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OKALOOSA COUNTY SCHOOL DISTRICT

SCIENCE CURRICULUM GUIDE

FIRST GRADE

Okaloosa County School District

Curriculum Guide for Science

REV 062012 First Grade Science

CONTENTS

Mission Statement............................................................................................................................................................. 3

Suggestions for Implementing Curriculum Guides ........................................................................................................ 3

Florida Department of Education ∞ Office of Math and Science Essential Website ............................................... 4

OCSD Curriculum and Pacing Guide ∞ Overview ...................................................................................................... 4

Cognitive Complexity/Depth of Knowledge Rating for Science ................................................................................... 6

1st

Grade Science Standards ........................................................................................................................................... 8

Quarterly Benchmarks ...................................................................................................................................................... 9

Reading Standards for Informational Text K–5 ........................................................................................................... 11

Grade-level Curriculum Guide ....................................................................................................................................... 13

Year-long Benchmarks ..............................................Error! Bookmark not defined.

Quarter 1 ...................................................................................................................... 13

Quarter 2 ...................................................................................................................... 17

Quarter 3 ...................................................................................................................... 22

Quarter 4 ...................................................................................................................... 26

Textbook Correlation to Florida Science Standards.................................................................................................... 31

Science Resources Guide.............................................................................................................................................. 35

Science Literature by Grade Level with Benchmarks ................................................................................................. 36

Research .......................................................................................................................................................................... 49

5 Questions to Deeper Understanding ......................................................................................................................... 50

Standards-Based Instruction.......................................................................................................................................... 51

Backward by Design ....................................................................................................................................................... 51




Mission Statement

Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to appropriate

instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level.

Provide learning-rich classroom activities that teach the benchmarks in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.

Regularly administer assessment to include higher-level questions and performance task assessment.

In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade levels to define absolute skill goals for each grade level.

Document questions and suggestions for improvement of the Curriculum Guide.

Integrate science into math and reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science

Days allotted to each benchmark are approximate and have been suggested based on the level of the

complexity of the benchmark. To insure benchmarks are taught to mastery and completed by the conclusion

of the school year, it is recommended that teaches not veer significantly from the suggested pacing.

http://www.okaloosa.k12.fl.us/science/




Florida Department of Education ∞ Office of Math and Science Essential Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality

instruction for each nine-week period.

Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing

teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period.

Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their

students or school needs.

Top Block – Big Idea and Essential Questions

Identifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark. Cites the Houghton Mifflin Harcourt Florida Science Fusion textbook

pages that correlate to the Benchmark.

http://www.floridastandards.org/homepage/index.aspx




Column Two – FCAT Info

Serves as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation.

Column Three – Additional Resources/Activities

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.

Column Four – Literacy Connection/Vocabulary/Reading

Lists vocabulary words, Scott Foresman Science Leveled-Readers, and other books or stories connected to the Benchmark goals.

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.

Of note:

Benchmarks drive instructional decisions; the text is a resource

Results of assessment are used to adjust and revise instruction

Hands-on science labs are an essential component of the science curriculum

The inquiry process must be embedded within every big/supporting idea

NOTE:

Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx




Cognitive Complexity/Depth of Knowledge Rating for Science

Florida’s revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level.

After adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and

scientists to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge”

system developed by Dr. Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999)

reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand,

analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:

Low Complexity

Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify

what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up

with an original method or solution. Skills required to respond correctly to a low complexity item might include the following.

Identify a common example or recognize a concept

Retrieve information from a chart, table, diagram, or graph

Recognize a standard scientific representation of a simple phenomenon

Calculate or complete a familiar single-step procedure or equation using a reference sheet

Moderate Complexity

Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They

require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student

is expected to decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skill and

knowledge from various domains. Skills required to respond correctly to moderate complexity items might include the following.

Apply or infer relationships among facts, terms, properties, or variables

Describe examples and non examples of scientific processes or concepts

Predict or determine the logical next step or outcome

Compare or contrast structures or functions of different organisms or systems

Choose the appropriate formula or equation to solve a problem and then solve it

Apply and use concepts from a standard scientific model or theory




High Complexity

High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis,

judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.

Skills required to respond to high complexity items might include the following.

Construct models for research

Generalize or draw conclusions

Design an experiment, given data and condition

Explain or solve a problem in more than one way

Provide a justification for steps in a solution or process

Analyze an experiment to identify a flaw and propose a method for correcting it

Interpret, explain, or solve a problem involving complex spatial relationships

Predict a long term effect, outcome, or result of a change within a system

Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.

Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of

Education.




1st Grade Science Standards

Big Idea 1 – The Practice of Science

Big Idea 5 – Earth in Space and Time

Big Idea 6 – Earth Structure

Big Idea 8 – Properties of Matter

Big Idea 12 – Motion of Objects

Big Idea 13 – Forces and Changes in Motion

Big Idea 14 – Organization and Development of

Living Organisms

Big Idea 16 – Heredity and Reproduction.

Big Idea 17 – Interdependence

The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.

Benchmark Coding Scheme SC. 5. N. 1. 1

Subject Grade Level Body of

Knowledge Big Idea Benchmark




Quarterly Benchmarks

Year-long - Introduced at the beginning of the year and addressed through the year

Benchmark Description

SC.1.N.1.1 High

Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.

SC.1.N.1.4 Moderate

Ask “How do you know?” in appropriate situations.

SC.1.N.1.2 Moderate

Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.

SC.1.N.1.3 Moderate

Keep records as appropriate-such as pictorial and written records-of investigations conducted.

LACC.1.RI.1.1 Ask and answer questions about key details in a text.

LACC.1.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussion (e.g., listening to others with care, speaking one at a time about topics and texts under

discussion). b. Build on others’ talk in conversation by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

LACC.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

LACC.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

LACC.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1.

MACC.1.MD.1.2

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

MACC.1.MD.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.




Quarterly Benchmarks (cont.)

Quarter 1 *Unit 1 Lesson 3-5- Introduces Scientific Method

Quarter 2

SC.1.N.1.1 High

10 days

SC.1.N.1.1 Raise questions about the natural w orld, investigate

them in teams through free exploration, and generate appropriate

explanations based on those explorations.

SC.1.E.5.3

SC.1.E.5.4

Moderate

15 days

SC.1.E.5.3 Investigate how magnif iers make things appear bigger and help

people see things they could not see w ithout them.

SC.1.E.5.4 Identify the beneficial and harmful properties of the sun

SC.1.N.1.4

Moderate

5 days

SC.1.N.1.4 Ask “How do you know ?” in appropriate situations. SC.1.E.6.1

Low

5 days

SC.1.E.6.1 Recognize that w ater, rocks, soil, and living organisms are found on

earth's surface.

SC.1.N.1.2 Moderate

5 days

SC.1.N.1.2 Using the f ive senses as tools, make careful

observations, describe objects in terms of number, shape, texture,

size, w eight, color, and motion, and compare their observations w ith others.

SC.1.E.6.2

Moderate

5 days

SC.1.E.6.2 Describe the need for w ater and how to be safe around w ater.

SC.1.N.1.3

Medium

5 days

SC.1.N.1.3 Keep records as appropriate-such as pictorial and

w ritten records-of investigations conducted.

SC.1.E.6.3

High 1

SC.1.E.6.3 Recognize that some things in the w orld around us happen fast and

some happen slow ly. (Continues into 3rd Quarter.)

SC.1.E.5.1 Medium

5 days

SC.1.E.5.1 Observe and discuss that there are more stars in the

sky than anyone can easily count and that they are not scattered

evenly in the sky.

SC.1.E.5.2

Medium

5 days

SC.1.E.5.2 Explore the Law Of Gravity by demonstrating that

earth's gravity pulls any object on or near Earth tow ard it even

though nothing is touching the object.

Quarter 3 Quarter 4

Benchmark Description Benchmark Description

SC.1.P.12.1

Moderate 7 days

SC.1.P.12.1 Demonstrate and describe the various w ays that

objects can move, such as in a straight line, zigzag, back and forth, round-and-round, fast, and slow .

SC.1.L.14.2

Low 20 days

SC.1.L.14.2 Identify the major parts of plants, including stems, roots, leaves,

and f low ers.

SC.1.P.13.1

Moderate

7 days

SC.1.P.13.1 Demonstrate that the w ay to change the motion of an

object is by applying a push or a pull.

SC.1.L.16.1

Low

10 days

SC.1.L.16.1 Make observations that plants and animals closely resemble their

parents, but variations exist among individuals w ithin a population

SC.1.E.6.3

High

10 days

SC.1.E.6.3 Recognize that some things in the w orld around us

happen fast and some happen slow ly.

SC.1.L.14.1

Low

SC.1.L.14.3

High

SC.1.L.17.1 Low

SC.1.L.14.1 Make observation of living things and their environment using the

f ive senses.

SC.1.L.14.3 Differentiate betw een living and non-living things.

SC.1.L.17.1 Through observation, recognize that all plant and animals, including

humans, need the basic necessities of air, w ater, food, and space.

SC.1.P8.1

Moderate 7 days

SC.1.P8.1 Sort objects by observable properties, such as size,

shape, color, temperature (hot or cold), w eight (heavy or light), texture, and w hether objects sink or f loat.

HE.1.C.1.6

HE.1.C.1.6. Emphasize the correct names of human body parts.




Reading Standards for Informational Text 1

Grade 1 Students

Key Ideas and Details

1. Ask and answer questions about key details in a text.

2. Identify the main topic and retell key details of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to

locate key facts or information in a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words

in a text.

Integration of Knowledge and

Ideas

7. Use illustrations and details in a text to describe its key ideas.

8. Identify the reasons an author gives to support points in a text.

9. Identify basic similarities in and differences between two tests on the same topic (e.g., in illustrations,

descriptions, or procedures).

Range of Reading and Level

of Text Complexity 10. With prompting and support, read informational tests appropriately complex for grade 1.




Writing Standards for Informational Text 1

Grade 1 Students

Text Types and Purposes

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion,

supply a reason for the opinion, and provide some sense of closure.

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide

some sense of closure.

3. Write narratives in which they recount two or more appropriately sequenced events, include some details

regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of

Writing

4.(Begins in grade 3)

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and

add details to strengthen writing as needed.

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in

collaboration with peers.

Research to Build and Present

Knowledge

7. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and

use them to write a sequence or instructions).

8. With guidance and support from adults, recall information from experiences or gather information from provided

sources to answer a question.

9. (Begins in grade 4)

Range of Writing 10. (Begins in grade 3)

Standard 10, “Range, Quality and Complexity of Text,” will be implemented through all grades K-12 with professional development

offered across the school year to support this standard.




Grade-level Curriculum Guide

Quarter 1

Big Idea 1: The Practice of Science (incorporate throughout the year) A. Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of

investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B. The processes of science frequently do not correspond to the traditional portrayal of “the scientific method.” C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledg e. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things . Not only does science

require creativity in its methods and processes, but also in its questions and explanations. Essential Questions:

What investigations and explorations could be made as a team, about the natural world? (1.1)

What observations could be made with others, using the five senses to describe objects in terms of shape, texture, size, weight, color and motion?(1.2)

How are objects alike and different?(1.2)

How can you record your data of investigations?(1.3)

In different situations, should you ask, “How do you know?”(1.4)

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments

Additional Resources/Activities

Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade, subject,

school

SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. Text Unit 1 Lesson 3 Pgs 17-26

High Complexity

Lesson 3 Quiz

Assessment Guide

(AG) 3

Take a class nature walk and collect various items in the environment. Sort the objects as a class according to the various characteristics such as living and non-living. Do a Venn diagram comparing two different groups.

Vocabulary:

explore investigate explain senses




SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Text Unit 1 Lesson 4 Pgs 27-28

Moderate Complexity Lesson 4 Quiz

Assessment Guide (AG) 4

Encourage higher order thinking about the topic by asking appropriate questions.

SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.

Moderate Complexity

Take a class nature walk and collect various items in the environment. Sort the objects as a class according to the various characteristics such as living and non-living. Do a Venn diagram comparing two different groups. AIMS: Sense-able Science, “Paper Picnic” lesson. Students return from their nature walks and have a simulated picnic. They make a basket and fill out papers to describe what they see, hear, taste, smell, and feel in their lunch.

Science Measurements: How Heavy, How Long? How Hot? by C. Eboch

Science Tools: Using Machines and Instruments by C. Eboch Vocabulary:

pictorial records written records bar graph picture graph

SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. Text Unit 1 Lesson 5 Pgs 29-39



Experiment by planting a seed vs. planting an M&M. Why did the seed grow?

Science Tools National School Products www.NationalSchool Products.com




Big Idea 5: Earth In Space and Time

Humans continue to explore Earth’s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way, Galaxy, Stars, The Solar System and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.

Essential Questions:

When do you see stars?

Can you count the stars in the night sky?

How are the stars arranged?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs, other

assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.1.E.5.1 Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. Text: Unit 2 Lesson 1 Pgs 45-56

Moderate Complexity

Lesson 2 Quiz


On Line Resource:

Brain Pop: The Moon Technology:

www.thinkcentral.com Click on Science & Health

Guided/Directed Inquiry:

Use a telescope to observe the night sky (home school connection)

Count the stars

Create constellations Paint a picture of the night sky

Activity: More Picture Perfect Science by Karen Ansberry and Emily Morgan Introduce the night sky by observing stars and learn about constellations.

Leveled Books: Day and Night Sky The Sky

The Sun Vocabulary:

Sun Star Telescope Moon magnify

Other Literature:

Spots of Light by Dana Maechen Rau and Denis Shea

When I Heard the Learn’d Astronomer by Walt Whitman

Astronaut Living in Space by Kate Hayden

Planets Around the Sun by Seymour Simon

Man on the Moon by Anastasia Suen

There’s No Place Like Space by Tish Rabe

DK Series: Eye Wonder by Simon Holland and Carole Stott

http://www.thinkcentral.com/




I Wonder Why Star’s Twinkle by Carole Stott

What Makes Day and Night Franklyn Brandley

Big Idea 5: Earth In Space and Time



What is gravity?

How can you tell the presence of gravity?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to

teacher, grade, subject, school

SC.1.E.5.2 Explore the Law of Gravity by demonstrating that Earth’s gravity pulls any object on or near Earth toward it even though nothing is touching it. Text: Unit 2 Lesson 4 Pgs 69-76

Moderate Complexity

Lesson 2 Quiz


On Line Resource:

Brain Pop: Force and Motion Technology:


Guided/Directed Inquiry: Observe and record dropped objects. Observe and record objects going down an incline.

Go down a slide Toss up a ball; observe and record

Leveled Books: Movement and Sound

Forces and Sound Making Music Vocabulary:

force gravity pole speed magnet repel attract vibrate

Other Literature: Forces and Motion Big Book I Fall Down by Vicki Cobb Roller Coaster by Marla

Frazee





Quarter 2 Big Idea 5: Earth In Space and Time



What does a magnifier do? How does it help people?

Benchmark

Text Alignment

FCAT Info: Content limits, Item specs, other

assessments

Additional Resources/Activities Lit. Connection

Vocabulary

Reading

Open: Specific to teacher, grade,

subject, school

SC.1.E.5.3 Investigate how magnifiers make things appear bigger and help people see things they could not see without them.

Moderate Complexity

Text Resources FL Teaching Resources DVD

Inquiry Flip Chart Station: Set out rock samples (or any other sample) and hand lenses. Students use a before and after organizer to draw the object before and after viewing through the hand lens. Variation: Provide copies of pictures of items before and after magnification. Have students match by gluing pairs together on a piece of paper. Label the objects.

Vocabulary:

magnify telescope magnifying glass

You Can Use a Magnifying Glass by Wiley Blevins, Nanci R. Vargus, David Larwa

Looking through a Telescope by Linda Bullock, Nanci R. Vargus, David Larwa




Big Idea 5: Earth in Space and Time

Humans continue to explore Earth’s place in space. Gravity and energy influence the formation of galaxies, including ou r own Milk Way Galaxy, stars, the Solar System, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.


What are the beneficial properties of the sun?

What are the harmful properties of the sun?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.1.E.5.4 Identify the beneficial and harmful properties of the sun. Text Unit 2 Lesson 3 Pgs 57-68


Assessment Guide

(AG) 14

Benchmark

Assessment Unit 2

AG 16-19

Lesson: Sunshine on My Shoulders Taken from More Picture-Perfect Science Lessons, Chapter 17, by Karen Ansberry and Emily Morgan NSTA Press Sun model available at www.NationalSchoolProduct.com

Vocabulary:

planet sun sunrays ultra-violet rays solar energy energy light heat

Sunshine: A Book About Sunshine by Josepha Sherman

John Denver’s Sunshine on

My Shoulders by Christopher Canyon

http://www.nationalschoolproduct.com/




Big Idea 6: Earth Structures

Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, i s dependent on Earth’s water and natural resources.

Essential Question:

What is found on earth’s surface?

Benchmark

Text Alignment


assessments


Vocabulary

Reading


subject, school

SC1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on earth’s surface. Text: Unit 3 Lesson 1 Pgs 83- 94

Low Complexity Lesson 1 Quiz Assessment Guide (AG) 22

Science Song:

Water, Air and Land Hands-on-learning center activity:

Observe assorted samples of soil and rocks using a magnifying glass. Record the observations in the science journal. Describe using properties.

AIMS: Primarily Earth grade K-3 The Earth’s Features, My Rock Lesson: 16 Hill of Fire Taken from Science and Stories: Integrating Science and Literature by Hilarie N. Staton & Tara McCarthy

Professional Development: Dig In! Hands-On Soil Investigations by NSTA Press, Natural Resources Conservation Service, and USDA

Scott Foresman Leveled Readers:

Land, Water and Air Natural Resources Saving the Earth Lit. Bks.

Everybody Needs a Rock by Byrd Baylor

Rocks in His Head by Carol Otis Hurst

Let’s Go Rock Collecting by Roma Gans

If You Find a Rock by Peggy Christian

What’s the World Made of? by Kathleen Zoehfeld

Rocks: Hard, Soft, Smooth, and Rough by Natalie M. Rosinsky and Matthew John

Water’s Journey by F.R. Robinson

Rocks by Michael Medearis Hill of Fire by Thomas P.

Lewis





Humans continue to explore the composition and structure of the surface of the earth. External sources of energy have continuously altered the features of earth by means of both constructive and destructive forces. All life, including human civilization is dependent on Earth’s water and natural resources.


In what ways do people need water?

How can people be safe around water?

Benchmark

Text Alignment

FCAT Info: Content


assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.1.E.6.2 Describe the need for water and how to be safe around water. Text: Unit 3 Lesson 3 Pgs 95- 106

Moderate Complexity

Lesson 3 Quiz


On Line Resource / Technology:


Guided / Full Inquiry: Good and bad water safety choices

Treasure At Sea For Dragon And Me by Jean Pendziwol

Watch Out Series:

Near Water by Clairre Llewellyn

The Bears’ Vacation by Stan & Jan Berestain

Help! I Can’t Swim! by Cindy Leaney

Vocabulary:

stream river lake ocean

Other Literature: I Am Water by Jean Marzollo Edward In Deep Water

by Rosemary Wells






Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization is dependent on Earth’s water and natural resources.


What things in the world happen around us fast?

What things in the world around us happen slowly?

Benchmark

Text Alignment

FCAT Info: Content limits,

Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to

teacher, grade, subject school

SC.1.E.6.3 Recognize that some things in the world around us happen fast and some happen slowly. Text: Unit 3 Lesson 4 Pgs 107-116

High complexity

Lesson 4 Quiz

Assessment Guide (AG) 25 Benchmark Assessments Unit 6 AG 56- 59 Unit 7 AG 64- 67 Unit 3 AG 26-29

On Line Resources / Technology:


Full/Guided Inquiry: Observe how crystals grow Measure students growth in weight or height

periodically over the school year

Vocabulary:

rocks soil sand natural resource clay humus weathering erosion minerals earthquake volcano drought flood

Scott Foresman Leveled Readers: Land Water Air Natural Resources

Saving The Earth Other Literature:

The Gift of the Tree by Alvin Tresselt How Mountains Are Formed by Kathleen

Zoenfeld Cracking Up: A Story About Erosion by

Jacqui Bailey and Matthew Lilly A Second is a Hiccup by Hazel Hutchins The Rocky Mountain by Marion D. Bauer The Grand Canyon by Marion D. Bauer





Quarter 3 Big Idea 8: Properties of Matter

A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or “stuff) in an object. Weight, on the

other hand is the measure of force of attraction (gravitational force) between an object and Earth. C. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar t erm of “weight” is

recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.


How can objects be sorted?

Do all types of matter look and feel the same

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs, other assessments


Lit. Connection

Vocabulary Reading

Open: Specific to

teacher, grade, subject, school

SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, or temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float. Text: Unit 4 Lessons 1-3 Pgs 123-142

Lessons 1-4-Quizzes

Assessment Guide (AG) 32-34 Benchmark Assessment 4 AG 35-38

On Line Resource: www.brainpop.com States of Matter www.brainpopjr.com Solids Liquids Gases www.thinkcentral.com Click on Science & Health United Streaming: Matter Around Us Property of Matter Three States of Matter Text Resources:

FL Teaching Resources DVD Inquiry Flip Chart

Technology:


Guided/Directed Inquiry:

Describe matter in the classroom by specific characteristics

Leveled Books:

Observing Matter Matter Changing Shape Vocabulary:

matter mass solid gas liquid dissolve evaporate property texture weight temperature

Other Literature: Bartholomew And The Oobleck

by Dr. Seuss Magic School Bus Ups and

Downs by Joanna Cole Sink and Floating by Natalie

Rosinsky

http://www.brainpop.com/

http://www.brainpopjr.com/






Observe and record the three states of matter in different forms Example:

-Gas in box, ball, bubbles, room -Liquids in different containers -Various solids Explore three stages of matter: ice, water, steam Explore three stages of matter in reverse order: steam,

water, ice

Describe changes after mixing solids and liquids Experiment with objects that float or sink and then

classify data Lesson 15: How to dig a Hole to the Other Side of the World Taken from Science and Stories: Integrating Science and Literature by Hilarie N. Staton & Tara McCarthy

What Is The World Made Of by Kathleen Zoehfeld Math Series: Sorting by H.

Pluckrose Short, Tall, Big or Small? by Kari J. Gold Sort It Out by Barbara

Mariconda & Sherry Rogers Caps For Sale by Esphyr

Stobodkina

Sink or Float by Vijaya Khisty Bodach

Is it Rough? by Tana Hoban It All Makes Sense!: A First

Look at the Senses by Sam Godwin

Seven Blind Mice by Ed Young

Senses by David Glover




Big Idea 12: Motion of Objects

A. Motion is a key characteristic of all matter than can be observed, described, and measured. B. The motion of the objects can be changed by forces.

Essential Question:

What caused things to move?

Benchmark

Text Alignment

FCAT Info: Content


assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, fast, and slow. Text: Unit 5 Lesson 1, 2, & 4 Pgs 143-154, 167-168

Moderate Complexity

Lesson 1, 2, & 4

Quizzes

Assessment Guide (AG) 41, 42, & 44

On line Resource:

www.brainpop.com: United Streaming Video:

How Things Move Technology:


Guided/Directed Inquiry: Manipulate Speed Walk around track and observe curves Push a marble through a straight tube or pipe Hold hands on both ends of pipe and listen for marble

moving back and forth. Blow paint in a zigzag pattern on wax paper Story: Roller Coaster by Marla Frazee

Activity:

More Picture Perfect Science Lessons K-4 By Karen Ansberry and Emily Morgan

Professional Development: Force & Motion: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D.


Movement and Sound Forces and Sound Making Music Start-Up Science

Forces and Movement by Claire Llewellyn

Roller Coaster by Marla Frazee I Fall Down by Vicki Cobb Vocabulary:

force gravity pole speed magnet repel attract vibrate motion speed push pull

Other Literature:

Magic School Bus Plays Ball: A book About Forces by J. Cole

And Everyone Shouted “Pull!”: A First Look At Forces And Motion by C. Llewellyn

Motion: Push and Pull, Fast and Slow by D. Stille

Rolling by P. Whitehouse

http://www.brainpop.com/


http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552097





Big Idea 13: Focus and Changes In Motion

A. It takes energy to change the motion of objects. B. Energy change is understood in terms of force-pushes or pulls. C. Some forces act through physical contact, while others act at a distance.


How do objects move?

What are the affects of push or pulling an object?

Benchmark

Text Alignment


assessments


Vocabulary

Reading


subject, school

SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push or a pull. Text: Unit 5 Lesson 3 Pgs 155-166

Moderate Complexity

Lesson 5 Quiz

Assessment Guide (AG) 43 Benchmark Assessment Unit 5 AG 45-48

On Line Resource:

Brain Pop: Gravity Technology:


Guided/Directed Inquiry: Materials: toy car, rubber band, chair, safety goggles Manipulate the speed of toy car by applying different

amounts of force to a rubber band that is responsible for pushing the car.

Instructions: Put the rubber band around the bottom of two chair legs parallel to each other. Put the car in front of the rubber band. Pull rubber band back and let go. Watch the car move as the force from the rubber band push the car forward. Observe the changes in speed.

Variation: Change the variables and observe and record changes in speed.

Vocabulary: force gravity pole speed magnet repel attract vibrate push pull

Leveled Books: Movement and Sound

Forces and Sound Making Music Other Literature: Push and Pull Big Book by

Marsha Freeman

That Magnetic Dog by Bruce Whatley

Magnets: Pulling Together, Pushing Apart by N. Rosinsky

Rolling by P. Whitehouse Sheep In A Jeep by Nancy

Shaw

Everyone Shouted Pull by Claire Llewellyn

If You Hopped Like A Frog by David M. Schwartz





Quarter 4

Big Idea 14: Organization and Development of Living Organisms Essential Question:

Can you identify living and nonliving things using the five senses?

Benchmark

Text Alignment


assessments


Vocabulary

Reading


subject, school

S.C.1.L.14.1 Make observations of living things and their environment using the five senses. Text:

Unit 1 Lesson 1 & 2 Pg 3- 14

Unit 6 Lesson 4 Pgs 207-208

Low Complexity Lesson 1-2, & 4

Quizzes

Assessment Guide (AG) 1 &2, AG 54 Unit 1 Benchmark Test AG 6- AG9 Unit 8 Benchmark Test AG 73-76

Lesson 6: Alexander and the Wind-Up Mouse Taken from Science & Stories: Integrating Science and Literature by Hilarie N. Staton & Tara McCarthy Good Year Books Take a walk around the school and observe various living things. Record reflections based on the five senses. Play concentration using the vocabulary cards with text/picture on one side & other side blank. Activities:

Sense-able Science Aims Activities K-1 “My Eyes Can See,” Poem by Suzy Gazlay

Tune: Down by the Bay


Habitats Places Swamp Life Vocabulary:

senses Science tools

Plant Cycle by Ray James




Big Idea 14: Organization and Development of Living Organisms Essential Questions:

What are the characteristics of living and nonliving things?

What is the difference between living and nonliving things?

Benchmark

Text Alignment


assessments


Vocabulary

Reading


subject, school

S.C.1.L.14.3 Differentiate between living and nonliving things. Text: Unit 6 Lessons 1 pgs 175-184

High Complexity Lesson 1 Quiz


Nature walk and record living and nonliving things found Experiment by planting a seed vs. planting an M&M. Why did the seed grow? Text Resources: FL Teaching Resources DVD Inquiry Flip Chart

Online Resources:



Is it a Living Thing? What We Need What’s Alive? A Parade of Plants by Melissa

Stewart Plants and Flowers by Lynn

Huggins-Cooper

Alexander and the Wind-Up Mouse by Leo Lionni

Vocabulary:

living nonliving environment reproduce





Big Idea 14: Organization and Development of Living Organisms Essential Question:

What are the major parts of a plant?

Benchmark

Text Alignment

FCAT Info: Content

limits, Item specs,

other assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.1.L.14.2 Identify the major parts of plants, including stem, roots, leaves, and flowers. Text: Unit 6 Lesson 5 Pgs 209- 218

Low Complexity Lesson 5

Quiz

Assessment Guide (AG) 70, 71, &72

On Line Resources / Technology:

www.brainpopjr.com Parts of a Plant video/interactive quiz Plant Life Cycles

Text Resources: FL Teaching Resources DVD Inquiry Flip Chart

From Seeds to Flower by Gerald Legg

The Reason for a Flower by Ruth Heller

The Tiny Seed by Eric Carle A Seed Is a Promise by Claire

Merrill

From Seed to Plant by Gail Gibbons

Oh Say Can You Seed? by Bonnie Worth

Sorting Plants: What is a Flower? by Sally Hewitt





Big Idea 16: Heredity and Reproduction Essential Questions:

Do plants and animals resemble their parents?

Are there variations in the way plants and animals look according to their particular populations?

Benchmark

Text Alignment

FCAT Info: Content limits,

Item specs, other

assessments


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.1.l.16.1 Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. Text: Unit 7 Lesson 1 &2 Pgs 225-240 *Unit 6 Lesson 2 & 3 Pgs 185-195 may also be utilized

Low Complexity Lesson 1-2 Quizzes

Assessment Guide (AG) 62 &63 Lesson 2-3 Quizzes

Assessment Guide (AG) 52 &53

Directed Inquiry: How Do Mealworms Change as They Grow? Observe and record changes. Plant a seed and observe the plant and the seeds it grows. Compare how the new seed will resemble its parent. Look at pictures of adult animals and compare how the babies resemble their parents. Notice the similarities and differences. Make a Venn Diagram to represent your findings. Watch a tadpole develop into a frog. Record the changes. Make a butterfly life cycle model using pasta. Rice=egg, spiral=larva, shell=pupa, bow tie=butterfly Generate an explanation of the life cycle model www.brainpopjr.com Fresh water habitats movie Desert movie Professional Development: Starting With Nature: Plant Book by Pamla Hickman

Vocabulary: tadpole life cycle larva pupa seed coat seedling parent trait

Additional Vocabulary:

flower cone mammal bird fish reptile amphibian insect

From Seed to Sunflower by Gerald Legg

Tops and Bottoms by Janet Stevens

Tadpole Diary Literacy Tree Series

Very Hungry Caterpillar by Eric Carle

Butterflies by Fran Howard Moths by Martha Rustad

Shape of Me and Other by Dr. Seuss

Animal Patterns by Nathan Olson





Big Idea 17: Interdependence Essential Question:

What are the basic needs of all plants and animals, including humans?

Benchmark

Text Alignment


assessments


Vocabulary

Reading


subject, school

SC.1.L.17.1 Through observation, recognize that all plant and animals, including humans, need the basic necessities of air, water, food, and space. Text: Unit 8 Lesson 1-3 Pgs 243-268

Low Complexity Lesson 1-3 Quizzes

Assessment Guide (AG) 70, 71, &72

Experiment:

Plant seeds in different cups. Give one sunlight, water and air. Make others to show a missing need/necessity to demonstrate that a living thing needs air, water, food and space. Record results in a lab notebook.

Show how habitats are important for survival. The space they live in helps them adapt to their environment. Make a diorama of an animal habitat. Extension:

Investigate each habitat by asking and answering “how do you know” questions.

Professional Development:

Hands-On Life Science for Elementary Grades

by Phil Parratore

Living in a Biome series by

Carol K. Lindeen

Life in a Desert We Need Water by Helen Frost Leveled Reader:

What We Need Vocabulary:

habitat air water food soil sunlight gills shelter




Textbook Correlation to Florida Science Standards

Houghton Mifflin Harcourt Science Fusion Correlation - See TE T19-T25

Scott Foresman Science Correlation follows

Introduction

This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the

Teacher’s Edition with additional references to the FCAT Test Prep Booklet.

Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the

foundation for Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry

Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage

students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.

How to Read Science

Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated Instruction

Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s

reading level.




Time-Saving Strategies

Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30

seconds.

Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

Technology

Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational

CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction.

The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson

Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the

textbook from computers at school or at home.

Benchmark

Code

Florida Sunshine State Standards

Scott Foresman Science

SC.1.E.5.1 Observe and discuss that there are more stars in the sky than anyone can easily

count and that they are not scattered evenly in the sky. SE/TE: 324–325, 328–329

FCAT Test Prep: 83, 112

SC.1.E.5.2 Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object

on or near Earth toward it even though nothing is touching the object. SE/TE: 246–249


SC.1.E.5.3 Investigate how magnifiers make things appear bigger and help people see things

they could not see without them. SE/TE: 18–19, 84, 168–169, 324–325


SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun. SE/TE: 204–205, 276, 278–279, 282–283,

318–321, 322–323

FCAT Test Prep: 68, 71, 72, 75, 79, 92

SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's

surface.

SE/TE: 148, 150–153, 154–157, 160–165,

168–169

FCAT Test Prep: 37, 38, 39, 40, 41, 42,

49, 50, 101, 102




Benchmark

Code



SC.1.E.6.2 Describe the need for water and how to be safe around water. SE/TE: 162–163


SC.1.E.6.3 Recognize that some things in the world around us happen fast and some

happen slowly. SE/TE: 158–159

FCAT Test Prep: 37, 38, 42, 50, 102

SC.1.L.14.1 Make observations of living things and their environment using the five senses.

SE/TE: 18–19, 24, 52, 74–75, 84, 130–

131, 136

FCAT Test Prep: 6, 7, 8, 9, 10, 17, 31, 34,

98

SC.1.L.14.2 Identify the major parts of plants, including stem, roots, leaves, and flowers.

SE/TE: 40–41, 49E, 68–71, 72–73, 74–75,

113E, 116

FCAT Test Prep: 14, 15, 16, 17, 18, 20,

21, 23, 27, 29, 32, 99, 100

SC.1.L.14.3 Differentiate between living and nonliving things. SE/TE: 1E, 4, 6–9, 14–17, 20–21, 120–

121

FCAT Test Prep: 1, 2, 3, 5, 6, 8, 31, 108

SC.1.L.16.1 Make observations that plants and animals closely resemble their parents, but

variations exist among individuals within a population.

SE/TE: 94–97, 104–105, 106–107

FCAT Test Prep: 4, 19, 23, 36

SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans,

need the basic necessities of air, water, food, and space.

SE/TE: 10–11, 12–13, 18–19, 25E, 30–33,

36–37, 38–39, 122–123, 126–127, 294–

295, 300–301

FCAT Test Prep: 1, 2, 4, 5, 7, 23, 25, 26,

27, 30, 34, 36, 41, 45, 97

SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free

exploration, and generate appropriate explanations based on those explorations.

These are some of the many examples.

SE/TE: 18–19, 28, 52, 74–75, 84, 106–

107, 140–141, 168–169, 204–205, 212,

232–233, 308–309, 328–329

SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in

terms of number, shape, texture, size, weight, color, and motion, and compare

These are some of the many examples.

SE/TE: 4, 40–41, 52, 84, 106–107, 148,

168–169, 194–195, 204–205, 212, 232–




Benchmark

Code



their observations with others. 233, 244, 266–267, 308–309, 340

SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of

investigations conducted.

SE/TE: 18–19, 40–41, 74–75, 106–107,

130–131, 140–141, 168–169, 194–195,

204–205, 232–233, 266–267, 276, 298–

299, 308–309, 328–329, 362–363, 372–

373

SC.1.N.1.4 Ask "how do you know?" in appropriate situations. SE/TE: 4, 28, 40–41, 52, 74–75, 106–107,

168–169, 204–205, 276, 362–363, 372–

373

SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature

(hot or cold), weight (heavy or light), texture, and whether objects sink or float.

SE/TE: 212, 216–217, 218–221, 232–233

FCAT Test Prep: 49, 55, 56, 57, 58, 59,

68, 73, 76, 79, 101

SC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as in a

straight line, zigzag, back-and-forth, round-and-round, fast, and slow.

SE/TE: 244, 250–251, 252–255, 260–261,

268–269

FCAT Test Prep: 65, 76, 111

SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push

or a pull.

SE/TE: 244, 246–249, 250–251, 254–255,

256–259

FCAT Test Prep: 61, 62, 63, 64, 66, 74,

77, 105




Science Resources Guide

Read and Understand Science Series

Grades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

Project Wild Activity Guide

Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390

http://www.projectwild.org/educators.htm

Digging Into FCAT Science – Inquiry Based Activities

Florida Educational Tools, (904) 998-1918 or (800) 586-9940

www.fledtools.com

Integrating Science with Reading Instruction Grades 5&6

By Trisha Callella and Marilyn Marks, Creative Teaching Press

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

AIMS Education Foundation On-line Store

Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php

Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry

By: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1


More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4

By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten

By Sally Moomaw, MEd, Brenda Hieronymus, MEd, ISBN: 978-188483433-2, Redleaf Press

http://www.redleafpress.org/productdetails.cfm?PC=183

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

http://www.projectwild.org/educators.htm

http://www.fledtools.com/

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

http://wwws.aimsedu.org/aims_store/home.php

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry


http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/productdetails.cfm?PC=183




Science Literature by Grade Level with Benchmarks

Title Author Science Concept or Skill Grade Level

Benchmark

On the Way to the Beach Henry Cole Observation of nature K SC.K.N.1.1 A Closer Look Mary McCarthy Observation of nature K SC.K.N.1.1

The Snowy Day Ezra Jack Keats Matter can change K SC.K.P.9.1

Vibrations Lola M. Schaefer Sound vibrations K SC.K.P.10.1 Sound: Loud, Soft, High, & Low Natalie M. Rosinsky Sound K SC.K.P.10.1

Forest Bright, Forest Night Jennifer Ward Animals during the day/night K SC.K.E.5.2

A Seed is Sleepy Dianna Aston Seeds K SC.K.L.14.3 We’re Going on a Bear Hunt Michael Rosen Nature walk/Observing nature 1

st SC.1.N.1.1

Make Way For Ducklings Robert McCloskey Nature walk/Observing nature 1st

SC.1.N.1.1

Seven Blind Mice Ed Young Observation/Inference 1st

SC.1.N.1.2

Let’s Experiment Thinking Like a Scientist Series by Newbridge

Experiments/Investigations 1st

SC.1.N.1.3

Real Stuck, Way Up Benette W. Tiffault Gravity 1st

SC.1.E.5.2

All About Magnifying Glasses Melvin Berger Magnifying glasses 1st

SC.1.E.5.3 Stone Soup Jon J. Muth Sink or float 1

st SC.1.P.8.1

The Real Story of Stone Soup Ying Chang Compestine Sink or float 1st

SC.1.P.8.1

Cactus Soup Eric A. Kimmel Sink or float 1st

SC.1.P.8.1 Force Makes Things Move Kimberly Brubaker Bradley Force and motion 1

st SC.1.P.13.1

Trout Are Made of Trees April Pulley Sayre Ecosystems/Interdependence of nature 1st

SC.1.L.14.1

The Story of Jumping Mouse John Steptoe Using five senses for observation 1st

SC.1.L.14.1 What’s Alive? Kathleen Weidner Living vs. nonliving 1

st SC.1.L.14.3

Is it Alive? Kimberlee Graves Living vs. nonliving 1st

SC.1.L.14.3

Does a Kangaroo Have a Mother Too? Eric Carle Animal babies and parents 1st

SC.1.L.16.1

You’re All My Favorites Sam McBratney Shows offspring of same parent can have differences

1st

SC.1.L.16.1

The Magic School Bus Hops Home: A Book About Animal Habitats

Joanna Cole Animal habitats 1st

SC.1.L.17.1

Red Leaf, Yellow Leaf Lois Ehlert Leaves/parts of a plant 1st

SC.1.L.14.2 Letting Swift River Go Jane Yolen Change in nature over time 2

nd SC.2.N.1.1

Who Made These Holes? Published by Newbridge Inference and observation 2nd

SC.2.N.1.3

Soil Robin Nelson Soil 2nd

SC.2.E.6.2 Rocks Robin Nelson Rocks 2

nd SC.2.E.6.1

Rocks and Soil Maria Gordon Rocks and soil 2nd

SC.2.E.6.1 SC.2.E.6.2

Soil Rebecca Faulkner Soil 2nd

SC.2.E.6.2

The Pebble in My Pocket M. Hooper Rocks 2nd

SC.2.E.6.1





Benchmark

Sun S. Tomecek Sun/sunshine 2nd

SC.2.E.7.2 Matter: See It, Touch It, Taste It, Smell It Darlene R. Stille Matter and changing properties 2

nd SC.2.P.9.1

From Bean to Bean Plant Anita Ganen Life cycle of a bean plant 2nd

SC.2.L.16.1

Pumpkin Circle: The Story of a Garden George Levenson Life cycle of a pumpkin 2nd

SC.2.L.16.1 From Tadpole to Frog Wendy Pfeffer Life cycle of a frog 2

nd SC.2.L.16.1

From Seed to Plant Allan Fowler Life cycle of a plant 2nd

SC.2.L.16.1

A Log’s Life Wendy Pfeffer Life cycle of a tree 2nd

SC.2.L.16.1 Little Lost Bat Sandra Markle Life of bats 2

nd SC.2.L.16.1

I Wonder If I’ll See a Whale Frances Ward Weller Observing the natural world/questioning 3rd

SC.3.N.1.1

Owl Moon Jane Yolen Observing the natural world/questioning 3rd

SC.3.N.1.1 Big Tracks, Little Tracks: Following Animal Prints

M.E. Selsam Observation/inference 3rd

SC.3.N.1.1

The New Way Things Work David Macaulay Models 3rd

SC.3.N.3.2 SC.3.N.3.3

Telescopes Adele Richardson Telescopes 3rd

SC.3.E.5.5 The Sun Seymour Simon Sun 3

rd SC.3.E.6.1

Temperature Chris Woodford Measuring temperature 3rd

SC.3.P.8.1

Measuring Penny Loreen Leedy Measurement 3rd

SC.3.P.8.2 Sun Up, Sun Down Gail Gibbons Sun 3

rd SC.3.E.6.1

Rise the Moon Eileen Spinelli Moon 4th

SC.4.E.5.2

The Moon Book Gail Gibbons Moon 4th

SC.4.E.5.2 The Moon Seymour Simon Moon 4

th SC.4.E.5.2

What the Moon is Like F.M. Branley Moon 4th

SC.4.E.5.2

Prince William Gloria Rand Oil spills/human effects on nature 4th

SC.4.E.6.3 Pancakes, Pancakes! Eric Carle Chemical changes 4

th SC.4.P.9.1

One Tiny Turtle N. Davies Humans and the environment 4th

SC.4.L.17.4

Interrupted Journey: Saving Endangered Sea Turtles

K. Lasky Humans and the environment 4th

SC.4.L.17.4

Almost Gone: The World’s Rarest Animals

Steve Jenkins Extinction 4th

SC.4.L.17.4

Weather Forecasting Gail Gibbons Weather 5th

SC.5.E.7.3

Imaginative Inventions Charise Mericle Harper Inventions/Scientific method 5th

SC.5.N.1.1 Girls Think of Everything: Stories of Ingenious Inventions by Women

Catherine Thimmesh Inventions/Scientific method 5th

SC.5.N.1.1

Mistakes That Worked C. Foltz Jones Inventions/scientific investigation 5th

SC.5.N.1.5

In the Blink of an Eye Dieter Wiesmuller Inference/animals 5th

SC.5.N.1.6 John Muir: America’s First Environmentalist

Kathryn Lasky Scientists/Biography of an environmentalist 5th

SC.5.N.1.5

Rachel Carson: Preserving a Sense of Thomas Locker Scientists/Biography of a biologist 5th

SC.5.N.1.5





Benchmark

Wonder Science Verse Jon Scieszka Variety of topics in poem form 5

th SC.5.N.1.1

Earthlets, as Explained by Professor Xargle

Jeanne Willis Observation and Inference 5th

SC.5.N.1.6

A Look at Pluto and Other Dwarf Planets Anna Kaspar Pluto/planets 5th

SC.5.E.5.2 Learning About the Water Cycle With Graphic Organizers

Isaac Nadeau Water cycle/using graphic organizers 5th

SC.5.E.7.1

The Big Storm Bruce Hiscock Storms/effects of weather 5th

SC.5.E.7.7

Aliens from Earth: When Animals and Plants Invade Other Ecosystems

Mary Batten Ecosystems/change/survival 5th

SC.5.P.15.1

And Then There Was One: The Mysteries of Extinction

Margery Facklam Extinction 5th

SC.5.P.15.1

Science Literature by Grade Level

**NOTE: Duplicate titles listed in red, and are appropriate for each grade level.

Title Author Grade Level

5 Sense Ruis K

A Closer Look McCarthy, M. K

Amy Loves the Sun Hoban K

Amy Loves the Wind Hoban K

Be A Friend to Trees Lauber K

Bear Shadow Asch K

Bubble, Bubble Mayer, M. K

Cactus Hotel Guiberson K

Day Light, Night Light Branley K

Energy Makes Things Happen Bradley K

First Flight K

Forest Bright, Forest Night Ward, J. K

Freight Train Crew, D. K

From Seed to Pumpkin Pfeffer K

Goodnight Moon Brown K





Gravity (song) Wright Group Songbook K

Gravity is A Mystery Branley K

Groundhog Day (multiple) K

Happy Birthday Moon Asch K

Hearing Ruis, Parramon, Puig K

How Many Teeth? Showers K

I Have A Cold Maccarone K

In the Small, Small Pond Fleming K

Inch by Inch Lionni K

It Looked Like Spilt Milk Shaw K

Jack's Garden Cole K

Light: What is A Shadow? Holderness K

Little Blue, Little Yellow Lionni K

Little Cloud Carle K

Little Engine That Could Piper K

Magnification: A Closer Look Bender, L. K

Mike Mulligan & His Steam Shovel Burton K

Moon Jump Into Science Series K

Mouse Paint Walsh K

My Five Senses Aliki K

Napping House Wood K

On the Way to the Beach Cole, H. K

On the Way to the Beach Keats, E. K

Pop! A Book About Bubbles Bradley K

Science Safety: Being Careful Bender, L. K

Scruffy the Tugboat K

Shadow Play Fleischman K

Sight Ruis, Parramon, Puig K

Skeletons Wood K

Sky Fire Asch K

Smell Ruis, Parramon, Puig K

Sound: Loud, Soft, High, & Low Rosinsky, N. K

Sounds All Around Pfeffer K





Switch On, Switch Off Berger K

Taste Ruis, Parramon, Puig K

The Bubble Factory dePaola, T. K

The Moon Yusof K

The Skeleton Inside You Valestrino K

The Snowy Day Keats, E. K

The Sun Our Nearest Star Branlin K

The Very Busy Spider Carle, E. K

The Very Grouchy Ladybug Carle, E. K

The Very Hungry Caterpillar Carle, E. K

The Very Lonely Firefly Carle, E. K

The Very Quiet Cricket Carle, E. K

Touch Ruis, Parramon, Puig K

Trucks K

Vibrations Schaefer, L. K

What Is a Scientist? Lehn K

What is My Shadow Made Of? Morris K

What is Science? Dotlch, R. K. K

What Makes a Magnet? Branlyn K

What Makes A Shadow? Bulla & Otani K

When You Look Up At the Moon Rookie Reader K

Who Eats What? Lauber K

You Can't See Your Bones With Binoculars Ziefert K

Zoom Banyai K

A Parade of Plants Stewart 1

A Second is a Hiccup Hutchins 1

A Seed Is A Promise Merrill 1

Alexander and the Wind-Up Mouse Lionni 1

All About Magnifying Glasses Berger 1

And Everyone Shouted "Pull!" Llewellyn, C. 1

Animal Patterns Olson 1

Astronaut Living in Space Hayden 1

Bartholomew and the Oobleck Seuss 1





Butterflies Howard 1

Cactus Soup Kimmel, E. 1

Caps For Sale Stobodkina 1

Cracking Up: A Story About Erosion Bailey, Lilly 1

DK Series: Eye Wonder Holland, Stott 1

Does a Kangaroo Have a Mother Too? Carle 1

Edward in Deep Water Wells 1

Everybody Needs a Rock Baylor 1

Force Makes Things Kimberly 1

Forces and Movement Llevellyn 1

From Seed to Plant Gibbons 1

From Seed to Sunflower Legg 1

From Seeds to Flower Legg 1

Help I Can't Swim Leaney 1

Hill of Fire Lewis 1

How Heavy? How Long? How Hot? Eboch, C. 1

How Mountains Are Formed Zoehfeld 1

I Am Water Marzollo 1

I Fall Down Cobb, V. 1

I Wonder Why Stars Twinkle Stott 1

If You Find a Rock Christian 1

If You Hopped Like a Frog Schwartz 1

Is it Alive? Graves 1

Is It Rough? Hoban 1

It All Makes Sense: A First Look at the Senses Godwin 1

John Denver's Sunshine On My Shoulders Canyon 1

Let's Experiment Thinking like a scientist series 1

Let's Go Rock Collecting Gans 1

Living In a Biome Series: Life In a Desert Lindeen 1

Looking Through a Telescope Bullock, Vargus, Larwa 1

Magic School Bus Hops Home Cole 1

Magic School Bus Plays Ball Cole 1

Magic School Bus Ups and Downs Cole 1





Magnets: Pulling Together, Pushing Apart Rosinsky 1

Make Way for Ducklings McCloskey 1

Man on the Moon Suen 1

Math Series: Sorting Pluckrose 1

Moths Rustad 1

Motion: Push and Pull, Fast and Slow Stille, D. 1

My Eyes Can See (poem, song) Gazlay 1

Near Water Llewellyn, C. 1

Oh Say Can You Seed? Worth 1

Planets Around the Sun Simon 1

Plant Cycle James 1

Plants and Flowers Cooper 1

Push and Pull (big book) Freeman, M. 1

Real Stuck, Way Up Tiffault 1

Red Leaf, Yellow Leaf Ehlert 1

Rocks In His Head Hurst 1

Rocks: Hard, Soft, Smooth, and Rough Rosinsky, John 1

Roller Coaster Frazee, M. 1

Rolling Whitehouse 1

Science Tools: Using Machines and Instruments Eboch, C. 1

Senses Glover 1

Seven Blind Mice Young, E. 1

Shape of Me and Other Stuff Seuss 1

Sheep In a Jeep Shaw 1

Short, Tall, Big or Small? Gold 1

Sink and Floating Rosinsky 1

Sink or Float Khisty 1

Sort It Out Mariconda, Rogers 1

Sorting Plants: What is a Flower? Hewitt 1

Spots of Light Rau and Shea 1

Stone Soup Muth 1

Sunshine On My Shoulders Ansberry, Morgan 1

Sunshine: A Book About Sunlight Sherman 1





Tadpole Diary Literacy Tree Series 1

The Bears' Vacation Berenstein 1

The Gift of the Sea Tresselt 1

The Grand Canyon Bauer 1

The Magnetic Dog Whatley 1

The Real Story of Stone Soup Compestine 1

The Reason For a Flower Heller 1

The Rocky Mountain Bauer 1

The Story of Jumping Mouse Steptoe 1

The Tiny Seed Carle 1

The Very Hungry Caterpillar Carle 1

There's No Place Like Space Rabe 1

Tops and Bottoms Stevens 1

Treasure at Sea for Dragon and Me Pendziwol 1

Trout Are Made of Trees Sayre 1

Waiting for Wings Ehlert 1

Water's Journey Robinson 1

We Need Water Frost 1

We're Going On a Bear Hunt Rosen, M. 1

What Is the World Made Of? Zoehfeld 1

What Makes Day and Night? Branley 1

What's Alive? Weidner 1

When I Heard the Learn'd Astronomer Whitman 1

You Can Use a Magnifying Glass Blevins, Vargus, Larwa 1

You're All My Favorites McBratney 1

A Drop of Water: A Book of Science Wonder Wick 2

A Log's Life Pfeffer 2

Alexander and the Wind-Up Mouse Lionni 2

Amelia Bedelia, Rocket Scientist Parish 2

An Extraordinary Egg Lionni 2

Bringing the Rain to Kapiti Plain Aardema 2

Chickens Aren't the Only Ones* Heller 2

Cloudy With a Chance of Meatballs Barrett 2





Diary of a Worm Cronin 2

Electricity and Magnets Angliss 2

Energy From the Sun Fowler 2

Everybody Needs a Rock Baylor 2

Forces and Motion Graham 2

Forces Around Us Hewitt 2

From Bean to Bean Plant Ganen 2

From Caterpillar to Butterfly Heiligman 2

From Seed to Plant Fowler 2

From Tadpole to Frog Pfeffer 2

Henry Hikes to Fitchburg Johnson 2

How to Dig a Hole to the Other Side of the Earth McNulty 2

If You Find a Rock Christian 2

Let's Go Rock Collecting Gans 2

Letting Swift River Go Yolen 2

Life In a Bucket of Soil Silverstein 2

Little Lost Bat Markle 2

Magic School Bus and the Electric Field Trip Cole 2

Magic School Bus at the Water Works Cole 2

Magic School Bus Desert Animal Adaptation Cole 2

Magic School Bus Dries Up Cole 2

Magic School Bus Flexes Its Muscles Cole 2

Magic School Bus For Lunch Cole 2

Magic School Bus Gains Weight Cole 2

Magic School Bus Gets Eaten Cole 2

Magic School Bus Inside the Earth Cole 2

Magic School Bus Inside the Human Body Cole 2

Magic School Bus Kicks Up a Storm Cole 2

Magic School Bus Meets the Rot Squad Cole 2


Magic School Bus Wet All Over Cole 2

Magic School Bus Works Out Cole 2

Matter: See It, Touch It, Taste It, Smell It Stille, D. 2





Nitrogen Tocci 2

Pumpkin Circle: The Story of a Garden Levenson 2

Rocks: Hard, Soft, Smooth, and Rough Rosinsky 2

Scientists Ask Questions Garrett, Rookie Reader 2

Snowflake Bentley Martin 2

Soil Faulkner 2

Solid, Liquid, or Gas Robinson 2

Solids, Liquids, Gases Simon 2

Sun Tomecek 2

Sunshine On My Shoulders Ansberry, Morgan 2

Sylvester and Magic Pebble Stieg 2

The Great Kapok Tree Cherry 2

The Pebble in My Pocket Hooper 2

The Tiny Seed Carle 2

Thunder Cake Polacco 2

What Happened? Williams 2

What Is a Scientist? Lehn 2

What is Mass? Curry 2

What is the World Made Of? Zoehfeld 2

When Winter Comes Neuman 2

Where Do Puddles Go? Robinson 2

Who Made These Holes? Published by Newbridge 2

A Drop Around the World McKinney 3

Big Tracks, Little Tracks: Following Animal Prints Selsam 3

Day Light, Night Light Branley 3

Energy Makes Things Happen* Bradley 3

Gravity Is A Mystery Branley 3

How a Plant Grows Kalman 3

I Fall Down Cobb, V. 3

I See Myself Cobb, V. 3

I Wonder If I'll See a Whale Weller 3

Magic School Bus and the Electric Field Trip Cole 3

Magic School Bus Gets a Bright Idea Cole 3





Magic School Bus Gets Cold Feet Cole 3

Magic School Bus Gets Planted Cole 3

Magic School bus in the Arctic Cole 3

Magic School Bus in the Haunted Museum Cole 3

Magic School Bus Makes a Rainbow Cole 3

Magic School Bus Plants a Seed* Cole 3


Magic School Bus Sees Stars Cole 3

Magic School Bus Wet All Over Cole 3

Measuring Penny Leedy 3

Owl Moon Yolen 3


Spots of Light Rau and Shea 3

Sun Up, Sun Down Gibbons 3

Sunshine: A Book About Sunlight Sherman 3

Telescopes Richardson 3

Temperature Woodford 3

The New Way Things Work Macaulay 3

The Sky is Full of Stars Branley 3

The Snowflake: A Water Cycle Story Waldman 3

The Sun Simon 3

Water Dance Locker 3

What is a Bird? Kalman 3

What is a Fish? Kalman 3

What is a Mammal? Snedden 3

What is a Plant? Kalman 3

What is a Reptile? Kalman 3

What is an Amphibian? Kalman 3

What is the Animal Kingdom? Kalman 3

Where are the Stars During the Day? Berger 3

Almost Gone: The World's Rarest Animals Jenkins 4

Bartholomew and the Oobleck* Seuss 4

Caves Morris 4





Eye Wonder Science Series: Magnets 4

Forces and Movement Riley 4

Galaxies, Galaxies Gibbons 4

Galileo Fisher 4

Girls Think of Everything: Women Inventors Thimmesh 4

Glaciers Gallant 4

Grand Canyon: A Trail Through Time Vieira 4

Imaginative Inventions Harper 4

Interrupted Journey: Saving Endangered Sea Turtles Lasky 4

Magic School Bus Animal Habitats Cole 4

Magic School Bus Plants a Seed Cole 4

Oil Spill Berger 4

One Tiny Turtle Davies 4

Pancakes, Pancakes! Carle 4

Prince William Rand 4

Rise the Moon Spinelli 4

River Ran Wild Cherry 4

Seasons of Arnold's Apple Tree Gibbons 4


Sound Karpelenia 4

Star Tales: North American Indian Stories About the Stars Mayo 4

The Big Wave Buck 4

The Great Kapok Tree Cherry 4

The Moon Simon 4

The Moon Book Gibbons 4

The Night Sky Stott 4

The Remarkable Farkle McBride Lithgow 4

Turtle Bay Pirotta 4

Turtle, Turtle, Watch Out! Sayre 4

What the Moon is Like Branley 4

Who Eats What? Lauber 4

Wild Babies Simon 4

1000 Facts About Space Beasant 5





A Drop of Water: A Book of Science Wonder Wick 5

A Look at Pluto and Other Dwarf Planets Kaspar 5

Aliens from Earth: When Animals and Plants Invade Other Ecosystems

Batten 5

And Then There Was One: The Mysteries of Extinction Facklam 5

Do Tornadoes Really Twist? Berger 5

Earthlets, as Explained by Professor Xargle Willis 5

Girls Think of Everything: Women Inventors* Thimmesh 5

Hurricanes Roydhouse 5

Imaginative Inventions* Harper 5

In the Blink of an Eye Wiesmuller 5

John Muir: America's First Environmentalist Lasky 5

Learning About the Water Cycle With Graphic Organizers Nadeau 5

Magic School Bus Lost In the Solar System Cole 5

Mistakes That Worked Jones 5

Rachel Carson: Preserving a Sense of Wonder Locker 5

Science Verse Scieszka 5

Sound, Heat, and Light Energy at Work Berger 5

Storms Wood 5

The Big Storm Hiscock 5

Weather Forecasting Gibbons 5

Weather Words and What They Mean Gibbons 5

What Do You Do With a Tale Like This? Jenkins, Page 5




Research

As students progress through the three stages

of inquiry, support from the teacher diminishes

and student ownership increases.

This developmental process is crucial for

students to reach the ultimate goal of

conducting science investigations

independently-engaging in Full Inquiry.

Inquiry prepares students to answer visual

analysis and critical interpretation questions.




5 Questions to Deeper Understanding

Direct Data -a question that requires the student to look at

his/her data/measurements

Mathematical Interpretation -requires the student to compare,

contrast or make a calculate using two or more of his/her

measurements

Hypothesis Revisit –student is asked to infer from

observations, measurements, and results

Application to Other Context-question that requires the

students to apply knowledge to a different context/setting

World Connection-requires the students to consider the

impact of human/social system




Standards-Based Instruction

Standards-Based Instruction means designing instruction to help

students understand the science outlined in the standards

It is NOT linking a standard to what you already do or to a favorite

lesson.

Backward by Design

A way to design lessons/units of instruction consistent with

standards-based instruction

Consists of three main steps… 1. Identify what students need to know or what they need to be able to do (What is worthy

of understanding?)

2. Identify assessment (What is evidence of this understanding?)

3. Design instruction (What learning experiences and teaching will promote this type of

understanding?)

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