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.2” 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 the 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 04, Investigating Patterns in Weather and the Appearance of the Moon. Collecting data on a regular basis over time allows students to begin to recognize patterns in our natural world. Students collect data for air temperature, precipitation, wind conditions, and cloud coverage using appropriate equipment. Teachers should determine the frequency with which local weather data will be collected throughout the year.

Note that rain gauges use inches or millimeters to measure rainfall. Students in Grade 1 Mathematics have only been introduced to measurement of length using non-standard units. As incoming Grade 2 students, they may need assistance collecting data until these concepts of measurement are attained in Grade 2.

According to the introductory material of the TEKS, “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 60% of instructional time.”

TEKS in this unit: 2.1A, 2.2A, 2.2B, 2.2C, 2.2D, 2.3C, 2.4A, 2.8A

Unit 01: Investigating Matter

(21 classes for the entire unit)

Students use simple descriptive investigations and scientific equipment to classify matter, compare physical changes in matter, and demonstrate how the physical properties of materials can influence their use. Students classify matter by physical properties and states of matter. This is students’ first encounter with flexibility and states of matter. Furthermore, students compare changes in materials caused by heating and cooling and demonstrate things can be done to materials to change their physical properties. Finally, in this unit, students identify a problem and propose a task and solution by combining materials that when put together, can do things that they cannot do by themselves and justify the selection of materials based on their physical properties. 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 the Texas Education Agency-approved safety standards and consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: 2.1A, 2.2A, 2.2B, 2.2C, 2.2D, 2.2E, 2.3A, 2.3C, 2.4A, 2.5A, 2.5B, 2.5C, 2.5D

Unit 02: Investigating Energy

(11 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations to explore the effects on objects by increasing or decreasing amounts of light, heat (thermal), and sound energy. Students should be able to make connections to change of state (solid, liquid, melting, freezing) regarding the effects of increasing and decreasing the amount of thermal energy. Furthermore, 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. It is important to relate the idea that light, sound, and thermal energy can cause a change.

Note: “Heat” energy was changed to “thermal” energy throughout elementary except for Grade 2. This may have been a technical oversight in streamlining by TEA. We recommend continuing to use “thermal” energy for consistency with the language of previous and latter grades. However, we cannot revise the language of the TEKS.

TEKS in this unit: 2.1A, 2.2A, 2.2B, 2.2C, 2.2D, 2.2E, 2.2F, 2.3C, 2.4A, 2.6A

Unit 03: Investigating Force and Motion

(9 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations to trace and compare patterns of movement of objects over time and observe and identify how magnets are used in everyday life. 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: 2.1A, 2.2A, 2.2B, 2.2C, 2.2D, 2.2E, 2.2F, 2.3C, 2.4A, 2.6B, 2.6C

Unit 04: Investigating Earth Materials and Natural Resources

(21 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations to observe, describe, and compare rocks by size, texture, and color. They also identify and compare the properties of natural sources of freshwater and saltwater. Additionally, students distinguish between natural and manmade resources. 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: 2.1A, 2.1B, 2.2A, 2.2B, 2.2C, 2.2D, 2.2E, 2.2F, 2.3A, 2.3C, 2.4A, 2.4B, 2.7A, 2.7B, 2.7C

Unit 05: Investigating Patterns in Weather and the Appearance of the Moon

(25 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in descriptive investigations. They measure, record, and graph weather information in order to identify patterns in data and identify the importance of weather and seasonal information in making daily choices in regards to clothing, activities, and transportation. Additionally, students observe, describe, and record patterns of objects in the sky, including the appearance of the Moon over time. 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.

TEKS in this unit: 2.1A, 2.2A, 2.2B, 2.2C, 2.2D, 2.2E, 2.2F, 2.3B, 2.3C, 2.4A, 2.4B, 2.8A, 2.8B, 2.8C

Unit 06: 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 descriptive investigations. They identify the basic needs of plants and animals and factors in the environment, including that temperature and precipitation affect growth and behavior. Additionally, students compare the ways living organisms depend on each other and their environments, such as through food chains. This unit lends itself to students identifying and explaining a problem and proposing a solution (2.3A). 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: 2.1A, 2.2A, 2.2B, 2.2C, 2.2D, 2.2E, 2.2F, 2.3A, 2.3C, 2.4A, 2.9A, 2.9B, 2.9C

Unit 07: Investigating Physical Characteristics and Behaviors of Organisms

(14 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in descriptive investigations. They observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs. Additionally, students observe, record, and compare how the physical characteristics of plants help them meet their basic needs. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations. This unit lends itself to students identifying and explaining a problem and proposing a solution (K.3A).

TEKS in this unit: 2.1A, 2.2A, 2.2B, 2.2E, 2.2F, 2.3A, 2.3C, 2.4A, 2.4B, 2.10A, 2.10B

Unit 08: Investigating Insect Life Cycles

(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 descriptive investigations of the unique stages that insects undergo during their life cycle. 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: 2.1A, 2.2A, 2.2B, 2.2C, 2.2D, 2.2E, 2.2F, 2.3B, 2.3C, 2.4A, 2.10C