Transcript First Grade Science Training - WCPSS Elementary Science Wiki

Welcome!
After you are comfortable…
• Make a name tag
• Place a magnet on the capacity maxtrix to
indicate your experience with 1st grade
science
First Grade Science Training
NC Essential Standards
Glad you’re here!
• Thank you
• Code of Cooperation
• Housekeeping
• Agenda, Resources
• Capacity Matrix review
Road Signs
• How does your road sign relate to science
education or education in general?
• Be creative!
Today’s Training
• Introduction
- Structure of 1st Grade Science
- Explore Teacher Guides
- 5E Learning Cycle
- NCES Domains
• Unifying Themes in 1st Grade Science
• Wrap Up
Structure of 1st Grade Science
• Guided inquiry; teacher facilitates,
students construct
• Students observe, investigate, and record
using real tools
• Prior knowledge from kindergarten is
utilized
• Basis for science at upper elementary
FOSS and STC
FOSS kits:
• Pebbles Sand and Silt
• Balance and Motion
STC kits:
• Organisms
• Comparing & Measuring
Take just a few moments to explore and
compare the manuals at your tables
Venn Diagram
FOSS
STC
The Cycle of Learning
Engage
Expand
Evaluate
Explain
Explore
Learning Cycle Component
Notebook Entries
Engage
• Focus Question
• Prediction
• Record class question
• I think/predict ___ because…”
Explore
• Plan
• Observation & Data
• Record materials and procedures
• Record observations and data
Explain (Making Meaning)
• Share data, group analysis
• Claims & Evidence
• Vocabulary & Content
• Conclusion
• “I claim ___ because …”
• Record or paste in notebook
• “I learned …”
Expand
• Apply
• Next Steps or New Questions
• “If ___ then ___”
• “I wonder …” or “What about…?”
Evaluate
• Formative assessment, quick write,
exit ticket, teacher review of entries
Physical Science Domain
Grade
Level
Force and
Motion
Matter: Properties &
Change
Energy:
Conservation &
Transfer
Interactions of
Energy & Matter
K
Animals 2x2*
Investigating
Properties
x
x
*Relative position
1
Balance & Motion
Comparing &
Measuring
x
x
2
Sound
Air & Weather;
Solids & Liquids
x
x
3
Human Body and
Objects in the Sky
Changes and Soils
Changes and
Objects in the Sky
x
x
4
Magnetism &
Electricity
Magnetism &
Electricity and Earth
Materials
Magnetism &
Electricity
5
Motion & Design
Motion & Design,
Inv. Weather
Inv. Weather and
Ecosystems
x
Life Science Domain
Grade
Level
Structure and
Functions
Ecosystems
Evolution &
Genetics
Molecular
Biology
K
Animals 2 x 2
x
x
x
1
x
Organisms
x
Organisms
2
Life cycle of
Butterflies
x
Life cycle of
Butterflies
x
3
Human Body
Plant Growth &
Development
x
x
4
x
Animal Studies
x
Animal Studies
5
Human Body
Systems
Ecosystems
Human Body
Systems
x
Earth Science Domain
Grade
Level
Earth in the Universe
Earth Systems,
Structures & Processes
Earth History
K
x
Weather
x
1
x
Pebbles, Sand & Silt
x
2
Air & Weather*
Air & Weather
x
*Moon Observations
3
Objects in the Sky
Objects in the Sky and
Soils
x
4
x
x
Earth Materials and
Landforms
5
x
Inv. Weather
x
Today’s Training
• Introduction
• Unifying Themes in 1st Grade Science
- FOSS Pebbles, Sand, and Silt
- FOSS Balance & Motion
- STC Organisms
- STC Comparing & Measuring
• Wrap Up
Pebbles, Sand, and Silt
Is it a Rock?
• Which things on the list could be rocks?
• How do you decide if something is a rock?
- jagged boulder - smooth boulder
- small stone
- large stone
- pebble
- piece of gravel
- piece of sand
- dust from two stones rubbed together
Student Misconceptions
• Specimens were only rocks if they were large,
heavy, and jagged. Smaller fragments were
described as stones.
• Children believed that rocks are made of only
one material, but they applied the word
intuitively to mineral samples as well.
• Children classified rock specimens as crystal
rocks when they were attractive in appearance.
Making Sense of Secondary Science
Driver, Squires, Rushworth, and Wood-Robinson
Misconceptions Continued
• Children thought that soil was as old
as the Earth. They thought that soil is
the precursor of rock and that it
changes to rock in the sequence:
soil—clay—rock. Some children
suggested that soil is dinosaur
manure.
Making Sense of Secondary Science
Driver, Squires, Rushworth, and Wood-Robinson
Essential Question for Unit:
• What are the properties of Earth materials?
NC Essential Standard
1.E.1
Understand the physical properties of
Earth materials that make them useful
in different ways.
Clarifying Objectives
1.E.2.1 Summarize the physical properties of Earth
materials including rocks, minerals, soils, and water
that make them useful in different ways.
1.E.2.2 Compare the properties of soil samples from
different places relating their capacity to retain water,
nourish and support the growth of certain plants.
Before and After
• In Grade K, students observe that objects can
be described and sorted by their properties and
use vocabulary associated with the properties of
materials
• In Grade 2, students observe the properties of
solids & liquids.
• In Grade 3, students observe the properties of
soils and how they absorb water and identify the
basic components of soil (sand, clay, humus)
Before and After
• In Grade 4, students describe the properties of rocks
and minerals, classify rocks and rock-forming
minerals, and recognize the chemical composition of
minerals
• In Grade 5, students learn about the wearing away
and movement of rock and soil in erosion, identify and
analyze forces that cause change in landforms over
time (water & ice, wind, gravity)
First Grade
Pebbles, Sand, and Silt Concept Storyline
Big Idea: Earth materials such as rocks and soil can be sorted and identified by specific properties. Earth materials can be used in many different
ways.
Unifying Concepts: Evidence, Explanation, Measurement, Order, Organization
Sub-concept: Rocks have a variety of properties including color, hardness, shape and size.
Investigation 1,
Part 1
Three Rocks
When rocks rub
together, some
rocks may be
chipped or
scratched.
Investigation 1, Part
2
Washing Three
Rocks
When rocks are
washed in water, the
colors or sparkling
qualities are
enhanced
.
Sub-concept: Rocks can be categorized by size.
Investigation 2,
Part 1
Screening River
Rocks
Screens can be
used to sort sizes
of earth
materials.
Investigation 2,
Part 2
River Rocks by
Size
Rock sizes
include sand,
small gravel,
small pebbles,
and large
pebbles.
Investigation 2,
Part 3
Sand and Silt
Sand often
contains smaller
particles, called
silt. Water can be
used to sort the
size of earth
materials.
Investigation1,
Part 3
First Sorting
Investigation 1,
Part 4
Sorting Games
Rocks can be sorted
by their properties
Rocks can be sorted
by their properties.
Investigation 3,
Part 1
Rocks in Use
Clay particles are
very small, even
smaller, than silt.
Earth materials
are commonly
used in the
construction of
buildings and
streets.
Investigation 3,
Part 2
Looking at
Sandpaper
Sandpaper is
used to change
the surface of
wood from rough
to smooth.
Investigation 3,
Part 3
Sand Sculpture
Investigation 3,
Part 4
Clay Beads
Investigation 3,
Part 5
Making Bricks
The properties of
different earth
materials make
each suitable for
specific use.
Earth materials
are used to make
jewelry and
sculptures.
Simple bricks are
made by
combining clay,
and soil with
plant materials.
Sub-concept: Soil is a mixture of earth materials.
Soils have
properties of color
and texture.
Rocks are all around
us.
Sub-concept: The physical properties of earth materials make them useful in different ways.
Investigation 2,
Part 4
Exploring Clay
Investigation 4,
Part 1
Homemade Soil
Investigation 1,
Part 5
Start a Rock
Collection
Investigation 4,
Part 2
Soil Search
Soils vary from
place to place.
Investigation 4,
Part 3
Studying Local Soil
Soils can be composed
of humus and different
amounts and sizes of
rocks.
Plan Ahead!
•
•
•
•
Copy and send the Parent Letter home
Mix the mixture for sorting rocks
Prepare rock sets for Investigation 1, parts 1 & 3
Sandpaper will need to be cut into smaller sizes
for investigations
• Newspaper is helpful when working with the
materials on desks
• Consider inviting the Art specialist to assist with
some lessons
Investigation 1: First Rocks
Focus Question:
• How do the rocks look?
Doing Investigation 1
With Your Table Group:
• Read the Background Information pgs. 4-5
• Utilize the materials on your table to experience
Investigation 1, part 1: Three Rocks
Questions to Consider:
• Was there one rock that made dust easier than the
others?
• Does the dust look the same on the white and black
paper?
Investigation 1
What contributed to your learning in this investigation?
How will you guide this with your students?
• Introducing a Rock Collection
• Utilizing the FOSS Stories
K-2 Audio Stories are available online at
www.fossweb.com
• Science Notebook Samples
www.sciencenotebooks.org
• Use of Focus Questions on Elem. Science Wiki
Investigation 2: River Rocks
Focus Questions:
• What type of earth materials do you
see?
• How can you sort the rocks by size?
• What is sand? What is silt?
• Is there a material smaller than silt?
Investigating River Rocks
With Your Table Group:
• Read the Background Information pgs. 4-5
• Utilize the materials on your table and on the materials
table to experience Investigation 2, part 1: Screening
River Rocks
Questions to Consider:
• Were there any rocks that did not pass through any of
the screens?
• What happened to the sand and water when you shook
the vial?
The Cycle of Learning
Engage
Expand
Evaluate
Explain
Explore
Engage
Engaging Scenario
Show some Earth materials that
came from the edge of a river.
Focus Question
How can rocks be sorted by
size?
Prediction
“I think..because…” statement
Explore
Plan
Introduce materials; model
Data/Observation
Students will observe and
separate a river rock mixture,
using a set of three screens. At
the end of the separation,
students discover that they have
five sizes of materials.
Explain
Share data
Students share observations.
Teacher introduces vocabulary:
large pebbles, small pebbles,
large gravel, small gravel, and
sand.
Conclusions
“I learned…” statement
Expand
Next Steps
Students will further observe
“river rock shake-up” by
combining various rock
material and water.
New Questions
“I wonder why…”
Assessing Investigation 2
Bottle Drawing Sheet:
• A student put river rock mixture into a
bottle with some water and shook it up.
This is what it looked like after it settled for
a day.
*Students label the layers and write/dictate a
sentence about the picture.
Investigation 3: Using Rocks
• Part 1: Rocks in Use
• Part 2: Looking at Sandpaper
• Part 3: Sand Sculptures
• Part 4: Clay Beads
• Part 5: Making Bricks (a great outdoor activity!)
Investigation 4: Soil Explorations
• Part 1: Homemade Soil
• Part 2: Soil Search
• Part 3: Studying Local Soil
Think About It!
• How will students get the materials?
• How will you guide students and avoid
misconceptions?
• How can you use word walls/banks to
scaffold student learning?
• How will students record their learning?
• How will you assess student content
knowledge in this lesson?
Reflection
Jot down:
•
•
•
•
Something that resonated with you.
a big idea you are taking away.
next steps when you get back to school.
new ideas to try or questions to ponder.
Today’s Training
• Introduction
• Unifying Themes in 1st Grade Science
- FOSS Pebbles, Sand, and Silt
- FOSS Balance & Motion
- STC Organisms
- STC Comparing & Measuring
• Wrap Up
Balance and Motion
Rolling Marbles
• With which friend do you most agree?
Student Misconceptions
• Students believe that if an object is pushed with constant
force this produces constant motion.
• Additionally, they believe if the pushing force ceases there
is “force” in the moving object which keeps it going, but
gradually gets “used up” until the object stops.
• Students regard the state of rest as fundamentally different
from the state of motion.
Essential question for Unit:
• How do objects move or stay balanced?
NC Essential Standard
1.P.1
Understand how forces (pushes or pulls)
affect the motion of an object.
Clarifying Objectives
1.P.1.1 Explain the importance of a push or pull to
changing the motion of an object.
1.P.1.2 Explain how some forces (pushes & pulls)
can be used to make things move without
touching them, such as magnets.
1.P.1.3 Predict the effect of a given force on the
motion of an object, including balanced forces.
Before and After
In Grade K, students:
Observe and describe properties of different kinds of
objects and how they are used. They also study relative
position and the movement of organisms.
In Grade 2, students:
Investigate and describe how moving air interacts with
objects.
Observe the force of air pressure pushing on objects.
In grade 3, students:
Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices.
First Grade as a Foundation
• In what ways are you supporting this 5th grade
Essential Standard and Clarifying Objective?
5.P.1 Understand force, motion, and the relationship
between them.
First Grade as a Foundation
Clarifying Objectives
5.P.1.1 Explain how factors such as gravity, friction, and
change in mass affect the motion of objects.
5.P.1.2 Infer the motion of objects in terms of how far
they travel in a certain amount of time and the
direction in which they travel.
First Grade as a Foundation
Clarifying Objectives
5.P.1.3 Illustrate the motion of an object using a graph to
show a change in position over a period of time.
5.P.1.4 Predict the effect of a given force or a change in
mass on the motion of an object.
Unit Overview
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Full Options Science System (FOSS)
3 Investigations separated into Parts
Lessons take 30-40 minutes
Teacher’s Guide Tabs
Audio stories and online games available
at www.fossweb.com
First Grade
Balance and Motion Concept Storyline
Big Idea: Specific rules dictate the ways objects balance and move dependent upon shape and size.
Unifying Concepts: Evidence, Explanation, Measurement, Order, Organization
Sub-concept: Objects can be balanced in many ways.
Investigation 1,
Part 1
Trick Crayfish
Investigation 1,
Part 2
Triangle and Arch
Investigation 1,
Part 3
The Pencil Trick
Investigation 1,
Part 4
Mobiles
Many different
objects and
shapes can be
made to balance.
A stable position
is one that an
object or system
returns to after
motion.
Counterweighing
can change the
point of an object
or system.
A mobile is a
system of
balanced beams
and masses.
Sub-concept: Objects and systems that turn on a
central axis exhibit rotational motion.
Investigation 2,
Part 1
Tops
Investigation 2,
Part 2
Zoomers
There are different
kinds of rotational
motion.
There are different
ways to initiate
rotational motion.
Investigation 2,
Part 3
Twirlers
Variations in design
can influence the
rotational motion of
spinning objects.
Sub-concept: Axles support wheels. Wheel-and-axle
systems move in many different ways.
Investigation 3,
Part 1
Rolling Wheels
Investigation 3,
Part 2
Rolling Cups
Investigation 3,
Part 3
Rolling Spheres
Wheel-and-axle
systems with wheels
of different sizes
roll toward the
smaller wheel.
The amount and
location of mass
affects how objects
and systems roll.
Spheres are round in
all directions and
roll in all directions.
Planning Ahead…
- Index cards need to be cut into thirds and
straws need to be cut in half for mobiles in
Investigation 1, part 4
- Copy and cut blackline masters for
Twirlers and Twirly Birds in Investigation 2,
part 3
- Grab some pennies to act as weights in
Investigation 3, part 2
Investigation 1,Part 1 Trick Crayfish
Focus Question:
• How many ways can you get the
crayfish to balance on your finger?
Try it!
Questions to consider:
• How would students record their learning?
• How would you assess their learning?
Investigation 1, Part 2:
Triangle and Arch
Focus question:
• How can you balance shapes on a
Popsicle stick?
Try it!
Questions to consider:
• How would students record their learning?
• How would you assess their learning?
Zoom! Zoom! Zoom!
• Let’s explore Zoomers
• Investigation 2, part 2 pg. 14
Science Content
• Different ways to initiate rotational motion
• Motion can be changed by pushing or pulling
• Tops and Zoomers spin, but in different ways
Twirlers & Twirly Birds
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Air resistance
Blackline masters
Cutting and assembly instructions pp. 21-22
Advanced preparation?
Take it outside!
Opportunity to integrate technology
Wrapping Up Balance & Motion
Investigation 3: Rollers
• Part 1: Wheels
• Part 2: Cups
• Part 3: Spheres
Reflection
Jot down:
•
•
•
•
Something that resonated with you.
a big idea you are taking away.
next steps when you get back to school.
new ideas to try or questions to ponder.
Today’s Training
• Introduction
• Unifying Themes in 1st Grade Science
- FOSS Pebbles, Sand, and Silt
- FOSS Balance & Motion
- STC Organisms
- STC Comparing & Measuring
• Wrap Up
Organisms
What does a seed need in order to sprout?
--- water
--- soil
--- air
--- food
--- sunlight
--- darkness
--- warmth
--- Earth’s gravity
--- fertilizer
Student Misconceptions
• To many students, “animals” only include large
land mammals on farms or in zoos.
• Only half the students surveyed categorized
fish, boy, frog, snail, snake and whale as
animal.
• Some students think wild animals are fed and
cared for by people.
Making Sense of Secondary Science
Driver, Squires, Rushworth, and Wood-Robinson
Student Misconceptions
• Some children believe a tree is not a plant, although
they said it was a plant when it was “little”
• Over half the students surveyed did not consider a
seed a plant
• Students aged 6-7 commonly believe that things that
are active in any way, including falling or making a
noise, are alive
• Only 36 percent of 14 and 15 year olds considered
respiration as a criterion of life, though most studied
biology
Making Sense of Secondary Science
Driver, Squires, Rushworth, and Wood-Robinson
Before and After
• In Grade K, students make observations to
build an understanding of similarities and
differences in animals.
• In Grade 2, students conduct observations
and build an understanding of animal life
cycles.
Before and After
• In Grade 3, students conduct investigations and build
an understanding of plant growth and adaptations.
• In Grade 4, students make observations and conduct
investigations to build an understanding of animal
behavior and adaptations
• In Grade 5, students conduct investigations to build an
understanding of the interdependence of plants and
animals.
Essential Question for the Unit:
• What are the needs of living organisms?
NC Essential Standards
1.L.1
Understand characteristics of various
environments and behaviors of humans that
enable plants and animals to survive.
1.L.2
Summarize the needs of living organisms for
energy and growth.
Clarifying Objectives
1.L.1.1 Recognize that plants and animals need air,
water, light, space, food, and shelter and that
these may be found in their environment.
1.L.1.2 Give examples of how the needs of different
plants and animals can be met by their
environments in NC or different places throughout
the world.
1.L.1.3 Summarize ways that humans protect their
environment and/or improve conditions for the
growth of plants and animals that live there.
Clarifying Objectives
1.L.2.1 Summarize the basic needs of a variety of
different plants (air, water, nutrients, and light) for
energy and growth.
1.L.2.2 Summarize the basic needs of a variety of
different animals (air, water, and food) for energy
and growth.
Uh oh!
• 1.L.1.3 Summarize ways that humans
protect their environment and/or improve
conditions for the growth of plants and
animals that live there.
• How can we address this clarifying
objective?
Unit Overview
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Carolina Biological/STC
16 lessons
First lesson is KWL (H)
Blackline masters are provided
Appendixes can be very helpful
Bibliography provided
First Grade
Organisms Concept Storyline
Big Idea: Organisms such as animals and plants have specific, observable and comparable: characteristics, needs, and life cycles.
Unifying Concepts: Evidence, Explanation, Measurement, Order, Organization
Sub-concept: Plants and animals are two kinds of organisms.
Lesson 1
Sharing What We
Know About
Organisms
Sub-concept: The starting point in the life cycle of a plant is a seed.
Lesson 2
Observing and
Describing Seeds
Students explore how
seeds are similar and
different.
Students discuss what
they know about
organisms.
Lesson 3
Planting Our Seeds
Lesson 6
How Have Our Seeds
Changed?
Students plant seeds
and begin to observe
their growth.
Students describe how
their plants have
grown.
Sub-concept: Terrariums and aquariums may be used as models to examine the interactions between plants and animals in their natural environments.
Lesson 4
Observing
Woodland Plants
Lesson 5
Observing
Freshwater Plants
Lesson 7
Observing
Freshwater Snails
Students observe
two woodland
plants in a
terrarium.
Students observe
plants in an
aquarium.
Students add snails
to their aquariums
and observe the
interactions
between plants in an
aquarium.
Sub-concept: Humans, like other organisms, depend on, and
have an impact on, their environment.
Lesson 16
Take a Look at Ourselves
Students apply what they
have learned to better
understand the needs of
and interactions among
humans.
Lesson 13
Freshwater and
Woodland Plants: How
Do They Compare?
Students study the needs
and characteristics of
different animals.
Lesson 8
Observing Guppies:
How Do They
Compare with
Snails?
Students identify
similarities and
differences between
two aquatic
organisms.
Lesson 9
Observing Pill Bugs
Students explore the
needs of a land
animal.
Lesson 10
Observing Beetles
and Millipedes:
Comparing with Pill
Bugs?
Students begin to
appreciate the
diversity and
interdependence of
life forms.
Lesson 11
What’s Happening
in the Aquarium?
Lesson 12
What’s Happening
in the Terrarium?
Students observe
changes in the
aquariums and
discuss the
organisms’ needs.
Students observe
changes in the
terrariums and
discuss the
organisms’ needs.
Sub-concept: Animals and plants have specific characteristics that can be compared and contrasted.
Lesson 15
How Are Our Plants and
Animals Alike and
Different?
Students summarize what
they have discovered
about the similarities and
differences between types
of organisms.
Lesson 17
Sharing What We
Know about
Organisms
Students discuss and
reflect on what they
have learned.
Plan Ahead!
• Order live organisms and stagger arrival
• Read “Tips on Receiving and Maintaining
Live Materials” on pg 10 behind Materials
tab
• Moisten the potting soil for Lessons 3 and
4. It can be stored in one or two of the
plastic buckets
•Sort the seeds into Ziploc bags for the
students to observe
•Collect leaf litter from your school grounds
or your home; avoid pine needles
•Decide where the aquariums and
terrariums will be stored and what to
do with organisms when the unit is finished
Non-release options
• Maintain organisms in an aquarium and
rotten log box
• Share organisms with another grade level
• Share organisms with another school
• Last resort….winter comes early
Lesson 1: Sharing What We Know
About Organisms
Focus Questions:
•
What are some living things or “organisms”?
•
How are plants and animals alike/different?
Lesson 1: Sharing What We Know
About Organisms
• Put your name and today’s date on your
paper.
• Draw a living thing in the middle of your
paper.
• Add to the drawing what you think the
living thing needs to live and be healthy.
• Label the parts of the drawing.
• Write some sentences to describe your
drawing.
Lessons 4 and 5:
Observing Woodland Plants and Observing
Freshwater Plants
Focus Question:
• What do woodland/freshwater plants need to
survive?
Let’s try it!
• Green Table Groups: Woodland Plants
• Blue Table Groups: Freshwater Plants
Please read the lesson and follow directions for
preparation to build and observe your
terrarium/aquarium. Be ready to share:
• Two facts from teacher background
• Preparation of habitat
• Student activities in this lesson
Lessons 7 and 8: Observing Freshwater
Snails and Observing Guppies
Focus Questions:
• What does a freshwater snail/guppy need to
survive?
• How are they alike/different?
Let’s try it!
• Green Table Groups: Observing
Freshwater Snails
• Blue Table Groups: Observing Guppies
Please read the lesson and follow directions for
observing your organism.
Be ready to share:
• Two facts from teacher background
• Student activities in this lesson
Lessons 9 and 10: Observing Pill bugs
and Observing Millipedes/Bess beetles
Focus Questions:
• What does a pill bug need to survive?
• What does a millipede need to survive?
• How can we compare millipedes and pill bugs?
Let’s try it!
• Green Table Groups: Observing Pill bugs
• Blue Table Groups: Observing
Millipedes/Bess beetles
Please read the lesson and follow directions for
observing your organism. Be ready to share:
• Two facts from teacher background
• Student activities in this lesson
Wrapping Up Organisms
• Lesson 11: What’s Happening in the Aquarium?
• Lesson 12: What’s Happening in the Terrarium?
• Lesson 13: Freshwater vs. Woodland Plants
• Lesson 14: Freshwater vs. Woodland Animals
• Lesson 15: Comparing Plants and Animals
• Lesson 16: Taking a Look at Ourselves
Reflection
Jot down:
•
•
•
•
Something that resonated with you.
a big idea you are taking away.
next steps when you get back to school.
new ideas to try or questions to ponder.
Today’s Training
• Introduction
• Unifying Themes in 1st Grade Science
- FOSS Pebbles, Sand, and Silt
- FOSS Balance & Motion
- STC Organisms
- STC Comparing & Measuring
• Wrap Up
Comparing & Measuring
Why Comparing & Measuring?
• Important process and inquiry skills
• Vocabulary acquisition
• Measurement is often weakest strand
• Steering committee recommendation
Essential question for Unit:
• How do we use measurement?
First Grade as a Foundation
• In Grade 2, students will estimate and measure
using appropriate units (length, temperature)
• In Grade 3, students will solve problems using
measurement concepts and procedures
involving equivalent measures within the same
measurement system, estimate and measure
using appropriate units (capacity, length, mass,
temperature)
First Grade as a Foundation
• In Grade 4, students will develop strategies to
determine the area of rectangles and the perimeter of
plane figures and solve problems involving perimeter
and area.
• In Grade 5, students will estimate the measure of an
object in one system given the measure of that object
in another system. Identify, estimate, and measure the
angles of plane figures using appropriate tools.
Student Misconceptions
• When measuring their bodies, students will typically
use the top of their head as a beginning point, but may
not have an understanding of where their ending point
is.
• Students may use a variety of non-standard units to
measure inaccurately, but assume that they are
indeed accurate.
Unit Overview
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STC/Carolina Biological
16 lessons
Some items are supplied by the teacher
Instructional Calendar
Science Content words are to be
introduced during or after sessions
Kindergarten
Comparing and Measuring Concept Storyline
Big Idea: Standard units of measurement can be used to compare items by: height, length, or distance.
Unifying Concepts: Evidence, Explanation, Measurement
Sub-concept: Relative lengths may be compared using a variety of frames of reference.
Lesson 1
Comparing How We
Are Alike and
Different
Students use
observation an d
everyday objects to
make comparisons.
Lesson 2
Let’s Make Body
Cutouts
Students use body
tracings to compare
their heights.
Lesson 3
Matching Our Heights
Students compare their
heights with adding
machine tape.
Lesson 4
Matching Lengths of
Arms and Legs
Students use adding
machine tape to
compare the lengths of
their limbs.
Students use a
nonstandard unit to
measure length.
Lesson 8
Using Different
Standard Units of
Measure
Students learn that
using different
standard lengths
produces varying
answers.
Lesson 6
Matching Distance
Students compare the
sizes of various objects
in the classroom.
Students use adding
machine tape to
compare and match
distances.
Sub-concept: Use of standard units produces consistent results.
Sub-concept: Use of nonstandard units of measure produces varying results.
Lesson 7
Using Our Feet to
Measure
Lesson 5
Comparing Objects
Lesson 9
Measuring with a
Standard Unit
Students use a
standard length as a
unit of measurement.
Lesson 10
Exploring with Unifix
Cubes™
Students experiment
with a new unit of
measurement.
Lesson 11
Counting Large
Numbers of Units
Lesson 12
Measuring the Height
of the Teacher
Students use Unifix
Cubes™ to measure
large objects.
In an embedded
assessment, students
use Unifix Cubes™ to
determine their
teacher’s height.
Sub-concept: Different calibrated devices may be used to measure distances and the lengths of objects of different sizes and shapes.
Lesson 13
Making a Measuring
Strip
Lesson 14
Measuring with a
Measuring Strip
Lesson 15
Making a Measuring
Tape
Lesson 16
Using Measuring Tape
to Measure Distance
Students make a more
versatile standard
length for
measurement.
Students explore how
to measure objects
longer than their
standard length.
Students learn the
advantages of using a
tape divided into 100
uniform units.
Students use a
measuring tape to
measure distance and
compare the results of
measuring and
matching.
Lesson 17
Sharing What We
Know about
Comparing and
Measuring
Students discuss and
reflect on what they
have learned.
Plan Ahead!
• Inform parents explaining the unit, any
lesson you will need volunteers for, or any
extra materials that you may need to be
purchased.
• Save chart paper with lesson headings
(written throughout each lesson
description)
• Consider how you will manage materials
Kit Inventory & Realia Wall
• What color is it?
• Where have you seen it
before OR what does it
remind you of?
• How do you think will
we use it in science?
Lesson 1, Pre-Unit Assessment: Comparing
How We Are Alike and Different
Focus question:
• How are we alike and different?
Lesson 1, Pre-Unit Assessment: Comparing
How We Are Alike and Different
Students will:
• Brainstorm on a class chart entitled “What
We Know about Comparing and
Measuring.”
• Observe and discuss how they are alike
and different.
Ask students to share their observations on
the class chart “Ways We Are Alike and
Different” and complete Record Sheet 1-A.
Lesson 2: Let’s Make Body Cutouts
Focus question:
• How can we compare ourselves by using
our bodies?
Lesson 2: Let’s Make Body Cutouts
• Refer to the “Ways We Are Alike and
Different” chart. Identify words that show
they made comparisons about size.
• Students make the “Ways to Compare Our
Bodies” chart.
• Students make body cutouts.
Making Meaning
• Observe “Ways we are alike and different”
as a whole group and in small groups
Learning Cycle
Engagement:
What tools could we use to compare our bodies?
Focus question:
How can we compare ourselves by using our bodies?
Prediction:
Students predict in partners, “I think_____ because _____________.”
Investigation:
Describe likenesses and differences from the first lesson, recognize tools used for measurement, trace each
other, compare similarities and differences among themselves using the cutouts (matching), arrange cutouts
Data Collection:
Students share their ideas in partners.
Making Meaning:
Teacher and students go over observations and discuss new vocabulary.
Conclusion:
Teacher records ideas on class charts/students record in notebooks.
Expand and Apply:
Students compare their body cutouts with those of new people and discuss how they are alike and different.
Lessons 3-6, Matching Heights & Comparing
Focus question:
• What are beginning and ending points?
What are the procedures for
Lessons 3-6?
In a group, students will:
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Use beginning and ending points to measure with
adding machine tape and put them in order on a
graph
Students will compare their measurements and match
distances
Compare long objects (Lesson 5)
Students use the “Flipper” to determine lengths, mark
the lengths, then use adding tape to compare the
lengths.
Lessons 3-6
Questions to consider:
• How did you know where to begin/end
measuring your partner’s body?
• Did everyone use the same beginning and
ending points? Why is that important?
• Is it important to have a common starting line on
a graph? Why?
• How did the distance of your three flips
compare?
Reading Selections
With your table group:
• Take a few minutes to read “The Very Big
Umbrella.” (Lesson 7)
• Discuss: How could you use reading
selections in your classroom?
• Be ready to share out your thoughts and
ideas
Lessons 8 and Beyond
• Using different standard units of measure
• Pencils, toothpicks, spools, stirrers,
spoons, Unifix Cubes, measuring tape
Lessons 13-17
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Lessons spiral
Combing units
Continue to consider student misconceptions
How will you organize the charts in your
classroom? Student Notebooks?
STC Unit Resources
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Concept Storyline
Lessons on CMAPP
Kit Inventory Checklist
Focus Question Labels on Wiki
Reflection
Jot down:
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Something that resonated with you.
a big idea you are taking away.
next steps when you get back to school.
new ideas to try or questions to ponder.
Today’s Training
• Introduction
• Unifying Themes in 1st Grade Science
• Wrap Up
- Questions
- Leave Forms!
- Reflection
Please be in touch!
Walter Harris
Elementary Science CT
[email protected]