First Grade Science:|
First Grade Science: |
Student Requirements
| Each student is required to complete one oral or written "Response
to a Key Question" for eachtopic studied. Both oral and written responses
will include an illustration or a series of illustrations.
* At last one response will be a written product. * At least one response will be an oral presentation |
Each student is required to carry out two "Extended Investigations"
based on grade level topics. These investigations may be done as a class.
The results of the student participation in the investigation will be assessed
using the following task descriptions:
"Observation" "Data Collection and Analysis" |
| Each student will be assessed for process science skills by being evaluated by the "Teacher Observation of Science Skills" Task Description once a year. | Each student is required to keep a "Work Collection." Students will keep this collection of work in a notebook for the school year. This may be organized in several ways: a pocket a folder, a large envelope, a three ring binder, or other storage device. This notebook will store work from all the science topics studied and may include: illustrations, class notes, logbooks, science activity reports, notes for preparing responses to key questions, and others. The teacher will help the students to learn to organize their notebooks and will decide how to evaluate the work collection. |
| Students will learn to use and master appropriate tools during
the investigations carried out in each topic.(See Boston Public Schools
Technology Connections)
Once during the year students should devote one activity to a majority of the aspects of the design process as described in the Massachusetts Science and Technology Frameworks and the Boston Public Schools Technology Connections. These activities can be identified in the newly adopted science instructional materials or supplemental materials that can be borrowed from the science department. (Training in integrating technology into the Science Learning Standards will be provided over the next several years). |
Students will study one particular technology device or process used in the real world for a specific purpose and investigate how and why it works.(See Boston Public Schools Technology Connections). |
| Students will study and explain at least one example that illustrates how science, technology, and society influence each other. This example can be identified in the newly adopted science instructional materials or supplemental materials that can be borrowed from the science department. (See Boston Public Schools Technology Connections) | Students will pass teacher tests of terms and concepts presented in
the year's topics.
Students will complete their homework. |
Important note:
All students are expected to complete the starred (*) products during
the 1998-1999 school year. Task descriptions are provided in a separate
document (Science Task Descriptions). Teachers, students, and parents may
use these Task Descriptions as students develop their products and as tools
to help them assess student work. The technology products (design process,
tools, technology device, and technology and society) are adapted from
the Massachusetts Science and Technology Frameworks and are further explained
in the document: The Boston Public Schools Technology Connections. (Part
of the professional development on the newly adopted materials will illustrate
how to make this connection.)
Content Objectives:
Topic: Characteristics of Living Things
| Key Question:
What characterizes a living thing? Subquestions: What is a living thing? What are the similarities and differences among living things? What are the needs of living things? How do living things meet their needs? |
Key Concepts, Principles, Lessons, and Phenomena:
Students will understand... How to observe, describe, and record the characteristics of living things. Living things are born, grow, change, and die over time. Living things have common needs, such as food, water, sunlight, and shelter. Different living things meet their needs differently. Living things require other living things and non-living things to meet their needs. |
Entry Points and Applications:
Birds
|
Topic: Characteristics and Patterns of Weather
| Key Question:
What do we notice about the weather? Subquestions: How does weather affect our daily lives? How can we use tools to better observe the weather? |
Key Concepts, Principles, Lessons and Phenomena:
Weather changes daily, weekly, monthly. We describe weather in terms of clouds, precipitation, temperature. |
Entry Points and Applications:
Lightning
|
Topic: Movement of Objects
| Key Question:
How do balls move? Subquestions: How de we describe ball motion? How do balls start moving? How do balls stop moving? How do balls move on ramps? How do different balls move on the same ramp? How do the same balls move on different ramps? How can we make a ball move faster and slower? How is the motion of balls similar to other objects? |
Key Concepts, Principles, Lessons, and Phenomena:
Students will understand... Ball motion is affected by its size, weight, material, and structure (hollow vs. solid). Balls and other objects need a force to begin moving and stop moving. The motion of balls and other objects is affected by gravity and friction. |
Entry Points and Applications:
Bowling alleys
|
Skill Objectives
Skills & Processes: Students will develop the abilities necessary to do scientific inquiry by*:
1. Planning and conducting a simple investigation, including:
A. Asking questions about objects and events in the natural
world,
B. Employing simple equipment and tools to gather and extend
the senses.
C. Using evidence and inference to construct a reasonable
conclusion, and
D. Communicating investigations and explanations.
(This set of skills primarily contributes to fulfilling the ability
ôto do scienceö portion of the
Purpose.)
2. Knowing how science helps to solve some social and personal
issues but not others(see
Boston Public Schools Technology Connections).
(This skill, in addition to those in Item 1, contributes to fulfilling
the ability ôto use scienceö
portion of the Purpose.)
* Adapted from the National Research CouncilÆs National Science
Education Standards (1996).
Technologies and Instruments:
Students will be able to use...
Hand lens
Rain gauge
Rulers
Thermometer
Weather vane
Anemometer
The Science Domains: First Grade
Content Connections
| Life Sciences | Physical Sciences | Earth and Space Sciences |
| Characteristics of living things
Needs of living things Effect of living things on the environment Life cycles Adaptations Relationship of living things to each other |
Solids, liquids and gases
Temperature Sparks and lightning Energy: light, heat, and electricity Light and shadow |
Weather
Water cycle Weather and society Cloud types Precipitation Wind Forecast |