SCOPE AND SEQUENCE SUMMARY CHART
Grade 1
Standards used in Gr. 1
5.1
5.2
Science Practices
Physical Science
 Understand
 Properties of
Scientific
Matter (A)
Explanations (A)  Forms of Energy
 Generate Scientific
(C)
Evidence Through  Forces and Motion
Active
(E)
Investigations (B)
 Participate
Productively in
Science (D)





7
5.3
5.4
Life Science
Earth Systems Science
Organization and  Biogeochemical
Development (A)
Cycles (G)
Matter and Energy
Transformation
(B)
Interdependence
(C)
Heredity and
Reproduction (D)
Evolution and
Diversity (E)
Grade 1
A. PLANTS AND ANIMALS
Essential Questions:
1. How does the environment affect the life of plants and animals?
2. How are living things different from non-living things?
3. What are the basic needs of plants and animals?
4. How do plants and animals meet their basic needs?
OBJECTIVES (Suggested time frame: 6–8 weeks)
NEW JERSEY
STANDARDS
5.3.2.B.1; 2C
5.3.2.C.1; 4A.1
1. Name and define the basic needs of plants and animals.
2. Describe why plants and animals grow in different ways in
different environments
3. Create a diagram to show that plants and animals have
5.3.2.A.1; P.D.1
different beginnings and growth cycles.
4. Compare and contrast essential characteristics that distinguish 5.3.P.A.2; 2.B.2, 5.1.4.D.3
living things from non-living things.
5. Identify the general parts of flowering plants.
5.3.P.A.2; 2.B.2, 5.1.4.D.3
Key Vocabulary: root, stem, leaf, food, water, sun, soil, life cycle, seed, sprout, flower, ocean,
rainforest, desert, shelter, egg, pupa, caterpillar, chrysalis, butterfly
Suggested Strategies and Resources:
Explore life cycles of caterpillar to butterfly, tadpole to frog
T - Chart, Venn Diagram: living vs. non-living things
Foss Kit: New Plants
End of year animal project (report, diorama, poem)
Seeds Get Around – Newbridge Educational Resources
Squirrels All Year Long – Newbridge Educational Resources
(For additional titles, see http://www.newbridgeonline.com)
Growing Pumpkins, by Melvin Berger, Newbridge Ed. Resources,
(ISBN – 1-56784-043-4)
Pumpkin Pumpkin, by Jeanne Titherington (Scholastic)
8
B. WEATHER AND SEASONAL CHANGES
Essential Questions:
1. What are some characteristics of weather?
2. How do seasonal changes affect plant and animal life?
3. What are ways to measure changing conditions of weather?
4. How are weather conditions different at different times?
OBJECTIVES (Suggested time frame: on-going)
1.
2.
3.
4.
5.
6.
NEW JERSEY
STANDARDS
Observe and identify the properties of air.
5.2.2.A.2
Demonstrate that water can be a liquid or a solid and can change 5.2.2C.1
from one form to the other.
5.4.2G.1
Select and use appropriate measuring instruments to record the 5.1.4.B.2
characteristics of weather.
5.2.4.A.2
5.4.2.G1
Demonstrate that water can evaporate and condense.
5.2.4.A.2
5.4.2.G.1
Study weather conditions and record observations utilizing a bar 5.4.4.G.2
5.1.4.A.3
graph.
List and describe different weather characteristics (properties).
5.3.P.A.2; 2.B.2
5.1.4.D.3
Key Vocabulary: temperature, thermometer, evaporate, condense, water, vapor, water cycle, solid,
liquid, hibernate, migrate, light sleeper, active, freezing, meteorologist, weather terms, anemometer, rain
gauge, wind vane, precipitation
Suggested Strategies and Resources:
Illustrate and label animal actions during seasonal changes. (ex. In winter –
hibernate, migrate, active)
Foss Kit: Air and Weather
Brainpop, Jr. – http://www.brainpopjr.com (subscription required)
Place water in a container and observe daily evaporation levels
Collect snow and predict how long it will take to melt to water
In class weather reports (taking turns being meteorologist)
Weather centers: pinwheels, temperature experiments, Sammy’s Science House, evaporation
Demonstrations
Meteorologist for a Day: select a place in the work and present temperatures and conditions in that place
on that day
Graphing of weather conditions daily
Students create weather tool booklets
Who Cares About The Weather? – Newbridge Educational Resources
The Four Seasons - Newbridge Educational Resources
(For more titles, see http://www.newbridgeonline.com)
Cloudy With a Chance of Meatballs, by Judi Barrett
The Reason For Seasons, by Gail Gibbons
Magic School Bus: Wet All Over
exchange.smarttech.com- search for topic, ex: grade 1 weather
9
C. FORCES AND MOTIONS
Essential Questions:
1. How can forces be described?
2. Where can forces be found in the world?
3. In what ways can an object move?
4. What types of objects are magnetic?
OBJECTIVES (Suggested time frame: 4-6 weeks)
1. Define a force as a push or a pull.
2. Demonstrate that the position and motion of an object can be
changed by pushing or pulling the object.
3. Identify and demonstrate the different ways objects can move
such as: (a) fast and slow; (b) in a straight line; (c) in a circular
path; (d) back and forth.
4. Identify magnetism as a force that pulls (or pushes).
5. Test and sort various objects to see if they are magnetic and
record results.
Key Vocabulary:force, push, pull, motion, gravity, magnet
Suggested Strategies and Resources:
Foss Kit: Balance and Motion
Magnetic scavenger hunt
Demonstrations with inclines
Predictions about what would be magnetic; observation and charting
Observe operation of the parts of a bicycle; diagram
Illustrate a book using sentences regarding Isaac Newton
Push and Pull – Newbridge Educational Resources
What is a Cycle? - Newbridge Educational Resources
10
NEW JERSEY
STANDARDS
5.2.2E.2
5.2.2.E.1,2
5.2.2.E.1; 4.E.1
5.2.4.E.3; 2.E.3
5.2.2.E.3
Motion and Forces - Continued
OBJECTIVES
1.
3.
4.
5.
6.
7.
8.
Predict how friction will affect the motion of an object.
Identify situations that illustrate Newton’s Laws of Motion.
Use Newton’s second law of motion to relate force, mass and acceleration.
Calculate net force.
Distinguish between the effect of balanced and unbalanced forces on motion.
Distinguish between mass and weight.
Recognize that gravitational attraction depends on combined mass and distance
between objects.
11. Understand how Kepler’s Laws describe orbital motion and can explained by
gravitational forces.
NEW JERSEY
STANDARDS
5.2.8.E.2
5.2.8.E.2
5.2.8.E.2
5.2.8.E.2
5.2.8.E.2
5.4.8.A.3
5.4.8.A.3
Suggested Strategies and Resources:
http://www.sciencenetlinks.comlessons.cfm?DocID=182
http://www.sciencenetlinks.comlessons.cfm?DocID=421 Sensing the Invisible: The Herschel
Experiment
http://www.sciencenetlinks.comlessons.cfm?DocID=187
http://science.hq.nasa.gov/kids/imagers/teachersite/wavstown.pdf Wavestown
http://www.sciencenetlinks.comlessons.cfm?DocID=153
Converting Energy
http://www.sciencenetlinks.comlessons.cfm?DocID=401
Thermochemistry
http://www.pbs.org/wgbh/nova/zero/
PBS film: Absolute Zero
http://world.std.com/~bostonhb/docs/winterclosthes.html Dressing for Outdoor Activity
http://news.nationalgeograhic.com/news/2005/09/0901_050901_firewalking.html National
Geographic: Why Firewalking Doesn’t Burn
Imax Film: Everest
53