1st+Grade

**Core Content Committee (CCC) Representative: Michaela Straw mstraw@pccsd.net** **Contributors:**
 * Grade 1: **

ODE Revised Science Standards
 * Standards & Model Curriculum **

**Inquiry Focus:** //(cut & pasted from the Ohio Revised Science Standards)// Science Inquiry and Application During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

= Sample Student Inquiry Investigation: = 1. __Topic__: Life Science- Basic Needs of Living Things 2. __Student Research Investigation Question__: Does the type of food influence what type of birds will come to a bird feeder? 3. __Variables (dependent/independent)__: 2 pine cones covered with peanut butter (dependent variable); cracked corn on one feeder and sunflower seeds on the other (independent variable) 4. __Hypothesis__:Black birds will eat the cracked corn more than the sunflower seeds. 5. __Procedure__:
 * Hang the two bird feeders outside the classroom window
 * Observe the color of birds that visit each feeder and make a tally chart every 30 minutes to record the results (how many red, blue, & black birds do you see at each feeder)
 * Observe which feeder was eaten first (no remaining seeds)
 * Count the tallies on your chart to see which feeder attracted the most black birds
 * Count the tallies on your chart to see which feeder attracted the most variety of birds (red, blue, & black)
 * Discuss the results and explain how this did or did not support your hypothesis
 * Explain why you think the black birds did or did not like the cracked corn better
 * Discuss other possible hypotheses you could try in the future (i.e. dependent variable- cracked corn; independent variable - peanut butter on one feeder and vegetable shortening on the other)

__ **Units** __

#1 __Physical__: //Motion and Materials//: This topic focuses on the changes in properties that occur in objects and materials. Changes of position of an object are a result of pushing or pulling.
*FOSS Kit- Balance and Motion [|*FOSSweb- Balance and Motion]
 * Content Statements and I Can statements**:


 * Properties of objects and materials can change.
 * I can identify change in the condition of an object.
 * I can identify the condition that caused the change in an object.
 * I can explain how an object has changed.
 * I can sort/classify objects based on how they were changed.
 * I can create a diagram displaying how a material changes its state from a liquid to solid or solid to liquid without altering the amount of the material.
 * I can identify properties of an object that allow it to serve a purpose or do a job.
 * I can explain that when properties of an object are altered (e.g. broken or missing), the object cannot carry out its purpose.


 * Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.
 * I can describe an object's position in relation to another object.
 * I can demonstrate different ways that objects move.
 * I can identify two ways to move an object.
 * I can demonstrate that an object will fall if nothing is holding it up.
 * I can identify an object's change in motion (e.g. speeding up, slowing down, changing direction).
 * I can explain why an object cannot move without a source of energy.

#2 __Earth__: //Sun, Energy, and Weather//: This topic focuses on the sun as a source of energy and energy changes that occur to land, air, and water.
*Part of Morning Meeting/Calendar Time *[|Energy Kids Activities- Solar Energy]
 * Content Statements and I Can statements**:
 * The sun is the principal source of energy.
 * I can observe how the sun affects the land, air, and water.
 * I can describe how the sun affects the land, air, and water.
 * I can predict how the sun affects the land, air, and water.
 * I can compare and contrast the temperature of land, air, and water with different amounts of sunlight exposure.
 * I can compare and contrast the temperature of land, air, and water with different lengths of time of sunlight exposure.
 * I can design an object that can collect or use solar energy.
 * I can plan an experiment with my solar object, evaluate the results of my data, and discuss my findings with the class.

*FOSS Kit- Solids and Liquids [|*FOSSWeb- Solids and Liquids]
 * The physical properties of water change.
 * I can explain that water can be a solid or a liquid.
 * I can predict what will happen to ice when it's heated.
 * I can predict what will happen to water when it's exposed to descreasing temperatures.
 * I can list where water can be observed.
 * I can illustrate how weather affects changes in water.

#3 __Life__: This topic focuses on the physical needs of living things in Ohio. Energy from the sun or food, nutrients, water, shelter and air are some of the physical needs of living things.
*FOSS Kit: New Plants [|*FOSSWeb- Plants and Animals]
 * Content Statements and I Can statements**:
 * Living things have basic needs, which are met by obtaining materials from a physical environment.
 * I can identify the basic survival needs of plants (e.g. temperature, water, sunlight, food).
 * I can identify the basic survival needs of animals (e.g. temperature, water, sunlight, food).
 * I can explain that plants get energy from sunlight.
 * I can explain that animals get energy from plants and animals.


 * Living things survive only in environments that meet their needs.
 * I can match pictures of plants that survive our local environment (e.g. growing space, seasons, water, light, temperature, nutrients, and air.
 * I can match pictures of animals that survive in our local environment (e.g. need for food, water, cover, and space).

**Additional INQUIRY Instructional Resources (Kits, Teaching Materials, Lessons, Assessments, Video, Content Information, etc.):** [|FOSS Web] [|FOSS kit correlations to Ohio standards] [|ODE Lesson Plans]

Life:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title,Volume,Page)** ||< **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Living things have basic needs, which are met by obtaining materials from the physical environment || * Uncovering Student Ideas in Science/ volume 2/ page 93
 * Uncovering Student Ideas in Science/ volume 2/ page 101 ||<  ||   ||
 * Living things survive only in environments that meet their needs || * Uncovering Student Ideas in Science/ volume 4/ page 113
 * Uncovering Student Ideas in Science/ volume 2/ page 107
 * Uncovering Student Ideas in Science/ volume 2/ page 143 ||<  ||   ||

Earth:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * The sun is the principal source of energy || * Uncovering Student Ideas in Science/ volume 4/ page 53
 * Uncovering Student Ideas in Science/ volume 4/ page 137 ||  ||   ||
 * The physical properties of water change || * Uncovering Student ideas in Science/ volume 4/ page 45 ||  ||   ||

Physical:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Properties of objects and materials can change || * Uncovering Student ideas in Science/ volume 4/ page 45
 * Uncovering Student Ideas in Science/ volume 4/ page 53
 * Uncovering Student Ideas in Physical Science/ volume 1/ page 71
 * Uncovering Student Ideas in Physical Science/ volume 1/ page 143
 * Uncovering Student Ideas in Science/ volume 1/ page 49 ||  ||   ||
 * Objects can move in a variety of ways, such as straight, zigzag, circular and back and forth || * Uncovering Student Ideas in Physical Science/ volume 1/ page 15
 * Uncovering Student Ideas in Physical Science/ volume 1/ page 19
 * Uncovering Student Ideas in Physical Science/ volume 1/ page 23
 * Uncovering Student Ideas in Physical Science/ volume 1/ page 59 ||  ||   ||

[|Reading Street Connection]
 * Literature Integration (Reading Street):**
 * The science connections are located in our First Stop book on page 300. Below is a link to the book online. After clicking on the link, click on the "Teacher Resources" folder in the Table of Contents. Then, scroll down to "Science Connections".**