First Grade Science Pacing - Pasco School District



First Grade Science Standards

|Content Standard | | | | | |Science Demonstrations, |

|EALR 4: Physical Science |Performance Expectation |Science Content |Essential Vocabulary |Supplemental |Assessments |Labs, Activities |

|Big Idea: Matter: Properties and Change |(Lesson Content Goals) |Or Kits Used |(Highlight denotes |Materials | |Short Stories |

|Core Content: Liquids and Solids | | |District Content | | | |

| | | |Vocabulary) | | | |

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|K-1 PS2A Liquids take the shape of the part of the |Predict the shape that water will take in a |STC Kit: |Container |Science Notebooking |Science Probe: 3-2 |Science Demo: Ice Cube Lift|

|container they occupy. |variety of different containers. |Solids and Liquids |Experiment | |“Is It a Solid?” | |

| | | |Frozen |Classroom | |Science Demo: Liquids Race |

|K-1 PS2B Solids retain their shape regardless of the |Predict that frozen water (e.g., ice) will | |Ice |Demonstrations on | | |

|container they are in. |retain its shape when moved among | |Liquid |District Webpage | |Science Demo: Maple Syrup: |

| |containers of different shapes (e.g., ice cubes | |Mass | | |Solid or Liquid? |

| |in a tray). | |Matter |Science Short Stories | | |

| |Given several substances, sort them into | |Prediction |on District Webpage | | |

| |those that are liquid and those that are solid. | |Properties | | | |

| | | |Solid | | | |

| | | |Volume | | | |

| | | |Water | | | |

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|EALR 4: Earth and Space Science |Performance Expectation |Science Content |Essential Vocabulary |Supplemental |Assessments |Science Demonstrations, |

|Big Idea: Earth in the Universe |(Lesson Content Goals) |Or Kits Used |(Highlight denotes |Materials | |Labs, Activities |

|Core Content: Observing the Sun & Moon | | |District Content | | | |

| | | |Vocabulary) | | | |

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|K-1 ES1A Many things can be seen in the sky. Some change minute by |Observe and communicate the many things | |Air |Science Notebooking |Science Probe: 2-23 |Science Demo: Sundial Time |

|minute, while others move in patterns that can be seen if they are observed|that can be seen in the sky that change minute | |Clouds | |“Darkness at Night” | |

|day after day. |by minute (e.g., birds, airplanes, and clouds) | |Day |Classroom | |Science Demo: New to Full |

| |and those that change their shape or position in | |Model |Demonstrations on |Science Probe: 2-24 |Phases of the Moon |

| |observable patterns day after day (e.g., | |Moon |District Webpage |Emmy’s Moon and Stars” | |

| |apparent shape of the moon).*a | |Movement | | |Science Demo: Quicker Ruler|

| | | |Night |Science Short Stories |Science Probe: 2-25 |Fall and the Planets |

|K-1 ES1B The position of the Sun in the sky appears to change during the |Compare the position of the Sun in the sky | |Observe |on District Webpage |“Objects in the Sky” | |

|day. |in the morning with its position in the sky at | |Patterns | | |Science Demo: Who is that |

| |midday and in the afternoon.*b | |Shadow | |Science Probe: 4-23 |Man on the Moon |

| | | |Sky | |“Moonlight” | |

|K-1 ES1C The Moon can be seen sometimes during the day and sometimes |Observe the Moon during different times of | |Sun | | |Science Demo: “Comb Beams” |

|during the night. The Moon appears to have different shapes on different |the day and month, and draw its apparent | | | | | |

|days. |shape.*b | | | | |Science Demo: “Space, The |

| | | | | | |dark Frontier” |

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| | | | | | |Science Demo: “Black Out” |

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|EALR 4: Life Science |Performance Expectation |Science Content |Essential Vocabulary |Supplemental |Assessments |Science Demonstrations, |

|Big Idea: Ecosystems |(Lesson Content Goals) |Or Kits Used |(Highlight denotes |Materials | |Labs, Activities |

|Core Content: Habitats | | |District Content | | | |

| | | |Vocabulary) | | | |

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|K-1 LS2A There are different kinds of natural areas, or |Investigate an area near their home or school |GLAD: Habitats in Our World |Animals |Science Notebooking |Science Probe: 2-19 |Science Activities: Animal |

|habitats, where many different plants and |where many different plants and animals live | |Characteristics | |“Habitat Change” |Cracker Biomes |

|animals live together. |together (e.g., a lawn, a vacant lot, a wooded |GLAD: Exploring Habitats |e.g. |Classroom | | |

| |park, a flower bed) and describe the different | |Evidence |Demonstrations on | | |

| |plants and animals found there. |GLAD: Animal House |Food |District Webpage | | |

| | | |Habitat | | | |

| | |Real Animals |Investigate |Science Short Stories | | |

|K-1 LS2B A habitat supports the growth of many |Identify the characteristics of a habitat that | |Man-made |on District Webpage | | |

|different plants and animals by meeting |enable the habitat to support the growth of |Real Plants |Natural world | | | |

|their basic needs of food, water, and shelter. |many different plants and animals (e.g., have | |Plants | | | |

| |trees to provide nesting places for birds and | |Recycle | | | |

| |squirrels, pond water for tadpoles and frogs, | |Reuse | | | |

| |blackberry bushes for rabbits to hide in). | |Shelter | | | |

| | | |Water | | | |

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|K-1 LS2C Humans can change natural habitats in |List two or more things that humans do that | | | | | |

|ways that can be helpful or harmful for the |might harm plants and animals in a given | | | | | |

|plants and animals that live there. |habitat (e.g., throwing litter in a pond might | | | | | |

| |cause difficulty for water birds and fish to find | | | | | |

| |food or might poison the plants and animals | | | | | |

| |that live there). | | | | | |

| |Communicate ways that humans protect | | | | | |

| |habitats and/or improve conditions for the | | | | | |

| |growth of the plants and animals that live there | | | | | |

| |(e.g., reuse or recycle products to avoid | | | | | |

| |littering). | | | | | |

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|EALR 4: Life Science |Performance Expectation |Science Content |Essential Vocabulary |Supplemental |Assessments |Science Demonstrations, |

|Big Idea: Biological Evolution |(Lesson Content Goals) |Or Kits Used |(Highlight denotes |Materials | |Labs, Activities |

|Core Content: Classifying Plants and Animals | | |District Content | | | |

| | | |Vocabulary) | | | |

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|K-1 LS3A Some things are alive and others are not. |Use logical rules to sort objects into two |GLAD: Habitats in Our World |Animals |Science Notebooking |Science Probe: 1-16 |Science Demo: |

| |groups, those that are alive and those that are | |Behaviors | |“Is It an Animal?” |“Classification of Objects”|

| |not.*a |GLAD: Exploring Habitats |Classify |Classroom | | |

| | | |Color |Demonstrations on |Science Probe: 1-17 |Science Demo: |

|K-1 LS3B There are many different types of living |Given a list, illustrations, or actual plants or |GLAD: Animal House |Different |District Webpage |“Is It Living” |“Classification” (14 |

|things on Earth. Many of them are classified |animals, classify them as plants or animals. | |External features | | |separate activities) |

|as plants or animals. | |Real Animals |Identify |Science Short Stories |Science Probe: 2-12 | |

| | | |Living |on District Webpage |“Is It a Plant?” | |

|K-1 LS3C External features of animals and plants are |Describe several external features and |Real Plants |Non-Living | | | |

|used to classify them into groups. |behaviors of animals that can be used to | |Organism | | | |

| |classify them (e.g., size, color, shape of body | |Plants | | | |

| |parts). | |Relationship | | | |

| |Describe several external features of plants | |Shape | | | |

| |that can be used to classify them (e.g., size, | |Similar | | | |

| |color, kinds of seeds, shapes, or texture of plant | |Size | | | |

| |parts). | |Sort | | | |

| |Give examples to illustrate how pairs of | | | | | |

| |plants and/or animals are similar to and | | | | | |

| |different from each other (e.g., cats and dogs | | | | | |

| |both have four legs, but many dogs have longer | | | | | |

| |snouts than cats).*b | | | | | |

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