1st Grade Science: Air and Weather Curriculum Pacing Calendar
Big Ideas:
Air is matter and takes up space.
There are many things in the sky, some change every minute and others move
in patterns (K-1 ES1A).
The position of the sun in the sky appears to change during the day (K-1 ES1B).
The moon can be seen during the night and day and appears to have a
different shape on different days (K-1 ES1C).
Weather changes from day to day and over seasons. Weather can be
described with measureable qualities (temperature and precipitation). (2-3 ES2C)
Positions of objects can be described by locating it by other objects or
surroundings (K-1 PS1A).
Motion is change in position over time (K-1 PS1B).
A force is a push or pull (K-1 PS1C).
Some forces (wind) can act on objects by touching them (K-1 PS1D).
Investigation 1
Exploring Air
Investigation 2
Observing Weather
Essential Questions:
What is air and how do we know it is there?
Name some things you can see in the sky and describe how they move.
Describe what the sun does throughout the day and night.
When can you see the moon and describe the shape of the moon.
What is weather, how does it change daily, with the seasons, and how can you
measure it?
How can you describe the location of an object?
What is motion?
What is force?
How do you know if something has a force acting upon it?
Investigation 3
Wind Explorations
Investigation 4
Looking for Change
*Pacing: 6 sessions (week 1-2)
*Pacing: 5 sessions (week 3-4)
*Pacing: 5 sessions (week 5-6)
*Pacing: 4+ sessions (week 6-8)
Part 1: Air Is There
Part 2: Air under Water
Part 3: Parachutes
Part 4: Pushing on Air
Part 5: Air and Water Fountain
Part 6: Balloon Rockets
Part 1: Weather Calendars
Part 2: Measuring Temperature
Part 3: Watching Clouds
Part 4: Measuring Rain
Part 1: Bubbles in the Wind
Part 2: Wind Speed
Part 3: Pinwheels
Part 4: Wind Vanes
Part 5: Kites
Part 1: Weather Graphs
Part 2: Comparing the Seasons
Part 3: The Night Sky
FORMATIVE AND SUMMATIVE ASSESSMENT PLANS
(assessment documents available on the district website)
Science Probe (assess student
understanding at the start of the kit)
Use notebook entries and participation
to assess understanding
Investigation 1: I-Check
(given at the end of the investigation)
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Use notebook entries and participation
to assess understanding
Use notebook entries and participation
to assess understanding
Investigation 2: I-Check
(given at end of investigation)
Investigation 3: I-Check
(given at end of investigation)
Use notebook entries and participation
to assess understanding
Investigation 4: I-Check
(given at end of investigation)
Summative Assessment
(given at the end of the kit)
Revised 2/09
1st Grade Science: Air and Weather Curriculum Pacing Calendar
Investigation 1
Exploring Air
Investigation 2
Observing Weather
Investigation 3
Wind Explorations
Investigation 4
Looking for Change
Notebook Entry Suggestions (notebook templates located on the district website)
Before beginning investigation 1: Before beginning investigation 2:
Before beginning investigation 3: Before beginning investigation 4:
Reflection writing: What is air and Reflection writing: What is
Reflection writing: What is force Reflection writing: What do you
how do you know it is there?
weather, how does it change daily,
and motion and how do we know it know about the sun and moon, how
Part 1:
with the seasons, and how can you
is there?
they look throughout the day and
Part 2:
measure it?
Part 1:
night?
Part 3:
Part 1:
Part 2:
Part 1:
Part 2:
Part 3:
Part 2:
Extensions:
Part 3:
Part 3:
Extensions:
Extensions:
Extensions:
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1st Grade Science: Air and Weather Curriculum Pacing Calendar
Vocabulary
-Glossary available on the district website
Investigation 1:
Exploring Air
Investigation 2:
Observing Weather
* words are from district added materials
Investigation 3:
Wind Explorations
Investigation 4:
Looking for Change
Common Student Misconceptions
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Students have interesting ideas about air and have a hard time understanding that it is matter and takes up space.
Weather
Force/motion
Many students do not understand that the earth is in motion and moves around the sun.
Some students believe that the sun only shines during the day
Explanations about the day and night cycle, season cycle, and moon cycle are very confusing for students (models must be used and
described carefully to help develop ideas that will be taught again in 4th grade)
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1st Grade Science: Air and Weather Curriculum Pacing Calendar
Investigation 1
Investigation 2
Investigation 3
Investigation 4
Exploring Air
Observing Weather
Wind Explorations
Looking for Change
Science Story Big Book
Science Story Big Book
Science Story Big Book
Science Story Big Book
Skill Focus
Skill Focus
Skill Focus
Skill Focus
GLE Standards
GLE Standards
GLE Standards
GLE Standards
Connections to other Kits
First Grade:
New Plants : Students explore plants and learn about life cycles, needs, and plant parts
Solids and Liquids:
Air and Weather:
Second Grade:
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1st Grade Science: Air and Weather Curriculum Pacing Calendar
Insects: Students explore insects and learn about life cycles, needs, and body parts.
Balance and Motion:
Pebbles, Sand, and Silt:
Suggested Teaching Schedule
Investigation
Part
Organization
1
Goldfish and Guppies
(week 1-2)
Purchase goldfish, guppies, and Elodea
1: The structure of goldfish
2: Caring for goldfish
3: Goldfish behavior
4: Comparing Guppies to Goldfish
Blend of whole group and
center explorations
2
Land and Water Snails
(week 3-4)
Get land snails and pond snails
1: Land snails
2: Snail races
3: Observing water snails
4: shells
Blend of whole group and
center explorations
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1st Grade Science: Air and Weather Curriculum Pacing Calendar
3
Big and Little Worms
(week 5-6)
Purchase worms
1: The structure of Red worms
2: Red worm behavior
3: Comparing Red worms and Night Crawlers
Blend of whole group and
center explorations
4
Pill Bugs and Sow Bugs
(week 7-8)
Get pill bugs and sow bugs
1: Isopod observations
2: Identifying Isopods
3: Isopod Races (optional)
4: Animals living together
Blend of whole group and
center explorations
OPTIONAL
5 Eggs and Chicks
Purchase fertile eggs, incubator, and feed equipment
1: Setting the eggs
2: Watching eggs hatch
3: The structure of chicks
4: Chick behavior
Blend of whole group and
center explorations
*Sessions typically based on 30 to 40 minutes of instruction and centers
Sample: One week Schedule
MONDAY
Part 1:
Structure of Goldfish
Intro:
Whole class
Center: 3 groups
Wrap-up: Whole class
Notebook: Whole class
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TUESDAY
Rotating Center Work
1. Observe fish
2. Read books on
fish
3. Work on
Notebook
entries
WENDESDAY
Part 2:
Caring for Goldfish
Intro:
Whole class
Center:
3 groups
Wrap-up:
Whole class
Notebook:
THURSDAY
FRIDAY
Rotating Center Work
Rotating Center Work
1. Observe fish
2. Read books on
fish
3. Work on
Notebook
entries
1. Observe fish
2. Read books on
fish
3. Work on
Notebook
entries
Revised 2/09
1st Grade Science: Air and Weather Curriculum Pacing Calendar
Whole class
*Sessions typically based on 30 to 40 minutes of instruction and centers
Session A: Living/nonliving (district
created)
Session B: Animal or Plant (district
created)
Session 1: The structure of goldfish
Session 2: Caring for goldfish
Session 3: Goldfish behavior
Session 4: Comparing Guppies to
Goldfish
Session 1: Land snails
Session 2: Snail races
Session 3: Observing water snails
Session A: Using magnifiers
(district created)
Session 4: Shells
Session 1: The structure of red
worms
Session 2: Read worm behavior
Session 3: Comparing red worms and
night crawlers
Session 1: Isopod observations
Session 2: Identifying isopods
Session 3: Isopod races
Session A: Needs and Wants
(district created)
Session 4: Animals living together
Session D: You and your body
(district created)
Investigation One- Session A: Living and Non-living
Description: Students participate in activities to discuss what makes something alive.
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