2nd Nine Weeks- Consult the 1st Grade Science Curriculum Map for specific details.
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
1.P.2A Objects can only be seen when light shines on them. Some materials allow light to pass through them; others allow only some light to pass through; and some do not allow any light to pass through and will create a shadow of the object. Technology such as mirrors can change the direction of a beam of light
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.
This is the first time this content is introduced
See Science Standards Content Vertical Articulation Chart
Students will conduct an investigation into light and darkness to demonstrate how light is needed for us to see.
Students will investigate how light interacts with different objects to describe and compare how light behaves when it shines one different materials, including:
Transparent
Translucent
Opaque
Students will investigate how changing the position and intensity of light will change the size and shape of shadows.
Students will develop models based on data from investigations and explorations to illustrate how light interacts with mirrors. Models can include:
T-charts
Venn Diagrams
Illustrations
Demonstrations
Students will investigate the differences between natural and artificial light sources and describe how electrical energy can produce light.
Obtain and Communicate Information- SEP Support Document
Develop and Use Models- SEP Support Document
Analyze and Interpret Data- SEP Support Document
Conduct Investigations- SEP Support Document
Light and Visibility- Essential Knowledge Support Document
Light Interactions- Essential Knowledge Support Document
Shadows- Essential Knowledge Support Document
Mirrors and Reflection- Essential Knowledge Support Document
This link will take you to a print-friendly version of the science concept storyboard.
It is ESSENTIAL that students engage in different investigations into what light is and how light behaves when it interacts with different materials. Investigations should include:
Why do we need light to see things?
Why does light behave differently when it shines on different objects?
What is a shadow and what makes it change?
What does a mirror do?
It is ESSENTIAL that students construct explanations and descriptions using the data from these investigations.
How can we see things?
Why can’t we see things when it is dark?
How does light behave?
Why does my shadow change?
Why does my shadow look different than yours?
How is artificial light different from natural light?
How do we use energy electricity to make light?
Light
Natural Light
Artificial Light
Darkness
Mirror
Reflect/Reflection
Shadow
Sun
Extended Vocabulary
Transparent
Translucent
Opaque
Energy
Electricity
Finding the Moon (DSM Kit) Investigation 5
Sound and Light (FOSS Kit) Investigations 3 and 4
Pearson SC Interactive Science Textbook:
Chapter 1, Inquiry Warm Up pp.4 - What does light do? (1.P.2A.2)
Chapter 1, Lesson 1 Quick Lab p.7 - What kind of energy can you see and feel? (1.P.2A.1)
Chapter 2, Lesson 2 Quick Lab p.13 - How can texture affect the heat produced by rubbing? (1.S.1A.4)
Chapter 3, Lesson 3 Quick Lab p.19 - How does light change the colors you see? (1.P.2A.1)
Chapter 4, Lesson 4 Quick Lab p.25 - How can you make sound? (1.S.1A.3)
Chapter 4, Lesson 4 Lab Investigation - Which color heats more? (1.S.1A.3, 1.S.1A.4, 1.S.1A.7)
AIMS Activities: 2005 SC Science AIMS Kindergarten
I See the Light
Beaming Light (1.P.2A.4, 1.P.2A.4)
For this activity you will need several flashlights, tin foil, small mirrors, and a few small objects. You may want to ask students to bring a flashlight from home or ask parents to lend their flashlights to the class for a few days. Cover the front of each flashlight with tin foil and poke a small hole in the center. Then divide your class into partners or groups and give each group a full set of materials. Turn off the classroom lights and ask students to shine their lights onto the mirrors. What happens? What happens when they move their mirrors around? Then ask them to place their objects in different locations around the classroom and try to “hit” their object with their light beam. You may also want to challenge them to “hit” other items in the classroom: charts, the clock, speakers, etc. After, allow time for students discuss what they have learned about light and how it travels.
Exit slip using checkpoints in the text
Fist to five
Turn & Talk
Think/Pair share
Vocabulary Smart Cards Games
Where light comes from? - 4 Square
Students draw and label 4 different things that give us light
Pearson SC Interactive Science Textbook Chapter 1 Chapter Review pg. 36-37
Pearson Realize Interactive Science Online Assignments and Labs
Head Silhouette - Write about their shadow using facts learned
Pic Collage (IPAD) or Google Slide Project - Take pictures of items that are Transparent, Translucent, and Opaque. The students will organize them into the correct group and explain their reasoning.
Shadow Puppets
To connect reading and writing to science, have your students make shadow puppets by cutting different shapes or animals out of black or opaque construction paper. Students can then tape or glue craft sticks or pencils to their cutouts to make puppets easier to hold. Have students write a story using their shadow puppets. Then use a flashlight or a camping lantern so students can cast their shadows to tell and act out their stories.
BrainPop Jr. - Light
Pearson Content Leveled Readers
Picture Books
Through the Magic Mirror by Anthony Browne
Shadow by Robie H. Harris
The Game of Light by Herve Tullet
Oscar and the Moth by Geoff Waring
Field Study
Little Lights (South Carolina State Museum)
Duration: 30-45 minutes
Available Times: Tues. through Fri. at 9 a.m., 10:30 a.m., 12 p.m. and 1 p.m.
Cost: Free for South Carolina student
Maximum Capacity: 80 participants
SC 2014 Academic Standards for Science: 1.S.1, 1.P.2
This auditorium style program will have students lighting up with excitement! Throughout this program we will discuss the basic properties of visible light, where light comes from, and ways it can be effected. How does light affect the appearance of shadows? If light travels in straight lines, can you make it go somewhere else? Some students will even be able to help us create a simple circuit and light up their own Little Light!
National Geographic Video Resource:
As with any video resource, teachers should carefully preview and vet any videos before showing them to students.