loudoun county public schools science curriculum guide€¦ · · 2016-11-27loudoun county public...

Grade One page 1

Loudoun County Public Schools Science Curriculum Guide

Modified from Virginia Science Standards of Learning Curriculum Framework to include pacing and resources for instruction for the 2014-2015 school year

Grade One Science 2014-2015

Grade One page 2

2014-2015 Grade 1 Science Pacing Guide At a Glance

Quarter Month Topic Related SOL

Suggested number of Lessons*

Target Date for

Completion

LCPS Lessons

1st

Sept, Oct

What Changes in Autumn? Scientific Investigation Sun and Earth (day and night) Plants (growth, falling leaves) Animals (coverings, preparing for winter) Natural Resources People in the Fall (dress, recreation)

1.1† 1.6 a, b, 1.4, 1.7 1.5, 1.8a‡ 1.7 c

4 6 4 2

October 31, 2014

Why Do Leaves Change Color? – CE :Liquid Measure - EQ

2nd

Nov, Dec, Jan

How Do We Adapt To Winter? Scientific Investigation Sun and Earth (temp, light, precip) Plants (dormant, evergreen, deciduous, changes through the seasons) Animals (life needs, body coverings, habitats related to seasons, hibernation, migration) People in Winter

1.1† 1.6 a, b 1.4, 1.7, 1.1 1.5, 1.7b 1.7c

4 3 8 2

January 23, 2015

Bird, Butterfly and Eel –CE Why do Leaves Change Color – CE The Mitten - STEM

3rd

Feb, Mar

What Moves You? Scientific Investigation Matter Force, Motion and Energy

1.1† 1.3 1.2

6 5

March 27, 2015

And Everyone Shouted Pull The Force and Motion of Roller Coasters Evaluating and Designing Products – STEM Sound all Around Us - EQ

4th

Apr, May, June

What Changes in Spring? Sun and Earth (temp, light, precip) Plants (budding and growth) Animals (behaviors in spring) Natural Resources Scientific Investigations

1.6, 1.7 1.4, 1.7 1.7 1.8b, c‡ 1.1†

3 8 2 4

June 16, 2015

Why Do Leaves Change Color? -CE Reuse, Reduce, Recycle-WS How Does Your Garden Grow? - EQ

*A lesson is approximately 30- 40 minutes †Scientific Investigation, Reasoning, and Logic (Science SOL 1.1) is reinforced throughout the year in all science lessons ‡Meaningful Watershed Experience Opportunity CE- Core Experience EQ – Lesson related to equipment WS - Watershed Essential Skills are listed with each SOL in the framework that follows. All essential skills should be covered with the related SOL.

Grade One page 3

First Grade Science Focal Points

Scientific Investigation – 1.1 Make predictions Make observations using senses Inferences and conclusions Conduct simple experiments Classify/group objects Measurement (standard/nonstandard) Measurement (length, mass, volume) Graph data

Force, Motion & Energy – 1.2 Push and pull Types of motion Vibration and sound Observing the motions of different

objects

Matter – 1.3 Some solids dissolve in water, and

others do not Some liquids separate when mixed

with water, and others do not Difference of hot and cold water

Plants – 1.4 Parts: blossom, stem, leaf, seed, fruit Functions of root, stem, leaf, seed Plant needs: light, soil, water, food Characteristics:

edible vs. non-edible flowering vs. non flowering evergreen vs. deciduous

Animals – 1.5

Animal needs: air, food, water, place to live

Physical characteristics: body coverings, appendages, body shape, methods of movement

Water homes vs. land homes Wild vs. tame

Earth and Sun – 1.6

Night and day Rotation Sun is source of heat and light Energy

Seasonal Change – 1.7 Seasons Precipitation forms Temperature changes Light changes Animals (behaviors, migration,

hibernation, body covering, habitat) Plants (growth, budding, falling

leaves, wilting) People (dress, work, recreation)

Natural Resources – 1.8 Identify natural resources Air and water quality Reduce/ reuse/ recycle Conservation

Grade One page 4

Introduction to Loudoun County’s Science Curriculum

This Curriculum Guide and Framework is a merger of the Virginia Standards of Learning (SOL) and the Science Achievement Standards of Loudoun County Public Schools. Many sections are copies or modifications of Virginia’s SOL documents. Suggestions on pacing and resources represent the professional consensus of Loudoun’s teachers concerning the implementation of these standards.

Contents Science Goals of Learning Page 5 Investigate and Understand Page 6 LCPS Vision for STEM Education Page 7 Meaningful Watershed Educational Experience Page 8 Model Performance Indicators Page 10 K-12 Safety in the Science Classroom Page 13 The Role of Instructional Technology in the Science Classroom Page 14 Internet Safety Page 15 Grade One Resources Grouped by Quarter Page 16 Virginia Science SOL Curriculum Framework 2010 Introduction Page 20 Science Standard 1.1 Page 22 Resources for 1.1 Page 27 Science Standard 1.2 Page 29 Resources for 1.2 Page 31 Science Standard 1.3 Page 33 Resources for 1.3 Page 35 Science Standard 1.4 Page 37 Resources for 1.4 Page 39 Science Standard 1.5 1 Resources for 1.5 Page 43 Science Standard 1.6 Page 46 Resources for 1.6 Page 48 Science Standard 1.7 Page 51 Resources for 1.7 Page 54 Science Standard 1.8 Page 59 Resources for 1.8 Page 61

Grade One page 5

Science Goals of Learning

The purpose of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to:

1. Develop and use an experimental design in scientific inquiry

2. Use the language of science to communicate understanding

3. Investigate phenomena using technology

4. Apply scientific concepts, skills, and processes to everyday experiences

5. Experience the richness and excitement of scientific discovery of the natural world through the historical and collaborative quest for knowledge and understanding.

6. Make informed decisions regarding contemporary issues taking into account the following:

public policy and legislation economic costs/benefits validation from scientific data and the use of scientific reasoning and logic respect for living things personal responsibility history of scientific discovery

7. Develop scientific dispositions and habits of mind including: curiosity demand for verification respect for logic and rational thinking consideration of premises and consequences respect for historical contributions attention to accuracy and precision patience and persistence

8. Explore science-related careers and interest.

Grade One page 6

Investigate and Understand

Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase was chosen to communicate the range of rigorous science skills and knowledge levels imbedded in each standard. Limiting a standard to one observable behavior such as “describe” or “explain” would have narrowed the interpretation of what was intended to be a rich, highly rigorous, and inclusive content standard. “Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:

• Observing • Classifying and sequencing • Communicating • Measuring • Predicting • Hypothesizing • Inferring • Defining, controlling, and manipulating variables in experimentation • Designing, constructing, and interpreting models • Interpreting, analyzing, and evaluating data

“Understand” refers to various levels of knowledge application. In the Science Standards of Learning these knowledge levels include the ability to

• Recall or recognize important information, key definitions, terminology, and facts • Explain the information in one’s own words, comprehend how the information is related to other

key facts, and suggest additional interpretations of its meaning or importance • Apply the facts and principles to new problems or situations, recognizing what information is

required for a particular situation, explaining new phenomena with the information, and determining when there are exceptions

• Analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not always readily visible

• Arrange and combine important information, facts, and principles to produce a new idea, plan, procedure, or product

• Make judgments about information in terms of accuracy, precision, consistency, or effectiveness. Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives, which the local school division will develop and refine to meet the intent of the Science Standards of Learning.

Grade One page 7

Loudoun County Public Schools’ Vision for STEM Education

According to the Congressional Research Service (2008), the United States ranks 20th among all nations in the proportion of 24-year-olds who earn degrees in natural science or engineering. In response, government, business and professional organizations have identified improvements in K-12 education in science, technology, engineering and mathematics (STEM) as a national priority. The National Academy of Sciences report, Rising Above the Gathering Storm (2007), calls for the strengthening of math and science education and for an urgent change in STEM education. The U.S. Department of Education’s Report of the Academic Competitiveness Council lists several K-12 STEM Education goals. Foremost is a goal to prepare all students with science, technology, engineering, and math skills needed to succeed in the 21st century technological economy. Increased performance in STEM fields requires STEM literacy. To become truly literate, students must have better understanding of the fields individually, and more importantly, they must understand how the fields are interrelated and interdependent. Clearly, formative experiences in STEM during their K-12 school years will allow for a deeper STEM literacy and better prepare them for university and beyond. In order to properly prepare our students, they must have a broad exposure to and a knowledge base in the STEM fields as part of their K-12 education. The goal of STEM education at LCPS is to deepen students’ knowledge, skills, and habits of mind that characterize science, technology, engineering, and mathematics. Loudoun County Public Schools has many exemplary programs designed to answer the call for STEM education. The Loudoun Governor’s Career and Technical Academy at Monroe Technology Center and the Academy of Science at Dominion High School are specialized programs that meet these goals. Additionally, LCPS offers students a variety of STEM courses and opportunities that are rigorous, demanding, and help students develop skills required for the 21st century. Based on the success of these programs, we are building capacity to provide integrated STEM education to all LCPS students. Integrated STEM in LCPS is defined as experiences that develop student understanding within one STEM area while also learning or applying knowledge and/or skills from at least one other STEM area. Within this framework of integrated STEM, LCPS science courses will develop student’s science understanding necessary to be scientifically literate; which includes science content, habits of mind, science process skills, and relevant application of scientific knowledge. Through integrated STEM science instruction students will develop an understanding of the connections with other STEM disciplines. Additionally, science instruction at LCPS is intended to generate a large pool of students prepared to pursue STEM areas in college or through further on-the-job training in the workplace. LCPS STEM experiences will:

Capitalize on student interest Build on what students already know Engage students in the practices of STEM Engage students with inquiry learning

Grade One page 8

Meaningful Watershed Educational Experiences The “Stewardship and Community Engagement” Commitment of the Chesapeake 2000 agreement clearly focuses on connecting individuals and groups to the Bay through their shared sense of responsibility and action. The goal of this Commitment formally engages schools as integral partners to undertake initiatives in helping to meet the Agreement. Two objectives developed as part of this goal describe more specific outcomes to be achieved by the jurisdictions in promoting stewardship and assisting schools. These are:

Beginning with the class of 2005, provide a meaningful Bay or stream outdoor experience for every school student in the watershed before graduation from high school.

Provide students and teachers alike with opportunities to directly participate in local restoration and protection projects, and to support stewardship efforts in schools and on school property.

There is overwhelming consensus that knowledge and commitment build from firsthand experience, especially in the context of one’s neighborhood and community. Carefully selected experiences driven by rigorous academic learning standards, engendering discovery and wonder, and nurturing a sense of community will further connect students with the watershed and help reinforce an ethic of responsible citizenship. Defining a Meaningful Bay or Stream Outdoor Experience A meaningful Bay or stream outdoor experience should be defined by the following. Experiences are investigative or project oriented. Experiences include activities where questions, problems, and issues are investigated by the collection and analysis of data, both mathematical and qualitative. Electronic technology, such as computers, probeware, and GPS equipment, is a key component of these kinds of activities and should be integrated throughout the instructional process. The nature of these experiences is based on learning standards and should include the following kinds of activities.

Investigative or experimental design activities where students or groups of students use equipment, take measurements, and make observations for the purpose of making interpretations and reaching conclusions.

Project-oriented experiences, such as restoration, monitoring, and protection projects, that are problem

solving in nature and involve many investigative skills. Experiences are richly structured and based on high-quality instructional design. Experiences are an integral part of the instructional program. Experiences are part of a sustained activity. Experiences consider the watershed as a system.

Grade One page 9

Experiences involve external sharing and communication. Experiences are enhanced by natural resources personnel. Experiences are for all students. Experiences such as tours, gallery visits, simulations, demonstrations, or “nature walks” may be instructionally useful, but alone do not constitute a meaningful experience as defined here. The preceding text contains excerpts from: Chesapeake Bay Program Education Workgroup STEWARDSHIP AND MEANINGFULWATERSHED EDUCATIONAL EXPERIENCES http://www.chesapeakebay.net/pubs/doc-c2k_meaningful_bay_experience.pdf The link in found in the Virginia Department of Education Instructional Resources for Science: http://www.doe.virginia.gov/VDOE/Instruction/Science/ Each LCPS K-12 Science Pacing Guide indicates where the Meaningful Watershed Educational Experiences fit into the Virginia Standards of Learning. Resources for these experiences are cited in the Resources section of each standard. Many of the resources are from Lessons from the Bay and Virginia’s Water Resources a Toolkit for Teachers. These and other watershed resources are posted on the LCPS intranet at: http://www.intranet.lcps

Grade One page 10

Model Performance Indicators

Listed in the LCPS Science curriculum guide are sample Model Performance Indicator (MPI) tables. These tables will be useful as you differentiate instruction for all of your learners, but they are especially helpful for English Language Learners. Below are frequently asked questions about MPI. What is a Model Performance Indicator (MPI)? An MPI is a tool that can be used to show examples of how language is processed or produced within a particular context, including the language with which students may engage during classroom instruction and assessment. Each MPI contains three main parts:

Language Function: The first part of an MPI, this shows how students are processing/producing language at each level of language proficiency

Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge and skills of the state’s content standards

Support: The final part of an MPI, this highlights the differentiation that should be incorporated for students at each language level by suggesting appropriate instructional supports for students at each level of language proficiency

The samples provided also include an example context for language use that provides a brief descriptor of the activity or task in which students would be engaged, while the inclusion of topic-related language helps to support the emphasis on imbedding academic language instruction into our content-area teaching practices. How can these sample MPIs help me? Educators can use MPI strands in several ways:

to align students’ performance to levels of language development as a tool for creating language objectives/targets that will help extend students’ level of language

proficiency as a means for differentiating instruction that incorporates the language of the content area in a way that

meets the needs of students’ levels of language proficiency An MPI strand helps illustrate the progression of language development from one proficiency level to the next within a particular context. As these strands are examples, they represent one of many possibilities; therefore, they can be transformed in order to be made more relevant to the individual classroom context. Where can I get more information about WIDA, MPIs, etc.? See My Learning Plan for several WIDA training modules

Introduction to the WIDA ELD Standards Transforming the WIDA ELD Standards Interpreting the WIDA ACCESS Score Report

The information above was adapted from the 2012 Amplification of the English Development Standards Kindergarten-Grade 12 resource guide and can be accessed at www.wida.us

Grade One page 11

Model Performance Indicator Example

SOL Strand and Bullet: 1.1 (a, c): The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

a) the senses are used to observe differences in physical properties c) objects or events are classified and arranged according to characteristics or properties

Example Context for Language Use: Students will examine a variety of real or plastic fruit (e.g., red apples, green apples, yellow apples, yellow bananas, green bananas, red grapes, green grapes, etc.) placed in stations around the classroom. Students, in small groups or with a partner, will rotate stations, examine the color, shape, and size of each type of fruit, and record their observations on a graphic organizer. Students will share information as a whole group.COGNITIVE FUNCTION: Students of all levels of English language proficiency will ANALYZE the physical properties of objects.

SPE

AK

ING

Level 1 Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6-R

eaching

Identify the physical properties of objects (e.g., size, shape, and color) using realia, verbal teacher modeling (e.g., “The color of the apple is red.”), and illustrated word cards in small groups

Distinguish the physical properties of objects (e.g., size, shape, and color) using realia, verbal peer modeling (e.g., “The color of the apple is red. The color of the banana is yellow.”), and illustrated word cards in small groups

Describe the physical properties of objects using realia, verbal peer modeling (e.g., “The grapes are small.”), and sentence frames in small groups

Explain differences in the physical properties of objects using realia and a graphic organizer in small groups

Discuss differences in the physical properties of objects using realia and a graphic organizer with a partner

LIS

TE

NIN

G Identify the physical

properties of objects (e.g., size, shape, and color) using realia, gestures, and teacher-modeled oral directions (e.g., “Write the color of each fruit.”) in a small group

Follow oral directions to identify the physical properties of objects (e.g., size, shape, and color) using realia in a small group

Distinguish the physical properties of objects based on realia and simple oral directions in a small group

Compare and contrast the physical properties of objects using realia, oral directions and a graphic organizer with a partner

Compare and contrast the physical properties of objects using realia and oral directions with a partner

RE

AD

ING

Identify the physical properties of objects (e.g., size, shape, and color) using realia, illustrated word cards, and an illustrated and labeled graphic organizer in a small group

Distinguish the physical properties of objects using realia, illustrated word cards, and a labeled graphic organizer in a small group

Classify the physical properties of objects using realia and a labeled graphic organizer in a small group

Compare and contrast the physical properties of objects using realia and a labeled graphic organizer with a partner

Draw conclusions about the physical properties of objects using realia and a labeled graphic organizer with a partner

Grade One page 12

WR

ITIN

G

Classify in written words the physical properties of objects (e.g., size, shape, and color) using realia, an illustrated word bank and an illustrated graphic organizer in a small group

Describe in written phrases the physical properties of objects using realia, a written model, and illustrated word/phrase banks in a small group

Describe in written sentences the physical properties of objects using realia, a written model, a word bank, and a labeled graphic organizer with a partner

Compare and contrast the physical properties of objects using realia and a labeled graphic organizer with a partner

Formulate written questions about the physical properties of objects with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: observations, observe, smell, touch, hear, taste, look, feel, color, size ,shape, texture, weight, identify, describe, distinguish, explain, discuss, classify, compare and contrast, draw conclusions

Grade One page 13

K-12 Safety in the Science Classroom

In implementing the Science Standards of Learning, students must know how to follow safety guidelines, demonstrate appropriate laboratory safety techniques, and use equipment safely while working individually and in groups.

Safety must be given the highest priority in implementing the K-12 instructional program for science. Correct and safe techniques, as well as wise selection of experiments, resources, materials, and field experiences appropriate to age levels, must be carefully considered with regard to safety precautions for every instructional activity. Safe science classrooms require thorough planning, careful management, and constant monitoring of student activities. Class enrollment should not exceed the designed capacity of the room. Teachers must be knowledgeable of the properties, use and proper disposal of all chemicals that may be judged as hazardous prior to their use in an instructional activity. Such information is referenced through the MSDS forms (Materials Safety Data Sheets). The identified precautions involving the use of goggles, gloves, aprons, and fume hoods must be followed as prescribed. While no comprehensive list exists to cover all situations, the following should be reviewed to avoid potential safety problems. Appropriate safety procedures should be used in the following situations:

• Observing wildlife; handling living and preserved organisms; and contact with natural hazards such as poison ivy, ticks, mushrooms, insects, spiders, and snakes

• Field activities in, near, or over bodies of water • Handling of glass tubing, sharp objects, glassware, and labware • Natural gas burners, Bunsen burners, and other sources of flame/heat • Hazards associated with direct sunlight (sunburn and eye damage) • Use of extreme temperatures and cryogenic materials • Hazardous chemicals including toxins, carcinogens, flammable and explosive materials • Acid/base neutralization reactions/dilutions • Production of toxic gases or situations where high pressures are generated • Biological cultures, their appropriate disposal, and recombinant DNA • Power equipment/motors • High voltage/exposed wiring • Laser beam, UV, and other radiation

The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be taken into account:

• OSHA (Occupational Safety and Health Administration) • ISEF (International Science and Engineering Fair Rules) • Public health departments and local school division protocols.

For more detailed information about safety in science, consult the LCPS Science Safety Manual. http://www.intranet.lcps

Grade One page 14

The Role of Instructional Technology in Science Education

The use of current and emerging technologies is essential to the K-12 science instructional program. Specifically, technology must

• Assist in improving every student’s functional literacy. This includes improved communication through reading/information retrieval (the use of telecommunications), writing (word processing), organization and analysis of data (databases, spreadsheets, and graphics programs), selling one’s idea (presentation software), and resource management (project management software).

• Be readily available and used regularly as an integral and ongoing part in the delivery and

assessment of instruction.

• Include instrumentation oriented toward the instruction and learning of science concepts, skills, and processes. Technology, however, should not be limited to traditional instruments of science such as microscopes, labware, and data-collecting apparatus but should also include computers, robotics, interactive-optical laser discs, video-microscopes, graphing calculators, CD-ROMs, global positioning systems (GPS), probeware, on-line telecommunication, software and appropriate hardware, as well as other emerging technologies.

• Be reflected in the “instructional strategies” generally developed at the local school division

level. In most cases, the application of technology in science should remain “transparent” unless it is the actual focus of the instruction. One must expect students to “do as a scientist does” and not simply hear about science if they are truly expected to explore, explain, and apply scientific concepts, skills, and processes. As computer/technology skills are essential components of every student’s education, it is important that these skills are a shared responsibility of teachers of all disciplines and grade levels.

Grade One page 15

Internet Safety

The Internet allows students to learn from a wide variety of resources and communicate with people all over the world. Students should develop skills to recognize valid information, misinformation, biases, or propaganda. Students should know how to protect their personal information when interacting with others and about the possible consequences of online activities such as social networking, e-mail, and instant messaging. Students need to know that not all Internet information is valid or appropriate. Students should be taught specifically how to maximize the Internet’s potential while protecting themselves

from potential abuse. Internet messages and the people who send them are not always what or who they seem. Predators and cyberbullies anonymously use the Internet to manipulate students. Students must learn how to

avoid dangerous situations and get adult help. Cybersafety should be addressed when students research online resources or practice other skills through interactive sites. Science teachers should address underlying principles of cybersafety by reminding students that the senses are limited when communicating via the Internet or other electronic devices and that the use of reasoning and logic can extend to evaluating online situations. Listed below are ways of integrating the teaching of internet safety with the 1st Grade Science Virginia Standards of Learning. Remind students that the senses cannot be used in many online communications. Five Senses Lesson http://www.eduref.org/Virtual/Lessons/Health/Body_Systems_and_Senses/BSS0005.html Use a blindfold to explain the five senses and point out that many senses are absent when using modern

communication devices.

Additional information about Internet safety may be found on the Virginia Department of Education’s Website at http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml

Grade One page 16

First Quarter Resources– “What Changes in Autumn?” Sun and Earth (1.6 a, b) THE SUNSHINE MAKES THE SEASONS Franlyn Branley THE REASON FOR THE SEASONS Gail Gibbons SEASONS Gail Gibbons TEMPERATURE AND YOU Betsy and Giulio Maestro WHEN SUMMER ENDS Susi Gregg Fowler MY FAVORITE TIME OF YEAR Susan Pearson SEASONS Illa Podendorf Plants (growth, falling leaves) (1.7 a) PUMPKIN CIRCLE: STORY OF A GARDEN George Levenson THE TINY SEED Eric Carle WHY DO LEAVES CHANGE COLORS? Betsy Maestro A BOOK OF SEASONS Alice and Martin Provensen APPLES AND PUMPKINS Annie Rockwell AIMS: “Observe a Tree”, The Budding Botanist AIMS: “Leaf Safari”, Primarily Plants AIMS: “Apples A-Peel to Me”, Fall Into Math and Science Animals (coverings, preparing for winter) (1.5, 1.7 b) RACCOONS AND RIPE CORN Jim Arnosky AUTUMN STORY Jill Barklem IN THE WOODS: WHO'S BEEN HERE? Lindsay Barrett George THE CINNAMON HEN'S AUTUMN DAY Sandra Dutton DO NOT DISTURB Margery Facklam ANIMALS AND WHERE THEY LIVE John Feltwell POSSUM'S HARVEST MOON Anne Hunter THE BEARS' AUTUMN Keizaburo Tejima A COLOR OF HIS OWN Leo Lionni FREDERICK Leo Lionni THE STRANGER Chris Van Allsburg AIMS: “Under Cover”, Critters

LOUDOUN COLLECTION Safari in a box – Has animal skins, tracks, skulls, books, poster, and video (Could be used any of the four quarters) People in the Fall (dress, recreation) (1.7 c) WHAT WILL THE WEATHER BE LIKE TODAY? Paul Rogers HENRY AND MUDGE UNDER THE YELLOW MOON Cynthia Rylant AIMS: “Weather Wear”, Fall Into Math and Science 15 Bean Soup Light and Dark The Four Seasons Amazing Animals Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml

Grade One page 17

Second Quarter Resources “How Do We Adapt to Winter?” Sun and Earth (temp, light, precip) (1.6 a, b) THE SUNSHINE MAKES THE SEASONS Franlyn Branley THE REASON FOR THE SEASONS Gail Gibbons SEASONS Gail Gibbons TEMPERATURE AND YOU Betsy and Giulio Maestro WINTER ACROSS AMERICA Seymour Simon SNOW Nancy Elizabeth Wallace THE BIGGEST SNOWSTORM EVER Diane Paterson Seasons Podendorf A BOOK OF SEASONS Provensen WINTER, DISCOVERING THE SEASONS Louis Santrey SNOW Steve Sanfield SNOW Roy McKie and P.D. Eastman WINTER MAGIC Eveline Hasler WINTER by Ron Hirschi DEAR REBECCA, WINTER IS HERE Jean Craighead George WHEN IT STARTS TO SNOW Phillis Gershator Plants (dormant, evergreen, deciduous, changes through the seasons) (1.4, 1.7) PAPERWHITE by Nancy Elizabeth Wallace AIMS: “Observing Bulbs”, Primarily Plants

Animals (life needs, body coverings, habitats related to seasons, hibernation, migration) (1.5, 1.7 b) ANIMALS IN WINTER Ron Fisher ANIMALS IN WINTER Henrietta Bancroft and Richard G. Van Gelder IN THE SNOW: WHO’S BEEN HERE? Lindsey Barrett George WHAT DO ANIMALS DO IN WINTER Melvin and Gilda Berger STOPPING BY WOODS ON A SNOWY EVENING Robert Frost/Susan Jeffers GEOFFREY GROUNDHOG PREDICTS THE WEATHER Bruce Koscielniak BACKYARD BIRDS OF WINTER Carol Lerner KEEP LOOKING Millicent Selsam How to be a Nature Detective Millicent Selsam OWL MOON Jane Yolen MOUSEKIN’S FROSTY FRIEND Edna Miller MOUSEKIN’S WOODLAND SLEEPERS Edna Miller WHOSE TRACKS ARE THESE? Jim Nail AIMS: “Hide and Seek”, Critters AIMS: “Under Cover”, Critters People in Winter (1.7 c) WINTER FUN Rita Schlachter AIMS: “Weather Wear”, Fall Into Math and Science AIMS: “Mighty Mittens”, Glide Into Winter with Math and Science Light and Dark Fun with Plants The Four Seasons

Grade One page 18

Amazing Animals Third Quarter Resources “What Moves You?” Matter (1.3) AIMS: “Blue Wave”, Spring Into Math and Science AIMS: “Lucky Shamrocks”, Spring Into Math and Science AIMS: “Leaf the Dyeing to Us”, Fall Into Math and Science SPECTACULAR SCIENCE Lee Bennett Hopkins SNOW Helen Frost WHAT IS THE WORLD MADE OF? ALL ABOUT SOLIDS LIQUIDS AND GASES Kathleen Zoehfeld SOLIDS, LIQUIDS AND GASES Ontario Science Center SPLISH SPLASH Joan Bransfield Graham Force, Motion and Energy (1.2) THE SCIENCE BOOK OF MOTION Neil Ardley THE SCIENCE BOOK OF SOUND Neil Ardley FAST AND SLOW Jack Challoner FORCE, MOTION AND ENERGY Robert Friedhoffer PUSH AND PULL Mike and Maria Gordan AMUSEMENT PARK MACHINES Christine Hahn BATHTUBS, SLIDES, ROLLERCOASTERS: SIMPLE MACHINES THAT ARE REALLY INCLINED PLANES Christopher Lampton FORCES Karen Bryant Mole SOUNDS ALL AROUND Wendy Pfeffer FORCES AND MOTION Simon de Pina PUSH AND PULL Lola M. Schafer TELL ME HOW FAST IT GOES Willis Shirley SOUND Darlene Stille FORCE AND MOVEMENT Barbara Taylor

SOUND Angela Webb HOW DO YOU LIFT A LION Robert E. Wells AIMS: “Sound is Vibration”, Primarily Physics AIMS: “Huff and Puff”, Spring Into Math and Science Mix It Up: In Hot Water Mix It Up: In the Kitchen Mix It Up: In the Yard Let’s Be Motion Detectives Sail On Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Lessons from Picture Perfect Science Lessons and More Picture Perfect Science Lessons

Roller Coasters – More Picture Perfect Science Lessons pg. 133

Grade One page 19

Fourth Quarter Resources “What Changes in Spring?” Sun and Earth (temp, light, precip) (1.6, 1.7) SPRING Ron Hirschi SUMMER Ron Hirshi THE SUNSHINE MAKES THE SEASONS Franlyn Branley THE REASON FOR THE SEASONS Gail Gibbons SEASONS Gail Gibbons Plants (budding and growth) (1.4, 1.7) SUNFLOWER HOUSE Eve Bunting THE VERY HUNGRY CATERPILLAR Eric Carle WILD WILD SUNFLOWER CHILD Nancy White Carlstrom THE BOY WHO DIDN’T BELIEVE IN SPRING Lucille Clifton UNDER THE GREEN WILLOW Elizabeth Coatsworth MISS RUMPHIUS Barbara Cooney THE TINY SEED Eric Carle GROWING VEGETABLE SOUP Lois Ehlert EATING THE ALPHABET Lois Ehlert PLANTING A RAINBOW Lois Ehlert FROM SEED TO PLANT Gail Gibbons MUSHROOM IN THE RAIN Mirra Ginsburg THE REASON FOR A FLOWER Ruth Heller TREE TRUNK TRAFFIC Bianca Lavies PUMPKIN CIRCLE: Story of a Garden George Levenson ALISON’S ZINNIA Anita Lobel THE ROSE IN MY GARDEN Arnold Lobel HOW DO APPLES GROW? Betsy Maestro THE FLOWER ALPHABET BOOK Jerry Pallotta THE LEGEND OF THE BLUEBONNETt Tomie de Paola HOW PLANTS GROW Angela Rouston LIFE CYCLE OF A SUNFLOWER Royston TOPS AND BOTTOMS Janet Stevens

The Science Standards of Learning are listed successively in the pages that follow. See the pacing guide for teaching sequence. THE VICTORY GARDEN Jerry Pallotta and Bob Thomson THE GIFT OF THE TREE Alvin Tresselt JUNE 29, 1999 David Wiesner WORKING COTTON Sherley Anne Williams AIMS: “It’s in the Bag”, Primarily Plants AIMS: “What Do Plants Need?”, Primarily Plants AIMS: “Inside a Seed”, Primarily Plants AIMS: “The Seed Within”, Primarily Plants AIMS: “Observe a Leaf”, Primarily Plants AIMS: “Stem Study”, Primarily Plants AIMS: “Root Study”, Primarily Plants AIMS: “Flowers”, Primarily Plants AIMS: “Don’t Leaf Out the Vegetables”, Primarily Plants Animals (behaviors in spring) (1.7) BEAR WANTS MORE Natural Resources (1.8) OUR EARTH Anne Rockwell THE GREAT TRASH BASH Loreen Leedy RECYCLE EVERY DAY! Nancy Elizabeth Wallace AIMS: “Drip, Drop, Flip Flop”, Water Precious Water AIMS: “A New Look at the Old Bag”, Cycles of Knowing and Growing What are Natural Resources? Let the Sun Shine In! Reduce, Reuse, Recycle The Is-It-Litter? Box Henry Heron: A Litter Story Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml

Grade One page 20

Virginia Science Standards of Learning Curriculum Framework 2010 Introduction

The Science Standards of Learning Curriculum Framework amplifies the Science Standards of Learning for Virginia Public Schools and defines the content knowledge, skills, and understandings that are measured by the Standards of Learning tests. The Science Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers as they plan their lessons by identifying essential understandings and defining the essential content knowledge, skills, and processes students need to master. This supplemental framework delineates in greater specificity the minimum content that all teachers should teach and all students should learn. School divisions should use the Science Curriculum Framework as a resource for developing sound curricular and instructional programs. This framework should not limit the scope of instructional programs. Additional knowledge and skills that can enrich instruction and enhance students’ understanding of the content identified in the Standards of Learning should be included as part of quality learning experiences. The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge and skills from Standards of Learning presented in previous grades as they build scientific expertise. The Board of Education recognizes that school divisions will adopt a K–12 instructional sequence that best serves their students. The design of the Standards of Learning assessment program, however, requires that all Virginia school divisions prepare students to demonstrate achievement of the standards for elementary and middle school by the time they complete the grade levels tested. The high school end-of-course Standards of Learning tests, for which students may earn verified units of credit, are administered in a locally determined sequence. Each topic in the Science Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum Framework facilitates teacher planning by identifying the key concepts, knowledge and skills that should be the focus of instruction for each standard. The Curriculum Framework is divided into two columns: Understanding the Standard (K-5); Essential Understandings (middle and high school); and Essential Knowledge, Skills, and Processes. The purpose of each column is explained below. Understanding the Standard (K-5) This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard beyond the current grade level. This section may also contain suggestions and resources that will help teachers plan instruction focusing on the standard. Essential Understandings (middle and high school) This section delineates the key concepts, ideas and scientific relationships that all students should grasp to demonstrate an understanding of the Standards of Learning. Essential Knowledge, Skills and Processes (K-12) Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to be the key knowledge and skills that define the standard.

Grade One page 21

Grade One Science Strand

Scientific Investigation, Reasoning, and Logic

This strand represents a set of systematic inquiry skills that defines what a student will be able to do when conducting activities and investigations, and represents the student understanding of the nature of science. The various skill categories are described in the “Investigate and Understand” section of the Introduction to the Science Standards of Learning, and the skills in science standard 1.1 represent more specifically what a student should achieve during the course of instruction in the first grade. Across the grade levels, the skills in the first standards form a nearly continuous sequence of investigative skills and an understanding of the nature of science. It is important that the classroom teacher understands how the skills in standard 1.1 are a key part of this sequence (i.e., K.1, K.2, 1.1, 2.1, 3.1, 4.1, 5.1, and 6.1).

Standard 1.1 Strand: Scientific Investigation, Reasoning, and Logic

Grade One page 22

1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) the senses are used to observe differences in physical properties; b) observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy; c) objects or events are classified and arranged according to characteristics or properties; d) simple tools are used to enhance observations; e) length, mass, volume, and temperature are measured using nonstandard units; f) inferences are made and conclusions are drawn about familiar objects and events; g) a question is developed from one or more observations; h) predictions are made based on patterns of observations; i) observations and data are recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and numbers;

and j) simple investigations and experiments are conducted to answer questions.

Overview Standard 1.1 is intended to define the “investigate” component of all other first-grade standards (1.2–1.8). The intent of standard 1.1 is that students will continue to develop a range of inquiry skills, achieve proficiency with those skills, and continue to develop an understanding of the nature of science in the context of the concepts developed in first grade. Standard 1.1 does not require a discrete unit be taught on scientific investigation because the skills that make up the standard should be incorporated in all other first-grade standards. It is also intended that by developing these skills, students will achieve greater understanding of scientific inquiry and the nature of science as well as more fully grasp the content-related SOL concepts.


Grade One page 23

1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations

in which a) the senses are used to observe differences in physical properties; b) observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy; c) objects or events are classified and arranged according to characteristics or properties; d) simple tools are used to enhance observations; e) length, mass, volume, and temperature are measured using nonstandard units; f) inferences are made and conclusions are drawn about familiar objects and events; g) a question is developed from one or more observations; h) predictions are made based on patterns of observations; i) observations and data are recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and numbers;


Understanding the Standard (Background Information for Instructor Use Only)

Essential Knowledge, Skills, and Processes

The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts:

a) the natural world is understandable; b) science is based on evidence, both observational and

experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data

are collected; e) science is a complex social endeavor; and f) scientists try to remain objective and engage in peer review to

help avoid bias. In grade one, an emphasis should be placed on concepts a, b, and e.

Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just a knowledge of facts to understanding how facts are relevant to everyday life.

Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a different way.

Science is a complex social endeavor. It is a complex social process for

In order to meet this standard, it is expected that students will

use their senses and simple tools, such as a magnifying glass and a balance to enhance their observations of physical properties.

make repeated observations of an object or event from multiple positions.

classify and arrange objects or events according to at least two attributes or properties so that similarities and differences become apparent.

measure length, mass, and volume, using nonstandard units.

use familiar events and objects to make inferences and draw conclusions.

develop a question from one or more observations.

predict outcomes based on actual observations and evidence rather than random guesses.

communicate observations and data with simple graphs and pictures, oral and written statements, and with numbers.

answer questions by conducting simple experiments/investigations,


Grade One page 24





producing knowledge about the natural world. Scientific knowledge represents the current consensus as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the same data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another’s findings. In order to model the work of professional scientists, it is essential for first-grade students to engage in frequent discussions with peers about their understanding of their investigations.

To communicate an observation accurately, one must provide a clear description of exactly what is observed and nothing more.

Observations should be made from multiple positions (e.g., observations of the same object from the front of the object, from the back of the object, looking down on the object, etc.) whenever possible to achieve a variety of perspectives.

Observations should be repeated multiple times to assure accuracy.

Once the characteristics of several objects or several events have been observed and recorded, the objects or events can be arranged by those characteristics (e.g., several objects sorted by color, several events sorted on a timeline by age, etc.).

Simple tools, such as a magnifying glass and a balance can extend the

using nonstandard measuring units and simple tools, such as a magnifying glass or a balance. A simple experiment is one that changes only one thing at a time (tests only one variable), gives quick results, and provides easily observable changes.

record observations of movement (length/distance) using nonstandard units.

compare the movement of objects, using graphs, pictures, and/or numbers.


Grade One page 25





observations that people can make.

Nonstandard units such as paper clips, a student’s foot, index cards, etc., can be used to measure the length of objects. The mass of two objects can be compared by holding each object in a different hand. The volume of various liquids can be compared by pouring them in cups of the same size. Variations in temperature of different objects can be compared by the difference that is felt when each object is touched. Variations in air temperature can be compared by observing the differences one feels when in different environments (e.g., inside the classroom vs. outside on the playground in winter, inside the freezer compartment of a refrigerator vs. inside a kitchen).

An inference is a tentative explanation based on background knowledge and available data.

A conclusion is a summary statement based on data from the results of an investigation.

Questions about what is observed can be developed.

A prediction is a forecast about what may happen in some future situation. It is based on information and evidence. A prediction is different from a guess.

Graphs are powerful ways to display data, making it easier to recognize important information. Describing things as accurately as possible is important in science because it enables people to compare their


Grade One page 26





observations with those of others.

Data should be displayed in bar graphs and picture graphs at the grade one level.

An experiment is a fair test designed to answer a question.


Grade One page 27

Resources Teacher Notes ZOO-OLOGY Joelle Jolivet SINKING AND FLOATING Pam Munoz Ryan HOW TO THINK LIKE A SCIENTIST Stephen Kramer MY FIVE SENSES Aliki Brandenberg SOLIDS, LIQUIDS AND GASES Ontario Science Centre AIMS: “Rocks and More Rocks”, Primarily Earth AIMS: “Sandpile”, Primarily Earth AIMS: “Rock Groups”, Primarily Earth AIMS: “Air Temperature”, Primarily Earth AIMS: “Dirt Baggers”, Cycles of Knowing and Growing AIMS: “Animal Crackers”, Spring Into Math and Science AIMS: “If the Shoe Fits”, Glide Into Winter with Math and Science AIMS: “Goody, Goody Gumballs”, Fall Into Math and Science AIMS: “Seed Sort”, Primarily Plants AIMS: “You Can Count On Us”, Fall Into Math and Science AIMS: “How Tall Are You ?”, Fall Into Math and Science AIMS: “A Weigh We Go”, Fall Into Math and Science AIMS: “Sponge Garden”, Spring Into Math and Science AIMS: “My Rock”, Primarily Earth AIMS: “Lucky Shamrocks”, Spring Into Math and Science AIMS: “Whoa -That’s Heavy !”, Glide Into Winter with Math and Science AIMS: “Feet Findings”, Spring Into Math and Science AIMS: “Rocks and More Rocks : Rock Trains”, Primarily Earth AIMS: “Polar Bear Pie”, Glide Into Winter With Math and Science AIMS: “Leaf the Dyeing to Us”, Fall Into Math and Science AIMS: “Melt an Ice Cube”, Primarily Physics Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections”: http://itweb.fcps.edu/connections/index.cfm

Grade One page 28

Grade One Science Strand 1.2

Force, Motion, and Energy

This strand focuses on student understanding of what force, motion, and energy are and how the concepts are connected. The major topics developed in this strand include magnetism, types of motion, simple and compound machines, and energy forms and transformations, especially electricity, sound, and light. This strand includes science standards K.3, 1.2, 2.2, 3.2, 4.2, 4.3, 5.2, 5.3, 6.2, and 6.3.

Standard 1.2 Strand: Force, Motion, and Energy

Grade One page 29

1.2 The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include

a) objects may have straight, circular, and back-and-forth motions; b) objects may vibrate and produce sound; and c) pushes or pulls can change the movement of an object.

Overview Physical science includes topics that give students a chance to increase their understanding of the characteristics of objects and materials that they encounter daily. Knowledge about objects develops through learning how they move and change position and shape in relation to the viewer, as when we look at objects from different angles. Students learn about objects by observing them and noting similarities and differences and by acting on them by applying force. This concept relates to science standard K.3, in which magnets push and pull objects. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


Grade One page 30

1.2 The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include a) objects may have straight, circular, and back-and-forth motions; b) objects may vibrate and produce sound; and c) pushes or pulls can change the movement of an object.



An object’s motion may be described by tracing and measuring its position over time. The motion of objects may be straight, circular, curved, or back-and-forth.

One kind of back-and-forth motion is vibration. Vibrations may create sound.

Pushing or pulling can change the position and motion of objects. For the same object, the size of the change is related to the strength of the push or pull.


make and communicate observations about moving objects. Examples should include balls, objects with wheels, windup toys, tops, rubber bands, and playground equipment.

predict an object’s movement, using its size, shape, and the force of the push or pull on it.

manipulate objects in order to describe and classify the motion of each object as straight, circular, or back-and-forth.

understand that vibrations may create sound, such as humming, strumming a guitar, or plucking a rubber band.

record observations of movement (length/distance), using nonstandard units.


Grade One page 31

Resources Teacher Notes Harcourt Science; Unit F, chapter 1; Unit E, Chapter 2 THE SCIENCE BOOK OF MOTION Neil Ardley THE SCIENCE BOOK OF SOUND Neil Ardley FAST AND SLOW Jack Challoner FORCE, MOTION AND ENERGY Robert Friedhoffer PUSH AND PULL Mike and Maria Gordan AMUSEMENT PARK MACHINES Christine Hahn BATHTUBS, SLIDES, ROLLERCOASTERS: SIMPLE MACHINES THAT ARE REALLY INCLINED PLANES Christopher Lampton FORCES Karen Bryant Mole SOUNDS ALL AROUND Wendy Pfeffer FORCES AND MOTION Simon de Pina PUSH AND PULL Lola M. Schafer TELL ME HOW FAST IT GOES Willis Shirley SOUND Darlene Stille FORCE AND MOVEMENT Barbara Taylor SOUND Angela Webb HOW DO YOU LIFT A LION Robert E. Wells AIMS: “Sound is Vibration”, Primarily Physics AIMS: “Huff and Puff”, Spring Into Math and Science AIMS: “Feather Relays”, Magazine Volume 13 Issue 4 Lets Be Motion Detectives Sail On Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections” can be found at: http://itweb.fcps.edu/connections/index.cfm

Grade One page 32


Matter

This strand focuses on the description, physical properties, and basic structure of matter. The major topics developed in this strand include concepts related to the basic description of objects, phases of matter (solids, liquids, and gases – especially water), phase changes, mass and volume, and the structure of classification of matter. This strand includes science standards K.4, K.5, 1.3, 2.3, 3.3, 5.4, 6.4, 6.5, and 6.6.

Standard 1.3 Strand: Matter

Grade One page 33

1.3 The student will investigate and understand how different common materials interact with water. Key concepts include a) some liquids will separate when mixed with water, but others will not; b) some solids will dissolve in water, but others will not; and c) some substances will dissolve more readily in hot water than in cold water.

Overview Students continue their study of water by examining and qualitatively describing water and its behavior with other matter. When carefully observed, described, and measured, the properties of objects in or with water, and the changes that occur when materials interact with water, provide the necessary foundation for more abstract ideas in the upper grade levels. This concept is related to science standard K.5 in which students identify water in its different phases (solid, liquid, gas). It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


Grade One page 34

1.3 The student will investigate and understand how different common materials interact with water. Key concepts include

a) some liquids will separate when mixed with water, but others will not; b) some solids will dissolve in water, but others will not; and c) some substances will dissolve more readily in hot water than in cold water.



Different types of materials act differently when mixed with water.

Some liquids will mix with water, while others will not.

Some solids will dissolve in water, while others will not.

The temperature of the water affects how easily a substance will dissolve in it.


describe and apply the term dissolve.

predict and describe how various materials (vinegar, milk, baking soda, powdered drink mix, sugar, salt, sand, oil, soil, rocks) act when mixed with water.

classify liquids and solids into those that will dissolve in water and those that will not. Use tables and/or charts to record and display the information.

infer that some substances will dissolve more easily in hot water than in cold water by conducting investigations using water at different temperatures.


Grade One page 35

Resources Teacher Notes Harcourt Science; Unit E, chapter 1 SPECTACULAR SCIENCE Lee Bennett Hopkins SNOW Helen Frost WHAT IS THE WORLD MADE OF? ALL ABOUT SOLIDS LIQUIDS AND GASES Kathleen Zoehfeld SOLIDS, LIQUIDS AND GASES Ontario Science Center SPLISH SPLASH Joan Bransfield Graham AIMS: “Blue Wave”, Spring Into Math and Science AIMS: “Lucky Shamrocks”, Spring Into Math and Science AIMS: “Leaf the Dyeing to Us”, Fall Into Math and Science Mix It Up: In Hot Water Mix It Up: In the Kitchen Mix It Up: In the Yard Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections” can be found at: http://itweb.fcps.edu/connections/index.cfm

Grade One page 36


Life Processes

This strand focuses on the life processes of plants and animals and the specific needs of each. The major topics developed in the strand include basic needs and life processes of organisms, their physical characteristics, orderly changes in life cycles, behavioral and physical adaptations, and survival and perpetuation of species. This strand includes science standards K.6, K.7, 1.4, 1.5, 2.4, 3.4, and 4.4.

Standard 1.4 Strand: Life Processes

Grade One page 37

1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain

characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow; b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.

Overview Young children have a natural curiosity about the living things that they encounter. Observation is a method by which students can answer questions about how plants live, their parts, and characteristics. All plants need nutrients, air, water, light, and a place with sufficient space to grow. They have specific structures to meet their needs. Students need to know the concepts, not the definitions, of the terms edible, nonedible, evergreen, and deciduous. They need to know that we eat certain plants (edible) but not others (nonedible). They need to know that some plants stay green all year long (evergreen) while others lose their leaves each fall (deciduous). The concepts in this standard build upon the Life Processes strand (K.6 and K.7), in which students investigate and understand basic needs and life processes of plants and animals. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


Grade One page 38

1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain

characteristics. Key concepts include a) plants need nutrients, air, water, light, and a place to grow; b) basic parts of plants; and c) plants can be classified based on a variety of characteristics.



Plants have basic needs, including nutrients, air, water, light, and a place with sufficient space to grow.

Plants have different structures that serve different functions in growth, survival, and reproduction.

The functions of plant parts include the roots which hold plants in place and absorb water, seeds which make new plants, leaves which make food for the plant, and stems which hold the plants upright and transport materials up and down the plant.

Plants can be categorized by their different characteristics, such as edible/nonedible, flowering/nonflowering, and evergreen/deciduous. Students do not need to know the terms nonedible, edible, evergreen, and deciduous. The focus should be on the concept, not the terminology.


conduct simple experiments/investigations related to plant needs by changing one variable (nutrients, air, water, light, or place to grow) at a time. Students do not need to know the term variable.

create and interpret a model/drawing of a plant, including seeds, roots, stems, leaves, flowers, and fruits.

identify the functions of the seed, root, stem, and leaf.

classify plants by the characteristics of edible/nonedible, flowering/nonflowering, and evergreen/deciduous, using charts.


Grade One page 39

Resources Teacher Notes Harcourt Science; Unit A, Chapters 1 & 2 Plants (dormant, evergreen, deciduous, changes through the seasons) (1.4, 1.7) PAPERWHITE by Nancy Elizabeth Wallace AIMS: “Observing Bulbs”, Primarily Plants Plants (budding and growth) (1.4, 1.7) SUNFLOWER HOUSE Eve Bunting THE VERY HUNGRY CATERPILLAR Eric Carle WILD WILD SUNFLOWER CHILD Nancy White Carlstrom THE BOY WHO DIDN’T BELIEVE IN SPRING Lucille Clifton UNDER THE GREEN WILLOW Elizabeth Coatsworth MISS RUMPHIUS Barbara Cooney THE TINY SEED Eric Carle GROWING VEGETABLE SOUP Lois Ehlert EATING THE ALPHABET Lois Ehlert PLANTING A RAINBOW Lois Ehlert FROM SEED TO PLANT Gail Gibbons MUSHROOM IN THE RAIN Mirra Ginsburg THE REASON FOR A FLOWER Ruth Heller TREE TRUNK TRAFFIC Bianca Lavies PUMPKIN CIRCLE: Story of a Garden George Levenson ALISON’S ZINNIA Anita Lobel THE ROSE IN MY GARDEN Arnold Lobel HOW DO APPLES GROW? Betsy Maestro THE FLOWER ALPHABET BOOK Jerry Pallotta THE LEGEND OF THE BLUEBONNETt Tomie de Paola HOW PLANTS GROW Angela Rouston LIFE CYCLE OF A SUNFLOWER Royston TOPS AND BOTTOMS Janet Stevens


Grade One page 40

THE VICTORY GARDEN Jerry Pallotta and Bob Thomson THE GIFT OF THE TREE Alvin Tresselt JUNE 29, 1999 David Wiesner WORKING COTTON Sherley Anne Williams AIMS: “It’s in the Bag”, Primarily Plants AIMS: “What Do Plants Need?”, Primarily Plants AIMS: “Inside a Seed”, Primarily Plants AIMS: “The Seed Within”, Primarily Plants AIMS: “Observe a Leaf”, Primarily Plants AIMS: “Stem Study”, Primarily Plants AIMS: “Root Study”, Primarily Plants AIMS: “Flowers”, Primarily Plants AIMS: “Don’t Leaf Out the Vegetables”, Primarily Plants Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections” can be found at: http://itweb.fcps.edu/connections/index.cfm


Grade One page 41

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key

concepts include a) basic needs include adequate air, food, water, shelter, and space (habitat); b) animals, including humans, have many different physical characteristics; and c) animals can be classified according to a variety of characteristics.

Overview This standard focuses on the idea that animals move, need food, breathe, and reproduce. Animals have a variety of ways in which they accomplish these activities. Each type of animal has features that allow it to function in unique and specific ways to obtain food, reproduce, and survive in a particular place. This standard builds upon the Life Processes strand (K.6 and K.7), in which students are introduced to the concept of living and nonliving, and investigate and understand basic needs and life processes of plants and animals. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


Grade One page 42

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key

concepts include a) basic needs include adequate air, food, water, shelter, and space (habitat); b) animals, including humans, have many different physical characteristics; and c) animals can be classified according to a variety of characteristics.



Animals, including people, have basic life needs, including air, food, water, shelter, and space (habitat). Students do not need to know the term habitat. The focus should be on the items that are necessary components of a habitat, not on the terminology.

Body coverings include hair, fur, feathers, scales, and shells.

Appendages are parts, such as arms, legs, wings, fins, and tails, which extend from the main body and have specific functions. Students do not need to know the term appendage. The focus should be on the concept, not the terminology.

Methods of movement may include walking, crawling, flying, and swimming.

Simple ways to classify animals are whether they are wild or domestic and whether they live on land or in water.


make and communicate observations of live animals, including humans, about their needs, physical characteristics, and where they live.

describe the life needs of animals, including air, food, water, shelter, and space.

identify and chart simple characteristics by which animals can be classified, including body coverings (hair, fur, feathers, scales, and shells), body shape, appendages (arms, legs, wings, fins, and tails), methods of movement (walking, crawling, flying, and swimming), wild or domestic, and water homes or land homes.

distinguish between wild animals (raccoon, hawk, squirrel, shark) and domestic animals (dog, cat, sheep) and recognize examples of each.

infer types of animal homes (water or land), using the physical characteristics of the animals, such as scales and fins that allow fish to live and move in water or fur and legs that allow dogs to live and move on land.

classify animals by where they live (their homes).


Grade One page 43

Resources Teacher Notes

Harcourt Science; Unit A, chapter 3, Unit B, chapters 1 & 2 Animals (coverings, preparing for winter) (1.5b, 1.7b) AUTUMN STORY Jill Barklem IN THE WOODS: WHO'S BEEN HERE? Lindsay Barrett George THE CINNAMON HEN'S AUTUMN DAY Sandra Dutton DO NOT DISTURB Margery Facklam ANIMALS AND WHERE THEY LIVE John Feltwell POSSUM'S HARVEST MOON Anne Hunter THE BEARS' AUTUMN Keizaburo Tejima A COLOR OF HIS OWN Leo Lionni FREDERICK Leo Lionni THE STRANGER Chris Van Allsburg AIMS: “Under Cover”, Critters Animals (life needs, body coverings, habitats related to seasons, hibernation, migration) (1.5, 1.7 b) ANIMALS IN WINTER Ron Fisher ANIMALS IN WINTER Henrietta Bancroft and Richard G. Van Gelder IN THE SNOW: WHO’S BEEN HERE? Lindsey Barrett George WHAT DO ANIMALS DO IN WINTER Melvin and Gilda Berger STOPPING BY WOODS ON A SNOWY EVENING Robert Frost/Susan Jeffers GEOFFREY GROUNDHOG PREDICTS THE WEATHER Bruce Koscielniak BACKYARD BIRDS OF WINTER Carol Lerner KEEP LOOKING Millicent Selsam HOW TO BE A NATURE DETECTIVE Millicent Selsam OWL MOON Jane Yolen MOUSEKIN’S FROSTY FRIEND Edna Miller MOUSEKIN’S WOODLAND SLEEPERS Edna Miller WHOSE TRACKS ARE THESE? Jim Nail


Grade One page 44

AIMS: “Hide and Seek”, Critters AIMS: “Under Cover”, Critters Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections” can be found at: http://itweb.fcps.edu/connections/index.cfm

Grade One page 45


Interrelationships in Earth/Space Systems

This strand focuses on student understanding of relationships within and among Earth and space systems. The topics developed include shadows; relationships between the sun and Earth; weather types, patterns, and instruments; properties of soil; characteristics of the ocean environment; and organization of the solar system. This strand includes science standards K.8, 1.6, 2.6, 3.7, 4.6, 5.6, and 6.8.

Standard 1.6 Strand: Interrelationships in Earth/Space Systems

Grade One page 46

1.6 The student will investigate and understand the basic relationships between the sun and Earth. Key concepts include a) the sun is the source of energy and light that warms the land, air, and water; and b) the sun’s relative position in the morning is east and in the late afternoon is west.

Overview This standard focuses on some of the important relationships between the sun and Earth. Students need to understand that the sun is a source of energy, and that energy provides light and warmth for Earth. This standard builds upon science standard K.8 about light and shadow. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


Grade One page 47

1.6 The student will investigate and understand the basic relationships between the sun and Earth. Key concepts include

a) the sun is the source of energy and light that warms the land, air, and water; and b) the sun’s relative position in the morning is east and in the late afternoon is west.



The sun provides Earth with light (a form of radiant energy) and thermal energy.

By transferring thermal energy to Earth, Earth’s atmosphere and land are heated. Thermal energy may be transferred from one substance to another by three means: conduction, convection, and radiation.

The sun provides energy, which warms the land, air, and water on Earth.

The sun’s relative position in the morning is east and in the late afternoon is west.


infer that sunlight striking an object makes the object warmer.

conduct simple experiments to show how sunlight changes the temperature of land, air, and water.

interpret the relationship between the sun’s position in the sky and the general time of day. This includes the sun’s relative position in the morning (east), at noon, and in the late afternoon (west).


Grade One page 48

Resources Teacher Notes Harcourt Science; Unit D, chapter 2 Sun and Earth (1.6 a, b) THE SUNSHINE MAKES THE SEASONS Franlyn Branley THE REASON FOR THE SEASONS Gail Gibbons SEASONS Gail Gibbons TEMPERATURE AND YOU Betsy and Giulio Maestro WHEN SUMMER ENDS Susi Gregg Fowler MY FAVORITE TIME OF YEAR Susan Pearson SEASONS Illa Podendorf Sun and Earth (temp, light, precip) (1.6 a, b) THE SUNSHINE MAKES THE SEASONS Franlyn Branley THE REASON FOR THE SEASONS Gail Gibbons SEASONS Gail Gibbons TEMPERATURE AND YOU Betsy and Giulio Maestro WINTER ACROSS AMERICA Seymour Simon SNOW Nancy Elizabeth Wallace THE BIGGEST SNOWSTORM EVER Diane Paterson SEASONS Podendorf A BOOK OF SEASONS Provensen WINTER, DISCOVERING THE SEASONS Louis Santrey SNOW Steve Sanfield SNOW Roy McKie and P.D. Eastman WINTER MAGIC Eveline Hasler WINTER by Ron Hirschi DEAR REBECCA, WINTER IS HERE Jean Craighead George WHEN IT STARTS TO SNOW Phillis Gershator Sun and Earth (temp, light, precip) (1.6, 1.7) SPRING Ron Hirschi SUMMER Ron Hirshi


Grade One page 49

THE SUNSHINE MAKES THE SEASONS Franlyn Branley THE REASON FOR THE SEASONS Gail Gibbons SEASONS Gail Gibbons Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections” can be found at: http://itweb.fcps.edu/connections/index.cfm

Grade One page 50


Earth Patterns, Cycles, and Change

This strand focuses on student understanding of patterns in nature, natural cycles, and changes that occur both quickly and slowly over time. An important idea represented in this strand is the relationship among Earth patterns, cycles, and change and their effects on living things. The topics developed include noting and measuring changes, weather and seasonal changes, the water cycle, cycles in the Earth-moon-sun system, our solar system, and change in Earth’s surface over time. This strand includes science standards K.9, K.10 1.7, 2.7, 3.8, 3.9, 4.7, and 5.7.

Standard 1.7 Strand: Earth Patterns, Cycles, and Change

Grade One page 51

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include a) changes in temperature, light, and precipitation affect plants and animals, including humans; b) there are relationships between daily and seasonal changes; and c) changes in temperature, light, and precipitation can be observed and recorded over time.

Overview The focus of this standard is on temperature, light, and precipitation as they relate to life changes in plants, animals, and people. There are many ways to acquaint children with Earth science-related phenomena that they will come to understand later as being cyclic, and this standard introduces those ideas. It is enough for young children to observe the pattern of daily changes without getting deeply into the nature of climate. They should notice how these changes affect plants and animals. This is observable and can be charted over short and intermediate time periods. Students need to understand the concepts of migration, hibernation, and habitat, but they do not necessarily need to know the terms at first grade. This standard builds upon science standard K.9 in which students investigate and understand simple patterns in their daily lives. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


Grade One page 52

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include

a) changes in temperature, light, and precipitation affect plants and animals, including humans; b) there are relationships between daily and seasonal changes; and c) changes in temperature, light, and precipitation can be observed and recorded over time.



Seasonal changes bring about changes in plants, animals, and people.

With seasonal changes come changes in weather, including temperature, light, and precipitation.

Precipitation includes rain, snow, and ice.

Changes in plants include budding, growth, and losing leaves.

Some animals hibernate and some animals migrate as a result of seasonal changes, resulting in changes in habitat. Students do not need to know the terms migration, hibernation, and habitat. The focus should be on the concepts, not the terminology.

Hibernation is a state of greatly reduced metabolic activity and lowered body temperature adopted by certain mammals as an adaptation to adverse winter conditions. Most animals are not “true hibernators” but rely on a combination of reserve body fat, stored food supplies (in rodents only), and a protected den to enable it to survive the winter. At intervals of several weeks the animal elevates its body temperature, awakens, moves about, feeds, and then returns to its state of torpor.

Migration is the regular, usually seasonal, movement of all or part of an animal population to and from a given area. The distance traveled may be a few miles or several thousands of miles. Animals migrate for many different reasons. Some animals migrate to find better sources of food, water, or shelter. Other animals migrate to visit particular breeding grounds, rear their young, or find warmer climates. The frequency of animals’ migrations also differs.

An animal's living place is called its habitat. Most animals are only adapted to live in one or two habitats. Earth has many different environments, varying in temperature, moisture, light, and many other


identify types of precipitation as rain, snow, and ice and the temperature conditions that result in each one.

relate a temperature, light, and precipitation chart to the corresponding season (daily or weekly).

observe and chart changes in plants, including budding, growth, and losing leaves. Recognize in what season budding and losing leaves will most likely occur.

predict how an outdoor plant would change through the seasons.

compare and contrast the four seasons of spring, summer, fall (autumn) and winter in terms of temperature, light, and precipitation.

compare and contrast the activities of some common animals (e.g., squirrels, chipmunks, butterflies, bees, ants, bats, frogs, and humans) during summer and winter by describing changes in their behaviors and body covering.

compare and contrast how some common plants (e.g., oak trees, pine trees, and lawn grass) appear during summer and winter.

comprehend at an introductory level that some animals respond to seasonal changes by hibernating (e.g., frogs, bats) or migrating (e.g., some birds and butterflies). (It may be useful to recognize common Virginia animals that hibernate and migrate, but the specific names of animals are not the focus of student learning here.)

infer what the season is from people’s dress, recreational activities, and work activities.


Grade One page 53

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include a) changes in temperature, light, and precipitation affect plants and animals, including humans; b) there are relationships between daily and seasonal changes; and c) changes in temperature, light, and precipitation can be observed and recorded over time.



factors. Each of these habitats has distinct life forms living in it, forming complex communities of interdependent organisms. A habitat must include a source of food for the animal, a source of water for the animal, access to some sort of shelter for the animal, and an adequate amount of space so that enough habitat components are available to the animal. Some animals’ habitats are very small, but some animals require a large amount of space.

The body coverings of some animals change with the seasons. This includes thickness of fur and coloration.

Changes made by people include their dress, recreation, and work.


Grade One page 54

Resources Harcourt Science; Unit B, chapter 1; Unit A, chapter 3 Plants (growth, falling leaves) (1.7 a) PUMPKIN CIRCLE:STORY OF A GARDEN George Levenson THE TINY SEED Eric Carle WHY DO LEAVES CHANGE COLORS? Betsy Maestro A BOOK OF SEASONS Alice and Martin Provensen APPLES AND PUMPKINS Annie Rockwell AIMS: “Observe a Tree”, The Budding Botanist AIMS: “Leaf Safari”, Primarily Plants AIMS: “Apples A-Peel to Me”, Fall Into Math and Science Animals (coverings, preparing for winter) (1.5b, 1.7 b) RACCOONS AND RIPE CORN Jim Arnosky AUTUMN STORY Jill Barklem IN THE WOODS: WHO'S BEEN HERE? Lindsay Barrett George THE CINNAMON HEN'S AUTUMN DAY Sandra Dutton DO NOT DISTURB Margery Facklam ANIMALS AND WHERE THEY LIVE John Feltwell POSSUM'S HARVEST MOON Anne Hunter THE BEARS' AUTUMN Keizaburo Tejima A COLOR OF HIS OWN Leo Lionni FREDERICK Leo Lionni THE STRANGER Chris Van Allsburg AIMS: “Under Cover”, Critters People in the Fall (dress, recreation) (1.7 c) WHAT WILL THE WEATHER BE LIKE TODAY? Paul Rogers HENRY AND MUDGE UNDER THE YELLOW MOON Cynthia Rylant AIMS: “Weather Wear”, Fall Into Math and Science


Grade One page 55

Plants (dormant, evergreen, deciduous, changes through the seasons) (1.4, 1.7) PAPERWHITE by Nancy Elizabeth Wallace AIMS: “Observing Bulbs”, Primarily Plants Animals (life needs, body coverings, habitats related to seasons, hibernation, migration) (1.5, 1.7 b) ANIMALS IN WINTER Ron Fisher ANIMALS IN WINTER Henrietta Bancroft and Richard G. Van Gelder IN THE SNOW: WHO’S BEEN HERE? Lindsey Barrett George WHAT DO ANIMALS DO IN WINTER Melvin and Gilda Berger STOPPING BY WOODS ON A SNOWY EVENING Robert Frost/Susan Jeffers GEOFFREY GROUNDHOG PREDICTS THE WEATHER Bruce Koscielniak BACKYARD BIRDS OF WINTER Carol Lerner KEEP LOOKING Millicent Selsam How to be a Nature Detective Millicent Selsam OWL MOON Jane Yolen MOUSEKIN’S FROSTY FRIEND Edna Miller MOUSEKIN’S WOODLAND SLEEPERS Edna Miller WHOSE TRACKS ARE THESE? Jim Nail AIMS: “Hide and Seek”, Critters AIMS: “Under Cover”, Critters People in Winter (1.7 c) WINTER FUN Rita Schlachter AIMS: “Weather Wear”, Fall Into Math and Science AIMS: “Mighty Mittens”, Glide Into Winter with Math and Science


Grade One page 56

Sun and Earth (temp, light, precip) (1.6, 1.7) SPRING Ron Hirschi SUMMER Ron Hirshi THE SUNSHINE MAKES THE SEASONS Franlyn Branley THE REASON FOR THE SEASONS Gail Gibbons SEASONS Gail Gibbons Plants (budding and growth) (1.4, 1.7) SUNFLOWER HOUSE Eve Bunting THE VERY HUNGRY CATERPILLAR Eric Carle WILD WILD SUNFLOWER CHILD Nancy White Carlstrom THE BOY WHO DIDN’T BELIEVE IN SPRING Lucille Clifton UNDER THE GREEN WILLOW Elizabeth Coatsworth MISS RUMPHIUS Barbara Cooney THE TINY SEED Eric Carle GROWING VEGETABLE SOUP Lois Ehlert EATING THE ALPHABET Lois Ehlert PLANTING A RAINBOW Lois Ehlert FROM SEED TO PLANT Gail Gibbons MUSHROOM IN THE RAIN Mirra Ginsburg THE REASON FOR A FLOWER Ruth Heller TREE TRUNK TRAFFIC Bianca Lavies PUMPKIN CIRCLE: Story of a Garden George Levenson ALISON’S ZINNIA Anita Lobel THE ROSE IN MY GARDEN Arnold Lobel HOW DO APPLES GROW? Betsy Maestro THE FLOWER ALPHABET BOOK Jerry Pallotta THE LEGEND OF THE BLUEBONNETt Tomie de Paola HOW PLANTS GROW Angela Rouston LIFE CYCLE OF A SUNFLOWER Royston TOPS AND BOTTOMS Janet Stevens THE VICTORY GARDEN Jerry Pallotta and Bob Thomson THE GIFT OF THE TREE Alvin Tresselt JUNE 29, 1999 David Wiesner


Grade One page 57

WORKING COTTON Sherley Anne Williams AIMS: “It’s in the Bag”, Primarily Plants AIMS: “What Do Plants Need?”, Primarily Plants AIMS: “Inside a Seed”, Primarily Plants AIMS: “The Seed Within”, Primarily Plants AIMS: “Observe a Leaf”, Primarily Plants AIMS: “Stem Study”, Primarily Plants AIMS: “Root Study”, Primarily Plants AIMS: “Flowers”, Primarily Plants AIMS: “Don’t Leaf Out the Vegetables”, Primarily Plants Animals (behaviors in spring) (1.7) BEAR WANTS MORE Karma Wilson Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections” can be found at: http://itweb.fcps.edu/connections/index.cfm

Grade One page 58


Earth Resources

This strand focuses on student understanding of the role of resources in the natural world and how people can utilize those resources in a sustainable way. An important idea represented in this strand is the concept of management of resource use. This begins with basic ideas of conservation and proceeds to more abstract consideration of costs and benefits. The topics developed include conservation of materials, soil and plants as resources, energy use, water, Virginia’s resources, and how public policy impacts the environment. This strand includes science standards K.11, 1.8, 2.8, 3.10, 3.11, 4.9, and 6.9.

Standard 1.8 Strand: Earth Resources

Grade One page 59

1.8 The student will investigate and understand that natural resources are limited. Key concepts include a) identification of natural resources; b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources.

Overview This standard focuses on identifying what natural resources are; basic ways we can help conserve those natural resources, especially water and air; and the preservation of land to use as parks. The standard extends the perception of young students from the present to the future and from self to their community. Standard K.11 establishes a foundation for this standard. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


Grade One page 60

1.8 The student will investigate and understand that natural resources are limited. Key concepts include

a) identification of natural resources; b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources.



Natural resources provide us with the things we need in order to live, including food, clothing, water, air, shelter, land, and energy.

What we put into the air, especially the products of the fuels we burn, affects the quality of the air. Waste produced by animals, including humans, and factories can affect the quality of water. Some pollution washes from yards, streets, and farms.

Many natural resources are limited and cannot be renewed. Other resources are limited and cannot be renewed, but they may last a very long time.

Recycling recovers used materials. Many materials can be recycled and used again, sometimes in different forms. Recycling helps to save our natural resources. An example of a recycled material is newspapers that are turned into writing tablets.

Reusing materials means using them more than once. Examples include using dishes and utensils that are washed after use rather than using paper plates and plastic utensils and putting them in the trash.

Resources will last longer if we recycle them, reuse them, or reduce consumption of them.

The creation of parks can help preserve land. Parks have many uses, including recreation.


identify natural resources such as plants and animals, water, air, land, minerals, forests, and soil.

recognize that many natural resources are limited.

compare and contrast ways of conserving resources. This includes recycling, reusing, and reducing consumption of natural resources.

classify factors that affect air and water quality.

describe ways students and schools can help improve water and air quality in our communities.

determine some basic factors that affect water quality by conducting simple investigations in the school environment. Students should be able to make and record observations of what happens to runoff water on rainy days. (Related to 1.3.)

predict what would happen if natural resources were used up, and explain ways to prevent this from happening.

discuss the value of parks to wildlife and to people.


Grade One page 61

Resources Teacher Notes Natural Resources (1.8) OUR EARTH Anne Rockwell THE GREAT TRASH BASH Loreen Leedy RECYCLE EVERY DAY! Nancy Elizabeth Wallace AIMS: “Drip, Drop, Flip Flop”, Water Precious Water AIMS: “A New Look at the Old Bag”, Cycles of Knowing and Growing What are Natural Resources? Let the Sun Shine In! Reduce, Reuse, Recycle The Is-It-Litter? Box Henry Heron: A Litter Story Investigations from the VA Department of Education Science Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml Standards of Learning Literature Correlation searchable database “Connections” can be found at: http://itweb.fcps.edu/connections/index.cfm

loudoun county public schools science curriculum guide€¦ · · 2016-11-27loudoun county public...

Documents