jefferson parish public school...

JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

Grade 1 Science

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015

Cathie Smith

2

Instructions for use:

The book used in the 1

st grade curriculum is:

Name of Textbook: Macmillan McGraw-Hill Science-A Closer Look

Copyright date: 2012

Cost: $50.49

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of

Education website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as

Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built

in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific

Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this

document.

Online Resources: ConnectED Master Access Codes – Codes can be redeemed at

http://connected.mcgraw-hill.com/

o Louisiana Science A Closer Look Grade 1 Teacher Edition CHQV-5OL1-616Y-OZRQ

o Louisiana Science A Closer Look Grade 1 Student Edition 1TW1-RSK7-11LP-HROB (Note – This student code is NOT to

share with students. It is for the teacher to have online access to a student edition of the text. Once registering online, student

codes will be generated to share with students.)

McGraw Hill Technical Support : 1-800-437-3715 or [email protected]

http://connected.mcgraw-hill.com/

mailto:[email protected]

Revised 2015

Cathie Smith

3

Grade Level Expectations for First Grade Science

Science as Inquiry

The Abilities to Do Scientific Inquiry

1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1)

2. Pose questions that can be answered by using students’ own observations and scientific knowledge (SI-E-A1)

3. Predict and anticipate possible outcomes (SI-E-A2)

4. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2)

5. Use the five senses to describe observations (SI-E-A3)

6. Measure and record length and temperature in both metric system and U.S. system units (SI-E-A4)

7. Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (SI-E-A4)

8. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as

appropriate (SI-E-A5) (SI-E-B4)

9. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals,

reports, presentations, exhibitions, portfolios) (SI-E-A6)

10. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

Understanding Scientific Inquiry

11. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)

12. Explain and give examples of how scientific discoveries have affected society (SI-EB6)

Physical Science Properties of Objects and Materials

13. Sort a group of objects by using multiple characteristics (PS-E-A1)

14. Order objects by weight/mass (PS-E-A1)

15. Measure length and width of a variety of objects and materials by using nonstandard tools, such as a paper clip, cube, shoe, and hands (PS-E-A2)

16. Observe and describe common properties of solids, liquids, and gases (PS-E-A4)

17. Sort and classify objects by their state of matter (PS-E-A4)

Forms of Energy

18. Demonstrate how sound is made in a variety of ways (e.g., singing, whispering, striking an object) (PS-E-C1)

19. Describe and demonstrate the volume of sound (e.g., soft, loud) (PS-E-C1)

20. Use a flashlight and various objects and materials to determine if light is transmitted or reflected (PS-E-C2)

21. Demonstrate that light can be reflected onto another object by using a mirror (PS-EC2)

Revised 2015

Cathie Smith

4

22. Identify some examples where heat is released (e.g., burning candles, rubbing hands, running) (PS-E-C3)

23. Identify materials attracted by magnets (PS-E-C5)

24. Determine, through experimentation, which poles of magnets are attracted to each other and which poles repel each other (PS-E-C5)

25. Discuss what type of energy makes objects work (e.g., car/gasoline, waterwheel/water, lamp/electricity) (PS-E-C6) (PS-E-C7)

Life Science Characteristics of Organisms

26. Describe the differences between plants and animals (LS-E-A1)

27. Identify what animals and plants need to grow and develop (LS-E-A1)

28. Describe the characteristics of living (biotic) and nonliving (abiotic) things (LS-E-A2)

29. Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles) (LS-E-A3)

Life Cycles of Organisms

30. Record and share observations of changes in developing plants (LS-E-B1)

31. Describe how animals and their offspring are similar and how they are different (LSE- B3)

Organisms and Their Environments

32. Describe features of some animals that benefit them in their environments (LS-E-C1)

33. Explain how pets' needs are met in their habitats (LS-E-C1)

34. Record evidence of plants and animals in the schoolyard or other environments (LSE- C2)

Earth and Space Science Properties of Earth Materials

35. Examine soils to determine that they are often found in layers (ESS-E-A1)

36. Locate and compare the relative proportions of land and water found on Earth (ESSE- A2)

37. Illustrate how water changes from one form to another (e.g., freezing, melting, evaporating) (ESS-E-A3)

38. Compare weather patterns as they relate to seasonal changes in students’ immediate environment (ESS-E-A4)

39. Identify the characteristics of soil, according to color, texture, and components, including living (biotic) and nonliving (abiotic) substances (ESS-

E-A6)

Revised 2015

Cathie Smith

5

First Grade Suggested Time Line

First Nine Weeks: Unit 1: The Changing Weather and Local Effects............................................................4 weeks

Second Nine Weeks: Unit 2: All Sorts of Solids.….……...................................................................................3 weeks

Unit 3: States of Matter..……………………..................................................................3 weeks

Third Nine Weeks: Unit 4: Functions of the Human Body…………..……………………………………....3 weeks

Unit 5: Variations, Changes, and Adaptations in the Environment ………………….....2 weeks

Fourth Nine weeks: Unit 5: Variations, Changes, and Adaptations in the Environment …………………......3 weeks

Unit 6: Heat, Sound, and Light…………..………………………………..….……….....4 weeks

Note: Approximately 12 instructional periods of 45 minutes per period for each unit.

NOTE:

LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.

Revised 2015

Cathie Smith

6

Unit 1:

The Changing Weather And

Local Effects

Revised 2015

Cathie Smith

7

Benchmarks

GLEs Grade Level Expectation

Comprehensive Curriculum

Unit 1: The Changing Weather and Local Effects

Activities

From Comprehensive Curriculum

Activities From

Textbook

Readings

From Textbook

SI-E-A5 Using data, including numbers and graphs to explain observations and experiments. SI-E-A7 Utilizing safety procedures during experiments

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate SI 10 Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties)

►Activity 1- Safety Contract p. 2

Inquiry Activity Be a Scientist p. 2 Scientific Method Inquiry Activity p. 10-16

What do scientists do? p. 4-5 How do scientists work? p. 6-7 How do scientists learn new things? p. 8-9 Safety Tips p. 18-19

SI-E-A2 Planning and/or designing and conducting a scientific investigation ESS-E-A2 Understanding that approximately three-fourths of the earth’s surface is covered with water and how this condition affects weather patterns and climates

SI 3 Predict and anticipate possible outcomes ESS 36 Locate and compare the relative proportions of land and water found on Earth GLE – 1, 2, 5, 8

►Activity 2- Groovy Globe p. 3 Activity Specific Assessment p. 8

Inquiry Activity What kinds of clouds can you see? p. 22-23

What is on Earth’s surface? p. 24-25 How does water disappear? p. 26-27

Revised 2015

Cathie Smith

8

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbook

ESS-E-A2 Understanding that approximately three-fourths of the earth’s surface is covered with water and how this condition affects weather patterns and climates

ESS 36 Locate and compare the relative proportions of land and water found on Earth GLE - 1, 2, 5

►Activity 3 – Surf-n-Turf p. 4

ESS-E-A4 Investigating, observing, measuring, and describing how water changes in daily weather patterns and phenomena

EES 38 Compare weather patterns as they relate to seasonal changes in students’ immediate environment GLE – 1, 2, 3, 5, 6, 7, 8, 9

►Activity 4 – The Weather Calendar p. 4

Inquiry Activity What can you observe about the air? p. 32 Quick Lab TM p. 36

What is weather? p. 34-35 How can you measure weather? p. 36-37

Revised 2015

Cathie Smith

9

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbook

SI-E-A2 Planning and/or designing and conducting a scientific investigation SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments ESS-E-A4 Investigating, observing, measuring, and describing changes in daily weather patterns and phenomena

SI 3 Predict and anticipate possible outcomes SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate ESS 38 Compare weather patterns as they relate to seasonal changes in students’ immediate environment GLE - 1

►Activity 5 –Wicked Weather p. 5 Literacy Strategy- –Word Grid Activity Specific Assessment p. 8

Be a Scientist What is the weather like this week? p. 38-39 Inquiry Activity Do seeds grow faster when it is warm or cold? p. 40-41 Inquiry Activity How do sweaters keep us warm? p. 48-49 Quick Lab TM p. 51 Weather Graph p. 55

What happens in Spring? p. 42-43 What happens in Summer? p. 44-45 What happens in Fall? p. 50-51 What happens in Winter? p. 52-53 My seasons book. p. 56-59

Revised 2015

Cathie Smith

10

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbook

SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments ESS-E-A3 Investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate ESS 37 Illustrate how water changes from one form to another (e.g., freezing, melting, evaporating) GLE – 1, 2

►Activity 6 – The Water Goes ‘Round p. 6 ►BLM: The Water Cycle Song Literacy Strategy- SQPL (Student Questions for Purposeful Learning) Activity Specific Assessment p. 8

Quick Lab TM p. 28 Investigation Inquiry- How can water change to water vapor? p. 30-31

What is the water cycle? p. 28-29

Revised 2015

Cathie Smith

11

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbook

SI-E-A3 Communicating that observations are made with one’s senses SI-E-A5 Using data, including numbers and graphs, so explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments ESS-E-A3 Investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere ESS-E-A3 Investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere

SI 5 Use the five senses to describe observations SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate ESS 37 Illustrate how water changes from one form to another (e.g., freezing, melting, evaporating)

►Activity 7 Dear Mr. Sunshine p. 7 Literacy Strategy- RAFT (Role of writer, Audience, Form, Topic)

Label a Water Cycle Diagram TM p. 29

Revised 2015

Cathie Smith

12

Unit 2:

All Sorts Of Solids

Revised 2015

Cathie Smith

13

Benchmarks



Unit 2 – All Sorts of Solids

Activities

From Comprehensive

Curriculum

Activities From

Textbook

Readings

From Textbook

SI-E-A1- Asking appropriate questions about organisms and events in the environment SI-E-A5 Using data, including numbers and graphs, so explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments PS-E-A1 Observing, describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature

SI 1 Ask questions about objects and events in the environment SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate PS 13 Sort a group of objects by using multiple characteristics GLE 2, 4 , 5, 9

►Activity 1 – Sorting Things p. 10 Literacy Strategy- Professor Know-it-all Activity Specific Assessment p. 17

Inquiry Activity- What can you observe about the same objects? p. 66-67

How can you describe objects? p. 68-69

Revised 2015

Cathie Smith

14

Benchmarks




Activities

From Comprehensive

Curriculum

Activities From

Textbook

Readings

From Textbook

SI-E-A2 Planning and/or designing and conducting a scientific investigation SI-E-A4 Employing equipment and tools to gather data and extend the sensory observations

SI 4 –Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) SI-6 Measure and record length and temperature in both metric system and U.S. system units SI-7 Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data GLE 15

►Activity 2- Measuring Things p. 11 ►BLM: How Long? Scavenger Hunt, Scavenger Hunt Rubric Literacy Strategy- Professor know it all Activity Specific Assessment p.17

Math Link – p. 71 Skill Builder – Measure p. 72-73

What is mass? p. 70-71

Revised 2015

Cathie Smith

15

Benchmarks



Unit 2: All Sorts of Solids

Activities

From Comprehensive

Curriculum

Activities From

Textbook

Readings

From Textbook

SI-E-A4 Employing equipment and tools to gather data and extend the sensory observations SI-E-A6 Communicating observations and experiments in oral and written formats PS-E-A1 Observing, describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature)

SI 7 Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data SI 9 Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) PS 14 Order objects by weight/mass. GLE 3, 4

►Activity 3 – Estimating Weight p. 13 ►BLM: How Heavy?

Think Talk and Write- Put things in order p. 71

Revised 2015

Cathie Smith

16

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbook

SI-E-A1 Asking appropriate questions about organisms and events in the environment

SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments

SI-E-B4 Developing explanations by using observations and experiments

PS-E-A1 Observing, describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature)

SI 1 Ask questions about objects and events in the environment (e.g., plants, rocks, storms)

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate

PS 13 Sort a group of objects by using multiple characteristics

GLE 2

►Activity 4 –Sorting Sinkers and Floaters p. 13 ►BLM: Sink or Float? Literacy Strategy- SQPL (Student Questions for Purposeful Learning)

Quick Lab p. 69

Benchmarks

GLE’S Grade Level Expectation



Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A2 Planning and/or designing and conducting a scientific investigation PS-E-C5 Investigating and communicating that magnetism and gravity can exert forces on objects without touching the objects

SI 4 Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) PS 23 Identify materials attracted by magnets PS 24 Determine, through experimentation, which poles of magnets are attracted to each other and which poles repel each other GLE 2, 3, 8

►Activity 5 – Discovering Magnets p. 14 ►BLM: Pick Me Up! Activity Specific Assessment p. 18

Inquiry Activity- What will a magnet pull? p. 74-75 Quick Lab TM p. 78

What are a magnet’s poles? p. 78-79

Revised 2015

Cathie Smith

18

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbook

SI-E-A2 Planning and/or designing and conducting a scientific investigation SI-E-A7 Utilizing safety procedures during experiments PS-E-C5 Investigating and communicating that magnetism and gravity can exert forces on objects without touching the objects

SI 3 Predict and anticipate possible outcomes SI 10Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) PS 23 Identify materials attracted by magnets GLE 1, 4

►Activity 6 – The Main Attraction p. 15 ►BLM: Will a Magnet Work Through…?

What does a magnet attract? TM p. 79 Writing in Science Fun with magnets p. 80 Math in Science Comparing Magnets p. 81

Revised 2015

Cathie Smith

19

Unit 3: States of Matter

Revised 2015

Cathie Smith

20

Benchmarks



Unit 3 – States of Matter

Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A3 Communicating that observations are made with one's senses PS-E-A4 Describing the properties of the different states of matter and identifying the conditions that cause matter to change states

SI 5 Use the five senses to describe observations PS 16 Observe and describe common properties of solids, liquids, and gases GLE 2, 4, 8

►Activity 1 –A Matter of Meaning p. 20 ►BLM: Vocabulary Chart, What Do You Think? Literacy Strategy- Vocabulary Self-Awareness Chart Activity Specific Assessment p. 29

Quick Lab TM p. 96 Art Link TM p. 97 Inquiry Activity What are properties of a liquid? p. 100-101

What is a solid? p. 94-95 What are some properties of solids? p. 96-97

PS-E-A1 Observing, describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature

PS 13 Sort a group of objects by using multiple characteristics GLE 1, 2

►Activity 2 – Sorting Solids p. p. 21 ►BLM: Science Learning Log, Science Learning Log Rubric Literacy Strategy- Learning Log Activity Specific Assessment p. 29

Inquiry Activity How can you compare solids p. 92-93

Revised 2015

Cathie Smith

21

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A1 Asking appropriate questions about organisms and events in the environment PS-E-A4 Describing the properties of the different states of matter and identifying the conditions that cause matter to change states

SI 1 Ask questions about objects and events in the environment (e.g., plants, rocks, storms) PS 16 Observe and describe common properties of solids, liquids, and gases GLE 2, 4, 5, 10

►Activity 3 – Sorting Liquids p. 22

Quick Lab TM p.104 Be a Scientist Which liquid flows the fastest? p. 106-107

What is liquid? p. 102-103 What is a gas? p. 104-105

SI-E-A3 Communicating that observations are made with one's senses PS-E-A4 Describing the properties of the different states of matter and identifying the conditions that cause matter to change states

SI 5 Use the five senses to describe observations PS 16 Observe and describe common properties of solids, liquids, and gases GLE 2, 10, 13

►Activity 4 –Flat Solids p. 24

Revised 2015

Cathie Smith

22

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-B2 Using appropriate experiments depending on the questions to be explored SI-E-A7 Utilizing safety procedures during experiments

SI 4 Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) SI 10 Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) GLE 5

►Activity 5 – Liquids – Sink, Float or Mix p. 24

►BLM: Science Learning Log,

Literacy Strategy- Learning Log

Activity Specific Assessment p. 29



PS-E-A4 Describing the properties of the different states of matter and identifying the conditions that cause matter to change states

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate PS 17 Sort and classify objects by their state of matter GLE 1

►Activity 6 – What’s the Matter? p. 26 ►BLM: Vocabulary Chart from activity 1 Literacy Strategy-Word Grid

Art Link TM p. 105

Revised 2015

Cathie Smith

23

Benchmarks

GLE’S

Grade Level Expectation Comprehensive

Curriculum Unit 3 – States of Matter

Activities From


Activities From Textbook

Readings From

Textbooks

SI-E-A4 Employing equipment and tools to gather data and extend the sensory observations SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments

SI 6 Measure and record length and temperature in both metric system and U.S. system units

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate GLE 5

►Activity 7 – Temperature Talk p. 27 ►BLM: How Hot? How Cold? Literacy Strategy- GISTing

Revised 2015

Cathie Smith

24

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A2 Planning and/or designing and conducting a scientific investigation SI-E-A3 Communicating that observations are made with one's senses ESS-E-A3 Investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere

SI 3 Predict and anticipate possible outcomes SI 5 Use the five senses to describe observations

ESS 37 Illustrate how water changes from one form to another (e.g., freezing, melting, evaporating)

GLE 8

►Activity 8 – What’s Happening? p. 28 ►BLM: Water Cycle Song

Inquiry Activity How can heat change? p. 108-109 Quick Lab TM p. 111 Health Link TM p. 113

How can solids and liquids change? p. 110-111 How can liquids and gases change? p. 112-113 Reading in Science p. 114-115 My Matter Book p. 116-119

Revised 2015

Cathie Smith

25

Unit 4: Functions

Of the Human Body

Revised 2015

Cathie Smith

26

Benchmarks



Unit 4 – Functions of the Human Body

Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments LS-E-A3 Locating and comparing major plant and animal structures and their functions

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate LS 29 Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles)

►Activity 1 – What is a System? p. 31 ►BLM: Body Systems, Match the Systems, Name That Organ Literacy Strategy- Graphic Organizer, Split-Page note-taking

Inquiry Activity What bones do you use when you ride a bike? p. 126-127 Quick Lab TM p. 131 Art Link TM p. 133 Writing in Science p. 134-135

What parts make up the body? p. 129-130 What do your heart and lungs do? p. 130-131 How does the body move? p. 132-133 My Body Book p. 136-139

Revised 2015

Cathie Smith

27

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A3 Communicating that observations are made with one's senses SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments LS-E-A3 Locating and comparing major plant and animal structures and their functions

SI 5 Use the five senses to describe observations SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate LS 29 Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles) GLE 9

►Activity 2 – The Nervous System p. 33 ►BLM: Touch and Smell, Science Learning Log BLM, Science Learning Log Rubric Literacy Strategy- Learning Log

Health Handbook Nervous System p. R9

Revised 2015

Cathie Smith

28

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A5 Using data, including numbers and graphs, to explain observations and experiments SI-E-B4 Developing explanations by using observations and experiments SI-E-A6 Communicating observations and experiments in oral and written formats LS-E-A3 Locating and comparing major plant and animal structures and their functions

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate SI 9 Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) LS 29 Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles)

►Activity 3 – The Skeletal System p. 34 ►BLM: Science Learning Log, Science Learning Log Rubric Literacy Strategy- learning log Activity Specific Assessment p. 42

Health Handbook – The Skeletal System p. R8

Revised 2015

Cathie Smith

29

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A2 Planning and/or designing and conducting a scientific investigation

SI-E-A6 Communicating observations and experiments in oral and written formats LS-E-A3 Locating and comparing major plant and animal structures and their functions

SI 4 Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) SI 9 Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) LS 29 Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles) GLE 1

►Activity 4 – The Digestive System p. 35 ►BLM: Science Learning Log, Science Learning Log Rubric Literacy Strategy- Learning Log Activity Specific Assessment p. 42

Integrate Writing TM p. R11

Health Handbook – The Digestive System p. R11

Revised 2015

Cathie Smith

30

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks


LS-E-A3 Locating and comparing major plant and animal structures and their functions

SI 4 Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) LS 29 Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles)

►Activity 5 – The Circulatory System p. 37 Literacy Strategy- Use the Graphic Organizer from Activity 1

Health Handbook – The Circulatory System p. R10



SI 4 Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) LS 29 Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles)

►Activity 6 – The Respiratory System p. 39 Literacy Strategy- Use the Graphic Organizer from Activity 1 Activity Specific Assessment p. 42

Health Handbook – The Respiratory System p. R 10


LS 29 Describe basic functions of parts of the body (e.g., lungs, heart, bones, muscles) GLE – 2

►Activity 7 – The Muscular System p. 39 Literacy Strategy- SPAWN Writing

Integrate Writing Describe movement TM R9

Health Handbook – The Muscular System p. R 9

Revised 2015

Cathie Smith

31

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A3 Communicating that observations are made with one's senses



SI 5 Use the five senses to describe observations SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate

►Activity 8 – My Body At School p. 41 ►BLM: Which System? , Pay Attention TO Your Body Literacy Strategy- Word Grid

Revised 2015

Cathie Smith

32

Unit 5: Variations,

Changes, and Adaptations in the

Environment

Revised 2015

Cathie Smith

33

Benchmarks



Unit 5-Variations, Changes, and Adaptations in the Environment

Activities


Activities From

Textbook

Readings

From Textbooks


SI-E-B4 Developing explanations by using observations and experiments LS-E-A2 Distinguishing between living and nonliving things LS-E-C2 Describing how the features of some plants and animals enable them to live in specific habitats

SI 8 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate LS 28 Describe the characteristics of living (biotic) and nonliving (abiotic) things LS 34 Record evidence of plants and animals in the schoolyard or other environments GLE 5, 10

►Activity 1 – Biology Detectives p. 44 ►BLM: Collecting and Sorting, Science Learning Log, Science Learning Log Rubric Literacy Strategy- DR-TA (Directed Reading-Thinking Activity) , Word Grid,, Learning Log, Activity Specific Assessment p. 55

Inquiry Activity What is living and non-living? p. 146-147 Quick Lab p. 149 Social Studies Link TM p. 151 Skill Builder Observe p. 152-153

What are living and non-living things? p. 148-149 Why are plants and animals living things? p. 150-151

Revised 2015

Cathie Smith

34

Benchmarks

GLE’S

Grade Level Expectation Comprehensive

Curriculum Unit 5-Variations, Changes, and Adaptations in the Environment

Activities


Activities From

Textbook

Readings

From Textbooks


LS-E-A1 Identifying the needs of plants and animals, based on age-appropriate recorded observations

LS-E-B1 Observing and describing the life cycle of some plants and animals

SI 4 Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) LS 27 Identify what animals and plants need to grow and develop LS 30 Record and share observations of changes in developing plants GLE 2

►Activity 2 – Seeds Need p. 47 ►BLM: How Does Your Garden Grow?, Science Learning Log, Science Learning Log Rubric Literacy Strategy- Learning Log Activity Specific Assessment p. 55

Inquiry Activity How do animals get what they need to live? p. 154-155 Quick Lab TM p. 158 Draw and Label an Animal TM p. 159 Animal Needs p. 160-161 Animal Graph p. 161

What do animals need to live? p. 156-157 How do animal body parts help meet needs? p. 158-159

Revised 2015

Cathie Smith

35

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

LS-E-A1 Identifying the needs of plants and animals, based on age-appropriate recorded observations

LS-E-B1 Observing and describing the life cycle of some plants and animals

LS 27 Identify what animals and plants need to grow and develop LS 30 Record and share observations of changes in developing plants GLE 1, 4

►Activity 3 – Ready , Set, Grow p. 48 Literacy Strategy- Story Chain, RAFT

Inquiry Activity What do seeds need to grow? p. 180-181 Quick Lab TM p. 184 Louisiana Assessment TM p. 185 Inquiry Activity How does sunlight affect leaves? p. 186-187

How do plants grow from seeds? p. 182-183 How else do plants grow? p. 184-185 My Plant and Animal Book p. 188-191

Revised 2015

Cathie Smith

36

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A3 Communicating that observations are made with one's senses

ESS-E-A1 Understanding that earth materials are rocks, minerals, and soils

ESS-E-A6 Observing and describing variations in soil.

SI 5 Use the five senses to describe observations ESS 35 Examine soils to determine that they are often found in layers ESS 39. Identify the characteristics of soil, according to color, texture, and components, including living (biotic) and nonliving (abiotic) substances GLE 7, 11

►Activity 4 – Comparing Soil p. 51

Inquiry Activity How can you classify soil? p. 162-163 Quick Lab TM p. 166 Social Studies Link p. 167

Why do plants need soil? p. 164-165 How does soil form? p. 166-167 Reading in Science p. 168-169

Revised 2015

Cathie Smith

37

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A1 Asking appropriate questions about organisms and events in the environment

LS-E-B3 Observing and recording how the offspring of plants and animals are similar to their parents

LS-E-C1 Examining the habitats of plants and animals and determining how basic needs are met within each habitat

SI 1 Ask questions about objects and events in the environment LS 31 Describe how animals and their offspring are similar and how they are different LS 33 Explain how pets' needs are met in their habitats

►Activity 5 – Pick a Pet, Any Pet p. 52

Inquiry Activity How do animals grow and change? p. 170-171 Quick Lab TM p. 174 Louisiana Assessment Draw a Life Cycle TM p.177

How are offspring similar to their parents? p. 172-173 How do mammals grow and change? p. 174-175 Life Cycle of a Bird p. 176-177

LS-E-A1 Identifying the needs of plants and animals, based on age-appropriate recorded observation

LS-E-C1 Examining the habitats of plants and animals and determining how basic needs are met within each habitat

LS 26 Describe the differences between plants and animals LS 32 Describe features of some animals that benefit them in their environments GLE 2, 8

►Activity 6 – Get a Clue! p. 54 ►BLM: Venn Diagram, Clues Literacy Strategy- Graphic Organizer Activity Specific Assessment p. 55

Quick Lab Tm p. 149

Revised 2015

Cathie Smith

38

Unit 6:

Heat, Sound, and Light

Revised 2015

Cathie Smith

39

Benchmarks



Unit 6 – Heat, Sound, and Light

Activities


Activities From

Textbook

Readings

From Textbooks

SI-E-A3 Communicating that observations are made with one's senses PS-E-C1 Experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch

SI 5 Use the five senses to describe observations PS 18 Demonstrate how sound is made in a variety of ways (e.g., singing, whispering, striking an object) PS 19 Describe and demonstrate the volume of sound (e.g., soft, loud) GLE 2, 7

►Activity 1 – Guessing Sounds p. 57 Literacy Strategy- SQPL, Word Grid

Inquiry Activity Can you make sound with a rubber band? p. 206-207 Louisiana Assessment Make a List TM p. 211

How an you make sound? p. 208-209 How are sounds different? p. 210-211 Reading in Science p. 212

Revised 2015

Cathie Smith

40

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

PS-E-C1 Experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch

PS 18 Demonstrate how sound is made in a variety of ways (e.g., singing, whispering, striking an object) PS 19 Describe and demonstrate the volume of sound (e.g., soft, loud) GLE 4, 8, 9

►Activity 2 – Music To My Ears p. 59 ►BLM: Do You Hear That? Literacy Strategy- Word Grid Activity Specific Assessment p. 62

Quick Lab TM p.210 Social Studies Link TM p. 21

Revised 2015

Cathie Smith

41

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

PS-E-C2 Investigating and describing how light travels and what happens when light strikes an object (reflection, refraction, and absorption

PS 20 Use a flashlight and various objects and materials to determine if light is transmitted or reflected PS 21 Demonstrate that light can be reflected onto another object by using a mirror

►Activity 3 – Light the Way p. 60 ►BLM: Science Learning Log, Science Learning Log Rubric Literacy Strategy- – Learning Log Activity Specific Assessment p. 62

Inquiry Activity What lets light through? p. 214-215 Differentiated Instruction Tm p. 217 Play a Matching Game TM p. 219 Quick Lab TM p. 218 Writing in Science TM p. 220 Math in Science TM p. 221 Science Task TM p. 224-225

What is light? p. 216-217 What are some sources of light? TM p. 218-219 My Energy Book p. 222-225

Revised 2015

Cathie Smith

42

Benchmarks




Activities


Activities From

Textbook

Readings

From Textbooks

PS-E-C3 Investigating and describing different ways heat can be produced and moved from one object to another by conduction

PS-E-C6 Exploring and describing simple energy transformations;

PS-E-C7 Exploring and describing the uses of energy at school, home, and play

PS 22 Identify some examples where heat is released PS 25 Discuss what type of energy makes objects work (e.g., car/gasoline, waterwheel/water, lamp/electricity) GLE 1, 12

►Activity 4 –We’re Energetic! p. 61 ►BLM: How Does It Go? Activity Specific Assessment p. 62

Inquiry Activity p. 198-199 Quick Lab Tm p. 201 Hot Illustrations TM p. 203 Leveled Activities TM p. 202 Skill Builder p. 204-205

What is energy? p. 202-201 What is heat? p. 202-203

jefferson parish public school...

Documents