September:
Week 1: Colors
Light –Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-3
Color paddles and flashlights. How do colored paddles change the light? What happens when you mix the colored light? How is this different from when you mix paint?
http://maggiesscienceconnection.weebly.com/visible-light--color.html
Week 2: Fairy Tales (Castles, Dragons, Unicorns)
Design structure
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. K-PS2-2
Catapults
National Geographic video on pumpkin catapults
https://www.scholastic.com/teachers/blog-posts/genia-connell/valentine-stem-challenge-catapults-and-candy/
Week 3: Fall (leaves and pumpkins)
Seasons
Make observations at different times of year to relate the amount of daylight to the time of year. 1-ESS1-2
http://www.chem.ucsb.edu/scsp/sites/secure.lsit.ucsb.edu.chem.d7_scsp/files/sitefiles/lessons/1st%20Grade%20Shadow%20Systems%20Lesson%20Plan.pdf
http://www.chem.ucsb.edu/scsp/sites/secure.lsit.ucsb.edu.chem.d7_scsp/files/sitefiles/lessons/My%20Shadow%20Journal%20Worksheets%20Final.pdf
http://content.scholastic.com/content/collateral_resources/pdf/00/SPB00_280.pdf
Week 4: Pets
animal survival behaviors and inheritance
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. 1-LS1-2
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 1-LS3-1
Watching videos , looking at pictures, reading books
We have this book
October:
Week 1: Space
moon, sun, constellation patterns
Use observations of the sun, moon, and stars to describe patterns that can be predicted. 1-ESS1-1
Looking for the Moon during the daytime. Looking at a moon calendar to predict phase of the moon on their
Great lesson for teaching about the moon and its phases: http://solar-center.stanford.edu/activities/MoonPhases/Teaching-Moon-Phases.pdf
Video of the scale of our solar system starting with a soccer ball as the sun.Really helpful https://www.youtube.com/watch?v=pR5VJo5ifdE
Video of the scale of our solar system. Very beautiful. https://www.youtube.com/watch?v=zR3Igc3Rhfg
Wonderful presentation of the vastness of space and our solar system: http://joshworth.com/dev/pixelspace/pixelspace_solarsystem.html
Week 2: Columbus Day/Superhero’s
Week 3: Geology (Rocks and Crystals)
Patterns – Rocks can be grouped by type.
A rock is lively book (we have this)
Gem samples and book
Rock samples – igneous, metamorphic, sedimentary
Geologist visor
Week 4: Apples
Density – does an apple float
SEP-planning and carrying out investigations
Density kit
Week 5: Halloween/Monsters
Vibration and Sound
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 1-PS4-1
Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 1-PS4-4
Discuss what makes something sound scary? What is sound? How can we make it scary (or not)?
We have sound makers, xylophones, tuning forks, cup guitars, tone generators, etc… Students can explore how vibrations make sound by bringing a tuning fork near water or a suspended ping pong ball. They can use some of the sound makers to try to make scary (or not) sounds.
November:
Week 1: Bats/Spiders
plant and animal structures - design solution
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
http://www.cnn.com/2010/TECH/innovation/06/24/biomimicry.animals/index.html
https://www.smithsonianmag.com/science-nature/second-nature-65427000/
Students can draw a picture of a design that uses sonar, spider’s web, spider senses (any spider man fans out there? ) or other bat/spider features to meet a human need.
Week 2: Thanksgiving/Veteran’s Day
Native Plants and Animals
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2
Some Native Americans were able to hunt and gather to meet their needs. Others learned how to farm – some grew crops such as corn.
Week 3: *Holiday*
Week 4: Community Helpers
Communication
Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 1-PS4-4
Plant and Animal Communities
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-ESS3-1
December:
Week 1: Gingerbread
Week 2: World Traditions/Grandparent’s Day
Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-1
Make observations at different times of year to relate the amount of daylight to the time of year. 1-ESS1-2
SEASONS/SHADOWS part 2
Week 3: World Traditions with holiday gifts
January:
Week 1: New Years/Snowmen
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area. K-PS3-2
Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-1
Keep Olaf from melting.
Week 2: Arctic Animals
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
Build a jacket - Insulation properties of fat and fur – I have put together this kit.
Week 3: MLK & Rosa Parks & Peace
Week 4: Eric Carle
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2
Hermit Crab
Students draw pictures explaining how the hermit crab changes its environment (its shell) to meet its needs (a growing body).
https://www.wikihow.com/Care-for-Land-Hermit-Crabs
https://www.youtube.com/watch?v=f1dnocPQXDQ
February:
Week 1: Groundhog, Chinese New Year
Seasons Make observations at different times of year to relate the amount of daylight to the time of year. 1-ESS1-2
Make observations to contruct an evidence-based account that objects in darkness can be seen only when illuminated. 1-PS4-2
Get out flashlights and toys, have students draw the toys shadow from different angles and differences.
shadows 3
Week 2: Valentine’s Day
Dissolving
Week 3: President’s Day
Week 4: Dr. Seuss
Inventions OR One Fish, Two Fish and do goldfish and guppies
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
March:
Week 1: Science Fair Projects
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object K-PS2-1
1st grade Marble roller coaster
K car ramps, go cart, etc..
Week 2: St. Patrick’s Day
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-3
Rainbows and prisms
Week 3: Spring/Weather
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-ESS3-2
Use and share observations of local weather conditions to describe patterns over time. K-ESS2-1
Cloud guide with mirror
Weather instruments
Weather
Week 4: *Holiday*
April:
Week 1: Chicks
Inheritance of Traits
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 1-LS3-1
Use observations to describe patterns of what plants and animals (including humans) need to survive. K-LS1-1
Observe chicks from different breeds and compare to pictures of adults of that breed. Talk about all the things you have to do to care for the chicks.
Week 2: Life Cycles (insects & flowers)
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-ESS3-1
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2
Pollination partnership activities
http://pollinator.org/assets/generalFiles/Gardens-Curriculum-2010-one-doc.pdf
Seed dispersal Activity by MPALA live
Week 3:Art History
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. K-ESS3-3
Paper – Where does paper come from (EEI Curriculum)
Activity – make recycled paper FOSS Kit
Week 4: Earth Day
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. K-ESS3-3
Recycling kit – includes EEI – where does paper come from?
May:
Week 1: US & CA Symbols
Week 2: Mother’s Day/Father’s Day
Week 3: Classroom Play
Week 4: Classroom Play
Week 1: Colors
Light –Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-3
Color paddles and flashlights. How do colored paddles change the light? What happens when you mix the colored light? How is this different from when you mix paint?
http://maggiesscienceconnection.weebly.com/visible-light--color.html
Week 2: Fairy Tales (Castles, Dragons, Unicorns)
Design structure
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. K-PS2-2
Catapults
National Geographic video on pumpkin catapults
https://www.scholastic.com/teachers/blog-posts/genia-connell/valentine-stem-challenge-catapults-and-candy/
Week 3: Fall (leaves and pumpkins)
Seasons
Make observations at different times of year to relate the amount of daylight to the time of year. 1-ESS1-2
http://www.chem.ucsb.edu/scsp/sites/secure.lsit.ucsb.edu.chem.d7_scsp/files/sitefiles/lessons/1st%20Grade%20Shadow%20Systems%20Lesson%20Plan.pdf
http://www.chem.ucsb.edu/scsp/sites/secure.lsit.ucsb.edu.chem.d7_scsp/files/sitefiles/lessons/My%20Shadow%20Journal%20Worksheets%20Final.pdf
http://content.scholastic.com/content/collateral_resources/pdf/00/SPB00_280.pdf
Week 4: Pets
animal survival behaviors and inheritance
Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. 1-LS1-2
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 1-LS3-1
Watching videos , looking at pictures, reading books
We have this book
October:
Week 1: Space
moon, sun, constellation patterns
Use observations of the sun, moon, and stars to describe patterns that can be predicted. 1-ESS1-1
Looking for the Moon during the daytime. Looking at a moon calendar to predict phase of the moon on their
Great lesson for teaching about the moon and its phases: http://solar-center.stanford.edu/activities/MoonPhases/Teaching-Moon-Phases.pdf
Video of the scale of our solar system starting with a soccer ball as the sun.Really helpful https://www.youtube.com/watch?v=pR5VJo5ifdE
Video of the scale of our solar system. Very beautiful. https://www.youtube.com/watch?v=zR3Igc3Rhfg
Wonderful presentation of the vastness of space and our solar system: http://joshworth.com/dev/pixelspace/pixelspace_solarsystem.html
Week 2: Columbus Day/Superhero’s
Week 3: Geology (Rocks and Crystals)
Patterns – Rocks can be grouped by type.
A rock is lively book (we have this)
Gem samples and book
Rock samples – igneous, metamorphic, sedimentary
Geologist visor
Week 4: Apples
Density – does an apple float
SEP-planning and carrying out investigations
Density kit
Week 5: Halloween/Monsters
Vibration and Sound
Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 1-PS4-1
Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 1-PS4-4
Discuss what makes something sound scary? What is sound? How can we make it scary (or not)?
We have sound makers, xylophones, tuning forks, cup guitars, tone generators, etc… Students can explore how vibrations make sound by bringing a tuning fork near water or a suspended ping pong ball. They can use some of the sound makers to try to make scary (or not) sounds.
November:
Week 1: Bats/Spiders
plant and animal structures - design solution
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
http://www.cnn.com/2010/TECH/innovation/06/24/biomimicry.animals/index.html
https://www.smithsonianmag.com/science-nature/second-nature-65427000/
Students can draw a picture of a design that uses sonar, spider’s web, spider senses (any spider man fans out there? ) or other bat/spider features to meet a human need.
Week 2: Thanksgiving/Veteran’s Day
Native Plants and Animals
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2
Some Native Americans were able to hunt and gather to meet their needs. Others learned how to farm – some grew crops such as corn.
Week 3: *Holiday*
Week 4: Community Helpers
Communication
Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 1-PS4-4
Plant and Animal Communities
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-ESS3-1
December:
Week 1: Gingerbread
Week 2: World Traditions/Grandparent’s Day
Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-1
Make observations at different times of year to relate the amount of daylight to the time of year. 1-ESS1-2
SEASONS/SHADOWS part 2
Week 3: World Traditions with holiday gifts
January:
Week 1: New Years/Snowmen
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area. K-PS3-2
Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-1
Keep Olaf from melting.
Week 2: Arctic Animals
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
Build a jacket - Insulation properties of fat and fur – I have put together this kit.
Week 3: MLK & Rosa Parks & Peace
Week 4: Eric Carle
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2
Hermit Crab
Students draw pictures explaining how the hermit crab changes its environment (its shell) to meet its needs (a growing body).
https://www.wikihow.com/Care-for-Land-Hermit-Crabs
https://www.youtube.com/watch?v=f1dnocPQXDQ
February:
Week 1: Groundhog, Chinese New Year
Seasons Make observations at different times of year to relate the amount of daylight to the time of year. 1-ESS1-2
Make observations to contruct an evidence-based account that objects in darkness can be seen only when illuminated. 1-PS4-2
Get out flashlights and toys, have students draw the toys shadow from different angles and differences.
shadows 3
Week 2: Valentine’s Day
Dissolving
Week 3: President’s Day
Week 4: Dr. Seuss
Inventions OR One Fish, Two Fish and do goldfish and guppies
Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-1
March:
Week 1: Science Fair Projects
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object K-PS2-1
1st grade Marble roller coaster
K car ramps, go cart, etc..
Week 2: St. Patrick’s Day
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. 1-PS4-3
Rainbows and prisms
Week 3: Spring/Weather
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-ESS3-2
Use and share observations of local weather conditions to describe patterns over time. K-ESS2-1
Cloud guide with mirror
Weather instruments
Weather
Week 4: *Holiday*
April:
Week 1: Chicks
Inheritance of Traits
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 1-LS3-1
Use observations to describe patterns of what plants and animals (including humans) need to survive. K-LS1-1
Observe chicks from different breeds and compare to pictures of adults of that breed. Talk about all the things you have to do to care for the chicks.
Week 2: Life Cycles (insects & flowers)
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-ESS3-1
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2
Pollination partnership activities
http://pollinator.org/assets/generalFiles/Gardens-Curriculum-2010-one-doc.pdf
Seed dispersal Activity by MPALA live
Week 3:Art History
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. K-ESS3-3
Paper – Where does paper come from (EEI Curriculum)
Activity – make recycled paper FOSS Kit
Week 4: Earth Day
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. K-ESS3-3
Recycling kit – includes EEI – where does paper come from?
- FOSS properties of wood and paper kit
- FOSS tree kit
May:
Week 1: US & CA Symbols
Week 2: Mother’s Day/Father’s Day
Week 3: Classroom Play
Week 4: Classroom Play