Embedded Files
Science: Plants
Science: Plants
Anchor Phenomenon - The Need for Urban Gardens
Food deserts are places where people cannot find fresh food. In this unit, you will learn about different types of plants and how they grow. At the end of the unit, you will be able to use the information you learned to design an urban garden to grow fresh food.
Guiding Questions
How can we tell that plants are different from one another?
How do these differences help the plants?
Unit Project: Pizza Garden
Students can complete this performance based assessment in small groups or individually. Provide students with the STEM Solution Seeker story to set the context for the performance based assessment. Have students list some of their favorite pizza toppings and determine which come from plants and which do not.
Unit Concepts
Unit Concepts
TEPDF_G1U1C1_CP_22-24 (1).pdfPlants for a Purpose
Plants for a Purpose
Student Outcomes
Different plants share similar parts, however they differ in how they look. Young plants may or may not look like their parent plants
Standards
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents
Student Learning Objectives
By the end of this concept,
I can make observations and contrast the parts of different plants.
I can find patterns when comparing young plants and adult plants.
Link to Concept Lessons and Materials
TEPDF_G1U1C2_CP_84-88.pdfGrowing Plants
Growing Plants
Student Outcomes
Parts of plants help them grow and live in different environments.
Standards
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Student Learning Objectives
By the end of this concept,
I can model how plants use their parts to grow and survive.
I can investigate how plants respond to the world around them.
I can tell what happens when different objects are put in a light beam.
Link to Concept Lessons and Materials
TEPDF_G1U1C3_CP_150-152.pdfDesigning for Plants
Designing for Plants
Student Outcomes
Humans can help plants meet their needs by designing and building structures.
Standards
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Student Learning Objectives
By the end of this concept,
I can use what I know about how plants use their parts to design a solution.
I can design a solution to solve a human problem.
I can tell if a design solution to a problem will work.
Link to Concept Lessons and Materials
Social Studies: Family, Local, and State Communities
Social Studies: Family, Local, and State Communities
Synopsis
Students are introduced to local governments. They will examine the importance of the local community.
Content
Local communities (cities/towns) and states have governments that make rules and laws.
There are many ways to influence our local communities and it is important for people to participate in making their communities better.
Thinking Skills
Describe the difference between neighborhoods, cities/towns, and states.
Identify local problems and synthesize possible solutions.
Project
To extend on lessons 1-4 to 1-6, students will research their city/town’s histories and discuss what makes their community special or unique.
Social Studies Pre-Test for The Year - Click Here
Unit Lessons
Unit Lessons
Lessons - Clickable Links
LESSON 1-1 Lesson Title: Time and Calendars
Inquiry Question: Which calendar is most useful for its people?
LESSON 1-2 Lesson Title: My Family and Our History (Family Chronology)
Inquiry Question: What is my family’s story?
LESSON 1-3 Lesson Title: Mapping Our Ancestors Inquiry Question:
How were our ancestors (or our own) journeys to (or within) the U.S. similar and different?
This unit is based in Boston where the curriculum originates. Will need to be modified for KC
LESSON 1-4 Lesson Title: An Introduction to Our Communities (Local, State, National, Global)
Inquiry Question: Which community is most important in your life?
LESSON 1-5 Lesson Title: Our Neighborhood
Inquiry Question: What makes our neighborhood a great place to live?
This unit is based in Boston where the curriculum originates. Will need to be modified for KC
LESSON 1-6 Lesson Title: Our Boston
Inquiry Question: Should Boston be considered a world-class city? Why or why not?
This unit is based in Boston where the curriculum originates. Will need to be modified for KC
Student Work Book
Student Source Book
Unit 1 - First Grade Student Work Book.pdfFirst Grade Social Studies Source Book.pdfScience: Animal Sounds
Science: Animal Sounds
Anchor Phenomenon - Why do Wolves Howl?
Pictures in books show pictures of wolves howling at the moon. Do wolves howl only at the moon? Do they make noises for other reasons? Do all howls sound the same? At the end of the unit, you will be able to use the information you learned to create your own noise to get the attention of your friend.
Guiding Questions
How are parents and their children similar and different?
How do animal parents and children interact to meet their needs?
How do animals communicate and make sound?
Unit Project: Making Noise
In this activity, students will generate design ideas using knowledge of material shapes to design a device that solves a specific problem and compare multiple solutions.
Unit Concepts
Unit Concepts
TEPDF_G1U2C1_CP_20-22.pdfResponse to Sound
Response to Sound
Student Outcomes
Animals make sounds to help them survive. Young animals make sounds for adult animals to help them. Young animals look similar to their parents.
Standards
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Student Learning Objectives
By the end of this concept,
I can find patterns in how young and adult animals look.
I can observe adult animal behaviors that help their young survive.
Link to Concept Lessons and Materials
TEPDF_G1U2C2_CP_74-78.pdfAnimal Noises
Animal Noises
Student Outcomes
Sound is made by vibrations of air. Sound can make objects vibrate.
Standards
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
Student Learning Objectives
By the end of this concept,
I can design, build, play, and compare devices that use sound to communicate over a distance.
I can use an investigation to explain how sounds are created by different materials.
I can use an investigation to gather evidence on how sounds affect materials.
Link to Concept Lessons and Materials
Social Studies: Nations
Social Studies: Nations
Synopsis
Students are introduced to nations. They will examine the contributions of Americans in the past and present who have made an impact on the national community.
Content
Nations have important symbols and events that are used to create unity among people.
Nations have important people who contributed to their development in the past and present
Thinking Skills
Identify the main ideals, symbols, and holidays of the United States and other nations.
Explain the contributions to the nation of different Americans in in the past and present.
Project
To extend on lessons 1-7 to 1-15, students will research the United States’ histories and discuss what makes their nation special or unique.
Unit Lessons
Unit Lessons
Lessons - Clickable Links
LESSON 1-7 Lesson Title: Our Nation
Inquiry Question: Why do you like living in the United States?
Inquiry Question: Which civil rights leader had the best way to make change?
Inquiry Question: What are the most important ways that these pioneers have broken barriers?
Inquiry Question: Which inventor contributed the most to our nation?
LESSON 1-11 Lesson Title: National Symbols: The Many Meanings of the American Flag
Inquiry Question: Is our /ag a good symbol for our nation?
LESSON 1-12 Lesson Title: National Symbols: The Bald Eagle
Inquiry Question: Is the bald eagle the best choice for a national bird?
LESSON 1-13 Lesson Title: National Symbols: Monuments
Inquiry Question: Which group of national monuments are most important?
LESSON 1-14 Lesson Title: Our Holidays: Independence Day, Labor Day, Patriots’ Day, and Juneteenth
Inquiry Question: What national holiday should we create?
LESSON 1-15 Lesson Title: The Pledge of Allegiance
Inquiry Question: Should everyone say the Pledge of Allegiance?
LESSON 1-16 Lesson Title: Our Customs and Traditions
Inquiry Question: What customs or traditions are most important to you?
Student Work Book
Student Source Book
Unit 2 - First Grade Student Work book.pdfFirst Grade Social Studies Source Book.pdfScience: Shadow, Lights, Motion
Science: Shadow, Lights, Motion
Anchor Phenomenon - Making a Shadow Theater
Shadow puppets can be used to tell stories. At the end of the unit, you will be able to use the information you learned to create a shadow theater and performance.
Guiding Questions
What causes shadows?
What happens when there is no light?
What objects are in the sky and how do they seem to move?
When will the sun set tomorrow?
How does the moon’s appearance change over each month?
Unit Project: Experimenting with Shadows
In this activity, students use tools and materials to design a shadow puppet play to communicate scientific information with others.
Unit Concepts
Unit Concepts
TEPDF_G1U3C1_CP_22-26.pdfLight Sources
Light Sources
Student Outcomes
Light is energy that travels in a straight line from a light source.
We need light to see objects.
The Sun is a light source
Standards
1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated.
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Student Learning Objectives
By the end of this concept,
I can investigate how objects can be seen when light hits them and share my findings.
I can investigate how objects can be seen when the objects give off their own light and share my findings.
Link to Concept Lessons and Materials
TEPDF_G1U3C2_CP_92-96.pdfLight in Action
Light in Action
Student Outcomes
Some materials block light. Other materials let light through them or only allow some light through them.
Reflective materials change the direction of light.
Standards
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Student Learning Objectives
By the end of this concept,
Plan and conduct an investigation to collect and analyze observations determining the effect of placing transparentglossary term (opens in a new window), translucent, and opaque materials in the pathway of a beam of light.
Plan and conduct an investigation to collect and analyze observations determining how reflective materials redirect a beam of light.
Link to Concept Lessons and Materials
TEPDF_G1U3C3_CP_158-160.pdfSunlight
Sunlight
Student Outcomes
Different places on Earth receive different amounts of daylight.
The amount of daylight for a location changes during the year.
Standards
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.
Student Learning Objectives
By the end of this concept,
I can predict how the amount of sunlight will change during the year.
I can find patterns in the amount of sunlight during different times of the day and year.
I can find patterns in the amount of sunlight in different places.
Link to Concept Lessons and Materials
TEPDF_G1U3C4_CP_220-222.pdfMoon on the Move
Moon on the Move
Student Outcomes
The moon moves in the night sky. The moon rotates around Earth.
The Earth spinning makes the stars look like they are moving at night.
Standards
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Student Learning Objectives
By the end of this concept,
I can find patterns in how young and adult animals look.
I can observe adult animal behaviors that help their young survive.
Link to Concept Lessons and Materials
Social Studies: World
Social Studies: World
Synopsis
Students are introduced to the world and the concept of global connection. They will examine the contributions of people in the past and present who have made an impact on the global community.
Content
The world has important people who contributed to its development in the past and present
Thinking Skills
Identify global problems and synthesize possible solutions.
Explain the contributions to the world of people from different nations in the past and present.
Project
Students will research important current-day local, national, or global issues of their choosing (education, transportation, housing, health care, etc.) and present possible plans to help solve these problems.
Unit Lessons
Unit Lessons
LESSON 1-17 Lesson Title: Our World
Inquiry Question: If you could move anywhere in the world, where would it be?
Inquiry Question: Which leader made the most important change to the world?
LESSON 1-19 Lesson Title: Making Our World Better (Part 1)
Inquiry Question: What are the most important current global problems?
LESSON 1-20 Lesson Title: Making Our World Better (Part 2)
Inquiry Question: Taking a global issue that you think is very important, what should we do to make it better?
Student Work Book
Student Source Book
Unit 3 - First Grade Student Work Book.pdfFirst Grade Social Studies Source Book.pdfSocial Studies: Citizenship
Social Studies: Citizenship
Content
Who has been allowed to come to the U.S. has changed over time. For much of the nation’s history, there were little to no rules stopping immigrants from entering. There is a formal process of becoming a citizen (naturalization). For most people, it involves living here for 5 years, submitting an application, taking a test, and taking an oath.
Thinking Skills
Compare the changes in immigration rules over time.
Evaluate the current process of becoming a citizen.
Project
Students will present on ways they can be a good citizens.
Unit Lessons
Unit Lessons
LESSON 2-18 Lesson Title: Immigration Today: Naturalization
Inquiry Question: Is it fair how we choose who can become a citizen?
LESSON 2-19 Lesson Title: Examples of Good Citizens
Inquiry Question: Which group of people is the best example of good citizenship?
LESSON 2-20 Lesson Title: How Will I Be a Good Citizen?
Inquiry Question: What actions can I take to make my community and country a better place?
Student Work Book
Student Source Book
Unit 4 - Second Grade Student Work Book.pdfOpenSocialStudiesSourcebookGrade2-V4.0.pdfPage updated
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