Quarter 3 Curriculum Guidekindergartencce.wikispaces.com/file/view/3rd quarter... · · 2017-03-071st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks I. ... 2015-2016 Curriculum

Quarter 3 Curriculum Guide

Table of Contents

Year at a Glance 1

Pacing Guide 2

V. Earth in Space and Time 3 A. Explore the Law of Gravity 4

B. Explore the Law of Gravity: Tissue Paper Race 5

C. Investigate Magnifiers 6

D. Investigate Magnifiers: Magnify It 7

E. Stars in the Sky 8

F. Stars in the Sky: Scattered Sky 9

G. Beneficial and Harmful Properties of the Sun 10

H. Beneficial and Harmful Properties of the Sun, Part II 11

VI. Earth Structures 12

A. Fast and Slow: Land Changes 13

B. Water 14

C. Earth’s Surface: Land 15

D. Fast and Slow: Erosion 16

E. Fast and Slow: Soil 17

F. Fast and Slow: Soil Exploration 18

Duval County Public Schools

Year - at - a - Glance

Science Grade 1

*The Big Idea 1 Nature of Science benchmarks should be taught explicitly and be clearly integrated into all units throughout the entire school year.

1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

I. The Practice of Science

(SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, and SC.1.N.1.4)

A. Raising Questions (SC.1.N.1.1) B. Five Senses (SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3) C. Five Senses: Observing Objects (SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3) D. Five Senses: Scientific Tools (SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3) E. Five Senses: Question Investigation (SC.1.N.1.1, SC.1.N.1.4) F. Five Senses: Recording Data (SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3)

***Identify Science Fair Project

III. Motion of Objects

(SC.1.P.12.1)

A. Ways Objects Move: Moving an Object

(SC.1.P.12.1)

B. Ways Objects Move: Classroom Motions

(SC.1.P.12.1)

***Conduct Investigation for science fair project

and record data. Complete Science Fair Project.

V. Earth in Space and Time

(SC.1.E.5.2, SC.1.E.5.3, SC.1.E.5.1, and SC.1.E.5.4)

A. Explore the Law of Gravity (SC.1.E.5.2)

B. Explore the Law of Gravity: Tissue Paper Race (SC.1.E.5.2)

C. Investigate Magnifiers (SC.1.E.5.3)

D. Investigate Magnifiers: Magnify It (SC.1.E.5.3)

E. Stars in the Sky (SC.1.E.5.1)

F. Stars in the Sky: Scattered Sky (SC.1.E.5.1)

G. Beneficial and Harmful Properties of the Sun

(SC.1.E.5.4)

H. Beneficial and Harmful Properties of the Sun Part II

(SC.1.E.5.4)

VII. Organization and Development of Living

Organisms

(SC.1.L.14.1, SC.1.L.14.3, and SC1.L.14.2)

A. Living Things and Environments (SC.1.L.14.1) B. Living Things and Environments: Part II C. Living Things and Environments: Habitats D. Living Things and Environments: Turtles E. Parts of a Plant: Seeds (SC1.L.14.2)

F. Living and Non Living (SC.1.L.14.3)

VIII Big Idea 16: Heredity and Reproduction

( SC.1.L.16.1)

A. Parents and Their Young (SC.1.L.16.1)

II. Properties of Matter SC.1.P.8.1

A. Sort Objects: Observing (SC.1.P.8.1) B. Sort Objects: Describe (SC.1.P.8.1) C. Sort Objects: Sorting (SC.1.P.8.1) D. Sort Objects: Sink or Float (SC.1.P.8.1) E. Sort Objects: Balancing Act (SC.1.P.8.1) ***Identify testable question.

IV. Forces and Changes in Motion

( SC.1.P.13.1)

A. Pushes or Pulls (SC.1.P.13.1)

B. Push or Pull: Moving Car (SC.1.P.13.1)

VI. Earth Structures

SC.1.E.6.1, SC.1.E.6.3, SC.1.E.6.2

A. Fast and Slow: Land Changes (SC.1.E.6.3) B. Water (SC.1.E.6.2) C. Earth’s Surface: Land (SC.1.E.6.1)

D. Fast and Slow: Erosion (SC.1.E.6.3)

E. Earth’s Surface: Soil (SC.1.E.6.1) F. Earth's Surface: Soil Exploration (SC.1.E.6.1)

IX Interdependence (SC.1.L.17.1)

A. Basic Needs: Water (SC.1.L.17.1)

B. Basic Needs: Light (SC.1.L.17.1) C. Basic Needs: Animals (SC.1.L.17.1) D. Basic Needs: Breathing (SC.1.L.17.1)

Full S.T.E.A.M. Ahead Integration of Science, Technology, Engineering, Arts, and Math lessons created by teachers.

2

Overview 2015-2016

Topic Approximate Duration Days Dates The Practice of Science 24 Aug. 24 – Sept. 25 Properties of Matter 21 Sept. 28 – Oct. 26 Motion of Objects 22 Oct. 27 – Dec. 3 Forces and Changes in Motion 22 Dec. 4 – Jan. 19 Earth in Space and Time 24 Jan. 20 – Feb. 24 Earth Structures 21 Feb. 25 – Apr. 4 Organization and Development of Living Organisms 21 Apr. 5 – May 5 Heredity and Reproduction 3 May 6 – May 10 Interdependence 12 May 11 – May 26 Full S.T.E.A.M. Ahead 9 May 27 – June 9

3

Big Idea 5: Earth in Space in Time

4

Duval County Public Schools 2015-2016 Curriculum Guide

Grade 1 V. Earth in Space and Time Progress Monitoring Pacing Dates

A. Explore the Law of Gravity End of Big Idea 6 4 days Jan. 20-21; 25-26 Evidence of Learning

Developing Recognize that objects fall.

Achieving Demonstrate and describe gravity's force on an object

using the appropriate vocabulary.

Excelling

Transfer knowledge of gravity to real world

scenarios.

Performance Task to be completed after Big Idea 6: Night Journals http://www.cpalms.org/Public/PreviewResourceUpload/Preview/13345

Benchmark Objective Essential Question

Resources Higher Order Questions

Vocabulary Aligned Investigation

SC.1.E.5.2 Explore the Law of Gravity by demonstrating that Earth’s gravity pulls any object on or near Earth toward it even though nothing is touching the object.

Test Item Bank Specifications K-2

Explain the effect of gravity on objects on the surface of Earth and near Earth in outer space; Understand that gravity acts upon objects even if nothing is touching them (e.g., objects in space); and Describe why objects fall to the ground on Earth’s surface.

Why do objects fall to the ground?

Interactive Science Chapter 2, Lesson 2- What is gravity? pp 48-51 Leveled Leaders Earth and Sky pp.12-15 PowerPoint 12_Law of Gravity SC.1.E.5.2 Technology www.pearsonsuccessnet.com -> Science Grade 1 -> Interactive Digital Path -> Ch2 Earth and Sky -> What is gravity? -> Engage-Envision It

What is gravity? Why do things fall?

Gravity Force Pull

Why do things fall? Inquiry Explore It! p. 48 In this investigation small groups of students will have an opportunity to investigate what happens when you push a paperclip off of a table. Students will work together to make predictions, complete the investigation, record what happened to the paperclip and write a conclusion in their interactive journal. For engagement and rigor vary the type of object used for this activity (inflated balloon, etc.). 13_Teacher Guide Law of Gravity SC.1.E.5.2

http://www.cpalms.org/Public/PreviewResourceUpload/Preview/13345

http://www.fldoe.org/core/fileparse.php/5423/urlt/FL-Item-Spec-SCI-K-2-WT-r2g.pdf


http://www.pearsonsuccessnet.com/


Grade 1 V. Earth in Space and Time Pacing Dates

B. Explore the Law of Gravity (Tissue Paper) 3 days Jan. 27-29 Evidence of Learning

Developing Recognize that objects fall.

Achieving Demonstrate and describe gravity's force on an

object using the appropriate vocabulary.

Excelling Transfer knowledge of gravity to real

world scenarios.


Resources Higher Order

Questions


SC.1.E.5.2 Explore the Law of Gravity by demonstrating that Earth’s gravity pulls any object on or near Earth toward it even though nothing is touching the object. Test Item Bank Specifications K-2

Explain the effect of gravity on objects on the surface of Earth and near Earth in outer space; Understand that gravity acts upon objects even if nothing is touching them (e.g., objects in space); and Describe why objects fall to the ground on Earth’s surface.

What is gravity?

Anchor Lesson 14_Law of Gravity Writing Connection Read the nursery rhyme Jack and Jill. Students will echo read the rhyme with the teacher. Teacher will prompt students to think about how gravity affects Jack and Jill in the poem. How would the poem be different if there was less gravity? Re-write the poem with the class as if gravity was not a force acting upon Jack and Jill. Students will draw pictures that illustrate Jack and Jill's movement and supports the words that they write. Gravity Word Webs: Develop a word web for this lesson using the lesson focus question, What is gravity? Students will work independently or in pairs to develop a word web. Encourage students to include terms such as force, pull, down and toward Earth in their webs. Discuss the completed webs as a class. Collaborative Strategies Turn and Talk - During the "Tissue Paper Race" and "Look Out Below" aligned investigation, students will have an opportunity to share their investigation, collected data and what they learned with a partner.

What is gravity? Why do things fall? How does gravity affect you and the things around you?

gravity force pull

Tissue Paper Race Students will investigate the effects of gravity on everyday objects by having a Tissue Paper Race. Students will have a piece of tissue paper and investigate how gravity effects the tissue paper by letting it fall to the ground (holding their hand straight out and letting it go, throwing it up in the air, holding it from different corners and letting it drop). Students will conduct different trials to see which tissue falls to the ground the fastest. Students will Turn and Talk about what they are observing. Is there a pattern to what they see? Is there a way to change how the tissue behaves when it is dropped? Students will make predictions with how other classroom items (books, pencil, eraser, crayons, etc.) would react to being dropped. Students can then explore the effect that gravity has on these classroom items. Look Out Below http://www.cpalms.org/Public/PreviewResource/Preview/11514





http://www.cpalms.org/Public/PreviewResource/Preview/11514



Grade 1 V. Earth and Space in Time Pacing Dates

C. Investigate Magnifiers 3 days Feb. 1 - 3 Evidence of Learning

Developing Demonstrate how to use a magnifier.

Achieving Identify that magnifiers make things appear bigger.

Excelling Create a scenario in which it would

be appropriate to use a magnifier.




SC.1.E.5.3 Investigate how magnifiers make things appear bigger and help people see things they could not see without them. Test Item Bank Specifications K-2

Explain that some tools (e.g., telescopes) aid the human eye; Understand that these tools make objects appear bigger and closer; and Describe what can be seen with these tools that cannot be seen with the eye alone.

What makes objects look bigger?

Interactive Science Chapter 2, Lesson 3 - What makes objects look bigger? pp 52-55b

Leveled Reader The Sky Above Us pp. 10-11 Earth and Sky pp.10-11 Literature/Writing Connection A Water Drop (p. 53) from the Student Edition. Students will identify the main idea of the poem and write about how magnifiers are used. PowerPoint: 15_What is a Hand Lens? SC.1.E.5.3 Anchor Lesson 16_Maginifiers_SC.1.E.5.3 Technology YouTube (PBS Channel) -Sid the Science Kid, I Magnify Music Video. www.pearsonsuccessnet.com -> Science Grade 1 -> Interactive Digital Path -> Chapter 2 Earth and Sky -> What makes objects look bigger? -> View -> Engage - Envision It


How do magnifiers make objects look different?

How can you make things look bigger?

near close far telescope magnify magnifier size hand lens

Magnifiers In this investigation, students will activate their prior knowledge by comparing a strawberry to the "Envision It" picture of a strawberry via a digital projector. The class will use a Venn diagram to illustrate how the strawberry and the picture of the strawberry are similar and different. How does the strawberry in the picture look different from strawberries that you have seen (the strawberry that I have brought to the class)? Why would someone want to make a picture like this? Lima Bean Investigation: 17_Magnifier AI - SC.1.E.5.3 18_Magnifier Foldable.SC.1.E.5.3








D. Investigate Magnifiers: Magnify It 2 days Feb. 4-5 Evidence of Learning

Developing Demonstrate how to use a magnifier.

Achieving Identify that magnifiers make things

appear bigger.

Excelling Create a scenario in which it would be appropriate to

use a magnifier.




SC.1.E.5.3 Investigate how magnifiers make things appear bigger and help people see things they could not see without them. Test Item Bank Specifications K-2

Explain that some tools (e.g., telescopes) aid the human eye; Understand that these tools make objects appear bigger and closer; and Describe what can be seen with these tools that cannot be seen with the eye alone.


Writing Connection Students will record their predictions and observations about the letters on the newspaper before, during, and after using the magnifier. Technology www.pearsonsuccessnet.com -> Science Grade 1 -> Interactive Digital Path -> Chapter 2 Earth and Sky -> What makes objects look bigger? -> View -> Explore - Explore It!

What makes objects look bigger? How do magnifiers make objects look different? How can you make things look bigger?

near close far telescope magnify magnifier size hand lens

Explore It! How can things look bigger? TE p. 52 In this investigation small groups of students will explore magnification. Teacher will prepare pieces of newspaper and a set of magnifiers created from cardstock and plastic wrap. In their interactive journals students will record their observations of the newspaper without the aid of a magnifier. Students will leave a blank area in their notebook so that they can draw their observation and what objects looked like after completing the inquiry. Students will observe the newspaper through the magnifier without the water and record their observations. Students will make a prediction about what they will see through the magnifier after a drop of water is added to the plastic wrap. Students will observers and record how the water looks on the plastic wrap. Students will record their observations. How does the drop of water change what you see? Why does the drop of water make things look bigger? How is a drop of water like the glass in a magnifying glass? Teacher will pre-select clipart from Microsoft Clipart Gallery (or type a secret message to their students) and decrease the size so that they are hard to see without the assistance of magnifiers. Students will use their magnifiers to read the secret message.








Grade 1 V. Earth and Space in Time Pacing Dates

E. Stars in the Sky 3 days Feb. 4-5; Feb. 8 Evidence of Learning

Developing Identify that there are stars in the

sky.

Achieving Identify that there are too many stars in the sky to count

and that they are scattered unevenly in the sky.

Excelling Create a visual representation of the

night sky that illustrates the scattered nature of stars.




SC.1.E.5.1 Observe and discuss that there are more stars in the sky than anyone can easily count, and that they are not scattered evenly in the sky. Test Item Bank Specifications K-2

Explain that there are more stars in the sky than can be counted by humans, including scientists. Describe a view of the night sky including the vast number of stars and the uneven placement of stars in the sky.

How can we observe the sky and how does it change?

Interactive Science Chapter 2, Lesson 1 - What is a star? pp. 44 - 47 How is your model of stars like the night sky? TE Chapter 2 pp. 42 - 43 When can we see things in the night sky? TE Chapter 2 pp. 60 - 61 Leveled Readers Earth and Sky pp. 2-5 PowerPoint 19_Stars SC.1.E.5.1 Literature Connections The Sky is Full of Stars by Franklyn M. Branley Our Stars by Anne Rockwell How Much is a Million by David Schwartz and Steven Kellogg

How do stars look at night? Why do stars look small?

Can we count all of the stars in the sky? Why or why not?

stars night scattered

Why do stars look small? See Essential Aligned Investigation Guide What is a star? TE p. 44 Read My Planet Diary p.44-45 with students. Students can work in pairs to make their star pattern. Encourage creativity in the naming of the patterns. Students will share their star patterns with the class or in small groups. You may wish to have students complete the My Planet backline master. 20_Teacher Investigation Guide Stars SC.1.E.5.1







F. Stars in the Sky: Scattered Sky 3 days Feb. 9-11 Evidence of Learning

Developing Identify that there are stars in the sky.

Achieving Identify that there are too many stars in the sky to count

and that they are scattered unevenly in the sky.

Excelling Create a visual representation of the night

sky that illustrates the scattered nature of stars.




SC.1.E.5.1 Observe and discuss that there are more stars in the sky than anyone can easily count, and that they are not scattered evenly in the sky. Test Item Bank Specifications K-2

Describe a view of the night sky including the vast number of stars and the uneven placement of stars in the sky.

How do stars appear in the night sky?

Leveled Reader The Sky Above Us, pp. 8 and 11 Writing Connection Students will create night journals by recording their observations of the stars at night over a period of time. Students will need to take journal home to record observations. Teachers may want to keep a journal of their own observations of the night sky to model and compare with students. Literature Connections Stargazers by Gail Gibbons Harold's Trip to the Sky by Crockett Johnson Collaborative Strategies Students will share their night journal observations via a Think-Pair-Share. As a class chart the students' observation from their night journal. Technology Connection http://sciencenetlinks.com/lessons/sky-1-objects-in-the-sky/ A similar unit of study with printables.

Do we see any patterns or shapes in our star model? If we toss the whole punches again, will we see the same shapes? Why or why not? How is our model similar to the stars in the sky? How is it different? What do you notice about stars?

stars night scattered

Scattered Sky In this investigation, students will explore the random nature of stars in the sky. Take white hole punches and place them in a cup. Scatter the hole punches onto a piece of black construction paper from the cup. Discuss any patterns or shapes the students find. If your document camera is able to take a picture, take a picture of the model that you created. Pick up the hole punches and scatter them again. Discuss the current model and compare it to the previous model (if you were able to take a picture of it). Discuss whether or not the models look the same or different. As a group, discuss how the night sky is similar to our model. Students should notice that both have a scattered, uneven appearance.




http://sciencenetlinks.com/lessons/sky-1-objects-in-the-sky/

http://sciencenetlinks.com/lessons/sky-1-objects-in-the-sky/

Duval County Public Schools 2 0 1 5 - 2 0 1 6 Curriculum Guide


G. Beneficial and Harmful Properties of the Sun, Part 1 3 days Feb. 12; 16-17 Evidence of Learning

Developing Identify some of the properties of

the Sun.

Achieving Identify the beneficial and harmful properties of the

Sun.

Excelling Identify real world scenarios that

demonstrate the properties of the Sun.




SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun. Test Item Bank Specifications K-2

Identify and describe beneficial properties of the Sun (e.g., providing warmth, light, and energy for photosynthesis. Identify and describe harmful properties of the Sun (e.g., UV rays, eye damage).

How can we benefit from the sun?

Interactive Science Chapter 2, Lesson 4 - What is the Sun? pp. 56-58 Explore It! pp. 59a Leveled Readers All About the Sun pp. 2-5, 10-15 PowerPoint 21_Sun SC.1.E.5.4 Writing Connection Students will make a web and draw a picture of the Sun in the middle and label it. Write words that tell about the Sun in the web. After investigations students can add more words to the web and cross out words that do not apply. Literature Connection The Sun by Franklin Brantley is a Let's-Read-and-Find-Out Science book that' describes the Sun and how it describes the Sun and how it provides light and energy.

Why does the Sun look bigger than the stars we see at night? How can the Sun make temperatures change? What do plants get from the Sun that is helpful? Why are light and heat helpful to living things? What do you think will happen to a plant without sunlight?

Sun temperature day

How can the Sun make temperatures change? TE p. 56 In this investigation students will observe one thermometer in the sunlight and one thermometer in the shade. Heat from the Sun TE p. 59 In this investigation, students will explore the effects of the Sun. They will place one ball of clay in the sunlight and one ball of clay in a shaded area. After a designated amount of time students will observe and describe the clay using their five senses. The clay in the sunlight feels softer and warmer than the clay in the shade.




Duval County Public Schools 2 0 1 5 - 2 0 1 6 Curriculum Guide


H. Beneficial and Harmful Properties of the Sun, Part 2 3 days Feb. 17 - 19 Evidence of Learning

Developing Identify some of the properties of

the Sun.

Achieving Identify the beneficial and harmful properties of

the Sun.

Excelling Identify real world scenarios that

demonstrate the properties of the

Sun.




SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun. Test Item Bank Specifications K-2

Identify and describe beneficial properties of the Sun (e.g., providing warmth, light, and energy for photosynthesis); and Identify and describe harmful properties of the Sun (e.g., UV rays, eye damage).

Why should you protect yourself from the Sun?

Interactive Science Chapter 2, Lesson 4- What is the Sun? pp. 59 Leveled Readers All About the Sun pp. 6, 10-11 PowerPoint 21_Sun SC.1.E.5.4 Writing Connection Students will create pictures of how to be safe in the sunlight. Pictures should include wearing hats, sunscreen, sunglasses, and drinking water. Collaborative Strategies Students will share with a partner what they think will be the effect of the Sun on a piece of black construction paper from the aligned investigation activity Sun Prints.

What are benefits of the Sun? How can the Sun be harmful?

sun temperature day

Sun Prints In this investigation discuss with students how we protect our bodies from the Sun. In this investigation you will need two pieces of black construction paper and different shaped objects (toy car, blocks, circle objects etc.). Position the objects on the piece of black construction paper and place in direct sunlight for a predetermined number of hours. See Essential Aligned Investigation Handbook: How is the Sun beneficial and harmful?

22_Teacher investigation guide The Sun SC.1.E.5.4



Big Idea 6: Earth Structures


Grade 1 VI. Earth Structures Pacing Dates

A. Fast and Slow: Land Changes 3 days Feb. 22-24 Evidence of Learning

Developing Describe a change of Earth

surface.

Achieving Identify and describe that changes on the Earth

surface happen at different speeds.

Excelling Demonstrate and compare the different

changes that take place on the Earth's

surface and how much time it takes for the changes to occur.


Resources Higher Order Question


SC.1.E.6.3 Recognize that some things in the world around us happen fast and some happen slowly. Test Item Bank Specifications K-2

Recognize that Earth is constantly changing; Identify examples of fast changes such as Earthquakes and volcanoes; and Identify examples of slow changes such as erosion and the movement of tectonic plates.

What factors affect how fast or slow the surface of Earth change?

Interactive Science Chapter 3, Lesson 3 - What changes land? pp. 83-85 Chapter 3, Lesson 3 - How can rocks crack? pp.86-87 Writing Connection SC.1.E.6.3 Changes to Land 23_Changes to Land_WritingOnTopicPrompt

How do volcanoes and earthquakes change the surface of the Earth?

weathering erosion

Land Changes In this investigation, students will demonstrate how the Earth's surface move during an earthquake. Chapter 3, Lesson 3 24_Shake Up _Student Guide






B. Water 4 days Feb. 25-Mar. 1 Evidence of Learning

Developing Identify that living things need

water.

Achieving Describe how water is used by living things.

Identify ways to be safe in and around water.

Excelling Compare and contrast how living

things use water. Identify ways you

can be safe in and around water

(beach, pool, and lake).




SC.1.E.6.2 Describe the need for water and how to be safe around water. Test Item Bank Specifications K-2

Describe procedures involving water safety. These include, but are not limited to, swimming only when a lifeguard is on duty and wearing appropriate clothing and equipment when participating in water-related activities (e.g., life jackets when boating).

How do living things use water?

Interactive Science Chapter 3, Lesson 2 -How do living things use water? pp. 78-81 Leveled Readers Our Natural Resources pp.12-15 Land and Water pp. 10-15 Literature Connections I Am Water by Jean Marzollo Water, Water Everywhere by Rauzon, Mark and Cynthia Overbeck Bix. PowerPoint 25_SC.1.E.6.2_How do living things use water? Writing Connections Poster Making Activity The students can make posters about why it is important to save as much water as we can. Collaborative Strategies Water Usage Activity After reading aloud the story, the students can turn and talk then draw a picture to show how living things use water.

Why is water considered to be a natural resource? Why is water an important natural resource? How do living things use water? How can we be safe in and around water?

water ocean lake river pond stream

Water Usage Explore It! In this investigation students will make and use a model of a well to observe how groundwater flows in a well. Water Aligned Investigation 26_Water Aligned Investigation - SC.1.E.6.2




Grade 1 VI. Earth’s Structures Pacing Dates

C. Earth’s Surface: Land 3 days Mar. 2 - 4 Evidence of Learning

Developing Identify that rocks, soil or water are

found on the surface of the Earth.

Achieving Identify that rocks, soil, water, plants and animals are


Excelling Describe and explain the similarities and

differences between the various things that are found on the Earth's surface.




SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth’s surface. Test Item Bank Specifications K-2

Describe components that appear on Earth’s surface, including water, rocks, soil, and living organisms; Understand that these components are exclusive to Earth’s surface and are not found in other layers of Earth’s crust; and Recognize that both living and nonliving objects are found on Earth’s surface.

What is on Earth?

Interactive Science Chapter 3, Lesson 1- What is on Earth? pp 72-77 Technology Connection Animated Song: Water, Air, and Land https://www.pearsonsuccessnet.com/snpapp/login/login.jsp Writing Connection Give students a map of Florida and show the location of Jacksonville. Have students label the rivers, lakes, and the ocean closest to the city. Literature Connection (s) Follow the Water from Brook to Ocean by Arthur Dorros PowerPoint 27_ Earth’s Surface_PPT

What are the different kinds of water that can be found on the Earth's surface? What different types of land can be found on the Earth's surface?

Earth surface rocks soil sand clay land animals plants globe model

Land Differentiated Instruction On-Level pg.72 In this investigation have students use shoe boxes and other materials to make dioramas of places where they will grow plants. Additional Investigation: 28_Earth's Surface_AI_SC.1.E.6.1




https://www.pearsonsuccessnet.com/snpapp/login/login.jsp

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp



D. Fast and Slow: Erosion 3 days Mar. 7-9 Evidence of Learning

Developing Describe a change of Earth surface.

Achieving Identify and describe that changes on the Earth surface

happen at different speeds.

Excelling Demonstrate and compare the different

changes that take place on the Earth's surface and how much time it takes for the changes to occur.




SC.1.E.6.3 Recognize that some things in the world around us happen fast and some happen slowly


Recognize that Earth is constantly changing.

How does the Earth's surface change?

Leveled Reader Land and Water Rocks and Soil on Earth(2nd Grade) Earth and Weather

Technology Connections Chapter 3: Chapter Kick Off Is That Weathering or Erosion? Untamed Science Part 1 and Part 2 www.pearsonsuccessnet.com Chapter 3, Science Songs (Water, Air, and Land.)

Weathering and Erosion Slide Show: http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.erosion/erosion-and-weathering/

Grand Canyon Video http://www.pbslearningmedia.org/resource/172023f9-ec52-482b-bb33-e7798f5e40db/172023f9-ec52-482b-bb33-e7798f5e40db/

How does weathering change the surface of the Earth? How does erosion change the surface of the Earth?

weathering erosion soil

Go With The Flow http://www.cpalms.org/Public/PreviewResource/Preview/19960

Erosion http://teacher.scholastic.com/dirt/erosion/lab.htm Weathering and Erosion http://ilovescience.ihmc.us/Activities/WeatheringAndErosion/WeatheringAndErosion.pdf





http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.erosion/erosion-and-weathering/



http://www.pbslearningmedia.org/resource/172023f9-ec52-482b-bb33-e7798f5e40db/172023f9-ec52-482b-bb33-e7798f5e40db/






http://teacher.scholastic.com/dirt/erosion/lab.htm

http://teacher.scholastic.com/dirt/erosion/lab.htm

http://ilovescience.ihmc.us/Activities/WeatheringAndErosion/WeatheringAndErosion.pdf






E. Earth’s Surface: Soil 3 days Mar. 10-14 Evidence of Learning









Vocabulary

Aligned Investigation

SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth’s surface. Test Item Bank Specifications K-2

Describe components that appear on Earth’s surface, including water, rocks, soil, and living organisms.

What are the similarities and differences between various types of soil and rocks?

Leveled Reader Rocks and Soil on Earth (Second Grade) Interactive Journal Create a chart that displays the size, color, and texture of each type of soil and complete a Venn Diagram discussing the similarities and differences of two of the soils. Technology Connections Taking Soil Apart http://www.pbslearningmedia.org/resource/b1c9725d-9f0e-45cb-b50c-b0daaccfe80b/b1c9725d-9f0e-45cb-b50c-b0daaccfe80b/

The Dirt on Dirt http://www.pbslearningmedia.org/resource/f6341f76-e155-4320-897f-2efe9a04481c/f6341f76-e155-4320-897f-2efe9a04481c/

What makes up soil?

earth surface rocks soil sand clay land animals plants globe model

Soil Students will investigate soil (sand, clay, and loam) and its contents. Take students outside and walk to various areas where students can dig and examine the soil. Encourage them to observe plants that are growing, rocks, dirt, ants (and other living creatures), twigs and leaves. Encourage them to feel and smell the soil. Discuss: What is soil? What do you think soil can be used for? Think of all the reasons we need soil and record students’ responses. Explain that soil is a combination of small rock fragments and organic material. Investigate each soil type one at a time. Provide students with a plastic bag of soil and a tray. Allow students to explore each soil type. Discuss: What do you observe? How does soil look? How does it feel? Students will record observations in their journal.




http://www.pbslearningmedia.org/resource/b1c9725d-9f0e-45cb-b50c-b0daaccfe80b/b1c9725d-9f0e-45cb-b50c-b0daaccfe80b/




http://www.pbslearningmedia.org/resource/f6341f76-e155-4320-897f-2efe9a04481c/f6341f76-e155-4320-897f-2efe9a04481c/






F. Earth’s Surface: Soil Exploration 4 days Mar. 15-17; 29th Evidence of Learning










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Understand that these components are exclusive to Earth’s surface and are not found in other layers of Earth’s crust; Recognize that both living and nonliving objects are found on Earth’s surface.

What can we find on the Earth’s surface?

Interactive Science Rocks and Soil, Ch. 3 Lesson 1 Water On Earth, Ch. 3 Lesson 1 Literature Connections www.mycapstonelibrary.com: Comparing Bodies of Water Rocks: Hard, Soft, Smooth and Rough Dirt: The Scoop on Soil

Writing Connection Students will write a short story about an experience that they had outside. Students will use the appropriate vocabulary words to describe their experiences with the Earth’s surface. Leveled Reader Land and Water Technology Resources www.pearsonsuccessnet.com Ch.3 Lesson1 Explore My Planet Diary

www.pearsonsuccessnet.com Explain I Will Know… and Got it? 60-Second Video

What can we find on the Earth's surface? Describe the parts of soil. What are the different kinds of water that can be found on the Earth's surface?

Earth surface rocks soil sand clay land animals plants globe model

Soil Exploration Inquiry Try It! p.70 In this investigation, students will observe that soil is made up of different components.



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