1st Grade FOSS: Air and Weather Session 1 Session 2 Session 3
advertisement
1st Grade FOSS: Air and Weather Note: We recommend jumping around a bit in this kit: 2-1-3-4 Number Corner provides opportunities to observe and record weather (investigation2) Number Corner thermometer counts by increments of 2 while FOSS thermometer is by 1s. You might want to choose one system to teach students. Session 2 Session 3 Investigation 2, Part 1 weather calendar How can we keep a record of daily weather conditions? Session 1 Investigation 2, Part 2 Investigation 2, Part 3 Clouds Investigation 2, Part 4 Rain gauge Vocabulary, Journal How does a thermometer work to measure the temperature? How can we measure the amount of rain that falls? Science Stories Understanding the Weather Record weather daily throughout the unit Science Stories: What’s the weather Today? Are all clouds the same? What kinds of weather do different clouds bring? Session 6 Session 7 Session 8 Session 9 Investigation 1, Part 1 (Stations rather than bags will minimize time of investigation) Investigation 1, Part 2 2 groups: 1 – journal/read 2 – investigation Investigation 1, Part 2 (cont’d, reversed) How can I keep a paper towel dry under water? Half Sheet Assess. Where is the air in keep the towel dry? SYS & INQ Session 11 Session 12 Session 13 Session 14 Investigation 1, Part 4 Air syringes Investigation 1, Part 5 (demo + journal) Investigation 3, Part 1 (optional) Bubbles in wind Investigation 3, Part 2 (optional) Wind speed anenometer What happens when I push air into a smaller space? How can I use air to push water around a system? How can I use compressed air to propel a balloon rocket? How can bubbles be used to find out about wind speed and direction? How does air interact with objects? Session 4 Session 5 Teacher Observation: Call on different students to help read the temp/rain gauge each day APP & Earth Science Investigation 1, Part 3 (color, create) Session 10 Investigation 1, Part 3 (cont’d.) (try out) How does air affect how a parachute floats to the ground? Science Stories: What Is All Around Us? How do people describe the strength of the wind? Session 15 Investigation 3, Part 2 (cont’d.) (Prep for Inv.3, Part 3, Pinwheels) Session 16 Investigation 3, Part 3 Pinwheels How can we use pinwheels to observe wind speed? (Prep for Inv.3, Part 4, Wind Vanes) Session 17 Session 18 Session 19 Session 20 Investigation 3, Part 4 Windvanes Investigation 3, Part 5 (optional) Kites Investigation 4, Looking for Change (Number Corner) Investigation 4, Part 3 (Challenge?) How can we use wind-vanes to observe the direction of the wind? How can we use weather instruments to improve kite flying? How can we use weather data for a month/year/seasons to look for change? What’s in the night sky + how can we monitor + record our observations to look for change? EARTH X APPLICATION Investigations 2, 3 Teacher Observation—Students read rain gauge and thermometer Investigation 1 Response Sheet—Where is the air that is keeping the paper towel dry? Investigation 4 Teacher develops check for understanding INQUIRY SYSTEMS *Based on 30-minute sessions; some lessons call for response sheets that can be used during the science period or later in the day. X X X X X X 1st Grade FOSS: Balance and Motion Session 1 Session 2 Investigation 1, Part 1 (trick crayfish) Investigation 1, Part 2 Session 3 Journal Session 4 Session 5 Investigation 1, Part 3 Science Stories How can counterweights help us balance other shapes? Half Sheet Assess. Stable Positions Choose 3 from previous day’s lesson. INQ How can a pencil be balanced on its point? Session 6 Session 7 Session 8 Session 9 Investigation 1, Part 4 Investigation 2, Part 1 (Tops) How many ways can a shape be balanced? How do the parts of a mobile stay in stable positions? What does an object need to be put in motion? Teacher Observation: APP & Phys Sci Session 11 Session 12 Investigation 2, Part 3 (optional) (Twirlers) Investigation 2, Part 3 (optional) (cont’d) How can air start an object spinning? Half Sheet Assess. How do objects move? Push or pull: tops, zoomers, twirlers? Phys. Sci. & INQ Session 16 Session 17 Investigation 3, Part (optional) (Rolling spheres) Investigation 2, Part 1 (cont’d) Prep for zoomers Color top designs Interview: Ask students to show a stable position with shape and counterweights. Where are the balance point/ counterweights? APP & SYS & Phys Sci Session 13 Investigation 3, Part 1 Investigation 2, Part 2 (Zoomers) How are tops and zoomers similar and different? Session 14 Journal How can a wheeland-axle system be changed? Session 18 Session 19 Make It Balance! Prep for Investigation 1, Part 4 Session 10 Journal Science Stories Push or Pull Session 15 Investigation 3, Part 2 (optional) (Rolling cups) Can we predict the behavior of a rolling cup? What happens if weight is added to a rolling cup system? Session 20 Investigation 3, Part 3 (cont’d) (optional) How can we make a runway system that will keep a marble rolling? *Based on 30-minute sessions; some lessons call for response sheets that can be used during the science period or later in the day. APPLICATION PHYSICAL INQUIRY SYSTEMS Investigation 1 Half-Sheet Assessmt. -Stable Positions Investigation 2 Teacher ObservationInterview – Show stable position, ID balance point and counterweights Half-Sheet Assessmt. – How do objects move? X X X X X X X X 1st Grade FOSS: New Plants If you are sharing a kit, ask the MASK center for another lamp (464-6783). Expect planting days to take longer than a 30-minute session. Plant Brassica and alfalfa at the beginning of the week this way students can see them sprout. Observe Brassica and lawn on the same calendar. Observe potatoes and bulbs on bulbs on another calendar. When flowers bloom on Brassica make sure to cross-pollinate (rub flowers together) so that seed pods form. Buy potatoes a few weeks in advance so eyes can start to grow. Session 1 Session 2 Investigation 1, Part 1 What do we know about plants? Investigation 1, Part 2 Planting Brassica How can we learn more about plants? What do Brassica plants need to live and grow? Session 3 Session 4 Session 5 Investigation 1, Part 2 (cont’d.) Investigation 2, Part 1 Planting alfalfa/rye Investigation 1, Part 3 Journal – Introduce calendar What grows in a lawn? Observe Brassica Journal – calendar (ht. + # of leaves chart) How will we keep track of our new plants? Session 6 Investigation 2, Part 1 (cont’d) Observe lawn – calendar Student Sheet – Plant Picture (before cutting) What do you observe in your Brassica planters? Session 7 Session 8 Session 9 Session 10 Investigation 1, Part 3 (cont’d) Observe Brassica Investigation 3, Part 3 Planting Potatoes Investigation 1, Part 3 (cont’d) Observe Brassica Investigation 2, Part 2 Cutting the alfalfa Journal - (ht. + # of leaves chart) Why do potatoes have eyes? Science Stories What do Plants Need? Where do the leaves grow? What do they do Journal - Calendar for the plant? Journal - (ht. + # of leaves chart) APP Student Sheet – Plant Picture Parent help with prep for Inv 2, Part 3 – Wheat in straws Session 11 Investigation 2, Part 3 Plant Wheat in Straws How does a seed grow? Session 12 Session 13 Investigation 1, Part 3 (cont’d) Observe Brassica Where do the flowers grow? What do they do for the plant? Journal - (ht. + # of leaves chart) Student Sheet – Plant Picture INQ Investigation 4, Part 1 Plant onion bulbs What are bulbs? Student Sheet Growing Bulbs Session 14 Session 15 Investigation 2, Part 2 (cont’d) Investigation 3, Part 1 (optional) Do all plants grow after cutting them back? How can we make a new plant from an old one? Student Sheet – Plant Picture INQ (after cutting) Investigation 4, Part 1 (cont’d) Student Sheet – Growing Bulbs Investigation 2, Part 3 Journal – Observe Wheat Session 16 Investigation 3, Part 2 (optional) How do we keep our cuttings alive? Investigation 2, Part 3 Student Sheet Growing Wheat INQ Why do leaves grow up and roots grow down? What do roots do for the plant? Session 17 Investigation 1, Part 3 (cont’d) Observe Brassica Where do seeds come from? Science Stories Flowers and Seeds Student Sheet Brassica A SYS Session 18 Session 19 Session 20 Investigation 4, Part 2 (optional) Investigation 3, Part 3 (cont’d) Investigation 1, Part 3 (cont’d) What other plant parts can grow new plants? Observe potatoes – calendar What does the life cycle of a plant look like? Investigation 4, Part 1 (cont’d) Planting onion bulbs What grew from the potato eye? End-of-Module Assessment #6 LIFE SCI Student Sheet Growing Bulbs INQ *Based on 30-minute sessions; some lessons call for response sheets that can be used during the science period or later in the day. Bridges connections: Farms unit
