1st+Grade+Science

(2) How does the structure of matter influence its properties and behavior? || (1) Classify solids according to physical properties (size, shape, color, texture, hardness, buoyancy, ability to change shape, weight.) (2) Compare liquids according to color, ability to flow, and use. (3) Investigate the results of mixing different substances. (vinegar and baking soda, water and sand, water and oil.) __Key Vocabulary__: matter, property, solid, liquid, gas, change, texture, weight, float, sink, carbon dioxide, hydrophobic || (1) Classify, sort, and describe objects based on their properties. (2) Distinguish between properties of solids and liquids. (3) Predict the relative weights of different objects, and use an equal-arm balance to determine the relative weights. (4) Examine properties of water. (5) Infer properties of gases. (6) Predict changes when different materials are mixed. (7) Detect the presence of a gas. || (1) "Properties" book (2) "Properties" class chart (3) online supportive text and activities || *Online activities (1) Use vinegar and baking soda to blow up a balloon (2) Dancing Raisins (3) Diaper Gel powder (4) Magic Sand (5) Activities from Delta Science "Properties" unit
 * ~ Unit ||~ Start Date (duration) ||~ Essential Questions ||~ Content / Concepts ||~ Skills ||~ Texts ||~ Supporting / Supplementary Materials ||
 * Properties and Matter || 1st grading period || (1) What makes up our world?
 * Hands-On Experiments/Activities:

C.C. Standards Addressed: GLE 0107.9.1 Classify objects according to their 0107.9.1 Classify solids according to their physical properties. size, shape, color, texture, hardness, ability to change shape, magnetic attraction, whether they sink or float, and use. GLE 0107.9.2 Distinguish between the properties of solids and liquids. GLE 0107.9.3 Predict the changes that may occur when different materials are mixed. 0107.9.2 Compare liquids according to their color, ability to flow, solubility in water, and use.

0107.9.3 Investigate and describe the results of mixing different substances such as salt and pepper, water and sand, water and oil, etc. || (2) What tools, skills, and knowledge are needed to conduct scientific inquiry? || (1) Observe familiar objects using the senses and tools. (2) Ask questions, make logical predictions, plan investigations, and represent data. (3) Create a bar graph. (4) Explain the data from an investigation. __Key Vocabulary__: method, hypothesis, prediction, experiment, results/data, graph, conclusion || (1) Use senses and simple tools to make observations. (2) Plan for simple investigations. (3) Communicate the understanding of simple data. (4) Collect, discuss, and communicate findings from a variety of investigations. || (1) PowerPoint presentation on Scientific Method for Young Kids (2) online supportive texts and activities || *Online activities (1) How many drops of water will fit on the head of a penny? (Steps of scientific method) (2) Create a human bar graph. (post-it notes) (3) Graph objects on a sorting tray, then graph results of penny experiment. (Helps review properties as well as utilizes graph building.) (4) Online graphing [|site]: (Use template for graphing how many letters in your first name) (5) Students choose a science question to investigate, and follow the steps of the scientific method. (Examples: Which organic liquid makes the best invisible ink? What liquid is best for cleaning old pennies? Does the shape of a bubble wand affect the shape of a bubble? Will a coat keep a snowman from melting?) This will lead to deciding the topic of our class science fair project and following the steps of the scientific method to complete it.** || (2) Describe parts of a seed. (3) Describe 4 parts of a plant. (4) Observe and document plant growth from seed to plant. (5) Decide what factors help and hinder life. || Skills || Texts || Supplemental Materials
 * Scientific Method & Class Science Fair Project || 2nd grading period || (1) How do scientists find out about objects, living things, and events?
 * Experiments/Activities:
 * Living Things || 2nd Quarter || What is necessary for plant life to grow? || (1) Compare living and nonliving things.

C.C. Standards Addressed: GLE 0107.3.1 Recognize that plants and animals 0107.3.1 Conduct investigations and record are living things that grow and change over time

GLE 0107.1.1 Recognize that living things have 0107.1.1 Combine pictures of major body parts that work together. parts to assemble a complete animal. GLE 0107.1.2 Use tools to examine major body parts. 0107.1.2 Communicate the effect of using parts and plant structures. ||
 * Living Things || 3rd Quarter || What are the stages of the frog life cycle? || (1)Analyze Life Cycles

(1) Observe the growth and changes of a tadpole as it changes to a frog.

(3) Identify what the tadpole/frog needs as it grows and changes. || Skills:

(1) Journal the changes that we notice in our science journal as we go.

(2) Compare and Contrast the phases.

(3) Compare and Contrast Frog Life Cycle to other animal life cycles. || Texts: || Supporting and Supplemental Materials

Websites:

Online Games:

GLE 0107.4.1 Observe and illustrate the life cycle of animals. 0107.4.1 Observe, describe, and record the life cycle of a particular animal. GLE 0107.4.2 Describe ways in which animals closely resemble their parents. ||
 * Living Things || 3rd Quarter || What are the stages of the butterfly life cycle? || (1) Analyze the Life Cycle of a butterfly.

(2) Compare and Contrast Butterflies and Moths

(3) Observe butterflies in our classroom as they change from larva to butterfly.

(4) Examine the migration of the Monarch Butterfly as a class. || (1) Observe and journal as our butterfly changes.

(2) Work together on a Venn diagram comparing moths and butterflies.

(3) Document the annual migratory route of the Monarch Butterfly from Canada and the U.S. to Mexico.

(4) Working collaboratively. || Texts: || Supporting and Supplemental Materials

GLE 0107.4.1 Observe and illustrate the life cycle of animals. 0107.4.1 Observe, describe, and record the life cycle of a particular animal. GLE 0107.4.2 Describe ways in which animals closely resemble their parents. || Night Sky || 4th Quarter || What are the things we can see in the day sky and the night sky? || The cosmos is vast and || Skills: || Texts://A Child's Introduction to the Night Sky:The Story of Stars, Planets, and Constellations//
 * || 4th Quarter || Questions || Concepts || Skills || Texts: || Supplemental Materials: ||
 * Day and
 * Day and

by Michael Driscoll and Meredith Hamilton || Standards Addressed GLE 0107.6.1 Compare and describe features of 0107.6.1 Create a chart of things that can be the day and night sky. observed in the day and night sky. GLE 0107.6.2 Realize that the sun can only be seen during the day, while the moon can be seen at night and sometimes during the day. 0107.6.2 Identify objects in the sky and describe their observable similarities and difference || What kinds of things are attracted to magnets and what are not? || Concept:
 * Magnets || 4th Quarter || Question:

Magnetism is one force in our universe.

Not all things are magnetic. Not all things stick to magnets.

Magnets have two different sides. They only attract when placed one way and repel one another when placed the other way. || Skills:

Working in centers to first make predictions and then examine what is magnetic and what is not. Students will fill out a lab sheet to log results.

In centers, students will explore the room to find surfaces in the room that magnets can stick to. (I will have some interesting minerals that they can also try.) || Text || Supplemental Materials:

www.brainpop.com

A short video to examine magnets if we have time at the end.

Standards: GLE 0107.12.1 Investigate materials that are attracted to magnets. 0107.12.1 Identify and classify objects in the classroom as magnetic or non-magnetic. 0107.11.2 Investigate and explain how different surfaces affect the movement of an object. 0107.12.2 Make predictions about how various objects will be affected by a magnet ||
 * Living and Non-Living || Quarter 4 || Questions:

How do living things interact with one another and with the non-living elements of their environment? || Concepts: All life is interdependent and interacts with the environment. || Skills: Examine the living and non-living things in our local eco-system.

Observe and journal about what properties living things have. Observe and journal the properties of non-living things. || Texts: //Living and Non-living// //(Nature Basics)//

By Lindeen and Carol K. || Supplemental Materials:

Standards Addressed: GLE 0107.2.1 Distinguish between living and non-living things in an environment. ||