LOGAN-ROGERSVILLE R-VIII SCIENCE CURRICULUM

GRADES KINDERGARTEN, FIRST, & SECOND

COURSE DESCRIPTION

In the grades K, 1, and 2, the curriculum science units of life, earth, and physical sciences are taught. All concepts taught are applied to daily life through a variety of activities and will sequentially build for future learning in the area of science.

COURSE RATIONALE

Science curriculum in grades K, 1, and 2 covers the life, earth, and physical sciences. This curriculum will provide the fundamental skills needed for future academic and life experiences.

Grade and/or Class: First Grade

Last Revision: 2001-2002

Writer: Becky Alexander

By the end of grade 2, all students should be able to

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
1. Explore and explain how magnification enhances the ability to observe the properties of small objects	I, A, 1a III, A, 1c	Students will work in small groups using magnification to explore and observe leaves, insects, soil samples, etc. to develop an explanation of the differences between that which is observed using/not using magnification.	Using exploration information gathered in activities, students will individually explain orally the difference between that which is observed using magnification and that which is not. (Smaller things can be seen more accurately.) See “Life Science” – UA, Ch 2, Lessons 3 & 4; Ch 1, Lessons 2 & 4	SC 1 SC 7	1.4, 1.6
2. Describe a material’s characteristics as its form and size changes.	III, A, 1d	In large and small group discussions, students will effectively describe a material as its form is changed to a solid, liquid, gas, and as its container changes size/shape.	Students will individually describe orally and in writing a material as it changes form. Oral scoring guide and written test in “Solids, Liquids, and Gas.” Student sample – Resource Guide	SC 1	1.6, 3.5
3. Explain how sunlight will affect the temperature of air and water	I, A, 7a III, B, 1a	In large and small group discussions, students will explain variations in temperature of air and water in sunny or shady areas two times daily for three days. See UB – Ch 2, “Sound, Heat, Light,” Lesson 6.	Students will individually give oral explanation of results of air and water temperature activity. (Temp. in sunlight will be warmer than that taken in shade). Answer will be considered correct or incorrect.	SC 1 SC 7	1.2, 1.3, 1.6

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
4. Explore and identify various sources of heat including light sources.	I, A, 2a III, C, 1a	In small groups students will explore light sources (light bulbs, sun, fireplace) to determine which give off heat. Students will explore heat sources by creating a chart showing temperature recorded 6 feet and 4 feet from each considered light source after 3-minute exposure. To determine heat from the sun, recordings will be taken in sun and shade.	After exploring various sources of heat and light, individually students will identify 3 sources of light which will also give off heat. See Unit B – Chapter 2 – “Sound, Light, Heat” Assessment Student Sample – Resource Guide UB – Ch 2	SC 1 SC 7	1.2
5. Observe how heat moves more easily through some materials than others causing them to increase temperature and to feel warmer.	I, A, 7a III, C, 2a	In small groups students will experiment to observe changes in temperature in various materials before/after exposure to heat source, using a light bulb as a heat sources, a thermometer to measure heat increases and several different materials to be exposed to the heat source.	Individually students will record observations of temperature change as heat moves through materials causing the materials to increase in temperature and feel warmer. See Unit B – Ch 2 “Sound, Light, Heat” Student sample – Resource Guide – UB – Ch2	SC 1 SC 7	1.2, 1.3, 1.6

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
6. Identify the type of motion an object is undergoing.	IV, B, 1a	In large or small groups students will explain the type of motion each object is undergoing (stopping, starting, falling, straight, zigzag, circular, etc.) after observing a feather falling, a merry-go-round, a swing moving, and/or a toy car moving on a hard surface,	Individually students will identify the type of motion an object is undergoing. Oral assessment (2 choices) Written assessment Student samples – See Resource Guide UB – Physical Science – Ch 3 – Lesson 1	SC 2	2.1, 3.5
7. Identify objects/materials which are attracted to a magnet.	IV, C, 1a	In large and small groups students will examine a large variety of objects using a magnet to identify those materials which are attracted to the magnet. Students will also observe the effect of one magnet on another.	Individually students will divide materials into 2 groups to identify materials which are attracted to a magnet and those which are not. Assessed by teacher observation	SC 2	1.2, 4.6

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
8. Explore and describe the relationship of the amount of force needed to move an object, mass of an object, and amount of change in the object’s motion and the simple machines which make movement of objects easier considering amount of force, mass of object and change in objects’ motion.	I, A, 3a I, A, 5A I, B, 2A II, C, 1a IV, C, 3a	In large and small groups students will explore the amount of force needed to move objects of differing mass as they travel up an inclined plane. Students will compare and measure and describe the relationship of mass to how easy it is to move up the plane; then repeat using objects of varying mass. Students will build a maze from cubes on a flat surface, move a table tennis ball through the maze using only air blown through a straw and experiment with more/less force of air blown through the straw.	Individually students will name and describe 2 ways to make an object move, the relationship of mass of an object to how much force is needed to move the object, and how to change the direction of movement of the object. Assessment given orally or written. Student Sample – Resource Guide Physical Science – UB – Ch 3 Lesson 3 Chapter Assessment – See Resource Guide UB – Ch 3	SC 2 SC 7 SC 8	1.2, 1.6
9. Compare and contrast use and abuse of the Earth’s natural resources and illustrate use of natural resources.	VI, A, 2a	In large and small groups students will discuss abuse/proper use of natural resources and make posters showing the comparison and contrast in use and abuse of natural resources. Videos/Books – See Resource Guide UB – Ch 3 – See Lessons 4 & 5	Individually students will compare/contrast the use and abuse of Earth’s resources by verbally telling one type of abuse of resources and one type of correct use of resources.	SC 5	1.5

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
10. Gather and share information and ideas about water conservation and the essential need for water by all living things while recognizing different points of view.	I, B, 1a I, B, 1b VI, A, 6a	Individually students will gather information by surveying family/friends on different ways to use water and compare findings with classmates while recognizing that points of view may differ as to what is an “essential need.” Individually students will share information by developing posters to illustrate abuse/proper use of water by living things.	In a large group presentation students will individually share the information they have gathered about the way(s) water is used responsibly and how it is not. Assessed orally – Teacher observation. Written assessment – see Resource Guide Unit C Earth Science, Chapter 1 – Lesson 4 Student sample of resource guide UC-Ch1-Lesson 4	SC 5 SC 7	1.1, 2.3, 4.3

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
11. Chart weather observations and examine the effect on human and animal activity and plant growth.	VI, B, 4a	In large and small groups students will chart weather/temperature for 1 week in each of the four seasons and examine how these weather patterns influence plant growth and animal activity. Students will be encouraged to use words such as rain, snow, hot, cold, and seasons and to relate typical weather patterns to seasonal changes.	Individually students use knowledge of weather charting and observations to explain the effect of the weather of a particular season on plants during that season. Answer is correct or incorrect. Desired answer example: Plants grow and have green leaves in the summer/warm weather. Students orally explain the effect weather has on people/animals. Desired answer example: Change in types of apparel, more indoor activity, animals hibernate or migrate, people do different types of outdoor activity. Oral assessment – teacher observation.	SC 5	1.2, 1.6, 1.3

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
12. Identify characteristics that determine whether an object or material is living or non-living and apply that knowledge to unknown samples	VII, A, 3a	In large and small groups students will observe pictures of a frog, a bee, and a flower; then students will identify common characteristics which determine they are living. Students will also observe pictures of a rock, a book, a stuffed toy, and a silk flower and identify these as non-living based on characteristics.	Individually students will correctly identify characteristics of living and non-living objects by correctly grouping pictures of objects into “Living” and “Non-Living” categories.	SC 5	1.2, 1.3, 3.5
13. Compare living things by observing and identifying one or more structure attributes.	I, A, 3a VII, C, 1b	In large and small groups students will observe pictures of animals and compare them by grouping them by number of legs, body coverings, ways of movement, etc. Students will brainstorm other ways of grouping and will use magnifiers to closely observe body coverings such as feathers, fur, scales, etc. Students will compare types of plants by identifying and grouping them by size, shape of leaves, flowers, etc.	Using pictures, students will individually compare animals or plants by using one or more structure attributes. 75% accuracy for mastery	SC 3 SC 7	1.6

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
14. Observe, identify and examine similarities and difference between animal parents and their offspring.	VII, D, 1a	In large and small groups students will use pictures, live animals, and videos to observe parents and off spring of various species; then they will identify and examine similarities and differences of inherited traits between parents and their offspring.	Individually students will observe pictures of a parent animal and its offspring, and identify and examine similarities between the parents and off spring. 75% accuracy for mastery	SC 3	1.6
15. Examine local plants and wildlife and identify their common basic needs and the ways in which they depend on each other and their environment.	II, A, 1a VIII, A, 2a	In large and small groups students will examine several animals living in the local area and identify food/environment they need to survive. This should include an examination of plants’ need to disperse their seeds the identification of ways in which other organisms help in the dispersal of those seeds. This will also include an examination of an aquarium. See Unit A – Animal and Plant Habitat – Ch. 3	In an oral and/or written assessment students will individually identify ways in which organisms in an aquarium or other habitat depend on each other. Oral/written assessment. See UA – Animals Ch 2 & 3, UA Animals –Habitat –Ch 3	SC 4 SC 8	1.3, 3.5

District Skill Competency	Frameworks Alignment	Activities	Assessment	Content Standards	Performance Standards
16. Identify ways man depends on living organisms for food, clothing, and shelter.	II, A, 1a VIII, A, 3a	In large and small group discussion, identify ways man depends on living organisms for food, clothing, and shelter. See Life Science Unit A – Ch 2 & 3 – Lesson 6	Individually students will orally identify four ways in which man depends on living organisms for food, clothing, and shelter. Rubric attached to Resource Guide Unit A – Ch 2 & 3 – Lesson 6 Student sample Unit A – Ch 2 & 3 – Lesson 6	SC 4 SC 8	2.3, 4.1
17. Give examples of how living things affect their environment and other living things.	II, A, 1a VIII, A, 1a	See Competencies # 9 & 10 See Resource Guide – UC Earth Science – Ch 1 - Lessons 4, 5, & 6	Students will orally give 2 examples of how living things affect their environment and other living things. 2 possible	SC 8 SC 4	1.3, 1.6, 4.1