Embedded Files
Sequence Note: Certain specific elements of the 4th Nine Weeks Plant Unit are addressed during units to reflect seasonal changes in plants. Please be sure to check the Plant Unit for specific lesson and field study recommendations.
1st Grade Science Curriculum Map
The 1st Grade Science Curriculum Map outlines the following information:
- Recommended pacing, scope, and sequence for each unit.
- Alignment with standards, conceptual understandings, and performance indicators
- Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides
- Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements
- Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations
Standards
- 1.E.4A.1 Analyze and interpret data from observations and measurements to compare the properties of Earth materials (including rocks, soils, sand, and water).
- 1.E.4A.2 Develop and use models (such as drawings or maps) to describe patterns in the distribution of land and water on Earth and classify bodies of water (including oceans, rivers and streams, lakes, and ponds).
- 1.E.4A.3 Conduct structured investigations to answer questions about how the movement of water can change the shape of the land.
- 1.E.4B.1 Obtain and communicate information to summarize how natural resources are used in different ways (such as soil and water to grow plants; rocks to make roads, walls, or buildings; or sand to make glass).
- 1.E.4B.2 Obtain and communicate information to explain ways natural resources can be conserved (such as reducing trash through reuse, recycling, or replanting trees).
Unit Focus
- Part of the focus for this unit is for students to gather, analyze, and interpret data to describe and compare properties of Earth materials. Students will use their data and information from other sources about natural resources to describe how we use natural resources and how natural resources can be conserved.
- Part of the focus for this unit is for students to gather, analyze, and interpret data about how the movement of water shapes the land. Using this data and information from other sources, students will develop models that illustrate the patterns of water and land distribution on the Earth’s surface.
Standards
- 1.P.2A.1 Obtain and communicate information to describe how light is required to make objects visible.
- 1.P.2A.2 Analyze and interpret data from observations to compare how light behaves when it shines on different materials.
- 1.P.2A.3 Conduct structured investigations to answer questions about how shadows change when the position of the light source changes.
- 1.P.2A.4 Develop and use models to describe what happens when light shines on mirrors based on observations and data collected.
Unit Focus
- The focus of this unit is for students to engage in investigations to gather, analyze, and interpret data in order to describe different characteristics of light and shadows. Students will use the data from their investigations to demonstrate how light is needed for us to see, how light interacts with different materials, including mirrors, and how light produces shadows.
Standards
- 1.E.3A.1 Use, analyze, and interpret data from observations to describe and predict seasonal patterns of sunrise and sunset.
- 1.E.3A.2 Use data from personal observations to describe, predict, and develop models to exemplify how the appearance of the moon changes over time in a predictable pattern.
- 1.E.3A.3 Obtain and communicate information to describe how technology has enabled the study of the Sun, the Moon, planets, and stars.
- 1.E.3A.4 Conduct structured investigations to answer questions about the effect of sunlight on Earth’s surface.
- 1.E.3A.5 Define problems related to the warming effect of sunlight and design possible solutions to reduce its impact on a particular area.
Unit Focus
- The focus of this unit is for students gather, analyze, and interpret data from observations about the movements and patterns of the Sun and the Moon. Students will conduct observations of the Moon’s phases, use data to determine the seasonal changes in the patterns of sunrise and sunset, and conduct investigations about the effect of sunlight on the Earth’s surface.
Standards
- 1.L.5A.1 Obtain and communicate information to construct explanations for how different plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive, grow, and produce more plants.
- 1.L.5A.2 Construct explanations of the stages of development of a flowering plant as it grow from a seed using observations and measurements.
- 1.L.5B.1 Conduct structured investigations to answer questions about what plants need to live and grow (including air, water, sunlight, minerals, and space).
- 1.L.5B.2 Develop and use models to compare how the different characteristics of plants help them survive in distinct environments (including deserts, forests, and grasslands).
- 1.L.5B.3 Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways (such as turning leaves toward the Sun, leaves changing color, leaves wilting, or trees shedding leaves).
Unit Focus
- This focus of this unit is for students to grow plants in order to observe and describe the life cycle of plants and to investigate how plants meet their needs to survive and grow. Using observations from their plants, students will develop models of the plant life cycle and construct explanations for how the different parts help a plant survive. Students will then test different variables to determine how plants meet their needs (air, water, space, nutrients, and light) and how plants respond to changes in their habitats.
Harbor Seal, Volcano, Flowers, and Robot Banner Images Courtesy of National Science FoundationHurricane Banner Image Courtesy of National Oceanic and Atmospheric AdministrationGalaxy Banner Image Courtesy of NASA
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