Unit IV: Evolution s2

First Grade Science Course Description and Philosophy

Based on the Next Generation Science Standards, the Wildwood First Grade science program is designed to introduce and develop a foundation in five major units of study including (1) Sound/Light Waves, (2) From Molecules to Organisms: Structures and Processes, (3) Heredity: Inheritance and Variation of Traits, (4) Earth’s Place in the Universe, and (5) Engineering Design. Lessons are taught with concrete, hands-on activities that allow first time science experiences to leave lasting impressions. Life cycle concepts that are incorporated into various units include live caterpillars that change into butterflies, fertilized eggs that hatch in classroom incubators, and tadpoles that transform into frogs.

The performance expectations in first grade help students formulate answers to questions such as: “What happens when materials vibrate? What happens when there is no light? What are some ways plants and animals meet their needs so that they can survive and grow? How are parents and their children similar and different? What objects are in the sky and how do they seem to move?” First grade performance expectations include PS4, LS1, LS3, and ESS1 Disciplinary Core Ideas from the NRC Framework. Students are expected to develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. The idea that light travels from place to place can be understood by students at this level through determining the effect of placing objects made with different materials in the path of a beam of light. Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky. The crosscutting concepts of patterns; cause and effect; structure and function; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the first grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. (Next Generation Science Standards)

Text Reference: Various leveled non-fiction books for each unit of study Teacher generated resources manual for in class experiments Journeys and Transformations: The Monarch Butterfly Story, 2008 Next Generation Standards http://www.nextgenscience.org/next-generation-science-standards For differentiation, students, parents, and teachers will access Science A to Z http://www.sciencea-z.com/

Revised 2014

1 Unit I: Waves and their Applications in Technologies for Information Transfer

Essential Question: What are the properties of waves? How does this affect the way we see objects?

Objectives: Students will be able to:  Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.  Make observations to construct an evidence-based account that objects can be seen only when illuminated.  Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.  Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS Examples of vibrating materials that make sound Class participation Non-fiction books Teacher directed whole group Program resource videos and 1-PS4-1 could include tuning forks related to topic lessons internet links 1-PS4-2 and plucking a stretched Completion of 1-PS4-3 string. Examples of how workbook activities Educational videos Small group explorations Internet Links: 1-PS4-4 sound can make matter and corresponding http://www.brainpopjr.com/scienc vibrate could include worksheets Workbook Activities Discussions e/energy/ holding a piece of paper near a speaker making Discussions Program Resource Guidance during completion http://sciencenetlinks.com/lessons sound and holding an demonstrating guide of workbook activities /energy-sources-and-use/ object near a vibrating knowledge of subject tuning fork matter Learning centers http://sciencenetlinks.com/tools/w hat-is-sound-video/ Objects & Illumination Interactive journal Games and songs Examples of observations responses could include those made Art projects in a completely dark room, Performance Based a pinhole box, and a video Assessment of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light

Objects & Light Waves Examples of materials 2 could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror)

Student-designed tools for sound or light Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats

21st Century Skills Problem Solving: Students will work in groups to use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Have students present and discuss their device with the class.

Sustainability Discuss sources of light and how some sources use the Earth’s natural resources. Have students think of ways to reduce human impact on the environment in regards to electricity and energy. Designate a child (rotate periodically) to be your class’ Wildwood Sustainable Tiger to help turn off lights and other devices when not in use.

3 Unit II: From Molecules to Organisms: Structures and Processes Essential Question: How do plant and animal body structures/parts and behaviors function to help them survive and grow?

Objectives: Students will be able to:  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.  Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS

Student-Designed Solution to Class participation Non-fiction books Teacher directed whole Program resource videos 1-LS1-1 a Human Problem related to topic group lessons and internet links Examples of human problems Completion of workbook 1-LS1-2 that can be solved by activities and Educational videos Small group explorations Internet Links mimicking plant or animal corresponding worksheets http://www.brainpopjr.co solutions could include Workbook Activities Discussions m/science/animals/ designing clothing or Discussions equipment to protect bicyclists demonstrating knowledge Program Resource guide Guidance during http://www.brainpopjr.co by mimicking turtle shells, of subject matter completion of workbook m/science/plants/plantadap acorn shells, and animal scales; activities tations/ stabilizing structures by Interactive journal mimicking animal tails and responses Learning centers roots on plants; keeping out http://sciencenetlinks.com/ intruders by mimicking thorns Performance Based Games and songs lessons/investigating- on branches and animal quills; Assessment local-ecosystems/ and, detecting intruders by Art projects mimicking eyes and ears.

Behavior Patterns to Help Offspring Survive Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). 4 Differentiated Learning Activities The natural curiosity of young children makes science the ideal subject for differentiating activities. Students can observe and explore, inquire and expound on every subject. Learning centers at all levels can be created to reach every learner. The foundation that is being laid in the first grade classroom is a jumping off point for every child who is interested in learning more about animals, their lifestyles and their behaviors. Teachers encourage expansion on every topic at the comfort level of each student.

To help students understand this unit, they will participate in hands-on experiences to witness live caterpillars change into butterflies, fertilized eggs hatch in classroom incubators, and tadpoles transform into frogs. They will then complete activities relating to these experiences that are varied and leveled based on students’ individual needs/ability levels.

Ethical Decision Making/Character Education Each living thing has a purpose and a place in our world. Is one more valuable or expendable than another?

Unit III: Heredity: Inheritance and Variation of Traits Essential Question: Do plants and animals inherit traits from their parents? Do some of the traits vary from their parents?

Objectives: Students will be able to:  Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Evidence Based Account of Class participation Non-fiction books Teacher directed whole Program resource videos and 1-LS3-1 inherited and varied traits related to topic group lessons internet links Examples of patterns could Completion of include features plants or workbook activities and Educational videos Small group explorations Internet Links animals share. Examples of corresponding http://sciencenetlinks.com/le observations could include worksheets Workbook Activities Discussions ssons/changing-cicada/ leaves from the same kind of plant are the same shape but can Discussions Program Resource Guidance during http://sciencenetlinks.com/le differ in size; and, a particular demonstrating guide completion of workbook ssons/animal-diversity/ breed of dog looks like its knowledge of subject activities parents but is not exactly the matter same. Learning centers 5 Differentiated Learning Activities Student can keep a journal in which they list inherited and varied traits they have witnessed. Beginning learners can draw pictures, emergent learners can add captions, and higher-level learners can add written descriptions. Students can share journals with their classmates, allowing a child who is not proficient in writing to elaborate about their findings.

21st Century Skills Students can also participate in the FOSS Animals and Plants Module. The Plants and Animals Module provides experiences that heighten young students’ awareness of the different ways that plants and animals meet their needs. Students care for plants to learn what they need to grow and develop. They observe the structures of plants and discover ways to propagate new plants from mature plants (from seeds, bulbs, roots, and stem cuttings). They observe and describe changes that occur as plants grow, and organize their observations on a calendar and in a notebook. They build a terrarium and provide for the needs of both plants and animals living together in a classroom habitat. They read about and view photographs and videos of plants and animals living in different habitats.

Unit IV: Earth’s Place in the Universe Essential Question: Can you observe, describe, and predict patterns of motion of the sun, moon, and stars in the sky? Can you observe, describe, and predict patterns of the sunrise and sunset?

Objectives: Students will be able to:  Use observations of the sun, moon, and stars to describe patterns that can be predicted.  Make observations at different times of year to relate the amount of daylight to the time of year.

6 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS Predicted patterns of the sun, moon, and stars Class participation Non-fiction books Teacher directed whole Program resource videos and 1-ESS1-1 Examples of patterns could related to topic group lessons internet links 1-ESS1-2 include that the sun and moon Completion of appear to rise in one part of the workbook activities and Educational videos Small group explorations Internet Links sky, move across the sky, and corresponding http://sciencenetlinks.com/less set; and stars other than our worksheets Workbook Activities Discussions ons/sky-4-the-moon/ sun are visible at night but not during the day. Assessment of Discussions Program Resource Guidance during http://sciencenetlinks.com/less star patterns is limited to stars demonstrating guide completion of workbook ons/star-search/ being seen at night and not knowledge of subject activities during the day. matter http://sciencenetlinks.com/less Learning centers ons/sky-1-objects-in-the-sky/ Daylight and Time of Year Interactive journal Emphasis is on relative responses Games and songs http://www.brainpopjr.com/sci comparisons of the amount of ence/space/ daylight in the winter to the Performance Based Art projects amount in the spring or fall. Assessment Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight. The performance expectations above were developed using the following elements from

Differentiated Learning Activities Students will prepare a project that shows something they have learned about our sky. Some may choose to do models, others will look up information, and others may choose to do an illustration. Each child can work at his/her own level, ability and interest level.

21st Century Skills Students can also take part in the FOSS Air and Weather Module. The Air and Weather Module consists of four sequential investigations, each designed to introduce concepts in earth science. The investigations provide opportunities for young students to explore the natural world by using simple tools to observe and monitor change. Students will have the opportunity to observe the location of the Sun and the Moon in the sky over a day and the change in the appearance of the Moon over a month, as well as various other engaging earth science investigations.

7 Unit VI: Engineering Design Essential Question:  A situation that people want to change or create can be approached as a problem to be solved through using what technique?  Are asking questions, making observations, and gathering information helpful in thinking about problems?  Before beginning to design a solution, it is important to clearly understand what?  How can designs be conveyed? o Why are these representations useful?  Because there is always more than one possible solution to a problem, is it useful to compare and test designs?

Objectives: Students will be able to:  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.  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.  Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

8 Inventions to Solve Simple Class participation Non-fiction books Teacher directed whole Program resource videos K-2-ETS1-1 Problems related to topic group lessons and internet links K-2-ETS1-2 Ask questions, make Completion of K-2-ETS1-3 observations, and gather workbook activities Educational videos Small group Internet Links information about a situation and corresponding explorations http://sciencenetlinks.com people want to change to define worksheets Workbook /lessons/build-a-better- a simple problem that can be Activities Discussions pencil/ solved through the development Discussions of a new or improved object or tool. demonstrating Program Resource Guidance during http://sciencenetlinks.com knowledge of guide completion of workbook /lessons/inventions-2-the- Object Shape and Function subject matter activities impact/ Develop a simple sketch, drawing, or physical model to Interactive journal Learning centers illustrate how the shape of an responses http://www.brainpopjr.co object helps it function as needed Games and songs m/science/scienceskills/ to solve a given problem.

Evaluation of Inventions Performance Based Art projects Analyze data from tests of two Assessment objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

21st Century Learning Problem Solving: Have students design a new tool to help them in their everyday lives. Have students identify the tool they want to design, think about the parts they will need, draw a picture of their design, label the parts, and finally write about it. Have students present their designs to the class, while the audience identifies the strengths and weaknesses of each invention and its main function.

Ethical Decision Making/Character Education Discuss with students the appropriate way to respond to a classmate’s thoughts, opinions, and work. For example, when the students present their inventions encourage them to be positive and respectful with their classmates. Reinforce the concept that we all have different opinions and demonstrate ways to appropriately convey disagreeing thoughts or opinions with others.