Loudoun County Public Schools Science …...Grade One page 1 Loudoun County Public Schools Science Curriculum Guide Modified from Virginia Science Standards of Learning Curriculum

Grade One page 1

Loudoun County Public Schools

Science Curriculum Guide

Modified from Virginia Science Standards of Learning Curriculum Framework

to include pacing and resources for instruction for the 2013-2014 school year

Grade One Science 2013-2014

Grade One page 2

20013-2014 Grade 1 Science

Pacing Guide At a Glance

Quarter Month Topic Related

SOL

Suggested

number of

Lessons*

Target

Date for

Completion

LCPS

Lessons

1st

Sept,

Oct What Changes in Autumn?

Scientific Investigation

Sun and Earth (day and night)

Plants (growth, falling leaves)

Animals (coverings, preparing for winter)

Natural Resources

People in the Fall (dress, recreation)

1.1†

1.6 a, b,

1.4, 1.7

1.5,

1.8a‡

1.7 c

4

6

4

2

November

1, 2013

Why Do Leaves Change Color? –

CE

:Liquid Measure - EQ

2nd

Nov,

Dec,

Jan

How Do We Adapt To Winter?


Sun and Earth (temp, light, precip)

Plants (dormant, evergreen, deciduous,

changes through the seasons)

Animals (life needs, body coverings, habitats

related to seasons, hibernation, migration)

People in Winter

1.1†

1.6 a, b

1.4, 1.7, 1.1

1.5, 1.7b

1.7c

4

3

8

2

January 24,

2014

Bird, Butterfly and Eel –CE

Why do Leaves Change Color -

CE

3rd

Feb,

Mar What Moves You?


Matter

Force, Motion and Energy

1.1†

1.3

1.2

6

5

March 28,

2014

And Everyone Shouted Pull

The Force and Motion of Roller

Coasters

Evaluating and Designing

Products – STEM

Sound all Around Us - EQ

4th

Apr,

May,

June

What Changes in Spring?

Sun and Earth (temp, light, precip)

Plants (budding and growth)

Animals (behaviors in spring)

Natural Resources

Scientific Investigations

1.6, 1.7

1.4, 1.7

1.7

1.8b, c‡

1.1†

3

8

2

4

June 13,

2014

Why Do Leaves Change Color? -

CE

Reuse, Reduce, Recycle-WS

How Does Your Garden Grow? -

EQ

*A lesson is approximately 30- 40 minutes

†Scientific Investigation, Reasoning, and Logic (Science SOL 1.1) is reinforced throughout the year in all science lessons

‡Meaningful Watershed Experience Opportunity CE- Core Experience EQ – Lesson related to equipment WS - Watershed

Essential Skills are listed with each SOL in the framework that follows. All essential skills should be covered with the related SOL.

Grade One page 3

First Grade Science

Focal Points

Scientific Investigation – 1.1

Make predictions

Make observations using senses

Inferences and conclusions

Conduct simple experiments

Classify/group objects

Measurement (standard/nonstandard)

Measurement (length, mass, volume)

Graph data

Force, Motion & Energy – 1.2

Push and pull

Types of motion

Vibration and sound

Observing the motions of different

objects

Matter – 1.3

Some solids dissolve in water, and

others do not

Some liquids separate when mixed

with water, and others do not

Difference of hot and cold water

Plants – 1.4

Parts: blossom, stem, leaf, seed, fruit

Functions of root, stem, leaf, seed

Plant needs: light, soil, water, food

Characteristics:

edible vs. non-edible

flowering vs. non flowering

evergreen vs. deciduous

Animals – 1.5

Animal needs:

air, food, water, place to live

Physical characteristics:

body coverings, appendages, body

shape, methods of movement

Water homes vs. land homes

Wild vs. tame

Earth and Sun – 1.6

Night and day

Rotation

Sun is source of heat and light

Energy

Seasonal Change – 1.7

Seasons

Precipitation forms

Temperature changes

Light changes

Animals (behaviors, migration,

hibernation, body covering, habitat)

Plants (growth, budding, falling

leaves, wilting)

People (dress, work, recreation)

Natural Resources – 1.8

Identify natural resources

Air and water quality

Reduce/ reuse/ recycle

Conservation

Grade One page 4

Introduction to Loudoun County’s Science Curriculum

This Curriculum Guide and Framework is a merger of the Virginia Standards of Learning (SOL) and the

Science Achievement Standards of Loudoun County Public Schools. Many sections are copies or modifications

of Virginia’s SOL documents. Suggestions on pacing and resources represent the professional consensus of

Loudoun’s teachers concerning the implementation of these standards.

Contents

Goals of Learning Page 5

LCPS Vision for STEM Page 6

Meaningful Watershed Educational Experience Page 7

K-12 Safety in the Science Classroom Page 9

The Role of Instructional Technology in the Science Classroom Page 10

Internet Safety Page 11

Investigate and Understand Page 12

Grade One Resources Grouped by Quarter Page 13

Virginia Science SOL Curriculum Framework 2010 Introduction Page 17

Science Standard 1.1 Page 19

Resources for 1.1 Page 24















Grade One page 5

Science

Goals of Learning

The purpose of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and

understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of

science instruction, students will be able to:

1. Develop and use an experimental design in scientific inquiry

2. Use the language of science to communicate understanding

3. Investigate phenomena using technology

4. Apply scientific concepts, skills, and processes to everyday experiences

5. Experience the richness and excitement of scientific discovery of the natural world through the historical

and collaborative quest for knowledge and understanding.

6. Make informed decisions regarding contemporary issues taking into account the following:

public policy and legislation

economic costs/benefits

validation from scientific data and the use of scientific reasoning and logic

respect for living things

personal responsibility

history of scientific discovery

7. Develop scientific dispositions and habits of mind including:

curiosity

demand for verification

respect for logic and rational thinking

consideration of premises and consequences

respect for historical contributions

attention to accuracy and precision

patience and persistence

8. Explore science-related careers and interest.

Grade One page 6

Loudoun County Public Schools’ Vision for STEM Education

According to the Congressional Research Service (2008), the United States ranks 20th among all nations in the

proportion of 24-year-olds who earn degrees in natural science or engineering. In response, government,

business and professional organizations have identified improvements in K-12 education in science, technology,

engineering and mathematics (STEM) as a national priority. The National Academy of Sciences report, Rising

Above the Gathering Storm (2007), calls for the strengthening of math and science education and for an urgent

change in STEM education. The U.S. Department of Education’s Report of the Academic Competitiveness

Council lists several K-12 STEM Education goals. Foremost is a goal to prepare all students with science,

technology, engineering, and math skills needed to succeed in the 21st century technological economy.

Increased performance in STEM fields requires STEM literacy. To become truly literate, students must have

better understanding of the fields individually, and more importantly, they must understand how the fields are

interrelated and interdependent. Clearly, formative experiences in STEM during their K-12 school years will

allow for a deeper STEM literacy and better prepare them for university and beyond. In order to properly

prepare our students, they must have a broad exposure to and a knowledge base in the STEM fields as part of

their K-12 education.

The goal of STEM education at LCPS is to deepen students’ knowledge, skills, and habits of mind that

characterize science, technology, engineering, and mathematics. Loudoun County Public Schools has many

exemplary programs designed to answer the call for STEM education. The Loudoun Governor’s Career and

Technical Academy at Monroe Technology Center and the Academy of Science at Dominion High School are

specialized programs that meet these goals. Additionally, LCPS offers students a variety of STEM courses and

opportunities that are rigorous, demanding, and help students develop skills required for the 21st century.

Based on the success of these programs, we are building capacity to provide integrated STEM education to all

LCPS students. Integrated STEM in LCPS is defined as experiences that develop student understanding within

one STEM area while also learning or applying knowledge and/or skills from at least one other STEM area.

Within this framework of integrated STEM, LCPS science courses will develop student’s science understanding

necessary to be scientifically literate; which includes science content, habits of mind, science process skills, and

relevant application of scientific knowledge. Through integrated STEM science instruction students will

develop an understanding of the connections with other STEM disciplines. Additionally, science instruction at

LCPS is intended to generate a large pool of students prepared to pursue STEM areas in college or through

further on-the-job training in the workplace.

LCPS STEM experiences will:

Capitalize on student interest

Build on what students already know

Engage students in the practices of STEM

Engage students with inquiry learning

Grade One page 7

Meaningful Watershed Educational Experiences

The “Stewardship and Community Engagement” Commitment of the Chesapeake 2000 agreement clearly

focuses on connecting individuals and groups to the Bay through their shared sense of responsibility and action.

The goal of this Commitment formally engages schools as integral partners to undertake initiatives in helping to

meet the Agreement.

Two objectives developed as part of this goal describe more specific outcomes to be achieved by the

jurisdictions in promoting stewardship and assisting schools. These are:

Beginning with the class of 2005, provide a meaningful Bay or stream outdoor experience for every

school student in the watershed before graduation from high school.

Provide students and teachers alike with opportunities to directly participate in local restoration and

protection projects, and to support stewardship efforts in schools and on school property.

There is overwhelming consensus that knowledge and commitment build from firsthand experience, especially

in the context of one’s neighborhood and community. Carefully selected experiences driven by rigorous

academic learning standards, engendering discovery and wonder, and nurturing a sense of community will

further connect students with the watershed and help reinforce an ethic of responsible citizenship.

Defining a Meaningful Bay or Stream Outdoor Experience

A meaningful Bay or stream outdoor experience should be defined by the following.

Experiences are investigative or project oriented.

Experiences include activities where questions, problems, and issues are investigated by the collection and

analysis of data, both mathematical and qualitative. Electronic technology, such as computers, probeware, and

GPS equipment, is a key component of these kinds of activities and should be integrated throughout the

instructional process.

The nature of these experiences is based on learning standards and should include the following kinds of

activities.

Investigative or experimental design activities where students or groups of students use equipment, take

measurements, and make observations for the purpose of making interpretations and reaching

conclusions.

Project-oriented experiences, such as restoration, monitoring, and protection projects, that are problem

solving in nature and involve many investigative skills.

Experiences are richly structured and based on high-quality instructional design.

Experiences are an integral part of the instructional program.

Grade One page 8

Experiences are part of a sustained activity.

Experiences consider the watershed as a system.

Experiences involve external sharing and communication.

Experiences are enhanced by natural resources personnel.

Experiences are for all students.

Experiences such as tours, gallery visits, simulations, demonstrations, or “nature walks” may be instructionally

useful, but alone do not constitute a meaningful experience as defined here.

The preceding text contains excerpts from:

Chesapeake Bay Program Education Workgroup

STEWARDSHIP AND MEANINGFULWATERSHED EDUCATIONAL EXPERIENCES

http://www.chesapeakebay.net/pubs/doc-c2k_meaningful_bay_experience.pdf

The link in found in the Virginia Department of Education Instructional Resources for Science:

http://www.doe.virginia.gov/VDOE/Instruction/Science/

Each LCPS K-12 Science Pacing Guide indicates where the Meaningful Watershed Educational Experiences fit

into the Virginia Standards of Learning. Resources for these experiences are cited in the Resources section of

each standard.

Many of the resources are from Lessons from the Bay and Virginia’s Water Resources a Toolkit for Teachers.

These and other watershed resources are posted on the LCPS intranet at:

http://www.intranet.lcps

http://www.chesapeakebay.net/pubs/doc-c2k_meaningful_bay_experience.pdf

http://www.doe.virginia.gov/VDOE/Instruction/Science/

http://www.intranet.lcps/

Grade One page 9

K-12 Safety in the Science Classroom

In implementing the Science Standards of Learning, students must know how to follow safety guidelines,

demonstrate appropriate laboratory safety techniques, and use equipment safely while working individually and

in groups.

Safety must be given the highest priority in implementing the K-12 instructional program for science. Correct

and safe techniques, as well as wise selection of experiments, resources, materials, and field experiences

appropriate to age levels, must be carefully considered with regard to safety precautions for every instructional

activity. Safe science classrooms require thorough planning, careful management, and constant monitoring of

student activities. Class enrollment should not exceed the designed capacity of the room.

Teachers must be knowledgeable of the properties, use and proper disposal of all chemicals that may be judged

as hazardous prior to their use in an instructional activity. Such information is referenced through the MSDS

forms (Materials Safety Data Sheets). The identified precautions involving the use of goggles, gloves, aprons,

and fume hoods must be followed as prescribed.

While no comprehensive list exists to cover all situations, the following should be reviewed to avoid potential

safety problems. Appropriate safety procedures should be used in the following situations:

• Observing wildlife; handling living and preserved organisms; and contact with natural hazards

such as poison ivy, ticks, mushrooms, insects, spiders, and snakes

• Field activities in, near, or over bodies of water

• Handling of glass tubing, sharp objects, glassware, and labware

• Natural gas burners, Bunsen burners, and other sources of flame/heat

• Hazards associated with direct sunlight (sunburn and eye damage)

• Use of extreme temperatures and cryogenic materials

• Hazardous chemicals including toxins, carcinogens, flammable and explosive materials

• Acid/base neutralization reactions/dilutions

• Production of toxic gases or situations where high pressures are generated

• Biological cultures, their appropriate disposal, and recombinant DNA

• Power equipment/motors

• High voltage/exposed wiring

• Laser beam, UV, and other radiation

The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance

from the following sources may be taken into account:

• OSHA (Occupational Safety and Health Administration)

• ISEF (International Science and Engineering Fair Rules)

• Public health departments and local school division protocols.

For more detailed information about safety in science, consult the LCPS Science Safety Manual.

http://www.intranet.lcps

http://www.intranet.lcps/

Grade One page 10

The Role of Instructional Technology in Science Education

The use of current and emerging technologies is essential to the K-12 science instructional program.

Specifically, technology must

• Assist in improving every student’s functional literacy. This includes improved communication

through reading/information retrieval (the use of telecommunications), writing (word

processing), organization and analysis of data (databases, spreadsheets, and graphics programs),

selling one’s idea (presentation software), and resource management (project management

software).

• Be readily available and used regularly as an integral and ongoing part in the delivery and

assessment of instruction.

• Include instrumentation oriented toward the instruction and learning of science concepts, skills,

and processes. Technology, however, should not be limited to traditional instruments of science

such as microscopes, labware, and data-collecting apparatus but should also include computers,

robotics, interactive-optical laser discs, video-microscopes, graphing calculators, CD-ROMs,

global positioning systems (GPS), probeware, on-line telecommunication, software and

appropriate hardware, as well as other emerging technologies.

• Be reflected in the “instructional strategies” generally developed at the local school division

level.

In most cases, the application of technology in science should remain “transparent” unless it is the actual focus

of the instruction. One must expect students to “do as a scientist does” and not simply hear about science if they

are truly expected to explore, explain, and apply scientific concepts, skills, and processes.

As computer/technology skills are essential components of every student’s education, it is important that these

skills are a shared responsibility of teachers of all disciplines and grade levels.

Grade One page 11

Internet Safety

The Internet allows students to learn from a wide variety of resources and communicate with people all over the

world. Students should develop skills to recognize valid information, misinformation, biases, or propaganda.

Students should know how to protect their personal information when interacting with others and about the

possible consequences of online activities such as social networking, e-mail, and instant messaging.

Students need to know that not all Internet information is valid or appropriate.

Students should be taught specifically how to maximize the Internet’s potential while protecting themselves

from potential abuse.

Internet messages and the people who send them are not always what or who they seem.

Predators and cyberbullies anonymously use the Internet to manipulate students. Students must learn how to

avoid dangerous situations and get adult help.

Cybersafety should be addressed when students research online resources or practice other skills through

interactive sites. Science teachers should address underlying principles of cybersafety by reminding students

that the senses are limited when communicating via the Internet or other electronic devices and that the use of

reasoning and logic can extend to evaluating online situations.

Listed below are ways of integrating the teaching of internet safety with the 1st Grade Science Virginia

Standards of Learning.

Remind students that the senses cannot be used in many online communications.

Five Senses Lesson http://www.eduref.org/Virtual/Lessons/Health/Body_Systems_and_Senses/BSS0005.html

Use a blindfold to explain the five senses and point out that many senses are absent when using modern

communication devices.

Additional information about Internet safety may be found on the Virginia Department of Education’s Website

at

http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml

http://www.eduref.org/Virtual/Lessons/Health/Body_Systems_and_Senses/BSS0005.html

http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safety-guidelines.shtml

Grade One page 12

Investigate and Understand

Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and

understand.” This phrase was chosen to communicate the range of rigorous science skills and knowledge levels

imbedded in each standard. Limiting a standard to one observable behavior such as “describe” or “explain”

would have narrowed the interpretation of what was intended to be a rich, highly rigorous, and inclusive content

standard.

“Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:

• Observing

• Classifying and sequencing

• Communicating

• Measuring

• Predicting

• Hypothesizing

• Inferring

• Defining, controlling, and manipulating variables in experimentation

• Designing, constructing, and interpreting models

• Interpreting, analyzing, and evaluating data

“Understand” refers to various levels of knowledge application. In the Science Standards of Learning these

knowledge levels include the ability to

• Recall or recognize important information, key definitions, terminology, and facts

• Explain the information in one’s own words, comprehend how the information is related to other

key facts, and suggest additional interpretations of its meaning or importance

• Apply the facts and principles to new problems or situations, recognizing what information is

required for a particular situation, explaining new phenomena with the information, and

determining when there are exceptions

• Analyze the underlying details of important facts and principles, recognizing the key relations

and patterns that are not always readily visible

• Arrange and combine important information, facts, and principles to produce a new idea, plan,

procedure, or product

• Make judgments about information in terms of accuracy, precision, consistency, or effectiveness.

Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad

range of teaching objectives, which the local school division will develop and refine to meet the intent of the

Science Standards of Learning.

Grade One page 13

First Quarter Resources–

“What Changes in Autumn?”

Sun and Earth (1.6 a, b)

THE SUNSHINE MAKES THE SEASONS Franlyn Branley

THE REASON FOR THE SEASONS Gail Gibbons

SEASONS Gail Gibbons

TEMPERATURE AND YOU Betsy and Giulio Maestro

WHEN SUMMER ENDS Susi Gregg Fowler

MY FAVORITE TIME OF YEAR Susan Pearson

SEASONS Illa Podendorf

Plants (growth, falling leaves) (1.7 a)

PUMPKIN CIRCLE: STORY OF A GARDEN George Levenson

THE TINY SEED Eric Carle

WHY DO LEAVES CHANGE COLORS? Betsy Maestro

A BOOK OF SEASONS Alice and Martin Provensen

APPLES AND PUMPKINS Annie Rockwell

AIMS: “Observe a Tree”, The Budding Botanist

AIMS: “Leaf Safari”, Primarily Plants

AIMS: “Apples A-Peel to Me”, Fall Into Math and Science

Animals (coverings, preparing for winter) (1.5, 1.7 b)

RACCOONS AND RIPE CORN Jim Arnosky

AUTUMN STORY Jill Barklem

IN THE WOODS: WHO'S BEEN HERE? Lindsay Barrett George

THE CINNAMON HEN'S AUTUMN DAY Sandra Dutton

DO NOT DISTURB Margery Facklam

ANIMALS AND WHERE THEY LIVE John Feltwell

POSSUM'S HARVEST MOON Anne Hunter

THE BEARS' AUTUMN Keizaburo Tejima

A COLOR OF HIS OWN Leo Lionni

FREDERICK Leo Lionni

THE STRANGER Chris Van Allsburg

AIMS: “Under Cover”, Critters

LOUDOUN COLLECTION

Safari in a box – Has animal skins, tracks, skulls, books, poster, and

video (Could be used any of the four quarters)

People in the Fall (dress, recreation) (1.7 c)

WHAT WILL THE WEATHER BE LIKE TODAY? Paul Rogers

HENRY AND MUDGE UNDER THE YELLOW MOON Cynthia

Rylant

AIMS: “Weather Wear”, Fall Into Math and Science

15 Bean Soup

Light and Dark

The Four Seasons

Amazing Animals

Investigations from the VA Department of Education Science

Enhanced Scope and Sequence – Grade 1.

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/l

esson_plans/index.shtml

http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/index.shtml


Grade One page 14

Second Quarter Resources

“How Do We Adapt to Winter?”

Sun and Earth (temp, light, precip) (1.6 a, b)





WINTER ACROSS AMERICA Seymour Simon

SNOW Nancy Elizabeth Wallace

THE BIGGEST SNOWSTORM EVER Diane Paterson

Seasons Podendorf

A BOOK OF SEASONS Provensen

WINTER, DISCOVERING THE SEASONS Louis Santrey

SNOW Steve Sanfield

SNOW Roy McKie and P.D. Eastman

WINTER MAGIC Eveline Hasler

WINTER by Ron Hirschi

DEAR REBECCA, WINTER IS HERE Jean Craighead George

WHEN IT STARTS TO SNOW Phillis Gershator

Plants (dormant, evergreen, deciduous, changes through the

seasons) (1.4, 1.7)

PAPERWHITE by Nancy Elizabeth Wallace

AIMS: “Observing Bulbs”, Primarily Plants

Animals (life needs, body coverings, habitats related to seasons,

hibernation, migration) (1.5, 1.7 b)

ANIMALS IN WINTER Ron Fisher

ANIMALS IN WINTER Henrietta Bancroft and Richard G. Van Gelder

IN THE SNOW: WHO’S BEEN HERE? Lindsey Barrett George

WHAT DO ANIMALS DO IN WINTER Melvin and Gilda Berger

STOPPING BY WOODS ON A SNOWY EVENING Robert

Frost/Susan Jeffers

GEOFFREY GROUNDHOG PREDICTS THE WEATHER Bruce

Koscielniak

BACKYARD BIRDS OF WINTER Carol Lerner

KEEP LOOKING Millicent Selsam

How to be a Nature Detective Millicent Selsam

OWL MOON Jane Yolen

MOUSEKIN’S FROSTY FRIEND Edna Miller

MOUSEKIN’S WOODLAND SLEEPERS Edna Miller

WHOSE TRACKS ARE THESE? Jim Nail

AIMS: “Hide and Seek”, Critters


People in Winter (1.7 c) WINTER FUN Rita Schlachter


AIMS: “Mighty Mittens”, Glide Into Winter with Math and Science

Light and Dark

Fun with Plants

The Four Seasons

Grade One page 15

Amazing Animals

Third Quarter Resources

“What Moves You?”

Matter (1.3)

AIMS: “Blue Wave”, Spring Into Math and Science

AIMS: “Lucky Shamrocks”, Spring Into Math and Science

AIMS: “Leaf the Dyeing to Us”, Fall Into Math and Science

SPECTACULAR SCIENCE Lee Bennett Hopkins

SNOW Helen Frost

WHAT IS THE WORLD MADE OF? ALL ABOUT SOLIDS LIQUIDS

AND GASES Kathleen Zoehfeld

SOLIDS, LIQUIDS AND GASES Ontario Science Center

SPLISH SPLASH Joan Bransfield Graham

Force, Motion and Energy (1.2) THE SCIENCE BOOK OF MOTION Neil Ardley

THE SCIENCE BOOK OF SOUND Neil Ardley

FAST AND SLOW Jack Challoner

FORCE, MOTION AND ENERGY Robert Friedhoffer

PUSH AND PULL Mike and Maria Gordan

AMUSEMENT PARK MACHINES Christine Hahn

BATHTUBS, SLIDES, ROLLERCOASTERS: SIMPLE MACHINES

THAT ARE REALLY INCLINED PLANES Christopher Lampton

FORCES Karen Bryant Mole

SOUNDS ALL AROUND Wendy Pfeffer

FORCES AND MOTION Simon de Pina

PUSH AND PULL Lola M. Schafer

TELL ME HOW FAST IT GOES Willis Shirley

SOUND Darlene Stille

FORCE AND MOVEMENT Barbara Taylor

SOUND Angela Webb

HOW DO YOU LIFT A LION Robert E. Wells

AIMS: “Sound is Vibration”, Primarily Physics

AIMS: “Huff and Puff”, Spring Into Math and Science

Mix It Up: In Hot Water

Mix It Up: In the Kitchen

Mix It Up: In the Yard

Let’s Be Motion Detectives

Sail On



http://www.doe.virginia.gov/testing/sol/standards_docs/science/201

0/lesson_plans/index.shtml

Lessons from Picture Perfect Science Lessons and More Picture

Perfect Science Lessons

Roller Coasters – More Picture Perfect Science Lessons pg. 133



Grade One page 16

Fourth Quarter Resources

“What Changes in Spring?”

Sun and Earth (temp, light, precip) (1.6, 1.7)

SPRING Ron Hirschi

SUMMER Ron Hirshi




Plants (budding and growth) (1.4, 1.7)

SUNFLOWER HOUSE Eve Bunting

THE VERY HUNGRY CATERPILLAR Eric Carle

WILD WILD SUNFLOWER CHILD Nancy White Carlstrom

THE BOY WHO DIDN’T BELIEVE IN SPRING Lucille Clifton

UNDER THE GREEN WILLOW Elizabeth Coatsworth

MISS RUMPHIUS Barbara Cooney


GROWING VEGETABLE SOUP Lois Ehlert

EATING THE ALPHABET Lois Ehlert

PLANTING A RAINBOW Lois Ehlert

FROM SEED TO PLANT Gail Gibbons

MUSHROOM IN THE RAIN Mirra Ginsburg

THE REASON FOR A FLOWER Ruth Heller

TREE TRUNK TRAFFIC Bianca Lavies

PUMPKIN CIRCLE: Story of a Garden George Levenson

ALISON’S ZINNIA Anita Lobel

THE ROSE IN MY GARDEN Arnold Lobel

HOW DO APPLES GROW? Betsy Maestro

THE FLOWER ALPHABET BOOK Jerry Pallotta

THE LEGEND OF THE BLUEBONNETt Tomie de Paola

HOW PLANTS GROW Angela Rouston

LIFE CYCLE OF A SUNFLOWER Royston

TOPS AND BOTTOMS Janet Stevens

The Science Standards of Learning are listed successively in the

pages that follow. See the pacing guide for teaching sequence.

THE VICTORY GARDEN Jerry Pallotta and Bob Thomson

THE GIFT OF THE TREE Alvin Tresselt

JUNE 29, 1999 David Wiesner

WORKING COTTON Sherley Anne Williams

AIMS: “It’s in the Bag”, Primarily Plants

AIMS: “What Do Plants Need?”, Primarily Plants

AIMS: “Inside a Seed”, Primarily Plants

AIMS: “The Seed Within”, Primarily Plants

AIMS: “Observe a Leaf”, Primarily Plants

AIMS: “Stem Study”, Primarily Plants

AIMS: “Root Study”, Primarily Plants

AIMS: “Flowers”, Primarily Plants

AIMS: “Don’t Leaf Out the Vegetables”, Primarily Plants

Animals (behaviors in spring) (1.7)

BEAR WANTS MORE

Natural Resources (1.8) OUR EARTH Anne Rockwell

THE GREAT TRASH BASH Loreen Leedy

RECYCLE EVERY DAY! Nancy Elizabeth Wallace

AIMS: “Drip, Drop, Flip Flop”, Water Precious Water

AIMS: “A New Look at the Old Bag”, Cycles of Knowing and

Growing

What are Natural Resources?

Let the Sun Shine In!

Reduce, Reuse, Recycle

The Is-It-Litter? Box

Henry Heron: A Litter Story



http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/l

esson_plans/index.shtml



17

Virginia Science Standards of Learning Curriculum Framework 2010

Introduction

The Science Standards of Learning Curriculum Framework amplifies the Science Standards of Learning for Virginia Public Schools and defines the content

knowledge, skills, and understandings that are measured by the Standards of Learning tests. The Science Curriculum Framework provides additional guidance to

school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers as they plan their lessons by

identifying essential understandings and defining the essential content knowledge, skills, and processes students need to master. This supplemental framework

delineates in greater specificity the minimum content that all teachers should teach and all students should learn.

School divisions should use the Science Curriculum Framework as a resource for developing sound curricular and instructional programs. This framework

should not limit the scope of instructional programs. Additional knowledge and skills that can enrich instruction and enhance students’ understanding of the

content identified in the Standards of Learning should be included as part of quality learning experiences.

The Curriculum Framework serves as a guide for Standards of Learning assessment development. Assessment items may not and should not be a verbatim

reflection of the information presented in the Curriculum Framework. Students are expected to continue to apply knowledge and skills from Standards of

Learning presented in previous grades as they build scientific expertise.

The Board of Education recognizes that school divisions will adopt a K–12 instructional sequence that best serves their students. The design of the Standards of

Learning assessment program, however, requires that all Virginia school divisions prepare students to demonstrate achievement of the standards for elementary

and middle school by the time they complete the grade levels tested. The high school end-of-course Standards of Learning tests, for which students may earn

verified units of credit, are administered in a locally determined sequence.

Each topic in the Science Standards of Learning Curriculum Framework is developed around the Standards of Learning. The format of the Curriculum

Framework facilitates teacher planning by identifying the key concepts, knowledge and skills that should be the focus of instruction for each standard. The

Curriculum Framework is divided into two columns: Understanding the Standard (K-5); Essential Understandings (middle and high school); and Essential

Knowledge, Skills, and Processes. The purpose of each column is explained below.

Understanding the Standard (K-5)

This section includes background information for the teacher. It contains content that may extend the teachers’ knowledge of the standard beyond the current

grade level. This section may also contain suggestions and resources that will help teachers plan instruction focusing on the standard.

Essential Understandings (middle and high school)

This section delineates the key concepts, ideas and scientific relationships that all students should grasp to demonstrate an understanding of the Standards of

Learning.

Essential Knowledge, Skills and Processes (K-12)

Each standard is expanded in the Essential Knowledge, Skills, and Processes column. What each student should know and be able to do in each standard is

outlined. This is not meant to be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to be the key knowledge and skills that define

the standard.

18

Grade One

Science Strand

Scientific Investigation, Reasoning, and Logic

This strand represents a set of systematic inquiry skills that defines what a student will be able to do

when conducting activities and investigations, and represents the student understanding of the nature of

science. The various skill categories are described in the “Investigate and Understand” section of the

Introduction to the Science Standards of Learning, and the skills in science standard 1.1 represent more

specifically what a student should achieve during the course of instruction in the first grade. Across the

grade levels, the skills in the first standards form a nearly continuous sequence of investigative skills

and an understanding of the nature of science. It is important that the classroom teacher understands

how the skills in standard 1.1 are a key part of this sequence (i.e., K.1, K.2, 1.1, 2.1, 3.1, 4.1, 5.1, and

6.1).

Standard 1.1 Strand: Scientific Investigation, Reasoning, and Logic

19

1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations

in which

a) the senses are used to observe differences in physical properties;

b) observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy;

c) objects or events are classified and arranged according to characteristics or properties;

d) simple tools are used to enhance observations;

e) length, mass, volume, and temperature are measured using nonstandard units;

f) inferences are made and conclusions are drawn about familiar objects and events;

g) a question is developed from one or more observations;

h) predictions are made based on patterns of observations;

i) observations and data are recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and numbers;

and

j) simple investigations and experiments are conducted to answer questions.

Overview

Standard 1.1 is intended to define the “investigate” component of all other first-grade standards (1.2–1.8). The intent of standard 1.1

is that students will continue to develop a range of inquiry skills, achieve proficiency with those skills, and continue to develop an

understanding of the nature of science in the context of the concepts developed in first grade. Standard 1.1 does not require a

discrete unit be taught on scientific investigation because the skills that make up the standard should be incorporated in all

other first-grade standards. It is also intended that by developing these skills, students will achieve greater understanding of

scientific inquiry and the nature of science as well as more fully grasp the content-related SOL concepts.


20


in which










and


Understanding the Standard (Background Information for Instructor Use Only)

Essential Knowledge, Skills, and Processes

The nature of science refers to the foundational concepts that govern the

way scientists formulate explanations about the natural world. The

nature of science includes the following concepts:

a) the natural world is understandable;

b) science is based on evidence, both observational and

experimental;

c) science is a blend of logic and innovation;

d) scientific ideas are durable yet subject to change as new data

are collected;

e) science is a complex social endeavor; and

f) scientists try to remain objective and engage in peer review to

help avoid bias.

In grade one, an emphasis should be placed on concepts a, b, and e.

Science assumes that the natural world is understandable. Scientific

inquiry can provide explanations about nature. This expands students’

thinking from just a knowledge of facts to understanding how facts are

relevant to everyday life.

Science demands evidence. Scientists develop their ideas based on

evidence and they change their ideas when new evidence becomes

available or the old evidence is viewed in a different way.

Science is a complex social endeavor. It is a complex social process for

In order to meet this standard, it is expected that students will

use their senses and simple tools, such as a magnifying glass and a

balance to enhance their observations of physical properties.

make repeated observations of an object or event from multiple

positions.

classify and arrange objects or events according to at least two

attributes or properties so that similarities and differences become

apparent.

measure length, mass, and volume, using nonstandard units.

use familiar events and objects to make inferences and draw

conclusions.

develop a question from one or more observations.

predict outcomes based on actual observations and evidence rather

than random guesses.

communicate observations and data with simple graphs and pictures,

oral and written statements, and with numbers.

answer questions by conducting simple experiments/investigations,


21


in which










and




producing knowledge about the natural world. Scientific knowledge

represents the current consensus as to what is the best explanation for

phenomena in the natural world. This consensus does not arise

automatically, since scientists with different backgrounds from all over

the world may interpret the same data differently. To build a consensus,

scientists communicate their findings to other scientists and attempt to

replicate one another’s findings. In order to model the work of

professional scientists, it is essential for first-grade students to engage in

frequent discussions with peers about their understanding of their

investigations.

To communicate an observation accurately, one must provide a clear

description of exactly what is observed and nothing more.

Observations should be made from multiple positions (e.g., observations

of the same object from the front of the object, from the back of the

object, looking down on the object, etc.) whenever possible to achieve a

variety of perspectives.

Observations should be repeated multiple times to assure accuracy.

Once the characteristics of several objects or several events have been

observed and recorded, the objects or events can be arranged by those

characteristics (e.g., several objects sorted by color, several events

sorted on a timeline by age, etc.).

Simple tools, such as a magnifying glass and a balance can extend the

using nonstandard measuring units and simple tools, such as a

magnifying glass or a balance. A simple experiment is one that

changes only one thing at a time (tests only one variable), gives quick

results, and provides easily observable changes.

record observations of movement (length/distance) using nonstandard

units.

compare the movement of objects, using graphs, pictures, and/or

numbers.


22


in which










and




observations that people can make.

Nonstandard units such as paper clips, a student’s foot, index cards, etc.,

can be used to measure the length of objects. The mass of two objects

can be compared by holding each object in a different hand. The volume

of various liquids can be compared by pouring them in cups of the same

size. Variations in temperature of different objects can be compared by

the difference that is felt when each object is touched. Variations in air

temperature can be compared by observing the differences one feels

when in different environments (e.g., inside the classroom vs. outside on

the playground in winter, inside the freezer compartment of a

refrigerator vs. inside a kitchen).

An inference is a tentative explanation based on background knowledge

and available data.

A conclusion is a summary statement based on data from the results of

an investigation.

Questions about what is observed can be developed.

A prediction is a forecast about what may happen in some future

situation. It is based on information and evidence. A prediction is

different from a guess.

Graphs are powerful ways to display data, making it easier to recognize

important information. Describing things as accurately as possible is


23


in which










and




important in science because it enables people to compare their

observations with those of others.

Data should be displayed in bar graphs and picture graphs at the grade

one level.

An experiment is a fair test designed to answer a question.


24

Resources Teacher Notes ZOO-OLOGY Joelle Jolivet

SINKING AND FLOATING Pam Munoz Ryan

HOW TO THINK LIKE A SCIENTIST Stephen Kramer

MY FIVE SENSES Aliki Brandenberg

SOLIDS, LIQUIDS AND GASES Ontario Science Centre

AIMS: “Rocks and More Rocks”, Primarily Earth AIMS: “Sandpile”, Primarily Earth AIMS: “Rock Groups”, Primarily Earth AIMS: “Air Temperature”, Primarily Earth AIMS: “Dirt Baggers”, Cycles of Knowing and Growing AIMS: “Animal Crackers”, Spring Into Math and Science AIMS: “If the Shoe Fits”, Glide Into Winter with Math and Science AIMS: “Goody, Goody Gumballs”, Fall Into Math and Science AIMS: “Seed Sort”, Primarily Plants AIMS: “You Can Count On Us”, Fall Into Math and Science AIMS: “How Tall Are You ?”, Fall Into Math and Science AIMS: “A Weigh We Go”, Fall Into Math and Science AIMS: “Sponge Garden”, Spring Into Math and Science AIMS: “My Rock”, Primarily Earth AIMS: “Lucky Shamrocks”, Spring Into Math and Science AIMS: “Whoa -That’s Heavy !”, Glide Into Winter with Math and

Science AIMS: “Feet Findings”, Spring Into Math and Science AIMS: “Rocks and More Rocks : Rock Trains”, Primarily Earth AIMS: “Polar Bear Pie”, Glide Into Winter With Math and Science AIMS: “Leaf the Dyeing to Us”, Fall Into Math and Science AIMS: “Melt an Ice Cube”, Primarily Physics Investigations from the VA Department of Education Science Enhanced

Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010

/lesson_plans/index.shtml

Standards of Learning Literature Correlation searchable database

“Connections”: http://itweb.fcps.edu/connections/index.cfm



http://itweb.fcps.edu/connections/index.cfm

25

Grade One

Science Strand 1.2

Force, Motion, and Energy

This strand focuses on student understanding of what force, motion, and energy are and how the

concepts are connected. The major topics developed in this strand include magnetism, types of motion,

simple and compound machines, and energy forms and transformations, especially electricity, sound,

and light. This strand includes science standards K.3, 1.2, 2.2, 3.2, 4.2, 4.3, 5.2, 5.3, 6.2, and 6.3.

Standard 1.2 Strand: Force, Motion, and Energy

26

1.2 The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include

a) objects may have straight, circular, and back-and-forth motions;

b) objects may vibrate and produce sound; and

c) pushes or pulls can change the movement of an object.

Overview

Physical science includes topics that give students a chance to increase their understanding of the characteristics of objects and

materials that they encounter daily. Knowledge about objects develops through learning how they move and change position and

shape in relation to the viewer, as when we look at objects from different angles. Students learn about objects by observing them

and noting similarities and differences and by acting on them by applying force. This concept relates to science standard K.3, in

which magnets push and pull objects. It is intended that students will actively develop scientific investigation, reasoning, and logic

skills (1.1) in the context of the key concepts presented in this standard.


27

1.2 The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include

a) objects may have straight, circular, and back-and-forth motions;

b) objects may vibrate and produce sound; and

c) pushes or pulls can change the movement of an object.



An object’s motion may be described by tracing and measuring its

position over time. The motion of objects may be straight, circular,

curved, or back-and-forth.

One kind of back-and-forth motion is vibration. Vibrations may create

sound.

Pushing or pulling can change the position and motion of objects. For

the same object, the size of the change is related to the strength of the

push or pull.


make and communicate observations about moving objects. Examples

should include balls, objects with wheels, windup toys, tops, rubber

bands, and playground equipment.

predict an object’s movement, using its size, shape, and the force of

the push or pull on it.

manipulate objects in order to describe and classify the motion of each

object as straight, circular, or back-and-forth.

understand that vibrations may create sound, such as humming,

strumming a guitar, or plucking a rubber band.

record observations of movement (length/distance), using nonstandard

units.


28

Resources Teacher Notes

Harcourt Science; Unit F, chapter 1; Unit E, Chapter 2

THE SCIENCE BOOK OF MOTION Neil Ardley THE SCIENCE BOOK OF SOUND Neil Ardley FAST AND SLOW Jack Challoner FORCE, MOTION AND ENERGY Robert Friedhoffer PUSH AND PULL Mike and Maria Gordan AMUSEMENT PARK MACHINES Christine Hahn BATHTUBS, SLIDES, ROLLERCOASTERS: SIMPLE MACHINES

THAT ARE REALLY INCLINED PLANES Christopher Lampton FORCES Karen Bryant Mole SOUNDS ALL AROUND Wendy Pfeffer FORCES AND MOTION Simon de Pina PUSH AND PULL Lola M. Schafer TELL ME HOW FAST IT GOES Willis Shirley SOUND Darlene Stille FORCE AND MOVEMENT Barbara Taylor SOUND Angela Webb HOW DO YOU LIFT A LION Robert E. Wells AIMS: “Sound is Vibration”, Primarily Physics

AIMS: “Huff and Puff”, Spring Into Math and Science

AIMS: “Feather Relays”, Magazine Volume 13 Issue 4

Lets Be Motion Detectives

Sail On

Investigations from the VA Department of Education Science Enhanced

Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010



“Connections” can be found at:





29

Grade One

Science Strand

Matter

This strand focuses on the description, physical properties, and basic structure of matter. The major

topics developed in this strand include concepts related to the basic description of objects, phases of

matter (solids, liquids, and gases – especially water), phase changes, mass and volume, and the structure

of classification of matter. This strand includes science standards K.4, K.5, 1.3, 2.3, 3.3, 5.4, 6.4, 6.5,

and 6.6.

Standard 1.3 Strand: Matter

30

1.3 The student will investigate and understand how different common materials interact with water. Key concepts include

a) some liquids will separate when mixed with water, but others will not;

b) some solids will dissolve in water, but others will not; and

c) some substances will dissolve more readily in hot water than in cold water.

Overview

Students continue their study of water by examining and qualitatively describing water and its behavior with other matter. When

carefully observed, described, and measured, the properties of objects in or with water, and the changes that occur when materials

interact with water, provide the necessary foundation for more abstract ideas in the upper grade levels. This concept is related to

science standard K.5 in which students identify water in its different phases (solid, liquid, gas). It is intended that students will

actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this

standard.


31

1.3 The student will investigate and understand how different common materials interact with water. Key concepts include

a) some liquids will separate when mixed with water, but others will not;

b) some solids will dissolve in water, but others will not; and

c) some substances will dissolve more readily in hot water than in cold water.



Different types of materials act differently when mixed with water.

Some liquids will mix with water, while others will not.

Some solids will dissolve in water, while others will not.

The temperature of the water affects how easily a substance will

dissolve in it.


describe and apply the term dissolve.

predict and describe how various materials (vinegar, milk, baking

soda, powdered drink mix, sugar, salt, sand, oil, soil, rocks) act when

mixed with water.

classify liquids and solids into those that will dissolve in water and

those that will not. Use tables and/or charts to record and display the

information.

infer that some substances will dissolve more easily in hot water than

in cold water by conducting investigations using water at different

temperatures.


32


Harcourt Science; Unit E, chapter 1

SPECTACULAR SCIENCE Lee Bennett Hopkins

SNOW Helen Frost

WHAT IS THE WORLD MADE OF? ALL ABOUT SOLIDS LIQUIDS

AND GASES Kathleen Zoehfeld

SOLIDS, LIQUIDS AND GASES Ontario Science Center

SPLISH SPLASH Joan Bransfield Graham

AIMS: “Blue Wave”, Spring Into Math and Science AIMS: “Lucky Shamrocks”, Spring Into Math and Science AIMS: “Leaf the Dyeing to Us”, Fall Into Math and Science

Mix It Up: In Hot Water

Mix It Up: In the Kitchen

Mix It Up: In the Yard Investigations from the VA Department of Education Science Enhanced

Scope and Sequence – Grade 1.









33

Grade One

Science Strand

Life Processes

This strand focuses on the life processes of plants and animals and the specific needs of each. The major

topics developed in the strand include basic needs and life processes of organisms, their physical

characteristics, orderly changes in life cycles, behavioral and physical adaptations, and survival and

perpetuation of species. This strand includes science standards K.6, K.7, 1.4, 1.5, 2.4, 3.4, and 4.4.

Standard 1.4 Strand: Life Processes

34

1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain

characteristics. Key concepts include

a) plants need nutrients, air, water, light, and a place to grow;

b) basic parts of plants; and

c) plants can be classified based on a variety of characteristics.

Overview

Young children have a natural curiosity about the living things that they encounter. Observation is a method by which students can

answer questions about how plants live, their parts, and characteristics. All plants need nutrients, air, water, light, and a place with

sufficient space to grow. They have specific structures to meet their needs. Students need to know the concepts, not the definitions,

of the terms edible, nonedible, evergreen, and deciduous. They need to know that we eat certain plants (edible) but not others

(nonedible). They need to know that some plants stay green all year long (evergreen) while others lose their leaves each fall

(deciduous). The concepts in this standard build upon the Life Processes strand (K.6 and K.7), in which students investigate and

understand basic needs and life processes of plants and animals. It is intended that students will actively develop scientific

investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


35

1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain

characteristics. Key concepts include

a) plants need nutrients, air, water, light, and a place to grow;

b) basic parts of plants; and

c) plants can be classified based on a variety of characteristics.



Plants have basic needs, including nutrients, air, water, light, and a place

with sufficient space to grow.

Plants have different structures that serve different functions in growth,

survival, and reproduction.

The functions of plant parts include the roots which hold plants in place

and absorb water, seeds which make new plants, leaves which make

food for the plant, and stems which hold the plants upright and transport

materials up and down the plant.

Plants can be categorized by their different characteristics, such as

edible/nonedible, flowering/nonflowering, and evergreen/deciduous.

Students do not need to know the terms nonedible, edible,

evergreen, and deciduous. The focus should be on the concept, not

the terminology.


conduct simple experiments/investigations related to plant needs by

changing one variable (nutrients, air, water, light, or place to grow) at

a time. Students do not need to know the term variable.

create and interpret a model/drawing of a plant, including seeds, roots,

stems, leaves, flowers, and fruits.

identify the functions of the seed, root, stem, and leaf.

classify plants by the characteristics of edible/nonedible,

flowering/nonflowering, and evergreen/deciduous, using charts.


36


Harcourt Science; Unit A, Chapters 1 & 2


seasons) (1.4, 1.7)





















HOW DO APPLES GROW? Betsy Maestro THE FLOWER ALPHABET BOOK Jerry Pallotta THE LEGEND OF THE BLUEBONNETt Tomie de Paola HOW PLANTS GROW Angela Rouston LIFE CYCLE OF A SUNFLOWER Royston TOPS AND BOTTOMS Janet Stevens


37

THE VICTORY GARDEN Jerry Pallotta and Bob Thomson THE GIFT OF THE TREE Alvin Tresselt JUNE 29, 1999 David Wiesner WORKING COTTON Sherley Anne Williams











Enhanced Scope and Sequence – Grade 1. http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010









38

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key

concepts include

a) basic needs include adequate air, food, water, shelter, and space (habitat);

b) animals, including humans, have many different physical characteristics; and

c) animals can be classified according to a variety of characteristics.

Overview

This standard focuses on the idea that animals move, need food, breathe, and reproduce. Animals have a variety of ways in which

they accomplish these activities. Each type of animal has features that allow it to function in unique and specific ways to obtain

food, reproduce, and survive in a particular place. This standard builds upon the Life Processes strand (K.6 and K.7), in which

students are introduced to the concept of living and nonliving, and investigate and understand basic needs and life processes of

plants and animals. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the

context of the key concepts presented in this standard.


39

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key

concepts include

a) basic needs include adequate air, food, water, shelter, and space (habitat);

b) animals, including humans, have many different physical characteristics; and

c) animals can be classified according to a variety of characteristics.



Animals, including people, have basic life needs, including air, food,

water, shelter, and space (habitat). Students do not need to know the

term habitat. The focus should be on the items that are necessary

components of a habitat, not on the terminology.

Body coverings include hair, fur, feathers, scales, and shells.

Appendages are parts, such as arms, legs, wings, fins, and tails, which

extend from the main body and have specific functions. Students do not

need to know the term appendage. The focus should be on the concept,

not the terminology.

Methods of movement may include walking, crawling, flying, and

swimming.

Simple ways to classify animals are whether they are wild or domestic

and whether they live on land or in water.


make and communicate observations of live animals, including

humans, about their needs, physical characteristics, and where they

live.

describe the life needs of animals, including air, food, water, shelter,

and space.

identify and chart simple characteristics by which animals can be

classified, including body coverings (hair, fur, feathers, scales, and

shells), body shape, appendages (arms, legs, wings, fins, and tails),

methods of movement (walking, crawling, flying, and swimming),

wild or domestic, and water homes or land homes.

distinguish between wild animals (raccoon, hawk, squirrel, shark) and

domestic animals (dog, cat, sheep) and recognize examples of each.

infer types of animal homes (water or land), using the physical

characteristics of the animals, such as scales and fins that allow fish to

live and move in water or fur and legs that allow dogs to live and

move on land.

classify animals by where they live (their homes).


40


Harcourt Science; Unit A, chapter 3, Unit B, chapters 1 & 2

Animals (coverings, preparing for winter) (1.5b, 1.7b) AUTUMN STORY Jill Barklem


THE CINNAMON HEN'S AUTUMN DAY Sandra Dutton DO NOT DISTURB Margery Facklam ANIMALS AND WHERE THEY LIVE John Feltwell POSSUM'S HARVEST MOON Anne Hunter THE BEARS' AUTUMN Keizaburo Tejima A COLOR OF HIS OWN Leo Lionni FREDERICK Leo Lionni THE STRANGER Chris Van Allsburg


Animals (life needs, body coverings, habitats related to seasons,

hibernation, migration) (1.5, 1.7 b)

ANIMALS IN WINTER Ron Fisher ANIMALS IN WINTER Henrietta Bancroft and Richard G. Van Gelder IN THE SNOW: WHO’S BEEN HERE? Lindsey Barrett George WHAT DO ANIMALS DO IN WINTER Melvin and Gilda Berger STOPPING BY WOODS ON A SNOWY EVENING Robert Frost/Susan

Jeffers GEOFFREY GROUNDHOG PREDICTS THE WEATHER Bruce

Koscielniak BACKYARD BIRDS OF WINTER Carol Lerner KEEP LOOKING Millicent Selsam HOW TO BE A NATURE DETECTIVE Millicent Selsam OWL MOON Jane Yolen MOUSEKIN’S FROSTY FRIEND Edna Miller MOUSEKIN’S WOODLAND SLEEPERS Edna Miller WHOSE TRACKS ARE THESE? Jim Nail


41

AIMS: “Hide and Seek”, Critters AIMS: “Under Cover”, Critters

Investigations from the VA Department of Education Science Enhanced

Scope and Sequence – Grade 1.









42

Grade One

Science Strand

Interrelationships in Earth/Space Systems

This strand focuses on student understanding of relationships within and among Earth and space

systems. The topics developed include shadows; relationships between the sun and Earth; weather types,

patterns, and instruments; properties of soil; characteristics of the ocean environment; and organization

of the solar system. This strand includes science standards K.8, 1.6, 2.6, 3.7, 4.6, 5.6, and 6.8.

Standard 1.6 Strand: Interrelationships in Earth/Space Systems

43

1.6 The student will investigate and understand the basic relationships between the sun and Earth. Key concepts include

a) the sun is the source of energy and light that warms the land, air, and water; and

b) the sun’s relative position in the morning is east and in the late afternoon is west.

Overview

This standard focuses on some of the important relationships between the sun and Earth. Students need to understand that the sun is

a source of energy, and that energy provides light and warmth for Earth. This standard builds upon science standard K.8 about light

and shadow. It is intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context

of the key concepts presented in this standard.


44

1.6 The student will investigate and understand the basic relationships between the sun and Earth. Key concepts include

a) the sun is the source of energy and light that warms the land, air, and water; and

b) the sun’s relative position in the morning is east and in the late afternoon is west.



The sun provides Earth with light (a form of radiant energy) and thermal

energy.

By transferring thermal energy to Earth, Earth’s atmosphere and land

are heated. Thermal energy may be transferred from one substance to

another by three means: conduction, convection, and radiation.

The sun provides energy, which warms the land, air, and water on Earth.

The sun’s relative position in the morning is east and in the late

afternoon is west.


infer that sunlight striking an object makes the object warmer.

conduct simple experiments to show how sunlight changes the

temperature of land, air, and water.

interpret the relationship between the sun’s position in the sky and the

general time of day. This includes the sun’s relative position in the

morning (east), at noon, and in the late afternoon (west).


45


Harcourt Science; Unit D, chapter 2

Sun and Earth (1.6 a, b)





WHEN SUMMER ENDS Susi Gregg Fowler

MY FAVORITE TIME OF YEAR Susan Pearson

SEASONS Illa Podendorf

Sun and Earth (temp, light, precip) (1.6 a, b)





WINTER ACROSS AMERICA Seymour Simon

SNOW Nancy Elizabeth Wallace

THE BIGGEST SNOWSTORM EVER Diane Paterson

SEASONS Podendorf

A BOOK OF SEASONS Provensen

WINTER, DISCOVERING THE SEASONS Louis Santrey

SNOW Steve Sanfield

SNOW Roy McKie and P.D. Eastman

WINTER MAGIC Eveline Hasler

WINTER by Ron Hirschi

DEAR REBECCA, WINTER IS HERE Jean Craighead George

WHEN IT STARTS TO SNOW Phillis Gershator


SPRING Ron Hirschi

SUMMER Ron Hirshi


46













47

Grade One

Science Strand

Earth Patterns, Cycles, and Change

This strand focuses on student understanding of patterns in nature, natural cycles, and changes that occur

both quickly and slowly over time. An important idea represented in this strand is the relationship among

Earth patterns, cycles, and change and their effects on living things. The topics developed include noting

and measuring changes, weather and seasonal changes, the water cycle, cycles in the Earth-moon-sun

system, our solar system, and change in Earth’s surface over time. This strand includes science standards

K.9, K.10 1.7, 2.7, 3.8, 3.9, 4.7, and 5.7.

Standard 1.7 Strand: Earth Patterns, Cycles, and Change

48

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include

a) changes in temperature, light, and precipitation affect plants and animals, including humans;

b) there are relationships between daily and seasonal changes; and

c) changes in temperature, light, and precipitation can be observed and recorded over time.

Overview

The focus of this standard is on temperature, light, and precipitation as they relate to life changes in plants, animals, and people.

There are many ways to acquaint children with Earth science-related phenomena that they will come to understand later as being

cyclic, and this standard introduces those ideas. It is enough for young children to observe the pattern of daily changes without

getting deeply into the nature of climate. They should notice how these changes affect plants and animals. This is observable and

can be charted over short and intermediate time periods. Students need to understand the concepts of migration, hibernation, and

habitat, but they do not necessarily need to know the terms at first grade. This standard builds upon science standard K.9 in which

students investigate and understand simple patterns in their daily lives. It is intended that students will actively develop scientific

investigation, reasoning, and logic skills (1.1) in the context of the key concepts presented in this standard.


49







Seasonal changes bring about changes in plants, animals, and people.

With seasonal changes come changes in weather, including temperature,

light, and precipitation.

Precipitation includes rain, snow, and ice.

Changes in plants include budding, growth, and losing leaves.

Some animals hibernate and some animals migrate as a result of

seasonal changes, resulting in changes in habitat. Students do not need

to know the terms migration, hibernation, and habitat. The focus should

be on the concepts, not the terminology.

Hibernation is a state of greatly reduced metabolic activity and lowered

body temperature adopted by certain mammals as an adaptation to

adverse winter conditions. Most animals are not “true hibernators” but

rely on a combination of reserve body fat, stored food supplies (in

rodents only), and a protected den to enable it to survive the winter. At

intervals of several weeks the animal elevates its body temperature,

awakens, moves about, feeds, and then returns to its state of torpor.

Migration is the regular, usually seasonal, movement of all or part of an

animal population to and from a given area. The distance traveled may

be a few miles or several thousands of miles. Animals migrate for many

different reasons. Some animals migrate to find better sources of food,

water, or shelter. Other animals migrate to visit particular breeding

grounds, rear their young, or find warmer climates. The frequency of

animals’ migrations also differs.

An animal's living place is called its habitat. Most animals are only

adapted to live in one or two habitats. Earth has many different

environments, varying in temperature, moisture, light, and many other


identify types of precipitation as rain, snow, and ice and the

temperature conditions that result in each one.

relate a temperature, light, and precipitation chart to the corresponding

season (daily or weekly).

observe and chart changes in plants, including budding, growth, and

losing leaves. Recognize in what season budding and losing leaves

will most likely occur.

predict how an outdoor plant would change through the seasons.

compare and contrast the four seasons of spring, summer, fall

(autumn) and winter in terms of temperature, light, and precipitation.

compare and contrast the activities of some common animals (e.g.,

squirrels, chipmunks, butterflies, bees, ants, bats, frogs, and humans)

during summer and winter by describing changes in their behaviors

and body covering.

compare and contrast how some common plants (e.g., oak trees, pine

trees, and lawn grass) appear during summer and winter.

comprehend at an introductory level that some animals respond to

seasonal changes by hibernating (e.g., frogs, bats) or migrating (e.g.,

some birds and butterflies). (It may be useful to recognize common

Virginia animals that hibernate and migrate, but the specific names of

animals are not the focus of student learning here.)

infer what the season is from people’s dress, recreational activities,

and work activities.


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factors. Each of these habitats has distinct life forms living in it, forming

complex communities of interdependent organisms. A habitat must

include a source of food for the animal, a source of water for the animal,

access to some sort of shelter for the animal, and an adequate amount of

space so that enough habitat components are available to the animal.

Some animals’ habitats are very small, but some animals require a large

amount of space.

The body coverings of some animals change with the seasons. This

includes thickness of fur and coloration.

Changes made by people include their dress, recreation, and work.


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Resources Harcourt Science; Unit B, chapter 1; Unit A, chapter 3

Plants (growth, falling leaves) (1.7 a)

PUMPKIN CIRCLE:STORY OF A GARDEN George Levenson


WHY DO LEAVES CHANGE COLORS? Betsy Maestro

A BOOK OF SEASONS Alice and Martin Provensen

APPLES AND PUMPKINS Annie Rockwell

AIMS: “Observe a Tree”, The Budding Botanist

AIMS: “Leaf Safari”, Primarily Plants

AIMS: “Apples A-Peel to Me”, Fall Into Math and Science

Animals (coverings, preparing for winter) (1.5b, 1.7 b)

RACCOONS AND RIPE CORN Jim Arnosky

AUTUMN STORY Jill Barklem


THE CINNAMON HEN'S AUTUMN DAY Sandra Dutton

DO NOT DISTURB Margery Facklam

ANIMALS AND WHERE THEY LIVE John Feltwell

POSSUM'S HARVEST MOON Anne Hunter

THE BEARS' AUTUMN Keizaburo Tejima

A COLOR OF HIS OWN Leo Lionni

FREDERICK Leo Lionni

THE STRANGER Chris Van Allsburg


People in the Fall (dress, recreation) (1.7 c)

WHAT WILL THE WEATHER BE LIKE TODAY? Paul Rogers

HENRY AND MUDGE UNDER THE YELLOW MOON Cynthia

Rylant



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seasons) (1.4, 1.7)



Animals (life needs, body coverings, habitats related to

seasons, hibernation, migration) (1.5, 1.7 b)

ANIMALS IN WINTER Ron Fisher

ANIMALS IN WINTER Henrietta Bancroft and Richard G. Van

Gelder

IN THE SNOW: WHO’S BEEN HERE? Lindsey Barrett George

WHAT DO ANIMALS DO IN WINTER Melvin and Gilda Berger

STOPPING BY WOODS ON A SNOWY EVENING Robert

Frost/Susan Jeffers

GEOFFREY GROUNDHOG PREDICTS THE WEATHER

Bruce Koscielniak

BACKYARD BIRDS OF WINTER Carol Lerner

KEEP LOOKING Millicent Selsam

How to be a Nature Detective Millicent Selsam

OWL MOON Jane Yolen

MOUSEKIN’S FROSTY FRIEND Edna Miller

MOUSEKIN’S WOODLAND SLEEPERS Edna Miller

WHOSE TRACKS ARE THESE? Jim Nail

AIMS: “Hide and Seek”, Critters


People in Winter (1.7 c) WINTER FUN Rita Schlachter


AIMS: “Mighty Mittens”, Glide Into Winter with Math and

Science


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SPRING Ron Hirschi

SUMMER Ron Hirshi






















HOW DO APPLES GROW? Betsy Maestro

THE FLOWER ALPHABET BOOK Jerry Pallotta

THE LEGEND OF THE BLUEBONNETt Tomie de Paola

HOW PLANTS GROW Angela Rouston

LIFE CYCLE OF A SUNFLOWER Royston

TOPS AND BOTTOMS Janet Stevens

THE VICTORY GARDEN Jerry Pallotta and Bob Thomson

THE GIFT OF THE TREE Alvin Tresselt

JUNE 29, 1999 David Wiesner


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WORKING COTTON Sherley Anne Williams










Animals (behaviors in spring) (1.7)

BEAR WANTS MORE Karma Wilson










55

Grade One

Science Strand

Earth Resources

This strand focuses on student understanding of the role of resources in the natural world and how

people can utilize those resources in a sustainable way. An important idea represented in this strand is

the concept of management of resource use. This begins with basic ideas of conservation and proceeds to

more abstract consideration of costs and benefits. The topics developed include conservation of

materials, soil and plants as resources, energy use, water, Virginia’s resources, and how public policy

impacts the environment. This strand includes science standards K.11, 1.8, 2.8, 3.10, 3.11, 4.9, and 6.9.

Standard 1.8 Strand: Earth Resources

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1.8 The student will investigate and understand that natural resources are limited. Key concepts include

a) identification of natural resources;

b) factors that affect air and water quality; and

c) recycling, reusing, and reducing consumption of natural resources.

Overview

This standard focuses on identifying what natural resources are; basic ways we can help conserve those natural resources,

especially water and air; and the preservation of land to use as parks. The standard extends the perception of young students

from the present to the future and from self to their community. Standard K.11 establishes a foundation for this standard. It is

intended that students will actively develop scientific investigation, reasoning, and logic skills (1.1) in the context of the key

concepts presented in this standard.


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1.8 The student will investigate and understand that natural resources are limited. Key concepts include

a) identification of natural resources;

b) factors that affect air and water quality; and

c) recycling, reusing, and reducing consumption of natural resources.



Natural resources provide us with the things we need in order to live,

including food, clothing, water, air, shelter, land, and energy.

What we put into the air, especially the products of the fuels we burn,

affects the quality of the air. Waste produced by animals, including

humans, and factories can affect the quality of water. Some pollution

washes from yards, streets, and farms.

Many natural resources are limited and cannot be renewed. Other

resources are limited and cannot be renewed, but they may last a very

long time.

Recycling recovers used materials. Many materials can be recycled and

used again, sometimes in different forms. Recycling helps to save our

natural resources. An example of a recycled material is newspapers that

are turned into writing tablets.

Reusing materials means using them more than once. Examples include

using dishes and utensils that are washed after use rather than using

paper plates and plastic utensils and putting them in the trash.

Resources will last longer if we recycle them, reuse them, or reduce

consumption of them.

The creation of parks can help preserve land. Parks have many uses,

including recreation.


identify natural resources such as plants and animals, water, air, land,

minerals, forests, and soil.

recognize that many natural resources are limited.

compare and contrast ways of conserving resources. This includes

recycling, reusing, and reducing consumption of natural resources.

classify factors that affect air and water quality.

describe ways students and schools can help improve water and air

quality in our communities.

determine some basic factors that affect water quality by conducting

simple investigations in the school environment. Students should be

able to make and record observations of what happens to runoff water

on rainy days. (Related to 1.3.)

predict what would happen if natural resources were used up, and

explain ways to prevent this from happening.

discuss the value of parks to wildlife and to people.


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Natural Resources (1.8) OUR EARTH Anne Rockwell

THE GREAT TRASH BASH Loreen Leedy

RECYCLE EVERY DAY! Nancy Elizabeth Wallace

AIMS: “Drip, Drop, Flip Flop”, Water Precious Water

AIMS: “A New Look at the Old Bag”, Cycles of Knowing and

Growing

What are Natural Resources?

Let the Sun Shine In!

Reduce, Reuse, Recycle

The Is-It-Litter? Box

Henry Heron: A Litter Story










Documents

Loudoun County Public Schools Science …...Grade One page 1 Loudoun County Public Schools Science Curriculum Guide Modified from Virginia Science Standards of Learning Curriculum