Curriculum and Instruction – Office of Science
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
1 Elementary Science 1st grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
2 Elementary Science 1st grade, 2nd nine weeks
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Curriculum and Instruction – Office of Science
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping
materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist
teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
3 Elementary Science 1st grade, 2nd nine weeks
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Curriculum and Instruction – Office of Science
1st Grade 2nd nine weeks
Focus: Life Science
Unit 1.2.1
Frame (3 Weeks)
Standard - Flow of Matter and Energy
Time
(Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
[Clarification Statement: Changes organisms go through during their life form a pattern.]
● I can analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a
group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or
among siblings. Emphasis is on organisms other than humans.]
● I can make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification
Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant
are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.]
Standards
Learning Outcomes
0107.3.1 Recognize that plants
and animals are living things
that grow and change over
time.
Conduct investigations and
record data about the growth of
different plants under varying
conditions
Describe what plants and
animals need in order to grow
and remain healthy.
Tasks & Resources
MacMillan/McGraw-Hill: A Closer Look Grade 1
Chapter 2: Living Things Grow and Change
● Plants Grow and Change Lesson 1 pgs. 72 77
● Animals Grow and Change Lesson 2 pgs. 8087
● Chapter 2 Review pgs 94-95
● TCAP Test Prep pgs 96-97
Pre and Post Assessment Questions
pgs: 24-25
2 Elementary Science 1st grade, 2nd nine weeks
CLIP Connection
Academic vocabulary
Life cycle, seedling, offspring, mammal,
amphibian, tadpole
Literacy Connection
●
From Calf to Camel Students,
with guided support from the
teacher, will read the passage.
Students will use details in the
passage to answer text
dependent questions that
focuses on the stages of a
2015-2016
Curriculum and Instruction – Office of Science
Labs and Investigations
● What Do Seeds Need To Grow? pgs 29-30
● Can You Grow A Plant Without Seeds? pg 32
● How Do Animals Grow and Change? pgs 3536
Supplemental Assessments
● Living Things Grow and Change (Concept
Map) pg. 22
● Plants Grow and Change (Cloze Activity) pg.
26
● Animals Grow and Change (Cloze Activity)
pg. 30
● Meet Melanie Stiassny pgs. 31-32
camel.
●
What Plants Need Students,
with guided support from the
teacher, will read the passage.
Students will use details in the
passage to answer text
dependent questions that
focuses on how plants and
exactly what they need for
survival.
●
Wind Helps Plants Grow
Students, with guided support
from the teacher, will read the
passage. Students will use
details in the passage to
answer text dependent
questions that focuses on how
plants and exactly what they
need for survival.
●
Illustrate and describe how
plants grow and change.
Additional 1.2.1 Resource Toolbox
Online Resources
● www.scssciencedepartment.weebly.com password: energy
● This lesson plan allows students to have a hands-on experience and learn about the metamorphosis of insects. NOTE: This site contains ads.
● http://www.scholastic.com/teachers/lesson-plan/cycles-life
● A Closer Look Diagnostic Assessment
3 Elementary Science 1st grade, 2nd nine weeks
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Curriculum and Instruction – Office of Science
●
●
A Closer Look Writing in Science
A Closer Look Activity labshttp://www.scholastic.com/teachers/lesson-plan/cycles-life
Pink Palace Museum Field Trips
● Exhibits: Adaptation, Insects, Mid-South Mammals, Dinosaurs & Mosasaurs
● Labs: Journey to the Poles, Dinosaurs & Fossils
● CTI Theater: Flight of the Butterflies 3D, Humpback Whales 3D,
●
Walking with Dinosaurs: Prehistoric Planet 3D
● Suitcases: (free) Magnifiers, Plant Reproduction, Trees & Leaves
● Passports: ($10/topic) Tree Cookies, Leaves & Seeds
Lichterman Nature Center Field Trips
● Exhibits: Urban Wildlife, Adaptations, Seasons, Life Cycles, Backyard Wildlife Center
● Programs: Habitat Detectives, In Your Backyard, Animals Alive!
● Nature 2U: 11 topics including Amphibians: the Original Transformers; Going Batty; Birds: Our Feathered Friends; Beautiful Butterflies; Marvelous
Mammals; Reptiles: Scales & Scutes; Plants: From Seed to Table; Poking in the Pond; Spectacular Spiders; Nocturnal Animals; Creepy Crawlies
Coon Creek Science Center Field Trips
● Programs: Fossil Fun with Ally Alligator
4 Elementary Science 1st grade, 2nd nine weeks
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Curriculum and Instruction – Office of Science
1st Grade 2nd nine weeks
Science
Focus: Earth
Unit 1.2.2
Frame (3 Weeks)
Standard - Biodiversity and Changes
Time
(Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of
living things in each of a variety of different habitats.]
● I can analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification
Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils
found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.]
Standards
0107.5.1 Investigate how plants
and animals can be grouped
according to their habitats
0107.5.2 Recognize that some
organisms which formerly lived
are no longer found on earth.
Learning Outcomes
Create a chart of different habitats
and match animals to specific
locations.
Sort pictures or illustrations of
animals into groups that are extinct
and those that still exist and offer
possible explanations for extinction.
Tasks & Resources
MacMillan/McGraw-Hill: A Closer Look Grade 1
Chapter 3: Plant and Animal Habitats
● Grassland and Forest Habitats Lesson 1 pgs.
102-107
● Desert and Arctic Habitats Lesson 2 pgs.
110-115
● Water Habitats Lesson 3 pp. 118-123
● Chapter 3 Review pgs. 138-139
● TCAP Test Prep pgs. 140-141
Pre and Post Assessment Questions
pgs. 31-34
Labs and Investigations
5 Elementary Science 1st grade, 2nd nine weeks
CLIP Connection
Academic vocabulary
Grassland, forest, habitat
Literacy Connection
●
Terrific Toucans
Students, with guided
support from the
teacher, will read the
passage. Students will
use details in the
passage to answer text
dependent questions
that focuses on the
animals who live in the
2015-2016
Curriculum and Instruction – Office of Science
What Habitat is This? pg 41
What Happens If A Plant Does Not Get
Water? p 43-44
● How Do Plants And Animals Live in Water?
p 49-50
Supplemental Assessments
● Plants and Animals Habitat (Concept Map)
pg. 35
● Helpful Parts pgs. 40-41
● Water Habitats pg. 48
● Meet Mark Siddall pgs. 50-51
Tropical Rainforest
and how they survive.
●
●
6 Elementary Science 1st grade, 2nd nine weeks
●
Rainforest Animals
Students, with guided
support from the
teacher, will read the
passage. Students will
use details in the
passage to answer text
dependent questions
that focuses on the
animals who live in the
rainforest and how
they survive.
●
Animals of the Arctic
Students, with guided
support from the
teacher, will read the
passage. Students will
use details in the
passage to answer text
dependent questions
that focuses a family of
Polar Bears who live in
the Arctic and how
they survive.
●
A Cold Place to Live
Students, with guided
support from the
teacher, will read the
2015-2016
Curriculum and Instruction – Office of Science
passage. Students will
use details in the
passage to answer text
dependent questions
that focuses animals
who live and thrive in
cold habitats.
Additional 1.2.2 Resource Toolbox
Online Resources
● www.scssciencedepartment.weebly.com password: energy
● This lesson focuses on introducing young students to the variety of endangered species with a game of charades!
● http://www.educationworld.com/a_lesson/03/lp310-01.shtml
Pink Palace Museum Field Trips
● Exhibits: Adaptation, Insects, Mid-South Mammals
● Labs: Journey to the Poles, Dinosaurs & Fossils
● CTI Theater: Flight of the Butterflies 3D, Humpback Whales 3D,
● Walking with Dinosaurs: Prehistoric Planet 3D
● Suitcases: (free) Dinosaurs
● Passports: ($10/topic) Tree Cookies, Leaves & Seeds
Lichterman Nature Center Field Trips
● Exhibits: Urban Wildlife, Life Cycles, Backyard Wildlife Center
● Programs: Habitat Detectives, In Your Backyard
7 Elementary Science 1st grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
1st Grade 2nd nine weeks
Focus: Earth Science
Unit 1.2.3
Frame (3 Weeks)
Standard The Earth (Rocks & Minerals)
Time
(Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
[Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles.
Examples of solutions could include reusing paper and recycling cans and bottles.]
● I can develop a model to represent the shapes and kinds of land and bodies of water in an area.
Standards
0107.7.1 Realize that
water, rocks, soil, living
organisms, and man-made
objects make up the earth’s
surface.
0107.7.2
Classify earth materials
according
to their physical properties.
Learning Outcomes
Create a diagram of the school
grounds to identify where water,
rocks, soil, living organisms, and
man-made objects are found.
Sample areas of the school grounds
to identify where different
materials are found.
Use bagged samples of earth
materials or pictures from
different areas to classify materials
according to their use.
8 Elementary Science 1st grade, 2nd nine weeks
Tasks & Resources
CLIP Connection
MacMillan/McGraw-Hill: A Closer Look Grade 1
Chapter 4: Sky, Earth and Weather
● What’s Earth Surface Look Like: Lesson 2 pgs.
164-171
● Earth’s Materials: Lesson 3 pp. 174-179
● Chapter 4 Review pgs. 196-197
● TCAP Test Prep pgs. 198-199
Academic vocabulary
river, mountain, valley, plains, mineral,
soil
Pre and Post Assessment Questions
pgs. 38-41
Labs and Investigations
● How Are Parts of The Earth’s Surface Alike
and Different? pgs. 63-64
● The Water and Land Near You pg. 66
● How Can You Classify Rocks? pgs. 69-70
Literacy Connection
●
Maria Recycles Students, with
guided support from the
teacher, will read the passage.
Students will use details in the
passage to answer text
dependent questions that
follow Maria as she helps her
Dad protect the Earth.
2015-2016
Curriculum and Instruction – Office of Science
Supplemental Assessments
● What Earth’s Surface Look Like pg. 69
● Meet Rondi Davis pgs. 74-75
Additional 1.2.3 Resource Toolbox
Online Resources
● www.scssciencedepartment.weebly.com password: energy
● This lesson plan allows students to have a hands-on experience and learn about the metamorphosis of insects. NOTE: This site contains ads.
● http://www.scholastic.com/teachers/lesson-plan/cycles-life
● A Closer Look Diagnostic Assessment
● A Closer Look Writing in Science
● A Closer Look Activity labs
Pink Palace Museum Field Trips
● Exhibits: Geology
● Labs: Rocks & Minerals
● Suitcases: (free) Rocks & Minerals
9 Elementary Science 1st grade, 2nd nine weeks
2015-2016