Science Grade 1 Unit 1 Guide 2010

8/6/2019 Science Grade 1 Unit 1 Guide 2010

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O f f i c e o f E l e m e n t a r y E d u c a t i o n P a g e 1

WCPS 2010-2011 Grade 1 Standard 4: Chemistry and Standard 5: Physics

Grade 1

Science Instruction

Unit Guide

Standard 4: Chemistry

Standard 5: Physics


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Table of Contents

Standard 4: Chemistry

Standard 5: Physics

Topic Page

Maryland State Curriculum for Science Alignment 3-11

Vertical Content Map 12-15

Planning Guide 16-31Instructional Support for Science Objectives 32-53

Word Cards and Vocabulary Sort 54-90Careers in Chemistry and Physics 91

Concept Attainment for Liquids and Solids 92-104Formative Assessments 105-117

Literature To Support Chemistry and Physics 118-125

Websites To Support Chemistry and Physics 126-127Unit 1 Assessment and Key 128-137


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Maryland

State Curriculum for

Science


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Standard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.

Science Correlations/Resources

A. CONSTRUCTING KNOWLEDGE1. Raise questions about the world around them and be willing to seek answers to some of them by makingcareful observations and trying things out.

a. Describe what can be learned about things by just observing those things carefully and adding informationby sometimes doing something to the things and noting what happens.

b. Seek information through reading, observation, exploration, and investigations.

c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.

d. Explain that when a science investigation is done the way it was done before, we expect to get a very similarresult.

e. Participate in multiple experiences to verify that science investigations generally work the same way indifferent places.

f. Suggest things that you could do to find answers to questions raised by observing objects and/orphenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).

g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and

Investigation 1 Parts 1-3




Science Stories: Everything Matters &

Solids to Liquids





Science Stories: Everything Matters &Solids to Liquids






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describing things and experiences.

Standard 1.0 Skills and ProcessesStudents will demonstrate the thinking and acting inherent in the practice of science.


B. APPLYING EVIDENCE AND REASONING

1. People are more likely to believe your ideas if you can give good reasons for them.

a. Provide reasons for accepting or rejecting ideas examined.

b. Develop reasonable explanations for observations made, investigations completed, and information

gained by sharing ideas and listening to others' ideas.

c. Explain why it is important to make some fresh observations when people give different descriptions ofthe same thing.














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C. COMMUNICATING SCIENTIFIC INFORMATION

1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others askthem the same question.

a. Describe things as accurately as possible and compare observations with those of others.

b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

c. Draw pictures that correctly portray at least some features of the thing being described and sequenceevents (seasons, seed growth).

d. Have opportunities to work with a team, share findings with others, and recognize that all teammembers should reach their own conclusions about what the findings mean.

e. Recognize that everybody can do science and invent things and ideas.


Investigation 2 Part 1




Investigation 1 Parts 1-3Investigation 2 Part 1



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D. TECHNOLOGY1. Design and make things with simple tools and a variety of materials.

a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually beused to perform a task.

b. Recognize that tools are used to do things better or more easily and to do some things that could nototherwise be done at all.

c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector setsand the like.

d. Recognize that some kinds of materials are better than others for making any particular thing, forexample, materials that are better in some ways (such as stronger and cheaper) may be worse in other

ways (such as heavier and harder to cut).

e. Explain that sometimes it is not possible to make or do everything that is designed.


2. Practice identifying the parts of things and how one part connects to and affects another.

a. Investigate a variety of objects to identify that most things are made of parts

b. Explain that something may not work if some of its parts are missing.

c. Explain that when parts are put together, they can do things that they couldn't do by themselves.

3. Examine a variety of physical models and describe what they teach about the real things they are meantto resemble.

a. Explain that a model of something is different from the real thing but can be used to learn somethingabout the real thing.

b. Realize that one way to describe something is to say how it is like something else.


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Grade 2

Standard 4.0 Chemistry ~ Students will use scientific skills and

processes to explain the composition, structure, and interactionsof matter in order to support the predictability of structure and

energy transformations.

Science Correlations Other Correlations

A. Structure of Matter

1. Cite evidence from investigations that most things are made ofparts.

a. Examine a variety of objects, such as toys, objects made fromLegos orTinkerToys to identify and describe the parts fromwhich they are made.

b. Take objects apart and rearrange the parts to identify anddescribe the ways the parts work together.



B. Conservation of Matter

1. Provide evidence from investigations that things can be done tomaterials to change some of their properties.

b. Ask and seek answers to questions about what happened tothe materials if other things were done to them, such as beingplaced in a freezer, heated, etc.


Science Stories: Solids to Liquids


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Grade 2

Standard 4.0 Chemistry ~ Students will use scientific skills and

processes to explain the composition, structure, and interactionsof matter in order to support the predictability of structure and

energy transformations.


D. Physical and Chemical Changes

1. Provide evidence from investigations to identify processes that

can be used to change physical properties of materials.

b. Compare the observable properties of objects before and after

y ha have been subjected to various processes.

c. Ask and seek answers to "What if" questions about what mighthappen to the materials if different processes, such as heating,freezing, and dissolving were used to change them.


Science Stories: Everything Matters & Solids to

uids


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Standard 5.0 Physics

Students will use scientific skills and processes to explain theinteractions of matter and energy and the energy transformations

that occur.


C. ELECTRICITY AND MAGNETISM

3. Describe the effect magnets have on a variety of objects.

a. Classify materials based on their behavior in the presence of amagnet.

b. Describe how the magnet affects the behavior of objects withineach group.

Solids and Liquids, Investigation 3, Science Ext., p. 31

Solids and Liquids, Investigation 3, Science Ext., p. 31


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Standard 6.0 Environmental Science

Students will use scientific skills and processes to explain theinteractions of environmental factors (living and non-living) andanalyze their impact from a local to a global perspective.


B. ENVIRONMENTAL ISSUES

1. Recognize that caring about the environment is an importanthuman activity.

a. Recognize and describe that individual and group actions, such

as recycling, help the environment.

b. Recognize and describe that individual and group actions,such as littering, harm the environment.

c. Give reasons why people should take care of theirenvironments.

Ongoing Classroom/School Environment


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Vertical Content Map for Earth/Space Science

Kindergarten Grade 1 Grade 2

4.0 Chemistry - Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability ofstructure and energy transformations.


1. Compare the observable properties of a variety of objects

and the materials they are made of using evidence from

investigations.

a. Examine and describe various objects in terms of

materials, such as clay, cloth, paper, etc. form which they

are made.

b. Based on data, describe the observable properties, such

as size, shape, color, and texture of a variety of objects.

c. Identify and compare the properties of materials of objectsare made of and the properties of objects.

None Provided by MSDE


1. Cite evidence from investigations that most

things are made of parts.

a. Examine a variety of objects, such as toys,

objects made from Legos orTinkerToys to

identify and describe the parts from which they

are made.

b. Take objects apart and rearrange the parts to

identify and describe the ways the parts work

together.


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Kindergarten Grade 1 Grade 2

4.0 Chemistry - Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of

structure and energy transformations.

None Provided by MSDENone Provided by MSDE

B. Conservation of Matter

1. Provide evidence from investigations thatthings can be done to materials to change someof their properties.

b. Ask and seek answers to questions about

what happened to the materials if other things

were done to them, such as being placed in a

freezer, heated, etc.

Instructional Note: Have the students use a

magnifying instrument to investigate samples

of materials.

None Provided by MSDENone Provided by MSDE

D. Physical and Chemical Changes

1. Provide evidence from investigations toidentify processes that can be used to changephysical properties of materials.

b. Compare the observable properties ofobjects before and after they have beensubjected to various processes.c. Ask and seek answers to "What if"

questions about what might happen to the

materials if different processes, such as

heating, freezing, and dissolving were used to

change them.

Instructional Note: Have the students

investigate properties of materials when

several materials are combined to make a

mixture.


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Kindergarten Grade 1 Grades 2 & 3

Standard 5.0 Physics

Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.


3. Observe and gather information from the explorationsto describe how magnets affect some objects.

a. Observe and describe what happens when magnetsare placed on or near objects made of differentmaterials.


3. Describe the effect magnets have on a variety ofobjects.

a. Classify materials based on their behavior in thepresence of a magnet.b. Describe how the magnet affects the behavior of

None Provided by MSDE


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b. Raise and seek answers to questions about whathappened to the objects investigated and/or to themagnet.

objects within each group.


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Kindergarten Grade 1 Grades 2

Standard 6.0 Environmental Science

Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to aglobal perspective.

B. Environmental Issues

1. Identify aspects of the environment that are made byhumans and those that are not made by humans.

a. Identify features of the environment, such as parks,

zoos, buildings, etc. that are made by humans.

b. Identify features of the environment, such as soilrocks, water, etc. that are not made by humans.

B. ENVIRONMENTAL ISSUES

1. Recognize that caring about the environment is animportant human activity.

a. Recognize and describe that individual and groupactions, such as recycling, help the environment.b. Recognize and describe that individual and groupactions, such as littering, harm the environment.c. Give reasons why people should take care of their

environments.

B. Environmental Issues

1. Recognize and describe that the activities ofindividuals or groups of individuals can affect

the environment.

a. Identify and describe that individuals and

group actions, such as turning off lights,

conserving water, recycling, picking up litter, or

joining an organization can extend the naturalresources of the environment.

b. Identify and describe that individual and groupactions, such as leaving the lights on, wastingwater, or throwing away recyclables, can limit thenatural resources of the environment.


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Standard 4: Chemistry and Standard 5: Physics

Planning GuideTime State

Curriculum

Objectives

Lesson Overview Vocabulary Formative Assessment Extensions and Modifications

Session 1 1.A.1.a-c

1.B.1.a-c

1.C.1.a-e

4.A.1.a-b

4.D.1.b

FOSS Solids and Liquids:


1. Guiding the Investigation,

steps 1-11

2. Wrapping Up Part 1, steps 12-

13

solid

observe

property

flexible

rigid

rough

smooth

transparent

opaque

senses

taste

smell

feel

sound

see

scientist

Focus Question

How can solids be described?

A property describes something about an

object.

We use our senses to observe properties of

solids.

y Be sure to developclassroom routines forscience. How do we work as

scientists? What are our

roles/jobs?

y Reinforce that a scientistuses their senses to make

observations.


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Time State

Curriculum

Objectives


Session 2 1.A.1.a-c

1.B.1.a-c

1.C.1.a-e

4.A.1.a-b

4.D.1.b




steps 1-8

2. Wrapping Up Part 2, steps 9-10

cylinder

compare

same

different

sort

Focus Question

In what ways are some solids the same?

Solids are things that are hard, soft,

transparent, rough, smooth, and not

squishy, and you cant drink them.

Students should also be encouraged to

observe how some solids are the same.

y Continue to develop andreinforce classroom

routines for science. How

do we work as scientists?

What are our roles/jobs?


observations.

y Reinforce that scientistsmake comparisons when

making observations.


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Time State

Curriculum

Objectives


Session 3 1.A.1.a-c

1.B.1.a-c

1.C.1.a-e

1.D.1.a




steps 1-7


engineer

tower

straight

tall

light

heavy

top

bottom

middle

wide

flat

base

Focus Question

How can the properties of solids be used?

Solids that are straight, tall, and light are

good for the top of towers.

Solids that are heavy, wide, or flat make

good bases.

You may need to plan for this

session to be 60 minutes. Students

are building towers. The students

may struggle rebuilding their towers

if the session is split into 2 days.






observations.



Session 4 FOSS Solids and Liquids:


1. Science Story: Everything

Matters

Refer to Science Stories Folio for

Lesson

Focus Question:

What is matter?

Matter is anything that takes up space ~ a

solid, liquid, or gas.

Audio for Science Story is available

on Fossweb.com.


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Time State

Curriculum

Objectives


Session 5 All

mentioned

from

Investigation

1

Investigation 1 Reflections and

Formative Assessment

Reflection Questions

How do we work as scientists?

How do scientists use their senses to make

observations?

How do scientists make comparisons?

What is matter?

How would you describe solids?

How are solids the same/different?


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Time State

Curriculum

Objectives


Session 6 1.A.1.a-c

1.B.1.a-c

1.C.1.a- b, d




steps 1-7 for 2 group rotations

2. Closure: Have the students

discuss the focus question with

their group members.

liquid

flow

tornado

bubbles

slow

fast

flow

Focus Question

How do liquids differ from each other?

Some liquids move fast, some move slowly,

some make the bottle roll easily, some

make bubbles, some make tornados when

you shake them.






observations.





1. Guiding the Investigation,steps 1-7 for 2 group rotations










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Time State

Curriculum

Objectives


Session 9 1.A.1.a-c

1.B.1.a-c

1.C.1.b




steps 1-12


bubbly

has color

colorless

foamy

translucent

transparent

viscous

splash

Focus Question

How do liquids differ from each other?

Solids stay together and liquids splash.






observations.




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Time State

Curriculum

Objectives


Session

10

1.A.1.a-c

1.B.1.a-c





2. Closure: Have the studentsdiscuss the focus question with


level Focus Questions

How do liquids flow when a bottle is tipped

upside down?

How does the same amount of liquid look

in various shapes of containers?

In what ways are all liquids the same?

Liquids take the shape of whatever

container they are in.

The surface of a liquid always stays level.






observations.



Session

11







Session

12






13


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Time State

Curriculum

Objectives


Session

13

1.A.1.a-c

1.B.1.a-c



1. Science Story: Solids and

Liquids

Refer to Science Story Folio forlesson.

Focus Question

What is the difference between solids and

liquids?


on Fossweb.com.

Session

14

All

mentioned

for

Investigation

2




How do we work as scientists?

How do scientists use their senses to make

observations?

How do scientists make comparisons to

make observations?

What are some solids and liquids we

observed?

What observations did we make about

liquids?

How are liquids and solids different?


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Time State

Curriculum

Objectives


Session

15

1.A.1.a-c

1.B.1.a-c

4.A.1.a-b







cornmeal

lima bean

mung bean

pinto bean

rice

particle

grain

powder

pile

pour

scoop

Focus Question

Are these materials solids or liquids?

Small solids can pour and fit containers like

liquids.

Small solids pile up, stay in pieces, and arenoisier than liquids.

Flour, sugar, baby powder, and snack mix

are small solids.





y Reinforce that a scientistuses their senses to makeobservations.



Session

16








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Time State

Curriculum

Objectives


Session

17

1.A.1.a-c

1.B.1.a-c

4.A.1.a-b







powder

mixture

screen

separate

sift

Focus Question

How can mixtures of solid particles be

separated?

Hands and screens can be used to separate

a mixture of solids.








Session

18







Session

19






12


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Time State

Curriculum

Objectives


Session

20

1.A.1.a-c

1.B.1.a-c







static

curve

Focus Question

How do particles of solids move in

bottles?

When you spin the bottles, solids make a

curve and stay that way. Liquids always

become flat.

Viscous liquids do not roll, and all the

solids roll.

Solids are noisier than liquids when you

shake them.

Some liquids drip from the top when thebottle is turned over, and solids do not.

Session

21







Session

22






11

O f f i f E l t E d t i P 28


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Time State

Curriculum

Objectives


Session

23

1.A.1.a-c

1.B.1.a-c




steps 1-4


Focus Question

How do you know which screens to use for

separating a mixture of solids?

Solid particles that are smaller than the

holes will go through the screen.

Liquids flow, they take the shape of their

container, the surface is flat and level with

the floor.

Solids have shape that doesnt change.








Session24



1. Science Story: Solids to

Liquids and Back Again

Refer to Science Story folio for

lesson.

Focus Questions

How do solids change to liquids?

How do liquids change to solids?

Audio of Science Story is availableon Fossweb.com.

Session

25

All

Mentioned in

Investigation

3




How are solids and liquids different/same?

How did we separate different size solids?



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Time State

Curriculum

Objectives


Session

26

1.A.1.a-c

1.B.1.a-c

4.B.1.b




steps 1-12



mixture

bigger

change

dark

disappear

dissolve

crystal

evaporate

swollen

Focus Questions

What happens when different solids are

mixed with water?

How can a mixture of water and solids be

separated?

When solids and liquids mix, the solids can

get bigger, darker, dissolve, or soft, or

nothing can happen.

Hand, screens, and evaporation can

separate a mixture.








Session

27



1. Guiding the Investigation,steps 13-20




Session

28




steps 21-26


28



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Time State

Curriculum

Objectives


Session

29

1.A.1.a-c

1.B.1.a-c

4.B.1.b




steps 1-9



layer

oil

Focus Questions

What happens when water is mixed with

different liquids?

Liquid mixtures can swirl, mix completely,

or make layers.

Oil and water always make layers. Some

viscous liquids with water make layers for a

while.

Other liquids mixtures are bath oil and

water, chocolate syrup and milk, and salad

dressing.

Session

30



1. Guiding the Investigation,steps 10-11


14

Session

31



1. Science Story: Mix It Up!

Refer to Science Story folio for

lesson.

Focus Questions

What happens when you mix liquids?

What happens when you mix solids?


on Fossweb.com



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Time State

Curriculum

Objectives


Session

32

1.A.1.a-c

1.B.1.a-c




steps 1-9



Focus Question

Is toothpaste a solid, liquid, a mixture, or

some other form of matter?

Other unusual things that wed like to

investigate are shaving cream, jelly, peanut

butter, gelatin, and oobleck.

Session

33




steps 1-9






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O c e o e e t a y d u c a t o a g e 32


Time State

Curriculum

Objectives


Session

34

1.A.1.a-c

1.B.1.a-c




steps 10-11

2. Wrapping Up Part 3, step 11

Session

35

All

mentioned in

Investigation

4



Reflection Questions:

What happens when you mix liquids?

What happens when you mix solids?

Session

36

Reflections for All Investigations

Session

37

Unit 1 Assessment



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y g


Instructional Support for Science Objectives



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4.A.1.a (Grade 2)

Examine a variety of objects, such as toys, objects made from Legos orT

inkerT

oys to identify and describe the parts from whichthey are made.

Resources to Support 4.A.1.a (Grade 2)

Name of Resource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 248-265

FOSS: Solids and Liquids Investigation 1 Parts 1-2Investigation 3 Part 1

Safari Montage y Magic School Bus Meets Molly Cule, They All About Simple Machinesy Magic School Bus Gets Programmed

These videos may be used to enhance

science investigations. The videos are not

intended to replace investigations or to be

used as a stand-alone activity. Please

select chapters or segments within the

videos to meet the needs of your students.


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Hearing some characteristics of some solids ~ Sounds produced by certain solid subjects are sometimes a characteristic of that object. The primary auditory

properties are pitch, intensity, and rhythm.

A. Clue given: Have students listen as you place a single not on a musical instrument. Ask them to identify a matching mot from a number of notes played in aseries.

B. Clue given: Using a pencil, tap simple rhythms on a desk. After students listen to the rhythms with their eyes closed, have them use pencils to repeat therhythm that you tapped.

C. Clue not given: Before playing a serried of seven notes on a musical instrument, ask students to listen and record the numbers of the two notes among theseven that sound alike. (You might have to repeat the series of several times.)

D. Clue not given: Tape-record various household sounds. As students listen to the tap, let them describe the characteristics of each sound before identifyingthe object that makes the sound (ticking clock, turning of egg beater, vacuum cleaner, washing machine, etc.)

Resource: Everyday Science Thinking, Lowery

Smelling some characteristics of some solids - Our sense of smell is not as acute as that of many other animals, and smells are generally described by naming the

object that gives off the smell (It smells like a skunk; It has a mint smell.)

A. Clue Given: Place six to eight bars of differently scented soaps into different containers. The bars should be identical in size and shape, and wrapped so thatthey cannot be distinguished on the basis of color. Place on more bar matching one of the scents in another container and ask students to find, by smelling,the matching container within the set.

B. Clue not given: Wrap differently scented candles that are identical in size and shape. Place six to eight of them into boxes or cans. Add on additional boxcontaining a candle that matches one of the others on the basis of its smell. Mix the boxes and ask students to find the two that smell alike.




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Tasting some characteristics of some solids ~ Generally our sense of taste is influenced by our sense of smell. Other than the basic tastes of sweet, sour, bitter, andsalty, flavors become complex combinations interwoven with our sense of smell. (Caution: Tasting unknown materials can be dangerous ~ warn students against this

practice, and let them discuss reasons for the caution.)

A. Clue give: Give each student his or her own set of four small cups containing salt water, sugar water, quinine water, and water with lemon juice in it. Handeach student a fifth cup containing a liquid that matches in flavor one of those in the other four cups. Have the students find the matching flavor.

B. Clue not given: Blindfold students. Let them taste four or five different foods (slice of lemon, cherry, orange, lime, pineapple, etc.) Next, give each a Lifesaveror other candy that matched one of the previous flavors. Ask students to identify which of the previous flavors matches it.



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Observing some physical characteristics of some liquids ~ Students can compare and describe the appearance of separate jars of water obtained from different

sources (ponds, lake, sea, and stream water, distilled water; tap water, etc.) Note the colors and materials in the waters. Similarly, small quantities of various liquids

(orange juice, tomato juice, apple juice, etc.) can be placed into empty, clear plastic water bottles and compared using other senses, such as smell and touch. Or

several similarly appearing liquids of different densities and viscosities (white syrup, mineral oil, etc.) can be put in identical empty, plastic water bottles to observe

characteristics other than color.


Feeling some characteristics of liquids ~ The sense of touch can be used to explore the properties of liquids by having students feel various liquids (water, shampoo,molasses, etc.) with their fingers. Students can describe what they feel to develop useful vocabulary words (wet, sticky, slippery, etc.).Resource: Everyday Science Thinking, Lowery

Describing the shape of liquids ~ Pour some water into a tall container and ask students to observe and describe the shape of the water. Pour the water from the

container into a low, flat container; ask for another description, then pour the water into a third, dissimilar container. From their descriptions, students can generalize

that water has no shape of its own.




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Writing About Science

Write three fun riddles for your friends. First, describe a solid, but dont tell yourfriends what it is. Give clues about the object. Start with its size and shape, how it

feels, where you might find it, and its color, but remember not to name it. Then do

the same for a liquid.



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4.A.1.b (Grade 2)

T

ake objects apart and rearrange the parts to identify and describe the ways the parts work together.

Resources to Support 4.A.1.b (Grade 2)



FOSS: Solids and Liquids Investigation 1 Parts 1-2Investigation 3 Part 1

Safari Montage y Magic School Bus Meets Molly Cule, They All About Simple Machinesy Magic School Bus Gets Programmed


science investigations. The videos arenot intended to replace investigations or

to be used as a stand-alone activity.

Please select chapters or segments

within the videos to meet the needs of

your students.



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4.B.1.b (Grade 2)

Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placedin a freezer, heated, etc.

Resources to Support 4.B.1.b (Grade 2)



FOSS: Solids and Liquids Investigation 4 Parts 1-2Science Stories: Solids and Liquids and Solids toLiquids and Back Again

Safari Montage y All About Solids, Liquids, and Gasesy All About Properties of Matter These videos may be used to enhancescience investigations. The videos are

not intended to replace investigations or




your students.



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4.D.1.b (Grade 2)

Compare the observable properties of objects before and after they have been subjected to various processes.

Resources to Support 4.D.1.b (Grade 2)



FOSS: Solids and Liquids Investigation 1 Parts 1-2


not intended to replace investigations orto be used as a stand-alone activity.



your students.



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4.D.1.c (Grade 2)

Ask and seek answers to What if questions about what might happen to the materials if different processes, such as heating,freezing, and dissolving were used to change them.

Resources to Support 4.D.1.c (Grade 2)



FOSS: Solids and Liquids Science Stories: Everything Matters & Solids to

Liquids





within the videos to meet the needs ofyour students.



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5.C.3.a

Classify materials based on their behavior in the presence of a magnet.

Resources to Support 5.C.3.a


ScienceSaurus Pages 272-273, 304-305

FOSS: Solids and Liquids Investigation 3Science Ext., p. 31

Safari Montage y All About Magnetsy Arthur: The World ofTomorrow These videos may be used to enhancescience investigations. The videos are





your students.



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Lesson Seeds

Kindergarten and Grade 4 teachers have magnets that you may borrow. Have the students test different objects that they are observing during the solidsand liquids investigations. Have the students sort which objects stick or dont stick to the magnet. Have the students discuss why they believe that

certain objects were not attracted to the magnet.


5 C 3 b


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5.C.3.b

Describe how the magnet affects the behavior of objects within each group.

Resources to Support 5.C.3.bName of Resource Where Can the Resource Be Found? Notes

ScienceSaurus Pages 272-273, 304-305

FOSS: Solids and Liquids Investigation 3Science Ext., p. 31

Safari Montage y All About Magnetsy Arthur: The World ofTomorrow These videos may be used to enhancescience investigations. The videos are





your students.



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Lesson Seeds

Kindergarten and Grade 4 teachers have magnets that you may borrow. Have the students test different objects that they are observing during the solidsand liquids investigations. Have the students sort which objects stick or dont stick to the magnet. Have the students discuss why they believe thatcertain objects were not attracted to the magnet.


6 B 1 a


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6.B.1.a

Recognize and describe that individual and group actions, such as recycling, help the environment.

Resources to Support 6.B.1.a



Safari Montage y Environmental Healthy On Natures Trail: Trees for Lifey Arbor Dayy Magic School Bus Holiday Special;

Recycling


science investigations. The videos are





your students.



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Lesson Seeds

Create a classroom environment that helps the environment. Encourage students to reduce, reuse, and recycle items in their school such as paper andplastic. Have the students share why it is important to reduce, reuse, and recycle.


6 B 1 b


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6.B.1.b

Recognize and describe that individual and group actions, such as littering, harm the environment.

Resources to Support 6.B.1.b




Recycling









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Lesson Seeds

Encourage students to pick up their own trash in the classroom and on school grounds. Discuss why not littering wont harm the environment. If othershave left their trash behind, discuss how leaving trash behind can be harmful to their environment.


6.B.1.c


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6.B.1.c

Give reasons why people should take care of their environments.

Resources to Support 6.B.1.c




Recycling

y U.S. Industries & Resources









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Lesson Seeds

Create a classroom environment that models the caring for ones environment. Make connections to the rest of the school, home, and on Earth why it isimportant to take care of our environment. Students can create posters for the school encouraging others to do the same.


Unit Vocabulary


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U V u y

Please note the following:

y These words are suggested vocabulary words. Please continue to make instructionaldecisions about vocabulary words you feel your students may or may not need.

y At the bottom of each vocabulary card is coded. U1I1 stands for Unit 1 Investigation 1.U1SC stands for Unit 1 State Curriculum.

y Vocabulary should be reviewed at the end of each investigation and identified in thecontent/inquiry chart.

y Science vocabulary may be added to the Word Wall and kept there during testing as longas the words are used as is or copied onto white cardstock. (See your SAS if you have

questions about your Word Wall display) Have your students help you determine at the

end of the module what words should be displayed on the Word Wall.

y If you choose not to add the vocabulary words to your Word Wall, be sure these words aredisplayed where they are visible to all students during the time the unit is being taught.



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solid U1I1

observe U1I1

property U1I1



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flexible U1I1

rigid U1I1

rough U1I1



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smooth U1I1

transparentU1I1

opaque U1I1



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senses U1I1

taste U1I1

smell U1I1



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feel U1I1

sound U1I1

see U1I1



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cylinder U1I1

compare U1I1

same U1I1



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different U1I1

sort U1I1

engineer U1I1



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tower U1I1

straight U1I1

tall U1I1



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light U1I1

heavy U1I1

top U1I1



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bottom U1I1

middle U1I1

wide U1I1



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flat U1I1

base U1I1

liquid U1I2



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flow U1I2

tornado U1I2

bubbles U1I2



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slow U1I2

fast U1I2

flow U1I2



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bubbly U1I2

has color U1I2

colorless U1I2



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foamyU1I2

translucent U1I2

transparentU1I2



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viscousU1I2

splash U1I2

level U1I2



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cornmealU1I3

lima bean U1I3

mung bean U1I3



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pinto beanU1I3

rice U1I3

particle U1I3



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grainU1I3

powder U1I3

pile U1I3



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pourU1I3

scoop U1I3

mixture U1I3



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screenU1I3

separate U1I3

sift U1I3



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staticU1I3

curve U1I3

mixture U1I4



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biggerU1I4

change U1I4

dark U1I4



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disappearU1I4

dissolve U1I4

crystal U1I4



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evaporationU1I4

swollen U1I4

layer U1I4



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oilU1I4


Ongoing Vocabulary From the State Curriculum


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matter U1SC

investigations U1SC

physicalU1SC



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propertiesU1SC

work U1SC

composition U1SC



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matterU1SC

energy U1SC

observations U1SC


Student Vocabulary Sort by Content

solid U1I1 solid U1I1


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observe U1I1 observe U1I1property U1I1 property U1I1flexible U1I1

flexible U1I1

rigid U1I1 rigid U1I1rough U1I1

rough U1I1

smooth U1I1 smooth U1I1transparent U1I1 transparent U1I1opaque

U1I1

opaque

U1I1

senses U1I1 senses U1I1


taste U1I1 taste U1I1


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smell

U1I1 smell

U1I1

feel U1I1 feel U1I1sound U1I1 sound U1I1see U1I1 see U1I1cylinder U1I1 cylinder U1I1compare

U1I1 compare

U1I1

same U1I1 same U1I1different U1I1 different U1I1sort

U1I1 sort

U1I1

engineer U1I1 engineer U1I1


tower U1I1 tower U1I1h U1I1 h U1I1


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straight

U1I1 straight

U1I1

tall U1I1 tall U1I1light U1I1 light U1I1heavy U1I1 heavy U1I1top U1I1 top U1I1bottom

U1I1 bottom

U1I1

middle U1I1 middle U1I1wide U1I1 wide U1I1flat

U1I1 flat

U1I1

base U1I1 base U1I1


liquid U1I2 liquid U1I2fl U1I2 fl U1I2


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flow

U1I2

flow

U1I2

tornado U1I2 tornado U1I2bubbles U1I2 bubbles U1I2slow U1I2 slow U1I2fast U1I2 fast U1I2flow

U1I2 flow

U1I2

bubbly U1I2 bubbly U1I2has color U1I2 has color U1I2colorless

U1I2

colorless

U1I2

foamy U1I2 foamy U1I2


translucent U1I2 translucent U1I2t t U1I2 t t U1I2


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transparent

U1I2

transparent

U1I2

viscous U1I2 viscous U1I2splash U1I2 splash U1I2level U1I2 level U1I2cornmeal U1I3 cornmeal U1I3lima bean

U1I3

lima bean

U1I3

mung bean U1I3 mung bean U1I3pinto bean U1I3 pinto bean U1I3rice U1I3 rice U1I3particle U1I3 particle U1I3


grain U1I3 grain U1I3d U1I3 d U1I3


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powder

U1I3

powder

U1I3

pile U1I3 pile U1I3pour U1I3 pour U1I3scoop U1I3 scoop U1I3mixture U1I3 mixture U1I3screen

U1I3

screen

U1I3

separate U1I3 separate U1I3sift U1I3 sift U1I3static

U1I3

static

U1I3

curve U1I3 curve U1I3


mixture U1I4 mixture U1I4bigger U1I4 bigger U1I4


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bigger U1I4

bigger U1I4

change U1I4 change U1I4dark U1I4 dark U1I4disappear

U1I4

disappear

U1I4

dissolve U1I4 dissolve U1I4crystal

U1I4

crystal

U1I4

evaporation U1I4 evaporation U1I4swollen U1I4 swollen U1I4layer

U1I4

layer

U1I4

oil U1I4 oil U1I4


Careers in Chemistry and Physics


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Chemistry Physics

y Agricultural chemistryy Analytical chemistryy Biochemistryy Biotechnologyy Catalysisy Chemical educationy Chemical engineeringy Chemical information specialistsy Chemical salesy Chemical technologyy Colloid and surface chemistryy Consultingy Consumer product chemistryy Environmental chemistryy Food and flavor chemistry

y Forensic chemistryy Geochemistryy Hazardous waste managementy Inorganic chemistryy Materials sciencey Medicinal chemistryy Organic chemistryy Oil and petroleumy Physical chemistryy Polymer chemistryy Pulp and paper chemistryy R&D managementy Science writingy Textile chemistryy Water chemistry

y Acousticsy Aeronautical engineery Agricultural engineery Air traffic controllery Airline piloty Archaeologisty Architecty Astronomery Broadcastingy Civil engineery Clinical scientisty Computingy Designery Doctory Electrical engineery Environmental scientisty Forensic scientist

y Gas engineery Geologisty Health servicesyJournalisty Marine engineeringy Mathematiciany Mechanical engineery Meteorologisty Naval careery Nuclear scientisty Oceanographery Patent agenty Pharmacisty Radiographery Scientific officer (government)y Space and remote sensingyTeacher


Sorts

(Also known as concept attainment)


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(Also known as concept attainment)

Students can use sorting mats to categorize pictures and words. Students identify

characteristics that match the categories and their discussions about their sortsdemonstrate a deeper understanding of the content.

How do you do sorts?

Cut out each picture or word. Pose the question from the top of the page. Sort the

pictures and/or words into the yes or no column on the sorting mat.


For Example: What are foods we can eat?

Y N


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Yes No


Y N


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Yes No


Investigation 1


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1.A property describes something about an object.

2. We use our senses to observe solids.


SOLIDS

Hard


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Soft

Transparent

Rough

Smooth

Squishy

Can drink them


TOP OFTOWERS

BASE OFTOWERS


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Straight

Tall

Light

Heavy

Wide

Flat


LIQUIDS

Move fast


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Move slow

Make bubbles

Make it difficult for a bottle to roll

Make tornados when the sit still

Solids fall apart.


Liquids splash

Li id t k h f h t t i th i


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Liquids take shape of whatever container they are in.

The surface of a liquid is never level.


SMALL SOLIDS

C


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Can pour

Fill containers

Pile up

Stay in pieces

Are quieter than liquids

Flour


Sugar

Baby powder


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Baby powder

Snack mix

Book

Desk

Milk

Toothpaste


1. Screens can be used to separate a mixture of a solid.

2 Hands can be sed to sepa ate a mi t e of a solid


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2. Hands can be used to separate a mixture of a solid.

3. Scoops can be used to separate a mixture of a solid.


1. Viscous liquids roll.

2 Solids are noisier than liquids when you shake them


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2. Solids are noisier than liquids when you shake them.

3. Liquids drip.

4. Solids drip.


1. Some solids change when they mix with water.

2 Solids cant dissolve in water


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2. Solids can t dissolve in water.

3. Evaporation leaves the solid behind.

4. Some liquids mix with water.


LIQUID MIXTURES

Bath water and oil


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Bath water and oil

Chocolate syrup and milk

Salad dressing

Snack mix

Cereal and milk


Formative Assessments

Formative assessments are used to gain information that improves instruction and advances

student learning. Formative assessment entails both gathering information about childrens ongoing

development of ideas and skills and using this in modifying activities and the teachers interventions


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development of ideas and skills and using this in modifying activities and the teacher s interventions

to meet the childrens needs (Harlen 2001, p. 64) This process of gathering and using information

about student understanding is thus ongoing and cyclical.

Resource: Science and Learning, March 2007, Assessing for Science Learning, Michele H. Lee and Sandra K. Abell

Administering the formative assessments is optional and the scores are NOTreported.

Formative assessments provide an opportunity to informally assess studentsafter each investigation for instructional purposes.

Formative assessments do not serve as a practice for the end of the unitassessment.

A formative assessment is provided for each unit investigation.A key is provided for each formative assessment.


Investigation 1: Solids



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Name _____________________________

1. Circle the object that is a solid.

2. Circle the item that is smooth.

Screws Straw

WaterScrews



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3. Draw a solid object.

4. Circle the solid that is soft.


Investigation 1: Solids

Formative Assessment Answer Key

Item Indicator Scoring Tool Performance Criteria/Answer


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1. 1.1.A.1.a 1 - Correct answer0 Incorrect answer

screws


Straw

3. 1.1.C.1.c 1 - Correct answer0 Incorrect answer

Example: A solid is any object that has its own shape.

4.

1.1.A.1.a 1 - Correct answer

0 Incorrect answer

teddy bear


Investigation 2: Liquids


N


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Name ______________________________

1.Circle the bottle of liquid that is foamy.

2.Circle your answer.Transparent means you can see or hear through

the liquid.


3.Draw what happens to liquid when the bottle is turned upside down.


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4.Draw a liquid.






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g /


2nd

bottle is circled


see


Students should draw the liquids in the top of the upside down bottle.

4.

1.1.C.1.c 1 - Correct answer

0 Incorrect answer

Example A liquid takes the shape of its container.


Investigation 3: Bits and Pieces


Name


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Name ______________________________

1.Circle items that are solids in containers.

2.Circle your answer.What are small, dusty, solid materials?

owders li uids


3.Which bottle would be noisier when shaken?


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4.Circle the screen that these beads would be able to pass through.

Beads






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Salt & Pepper Shakers

Popcorn


Powder


2nd

bottle

4.1.1.C.1.c 1 - Correct answer

0 Incorrect answer

1st screen


Investigation 4: Solids, Liquids with Water


Name


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m ______________________________________

1.Circle your answer.

2.Circle your answer.

When you put solid materials in water theychange evaporate

What happens to salt when it is mixed with water?

dissolves changes color


3.Circle your answer.What happens to the water in a cup when it

disappears?

It evaporates It dissolves


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4. Circle the item that is both a solid and a liquid.


Investigation 4: Solidsand LiquidswithWater




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g /

1. 1.1.A.1.a 1 - Correct answer

0 Incorrect answer

Dissolves


0 Incorrect answer

Change


0 Incorrect answer

It evaporates.


Tube of toothpaste


Literature in the Science Classroom

The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can exposestudents to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real


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students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to real-life situations.

Resource: Fossweb.com

Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for ananswer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen achilds understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently init.

Resource: Science and Language Links, Johanna Scott


Building with ShapesAuthor: Rebecca Weber

Level: K-3Description: Find out about the variety of shapes humans use in building structures, including cubes, domes, cones, arches and more.

DropofWater: A BookofScienceandWonder

Author: Walt

Science Grade 1 Unit 1 Guide 2010

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