do science activities with my teacher’s help. Unit C: About Our Earth -physical, and Earth and space sciences. Chapter 2 - Lesson 2 pp. C28-C31[SC01-S6C1-04] Identify the following as being natural I can identify natural resources.resources: • air • water • soil • trees • wildlife[SC01-S2C1-01] Give examples of how diverse people (e.g., I can tell ways different people use science in everyday life. Unit C: About Our Earth -children, parents, weather reporters, cooks, healthcare Chapter 2 - Lesson 3 pp.workers, gardeners) use science in daily life. C32-C35[SC01-S3C2-01] Identify various technologies (e.g., I can name different technologies that people use.automobiles, radios, refrigerators) that people use.[SC01-S6C1-01] Describe the following basic Earth I can tell about rocks, soil, and water.materials: • rocks • soil • water[SC01-S6C1-05] Identify ways to conserve natural resources I can tell how to save natural resources. Unit C: About Our Earth -(e.g., reduce, reuse, recycle, find alternatives). Chapter 2 - Lesson 4 pp. C36-C41[SC01-S1C1-02] Ask questions based on experiences with I can ask questions about objects, organisms, and things that Unit D: Weather, the Sky,objects, organisms, and events in the environment. (See happen around me. and Seasons - ChaptersM01-S2C1-01) 1-2 - Unit D Experiment pp. D1i-D1j[SC01-S1C1-03] Predict results of an investigation based on I can tell what I think will happen when I do an investigation.life, physical, and Earth and space sciences (e.g., animal lifecycles, physical properties, Earth materials).[SC01-S1C2-02] Participate in guided investigations in life, I can do science activities about weather and the sky with myphysical, and Earth and space sciences. teacher’s help.Isaac School District Page 6 of 10 July 21, 2009
• 7. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 January Performance Objective Student Outcomes Core Resource Assessment February Performance Objective Student Outcomes Core Resource Assessment[SC01-S6C2-03] Describe observable changes that occur in I can tell about changes that I see in the sky. Unit D: Weather, the Sky,the sky, (e.g., clouds forming and moving, the position of the and Seasons - Chapter 1 -Moon). Lesson 1 pp. D2-D7[SC01-S6C3-02] Analyze how the weather affects daily I can tell how the weather affects people’s daily activities.activities.[SC01-S3C2-02] Describe how suitable tools (e.g., I can tell how the right tools are used to make better Unit D: Weather, the Sky,magnifiers, thermometers) help make better observations and measurements and observations. and Seasons - Chapter 1 -measurements. Lesson 2 pp. D8-D11[SC01-S6C3-02] Analyze how the weather affects daily I can tell how the weather affects people’s daily activities.activities.[SC01-S1C2-02] Participate in guided investigations in life, I can do science activities with my teacher’s help. Unit D: Weather, the Sky,physical, and Earth and space sciences. and Seasons - Chapter 1 - Lesson 3 pp. D12-D15[SC01-S6C3-02] Analyze how the weather affects daily I can tell how the weather affects people’s daily activities.activities.[SC01-S6C2-03] Describe observable changes that occur in I can tell about changes that I see in the sky. Unit D: Weather, the Sky,the sky, (e.g., clouds forming and moving, the position of the and Seasons - Chapter 1 -Moon). Lesson 4 pp. D16-D19[SC01-S6C3-01] Identify the following characteristics of I can tell about changes in weather in different seasons.seasonal weather patterns: • temperature • type ofprecipitation • wind[SC01-S1C2-02] Participate in guided investigations in life, I can do science activities with my teacher’s help. Unit D: Weather, the Sky,physical, and Earth and space sciences. and Seasons - Chapter 2 - Lesson 1 pp. D24-D29[SC01-S1C2-04] Record data from guided investigations in I can write down what I learn from my science activities.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W01-S3C2-01 andW01-S3C3-01)[SC01-S6C2-02] Compare celestial objects (e.g., Sun, Moon, I can tell about the differences between objects in the sky likestars) and transient objects in the sky (e.g., clouds, birds, the sun and objects like birds.airplanes, contrails).Isaac School District Page 7 of 10 July 21, 2009
• 8. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 February Performance Objective Student Outcomes Core Resource Assessment[SC01-S6C2-01] Identify evidence that the Sun is the natural I can talk about ways the sun helps the Earth. Unit D: Weather, the Sky,source of heat and light on the Earth (e.g., warm surfaces, and Seasons - Chapter 2 -shadows, shade). Lesson 2 pp. D30-D33[SC01-S6C2-03] Describe observable changes that occur in I can tell about changes that I see in the sky.the sky, (e.g., clouds forming and moving, the position of theMoon).Isaac School District Page 8 of 10 July 21, 2009
• 9. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 4 March Performance Objective Student Outcomes Core Resource Assessment[SC01-S6C3-01] Identify the following characteristics of I can tell about changes in weather in different seasons. Unit D: Weather, the Sky,seasonal weather patterns: • temperature • type of and Seasons - Chapter 2 -precipitation • wind Lessons 3, 4, 5, 6[SC01-S6C3-02] Analyze how the weather affects daily I can tell how the weather affects people’s daily activities.activities.[SC01-S1C1-02] Ask questions based on experiences with I can ask questions about objects, organisms, and things that Unit E: Matter and Energyobjects, organisms, and events in the environment. (See happen around me. - Chapters 1-2 - Unit EM01-S2C1-01) Experiment pp. E1i-E1j[SC01-S1C1-03] Predict results of an investigation based on I can tell what I think will happen when I do an investigation.life, physical, and Earth and space sciences (e.g., animal lifecycles, physical properties, Earth materials).[SC01-S1C2-04] Record data from guided investigations in I can write down what I learn from my science activities.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W01-S3C2-01 andW01-S3C3-01) April Performance Objective Student Outcomes Core Resource Assessment[SC01-S1C1-01] Compare common objects using multiple I can look at, smell, touch, listen to, or taste different objects Unit E: Matter and Energysenses. and tell how they are different. - Chapter 1 - Lesson 1 pp. E2-E7[SC01-S1C3-01] Organize (e.g., compare, classify, and I can tell the differences in objects, organisms, and events.sequence) objects, organisms, and events according tovarious characteristics. (See M01-S4C4-01)[SC01-S5C1-01] Classify objects by the following I can sort objects by shape, texture, size, color, and weightobservable properties: • shape • texture • size • color • weight[SC01-S5C1-02] Classify materials as solids or liquids. I can tell if materials are solids or liquids.[SC01-S1C2-03] Use simple tools such as rulers, I can use tools (rulers, thermometers, magnifying glasses, Unit E: Matter and Energythermometers, magnifiers, and balances to collect data (U.S. scales). - Chapter 1 - Lesson 2 pp.customary units). (See M01-S4C4-07) E8-E11[SC01-S1C4-01] Communicate the results of an investigation I can tell about what happens in a science activity using pictures,using pictures, graphs, models, and/or words. (See graphs, models, and words.M01-S2C1-02 and W01-S3C3-02)[SC01-S5C1-02] Classify materials as solids or liquids. I can tell if materials are solids or liquids.Isaac School District Page 9 of 10 July 21, 2009
• 10. 1st Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 4 April Performance Objective Student Outcomes Core Resource Assessment[SC01-S1C1-01] Compare common objects using multiple I can look at, smell, touch, listen to, or taste different objects Unit E: Matter and Energysenses. and tell how they are different. - Chapter 1 - Lesson 3 pp. E12-E15[SC01-S1C2-02] Participate in guided investigations in life, I can do science activities with my teacher’s help.physical, and Earth and space sciences.[SC01-S1C2-04] Record data from guided investigations in I can write down what I learn from my science activities.an organized and appropriate format (e.g., lab book, log,notebook, chart paper). (See W01-S3C2-01 andW01-S3C3-01)[SC01-S5C2-01] Demonstrate the various ways that objects I can show the different ways that objects can move. Unit F: Forces - Chapter 1can move (e.g., straight line, zigzag, back-and-forth, - Lesson 1 pp. F2-F7round-and-round, fast, slow).[SC01-S3C2-01] Identify various technologies (e.g., I can name different technologies that people use. Unit F: Forces - Chapter 1automobiles, radios, refrigerators) that people use. - Lesson 2 pp. F8-F11[SC01-S5C2-01] Demonstrate the various ways that objects I can show the different ways that objects can move.can move (e.g., straight line, zigzag, back-and-forth,round-and-round, fast, slow). May Performance Objective Student Outcomes Core Resource Assessment[SC01-S5C2-01] Demonstrate the various ways that objects I can show the different ways that objects can move. Unit F: Forces - Chapter 1can move (e.g., straight line, zigzag, back-and-forth, - Lessons 3, 4round-and-round, fast, slow).[SC01-S3C2-01] Identify various technologies (e.g., I can name different technologies that people use. Unit F: Forces - Chapter 1automobiles, radios, refrigerators) that people use. - Lesson 5 pp. F22-F25Isaac School District Page 10 of 10 July 21, 2009