Troup County School System s6

Troup County School System Science Curriculum Map First Grade – Third Quarter Each underlined standard/element is a direct link to formative assessment examples. Physical Science Pacing: Light (P1.a,b) – about 13 days, Sound (P1.c,d,e) – about 12 days, Magnets (P2.a-c) – about 15 days Review – about 4 days Light (P1.a,b) – about 13 days GPS Standards Essential Questions Vocabulary System Resources Activating and Summarizing Strategies – can be used with S1P1 Students will S1P1.a S1P1.a any lesson investigate light and sound. Investigate S1P1.a Light Sources of Light – video (2:21) a. Recognize sources of light. What are some sources of Sources of light: Night Lights – activity In Kindergarten, students light? sun, fire, light bulb, recognized that the Sun candle, stars, moon Light Scavenger Hunt (Sid the Science Kid): supplies heat and light to Earth. video lesson New learning is to recognize other sources of light. Brain POP Jr: Light

Light and Dark: lesson plan student activity

HM Science:  P1.a Chapter 3, Lessons 1 and 2 Lab Experience:  Direct Inquiry Lesson: Shine Light– Student Text 105

Discovery Education:  Exploring Heat and Light (10:00)

Georgia Frameworks: Light and Shadows

Click here for other lessons and resources

Light (P1.a,b) – continued GPS Standards Essential Questions Vocabulary System Resources Troup County Schools 2016-2017 1 1st Grade Physical Science 3rd Quarter S1P1 Students will S1P1.b S1P1.b S1P1.b investigate light and sound. Shadows Unit: Teacher Plans Student pages b. Explain how shadows are How are shadows made? Shadows Me and My Shadow: Unit Plan Background made. How do weather conditions Shadow Investigations (Sid the Science Kid): affect shadows? video lesson

HM Science:  P1.b Chapter , Lesson Lab Experience:  Express Lab Card 9: Make Shadows – TE 107

Reading A-Z:  Monsters’ Stormy Day Guided Reading Level G  Flashlight Shadow Show Guided Reading Level F

Discovery Education:  What’s In a Shadow (14:31)  Understanding Shadows (4:55)  Blue Dragon: Shadow Play (13:10)

Georgia Frameworks: Light and Shadows

Sound (P1.c,d,e) – about 12 days GPS Standards Essential Questions Vocabulary System Resources

Troup County Schools 2016-2017 2 1st Grade Physical Science 3rd Quarter S1P1.c, S1P1.d, S1P1.e S1P1 Students will S1P1.c, S1P1.d, S1P1.e S1P1.c, S1P1.d, investigate light and sound. S1P1.e Making Music:  Lesson 1 PPT RM 1 RM 2 RM 3 c. Investigate how vibrations How is sound produced?  Lesson 2 PPT RM 4 produce sound. Vibrations  Lesson 3 PPT RM 5 RM 6  Lesson 4 PPT RM 7 RM 8 d. Differentiate between various What is the difference  Lesson 5 PPT RM 9 sounds in terms of (pitch) high between pitch and Differentiate  Lesson 6, Day 1 PPT RM 10 or low and (volume) loud or volume? Pitch  Lesson 6, Day 2 PPT RM 10 RM 11 soft. Volume  Lesson 7, Day 1 PPT RM 12 What are some  Lesson 7, Day 2 PPT RM 13 e. Identify emergency sounds examples of emergency Emergency Sounds and sounds that help us stay sounds? safe. How do emergency sounds keep us safe? Chicken Sounds from a Cup – activity There’s Science in the Music – video from Bill Nye the Science Guy (2:51)

Sound – PowerPoint

Sensational Sound: Unit Plan Background

Brain POP Jr: Sound Pitch activity

Understanding Vibrations and Pitch – video (2:36)

Straw Kazoo:  Video with background and discussion questions  Student Activity

Georgia Frameworks: Sound

Resources continued on the next page

Sound (P1.c,d,e) – continued GPS Standards Essential Questions Vocabulary System Resources

Troup County Schools 2016-2017 3 1st Grade Physical Science 3rd Quarter S1P1.c, S1P1.d, S1P1.e S1P1 Students will S1P1.c, S1P1.d, S1P1.e S1P1.c, S1P1.d, HM Science: investigate light and sound. S1P1.e  P1.c Chapter 3, Lesson 3  P1.d Chapter 3, Lesson 4 c. Investigate how vibrations  P1.e no match produce sound. Lab Experience:  Direct Inquiry Lesson: Make Sounds– Student Text 112-113 d. Differentiate between various  Direct Inquiry Lesson: Different Sounds – Student Text 118-119 sounds in terms of (pitch) high or low and (volume) loud or Discovery Education: soft.  A First Look: Sound (17:00)  Zin! Zin! Zin! A Violin (12:00)  Musical Max (9:20) e. Identify emergency sounds and sounds that help us stay  What Happens When There Is a Call to the Fire Department? safe. (1:20)  The Wonder of Sound (13:00)

Magnets (P2.a-c) – about 15 days GPS Standards Essential Questions Vocabulary System Resources

Troup County Schools 2016-2017 4 1st Grade Physical Science 3rd Quarter S1P2 Students will demonstrate S1P2 S1P2 S1P2 effects of magnets on other Best Practices Lesson: Magnets magnets and other objects. Magnet Song a. Demonstrate how magnets Why do magnets attract and Magnets attract and repel. repel? Attract (pull) Magnificent Magnets: Unit Plan Background Repel (push) b. Identify common objects that are What objects and materials will Brain POP Jr.: Magnets attracted to a magnet. a magnet attract (pull)? Magnetism Stick to It – lesson What objects and materials will a magnet repel (push)? Magnet Attraction – exploration sheet

Magnetic Attraction Recording sheet How can magnets attract  Recording sheet Key c. Identify objects and materials metals through objects and (air, water, wood, paper, your materials such as air, water, Hungry Hounds Magnet Activity hand, etc.) that do not block wood, paper, clothes, soft magnetic force. drink can, etc.? Make a Magnet – student activity

Magnet Activities for Kids – list of activities

Georgia Frameworks: Magnets

Magnets – Podcast Magnets Attract – Podcast Magnet Attraction - Podcast

Magnets and Springs: lesson plan student activity

Resources continued on the next page

Magnets (P2.a-c) – continued GPS Standards Essential Questions Vocabulary System Resources

Troup County Schools 2016-2017 5 1st Grade Physical Science 3rd Quarter S1P2 Students will demonstrate S1P2 S1P2 S1P2 effects of magnets on other magnets and other objects. HM Science:  P2.a Chapter 4, Lessons 1 and 2  P2.b Chapter 4, Lesson 1 Ongoing Standards  P2.c Chapter 4, Lesson 3 Vocabulary Lab Experience: S1CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will Curiosity, honesty,  Direct Inquiry Lesson: Test Magnets – Student Text 132- exhibit these traits in their own efforts to understand how the world works. openness, skepticism 133 a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.  Express Lab Card 12: Observe Magnets – TE 135 S1CS2 Students will have the computation and estimation skills necessary for analyzing data Direct and followingInquiry Lesson: scientific Filing PatternsComputation, – Student estimation, Text 140- explanations. 141 analyzing, data, scientific a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences. Direct Inquiry Lesson: Observeexplanation, Force – Student Text 146- b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge147 the reasonableness of reasonableness, estimate the answer.  Express Lab Card 14: Move Objectsquantitative with Magnets – TE c. Give rough estimates of numerical answers to problems before doing them formally. 149 d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring. S1CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific Tools, instruments, activities. Reading A-Z: observing, measuring, a. Use ordinary hand tools and instruments to construct, measure, and look at objects.  The Power of Magnets Guided manipulating,Reading Level K construct, b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing assemble, reassemble, objects. Discovery Education: c. Identify and practice accepted safety procedures in manipulating science materials and equipment. A First Look: Magnets (17:00) S1CS4 Students will use the ideas of system, model, change, and scale in exploring scientific Magnets and technological and Electricity (15:00)System, model, scale, size, matters.  What Do Magnets Attract? (1:45)weight, color, movement, a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. age, speed b. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change. Click here for other lessons and resources c. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things. S1CS5 Students will communicate scientific ideas and activities clearly. Communicate, shape, a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. texture, size, weight, color, b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described. motion, features S1CS6 Students will be familiar with the character of scientific knowledge and how it is achieved. Character of scientific Students will recognize that: knowledge, criticism, a. When a science investigation is done the way it was done before, we expect to get a similar result. Kinds of scientist b. Science involves collecting data and testing hypotheses. c. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests. d. All different kinds of people can be and are scientists. S1CS7 Students will understand important features of the process of scientific inquiry. Scientific inquiry, precise, Students will apply the following to inquiry learning practices: conclusions, consensus, a. Scientists use a common language with precise definitions of termsTroup to make County it Schoolseasier to 2016-2017 communicate their observations to 6 each other. 1st Grade Physical Science b. In doing science, it is often helpful to work as a team. All team members should3rd reachQuarter individual conclusions and share their understandings with other members of the team in order to develop a consensus. c. Tools such as thermometers, rulers, and balances often give more information about things than can be obtained by just observing things without help.