GRADE 1 Science

Contents Page

GRADE 3 Science

GRADE: 2

TOPIC: Properties of Materials (2.1)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme II: Properties of Matter How does the structure of matter affect the properties and uses of materials? Scientific Inquiry, Literacy & Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
2.1 - Materials can be classified as solid, liquid or gas based on their observable properties.	What are the observable properties of a solid, liquid or gas? How can an object be a liquid and a solid? How are changes of state reversible?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Solids and liquids have different physical properties. Solids tend to maintain their own shapes, while liquids tend to assume the shapes of their containers, and gases fill their containers fully.	Students will be able to… Describe differences in the physical properties of solids and liquids. Sort materials according to their physical properties.
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
An ice cream company is looking for new flavor ideas and you have been hired to help. Along with your teammates, invent a new flavor. Your team can decide what ingredients you want to use based on your chosen recipe. Be prepared to describe to the company executives how your scientific knowledge of the physical properties of solids and liquids assisted in your creation.	Teacher Observations Daily Work Center Work Homework
SUGGESTED RESOURCES:
The World of Matter (Tradebook) Science In a Nutshell – Class Packs & Clusters

TOPIC: Life Cycles of Plants (2.2)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme VI: Structure & Function How are organisms structured to ensure efficiency and survival? Scientific Inquiry, Literacy & Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
2.2 - Plants change their forms as part of their life cycles. Living things depend upon and interact with each other.	How do living things depend on, and interact with, each other? How does a plant’s structure allow it to interact with its environment?
Knowledge and Skills What students are expected to know and be able to do
Students will know… The stages in the life cycle of flowering plants include seed germination, growth, flowering, pollination and seed dispersal. Various factors affect the germination and growth of plants including soil, light, temperature and water. Parts of plants serve specific purposes (stem, roots, leaves).	Students will be able to… Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds. Explore and describe the effects of light and water on seed germination and plant growth. Observe changes that occur as plants grow and develop. Identify the different parts of a plant and their functions.
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
You are an author/illustrator. Write and illustrate a book about the lifecycles of flowering plants that first graders would understand. Be sure to include how light and water affect plant growth. You are a gardener. Create an instruction booklet of how to plant flowers. Be sure to include how to care for each stage of flowering plants. Explain in the booklet how light and water affect plant growth.	Teacher Observations Daily Work Center Work Homework Topic Assessments
SUGGESTED RESOURCES:
Poem: “How Do Seeds Know Which Way Is Up?” Houghton Mifflin Discovery Works – “Life Cycles” Sunflower (Tradebook) Bean (Tradebook) Maple Tree (Tradebook) Science In a Nutshell – Class Packs & Clusters

TOPIC: Properties of Soils (2.3)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme VIII: The Changing Earth How do materials cycle through the Earth’s systems? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
2.3 - Earth materials have varied physical properties which make them useful in different ways.	How are soils similar and different? What role does soil play in the food we eat? How can water help us to classify soil? How do different soils retain water?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Soil is important because it supports living things. Soil is composed of broken pieces of rock and organic (living and dead) materials. Soils can be classified by different properties. The properties of a soil determine its ability to support plant growth. Soils can be described by their color, texture and capacity to retain water. Soils support the growth of many kinds of plants, including those in our food supply. That rock particles in soil vary in size. Soil particles can be many different colors, depending upon the rocks from which they were weathered.	Students will be able to… Sort different soils by properties, such as particle size, color and composition. Relate the properties of different soils to their capacity to retain water and support the growth of certain plants. Explain/describe what soil is made from.
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
The Department of Agriculture would like to publish a calendar that would include information and illustrations about the importance of soil. Second graders have been asked to submit drawings. Submissions must be received on 9x12 paper. Content can be related to any class study of soil, for example: The importance of soil in cultivating food for humans and animals, or the types of soils best suited for growing various crops. You are taking up gardening as a hobby and you are not quite sure which type of soil will support the growth of your plants. You are going to experiment with two types of soil to see how each will support the plant’s growth. You will need to keep a log book to record such things as: growth, amount of water given, absorption rate (slow, quick), exposure to sunlight.	Teacher Observations Daily Work Center Work Homework
STAGE 3: DEVELOP LEARNING PLAN
Houghton-Mifflin Discovery Works “Earth’s Resources” Science In a Nutshell – Class Packs & Clusters

TOPIC: Food Resources (2.4)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme XI: Science and Technology in Society How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy & Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
2.4 - Human beings, like all other living things, have special nutritional needs for survival.	How do science and technology affect the quality of the food we eat? How does what we eat affect our health? How do various cultures satisfy their nutritional needs?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Basic food groups and sources of common foods. Different cultures satisfy nutritional needs in unique ways. The essential components of balanced nutrition can be obtained from plant and animal sources. People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.	Students will be able to… Identify the sources of common foods and classify them by their basic food groups. Describe how people in different cultures use different food sources to meet their nutritional needs. Describe the value of carbohydrates, proteins and fats. Identify how carbohydrates, proteins and fats work in concert to support a healthy diet.
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
You work in the school cafeteria. You have the task of providing more balanced meals to the student body. Create a meal plan for a week. Be sure to include foods from the food pyramid. You are an author and you want to create a cookbook of healthy recipes. You can create your own or ask relatives or friends to contribute recipes to your book. Make sure the recipes include foods from the food pyramid.	Teacher Observations Daily Work Center Work Homework
SUGGESTED RESOURCES:
The New Food Pyramid The Native Americans Told Us So (Tradebook) Science In a Nutshell – Class Pack & Clusters