Syracuse City School District
Elementary Science
Grade 1
Living Environment
Essential Question: How can you recognize living things?
Benchmark
I.1
I.2
Declarative Knowledge:
To Know
* Animals need air, water,
and food for survival
* Plants require air, water,
nutrients and light to live
* Non-living things can be
human created or naturally
occurring
* Non-living things do not
live and thrive
* All living things grow,
consume nutrients, breathe,
reproduce, eliminate waste
and die
Vocabulary
animal
living
nutrient
reproduce
survival
man-made
plant
nonliving
growth
classify
natural
Procedural Knowledge:
To Do
* Classify and sort things as
living and non-living
* List and explain
requirements for growth and
survival of animals
* List and explain
requirements for growth and
survival of plants
* Classify and sort non-living
things as man-made or
natural
* Compare/contrast living and
non-living (Venn)
* Observe and record
observations of animal and
plant life processes through
growth charts, diagrams,
plant and animal diaries
Use of Knowledge
* Classify
* Compare
* Inductive learning
* Observation
* Record
Assessment
* Journals
* Teacher made
assessments and
rubrics
Timeline
2 Weeks
General
observations
should be
year round
1 Week
Year round
observation
Syracuse City School District
Elementary Science
Grade 1
Essential Question: How is one generation similar to the previous or the following generation?
Benchmark
II.1
II.2
Declarative Knowledge:
To Know
* Characteristics of living
things that are inherited
(e.g., hair color, eye color,
shape, height)
* Characteristics of living
things that are learned
* Baby animals closely
resemble parents – others do
not
Vocabulary
characteristic
learned
parent
baby
seed
similar
inherited
generation
trait
seedling
adult
different
Procedural Knowledge:
To Do
* Observe and record
characteristics that are
similar between generations
of animals or plants
* Discuss examples of learned
or acquired traits (e.g.,
ability to ride a bide, having
scars)
* Compare and contrast
examples of baby animals
and adult animals
* Compare and contrast
seedlings and adult plants
Use of Knowledge
* Compare
* Deductive reasoning
Assessment
* Journals
* Teacher made
assessments
* Performance
assessments
Timeline
1 Week
1 Week
Year round
observation
Syracuse City School District
Elementary Science
Grade 1
Essential Question: How do living things adapt to survive in their environment?
Benchmark
III.1
Declarative Knowledge:
To Know
* Plants have different structures
that serve different functions
* Roots take in water and nutrients
and help support the plant
* Leaves help plants use sunlight to
make food for the plant
* Stem, stalks, trunks and other
similar structures provide support
for the plant
* Flowers produce seeds
* Each animal has different
structures that serve different
functions
 Legs, fins, wings enable
movement
 Mouth, teeth and tongue
enable eating
 Body coverings provide
protection
 Some of these
characteristics change
seasonally
Vocabulary
Structure
function
Root
stem
Leaf
flower
Stalk
trunk
Sunlight
nutrient
Fin
protection
Reproduction leg
Fin
wing
Mouth
teeth
tongue
Procedural Knowledge:
To Do
* Identify and explain basic parts of
plants and their function
* Compare and contrast plant parts
of different plants
* Classify and sort plants according
to body parts and function
* Investigate functions of roots and
stems (e.g., celery and colored
water)
* Identify basic parts of common
animals and their function
(obtaining food, protection,
reproduction)
* Compare and contrast body parts
of different animals
Use of Knowledge
* Compare
* Classify
Assessment
* Performance assessments
* Teacher made
assessments
Timeline
4 Weeks
Syracuse City School District
Elementary Science
Grade 1
Essential Question: What sustains the continuity of life?
Benchmark
IV.1
Declarative Knowledge:
To Know
* Plant/animal life cycles which
include beginning of life,
developing into adults
reproducing, dying
* Plant stages of growth and
development that may include
seed, young plant, and mature
plant
* The length of time from
beginning of development to
death of the plant is called “life
span”
* Life cycles of some plants
include changes from seed to
mature plant
* Animals go through changes in
form from youth to adulthood
– this completed sequence is
called “life cycle” – some
insects change from egg to
larva to pupa to adult
* Time from an animal’s birth to
its death is called its life span –
life spans of different animals
vary
Procedural Knowledge:
Use of Knowledge
To Do
* Explain and give examples of
* Deductive reasoning
the following terms
* Compare
- life cycle
* Experimental inquiry
- life span
* Observe and record life cycle
of insects
* Observe and record observe
life cycle of amphibians
* Describe the stages of
development of common plants
* Observe the life cycle of
insects such as butterflies or
mealworms and record
developments
* Read about different animals
and how they grow and discuss
growth
* Compare animals and their rate
of growth (e.g., rabbits mature
quickly while elephants take a
long time)
Assessment
Timeline
* Journals
* Graphic representations
* Teacher made
assessments
* Performance assessments
4-6 Weeks
Year round
observation
Benchmark
IV.2
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
* Growth is the process by which * Identify and chart basic
plants and animals increase in
requirements for plant growth
size
* Demonstrate and explain how
* Food supplies the energy and
animals move
materials necessary for growth * Create growth charts for
and repair
animals
* Select a plant or animal and
VOCAULARY
draw a comparison of youth
Life cycle
die
and adult growth
Reproduce
life span
* Grow a plant and chart its
Supply
repair
growth and stages of life
Seed
mature plant
Adult
sequence
Egg
larva
Pupa
insect
Amphibian
increase
Decease
growth
Stages of development
Use of Knowledge
Assessment
* Drawings and charts
* Discussion
Timeline
4 Weeks
Year round
observation
Syracuse City School District
Elementary Science
Grade 1
Essential Question: How do plants and animals respond to their environment?
Benchmark
V.1
V.2
Declarative Knowledge:
To Know
* Living things grow, consume
nutrients, breathe, reproduce
and eliminate waste
* An organism’s external
physical features enable it to
carry out life functions in its
particular environment
Procedural Knowledge:
To Do
* Identify and list requirements
for growth and survival of
animals
* Observe and record
observations of animal life
processes
* Plants adapt to meet immediate
need of the plant (immediate)
* Plants adapt to their
environment when conditions
change (long term)
* Animals change and meet the
immediate needs of the animal
– particular animal
characteristics are influenced
by changing environmental
conditions including fat
storage in winter, coat
thickness in winter,
camouflage, shedding of fur
* Senses can provide essential
information (regarding danger,
food, mate, etc.) to animals
about their environment
* Observe and explain how
animals change during the
seasons
* Discuss and record how our
senses help us survive (cold,
wet, pain, sound)
* Observe and discuss how
humans and other animals
move to meet their needs
* Observe and record animal
behavior during different
seasons
* Predict what happens if the
environmental conditions
change
Use of Knowledge
* Deductive reasoning
* Compare
Assessment
* Journals
* Graphic representations
* Performance assessments
Timeline
2 Weeks
2 Weeks
Year round
observation
Benchmark
Declarative Knowledge:
To Know
* Animals, including humans,
move from place to place to
meet their needs
* Animal behaviors are
influenced by environmental
conditions – these behaviors
include nest building, hunting,
migrating, and communicating
Vocabulary
consume
breathe
reproduce
eliminate
waste
nutrients
organism
function
environment
adapt
adaptation
camouflage
fur
exercise
body covering function
communication survival
needs
requirements
communicate migration
healthy
Procedural Knowledge:
To Do
Use of Knowledge
Assessment
Timeline
1 Week
Year round
observation
Syracuse City School District
Elementary Science
Grade 1
Essential Question: Are human decisions and activities helpful or harmful?
Benchmark
VII.1
Declarative Knowledge:
To Know
* Humans depend on natural
and constructed
environments
* Humans, as individuals or
community, change
environments in ways that
can be either helpful or
harmful for themselves and
for other organisms
* Humans need a variety of
healthful foods, exercise,
and rest in order to grow
and maintain good health
* Good health habits include
hand washing and personal
cleanliness
Vocabulary
environment
natural
man made
helpful
harmful
recycle
human
paper
plastic
glass
metal
Procedural Knowledge:
Use of Knowledge
To Do
* Recognize and identify
* Classify
common materials in our
* Compare
environment which are taken * Problem solving
from nature (wood, rock,
paper)
* Recycle within classroom
(paper and plastic)
* Identify and sort items
recycled at home by number
(plastic)
* Identify and classify foods
eaten in 1 day
* List physical activity and
rest for 1 day
* Check respiration rate
before and after exercise
* List things we need to do to
keep our person clean and
why
* Discuss and predict the
effects of various human
decisions/activities (e.g., not
collecting garbage weekly,
throwing all of our papers on
the floor, not washing hands
or taking baths)
Assessment
* Performance
assessment
* Project
* Teacher observation
Timeline
2 Weeks
Syracuse City School District
Elementary Science
Grade 1
Essential Question: What is the relationship between plants, animals and their environment?
Benchmark
VI.1
Declarative Knowledge:
To Know
* Animals depend on plants
* Animals eat plants or
animals for food, (predator –
prey)
* When environment changes,
some animals survive, some
die, some move to new
locations
* Plants are products that
manufacture food by
utilizing energy from the
sun, air and water
Vocabulary
predator
prey
migration
environment
animal
plant
survive
adapt
Procedural Knowledge:
Use of Knowledge
To Do
*Identify foods eaten by
* Experimental inquiry
various animals
* Predict what would happen
if that food were not
available
* Investigate how humans
behave in response to the
availability of resources in
our environment (keep it
simple)
* Investigate and observe how
the sun (or lack of sun) will
affect plant growth (and
food production)
Assessment
* Journal
* Performance
assessment
* Graphic
representation
Timeline
2-3 Weeks
Year round
observation
Syracuse City School District
Elementary Science
Grade 1
Physical Setting
Essential Question: How do energy and matter interact to create change in motion?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
To Know
To Do
V.1
* Position of an object can be * Identify and classify the
* Experimental inquiry
described by locating it
positions of various objects
* Inductive reasoning
relative to another object
(above, below, next to, etc.) * Deductive reasoning
* Position or direction of an
* Investigate ways to move an
object can be changed by
object (push, pull, lift), what
pushing or pulling
requires more energy
* Gravity pulls things toward * Experiment with different
Earth
objects and how they fall
* Amount of change in
* Investigate and observe
motion of an object is
movement of objects on
affected by friction
different surfaces
* Magnetism is a force that
* Manipulate objects with
can attract or repel certain
magnets
materials
* Describe the movement of
objects and make
predictions
V.2
* Force of gravity decreases
* Observe what happens when
as distance increases
the magnet is moved farther
away
Vocabulary
above
increase
below
decrease
between
motion
push
force
pull
repel
gravity
attract
friction
magnetism
Assessment
Timeline
* Teacher observation
* Performance
assessment
* Journal
2-4 Weeks
1 Week
Syracuse City School District
Elementary Science
Grade 1
Essential Question: How can the movement of the Earth and celestial bodies be observed and measured over time?
What impact does this have on daily life?
Benchmark
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
I.1
* Sun is a star
* Length of daylight varies with
the seasons
* Appearance of the moon
changes as it moves in a path
around Earth
* Weather changes from day to
day and through seasons
I.2
* Humans organize time into
units based on natural motions
of Earth
PS I.3
* The sun and the other stars
appear to move in a
recognizable pattern both daily
and seasonally
* Humans have grouped stars
into constellations
* Observe and explain
movement of sun and moon
across the sky
* Periodically record sunrise,
sunset
* Observe and record changes in
day length
* Record phases of moon and put
into a cycle (monthly moon
calendar)
* Observe that 1 year is a cycle
of 4 seasons
* Identify and explain how 1
month is approximately 1
moon cycle
* Identify and chart that 1 day
(24 hrs) is a cycle of day and
night
* Observe and record position of
the sun in early morning, noon,
evening
* Record and graph sunrise,
sunset
* Observe and discuss moon
rises and sets but at different
times of the day
* Read stories about stars and
constellations and discuss how
it affects the character of
his/her actions/behaviors
Use of Knowledge
* Compare
* Deductive reasoning
Assessment
* Teacher observation
* Graphs or charts
* Journal
Timeline
2-3 Weeks
On going
observation
2 Weeks
On going
observation
2-4 Weeks
On going
observation
Vocabulary
star
Earth
planet
season
weather
sunset
constellation
moon
day
month
year
sunrise
moon phase
Syracuse City School District
Elementary Science
Grade 1
Essential Question: How do air, water, and land interact?
Benchmark
II.1
Declarative Knowledge:
To Know
* Weather is the condition of
the outside air at a particular
moment
* Weather can be described
and measured by
temperature and
precipitation
Vocabulary
weather
precipitation
wind
snow
thunder
temperature
thermometer
rain
hail
lightening
Procedural Knowledge:
To Do
* Observe, record daily
weather (e.g., weather
calendar, DASH learning
calendar)
* Observe that a thermometer
goes up when it gets
warmer; down when it gets
colder and make predictions
* Record type of precipitation
daily
* Predict effects of lack of
rain, snow, clean air,
flooding
Use of Knowledge
* Deductive reasoning
* Compare
* Problem solving
Assessment
Timeline
* Journals
* Graphs/charts
* Teacher made
assessments
* Daily chart/calendar
for weather
2-4 Weeks
On going
observation
Syracuse City School District
Elementary Science
Grade 1
Essential Question: How can matter be described?
Benchmark
III.1
III.2
Declarative Knowledge:
To Know
* Matter takes up space and has
mass
* Matter has properties (color,
hardness, odor, sound, taste)
that can be observed through
the senses
* Properties of matter can be
observed and measured
* Materials an object is made up
of determine some of its
specific properties
* Properties of an object are
dependent on surrounding
conditions (temperature,
lighting, moisture)
* Matter can be solid or liquid
* Temperature can affect the
state of matter of a substance
* Changes in properties can be
observed and described
Vocabulary
matter
property
solid
gas
length
magnet
inches
gallon
foot
mass
senses
liquid
weight
volume
pound
cup
quart
attraction
Procedural Knowledge:
To Do
* Compare objects in
environment according to size
and mass
* Describe and classify objects
according to information
observed through the senses
(hard, cold, sweet, etc.)
* Measure weight and length
using non-standard units
* Classify objects according to
length, weight, volume
* Use balance scales to
determine heavier, lighter
* Investigate objects which sink
or float, magnetic attraction
* Observe and record how an
object is affected by heat, cold,
light, moisture
* Classify matter as solid or
liquid
* Observe effects of heat and
cold on various materials
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
Assessment
* Teacher observation
* Performance
assessment
Timeline
4-6 Weeks
1 Week
Syracuse City School District
Elementary Science
Grade 1
Essential Question: How does energy change things?
Benchmark
Declarative Knowledge:
To Know
IV.1
* Energy exists in various forms:
heat mechanical, sound, light
* Energy can be transferred from
one place to another
- heat is transferred by
radiation
- sound travels differently
in solids, liquids, gases
- mechanical energy – one
movement causes another
* Interaction with forms of energy
can be either helpful or harmful
IV.2
* Everyday events involve one form
of energy being changed to
another
- animals convert food to heat
and motion
- sun’s energy warms the air
and water
VOCABULARY
Energy
mechanical
Transfer
insulate
Helpful
harmful
Procedural Knowledge:
To Do
* Define and explain energy that
makes things change (movement,
growth, light, heat)
* Observe and chart effects of light
(or lack of) on living things
* Explore and discuss sound
through different mediums (water,
air, solid)
* Investigate which materials
transfer heat and which insulate
* Investigate what happens when
one object hits another
* Investigate ways heat can be
released (burning, rubbing)
* Discuss safety issues involving
energy (i.e., handling hot objects,
not playing with fire, avoiding
moving objects or people on the
playground)
Use of Knowledge
* Experimental inquiry
* Decision making
Assessment
* Teacher observation
* Performance assessment
* Journal
Timeline
2-3 Weeks
1 week
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Scientific Inquiry/Mathematical Analysis
Essential Question: What do I need to know? How can I find out?
Benchmark
I.1
II.1
Declarative Knowledge:
To Know
* Formatting of questions
who, what, where, when,
why
* Tools to record observations
- graphs
- charts
- drawings and labeling
- narratives
* Recognize similarities and
differences
* Roles of cooperative groups
- facilitator
- materials manager
- observer
- recorder
Procedural Knowledge:
To Do
* Develop and answer
appropriate questions to seek
greater understanding of
observed objects and events
* Record observations and
develop relationships
- graphs
- charts
- drawing & labeling
- narratives
* Compare and contrast
personal observations with
others
* Work in cooperative groups
* Scientific tools used for
measuring
- thermometer
- beakers, cups, etc.
- linear measurement
- scales
- time
* Sequence of events of the
plan
* Create, share and carry out
plans for explaining
phenomena. Indicate
- materials
- procedure
- data collection
through observation and use
of simple measurement
tools
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Investigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Comparison
* Classification
* Experimental inquiry
* Projective investigation
* Invention
* Problem solving
* Induction
* Deduction
* Constructing support
Assessment
* Teacher observation
* Performance
assessment
* Teacher made/or
program assessment
* Records
* Graphs
* Charts
* Labs
Timeline
On going
Benchmark
III.1
Declarative Knowledge:
To Know
* The format of graphic
organizers
* Inferences gained from data
collection
- patterns
- sequences
* Oral presentation skills,
listening skills
* Editing and revising
Vocabulary
observe
label
graph
facilitator
recorder
compare
contrast
procedure
data
predict
conclusion
hypothesis
edit
revise
diagram
materials
materials manager
Procedural Knowledge:
To Do
* Organize observations
through use of simple charts
and tables
* Develop conclusions based
on interpretation of data
* Share, listen and compare
findings with others
* Modify findings if
necessary
* Write observations, data,
conclusions into lab reports
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Ivestigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
Assessment
* Teacher observation
* Performance
assessment
* Teacher program
assessment
* Records
* Graphs
* Charts
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How many? How much? How do you know?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
I.1
* Understand appropriate
* Select appropriate
concepts of addition,
operations and apply
subtraction, multiplication
mathematical skills needed
and division
to solve problems in the
natural world and in science
experiments/labs
II.1
* The process of inductive
* Develop conclusions based
and deductive reasoning
on simple logical reasoning
III.1
* The correct use of scientific
manipulative materials
Vocabulary
addition
subtraction
multiplication
division
tool
thermometer
scale
ruler
measurement
* Select appropriate scientific
tool to solve problems
- thermometer
- scale
- ruler
- microscope
- balance scale
- beaker
- anemometer
- meter stick
Use of Knowledge
Assessment
* Compare
* Abstract
* Problem solving
* Experimental inquiry
* Teacher observation
* Performance
assessment
* Teacher model or
program assessment
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Abstracting
* Teacher observation
* Science labs
* Invention
* Experimental inquiry
* Deductive reasoning
* Compare
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How can matter be described?
Benchmark
PS III.1
PS III.2
Declarative Knowledge:
To Know
*Matter has properties
* Objects can be sorted or
classified according to
their properties
* Measurement can be
made with standard and
non-standard units
* Matter can change
Procedural Knowledge:
To Do
* Observe with eyes and
magnifiers
* Understand color hardness,
weight and size
* Match colors
* Categorize hard/soft
* Name colors
* Sort by shape
* Classify by color
* Seriate height
* Classify wet/dry, heavy/light
* Sort objects by sink/float
* Measure with standard and
non-standard units
* Use and observe rulers,
thermometers balances,
magnets and graduated
cylinders
* Participate in baking activities
* Observe snow melting
* Freeze water
* Help make play dough
* Dissolve
Use of
Knowledge
* Observe
* Classify
* Compare
* Induction
Assessment
* Teacher
observation
* Teacher
observation
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: What makes it work? How can I make it?
Benchmark
I.1-5
Declarative Knowledge:
To Know
* Attributes or features of
given object that could be
modified
* Process of researching
information
* Process of prioritizing
possible solutions
* Process of design,
construction, and model
building
Vocabulary
attribute
feature
research
design
construct
model
solution
efficient
Procedural Knowledge:
To Do
* Identify objects and their
features that could be
improved upon making them
more efficient; construct
model
* Research history behind the
design of an object; write
report
* Brainstorm possible
technical solutions, evaluate
each and select best choice
* Create age appropriate
design, build and test model
and revise if necessary
Use of Knowledge
* Decision making
* Investigation
* Experimental inquiry
* Invention
* Problem solving
Assessment
* Performance task
* Reports/charts/
graphs/designs
* Inventions
Timeline
On going