Post on 18-Jan-2020
OKALOOSA COUNTY SCHOOL DISTRICT
SCIENCE CURRICULUM GUIDE
FIRST GRADE
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 2
CONTENTS
Mission Statement............................................................................................................................................................. 3
Suggestions for Implementing Curriculum Guides ........................................................................................................ 3
Florida Department of Education ∞ Office of Math and Science Essential Website ............................................... 4
OCSD Curriculum and Pacing Guide ∞ Overview ...................................................................................................... 4
Cognitive Complexity/Depth of Knowledge Rating for Science ................................................................................... 6
1st
Grade Science Standards ........................................................................................................................................... 8
Quarterly Benchmarks ...................................................................................................................................................... 9
Reading Standards for Informational Text K–5 ........................................................................................................... 11
Grade-level Curriculum Guide ....................................................................................................................................... 13
Year-long Benchmarks ..............................................Error! Bookmark not defined.
Quarter 1 ...................................................................................................................... 13
Quarter 2 ...................................................................................................................... 17
Quarter 3 ...................................................................................................................... 22
Quarter 4 ...................................................................................................................... 26
Textbook Correlation to Florida Science Standards.................................................................................................... 31
Science Resources Guide.............................................................................................................................................. 35
Science Literature by Grade Level with Benchmarks ................................................................................................. 36
Research .......................................................................................................................................................................... 49
5 Questions to Deeper Understanding ......................................................................................................................... 50
Standards-Based Instruction.......................................................................................................................................... 51
Backward by Design ....................................................................................................................................................... 51
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 3
Mission Statement
Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to appropriate
instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to:
Teach students the Next Generation Standards as dictated by state law for their grade level.
Provide learning-rich classroom activities that teach the benchmarks in depth.
Enhance the curriculum by using resources and instructional technology.
Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.
Regularly administer assessment to include higher-level questions and performance task assessment.
In addition, teachers should:
Collaborate with other grade-level teachers to maximize school resources and teacher expertise.
Consult with other grade levels to define absolute skill goals for each grade level.
Document questions and suggestions for improvement of the Curriculum Guide.
Integrate science into math and reading curriculum.
Consider applying for a grant to support project-based learning for their school.
Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science
Days allotted to each benchmark are approximate and have been suggested based on the level of the
complexity of the benchmark. To insure benchmarks are taught to mastery and completed by the conclusion
of the school year, it is recommended that teaches not veer significantly from the suggested pacing.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 4
Florida Department of Education ∞ Office of Math and Science Essential Website
Next Generation Sunshine State Standards:
http://www.floridastandards.org/homepage/index.aspx
OCSD Curriculum and Pacing Guide ∞ Overview
This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality
instruction for each nine-week period.
Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing
teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period.
Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their
students or school needs.
Top Block – Big Idea and Essential Questions
Identifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks.
Column One – Benchmark/Text Alignment
Lists the specific Benchmark by number and states the Benchmark. Cites the Houghton Mifflin Harcourt Florida Science Fusion textbook
pages that correlate to the Benchmark.
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Curriculum Guide for Science
REV 062012 First Grade Science Page 5
Column Two – FCAT Info
Serves as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation.
Column Three – Additional Resources/Activities
Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.
Column Four – Literacy Connection/Vocabulary/Reading
Lists vocabulary words, Scott Foresman Science Leveled-Readers, and other books or stories connected to the Benchmark goals.
Column Five – Open: Specific to Teacher/Grade/Subject/School
Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.
Of note:
Benchmarks drive instructional decisions; the text is a resource
Results of assessment are used to adjust and revise instruction
Hands-on science labs are an essential component of the science curriculum
The inquiry process must be embedded within every big/supporting idea
NOTE:
Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at
http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.
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Cognitive Complexity/Depth of Knowledge Rating for Science
Florida’s revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level.
After adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and
scientists to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge”
system developed by Dr. Norman Webb at the University of Wisconsin.
Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999)
reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand,
analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:
Low Complexity
Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify
what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up
with an original method or solution. Skills required to respond correctly to a low complexity item might include the following.
Identify a common example or recognize a concept
Retrieve information from a chart, table, diagram, or graph
Recognize a standard scientific representation of a simple phenomenon
Calculate or complete a familiar single-step procedure or equation using a reference sheet
Moderate Complexity
Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They
require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student
is expected to decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skill and
knowledge from various domains. Skills required to respond correctly to moderate complexity items might include the following.
Apply or infer relationships among facts, terms, properties, or variables
Describe examples and non examples of scientific processes or concepts
Predict or determine the logical next step or outcome
Compare or contrast structures or functions of different organisms or systems
Choose the appropriate formula or equation to solve a problem and then solve it
Apply and use concepts from a standard scientific model or theory
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 7
High Complexity
High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis,
judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.
Skills required to respond to high complexity items might include the following.
Construct models for research
Generalize or draw conclusions
Design an experiment, given data and condition
Explain or solve a problem in more than one way
Provide a justification for steps in a solution or process
Analyze an experiment to identify a flaw and propose a method for correcting it
Interpret, explain, or solve a problem involving complex spatial relationships
Predict a long term effect, outcome, or result of a change within a system
Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.
Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of
Education.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 8
1st Grade Science Standards
Big Idea 1 – The Practice of Science
Big Idea 5 – Earth in Space and Time
Big Idea 6 – Earth Structure
Big Idea 8 – Properties of Matter
Big Idea 12 – Motion of Objects
Big Idea 13 – Forces and Changes in Motion
Big Idea 14 – Organization and Development of
Living Organisms
Big Idea 16 – Heredity and Reproduction.
Big Idea 17 – Interdependence
The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.
Benchmark Coding Scheme SC. 5. N. 1. 1
Subject Grade Level Body of
Knowledge Big Idea Benchmark
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 9
Quarterly Benchmarks
Year-long - Introduced at the beginning of the year and addressed through the year
Benchmark Description
SC.1.N.1.1 High
Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
SC.1.N.1.4 Moderate
Ask “How do you know?” in appropriate situations.
SC.1.N.1.2 Moderate
Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.
SC.1.N.1.3 Moderate
Keep records as appropriate-such as pictorial and written records-of investigations conducted.
LACC.1.RI.1.1 Ask and answer questions about key details in a text.
LACC.1.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussion (e.g., listening to others with care, speaking one at a time about topics and texts under
discussion). b. Build on others’ talk in conversation by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.
LACC.1.RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
LACC.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
LACC.1.RI.4.10 With prompting and support, read informational texts appropriately complex for grade 1.
MACC.1.MD.1.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
MACC.1.MD.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
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Curriculum Guide for Science
REV 062012 First Grade Science Page 10
Quarterly Benchmarks (cont.)
Quarter 1 *Unit 1 Lesson 3-5- Introduces Scientific Method
Quarter 2
SC.1.N.1.1 High
10 days
SC.1.N.1.1 Raise questions about the natural w orld, investigate
them in teams through free exploration, and generate appropriate
explanations based on those explorations.
SC.1.E.5.3
SC.1.E.5.4
Moderate
15 days
SC.1.E.5.3 Investigate how magnif iers make things appear bigger and help
people see things they could not see w ithout them.
SC.1.E.5.4 Identify the beneficial and harmful properties of the sun
SC.1.N.1.4
Moderate
5 days
SC.1.N.1.4 Ask “How do you know ?” in appropriate situations. SC.1.E.6.1
Low
5 days
SC.1.E.6.1 Recognize that w ater, rocks, soil, and living organisms are found on
earth's surface.
SC.1.N.1.2 Moderate
5 days
SC.1.N.1.2 Using the f ive senses as tools, make careful
observations, describe objects in terms of number, shape, texture,
size, w eight, color, and motion, and compare their observations w ith others.
SC.1.E.6.2
Moderate
5 days
SC.1.E.6.2 Describe the need for w ater and how to be safe around w ater.
SC.1.N.1.3
Medium
5 days
SC.1.N.1.3 Keep records as appropriate-such as pictorial and
w ritten records-of investigations conducted.
SC.1.E.6.3
High 1
SC.1.E.6.3 Recognize that some things in the w orld around us happen fast and
some happen slow ly. (Continues into 3rd Quarter.)
SC.1.E.5.1 Medium
5 days
SC.1.E.5.1 Observe and discuss that there are more stars in the
sky than anyone can easily count and that they are not scattered
evenly in the sky.
SC.1.E.5.2
Medium
5 days
SC.1.E.5.2 Explore the Law Of Gravity by demonstrating that
earth's gravity pulls any object on or near Earth tow ard it even
though nothing is touching the object.
Quarter 3 Quarter 4
Benchmark Description Benchmark Description
SC.1.P.12.1
Moderate 7 days
SC.1.P.12.1 Demonstrate and describe the various w ays that
objects can move, such as in a straight line, zigzag, back and forth, round-and-round, fast, and slow .
SC.1.L.14.2
Low 20 days
SC.1.L.14.2 Identify the major parts of plants, including stems, roots, leaves,
and f low ers.
SC.1.P.13.1
Moderate
7 days
SC.1.P.13.1 Demonstrate that the w ay to change the motion of an
object is by applying a push or a pull.
SC.1.L.16.1
Low
10 days
SC.1.L.16.1 Make observations that plants and animals closely resemble their
parents, but variations exist among individuals w ithin a population
SC.1.E.6.3
High
10 days
SC.1.E.6.3 Recognize that some things in the w orld around us
happen fast and some happen slow ly.
SC.1.L.14.1
Low
SC.1.L.14.3
High
SC.1.L.17.1 Low
SC.1.L.14.1 Make observation of living things and their environment using the
f ive senses.
SC.1.L.14.3 Differentiate betw een living and non-living things.
SC.1.L.17.1 Through observation, recognize that all plant and animals, including
humans, need the basic necessities of air, w ater, food, and space.
SC.1.P8.1
Moderate 7 days
SC.1.P8.1 Sort objects by observable properties, such as size,
shape, color, temperature (hot or cold), w eight (heavy or light), texture, and w hether objects sink or f loat.
HE.1.C.1.6
HE.1.C.1.6. Emphasize the correct names of human body parts.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 11
Reading Standards for Informational Text 1
Grade 1 Students
Key Ideas and Details
1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
6. Distinguish between information provided by pictures or other illustrations and information provided by the words
in a text.
Integration of Knowledge and
Ideas
7. Use illustrations and details in a text to describe its key ideas.
8. Identify the reasons an author gives to support points in a text.
9. Identify basic similarities in and differences between two tests on the same topic (e.g., in illustrations,
descriptions, or procedures).
Range of Reading and Level
of Text Complexity 10. With prompting and support, read informational tests appropriately complex for grade 1.
Okaloosa County School District
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REV 062012 First Grade Science Page 12
Writing Standards for Informational Text 1
Grade 1 Students
Text Types and Purposes
1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion,
supply a reason for the opinion, and provide some sense of closure.
2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide
some sense of closure.
3. Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Production and Distribution of
Writing
4.(Begins in grade 3)
5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and
add details to strengthen writing as needed.
6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
Research to Build and Present
Knowledge
7. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and
use them to write a sequence or instructions).
8. With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
9. (Begins in grade 4)
Range of Writing 10. (Begins in grade 3)
Standard 10, “Range, Quality and Complexity of Text,” will be implemented through all grades K-12 with professional development
offered across the school year to support this standard.
Okaloosa County School District
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Grade-level Curriculum Guide
Quarter 1
Big Idea 1: The Practice of Science (incorporate throughout the year) A. Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of
investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B. The processes of science frequently do not correspond to the traditional portrayal of “the scientific method.” C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledg e. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things . Not only does science
require creativity in its methods and processes, but also in its questions and explanations. Essential Questions:
What investigations and explorations could be made as a team, about the natural world? (1.1)
What observations could be made with others, using the five senses to describe objects in terms of shape, texture, size, weight, color and motion?(1.2)
How are objects alike and different?(1.2)
How can you record your data of investigations?(1.3)
In different situations, should you ask, “How do you know?”(1.4)
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs,
other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade, subject,
school
SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. Text Unit 1 Lesson 3 Pgs 17-26
High Complexity
Lesson 3 Quiz
Assessment Guide
(AG) 3
Take a class nature walk and collect various items in the environment. Sort the objects as a class according to the various characteristics such as living and non-living. Do a Venn diagram comparing two different groups.
Vocabulary:
explore investigate explain senses
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Curriculum Guide for Science
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SC.1.N.1.4 Ask “how do you know?” in appropriate situations. Text Unit 1 Lesson 4 Pgs 27-28
Moderate Complexity Lesson 4 Quiz
Assessment Guide (AG) 4
Encourage higher order thinking about the topic by asking appropriate questions.
SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.
Moderate Complexity
Take a class nature walk and collect various items in the environment. Sort the objects as a class according to the various characteristics such as living and non-living. Do a Venn diagram comparing two different groups. AIMS: Sense-able Science, “Paper Picnic” lesson. Students return from their nature walks and have a simulated picnic. They make a basket and fill out papers to describe what they see, hear, taste, smell, and feel in their lunch.
Science Measurements: How Heavy, How Long? How Hot? by C. Eboch
Science Tools: Using Machines and Instruments by C. Eboch Vocabulary:
pictorial records written records bar graph picture graph
SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted. Text Unit 1 Lesson 5 Pgs 29-39
Moderate Complexity Lesson 5 Quiz
Assessment Guide (AG) 5
Experiment by planting a seed vs. planting an M&M. Why did the seed grow?
Science Tools National School Products www.NationalSchool Products.com
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 15
Big Idea 5: Earth In Space and Time
Humans continue to explore Earth’s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way, Galaxy, Stars, The Solar System and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.
Essential Questions:
When do you see stars?
Can you count the stars in the night sky?
How are the stars arranged?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs, other
assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.1.E.5.1 Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. Text: Unit 2 Lesson 1 Pgs 45-56
Moderate Complexity
Lesson 2 Quiz
Assessment Guide (AG) 12
On Line Resource:
Brain Pop: The Moon Technology:
www.thinkcentral.com Click on Science & Health
Guided/Directed Inquiry:
Use a telescope to observe the night sky (home school connection)
Count the stars
Create constellations Paint a picture of the night sky
Activity: More Picture Perfect Science by Karen Ansberry and Emily Morgan Introduce the night sky by observing stars and learn about constellations.
Leveled Books: Day and Night Sky The Sky
The Sun Vocabulary:
Sun Star Telescope Moon magnify
Other Literature:
Spots of Light by Dana Maechen Rau and Denis Shea
When I Heard the Learn’d Astronomer by Walt Whitman
Astronaut Living in Space by Kate Hayden
Planets Around the Sun by Seymour Simon
Man on the Moon by Anastasia Suen
There’s No Place Like Space by Tish Rabe
DK Series: Eye Wonder by Simon Holland and Carole Stott
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REV 062012 First Grade Science Page 16
I Wonder Why Star’s Twinkle by Carole Stott
What Makes Day and Night Franklyn Brandley
Big Idea 5: Earth In Space and Time
Humans continue to explore Earth’s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way, Galaxy, Stars, The Solar System and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.
Essential Questions:
What is gravity?
How can you tell the presence of gravity?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs, other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary Reading
Open: Specific to
teacher, grade, subject, school
SC.1.E.5.2 Explore the Law of Gravity by demonstrating that Earth’s gravity pulls any object on or near Earth toward it even though nothing is touching it. Text: Unit 2 Lesson 4 Pgs 69-76
Moderate Complexity
Lesson 2 Quiz
Assessment Guide (AG) 15
On Line Resource:
Brain Pop: Force and Motion Technology:
www.thinkcentral.com Click on Science & Health
Guided/Directed Inquiry: Observe and record dropped objects. Observe and record objects going down an incline.
Go down a slide Toss up a ball; observe and record
Leveled Books: Movement and Sound
Forces and Sound Making Music Vocabulary:
force gravity pole speed magnet repel attract vibrate
Other Literature: Forces and Motion Big Book I Fall Down by Vicki Cobb Roller Coaster by Marla
Frazee
Okaloosa County School District
Curriculum Guide for Science
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Quarter 2 Big Idea 5: Earth In Space and Time
Humans continue to explore Earth’s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way, Galaxy, Stars, The Solar System and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.
Essential Questions:
What does a magnifier do? How does it help people?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs, other
assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.1.E.5.3 Investigate how magnifiers make things appear bigger and help people see things they could not see without them.
Moderate Complexity
Text Resources FL Teaching Resources DVD
Inquiry Flip Chart Station: Set out rock samples (or any other sample) and hand lenses. Students use a before and after organizer to draw the object before and after viewing through the hand lens. Variation: Provide copies of pictures of items before and after magnification. Have students match by gluing pairs together on a piece of paper. Label the objects.
Vocabulary:
magnify telescope magnifying glass
You Can Use a Magnifying Glass by Wiley Blevins, Nanci R. Vargus, David Larwa
Looking through a Telescope by Linda Bullock, Nanci R. Vargus, David Larwa
Okaloosa County School District
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Big Idea 5: Earth in Space and Time
Humans continue to explore Earth’s place in space. Gravity and energy influence the formation of galaxies, including ou r own Milk Way Galaxy, stars, the Solar System, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.
Essential Questions:
What are the beneficial properties of the sun?
What are the harmful properties of the sun?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs,
other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.1.E.5.4 Identify the beneficial and harmful properties of the sun. Text Unit 2 Lesson 3 Pgs 57-68
Moderate Complexity Lesson 2 Quiz
Assessment Guide
(AG) 14
Benchmark
Assessment Unit 2
AG 16-19
Lesson: Sunshine on My Shoulders Taken from More Picture-Perfect Science Lessons, Chapter 17, by Karen Ansberry and Emily Morgan NSTA Press Sun model available at www.NationalSchoolProduct.com
Vocabulary:
planet sun sunrays ultra-violet rays solar energy energy light heat
Sunshine: A Book About Sunshine by Josepha Sherman
John Denver’s Sunshine on
My Shoulders by Christopher Canyon
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 19
Big Idea 6: Earth Structures
Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, i s dependent on Earth’s water and natural resources.
Essential Question:
What is found on earth’s surface?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs, other
assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on earth’s surface. Text: Unit 3 Lesson 1 Pgs 83- 94
Low Complexity Lesson 1 Quiz Assessment Guide (AG) 22
Science Song:
Water, Air and Land Hands-on-learning center activity:
Observe assorted samples of soil and rocks using a magnifying glass. Record the observations in the science journal. Describe using properties.
AIMS: Primarily Earth grade K-3 The Earth’s Features, My Rock Lesson: 16 Hill of Fire Taken from Science and Stories: Integrating Science and Literature by Hilarie N. Staton & Tara McCarthy
Professional Development: Dig In! Hands-On Soil Investigations by NSTA Press, Natural Resources Conservation Service, and USDA
Scott Foresman Leveled Readers:
Land, Water and Air Natural Resources Saving the Earth Lit. Bks.
Everybody Needs a Rock by Byrd Baylor
Rocks in His Head by Carol Otis Hurst
Let’s Go Rock Collecting by Roma Gans
If You Find a Rock by Peggy Christian
What’s the World Made of? by Kathleen Zoehfeld
Rocks: Hard, Soft, Smooth, and Rough by Natalie M. Rosinsky and Matthew John
Water’s Journey by F.R. Robinson
Rocks by Michael Medearis Hill of Fire by Thomas P.
Lewis
Okaloosa County School District
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Big Idea 6: Earth Structures
Humans continue to explore the composition and structure of the surface of the earth. External sources of energy have continuously altered the features of earth by means of both constructive and destructive forces. All life, including human civilization is dependent on Earth’s water and natural resources.
Essential Questions:
In what ways do people need water?
How can people be safe around water?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs, other
assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.1.E.6.2 Describe the need for water and how to be safe around water. Text: Unit 3 Lesson 3 Pgs 95- 106
Moderate Complexity
Lesson 3 Quiz
Assessment Guide (AG) 24
On Line Resource / Technology:
www.thinkcentral.com Click on Science & Health
Guided / Full Inquiry: Good and bad water safety choices
Treasure At Sea For Dragon And Me by Jean Pendziwol
Watch Out Series:
Near Water by Clairre Llewellyn
The Bears’ Vacation by Stan & Jan Berestain
Help! I Can’t Swim! by Cindy Leaney
Vocabulary:
stream river lake ocean
Other Literature: I Am Water by Jean Marzollo Edward In Deep Water
by Rosemary Wells
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 21
Big Idea 6: Earth Structures
Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization is dependent on Earth’s water and natural resources.
Essential Questions:
What things in the world happen around us fast?
What things in the world around us happen slowly?
Benchmark
Text Alignment
FCAT Info: Content limits,
Item specs, other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary Reading
Open: Specific to
teacher, grade, subject school
SC.1.E.6.3 Recognize that some things in the world around us happen fast and some happen slowly. Text: Unit 3 Lesson 4 Pgs 107-116
High complexity
Lesson 4 Quiz
Assessment Guide (AG) 25 Benchmark Assessments Unit 6 AG 56- 59 Unit 7 AG 64- 67 Unit 3 AG 26-29
On Line Resources / Technology:
www.thinkcentral.com Click on Science & Health
Full/Guided Inquiry: Observe how crystals grow Measure students growth in weight or height
periodically over the school year
Vocabulary:
rocks soil sand natural resource clay humus weathering erosion minerals earthquake volcano drought flood
Scott Foresman Leveled Readers: Land Water Air Natural Resources
Saving The Earth Other Literature:
The Gift of the Tree by Alvin Tresselt How Mountains Are Formed by Kathleen
Zoenfeld Cracking Up: A Story About Erosion by
Jacqui Bailey and Matthew Lilly A Second is a Hiccup by Hazel Hutchins The Rocky Mountain by Marion D. Bauer The Grand Canyon by Marion D. Bauer
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 22
Quarter 3 Big Idea 8: Properties of Matter
A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or “stuff) in an object. Weight, on the
other hand is the measure of force of attraction (gravitational force) between an object and Earth. C. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar t erm of “weight” is
recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately.
Essential Questions:
How can objects be sorted?
Do all types of matter look and feel the same
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs, other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary Reading
Open: Specific to
teacher, grade, subject, school
SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, or temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float. Text: Unit 4 Lessons 1-3 Pgs 123-142
Lessons 1-4-Quizzes
Assessment Guide (AG) 32-34 Benchmark Assessment 4 AG 35-38
On Line Resource: www.brainpop.com States of Matter www.brainpopjr.com Solids Liquids Gases www.thinkcentral.com Click on Science & Health United Streaming: Matter Around Us Property of Matter Three States of Matter Text Resources:
FL Teaching Resources DVD Inquiry Flip Chart
Technology:
www.thinkcentral.com Click on Science & Health
Guided/Directed Inquiry:
Describe matter in the classroom by specific characteristics
Leveled Books:
Observing Matter Matter Changing Shape Vocabulary:
matter mass solid gas liquid dissolve evaporate property texture weight temperature
Other Literature: Bartholomew And The Oobleck
by Dr. Seuss Magic School Bus Ups and
Downs by Joanna Cole Sink and Floating by Natalie
Rosinsky
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 23
Observe and record the three states of matter in different forms Example:
-Gas in box, ball, bubbles, room -Liquids in different containers -Various solids Explore three stages of matter: ice, water, steam Explore three stages of matter in reverse order: steam,
water, ice
Describe changes after mixing solids and liquids Experiment with objects that float or sink and then
classify data Lesson 15: How to dig a Hole to the Other Side of the World Taken from Science and Stories: Integrating Science and Literature by Hilarie N. Staton & Tara McCarthy
What Is The World Made Of by Kathleen Zoehfeld Math Series: Sorting by H.
Pluckrose Short, Tall, Big or Small? by Kari J. Gold Sort It Out by Barbara
Mariconda & Sherry Rogers Caps For Sale by Esphyr
Stobodkina
Sink or Float by Vijaya Khisty Bodach
Is it Rough? by Tana Hoban It All Makes Sense!: A First
Look at the Senses by Sam Godwin
Seven Blind Mice by Ed Young
Senses by David Glover
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 24
Big Idea 12: Motion of Objects
A. Motion is a key characteristic of all matter than can be observed, described, and measured. B. The motion of the objects can be changed by forces.
Essential Question:
What caused things to move?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs, other
assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, fast, and slow. Text: Unit 5 Lesson 1, 2, & 4 Pgs 143-154, 167-168
Moderate Complexity
Lesson 1, 2, & 4
Quizzes
Assessment Guide (AG) 41, 42, & 44
On line Resource:
www.brainpop.com: United Streaming Video:
How Things Move Technology:
www.thinkcentral.com Click on Science & Health
Guided/Directed Inquiry: Manipulate Speed Walk around track and observe curves Push a marble through a straight tube or pipe Hold hands on both ends of pipe and listen for marble
moving back and forth. Blow paint in a zigzag pattern on wax paper Story: Roller Coaster by Marla Frazee
Activity:
More Picture Perfect Science Lessons K-4 By Karen Ansberry and Emily Morgan
Professional Development: Force & Motion: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D.
Scott Foresman Leveled Readers:
Movement and Sound Forces and Sound Making Music Start-Up Science
Forces and Movement by Claire Llewellyn
Roller Coaster by Marla Frazee I Fall Down by Vicki Cobb Vocabulary:
force gravity pole speed magnet repel attract vibrate motion speed push pull
Other Literature:
Magic School Bus Plays Ball: A book About Forces by J. Cole
And Everyone Shouted “Pull!”: A First Look At Forces And Motion by C. Llewellyn
Motion: Push and Pull, Fast and Slow by D. Stille
Rolling by P. Whitehouse
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 25
Big Idea 13: Focus and Changes In Motion
A. It takes energy to change the motion of objects. B. Energy change is understood in terms of force-pushes or pulls. C. Some forces act through physical contact, while others act at a distance.
Essential Questions:
How do objects move?
What are the affects of push or pulling an object?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs, other
assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push or a pull. Text: Unit 5 Lesson 3 Pgs 155-166
Moderate Complexity
Lesson 5 Quiz
Assessment Guide (AG) 43 Benchmark Assessment Unit 5 AG 45-48
On Line Resource:
Brain Pop: Gravity Technology:
www.thinkcentral.com Click on Science & Health
Guided/Directed Inquiry: Materials: toy car, rubber band, chair, safety goggles Manipulate the speed of toy car by applying different
amounts of force to a rubber band that is responsible for pushing the car.
Instructions: Put the rubber band around the bottom of two chair legs parallel to each other. Put the car in front of the rubber band. Pull rubber band back and let go. Watch the car move as the force from the rubber band push the car forward. Observe the changes in speed.
Variation: Change the variables and observe and record changes in speed.
Vocabulary: force gravity pole speed magnet repel attract vibrate push pull
Leveled Books: Movement and Sound
Forces and Sound Making Music Other Literature: Push and Pull Big Book by
Marsha Freeman
That Magnetic Dog by Bruce Whatley
Magnets: Pulling Together, Pushing Apart by N. Rosinsky
Rolling by P. Whitehouse Sheep In A Jeep by Nancy
Shaw
Everyone Shouted Pull by Claire Llewellyn
If You Hopped Like A Frog by David M. Schwartz
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 26
Quarter 4
Big Idea 14: Organization and Development of Living Organisms Essential Question:
Can you identify living and nonliving things using the five senses?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs, other
assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
S.C.1.L.14.1 Make observations of living things and their environment using the five senses. Text:
Unit 1 Lesson 1 & 2 Pg 3- 14
Unit 6 Lesson 4 Pgs 207-208
Low Complexity Lesson 1-2, & 4
Quizzes
Assessment Guide (AG) 1 &2, AG 54 Unit 1 Benchmark Test AG 6- AG9 Unit 8 Benchmark Test AG 73-76
Lesson 6: Alexander and the Wind-Up Mouse Taken from Science & Stories: Integrating Science and Literature by Hilarie N. Staton & Tara McCarthy Good Year Books Take a walk around the school and observe various living things. Record reflections based on the five senses. Play concentration using the vocabulary cards with text/picture on one side & other side blank. Activities:
Sense-able Science Aims Activities K-1 “My Eyes Can See,” Poem by Suzy Gazlay
Tune: Down by the Bay
Scott Foresman Leveled Readers:
Habitats Places Swamp Life Vocabulary:
senses Science tools
Plant Cycle by Ray James
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 27
Big Idea 14: Organization and Development of Living Organisms Essential Questions:
What are the characteristics of living and nonliving things?
What is the difference between living and nonliving things?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs, other
assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
S.C.1.L.14.3 Differentiate between living and nonliving things. Text: Unit 6 Lessons 1 pgs 175-184
High Complexity Lesson 1 Quiz
Assessment Guide (AG) 51
Nature walk and record living and nonliving things found Experiment by planting a seed vs. planting an M&M. Why did the seed grow? Text Resources: FL Teaching Resources DVD Inquiry Flip Chart
Online Resources:
www.thinkcentral.com Click on Science & Health
Scott Foresman Leveled Readers:
Is it a Living Thing? What We Need What’s Alive? A Parade of Plants by Melissa
Stewart Plants and Flowers by Lynn
Huggins-Cooper
Alexander and the Wind-Up Mouse by Leo Lionni
Vocabulary:
living nonliving environment reproduce
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 28
Big Idea 14: Organization and Development of Living Organisms Essential Question:
What are the major parts of a plant?
Benchmark
Text Alignment
FCAT Info: Content
limits, Item specs,
other assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.1.L.14.2 Identify the major parts of plants, including stem, roots, leaves, and flowers. Text: Unit 6 Lesson 5 Pgs 209- 218
Low Complexity Lesson 5
Quiz
Assessment Guide (AG) 70, 71, &72
On Line Resources / Technology:
www.brainpopjr.com Parts of a Plant video/interactive quiz Plant Life Cycles
Text Resources: FL Teaching Resources DVD Inquiry Flip Chart
From Seeds to Flower by Gerald Legg
The Reason for a Flower by Ruth Heller
The Tiny Seed by Eric Carle A Seed Is a Promise by Claire
Merrill
From Seed to Plant by Gail Gibbons
Oh Say Can You Seed? by Bonnie Worth
Sorting Plants: What is a Flower? by Sally Hewitt
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 29
Big Idea 16: Heredity and Reproduction Essential Questions:
Do plants and animals resemble their parents?
Are there variations in the way plants and animals look according to their particular populations?
Benchmark
Text Alignment
FCAT Info: Content limits,
Item specs, other
assessments
Additional Resources/Activities
Lit. Connection
Vocabulary
Reading
Open: Specific to
teacher, grade,
subject, school
SC.1.l.16.1 Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. Text: Unit 7 Lesson 1 &2 Pgs 225-240 *Unit 6 Lesson 2 & 3 Pgs 185-195 may also be utilized
Low Complexity Lesson 1-2 Quizzes
Assessment Guide (AG) 62 &63 Lesson 2-3 Quizzes
Assessment Guide (AG) 52 &53
Directed Inquiry: How Do Mealworms Change as They Grow? Observe and record changes. Plant a seed and observe the plant and the seeds it grows. Compare how the new seed will resemble its parent. Look at pictures of adult animals and compare how the babies resemble their parents. Notice the similarities and differences. Make a Venn Diagram to represent your findings. Watch a tadpole develop into a frog. Record the changes. Make a butterfly life cycle model using pasta. Rice=egg, spiral=larva, shell=pupa, bow tie=butterfly Generate an explanation of the life cycle model www.brainpopjr.com Fresh water habitats movie Desert movie Professional Development: Starting With Nature: Plant Book by Pamla Hickman
Vocabulary: tadpole life cycle larva pupa seed coat seedling parent trait
Additional Vocabulary:
flower cone mammal bird fish reptile amphibian insect
From Seed to Sunflower by Gerald Legg
Tops and Bottoms by Janet Stevens
Tadpole Diary Literacy Tree Series
Very Hungry Caterpillar by Eric Carle
Butterflies by Fran Howard Moths by Martha Rustad
Shape of Me and Other by Dr. Seuss
Animal Patterns by Nathan Olson
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 30
Big Idea 17: Interdependence Essential Question:
What are the basic needs of all plants and animals, including humans?
Benchmark
Text Alignment
FCAT Info: Content limits, Item specs, other
assessments
Additional Resources/Activities Lit. Connection
Vocabulary
Reading
Open: Specific to teacher, grade,
subject, school
SC.1.L.17.1 Through observation, recognize that all plant and animals, including humans, need the basic necessities of air, water, food, and space. Text: Unit 8 Lesson 1-3 Pgs 243-268
Low Complexity Lesson 1-3 Quizzes
Assessment Guide (AG) 70, 71, &72
Experiment:
Plant seeds in different cups. Give one sunlight, water and air. Make others to show a missing need/necessity to demonstrate that a living thing needs air, water, food and space. Record results in a lab notebook.
Show how habitats are important for survival. The space they live in helps them adapt to their environment. Make a diorama of an animal habitat. Extension:
Investigate each habitat by asking and answering “how do you know” questions.
Professional Development:
Hands-On Life Science for Elementary Grades
by Phil Parratore
Living in a Biome series by
Carol K. Lindeen
Life in a Desert We Need Water by Helen Frost Leveled Reader:
What We Need Vocabulary:
habitat air water food soil sunlight gills shelter
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 31
Textbook Correlation to Florida Science Standards
Houghton Mifflin Harcourt Science Fusion Correlation - See TE T19-T25
Scott Foresman Science Correlation follows
Introduction
This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the
Teacher’s Edition with additional references to the FCAT Test Prep Booklet.
Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the
foundation for Scott Foresman Science and guides the instructional design.
Scaffolded Inquiry
Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage
students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.
How to Read Science
Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.
Differentiated Instruction
Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s
reading level.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 32
Time-Saving Strategies
Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.
Quick Teaching Plans cover the standards even when class time is short. Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30
seconds.
Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.
Technology
Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational
CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction.
The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson
Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the
textbook from computers at school or at home.
Benchmark
Code
Florida Sunshine State Standards
Scott Foresman Science
SC.1.E.5.1 Observe and discuss that there are more stars in the sky than anyone can easily
count and that they are not scattered evenly in the sky. SE/TE: 324–325, 328–329
FCAT Test Prep: 83, 112
SC.1.E.5.2 Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object
on or near Earth toward it even though nothing is touching the object. SE/TE: 246–249
FCAT Test Prep: 74, 106
SC.1.E.5.3 Investigate how magnifiers make things appear bigger and help people see things
they could not see without them. SE/TE: 18–19, 84, 168–169, 324–325
FCAT Test Prep: 79, 96
SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun. SE/TE: 204–205, 276, 278–279, 282–283,
318–321, 322–323
FCAT Test Prep: 68, 71, 72, 75, 79, 92
SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's
surface.
SE/TE: 148, 150–153, 154–157, 160–165,
168–169
FCAT Test Prep: 37, 38, 39, 40, 41, 42,
49, 50, 101, 102
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 33
Benchmark
Code
Florida Sunshine State Standards
Scott Foresman Science
SC.1.E.6.2 Describe the need for water and how to be safe around water. SE/TE: 162–163
FCAT Test Prep: 42, 45
SC.1.E.6.3 Recognize that some things in the world around us happen fast and some
happen slowly. SE/TE: 158–159
FCAT Test Prep: 37, 38, 42, 50, 102
SC.1.L.14.1 Make observations of living things and their environment using the five senses.
SE/TE: 18–19, 24, 52, 74–75, 84, 130–
131, 136
FCAT Test Prep: 6, 7, 8, 9, 10, 17, 31, 34,
98
SC.1.L.14.2 Identify the major parts of plants, including stem, roots, leaves, and flowers.
SE/TE: 40–41, 49E, 68–71, 72–73, 74–75,
113E, 116
FCAT Test Prep: 14, 15, 16, 17, 18, 20,
21, 23, 27, 29, 32, 99, 100
SC.1.L.14.3 Differentiate between living and nonliving things. SE/TE: 1E, 4, 6–9, 14–17, 20–21, 120–
121
FCAT Test Prep: 1, 2, 3, 5, 6, 8, 31, 108
SC.1.L.16.1 Make observations that plants and animals closely resemble their parents, but
variations exist among individuals within a population.
SE/TE: 94–97, 104–105, 106–107
FCAT Test Prep: 4, 19, 23, 36
SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans,
need the basic necessities of air, water, food, and space.
SE/TE: 10–11, 12–13, 18–19, 25E, 30–33,
36–37, 38–39, 122–123, 126–127, 294–
295, 300–301
FCAT Test Prep: 1, 2, 4, 5, 7, 23, 25, 26,
27, 30, 34, 36, 41, 45, 97
SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free
exploration, and generate appropriate explanations based on those explorations.
These are some of the many examples.
SE/TE: 18–19, 28, 52, 74–75, 84, 106–
107, 140–141, 168–169, 204–205, 212,
232–233, 308–309, 328–329
SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in
terms of number, shape, texture, size, weight, color, and motion, and compare
These are some of the many examples.
SE/TE: 4, 40–41, 52, 84, 106–107, 148,
168–169, 194–195, 204–205, 212, 232–
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 34
Benchmark
Code
Florida Sunshine State Standards
Scott Foresman Science
their observations with others. 233, 244, 266–267, 308–309, 340
SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of
investigations conducted.
SE/TE: 18–19, 40–41, 74–75, 106–107,
130–131, 140–141, 168–169, 194–195,
204–205, 232–233, 266–267, 276, 298–
299, 308–309, 328–329, 362–363, 372–
373
SC.1.N.1.4 Ask "how do you know?" in appropriate situations. SE/TE: 4, 28, 40–41, 52, 74–75, 106–107,
168–169, 204–205, 276, 362–363, 372–
373
SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature
(hot or cold), weight (heavy or light), texture, and whether objects sink or float.
SE/TE: 212, 216–217, 218–221, 232–233
FCAT Test Prep: 49, 55, 56, 57, 58, 59,
68, 73, 76, 79, 101
SC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as in a
straight line, zigzag, back-and-forth, round-and-round, fast, and slow.
SE/TE: 244, 250–251, 252–255, 260–261,
268–269
FCAT Test Prep: 65, 76, 111
SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push
or a pull.
SE/TE: 244, 246–249, 250–251, 254–255,
256–259
FCAT Test Prep: 61, 62, 63, 64, 66, 74,
77, 105
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 35
Science Resources Guide
Read and Understand Science Series
Grades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers
http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104
Project Wild Activity Guide
Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390
http://www.projectwild.org/educators.htm
Digging Into FCAT Science – Inquiry Based Activities
Florida Educational Tools, (904) 998-1918 or (800) 586-9940
www.fledtools.com
Integrating Science with Reading Instruction Grades 5&6
By Trisha Callella and Marilyn Marks, Creative Teaching Press
http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx
AIMS Education Foundation On-line Store
Books, Free Resources and $1-2 E-Activities
http://wwws.aimsedu.org/aims_store/home.php
Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry
By: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1
http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552431
More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4
By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0
http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120
More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten
By Sally Moomaw, MEd, Brenda Hieronymus, MEd, ISBN: 978-188483433-2, Redleaf Press
http://www.redleafpress.org/productdetails.cfm?PC=183
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 36
Science Literature by Grade Level with Benchmarks
Title Author Science Concept or Skill Grade Level
Benchmark
On the Way to the Beach Henry Cole Observation of nature K SC.K.N.1.1 A Closer Look Mary McCarthy Observation of nature K SC.K.N.1.1
The Snowy Day Ezra Jack Keats Matter can change K SC.K.P.9.1
Vibrations Lola M. Schaefer Sound vibrations K SC.K.P.10.1 Sound: Loud, Soft, High, & Low Natalie M. Rosinsky Sound K SC.K.P.10.1
Forest Bright, Forest Night Jennifer Ward Animals during the day/night K SC.K.E.5.2
A Seed is Sleepy Dianna Aston Seeds K SC.K.L.14.3 We’re Going on a Bear Hunt Michael Rosen Nature walk/Observing nature 1
st SC.1.N.1.1
Make Way For Ducklings Robert McCloskey Nature walk/Observing nature 1st
SC.1.N.1.1
Seven Blind Mice Ed Young Observation/Inference 1st
SC.1.N.1.2
Let’s Experiment Thinking Like a Scientist Series by Newbridge
Experiments/Investigations 1st
SC.1.N.1.3
Real Stuck, Way Up Benette W. Tiffault Gravity 1st
SC.1.E.5.2
All About Magnifying Glasses Melvin Berger Magnifying glasses 1st
SC.1.E.5.3 Stone Soup Jon J. Muth Sink or float 1
st SC.1.P.8.1
The Real Story of Stone Soup Ying Chang Compestine Sink or float 1st
SC.1.P.8.1
Cactus Soup Eric A. Kimmel Sink or float 1st
SC.1.P.8.1 Force Makes Things Move Kimberly Brubaker Bradley Force and motion 1
st SC.1.P.13.1
Trout Are Made of Trees April Pulley Sayre Ecosystems/Interdependence of nature 1st
SC.1.L.14.1
The Story of Jumping Mouse John Steptoe Using five senses for observation 1st
SC.1.L.14.1 What’s Alive? Kathleen Weidner Living vs. nonliving 1
st SC.1.L.14.3
Is it Alive? Kimberlee Graves Living vs. nonliving 1st
SC.1.L.14.3
Does a Kangaroo Have a Mother Too? Eric Carle Animal babies and parents 1st
SC.1.L.16.1
You’re All My Favorites Sam McBratney Shows offspring of same parent can have differences
1st
SC.1.L.16.1
The Magic School Bus Hops Home: A Book About Animal Habitats
Joanna Cole Animal habitats 1st
SC.1.L.17.1
Red Leaf, Yellow Leaf Lois Ehlert Leaves/parts of a plant 1st
SC.1.L.14.2 Letting Swift River Go Jane Yolen Change in nature over time 2
nd SC.2.N.1.1
Who Made These Holes? Published by Newbridge Inference and observation 2nd
SC.2.N.1.3
Soil Robin Nelson Soil 2nd
SC.2.E.6.2 Rocks Robin Nelson Rocks 2
nd SC.2.E.6.1
Rocks and Soil Maria Gordon Rocks and soil 2nd
SC.2.E.6.1 SC.2.E.6.2
Soil Rebecca Faulkner Soil 2nd
SC.2.E.6.2
The Pebble in My Pocket M. Hooper Rocks 2nd
SC.2.E.6.1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 37
Title Author Science Concept or Skill Grade Level
Benchmark
Sun S. Tomecek Sun/sunshine 2nd
SC.2.E.7.2 Matter: See It, Touch It, Taste It, Smell It Darlene R. Stille Matter and changing properties 2
nd SC.2.P.9.1
From Bean to Bean Plant Anita Ganen Life cycle of a bean plant 2nd
SC.2.L.16.1
Pumpkin Circle: The Story of a Garden George Levenson Life cycle of a pumpkin 2nd
SC.2.L.16.1 From Tadpole to Frog Wendy Pfeffer Life cycle of a frog 2
nd SC.2.L.16.1
From Seed to Plant Allan Fowler Life cycle of a plant 2nd
SC.2.L.16.1
A Log’s Life Wendy Pfeffer Life cycle of a tree 2nd
SC.2.L.16.1 Little Lost Bat Sandra Markle Life of bats 2
nd SC.2.L.16.1
I Wonder If I’ll See a Whale Frances Ward Weller Observing the natural world/questioning 3rd
SC.3.N.1.1
Owl Moon Jane Yolen Observing the natural world/questioning 3rd
SC.3.N.1.1 Big Tracks, Little Tracks: Following Animal Prints
M.E. Selsam Observation/inference 3rd
SC.3.N.1.1
The New Way Things Work David Macaulay Models 3rd
SC.3.N.3.2 SC.3.N.3.3
Telescopes Adele Richardson Telescopes 3rd
SC.3.E.5.5 The Sun Seymour Simon Sun 3
rd SC.3.E.6.1
Temperature Chris Woodford Measuring temperature 3rd
SC.3.P.8.1
Measuring Penny Loreen Leedy Measurement 3rd
SC.3.P.8.2 Sun Up, Sun Down Gail Gibbons Sun 3
rd SC.3.E.6.1
Rise the Moon Eileen Spinelli Moon 4th
SC.4.E.5.2
The Moon Book Gail Gibbons Moon 4th
SC.4.E.5.2 The Moon Seymour Simon Moon 4
th SC.4.E.5.2
What the Moon is Like F.M. Branley Moon 4th
SC.4.E.5.2
Prince William Gloria Rand Oil spills/human effects on nature 4th
SC.4.E.6.3 Pancakes, Pancakes! Eric Carle Chemical changes 4
th SC.4.P.9.1
One Tiny Turtle N. Davies Humans and the environment 4th
SC.4.L.17.4
Interrupted Journey: Saving Endangered Sea Turtles
K. Lasky Humans and the environment 4th
SC.4.L.17.4
Almost Gone: The World’s Rarest Animals
Steve Jenkins Extinction 4th
SC.4.L.17.4
Weather Forecasting Gail Gibbons Weather 5th
SC.5.E.7.3
Imaginative Inventions Charise Mericle Harper Inventions/Scientific method 5th
SC.5.N.1.1 Girls Think of Everything: Stories of Ingenious Inventions by Women
Catherine Thimmesh Inventions/Scientific method 5th
SC.5.N.1.1
Mistakes That Worked C. Foltz Jones Inventions/scientific investigation 5th
SC.5.N.1.5
In the Blink of an Eye Dieter Wiesmuller Inference/animals 5th
SC.5.N.1.6 John Muir: America’s First Environmentalist
Kathryn Lasky Scientists/Biography of an environmentalist 5th
SC.5.N.1.5
Rachel Carson: Preserving a Sense of Thomas Locker Scientists/Biography of a biologist 5th
SC.5.N.1.5
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 38
Title Author Science Concept or Skill Grade Level
Benchmark
Wonder Science Verse Jon Scieszka Variety of topics in poem form 5
th SC.5.N.1.1
Earthlets, as Explained by Professor Xargle
Jeanne Willis Observation and Inference 5th
SC.5.N.1.6
A Look at Pluto and Other Dwarf Planets Anna Kaspar Pluto/planets 5th
SC.5.E.5.2 Learning About the Water Cycle With Graphic Organizers
Isaac Nadeau Water cycle/using graphic organizers 5th
SC.5.E.7.1
The Big Storm Bruce Hiscock Storms/effects of weather 5th
SC.5.E.7.7
Aliens from Earth: When Animals and Plants Invade Other Ecosystems
Mary Batten Ecosystems/change/survival 5th
SC.5.P.15.1
And Then There Was One: The Mysteries of Extinction
Margery Facklam Extinction 5th
SC.5.P.15.1
Science Literature by Grade Level
**NOTE: Duplicate titles listed in red, and are appropriate for each grade level.
Title Author Grade Level
5 Sense Ruis K
A Closer Look McCarthy, M. K
Amy Loves the Sun Hoban K
Amy Loves the Wind Hoban K
Be A Friend to Trees Lauber K
Bear Shadow Asch K
Bubble, Bubble Mayer, M. K
Cactus Hotel Guiberson K
Day Light, Night Light Branley K
Energy Makes Things Happen Bradley K
First Flight K
Forest Bright, Forest Night Ward, J. K
Freight Train Crew, D. K
From Seed to Pumpkin Pfeffer K
Goodnight Moon Brown K
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 39
Title Author Grade Level
Gravity (song) Wright Group Songbook K
Gravity is A Mystery Branley K
Groundhog Day (multiple) K
Happy Birthday Moon Asch K
Hearing Ruis, Parramon, Puig K
How Many Teeth? Showers K
I Have A Cold Maccarone K
In the Small, Small Pond Fleming K
Inch by Inch Lionni K
It Looked Like Spilt Milk Shaw K
Jack's Garden Cole K
Light: What is A Shadow? Holderness K
Little Blue, Little Yellow Lionni K
Little Cloud Carle K
Little Engine That Could Piper K
Magnification: A Closer Look Bender, L. K
Mike Mulligan & His Steam Shovel Burton K
Moon Jump Into Science Series K
Mouse Paint Walsh K
My Five Senses Aliki K
Napping House Wood K
On the Way to the Beach Cole, H. K
On the Way to the Beach Keats, E. K
Pop! A Book About Bubbles Bradley K
Science Safety: Being Careful Bender, L. K
Scruffy the Tugboat K
Shadow Play Fleischman K
Sight Ruis, Parramon, Puig K
Skeletons Wood K
Sky Fire Asch K
Smell Ruis, Parramon, Puig K
Sound: Loud, Soft, High, & Low Rosinsky, N. K
Sounds All Around Pfeffer K
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 40
Title Author Grade Level
Switch On, Switch Off Berger K
Taste Ruis, Parramon, Puig K
The Bubble Factory dePaola, T. K
The Moon Yusof K
The Skeleton Inside You Valestrino K
The Snowy Day Keats, E. K
The Sun Our Nearest Star Branlin K
The Very Busy Spider Carle, E. K
The Very Grouchy Ladybug Carle, E. K
The Very Hungry Caterpillar Carle, E. K
The Very Lonely Firefly Carle, E. K
The Very Quiet Cricket Carle, E. K
Touch Ruis, Parramon, Puig K
Trucks K
Vibrations Schaefer, L. K
What Is a Scientist? Lehn K
What is My Shadow Made Of? Morris K
What is Science? Dotlch, R. K. K
What Makes a Magnet? Branlyn K
What Makes A Shadow? Bulla & Otani K
When You Look Up At the Moon Rookie Reader K
Who Eats What? Lauber K
You Can't See Your Bones With Binoculars Ziefert K
Zoom Banyai K
A Parade of Plants Stewart 1
A Second is a Hiccup Hutchins 1
A Seed Is A Promise Merrill 1
Alexander and the Wind-Up Mouse Lionni 1
All About Magnifying Glasses Berger 1
And Everyone Shouted "Pull!" Llewellyn, C. 1
Animal Patterns Olson 1
Astronaut Living in Space Hayden 1
Bartholomew and the Oobleck Seuss 1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 41
Title Author Grade Level
Butterflies Howard 1
Cactus Soup Kimmel, E. 1
Caps For Sale Stobodkina 1
Cracking Up: A Story About Erosion Bailey, Lilly 1
DK Series: Eye Wonder Holland, Stott 1
Does a Kangaroo Have a Mother Too? Carle 1
Edward in Deep Water Wells 1
Everybody Needs a Rock Baylor 1
Force Makes Things Kimberly 1
Forces and Movement Llevellyn 1
From Seed to Plant Gibbons 1
From Seed to Sunflower Legg 1
From Seeds to Flower Legg 1
Help I Can't Swim Leaney 1
Hill of Fire Lewis 1
How Heavy? How Long? How Hot? Eboch, C. 1
How Mountains Are Formed Zoehfeld 1
I Am Water Marzollo 1
I Fall Down Cobb, V. 1
I Wonder Why Stars Twinkle Stott 1
If You Find a Rock Christian 1
If You Hopped Like a Frog Schwartz 1
Is it Alive? Graves 1
Is It Rough? Hoban 1
It All Makes Sense: A First Look at the Senses Godwin 1
John Denver's Sunshine On My Shoulders Canyon 1
Let's Experiment Thinking like a scientist series 1
Let's Go Rock Collecting Gans 1
Living In a Biome Series: Life In a Desert Lindeen 1
Looking Through a Telescope Bullock, Vargus, Larwa 1
Magic School Bus Hops Home Cole 1
Magic School Bus Plays Ball Cole 1
Magic School Bus Ups and Downs Cole 1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 42
Title Author Grade Level
Magnets: Pulling Together, Pushing Apart Rosinsky 1
Make Way for Ducklings McCloskey 1
Man on the Moon Suen 1
Math Series: Sorting Pluckrose 1
Moths Rustad 1
Motion: Push and Pull, Fast and Slow Stille, D. 1
My Eyes Can See (poem, song) Gazlay 1
Near Water Llewellyn, C. 1
Oh Say Can You Seed? Worth 1
Planets Around the Sun Simon 1
Plant Cycle James 1
Plants and Flowers Cooper 1
Push and Pull (big book) Freeman, M. 1
Real Stuck, Way Up Tiffault 1
Red Leaf, Yellow Leaf Ehlert 1
Rocks In His Head Hurst 1
Rocks: Hard, Soft, Smooth, and Rough Rosinsky, John 1
Roller Coaster Frazee, M. 1
Rolling Whitehouse 1
Science Tools: Using Machines and Instruments Eboch, C. 1
Senses Glover 1
Seven Blind Mice Young, E. 1
Shape of Me and Other Stuff Seuss 1
Sheep In a Jeep Shaw 1
Short, Tall, Big or Small? Gold 1
Sink and Floating Rosinsky 1
Sink or Float Khisty 1
Sort It Out Mariconda, Rogers 1
Sorting Plants: What is a Flower? Hewitt 1
Spots of Light Rau and Shea 1
Stone Soup Muth 1
Sunshine On My Shoulders Ansberry, Morgan 1
Sunshine: A Book About Sunlight Sherman 1
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 43
Title Author Grade Level
Tadpole Diary Literacy Tree Series 1
The Bears' Vacation Berenstein 1
The Gift of the Sea Tresselt 1
The Grand Canyon Bauer 1
The Magnetic Dog Whatley 1
The Real Story of Stone Soup Compestine 1
The Reason For a Flower Heller 1
The Rocky Mountain Bauer 1
The Story of Jumping Mouse Steptoe 1
The Tiny Seed Carle 1
The Very Hungry Caterpillar Carle 1
There's No Place Like Space Rabe 1
Tops and Bottoms Stevens 1
Treasure at Sea for Dragon and Me Pendziwol 1
Trout Are Made of Trees Sayre 1
Waiting for Wings Ehlert 1
Water's Journey Robinson 1
We Need Water Frost 1
We're Going On a Bear Hunt Rosen, M. 1
What Is the World Made Of? Zoehfeld 1
What Makes Day and Night? Branley 1
What's Alive? Weidner 1
When I Heard the Learn'd Astronomer Whitman 1
You Can Use a Magnifying Glass Blevins, Vargus, Larwa 1
You're All My Favorites McBratney 1
A Drop of Water: A Book of Science Wonder Wick 2
A Log's Life Pfeffer 2
Alexander and the Wind-Up Mouse Lionni 2
Amelia Bedelia, Rocket Scientist Parish 2
An Extraordinary Egg Lionni 2
Bringing the Rain to Kapiti Plain Aardema 2
Chickens Aren't the Only Ones* Heller 2
Cloudy With a Chance of Meatballs Barrett 2
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 44
Title Author Grade Level
Diary of a Worm Cronin 2
Electricity and Magnets Angliss 2
Energy From the Sun Fowler 2
Everybody Needs a Rock Baylor 2
Forces and Motion Graham 2
Forces Around Us Hewitt 2
From Bean to Bean Plant Ganen 2
From Caterpillar to Butterfly Heiligman 2
From Seed to Plant Fowler 2
From Tadpole to Frog Pfeffer 2
Henry Hikes to Fitchburg Johnson 2
How to Dig a Hole to the Other Side of the Earth McNulty 2
If You Find a Rock Christian 2
Let's Go Rock Collecting Gans 2
Letting Swift River Go Yolen 2
Life In a Bucket of Soil Silverstein 2
Little Lost Bat Markle 2
Magic School Bus and the Electric Field Trip Cole 2
Magic School Bus at the Water Works Cole 2
Magic School Bus Desert Animal Adaptation Cole 2
Magic School Bus Dries Up Cole 2
Magic School Bus Flexes Its Muscles Cole 2
Magic School Bus For Lunch Cole 2
Magic School Bus Gains Weight Cole 2
Magic School Bus Gets Eaten Cole 2
Magic School Bus Inside the Earth Cole 2
Magic School Bus Inside the Human Body Cole 2
Magic School Bus Kicks Up a Storm Cole 2
Magic School Bus Meets the Rot Squad Cole 2
Magic School Bus Plays Ball Cole 2
Magic School Bus Wet All Over Cole 2
Magic School Bus Works Out Cole 2
Matter: See It, Touch It, Taste It, Smell It Stille, D. 2
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 45
Title Author Grade Level
Nitrogen Tocci 2
Pumpkin Circle: The Story of a Garden Levenson 2
Rocks: Hard, Soft, Smooth, and Rough Rosinsky 2
Scientists Ask Questions Garrett, Rookie Reader 2
Snowflake Bentley Martin 2
Soil Faulkner 2
Solid, Liquid, or Gas Robinson 2
Solids, Liquids, Gases Simon 2
Sun Tomecek 2
Sunshine On My Shoulders Ansberry, Morgan 2
Sylvester and Magic Pebble Stieg 2
The Great Kapok Tree Cherry 2
The Pebble in My Pocket Hooper 2
The Tiny Seed Carle 2
Thunder Cake Polacco 2
What Happened? Williams 2
What Is a Scientist? Lehn 2
What is Mass? Curry 2
What is the World Made Of? Zoehfeld 2
When Winter Comes Neuman 2
Where Do Puddles Go? Robinson 2
Who Made These Holes? Published by Newbridge 2
A Drop Around the World McKinney 3
Big Tracks, Little Tracks: Following Animal Prints Selsam 3
Day Light, Night Light Branley 3
Energy Makes Things Happen* Bradley 3
Gravity Is A Mystery Branley 3
How a Plant Grows Kalman 3
I Fall Down Cobb, V. 3
I See Myself Cobb, V. 3
I Wonder If I'll See a Whale Weller 3
Magic School Bus and the Electric Field Trip Cole 3
Magic School Bus Gets a Bright Idea Cole 3
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 46
Title Author Grade Level
Magic School Bus Gets Cold Feet Cole 3
Magic School Bus Gets Planted Cole 3
Magic School bus in the Arctic Cole 3
Magic School Bus in the Haunted Museum Cole 3
Magic School Bus Makes a Rainbow Cole 3
Magic School Bus Plants a Seed* Cole 3
Magic School Bus Plays Ball Cole 3
Magic School Bus Sees Stars Cole 3
Magic School Bus Wet All Over Cole 3
Measuring Penny Leedy 3
Owl Moon Yolen 3
Sheep In a Jeep Shaw 3
Spots of Light Rau and Shea 3
Sun Up, Sun Down Gibbons 3
Sunshine: A Book About Sunlight Sherman 3
Telescopes Richardson 3
Temperature Woodford 3
The New Way Things Work Macaulay 3
The Sky is Full of Stars Branley 3
The Snowflake: A Water Cycle Story Waldman 3
The Sun Simon 3
Water Dance Locker 3
What is a Bird? Kalman 3
What is a Fish? Kalman 3
What is a Mammal? Snedden 3
What is a Plant? Kalman 3
What is a Reptile? Kalman 3
What is an Amphibian? Kalman 3
What is the Animal Kingdom? Kalman 3
Where are the Stars During the Day? Berger 3
Almost Gone: The World's Rarest Animals Jenkins 4
Bartholomew and the Oobleck* Seuss 4
Caves Morris 4
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 47
Title Author Grade Level
Eye Wonder Science Series: Magnets 4
Forces and Movement Riley 4
Galaxies, Galaxies Gibbons 4
Galileo Fisher 4
Girls Think of Everything: Women Inventors Thimmesh 4
Glaciers Gallant 4
Grand Canyon: A Trail Through Time Vieira 4
Imaginative Inventions Harper 4
Interrupted Journey: Saving Endangered Sea Turtles Lasky 4
Magic School Bus Animal Habitats Cole 4
Magic School Bus Plants a Seed Cole 4
Oil Spill Berger 4
One Tiny Turtle Davies 4
Pancakes, Pancakes! Carle 4
Prince William Rand 4
Rise the Moon Spinelli 4
River Ran Wild Cherry 4
Seasons of Arnold's Apple Tree Gibbons 4
Sheep In a Jeep Shaw 4
Sound Karpelenia 4
Star Tales: North American Indian Stories About the Stars Mayo 4
The Big Wave Buck 4
The Great Kapok Tree Cherry 4
The Moon Simon 4
The Moon Book Gibbons 4
The Night Sky Stott 4
The Remarkable Farkle McBride Lithgow 4
Turtle Bay Pirotta 4
Turtle, Turtle, Watch Out! Sayre 4
What the Moon is Like Branley 4
Who Eats What? Lauber 4
Wild Babies Simon 4
1000 Facts About Space Beasant 5
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 48
Title Author Grade Level
A Drop of Water: A Book of Science Wonder Wick 5
A Look at Pluto and Other Dwarf Planets Kaspar 5
Aliens from Earth: When Animals and Plants Invade Other Ecosystems
Batten 5
And Then There Was One: The Mysteries of Extinction Facklam 5
Do Tornadoes Really Twist? Berger 5
Earthlets, as Explained by Professor Xargle Willis 5
Girls Think of Everything: Women Inventors* Thimmesh 5
Hurricanes Roydhouse 5
Imaginative Inventions* Harper 5
In the Blink of an Eye Wiesmuller 5
John Muir: America's First Environmentalist Lasky 5
Learning About the Water Cycle With Graphic Organizers Nadeau 5
Magic School Bus Lost In the Solar System Cole 5
Mistakes That Worked Jones 5
Rachel Carson: Preserving a Sense of Wonder Locker 5
Science Verse Scieszka 5
Sound, Heat, and Light Energy at Work Berger 5
Storms Wood 5
The Big Storm Hiscock 5
Weather Forecasting Gibbons 5
Weather Words and What They Mean Gibbons 5
What Do You Do With a Tale Like This? Jenkins, Page 5
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 49
Research
As students progress through the three stages
of inquiry, support from the teacher diminishes
and student ownership increases.
This developmental process is crucial for
students to reach the ultimate goal of
conducting science investigations
independently-engaging in Full Inquiry.
Inquiry prepares students to answer visual
analysis and critical interpretation questions.
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 50
5 Questions to Deeper Understanding
Direct Data -a question that requires the student to look at
his/her data/measurements
Mathematical Interpretation -requires the student to compare,
contrast or make a calculate using two or more of his/her
measurements
Hypothesis Revisit –student is asked to infer from
observations, measurements, and results
Application to Other Context-question that requires the
students to apply knowledge to a different context/setting
World Connection-requires the students to consider the
impact of human/social system
Okaloosa County School District
Curriculum Guide for Science
REV 062012 First Grade Science Page 51
Standards-Based Instruction
Standards-Based Instruction means designing instruction to help
students understand the science outlined in the standards
It is NOT linking a standard to what you already do or to a favorite
lesson.
Backward by Design
A way to design lessons/units of instruction consistent with
standards-based instruction
Consists of three main steps… 1. Identify what students need to know or what they need to be able to do (What is worthy
of understanding?)
2. Identify assessment (What is evidence of this understanding?)
3. Design instruction (What learning experiences and teaching will promote this type of
understanding?)