FIRST GRADE SCIENCE

Alaska Content Standards

 

Standard A.  A student should understand scientific facts, concepts, 

                        principles, and theories.

Standard B.  A student should possess and understand the skills of

                        scientific inquiry.

Standard C.  A student should understand the nature and history of

                        science.

Standard D.  A student should be apply scientific knowledge and skills

                        to make reasoned decisions about the use of science and

                        scientific innovations.

 

First Grade students will investigate insects, solids and liquids, pebbles, sand and silt. Students will develop scientific process skills by observing, communicating, classifying, measuring, predicting, and will carry out experiments.

·        Generate questions about familiar objects/events

·        Use tools to enhance observations

·        Group objects or events according to characteristics

·        Gain accuracy with estimations of quantity and attributes

·        Use data in tables, graphs, maps, or diagrams to answer specific, simple questions

·        Record observations and data with pictures, numbers, or written statements

·        Describe the relative position of objects by using two references (e.g., above and next to, below and left of)

·        Make new observations when discrepancies exist between two descriptions of the same object or phenomenon

·        Follow directions for safety using designated equipment

 

Alaska Science Performance Standards

 

A 1.  Students use models to represent structures and identify different scale relationships.

A 2.  Students observe physical properties of substances and observe that a substance maintains many of the same properties whether it is big or small.

A 3.  Students make observations of the daytime and nighttime sky over a period of time and chart the movement of objects.

A 4.  Students observe natural events and identify patterns in the weather and the seasons.

A 5.  Students show how objects can be moved without being touched, and how shadows are formed by light.

A 6.  Students observe and record changes in an object’s position and motion when applying a push or pull.

A 7.  Students observe and describe earth materials such as clay, silt, sand, rocks, and pebbles that exist in a variety of sizes, shapes, colors, and hardness.

A 8a.  Students observe and describe changes in matter and identify some changes that are easily reversible, and some that are not.

A 8b.  Students observe that the sun warms the land, air and water.

A 8c.  Students observe that there are many ways to produce heat and other forms of energy.

A 9.  Students identify examples of living and non-living things in their environment and demonstrate understanding that things change over time.

A 10.  Students use a hand lens to observe minute details of living things.

A 11.  Students identify similarities and differences between offspring and their parents.

A 12.  Students sort plants and animals into groups using consistent criteria, and describe how some characteristics are for the survival of the plant or animal.

A 13.  Students describe organisms that once lived on earth, but have completely disappeared.

A 14a.  Students identify those things which plants and animals need in order to survive and reproduce.

A 14b.  Students identify local animals that live together in groups.

A 14c.  Students listen to a story (from the past or present) that describes how a shortage or surplus of resources affects the survival of plants and animals.

A 15.  Students identify local landforms and resources.

B 1.  Students observe and describe their world.

B 2.  Students use appropriate measuring and observation instruments to explore the natural world around them.

B 3.  Students ask questions about the natural world.

B 4.  Students collaborate to investigative the natural world.

B 5.  Students differentiate between what they observe with their senses and what they interpret about those observations.

B 6.  Student learn classroom safety procedures, identify consequences or unsafe behavior, and practice safe behavior in the classroom and laboratory.

C 1.  Students will use observations to collect and identify facts.

C 2.  Students will compare observations and/or repeat observations to check for validity of results.

C 3.  Students recite a tribal folk lore describing a scientific event.

C 4.  Students observe a phenomenon and record a personal (non-scientific) belief about that phenomenon.

C 5.  Students work together to explore and share scientific discoveries about their environment.

C 6.  Students share information about their world that they have learned through observation.

C 7.  Students examine inventions and describe the human efforts required to produce it.

C 8.  Students observe and discuss phenomena that conflict with common sense.

D 1.  Students use science knowledge to describe everyday events.

D 2.  Students role-play and discuss the positive and negative consequences of a single scientific or technological event.

D 3.  Students propose and discuss solutions to simple problems.

D 4.  Students describe simple technology used in everyday life.

D 5.  Students discuss how tools are used to observe, measure, and make things that help us.

D 6.  Students retell examples of consequences that have resulted from their actions.

 

CORE CONCEPTS

 

Life Science

·        Discuss how to treat living things

·        Develop a curiosity and interest in insects and a respect for them as living things

·        Experience some of the great diversity of forms in the animal kingdom

·        Become familiar with some of the life sequences that different types of insects inhibit i.e., simple and complete metamorphosis

·        Observe the behaviors of insects at different stages of their life cycle

·        Provide for the needs of insects e.g., air, water, food, and space

·        Know that different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places

·        Explore cells in organism (e.g., know that there are things too small to be seen by the naked eye

·        Diagram the life cycle of a living thing

·        Discuss the pupa stage in butterfly and moth development

·        Compare cocoons to chrysalises

·        Study the differences between butterflies and moths

Physical Science

·        Develop a curiosity and interest in the objects that make up their world

·        Investigate materials constructively during free exploration and in a guided discovery mode

·        Recognize differences between solids and liquids

·        Observe and describe the properties of solids and liquids

·        Sort materials according to properties

·        Combine and separate solids of different particle sizes

·        Examine the properties of water

·        Learn that water takes the shape of its container and pours easily

·        Conclude that a liquid can change shape but not volume when moved from one container to another

·        Observe and describe what happens when other liquids are mixed with water

·        Investigate how oil mixed with water affects density and/or buoyancy

·        Perform a simplified scratch test on various solids

·        Group objects according to how hard they are

·        Arrange a group of objects by increasing hardness

·        Use information gathered to conduct an investigation on an unknown material

·        Know the properties of substances can change when the substances are mixed, cooled or heated

·        Explore that light can pass through some objects and not others

Earth/Space Science

·        Develop a curiosity and interest in the physical world around them

·        Know that Earth materials consist of solid rocks, soils, liquid water, and the gases of the atmosphere

·        Use a magnifier to examine soil

·        Observe, describe, and sort earth materials based on properties

·        Separate earth materials by size, using different techniques

·        Know rocks come in many sizes and shapes, from boulders to grains of sand and even smaller

·        Demonstrate that rocks can be broken down into small particles

·        Generate a list of rock characteristics e.g., texture, shape, color, size, etc.

·        Observe the similarities and differences in the materials in a river rock mixture: silt, sand, gravel, and small and large pebbles

·        Give examples of various kinds of pollution

·        Compare water that has passed through polluted soil and nonpolluted soil

·        Explore places where earth materials are used

·        Compare the ingredients in different soils

World of Work

·        Identifies medical professions as careers in the life sciences B.1,7;

·        Keeps a journal of occupations in the community that use science B.1,7; C.8; D.6;

·        Develops a list of questions about how science might be used in an occupation B.1,3,7; C.8; D.6;

·        Surveys parents on how science is used at their place of work B.1,2,3,7; C.4; D.6;

·        Discusses why safety is important in science careers B.1,3,6; D.6;

·        Graph the number of ways science is used in science occupations B.7; C.8; D.6;

·        Identifies tools that are used in science careers B.1,3,6;

 

 

Textbook:
ISBN#:
Publisher:
Insects 4A-742-7090 Foss
Solids & Liquids 4A-742-7210 Foss
Pebbles, Sand & Silt 4A-742-7188 Foss