GRADE 1 Science
INSTRUCTIONAL PACING GUIDE
Based on 45 Minutes of Instruction Daily
1-1 Scientific Inquiry
The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
NOTE: Inquiry indicators should be embedded within each content standard and taught throughout the school year.
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement
where appropriate.
1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.
1-1.3 Carry out simple scientific investigations when given clear directions.
1-1.4 Use appropriate safety procedures when conducting investigations.
DATES
SUGGESTED
INDICATORS:
TAUGHT:
PACING:
RESOURCES:
First Nine Weeks
1-2 Plants:
The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct
environments. (Life Science)
Primary Resource: FOSS New Plants Kit
(Refer to p. 16 in Overview of kit for planning information)
1 day
Pre-Assessment: Inv. 1, p. 9
FOSS New Plants Inv. 1: Part 1
1 day
(For Conceptual Development)
1-2.1 Recall the basic needs of plants (including air, water,
FOSS New Plants
2 days
nutrients, space, and light) for energy and growth.
Inv. 1: Part 2
FOSS New Plants
1-2.4 Summarize the life cycle of plants (including germination,
Inv. 1: Part 3
5 days
growth, and the production of flowers and seeds).
Read early in Inv. 1, Part 3: FOSS Science
over 4-5
Stories, “What Do Plants Need?” (Follow
weeks
1-2.2 Illustrate the major structures of plants (including stems,
“Science Stories folio guide – p. 2-3 – for
roots, leaves, flower, fruits, and seeds.)
guided reading questions and extensions).
2 days
2 days over
2-week
period
4 days over
3-week
period
1-2.4
Summarize the life cycle of plants (including germination,
growth, and the production of flowers and seeds).
1-2.6
Identify characteristics of plants (including types of stems,
roots, leaves, flowers, and seeds) that help them to survive
in their own distinct environments.
1-2.3
1-2.5
FOSS New Plants
Inv. 2: Part 1
FOSS New Plants
Inv. 2: Part 2
Read during Inv. 2, Part 2: FOSS Science
Stories, “How Seeds Travel” (Follow “Science
Stories folio guide – p. 4-5 – for guided
reading questions and extensions).
FOSS New Plants
Inv. 2: Part 3
Read after completing Inv. 2, Part 3: FOSS
Science Stories, “Flowers and Seeds” (Follow
“Science Stories folio guide – p. 6-7 – for
guided reading questions and extensions).
Read after completing Inv. 2, Part 3: FOSS
Science Stories, “The Story of Wheat” (Follow
“Science Stories folio guide – p. 8-9 – for
guided reading questions and extensions).
3 days over
3-week
period
FOSS New Plants
Inv. 3: Part 1
1 day
FOSS New Plants
Inv. 3: Part 2
4 days over
3-week
period
FOSS New Plants
Inv. 3: Part 3
6 days over
2—3 weeks
FOSS New Plants
Inv. 4: Part 1, 2
Read after completing Inv. 4, Part 1: FOSS
Science Stories, “Plants and Animals Around
the World” (Follow “Science Stories folio guide
– p. 10-12 – for guided reading questions and
extensions).
Read after completing Inv. 4, Part 2: FOSS
Science Stories, “Animal Teeth” (Follow
“Science Stories folio guide – p. 13-14 – for
guided reading questions and extensions).
3 days
See S3 Curriculum at www.S2martcenter.org
for lesson for 1-2.3
3 days
See S3 Curriculum at www.s2martcenter.org
for lesson for 1-2.5
Classify plants according to their characteristics (including
what specific type of environment they live in, whether
they have edible parts, and what particular kinds of physical
traits they have).
Explain how distinct environments throughout the world
support the life of different types of plants.
ADMINISTER FOSS NEW PLANTS END OF MODULE ASSESSMENT
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
FOSS = Full Option Science System
© - Cannot be reproduced without permission
DSM = Delta Science Modules
CURRICULUM AND INSTRUCTION
JUNE 2011
STC = Science & Technology for Children
GRADE 1 Science
INSTRUCTIONAL PACING GUIDE
Based on 45 Minutes of Instruction Daily
1-1 Scientific Inquiry
The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
NOTE: Inquiry indicators should be embedded within each content standard and taught throughout the school year.
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement
where appropriate.
1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.
1-1.3 Carry out simple scientific investigations when given clear directions.
1-1.4 Use appropriate safety procedures when conducting investigations.
DATES
TAUGHT:
SUGGESTED
PACING:
INDICATORS:
RESOURCES:
SECOND NINE WEEKS
1-5 Exploring Motion:
The student will demonstrate an understanding of the positions and motions of objects. (Physical Science)
Primary Resource: FOSS Balance and Motion kit
FOSS Balance and Motion
Inv. 1: Part 1, 2, 3, 4
Read after completing Inv. 1, Part 3: FOSS
1-5.4 Illustrate ways in which objects can move in terms of
Science Stories, “Make It Balance!” (Follow
direction and speed (including straight forward, back and
5 days
“Science Stories folio guide – p. 2-3 – for
forth, fast or slow, zigzag, and circular).
guided reading questions and extensions).
5 days
1-5.2
FOSS Balance and Motion
Inv. 2: Part 1, 2, 3
Read after completing Inv. 2, Part 1: FOSS
Science Stories, “Push or Pull? (Follow
“Science Stories folio guide – p. 4-5 – for
guided reading questions and extensions).
Read after completing Inv. 2, Part 2: FOSS
Science Stories, “Tools and Machines” and
“Move It, But Don’t Touch It” (Follow
“Science Stories folio guide – p. 6-7 – for
guided reading questions and extensions).
Explain the importance of pushing and pulling to the
motion of an object.
Read after completing Inv. 2, Part 3: FOSS
Science Stories, “Things That Spin” (Follow
“Science Stories folio guide – p. 8– for guided
reading questions and extensions).
FOSS Balance and Motion
Inv. 3: Part 1, 2, 3
1-5.4
Illustrate ways in which objects can move in terms of
direction and speed (including straight forward, back and
forth, fast or slow, zigzag, and circular).
Read after completing Inv. 3, Part 2: FOSS
Science Stories, “Rolling, Rolling, Rolling!”
(Follow “Science Stories folio guide – p. 9 –
for guided reading questions and extensions).
8 days
Read after completing Inv. 3, Part 3: FOSS
Science Stories, “Strings in Motion” (Follow
“Science Stories folio guide – p. 10-11 – for
guided reading questions and extensions).
More Picture Perfect Science Lessons: Roller
Coasters
1-5.1
Identify the location of an object relative to another
object.
1-5.3 Illustrate the fact that sound is produced by vibrating
objects.
1 days
See S3 Curriculum at www.s2martcenter.org
for lesson for 1-5.1.
2 days
See S3 Curriculum at www.s2martcenter.org
for lesson for 1-5.3.
ADMINISTER FOSS BALANCE AND MOTION END OF MODULE ASSESSMENT
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
FOSS = Full Option Science System
© - Cannot be reproduced without permission
DSM = Delta Science Modules
CURRICULUM AND INSTRUCTION
JUNE 2011
STC = Science & Technology for Children
GRADE 1 Science
INSTRUCTIONAL PACING GUIDE
Based on 45 Minutes of Instruction Daily
1-1 Scientific Inquiry:
The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
NOTE: Inquiry indicators should be embedded within each content standard and taught throughout the school year.
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement
where appropriate.
1-1.2
Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.
1-1.3
Carry out simple scientific investigations when given clear directions.
1-1.4 Use appropriate safety procedures when conducting investigations.
DATES
INDICATORS:
TAUGHT:
SUGGESTED
PACING:
RESOURCES:
THIRD NINE WEEKS
1-3 Sun and Moon:
The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and Moon. (Earth Science)
Primary Resource: DSM Finding the Moon Kit
1-3.1
Compare the features of the day and night sky.
1-1.1 Compare, classify, and sequence objects by number, shape,
texture, size, color, and motion, using standard English units
of measurement where appropriate.
1-3.3
1-3.4
Recognize that the Sun and the Moon appear to rise and
set.
Illustrate changes in the Moon’s appearance (including
patterns over time).
1-1.1 Compare, classify, and sequence objects by number, shape,
texture, size, color, and motion, using standard English units
of measurement where appropriate.
2 days
2 days
2 days
3 days
3 days
DSM Finding the Moon:
Activity 1
After completing Activity 1, read Delta Reader
“What Do We See in the Sky?”. Go to DSM
teacher’s guide, p. 116 for guided reading
questions.
DSM Finding the Moon:
Activity 2
DSM Finding the Moon:
Activity 3
After completing Activity 3, read Delta Reader
“Why Does the Moon Shine?”. Go to DSM
teacher’s guide, p. 116 for guided reading
questions.
DSM Finding the Moon:
Activity 4
After completing Activity 4, read Delta Reader
“What Are Moon Phases?”. Go to DSM teacher’s
guide, p. 117- 118 for guided reading questions.
DSM Finding the Moon:
Activity 5
After completing Activity 5, read Delta Reader
“What Is The Moon Like?”. Go to DSM teacher’s
guide, p. 118 for guided reading questions.
1 day
DSM Finding the Moon:
Activity 6
1 day
DSM Finding the Moon:
Activity 7
1-1.1 Compare, classify, and sequence objects by number, shape,
texture, size, color, and motion, using standard English units
of measurement where appropriate.
1day
DSM Finding the Moon:
Activity 8
1-3.4 Illustrate changes in the Moon’s appearance (including
patterns over time).
3 days
DSM Finding the Moon:
Activity 9 & 10
1-3.2
Recall that the Sun is a source of heat and light for Earth.
1-1.3 Carry out simple scientific investigations when given clear
directions.
1-1.1 Compare, classify, and sequence objects by number, shape,
texture, size, color, and motion, us`ing standard English
units of measurement where appropriate.
2 days
1-1.3 Carry out simple scientific investigations when given clear
directions.
DSM Finding the Moon:
Activity 11
After completing Activity 11, read Delta Reader
“Neil Armstrong”. Go to DSM teacher’s guide, p.
119 for guided reading questions.
Activity 12 - optional
ADMINISTER DSM FINDING THE MOON END OF MODULE ASSESSMENT
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
FOSS = Full Option Science System
© - Cannot be reproduced without permission
DSM = Delta Science Modules
CURRICULUM AND INSTRUCTION
JUNE 2011
STC = Science & Technology for Children
GRADE 1 Science
INSTRUCTIONAL PACING GUIDE
Based on 45 Minutes of Instruction Daily
1-1 Scientific Inquiry:
The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
NOTE: Inquiry indicators should be embedded within each content standard and taught throughout the school year.
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement
where appropriate.
1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.
1-1.3 Carry out simple scientific investigations when given clear directions.
1-1.4 Use appropriate safety procedures when conducting investigations.
SUGGESTED
DATES
RESOURCES:
INDICATORS:
TAUGHT:
PACING:
FOURTH NINE WEEKS
1-4 Earth Materials:
The student will demonstrate an understanding of the properties of Earth Materials. (Earth Science)
Primary Resources: FOSS Pebbles, Sand, Silt Kit
FOSS Pebbles, Sand, Silt
Inv. 1: Part 1, 2, 3, 4, 5
Read after completing Inv. 1, Part 5: FOSS
Science Stories, “Exploring Rocks” and “Colorful
Rocks” (Follow Science Stories folio guide – p. 2-3
& 4-5 for guided reading questions and
extensions).
1-4.2
Classify rocks and sand by their physical appearance.
16 days
FOSS Pebbles, Sand, Silt
Inv. 2: Part 1, 2, 3, 4
Read after completing Inv. 2, Part 3: FOSS
Science Stories, “The Story of Sand” (Follow
Science Stories folio guide – p. 6-7 – for guided
reading questions and extensions).
More Picture Perfect Science Lessons:
If You Find a Rock
FOSS Pebbles, Sand, Silt
Inv. 3: Part 1, 2, 3, 4, 5
1-4.6 Exemplify Earth materials that are used for building
structures or for growing plants.
9 days
Read after completing Inv. 3, Part 1: FOSS
Science Stories, “Rocks Move” (Follow Science
Stories folio guide – p. 8-9 – for guided reading
questions and extensions).
Read after completing Inv. 3, Part 5: FOSS
Science Stories, “Making Things with Rocks”
(Follow Science Stories folio guide – p. 10-11 – for
guided reading questions and extensions).
FOSS Pebbles, Sand, Silt
Inv. 4: Part 1, 2, 3
1-4.3
Compare soil samples by sorting them according to
properties (including color, texture, and the capacity to
nourish growing plants).
8 days
Read after completing Inv. 4, Part 2: FOSS
Science Stories, “What Is In Soil?” (Follow
“Science Stories folio guide – p. 12-15 – for
guided reading questions and extensions).
Read after completing Inv. 4, Part 3: FOSS
Science Stories, “Testing Soil” (Follow Science
Stories folio guide – p. 16-17 – for guided reading
questions and extensions).
1-4.1
Recognize the composition of Earth (including
rocks, sand, soil, and water).
1-4.4 Recognize the observable properties of water (including
the fact that it takes the shape of its container, flows
downhill, and feels wet).
1-4.5
Illustrate the locations of water on Earth by using
drawings, maps, or models.
4 days
1 days
3 days
See S3 Curriculum at www.s2martcenter.org for
lesson for 1-4.1.
MacMillan/ McGraw-Hill pp. 142-153
See S3 Curriculum at www.s2martcenter.org for
lesson for 1-4.4.
See S3 Curriculum at www.s2martcenter.org for
lesson for 1-4.5.
MacMillan/McGraw-Hill pp. 134-139
ADMINISTER FOSS PEBBLES, SAND, AND SILT END OF MODULE ASSESSMENT
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE
FOSS = Full Option Science System
© - Cannot be reproduced without permission
DSM = Delta Science Modules
CURRICULUM AND INSTRUCTION
JUNE 2011
STC = Science & Technology for Children