Strand: Characteristics of Science -- Habits of Mind
S1CS1 Ask Questions
Students will be aware of the importance of curiosity, honesty, openness, and skepticism in scinece and will exhibit these traits in their own effeorts to understand how the world works.
Element: S1CS1a Raise Questions About World Around Them
Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.
S1CS2 Uses Numbers to Quantify
Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
Element: S1CS2a Whole Numbers
Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.
Element: S1CS2b Single-Digit Numbers
Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.
Element: S1CS1c Rough Estimates
Give rough estimates of numerical answers to problems before doing them formally.
Element: S1CS2d Make Quantitative Estimates
Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.
S1CS3 Uses Tools to Measure and View
Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
Element: S1CS3a Ordinary Hand Tools and Instruments
Use ordinary hand tools and instruments to construct, measure, and look at objects.
Element: S1CS3b Make Something To Be Used To Perform a Task
Make something that can actually be used to perform a tak, using paper, cardboard, wood, plastic, metal, or existing objects.
Element: S1CS3c Identify and Practice Accepted Safety Procedures
Identify and practice accepted safety procedures in manipulating science materials and equipment.
S1CS4 System, Model, Change, and Scale
Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
Element: S1CS4a Use a Model
Use a model - such as a toy or a picture - to describe a feature of the primary thing.
Element: S1CS4b Describe Changes
Describe changes in size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.
Element: S1CS4c Compare Different Sizes
Compare very differnt sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
S1CS5 Communicate Scientific Ideas
Students will communicate scientific ideas and activities clearly.
Element: S1CS5a Describe and Compare In Terms of Number, Shape, etc.
Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
Element: S1CS5b Draw Pictures
Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
Element: S1CS5c Use Graphs to Communicate Data
Use simple pictographs and bar graphs to communicate data.
Strand: Charcteristics of Science -- The Nature of Science
S1CS6 Scientific Knowledge
Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that:
Element: S1CS6a Similar Results
When a science investigation is done the way it was done before, we expect to get a similar result.
Element: S1CS6b Collecting Data and Testing Hypotheses
Science involves collecting data and testing hypotheses.
Element: S1CS6c Scientists
Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests.
Element: S1CS6d Different Kinds of People Can Be Scientists
All different kinds of people can be and are scientists.
S1CS7 Scientific Inquiry
Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:
Element: S1CS7a Common Language
Scientists use a common language with precise definitions of terms to make it easier to communicate their obervations to each other.
Element: S1CS7b Work as a Team
In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.
Element: S1CS7c Tools Often Give More Information
Tools such as thermometers, rulers, and balances often give more information about things than can be obtained by just observing things without help.
Element: S1CS7d Know the Needs of Living Things
Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.
Strand: Earth and Space Science
S1E1 Observe, Measure, and Communicate Weather Data
Students will observe, measure, and communicate weather data to see patterns in weather and climate.
Element: S1E1a Different Types of Weather
Identify different types of weather and the characteristics of each type.
Element: S1E1b Simpe Weather Instruments
Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.
Element: S1E1c Correlate Weather Data
Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
S1E2 Observe and Record Changes in Water
Students will observe and record changes in water as it relates to weather.
Element: S1E2a Recognize Changes in Water
Recognize changes in water when it freezes (ice) and when it melts (water).
Element: S1E2b Identify Forms of Precipitation
Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
Element: S1E2c Weight of Water
Determine that the weight of water before freezing, after freezing, and after melting stays the same.
Element: S1E2d Water in Open and Closed Containers
Determine that water in an open container disappears into the air over time, but water in a closed container does not.
Strand: Physical Science
S1P1 Light and Sound
Students will investigate light and sound.
Element: S1P1a Sources of Light
Recognize sources of light.
Element: S1P1b Shadows
Explain how shadows are made.
Element: S1P1c Vibrations and Sound
Investigate how vibrations produce sound.
Element: S1P1d Differentiate Between Sounds
Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.
Element: S1P1e Emergency Sounds
Identify emergency sounds and sounds that help us stay safe.
Students will demonstrate effects of magnets on other magnets and other objects.
Element: S1P2a Attract and Repel
Demonstrate how magnets attract and repel.
Element: S1P2b Common Objects Attracted to Magnets
Identify common objects that are attracted to a magnet.
Element: S1P2c Objects and Materials That Do Not Block Magnetic Force
Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force.
Strand: Life Science
S1L1 Characteristics and Basic Needs of Plants and Animals
Students will investigate the characteristics and basic needs of plants and animals.
Element: S1L1a Basic Needs of a Plant
Identify the basic needs of a plant.
Element: S1L1b Basic Needs of Animals
Identify the basic needs of an animal.
Element: S1L1c Parts of a Plant
Identify the parts of a plant - root, stem, leaf, and flower.
Element: S1L1d Compare and Describe Various Animals
Compare and describe various animals - appearance, motion, growth, basic needs.
The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)
Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.
Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.
Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.