CURRICULUM FRAMEWORK



ROCHESTER CITY SCHOOL DISTRICT

ELEMENTARY SCIENCE CURRICULUM

GRADE 1

Notes to the Teacher

• This document was based on New York State Core Curriculum K-4 Elementary Science and designed for teachers to use in their development of lessons for standards focused instruction.

• Collaboration in lesson design, instructional delivery, assessment development, and resource application is strongly encouraged across and through the grade levels to establish collegiality, consistency, and continuity.

• In a standards-based educational system lesson development should begin with the content and skills (major understandings and performance Objectives) and integrated with assessment. This framework should be used to articulate the design and activities of the lesson.

• This document should be used to design standards focused instruction that would increase students’ understanding and skills in science as well as improve student preparation and performance on state assessments.

CURRICULUM FRAMEWORK

This curriculum should be used as a lesson planning guide/instructional design for teachers.

The Key Ideas

The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.

The Performance Objectives

The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.

The Major Understanding

The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.

Suggested Assessments

These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.

Vocabulary/Visuals

The essential vocabulary were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.

The Suggested Activities

The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.

The Conceptual Question

The Conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.

SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING

Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.

Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.

Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.

Presenting Results — using a variety of media to present the solution and to communicate the results.

General Science Process Skills

i. follow safety procedures in the classroom, laboratory, and field

ii. safely and accurately use the following tools:

• hand lens

• ruler (metric)

• balance

• gram weights

• spring scale

• thermometer (C(, F(()

• measuring cups

• graduated cylinder

• timepiece(s)

iii. develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)

iv. manipulate materials through teacher direction and free discovery

v. use information systems appropriately

vi. select appropriate standard and nonstandard measurement tools for measurement activities

vii. estimate, find, and communicate measurements, using standard and nonstandard units

viii. use and record appropriate units for measured and calculated values

ix. order and sequence objects and/or events

x. classify objects according to an established scheme

xi. generate scheme for classification

xii. utilize senses optimally for making observations

xiii. observe, analyze, and report observations of objects and events

xiv. observe, identify, and communicate patterns

xv. observe, identify, and communicate cause-and-effect relationships

xvi. generate appropriate questions (teacher and student based) in response to observation events, and other experiences

xvii. observe, collect, organize, and appropriately record data, then accurately interpret results

xviii. collect and organize data, choosing the appropriate representation:

• journal entries

• graphic representations

• drawings/pictorial representations

xix. make predictions based on prior experiences and/or information

xx. compare and contrast organisms/objects/events in the living and physical environments

xxi. identify and control variables/factors

xxii. plan, design, and implement a short-term and long-term investigation based on a student-or teacher-posed problem

xxiii. communicate procedures and conclusions through oral and written presentations

SCIENCE PROCESSING SKILLS

Observing

• Using one or more of your senses to gather information about objects or events

• Seeing, hearing ,touching, smelling, or tasting or combinations of these

• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.

• Scientific observations are always recorded

• Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.

Classifying

• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.

• Based on an identification process objects or events can be grouped according to similarities and differences

• Objects or events are placed into categories based on their identifiable characteristics or attributes.

• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information

Comparing and Contrasting

• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems

• Using specific criteria to establish similarities and /or differences between two or more objects or events.

• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.

Inferring

• A statement, reasonable judgment or explanation based on an observation or set of observations

• Drawing a conclusion based on past experiences and observations

• Inferences are influenced by past experiences

• Inferences often lead to predictions

• Taking previous knowledge and linking it to an observation

• An untested explanation

Predicting

• Making a forecast of future events or conditions expected to exist

• Forecasting an expected result based on past observations, patterns, trends, data, or evidence

• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted

• Using an inference to tell what will happen in the future

• Interpolated prediction is made between two known data points

• Extrapolated prediction is made outside or beyond known data points

Measuring

• Making direct and indirect comparisons to a standard unit

• Each measurement has a number and a unit

• Making quantitative observations or comparisons to conventional or non-conventional standards

• Instruments may be used to make reliable, precise, and accurate measurements

Communicating

• Verbal, graphic or written exchange of information

• Describing observations, procedures, results or methods

• Sharing information or observations with charts, graphs, diagrams, etc.

Hypothesizing

• Making a possible explanation based on previous knowledge and observations

• Making an “educated” guess

• Proposing a solution to a problem based on some pertinent information on the problem

• Constructing an explanation based on knowledge of the condition

• Tells how one variable will affect the other variable

• A logical explanation that can be tested

• Identifying variables and their relationship(s)

• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)

Testing a Hypothesis/ Experimenting

• Following a procedure to gather evidence to support or reject the hypothesis

• Applying the scientific method to gather supportive or non-supportive evidence

• Testing variables and drawing conclusions based on the results

• Designing investigations to test hypotheses

• Testing how one variable affects the other

• Following a precise method to test a hypothesis

• Forming conclusions based on information collected

• Controlling variables to isolate how one will affect the other.

• Answering a research question

Making Models

• Creating representations of objects, ideas or events to demonstrate how something looks or works

• Models may be physical or mental representations

• Models can be computer generated

• Displaying information, using multi-sensory representations

Constructing graphs

• Identifying dependent and independent variables and showing relationships

• Showing comparisons between two or more , objects or events

• Distribution of percentages

• Producing a visual representative of data that shows relationships, comparisons or distribution

• Labeling and scaling the axis

• Descriptive data – bar graph

• Continuous data – line graph

• Converting discreet data into pictures

Collecting and Organizing Data

• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems

• Categorizing and tabulating the information to illustrate patterns or trends

• Recording measurements, male drawings, diagrams, lists or descriptions

• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.

• Sorting, organizing and presenting information to better display the results

• Using titles, tables, and units for columns

Analyzing and Interpreting Data

• Looking for patterns, trends or relationships in the arrangement of data

• Deciding what the collection of information means

• Looking at pieces of data to understand the whole

• Looking at the independent and dependent variables and their relationship

• Looking for consistency and discrepancies in the data

• Making sense of the observations, data, etc.

Forming Conclusions

• Making final statements based on the interpretation of data

• Making a decision or generalization based on evidence supported by the data

• Telling whether the data supports the hypothesis or not

• A factual summary of the data

Researching Information

• Asking questions and looking for relevant information to answer it

• Using various methods and sources to find information

• Identifying variables and asking questions about it followed by gathering relevant information.

• Research questions may focus on one variable or the relationship between two variables.

• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem

Formulating Questions

• Asking the who, what, where, when, why, how, what if, of the problem, information, or even

• Using the given information to search for further understanding

• Asking textually explicit questions that can be answered by the text.

• Asking textually implicit questions that are inferential and cannot be answered by the text alone

Estimating

• Making a judgment about the size or number of an item, or attribute without actually measuring it

• Making a judgment based on past experiences or familiarity

Identifying Variables

• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships

• Showing the cause and effect relationship in respect to the variables

• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.

• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).

Controlling Variables

• Keeping variables consistent or constant throughout and experiment

• Controlling the effect or factors that influence the investigation

Forming Operational Definitions

• Tell how an object, item, idea, or model functions works or behaves

• Tells the purpose or the use of the object or model

• Tells what the term means and how to recognize it

Reading scales and instruments

• Identifying the intervals and scales

• Reading or counting the total number of scales , graduations or points

• Identifying initial and final measurements, counts or increments

Calibrating instruments

• Setting the instrument to zero before beginning to use it

• Adjusting the instrument to measure exact with known copies

• Setting the instrument measures to a known standard

Following procedures

• Following a given set of oral or written directions to accomplish a specific task to obtain desired results

Applying formulas

• Using theoretical formulas to a concrete or abstract situation

• Applying a theoretical measurement to a model

• Gathering information from a known condition or situation and substituting the elements or variables into a formula.

Interpreting scientific illustrations

• Looking for connections, sequences and relationships amongst the components

• Identifying individual and multiple relationships

• Categorizing groups and individual entities

• Reading the label or description of the illustration

Sequencing

• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria

• Identifying the elements and organizing them chronologically

Conduct an Investigation

• Identify the question or problem

• Conduct some preliminary research

• Identify the variables

• Develop and follow the procedures

• Make observations and collect data

• Analyze the information and report the results

Identifying Properties

• Selecting items, conditions or events based on specific attributes or features

Evaluating

• Making a judgment of worth or merit based on a set of criteria

• Deciding to approve or disapprove a based on some standard

• Asking how the data was obtained or how the information was collected

• Asking how the investigation was done

Seeking and Providing Evidence

• Searching for and sharing factual information

• Identifying relationships or proofs that support an argument

• Stating specific and significant or relevant information to support an idea, decision or argument

Making decisions

• Gathering relevant information, or evidence to support a choice between alternatives

Manipulating materials

• Handling materials and equipment in a safe, skillfully and in an appropriate manner

Generalizing

• Making a general statements from specifics, particulars, or components

Identifying cause and effect relationships

• Recognizing the influence of the independent variable on the dependent variable

• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome

Constructing tables

• Placing similar information into categories

• Ordering discrete information into groups to develop patterns, trends, etc

• Using columns and rows to distinguish elements and components of the information

Analyzing Results

• Determine the meaning of the data collected

• Identifying specific patterns from the information or effects

• Separating the information to understand the components

Interpreting Graphs

• Identify the variables and categories

• Look for relationships and patterns

• Look for sources of errors

• Asking what is evident from the information

• Can interpolations and extrapolations be made from the data

Interpreting Diagrams

• Tell what the objects, or items represents

• Tell what the diagram is a model of, or represents

• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes

• Tell the sequence of events or the chronology of the elements

• Construct an explanation from the interrelated parts or components

STANDARD 1

ANALYSIS, INQUIRY, AND DESIGN

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose

questions, seeks answers, and develop solutions.

ELEMENTARY SCIENCE

1st Grade

RCSD CURRICULUM

Standard 1: Analysis, Inquiry, and Design – Mathematical Analysis

KEY IDEA 1: Abstraction and symbolic representation are used to communicate mathematically.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|M1.1 Use special mathematical notation and symbolism to communicate |Use plus, minus, greater than, less than, equal to, multiplication, and |Tally categories, items or events and construct bar graphs. |

|in mathematics and to compare and describe quantities, express |division signs. |Tabulate data and develop mathematical representations of the |

|relationships, and relate mathematics to their immediate environment. |Select the appropriate operation to solve mathematical problems |information |

| |Apply mathematical skills to describe the natural world. | |

|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |

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|Greater than |Categorize and count various, objects, events and/or conditions and |How can information be represented numerically? |

|Less than |construct bar graphs and tables from the information. | |

|Equal |Measure and group various objects and represent them with mathematical | |

|Equivalent |(in) equalities. | |

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Standard 1: Analysis, Inquiry, and Design – Mathematical Analysis

KEY IDEA 2: Deductive and inductive reasoning are used to reach mathematical conclusions.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|M2.1 Use simple logical reasoning to develop conclusions, recognizing|Explain verbally, graphically, or in writing the reasoning used to |Compare the numerical values of two sets of objects, conditions, |

|that patterns and relationships present in the environment assist them |develop mathematical conclusions. |situations, or events and describe the comparison. |

|in reaching these conclusions. |Explain verbally, graphically, or in writing patterns and relationships |Explain the mathematical relationship between two or more conditions. |

| |observed in the physical and living environment. | |

|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |

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|Reason |Practice developing explanation of numerical information. |How can numbers be used to represent events, conditions or situations?|

|Conclusion |Develop a set of steps in presenting numerical information | |

|Relationships | | |

|Patterns | | |

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Standard 1: Analysis, Inquiry, and Design – Mathematical Analysis

KEY IDEA 3: Critical thinking skills are used in the solution of mathematical problems.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|M3.1 Explore and solve problems generated from school, home, and |Use appropriate scientific tools, such as metric rulers, spring scale, |Demonstrate measuring skills by accurately measuring items with |

|community situations, using concrete objects or manipulative materials |pan balance, graph paper, thermometers [Fahrenheit and Celsius], |specific instruments. |

|when possible. |graduated cylinder to solve problems about the natural world. | |

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|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |

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|Scientific instrument |Familiarize students with various instruments and how they are used. |Why are instruments used in science to measure? |

|Accurate |Practice measuring object | |

|Measurement | | |

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SCIENCE

STANDARD 6

INTERCONNECTEDNESS

AND

THEMES

1st GRADE

RCSD CURRICULLUM

Standard 6 -- Interconnectedness: Common themes -- Systems Thinking

|Major Understanding |Performance Objectives |Suggested Assessment |

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|K.I 6.1 |Observe and describe interactions among components of simple systems. |Identify the key elements in systems. |

|Through systems thinking, people can recognize the commonalities that | |Describe the interactions and relationships of the key elements/ |

|exist among all systems and how parts of a system interrelate and |Identify common things that can be considered to be systems (e.g., a |components. |

|combine to perform specific functions. |plant, a transportation system, and human beings). |List and describe the common characteristics of various systems |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|Interaction | | |

|Relationships |Observe the composition, structure, and operation of various systems and|How are systems designed? |

|Feedback |identify commonalities. |What is a system? |

|Interrelate |Design and build systems to understand how they function. | |

|Systems | | |

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Standard 6 -- Interconnectedness: Common themes -- Models

|Major Understanding |Performance Objectives |Suggested Assessment |

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|K.I 6.2 |Analyze, construct, and operate models in order to discover attributes |Construct various models to represent objects, structures, or systems |

|Models are simplified representations of objects, structures, or |of the real thing. |Analyze models, diagrams, charts, graphs, etc. for their accuracy in |

|systems, used in analysis, explanation, or design. |Discover that a model of something is different from the real thing but |representing the real world. |

| |can be used to study the real thing. |Use various models to explain various aspects of systems, objects, |

| |Use different types of models, such as graphs, sketches, diagrams, and |conditions or situations. |

| |maps, to represent various aspects of the real world. | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Model |Engage students in constructing quantitative, qualitative and structural|Why are models used to represent real-world objects or situations? |

|Quantity |models of various objects, situations or events. | |

|Quality |Present models and have students analyze the content or representation. | |

|Representation | | |

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Standard 6 -- Interconnectedness: Common themes -- Magnitude and Scale

|Major Understanding |Performance Objectives |Suggested Assessment |

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|K.I 6.3 |Observe the things in nature and things that people make have very |Arrange various objects according to magnitude, size, age, etc. |

|The grouping of magnitudes of size, time, frequency, and pressures or |different sizes, weights, and ages. |Develop and explain the criteria for categorizing the various |

|other units of measurement into a series of relative order provides a | |magnitudes. |

|useful way to deal with the immense range and the changes in scale that |Recognize that almost anything has limits on how big or small it can be.|Establish categorical ranges for various measurements. |

|affect behavior and design of systems. | | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Categories |Develop categorical ranges, criteria, and/or orders to group various |In what way do objects, events, situations or conditions relate to |

|Ranges |magnitudes and measured values |each other? |

|Magnitude | |How can we explain changes in various objects, conditions, events, |

|Scales | |etc.? |

|Ordering | | |

|Ranking | | |

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Standard 6 -- Interconnectedness: Common themes - Equilibrium and Stability

|Major Understanding |Performance Objectives |Suggested Assessment |

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|K.I 6.4 |Observe that things change in some ways and stay the same in some ways. |Identify static equilibrium (constant stability). |

|Equilibrium is a state of stability due either to a lack of changes |Recognize that things can change in different ways such as size, weight,|Identify dynamic equilibrium (stability with change). |

|(static equilibrium) or a balance between opposing forces (dynamic |color, and movement. Some small changes can be detected by taking |Identify equilibrium in various systems |

|equilibrium). |measurements. |Describe positive feedback (intensify condition). |

| | |Describe negative feedback (regresses or stops condition). |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Positive feedback (increase/intensify) |Observe how certain conditions stabilize after change. |Why is maintaining equilibrium important? |

|Negative feedback (reverse/stop) |Observe how certain events can influence change. | |

|Stability |Observe how equilibrium is maintained in various systems. | |

|Instability | | |

|Equilibrium | | |

Standard 6 -- Interconnectedness: Common themes - Patterns of Change

|Major Understanding |Performance Objectives |Suggested Assessment |

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|K.I 6.5 |Use simple instruments to measure such quantities as distance, size, and|Measure the differences of an object or condition over time to collect|

|Identifying patterns of change is necessary for making predictions about|weight and look for patterns in the data. |changes in dimensions. |

|the future behavior and conditions. |Analyze data by looking for patterns of change. |Construct graphs, charts, and labels of the measurements to observe |

| | |changes. |

| | |Analyze the charts, graphs, and tables for patterns and changes in |

| | |patterns. |

| | |Analyze behaviors, events, and conditions that have patterns of |

| | |change. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Predictions |Review tables, and graphs that represent data collected over time. |What is a pattern? |

|Patterns |Observe and describe any patterns that are noticeable. |How are patterns developed? |

|Patterns of change |Observe various events (sunrise, sunset, temperature changes, etc.) to | |

|Data |establish patterns. | |

|Observe | | |

|Collect data | | |

Standard 6 -- Interconnectedness: Common themes - Optimization

|Major Understanding |Performance Objectives |Suggested Assessment |

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|K.I 6.6 |Choose the best alternative of a set of solutions under given |Identify choices and alternatives for decision making. |

|In order to arrive at the best solution that meets criteria within |constraints. |Establish cause and effect based on decision/ choices. |

|constraints, it is often necessary to make trade-offs. |Explain the criteria used in selecting a solution orally and in writing |Select choices/alternatives and give reasons for the choices selected.|

| | |Identify the most significant reasons for making decisions/ choices. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Decision |Provide situations and conditions under which choices are to be made and|Why are choices sometimes difficult to make? |

|Choice |develop the concept of criteria for selection. | |

|Alternatives |Establish criteria for making decisions and have student apply to | |

|Input |various situations to determine reliability. | |

|Process | | |

|Output | | |

Standard 1: Analysis, Inquiry and Design — Scientific Inquiry.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|S.1.1 Ask "why" questions in attempt to seek greater understanding |Observe and discuss objects and events. |Record observations (qualitative and quantitative). |

|concerning objects and events they have observed and heard about. | | |

| |Record observations. |Record and articulate appropriate questions based on observations. |

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| |Construct appropriate questions based on observations. |Develop a list of why questions found on an object or event. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|shape |Given an object, create a list of qualitative and quantitative |How many properties can you list about this object? |

|texture |observations about it. | |

|volume |After watching a demonstration of a science experiment have students |How does this object look, feel, smell, sound, etc.? |

|weight |formulate “why” questions about what they observed. | |

| | |Why do we need to describe objects or events? |

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Standard 1: Analysis, Inquiry and Design

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|S.1.2 Question the explanations they hear from others and read about, |Identify similarities and differences between explanations received from|Ask students to compare what they hear, see and read. |

|seeking clarification and comparing them with their own observations and|others or in print and personal observations or understandings. | |

|understandings. | | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|explanation | | |

|similar |Have students compare properties of similar objects. |Why do certain things resemble each other? |

|different | | |

| |Read about a demonstration and its results and compare the literature |How can we tell differences? |

| |with an actual demonstration. | |

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Standard 1: Analysis, Inquiry and Design

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|S.1.3 Develop relationships among observations to construct descriptions|Clearly express a tentative explanation or description which can be |Describe relationships developed from observations. |

|of objects and events and to form their own tentative explanations of |tested. | |

|what they have observed. | |Identify how two observations relate to each other. |

| |Develop hypothesis using observations and prior experiences. | |

| | |Construct an explanation from two or more related objects or events. |

| |Draw a conclusion from observations. | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|hypothesis | | |

|observations |Have students perform a directed activity or watch a demonstration from |How do you develop a hypothesis? |

|explanations |which they formulate tentative explanations. | |

|inference | |How do we explain relationships? |

| |Conduct a series of demonstrations or observations and ask students to | |

| |explain what they observed. | |

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STANDARD 4

LIVING ENVIRONMENT AND THE PHYSICAL SETTING

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

ELEMENTARY SCIENCE

1st GRADE

RCSD CURRICULLUM

STANDARD 4: Living Environment

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1: Describe the characteristics of and variations between living and nonliving things.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|1.1b Plants require air, water, nutrients, and light in order to live and|Explain why a plant needs air, water nutrients and light. |List the items a plant needs in order to grow and survive. |

|thrive. |Explain why a plant is considered a living thing. |Compare the needs of a plant to a non-living thing. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|Nutrient |Observe plants in various conditions for growth by limiting some or|Why are plants living things? |

|Similar |all of the essential elements. |What are the essential items for plants to live? |

|Different |Investigate plant growth under different conditions. | |

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STANDARD 4: Living Environment

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1: Describe the characteristics of and variations between living and nonliving things.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|1.1a Animals need air, water, and food in order to live and thrive. |Explain why living things need air, water and food. |List the essential needs of living things. |

| |Compare the need of living things with non-living things. |Identify which items are needed by living things. |

| | |Identify life activities. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|living |Observe the behavior of a living organism (bugs, fish, dogs, etc.) and|What things are necessary to sustain life? |

|non-living |list their activities. |How can we identify living from non-living things? |

| | |What do I need to stay alive? |

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STANDARD 4: Living Environment

Key Idea 3: Individual organisms and species change over time.

Performance Indicator 3.1: Describe how the structures of plants and animals compliment the environment of the plant or animal.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|3.1a Each animal has different structures that serve different functions |Describe how the structure of animals helps them survive their |Identify physical characteristics of living organisms and describe |

|in growth, survival, and reproduction. |environment. |the survival functions. |

|wings, legs, or fins enable some animals to seek shelter and escape |Explain the changes that animals go through during the different |Match body structures with their survival functions. |

|predators |seasons. |Explain the life functions of specific body structures. |

|the mouth, including teeth, jaws, and tongue, enables some animals to eat| |Explain how body structures work in different environments. |

|and drink | |Identify and distinguish variations to the body parts of organisms. |

|eyes, nose, ears, tongue, and skin of some animals enable the animals to | | |

|sense their surroundings | | |

|claws, shells, spines, feathers, fur, scales, and color of body covering | | |

|enable some animals to protect themselves from predators and other | | |

|environmental conditions, or enable them to obtain food | | |

|some animals have parts that are used to produce sounds and smells to | | |

|help the animal meet its needs | | |

|the characteristics of some animals change as seasonal conditions change | | |

|(e.g., fur grows and is shed to help regulate body heat; body fat is a | | |

|form of stored energy and it changes as the seasons change) | | |

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| |Continued on the next page | |

Continued - 3.1a

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Habitat |Observe survival behavior of animals in their habitat. |How do animals survive in their environment? |

|Variation |Observe camouflage characteristics of specific organisms in the | |

|Survival |environment. | |

|Body Structure |Observe and categorize how certain organisms hunt for food. | |

|Camouflage | | |

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STANDARD 4: Living Environment

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Performance Indicator 5.1: Describe basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).

|Major Understanding |Performance Objectives |Suggested Assessment |

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|5.1b An organism’s external physical features can enable it to carry |Explain how an organism’s physical features help it to survive. |Select two organisms and compare and contrast their physical features |

|out life functions in its particular environment. |Explain how an organism's structures help it to function in the |against their life functions. |

| |environment. |Match physical features with life functions. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|organism beak |Observe (nature, videos, etc.) organisms in their environment and record|How do physical features help us to live? |

|environment / habitat fins |how they use their physical features. | |

|adaptation webbed feet | | |

|camouflage blubber | | |

|ocean | | |

|forest | | |

|desert | | |

|swamp | | |

|pond | | |

|living thing | | |

|non-living thing | | |

STANDARD 4: The Physical Setting

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|1.1c The Sun and other stars appear to move in a recognizable pattern |Describe the similar behavior of the stars in the solar system. |Explain how the stars become visible at night and invisible during the|

|both daily and seasonally. |Explain the movement of the planets around the sun. |day. |

| |Explain how the action of the Earth impacts the appearance of the sun |Explain how the tilt of the Earth’s axis impacts the appearance of |

| |over time (days, months). |stars. |

| | |Identify and distinguish stars from other celestial bodies? |

| | |What is the path of the Earth in the solar system? |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Pattern |Project a simulated star pattern and have students observe |Why don’t we see the Sun at night? |

|Sun |constellations. |Why does the pattern of stars in the sky look different in summer and |

|Stars |Compare a summer map of the sky to a winter map of the sky. |winter? |

|Satellite |What is the pattern that stars follow on a daily basis? | |

|Solar System | | |

|Ellipse | | |

|Earth | | |

|Axis | | |

|Telescope | | |

|Constellation | | |

|Planets | | |

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STANDARD 4: The Physical Setting

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|2.1d Erosion and deposition result from the interaction among air, |Describe the relationship between air and water and the weathering of |Explain how air and water changes the Earth’s surface. |

|water, and land. |the Earth’s surface. |Identify the processes of erosion. |

|Interaction between air and water breaks down earth materials. |Explain the process of erosion. |Label and sequence the process of erosion. |

|Pieces of earth material may be moved by air, water, wind, and | | |

|gravity. | | |

|Pieces of earth material will settle or | | |

|deposit on land or in the water in | | |

|different places. | | |

|Soil is composed of broken-down | | |

|pieces of living and nonliving earth | | |

|material. | | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|Interaction |Place a piece of sandstone and some water in a plastic container, shake,|How does air and water affect the Earth’s surface? |

|Soil composition |and observe the effects of weathering. | |

|Precipitation |Have students construct islands of soil or sand and rock. Using a plant| |

|Runoff |watering canister, sprinkle water to simulate precipitation and the | |

|Groundwater |effects of erosion. | |

|Erosion |Compare and contrast two soil samples taken from different locations. | |

|Weathering | | |

|Deposit | | |

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STANDARD 4: The Physical Setting

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator 3.2: Describe chemical and physical changes, including changes in states of matter.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|3.2a Matter exists in three states: solid, liquid, gas. |Explain the differences between solids, liquids, and gases. |What is a gas? |

|Solids have a definite shape and |Identify materials as solids, liquids, or gases based on their |Identify objects that are solids, liquids, and gases. Describe the |

|volume |properties. |clues that helped you decide which ones were solids, liquids, and |

|Liquids do not have a definite shape | |gases. |

|but have a definite volume. | |Summarize how a solid and a liquid are the same and how they are |

|Gases do not hold their shape or | |different. |

|volume. | | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|States of Matter |List several examples of solids, liquids, and gases. |What properties can be used to identify a material as a solid, a |

|Solid |Examine several different examples of solid, liquids, and gases. |liquid, or a gas? |

|Liquid |Describe the properties of each state of matter. | |

|Gas |Classify a group of objects based on their states of matter. | |

|Volume |Investigate the effects of heat on ice and water. | |

|Properties | | |

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STANDARD 4: The Physical Setting

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator 4.1: Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|4.1f Heat can be released in many ways, for example, by burning, |Explain how heat can be released from other forms of energy. |Describe how energy can be stored in chemicals. |

|rubbing (friction), or combining one substance with another. | |Outline how energy from movement can produce heat. |

| | |Trace the flow of heat from different forms of energy. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|chemical energy |Have students rub there hands together quickly for 10 seconds. Use this|What are some sources of heat energy? |

|friction |demonstration to discuss friction and for students to brainstorm other |How is heat produced? |

|chemical change |times when friction produces heat. | |

|heat |Show students a piece of charred wood. Have students write a paragraph | |

|temperature |explaining how the piece of wood might have looked or felt (temperature)| |

| |before it was burned, during the burning of the wood, and after it was | |

| |burned. | |

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STANDARD 4: The Physical Setting

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|5.1a. The position of an object can be described by locating it |Describe the location of objects in relation to other objects. |Describe the position of your friends' desk to your own. |

|relative to another object or the background. (e.g., on top of, next| |Describe the location of lunchroom in your school and how you have|

|to, over, | |to go to get there. |

|under …) | | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|position between |Gently toss different colored cotton balls on large graph paper with |How can we describe the location of an object? |

|locate behind |compass rose in center. Plot positions and mark. Compare locations | |

|location beside |using compass rose in relation to each other. | |

|background far from |Have students describe the location of various "unknown" objects within| |

|observe close to |the room and have the other students guess the object. | |

|diagram estimate | | |

|north diagonal | | |

|south perpendicular | | |

|west parallel | | |

|left relative | | |

|right in relation to | | |

STANDARD 4: The Physical Setting

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | |Identify forces as pushes and pulls. |

|5.1b. The position or direction of an object can be changed by |Describe how objects move. |Explain why force is necessary to change locations. |

|pushing or pulling. |Compare the force it takes to move various objects various differences.| |

| |Explain how force is used to change locations. | |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|right matter |Put marble on the floor. Blow up balloon. Expel air in balloon near |Why is a force necessary to change the location of an object? |

|left observe |marble. Observe change in position of marble from push of air. (This | |

|north position |could be done on enlarged graph paper and plotted.) | |

|south perpendicular |Attach washer to large rubber band using large paper clip. Tape ruler | |

|east force |to table. Line up washer with "0" point on ruler. Put finger on | |

|west |rubber band without pulling. Now pull washer forward 1 inch. Let go | |

|diagonal |of ruler band. How far does washer move? Try 2 inches. Chart | |

|parallel |results. | |

|mass | | |

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STANDARD 4: The Physical Setting

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|5.1e Magnetism is a force that may attract or repel certain materials.|Identify objects that are and are not magnetic. |List several names of common objects that are magnetic or |

| |Describe what makes an object magnetic. |non-magnetic. |

| |Explain how magnets attract or repel objects. |Identify objects that will be attracted to a magnet. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|magnetic |Provide several magnetic and non-magnetic objects and have students test|Why do objects get attracted to magnets? |

|attract |them. | |

|repel |Test several objects to see if they are magnetic. | |

|magnet |Show students how like poles repel by moving objects that repel. | |

|magnetism field |Show students how unlike poles attract by pulling objects together. | |

|magnetic field | | |

|pole | | |

|compass | | |

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STANDARD 4: The Physical Setting

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

Performance Indicator 5.1: Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and the mechanical forces.

|Major Understanding |Performance Objectives |Suggested Assessment |

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|5.1f Mechanical energy may cause change in motion through the |Describe how using a simple machine can cause a change in motion through|Identify the different types of simple machines. |

|application of force and through the use of simple machines such as |the use of force. |Determine how different machines reduce the force necessary to do |

|pulleys, levers, and inclined planes. |Describe how machines reduce the amount of force needed to do work. |work. |

| | |Explain how simple machines work. |

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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

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|simple machine |Set up stations in your room with each simple machine displayed for |How does a change in motion affect the use of force? |

|wheel and axle |students to use. |How do machines work to change the force needed? |

|wedge |Give students a challenge at each station. | |

|inclined plane |Have students walk around the community pointing out the use of | |

|lever |different simple machines. | |

|screw |Investigate how simple machines work. | |

|pulley | | |

|work, force | | |

|motion | | |

|complex machine | | |

|compound machine | | |

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