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Science Pacing Guide

Time Frame: September – November First Grade

Unit 1: Space Systems: Patterns and Cycles (Earth Science)

|Science & Engineering Practices |Crosscutting Concepts |Literacy Standards |Mathematics Standards |

|Analyzing and Interpreting Data |Patterns |W.1.7 Participate in shared research and writing |MP.2 Reason abstractly and quantitatively. (1-ESS1-2) |

|Analyzing data in K–2 builds on prior experiences and |Patterns in the natural world can be observed, used to |projects (e.g., explore a number of “how-to” | |

|progresses to collecting, recording, and sharing |describe phenomena, and used as evidence. (1-ESS1-1), |books on a given topic and use them to write a |MP.4 Model with mathematics. (1-ESS1-2) |

|observations. |(1-ESS1-2) |sequence of instructions). (1-ESS1-1), (1-ESS1-2)| |

|Use observations (firsthand or from media) to describe| | |MP.5 Use appropriate tools strategically. (1-ESS1-2) |

|patterns in the natural world in order to answer |Connections to Nature of Science |W.1.8 With guidance and support from adults, | |

|scientific questions. (1-ESS1-1) | |recall information from experiences or gather |1.MD.C.4 Organize, represent, and interpret data with |

| |Scientific Knowledge Assumes an Order and Consistency in|information from provided sources to answer a |up to three categories; ask and answer questions about |

| |Natural Systems |question. (1-ESS1-1), (1-ESS1-2) |the total number of data points, how many in each |

| |Science assumes natural events happen today as they | |category, and how many more or less are in one category|

| |happened in the past. (1-ESS1-1) | |than in another. (1-ESS1-2) |

| | | | |

| |Many events are repeated. (1-ESS1-1) | | |

|Next Generation Science Standards |Disciplinary Core Ideas |Essential Questions |Assessments |Vocabulary |Resources |

Science Pacing Guide

Time Frame: September – November First Grade

Unit 1: Space Systems: Patterns and Cycles (Earth Science)

|Science & Engineering Practices |Crosscutting Concepts |Literacy Standards |Mathematics Standards |

|Planning and Carrying Out Investigations |Patterns |W.1.7 Participate in shared research and writing |MP.2 Reason abstractly and quantitatively. (1-ESS1-2) |

|Planning and carrying out investigations to answer |Patterns in the natural world can be observed, used to |projects (e.g., explore a number of “how-to” | |

|questions or test solutions to problems in K–2 builds |describe phenomena, and used as evidence. |books on a given topic and use them to write a |MP.4 Model with mathematics. (1-ESS1-2) |

|on prior experiences and progresses to simple |(1-ESS1-1),(1-ESS1-2) |sequence of instructions). (1-ESS1-1), (1-ESS1-2)| |

|investigations, based on fair tests, which provide | | |MP.5 Use appropriate tools strategically. (1-ESS1-2) |

|data to support explanations or design solutions. | |W.1.8 With guidance and support from adults, | |

|Make observations (firsthand or from media) to collect| |recall information from experiences or gather |1.OA.A.1 Use addition and subtraction within 20 to |

|data that can be used to make comparisons. (1-ESS1-2) | |information from provided sources to answer a |solve word problems involving situations of adding to, |

| | |question. (1-ESS1-1), (1-ESS1-2) |taking from, putting together, taking apart, and |

| | | |comparing, with unknowns in all positions, e.g., by |

| | | |using objects, drawings, and equations to represent the|

| | | |problem. (1-ESS1-2) |

| | | | |

| | | |1.MD.C.4 Organize, represent, and interpret data with |

| | | |up to three categories; ask and answer questions about |

| | | |the total number of data points, how many in each |

| | | |category, and how many more or less are in one category|

| | | |than in another. (1-ESS1-2) |

|Next Generation Science Standards |Disciplinary Core Ideas |Essential Questions |Assessments |Vocabulary |Resources |

Science Pacing Guide

Time Frame: December – February First Grade

Unit 2: Waves: Light and Sound (Physical Sound)

|Science & Engineering Practices |Crosscutting Concepts |Literacy Standards |Mathematics Standards |

|Planning and Carrying Out Investigations |Cause and Effect |W.1.7 Participate in shared research and writing projects|n/a |

|Planning and carrying out investigations to answer |Simple tests can be designed to gather evidence to |(e.g., explore a number of “how-to” books on a given | |

|questions or test solutions to problems in K–2 builds |support or refute student ideas about causes. |topic and use them to write a sequence of instructions). | |

|on prior experiences and progresses to simple |(1-PS4-1), (1-PS4-2), (1-PS4-3) |(1-PS4-1), (1-PS4-2), (1-PS4-3), (1-PS4-4) | |

|investigations, based on fair tests, which provide | | | |

|data to support explanations or design solutions. | |W.1.8 With guidance and support from adults, recall | |

|Plan and conduct investigations collaboratively to | |information from experiences or gather information from | |

|produce evidence to answer a question. (1-PS4-1), | |provided sources to answer a question. (1-PS4-1), | |

|(1-PS4-3) | |(1-PS4-2), (1-PS4-3) | |

| | | | |

|Connections to Nature of Science | |SL.1.1 Participate in collaborative conversations with | |

| | |diverse partners about grade 1 topics and texts with | |

|Scientific Investigations Use a Variety of Methods | |peers and adults in small and larger groups. (1-PS4-1), | |

|Science investigations begin with a question. | |(1-PS4-2), (1-PS4-3) | |

|(1-PS4-1) | | | |

|Scientists use different ways to study the world. | | | |

|(1-PS4-1) | | | |

|Next Generation Science Standards |Disciplinary Core Ideas |Essential Questions |Assessments |Vocabulary |Resources |

Science Pacing Guide

Time Frame: December – February First Grade

Unit 2: Waves: Light and Sound (Physical Sound)

|Science & Engineering Practices |Crosscutting Concepts |Literacy Standards |Mathematics Standards |

|Planning and Carrying Out Investigations |Cause and Effect |W.1.2 Write informative/explanatory texts in which they name a |n/a |

|Planning and carrying out investigations to answer questions |Simple tests can be designed to gather |topic, supply some facts about the topic, and provide some sense| |

|or test solutions to problems in K–2 builds on prior |evidence to support or refute student |of closure. (1-PS4-2) | |

|experiences and progresses to simple investigations, based on |ideas about causes. (1-PS4-1), | | |

|fair tests, which provide data to support explanations or |(1-PS4-2), (1-PS4-3) |W.1.7 Participate in shared research and writing projects (e.g.,| |

|design solutions. | |explore a number of “how-to” books on a given topic and use them| |

|Plan and conduct investigations collaboratively to produce | |to write a sequence of instructions). (1-PS4-1), (1-PS4-2), | |

|evidence to answer a question. (1-PS4-1), (1-PS4-3) | |(1-PS4-3), (1-PS4-4) | |

| | | | |

|Constructing Explanations and Designing Solutions | |W.1.8 With guidance and support from adults, recall information | |

|Constructing explanations and designing solutions in K–2 | |from experiences or gather information from provided sources to | |

|builds on prior experiences and progresses to the use of | |answer a question. (1-PS4-1), (1-PS4-2), (1-PS4-3) | |

|evidence and ideas in constructing evidence-based accounts of | | | |

|natural phenomena and designing solutions. | |SL.1.1 Participate in collaborative conversations with diverse | |

|Make observations (firsthand or from media) to construct an | |partners about grade 1 topics and texts with peers and adults in| |

|evidence-based account for natural phenomena. (1-PS4-2) | |small and larger groups. (1-PS4-1), (1-PS4-2), (1-PS4-3) | |

|Connections to Nature of Science | | | |

| | | | |

|Next Generation Science Standards |Disciplinary Core Ideas |Essential Questions |Assessments |Vocabulary |Resources |

Science Pacing Guide

Time Frame: December – February First Grade

Unit 2: Waves: Light and Sound (Physical Sound)

|Science & Engineering Practices |Crosscutting Concepts |Literacy Standards |Mathematics Standards |

|Planning and Carrying Out Investigations |Influence of Engineering, Technology, and Science, |W.1.7 Participate in shared research and writing projects |MP.5 Use appropriate tools strategically. |

|Planning and carrying out investigations to answer |on Society and the Natural World |(e.g., explore a number of “how-to” books on a given topic |(1-PS4-4) |

|questions or test solutions to problems in K–2 builds |People depend on various technologies in their |and use them to write a sequence of instructions). | |

|on prior experiences and progresses to simple |lives; human life would be very different without |(1-PS4-1), (1-PS4-2), (1-PS4-3), (1-PS4-4) |1.MD.A.1 Order three objects by length; compare |

|investigations, based on fair tests, which provide |technology. (1-PS4-4) | |the lengths of two objects indirectly by using a |

|data to support explanations or design solutions. | | |third object. (1-PS4-4) |

|Plan and conduct investigations collaboratively to | | | |

|produce data to serve as the basis for evidence to | | |1.MD.A.2 Express the length of an object as a |

|answer a question. (1-PS4-1), (1-PS4-3) | | |whole number of length units, by layering |

| | | |multiple copies of a shorter object (the length |

|Constructing Explanations and Designing Solutions | | |unit) end to end; understand that the length |

|Constructing explanations and designing solutions in | | |measurement of an object is the number of |

|K–2 builds on prior experiences and progresses to the | | |same-size length units that span it with no gaps |

|use of evidence and ideas in constructing | | |or overlaps. Limit to contexts where the object |

|evidence-based accounts of natural phenomena and | | |being measured is spanned by a whole number of |

|designing solutions. | | |length units with no gaps or overlaps. (1-PS4-4) |

|Make observations (firsthand or from media) to | | | |

|construct an evidence-based account for natural | | | |

|phenomena. (1-PS4-2) | | | |

|Use tools and materials provided to design a device | | | |

|that solves a specific problem. (1-PS4-4) | | | |

| | | | |

|Connections to Nature of Science | | | |

| | | | |

|Scientific Investigations Use a Variety of Methods | | | |

|Science investigations begin with a question. | | | |

|(1-PS4-1) | | | |

|Scientists use different ways to study the world. | | | |

|(1-PS4-1) | | | |

|Next Generation Science Standards |Disciplinary Core Ideas |Essential Questions |Assessments |Vocabulary |Resources |

Science Pacing Guide

Time Frame: March – June First Grade

Unit 3: Structure, Function, and Information Processing

|Science & Engineering Practices |Crosscutting Concepts |Literacy Standards |Mathematics Standards |

|Constructing Explanations and Designing Solutions |Structure and Function |W.1.7 Participate in shared research and writing projects (e.g.,|MP.5 Use appropriate tools strategically. |

|Constructing explanations and designing solutions in |The shape and stability of structures of |explore a number of “how-to” books on a given topic and use them|(1-PS4-4) |

|K–2 builds on prior experiences and progresses to the |natural and designed objects are related to |to write a sequence of instructions). (1-LS1-1), (1-LS3 -1) | |

|use of evidence and ideas in constructing |their function(s). (1-LS1-1) | |1.MD.A.1 Order three objects by length; compare |

|evidence-based accounts of natural phenomena and | | |the lengths of two objects indirectly by using a |

|designing solutions. |Connections to Engineering, Technology, and | |third object. (1-PS4-4) |

|Use materials to design a device that solves a |Applications of Science | | |

|specific problem or a solution to a specific problem. | | |1.MD.A.2 Express the length of an object as a |

|(1-LS1- 1) |Influence of Science, Engineering and | |whole number of length units, by layering |

|  |Technology on Society and the Natural World | |multiple copies of a shorter object (the length |

|  |Every human-made product is designed by | |unit) end to end; understand that the length |

| |applying some knowledge of the natural world | |measurement of an object is the number of |

| |and is built using materials derived from the | |same-size length units that span it with no gaps |

| |natural world. (1-LS1-1) | |or overlaps. Limit to contexts where the object |

| | | |being measured is spanned by a whole number of |

| | | |length units with no gaps or overlaps. (1-PS4-4) |

|Next Generation Science Standards |Disciplinary |Essential Questions |Assessments |Vocabulary |Resources |

| |Core Ideas | | | | |

Science Pacing Guide

Time Frame: March – June First Grade

Unit 3: Structure, Function, and Information Processing

|Science & Engineering Practices |Crosscutting Concepts |Literacy Standards |Mathematics Standards |

|Constructing Explanations and Designing Solutions |Patterns |RI.1.1 Ask and answer questions about key details in a text. |1.NBT.B.3 Compare two two-digit numbers based on |

| |Patterns in the natural and human designed |(1-LS1-2), (1-LS3-1) |the meanings of the tens and one digits, |

|Obtaining, Evaluating, and Communicating Information |world can be observed, used to describe | |recording the results of comparisons with the |

|Obtaining, evaluating, and communicating information |phenomena, and used as evidence. (1-LS1-2), |RI.1.2 Identify the main topic and retell key details of a text.|symbols >, =, and ................
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