Science - First Grade
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District Course #112 |
Course Description
Science at the elementary level will explore concepts in three
main areas: earth science, physical science, and life science.
One of the best ways to explore these concepts is through the use
of our Hands on Science Laboratory Kits. These kits are the foundation
of our elementary program and should have first priority in the
curriculum continuum. The scientific method and measurement concepts
will be coordinated with laboratory activities. Unit Zero is not
to be taught as a separate unit. Unit Zero has been added to the
scope of the course in order to outline major concepts and skills
that can be incorporated into units throughout the year. State
standards are imbedded throughout the course and guide its instructional
objectives. While each standard is expressed through specific instructional
objectives, instructors should seek opportunities to apply standards
throughout the course.
Adopted Materials
Title: Discover the Wonder
Publisher: Scott Forseman
Hands on Science Laboratory Kits
STC Organisms
FOSS Solids and Liquids
STC Weather
Integration Ideas
Course Scope
| Unit 0 |
Unifying Concepts |
Ongoing |
| Unit 1 |
Physical Science: Matter |
2-3 Weeks |
| Unit 2 |
Life Science: Organisms |
4-6 Weeks |
| Unit 3 |
Earth Science: Seasons |
4-6 Weeks |
Unit 0 Unifying
Concepts
Scientific Inquiry, Technology, Interdisciplinary Concepts |
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Unit 1 Physical Science
- Properties of Objects
- Solids, Liquids, & Gases
- Motion of Objects
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Unit 2 Life Science
- Plant/Animal Life Cycles
- Habitats
- Basic Survival Needs
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Unit 3 Earth Science
- Four Seasons
- Weather Conditions
- Comparing & Measuring
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Assessment
Correlation acronyms key
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|
Unit 0 |
Unifying Concepts, Scientific Inquiry,
Technology, and Communication |
Ongoing |
|
Instructional Objective
112.00 Know the Unifying Concepts and Skills that direct science,
activate technology and provide historical and social perspectives |
Standard Reference
1.S.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explore & use models to explain how theories work |
Discover the Wonder by ScottForesman
STC Kits
FOSS Kits |
|
|
02 |
Measure in standard and/or metric units |
|
|
03 |
Understand the concepts of past, present, and future |
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|
04 |
Understand & utilize the scientific method |
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|
05 |
Use scientific inquiry to develop critical thinking skills |
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|
06 |
Understand the relationship between science and technology |
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|
07 |
Use available technology to assist in solving problems |
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|
08 |
Understand the importance of working in teams to solve scientific
problems |
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|
09 |
Identify the contributions of notable scientists |
|
|
Instructional Objective
112.01 Know that objects have combinations of properties |
Standard Reference
1.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Sort materials based on properties. |
FOSS Kit "Solids and Liquids"
Trade Books
ScottForesman Module B
Module D |
TMA
TO |
|
02 |
Experiment and determine which liquids mix with water (i.e.
shampoo, glue) and/or which liquids do no mix with water (i.e.
oil). |
TMA
TO |
|
03 |
Analyze the results of mixing different types of solids with
liquids. |
TMA
TO |
|
04 |
Use the five senses to investigate the properties of solids,
liquids, and gas. |
TMA
TO |
|
05 |
Describe and record properties of solids, liquids, and gas. |
TMA
TO |
|
06 |
Investigate the properties of gas by use of the water cycle
and evaporation. |
TMA
TO |
|
Instructional Objective
112.02 Recognize and classify matter as a solid, liquid, or
gas. |
Standard Reference
1.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify matter as solid, liquid, or gas. |
FOSS Kit "Solids and Liquids"
ScottForesman Module D |
TMA
TO |
|
Instructional Objective
112.03 Recognize that matter can change states (i.e., solid,
liquid, and gas). |
Standard Reference
1.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a picture of matter related to a specified property
of a solid, liquid, or gas (i.e. hard, soft, changing shapes,
pours, and visibility). |
FOSS Kit "Solids and Liquids"
ScottForesman Module D
Trade Books |
TMA
TO |
|
02 |
Identify a change in the state of matter caused by heating or
cooling. |
TMA
TO |
|
Instructional Objective
112.04 Exploring natural and man-made objects. |
Standard Reference
1.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify natural resources (i.e. plants, animals, water, air,
land, forests, and soil). |
FOSS Kit "Solids and Liquids"
Trade Books |
TMA
TO |
|
02 |
Identify man-made solid shapes and the use of the different
solid objects (i.e. desk – flat surface, ball – round, wheels). |
TMA
TO |
|
03 |
Identify man-made liquids and their uses (i.e. tea, pop, and
medicine). |
TMA
TO |
|
04 |
The student will identify solids that sink or float. |
TMA
TO |
|
Instructional Objective
112.05 Explore the position and motion of objects. |
Standard Reference
1.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the specific force required to move an object (i.e.,
push, pull, and lift). |
Trade Books |
TO |
|
02 |
Describe the motion of an object (i.e. straight, circular, back
and forth motion). |
TO |
|
03 |
Identify changes in motion. |
TO |
|
Instructional Objective
112.06 Observe and explore the life cycle of plants and animals
and their basic needs. |
Standard Reference
1.S.3 |
|
No. |
Performance Objective |
Resource Reference
|
Assessment Correlation
|
|
01 |
Identify a part of a specific living thing (i.e. leaves, legs,
and wings). |
STC Kit "Organisms"
ScottForesman Module B
Explorer’s Activity Guide
Trade Books |
TO
TMA |
|
02 |
Identify a living thing related to a specific characteristic
or behavior (e.g., food eaten, body coverings, habitat). |
TO
TMA |
|
03 |
Identify a growth sequence for a given plant or animal. |
TO
TMA
|
|
04 |
Identify an important need to all living things. |
TO
TMA |
|
05 |
Match a plant with its seed. |
TO
TMA |
|
06 |
Experiment and describe patterns of growth in plants. |
TO |
|
07 |
Identify a picture of an adult animal or a given offspring |
TO
TMA |
|
08 |
Identify an animal that moves in a specific way (i.e. walk,
run, hop, crawl, swim, and fly). |
TO
TMA |
|
Instructional Objective
112.07 Recognize that animals live in different habitats for
which they are suited. |
Standard Reference
1.S.3 |
|
No. |
Performance Objective |
Resource Reference
|
Assessment Correlation
|
|
01 |
Associate the structure of a plant or animal with its survival
in a specific environment. |
STC Kit "Organisms"
Trade Books |
TO |
|
02 |
Classify parts of the environment as a living or nonliving. |
TO |
|
03 |
Identify an animal that inhabits a specific environment (i.e.
pond, land). |
TO |
|
04 |
Match an animal to its home. |
TO |
|
05 |
Sort animals into wild and domestic categories. |
TO |
|
06 |
Identify the basic needs of animals for survival (i.e. shelter,
room, air, and energy from the sun). |
TO
TMA |
|
07 |
Compare life cycles of plants and animals (i.e. pillbugs, millipedes,
snails, guppies, endosperm, and pine seedlings). |
TO |
|
08 |
Recognize that animals live in different habitats for which
they are suited (i.e. terrariums or aquariums). |
TO |
|
Instructional Objective
112.08 Understand that living things need food to survive |
Standard Reference
1.S.3 |
|
No. |
Performance Objective |
Resource Reference
|
Assessment Correlation
|
|
01 |
Identify the basic needs of animals for survival (i.e. food,
water). |
STC Kit "Organisms"
Trade Books
ScottForesman Module B
Explorer’s Activity Guide |
TO
TMA |
|
Instructional Objective
112.09 Identify the four seasons and their characteristics. |
Standard Reference
1.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a picture of a specific season. |
ScottForesman Module B
Explorer’s Activity Guide
Trade Books |
TO
TMA
|
|
02 |
Identify the months in each season. |
TO
TMA |
|
03 |
Observe outdoor environment of each season and brainstorm/collect
data for each particular season. |
TO |
|
04 |
Communicate observations and create a mural or art piece for
local outdoor environment for each season. |
TO |
|
05 |
Depict appropriate dress for each season. |
TO |
|
06 |
Investigate and discuss changes in local plants for each season. |
TO |
|
07 |
Illustrate the seasons of an apple tree or another broadleaf
tree. |
TO |
|
08 |
Investigate and discuss changes in animals in each season. |
TO |
|
Instructional Objective
112.10 Understand the characteristics of different weather
conditions. |
Standard Reference
1.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a picture that illustrates a specific element of weather
(i.e. moving air, sun, water, and evaporation). |
Newspaper (Local Section) |
TO |
|
02 |
Use simple tools to measure weather conditions and record changes
from day to day and over the seasons. |
TO |
|
03 |
Describe daily weather changes and recognize predictable temperature
and weather trends in a season. |
TO |
|
04 |
Describe the effects of seasonal and weather changes on people,
animals, and plants (i.e. behaviors, hibernation, migration,
body covering, and habitat). |
TO |
|
05 |
Categorize the characteristics of different weather conditions. |
TO
TMA |
|
06 |
Use observations of the weather to discuss and give examples
of possible local outdoor activities. |
TO
TMA |
|
07 |
Collect and graph temperatures weekly or biweekly to demonstrate
seasonal changes. |
TO |
|
08 |
Collect and graph sunrise/sunset time weekly/biweekly to demonstrate
seasonal changes in length of days. |
TO |
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This Bibliography provides a sampling of books and other resources that
complement the various science units. The selections were made from the
resource portions of each kit as well as the National Science Teachers
Association (http://www.nsta.org).
Please visit these areas for more ideas.
Organisms
Observing
Bischhoff-Miersch, Andrea and Michael. Do You Know the Difference? North-South
ISBN 1-55858-371-8
The similarities of and the differences between
a variety of common animals are presented through a clear text accompanied by
lifelike illustrations. The book compares, for example, gray seals with sea lions.
Thornhill, Jan. Before and After: A Book Of Nature Timescapes. National
Geographic. ISBN 0-7922-7093-2
This beautifully illustrated book will capture
young readers' interest with an engaging presentation of the changes that occur
in a variety of natural settings. Readers observe the changes that occur over
spans of time, ranging from a few seconds to a year.
Habitats
Cristini, Ermano, and Luigi Puricelli. In the Woods. Saxonville,
MA: Picture Book Studio, 1983.
Illustrates life in the woods and challenges children
to identify a whole object by examining only a part.
Cristini, Ermano, and Luigi Puricelli. In the Pond. Saxonville,
MA: Picture Book Studio, 1984.
This wordless book illustrates the living things
of marshy wetlands and what happens above, around, and beneath the water of a
pond. Companion book to In the Woods.
Curran, Eileen. Life in the Forest. New York: Troll Associates,
1985.
Asks children to look closely to see the organisms
of the forest. For beginning readers to read independently. The companion book
in this set is Life in the Pond, also by Eileen Curran.
Fife, Dale H. The Vacant Lot. San Francisco: Little Brown, 1991.
Harry Hale has decided to sell his vacant lot.
But when he decides to visit it, he discovers that it is far from empty.
Garland, Sherry. The Summer Sands. Gulliver. ISBN 0-15-282492-8
A delightful story about conservation is told from
the point of view of children observing the life forms on a fragile sand dune.
After the dune is destroyed by a storm, recycled Christmas trees are used as
a base to help rebuild it.
Kalman, Bobbie. Wonderful Water. The Primary Ecology Series. New
York: Crabtree, 1992.
Includes a study of pond habitats. The books in
this series are filled with activities that help teach children how to use what
they already know about the environment to actively participate in solving problems
they see around them.
Oppenheim, Joanne. Have You Seen Trees? Scholastic Hardcover ISBN
0-490-46691-7
Delightful poetry and watercolor illustrations
encourage readers to use their senses while exploring trees, leaves, fruits,
and seasons. Includes a tree identification key.
Romanova, Natalia. Once There Was a Tree. New York: Dial Books,
2985.
A Russian tale of a tree split by lightning, leaving
only a stump, and the life on and around the stump as seasons change.
Seeds and Plants
Gibbons, Gail. The Pumpkin Book. Holiday House. ISBN 0-8234-1465-5
Young jack-o-lantern lovers will appreciate this
account of the life cycle of the pumpkin. Brilliantly illustrated with diagrammed
and labeled sections, the book also explains the role of the pumpkin in the traditional
American fall holidays and ends with information for home and classroom projects.
Schories, Pat. Over Under in the Garden: An Alphabet Book. Farrar.
32pp. ISBN 0-374-35677-7. $16. (P)
As they learn their ABCs, beginning readers also
discover the beauty and wonder of life in the garden. Drawings in earth tones
and muted pastels capture plants and animals from acorns and ants to zucchini
and zebra butterflies.
Tresselt, Alvin. The Gift of the Tree. New York: Lothrop, Lee
and Shepard Books, 1992.
Describes the role of an oak tree in the cycle
of nature. Complemented by beautiful paintings.
Udry, Janice May. A Tree is Nice. New York: Harper Trophy, 1956.
A Caldicott Medal book, this book is a wonderful
discussion starter.
Wilkes, Angela. My First Garden Book. New York: Knopf, 1992.
Features simple gardening projects, from collecting
seeds to growing a miniature desert garden.
Animals
Bernhard, Emery. Ladybug. New York: Holiday House, 1992.
The complete story of one of the most loved beetles.
Voted best nonfiction book for younger youth by the Young Entomologist's Society.
Clements, Andrew. Big Al. New York: Yoshi, 1988.
A good story to illustrate that what is ugly is
not necessarily bad.
Himmelman, John. A Pill Bug's Life (Nature Upclose Series). Children's
Press/Grolier. ISBN 0-516-21165-X or paperback ISBN 0-516-26798-1
In this well illustrated book, follow the life
of a common garden creature: the pill bug. The story begins with the birth of
a pill bug and continues through the seasons for three years. This wonderful
book will enrich student's studies of an easy-to-raise insect.
Mitchell, Joni. Both Sides Now. New York: Scholastic, 1992.
Features two caterpillars who demonstrate how both
clouds and life appear differently when viewed from different perspectives. The
message is that change is an important part of life.
McKissack, Patricia C. A Million Fish . . . More or Less. New
York: Knopf, 1992.
A boy gets a chance to tell his own version of
a bayou tale when he goes fishing.
National Geographic Society Staff, ed. Books for Young Explorers Series. Washington,
DC: National Geographic Society, 1991.
Beautiful books about nature for beginning readers.
Titles include Dinnertime for Animals and Animal Clowns.
Rockwell, Anne. The Story Snail. New York: Macmillan, 1987.
A ready-to-read book about a snail who gives a
boy 100 stories to tell.
Savage, Stephen. Butterfly. Thompson ISBN 1-56847-325-7
Colorful, careful drawings of the butterfly's life
cycle feature hibernation, mating, eggs, and chrysalis. The drawings culminate
a succinct summary of metamorphosis. A brief comparison of butterflies and moths
is included.
Still, John. Amazing Beetles. Eyewitness Juniors Series. New York:
Knopf, 1991.
Filled with information about amazing beetles and
photographs of them. The series also includes Amazing Fish, by Mary Ling.
Death
Manson, Christopher. The Tree in the Wood. New York: North-South
Books, 1994.
This adaptation of a classic circular rhyme encompasses
an entire circle of change and rebirth.
Mellonie, Bryan, and Robert Ingpen. Lifetimes: The Beautiful Way to
Explain Death to Children. New York: Bantam, 1983.
Deals with the sensitive topic of death by explaining
about beginnings and endings.
Weather
Clouds
DePaola, Tomie. The Cloud Book. New York: Holiday House, 1975.
This humorous approach to learning about different
types of clouds contains inviting pictures and amusing comments that make it
appealing to young children.
Shaw, Charles. It Looked Like Spilt Milk. New York: HarperCollins
Children's Books, 1947.
Each page in this book shows a cloud that resembles
a different object. Students might benefit from looking at the book after they
have observed clouds for themselves.
Rain
Aardema, Verna. Bringing the Rain to Kapiti Plain. New York:
Dial Books, 1981.
Rhythmic writing makes this story good for reading
aloud. The book gives children an idea of life on an arid plain in Africa.
Nakabayashi, Ei. The Rainy Day Puddle. New York: Random House,
1989.
In this simple introduction to the concept of evaporation,
a frog enjoys his puddle as it gets larger in the rain and then watches as it
gets smaller after the rain stops.
Spier, Peter. Rain. New York: Delacorte Press, 1982.
This picture book without words illustrates the
activities of two children on a rainy and very stormy day. It provides an excellent
opportunity for having young children use descriptive language to tell the story
shown in the illustrations.
Seasons
Dupasquier, Phillippe. Our House on the Hill. New York: Viking
Press, 1988.
This picture book illustrates the same outdoor
scene each month throughout the year. Students can observe and discuss the changes
that they see taking place in the landscape, people, and animals as the seasons
change.
Locker, Thomas and Candace Christiansen. Sky Tree: Seeing Science
Through Art. HarperCollins ISBN 0-06-024884-X
This treasure combines the seasonal changes of
a tree perched atop a hill near a riverbank with lyrical text and delicately
muted color drawings. A must volume for integrating science and the arts.
Selsam, Millicent. Where Do They Go? Insects in Winter. New York:
Scholastic, 1981.
Informative drawings and text answer the question
of where insects go in winter.
Snow
Mayer, Mercer, and Gina Mayer. Just a Thunderstorm. Racine, WI:
Western Publishing, 1993.
This little book illustrates the fear children
often feel in a thunderstorm. As the character discovers, however, thunderstorms
do create great mud puddles.
Zolotow, Charlotte. The Storm Book. New York: HarperCollins Children's
Books, 1952.
This Caldecott Medal winner, to be read to young
children, helps them imagine a summer storm as it affects the country, the city,
and the beach. The author's beautiful prose can introduce students to the power
of imagery in writing.
Wind
Hutchins, Pat. The Wind Blew. New York: Penquin, 1986.
The book tells the tale of a wind that temporarily
carries off hats, umbrellas, scarves, and anything else in its path.
Comparing and Measuring
Most, Bernard. How Big Were the Dinosaurs? San Diego, CA: Harcourt
Brace, 1994.
Gives children a relative idea of the size of different
kinds of dinosaurs by comparing them with objects in the modern world.
Myller, Rolf. How Big Is a Foot? New York: Dell, 1990.
A simple, amusing story illustrating the importance
of using standard units of measure.
Liquids and Solids
Hoban, Tana. Is It Rough? Is It Smooth? Is It Shiny? New York:
Morrow/Greenwillow Books, 1984.
Color photographs without text introduce objects
of many different textures, such as pretzels, foil, hay, mud, a kitten, and bubbles.
Edited by Klutz Press. Kid's Cooking: A Very Slightly Messy Manual. Palo
Alto: Klutz Press, 1987.
A cookbook that includes 45 kid-tested recipes
for easy-to-make kitchen crafts and cuisine, such as giant soap bubbles, play
dough, finger paint, and "not so sloppy joes."
Robinson, Fay. Solid, Liquid, or Gas? Chicago: Children's Press,
1996.
This photo essay defines matter - solids, liquids,
and gasses - and gives several examples of each.
Seuss, Dr. Bartholomew and the Oobleck. New York: Random House,
1970.
A king orders his royal magicians to cause something
new to rain from the sky. So oobleck begins to fall in a downpour. Its strange
properties cause quite a mess, and the king learns a lesson in humility.
Williams, Karen. Galimoto. New York: Lothrop, Lee and Shepard,
1990.
Walking through his village, a young African boy
finds the materials to make a special toy. Galimot means care in Chicewa, the
national language of Malawi, Africa. It is also the name of a push toy made by
children.
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Science curriculum e-mail contact:
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Boise School District
8169 W. Victory Rd., Boise, ID 83709
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School District of Boise City
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