ELEMENTARY SCHOOL SCIENCE CURRICULUM GRADE ONE

Transcription

1 VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY Telephone Number: (845) ext Fax Number: (845) ELEMENTARY SCHOOL SCIENCE CURRICULUM GRADE ONE MAY 2010 Approved by the Board of Education June 14, 2010

2 Instructional 2-5 Key Idea 5: Energy and matter interact through forces that result in changes in motion. Essential What makes things move? What are some ways things move? Why do things move the way they do? Describe the effects of common forces of objects, such as those caused by gravity, magnetism, and mechanical forces. There are common forces of objects, such as those caused by gravity, magnetism, and mechanical forces. -Recognize that a force is a push or a pull. - Observe and describe what pushes and pulls can do. - Recognize that objects move in different ways. -Observe and describe different kinds of movement. -Recognizing that motion involves moving from one place to another. -Recognize that the amount of a change in motion is related to the strength of the push or the pull. -Explore variables that influence the spinning and movement. 5.1a 5.1b 5.1c Unit F 2-3 How do Objects Move on Surfaces? How do wheels help objects move? -Recognize that friction is a force that makes it harder to move things. -Observe that the motion of objects can be changed by the amount of friction acting upon them. -Recognize that a wheel is a roller that turns on an axle. -Recognize that rollers and wheels can be used to makes things easier to push or pull. 5.2a 5.1d 5.1f Unit F

3 Instructional 2-3 Key Idea 5: Energy and matter interact through forces that result in changes in motion. Essential What are magnets? -Magnetism is a force that may attract or repel certain materials. Magnets attract other objects made from iron, steel, nickel, or cobalt. -Recognize that a magnet is a piece of iron that attracts objects with iron in them. - Observe how the magnetic force works and its different uses. 5.2a 5.2b 5.1e Unit F 2-3 What are the poles of a magnet? Magnets have two different poles. Poles that are alike, push apart, or repel; poles that have different poles, pull together, or attract. -Observe that a magnet has two different poles. -Recognize that a magnet s pulling force is strongest at the poles. 5.1e 5.2b Unit F 2 What can a magnet pull through? The force of magnetism decreases as distance increases. Magnets can be used to make some things move, even without touching them, because the magnetic force reaches beyond the magnet. -Recognize that magnetic force can pass through some things to attract iron objects. -Observe that magnetic force gets weaker as distance increases from the magnet. 5.1c 5.1e 5.2b Unit F Lesson 3

4 Instructional Valley Central School District 2 Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Essential What can we observe about solids? Matter is all around us. Solids can sink or float -Define solids. -Observe and describe the properties of matter. 3.1a 3.1b 3.2a Unit E 2 What can we observe about liquids? Liquid is a state of matter and flows freely. It takes the shape of the container it is in and can be a thick or thin mixture. -Define liquids. -Recognize that liquid is matter that flows. -Observe and describe the properties of liquids. 3.1a 3.1b 3.2a Unit E 2 What makes some objects sink and some float? The material an object is made up of determines specific properties of the object (whether it sinks or floats). -Describe objects in terms of floating/sinking properties. -Predict and sort objects that will sink/float. -Test hypothesis -Make generalizations about things that sink and float. 3.1e 3.1g Unit E Lesson 3

5 Instructional 2 What solids dissolve in liquids? Some solids dissolve in water and some do not. -Classify objects into those that will dissolve in water and those that will not. -Observe/chart items that will dissolve in water. 3.1f Unit E Lesson 4 3 What are sounds? Energy exists in different forms, including sound. All sounds, whether they are high or low, loud or soft, are made by a vibration. -Observe and compare different sounds. - Demonstrate how sounds are made. 4.1a 4.1b 4.1d Unit E

6 Instructional 2-3 Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. 2 Essential What is weather? Weather is what the air outside is like. It is caused by three factors: sunshine, air, and water. As energy from the sun reaches Earth, it warms the air, land, and sea. -Recognize that weather is the condition of air outside. - Observe and record weather changes from day to day. 2.1a 2.1b 2 What is temperature? Temperature is the measure of how hot or cold something is. - Use a thermometer to collect and record information about weather. -Identity weather patterns in temperature. - Recognize that wind is moving air. 2.1b 2 What is wind? Wind is moving air that can push things. Wind can blow gently or blow hard. Strong winds can cause electricity or tornadoes. -Observe changes in wind direction and speed. 2.1b 2.1d Lesson 3

7 Instructional 2-3 What makes clouds and rain? Clouds are made up of many tiny drops of water. The drops join and get heavier. When the drops get heavy, they fall as rain. -Identify that clouds form when warm air meets cooler air. -Recognize that rain forms from water drops in clouds. 2.1a 2.1b Lesson What is the water cycle? Water moves from the Earth to the sky and back again is the water cycle. -Recognize that water can change into water vapor or tiny water droplets. -Identify experiences they had with evaporation and condensation. 2.1c Lesson 4

8 Instructional Ongoing Throughout The year Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective Essential What can we see in the sky? Why do we have day and night? Stars are objects in the sky that give off light. The Sun is the closest star to Earth and it moves from east to west in the sky. The Moon is the brightest object in the sky at night and reflects from the Sun s light. Earth is always moving or rotating. The sun s light makes the sky bright and the when the Earth faces away from the sun it is dark. -Observe objects in the sky. -Identity the patterns of the Sun and stars in the sky. -Recognize that Earth s spinning gives us day and night. -Use a model to demonstrate the occurrence of day and night. 1.1c 1.1a 1.1b

9 Instructional 2-3 Essential : How can we describe the Earth and space? Students should be able to identify the sun, moon, seasons 1. Manipulate materials through direction and free discovery. 2. Correctly use a thermometer (Celsius, Fahrenheit) Observe, analyze, and report s of objects and events, specifically their environment. Observe, identify, and communicate patterns, cause, and effect relationships in weather, seasons. -graph daily temperatures. 1.1.a 1.1c chapter 1,2 2-3 days What s the difference between the seasons? Each season has characteristics that make it unique. Sort and group seasonal pictures. 1.1b unit D Lessons Day 1 Day What makes day and night? How big is the Earth? Students will be able to state that the earth rotates once every 24 hours, causing day/night. The student will identify the sun, moon, earth in relation to their size. Use a model of the Earth and a flashlight to demonstrate day/night. Use a small paper plate, dried pea. Sesame seed to represent sun, earth, moon. Glue on black paper/ and label. 1.1b 1.1b unit D unit D

10 Living Environment Instructional Key idea 1: Living things are both similar to and different from each other and from nonliving things. 2-3 Essential : What are living and nonliving things? -Nonliving things do not grow and thrive. -Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die. -Compare living and nonliving objects. -make comparison charts of living things, rocks, and nonliving things. 1.2a, 1.1c, 1.1a, 1.2a Unit A,2 3 What Do Animals Need? Animals need food, water, air, and a place to live. Identify what parts and features of an animal allow them to meet their needs. 1.1.b 2-3 How do Animals Grow? Animals change as they get older. Some grow from eggs, some from inside their mothers. Match animal babies to parents. 1.2a 4.1e 4.1f

11 Living Environment Instructional Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. 2 Essential : How Does a Frog Grow? Frogs are amphibians. They lay their eggs in water. They hatch into tadpoles which then develop hind legs and then front legs. Their tails are absorbed into their bodies. Observe and record changes in the life cycle of a frog. Put pictures of the frog life cycle in the correct order. 2.1 Unit A Lesson How Do Plants Grow? Most plants grow from seeds. Seeds from a parent plant will sprout plants that resemble the parent plant. Identify parts of a seed. Recognize that a seed grows into a plant that resembles the parent plant. 2.2b 3.1b 3.1c

12 Living Environment Instructional Key Idea 3: Individual organisms and species change over time. Valley Central School District 2-3 Essential : What are some kinds of animals? Mammals are animals that feed milk to its young and have fur on their body. Birds have 2 wings and 2 feet. Some can fly, run or swim. Fish live in water and breathe through gills. Reptiles have rough dry skin. Amphibians have smooth wet skin. Identify or label which animals belong to which group. 3.1a Unit A Chapter 3

13 Living Environment Instructional 2 days Key Idea 3: Individual organisms and species change over time. Essential : How do plants grow? Valley Central School District Recognize that a seed grows into a plant. Draw and label the parts of a plant. 3.1b Unit A 3 days What are parts of a plant? Roots absorb water and nutrients. Stems support the leaves and flowers. Leaves make the food for the plant. Identify the basic parts of plants and their functions. Observe and compare plants. 3.1a Unit A 2 days What do plants need? Plants need air, light, soil, and water to grow. If a plant does not receive what it needs it will stop growing. Identify that plants need air, light, soil, and water. Communicate and observe about growth of a plant. 3.1b 3.1c 4.2a 4.2b 1.1b 6.2a unit A Lesson 3

14 Living Environment Instructional 3 Key Idea 6: Plants and animals depend on each other and their physical environment. Essential : How do we need plants and animals? Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Valley Central School District Plants and animals, including humans, depend on each other and the nonliving environment. Identify and sort pictures of plant and animal products depending on whether they come from plants/animals. 6.1b Unit B Lesson 3 2 days Essential : What lives in a forest? Plants respond to changes in their environment. Compare leaves and bark of different forest trees. 5.2a Unit B 2 days 2 days What lives in a desert? What lives in a rainforest? Animal respond to changes in their environment. The health, growth, and development of organisms are affected by environmental conditions. Give examples of the characteristics that help plants and animals live in a desert. Name characteristics of plants/animals that enable them to live in a rainforest. 5.2b 5.2e, f Unit B Lesson3 Unit B Chapter 3 Lesson 3

15 Living Environment Instructional 2 days 3 days What lives in the ocean? Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environments. What are natural resources? Valley Central School District The health, growth, and development of organisms are affected by environmental conditions. Humans are dependent upon and have an impact on their environment. Human decisions cause changes to occur. Classify picture cards of animals that live in the ocean. Gather and record data about s around our school. 5.2e 7.1a Unit B Lesson 4 Unit C 2 days 2-3 days Where is fresh water found? How can people take care of resources? Fresh water can be made from salt water. Humans change environments in ways that can be helpful or harmful to themselves or other organisms. Identify that fresh water can be made from salt water. Describe ways to take care of natural resource. Construct something new out of a natural resource. 7.1b 7.1c Unit C Lesson 3 Unit C Lesson 4