Curriculum Map: Grade 1 Science
Course: SCIENCE 1
Sub-topic: General
Grade(s): 1
Unit: Physical Science - Energy, Motion and Light
Subject: Science
Timeline: 6 Weeks
Purpose:
To understand the relationship between the availability of light and the ability to see objects
To understand the effects of light on living organism. To observe, describe and predict patterns of the movement of objects in the sky and their effects on Earth’s organisms.
To explain and illustrate the causes of seasonal changes.
To describe the solar system motions and use them to explain time (e.g., days, seasons).
To describe different types of motion and how energy causes change in the motion of objects.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
1. How does sunlight affect the Earth and moon?
Patterns exist in the universe
2. How can light be manipulated and used?
Forces influence matter and its actions
3. How can energy cause motion?
Energy exists in many forms with multiple uses
Learning Targets:
Learning Targets (including Eligible Content):
Objects can be seen only when illuminated
I can show how objects can been seen only when illuminated.
I can can compare how light travels through different materials.
I can use mirrors and prisms to redirect a light beam.
I can create a shadow by placing objects in the path of a beam of light.
Recognize that the Sun and the Moon are important to the Earth.
I can observe the sun and describe predictable patterns in daylight and shadows.
I can describe the importance of the sun’s energy on all organisms to stay alive and grow.
I can observe and record the location of the Sun and the Moon in the sky within a day.
I can describe the concept of sunrise and sunset.
I can observe and record changes in the appearance of the Moon over a month.
I can understand how the sun affects our daily temperatures and amount of daylight throughout different seasons of the year.
Changes in an object's motion can be observed and described
I can explore different types of motion.
I can observe how pushes and pulls change the motion of objects.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.2.1.B1 (Advanced)
Demonstrate various types of motion. Observe and describe how pushes and pulls change
the motion of objects.
3.2.1.B5 (Advanced)
Compare and contrast how light travels through different materials. Explore how mirrors
and prisms can be used to redirect a light beam.
3.2.1.B6 (Advanced)
ENERGY Recognize that light from the sun is an important source of energy for living and
nonliving systems and some source of energy is needed for all organisms to stay alive and
grow.
3.2.2.B2 (Advanced)
Explore and describe how different forms of energy cause changes. (e.g., sunlight, heat,
wind)
3.3.1.B1 (Advanced)
Explain why shadows fall in different places at different times of the day.
3.3.2.B1 (Advanced)
Observe and record Observe, describe, and predict seasonal patterns of sunrise and sunset.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
K-PS3-1 (Advanced)
Make observations to determine the effect of sunlight on Earth’s surface
1-PS4-2 (Advanced)
Make observations to construct an evidence-based account that objects can be seen only
when illuminated.
1-PS4-3 (Advanced)
Plan and conduct an investigation to determine the effect of placing objects made with
different materials in the path of a beam of light.
1-PS4-4 (Advanced)
Use tools and materials to design and build a device that uses light or sound to solve the
problem of communicating over a distance.*
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1-ESS1-1 (Advanced)
1-ESS1-2 (Advanced)
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Make observations at different times of year to relate the amount of daylight to the time of year.
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Unit: Biology - Plants
Subject: Science
Timeline: 6 Weeks
Purpose:
To understand the structures and processes of organisms.
To understand heredity as it applies to inheritance and variation of traits.
To understand the role of soil in agricultural systems, the products and by‐products of those systems and how agriculture supports jobs in Pennsylvania.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Patterns exist in the universe
1. What do plants need to survive?
Structure determines function
2. How does the plant structure insure its survival?
Forces influence matter and its actions.
3. How do plants reproduce?
4. How do the different stages of plant life cycle compare?
5. Why do farmers need soil to grow crops?
6. What tools do farmers use?
7. For what do people and animals use crops?
8. Why are some plants considered pests?
9. What kind of agricultural jobs are available in Pennsylvania?
Learning Targets:
Investigate plants and what they need to survive.
I can identify what plants need to survive. (sun’s energy, water, soil, etc)
I can investigate to determine if plants need sunlight and water to grow.
I can grow a plant from a seed.
Describe basic external structures of plants.
I can describe the parts of a plant.
I can explain how each part of the plant is used for its survival.
Identify the components of a plant’s life cycle and compare offspring with parent plants.
I can describe the parts of a plant’s life cycle.
I can compare a plant life cycle to an animal life cycle.
I can compare seeds and young plants to their parent plants.
Investigate the roles of plants in agriculture and their uses.
I can explain why crops need soil to grow.
I can explain how people and animals use crops. (food, clothing, etc.)
I can explain how agriculture supports jobs in PA.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.1.1.A1 (Advanced)
Categorize living and nonliving things by external characteristics.
3.1.1.A2 (Advanced)
Investigate the dependence of living things on the sun’s energy, water, food/nutrients, air,
living space, and shelter.
3.1.1.A5 (Advanced)
Identify and describe plant parts and their function.
3.1.2.A3 (Advanced)
Identify similarities and differences in the life cycles of plants and animals
3.1.2.A5 (Advanced)
Explain how different parts of a plant work together to make the organism function.
3.1.1.B1 (Advanced)
Grow plants from seed and describe how they grow and change. Compare to adult plants.
3.2.1.B6 (Advanced)
ENERGY Recognize that light from the sun is an important source of energy for living and
nonliving systems and some source of energy is needed for all organisms to stay alive and
grow.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
1-LS3-1 (Advanced)
Make observations to construct an evidence-based account that young plants and animals
are like, but not exactly like, their parents.
2-LS2-1 (Advanced)
Plan and conduct an investigation to determine if plants need sunlight and water to grow.
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Unit: Earth & Space Science: Rocks, Soils & Landforms
Subject: Science
Timeline: 6 Weeks
Purpose:
Purpose: · To identify and sort earth materials according to a classification key (e.g., soil/rock type).
· To describe and compare composition of different soils.
· To describe the role of soil in agricultural systems
· To create a model of different types of landforms.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Enduring Understanding(s):
Essential Question(s):
Patterns exist in the universe.
1. How do the properties of materials help to sort or classify
Energy/matter exists in many forms with multiple uses.
objects?
Structure determines function.
2. What are the properties of different types of soils?
3. How is soil used in agriculture?
4. How do terrestrial habitats differ?
5. What are Earth’s major landforms?
Learning Targets:
Learning Targets (including Eligible Content):
Classifying Earth's materials
I can sort Earth's materials by composition and size
I can describe and compare different soil types and their uses.
I can describe the importance of soil in growing plants.
Compare and contrast terrestrial habitats
I can describe similarities and difference between various habitats.
I can identify and describe Earth's major landforms.
I can create a map to show different landforms.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.3.K.A1 (Advanced)
Distinguish between three types of earth materials – rock, soil, and sand.
3.3.1.A1 (Advanced)
Observe, describe, and sort earth materials. Compare the composition of different soils
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
2-ESS2-2 (Advanced)
Develop a model to represent the shapes and kinds of land and bodies of water in an area. Page 4 of 6
Unit: Environmental Science
Subject: Science
Timeline: Week 11
Purpose:
To explore ways to reduce the impact of humans on our environment.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Patterns exist in the universe.
1. What are renewable and non-renewable resources?
Systems interact and influence each other.
2. How do people use natural resources?
Forces influence matter and its actions.
3. Why is it important to conserve natural resources? 4. How can we conserve natural resources?
5. How can pollution hurt our environment?
6. What can we do to manage waste?
Learning Targets:
Renewable and non-renewable resources are important for people.
I can identify a renewable resource.
I can identify a non-renewable resource.
I can explain the difference between renewable and non-renewable resources.
I can explain uses for natural resources.
I can identify jobs/hobbies that relate to natural resources.
I can identify products made of resources (lumber) and the by-products (mulch).
Conservation of Earth’s resources is important for our environment.
I can explain why it is important to conserve resources.
I can explain how to reduce, reuse and recycle.
I can sort items to be reduced, reused or recycled.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
4.3.K.A (Advanced)
Identify some renewable resources used in the classroom.
4.3.K.B (Advanced)
Recognize the importance of conserving natural resources.
4.3.1.A (Advanced)
Identify some renewable resources used in the community.
4.3.1.B (Advanced)
Recognize the difference between renewable and nonrenewable resources.
4.3.2.A (Advanced)
Describe the jobs/hobbies people have in the community that relate to natural resources.
4.3.2.B (Advanced)
Identify products and by-products derived from renewable resources.
4.5.1.A (Advanced)
Identify resources humans use from the environment.
4.5.1.C (Advanced)
Describe how pollution affects the health of a habitat.
4.5.1.D (Advanced)
Identify where waste from the home, school and community goes for disposal.
4.5.2.A (Advanced)
Identify the natural resources used to make various products.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
K-ESS3-3 (Advanced)
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
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Unit: Unifying Themes - Embedded within all other units
Subject: Science
Timeline: 24 Weeks
Purpose:
To understand and demonstrate use of the Scientific Method. To understand the processes of scientific investigation and how scientific inquiry results in
scientific knowledge.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
1. How do methods and design processes solve problems?
Tools and technology help us collect information.
2. How are tools and technology used to collect information?
Science uses specific methods and design processes to solve
problems.
Learning Targets:
Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations and results
I can distinguish between a scientific fact and an opinion
I can observe and record my observations
I can explain or describe my findings from my investigation
Generate questions about objects, organisms and/or events that can
be answered through scientific investigations. Use scientific tools and technology, discuss investigation results, and make the results public
for reproduction.
I can ask questions to guide my investigations.
I can plan and conduct an investigation.
I can explain my results from my investigation.
I can use the right scientific tools for my investigation.
I can use the steps of the scientific method:
1. Ask a question. (I wonder… what, which, where, who, why and how)
2. Research. (Gather information)
3. Hypothesis. (Make an educated guess about what will happen)
4. Design an experiment. (Plan how to test the hypothesis. Gather the materials needed.)
5. Conduct the experiment. (A fair experiment changes one factor or variable at a time.)
6. Observe and record. (Draw or write what was observed in the experiment.)
7. Conclusion. (What was learned about the hypothesis.)
8. Share what was discovered & plan a new experiment.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.1.1.A9 (Advanced)
See Science as Inquiry in the Introduction for grade level indicators. (As indicated on page
8)
3.1.1.B6 (Advanced)
See Science as Inquiry in the Introduction for grade level indicators. (As indicated on page
8)
3.1.1.C3 (Advanced)
CONSTANCY AND CHANGE Describe changes that occur as a result of habitat.
3.1.1.C4 (Advanced)
See Science as Inquiry in the Introduction for grade level indicators. (As indicated on page
8)
3.2.1.A6 (Advanced)
See Science as Inquiry in the Introduction for grade level indicators. (As indicated on page
8)
3.2.1.B7 (Advanced)
See Science as Inquiry in the Introduction for grade level indicators. (As indicated on page
8)
3.3.1.A7 (Advanced)
See Science as Inquiry in the Introduction for grade level indicators. (As indicated on page
8)
3.3.1.B3 (Advanced)
See Science as Inquiry in the Introduction for grade level indicators. (As indicated on page
8)
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