Freshmen Science Pacing
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|Content Standard |Performance Expectation |Science Content or Kits Used |Essential Vocabulary |Supplemental |Assessments |Demonstrations, |
|EALR4: Physical Science |(Lesson Content Goals) | |(Highlight denotes |Material | |Labs, Activities’ |
|Big Idea: Force and Motion | | |District Content | | |Stories |
|Core Content: Push-Pull & Position | | |Vocabulary) | | | |
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|K-1 PS1A The position of an object can be described by |Use common terms so that all observers can |Force and Motion: Push-Pull |Energy |Science Notebooking |Science Probe: 3-8 |Demo: Observing Forces |
|locating it relative to another object or to the |agree on the position of an object in relation |and Position |Force | |“Apple on a Desk” | |
|object’s surroundings. |to another object (e.g., describe whether the | |Motion |Classroom Demonstrations | |Demo: “Push and Pull” |
| |teacher’s desk is in front of the room, at the | |Move |on District Webpage |Science Probe: 3-9 | |
| |side, or in the back; say whether the top of the | |Position | |“Rolling Marbles” |Demo: Is That Satellite |
| |school’s flagpole is higher or lower than the | |Pulling |Science Short Stories on | |Moving or Not? |
| |roof).*a | |Pushing |District Webpage |Science Probe: 3-10 | |
| | | |Speed | |“Dropping Balls” |Demo: Observing Motion |
|K-1 PS1B Motion is defined as a change in position over |Demonstrate motion by moving an object or | | |The Things Wings Do. By | | |
|time. |a part of a student’s body and explain that | | |Kieth Waddington District| |Story: Cheetahs Are Fastest |
| |motion means a change in position. | | |Web Site | | |
| | | | | | |Story: Jumping Spiders |
|K-1 PS1C A force is a push or a pull. Pushing or pulling |Respond to a request to move an object | | | | | |
|can move an object. The speed an object |(e.g., toy wagon, doll, or book) by pushing or | | | | |Story: One of the Slowest |
|moves is related to how strongly it is pushed |pulling it. | | | | |Races on Earth |
|or pulled. |When asked to move the object farther, | | | | | |
| |respond by pushing or pulling it more | | | | |Story: Wildebeasts on the |
| |strongly. | | | | |Move |
| |Explain that a push or a pull is a force. | | | | | |
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|K-1 PS1D Some forces act by touching and other forces |Distinguish a force that acts by touching it | | | | | |
|can act without touching. |with an object (e.g., by pushing or pulling) | | | | | |
| |from a force that can act without touching | | | | | |
| |(e.g., the attraction between a magnet and a | | | | | |
| |steel paper clip). | | | | | |
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|EALR 4: Earth and Space Science |Performance Expectation |Science Content or Kits Used |Essential Vocabulary |Supplemental |Assessments |Demonstrations, |
|Big Idea: Earth in the Universe |(Lesson Content Goals) | |(Highlight denotes |Materials | |Labs, Activities, |
|Core Content: Observing the Sun & Moon | | |District Content | | |Stories |
| | | |Vocabulary) | | | |
| | | | | | | |
|K-1 ES2A Some objects occur in nature; others have |Sort objects into two groups: natural and |Sifting Through Science |Air |Science Notebooking |Assessment Probe #3-2 “Is It |Demo: Designing Minerals with|
|been designed and processed by people. |human-made.*a | |Color | |a Solid?” |Legos |
| | |Science and Technology for |Earth Materials |Classroom Demonstrations | | |
|K-1 ES2B Earth materials include solid rocks, sand, |Describe Earth objects using appropriate |Children, 2006 |Gas |on District Webpage |Assessment Probe #2-4 “Solids|Demo: My Soil has Layers |
|soil, and water. These materials have |terms, such as hard, soft, dry, wet, heavy, and | |Heat | |and Holes” | |
|different observable physical properties. |light, to describe these materials. | |Human-made |Science Short Stories on | |Demo: Which Rocks Will Fizz? |
| |Sort Earth objects by one observable | |Light |District Webpage | | |
| |property (e.g., rocks by size or color).*a | |Liquid | | | |
| |Compare Earth objects by at least two | |Natural |Water on Wheels: “Rock | | |
| |properties (e.g., first compare rocks by size, | |Nature |Exploration” | | |
| |then by color). *a | |Observation | | | |
| | | |Physical Properties | | | |
|K-1 ES2C Some Earth objects are made of more than |Observe and describe objects made of more | |Temperature | | | |
|one material |than one Earth material (e.g., certain rocks and soil). | |Thermometer | | | |
| | | |Tools | | | |
|EALR 4: Life Science |Performance Expectation |Science Content or Kits Used |Essential Vocabulary |Supplemental |Assessments |Demonstrations, |
|Big Idea: Structure & Function of Living Systems |(Lesson Content Goals) | |(Highlight denotes |Materials | |Labs, Activities, |
|Core Content: Plant and Animal Parts | | |District Content | | |Stories |
| | | |Vocabulary) | | | |
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|K-1 LS1A The human body is made up of various |Identify the external parts of a human body |FOSS Kit: |Animals |Science Notebooking |Science Probe: 1-16 |Story: The Anxious Leaf |
|external parts. |(e.g., head, hands, feet, knees, and elbows). |Animals Two by Two |Birds | |“Is It an Animal?” | |
| | | |Characteristic |Classroom Demonstrations | |Story: The Fairy Tulips |
|K-1 LS1B All plants and animals have various external |Identify the external parts of different plants |FOSS Kit: |Drink |on District Webpage |Science Probe: 1-17 | |
|parts. |and animals (e.g., legs on an insect, flowers, |Trees |Eat | |“Is It Living?” |Story: The Three Apples |
| |stems, and roots on many plants, feathers on | |Environment |Science Short Stories on | | |
| |birds, scales on fish, eyes and ears on many | |External Parts |District Webpage |Science Probe: 2-12 |Story: Animal Colors |
| |animals). | |Fish | |“Is It a Plant?” | |
| | | |Flowers |Master Gardener | |Story: A Tale of Tails |
|K-1 LS1C The parts of a plant or animal appear |Observe how parts of a plant or animal look | |Habitat | |Science Probe: 2-15 | |
|different under a magnifier compared with |under a magnifier and draw or use words to | |Hunt |Seed Grow Children |Is It Food for Plants?” |Story: The Things Wings Do. |
|the unaided eye. |describe them (e.g., a single hair, the leg of an | |Leaves | | | |
| |insect, a fingerprint). | |Light |Magnifiers |Science Probe: 4-12 | |
| | | |Living | |“Is It Food?” | |
|K-1 LS1D Different animals use their body parts in |Compare how different animals use the same | |Magnifier | | | |
|different ways to see, hear, grasp objects, |body parts for different purposes (e.g., humans use their | |Nectar | | | |
|and move from place to place. |tongues to taste, while snakes use their tongues to | |Non-living | | | |
| |smell). | |Plants | | | |
| | | |Roots | | | |
|K-1 LS1E Animals have various ways of obtaining |Compare how different animals obtain food | | | | | |
|food and water. Nearly all animals drink |and water (e.g., a squirrel hunts for nuts, a pet | | | | | |
|water or eat foods that contain water. |dog eats prepared food and drinks water from a bowl or | | | | | |
| |puddle, many birds and insects find | | | | | |
| |nectar in flowers, which contain food and | | | | | |
| |water, people may grow food in gardens and | | | | | |
| |many shop for food in stores and get water | | | | | |
| |from the tap). | | | | | |
|K-1 LS1F Most plants have roots to get water and | | | | | | |
|leaves to gather sunlight. |Explain that most plants get water from soil | | | | | |
| |through their roots and they gather light | | | | | |
| |through their leaves. | | | | | |
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Kindergarten Grade Science Standards
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