Scope and Sequence Schedule
2013-2014 School Year
Kindergarten
Please look at the days you will need to teach each investigation with scaffolded guided inquiry format.
Two – Forty five minute blocks per week have been considered for each week. Additional days a
providing in the pacing schedule to allow time for such things as: depth over breath, re-teach,
reinforcement, science reading comprehension, center time, assessments, supplemental activities, notebook
journaling, portfolio etc.
Lesson
Materials in Our
World
Investigation 1 Part 1-5
Getting to Know Wood
Investigation 2 Part 1-4
Changing Wood
Investigation 3 Part 1-5
Getting to Know Paper
Investigation 4 Part 1-4
Getting to Know Fabric
Investigation 5 Part 1-5
Earth Materials
TOTAL INVESTIGATION DAYS
Lesson
Animals 2x2
# of Days
6 days
5 days
6 days
5 days
6 days
25 days
# of Days
Time
9/16/13 – 12/20/13
Total Science Days26
Additional Science
Days Built in – 1
Time
Investigation 1 Parts 1- 4
Goldfish and Guppies
6 days
1/2/14 – 6/13/14
Investigation 2 Parts 1-4
Investigation 3 Parts 1-3
Investigation 4 Parts1- 4
Investigation 5 Parts 1- 4
Land and Water Snails
Big and Little Worms
Pill Bugs and Sow Bugs
Eggs and Chicks
6sdays
4 days
6 days
6 days
Total Science Days36
TOTAL INVESTIGATION DAYS
28 days
Additional Science
Days Built in – 8
First Grade
Please look at the days you will need to teach each investigation with scaffolded guided inquiry format. Two – Forty
five minute blocks per week have been considered for each week. Additional days a providing in the pacing
schedule to allow time for such things as: depth over breath, re-teach, reinforcement, science reading comprehension,
center time, assessments, supplemental activities, notebook journaling, portfolio etc.
Lesson
Air and Weather
Investigation 1, Part 1- Exploring Air
4 & 5 or 6
Investigation 2, Part 1- Observing Weather
4
Investigation 3, Part 1- Wind Explorations
4
Investigation 4, Part
Looking for Change
1&3 (Optional)
TOTAL INVESTIGATION DAYS
# of Days
5 days
Time
9/16/13 – 11/15/13
4 days
Total Science Days18
Lesson
Pebbles, Sand and Silt
Investigation 1, Part 1- First Rocks
3 & 4 or 5
Investigation 2, Part 1- River Rocks
4
Investigation 3, Part 1- Using Rocks
3 & 4 or 5
Investigation 4, Part 1
Soil Exploration
&3
TOTAL INVESTIGATION DAYS
# of Days
4 days
Time
11/18/13 – 2/28/14
4 days
Total Science Days23
Additional Science
Days Built in – 9
Lesson
New Plants
Investigation 1, Part 1- Brassica Plants
3
Investigation 2, Part 1- Grass and Grain Seeds
3
Investigation 3, Part 1- Stems
3
Investigation 4, Part 1- Bulbs and Roots
2
TOTAL INVESTIGATION DAYS
# of Days
3 days
Time
3/3/14 – 6/13/13
4 days
Total Science Days26
4 days
2 days
Additional Science
Days Built in – 3
15 days
4 days
2 days
14 days
4 days
4 days
15 days
Additional Science
Days Built in – 9
Second Grade
Please look at the days you will need to teach each investigation with scaffolded guided inquiry format. Two –
Forty five minute blocks per week have been considered for each week. Additional days a providing in the
pacing schedule to allow time for such things as: depth over breath, re-teach, reinforcement, science reading
comprehension, center time, assessments, supplemental activities, notebook journaling, portfolio etc.
Lesson
Solids and Liquids
# of Days
Time
Investigation 1, Part
Solids
1.2.3
Investigation 2, Part
Liquids
1.2.3
Investigation 3, Part
Bits and Pieces
1.2.3
Investigation 4, Part
Solids and Liquids in
1.2.3
Water
TOTAL INVESTIGATION DAYS
3 days
9/16/13 – 11/15/13
3 days
Total Science
Days- 18
Lesson
# of Days
Time
Investigation 1, Part
Balance
1.2.3.4
Investigation 2, Part
Spinners
1.2.3
Investigation 3, Part
Rollers
1.2.3
TOTAL INVESTIGATION DAYS
5 days
11/18/13 – 2/28/14
4 days
Total Science
Days- 23
Additional Science
Days Built in – 10
Lesson
# of Days
Time
4 days
3/3/2014 – 6/13/204
4 days
Total Science
Days- 26
Balance and Motion
Insects
Investigation 1, Part
Mealworm
1.2.3
Investigation 2, Part
Waxworms
1.2.3
Investigation 3, Part
Milkweed Bugs
1.2.3
Investigation 5, Part
Butterflies
1.2.3
Investigation 6, Part
Other Insects
1.2.3
TOTAL INVESTIGATION DAYS
3 days
3 days
Additional Science
Days Built in – 6
12 days
4 days
13 days
4 days
4 days
Additional Science
Days Built in – 6
4 days
20 days
This unit will take up to 10 weeks due to the life cycles of the insects. It is suggested that you start with Lesson 1 and run
Lessons 2 and 3 concurrently. Lessons 4 and 5 can also be run concurrently. Much of the time is spent in observation and
recording during the development of each insect.
Your Teacher Coach should have an order form for Insects. Please advise your teacher coach of your order 4 weeks in
advance.
Third Grade
Please look at the days you will need to teach each investigation with scaffolded guided inquiry format. Three –
Forty five minute blocks per week have been considered for each week. Additional days a providing in the pacing
schedule to allow time for such things as: depth over breath, re-teach, reinforcement, science reading comprehension,
center time, assessments, supplemental activities, notebook journaling, portfolio etc.
Lesson
Sun, Moon and Stars
Investigation 1, Part 1& 2
The Sun
Investigation 2, Part 1 & 2
The Moon
Investigation 3, Part 1 &2
The Stars
TOTAL INVESTIGATION DAYS
# of Days
6 days
10 days
6 days
22 days
Time
9/16/13 – 11/15/13
Total Science Days25
Additional Science
Days Built in – 3
* Students observe the Moon in the sky during the day and night for a period of 4 weeks. They record the
appearance of the Moon and analyze the data to discover a sequence of changes, the lunar cycle. Moon
Observations will need to begin in week 1 of this unit.
Lesson
Water
Investigation 1, Part 1-3
Water Observations
Investigation 2, Part 1-3
Hot Water, Cold Water
Investigation 3, Part 1-3
Water Vapor
TOTAL INVESTIGATION DAYS
# of Days
5 days
5 days
5 days
15 days
Time
11/18/13 – 1/31/14
Lesson
Matter and Energy
Investigation 1, Part 1.2.3
Energy
Investigation 2, Part 1& 2
Light
Investigation 3, Part 1-3
Matter
Investigation 4, Part 1-3
Changing Matter
TOTAL INVESTIGATION DAYS
# of Days
10 days
9 days
12 days
10 days
39 days
Time
2/3/14 – 6/13/14
Total Science Days25
Additional Science
Days Built in – 10
Total Science Days43
Additional Science
Days Built in – 4
Fourth Grade
Please look at the days you will need to teach each investigation with scaffolded guided inquiry format. Three –
Forty five minute blocks per week have been considered for each week. Additional days a providing in the pacing
schedule to allow time for such things as: depth over breath, re-teach, reinforcement, science reading comprehension,
center time, assessments, supplemental activities, notebook journaling, portfolio etc.
Lesson
Weather Instruments
Activities 1-3
Air
Activities 4-6
Instruments
Activities 7&8
Water
Acuities 9-12
Clouds
TOTAL INVESTIGATION DAYS
# of Days
4 days
3 days
4 days
4 days
15 days
Time
9/16/13 – 11/15/13
Lesson
Investigation 1, Part 1-4
Investigation 2, Part 1-4
Investigation 3, Part 1-3
Investigation 4, Part 1&2
Part 3 is optional
# of Days
5 days
5 days
4 days
3 days
Time
11/18/13 – 1/31/14
Magnetism and Electricity
The Force
Making Connections
Advanced Connections
Current Attractions
Investigation 5, Part 1,2 &
Click It
3 are optional
TOTAL INVESTIGATION DAYS
Additional Science
Days Built in –10
Total Science Days27
Additional Science
Days Built in – 10
17 days
Lesson
Structures of Life
Investigation 1, Part 1-3
The Origin of Seeds
Investigation 2, Part 1-3
Growing Further
Investigation 3, Part 1-3
Meet the Crayfish
Investigation 4, Part 1-2
Meet the Land Snail
Parts 2&3 are optional
Investigation 4, Part 1&2,
Meet the Bess Beetle
Part 3 is optional
TOTAL INVESTIGATION DAYS
# of Days
4 days
4 days
4 days
3 days
Lesson
Investigation 1, Part 1-3
Investigation 2, Part 1 &2
# of Days
4 days
3 days
Earth Materials
Mock Rocks
Scratch Test
Total Science Days25
3 days
Time
2/3/14 – 4/11/14
Total Science Days25
Additional Science
Days Built in – 6
18 days
Time
4/28/14 – 6/13,14
Total Science Days16
TOTAL INVESTIGATION DAYS
7 days
Additional Science
Days Built in – 9
Fifth Grade
Please look at the days you will need to teach each investigation with scaffolded guided inquiry format. Two –
Eighty minute blocks per week have been considered. Additional days a providing in the pacing schedule to allow
time for such things as: depth over breath, re-teach, reinforcement, science reading comprehension, center time,
assessments, supplemental activities, notebook journaling, portfolio etc.
Lesson
Investigation 1, Part 1-2
Investigation 2, Part 1-4
Investigation 3, Part 1-3
Investigation 4, Part 1&2
Food and Nutrition
The Fat Test
The Sugar Test
The Acid Test
Free Lunch
TOTAL INVESTIGATION DAYS
Lesson
Investigation 1, Part 1-3
Investigation 2, Part 1-4
Investigation 3, Part 1-3
Investigation 4, Part 1&2
Part 3 is optional
Levers and Pulleys
Levers
More Leverage
Pulleys
Pulleys at Work
TOTAL INVESTIGATION DAYS
Lesson
Investigation 1, Part 1&2
# of Days
2 days
4 days
3 days
2 days
Time
9/16/13 – 11/8/13
11 days
Additional Science
Days Built in – 4
# of Days
3 days
4 days
4 days
3 days
Time
11/11/13 – 1/31/14
14 days
Diversity of Life
What is Life
Investigation 2, Part 1-3
Introduction to the Microscope
Investigation 3, Part 1-3
Microscopic Life
Investigation 4, Part 1&2
The Cell
Investigation 5 Part 1-3
Seeds of Life
Investigation 6 Part 1-3
Transpiration
Investigation 7 Part 1&2
Plant Reproduction
Investigation 8, Part 1-3
Snails
Investigation 9, Part 1-3
Roaches
Investigation 10, Part 1-3
Kingdom of Life
TOTAL INVESTIGATION DAYS
Sixth Grade
# of Days
2 days
3 days
3 days
2 days
3 days
3 days
2 days
3 days
3 days
3 days
27 days
Total Science Days15
Total Science Days19
Additional Science
Days Built in – 5
Time
2/314 – 6/13,14
Total Science Days- 30
Additional Science
Days Built in – 3
Chapters
1-3
4, 6-9
CPO Earth
Science is Everywhere
 Section 1.1 (Learning about Science)
 Section 1.2 (Observing the World)
 Section 1.3 (Using the Scientific Method)
o Each of the 3 sections overlaps; embed effectively and
comprehensively
o Continue incorporation of scientific method as common
thread for entire academic year
The Science Tool Box
 Section 2.1 (Taking Measurements)
 Section 2.2 (Measuring Time and Temperature)
 Section 2.3 (Systems and Models)
o Sections 2.1 and 2.2 should have been referenced and
utilized via hands-on activities on Chapter 1
 This is an opportune point for a checkpoint assessment
or performance based activity (PBA). Data collection
of grades here is key for tracking student
comprehension of Chapter 1 concepts. Use this
information to drive scaffolded instruction.
o Sections 2.1, 2.2 and 2.4 – Concepts provide great
opportunities for application of math; communicate and
collaborate with math instructors as applicable to support
interdisciplinary concepts and skills
o Section 2.3 concepts may be abstract for some students; be
sure to incorporate and highlight those components that
are most relevant to in-class investigations and science
fair projects (i.e. independent and dependent variables)
o Continue incorporation of scientific method and
procedures from this section as common thread for entire
academic year
Physical Science Connection
 Section 3.1 (Types of Energy)
 Section 3.2 (Heat)
o pages 62-64 may be omitted
 Section 3.3 (Density and Buoyancy)
Water and the Water Cycle
 Section 4.1 (Water on Earth’s Surface)
o In the interest of time, concepts can be referenced versus
in-depth coverage as if being taught anew; concepts return
in subsequent chapters and have also been discussed in
earlier grades
 Section 4.2 (The Water Cycle)
o Covered in 3rd and 4th grade, but not to the same level; if
pre-test shows grade-level appropriate understanding,
move on. If not, cover it.
o “Testing out” of in-depth coverage is viable option.
Assessment should be grade-appropriate and challenging
to ensure comprehension.
Weather and Climate
 Section 6.1 (Introduction to Weather)
o Focus for this unit will be on this section and next
o Weather is covered in grades 1 and 4; if pre-test shows
# of
Days
4
Time Frame
Total
Science Days
Addt’l
Days
9/16/13 - 11/12/13
5
16
3
4
4
5
11/13/13 - 1/29/14
15
Chapters
CPO Earth
grade-level appropriate understanding, more time may be
spent on climate.
 Section 6.2 (Weather Patterns)
o Focus for this unit will be on this section and prior
 Section 6.3 (Climates and Biomes)
Mapping Earth
 Section 8.1 (Maps)
o Communicate and collaborate with social studies
teacher(s) for the bulk of coverage
 Some basics, i.e. features of maps, may be referenced/
reviewed as appropriate
 Section 8.2 (Topographic Maps)
 Section 8.3 (Bathymetric Maps)
o optional
Earth and Time
 Section 9.1 (Relative Dating)
o Pages 208-209 – reference; review relative dating
o Concepts on page 212 such as Pangaea and superposition
should be mastered as these concepts are components of
upcoming concepts
 Section 9.2 (Geologic Time)
o Focus on the big idea of how the periods and eras reflect
notable events in Earth’s history (in other words, students
are not to memorize each era or period; rather, they are
able to correlate major events such as when Pangaea
existed, when the first fishes appeared, etc.)
o Students should be able to correlate and analogize the
geologic time scale with their school schedule, for
example.
# of
Days
Time Frame
3
3
Inside Earth
10-14
 Section 10.1 (Sensing Earth’s Interior)
o Omit pages 226-7
o Incorporate seismic waves (p. 228) into Section 12.1
(Earthquakes)
 Section 10.2 (Earth’s Interior)
 Section 10.3 (Earth’s Surface)
o Omit section
Plate Tectonics
 Section 11.1 (Pangaea)
o This is an opportune point for a checkpoint assessment or
performance based activity (PBA) as this has been
discussed in previous chapters. Data collection of grades
here is key for tracking student comprehension of these
concepts. Use this information to drive scaffolded
instruction.
 Section 11.2 (Sea-floor Spreading)
o Omit
 Section 11.3 (Plate Boundaries)
o Focus on and embed as applicable as it relates to chapter
12
Earthquakes and Volcanoes
 Section 12.1 (Earthquakes)
o Embedded components from chapter 11 should allow for
time-efficient coverage of this section
 Section 12.2 (Volcanoes)
2
3
3
1/31/14 - 4/10/13
13
3
Chapters
16-18
CPO Earth
o Focus on concepts that reinforce sections 11.3 and 12.1
Formation of Rocks
 Section 13.1 (The Composition of Rocks)
 Section 13.2 (Igneous Rocks)
 Section 13.3 (How Rocks Change)
Weathering and Erosion
 Section 14.1 (Weathering)
 Section 14.2 (Erosion)
 Section 14.3 (Rivers Shape the Land)
o Omit
Natural Resources and Conservation
 Section 16.1 (Natural Resources and Energy)
 Section 16.2 (Supplying Our Energy Needs)
 Section 16.3 (Resources and Conservation)
o Suggested method of topic delivery is project-based
o This concept is delved into at Scholars (those students
may work on their projects there)
The Solar System
 Section 17.1 (About the Solar System)
 Section 17.2 (The Planets)
 Section 17.3 (Other Solar System Objects)
o Incorporate Star Lab (contact Pam Davis) for delivery of
concepts
Earth, the Moon, and the Sun
 Section 18.1 (Earth and Its Moon)
 Section 18.2 (Earth Cycles)
 Section 18.3 (The Sun)
o Incorporate Star Lab (contact Pam Davis) for delivery of
concepts
TOTAL INVESTIGATION DAYS
# of
Days
Time Frame
4
3
4/11/13 - 6/10/13
3
3
15
5
61
13
4
48
Seventh Grade
Chapters
1-4
9, 7, 8
CPO Life
Studying Life
 Section 1.1 (Measurements)
o Overlaps with Section 1.3; embed effectively and
comprehensively
 Section 1.2 (Thinking Like a Scientist)
o Components of 1.1 and 1.3 are innate to this section;
embed effectively and comprehensively
o Continue incorporation of scientific method as common
thread for entire academic year
 Section 1.3 (Graphs)
o Overlaps with Section 1.1; embed effectively and
comprehensively
o Communicate and collaborate with math teacher(s) for the
reinforcement of skills
Living Things
 Section 2.1 (Is it Alive?)
o Focus on the properties of life; page 31 may be referenced
or omitted
 Section 2.2 (How Living Things are Organized)
o Basic concepts will be referenced again when addressing
Human Body Systems (Chapter 18)
Classifying Living Things
 Section 3.1 (Types of Living Things)
o Nice opportunity to show prepared slides and mention
upcoming section on microscopes
o Nice online interactive on taxonomy
 http://www.pbs.org/wgbh/nova/nature/classifyinglife.html
 Section 3.2 (Dichotomous Keys)
Physical Science Connections
 Section 4.1 (Elements & Compounds)
 Section 4.2 (Compounds of Life)
o Section promotes great “science in real life” project such
as can be found at
https://www.supertracker.usda.gov/createprofile.aspx;
http://www.choosemyplate.gov/supertracker-tools.html;
home page is http://www.choosemyplate.gov/index.html
 Section 4.3 (Physical Variables)
o omit
The Microscopic World
 Section 9.1 (Protozoans)
o This is an opportune point for a performance-based activity
(PBA) such as a practical on slide preparation and using
microscopes.
 Section 9.2 (Bacteria)
 Section 9.3 (Viruses)
Cell Structure and Function
 Section 7.1 (What are Cells?)
 Section 7.2 (Cells: A Look Inside)
o Some online animations and self-paced tutorials to support
# of
Days
Time Frame
Total
Science Day
Addt’l
Days
9/16/13- 11/12/13
4
3
3
13
3
4
11/13/13-1/29/14
8
18
Chapters
10-12
CPO Life
this section:
 http://www.wisconline.com/objects/index_tj.asp?objid=AP11604
 http://www.wiley.com/legacy/college/boyer/047000379
0/animations/cell_structure/cell_structure.htm
 http://www.wisconline.com/objects/index_tj.asp?objid=AP11403
o This is an opportune point for a performance-based activity
(PBA) such as building a cell.
o Project menu options for such can be provided; contact
Lillian.
Cell Processes
 Section 8.1 (The Cell Membrane)
o Some online animations and self-paced tutorials to
support this section:
 http://programs.northlandcollege.edu/biology/Biology1
111/animations/transport1.html
 http://www.wiley.com/legacy/college/boyer/047000379
0/animations/membrane_transport/membrane_transport
.htm
 http://bcs.whfreeman.com/thelifewire/pages/bcsmain.asp?v=category&s=00020&n=&o=|00510|00570|
00520|00530|00540|00550|00580|00130|00PRS|00560|0
0590|00010|00020|00030|00040|00050|00060|00070|00
120|00080|00090|00100|00110|02000|03000|040|
 http://bcs.whfreeman.com/thelifewire/pages/bcsmain.asp?v=category&s=00020&n=&o=|00510|00570|
00520|00530|00540|00550|00580|00130|00PRS|00560|0
0590|00010|00020|00030|00040|00050|00060|00070|00
120|00080|00090|00100|00110|02000|03000|040|
 Section 8.2 (Cells and Energy)
Reproduction
 Section 10.1 (Growth and Cell Reproduction)
o Some great online resources for this section include
 http://www.cellsalive.com/cell_cycle.htm
 http://nobelprize.org/educational_games/medicine/2001
/cellcycle.html
 http://www.cell-action.com/cell_cycle/cell_cycle.html
 Section 10.2 (Sexual Reproduction and Meiosis)
o Some great online resources for this section include
 http://www.pbs.org/wgbh/nova/baby/divi_flash.html
Heredity
 Section 11.1 (Traits)
oSome great online resources for this section include
 http://learn.genetics.utah.edu/content/begin/traits/ and
 www.dnai.org
 Section 11.2 (Predicting Heredity)
 Section 11.3 (Other Patterns of Inheritance)
oThe Krazy Traits kits are fully interactive, comprehensive and
engaging for students with regards to all of these sections.
Code of Life
 Section 12.1 (The Role of DNA in Heredity)
oNice online animation supporting protein synthesis that uses
plain language to explain this complex process:
 http://www.wisc-
# of
Days
Time Frame
6
4
1/31/14-4/10/13
7
15
4
Chapters
18, 5, 6
CPO Life
online.com/objects/ViewObject.aspx?ID=AP1302
 Section 12.2 (DNA and Technology)
o The home page http://learn.genetics.utah.edu contains
many activities and animations to support this chapter
Ecosystems
 Section 5.1 (Ecosystems, Energy and Nutrients)
 Section 5.2 (Food Chains and Food Webs)
o Some nice online resources that may be helpful
 http://www.harcourtschool.com/activity/science_up_clo
se/314/deploy/interface.html
 http://www.gould.edu.au/foodwebs/kids_web.htm
 http://www.cserc.org/main/games/buildafoodchain/inde
x.html
 (Virtual lab) http://glencoe.mcgrawhill.com/sites/dl/free/0078757134/383926/BL_02.html
 Section 5.3 (Ecosystems – A Natural Balance)
o Omit pages 99-100
o Chapter 5 and Chapter 6 are very closely related; embed
and construct parallels for depth
Biomes
 Section 6.1 (Climates and Biomes)
o Some online resources that may be helpful
 (virtual lab)
http://www.mhhe.com/biosci/genbio/virtual_labs/BL_03
/BL_03.html
 (virtual lab)
http://www.mhhe.com/biosci/genbio/virtual_labs/BL_24
/BL_24.html
 Section 6.2 (Deserts and Grasslands)
 Section 6.3 (Temperate Forests and Rainforests)
Human Body Systems
 Section 18.1 (Circulation and Respiration)
 Section 18.2 (Other Organ Systems)
o Some online resources that may be helpful for the chapter:
 http://www.bbc.co.uk/science/humanbody/body/index_
interactivebody.shtml
 http://science.nationalgeographic.com/science/healthand-human-body/human-body/
 http://www.innerbody.com
TOTAL INVESTIGATION DAYS
# of
Days
Time Frame
6
4/21/13 – 6/20/14
3
14
5
61
15