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Grade 1: Overview of the Year
Overview
Topics in first
grade science focus on learning critical science skills and include units on
Organisms, Pebbles, Sand, and Silt, Solids and Liquids, Myself and Others. Each unit
includes hands-on, minds-on, research-based kits that give students
opportunities to "do science" while learning science vocabulary, concepts
and skills. Each unit equips students to improve their reading and writing
skills with reading resources designed for a range of reading abilities.
Science Kits are shared across the district, so students will follow the
curriculum scheduled for their particular school. Although the order may
differ, all students will receive instruction on the topics listed on the
menu to the right.
Students that have experienced a deeper, integrated experiences with science
concepts and processes demonstrate higher levels of success in secondary
science.
Building Successful Foundations in Science
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
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Constancy and Change: Although most things are in the process
of changing, some properties remain constant (i.e. the speed of light).
(Earth/Space
Science)
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Constancy and Change:
Physical properties of
earth materials change over time.
(Earth/Space Science)
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Interdependence: Living things interact with one another and their
environment for existence and balance.
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Interdependence:
Plants and animals form
closely-knit systems that are independent.
(Life Science)
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Order and Organization of Systems: A system consists of components/parts
that interact. (Physical Science)
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Order and Organization of Systems:
Components of a system
have specific physical properties. Solids and liquids have specific
properties.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
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Why are predictions an important part of the scientific process? How
can we make better predictions? Why
should we follow a plan when conducting an investigation? What
tools are available to gather data when conducting an investigation? How
does data help us explain our investigation? What are some of the
ways we can collect data? How
can we communicate the results of our investigation to others? How
can we make sure an investigation is done the same way each time? How
can data accuracy be determined? How can errors in data be
discovered? How
can data be visually represented? How does data help make better
predictions? How
can models help complete a scientific investigation? What do we have
to do or make sure we do not do in order to be safe during science? What
tools are available to help gather data?
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How
can we use our senses to learn about the world around us? What are
some ways objects can be classified? How
can different materials be mixed and sorted? How
can we use our senses to learn about the world around us? What are
some ways objects can be classified?
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Where
do plants get heat and light to enable them to grow? How
can we determine plants are growing? How can we record plant growth? What
predictions can we make about how external influences produce
changes? What
do plants need in order to survive? Why do
plants need sunlight to grow?
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What
is the difference between living and nonliving things? What
are some specific characteristics organisms have and how to those
characteristics set them apart from other organisms. What
is necessary for all organisms within a system to survive? What are
different land and water habitats.
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What
do woodland organisms eat? What do aquarium organisms eat? What
needs to be included in a nutritious diet? How
are the members of a population alike and different? What
are some specific characteristics organisms have that allow them to
adapt and survive? What
characteristics are common to a species? (e.g. bean plant, snail,
guppy, beetle, pill bug) How
can we learn about living things that we in existence long before
us? How
can we learn about living things that we in existence long before
us? What
is the life cycle of a bean plant, snail, guppy, beetle, and/or a
pill bug?
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What
are the physical properties of rocks, soils, and minerals? What are
some uses for rocks, soils, and minerals?
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What
are the different states in which water can be found?
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What
are some building materials we get from the earth?
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How
has technology changed our lives? What are some careers that use
science and technology?
Colorado State Standards
December 2009
PHYSICAL SCIENCE
Grade Level Expectations and Evidence Outcomes:
1. Solids and liquids
have unique properties that distinguish them
a. Analyze and
interpret observations about solids and liquids and their
unique properties
b.
Identify the
similarities and differences of two or more groups of solids
or liquids
c. Classify solids and
liquids based on their properties, and justify your
choice based on evidence
LIFE SCIENCE
Grade Level Expectations and Evidence Outcomes:
1. Offspring have
characteristics that are similar to but not exactly like their
parents’ characteristics
a. Use evidence to
analyze similarities and differences between parents and offspring
in a variety of organisms including both plants and animals
b.
Analyze and interpret
data regarding the similarities and differences between
parents and offspring
c.
Question peers about
evidence used in developing ideas about similarities and
differences between parents and offspring
d. Interpret information represented
in pictures, illustrations, and simple charts
2.
An organism is a living thing that has physical
characteristics to help it survive
a. Identify organisms and use
evidence based scientific explanations for classifying them into
groups
b.
Analyze and interpret data about the
needs of plants and animals
c.
Use direct observations and other
evidence to support ideas concerning physical
characteristics that help plants and animals survive
EARTH SCIENCE
Grade Level Expectations and Evidence Outcomes:
1.
Earth’s materials can be compared and classified
based on their properties
a. Identify and
represent similarities and differences such as the
texture, size, color and shape of various materials on
Earth
b.
Sort, group, and classify Earth’s
materials based on observations and explorations
c.
Make predictions about how a material on
Earth might be useful based on its properties
d.
Communicate ideas about the differences between soils
from different places
e. Use a
variety of tools to observe, analyze, record, and
compare Earth’s materials
f.
Analyze the impact of reducing, reusing, and recycling
various materials |
Grade 1 Essential
Vocabulary
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animals
characteristic
classify
communicate
consumer
data
difference
evidence
groups
growth |
impact
important
investigate
liquid
matter
needs
negative
observe
offspring
parents |
physical
characteristic
plants
positive
recycle
reduce
report
reuse
similar
solid
sort
unique |
Research confirms that students need at least 6
opportunities through varied activities to experience new vocabulary in
order to acquire a conceptual understanding. The following activities
are endorsed by the Mid-Continental Research in Education Laboratory (MCREL)
Six Step Strategy for Improving Vocabulary. Instead of looking at a
dictionary first, follow the 6 steps to insure students have a full
understanding. Read more about
Research on Teaching
Vocabulary.
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Step 1:
Teacher provides a description, explanation, or example of the term
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Step 2:
Student restates the description, explanation, or example in his/her own
words
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Step 3:
Student designs a visual representation
Use the suggested
Vocabulary
Activities for Steps 4-6.
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Step 4:
Student completes activities that provide practice for using terms in
writing
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Step 5:
Students review and discuss word meanings
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Step 6:
Students practice words with games
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Parents
Recognizing similarities and differences is an effective research-based
learning strategy for increasing retention. When learners can connect a new
concept or fact to something they already know, it is easier to remember the
new information because it already has a "hook" to prior learning. Help your
first grader learn to master the use of similarities and differences by
practicing. While driving in the car or passing time, ask your child to pick
an object and you pick an object. Take turns sharing ways the two are alike.
Then take turns sharing how they are different. |
