Science Grade 1 Unit 1 Guide 2010

Office of Elementary Education
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Grade 1 Science Instruction Unit Guide Standard 4: Chemistry Standard 5: Physics
WCPS 2010-2011
Grade 1 Standard 4: Chemistry and Standard 5: Physics
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Table of Contents
Standard 4: Chemistry Standard 5: Physics
Topic
Maryland State Curriculum for Science Alignment Vertical Content Map Planning Guide Instructional Support for Science Objectives Word Cards and Vocabulary Sort Careers in Chemistry and Physics Concept Attainment for Liquids and Solids Formative Assessments Literature To Support Chemistry and Physics Websites To Support Chemistry and Physics Unit 1 Assessment and Key
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3-11 12-15 16-31 32-53 54-90 91 92-104 105-117 118-125 126-127 128-137
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Maryland State Curriculum for Science

WCPS 2010-2011 Grade 1 Standard 4: Chemistry and Standard 5: Physics
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A. CONSTRUCTING KNOWLEDGE 1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out. a. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
Science Correlations/Resources
Investigation 1 Parts 1-3 Investigation 2 Parts 1-3 Investigation 3 Parts 1-4 Investigation 4 Parts 1-3 Science Stories: Everything Matters & Solids to Liquids Investigation 1 Parts 1-3 Investigation 2 Parts 1-3 Investigation 3 Parts 1-4 Investigation 4 Parts 1-3 Science Stories: Everything Matters & Solids to Liquids Investigation 1 Parts 1-3 Investigation 2 Parts 1-3 Investigation 3 Parts 1-4 Investigation 4 Parts 1-3
b. Seek information through reading, observation, exploration, and investigations.
c. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
d. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result. e. Participate in multiple experiences to verify that science investigations generally work the same way in different places. f. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl). g. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and
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describing things and experiences.
Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. B. APPLYING EVIDENCE AND REASONING 1. People are more likely to believe your ideas if you can give good reasons for them. a. Provide reasons for accepting or rejecting ideas examined.
Investigation 1 Parts 1-3 Investigation 2 Parts 1-3 Investigation 3 Parts 1-4 Investigation 4 Parts 1-3 Investigation 1 Parts 1-3 Investigation 2 Parts 1-3 Investigation 3 Parts 1-4 Investigation 4 Parts 1-3 Investigation 1 Parts 1-3 Investigation 3 Parts 1-4 Investigation 4 Parts 1-3
b. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas.
c. Explain why it is important to make some fresh observations when people give different descriptions of Investigation 2 Parts 1-3 the same thing.
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. C. COMMUNICATING SCIENTIFIC INFORMATION 1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question. a. Describe things as accurately as possible and compare observations with those of others. b. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
Investigation 1 Parts 1-3 Investigation 2 Part 1 Investigation 1 Parts 1-3 Investigation 2 Parts 1-2
c. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth). d. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean. e. Recognize that everybody can do science and invent things and ideas.
Investigation 1 Parts 1-3
Investigation 1 Parts 1-3 Investigation 2 Part 1 Investigation 1 Parts 1-3
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Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. D. TECHNOLOGY 1. Design and make things with simple tools and a variety of materials. a. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task. b. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all. c. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like. d. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut). e. Explain that sometimes it is not possible to make or do everything that is designed. 2. Practice identifying the parts of things and how one part connects to and affects another. a. Investigate a variety of objects to identify that most things are made of parts b. Explain that something may not work if some of its parts are missing. c. Explain that when parts are put together, they can do things that they couldn't do by themselves. 3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble. a. Explain that a model of something is different from the real thing but can be used to learn something about the real thing. b. Realize that one way to describe something is to say how it is like something else.
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Investigation 1 Part 3
Office of Elementary Education Grade 2 Standard 4.0 Chemistry ~ Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. A. Structure of Matter 1. Cite evidence from investigations that most things are made of parts. a. a. Examine a variety of objects, such as toys, objects made from Legos or Tinker Toys to identify and describe the parts from b. c. which they are made. b. Take objects apart and rearrange the parts to identify and d. describe the ways the parts work together. . B. Conservation of Matter 1. Provide evidence from investigations that things can be done to materials to change some of their properties. b. Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc. Investigation 4 Parts 1-2 Science Stories: Solids to Liquids Investigation 1 Parts 1-2 Investigation 3 Part 1 Investigation 1 Parts 1-2 Investigation 3 Part 1 Science Correlations
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Other Correlations
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Office of Elementary Education Grade 2 Standard 4.0 Chemistry ~ Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. D. Physical and Chemical Changes 1. Provide evidence from investigations to identify processes that can be used to change physical properties of materials. b. Compare the observable properties of objects before and after hey ha have been subjected to various processes. c. Ask and seek answers to "What if" questions about what might happen to the materials if different processes, such as heating, freezing, and dissolving were used to change them. Science Correlations
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Other Correlations
Investigation 1 Parts 1-2 Science Stories: Everything Matters & Solids to iquids
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Office of Elementary Education Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. C. ELECTRICITY AND MAGNETISM 3. Describe the effect magnets have on a variety of objects. a. Classify materials based on their behavior in the presence of a magnet. b. Describe how the magnet affects the behavior of objects within each group. Solids and Liquids, Investigation 3, Science Ext., p. 31 Solids and Liquids, Investigation 3, Science Ext., p. 31 Science Correlations
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Office of Elementary Education Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. B. ENVIRONMENTAL ISSUES 1. Recognize that caring about the environment is an important human activity. Ongoing Classroom/School Environment a. Recognize and describe that individual and group actions, such as recycling, help the environment. b. Recognize and describe that individual and group actions, such as littering, harm the environment. c. Give reasons why people should take care of their environments. Science Correlations
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Vertical Content Map for Earth/Space Science

Kindergarten Grade 1 Grade 2 4.0 Chemistry - Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. A. Structure of Matter 1. Compare the observable properties of a variety of objects and the materials they are made of using evidence from investigations. a. Examine and describe various objects in terms of materials, such as clay, cloth, paper, etc. form which they are made. b. Based on data, describe the observable properties, such as size, shape, color, and texture of a variety of objects. c. Identify and compare the properties of materials of objects are made of and the properties of objects. None Provided by MSDE A. Structure of Matter 1. Cite evidence from investigations that most things are made of parts. a. Examine a variety of objects, such as toys, objects made from Legos or Tinker Toys to identify and describe the parts from which they are made. b. Take objects apart and rearrange the parts to identify and describe the ways the parts work together.
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4.0 Chemistry - Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. B. Conservation of Matter 1. Provide evidence from investigations that things can be done to materials to change some of their properties. b. Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc. Instructional Note: Have the students use a magnifying instrument to investigate samples of materials. D. Physical and Chemical Changes 1. Provide evidence from investigations to identify processes that can be used to change physical properties of materials. None Provided by MSDE None Provided by MSDE
None Provided by MSDE
b. Compare the observable properties of objects before and after they have been subjected to various processes.
c. Ask and seek answers to "What if" questions about what might happen to the materials if different processes, such as heating, freezing, and dissolving were used to change them. Instructional Note: Have the students investigate properties of materials when several materials are combined to make a mixture.
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Kindergarten
Grade 1
Grades 2 & 3
Standard 5.0 Physics Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. C. ELECTRICITY AND MAGNETISM 3. Observe and gather information from the explorations to describe how magnets affect some objects. a. Observe and describe what happens when magnets are placed on or near objects made of different materials. C. ELECTRICITY AND MAGNETISM 3. Describe the effect magnets have on a variety of objects. a. Classify materials based on their behavior in the presence of a magnet. b. Describe how the magnet affects the behavior of
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Office of Elementary Education b. Raise and seek answers to questions about what happened to the objects investigated and/or to the magnet. objects within each group.
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Kindergarten
Grade 1
Grades 2
Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. B. Environmental Issues 1. Identify aspects of the environment that are made by humans and those that are not made by humans. a. Identify features of the environment, such as parks, zoos, buildings, etc. that are made by humans. b. Identify features of the environment, such as soil rocks, water, etc. that are not made by humans. B. ENVIRONMENTAL ISSUES 1. Recognize that caring about the environment is an important human activity. a. Recognize and describe that individual and group actions, such as recycling, help the environment. b. Recognize and describe that individual and group actions, such as littering, harm the environment. c. Give reasons why people should take care of their environments. B. Environmental Issues 1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment. a. Identify and describe that individuals and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can extend the natural resources of the environment. b. Identify and describe that individual and group actions, such as leaving the lights on, wasting water, or throwing away recyclables, can limit the natural resources of the environment.
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Standard 4: Chemistry and Standard 5: Physics Planning Guide

Time State Curriculum Objectives Session 1 1.A.1.a-c 1.B.1.a-c 1.C.1.a-e 4.A.1.a-b 4.D.1.b FOSS Solids and Liquids: Investigation 1 Part 1 1. Guiding the Investigation, steps 1-11 2. Wrapping Up Part 1, steps 1213 solid observe property flexible rigid rough smooth transparent opaque senses taste smell feel sound see scientist WCPS 2010-2011 Grade 1 Standard 4: Chemistry and Standard 5: Physics Focus Question How can solids be described? A property describes something about an object. We use our senses to observe properties of solids. y y Be sure to develop classroom routines for science. How do we work as scientists? What are our roles/jobs? Reinforce that a scientist uses their senses to make observations. Lesson Overview Vocabulary Formative Assessment Extensions and Modifications
Office of Elementary Education Time State Curriculum Objectives Session 2 1.A.1.a-c 1.B.1.a-c 1.C.1.a-e 4.A.1.a-b 4.D.1.b FOSS Solids and Liquids: Investigation 1 Part 2 1. Guiding the Investigation, steps 1-8 2. Wrapping Up Part 2, steps 9-10 cylinder compare same different sort Focus Question In what ways are some solids the same? Solids are things that are hard, soft, transparent, rough, smooth, and not squishy, and you cant drink them. Students should also be encouraged to observe how some solids are the same. y y Lesson Overview Vocabulary Formative Assessment
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Continue to develop and reinforce classroom routines for science. How do we work as scientists? What are our roles/jobs? Reinforce that a scientist uses their senses to make observations. Reinforce that scientists make comparisons when making observations.
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Office of Elementary Education Time State Curriculum Objectives Session 3 1.A.1.a-c 1.B.1.a-c 1.C.1.a-e 1.D.1.a FOSS Solids and Liquids: Investigation 1 Part 3 1. Guiding the Investigation, steps 1-7 2. Wrapping Up Part 3, steps 8-10 engineer tower straight tall light heavy top bottom y middle wide flat base Session 4 FOSS Solids and Liquids: Investigation 1 Part 3 1. Science Story: Everything Matters Refer to Science Stories Folio for Lesson Focus Question: What is matter? Matter is anything that takes up space ~ a solid, liquid, or gas. y Focus Question How can the properties of solids be used? Solids that are straight, tall, and light are good for the top of towers. Solids that are heavy, wide, or flat make good bases. Lesson Overview Vocabulary Formative Assessment
You may need to plan for this session to be 60 minutes. Students are building towers. The students may struggle rebuilding their towers if the session is split into 2 days. y Continue to develop and reinforce classroom routines for science. How do we work as scientists? What are our roles/jobs? Reinforce that a scientist uses their senses to make observations. Reinforce that scientists make comparisons when making observations.
Audio for Science Story is available on Fossweb.com.
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Office of Elementary Education Time State Curriculum Objectives Session 5 All mentioned from Investigation 1 Investigation 1 Reflections and Formative Assessment Reflection Questions How do we work as scientists? How do scientists use their senses to make observations? How do scientists make comparisons? What is matter? How would you describe solids? How are solids the same/different? Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 6 1.A.1.a-c 1.B.1.a-c 1.C.1.a- b, d FOSS Solids and Liquids: Investigation 2 Part 1 1. Guiding the Investigation, steps 1-7 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 7 FOSS Solids and Liquids: Investigation 2 Part 1 1. Guiding the Investigation, steps 1-7 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 8 FOSS Solids and Liquids: Investigation 2 Part 1 1. Guiding the Investigation, steps 1-7 for 2 group rotations 2. Wrapping Up Part 1, steps 8-9 liquid flow tornado bubbles slow fast flow y Focus Question How do liquids differ from each other? Some liquids move fast, some move slowly, some make the bottle roll easily, some make bubbles, some make tornados when you shake them. y Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 9 1.A.1.a-c 1.B.1.a-c 1.C.1.b FOSS Solids and Liquids: Investigation 2 Part 2 1. Guiding the Investigation, steps 1-12 2. Wrapping Up Part 2, steps 1314 bubbly has color colorless foamy y translucent transparent viscous splash y Focus Question How do liquids differ from each other? Solids stay together and liquids splash. y Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 10 1.A.1.a-c 1.B.1.a-c FOSS Solids and Liquids: Investigation 2 Part 3 1. Guiding the Investigation, steps 1-10 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 11 FOSS Solids and Liquids: Investigation 2 Part 3 1. Guiding the Investigation, steps 1-10 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 12 FOSS Solids and Liquids: Investigation 2 Part 3 1. Guiding the Investigation, steps 1-10 for 2 group rotations 2. Wrapping Up Part 3, steps 1113 level Focus Questions How do liquids flow when a bottle is tipped upside down? How does the same amount of liquid look in various shapes of containers? In what ways are all liquids the same? Liquids take the shape of whatever container they are in. The surface of a liquid always stays level. y Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 13 1.A.1.a-c 1.B.1.a-c FOSS Solids and Liquids: Investigation 2 Part 3 1. Science Story: Solids and Liquids Refer to Science Story Folio for lesson. Session 14 All mentioned for Investigation 2 Investigation 2 Reflections and Formative Assessment Reflection Questions How do we work as scientists? How do scientists use their senses to make observations? How do scientists make comparisons to make observations? What are some solids and liquids we observed? What observations did we make about liquids? How are liquids and solids different? Focus Question What is the difference between solids and liquids? Lesson Overview Vocabulary Formative Assessment
Audio for Science Story is available on Fossweb.com.
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Office of Elementary Education Time State Curriculum Objectives Session 15 1.A.1.a-c 1.B.1.a-c 4.A.1.a-b FOSS Solids and Liquids: Investigation 3 Part 1 1. Guiding the Investigation, steps 1-9 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 16 FOSS Solids and Liquids: Investigation 3 Part 1 1. Guiding the Investigation, steps 1-9 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. cornmeal lima bean mung bean pinto bean rice particle grain powder pile pour scoop Focus Question Are these materials solids or liquids? Small solids can pour and fit containers like liquids. Small solids pile up, stay in pieces, and are noisier than liquids. Flour, sugar, baby powder, and snack mix are small solids. y y Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 17 1.A.1.a-c 1.B.1.a-c 4.A.1.a-b FOSS Solids and Liquids: Investigation 3 Part 2 1. Guiding the Investigation, steps 1-10 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 18 FOSS Solids and Liquids: Investigation 3 Part 2 1. Guiding the Investigation, steps 1-10 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 19 FOSS Solids and Liquids: Investigation 3 Part 2 1. Guiding the Investigation, steps 1-10 for 2 group rotations 2. Wrapping Up Part 2, steps 1112 powder mixture screen separate sift Focus Question How can mixtures of solid particles be separated? Hands and screens can be used to separate a mixture of solids. y Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 20 1.A.1.a-c 1.B.1.a-c FOSS Solids and Liquids: Investigation 3 Part 3 1. Guiding the Investigation, steps 1-9 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 21 FOSS Solids and Liquids: Investigation 3 Part 3 1. Guiding the Investigation, steps 1-9 for 2 group rotations 2. Closure: Have the students discuss the focus question with their group members. Session 22 FOSS Solids and Liquids: Investigation 3 Part 3 1. Guiding the Investigation, steps 1-9 for 2 group rotations 2. Wrapping Up Part 3, steps 1011 Solids are noisier than liquids when you shake them. Some liquids drip from the top when the bottle is turned over, and solids do not. static curve Focus Question How do particles of solids move in bottles? When you spin the bottles, solids make a curve and stay that way. Liquids always become flat. Viscous liquids do not roll, and all the solids roll. Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 23 1.A.1.a-c 1.B.1.a-c FOSS Solids and Liquids: Investigation 3 Part 4 1. Guiding the Investigation, steps 1-4 2. Wrapping Up Part 4, steps 5-6 Focus Question How do you know which screens to use for separating a mixture of solids? Solid particles that are smaller than the holes will go through the screen. Liquids flow, they take the shape of their container, the surface is flat and level with the floor. Solids have shape that doesnt change. Session 24 FOSS Solids and Liquids: Investigation 3 Part 4 1. Science Story: Solids to Liquids and Back Again Refer to Science Story folio for lesson. Investigation 3 Reflections and Formative Assessment Focus Questions How do solids change to liquids? How do liquids change to solids? y Lesson Overview Vocabulary Formative Assessment
Audio of Science Story is available on Fossweb.com.
Session 25
All Mentioned in Investigation 3
Reflection Questions How are solids and liquids different/same? How did we separate different size solids?
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Office of Elementary Education Time State Curriculum Objectives Session 26 1.A.1.a-c 1.B.1.a-c 4.B.1.b FOSS Solids and Liquids: Investigation 4 Part 1 1. Guiding the Investigation, steps 1-12 2. Closure: Have the students discuss the focus question with their group members. Session 27 FOSS Solids and Liquids: Investigation 4 Part 1 1. Guiding the Investigation, steps 13-20 2. Closure: Have the students discuss the focus question with their group members. Session 28 FOSS Solids and Liquids: Investigation 4 Part 1 1. Guiding the Investigation, steps 21-26 2. Wrapping Up Part 1, steps 2728 mixture bigger change dark disappear dissolve crystal evaporate swollen Focus Questions What happens when different solids are mixed with water? How can a mixture of water and solids be separated? When solids and liquids mix, the solids can get bigger, darker, dissolve, or soft, or nothing can happen. Hand, screens, and evaporation can separate a mixture. y Lesson Overview Vocabulary Formative Assessment
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Office of Elementary Education Time State Curriculum Objectives Session 29 1.A.1.a-c 1.B.1.a-c 4.B.1.b FOSS Solids and Liquids: Investigation 4 Part 2 1. Guiding the Investigation, steps 1-9 2. Closure: Have the students discuss the focus question with their group members. Session 30 FOSS Solids and Liquids: Investigation 4 Part 2 1. Guiding the Investigation, steps 10-11 2. Wrapping Up Part 2, steps 1214 Session 31 FOSS Solids and Liquids: Investigation 4 Part 2 1. Science Story: Mix It Up! Refer to Science Story folio for lesson. Focus Questions What happens when you mix liquids? What happens when you mix solids? Other liquids mixtures are bath oil and water, chocolate syrup and milk, and salad dressing. layer oil Focus Questions What happens when water is mixed with different liquids? Liquid mixtures can swirl, mix completely, or make layers. Oil and water always make layers. Some viscous liquids with water make layers for a while. Lesson Overview Vocabulary Formative Assessment
Audio for Science Story is available on Fossweb.com
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Office of Elementary Education Time State Curriculum Objectives Session 32 1.A.1.a-c 1.B.1.a-c FOSS Solids and Liquids: Investigation 4 Part 3 1. Guiding the Investigation, steps 1-9 2. Closure: Have the students discuss the focus question with their group members. Focus Question Is toothpaste a solid, liquid, a mixture, or some other form of matter? Other unusual things that wed like to investigate are shaving cream, jelly, peanut butter, gelatin, and oobleck. Lesson Overview Vocabulary Formative Assessment
Session 33
FOSS Solids and Liquids: Investigation 4 Part 3 1. Guiding the Investigation, steps 1-9 2. Closure: Have the students discuss the focus question with their group members.
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Office of Elementary Education Time State Curriculum Objectives Session 34 1.A.1.a-c 1.B.1.a-c FOSS Solids and Liquids: Investigation 4 Part 3 1. Guiding the Investigation, steps 10-11 2. Wrapping Up Part 3, step 11 Lesson Overview Vocabulary Formative Assessment
Session 35
All mentioned in Investigation 4
Investigation 4 Reflections and Formative Assessment
Reflection Questions: What happens when you mix liquids? What happens when you mix solids?
Session 36 Session 37
Reflections for All Investigations
Unit 1 Assessment
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Instructional Support for Science Objectives
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4.A.1.a (Grade 2)
Examine a variety of objects, such as toys, objects made from Legos or Tinker Toys to identify and describe the parts from which they are made.
Resources to Support 4.A.1.a (Grade 2)

Name of Resource
ScienceSaurus FOSS: Solids and Liquids
Where Can the Resource Be Found?

Pages 248-265 f. Investigation 1 Parts 1-2 . Investigation 3 Part 1 y y y Magic School Bus Meets Molly Cule, The All About Simple Machines Magic School Bus Gets Programmed
Notes
Safari Montage
These videos may be used to enhance science investigations. The videos are not intended to replace investigations or to be used as a stand-alone activity. Please select chapters or segments within the videos to meet the needs of your students.
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Lesson Seeds for Using Senses
Seeing and describing some characteristics of some solids ~ The visual properties of objects that can be selected and controlled in instructional situations are: size, shape, color, and pattern. Although students might begin with grossly different objects, fin discriminations can be later used to sharpen perceptual awareness. Fine discriminations might involve closely matching lengths of sticks, serrations or venation of leaves, complex designs, shades or tones of color. A. Clue given: Show students a leaf. Have them find a matching leaf (on the basis of shape) from a collection of differently shaped leave. B. Clue give: Buttons, coins, or other smaller objects can be glued to heavy cardboard. Ask students to find the two objects that are alike. Finer discriminations amount the objects can be developed by selecting ones that are more closely alike. C. Clue Given: String beads (identical in size and color but different in shape) on a string. Every time you string a bead, have a student string a matching one. D. Clue not given: Prepare a collection of polished, colored stones of similar size included tow stones that are identical in color.) Ask students to find the two that look the same on the basis of color. E. Clue not given: Prepare a set of objects that vary in size but which are the same in shape and color. Have students match identical objects by size. Resource: Everyday Science Thinking, Lowery
Feeling and describing some characteristics of solids ~ Tactile properties have the greatest range of instructional possibilities. Materials can be selected to emphasize such aspects as size, shape, or textures (roughness, stickiness, softness, sharpness, etc.) A. Clue Given: Prepare about eight square of sandpaper (Gr. K has plenty of sandpaper to spare), identical in size, but different in grade (roughness). Place the squares in a Feeling Box (a closed box with hand holes). Give students another square that matches, on the basis or roughness, one of those in the box. Ask them to find the matching square. For finer discriminations, you might try using different grades of emery paper. B. Clue not give: Place about six wooden dowels of equal length but of different diameters within a Feely Box. Include two dowels of identical diameters. Have students use their sense of touch to locate the tow that feel the most alike. Resource: Everyday Science Thinking, Lowery
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Hearing some characteristics of some solids ~ Sounds produced by certain solid subjects are sometimes a characteristic of that object. The primary auditory properties are pitch, intensity, and rhythm. A. Clue given: Have students listen as you place a single not on a musical instrument. Ask them to identify a matching mot from a number of notes played in a series. B. Clue given: Using a pencil, tap simple rhythms on a desk. After students listen to the rhythms with their eyes closed, have them use pencils to repeat the rhythm that you tapped. C. Clue not given: Before playing a serried of seven notes on a musical instrument, ask students to listen and record the numbers of the two notes among the seven that sound alike. (You might have to repeat the series of several times.) D. Clue not given: Tape-record various household sounds. As students listen to the tap, let them describe the characteristics of each sound before identifying the object that makes the sound (ticking clock, turning of egg beater, vacuum cleaner, washing machine, etc.) Resource: Everyday Science Thinking, Lowery
Smelling some characteristics of some solids - Our sense of smell is not as acute as that of many other animals, and smells are generally described by naming the object that gives off the smell (It smells like a skunk; It has a mint smell.)
A. Clue Given: Place six to eight bars of differently scented soaps into different containers. The bars should be identical in size and shape, and wrapped so that they cannot be distinguished on the basis of color. Place on more bar matching one of the scents in another container and ask students to find, by smelling, the matching container within the set. B. Clue not given: Wrap differently scented candles that are identical in size and shape. Place six to eight of them into boxes or cans. Add on additional box containing a candle that matches one of the others on the basis of its smell. Mix the boxes and ask students to find the two that smell alike. Resource: Everyday Science Thinking, Lowery
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Tasting some characteristics of some solids ~ Generally our sense of taste is influenced by our sense of smell. Other than the basic tastes of sweet, sour, bitter, and salty, flavors become complex combinations interwoven with our sense of smell. (Caution: Tasting unknown materials can be dangerous ~ warn students against this practice, and let them discuss reasons for the caution.) A. Clue give: Give each student his or her own set of four small cups containing salt water, sugar water, quinine water, and water with lemon juice in it. Hand each student a fifth cup containing a liquid that matches in flavor one of those in the other four cups. Have the students find the matching flavor. B. Clue not given: Blindfold students. Let them taste four or five different foods (slice of lemon, cherry, orange, lime, pineapple, etc.) Next, give each a Lifesaver or other candy that matched one of the previous flavors. Ask students to identify which of the previous flavors matches it. Resource: Everyday Science Thinking, Lowery
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Listening to sound through solid materials ~ Have student hold a wrist watch in his or her hand at a distance of about 5 feet from another student. Let the first student gradually bring it closer until the ticking can be heard by the second student. Repeat with other individuals. Next, place the face of the watch at one end of a board, and have the students take turns listening. Move the watch toward a student until he or she hears the ticking. Measure this distance and compare it with the earlier measurements. Students can discuss what happens to the volume of sounds when they are transmitted through a solid substance. Try this again using other solid materials. Compare differences. Resource: Everyday Science Thinking, Lowery
Seriating solids objects by touch ~ Students can use a feely Box to order samples of papers by their textures (smooth to coarse), nails by their sizes (Short to long or small to large), bags of sand by their weights (light to heavy), and so forth. When finished, give them another object and have them place it in the series they have arranged. Resource: Everyday Science Thinking, Lowery
Classifying solid objects by sight ~ Give students an assortment of buttons. Tell them to sort them in any way they wish. Some may group them by color, size, shape, or other characteristics; some may use combinations of characteristics. Let the students give a rationale for their arrangement and share the different ways of sorting. Stress that none of the ways is incorrect all are corrects as long as they are sorted on the basis of some rationale. When finished, take the groupings apart, and have them regrouped on another basis. Resource: Everyday Science Thinking, Lowery
Classifying solid objects by touch ~ Prepare a Feely Box. Let the students sort objects that might be grouped in more than one way. For example, if the certain objects (stars, squares, circles, etc.) were placed in the box, a student might group them by shape (all circles in one pile, squares in another, etc.) When finished, let the students give their rationales, then take the groupings apart and ask the students to group them again but in a different way. This time they might be grouped by size. Resource: Everyday Science Thinking, Lowery
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Observing some physical characteristics of some liquids ~ Students can compare and describe the appearance of separate jars of water obtained from different sources (ponds, lake, sea, and stream water, distilled water; tap water, etc.) Note the colors and materials in the waters. Similarly, small quantities of various liquids (orange juice, tomato juice, apple juice, etc.) can be placed into empty, clear plastic water bottles and compared using other senses, such as smell and touch. Or several similarly appearing liquids of different densities and viscosities (white syrup, mineral oil, etc.) can be put in identical empty, plastic water bottles to observe characteristics other than color. Resource: Everyday Science Thinking, Lowery
Feeling some characteristics of liquids ~ The sense of touch can be used to explore the properties of liquids by having students feel various liquids (water, shampoo, molasses, etc.) with their fingers. Students can describe what they feel to develop useful vocabulary words (wet, sticky, slippery, etc.). Resource: Everyday Science Thinking, Lowery
Describing the shape of liquids ~ Pour some water into a tall container and ask students to observe and describe the shape of the water. Pour the water from the container into a low, flat container; ask for another description, then pour the water into a third, dissimilar container. From their descriptions, students can generalize that water has no shape of its own. Resource: Everyday Science Thinking, Lowery
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Writing About Science
Write three fun riddles for your friends. First, describe a solid, but dont tell your friends what it is. Give clues about the object. Start with its size and shape, how it feels, where you might find it, and its color, but remember not to name it. Then do the same for a liquid.
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4.A.1.b (Grade 2)
Take objects apart and rearrange the parts to identify and describe the ways the parts work together.
Resources to Support 4.A.1.b (Grade 2)

Name of Resource

Pages 248-259 h. Investigation 1 Parts 1-2 . Investigation 3 Part 1 y y y Magic School Bus Meets Molly Cule, The All About Simple Machines Magic School Bus Gets Programmed
Notes
Safari Montage
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4.B.1.b (Grade 2)
Ask and seek answers to questions about what happened to the materials if other things were done to them, such as being placed in a freezer, heated, etc.
Resources to Support 4.B.1.b (Grade 2)

Name of Resource

Pages 260-265 j. Investigation 4 Parts 1-2 . Science Stories: Solids and Liquids and Solids to Liquids and Back Again y y All About Solids, Liquids, and Gases All About Properties of Matter
Notes
Safari Montage
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4.D.1.b (Grade 2)
Compare the observable properties of objects before and after they have been subjected to various processes.
Resources to Support 4.D.1.b (Grade 2)

Name of Resource
ScienceSaurus FOSS: Solids and Liquids Safari Montage .

Pages 248-265 Investigation 1 Parts 1-2 y y All About Solids, Liquids, and Gases All About Properties of Matter
Notes
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4.D.1.c (Grade 2)
Ask and seek answers to What if questions about what might happen to the materials if different processes, such as heating, freezing, and dissolving were used to change them.
Resources to Support 4.D.1.c (Grade 2)

Name of Resource

Pages 248-265 . Science Stories: Everything Matters & Solids to Liquids y y All About Solids, Liquids, and Gases All About Properties of Matter
Notes
Safari Montage
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5.C.3.a
Classify materials based on their behavior in the presence of a magnet.
Resources to Support 5.C.3.a

Name of Resource

Pages 272-273, 304-305 n. Investigation 3 . Science Ext., p. 31 y y All About Magnets Arthur: The World of Tomorrow
Notes
Safari Montage
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Lesson Seeds
Kindergarten and Grade 4 teachers have magnets that you may borrow. Have the students test different objects that they are observing during the solids and liquids investigations. Have the students sort which objects stick or dont stick to the magnet. Have the students discuss why they believe that certain objects were not attracted to the magnet.
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5.C.3.b
Describe how the magnet affects the behavior of objects within each group.
Resources to Support 5.C.3.b

Name of Resource

Pages 272-273, 304-305 p. Investigation 3 . Science Ext., p. 31 y y All About Magnets Arthur: The World of Tomorrow
Notes
Safari Montage
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Lesson Seeds
Kindergarten and Grade 4 teachers have magnets that you may borrow. Have the students test different objects that they are observing during the solids and liquids investigations. Have the students sort which objects stick or dont stick to the magnet. Have the students discuss why they believe that certain objects were not attracted to the magnet.
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6.B.1.a
Recognize and describe that individual and group actions, such as recycling, help the environment.
Resources to Support 6.B.1.a

Name of Resource
ScienceSaurus Safari Montage

Pages 344-349 y y y y Environmental Health On Natures Trail: Trees for Life Arbor Day Magic School Bus Holiday Special; Recycling
Notes
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Lesson Seeds
Create a classroom environment that helps the environment. Encourage students to reduce, reuse, and recycle items in their school such as paper and plastic. Have the students share why it is important to reduce, reuse, and recycle.
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6.B.1.b
Recognize and describe that individual and group actions, such as littering, harm the environment.
Resources to Support 6.B.1.b

Name of Resource

Pages 334-341 y y y y Environmental Health On Natures Trail: Trees for Life Arbor Day Magic School Bus Holiday Special; Recycling
Notes
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Lesson Seeds
Encourage students to pick up their own trash in the classroom and on school grounds. Discuss why not littering wont harm the environment. If others have left their trash behind, discuss how leaving trash behind can be harmful to their environment.
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6.B.1.c
Give reasons why people should take care of their environments.
Resources to Support 6.B.1.c

Name of Resource

Pages 318-349 y y y y y Environmental Health On Natures Trail: Trees for Life Arbor Day Magic School Bus Holiday Special; Recycling U.S. Industries & Resources
Notes
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Lesson Seeds
Create a classroom environment that models the caring for ones environment. Make connections to the rest of the school, home, and on Earth why it is important to take care of our environment. Students can create posters for the school encouraging others to do the same.
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Unit Vocabulary Please note the following:
y These words are suggested vocabulary words. Please continue to make instructional decisions about vocabulary words you feel your students may or may not need. y At the bottom of each vocabulary card is coded. U1I1 stands for Unit 1 Investigation 1. U1SC stands for Unit 1 State Curriculum. y Vocabulary should be reviewed at the end of each investigation and identified in the content/inquiry chart. y Science vocabulary may be added to the Word Wall and kept there during testing as long as the words are used as is or copied onto white cardstock. (See your SAS if you have questions about your Word Wall display) Have your students help you determine at the end of the module what words should be displayed on the Word Wall. y If you choose not to add the vocabulary words to your Word Wall, be sure these words are displayed where they are visible to all students during the time the unit is being taught.
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solid
U1I1
observe property
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U1I1
U1I1
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flexible rigid
U1I1
U1I1
rough
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U1I1
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smooth opaque
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U1I1
transparent
U1I1
U1I1
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senses taste smell

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U1I1
U1I1
U1I1
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feel see
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U1I1
sound
U1I1
U1I1
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cylinder compare same

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U1I1
U1I1
U1I1
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different sort
U1I1
U1I1
engineer
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U1I1
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tower tall
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U1I1
straight
U1I1
U1I1
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light heavy top

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U1I1
U1I1
U1I1
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bottom middle wide

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U1I1
U1I1
U1I1
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flat base
U1I1
U1I1
liquid
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U1I2
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flow
U1I2
tornado bubbles
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U1I2
U1I2
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slow fast flow

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U1I2
U1I2
U1I2
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bubbly
U1I2
has color colorless

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U1I2
U1I2
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foamy
U1I2
translucent
U1I2
transparent
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U1I2
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viscous splash level

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U1I2
U1I2
U1I2
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cornmeal lima bean
U1I3
U1I3
mung bean
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U1I3
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pinto bean rice

U1I3
U1I3
particle
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U1I3
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grain pile
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U1I3
powder
U1I3
U1I3
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pour scoop
U1I3
U1I3
mixture
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U1I3
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screen sift
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U1I3
separate
U1I3
U1I3
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static curve
U1I3
U1I3
mixture
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U1I4
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bigger change dark

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U1I4
U1I4
U1I4
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disappear dissolve crystal

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U1I4
U1I4
U1I4
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evaporation swollen layer

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U1I4
U1I4
U1I4
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oil
U1I4
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Ongoing Vocabulary From the State Curriculum
matter
U1SC
investigations physical
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U1SC
U1SC
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properties work
U1SC
U1SC
composition
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matter energy
U1SC
U1SC
observations
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Student Vocabulary Sort by Content
solid observe property flexible rigid

U1I1
U1I1 U1I1 U1I1 U1I1
solid observe property flexible rigid

U1I1
U1I1 U1I1 U1I1 U1I1
rough smooth
U1I1 U1I1 U1I1
rough smooth
U1I1 U1I1 U1I1
transparent opaque senses

U1I1 U1I1
transparent opaque senses

U1I1 U1I1
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taste smell feel sound see cylinder compare same different sort engineer
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U1I1 U1I1 U1I1 U1I1 U1I1 U1I1 U1I1 U1I1 U1I1
taste smell feel sound see cylinder compare same different sort
U1I1 U1I1
U1I1 U1I1
engineer
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tower straight tall light heavy top bottom middle wide flat base
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U1I1 U1I1
tower straight tall light heavy top
U1I1 U1I1
bottom middle wide flat base
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liquid flow tornado bubbles slow fast flow bubbly
U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2
liquid flow tornado bubbles slow fast flow bubbly
U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2 U1I2
has color colorless foamy

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has color colorless foamy
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translucent transparent viscous splash level

U1I2 U1I2 U1I2
U1I2 U1I2
translucent transparent viscous splash level

U1I2 U1I2 U1I2
U1I2 U1I2
cornmeal
lima bean mung bean pinto bean rice
U1I3
U1I3 U1I3 U1I3 U1I3
cornmeal
lima bean mung bean pinto bean rice
U1I3
U1I3 U1I3 U1I3 U1I3
particle
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U1I3
particle
U1I3
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grain powder pile pour scoop mixture screen separate sift static curve
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U1I3 U1I3 U1I3 U1I3 U1I3 U1I3 U1I3 U1I3
grain powder pile pour scoop mixture screen separate sift static curve
U1I3 U1I3 U1I3 U1I3 U1I3 U1I3 U1I3 U1I3
U1I3 U1I3 U1I3
U1I3 U1I3 U1I3
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mixture bigger change dark
U1I4 U1I4 U1I4
mixture bigger change dark
U1I4 U1I4 U1I4
U1I4 U1I4 U1I4 U1I4 U1I4
U1I4 U1I4 U1I4 U1I4 U1I4
disappear dissolve crystal evaporation swollen layer oil

U1I4 U1I4 U1I4
disappear dissolve crystal evaporation swollen layer oil

U1I4 U1I4 U1I4
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Careers in Chemistry and Physics

Chemistry
y Agricultural chemistry y Analytical chemistry y Biochemistry y Biotechnology y Catalysis y Chemical education y Chemical engineering y Chemical information specialists y Chemical sales y Chemical technology y Colloid and surface chemistry y Consulting y Consumer product chemistry y Environmental chemistry y Food and flavor chemistry y Forensic chemistry y Geochemistry y Hazardous waste management y Inorganic chemistry y Materials science y Medicinal chemistry y Organic chemistry y Oil and petroleum y Physical chemistry y Polymer chemistry y Pulp and paper chemistry y R&D management y Science writing y Textile chemistry y Water chemistry y Acoustics y Aeronautical engineer y Agricultural engineer y Air traffic controller y Airline pilot y Archaeologist y Architect y Astronomer y Broadcasting y Civil engineer y Clinical scientist y Computing y Designer y Doctor y Electrical engineer y Environmental scientist y Forensic scientist
Physics
y Gas engineer y Geologist y Health services y Journalist y Marine engineering y Mathematician y Mechanical engineer y Meteorologist y Naval career y Nuclear scientist y Oceanographer y Patent agent y Pharmacist y Radiographer y Scientific officer (government) y Space and remote sensing y Teacher
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Sorts (Also known as concept attainment)
Students can use sorting mats to categorize pictures and words. Students identify characteristics that match the categories and their discussions about their sorts demonstrate a deeper understanding of the content.
How do you do sorts? Cut out each picture or word. Pose the question from the top of the page. Sort the pictures and/or words into the yes or no column on the sorting mat.
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For Example:
What are foods we can eat?
Yes
No
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Yes
No
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Investigation 1
1. A property describes something about an object.
2. We use our senses to observe solids.
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SOLIDS
Hard
Soft
Transparent
Rough
Smooth
Squishy
Can drink them

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TOP OF TOWERS
BASE OF TOWERS
Straight
Tall
Light
Heavy
Wide
Flat
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LIQUIDS Move fast
Move slow
Make bubbles
Make it difficult for a bottle to roll
Make tornados when the sit still
Solids fall apart.
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Liquids splash
Liquids take shape of whatever container they are in.
The surface of a liquid is never level.
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SMALL SOLIDS
Can pour
Fill containers
Pile up
Stay in pieces
Are quieter than liquids
Flour
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Sugar
Baby powder
Snack mix
Book
Desk
Milk
Toothpaste
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1. Screens can be used to separate a mixture of a solid.
2. Hands can be used to separate a mixture of a solid.
3. Scoops can be used to separate a mixture of a solid.
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1. Viscous liquids roll.
2. Solids are noisier than liquids when you shake them.
3. Liquids drip.
4. Solids drip.
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1. Some solids change when they mix with water.
2. Solids cant dissolve in water.
3. Evaporation leaves the solid behind.
4. Some liquids mix with water.
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LIQUID MIXTURES
Bath water and oil
Chocolate syrup and milk
Salad dressing
Snack mix
Cereal and milk
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Formative Assessments
Formative assessments are used to gain information that improves instruction and advances student learning. Formative assessment entails both gathering information about children s ongoing development of ideas and skills and using this in modifying activities and the teacher s interventions to meet the children s needs (Harlen 2001, p. 64) This process of gathering and using information about student understanding is thus ongoing and cyclical.
Resource: Science and Learning, March 2007, Assessing for Science Learning , Michele H. Lee and Sandra K. Abell
Administering the formative assessments is optional and the scores are NOT reported. Formative assessments provide an opportunity to informally assess students after each investigation for instructional purposes. Formative assessments do not serve as a practice for the end of the unit assessment. A formative assessment is provided for each unit investigation. A key is provided for each formative assessment.
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Investigation 1: Solids Formative Assessment
Name _____________________________ 1. Circle the object that is a solid.
Screws
Water
2. Circle the item that is smooth.
Screws
Straw
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3. Draw a solid object.
4. Circle the solid that is soft.
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Investigation 1: Solids Formative Assessment Answer Key

Item 1. Indicator 1.1.A.1.a Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 1.1.A.1.a 1 - Correct answer 0 Incorrect answer 3. 1.1.C.1.c 1 - Correct answer 0 Incorrect answer 4. 1.1.A.1.a 1 - Correct answer 0 Incorrect answer teddy bear Example: A solid is any object that has its own shape. Straw Performance Criteria/Answer screws
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Investigation 2: Liquids Formative Assessment
Name ______________________________ 1. Circle the bottle of liquid that is foamy.
2. Circle your answer.
Transparent means you can see the liquid.
or
hear through
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3. Draw what happens to liquid when the bottle is turned upside down.
4. Draw a liquid.
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Investigation 2: Liquids Formative Assessment Answer Key

Item 1. Indicator 1.1.A.1.a Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 1.1.A.1.a 1 - Correct answer 0 Incorrect answer 3. 1.1.C.1.c 1 - Correct answer 0 Incorrect answer 4. 1.1.C.1.c 1 - Correct answer 0 Incorrect answer Example A liquid takes the shape of its container. Students should draw the liquids in the top of the upside down bottle. see Performance Criteria/Answer 2nd bottle is circled
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Investigation 3: Bits and Pieces Formative Assessment
Name ______________________________ 1. Circle items that are solids in containers.
What are small, dusty, solid materials? powders liquids
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3. Which bottle would be noisier when shaken?
4. Circle the screen that these beads would be able to pass through.
Beads
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Investigation 3: Liquids Formative Assessment Answer Key

Item 1. Indicator 1.1.A.1.a Scoring Tool 1 - Correct answer 0 Incorrect answer 2. 1.1.A.1.a 1 - Correct answer 0 Incorrect answer 3. 1.1.C.1.c 1 - Correct answer 0 Incorrect answer 4. 1.1.C.1.c 1 - Correct answer 0 Incorrect answer 1st screen 2nd bottle Performance Criteria/Answer Salt & Pepper Shakers Popcorn Powder
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Investigation 4: Solids, Liquids with Water Formative Assessment
Name ______________________________________
What happens to salt when it is mixed with water? dissolves changes color
When you put solid materials in water they change evaporate
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3. Circle your answer. What happens to the water in a cup when it disappears? It evaporates It dissolves
4.
Circle the item that is both a solid and a liquid.
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Investigation 4: Solids and Liquids with Water Formative Assessment Answer Key
Item 1.
Indicator 1.1.A.1.a
Scoring Tool 1 - Correct answer 0 Incorrect answer
Performance Criteria/Answer Dissolves
2.
1.1.A.1.a
1 - Correct answer 0 Incorrect answer
Change
3.
1.1.A.1.a
It evaporates.
4.
1.1.A.1.a
Tube of toothpaste
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Literature in the Science Classroom

The use of literature in the science classroom enhances student understanding of scientific concepts. Literature can expose students to lives of real and fictitious people were instrumental in scientific discovery or who have applied scientific ideas to reallife situations. Resource: Fossweb.com
Children should be encouraged to use many different books to learn about science. A book can be the expert to refer to for an answer or clarification, or a book can spark an interest or an investigation. More often, however, books, simply serve to deepen a childs understanding of some familiar topic, helping them to make increasing sense of the world and function more confidently in it. Resource: Science and Language Links, Johanna Scott
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Office of Elementary Education Building with Shapes Author: Rebecca Weber Level: K-3 Description: Find out about the variety of shapes humans use in building structures, including cubes, domes, cones, arches and more.
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Drop of Water: A Book of Science and Wonder Author: Walter Wick Level: K-8 Description: Dramatic stop-action photography helps explain various properties of water such as surface tension, adhesion, capillary attraction, molecular motion, freezing, evaporation, and condensation. Everything Is Matter! Author: David Bauer Level: K-2 Description: Offers a very simple introduction to the three states of matter. Everything Is Matter! (Spanish) Author: David Bauer Level: Pre-K-3 Description: A very simple introduction to the three states of matter. Floating and Sinking Author: Honey Andersen Level: K-3 Description: What kinds of things float in water and what kind of things sink? This book shows you how to discover the answers. Hot and Cold Author: Sally Hewitt Level: K-3 Description: Introduces the concept of hot and cold temperatures, how and why they occur, the effects of heat and cold, and heat as a source of energy. Includes simple related activities.
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Office of Elementary Education Ice Author: Helen Frost Level: Pre-K-2 Description: Simple text and photographs present ice, how it is formed, and how it affects the Earth and people.
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Is It Rough? Is It Smooth? Is It Shiny? Author: Tana Hoban Level: 1-2 Description: Color photographs without text introduce objects of many different textures, such as pretzels, foil, hay, mud, a kitten, and bubbles. 32 pages Kid's Cooking: A Very Slightly Messy Manual Author: Klutz Press Level: 1-2 Description: A cookbook that includes 45 kid-tested recipes for easy-to-make kitchen crafts and cuisine, such as giant soap bubbles, play dough, finger paint, and "not-so-sloppy joes." 78 pages Matter Author: Christine Webster Level: K-3 Description: Introduces matter and provides instructions for an activity to demonstrate some characteristics of matter. Metal Author: Sara Louise Kras Level: K-3 Description: Includes information about metals, what they are and how we use them. Bibliography and index. Plastic Author: Rhonda Donald Lucas Level: K-3 Description: Describes plastics, what they are, how they are made, and how we use them. Bibliography and index.
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Office of Elementary Education Pop! A Book about Bubbles Author: Kimberly Brubaker Bradley Level: K-3 Description: Simple text explains how soap bubbles are made, why they are always round, and why they pop.
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The Popcorn Book Author: Tomie dePaola Level: K-2 Description: As twins make a batch of popcorn, they learn about its history, cultivation, and cooking methods. They also learn how the physical properties of popcorn change when it heats up. Colorful artwork is rendered in dePaola s signature style. Includes two recipes. Properties Author: Delta Education Level: K-1 Description: Details how to classify and sort objects based on their physical properties. Science of Liquids and Solids Author: Krista McLuskey, Janice Parker Level: K-4 Description: Highlights the differences between liquids and solids with practical examples young readers will understand. Defines matter and explains the cycle of water changing from gas to liquid and back. Solid, Liquid Or Gas? Author: Fay Robinson Level: 1-2 Description: This photo essay defines matter-solids, liquids, and gases, and gives several examples of each. 32 pages Solid, Liquid, or Gas? Author: Sally Hewitt Level: K-3 Description: Presents information about the properties of solids, liquids, and gases, using observation and activities.
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Solids, Liquids, and Gases Author: Louise Osborne, Deborah Hodge Level: K-3 Description: Experiments teach about three states of matter. Each section includes materials, instructions, and an explanation of what is happening in the experiment. Includes a glossary and an index. States of Matter Author: Delta Education Level: 2-3 Description: Introduces students to matter, its physical properties, and the three states of matter: solid, liquid, and gas. Describes matter changing from one state to another by melting, freezing, and evaporation, and how heating gases keeps a hot-air balloon afloat. Water as a Gas Author: Helen Frost Level: K-3 Description: Simple text presents facts about the properties and behavior of water as a gas. Water as a Liquid Author: Helen Frost Level: K-3 Description: Simple text presents facts about water in its liquid state, where it is found, and some of its properties. Water as a Solid Author: Helen Frost Level: K-3 Description: Simple text presents facts about water in its solid state, its properties, and its uses. What Is the World Made of? All about Solids, Liquids, and Gases Author: Kathleen Weidner Zoehfeld Level: K-2 Description: Introduces young readers to the differences between solids, liquids, and gases.
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Office of Elementary Education What Is Water? Author: Rebecca Olien Level: Unknown Description: Introduces the basic elements of water and describes water as a liquid, a solid, and a gas. Why We Measure (Spanish) Author: Lisa Trumbauer Level: Pre-K-3 Description: Explains that people take measurements to find out how tall, how long, how far, how fast, how heavy, how much, and what size.
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Bartholomew And The Oobleck Author: Dr. Seuss Level: K-2 Description: A king orders his royal magicians to cause something new to rain from the sky. So oobleck begins to fall in a downpour. Its strange properties cause quite a mess, and the king learns a lesson in humility. Galimoto Author: Karen Lynn Williams Level: 1-2 Description: Walking through his village, a young African boy finds the materials to make a special toy. Galimoto means "car" in Chicewa, the national language of Malawi, Africa. It is also the name of a push toy made by children. 32 pages Horrible Harry And The Green Slime Author: Suzy Kline Level: 2-4 Description: Four stories about Miss Mackle s second-grade class. In Demonstrations, Horrible Harry demonstrates how to make green slime from cornstarch, water, and food coloring. The Quicksand Book Author: Tomie dePaola Level: 1-2 Description: Describes two children s adventure with quicksand, its composition, and rescue procedures. WCPS 2010-2011 Grade 1 Standard 4: Chemistry and Standard 5: Physics
Office of Elementary Education The Snowy Day Author: Ezra Jack Keats Level: K-2 Description: Describes a small African-American boy s delight, sense of wonder, and enjoyment of snow in the city. Splish, Splash Author: Joan Bransfield Graham Level: K-2 Description: Poetry. This collection of poems celebrates water in its various forms, from ice cubes to the ocean.
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The Wise Woman And Her Secret Author: Eve Merriam Level: 1-2 Description: Little Jenny is the only one who discovers the wise woman's secret to be curious and take time to look closely using all your senses to see, touch, taste, smell, and hear as well as to keep wandering and wondering. 40 pages Involving Dissolving Author: Leigh Agler Level: Unknown Description: Students explore the concepts of dissolving, evaporation, and crystallization. Using familiar substances, they create homemade gel-o, colorful disks, and crystals that emerge on black paper to make a starry night. Liquid Explorations Author: Leigh Agler Level: 1-3 Description: Introduces young students to the properties of liquids. Activities include classification, observation, and experimentation. Experiments with Solids, Liquids, and Gases Author: Salvatore Tocci Level: Unknown Description: Colorful, visually attractive pages, large print, and simple, clear text with captioned illustrations will draw students into experimenting with solids, liquids, and gases.
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It s A Gas! Author: Margaret Griffin, Pat Cupples, Ruth Griffin Level: Unknown Description: Offers detailed information about gases and where they can be found. You can demonstrate the properties of gases using materials easily found around the house. Includes a glossary and an index. Sifting Through Science Author: Laura Lowell, Carolyn Willard Level: Unknown Description: Students separate materials using the knowledge, tools, and techniques they ve learned.
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Websites
WCPS 2010-2011
Office of Elementary Education Web Sites Archkidecture: About Structures (student resource) URL: http://www.archkidecture.org/index.html Description: A website for students who want to learn more about architecture, including projects you can build yourself.
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Building Big (student and teacher resource) URL: http://www.pbs.org/wgbh/buildingbig/index.html Description: Explore large structures and what it takes to build them with BUILDING BIG , Web site from WGBH Boston. Explore these structures: bridges, domes, skyscrapers, dams, and tunnels. Exploratorium Snacks: Giant Sieve Sorter (teacher resource) URL: http://www.exploratorium.edu/snacks/giant_sieve_sorter/index.html Description: Create a giant sorter for separating solids, simply using screens and a clear plastic tennis-ball tube. How Fire Works (student and teacher resource) URL: http://science.howstuffworks.com/fire.htm Description: Find out where fire comes from and see why it behaves the way it does at this How Stuff Works website
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Grade 1 Unit 1
WCPS 2010-2011
SCIENCE
Standard 4: Chemistry Standard 5: Physics
BENCHMARK
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Unit Assessment Teacher Directions
To assist students in doing the best possible, you may read any text information to students as necessary. Remind students to read the directions for
each task carefully. After completing each activity, students should self-evaluate their work by checking for completeness and making changes if necessary. Students should understand that if they use these strategies, they will achieve higher success.
Please remember that students should receive appropriate accommodations as mandated by their IEP and/or 504 Plan.
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Time Consideration: This assessment can be administered in approximately one 60-minute session or two-30 minute sessions.
Materials and Handouts: General supplies such as pencils and erasers
Science Assessment Collection Windows

Teachers should determine the most appropriate date to administer the end of the module assessment, keeping in mind the dates they are due to Central Office. End of the module assessment must be completed, scantrons bubbled, and received at Central Office by the dates listed below.
Unit Assessment Due Dates Unit 1 November 19, 2010 Unit 2 February 25, 2011 Unit 3 Last Day of School
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1. Draw a picture of a solid in the box below. Solid
Draw a picture of a liquid in the box below. Liquid
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2. Look at the picture. Circle the correct answer. This liquid is translucent foamy bubbly.
3. Look at the picture. Circle the correct answer. This solid is hard soft rough.
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4. Circle the correct answer. The water disappears from the cup because of __________.
evaporation
flexibility
transparent
5. Circle the correct answer. Properties of a liquid are foamy, viscous, and ___________.
rough
smooth
transparent
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6. Which of the items below are liquids?
7. Circle the item below that is liquid and a solid?
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8. Draw a solid object below.
9. Describe your solid object on the lines below. Pick at least 1 word from the word bank to include in your description.
Word Bank smooth color size shape
flexible
rough
rigid
opaque
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Solids and Liquids Assessment Key 12 Possible Points
Item 1.
Indicator 1.4.C.1.a
Scoring Tool 2 Complete response 1 Partial response 0 Other
Performance Criteria/Answer 2 Complete response Student draws a picture of a solid and a liquid object For example: A solid keeps its shape. A liquid takes the shape of its container. 1 Student draws either a liquid or a solid correctly but not both. 0 Other
2.
1.4.C.1.d
translucent
3.
1.4.C.1.a
soft
4.
2.4.d.1.c
evaporation
5.
1.1.A.1.a-c
transparent
WCPS 2010-2011
Office of Elementary Education 6. 1.1.B.1.a-c 3 All Correct 2 2 correct 1 1 correct 0 - Incorrect 7. 1.1.A.1.a 1 - Correct answer 0 Incorrect answer 8. 1.1.A.1.a 1 Correct answer 0 Incorrect answer 9. 1.1.A.1.a 1 Correct answer 0- Incorrect answer Student draws a solid. Toothpaste Soda, juice, milk
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The student correctly describes their solid using one of the words from the word bank.
WCPS 2010-2011

Science Grade 1 Unit 1 Guide 2010

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Office of Elementary Education

Grade 1 Science Instruction Unit Guide Standard 4: Chemistry Standard 5: Physics

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

Maryland State Curriculum for Science

Office of Elementary Education

b. Seek information through reading, observation, exploration, and investigations.

Office of Elementary Education

describing things and experiences.

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

Investigation 1 Parts 1-3

Investigation 1 Parts 1-3 Investigation 2 Part 1 Investigation 1 Parts 1-3

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

Vertical Content Map for Earth/Space Science

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education Kindergarten Grade 1 Grade 2

None Provided by MSDE

None Provided by MSDE

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

None Provided by MSDE

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

Grade 1 Standard 4: Chemistry and Standard 5: Physics

Office of Elementary Education

Standard 4: Chemistry and Standard 5: Physics Planning Guide

P a g e 18 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 19 Extensions and Modifications

Audio for Science Story is available on Fossweb.com.

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 20 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 21 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 22 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 23 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 24 Extensions and Modifications

Audio for Science Story is available on Fossweb.com.

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 25 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 26 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 27 Extensions and Modifications

Grade 1 Standard 4: Chemistry and Standard 5: Physics

P a g e 28 Extensions and Modifications

Audio of Science Story is available on Fossweb.com.

All Mentioned in Investigation 3

Grade 1 Standard 4: Chemistry and Standard 5: Physics