ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Scientific Processes Nature of Science Unit

Taught and/or reinforced every nine weeks

TAKS
Obj. 1

TEKS
1.1 The student conducts classroom and field investigations following home and school safety procedures.

Objective:

The student is expected to

Key Concepts
Scientists perform investigations to solve problems. Investigations develop the following skills: asking questions, gathering information, making measurements, constructing explanations, and drawing conclusions. Tools such as thermometers, handlenses, clocks, computers and balances help to support investigations and conclusions.

Resources/Activities
Science Big Books KLRN videos TAKS Tutorials

(A) demonstrate safe practices during classroom and field investigations. 1.2 The student develops abilities necessary to do scientific inquiry in the field and classroom. (B) learn how to use and conserve resources and materials.

(A) ask questions about organisms, objects, and events. (B) plan and conduct simple descriptive investigations. 1

revised: 07/05

TAKS

TEKS
1.2 (continued)

Objective:

The student is expected to

Key Concepts
The scientific method includes: asking questions about organisms, objects and events planning and conducting investigations gathering information using tools constructing reasonable explanations and drawing conclusions communicating explanations about investigations. Science safety rules are used in all investigations. Conserving resources and proper disposal of materials are important responsibilities of scientists.

Resources/Activities

(C) gather information using simple equipment and tools to extend the senses. (D) construct reasonable explanations and draw conclusions using information. 1.3 The student knows that information and critical thinking are used in making a decision. (E) communicate explanations about simple investigations.

(A) make decisions using information. (B) discuss and justify the merits of decisions. (C) explain a problem in his/her own words and identify a task and solution related to the problem.

1.4 The students uses ageappropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured.

(A) collect information using tools including hand lenses, clock, computers, thermometers and balances. (B) record and compare collected information. (C) measure organisms and objects and part of organisms and objects, using non-standard units such as paper clips, hands, and pencils. 2

revised: 07/05

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Life Science Living Organisms Unit
Time Frame: 2 weeks

TAKS
Obj. 2

TEKS
1.5 The student knows that organisms, objects, and events have properties and patterns.

Objective:

The student is expected to

Key Concepts
Living things need air, water, and food.

Resources/Activities
Harcourt Science textbook: Unit A, Chapters 1 & 2 Investigation A10 (What are living and nonliving things?) in the science textbook Clicker 4: Living and Nonliving Grids Kid Pix: Stamp pictures of living and nonliving things using the stamping tool.

(A) sort objects and events based on properties and patterns. (B) identify, predict, and create patterns including those seen in charts, graphs, and numbers.

Non-living things do not need air, water, and food.

1.6 The student knows that systems have parts and are composed of organisms and objects.

(A) sort organisms and objects according to their parts and characteristics. (B) observe and describe the parts of plants and animals.

revised: 07/05

TAKS

TEKS
1.6 (continued)

Objective:

The student is expected to

Key Concepts

Resources/Activities
Sort Living and Nonliving pictures: Find five examples of each in newspapers or magazines. Fold a sheet of construction paper in half. Label one side Living and the other side Nonliving. Glue pictures on the appropriate half. Make collages of living/nonliving things.

(C) manipulate objects such as toys, vehicles, or construction sets so that the parts are separated from the whole, which may result in the part or whole not working. (D) identify parts that, when put together, can do things they cannot do by themselves, such as a working camera with film, a car moving with a motor, and an airplane flying with fuel. (D) observe and record changes in the life cycle of organisms.

1.7 The student knows that many types of change occur.

1.8 The student distinguishes between living organisms and nonliving objects.

(A) group living organisms and nonliving objects. (B) compare living organisms and nonliving objects.

1.9 The student knows that living organisms have basic needs.

(A) identify characteristics of living organisms that allows their basic needs to be met. (B) compare and give examples of the ways living organisms depend on each other for their basic needs. 4

revised: 07/05

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Life Science Plants Unit
Time Frame: 2 weeks

TAKS
Obj. 2

TEKS
1.5 The student knows that organisms, objects, and events have properties and patterns.

Objective:

The student is expected to

Key Concepts
The parts of plants include flower, leaf, stem and roots.

Resources/Activities
Harcourt Science textbook: Unit A (A3A57) Investigation A22 (What are the parts of a plant?) Kid Pix: Using the drawing and text tool, label the parts of a plant. Plant seeds: Keep a record of the growth of your plant. Graph the growth of plants.

(A) sort objects and events based on properties and patterns. (B) identify, predict, and create patterns including those seen in charts, graphs, and numbers.

Plants have leaves, stems, and roots to take in food and water. People need plants. Leaves make food for plants. Leaves have different characteristics.

1.6 The student knows that systems have parts and are composed of organisms and objects.

(A) sort organisms and objects according to their parts and characteristics. (B) observe and describe the parts of plants and animals.

revised: 07/05

TAKS

TEKS
1.6 (continued)

Objective:

The student is expected to

Key Concepts

Resources/Activities

(C) manipulate objects so that the parts are separated from the whole, which may result in the part or whole not working. (D) identify parts that when put together, can do things they cannot do by themselves, such as a working camera with film, a car moving with a motor, and an airplane flying with fuel.

revised: 07/05

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Life Science Animals and Habitats Unit
Time Frame: 3-4 weeks

TAKS
Obj. 2

TEKS
1.8 The student distinguishes between living organisms and nonliving objects.

Objective: The student is expected to

Key Concepts
Mammals have hair and give milk to their young.

Resources/Activities
Harcourt Science textbook: Unit A (A49A57) Harcourt Science textbook: Unit B, Chapter 1 FOSS kit: Insets Make a graph to show groups of animals. Find pictures of animals. Classify the pictures to make a graph like the one on A77 in text. Field Trip to San Antonio Zoo (Woodridge) Field Trip to Sea World (Cambridge)

(A) group living organisms and nonliving objects. (B) compare living organisms and nonliving objects.

Birds have 2 wings, 2 feet, and feathers. Reptiles have rough, dry skin. Amphibians have smooth, wet skin. Animals and plants need each other (food/ shelter). Animals help plants by making soil better; help flowers make seeds; carry seeds to new places. A predator is a hunter.

1.9 The student knows that living organisms have basic needs.

(A) identify characteristics of living organisms that allows their basic needs to be met. (B) compare and give examples of the ways living organisms depend on each other for their basic needs. 7

revised: 07/05

TAKS

TEKS

Objective: The student is expected to

Key Concepts
Predators depend on their prey to survive. Plants and animals are living things. Living things grow and change. Nonliving things cannot grow or move on their own. A habitat is a place where plants and animals live that meets their needs.

Resources/Activities
Writing: Describe characteristics of chosen animal. Make an insect model Kid Pix animal sort

revised: 07/05

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Physical Science Force and Magnetism Unit
Time Frame: 3 weeks

TAKS
Obj.3

TEKS
1.2 The student develops abilities necessary to do scientific inquiry in the field and classroom.

Objective: The student is expected to

Key Concepts
Parts work together to make objects work. Push / Pull (force) can change the motion of objects. Magnets attract and repel things. Magnets have two poles. Magnets can magnetize other objects.

Resources/Activities
Harcourt Science textbook: Unit F Investigation F4 (What Makes Things Move?) Investigation F32 (What a Magnet Can Do)

(A) ask questions about organisms, objects, and events. (B) plan and conduct simple descriptive investigations.

1.7 The student knows that many types of change occur.

observe, measure, and record changes in Friction is a force that makes it harder to size, mass, color, position, quantity, sound move things. and movement.

revised: 07/05

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Physical Science States of Matter and Effects of Light on Matter Unit
Time Frame: 4 weeks

TAKS
Obj. 3

TEKS
1.7 The student knows that many types of change occur.

Objective: The student is expected to

Key Concepts
Solids keep their shape.

Resources/Activities
Harcourt Science textbook: Unit E, Lessons 1 & 2 Investigation E4 (What Can We Observe About Solids?) Investigation E8 (What Can We Observe About Liquids?) Investigation E16 (What Can We Observe About Gases?) Field Trip to Witte Museum for Solids, Liquids, and Gases demonstration (Cambridge)

Liquids flow and take the shape of the container they are (A) observe, measure, and record changes in poured into. size, mass, color, position, quantity, sound and movement. Gases spread out to fill containers and take on (B) identify and test ways that heat may cause the shape of the change such as when ice melts. container. Some objects float; others sink. Heat changes matter--melting and evaporation. Heat applied to a solid causes melting. 10

revised: 07/05

TAKS

TEKS

Objective: The student is expected to

Key Concepts
Heat applied to a liquid causes evaporation. The sun gives off light as well as heat. Light is made of colors. Light moves. When light hits a solid object, it reflects. When light passes through water, it refracts.

Resources/Activities

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revised: 07/05

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Earth Science Rocks, Soil, and Water Unit
Time Frame: 2-3 weeks

TAKS
Obj. 4

TEKS
1.10 The student knows that the natural world includes rocks, soil, and water.

Objective: The student is expected to

Key Concepts
Rocks have different colors and textures. Rocks come from the Earth.

Resources/Activities
FOSS kit: Pebbles, Sand, and Silt Harcourt Science textbook: Unit C Investigations C26 (Where Is Fresh Water Found?)

(A) identify and describe a variety of natural sources of water including streams, lakes, and oceans. (B) observe and describe differences in rocks and soil samples. (C) identify how rocks, soil, and water are used and how they can be recycled.

Rocks have different uses. Topsoil, clay soil, and sandy soil have different textures and colors. Soil is made of tiny rocks, dead plants, dead animals, air, and water. Soil is used by plants and animals for food and shelter. People use soil to make other things (ex. bricks). Water that is not salty is called fresh water. Water that has salt in it is called saltwater.

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revised: 07/05

ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum Framework First Grade Earth Science Weather and Seasons Unit
Time Frame: 2 weeks

TAKS
Obj. 4

TEKS
1.7 The student knows that many types of change occur.

Objective: The student is expected to

Key Concepts
Seasons occur in patterns.

Resources/Activities
Harcourt Science textbook: Unit D, Ch. 2 Investigation D4 (What is weather?) Investigation D8 (What is temperature?) Investigation D12 (What is wind?) Investigation D16 (What makes clouds and rain?)

(C) observe and record changes in weather from day to day and over seasons.

Seasons have different characteristics. The needs of plants and animals change with the seasons.

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revised: 07/05