MADISON PUBLIC SCHOOLS
Grade 1 Science
Authored by: Denise Rawding and Liz Ramella
Revised by: Liz Ramella
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Thomas Paterson,
Supervisor of Science and Technology
Adopted by the Board: January, 2013
Members of the Board of Education: Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The first grade science program is a full year course taught in heterogeneously mixed elementary
school classes. There is a three-cycle rotation schedule, which allows the students to be actively involved in
units of study in Physical Science, Life Science, and Earth Science throughout the school year. The
curriculum is inquiry-based and is taught using science modules, which provide enough materials for all
students to actively participate in experiments and activities. This approach maximizes skill and conceptual
growth in all students. The major topics covered during this year include Finding the Moon (Fall), Properties
(Winter), and Observing an Aquarium (Spring).
II.
RATIONALE
The Madison Public School science curriculum is designed to provide student with experience in all
aspects of science. Science is best learned through collaboration and problem solving, in an environment that
leads student to construct their own knowledge of scientific principles. Attitudes such as curiosity, openmindedness, and a thirst for knowledge-all essential to scientific inquiry-will be stressed. Within all field of
stud, activities are provided for students to need future challenges with an inquiring mind and a foundation of
scientific knowledge. The science curriculum is aligned with NJ Core Content Curriculum Standards and is
taught with an awareness of its connection to other subjects and the needs of society.
III.
STUDENT OUTCOMES (Linked to NJ Core Curriculum Standards listed below)
Finding The Moon
The student will:
5.1 Science Practices All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
5.1.4.A.1
Demonstrate understanding of the interrelationships among fundamental concepts in
the physical, life, and Earth systems sciences.
5.1.4.A.2
Use outcomes of investigations to build and refine questions, models, and
explanations.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3
Formulate explanations from evidence.
5.1.4.B.4
Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.1
Monitor and reflect on one’s own knowledge regarding how ideas change over time.
5.1.4.D.3
Demonstrate how to safely use tools, instruments, and supplies.
5.4 Earth Systems Science All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
5.4.2.C.1 Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and
light.
5.4.4.C.1 Create a model to represent how soil is formed.
III.
ESSENTIAL QUESTIONS AND CONTENT
A. When do you see the Moon?
1. On most clear nights.
2. On some mornings, along with the Sun.
B. How does the Moon move across the sky?
1. The Moon does not move across the sky; Earth rotates causing the Moon to appear to
move.
C. What shape is the Moon? Does the Moon change shape?
1. It is a sphere.
2. It appears to change shape during the month.
D. Does the Moon have its own light? Can the Moon cast shadows?
1. The Moon does not have its own light source. The Moon reflects the Sun.
2. A full Moon can reflect enough Sunlight in order to be able to read.
E. What caused the surface of the Moon to look the way it does?
1. It is believed that the some of the craters were formed by volcanic explosions.
2. Most craters were formed from the bombardment of meteorites.
F. When we were keeping our journals and charting our results, did you notice anything “regularly”
to the drawings?
1. There were similarities among all the students’ journals.
2. There is to be a pattern in the drawings.
G. As the Moon orbits the Earth, what part of the Moon are you seeing and why?
1. You are seeing only the near side of the Moon.
2. This happens because as the Moon orbits the Earth, the Moon orbits without rotating.
IV.
STRATEGIES
A.
B.
C.
D.
E.
Before the unit begins, make a science journal for each student. The journal should include all of
the copy masters at the end of the guide, and some blank pages for notes and observations.
There is a large amount of vocabulary in this unit. A Science Word Board might be helpful.
Create a game of Jeopardy. This is a good way to review key points and concepts during and at
the end of the unit before formal assessment.
Check these websites:
www.nasa.gov/audience/foreducators (use A-Z index)
http://stardate.org/nightsky/moon/
http://aa.usno.navy.mil/faq/docs/moon_phases.html
www.enchantedlearning.com/subjects/astronomy/moon
www.space.com/moon
www.brainpop.com/space/moon
www.NewarkMuseum.Org/Planetarium
http://readwritethink.org/lesson_view.asp?id=946
Use a website to track the phases of the moon while the students keep a moon journal each
night.
F.
Keep an ongoing Science Bulletin Board where key concepts, pictures, and vocabulary can be
displayed.
G.All students should be assigned a lab partner to work with during the unit.
VI.
EVALUATION
A.
B.
C.
VII.
A.
B.
C.
D.
E.
F.
G.
There are three assessment options in the Delta guide.
There is a lot of vocabulary for the students to remember. You might want to plan a day or
two of review, including a game of two of Jeopardy, prior to the three-part assessment.
Ongoing assessment includes student performance during activities and an assessment of each
student’s science journal.
*REQUIRED/SUPPLEMENTAL RESOURCES
Delta Science Module: Finding the Moon*
Delta Science Reader: Finding the Moon*
Touch the Moon Colleen O’Meara
The Moon Book Gail Gibbons
The Solar System: The Moon Robin Birch
If You decide to go to the Moon Faith McNulty
The “unstarred” books can be found in your school library, the public library, or any bookstore.
Possible field trips: New York Planetarium, and the Newark Museum Planetarium.
VIII. SCOPE AND SEQUENCE
*There is a lot of teacher preparation in this unit.
Please read each lesson several days before you begin so that you are prepared with materials.
Lesson 1:
What is the Moon?
Lesson 2:
Earth/Moon Scale Models
*Do both sessions in one day.
1 day
Sessions 1 & 2
Lesson 3:
The Moon Rises and Sets
Sessions 1 & 2
*Conduct Session 1 7-10 days after the full Moon; be aware of the timing of the session, 30 minutes followed by
observations every 30 minutes for 2-3 hours.
Lesson 4:
The Moon Changes Shape
Sessions 1, 2, & 3
*Be aware of the timing of these sessions; begin a few days after the New Moon. There are nightly and daily
observations in these sessions.
Lesson 6:
Earth and Moon Environments
1 day
*Use a website to show additional photos in this lesson.
After teaching lesson 6, have children answer question posed on the Finding the Moon writing sheet
Lesson 7:
Lunar Landforms
1 day
*Prepare enough “lunar surfaces” for all but one team; prep the last “lunar surface” in front of the entire class as it
takes a long time to prep each pan and there was too much down time for the students.
Lesson 8:
Lunar Soil
1 day
*Use two boxes to save time, (allows 4 children to experience at one time); use rubber gloves to mix the “soil”, can
be rough on hands.
Lesson 9:
The Phases of the Moon
Sessions 1 & 2
*First, laminate the Moon Phase Cards (this will keep them in better condition; next, when using the cards, watch
directionality for New Moon and Full Moon
(very important!).
Lesson 10:
Modeling the Moon’s Phases
1 day
Lesson 11:
The Far Side of the Moon
1 day
*If possible, on several websites there are short videos of the Soviet space probe Luna 3, however, you need “Quick
Time Player” on the computer.
Lesson 12:
*Have Fun!
A Trip to the Moon
1 day
III. STUDENT OUTCOMES (Linked to N.J. Core Curriculum Standards listed below)
Properties
The student will:
5.1 Science Practices All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
5.1.4.A.1
Demonstrate understanding of the interrelationships among fundamental concepts in
the physical, life, and Earth systems sciences.
5.1.4.A.2
Use outcomes of investigations to build and refine questions, models, and
explanations.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3
Formulate explanations from evidence.
5.1.4.B.4
Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.1
Monitor and reflect on one’s own knowledge regarding how ideas change over time.
5.1.4.D.3
Demonstrate how to safely use tools, instruments, and supplies.
5.2 Physical Science All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
5.2.2.A.1
Sort and describe objects based on the materials of which they are made and their
physical properties.
5.2.2.A.2
Identify common objects as solids, liquids, or gases.
5.2.4.A.1
Identify objects that are composed of a single substance and those that are composed
of more than one substance using simple tools found in the classroom.
IV.
5.2.4.A.2
Plan and carry out an investigation to distinguish among solids, liquids, and gasses.
5.2.4.A.3
Determine the weight and volume of common objects using appropriate tools.
ESSENTIAL QUESTIONS AND CONTENT
A.
B.
C.
D.
E.
F.
G.
V.
What is a property?
1. A property is a quality or a trait that is characteristic of a person or an object.
2. A property can be an effect that a material or substance has on another object (i.e.
magnetism) or on one or more of the senses of the observer.
How can objects be classified?
1. Objects can be classified according to similar properties or attributes.
2. Properties include size, color, shape, texture, weight, and material.
What are the properties of solids?
1. Solids have a definite shape.
2. Solids have a definite volume.
3. Solids can be classified as relatively hard or soft by completing a scratch test.
What are the properties of liquids?
1. Liquids have a definite volume.
2. Liquids have no definite shape. Their shape changes depending upon the container that is
holding them.
3. Liquids flow and can be poured from one container to another.
What are the properties of gases?
1. Gases have no definite shape or volume.
2. Gases expand to fill any space available
3. Most gases tend to be colorless and transparent.
How do different objects behave in water?
1. Some objects sink and others float.
2. By modifying the shape of a sinker, it may become a floater.
What objects are attracted to a magnet?
1. Some metals are attracted to a magnet.
2. Non-metal objects are not attracted to magnets.
STRATEGIES
A.
B.
C.
D.
E.
Students will create a science folder of their activity sheets.
Display the charts created by the class during the lessons. The charts should be easily accessible
as they will be referred to often.
All students should be assigned a lab partner to work with for the unit. Teams of four students
will also work together for some activities.
Create a science center that has several collections of “similar but different” items that the
students can explore and sort in different ways. (i.e. seashells, dry pasta, wallpaper samples)
Check out these websites:
http://www.cpo.com/Weblabs/solig.htm
http://www.harcourtschool.com/activity/states_of_matter/
http://www.bbc.co.uk/schools/ks2bitesize/science/materials.shtml
http://www.gardenofpraise.com/matter.htm
VI.
EVALUATION
A. There are three assessment activities in the Delta guide (hands-on, visual analysis, and critical
thinking). The teacher’s guide suggests completing the three assessments through rotating
centers. I found this to be very difficult and confusing for the students. The hands-on assessment
involves cutting and pasting and took more time to complete than the other two assessments
combined. The teacher may need to read the visual analysis and critical thinking assessments to
the students. It would be easier to give the hands-on assessment on one day and the visual
analysis and critical thinking assessments on a different day.
B. Ongoing assessment includes student performance during activities and an assessment of each
student’s completed activity sheets.
C. The Science at Home Activities that are located at the end of each activity can also be used as
optional assessment tools.
VII.
*REQUIRED/SUPPLEMENTAL RESOURCES
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
Delta Science Module: Properties*
Delta Science Reader: Properties*
Change It! Solids, Liquids, Gases and You, Adrienne Mason, Kids Can Press, 2006.
Is It Rough? Is It Smooth? Is It Shiny?, Tana Hoban, Greenwillow Books, 1984.
The Magic School Bus: Explores the Senses, Joanna Cole, Scholastic Trade, 2001.
The Magic School Bus Ups and Downs: A Book About Floating and Sinking, Jane B. Mason
and Joanna Cole, Scholastic Trade, 1997.
Magnets, Karen Bryant-Mole, Heineman Library, 2002.
The Science of Liquids and Solids, Krista McLuskey, Gareth Stevens, 2001.
Solid, Liquid, or Gas!, Sally Hewitt, Children’s Press, 1998.
Solid, Liquid, or Gas?, Fay Robinson, Children’s Press, 1996.
Solids, Liquids, and Gases, Ginger Garrett, Children’s Press, 2005.
Solids, Liquids and Gases, Ontario Science Centre, Kids Can Press, Ltd., 2005.
Solids, Liquids, and Gases, Charnan Simon, Compass Point Books, 2000.
What is Matter?, Don L. Curry, Children’s Press, 2005.
What is the World Made Of?: All About Solids, Liquids, and Gases, Kathleen Weider Zoehfeld,
Scott Foresman, 1998.
What Makes a Rainbow?, Betty Ann Schwartz, Intervisual Book, Inc., 2000.
Investigating Solids, Liquids, and Gases With Toys, Jerry L. Sarquis, McGraw-Hill Professional
Publishing, 1997.
The “unstarred” books can be easily found in your school library, the public library, or any bookstore.
VIII. SCOPE AND SEQUENCE
Throughout this unit, include writing assignments such as: “Here is a set of pictures (boxes, classroom
objects, balls), how would you classify them?’ This question can be asked at several points: size, shape,
texture. Or the question can be asked after several lessons, giving the students various ways to classify the
pictures.
Lesson 1: What Are Properties?
1 day
Lesson 2: Describing Properties
1 day
Lesson 3: Size and Color
1 day
*This activity is similar to one of the math lessons; however, it introduces the concept of “not” which will be
important in later lessons.
Lesson 4: Shape
2 days
*Day 1’s lesson is 30 minutes, and day 2’s lesson is 20 minutes.
*This activity is similar to one of the math lessons. If this concept has been previously taught through the math
lesson, then one or both of the activities in Lesson 4 may be skipped.
Lesson 5: Texture
1 day
Lesson 6: Weight
1 day
Lesson 7: Properties of Solids
2 days
*Day 1’s lesson is 20 minutes, and day 2’s lesson is 30 minutes.
*This activity requires a plastic pen can for each group of two students.
Lesson 8: Properties of Liquids
1 day
Lesson 9: Properties of Gases
1 day
*Practice the demonstration before you present it to the class because if it is not set up correctly, the results will not
come out as expected.
Lesson 10: Sink or Float?
1 day
*This was a fun, but messy, lesson. My class was not successful in getting the clay to float, but they were able to
understand the concept of changing its shape.
Lesson 11: Magnetism
1 day
Lesson 12: Comparing Materials
2 days
*Day 1’s lesson is 30 minutes, and day 2’s lesson is 30 minutes.
Lesson 13: Guess My Property
1 day
*Several activities in the Properties unit require significant teacher preparation as many objects are put on student
trays for sorting activities. Some of the activities are completed with partners, and others are completed in groups of
four students.
III.
STUDENT OUTCOMES
Observing an Aquarium
The student will:
5.3 Life Science All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems
arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
5.3.2.A.1
Group living and nonliving things according to the characteristics that they share.
5.3.4.A.1
or nonliving.
Develop and use evidence-based criteria to determine if an unfamiliar object is living
5.3.4.A.2
Compare and contrast structures that have similar functions in various organisms, and
explain how those functions may be carried out by structures that have different physical appearances.
5.3.2.C.1
Describe the ways in which organisms interact with each other and their habitats in
order to meet basic needs.
5.3.2.C.2
Identify the characteristics of a habitat that enable the habitat to support the growth of
many different plants and animals.
5.3.2.C.3
Communicate ways that humans protect habitats and/or improve conditions for the
growth of the plants and animals that live there, or ways that humans might harm habitats.
5.3.4.C.1
IV.
Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat.
ESSENTIAL QUESTIONS AND CONTENT
A.
What do all living things need to survive?
1. All living things need water.
B.
What different types of water do we find on the Earth’s surface?
1. The oceans and seas are salt water.
2. The ponds, lakes, and rivers are fresh water.
C.
What are a Habitat and an Ecosystem?
1. A habitat is place where a plant or animal makes its home
2. An ecosystem is a group of living and nonliving things and the habitat in which they live
and interact with one another.
D.
What roles do plants play in the ecosystem?
1. Food for plant eaters.
2. Consume carbon dioxide into oxygen.
3. Provide shade and shelter.
E.
What role do fish play in an underwater ecosystem?
1. Eat plants and animals.
2. Breathe the oxygen that plants produce.
3. Give off carbon dioxide that plants need to live.
V.
F.
Why are snails good animals to have in an underwater ecosystem?
1. They eat the algae that grow on the aquarium.
2. They also eat the leftover food, decaying plants, and dead platys.
F.
How do organisms in an ecosystem depend on each other for food?
1. From the smallest organism, to the largest predator, one organism feeds upon another.
2. AlgaeÆinsectÆminnowÆlarger fishÆraccoon
3. Plants are the beginning of every food chain.
G.
What changes the behavior of fish and snails?
1. Motion, touch, and sound.
2. Certain behaviors indicate unhealthy aquariums.
H.
Do all animals lay eggs?
1. Some animals are egg layers.
2. Some animals are livebearers.
STRATEGIES
A.
B.
C.
D.
E.
VI.
EVALUATION
A.
B.
C.
VII.
Before the unit begins, make a science journal for each student. The journal should include all
of the copy masters at the end of the guide, and some blank pages for notes and observations.
There is an enormous amount of new vocabulary that needs to be revisited throughout the
unit. A Science Word Board might be helpful.
Create a game of Jeopardy. Put a science question in each pocket, ask students to answer the
question. This is a good way to review before the unit assessments.
Use The Monterey Bay Aquarium Teachers & Kids page (http://www.mbayaq.org/lc/), The
Nation Aquarium in Baltimore (http://www.aqua.org/) , The New Jersey State Aquarium
(http://www.njaquarium.org/), and U.S. Fish and Wildlife Service Especially for Kids
(http://www.fws.gov/kids/) websites to obtain information and to do research.
Each student should have a lab partner to work with during the
unit. All of the activities are designed to be done by pairs of students or small groups of
students working together.
There are three assessment options in the Delta guide.
There is a lot of vocabulary for the students to remember. You might want to plan a day or
two of review, including a game or two of Jeopardy, prior to the three-part assessment.
On going assessment includes student performance during activities and an assessment of each
student’s science journal.
*REQUIRED/SUPPLEMENTAL RESOURCES
A.
B.
C.
Delta Science Module: Observing an Aquarium*
Delta Science Reader: Observing an Aquarium*
What’s It Like to Be a Fish?, Wendy Pfeffer
D.
All Eyes on the Pond, Michael J. Rosen
E.
One Fish, Two Fish, Red Fish Blue Fish, Dr. Seuss
F.
Swimmy, Leo Lionni
G.
House for Hermit Crab, Eric Carle
The “unstarred” books can be easily found in your school library, the public library, or any bookstore.
G.
Possible field trips: The Great Swamp; Adventure Aquarium in Camden, NJ
(www.NJAquarium.com)
VIII.
SCOPE AND SEQUENCE
**PRIOR TO BEGINNING THIS UNIT, YOU MUST SEND/OR/FAX FOR YOUR LIVING
ORGANISMS…THIS CAN TAKE UP TO FOUR WEEKS**
See page 11 of Teachers Guide; follow all directions when living organisms arrive…very important! Pre-read all activities
to allow for sufficient set-up time. There is a lot of teacher preparation in this unit. Please read each lesson several days
before you begin so that you are prepared with materials.
In the Fish Journal you create, after lesson 6 pose the question and have the students respond to ‘How is the
tank in our room like a pond? How are the two different?’
Lesson 1:
The Water Planet
1 day
*Set up several stations ahead of time; get some satellite photographs of the Earth on the web prior to lesson for
observation; also, remember to have the students wash their hands before the lesson
Lesson 2:
Setting Up an Aquarium
1 day
It is best to have the aquarium set up then discuss the habitat.
*If possible, conduct this activity on the day prior to the living organisms arrival
Lesson 3:
Water Plants
*Make sure to separate the plants when they arrive
1 day
Lesson 4:
Water Animals: Fish
1 day
*An extra pair of hands may help during this lesson to help the students transfer fish to the aquariums from the
observation dishes
Lesson 5:
Water Animals: Snails
*Gather crustacean shells for observation
1 day
Lesson 6:
The Tiniest Plants and Animals
2 days
*Obtain a microscope; it will give students an opportunity to see the structure of the tiny algae plants; collect
pictures of crustaceans for day 2, include shells from lesson 5
Lesson 7:
Food Chains
1 day
Lesson 10:
This lesson can be omitted if no fry or snail eggs are abserved.
Birth and Growth
Session I – about 30 minute,
followed by daily observations every other day for the
next 3 weeks
Session II – about 30 minutes
Session III – about 15 minutes
(after snail eggs have hatched)
*During this time you must watch the aquariums carefully as platys breed quickly; look for an enlarged abdomen
with black spots near the anal fin; check the anacharis leaves carefully…you may only see black dots, these will be
the eyes of the fry; check every morning and remove the fry promptly as the adult fish will eat the young
Lesson 11
Water Pollution
Lesson 12
Field Trip to a Pond
Session I – about 40 minutes
Session II – about 30 minutes 1 week later
Session I – about 20 minutes
Session II – about 60 minutes, plus travel time
Session III – about 40 minutes
*A possible field trip can be to The Great Swamp; all necessary arrangements must be made in advance.
How is the environment on the Moon and on Earth the same and different?
Here is a set of pictures, how would you classify them?
How is the tank in our room like a pond?’ ‘How are the two different?