First Grade Science

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First Grade Science

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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