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LAKE COUNTY SCHOOL

2015-2016

FIRST GRADE

SCIENCE CURRICULUM BLUEPRINTS

Stephanie Burnett

K-5 Science Program Specialist

Lake County Schools

[email protected]

Lake County Schools 2015-2016

TABLE OF CONTENTS

C2 Instructional Framework

Levels of Content Complexity for Science

Science and Engineering Practices

Engineering Design Process

Scientific Method

5 E Model Chart

Making Cross Curricular Connections

Big Idea Comparison Chart

Long Range Science Instructional Planner

2015-2016 Scope and Sequence

2015-2016 Blueprints


Levels of Content Complexity for Science*

Interpreting and assigning Depth of Knowledge levels to objectives within science standards and assessment items is an essential requirement of alignment analysis. Please note that, in science, “knowledge” can refer to content knowledge, knowledge of science processes, and nature of science.

Level 1 (Recall) is the recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps. Standards that lend themselves to simple word problems that can be directly translated into and solved by a formula are considered Level 1. Some examples that represent but do not constitute all of Level 1 performance are:

Recall or recognize a fact, term, or property.

Represent in words or diagrams a scientific concept or relationship.

Provide or recognize a standard scientific representation for simple phenomena.

Perform a routine procedure such as measuring length.

Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)

Identify objects and materials as solids, liquids, or gases.

Level 2 (Basic Application of Concepts & Skills) includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3. Some examples that represent, but do not constitute all of Level 2 performance, are:

Specify and explain the relationship among facts, terms, properties, and variables.

Identify variables, including controls, in simple experiments.

Distinguish between experiments and systematic observations.

Describe and explain examples and non-examples of science concepts.

Select a procedure according to specified criteria and perform it.

Formulate a routine problem given data and conditions.

Organize, represent, and interpret data.


Level 3 (Strategic Thinking & Complex Reasoning) requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Experimental designs in Level 3 typically involve more than one dependent variable. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems. Some examples that represent, but do not constitute all of Level 3 performance, are:

Identify research questions and design investigations for a scientific problem.

Design and execute an experiment or systematic observation to test a hypothesis or research question.

Develop a scientific model for a complex situation.

Form conclusions from experimental data.

Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.

Explain how political, social, and economic concerns can affect science, and vice versa.

Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept.

Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.

Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

Level 4 (Extended Thinking & Complex Reasoning) standards and assessment items have the same high cognitive demands as Level 3 with the additional requirement that students work over an extended period of time or with extended effort. Students are required to make several connections—relating ideas within the content area or among content areas—and have to select or devise one approach among many alternatives for how the situation or problem can be solved. Standards, goals, and objectives can be stated in such a way as to expect students to perform extended thinking. Many, but not all, performance assessments and open-ended assessment activities requiring significant thought will be level 4. Level 4 requires complex reasoning, and an extended period of time either for a science investigation relevant to a standard, or for carrying out the complex analysis and synthesis required of an assessment item. For example, a standard or performance task that calls for the student to use evidence from multiple fields of scientific inquiry in supporting a scientific claim might represent a level 4, depending upon the complexity of the analysis. In any event, an activity or performance task associated with a level 4 standard will require an extended period of time for a student to accomplish. It is important to reiterate that the extended time period is not a distinguishing factor if the required work is only repetitive and does not require the application of significant conceptual understanding and higher-order thinking. For example, an activity that calls upon a student to measure the water temperature from a river each day for a month before constructing a graph would be classified as a level 2. On the other hand, an activity that calls upon a student to conduct a complex river study that requires taking into consideration a number of variables would be a level 4. Some examples that represent but do not constitute all of a Level 4 performance are:

Based on provided data from a complex experiment that is novel to the student, deduce the fundamental relationships among several variables.

Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions.

Explain how a particular scientific theory (e.g., evolution, plate tectonics, atomic theory, etc.) is supported by evidence from multiple lines of inquiry.

Produce a detailed report of a scientific experiment or systematic observation and infer conclusions based upon evidence obtained.

Write a detailed history of the development of an important scientific concept (e.g., atomic theory, gravitation) and explain how current conceptions developed from prior ones.

*Adapted from CPALMS


Science and Engineering Practices*

Engaging in the practices of science helps students understand how scientific knowledge develops; such direct

involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and

explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers,

as well as the links between engineering and science. Participation in these practices also helps students form an

understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes

students’ knowledge more meaningful and embeds it more deeply into their worldview.

The eight practices of science and engineering that the Framework identifies as essential for all students to learn and

describes in detail are listed below:

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

*Adapted from Appendix F Science and Engineering Practices in the NGSS


Engineering Design Process

1. Ask

Identify a need or a problem

2. Imagine

Brainstorm and choose the best idea.

3. Plan

Develop a plan and gather needed

materials.

4. Create

Follow your plan and test.

5. Improve

Think about what worked and what could

work better. Repeat steps 1-5 as needed.


Scientific Method

Ask a question

Do background research

Construct a hypothesis

Test your hypothesis by

doing an experiment

Analyze your data and draw a conclusion

Report your results.


The 5 E Instructional Model

•First, students are ENGAGED in the concepts through a short activity or relevant discussion.

•This will initiate the learning goal and activate students' prior knowledge.

•The teacher should generate curiosity and pose thoughtful questions or problems.Engage•Next, students EXPLORE the concepts with others to develop a common set of experiences.

•This is a time students can use critical thinking skills to generate new predictions and hypotheses.

•This is a time for collaborative student learning. Teachers should facilitate learning by asking probing questions and redirecting any investigations the students are engaged in.

Explore•In the EXPLAIN phase, the teacher guides the students as they develop an explanation for the concepts they have been exploring.

•Students generate an explanation of the investigation they are working on.

•This phase provides teachers an opportunity to introduce a concept, process or skill to students.

Explain

•In the ELABORATE phase, the students extend their understanding or apply what they have learned in a new setting.

•Students should be challenged to extend new learning and understanding of experiences. The students develop a deeper understanding of concepts and academic vocabulary.

Elaborate

•In the EVALUATE phase, the students and the teacher have an opportunity to evaluate the students' understanding of the concepts.

• Students may demonstrate understanding of concepts by answering open-ended questions relating to their experiences.

•Teachers should observe students as they apply new concepts and skills. Evaluate


Making Cross-Curricular Connections

Speaking and Listening LAFS.1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

Writing LAFS.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

ELA LAFS.1.RI.1.1 Ask and answer questions about key details in a text. LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text LAFS.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1.

Math MAFS.1.MD.1.a Understand how to use a ruler to measure length to the nearest inch. a. Recognize that the ruler is a tool that can be used to measure the attribute of length. b. Understand the importance of the zero point and end point and that the length measure is the span between two points. c. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object. MAFS.1.MD.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Health HE.1.C.1.6 Emphasize the correct names of human body parts. HE.1.C.2.3 Identify what the school and community do to support personal-health practices and behaviors. HE.1.C.2.4 Recognize health consequences for not following rules. HE.1.B.3.1 Determine the meaning of warning labels and signs ono hazardous products and places. HE.1.B.4.2 Describe good listening skills to enhance health. HE.1.B.4.3 Describe ways to respond when in an unwanted, threatening or dangerous situation. HE.1.B.5.1 Describe situations when a health-related decision can be made individually or when assistance is needed. HE.1.B.5.2 Identify healthy options to health-related issues or problems. HE.1.B.5.3 Explain the consequences of not following rules/practices when making healthy and safe decisions. HE.1.P.7.1 Tell about behaviors that avoid or reduce health risks. HE.1.P.8.1 Encourage others to make positive health choices.


Big Idea Comparison Chart

The Next Generation Sunshine State Standards (NGSSS) for Science are divided into 4 Bodies of Knowledge. These are

Nature of Science, Physical Science, Earth and Space Science, and Life Science. Those Bodies of Knowledge are then

divided into 18 Big Ideas which interweave throughout all grade levels. Each Big Idea has its own specific benchmarks

each student must master at every grade level. It is critical that each student master each benchmark for the grade

they are in. In some Big Ideas a concept is taught once and that student will not have exposure to that Big Idea for

several years. It is the responsibility of each grade level to teach the full intent and rigor of all benchmarks. The

NGSSS are the mandated curriculum. Textbooks are a resource only.

Body of Knowledge

Nature of Science

Earth and Space

Physical Science Life Science

Big Idea 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

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Kindergarten K K K K K K K K

Grade 1 1 1 1 1 1 1 1 1 1

Grade 2 2 2 2 2 2 2 2 2 2 2

Grade 3 3 3 3 3 3 3 3 3 3 3 3

Grade 4 4 4 4 4 4 4 4 4 4 4 4 4

Grade 5 5 5 5 5 5 5 5 5 5 5 5 5


LONG RANGE SCIENCE INSTRUCTIONAL PLANNER

F IRST GRADE

2015 - 2016

BODY OF KNOWLEDGE STARTING ENDING

NATURE OF SCIENCE 8.24.2015 9.30.2015

PHYSICAL SCIENCE 10.1.2015 12.18.2015

EARTH AND SPACE SCIENCE 1.4.2016 3.18.2016

LIFE SCIENCE 3.28.2016 6.9.2016

NON INSTRUCTIONAL DAYS

AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY

S M T W T F S

1

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16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

S M T W T F S

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31

FEBRUARY MARCH APRIL MAY JUNE JULY

S M T W T F S

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15 16 17 18 19 20 21

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29 30 31

S M T W T F S

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26 27 28 29 30

S M T W T F S

1 2

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10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

31


First Grade Scope and Sequence

Date Range

District Unit

Body of Knowledge

Big Idea

Focus Standard

Unit Description

8/24/15 –9/30/15

1 Nature of Science 1 SC.1.N.1.1: (DOK3) SC.1.N.1.2: (DOK2) SC.1.N.1.3: (DOK2) SC.1.N.1.4: (DOK2)

In this unit students will learn to work in groups use to their senses as a tool to make careful observations and conduct investigations to keep pictorial or written records. Students will be able to recognize that discoveries are made by asking questions when situations are unknown or not understood. Students will draw conclusions based on their investigations and be prompted to openly ask questions and devise inquires to answer the questions in the appropriate situations.

10/1/15- 12/18/15

2 Physical Science 8 SC.1.P.8.1: (DOK2) In this unit students will learn objects have observable properties. They will demonstrate the ability to classify and sort objects by observable properties such as weight, size, and shape by filling in a simple chart or table. Students will observe and describe objects can move in different ways using everyday objects. Students will be able to demonstrate that a force (push or pull) must be applied to change an object’s motion and observe that motion can be altered.

10/1/15- 12/18/15

3 Physical Science 12&13 SC.1.P.12.1: (DOK2) SC.1.P.13.1: (DOK2)

Students will observe and describe objects can move in different ways using everyday objects. Students will be able to demonstrate that a force (push or pull) must be applied to change an object’s motion and observe that motion can be altered.

1/4/16-3/18/16

4 Earth and Space Science

5 SC.1.E.5.1: (DOK3) SC.1.E.5.2: (DOK2) SC.1.E.5.3: (DOK2) SC.1.E.5.4: (DOK2)

In this unit students will learn to identify the beneficial and harmful properties of the Sun and taking note of its shape, size, and color and compare your observations with others. Students will observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. They will also raise questions and explore the Law of Gravity by demonstrating that Earth’s gravity pulls any object on or near Earth towards it even though nothing is touching the object.

1/4/16-3/18/16

5 Earth and Space Science

6 SC.1.E.6.1: (DOK1) SC.1.E.6.2: (DOK2) SC.1.E.6.3: (DOK3)

In this unit students will understand that rocks, soil, water and living things are exclusive to Earth’s surface and are not found in other layers of Earth’s crust. Students will explain that all organisms on Earth need water to live, that organisms live in water and be able to describe procedures involving water safety. Students will understand the world is constantly changing and that some changes happen slow and fast.

3/28/16-6/9/16

6 Life Science 14 SC.1.L.14.1: (DOK1) SC.1.L.14.2: (DOK1) SC.1.L.14.3: (DOK3)

In this unit students will learn to make observations of living things and their environments. Students will be able to Identify the major parts of plants and use the five senses as tools to make careful observations. Students will be able to describe living and non-living things and compare your observations with others. They will be able identify and explain the differences between living and non-living things based on their characteristics.

3/28/16-6/9/16

7 Life Science 16 SC.1.L.16.1: (DOK1) In this unit students will learn to make observations of living things and their environments. Students will be able to Identify the major parts of plants and use the five senses as tools to make careful observations. Students will be able to describe living and non-living things and compare your observations with others. They will be able identify and explain the differences between living and non-living things based on their characteristics.

3/28/16-6/9/16

8 Life Science 17 SC.1.L.17.1: (DOK1)

In this Big Idea, students will gain an understanding of basic necessities for plants, animals and humans such as air, water, food, and space.


Instructional Blueprints

2015-2016

The following Instructional Blueprints were designed as a resource to reinforce and guide

teachers in the successful implementation of the Next Generation Sunshine State Standards for

Science. Please use professional discretion when delivering your units, taking into consideration

the needs of your particular group of students.


Big Idea Overview

In this unit students will learn to work in groups use to their senses as a tool to make careful observations and conduct investigations to keep pictorial or written records. Students will be able to recognize that discoveries are made by asking questions when situations are unknown or not understood. Students will draw conclusions based on their investigations and be prompted to openly ask questions and devise inquires to answer the questions in the appropriate situations.

Essential Question for Big Idea 1 How can asking questions help you learn about the natural world? (SC.1.N.1.1) How do your senses help you learn about the word around you? (SC.1.N.1.2)

How and why do we keep records when conducting investigation? (SC.1.N.1.3) When, how and why do you ask questions? (SC.1.N.1.4)

Learning Goal

Students will be able to observe and ask questions about the natural environment to plan and conduct simple investigations to using simple equipment and tools to gather data and extend the senses. (SC.1.N.1.1 & SC.N.1.2)

Students will be able to keep records and communicate about observations, investigations and explanations; and review and ask questions about the observations and explanations of others. (SC.1.N.1.3 & SC.N.1.4)

Unit 1 Professional Development

*Intended as a resource to build the teacher’s background knowledge for the current unit

Teacher Hints: Review the Scientific Method. Digital Resources: Pearson SuccessNet

Science Misconceptions

Students often think sight is the most important sense for making observations

Students think the hands are the only tool used for touch/feeling

Students may have difficulty differentiating between fact and opinion relating to their observations relating to their observations

Let’s Activate Students Prior Knowledge

To introduce this unit, create a Thinking Map, Graphic Organizer or Anchor Chart for “What is a Scientist?”

Nature of Science District First Grade Unit 1

Big Idea 1- The Practice of Science

https://www.pearsonsuccessnet.com/snpapp/learn/lessonPlannerIDP.do?method=planner&newServiceId%20=10364&newPageId=60400


Vertical Progression: Kindergarten:- Students will understanding the idea that scientist collaborate with others to collect information and record data by creating a pictorial record of observations made during an investigation by drawing a picture or making a chart . Students will work together to use their observational skills, using as many of the senses as possible, to describe objects that are familiar to them by creating visual representation of objects to match based on descriptions. They will be able to describe an object including its major features such as its appearance, what it does, or how it works using as many of the five senses. 2ndgrade: Students will read about and explain that observations are based on the five senses, which are seeing, hearing, and feeling, smelling, and tasting to explain that an inference is what a person thinks. Students will create questions about something natural or about nature in the local environment. In teams, students will read texts, collect data by making observations with their five senses, and use appropriate scientific tools (such as a beaker or thermometer) to help answer questions. Students will make inferences and explanations based on observations and collected data by make observations while conducting an experiment in groups using the same scientific to compare answers. Students will ask, “How do you know?” when they hear another student give an explanation for something observed in a scientific activity or investigations.

Recursive Standards for Big Idea 1

*This is a recursive standard that should be integrated though all standards for this unit.

Standards of Instructional Focus

Big Idea 1 Focus Standard

SC.1.N.1.1: (DOK 3) Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.

Engage: Students work in pairs or groups to brainstorm questions they have about the natural world

Explore: Discuss with how and where we could find the answers to our questions; choose one question to research/explore. Conduct investigations in groups and work together to form explanations.

Explain: Work together and share explanation of explorations

Elaborate: Write about what was discovered during explorations. Ask questions about the natural world and devise inquires to answer these questions

Evaluate: Review writing pieces to determine level of understanding of each individual

SC.1.N.1.2: (DOK 2) Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their

observations with others.

Engage: Introduce an object or topic (such as an apple) and ask student to share what they know about the object. Use various techniques to make observations.

Explore: Use the five senses to create a bubble map describing the object

Explain: Explain how the senses help us learn about things. Describe objects using physical properties such as number, shape, texture, size, weight, color, and motion

Elaborate: Discuss how the senses and preferences vary among individuals and how that can affect perceptions

Evaluate: Students write to describe a favorite treat including details provided from each of the five senses

SC.1.N.1.3: (DOK 2) Keep records as appropriate - such as pictorial and written records - of investigations conducted.

Engage: Group students by some kind of physical attribute, such as eye color. Then line them up in a human bar graph to compare data

Explore: Discuss ways to represent this data pictorially (such as with graph)

Explain: Explain why having written records are important. Practice keeping records of investigations.

Elaborate: Detail various uses for maintaining data and how it helps us learn, share and compare information

Evaluate: Students work in groups and question each other to create their own graphs (such as “What is your favorite color?” & “Do you have any siblings?”)

SC.1.N.1.4: (DOK 2) Ask "how do you know?" in appropriate situations.

Engage: Envision It! (TE 26-27) When do you ask questions?

Explore: Explore It! (TE 26) How Do Scientists answer questions?

Explain: Explain (TE 27) Identify, Conclude, Apply & (TE 28) Tell, Infer, Explain

Elaborate: Elaborate (TE 28) Science Notebook – Individual or small group plan for an investigation

Evaluate: Evaluate (TE 29) Develop class answer for the “When do you ask questions?”

http://www.floridastandards.org/Standards/PublicPreviewBenchmark1566.aspx






Opportunity for Cross-Curricular Connections *This section is intended to provide resources for Science integration into other areas of instruction.

Literacy Connections:

Comprehension Passage –Readworks.org - Learning About Your World Reading Passage

Literary Texts:

The Listening Walk by Paul Showers

I Took a Walk by Henry Cole

Safety in the Science Classroom by NSTA

My Five Senses Big Book by Aliki

I have a Sister—My Sister is Deaf by Jeanne Whitehouse Peterson

Pearson Reader’s Theater Handbook – What Scientist Do

Writing/Thinking Map/Graphic Organizer Connections: Create a Bubble Map using the five senses to describe a particular object (such as an apple)

Create a Circle Map listing tools that can be used to observe

Create a Tree Map detailing ways to keep records (pictures, graphs, journals, etc.)

Create a Flow Map describing the scientific method

STEM Connection(s): CPLAMS

Inquiry Activity - Flying Things

http://www.readworks.org/passages/learning-about-your-world

http://www.exploratorium.edu/math_explorer/flyingthings.pdf


Textbook Support *Be selective in choosing content from the textbook resource that

meets the full intent of the focus standard(s). Using only the textbook will NOT cover all areas of the focus standard.

Pearson Interactive Science: Chapter 1, Lessons 1 - 5

Lessons 1 - 5: Try IT! Explore it! and Directed, Guided, and Open Inquiry

Differentiated Instruction

Pearson Leveled Readers: BL: Practice of Science OL: Science Everywhere AL: Machines That Work

Academic Language/Vocabulary

Measure – when you use a tool to find the size or amount of something

Inquiry – looking for answers

Safety – staying out of danger

Data – information you collect

Tool – something that makes work easier

Observe – when you use your senses

Additional Teacher Resources *The intent of this section is to provide teachers with additional resources to teach to the full

intent of the standard. They are suggested resources, please use professional discretion to plan your lesson based on your specific classroom needs.

Safari Montage Video - Sid the Science Kid: I Want to Be a Scientist! Scholastic - Study Jams-Scientific Inquiry Video

St. Lucie County Rubric – U7_1 Scale (See K drive)

http://lakesafari.lake.k12.fl.us/?a=271020&d=30361AA

http://studyjams.scholastic.com/studyjams/jams/science/index.htm


Higher Order Questions Link to Webb’s DOK Guide *Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are

suggested Higher Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.

STANDARD SC.N.1.1 -

How do scientists raise questions about the natural world? How do you know?

How does asking and answering questions help scientists?

STANDARD SC.N.1.2 –

How does scientists use their senses as tools? Why do you think it is important to use all of the five senses?


Why is it important for a scientist to keep records during observations?


When do you ask questions?

Suggested Assessment Strategy * Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.

Strategy: Question Generating K-W-L Variations

Description: Question Generating is a technique that switches roles from the teacher as the question generator to the student as the question generator. The ability to formulate good questions about a topic can indicate the extent to which a student understands ideas that underlie the topic. This technique can be used any time during instruction. Students can exchange or answer their own questions, revealing further information about the students’ ideas related to the topic.

K-W-L is a general technique in which students describe what they Know about a topic, what they Want to know about a topic, and what they have Learned about the topic. It provides an opportunity for students to become engaged with a topic, particularly when asked what they want to know. K-W-L provides a self-assessment and reflection at the end, when students are asked to think about what they have learned. The three phrases of K-W-L help students see the connections between what they already know, what they would like to find out, and what they learned as a result.

Example: Question Generating Stems:

http://intranet.staff.lakeschools.local/cms/lib/FL01000800/Centricity/Domain/11/math/WebsDepthofKnowledgeFlipChart.pdf


Big Idea Overview

In this unit students will learn objects have observable properties. They will demonstrate the ability to classify and sort objects by observable properties such as weight, size, and shape by filling in a simple chart or table. Students will observe and describe objects can move in different ways using everyday objects. Students will be able to demonstrate that a force (push or pull) must be applied to change an object’s motion and observe that motion can be altered.

Essential Question for Big Idea 2 How can objects be sorted? (SC.1.P.8.1)

Learning Goal

Students will be able to investigate observable properties of matter and be able to sort objects by size, shape, color, temperature, weight, texture, and their abilities to sink or float. (SC.1.P.8.1)



Teacher Hints: What is matter? Matter is anything that takes up space. Refer to items with weight and not mass. The three kinds of matter include solids, liquids, and gases. Digital Resources: www.learner.org


Children might believe that larger objects weigh more than smaller objects. Explain that it is not the size of the object but what kind of matter it is made of that determines weight.


Students will begin a KWL chart, completing the Know portion. (Sorting-solids, liquids, and gases or sink and float)

Physical Science District First Grade Unit 2

Big Idea 8- Properties of Matter

http://www.learner.org/


Vertical Progression:

Kindergarten: Students will explore the idea that objects have observable properties with recognizable shapes. Students will describe and sort a variety of materials based on their properties and commonalities and recognize that materials can be changed. Second Grade: Students will observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. They will investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.



SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations

with others. SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigations conducted. SC.1.N.1.4 Ask "how do you know?" in appropriate situations.



SC.1.P.8.1: (DOK 2 ) Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float

Engage: Students identify and describe objects. Review the five senses. recognize that objects have observable physical properties

Explore: My Planet Diary – Fact or Fiction Pumice rock

Explain: Explain – Describe what kinds of data can be observed using the different senses

Elaborate: Science Notebook – two column chart (or double bubble map) comparing two objects

Evaluate: students should demonstrate the ability to classify and sort objects by observable physical properties such as size, shape, color, temperature, weight, texture, and the ability to sink or float

http://www.cpalms.org/Public/PreviewStandard/Preview/1566






Opportunity for Cross-Curricular Connections

*This section is intended to provide resources for Science integration into other areas of instruction.

Literacy Connections: Literary Text - Float and Sink by Maria Gordon

Literary Text - Floating and Sinking by Jack Challoner

Literary Text - Floating and Sinking by Karen Bryant-Mole

Literary Text - Sorting by Henry Arthur Pluckrose

Literary Text - Solids, Liquids, and Gases by Carol Lindeen

Literary Text - What is Matter? by Don L. Curry

Literary Text - Solid, Liquid, Gas by Melinda Lilly

Literary Text - Solids, Liquids, and Gases: From Ice Cubes to Bubbles by Carol Balard

Literary Text - What is the World Made of? All about Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld

Writing/Thinking Map/Graphic Organizer Connections:

Create a circle map, identifying a property of matter (such as solids).

Create a Tree Map for Solids, Liquids, and Gases.

Create a Double-Bubble map to compare 2 items.

STEM Connection(s):

CPalms-Matter Man MEA Students will be able to build a snowman using different types of matter.

CPalms - Tub Toys, Ahoy! MEA Students will be able to choose the best toy for a store to purchase based on several properties including floating, squirting, squeaking, and safety.

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/47797



Textbook Support

*Be selective in choosing content from the textbook resource that meets the full intent of the focus standard(s). Using only the

textbook will NOT cover all areas of the focus standard.

Pearson Interactive Science: Chapter 4, Lessons 1

Wonders Literature Anthology:

A Barn Full of Hats (classifying and categorizing)

The Lost Button (classifying and categorizing)

Differentiated Instruction Pearson Chapter 4 Leveled Readers : BL: Matter and Movement OL: Changing Matter AL: Properties Can Change


Matter – anything that takes up space

Solids – an object filled with matter, not a liquid or gas

Liquids – has the consistency of water, not a solid or gas

Gases – an air like substance that expands to fill a space

Observable properties

Float – to stay on top of a liquid

Sink – to fall to the bottom of a liquid

Temperature – the measure of heat

Weight – how heavy an object is

Speed – how quickly an object moves

Size – a measurement of a person or thing

Space – the area around you



CPalms Lesson - Where is Matter? Safari Montage Video – All About Properties of Matter Safari Montage Video – Real World Science: Matter: Solids, Liquids and Gases Safari Montage Video – Magic School Bus Ups and Downs Link - Matter Scale http://lakesafari.lake.k12.fl.us/?a=102129&d=02020AA


http://www.cpalms.org/Public/PreviewResource/Preview/29166



http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/domain/17/elementary%20science%20blueprints%202014-2015/1st%20grade/Unit%202%20Matter%201st%20Grade%20Scale.pdf



Higher Order Questions Link to Webb’s DOK Guide *Question should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are


SC.1.P.8.1:

How could you organize objects to show their physical properties?

How can an object be sorted (or resorted) depending on its attributes?

How can you determine a sorting rule? When and why would you determine a sorting rule?

Suggested Formative Assessment Strategy * Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.

Strategy: Card Sorts Justified List

Description: Card Sorts is a sorting activity in which students group a set of cards with pictures or words according to certain characteristics or category. Students sort the cards based on their preexisting ideas about the concepts, objects, or processes on the cards. As students sort the cards, they discuss their reasons for placing each card into a designated group. This activity promotes discussion and active thinking.

Justified List begins with a statement about an object, process, concept or skill. Examples that fit or do not fit the statement are listed. Students check off the items on the list that fit the statement and provide a justification explaining their rule or reasons for their selections. This can be done individually or in small group. Small groups can share their lists with the whole class for discussion and feedback. Pictures or manipulatives can be used for English-language learners.

Example:



Big Idea Overview

Students will observe and describe objects can move in different ways using everyday objects. Students will be able to demonstrate that a force (push or pull) must be applied to change an object’s motion and observe that motion can be altered.

Essential Question for Big Idea 12 and 13 How and why do objects move? (SC.1.P.12.1)

How does force change or affect motion? (SC.1.P.13.1)

Learning Goal

Students will be able to observe and demonstrate that the motion of objects can be altered or changed. (SC.1.P.12.1)

Students will compare and contrast the way to change motion and raise questions about the ways objects move. (SC.1.P.13.1)

Unit 3 Professional Development *Intended as a resource to build the teacher’s background knowledge for

the current unit Teacher Hints:

Students need to become comfortable with observing, describing, and discussing with their peers how things move (animals, including themselves, and inanimate objects). Students should understand that if an object moves, then a push/pull has been applied.

Force is a push or pull.

Gravity is a force that pull objects to the ground.

Digital Resources: http://www.learner.org/resources/series136.html,

http://www.learner.org/resources/series160.html


Children may get the impression that every object has one distinct way it can move.

Children may have an impression that objects must have a continuously applied force to keep moving.


In small groups, provide one action card to each group. Students act out while others try to guess the movement or action.

Physical Science – District First Grade Unit 3 Big Idea 12 – Motions of Objects

Big Idea 13 – Forces and Change in Motion




Vertical Progression: Kindergarten:

Students will recognize that objects can move in different directions by a push or a pull, and investigate different ways objects move, such as fast or slow, and will collaborate with a partner to explain how things move, keeping records of that movement

Second Grade: Students will observe that pushing or pulling on an object changes the directional movement of that object, which uses energy and that force can cause the object to move faster or farther.

Recursive Standards for Big Idea 12 and 13


SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigations conducted. SC.1.N.1.4 Ask "how do you know?" in appropriate situations.


Big Idea 12 and 13 Focus Standard SC.1.P.12.1: (DOK 2) Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow.

Engage: Discuss the various ways objects can objects move

Explore: Explore it! How Can Water Move?

Explain: Identify kinds of movement and the types of force that affect them

Elaborate: describe the various ways in which objects can move (e.g., straight line, zigzag, back-and-forth, round-and round, fast, slow)

Evaluate: Students Pair and Share their learning about movement SC.1.P.13.1: (DOK 2) Demonstrate that the way to change the motion of an object is by applying a push or a pull.

Engage: Ask students to draw an object that can be pushed and/or pulled.

Explore: Explore the types of movement a particular object can make?

Explain: Define force and gravity

Elaborate: Discuss how force affects things (i.e. direction, speed, etc.).

Evaluate: Students may draw their favorite activity and write to describe the force associate with an activity.










Comprehension Passage – Readworks.org - What is Gravity?

Literary Text – How Things Move by Don L. Curry

Literary Text – Bear on a Bike by Stella Blackstone

Literary Text – Forces Around Us by Sally Hewitt

Literary Text – Motion: Push and pull, Fast and Slow by Darlene R. Stille

Literary Text - Go, go, go! Kids on the Move by Stephen Swinburne


Create a Multi-flow Map on movement on a particular object. Create a Tree Map on different kinds of movement Create a Double-Bubble Map on objects you can push and/or pull

STEM Connection(s):

CPalms - Pinata! Pinata! MEA. This is a science lesson based on force and movement. Students will also learn about the Hispanic Culture.

http://www.readworks.org/passages/what-gravity



Textbook Support *Be selective in choosing content from the textbook resource that

meets the full intent of the focus standard(s). Using only the textbook will NOT cover all areas of the focus standard.

Pearson Interactive Science:

Chapter 4, Lessons 2 & 3

Lessons 2-3: Try IT! Explore it! and Directed, Guided, and Open Inquiry

Wonders Text “Move and Grin in Reading/Writing Workshop Unit 1

Wonders Text “Move It” in Literature Anthology Unit 1


BL: Matter and Movement OL: Changing Matter AL: Properties Can Change


Matter – anything that takes up space

Solids – an object filled with matter, not a liquid or gas

Liquids – has the consistency of water, not a solid or gas

Gases – an air like substance that expands to fill a space

Observable properties

Float – to stay on top of a liquid

Sink – to fall to the bottom of a liquid

Temperature – the measure of heat

Weight – how heavy an object is

Speed – how quickly an object moves

Size – a measurement of a person or thing

Space – the area around you



Force and Motion Resources: *Please preview ALL resources before showing them to your class this will ensure appropriate content for your particular group of students.

CPalms Lesson - Give it a Push!

Interactive Push and Pull Demonstration

Discovery Education Lesson - Friction in Our Lives

Scholastic Study Jams - The Law of Inertia

Safari Montage Video – All About Solids, Liquids, Gases

Safari Montage Video – Real World Science: Forces



http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

http://www.discoveryeducation.com/teachers/free-lesson-plans/friction-in-our-lives.cfm

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/inertia.htm






SC.1.P.12.1:

Why does an object move fast sometimes and slow other times?

Can you explain what is happening when a force is applied?

SC.1.P.13.1

What happens when an object changes its motion?

How can we describe the different ways an object moves?


Strategy: Four Corners Inside-Outside Circle (Kagan Strategy)

Description: Four Corners is a kinesthetic strategy. The four corners of the classroom are labeled: Strongly Agree, Agree, Disagree and Strongly Disagree. Initially, the teacher presents a science statement to students and asks them to go to the corner that best aligns with their thinking. Students then pair up to defend their thinking with evidence. The teacher circulates and records student comments. Next, the teacher facilitates a whole group discussion. Students defend their thinking and listen to others’ thinking before returning to their desks to record their new understanding.

Students rotate in concentric circles to face a new partner for sharing, quizzing, or problem solving. Students form pairs. One student from each pair moves to form one large circling in the class facing outward. Remaining students find and face their partners (class now stands in concentric circles). Inside circle students ask a question from their question card. Outside circle student answer. Inside student praises or coach. Partners switch roles.

Example:

,



Big Idea Overview In this unit students will learn to identify the beneficial and harmful properties of the Sun and taking note of its shape, size, and color and compare your observations with others. Students will observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. They will also raise questions and explore the Law of Gravity by demonstrating that Earth’s gravity pulls any object on or near Earth towards it even though nothing is touching the object. Student will investigate the Law of Gravity keeping appropriate records of investigations conducted and justify your reasoning and investigate how magnifiers make things appear bigger and help people see things they could not see without them.

Essential Question for Big Idea 5 How are stars scattered in the sky? (SC.1.E.5.1) How does gravity keep objects grounded on Earth? (SC.1.E.5.2) How do magnifiers work? (SC.1. E.5.3) Why is the Sun beneficial and harmful? (SC.1.E.5.4)

Learning Goal

Students will be able to understand that there are more stars in the sky than

anyone can count.

Students will observe and raise questions to explore the Law of Gravity? Students will be able to identify beneficial and harmful properties of the Sun and

investigate how sunlight warms objects, land, air, and water.



Teacher Hints: A star is a big ball of hot gas. Gravity is a force that pulls objects toward Earth. The sun is a star that is nearest to Earth.

Digital Resources: Scholastic Article- The Solar System


Children may think that the sun moves across the sky.

Children may think that gravity is a force that turns off and on.

Children may think that sunscreen is only worn on hot days.

Children may think that the sun isn’t harmful at all because it helps things grow.

Children may think that magnifiers make objects larger when magnifiers only make objects appear larger.

Children may think the only stars in space are the ones we see at night.

Children may think the moon gives off light. Explain that the sun reflects off the surface of the moon.


Create a whole group Circle Map identifying “Space” or “Universe”. Give each student one sticky note to tell or draw one thing they know about “Space”. Place sticky notes on the circle map. Use the sticky notes to open discussion.

Earth and Space Science – District First Grade Unit 4

Big Idea 5 – Earth in Space and Time

http://www.scholastic.com/teachers/article/solar-system


Vertical Progression: Kindergarten: Students will explore the Law of Gravity, recognize repeating patterns of day and night and the Sun can only be seen in the daytime, but the moon can be seen in the daytime and nighttime. Students will recognize that things can be big and things can be small as seen from Earth, understand that the Sun is much larger than the Earth, but since it is so far away it appears smaller, and understand that the Moon is much larger than it appears in the sky because it is very far from the Earth. 2nd grade- Big Idea 5 Not addressed


*This is a recursive standard that should be integrated though all standards for this unit. SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigations conducted. SC.1.N.1.4 Ask "how do you know?" in appropriate situations. SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float.


Big Idea 5 Focus Standard SC.1.E.5.1: (DOK 2) Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky.

Engage: Ask students to share their ideas about what is a star is?

Explore: The idea that there are more stars in the sky than can be counted by humans, including scientists

Explain: Explain that stars look small because they are so far away and that there are too many stars to count.

Elaborate: Discuss how the stars are distributed in the sky and talk about how scientists group them.

Evaluate: Develop class answer to the question “What is a star?” SC.1.E.5.2: (DOK 2) Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object on or near Earth toward it even though nothing is touching the object.

Engage: Ask students to share what they know about gravity?

Explore: Discuss how the pull of gravity cause things to fall?

Explain: Explain how gravity affects a particular item (such as a kite), understand that gravity acts upon objects even if nothing is touching them (e.g., objects in space)

Elaborate: Ask students to make predictions about how gravity works in a water fall or water fountain.

Evaluate: Science Notebook observation records – Draw and write about how gravity affects us. SC.1.E.5.3: (DOK 2) Investigate how magnifiers make things appear bigger and help people see things they could not see without them.

Engage: Ask students to brainstorm tools that could make objects look bigger?

Explore: Look at some object with the naked eye to see what can be learned.

Explain: Explore magnifiers and telescopes and their uses.

Elaborate: Use magnifiers to observe and record information about the same objects; discuss what additional details could be seen with the use of these tools.

Evaluate: Pair and Share observation records SC.1.E.5.4: (DOK 2) Identify the beneficial and harmful properties of the Sun.

Engage: Ask students to share what they know about the Sun?

Explore: Explore ways the Sun affects us (e.g., providing warmth, light, and energy for photosynthesis)

Explain: Explain why the sun is important and how it helps us.

Elaborate: Discuss ways the sun can be harmful and how we can be safe in the sun. (e.g., UV rays, eye damage)

Evaluate: Science Notebook - Draw and Write to explain beneficial and harmful effects of the sun.













Comprehension Passage - Readworks.org - What are Stars?

Comprehension Passage - Readworks.org - Sunlight in the Night

Literary Text - The Sun by Allison Lassieur

Literary Text – Sky Watch by Robert Coupe

Literary Text – Sun, Moon, and Stars by Mary Hoffman

Literary Text – Gravity by Cindy Devine Dalton

Literary Text – I Fall Down by Vicki Cobb

Literary Text – Lenses: Take a Closer Look by Sigfried Aust

Literary Text – Owl Moon by Jane Yolen


Create a Bridge or Double Bubble Map for Day and Night

Create a narrative, sequenced story on how to pack for a vacation or trip to the beach. Make sure students include items necessary for sun protection.

After viewing and discussing the video on Safari Montage on Beneficial and Harmful Properties of the Sun create a one-sided multi-flow (cause and effect) map or use a cause and effect organizer to write and discuss the harmful properties of the Sun (e.g., UV rays, eye damage). Write an opinion summary on whether or not you believe the Sun is more harmful or beneficial for plants and animals. Use evidence from the video and textbook.

STEM Connection(s): Stemworks - Fly Away Moon

http://www.readworks.org/passages/what-are-stars

http://www.readworks.org/passages/sunlight-night

http://stem-works.com/external/activity/421


Textbook Support

*Be selective in choosing content from the textbook resource that meets the full intent of the focus standard(s). Using only the

textbook will NOT cover all areas of the focus standard.

Pearson Interactive Science: Chapter 2, Lessons 1 - 4

Lessons X: Try IT! Explore it! and Directed, Guided, and Open Inquiry

Wonders Text “A Bird Named Fern” in Reading/Writing Workshop Unit 5, week 2

Wonders Text “Kitten’s First Full Moon” in Literature Anthology Unit 5, week 2


Pearson Leveled Readers: BL: Earth and Sky OL: The Sky Above Us AL: All About the Sun


Star – a big ball of hot gas

Sun – the star nearest to Earth

Gravity – a force that pulls objects toward

Earth

Telescope – a tool that makes things that are faraway look closer



Earth and Space Science Resources: *Please preview ALL resources before showing them to your class this will ensure appropriate content for your particular group of students.

NASA - What is gravity really?

Cpalms - Magnification Lesson

Safari Montage Video – Magic School Bus Sees Stars

Safari Montage Video – Magic School Bus Gains Weight

Safari Montage Video – Sid the Science Kid: The Rolie Polie


http://spaceplace.nasa.gov/what-is-gravity/en/






Higher Order Questions Link to Webb’s DOK Guide *Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.

SC.1.E.5.1

Why do stars seem so small?

Why can’t the stars be counted with your eyes?

SC.1.E.5.2

Why do objects fall to the ground?

What are the effects of gravity on the Earth’s surface?

SC.1.E.5.3

What can be seen with these tools that cannot be seen with the eye alone? Why are tools used to make objects appear bigger?

SC.1.E.5.4

How does the sun benefit plants and animals? How do you know? Why is the sun harmful? Provide some examples.


Strategy: I Used to Think… But Now I Know… Friendly Talk Probes

Description: I Used to Think…But Now I Know is a self-assessment and reflection exercise that helps students recognize if and how their thinking has changed at the end of a sequence of instruction. An additional column can be added to include…And This Is How I Learned It to help students reflect on what part of their learning experiences helped them change or further develop their ideas.

Friendly Talk Probes is a strategy that involves a selected response section followed by justification. The probe is set in a real-life scenario in which friends talk about a science-related concept or phenomenon. Students are asked to pick the person they most agree with and explain why. This can be used to engage students at any point during a unit. It can be used to access prior knowledge before the unit begins, or assess learning throughout and at the close of a unit.

Example:

Talking about Gravity Two friends are talking about gravity. Ben says, “Gravity needs atmosphere or air. If there is no air or atmosphere, there will be no gravity.” Kelly says, “Gravity doesn’t need an atmosphere or air. If there is no air or atmosphere, there will still be gravity.” Which friend do you agree with?__________ Describe your thinking. Explain why you agree with one friend and

disagree with the other.



Big Idea Overview In this unit students will understand that rocks, soil, water and living things are exclusive to Earth’s surface and are not found in other layers of Earth’s crust. Students will explain that all organisms on Earth need water to live, that organisms live in water and be able to describe procedures involving water safety. Students will understand the world is constantly changing and that some changes happen slow and fast.

Essential Question for Big Idea6 How do natural resources impact our Earth? (SC.1.E.6.1) Why is water necessary to life? (SC.1.E.6.2) Why do some things happen slow or fast in the world around us? (SC.1.E.6.3)

Learning Goal

Students will be able to recognize and describe components on the Earth’s surface and justify how and why it changes over time.

Students will be able to explain organisms need water and explain why it’s a natural resource for other living organisms.

Students will recognize that some things in the world around us happen fast and some happen slowly.



Teacher Hints:

Weathering is when water or ice breaks down rocks.

Erosion is when wind or water moves rocks and soil.

The land on Earth is covered by rocks, soil, and sand.

All land comes from rock. Through the process of erosion and weathering, the landforms look very different.

Digital Resources: http://www.learner.org/resources/series78.html


Children may think that rock is the only material for building.

Children may think that plants, animals, and people can use salt water in order to stay healthy.

Children may think that a fast change happens in just a few seconds.

Children may think that a slow change happens in only a few years.


Discuss the resources Earth provides by creating a whole group circle map.

Earth and Space Science – District First Grade Unit 5

Big Idea 6 – Earth Structures



Vertical Progression: Kindergarten: Big Idea 6 is not addressed 2ndgrade: Students will recognize that Earth is made of rocks, draw and label pictures of various rock samples by size into groupings, and classify various rocks into categories using their own criteria such as rock size, shape, color, and texture. Students will recognize that the process of rock weathering helps create soil, explain that the decaying remains of plants and animals contribute another important component of the soil and explain decay process is attributed to organisms called decomposers. They will distinguish among three types of soil (clay, sand, and silt) based on their descriptions of color, texture, and size of particle which type support plant growth and test soil samples to compare their ability to hold water.


*This is a recursive standard that should be integrated though all standards for this unit. SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigations conducted. SC.1.N.1.4 Ask "how do you know?" in appropriate situations.


Big Idea 6 Focus Standard SC.1.E.6.1: (DOK 1) Recognize that water, rocks, soil, and living organisms are found on Earth's surface.

Engage: Ask students to describe the earth. Then describe components that appear on Earth’s surface, including water, rocks, soil, and living organisms;

Explore: Components are exclusive to Earth’s surface and are not found in other layers of Earth’s crust

Explain: Explain what makes up the earth (land, water, air).

Elaborate: Discuss landforms, rocks, soil and water

Evaluate: Students draw and label or define different landforms/or pools of water SC.1.E.6.2: (DOK 2) Describe the need for water and how to be safe around water.

Engage: Brainstorm ways living things use water.

Explore: Explore ways we get water from the earth?

Explain: Explain ways, kinds, and uses of water. explain that all organisms on Earth need water to live

Elaborate: Discuss that many organisms live in water and water safety. Describe procedures involving water safety. These include, but are not limited to, swimming only when a lifeguard is on duty and wearing appropriate clothing and equipment when participating in water-related activities (e.g., life jackets when boating)

Evaluate: Science Notebook - Draw and Write to share ways people use water and how it can be conserved SC.1.E.6.3: (DOK 3) Recognize that some things in the world around us happen fast and some happen slowly.

Engage: Ask students what kinds of things can change land?

Explore: Discuss how does Earth’s surface moves and/or changes during an event such as an earthquake?

Explain: Explain ways in which the earth can change.

Elaborate: Discuss changes that occur fast verses slow

Evaluate: Students can write about fast and/or slow changes to the Earth.











Comprehension Passage - Readworks.org - We Need Fresh Water

Comprehension Passage - Readworks.org - Too Much Rain

Literary Text – Rocks and Soil by Rebecca Rissman

Literary Text – Soil by Adele Richardson

Literary Text – A Drop of Water by Walter Wick

Literary Text – Keeping Water Clean by Helen Frost

Literary Text – Water Safety by Nancy Loewen

Literary Text – Changing Earth by Lynn Stone

Literary Text - The Changing Earth by Rebecca Olien


Create a Tree Map of Natural Resources

Create a Multi-flow Map of Changes to the Earth

After watching video Safari Video 1: Wild About Safety: Timon and Pumbaa & Safari Video 2: Wild About Safety: Timon and Pumbaa, have students utilize sufficient and key details from the videos/text to determine the main idea of the videos as it relates to water safety.

Write a narrative about a natural event that you experienced. What happened? What did you do? How did you feel? Why do you still remember the experience? Use the “I” point of view. Include time-order words to show the order of events.

After reading, “Rainy Weather” write an opinion piece on whether or not rain has a helpful or harmful effect on living and non-living organism.

STEM Connection(s):

CPalms - Water Park Fun! MEA Students will read and identify common safety practices and then review and analyze data for a family who wishes to attend a water park with their children. Students will rank water parks from best to worst and explain their reasoning/procedures.

http://www.readworks.org/passages/we-need-fresh-water

http://www.readworks.org/passages/too-much-rain



Textbook Support *Be selective in choosing content from the textbook resource that meets

the full intent of the focus standard(s). Using only the textbook will NOT cover all areas of the focus standard.


Chapter 3, Lessons 1 - 3


Differentiated Instruction BL: Land and Water OL: Our Natural Resources AL: Caring for the Earth


Soil – the top layer of Earth

Erosion – When wind or water moves rocks and soil

Natural Resource – a useful material found in nature

Weathering – when a water or ice breaks down



Earth Resources: *Please preview ALL resources before showing them to your class this will ensure appropriate content for your particular group of students.

Safari Montage Video – All About Earth Safari Montage Video – The Cat in the Hat Knows a Lot About That: Itty Bitty Water Safari Montage Video – All About Land Formations Safari Montage Video – All About the Water Ecosystem St. Lucie County Rubric – U4_1 Scale (See K drive)






Higher Order Questions Link to Webb’s DOK Guide *Question should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher Order

Questions, please use professional discretion to plan your lesson based on your specific classroom needs.

SC.1.E.6.1

What resources do we have on Earth?

Why are water, rocks, soil and living organisms important the Earth’s surface?

SC.1.E.6.2 How is water beneficial and harmful?

How can water safety helps save lives?

SC.1.E.6.3 What evidence can be used to show the Earth has changed over time?

Describe the materials that make up the Earth and how they change over time?

Why and where are fast and slow changes evident on Earth? Explain



Suggested Formative Assessment Strategy

* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.

Strategy: Annotated Student Drawings Partner Speaks Familiar Phenomenon Probes

Description: Annotated Student Drawings are student-made, labeled illustrations that visually represent and describe students’ thinking about scientific concepts. Younger students may verbally describe and name parts of their drawings while the teacher annotates them.

Partner Speaks provides students with an opportunity to talk through an idea or question with another student before sharing with a larger group. When ideas are shared with the larger group, pairs speak from the perspective of their partner’s ideas. This encourages careful listening and consideration of another’s ideas.

Familiar Phenomenon Probes is a strategy involving two-tiered questions consisting of a selected response section and a justification for the selected response. They engage students in thinking about scientific ideas related to the phenomenon and committing to a response that matches their thinking. The distracters (wrong choices) include commonly held misconceptions that children have in science.

Example:

Today we are going to investigate how objects float and sink in water. - What do you think affects whether an object floats or sinks in water? - What can you do to change how an object floats or sinks? Turn to your partner and take turns discussing ideas.


Big Idea Overview In this unit students will learn to make observations of living things and their environments. Students will be able to Identify the major parts of plants and use the five senses as tools to make careful observations. Students will be able to describe living and non-living things and compare your observations with others. They will be able identify and explain the differences between living and non-living things based on their characteristics.

Essential Question for Big Idea 14 How can living things be observed using the five senses? (SC.1.L.14.1) How can we identify parts of plants? (SC.1.L.14.2)

How do we know if something is living or nonliving? (SC.1.L.14.3)

Learning Goal

Students will be able to explain the differences between living and non-living things by categorizing observations of living things using five senses.

Students will be able to locate, identify, and recognize major parts of a plant.

Students will be able to understand that plants and animals closely resemble their parents and conclude that variations exist within a population.



Teacher Hints: Environment is everything that surrounds a living thing. Living things are things that are alive or once alive. Living things require air, food, water, clothing, shelter in order to survive. Nonliving things have NO needs.



Children may be confused when classifying living and nonliving things because a nonliving thing can have some characteristics of a living thing.

Children may think that dead plants or animals are considered nonliving.

Children may think that trees or grasses are not plants because they have different characteristics and structures than typical houseplants they know.

Children may think that hair is different from fur.


Students sort picture cards or objects into living and nonliving things.

Life Science – District First Grade Unit 6 Big Idea 14 – Organization and Development of Living Organisms




Kindergarten- Student used their five sense and related body parts. They will understand the differences in plants and animals. 2nd grade - Students will observe that all living things, including plants and animals, go through a life cycle, describe the major stages in the life cycle of a bean plant, including the seed stage; germination and the development of roots, stems, leaves, and flowers; and reproduction. They will describe the stages in the life cycle of a butterfly, from an egg becoming a caterpillar then entering the pupa (chrysalis) stage, to an adult emerging as a butterfly and make general observations on the differences between the life cycle of plants and animals.

Recursive Standards for Big Idea 14 *This is a recursive standard that should be integrated though all standards for this unit.

SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigations conducted. SC.1.N.1.4 Ask "how do you know?" in appropriate situations.



SC.1.L.14.1: (DOK 1) Make observations of living things and their environment using the five senses.

Engage: Discuss ways we can observe and learn about our environment?

Explore: Discuss the various environments and the plants and animals that inhabit them.

Explain: Share ways plants and animals are dependent on their environments.

Elaborate: Compare and contrast the animals from at least two different environments. Identify tools that can aid in these observations.

Evaluate: Students can draw and write about a particular animal and its environment SC.1.L.14.2: (DOK 1) Identify the major parts of plants, including stem, roots, leaves, and flowers.

Engage: Ask students to share what they know about plants?

Explore: Review the needs of plants and explore various kinds of them.

Explain: Discuss the basic parts of a plant and the function of each.

Elaborate: Students draw and label the parts of a plant , including roots, stems, leaves, and flowers; and locate roots, stems, leaves, and flowers on several types of plants.

Evaluate: In pairs or small groups, share ways plants help us. SC.1.L.14.3: (DOK 3) Differentiate between living and nonliving things.

Engage: Ask students to sort pictures or objects into nonliving and living groups.

Explore: Discuss similarities and differences among the sorted items.

Explain: Review the needs of living things in relation to traits observed in living things.

Elaborate: Detail the characteristics of living and nonliving things.

Evaluate: Students draw and write about a particular place in order to describe the kinds of living and nonliving things that belong there.










Literacy Connections: Comprehension - Readworks.org - Plants Make Their Own Food

Comprehension - Readworks.org - What Plants Need

Literary Text – From Seed to Plant by Gail Gibbons

Literary Text – Living and Nonliving by Angela Royston

Literary Text – What is a Living Thing by Bobbie Kalman

Literary Text - Roots by Patricia Whitehouse

Literary Text – Plant Plumbing: A book about roots and stems by Susan Blackaby


Create a Bubble Map using the five senses to describe a particular living or nonliving thing

Create a Double Bubble Map for living / nonliving

Create a Brace Map for Parts of a Plant

Using the writing process students will collaboratively construct a living and non-living things magazine to inform readers about their characteristics to explain the differences between living and non-living things and describe why variations in populations exist.

STEM Connection(s): Cpalms - Flower Garden MEA Students will determine which flowers are the best to plant in a flower garden. Cpalms - Flower Power STEAM MEA Students will work on a real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event.

http://www.readworks.org/passages/plants-make-their-own-food

http://www.readworks.org/passages/what-plants-need




Textbook Support *Be selective in choosing content from the textbook resource that meets the full intent of the

focus standard(s). Using only the textbook will NOT cover all areas of the focus standard.




Wonders - Time to Plant – Reading/Writing Workshop U3 W2

Wonders – The Big Yuca Plant – Literature Anthology U3 W2

Wonders – The Best Spot – Read/Write Workshop U2 W2

Wonders – At the Pond – Literature Anthology U2 W2


BL: Plants and Animals OL: Plants and Animals Living Together AL: Living Things Change and Grow


Environment – everything that surrounds a living thing

Leaf- the part of a plant that makes food

Root – the part of a plant that takes in water

Nonliving – things that do not grow and change on their own

Stem – the part of a plant that takes water from the roots to the leaves

Living – things that can grow and change

Parent – a living thing that has young

Heard – a group of animals of one kind that stay together

Additional Teacher Resources *The intent of this section is to provide teachers with additional resources to teach to the full intent of the standard. They are suggested resources, please use professional discretion to plan your lesson based on

your specific classroom needs.

Plant Resources: *Please preview ALL resources before showing them to your class this will ensure appropriate content for your particular group of students.

Scholastic Study Jams - Roots and Stems

Safari Montage Video – Once There was a Tree

Safari Montage Video – Magic School Bus Plants and Seeds

Safari Montage Video – Peep: The Root Problem

Safari Montage Video – Real World Science: Habitats

Safari Montage Video – All About Plant Structure and Growth

Safari Montage Video – All About Plant Pollination: Fruit, Flowers, and Seeds


http://studyjams.scholastic.com/studyjams/jams/science/plants/roots-stems.htm










SC.1.L.14.1

How are living things different? Explain How are living things alike? Explain

SC.1.L.14.1

How do the parts of a plant help provide for its basic needs?

Why do plants and animals depend on each other to survive?

SC.1.L.14.1 How are living and nonliving things differentiated?

How do animals adapt to their environment?


Strategy: A & D Statements Annotated Student Drawings

Description: A & D Statements analyze a set of “fact or fiction” statements. First, students may choose to agree or disagree with a statement or identify whether they need more information. Students are asked to describe their thinking about why they agree, disagree, or are unsure. In the second part, students describe what they can do to investigate the statement by testing their ideas, researching what is already known, or using other means of inquiry.

Annotated Student Drawings are student-made, labeled illustrations that visually represent and describe students’ thinking about scientific concepts. Younger students may verbally describe and name parts of their drawings while the teacher annotates them.

Example:



Big Idea Overview

In this unit students will learn to make observations of living things and their environments. Students will be able to Identify the major parts of plants and use the five senses as tools to make careful observations. Students will be able to describe living and non-living things and compare your observations with others. They will be able identify and explain the differences between living and non-living things based on their characteristics.

Essential Question for Big Idea 16 How can we make observations about parents and their offspring? (SC.1.L.16.1)

Why do individual plants and animals have variations? (SC.1.L.16.1)

Learning Goal

Students will be able to explain the differences between living and non-living things by categorizing observations of living things using five senses.

Students will be able to locate, identify, and recognize major parts of a plant.

Students will be able to understand that plants and animals closely resemble their parents and conclude that variations exist within a population.



Teacher Hints:

Include examples and non-examples of offspring that resemble their parents (such as frogs).

Plants make their own food; animals, including humans, eat plants and/or other animals for food.



All living things resemble their parents

Offspring traits can easily be predicted based on parents’ traits


Have students bring in a photograph of a family member when they were young in order to make comparisons to themselves.


Kindergarten- Student used their five sense and related body parts. They will understand the differences in plants and animals. 2nd grade - Students will observe that all living things, including plants and animals, go through a life cycle, describe the major stages in the life cycle of a bean plant, including the seed stage; germination and the development of roots, stems, leaves, and flowers; and reproduction. They will describe the stages in the life cycle of a butterfly, from an egg becoming a caterpillar then entering the pupa (chrysalis) stage, to an adult emerging as a butterfly and make general observations on the differences between the life cycle of plants and animals.

Life Science District First Grade Unit 7

Big Idea 16 – Heredity and Reproduction




*This is a recursive standard that should be integrated though all standards for this unit. SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigations conducted. SC.1.N.1.4 Ask "how do you know?" in appropriate situations.



SC.1.L.16.1: (DOK 1) Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population.

Engage: Brainstorm the similarities and differences of plants and animals.

Explore: Discuss how the environment affects plants and animals that live in them.

Explain: Explain how and why many plants and animals resemble their parents.

Elaborate: Discuss why the differences that can occur among individual plants and animals and their offspring.

Evaluate: Draw and Write about a specific animal and how it is suited to its environment.








Literacy Connections: Literary Text – Baby Animals by Melvin Berger

Literary Text – Baby Animals by Simon Seymour

Literary Text – Animal Dads by Sneed Collard

Literary Text – The Tiny Seed by Eric Carle

Literary Text – Plant Life Cycle by Julie Lundgren


Create a Flow Map to show the life cycle of a particular plant or animal

Create a Circle Map and identify living and nonliving things

STEM Connection(s):

CPalms - Butterfly Trail MEA Students will use a realistic scenario in order to create a butterfly trail in their school.



Textbook Support *Be selective in choosing content from the textbook resource that meets the full

intent of the focus standard(s). Using only the textbook will NOT cover all areas of the focus standard.




Differentiated Instruction BL: Plants and Animals OL: Plants and Animals Living Together AL: Living Things Change and Grow


Environment – everything that surrounds a living thing

Leaf- the part of a plant that makes food

Root – the part of a plant that takes in water

Nonliving – things that do not grow and change on their own

Stem – the part of a plant that takes water from the roots to the leaves

Living – things that can grow and change

Parent – a living thing that has young

Heard – a group of animals of one kind that stay together

Additional Teacher Resources *The intent of this section is to provide teachers with additional resources to teach to the full intent of the standard. They are suggested resources, please use professional discretion to plan your lesson based on

your specific classroom needs.

Plant Resources: *Please preview ALL resources before showing them to your class this will ensure appropriate content for your particular group of students.

CPalms - Tracking Growth and Comparing Offspring Lesson

Birds and Mammals Workshork

Safari Montage Video – Animal World: Foxes

Safari Montage Video – All About Animal Life Cycles



http://www.worksheetuniverse.com/birdsandmammals.pdf






SC.1.L.16.1

Why do plants and animals resemble their parents?

How can individual plants and animals vary among populations

-


Strategy: Fact First Questioning Thinking Logs

Description: Fact First Questioning is a higher-order questioning technique used to draw out students’ knowledge. It takes a factual “what” question and turns it into a deeper “how” or “why” question. Teachers state the fact first and then ask students to elaborate, enabling deeper thinking processes that lead to a more enduring understanding of science concepts.

Thinking Logs is a strategy that informs the teacher of the learning successes and challenges of individual students. Students choose the thinking stem that would best describe their thinking at that moment. Provide a few minutes for students to write down their thoughts using the stem. The information can be used to provide interventions for individuals or groups of students as well as match students with peers who may be able to provide learning support.

Example:



Big Idea Overview In this Big Idea, students will gain an understanding of basic necessities for plants, animals and humans such as air, water, food, and space.

Essential Question for Big Idea 8

How can our knowledge of basic necessities help us understand survival and adaptation for plants, animals and humans?

Learning Goal Students will understand that plants and animals have basic needs through investigations and

observations


Children may have the misconception that certain types of animals are inherently pets, such as cats or dogs.

The concept of living and nonliving things is not an easy one for young children. They naturally want to classify dead plants and animals as nonliving.

A major misconception is created when seeds are hung in a window to germinate. This misleads students into thinking that seeds need light to germinate which they do not. Seeds need moisture and warmth to begin the process of germination.


Think Pair Share – Students may describe an experience they have had with plants and any observations they have made.

Students can create a KWL Tree Map or a graphic organizer on the Basic Needs of Plants and Animals.



Teacher Hints: Living and Non Living –

Living things are those that are currently alive or once were alive (e.g., bugs, leaves, bobcats, birch trees).

Nonliving things have NEVER been alive (air, rocks, water, metal, glass).

All living things eventually die. Be prepared for this to come up.

Nonliving things have no needs. Design pet rocks for each student to “care” for to help with this understanding.

The concept of living and nonliving things is not an easy one for young children. They naturally want to classify dead plants and animals as nonliving.

Plants -

Roots come in all shapes and sizes. Expose students to taproots (carrots) and fibrous roots (grass). They do not need to know the terminology of taproot and fibrous.

Stems come in all shapes and sizes. Expose students to soft, green stems, like those associated with a marigold, as well as hard, thick stems, like those associated with bushes and trees.

We eat stems (e.g., celery, broccoli, asparagus, sugar cane, potatoes).

Pine needles are leaves. Digital Resources:

What is life?

Plant Life Cycles

Life Science District First Grade Unit 8

Big Idea 17 – Interdependence

http://www.learner.org/courses/essential/life/session1/index.html

http://www.learner.org/courses/essential/life/session4/



Kindergarten- Big Idea 17 is not addressed

2nd grade: Students will identify the basic needs of plants including air, water, nutrients, and light. They will explain why plants are considered living things and compare

and contrast the basic needs of animals and plants. Students will explain how animals and plants depend on each other and the environment to meet their basic needs.



SC.3.N.1.1 : (DOK 3) Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.


Big Idea 17 Focus Standard(s) and Suggested Tasks:

SC.1.L.17.1: (DOK 1) Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.

Engage students by having them describe a plant in the classroom/their home/outside. Discuss what things they think the plant needs for survival.

Explain that all living things have basic needs, including humans (air, water, food and space).

Explore the needs of animals with those of plants in order to see the similarities in all living things. Explore the process of growing various species of plants from seeds while focusing on their basic needs.

Elaborate on what happens when one of the basic needs for plant growth is not present (e.g. plant without air, plant without water, plant without sunlight, plant without space)

Evaluate students’ understanding of basic needs for plants and animals.




Opportunity for Cross-Curricular Connections

*This section is intended to provide resources for Science integration into other areas of instruction.


Comprehension Passage – What Plants Need

Comprehension Passage – Plants Make Their Own Food

Literary Text -How A Plant Grows by Bobbie Kalman

Literary Text - Parts of a Plant by Wiley Blevins

Literary Text - Plants by Paul McEvoy

Literary Text - Animals and Their Young by Pamela Hickman

Literary Text - Does a Kangaroo Have a Mother, Too? by Eric Carle

Literary Text - Is Your Mama A Llama? By Deborah Guarino

Literary Text - Are You My Mother? by PD Eastman

Literary Text - Whose Baby Am I? by Shirley Greenway

Literary Text - You Are Special, Little One by Nancy Tafuri

Literary Text - Growing Vegetable Soup by Lois Ehlert


Create a Circle Map or graphic organizer identifying plants or animals basic needs. Students may use the map to write an informational piece informing their reader of the basic needs of plants and/or animals.

List 5 things you know about plants and what they need to live and grow.

Students may create a Double Bubble Map or graphic organizer comparing and contrasting the needs of plants and animals.

Students may write an opinion piece telling if they would rather grow a garden of food or flowers. Students should state their opinion, supply reasons for their opinion, and provide closure.

Create a Tree Map or graphic organizer showing the Needs of Living things – Plants, Animals, People.

Draw a space a bird needs to live.

Students may write a newspaper article explaining the importance of plants/animals basic needs and suggestions to ensure their growth continues.

STEM Connections: The Flower Power MEA provides students with a real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event.

The Flower Garden MEA provides students with a real world problem in which they must work as a team to choose which flower is best to plant in a flower garden.

Science Lab: What Does a Cricket Need? (Pearson Interactive Science Page 172) Materials: crickets, aquarium, soil, twigs and leaves, cotton ball, water, bottle cap, cricket food (apple slices, oats, bread)

Ask: collaborate with your team and identify your goal

Imagine: decide what your cricket habitat will look like

Plan: sketch your habitat and plan your use of materials

Create: create your habitat and place cricket in habitat

Improve: discuss ways you can improve your habitat with the knowledge you now have

http://www.readworks.org/get/241640/500_what_plants_need.pdf

http://www.readworks.org/get/255054/plants_make_their_own_food_520_passage_and_questions.pdf




Textbook Support

*Be selective in choosing content from the textbook resource that meets the full intent of the focus standard(s). Using only the textbook will NOT cover all areas of

the focus standard.




Wonders Text – The Big Yucca Plant – Lit Anthology Unit 3 Pg. 28

Wonders Text – Animal Teams – Lit Anthology Unit 4 pg. 37

Wonders Text – Go Wild – Reading/Writing Workshop Unit 4 pg. 58

Wonders Text – Vulture View – Literature Anthology U4 W3

Differentiated Instruction BL: Needs of Living Things OL: Needs of Plants and Animals AL: What Do We Need?


Survival – continuing to live or exist, in spite of difficult conditions

Plants – a living thing that grows in the ground, usually has leaves or flowers

Food – items other living things eat

Water – clear liquid that has no color, taste, or smell and is used for drinking

Air – an invisible mixture of gases that plants and animals breathe

Nutrients – materials living things need

Animals – a living thing that includes humans

Shelter – a safe place Need – something a living thing must have to live

Additional Teacher Resources *The intent of this section is to provide teachers with additional resources to

teach to the full intent of the standard. They are suggested resources, please use professional discretion to plan your lesson based on your specific classroom

needs.

Plant Resources: From Seed to Fruit 2 min Video

Biome in a Baggie Experiment

Pondering Plants Lab

Magic School Bus: Gets Planted

Magic School Bus: Goes to Seed

Magic School Bus: Hops Home (animal needs)

1 minute time lapsed video of plant growth

A Year in a Garden Video

Plant Facts and Activities

The World’s 10 Oldest Living Trees

Helping Plants Grow Well – interactive Activity





SC.1.L.17.1: (DOK 1) What knowledge do I already have about what living things need?

What is an example of something a human needs to survive? Explain why.

How are the needs of animals and plants different? The same?

Is it necessary for humans to drink water? Support your answer.

Why is shelter necessary for living and non-living things? Support your answer.


Strategy:

Frayer Model Odd One Out

Description: Frayer Model is a strategy that graphically organizes prior knowledge about a concept into an operational definition, characteristics, examples, and non-examples. It provides students with the opportunity to clarify what they are thinking about the concept and to communicate their understanding. Odd One Out combines similar items/terminology and challenges students to choose which item/term in the group does not belong. Students are asked to justify their reasoning for selecting the item that does not fit with the others. Odd One Out provides an opportunity for students to access scientific knowledge while analyzing relationships between items in a group.

Example:


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