first grade science curriculum map 2010

Grove City Christian School September, 2010

General Course Description:

Discover and develop an understanding of living organisms and like processes.

Explore and study the natural world and its physical laws.

Discover the thoroughness in God’s plan by developing an understanding of the interrelationships within creation.

Develop skills needed to be an active participant in the scientific environment.

General Course Evaluation:

Unit Assessments

Project

Journal Writing

Informal Assessments


Weekly Reader

Resources:

Purposeful Design Science Curriculum

Bible truths

Trade Books

Magic School Bus Videos

Weekly Reader


PreK – 2 Theme: Observations of the Environment

This theme focuses on helping students develop the skills for systematic discovery to understand the science of the natural world around them in greater depth by using scientific inquiry.

Science Inquiry & Applications

During the years of PreK to Grade 4, all students must develop the ability to:

Observe and ask questions about the natural environment; Plan and conduct simple investigations; Employ simple equipment and tools to gather data and

extend the senses; Use appropriate mathematics with data to construct

reasonable explanations;


Communicate about observations, investigations and explanations; and

Review and ask questions about the observations and explanations of others.

Theme: Observations of the Environment Strand: Earth & Space Science

Weeks Topic:Sun, Energy & Weather

Instructional Strategies & Assessments

Science Inquiry and Application

Biblical Integration

February

December

The sun is the principal source of energy.

Sunlight warms Earth’s land, air and weather. The amount of exposure to sunlight affects the amount of warming or cooling of air, water and land.

Skitt kits, Purposeful Design Curriculum, Science Spin (Weekly Reader)Flip $ Science Activity Kits

Observe constant and changing patterns of objects in the day and night sky

Observe , describe and measure changes in the weather, both long term and short term

Describe what resources are and recognize some are limited but can be extended through recycling or decreased use.

“What happens when..”Pursue and explore student generated “what happens when” questions.

Jeremiah 32:17 “ Ah, Sovereign Lord, you have made the heavens and the earth by your great power and outstretched arm. Nothing is too hard for you.”

March The physical properties of water


Investigate ways that water can change from

Ecclesiastes 1:7

Gen 1:1


change.

Water can change from a liquid to a solid and from a solid to a liquid. Weather observations can be used to examine the property changes of water.

Discover that many objects are made of parts that have different characteristics.Recognize ways an object can change..

liquid to solid or solid to liquid. Explore and observe that things can be done to change their properties.

Hebrews 11:1-3

Exodus 14:5-6

Number 20:11

Theme: Observations of the Environment Strand: Physical Science

Weeks Topic:Motion & Materials




FebruaryProperties of objects and materials change.

Objects and materials change when exposed to various conditions, such as heating or freezing. Not all materials change in the same way.


Discover that many objects are made of parts that have different characteristics.Recognize ways an object can change.

Design and conduct a simple investigation to explore a question.

Nehemiah 9:6

Isaiah 40:26

Colossians 1:17


February Objects can be moved in a variety of ways, such as straight, zigzag, circular, and back and forth.

The position of an object can be described by locating it relative to another object or to the object’s surroundings.


Recognize sources of energy and their uses

Use appropriate tools and simple equipment/instruments to safely gather scientific data ( simple balances, timers, etc)

God controls the movements of the earth itself

Gen 8:22Joshua 10:12-14Job 9:6


An object is in motion when its position is changing.

The motion of an object can be affected by pushing or pulling. A push or pull is a force that can make an object move faster, slower or go in a different direction.

Explore the effects some objects have on others when the 2 objects may not touch (magnets)

Investigate a variety of ways to make things move and what causes them to change speed.

Design an conduct a simple investigation to explore a question.


Theme: Observations of the Environment Strand: Life Science

Weeks Topic:Basic Needs of Living Things




September- December

January

April

April/May

Living things have basic needs, which are met by obtaining materials from the physical environment.

Living things require energy, water and a particular range of temperatures in their environments.

Plants get energy from sunlight. Animals get energy from plants and other animals.

Living things acquire resources from the living and nonliving components of the environment.

Students will explore that organisms, including people, have basic needs which include air, water, food, living space and shelter.

Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests).

Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose and sharp vision).

Observations, “what if” questions, charts, experiments,

Genesis 1:1Genesis 1: 20-26Genesis 1:9-10Genesis 2:7


All Year Emphasis

All Year Emphasis

October

Living things survive only in environments that meet their needs.

Resources are necessary to meet the needs of an individual and populations of individuals. Living things interact with their physical environments as they meet those needs.

Effects of seasonal changes within the local environment directly impact the availability of resources.

Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting.

Recognize that seasonal changes can influence the health, survival or activities of organisms.

** Assessments included but not limited to: Unit assessments, projects, informal assessments, Weekly Reader, journal writings

Gather and communicate information from careful observations and simple investigations through a variety of methods

Gen 1:1Gen 1:20-21Gen 1:25

first grade science curriculum map 2010

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