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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme IV: Forces & Motion What makes objects move the way they do? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
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1.1 - The sun appears to move across the sky in the same way every
day, but its path changes gradually over the seasons. |
What makes objects move the way they do? Why do the sun, moon and stars appear to change location in the sky? What
is a shadow made of? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… Pushing and pulling affects the position and movement of
objects. The height of the sun appears to change in the sky in
accordance with the seasons. Shadows differ depending upon the position of the sun in
the sky. An object’s position can be described by locating it
relative to another object. An object’s motion can be described by tracing and measuring its position over time. |
Students will be able to… Describe how the motion of objects
can be changed by pushing and pulling. Demonstrate the apparent movement of
the sun across the sky and the changes in the length and direction of shadows
during the day. Describe one object’s position in the sky in relation to another object in the sky. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You are the supervisor at a construction site and notice that in order to move supplies from one side of the site to the other your workers are using man-power and are wasting a lot of time. Write a friendly letter to your workers explaining a better way for them to move their supplies. Attaching a picture to your letter will help to further explain your idea. You are a Boy Scout/Girl Scout earning your Solar System
Badge for your knowledge of the sun’s position in the sky during the
day. Create a drawing illustrating and
explaining how your shadow differs in the morning, at You have been invited to an Invention Convention. Your challenge is to create a tool for pushing/pulling. Be ready to present your invention, show how it works and explain its use given a heavy set of blocks. (Students move box using tool.) If successful, you’ll win a ribbon! |
Teacher Observations Daily Work Center Work Homework Moon Journal |
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SUGGESTED
RESOURCES: |
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Houghton Mifflin Discovery Works “Looking at the Earth and Sky” and “Pushes and Pulls” Newbridge “Magnets” “The World of Tools” Newbridge “Balance and Motion” Newbridge “Simple Machines” Newbridge “Mystery of Magnets” Science In a Nutshell – Class Packs and Clusters |
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme VI: Structure & Function How are organisms structured to ensure efficiency and survival? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
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1.2 - Living things have different structures and behaviors that
allow them to meet their basic needs. Living things
depend on each other. |
How are organisms structured to ensure efficiency and survival? How do the specialized features possessed by living things help them
to survive? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… Animals have structures which allow them to move. Animals need air, water and food to survive. Plants need air, water and sunlight to survive. |
Students will be able to… Describe how animals, including
humans, are able to obtain water and food. Describe the different structures
plants have for obtaining water and sunlight. Describe the structures that animals, including humans,
use to move around. Explain how the features of living things can be good indicators of roles and places in ecosystems. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
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|
Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You are an explorer and you have discovered a new animal. Draw, design, or create a model of your animal. Be sure to include the specialized features it has (such as feet, wings, number of legs, body covering, etc.) and tell where you found it. What environment does it live in? What does it eat? Who are its enemies? Share your animal with your fellow explorers. |
Teacher Observations Daily Work Center Work Homework |
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SUGGESTED
RESOURCES: |
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Houghton-Mifflin Discovery Works ~ “Kinds of Living Things” Rigby - “How Animals Move” Wright Group - “How Do Fish Live?” Mondo – “What Animal Lives Here?” Wright Group – “Emperor Penguins” Mondo – “Grizzly Bears” Science In a Nutshell – Class Packs & Clusters |
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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|
Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme VI: Structure & Function How are organisms structured to ensure efficiency and survival? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore generalizations |
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1.3 - Organisms change in form and behavior as part of their life
cycles. |
How do living things depend on and interact with each other? What is a life cycle? What is
its purpose at each stage? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… The stages of metamorphosis. The growth stages of organisms which do not metamorphose. Some organisms undergo metamorphosis during their life
cycles; other organisms grow and change, but their basic form stays
essentially the same. |
Students will be able to… Describe the changes in organisms,
such as frogs and butterflies, as they undergo metamorphosis. Describe the life cycles of organisms
that grow, but do not metamorphose. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You are a non-fiction illustrator. Your publisher has asked you to draw and label the stages of the life cycle for a plant and an animal to be included in a non-fiction story for first grade students to read and understand. Be sure to put your illustrations in the proper order! |
Teacher Observations Daily Work Center Work Homework |
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SUGGESTED
RESOURCES: |
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Houghton-Mifflin Discovery Works ~ “Life Cycles” Science In a Nutshell – Class Packs & Clusters |
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme XI: Science & Technology in Society How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
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1.4 - The properties of materials and organisms can be described more
accurately through the use of standard measuring units. |
How do science and technology affect the quality of our lives? How has the use of magnifying tools helped humans derive a better
understanding of materials and organisms? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… Measuring tools help to compare the sizes and weights of objects and organisms. Various tools can be used to observe, measure,
describe and compare different objects and organisms. The eyes are only one tool humans can use to
observe. |
Students will be able to… Estimate, measure and compare the
sizes and weights of different objects and organisms using standard and
nonstandard measuring tools. Use instruments, such as magnifying glasses to observe
living and non-living things more clearly. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You are a nutritionist studying the different sizes of paper cups used at fast food restaurants. Each cup is called “large”. Your job is to measure the size and capacity of each cup and compare the data. Which one holds the most? How do you know? Which way of measuring works best? Discuss and compare your findings with your fellow nutritionists. |
Teacher Observations Daily Work Center Work Homework |
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SUGGESTED
RESOURCES: |
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Science In a Nutshell – Class Packs & Clusters |
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