science curriculum 1st grade - mifflin county school district curriculum 1st grad… · if data...

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MCSDSCIENCECurriculumMap~1stGrade

CommonCoreStateStandard PACoreStandard

S.K‐2.A.1.1.1Identifyandexplaintheapplicationofscientific,environmental,ortechnologicalknowledgetopossiblesolutionstoproblemsTaughtinUnit(s):NatureOfScience

SuggestedUnit:TheFiveSenses

Explanation/ExampleofStandard(*EligibleContent)*Identifyascientificfactassomethingthatcanbeobservedusingthefivesenses.

CommonMisconceptions Myopinionisfact.

BigIdea(s) EssentialQuestion(s) Onecandistinguishbetweenscientificfact

andopinionbyusingthefivesenses. Howcanoneusethefivesensestodistinguish

betweenscientificfactandopinion?

AssessmentsTeacherobservations,classdiscussions,questioningandstudentresponses

Concepts(whatstudentsneedtoknow)

Skills(whatstudentsmustbeabletodo)

Vocabulary:fivesenses,sight,touch,taste,smell,sound,opinion,fact,scientificfact

Differencebetweenscientificfactandopinion

Functionsofeachsensoryorgan(ears,eyes,nose,mouthandskin)

Ifdatacollectedusingthesensoryorgansisscientificfactoropinion

Definefivesenses,sight,touch,taste,smell,sound,opinion,factandscientificfact.

Identifyeachsensoryorgananditsfunction. Distinguishbetweenscientificfactand

opinion. Usingthesensoryorgans(ears,eyes,nose,

mouthandskin)tostatethescientificfactthatisobserved.

ICanStatementsIcandefine:fivesenses,sight,touch,taste,smell,sound,opinion,factandscientificfact.Icanidentifythefunctionsofeachsensoryorgan.Icandistinguishbetweenscientificfactandopinionusingmysensoryorgans.

ResourcesScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideo

Reflection

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MCSDScienceCurriculumMap~1stGrade

CommonCoreStateStandard

PACoreStandard

S.K‐2.A.2.1.1S.K‐2.A.2.1.2Applyskillsnecessarytoconductanexperimentordesignasolutiontosolveaproblem.TaughtinUnit(s):NatureofScience

SuggestedUnits:ThroughoutthesciencecurriculumExplanation/ExampleofStandard(*EligibleContent)

*Understandthatmakingachangetoaninvestigationmaychangetheoutcome(s)oftheinvestigation.

*Describeoutcomesofaninvestigation.

CommonMisconceptions

Changingavariableinaninvestigationwillnotchangetheoutcome.BigIdea(s) EssentialQuestion(s)

Onecanrecognizethatanoutcomewillchangeinaninvestigationwhetherthereisachangeinoneormoreofthevariables.

HowcanIrecognizethatanoutcomewillchangeiftherewhetherachangeinoneormoreofthevariables?

Assessment(s)

Teacherobservation,classdiscussion,questioningandstudentresponses.



Vocabulary:causeandeffect,create,explore,investigate,predict,test,outcome,investigation

Causeandeffectrelationshipinanexperiment

Makingachangetotheinvestigationmaychangetheoutcome

Define:causeandeffect,create,explore,investigate,predict,test,outcome,andinvestigation.

Recognizeacauseandeffectrelationshipinanexperiment.

Recognizeanunderstandingthatmakingachangetoaninvestigationmaychangetheoutcomesoftheinvestigation.

ICanStatements

Icandefine:causeandeffect,create,explore,investigate,predict,test,outcome,andinvestigation.

Icanrecognizethatanoutcomewillchangewhetheroneormoreofthevariableschanges.

Icanstatethecauseandeffectrelationshipinaninvestigation.

Resources

ScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideo

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Reflection

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PACoreStandard

S.K‐2.A.2.2.1:Identifyappropriateinstrumentsforaspecifictaskanddescribetheinformationtheinstrumentcanprovide.TaughtinUnit(s):NatureofScience

SuggestedUnits:ThroughoutthesciencecurriculumExplanation/ExampleofStandard(*EligibleContent)

*Identifysimpletoolsthatcanbeusedinaninvestigation(e.g.,measuringcup,handlens,ruler,balancescale,andthermometer).CommonMisconceptions

Athermometerisonlyusedtoreadmybodytemperature. Measuringcupsareonlyusedinbakingandcooking. Ahandlensisatoolusedbyonlydetectives. Afootlongrulerisequaltothesizeofmyfoot.

BigIdea(s) EssentialQuestion(s) Asscientists,studentscanexplorevarious

toolstoaidincollectinginformationanddata.

Taskspecifictoolscanbeusedinordertocollectdesiredinformationanddata

Whattoolscanbeusedtocollectspecificinformationanddata?

Assessment(s)

Teacherobservation,classdiscussion,questioningandstudentresponses.Concepts

(whatstudentsneedtoknow)Skills

(whatstudentsmustbeabletodo) Vocabulary:measuringcup,handlens,ruler,

thermometer,inch,foot,centimeter,predict,test,temperature,estimate,length

Howtousesimpletoolsinaninvestigation Whichtaskspecifictooltochoosetocollect

desiredinformationanddata

Define:measuringcup,handlens,ruler,thermometer,inch,foot,centimeter,predict,test,temperature,estimate,andlength.

Demonstratetheuseofsimpletoolsinaninvestigation.

Choosethetaskspecifictooltocollectdesiredinformationanddata.

ICanStatements

Icandefine:measuringcup,handlens,ruler,thermometer,inch,foot,centimeter,predict,test,temperature,estimate,andlength.

Icanusesimpletoolsinaninvestigation.

Icanchooseatask‐specifictooltocollectinformationanddata.

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Resources


HarcourtMathSeries:Chapter26‐Length/Supplementalmeasurementresources

Reflection

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PACoreStandard

S.K‐2.B.1.1.1:Identifyanddescribesimilaritiesanddifferencesbetweenlivingthingsandtheirlifeprocesses.TaughtinUnit(s):BiologicalSciences

SuggestedUnits:AnimalClassification

Explanation/ExampleofStandard(*EligibleContent)

*Describebasicexternalstructuresofanimalsandplants.

*Identifylifeprocessesoflivingthings(e.g.,growth,digestion,respiration).


Allbabyanimalslookexactlythesameastheirparents. Allbabyanimalscomefromeggs. Anyanimalwouldmakeagoodpet.

BigIdea(s) EssentialQuestion(s)

All living things are made of parts that have specific functions.

Mostlivingthingsneedfood,airandwatertosurvive.

Externalcharacteristicsoforganismscanbeusedtocategorizeanimalsandtheiroffspring.

How do the structures and functions of living things allow them to meet their needs?

How are external characteristics used to categorize animals and their offspring?

Assessment(s)

Teacherobservations,classdiscussions,questioningandstudentresponses.



Vocabulary:survive,animalfamilies/classes,wild,tame,mammal,amphibian,reptile,bird,fish,insects,spiders,offspring

Externalcharacteristicsareusedtodetermineanimalclassificationandcategorizethemwiththeiroffspring.

Mostlivingthingsneedfood,air,andwatertosurvive.

Define:survive,animalfamilies/classes,wild,tame,mammal,amphibian,reptile,bird,fish,insects,spiders,andoffspring.

Comparesimilarfunctionofexternalcharacteristicsoforganisms(e.g.,anatomicalcharacteristics:appendages,typeofcovering,bodysegments).

Classifyanimalsandtheiroffspringbasedonexternalcharacteristics.

Identifyneedsthatmostlivingthingsrequiretosurvive(e.g.,food,air,andwater).

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ICanStatements

Icandefine:survive,animalfamilies/classes,wild,tame,mammal,amphibian,reptile,bird,fish,insects,spiders,andoffspring.

IcantellthatobservablecharacteristicsarethingsIcanseeonananimal.

Icanseethatdifferentcharacteristicsofanimalsarepassedonfromtheirparents.

Icanseethatbodycoverings(fur,hair,feathers,scales),coloring,beakshape,andeyecolorarecharacteristicsthatparentspassontotheiryoung.

Icanmatchbabyanimalstotheirparent.

Icanidentifyneedsthatmostlivingthingsrequiretosurvive.

Resources

ScholasticNews,WeeklyReader,Brainpopjr.,DiscoveryEd.videos

Reflection

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PACoreStandard

S.K‐2.B.2.1.1Identifyandexplainhowadaptationshelporganismstosurvive.S.K‐2.D.1.3.1DescribeEarth’sdifferentsourcesofwaterordescribechangesintheformofwater.TaughtinUnit(s):BiologicalSciences

SuggestedUnits:Habitats

Explanation/ExampleofStandard(*EligibleContent)*Identifyanddescribehabitats(e.g.,wetland,meadow,forest,lake,river,ocean,andpond).

*IdentifyfeaturesonEarth’ssurface(e.g.,lakes,rivers,oceans,mountains,plains,volcanoes)


Allkindsofanimalsliveinmybackyard. Forestsarefullofeverykindofanimal.

BigIdea(s) EssentialQuestion(s) Allanimalclassesadapttheirexternal

characteristicsovertimeinordertosurviveinspecifichabitats.

Earth’ssurfacehasseveralfeatures.

Howdoanimalsadapttheirexternalcharacteristicstosurviveinspecifichabitats?

WhatfeaturesexistonEarth’ssurface?

Assessment(s)




Vocabularywords:wetland,meadow,forest,lake,river,ocean,pond,desert,mountain

Characteristicsofeachhabitat Characteristicsforanimalsurvivalin

differentenvironments

Define:wetland,meadow,forest,lake,river,ocean,pond,desertandmountain.

Identifycharacteristicsofeachhabitat. Recognizecommoncharacteristics

animalsneedtosurviveindifferentenvironmentsorhabitats.

ICanStatements

Icandefine:wetland,meadow,forest,lake,river,ocean,pond,desert,andmountain.

Icanstatethecharacteristicsofeachhabitatorenvironment.

Icanusethecharacteristicsofeachhabitattohelpidentifywhichanimalscansurvivethere.

Resources

ScholasticNews,WeeklyReader,BrainPopJr.VideoClips,DiscoveryEducationVideos

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Reflection

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PACoreStandard

S.K‐2.B.3.1.1S.K‐2.B.3.1.2Identifyanddescribelivingandnonlivingthingsintheenvironmentandtheirinteraction.TaughtinUnit(s):BiologicalSciences

SuggestedUnits:Habitats


*Distinguishbetweenlivingandnonlivingthings.

*Identifyplantsandanimalsaslivingthings.


AllthingsIseemovingareliving. Allnon‐movingthingsarenonliving.

BigIdea(s) EssentialQuestion(s) Mostlivingthingsneedfood,air,andwater

tosurvive. Whatdefineslivingversusnonlivingthings

(e.g.,needssuchasfood,air,andwater)?Assessment(s)




Vocabulary:habitat,living,nonliving,life Characteristicsthatdefinelivingand

nonlivingthings

Define:habitat,living,nonliving,andlife. Recognizethedifferencesbetweenlivingand

nonlivingthings. Identifythatlivingthingsneedfood,air,and

watertosurvive.ICanStatements

Icandefine:habitat,living,nonliving,andlife.

Icanrecognizethedifferencesbetweenlivingandnonlivingthings.

Icanidentifyplantsandanimalsaslivingthings.

Icanidentifywhatlivingthingsneedtosurvive(air,water,andfood).

Resources

ScholasticNews,WeeklyReader,DiscoveryEducationVideos

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Reflection

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PACoreStandard

S.K‐2.B.3.2.1Describe,explain,andpredictchangeinnaturalorhuman‐madesystemsandthepossibleeffectsofthosechangesontheenvironment.

TaughtinUnit(s):BiologicalSciences

SuggestedUnits:AnimalHabitats,EarthDay,ExtremeWeather


*Describewhathappenstoalivingthingwhenitshabitatischanged.

*Identifynaturalevents(e.g.,fire,flood,extremeweather)andhumanactions(e.g.,roadconstruction,pollution,urbandevelopment,dambuilding)thatcanimpactanecosystem.CommonMisconceptions

Myactionsonlyaffectme. Naturewillbeokaynomatterwhathappens.

BigIdea(s) EssentialQuestion(s) Naturaleventsandhumanactionscan

impactanecosystem. Howdonaturaleventsandhumanactions

impactanecosystem?Assessment(s)




Vocabulary:storm,weather,hurricane,predict,extremeweather,fire,flood,pollution

Naturaleventsandhumanactionscanimpactanecosystem.

Define:storm,weather,hurricane,predict,extremeweather,fire,flood,andpollution.

Identifynaturaleventsandhumanactionsthatcanimpactanecosystem.

ICanStatements

Icandefine:storm,weather,hurricane,predict,extremeweather,fire,flood,andpollution.

Icanidentifynaturalevents.

Icanidentifyhownaturaleventsimpactanecosystem.

Icanidentifyhumanactionsthatmayhaveanimpactontheecosystem.

Icanidentifyhowhumanactionsimpactanecosystem.

Resources

ScholasticNews,WeeklyReader,DiscoveryEducationVideos,BrainpopJr.

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Reflection

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PACoreStandard

S.K‐2.B.3.3.1Identifyanddescribehumanrelianceontheenvironmentattheindividualorcommunitylevel.TaughtinUnit(s):BiologicalSciences

SuggestedUnits:Recycling,EarthDay


*Identifymethodsofrecyclingandreusingresources. Humans are dependent upon and affect the environment. CommonMisconceptions

Myactionsonlyaffectme. Naturewillbeokaynomatterwhathappens. IcanthrowoutanythingIwant.

BigIdea(s) EssentialQuestion(s) Recyclingandreusingcanhaveapositive

impactontheenvironment. Howcanrecyclingandreusinghavea

positiveimpactontheenvironment?Assessment(s)




Vocabulary:reduce,reuse,recycle,resource,create,waste,wasteful,resourceful

Methodsofrecyclingandreusingresources Alternativesolutionsforwaste Possiblepositiveimpactsonthe

environmentduetorecyclingandreusing

Define:reduce,reuse,recycle,resource,create,waste,wasteful,andresourceful.

Identifymethodsofrecyclingandreusingresources.

Determinealternativesolutionsforwaste. Investigatepossiblepositiveimpactsonthe

environmentduetorecyclingandreusing.ICanStatements

Icandefine:reduce,reuse,recycle,resource,create,waste,wasteful,andresourceful.

Icannameitemsthatcanberecycled.

Icanfindnewwaystoreusemytrash.

Icantellhowtorecycledifferentthings.

IcantellhowmakingmoretrashcanhurttheEarth.

Resources

ScholasticNews,WeeklyReader,BrainpopJr.videos,DiscoveryEducationVideos

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Reflection

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PACoreStandard

S.K‐2.C.1.2.1Describeobservablephysicalpropertiesofmatter.TaughtinUnit(s):PhysicalSciences

SuggestedUnits:PhysicalSciences


*Describebasicchangestopropertiesofmatter(e.g.formationsofmixturesandsolutions).


Anythingputinwaterwillsinkorfloat. Whenyouputsomethinginwater,itturnsadarkercolor.

BigIdea(s) EssentialQuestion(s) Whentwoormoreliquidsand/orsolidsare

combined,theresultisamixtureorsolution. Changestopropertiesofmattercanbe

observedtodeterminewhetherthecombinationisamixtureorsolution.

Howmightcombiningliquidsand/orsolidscausechangesinpropertiesofmaterials?

Whatchangestopropertiesofmattercanbeobservedtodeterminewhetherthecombinationisamixtureorsolution?

Assessment(s)Teacherobservations,classdiscussions,questioningandstudentresponses.



Vocabulary:properties,state,solid,liquid,reverse,mixture,solution,combination,heating,cooling

Combinationsofliquidsandsolidsmayresultinmixturesthatcanbereversed.

Materialsusedinasolutioncannotbereversedtotheiroriginalproperties.

Define:properties,state,solid,liquid,reverse,mixture,solution,combination,heating,andcooling.

Determinethroughobservationwhichcombinationsofliquidsandsolidscanbereversed.

Investigatewhathappenswhentwosolidsaremixed,whentwoliquidsaremixed,andwhenaliquidandsolidaremixed.

ICanStatements

Icandefine:properties,state,solid,liquid,reverse,mixture,solution,combination,heating,andcooling.

Icandeterminethroughobservationwhichcombinationsofliquidsandsolidscanbereversed.

Icaninvestigatewhathappenswhentwosolidsaremixed,whentwoliquidsaremixed,andwhenaliquidandsolidaremixed.

Resources


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Reflection

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PACoreStandard

S.K‐2.D.1.2.1IdentifythetypesandusesofEarth’sresourcesTaughtinUnit(s):Earth&SpaceSciences

SuggestedUnits:EarthDay,ArborDay


*IdentifyEarth’snaturalresources.


Foodismadeatthegrocerystore. Cuttingdownatreehasnoimpactontheenvironment.

BigIdea(s) EssentialQuestion(s) Humanlifeisimpactedinapositivewayby

theuseofEarth’snaturalresources. Environmentalhealthdependsupon

humanbehaviors. Earth’snaturalresourcesprovidemany

productsforhumanuse. Resourcesarerenewableand

nonrenewable.

HowishumanlifeimpactedinapositivewaybytheuseofEarth’snaturalresources?

Howdohumanbehaviorsimpactenvironmentalhealth?

Whatproductsdonaturalresourcesprovideforhumans?

Whichresourcesarerenewableandnonrenewable?

AssessmentsTeacherobservations,classdiscussions,questioningandstudentresponses.



Vocabulary:naturalresources,provide,conservation,reused,recycled

Someproductscanbereusedorrecycled. Environmentalhealthdependsupon

humanconservationofcertainproductsandresources.

Define:naturalresources,provide,conservation,reused,andrecycled.

Classifyproductsthatcanbereusedorrecycled.

Understandconservationofresources.

ICanStatementsIcandefine:naturalresources,provide,conservation,reused,andrecycled.

Icanclassifyproductsthatcanbereusedorrecycled.

Icantellwaystoconservenaturalresources.Resources


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Reflection

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PACoreStandard

S.K‐2.D.2.1.1S.K‐2.D.2.1.2Identifybasicweatherconditionsandhowtheyaremeasured.

TaughtinUnit(s):Earth&SpaceSciences

SuggestedUnits:Weather,MorningMeeting


*Identifyweathervariables(i.e.,temperature,windspeed,winddirection,cloudsandprecipitation).

*Identifyhowweatherconditionsaffectdailylife.


Summermeanshotweatherandwintermeanscoldweather. Itcannotbesunnyandrainyatthesametime. Ifitiswindy,itisgoingtostorm.

BigIdea(s) EssentialQuestion(s)

Weatherconditionsaffectourdailylivesinvariousways.

Seasonsarecharacterizedbydifferenttypesofweather;however,thosetypesofweatherarenotexclusivetothatseason.

Weatherpatternscanbepredictedbasedonobservablecharacteristics.

Howdoweatherconditionsaffectourdailylives?

Whichweatherconditionsaretypicallyfoundduringeachseason?

Howareyouabletopredictweatherpatternsbasedonobservablecharacteristics?

Assessments




Vocabulary:precipitation,temperature,wind

Howtodressandprepareforvarioustypesofweather.

Characteristicsofspecificweatherconditions

Define:precipitation,temperature,andwind. Comparewaystodressforvarioustypesof

weatherandduringdifferentseasons. Comparecharacteristicsofspecificweather

conditions.

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ICanStatements

Icandefine:precipitation,temperature,andwind.

Icandressmyselfforthedailyweather.

Icanexplainhowmyplansmightchangedependentupontheweather.

Icanrecognizewhetherthetemperatureiscool,warm,cold,orhot.

Icanrecognizewhethercloudcoverisclear,cloudy,partlycloudy,orfoggy.

Icanrecognizewhetherprecipitationisrain,snow,hail,orfreezingrain.

Icanrecognizewhetheritisacalmdayorawindyday.

Resources


Reflection

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PACoreStandard

S.K‐2.D.3.1.1S.K‐2.D.3.1.2DescribeEarth’srelationshiptotheSunandMoon.TaughtinUnit(s):Earth&SpaceSciences

SuggestedUnits:Seasons,MorningMeeting


*Identifyobjectsthatcanbeobservedinthedayornightsky(i.e.,theMoon,planets,theSunandotherstars).

*DescribeandidentifythefourseasonsinPennsylvania.


Themoonisonlyvisibleatnight. Theskylooksthesameregardlessoftheseason. Theseasonchangeswhenthecalendarchangestime.

BigIdea(s) EssentialQuestion(s) Objectscanbeobservedintheskyduring

thedayornight. Weatherobservationsovermonthsshow

seasonalchange.

Whatobjectscanbeobservedintheskyduringthedayornight?

Whatseasonalchangesareobservedbasedonweather?

Assessments


Concepts

(whatstudentsneedtoknow)

Skills

(whatstudentsmustbeabletodo)

Vocabulary:Sun,Moon,day,night,rotation,seasons

Characteristicsoftheseasons Changesbetweendayandnight

Define:Sun,Moon,day,night,rotation,andseasons.

Comparecharacteristicsoftheseasons. Categorizechangesbetweendayandnight.

ICanStatements

Icandefine:Sun,Moon,day,night,rotation,andseasons.

Icanseethatweatherobservationsovermonthsshowseasonalchange.

Icancollectweatherdataovermonthstoshowseasonalchanges.

Icanpredictsomeseasonalchangesbasedonweather.

IcanidentifyhowthedaychangestonightastheEarthrotatesawayfromtheSun.

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Resources


Reflection

science curriculum 1st grade - mifflin county school district curriculum 1st grad… · if data...

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