Shrewsbury Borough School Curriculum Guide Grade 1: Science

Transcription

1 Shrewsbury Borough School Curriculum Guide 2017 Grade 1: Science PHYSICAL SCIENCE EARTH SCIENCE LIFE SCIENCE Topics: Sound and Light Inquiry Activities: Investigation 1: Sound and Vibrations Investigation 2: Changing Sound Investigation 3: Light and Shadows Investigation 4: Light and Mirrors Investigation Purposes: Investigation 1: Sound and Vibrations Vibration is a rapid back-and-forth motion. Vibrating objects make sound; sound always comes from vibrating matter. Objects stop making sound when they stop vibrating. Sound sources can be natural or human-made. Ears are one kind of sound receiver. Sounds can make objects vibrate. Sounds can convey information. Student will be able to Identify a variety of sound sources and receivers Plan and carry out sound investigations. Topics: Air and Weather Inquiry Activities: Investigation 1: Exploring Air Investigation 2: Weather Calendars Investigation 3: Wind Explorations Investigation 4: Looking the Seasons Investigation Purposes: Investigation 1: Exploring Air Air is a gas and is all around us. Air is matter and takes up space. Air makes objects move. Air moves from place to place moving air is wind. Air resistance affects how things move. Air can be compressed. The pressure from compressed air can move things, including water. Student will be able to: Discover properties of air by observing interactions of air with objects. Design and engineer parachutes and observe how they interact with air to solve a problem. Demonstrate that compressed air can Topics: Plants and Animals Inquiry Activities: Investigation 1: Grass and Grain Seeds Investigation 2: Stems Investigation 3: Terrariums Investigation 4: Growth and Change Investigation Purposes: Investigation 1: Grass and Grain Seeds Seeds are alive and grow into new plants. Seeds need water to begin to grow. Plants need water, air, nutrients, and space to grow. Plants have different structures that function in growth and survival. Plants roots take in water and nutrients, and leaves make food from sunlight. Wheat and other cereals that we eat come from seeds called grains. Not all plants grow alike. There are variations in structures that serve the same function. Individuals of the same kind of plant or animal are similar but also vary. Students will be able to Observe what happens when young

2 Analyze and interpret sound information. Investigation 2: Changing Sound Vibration is a rapid back-and-forth motion. Vibrating objects make sound; sound always comes from a vibrating source. Pitch is how high or low sound is. Volume is how loud or soft sound is. High-pitched sounds come from sources that vibrate rapidly. Large objects tend to vibrate slower than small objects. Engineers design communication devices. Student will be able to Plan and carry out sound investigations. Analyze and interpret sound data. Design a device to send messages. Investigation 3: Light and Shadows Light sources are objects or systems that give off light (radiate), such as lamps, flashlights, candles, and the Sun. Light travels away from a source in all directions. Shadows are the dark areas that result when light is blocked. Materials that are opaque block light. Materials that are transparent allow light to pass through. Materials that are translucent allow some light to pass through. The length and direction of a shadow depends on the position of the light be used to make things move. Investigation 2: Observing the Sky Student will understand that.. Weather describes conditions in the air outside. Temperature describes how hot or cold the air is. Temperature is measured with a thermometer. The sun rises in the east, moves across the sky and sets each day at predictable times. The sun warms the earth. Wind moves clouds in the sky. Clouds are made of liquid water drops that fall to Earth as rain; water is also in the air as a gas we can t see. The Moon can be observed moving across the sky; we see it at different locations in the sky, depending on the time of day or night. Student will be able to.. Monitor weather, and hours of daylight to look for patterns. Use weather instruments to measure air conditions; record observations using pictures, words, and data. Record moon observations to look for patterns. Investigation 3: Wind Explorations Student will understand that.. Wind is moving air Meteorologists used wind scales (models) to describe the strength of the wind. Meteorologists use anemoneters to measure the speed of the wind. A wind vane points in the direction the wind is coming from. ryegrass and alfalfa plants are cut near the soil surface. Sprout Wheat seeds in straws and monitor growth, using graph. Investigation 2: Stem Plants are living organisms that need water, air, nutrients, light, and space to grow. New plants can mature from the stem of new plants. Roots and leaves develop on stems and nodes. Potatoes are underground stems; potato eyes are nodes were buds grow. Students will be able to Cut plant stems, place them in water or soil, and observe changes over time. Discover the conditions that induce root growth on stems. Record observations using drawing and writing. Investigation 3: Plants and animals live in many different environments and have structures and behaviors that help them survive. These include sensory structures (such as ears, eyes, noses) that provide animals with information about their surroundings. Plants and animals need food, water, air, and space and plants need sunlight to make food. A habitat is a place where plants and animals live. There are many different habitats around the world. Individuals of the same kind are similar but also vary. Engineers learn from nature to solve

3 source. Shadows change during the day because the position of the Sun changes in the sky. Student will be able to Plan and carry out shadow investigations. Analyze and interpret data about materials blocking light. Investigation 4: Light and Mirrors Light sources are objects that give off light (radiate), such as lamps flashlights, candles, and the Sun. Mirror images are the result of light reflected from a surface. An image produced by something that reflects, such as a mirror, is always reversed. Light travels in straight lines. A mirror can be used to redirect light. Light is necessary for animals for animals to see. Animal eyes receive light from objects and transfer the light to the brain to interpret as a vision. Animal eyes are not all the same. There are different sizes, shapes, and placements on the head. Light can be used to communicate over long distances. Flashing lights of different colors communicate different information. Student will be able to Plan and carry out investigations with light and mirrors. Meet and design challenges using light and mirrors. Wind lifts kites up into the sky. Students will be able to.. Observe and describe evidence of wind speed and direction, using bubbles and pinwheels. Use a simple of wind speed, to describe relative wind speed strength. Use different weather instruments, including an anemoneter and a wind vane. Apply understanding of wind to construct and fly a kite. Investigation 4: Student will understand that.. Daily changes in temperature and weather type can be observed, compared, and predicted over a month. The sun and moon can be observed moving across the sky; we see them at different locations in the sky, depending on the time of day or night. Each season has a typical weather pattern that can be observed, compared and predicted. The number of hours of daylight changes predictably through the seasons. Students will be able to.. Graph weather observations taken over a period of a month. Monitor and record the changing appearance of the moon over the month. Monitor and record the changing number of daylight hours during the year. Look for patterns in local weather conditions and temperature human problems. Students will also be able to Design and build a model habitat (a terrarium system) that provides for the needs of a small community of plants and animals. Make observations or terrariums over time and record them on a map (a model) and class charts through drawings and writing. Investigation 4: Students will be able to Plant bulbs are alive and grow new structures when provided with water. Some parts of plant parts will grow into new plants if they are provided with water. Other parts will not. Plants grown and change. Plants can produce new plants in many ways. Adult animals can have young (offspring), and the young resemble their parents. In many kinds of animals, parents and the offspring engage in behaviors that help the offspring survive. Students will be able to Initiate the growth of a new plant from and bulb and from a root, and observe over time. Record observations, using drawings and writings. Essential Questions: Investigation 1: What happens to ryegrass and alfalfa seeds in moist soils? What happens to the grass and alfalfa plants after we mow them How does a wheat seed grow?

4 Essential Questions: Investigation 1: Sound and Vibrations What causes sound? What kinds of sounds are easy to identify? What information does sound give us? Investigation 2: Changing Sound How can we make loud and soft sounds? How can we make low-pitched and high-pitched sounds? How does sound travel from the source to the receiver? How can we use sound to communicate over long distances? Investigation 3: Light and Shadows What makes a shadow? How can we use the Sun to create shadows? What happens when different materials block light? Investigation 4: Light and Mirrors How can we redirect a light beam? What can we see with a mirror? What can be seen with no light? How can we communicate with light? Materials: For all investigations: Chart paper Drawing Utensils( pencil, crayons, colored pencils, marking pens) Glue sticks Paper towels throughout the seasons. Essential Questions: Investigation 1: Exploring Air What can air do? How does a parachute interact with air? What happens when air is pushed into a smaller space? How can water be used to show that air takes up space? How can compressed air be used to make a balloon rocket? Investigation 2: Observing the Sky What is the weather today? What time of day is the air the warmest? What types of clouds are in the sky today? What time of day can we observe the moon? Investigation 3: Wind Explorations How can bubbles be used to observe the wind? How strong is the wind today? How can pinwheels be used to observe the wind? What does a wind vane tell us about the wind? What weather conditions are good for kite flying? Investigation 4: Looking for Change How you describe the weather over a month? What does the moon look like at How many different plants live in an area of a schoolyard? Investigation 2: How can we make a new plant from an old one? What grows from the nodes of a potato? How do we keep our cutting alive? Investigation 3: What do plants needs to live and grow in a terrarium? What do animals need to live in a terrarium? What structures are behaviors do plants or animals have that help them live in their habitat? How do the behaviors of squirrels help them survive in the winter? Investigation: 4 How does a bulb grow? What parts of the plant can get new plants? How does a bulb grow? What parts of the plant can grow new plants? How do the plants in the schoolyard compare to the plants studied in class? What do animal parents do to help their young survive? Materials: For all investigations: Chart paper Drawing Utensils( pencil, crayons,

5 Projection system or document camera (optional) Science Notebooks (composition books) Investigation 1: Sound and Vibrations plastic cups sound cards rubber bands tongue depressor paper clips cord with bead wood blocks Teacher Master 1 Big Book, Foss Science Resources: Sound and Light Investigation 2: Changing Sound tone generator aluminum-foil ball washer one-string guitars plastic cup paper clips string zip bag Xylophones mallet megaphones Teacher Master 9, Activity Instructions Teacher Master 10, Activity Instructions Teacher Master 11, Sorting Sounds by Volume different times of the month? How does the amount of daylight change over the year? How does the temperature change over the seasons? Materials: For all investigations: Chart paper Drawing Utensils( pencil, crayons, colored pencils, marking pens) Glue sticks Paper towels Projection system or document camera (optional) Science Notebooks (composition books) Investigation 1: Exploring Air zip bags balloon pumps feather plastic foam ball cotton ball one round balloon half of a straw Teacher master 1, letter to family Investigation 2: Observing the Sky 5 cups or envelopes laminated class calendar transparent tape Teacher master 5 and 6 Investigation 3: Wind Explorations plastic cup basin liquid dishwashing detergent colored pencils, marking pens) Glue sticks Paper towels Projection system or document camera (optional) Science Notebooks (composition books) Investigation 1: Grass and Grain Seeds Alfalfa seeds Ryegrass seeds Basins Planter Tray Vial Liquid plant fertilizer Soil Water Newspaper Teacher Master 1 Investigation 2: Stems Plants planter Tray Pitcher Water Class calendar Teacher Master 2 Investigation 3: Terrariums Plastic cups and scooping soils Plastic cups for group distribution Self stick notes Alfalfa seeds Wheat seeds Ryegrass seeds Pitcher Basins

6 1 Big Book, Foss Science Resources: Sound and Light Investigation 3: Light and Shadows flashlights aluminum-foil ball cardboard clothespins paper cups plastic spoons plastic chips craft sticks washer pennies rubber bands Investigation 4: Light and Mirrors mirror mirror clip Notebook sheet 11, Mirrors and Light Beans (optional) Flashlights Assessment: Investigation 1: Sound and Vibrations Investigation 1- I check Investigation 2: Changing Sound Investigation 2- I check Investigation 3: Light and Shadows plastic soft drink bottles light corn syrup/glycerin measuring cup and measuring spoon Investigation 4: Looking for Change computers with internet access Teacher master 5, Assessment: Investigation 1: Exploring Air Investigation 1- I check Investigation 2: Observing the Sky Investigation 2- I check Investigation 3: Wind Explorations Investigation 3- I check Investigation 4: Looking for Change Investigation 4- I check NJSLS: RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multi- Spray mister Potting soil Newspaper Big Book Notebook sheet; Terrarium Map Master 3 Investigation 4: Growth and Change Class calendar wet erase marking pen onion and garlic bulbs Water or bottled water Paring knife Assessment: Investigation 1: Grass and Grain Seeds Investigation 1- I check Investigation 2: Stems Investigation 2- I check Investigation 3: Terrariums Investigation 3- I check Investigation 4: Growth and Change Investigation 4- I check

7 Investigation 3- I check Investigation 4: Light and Mirrors Investigation 4- I check NJSLS: RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. R.I.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific illustrations and images (e.g: A diagram showing how a paragraph text as well as the focus of specific paragraphs within the text. R.I.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific illustrations and images (e.g: A diagram showing how a machine works) contribute to and clarify a text. R.I.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. R.I.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure W.2.5 With guidance and support from NJSLS: RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. R.I.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific illustrations and images (e.g: A diagram showing how a machine works) contribute to and clarify a text. R.I.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. R.I.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.3 Write narratives in which they recount a

8 machine works) contribute to and clarify a text. R.I.2.8 Describe and identify the logical connections of how reasons support specific points the author makes in a text. R.I.2.9 Compare and contrast the most important points presented by two texts on the same topic. W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through selfreflection, revising and editing. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3 Ask and answer questions about what a speaker says in order to clarify adults and peers, focus on a topic and strengthen writing as needed through selfreflection, revising and editing. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL 2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising and editing. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8 Recall information from experiences or gather information from provided sources to answer a question. SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. SL 2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas,

9 comprehension, gather additional information, or deepen understanding of a topic or issue. SL 2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5 Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). RF.2.4 Read with sufficient accuracy and fluency to support comprehension. NGSS: 1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 1-PS4.2. Make observations to construct an evidence-based account that objects can be L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). RF.2.4 Read with sufficient accuracy and fluency to support comprehension. NGSS: 1-ESS1-1. Use observations of the sun,moon and stars to describe patterns that can be predicted. 1-ESS1-2. Make observations at different times of the year to relate the amount of daylight to the time of year. K-2-ETS1-1. Ask questions, make observations and gather information about a situation that people want to change to define a simple problem that can be solved through the development of a new or improved object or too. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from test of two objects designed to solve the same problem to compare the strength and weaknesses of how each performs. thoughts, and feelings. L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). RF.2.4 Read with sufficient accuracy and fluency to support comprehension. NGSS: I-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-2. Read text and use media to determine patterns in behavior of parent and offspring that help survive. ils3-1. Make observations to construct and evidenced-based account that young plants and animals are alike, but not exactly like, their parents. 21 st Century Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration

10 seen only when illuminated. 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 21 st Century Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration 21 st Century Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration