Grade+1+Map

Dental Health videos and books || Observations Class Discussions ||  || Dental Health videos and books || Observations Class Discussions ||  || TE pgs 1-18 || Properties Science kit || Observation Scientific Inquiry Classifying Data collection Discussion ||  || TE pgs 1-18 || Properties Science kit || Observation Scientific Inquiry Data collection Classifying Discussion ||  || TE pgs 1-18 || Properties Science kit || Observation Scientific Inquiry Data collection Classifying Discussion ||  || Classifying ||  || Recording data Classifying ||  || Recording Data Classifying ||  || Predicting Classifying Data Collection ||  || Predicting Classifying Data Collection ||  || Predicting Classifying Data Collection ||  || Activity 2; pages 21-22 Activity 10 || From Seed to Plant Science Kit || Student activity book page 4. Quiz #1 ||  || //Activity 2//; pages 7-10 //Activity 4//; pages13-14 //Activity 6//; pages 15-16 //Activity 7//; pages 19-20 //Activity 9//; pages 21-22 //Activity 10// || From Seed to Plant Science Kit || Use class record sheet to record student participation in planning and planting. ||  || //Activity 2//; pages13-14 //Activity 6//; pages 15-16 //Activity 7//; pages 21-22 //Activity 10 // || From Seed to Plant Science Kit || Student record sheets measuring and recording data gathered about the growth of the mustard and bean plants. ||  ||
 * Grade Level: First Grade**
 * Topic: Dental Health**
 * **NYS Standard ** || 4 The Physical Setting or Living Environment || **Time Frame/Duration: February** ||
 * **Content Key Idea:** || 5 – Organisms maintain a dynamic equilibrium that sustains life ||
 * **Performance Indicator:** || 5.3 ||
 * **Vocabulary** || teeth, dentist, toothbrush, floss, oral hygiene, toothpaste, cavity, molar, enamel, gums, mouth, plaque, tongue ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Humans maintain good health by eating healthy and exercising || R ||  || Activities provided through the Crest company
 * Healthy habits || R ||  || Activities provided through the Crest company
 * Topic: Erie-Properties Science Kit April 20 start**
 * **NYS Standard ** || 4 The Physical Setting or Living Environment || **Time Frame/Duration: April - June** ||
 * **Content Key Idea:** || Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity ||
 * **Performance Indicator:** || 3.1, 3.2 ||
 * **Vocabulary** || object, property, color, shape, size, texture, weight, group, counting, computation, square, triangle, rectangle, rhombus, texture, smooth, hard, rough, soft, balance, weight, weigh, washer, heavy, light, sink, float, metal, plastic, wood, material, materials, rubber, paper, wax, chalk, shavings, sawdust, form, observing, classifying, communicating, manipulating, collecting data, ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 3.1a Matter takes up space and has mass || R || Evident throughout science kit
 * 3.1b Matter has properties that can be observed through the senses || R || Evident throughout science kit
 * 3.1c Objects have properties that can be observed, described, and/or measured || I || Evident throughout science kit
 * 3.1d Measurements can be made with standard metric units and nonstandard units || I || TE pgs 3-4, 8-9, 13, || Properties Science kit || Observation Scientific Inquiry Measurement Recording data
 * 3.1e The materials an object is made of determine specific properties of the object || I || TE pgs 12, 15, 16, 17, 18 || Properties Science kit || Observation Scientific Inquiry
 * 3.1f Objects and/or materials can be sorted or classified according to their properties || I || TE pgs 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,14, || Properties Science kit || Observation Scientific Inquiry
 * 3.1g Some properties depend on the conditions surrounding it || I || TE pgs 16,17 || Properties Science kit || Observation Scientific Inquiry Classifying ||  ||
 * 3.2a Matter exists in three states: solids, liquids, gases || I || TE pgs 16-17, 18-19 || Properties Science kit || Observation Scientific Inquiry
 * 3.2b Temperature can affect the state of matter of a substance || I || TE pg 19 || Properties Science kit || Observation Scientific Inquiry
 * 3.2c Changes in the properties or materials of objects can be observed and described || I || Evident throughout the science kit || Properties Science kit || Observation Scientific Inquiry
 * Topic: Monroe- From Seed to Plant Kit March 2 start**
 * **NYS Standard ** || 4 The Physical Setting or Living Environment || **Time Frame/Duration: **March- June ||
 * **Content Key Idea:** || Living things are both similar to and different from each other and from nonliving things. ||
 * **Performance Indicator:** || 1.1, 1.2, 2.1, 3.1, 4.1, 4.2, 5.3, 5.1, 5.2, 6.1 ||
 * **Vocabulary** || air, plant, root, light, seed coat, stem, seed, baby plant, harvest, produce ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 1.1b, 1.2b Plants require air, water, nutrients, food and light to live and thrive. || R || **Teacher's Guide** pages 1-2 //Activity 1//; pages11-12 //Activity 5//; pages13-14 //Activity 6//; pages 15-16 //Activity 7 // || From Seed to Plant Science Kit || Class Record Sheet, Observation of a class garden and story composition of planting a garden. ||  ||
 * 2.1a Some traits of living things have been inherited (e.g. color of flowers). || R || **Teacher's Guide** pages 7-10 //Activity 4 // || From Seed to Plant Science Kit || Use of a class record sheet. ||  ||
 * 3.1b Plant structures || R || **Teacher's Guide** pages 3-4 //Activity 2//; pages 15-16 //Activity 7//; pages 17-18 //Activity 8// || From Seed to Plant Science Kit || Observation. Examine student responses on page 9 of student activity book. Examine student graphs on page 10. ||  ||
 * 3.1c Plants need to adapt to their environment to survive. || R || **Teacher's Guide** pages 15-16 //Activity 7//; pages 17-18 //Activity 8//; pages 19-20 //Activity 9//; pages 21-22 //Activity 10// || From Seed to Plant Science Kit || Examine students' lists of foods from plants and what part of the plant they were. ||  ||
 * 4.1a Plants and animals have life cycles. || R || **Teacher's Guide** pages 3-4
 * 4.1b Each kind of plant goes through it's own stages of development that may include seed, young plant, and mature plant. || R || **Teacher's Guide** pages 3-4
 * 4.1c The length of development from beginning to death of the plant is called life span. || R || **Teacher's Guide** pages 21-22 //Activity 10 // || From Seed to Plant Science Kit || Examine students' lists of foods from plants and what part of the plant they were. ||  ||
 * 4.1d Life cycles of some plants include changes from seed to mature plant. || R || **Teacher's Guide** pages 3-4
 * 4.2a Growth is the process by which plants and animals increase in size. || R || **Teacher's Guide** pages11-12 //Activity 5//; pages13-14 //Activity 6//; pages 15-16 //Activity 7//; pages 19-20 //Activity 9//; pages 21-22 //Activity 10// || From Seed to Plant Science Kit || Quiz #2. Observation of student participation in planting a class garden. ||  ||
 * 5.1a All living things grow, take in nutrients, breathe, reproduce, and eliminate waste. || R || **Teacher's Guide** pages11-12 //Activity 5 // || From Seed to Plant Science Kit || Observation ||  ||
 * 5.1b An organism's external physical features can enable it to carry out life functions in its particular environment. || R || **Teacher's Guide** pages 3-4 //Activity 2//; pages 5-6 //Activity 3//; pages13-14 //Activity 6 // || From Seed to Plant Science Kit || Use the class record sheet to record student participation in class discussion on properties. ||  ||
 * 5.2a Plants respond to changes in their environment ( For example~ seasonal changes enable plants to grow; seeds germinate, and leaves form and grow). || R || **Teacher's Guide** pages 3-4 //Activity 2//; pages 7-10 //Activity 4// || From Seed to Plant Science Kit || Use class record sheet to record student participation in planning and planting. ||  ||
 * 5.3a Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health. || R || **Teacher's Guide** pages 3-4 //Activity 2// || From Seed to Plant Science Kit || Examine student activity book page 4. Use class record sheet to record student involvement in activity. Quiz #1 ||  ||
 * 6.1a Green plants are producers because they provide the basic food supply for themselves and animals. ||  || **Teacher's Guide** pages 21-22 //Activity 10 // || From Seed to Plant Science Kit || Examine students' lists of foods from plants and what part of the plant they were. ||   ||
 * 6.1b All animals depend on plants. Some animals (predators) eat other animals(prey). ||  || **Teacher's Guide** pages 21-22 //Activity 10 // || From Seed to Plant Science Kit || Examine students' lists of foods from plants and what part of the plant they were. ||   ||
 * Topic: Monroe-Earthworm Science Kit September 8 start** Suggested date change - April (after Spring Break)
 * **NYS Standard ** || 4 The Physical Setting or Living Environment || **Time Frame/Duration: September - December** ||
 * **Content Key Idea:** || Living things are both similar to and different from each other and nonliving things. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. Organisms maintain a dynamic equilibrium that sustains life. ||
 * **Performance Indicator:** || 1.1, 1.2, 2.1, 3.1, 4.1, 5.1, 6.1 ||
 * **Vocabulary** || earthworm, egg (egg case), food chain, grow/growth, life cycle, life span, living, non-living, nutrition, segment of earthworm, setae, worm casing, clitellum, habitat ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 1.1 Animals need air, water, and food || I || Provide care throughout unit

See Discussion Page: "Squirmin' Herman" is a GREAT resource! || Earthworm science kit || Observation Scientific inquiry data collection || This kit should be sent in the Spring so that we can release the earthworms into the gardens upon completion. Any suggestions on where to put them in December? || "Squirmin' Herman" is a GREAT resource! || classifying ||  || cycles reproduction and development || I || Teacher’s guide pgs. 22 and 41 || Earthworm science kit || Observation Scientific Inquiry ||  ||
 * 1.2 Living things grow, reproduce, and die || I || Observation throughout duration of science kit || Earthworm science kit || Observation Scientific Inquiry data collection || See Discussion Page:
 * 2.1 Genetic traits || I || Teacher’s guide pages 22 and 41 || Earthworm science kit || Observation Scientific Inquiry ||  ||
 * 3.1 Animal structures || //I// || Teacher’s guide pgs. 12,15,16,17,24,25, 29,30,37 || Earthworm science kit || Observation Scientific Inquiry Measurement recording data
 * 4.1 Life
 * 5.1 Life functions of a species || I || Teacher’s guide pgs. 15,16,18,22,23,24, 25,30,37,41 || Earthworm science kit || Observation Scientific Inquiry creation of models, inferring ||  ||
 * 6.1 Food chain || I || Teacher’s guide pgs. 12,13,14,18,19, 20,21,23,24,25,30, 37,38,39,40

Food Chain Song - See discussion page || Earthworm science kit || Observation Scientific Inquiry predicting questioning generalizing predicting manipulating materials interpreting data classifying creating models ||  || Introduce the 5 senses. Provide essential information to animals including humans about their environment. Include teacher made activities such as a picture book or a poem. || Teacher Made || Observation Monitor students' work. ||  || Discuss and make a class graph. || Teacher Made || Observation Monitor students' work. ||  || Teach the order of the colors of the rainbow. Have the students make a rainbow by coloring the order on a copied sheet or making a rainbow out of construction paper. || Teacher Made || Observation Monitor students' work. ||  || Teach ways that animal adaptations help them survive in their environment. Camouflage is the ability to hide from predators. Follow up with a teach made activity. || Teacher Made || Observation Monitor students' work. ||  || Discuss. Bring an awareness of the differences in experiencing the world as a blind person. || Teacher Made || Observation Monitor students' work. ||  || Our ears alert us to change in environment. Play different sounds already recorded prior to lesson. Students try to guess the sound. || Teacher Made || Observation Monitor students' work. ||  || Have students listen in the classroom for about 15 seconds. Have the students write down all the sounds they heard. If weather allows, go outside and do the same. Compare and contrast the two. || Teacher Made || Observation Monitor students' work. ||  || Animals use their sense of smell to locate and find their young. Do an activity such as a station where students have to identify scents. || Teacher Made || Observation Monitor students' work. ||  || Make sure there are no food allergies. Have “The Taste of Highland” in your classroom ( put your own school name in there)! Chart the bitter, salty, sour, and sweet foods. ||  ||   ||   || Discuss different types of properties. Gather objects with various different textures. Have students sort them by how they feel. || Teacher Made || Observation Monitor students' work. ||  ||
 * Topic: Five Senses**
 * **NYS Standard ** || 4 The Physical Setting or Living Environment || **Time Frame/Duration: About three weeks** ||
 * **Content Key Idea:** || Organisms maintain a dynamic equilibrium that sustains life. ||
 * **Performance Indicator:** || 2.2, 3.1, 3.2, 5.1, 5.2 ||
 * **Vocabulary** || ears, eyes, feel, hear, mouth, nose, see, sense, sight, skin, smell, taste, tongue, touch ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 2.2a Plants and animals closely resemble their parents and other individuals in their species. || R || **What are the five senses? 3.1a, 5.2c, 5.1b**
 * 3.1a Animal structures serve different functions in growth, survival, and reproduction. The senses enable the animal to sense their surrounding. || R || **What is the most common eye color in our class? 2.2a, 3.1a, 5.1b**
 * 3.1c In order to survive, animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration. || R || **What are the colors of the rainbow? 3.1a**
 * 3.2b All individuals have variations, and because of these, individuals may have an advantage in surviving and reproducing. || R || **How does animal color help animals? 3.1a, 3.1c, 3.2b, 5.2c, 5.2e**
 * 5.1b An organism's external's physical features can enable it to carry out life functions in its particular environment. || R || **What would it be like without our sense of sight? 3.1, 5.1b, 5.2c**
 * 5.2c Senses provide essential information (regarding danger, food, mates, etc.) to animals about their environment. || R || **Do you know that sound? 3.1a, 5.1b**
 * 5.2e Particular animal characteristics are influenced by changing environmental conditions including fat storage in winter, coat thickness in winter, camouflage, shedding of fur. || R || **What do you hear when all is quiet? 3.1a, 5.1b, 5.2c**
 * || R || **Smell 3.1a, 5.2 c **
 * ||  || **Taste 3.1a, 5.2c**
 * || R || **Touch 3.1a, 5.2c**
 * Topic: Erie-Weather Science Kit November 10 start**
 * **NYS Standard ** || 4 The Physical Setting or Living Environment || **Time Frame/Duration: November - January** ||
 * **Content Key Idea:** || Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land ||
 * **Performance Indicator:** || 1.1, 2.1 ||
 * **Vocabulary** || atmosphere, clear (transparent), cloud/cloudy( cirrus, cumulus, stratus), color, condensed, evaporation/evaporate, forecast, freeze, ice, liquid, melt, meteorologist, rain, shape, size, snow, temperature, thermometer, water cycle, weather, wind/ windy ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 1.1a Weather is the condition of the outside air at a particular moment || I || Lessons 1-16 Throughout science kit || Weather science kit || pre- and post assessments, class lists and charts, class discussions, record sheets, teacher's observations, class web on clouds ||  ||
 * 2.1b Weather is described and measured || I || Lessons 1-15 || Weather science kit || Observation Scientific Inquiry data collection, student products (wind flag, model thermometer, rain gauge), class discussions, individual drawings ||  ||
 * 2.1c Water is recycled by natural processes (precipitation, evaporation, etc.) || I || Lessons 10, 11, || Weather science kit || Observation Scientific Inquiry, measurement of rain gauge, class discussions, puddle experiment ||  ||
 * 2.1d Erosion and Deposition || I || Not introduced in kit || Teacher made activities ||  ||   ||
 * 2.1e Natural disasters || I || Lesson 2 || Weather science kit || Observation Scientific Inquiry class discussions ||  ||