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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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