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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Science - First Grade |
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Observations
The learner will be able to
communicate observations orally, in writing, and in graphic organizers: T-charts, pictographs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.1 |
Classroom
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Instructional Resources |
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Resources, Life Science T30-T35 [Teaching Strategies]. We will plant mums at beginning of year and follow up charting: Using Science Process Skills (1) observe (2) compare (3) sequence (4) classify (5) infer (6) gather info (7) make models (8) measure (9) predict (10) draw conclusions. We will use our scientific classification center to discuss each process. |
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questions
The learner will be able to
ask questions based on observations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.2 |
Classroom
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Instructional Resources |
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Resources, LifeScience [Teaching Strategies]. We will observe changes in outdoor weather, chart sunny/cloudy/rainy days and compare daily weather temperatures, with each student being a weather reporter. |
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Resources, Video: Magic School Bus "Weather" [Teaching Strategies]. |
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Scientific Investigations
The learner will be able to
conduct scientific investigations as a class and in teams: lab activities, field studies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.3 |
Classroom
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Instructional Resources |
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Resources, Life Science T38 Investigating-Handbook pp. R2-R3 [Teaching Strategies]. (measuring distance) - We will take a tape measure and measure distances a toy car can travel on our floor. |
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Resources, Life Science T39 Using Science Tools-Hb R4-R5 [Teaching Strategies]. (Using Science Tools) - We will view a leaf through a hand lens, take the temperature of water in a container, and measure various leaves with a ruler. |
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Estimate and Measure
The learner will be able to
estimate and measure length and temperature using International System of Units (SI) as a class.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.4 |
Classroom
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Instructional Resources |
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Resources, Life Science T40 Handbk pp R6-R7 [Teaching Strategies]. (Measuring Volume) - We will measure liquid in a measuring cup. |
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Resources, Life Science T39-Handbook p.R5 [Teaching Strategies]. (Measuring length) -We will measure various leaves with a ruler. |
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Resources, Life Science T42-Handbook p. R10 [Teaching Strategies]. (Measuring temperature) We will look at the outdoor thermometer daily. |
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Emperical Evidence
The learner will be able to
collect measurable emperical evidence as a class and in teams.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.5 |
Classroom
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Instructional Resources |
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Resources, Video: Magic School Bus "Volcano" [Teaching Strategies]. |
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Resources, Physical Science Lesson 2 page E38 [Teaching Strategies]. How heat changes matter |
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Lab, How heat changes matter [Teaching Strategies]. hot/cold water lab w/ food coloring |
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Resources, Physical Science Lesson 3 pp. E42, E46, 49 [Teaching Strategies]. Light and It's Effects. |
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Lab, Activity [Teaching Strategies]. making light bounce (reflect) w/mirror & flashlight |
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Resources, Vocabulary [Teaching Strategies]. heat, melt, prism, reflects, refracts |
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Predictions
The learner will be able to
make predictions as a class and in teams based upon emperical evidence (e.g., predict which object is heavier).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.6 |
Classroom
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Instructional Resources |
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Resources, Video: Bill Nye "Powerful Forces" [Teaching Strategies]. |
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Resources, Physical Science F12 Lesson 3 pp F12-17 [Teaching Strategies]. (Predicting Motion) We will predict motion by pushing a ball using various degrees of force |
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Resources, Physical Science F18 Lesson 4 pp F18-21 [Teaching Strategies]. (Object movements on Surfaces) - We will predict motion of a toy car using various floor surfaces. |
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Resources, Vocabulary [Teaching Strategies]. motion, direction, friction surface |
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Scientific Investigations
The learner will be able to
use age appropriate equipment and tools in scientific investigations (e.g., balances, hand lenses, rulers, and thermometers).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.7 |
Classroom
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Instructional Resources |
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Resources, Life Science T39 Using Science Tools R4-R5 [Teaching Strategies]. We will collect pine cones and measure their lengths and widths. View pine cones through a hand lens and weigh each pine cone with a balance. |
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Safety Rules
The learner will be able to
apply appropriate rules of safety related to daily activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.8 |
Classroom
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Instructional Resources |
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Resources, Life Science T36 Handbook [Teaching Strategies]. We will discuss our poster containing safety symbols. Students will pull a symbol from random and give a suggestion on how that safety rule would be used in daily life. |
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Lab Activities
The learner will be able to
apply lab safety rules as they relate to specific science lab activities (See Arkansas Lab Safety Guide).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics and Processes of Science |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 NS.1.1.9 |
Classroom
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Instructional Resources |
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Resources, Life Science Handbook pT36 [Teaching Strategies]. We will review safety rules and recap our preview lab experiments. We will discuss examples of how we have used each rule, and the possible outcomes if those rules had not been followed. |
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Animals
The learner will be able to
classify animals according to common characteristics (e.g., movement, body coverings, diet).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.1.1 |
Classroom
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Instructional Resources |
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Resources, Life Science-All About Animal A40-A69 [Teaching Strategies]. workbook pages: 15-18 |
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Resources, Vocabulary [Teaching Strategies]. insect, larva, hatch, mammal, reptile, gills, amphibian, senses, living, nonliving |
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Assessment Resources |
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Science Book, Chapter Tests AG 13-17 [Textbook]. |
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Herbivores/Carnivores
The learner will be able to
differentiate between herbivores and carnivores.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.1.2 |
Classroom
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Instructional Resources |
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Resources, Supplemental Handouts [Teaching Strategies]. Growth Charts, hunting individual animal characteristics. Students will discuss similarities/differences, go through magazines and cut out animals from each category. We will makea class collage from picture cutouts. |
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Human Body
The learner will be able to
locate the following human body parts: heart, lungs, brain, stomach, muscles, bones.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.1.3 |
Classroom
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Instructional Resources |
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Resources, Life Science T43-48 [Teaching Strategies]. Eyes & Ears, Skeletal System, Digestive System, Circulatory System, Respiratory System, Muscular System, Nervous System. |
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Resources, Video: Magic School Bus: Human Body [Teaching Strategies]. |
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Plant Parts
The learner will be able to
locate plant parts: leaves, stems, flowers, roots.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Systems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.2.1.4 |
Classroom
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Instructional Resources |
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Resources, Supplemental handouts [Teaching Strategies]. |
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Resources, Science workbook [Teaching Strategies]. Identify and color: trunk, stem, roots, leaves, flowers |
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Lab, dissect: flower, carrot, clelery, leaf [Teaching Strategies]. |
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Resources, video: Magic School Bus "Plants" [Teaching Strategies]. |
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Incomplete Metamorphosis
The learner will be able to
illustrate incomplete metamorphosis (e.g. grasshopper).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Life Cycles, Reproduction, and Heredity |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.3.1.1 |
Classroom
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Instructional Resources |
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Resources, Life Science Ch. 3 Lesson 3 hndbk p A55, A65, A69 [Teaching Strategies]. Metamorphosis: insect/butterfly |
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Resources, Science Workbook WB21, 22, 25 [Teaching Strategies]. |
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Resources, Classroom aquariums [Teaching Strategies]. We will have some aquariums containing: weevil, caterpillar, butterfly, tadpole |
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Complete/Incomplete Metamorphosis
The learner will be able to
compare and contrast complete matamorphosis and incomplete metamorphosis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Agriculture |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.3.1.2 |
Classroom
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Instructional Resources |
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Resources, Life Science Handbook A66-A73 [Teaching Strategies]. We will compare changes in our aquarium insects (weevil and grasshopper) and aquarium frogs and caterpillars |
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Resources, Science Workbook WB 23-24 [Teaching Strategies]. |
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Endangered Species
The learner will be able to
identify some endangered species in Arkansas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations and Ecosystems |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 LS.4.1.1 |
Classroom
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Instructional Resources |
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Resources, Guest Speaker [Teaching Strategies]. Mr. Bruce McCrackin will visit our class and speak on behalf of the Forestry Commission. |
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Resources, Supplemental Handouts & Coloring pages [Teaching Strategies]. ivory billed woodpecker, black bear, bald eagle, etc. |
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Single Properties
The learner will be able to
compare and contrast objects according to the single properties of: size, color, shape, texture, magnetism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.5.1.1 |
Classroom
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Instructional Resources |
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Resources, Teacher [Teaching Strategies]. We will gather various objects from outside, as well as our home environment. We will make a chart with column headings of size, color, shape, texture, and magnetism. |
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Solids and Liquids
The learner will be able to
identify characteristics of solids and liquids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter, Properties, and Changes |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.5.1.2 |
Classroom
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Instructional Resources |
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Resources, Physical Science E17-E19 [Teaching Strategies]. vocabulary: gas, matter, solid, liquid |
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Lab, Solid/liquid/gas [Teaching Strategies]. students will compare solids and liquids (volumes) by filling jars with types of solids and liquids. |
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Resources, Science Workbook [Teaching Strategies]. WB 74, 75, 76, 77, 78, 79, 81 |
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Assessment Resources |
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Science Book, Chapter 1 Test [Textbook]. Physical Sciencec AG55, 56, 57, 58, 59 |
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Movement
The learner will be able to
list orally the various ways that objects can move, including but not limited to: straight, zig-zag, back and forth, round and round, fast and slow.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion and Forces |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.6.1.1 |
Classroom
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Instructional Resources |
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Resources, Physical Science Handbook pp F6-F17 [Teaching Strategies]. Vocabulary: surface, friction, pull, zigzag, motion, wheel, force, push |
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Activity, ""Mrs. Toggler's Zipper" by Robin Pulver [Teaching Strategies]. We will read this book. |
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Resources, Science Workbook WB97-101 [Teaching Strategies]. |
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Assessment Resources |
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Science Book, Chapter 1 Test AG 67, 71 [Textbook]. |
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Mass and Weight
The learner will be able to
investigate the relationship between mass and weight (e.g., identical filled and empty containers).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion and Forces |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.6.1.2 |
Classroom
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Instructional Resources |
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Lab, activity [Teaching Strategies]. Students will use a liter volume set to fill containers with beans, rice, cotton balls, coins, etc. Each container will be weighed to discuss the difference in weight for those items in identical containers. |
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Sources of Light
The learner will be able to
compare natural sources of light (e.g., sun, fireflies, deep sea creatures, fire, lightning,) to artificial sources of light (e.g., light bulbs, matches, candles).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy and Transfer of Energy |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.7.1.1 |
Classroom
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Instructional Resources |
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Resources, Physical Science Ch. 2 E32-E53 [Teaching Strategies]. We will compare and discuss all light sources-natural and artificial. Vocabulary: heat, melt |
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Activity, Shadows [Teaching Strategies]. We will go outside to observe shadows and use a flashlight to cast and draw shadows on the wall. |
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Lab, activity [Teaching Strategies]. We will take the temperature of water in a cup on the windowsill (am) and comopare to temperature that afternoon. |
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Assessment Resources |
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Science Book, Physical Science Ch. 2 Test AG61-66 [Textbook]. |
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Transparent/Opaque
The learner will be able to
investigate the properties of transparent and opaque objects (e.g., plastic wrap and aluminum foil).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy and Transfer of Energy |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.7.1.2 |
Classroom
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Instructional Resources |
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Activity, Hike [Teaching Strategies]. We will gather various objects brought by students from home, and go on a "hike" around the room for each student to pick out an object an dplace them all in a storage bin. We will then chart each item using headings such as: transparent, semitransparent, and opaque. |
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Heat
The learner will be able to
compare natural sources of heat (e.g., sun, fire, lightening) to artificial sources of heat (e.g., stove, toaster).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy and Transfer of Energy |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.7.1.3 |
Classroom
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Instructional Resources |
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Activity, Hot Things Chart [Teaching Strategies]. We will make a chart of student ideas on "hot things" and how artificial sources of heat work. We will list natural sources of heat and brainstorm the topics of how they produce heat. We will make a web diagram of the sun and list things that the sun will "warm up." |
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Resources, book [Teaching Strategies]. We will read the book "Heat Changes Things" by Michael Medearis and draw a picture of our favorite heat source. |
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Temperature
The learner will be able to
chart temperature over time using the Celsius scale.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy and Transfer of Energy |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.7.1.4 |
Classroom
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Instructional Resources |
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Resources, Weather Center [Teaching Strategies]. We will be working with a Weather Center wach day and charting changes in temperature as our weather students tells us the daily temperature and predicts the rest of the week's temperatures. |
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Static Electricity
The learner will be able to
demonstrate methods of producing static electricity (e.g., balloons, shuffling across carpet).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy and Transfer of Energy |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.7.1.5 |
Classroom
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Instructional Resources |
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Lab, Balloon [Teaching Strategies]. We will draw pictures on a "before and after" chart. We will choose 2 students, blow up a balloon, and have students draw a picture of the child prior to contact with the balloon. We will rub the balloon over each child's head, observe the results and draw a picture of the child after the balooon has been rubbed. |
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magnetic/Nonmagnetic
The learner will be able to
classify materials as magnetic or nonmagnetic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy and Transfer of Energy |
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Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.7.1.6 |
Classroom
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Instructional Resources |
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Resources, Physical Science Ch. 2 Handbook p F30 [Teaching Strategies]. We will discuss magnetic and nonmagnetic as we observe several objects in relation to each other. Vocabulary: poles, mangetic force, magnetize, magnet, attract, strength, repel. |
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Resources, Science Workbook WB114, 108, 107 [Teaching Strategies]. |
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Magnets
The learner will be able to
investigate the properties of magnets: attraction and repulsion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy and Transfer of Energy |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 PS.7.1.7 |
Classroom
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Instructional Resources |
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| · |
Resources, Physical Science Ch. 2 Handbook pp F32-45 [Teaching Strategies]. |
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Lab, Activity [Teaching Strategies]. We will compare the strength of a bar magnet and horseshoe magnet using paperclips. |
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Resources, Science Workbook WB107-108, 112-113 [Teaching Strategies]. |
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Major Landforms
The learner will be able to
identify the features of major landforms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Systems: Structure and Properties |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 ESS.8.1.1 |
Classroom
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Instructional Resources |
| |
| · |
Resources, Earth Science Ch. 1 [Teaching Strategies]. |
| · |
Resources, Science Workbook WB42-48 [Teaching Strategies]. |
| · |
Resources, Supplemental Handouts comparing various landforms [Teaching Strategies]. |
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Assessment Resources |
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| · |
Science Book, Chapter 1 Test Earth Science AG31-36 [Textbook]. |
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Resources
The learner will be able to
identify common uses of Earth's resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Systems: Structure and Properties |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 ESS.8.1.2 |
Classroom
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Instructional Resources |
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| · |
Activity, Discussion [Teaching Strategies]. Discussions will be made about various natural resources and supplemental handouts will be used. We will classify air, water, soil, oil, coal, etc. as to their origins, uses, and availability. |
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Weather
The learner will be able to
chart weather conditions every day.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Systems: Structure and Properties |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 ESS.8.1.3 |
Classroom
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Instructional Resources |
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| · |
Activity, Weather [Teaching Strategies]. Students will daily discuss weather and its changes at our weather station. We will address the change in seasons with supplemental handouts and coloring pages. |
| · |
Resources, Video: Magic School Bus "Weather" [Teaching Strategies]. |
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Seasons
The learner will be able to
identify the sequence of seasons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Systems: Structure and Properties |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 ESS.8.1.4 |
Classroom
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| |
Instructional Resources |
| |
| · |
Resources, Supplemental Handouts: Seasons [Teaching Strategies]. |
| · |
Activity, Season "Walk" [Teaching Strategies]. We will walk around outside one day for each traditional season, and return to the classroom to color a picture of what we saw. |
| · |
Resources, Science Workbook: Handouts-Earth Science WB 65-73 [Teaching Strategies]. |
| · |
Resources, Earth Science Ch. 2 [Teaching Strategies]. Vocabulary: seasons |
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Assessment Resources |
| |
| · |
Science Book, Ch. 2 Test Earth Science AG 49-52 [Textbook]. |
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Severe Weather
The learner will be able to
demonstrate safety procedures related to severe weather.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Systems: Structure and Properties |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 ESS.8.1.5 |
Classroom
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| |
Instructional Resources |
| |
| · |
Activity, Discussion [Teaching Strategies]. We will discuss different weather conditions and practice fire drills, tornado drills, and thunderstorm drills. |
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Assessment Resources |
| |
| · |
Quiz, Observation [Teacher Notes]. Critique drills |
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Celcius Thermometer
The learner will be able to
read a celcius thermometer as a class.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Systems: Structure and Properties |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 ESS.8.1.6 |
Classroom
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| |
Instructional Resources |
| |
| · |
Resources, Weather Center [Teaching Strategies]. We will be working at a daily weather center, assigning a student each day to be a weather reporter. We will have a F & C thermometer located outside our door and will be read and discussed daily. We will compare the daily temperatures on a weather chart. |
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Solar System
The learner will be able to
illustrate the sequence of planets in the solar system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Objects in the Universe |
|
Master |
1.0 |
Arkansas Science Curriculum Frameworks 2005 ESS.10.1.1 |
Classroom
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| |
Instructional Resources |
| |
| · |
Resources, Video: Magic School Bus "Out of this World" [Teaching Strategies]. |
| · |
Resources, Supplemental Handouts to color planets [Teaching Strategies]. |
| · |
Resources, Room decorations [Teaching Strategies]. Our room will be filled with laminated posters of the solar system and individual planet information. Each student will have a ruler with all planets listed and pictured. Each child will choose a planet and do some individual research, with parental help, and report to the class with colored pictures and information gathered on that planet. |
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Assessment Resources |
| |
| · |
Quiz, Presentations [Teacher Notes]. I will grade students oral reporting of his/her chosen planet, as well as any information that the student has collected from the computer, library, magazines, etc. |
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