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Cycle 243 DaysThe recommended number of days/lessons is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Oct 16-Dec 20, 2017Unit # of Days/LessonsTexas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)The student will:Unit 6:In this unit,students exploreand comparevarious types ofEarth materials.1050-minute lessonsSuggested Pacing:________-________Unit 6: Earth Resources (10 lessons) K.7A observe, describe, compare, and sort rocks by size, shape, color, and texture;K.7B observe and describe physical properties of natural sources of water, including color and clarity; K.7C give examples of ways rocks, soil, and water are usefulNotes to TeacherStudents should be given opportunities to observe, describe, compare and sort soil based on its properties. Students should understand that all soil is not the same and has components with different sizes, textures and color. Students might think that soil and water are only important to plants, but they should also know that rocks, soil and water help make products useful in our everyday lives.Academic VocabularyrocksoilwaterpropertycolorsizeshapetextureVertical Alignment Before After 1st Grade1.7ABC observe, describe, compare, and sort components of soil by size, color, and texture; AND gather evidence of how rocks, soil, and water help to make useful productsScience Background Information Note: Rocks are formed in three ways: igneous rocks cool and harden from the magma under and lava above the surface of the Earth; sedimentary rocks form from compacted and cemented sediments that have been deposited; and metamorphic rocks form from other rocks that have become buried and changed from heat and pressure deep within the earth. When students bring in rocks from their backyards, the playground, or a special rock collection, the first thing to notice is how very different each rock looks. The properties of matter students learned in previous activities will also be used to describe and sort their rocks. With the property of size, use relative descriptions such as “The gray, speckled rock is bigger than the red bumpy rock.” Some rocks are as big as boulders, some are as small as a pebble, and others are tiny like grains of sand. Students can also use non-standard units such as paperclips or counting cubes to measure the size of rocks. Most rocks are irregularly shaped, while others are worn to a round or flat shape from weathering by water. Rocks are made from a mixture of colored minerals. A hand lens allows a closer look at the individual mineral grains. Rock texture can be glassy smooth like obsidian, rough like gravel, or scratchy like sandstone. Heavier or lighter rock samples can be determined with the use of a primary balance. After a storm, rivers can become muddy from the stirred-up sediment. Students can take a glass of water and stir in dirt. The water becomes cloudy. After a while, it settles and the water appears clear again. Water can appear green like pond water with algae. Water can also appear blue like ocean water. Relative temperature is another property that students can feel when the water is cold or warm to the touch. The property of taste is not used in this exploration. Useful rocks. Humans have used rocks in many ways to improve the quality of living because they have such varying properties such as hardness, color, and crystal shapes. Hard rocks are used in making roads. They may use a mixture of sand, gravel, and cement to make the road. Buildings often have large blocks of stone or bricks used for walls. In homes, hard rocks are useful as granite counter tops in kitchens, marble floors, and rock stepping stones in gardens. Some rocks, like talc, which is made into baby powder, are so soft they can be ground up. Other rocks like pure gold or silver are very expensive and are often turned into money or jewelry. Useful Soil. Humans cannot live without soil for planting food crops. We need soil as the ground we walk on, build on, and work on. Soil becomes our back and front yards, school playgrounds, and parks. Soil is also used to make things, like the clay used to make ceramic coffee mugs, plates, beautiful pieces of art, or the adobe bricks used to make walls. Useful water. All living things need water to survive. We use water for drinking, bathing, cleaning, and watering our lawns. We use our lakes, rivers, and oceans as a source of fish, seafood and transportation. We swim in pools, squirt water guns, and play in the rain. Of all the natural resources, water is the most important and the most fun.Essential Questions What physical properties can we use to describe, compare, and sort rocks?What physical properties can we use to describe natural sources of water?How are rocks, soil, and water useful to us?Key Science Concepts Rocks can be described and sorted based on their properties, including size, shape, color, or texture.Water in nature can be described and sorted according to its properties including color and clarity.Rocks, soil, and water are useful for many purposes in our daily lives. Cycle 243 DaysThe recommended number of days/lessons is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Oct 16-Dec 20, 2017Unit # of Days/LessonsTexas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)The student will:Unit 7: WeatherIn this unit,students observe,identify, andexplore patterns of change in nature550-minute lessonsSuggested Pacing:________-________Unit 7: K.8A Weather (5 lessons) K.8A observe and describe weather changes from day to day and overseasonsPROCESS SKILL- SCI.K.3C explore that scientists investigate different things in the natural world and use tools to help in their investigationsNotes to TeacherStudents should be given opportunities to observe changes in the weather. Make sure students know that the weather changes from day to day and from season to season. Students might think that the weather only changes with the seasons, but instead should know that the weather is not the same from one day to the next day and that it also changes throughout the day.Academic VocabularyweathercoldhotwindyrainycloudysunnyseasonVertical Alignment Before After 1st Grade1.8A record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icyScience Background Information The sun heats the Earth unevenly, which causes air to be cold in one place and warm in another. It can be dry over there, rainy over here, calm skies in one city, but breezy 10 miles away. These air masses bring different daily weather, varying temperatures, and an assortment of cloud cover, precipitation, and wind. Kindergarten students focus on these average weather events and not on extremes, such as tornadoes or hurricanes. Whether students have outdoor recess or stay indoors, ride their bike or play indoor games, walk their dog or watch television, and swim in the pool or make hot chocolate, all these activities are directly connected to daily weather. Cloud cover, temperature, and precipitation can affect student clothing and activities. The Earth’s tilt and its journey around the Sun cause the angle of sunlight and the number of daylight hours to change dramatically from season to season. However, kindergarten students do not focus on these reasons for seasonal changes. Instead, students are encouraged to explore how each season brings different weather and how those changes affect their daily activities. Spring brings clouds and rains that nourish new plant growth, as well as mild temperatures for playing baseball and picnics in the park. Summer’s heat brings long hot days, school vacation, air conditioners on high, swimming, shorts, and suntan lotion. During fall, yellow, red, and orange tree leaves create a blanket of lawn color to play in and rake. Light jackets are all that are needed for fall’s mild temperatures during soccer and football games. Winter’s weather, however, brings freezing temperatures that go with snowmen, mittens, and sleds. Students will observe and record the daily weather at their schools. They can record sunny or cloudy (cloud cover), hot or cold (relative temperature), rainy or not (precipitation), and windy or not (winds). Weather icons that represent these events can be attached to student journals and class charts. During the onset of inclement weather, some students will notice the clouds become dark, the temperature drops, the winds pick up, and snow may occur instead of rain. Students can create their own weather icons to represent these new events. They can also discover other patterns or trends on their weather charts. If students have relatives or friends living in other locations, comparing weather conditions is a fun way to make personal connections to the dynamics of our planet’s changing atmosphere.Essential Questions What observations can we make about changes in day to day weather and the seasons?How can we describe the weather we see every day?How can we describe the different weather conditions found in each season?Key Science ConceptsThe weather is different from day to day.The weather is different from season to season.We can observe and describe changing weather conditions such as differences in cloud cover, temperature, and precipitation levels. Cycle 243 DaysThe recommended number of days/lessons is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Oct 16-Dec 20, 2017Unit # of Days/LessonsTexas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)The student will:Unit 8: Day and NightIn this unit,students exploreand comparevarious types ofEarth materials.550-minute lessonsSuggested Pacing:________-________Unit 8: Day and Night (5 lessons) K.8B identify events that have repeating patterns, including seasons of the year and day and nightNotes to TeacherStudents should be given opportunities to observe and describe events on Earth and in space that have repeating patterns. Students should understand that day and night are a pattern, as well as spring, summer, fall and winter. Students might think that day and night, and the seasons change randomly, but instead should know that day, night and the seasons change in patterns that we can observe.Academic Vocabularycloudmoonseasonswinterspringsundaynightsummerfall/autumnVertical Alignment Before After 1st Grade1.8C identify characteristics of the seasons of the year and day and nightScience Background Information Day and night repeat every 24 hours. When Earth faces the Sun, it is daytime. When the Earth turns away from the Sun, it is night. Play a game where one student holds a yellow ball or bright flash light and pretends to be the Sun. The rest of the class each pretends to be the Earth. Have students face the Sun when you shout “Day!” and turn away from the yellow Sun ball when you shout “Night!” After playing this several times, you might catch students turning back and forth rather than turning all the way around. Explain that they are not washing machines going back and forth, but the Earth spinning like a top! Help them keep turning in the same direction. Students are quick to point out how day and night are different. During the day, the Sun is out, and people go to work, to school, or to play. During the night when the stars are out, building lights and streetlights come on, and people sleep. This 24-hour cycle repeats day after day. Note: Students might be aware of some exceptions to nightly activity, such as adults who work a night shift, like police, nurses, or factory workers. Some animals are also up at night and sleep during the day, like owls and some bugs. The other exceptions students might think of include darkness coming before dinner in winter, while during the summer nightfall does not come until after many students have gone to bed. The Moon can be visible both during the day and at night. Remembering the sequence of the four seasons may be challenging for Kindergarten students. Changes in weather, landscape, sunlight, clothing, and daily activities occur with each season. Connecting to personal experiences using family photos and drawings to share for each season will make the task easier. The chorus from the song can also help students remember the pattern of the four seasons: Fall is golden with everywhere leaves. Winter is cold; there is snow and long sleeves. When you see flowers growing, you know spring is near. And then comes hot summer, four seasons, one year.Essential Questions What is the pattern in the day and night cycle?What is the sequence of the seasons?Key Science ConceptsDay and night happen in a repeated sequence.Seasons happen in repeated patterns, and usually include summer, fall, winter, spring. ................
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