Unit 00: Introduction: Working Like a Scientist

(3 classes for the entire unit)

Students immediately begin the process of working like a scientist and performing descriptive investigations to set the stage for scientific inquiry throughout the year. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding_G.1” for more information. Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards and collect and record weather data by observing, measuring, organizing, and graphing it using pictures, numbers, and words.

The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Throughout the school year, students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change. These terms are included in Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” of science.

The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.

The purpose of measuring, recording, and graphing weather data at this time is to give a purpose and context for setting up and using the notebook. The actual content of weather will be addressed in Unit 06, Investigating Weather and Seasons. Collecting data on a regular basis over time allows students to begin to recognize patterns in our natural world. Students collect data for relative air temperature, precipitation, wind conditions, and cloud coverage using appropriate equipment.

Note that rain gauges use inches or millimeters to measure rainfall. Students in Kindergarten Mathematics have only been introduced to measurement using the comparison of common attributes of objects, including length, capacity, and weight. As incoming Grade 1 students, they may need assistance collecting data.

According to the introductory material of the TEKS,

• “Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather.”

• “The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary in the context of Physical, Earth, and Life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time.”

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.3C, 1.4A, 1.8A

Unit 01: Investigating Properties of Objects

(21 classes for the entire unit)

Through simple descriptive investigations using observations and tools, students classify objects in terms of observable properties of the materials from which they are made, whether they are larger and smaller, heavier and lighter, and their shape, color, and texture. Students learn the foundations of this concept by assessing how light or heavy an item feels due to the pull of gravity (weight) or by placing the items on a primary balance. Furthermore, students distinguish between ‘heavier’ and ‘lighter’ as relative weight by using their sense of touch and by measuring and comparing objects and using non-standard measurements. They distinguish between larger and smaller by comparing objects and using non-standard measurements. Finally in this unit, students predict and identify changes in materials caused by heating and cooling. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Students continue to demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards and consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 1.1A, 1.1B, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3B, 1.3C, 1.4A, 1.4B, 1.5A, 1.5B, 1.5C

Unit 02: Investigating Energy

(10 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to identify different forms of energy and discuss how light, sound, and thermal energy are important to everyday life. Students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

At this age, students do not formally understand the concept of energy as the ability to cause change or do work, and it is not necessary that they do. It is important to relate the idea that light, sound, and thermal energy can cause a change or do something for us in our everyday lives.

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3A, 1.4A, 1.6A

Unit 03: Investigating How Objects Move

(10 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to predict and describe how magnets can be used to push or pull an object and demonstrate ways in which objects can move. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3B, 1.3C, 1.4A, 1.6B, 1.6C

Unit 04: Investigating Rocks, Soil, and Water

(21 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to observe, compare, describe, and sort components of soil by size, texture, and color. They also identify and describe a variety of natural sources of water, including streams, lakes, and oceans. Students identify how rocks, soil, and water are used to make products. Additionally, students identify a problem and propose a solution, in the context of this unit. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 1.1A, 1.1B, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3A, 1.3C, 1.4A, 1.7A, 1.7B, 1.7C

Unit 05: Investigating Objects in the Sky

(12 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They observe and record changes in the appearance of objects in the sky such as the Moon and stars, including the Sun. Students focus on how the Moon, Sun, and stars appear to slowly move across the sky. They should notice where the Moon and Sun are located at different times, and how the visibly lit portion of the Moon changes over time. Additionally, students identify characteristics of day and night. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

Note: We recommend that students begin their observation and recording of the appearance of the Moon at the beginning of the unit so they have time to see the pattern develop over time. You may consider revisiting the changes in the appearance of the Moon throughout the month.

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3B, 1.3C, 1.4A, 1.8B, 1.8C

Unit 06: Investigating Weather and Seasons

(12 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations and observing patterns in weather and seasons. Students learn about tools to help them collect and record information about weather, including relative temperature such as hot or cold, clear or cloudy, calm or windy, and rainy or icy, in addition to demonstrating that air is all around us and observe that wind is moving air. They also identify characteristics of the seasons of the year. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

According to the Introduction of the Grade 1 TEKS (a) (C), “Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather.”

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3B, 1.3C, 1.4A, 1.8A, 1.8C, 1.8D

Unit 07: Investigating Organisms and Environments

(20 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They classify living and nonliving things based upon whether they have basic needs and produce offspring. Students analyze and record examples of interdependence found in various situations. Additionally, they gather evidence of interdependence among living organisms, such as energy transfer through food chains and animals using plants for shelter. This unit lends itself to students identifying and explaining a problem and proposing a solution (1.3A). Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3C, 1.4A, 1.9A, 1.9B, 1.9C

Unit 08: Investigating Physical Characteristics of Organisms

(12 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats. Additionally, students identify and compare the parts of plants. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3C, 1.4A, 1.4B, 1.10A, 1.10B

Unit 09: Investigating Life Cycles

(12 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They observe and record life cycles of animals, such as a chicken, frog, or fish. Additionally, students compare ways that young animals resemble their parents. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 1.1A, 1.2A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3B, 1.3C, 1.4A, 1.10C, 1.10D