21st CT – 21st Century Tools
CR – Constructed Response Tasks
LCC- LA Comprehensive Curriculum
NGSS-Next Generation Science Standards
SF-Scott Foresman Resource
STEM – Science Technology Engineering &
Mathematics
Pearson SuccessNet
TOPIC
Science Safety,
Inquiry, and
Technology
Grade 1
Monroe City School District
SCIENCE
Scope, Sequence, and Timeline/Curriculum Map
Days
First Six Weeks
GLE
SI 1
Ask questions about objects and events in the
environment (e.g., plants, rocks, storms)
(SI-E-A1)
SI 2
Pose questions that can be answered by using
students’ own observations and scientific
knowledge (SI-E-A1)
SI 12 Explain and give examples of how scientific
discoveries have affected society (SI-E-B6)
SI 3
Predict and anticipate possible outcomes
(SI-E-A2)
SI 4
Use a variety of methods and materials and
multiple trials to investigate ideas (observe,
measure, accurately record data) (SI-E-A2)
SI 5
Use the five senses to describe observations
(SI-E-A3)
SI 6
Measure and record length and temperature in
both metric system and U.S. system units
(SI-E-A4)
SI 7 Select and use developmentally appropriate
equipment and tools and units of
measurement to observe and collect data
(SI-E-A4)
SI 10 Identify and use appropriate safety procedures
and equipment when conducting
investigations (e.g., gloves, goggles, hair ties)
(SI-E-A7)
NGSS
Resources
SF - My Planet Diary
SF - Lightning Lab
SF - Vocabulary Smart Cards
Vocabulary
Inquiry
Investigate
Observe
Safety
Tools
Lessons
1.1
1.2
SF - Lightning Lab
SF - Science Notebook
Data
Measure
Record
Technology
Lessons
1.3
1.4
Monroe City School District  Revised Spring 2012
Page 1
TOPIC
Days
GLE
Use a variety of methods and materials and
multiple trials to investigate ideas (observe,
measure, accurately record data) (SI-E-A2)
SI 11 Recognize that a variety of tools can be used
to examine objects at different degrees of
magnification (e.g., hand lens, microscope)
(SI-E-B3)
SI 2
Pose questions that can be answered by using
students’ own observations
and scientific knowledge (SI-E-A1)
SI 4 Use a variety of methods and materials and
multiple trials to investigate ideas (observe,
measure, accurately record data) (SI-E-A2)
SI 5 Use the five senses to describe observations
(SI-E-A3)
SI 8
Express data in a variety of ways by
constructing illustrations, graphs,
charts, tables, concept maps, and oral and
written explanations as appropriate (SI-E-A5)
(SI-E-B4)
SI 9
Use a variety of appropriate formats to
describe procedures and to express ideas about
demonstrations or experiments (e.g., drawings,
journals, reports, presentations, exhibitions,
portfolios) (SI-E-A6)
SI 12 Explain and give examples of how scientific
discoveries have affected society (SI-E-B6)
NGSS
Resources
Vocabulary
SI 4
SF - Science Notebook
SF - Go Green
Hand lens
Microscope
Balance
Lessons
1.5
1.6
Science Sites
Foss Web - http://www.fossweb.com/modulesK-2/index.html
Plant Parts - http://www.hhmi.org/coolscience/forkids/vegquiz/index.html
BBC Resources for Science Teachers - http://www.bbc.co.uk/schools/scienceclips/teachersresources/teachersresources.shtml
Monroe City School District  Revised Spring 2012
Page 2
21st CT – 21st Century Tools
CR – Constructed Response Tasks
LCC- LA Comprehensive Curriculum
NGSS-Next Generation Science Standards
SF-Scott Foresman Resource
STEM – Science Technology Engineering &
Mathematics
Pearson SuccessNet
TOPIC
Earth, Weather,
and Seasons
Grade 1
Monroe City School District
SCIENCE
Scope, Sequence, and Timeline/Curriculum Map
Days
Second Six Weeks
GLE
ESS 36
SI 3
ESS 37
SI 6
SI 7
SI 8
ESS 38
Locate and compare the relative
proportions of land and water found
on Earth (ESS-E-A2)
Predict and anticipate possible outcomes
(SI-E-A2)
Illustrate how water changes from one form
to another (e.g., freezing, melting,
evaporating) (ESS-E-A3)
Measure and record length and temperature
in both metric system and U.S. system units
(SI-E-A4)
Select and use developmentally appropriate
equipment and tools and units of
measurement to observe and collect data
(SI-E-A4)
Express data in a variety of ways by
constructing illustrations, graphs, charts,
tables, concept maps, and oral and written
explanations as appropriate (SI-E-A5)
(SI-E-B4)
Compare weather patterns as they relate to
seasonal changes in
students’ immediate environment
(ESS-E-A4)
NGSS
Resources
SF - My Planet Diary
SF - Science Notebook
Lessons
2.1
2.2
Vocabulary
Continent
Evaporate
Season
Temperature
Water vapor
weather
SF - Lightning Lab
SF - Science Notebook
Lessons
2.3
2.4
Monroe City School District  Revised Spring 2012
Page 3
TOPIC
Matter
Days
GLE
PS 13
Sort a group of objects by using multiple
characteristics (PS-E-A1)
PS 14
Order objects by weight/mass (PS-E-A1)
PS 15
Measure length and width of a variety of
objects and materials by using nonstandard
tools, such as a paper clip, cube, shoe, and
hands (PS-E-A2)
PS 16
Observe and describe common properties of
solids, liquids, and gases
(PS-EA4)
PS 17
Sort and classify objects by their state of
matter (PS-E-A4)
ESS 37 Illustrate how water changes from one form
to another (e.g., freezing, melting,
evaporating) (ESS-E-A3)
PS 23
Identify materials attracted by magnets
(PS-E-C5)
PS 24
Determine, through experimentation, which
poles of magnets are attracted to each other
and which poles repel each other
(PS-E-C5)
NGSS
Resources
SF - My Planet Diary
SF - Lightning Lab
SF - Science Notebook
Lessons
3.1
3.2
3.3
Vocabulary
Attract
Boil
Freeze
Gas
Liquid
Magnet
Mass
Matter
Melt
Repel
Solid
weight
Monroe City School District  Revised Spring 2012
Page 4
21st CT – 21st Century Tools
CR – Constructed Response Tasks
LCC- LA Comprehensive Curriculum
NGSS-Next Generation Science Standards
SF-Scott Foresman Resource
STEM – Science Technology Engineering &
Mathematics
Pearson SuccessNet
Grade 1
Monroe City School District
SCIENCE
Scope, Sequence, and Timeline/Curriculum Map
Third Six Weeks
TOPIC
Your Body
Days
GLE
SI 2
NGSS
Resources
Pose questions that can be answered by using
students’ own observations and scientific
knowledge (SI-E-A1)
LS 29 Describe basic functions of parts of the body
(e.g., lungs, heart, bones, muscles)
(LS-E-A3)
SF - My Planet Diary
SI 2
Pose questions that can be answered by using
students’ own observations and scientific
knowledge (SI-E-A1)
LS 29 Describe basic functions of parts of the body
(e.g., lungs, heart, bones, muscles)
(LS-E-A3)
SF - Science Notebook
SI 9
SF - Science Notebook
Use a variety of appropriate formats to
describe procedures and to express ideas
about demonstrations or experiments (e.g.,
drawings, journals, reports, presentations,
exhibitions, portfolios) (SI-E-A6)
LS 29 Describe basic functions of parts of the body
(e.g., lungs, heart, bones, muscles)
(LS-E-A3)
SF - Science Notebook
Lesson
4.1
Vocabulary
Bones
Brain
Lungs
Heart
Muscles
stomach
SF - Lightning Lab
Lesson
4.2
Lesson
4.3
Monroe City School District  Revised Spring 2012
Page 5
21st CT – 21st Century Tools
CR – Constructed Response Tasks
LCC- LA Comprehensive Curriculum
NGSS-Next Generation Science Standards
SF-Scott Foresman Resource
STEM – Science Technology Engineering &
Mathematics
Pearson SuccessNet
TOPIC
Plants and
Animals
Grade 1
Monroe City School District
SCIENCE
Scope, Sequence, and Timeline/Curriculum Map
Days
Fourth Six Weeks
GLE
LS 28
NGSS
Resources
Describe the characteristics of living
(biotic) and nonliving (abiotic) things
(LS-E-A2)
Examine soils to determine that they are
often found in layers (ESS-E-A1)
Identify the characteristics of soil,
according to color, texture, and
components, including living (biotic) and
nonliving (abiotic) substances (ESS-E-A6)
SF - My Planet Diary
LS 27
Identify what animals and plants need to
grow and develop (LS-E-A1)
SF - Lightning Lab
LS 30
Record and share observations of changes
in developing plants (LS-E-B1)
ESS 35
ESS 39
SF - Science Notebook
Lessons
5.1
5.2
Vocabulary
Humus
Life cycle
Living (biotic)
Nonliving (abiotic)
Nutrients
Parent
Seedling
Shelter
Soil
SF - Science Notebook
LS 27
LS 33
LS 26
LS 31
Identify what animals and plants need to
grow and develop (LS-E-A1)
Explain how pets’ needs are met in their
habitats (LS-E-C1)
Lessons
5.3
5.4
SF - Science Notebook
Lessons
5.5
5.6
Describe the differences between plants and
animals (LS-E-A1)
Describe how animals and their offspring
are similar and how they are different
(LS-E-B3)
Monroe City School District  Revised Spring 2012
Page 6
21st CT – 21st Century Tools
CR – Constructed Response Tasks
LCC- LA Comprehensive Curriculum
NGSS-Next Generation Science Standards
SF-Scott Foresman Resource
STEM – Science Technology Engineering &
Mathematics
Pearson SuccessNet
Grade 1
Monroe City School District
SCIENCE
Scope, Sequence, and Timeline/Curriculum Map
Fifth Six Weeks
TOPIC
Environments
and Living
Things
Days
GLE
LS 32
LS 34
LS 32
LS 34
Energy
PS 25
NGSS
Resources
Describe features of some animals that
benefit them in their environments
(LS-E-C1)
Record evidence of plants and animals in
the schoolyard or other environments
(LS-E-C2)
SF - My Planet Diary
Describe features of some animals that
benefit them in their environments
(LS-E-C1)
Record evidence of plants and animals in
the schoolyard or other environments
(LS-E-C2)
SF - Science Notebook
Discuss what type of energy makes objects
work (e.g., car/gasoline,
waterwheel/water, lamp/electricity)
(PS-E-C6) (PS-E-C7)
SF - My Planet Diary
SF - Science Notebook
Lesson
6.1
Vocabulary
Desert
Environment
Forest
Ocean
Prairie
wetland
Lesson
6.2
Electricity
Energy
Lesson
7.1
Monroe City School District  Revised Spring 2012
Page 7
21st CT – 21st Century Tools
CR – Constructed Response Tasks
LCC- LA Comprehensive Curriculum
NGSS-Next Generation Science Standards
SF-Scott Foresman Resource
STEM – Science Technology Engineering &
Mathematics
Pearson SuccessNet
Grade 1
Monroe City School District
SCIENCE
Scope, Sequence, and Timeline/Curriculum Map
Sixth Six Weeks
TOPIC
Heat
Light and Sound
Days
GLE
PS 22
PS 20
PS 21
PS 18
PS 19
Identify some examples where heat is
released (e.g., burning candles,
rubbing hands, running) (PS-E-C3)
Use a flashlight and various objects and
materials to determine if
light is transmitted or reflected (PS-E-C2)
Demonstrate that light can be reflected onto
another object by using a
mirror (PS-E-C2)
NGSS
Resources
SF - Lightning Lab
Vocabulary
Heat
SF - Science Notebook
Lesson
7.2
SF - Lightning Lab
Shadow
vibrate
SF - Science Notebook
Lessons
7.3
7.4
Demonstrate how sound is made in a
variety of ways (e.g., singing, whispering,
striking an object) (PS-E-C1)
Describe and demonstrate the volume of
sound (e.g., soft, loud) (PS-E-C1)
Monroe City School District  Revised Spring 2012
Page 8