These Common Core State Standards Apply To All Grade 1 .
CURRICULUM MAPPINGSubject: Science – STEMGrade: First GradeStandards:These Common Core State standards apply to all units of study listed below.SL.1.1-Participate in collaborative conversations with diverse partners about grade 1 topics andtexts with peers and adults in small and larger groups.SL.1.1a- Follow agreed-upon rules for discussions (e.g., listening to others with care, speakingone at a time about the topics and texts under discussion).SL.1.1b- Build on others’ talk in conversations by responding to the comments of the othersthrough multiple exchanges.SL.1.1c- Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.2- Ask and answer questions about key details in a text read aloud or information presentedorally or through other media.SL.1.3- Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.SL.1.4- Describe people, places, things, and events with relevant details, expressing ideas andfeeling clearly.SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas,thoughts, and feelings.SL.1.6- Produce complete sentences when appropriate to task and situation.RI.1.1- Ask and answer questions about key details in a text.RI.1.2- Identify the main topic and retell key details of a text.RI.1.3- Describe the connection between two individuals, events, ideas, or pieces of informationin a text.RI.1.4- Ask and answer questions to help determine or clarify the meaning of words and phrasesin a text.RI.1.5- Know and use various text features (e.g., headings, tables of contents, glossaries,electronic menus, icons) t locate key facts or information in a text.RI.1.6- Distinguish between information provided by pictures or other illustrations andinformation provided by the words in a text.RI.1.7- Use the illustrations and details in a text to describe its key ideas.RI.1.8- Identify the reasons an author gives to support points in a text.RI.1.9- Identify basic similarities in and differences between two texts on the same topic (e.g., inillustrations, descriptions, or procedures).RI.1.10- With prompting and support, read informational texts appropriately complex for grade1.These Next Generation Sunshine State Science Standards apply to all units of study:A. Scientific inquiry is a multifaceted activity; the processes of science include the formulationof scientifically investigable questions, construction of investigations into those questions,
the collection of appropriate data, the evaluation of the meaning of those data, and thecommunication of this evaluation.B. The processes of science frequently do not correspond to the traditional portrayal of "thescientific method."C. Scientific argumentation is a necessary part of scientific inquiry and plays an important rolein the generation and validation of scientific knowledge.D. Scientific knowledge is based on observation and inference; it is important to recognize thatthese are very different things. Not only does science require creativity in its methods andprocesses, but also in its questions and explanations.SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through freeexploration, and generate appropriate explanations based on those explorations.SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in termsof number, shape, texture, size, weight, color, and motion, and compare their observations withothers.SC.1.N.1.3 Keep records as appropriate - such as pictorial and written records - of investigationsconducted.SC.1.N.1.4 Ask "how do you know?" in appropriate situations.Unit I. – Introduction to Building and Programming,A. Content/Essential QuestionsStudents will be introduced to building and programming ideas to help them become familiarwith LEGO building using the WeDo Construction Set with the LEGO Education WeDoSoftware. The following building and programming will be explored: Motors and Gears Gearing Down and Up Tilt Sensor Pulleys Motion Sensor Crown gear, Worm gear, Cam Repeat, Add to Display, Subtract from Display, Start On Message, LabelingStandards: NGSSS Next Generation Sunshine State 1 Demonstrate and describe the various ways that objects can move, such as ina straight line, zigzag, back-and –forth, round-and round- fast and slow.SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying apush or a pull.
SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holdsthem up.SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, thegreater the change in motion of the object.SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical,and mechanical.SC.3.P.10.2 Recognize that energy has the ability to cause motion or create changeSL.1.1- Participate in collaborative conversations with diverse partners about grade 1topics and texts with peers and adults in small and larger groups.SL.1.1a- Follow agreed-upon rules for discussions (e.g., listening to others with care,speaking one at a time about the topics and texts under discussion).SL.1.1b- Build on others’ talk in conversations by responding to the comments of theothers through multiple exchanges.SL.1.1c- Ask questions to clear up any confusion about the topics and texts underdiscussion.SL.1.2- Ask and answer questions about key details in a text read aloud or informationpresented orally or through other media.SL.1.3- Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.SL.1.4- Describe people, places, things, and events with relevant details, expressing ideasand feeling clearly.B. SkillsThe student will be able to: Think creatively to make a working modelDevelop vocabulary and communication skills to explain how the model worksEstablish link between cause and effectFollow 2D drawings to build a 3D modelThink logically and create a program to produce a specific behaviorDefine and use the following vocabulary: cam, crown gear, worm gear, repeat, add todisplay, subtract from display, start on message, labeling, motor, gear, tilt, tilt sensor,pulleys, motion sensor, this way, that way, block, number input, play sound, start,start on keyC. Activities/Procedures ReadClass discussionsOral presentationsManipulate materials, both LEGO’s and WeDo computer programsConduct experiments using the LEGO WeDo programsObservations
MeasuringWrite-upsSmall group workIndependent workBrainstormLarge group instructionSmall group instruction1 to 1 instructionD. Resources Books: LEGO WeDo Construction, LEGOMaterialso LEGO WeDo Construction SetProgramso LEGO Education WeDo SoftwareE. Technology Technology curriculum and instruction A programmable model will be constructed to demonstrate the knowledge ofoperation of digital tools and technological systemLEGO WeDo Construction Set includingo USB hubo Motoro Tilt Sensoro Motion SensorLEGO Education WeDo SoftwareDell LaptopPromethean BoardF. Assessment Teacher observation of individual and group workStudents ability to correctly name each LEGO partStudent ability to construct a 3D model from a 2D drawingStudents ability to correctly identify the function of each program iconStudent ability to answer comprehension questions about the functioning parts of themodelStudent ability to demonstrate the functions of various elements in the modelStudent responses to questions asked during small group instruction.Students ability to work as a teamStudents ability to generate new ideas
Unit II. –Wild Animals, Introduction to Animals and their habitatsStandards:NGSSS Next Generation Sunshine State 1 Demonstrate and describe the various ways that objects can move, such as in astraight line, zigzag, back-and –forth, round-and round- fast and slow.SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push ora pull.SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds themup.SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greaterthe change in motion of the object.SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, andmechanical.SC.3.P.10.2 Recognize that energy has the ability to cause motion or create changeSC.1.L.14.1 Make observations of living things and their environment using the five senses.SC.K.L.14.2 Recognize that some books and other media portray animals and plants withcharacteristics and behaviors they do not have in real life.SC.1.L.14.3 Differentiate between living and nonliving things.SC.1.L.16.1 Make observations that plants and animals closely resemble their parents, butvariations exist among individuals within a population.SC.1.L.17.1Through observation, recognize that all plants and animals, including humans, needthe basic necessities of air, water, food, and space.SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals,including beans and butterflies.SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, havefor survival.SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is onlyable to live in habitats that meet its basic needs.A. Content/Essential Questions Types of Animalso Animals are grouped by whether or not they have backbones Vertebrates InvertebratesVertebrates: Classification and characteristicso Mammals Characteristics: lungs, warm-blooded, hair, are born alive Examples: Classroom hamster, students o Birds Characteristics: lungs, cold-blooded, feathers, two legs, beak Common misperception: all birds fly
Examples: penguins, ostricho Fish Characteristics: gills, cold-blooded, scales, fins Common misperception: all animals that swim are fish Examples: classroom fisho Reptiles Characteristics: lungs, cold-blooded, scales, Common misperception: snakes and other reptiles are not slimy Examples: Slim, classroom snakeo Amphibians Characteristics: most amphibians are born in the water and asadults, many live on land Amphibians have moist skin Examples: Frogs and Toads, classroom animalsInvertebrates: Classification and characteristicso Insects Insects have 3 body parts and 6 legs Example: anto Spiders Spiders have 8 legso Other Octopus, jellyfish, snailHow animals are adaptedo Store food in their bodies Camelso Camouflage Tree motho Nocturnal Hamsters, snakes, some birdsEndangered Animalso Animals can become threatened, endangered, or extincto Students can help protect animalsFood Energyo Herbivoreso Carnivoreso OmnivoresLife cycleso Frogo ButterflyHabitats meet the needs of living thingso Forests Rain forest Most rain forest are very wet and hot Deciduous foresto Grasslands Grassland has lots of grass and not many trees
o Deserts A desert habitat is very dry Some deserts are hot, some are coldo Arctic These habitats are very coldStudents will focus on technology, emphasizing the concept of sensing and responding toexternal stimuli. Students will construct and program a “Hungry Alligator” that snaps its jawshut when the motion sensor detect something moving near its mouth. Students will alsocompare the natural systems with mechanical systems. Students will use software media toacquire information. Students will learn about alligators and their characteristics such as lungs,cold-blooded and scales. Students will classify alligators as reptiles. Students will study thealligator’s habitats, food chain and temperature response. Students will program the randomtemperature generator and use it to predict alligator responses. Students will construct a “FlyingBird, programing the tilt sensor to activate a flapping sound as they move the tail up and down,flapping the wings. Students also program the motion sensor to activate a tweet sound when thebird tilts down to its feet. Students will understand that animals use parts of their bodies as tools.B. SkillsThe student will be able to: Define and use the following vocabulary: reptiles, birds, classification, scales, feathers,warm blooded, cold blooded, temperature, Fahrenheit, Celsius, degrees, behave,climate, food chain, food web, habitats, response, behavior, environment, shelter, diet,communication, birdcall, respond, migration, migrate, seasonal, instinct, direction,north, south, east, west Compare and contrast living and non-living thingsRecognize that living things grow and changeIdentify what all living things need to grow: water, sun and airState the criteria for classification as vertebrate or invertebrateLocate their backbone and the backbones of several classroom animalsState the criteria for classifying animals into each class of vertebratesSkin covering: scales, fur or hair, feathers, moist coveringWarm or cold-bloodedGills or lungs to breatheLocate the specific criteria on several classroom animalsExamples: fur on hamster, gills on fish, scales on snakeDistinguish between facts and common misconceptionsPredict the classification of several animals based on characteristics
Evaluate how sweating cools and shivering warms mammalsObserve how Slim, our classroom snake, warms and cools himselfObserve how feathers keep birds dryInvestigate and evaluate where different invertebrates live, how they move, andwhat they eatObserve and identify how different animals are adapted to their environmentPredict what happens to an animal when its environment changes or is pollutedState the criteria for: threatened, endangered, and extinctClassify food energy sources: herbivores, carnivores, omnivoresObserve the life cycle changes of a frog and butterflyC. Activities/Procedures ReadClass discussionsOral presentationsManipulate materials, both LEGO’s and WeDo computer programsConduct experiments using the LEGO WeDo programsObservationsMeasuringWrite-upsSmall group workIndependent workBrainstormLarge group instructionSmall group instruction1 to 1 instruction Learning Experienceso Build Lego alligator; compare and contrast with real alligatoro Build Lego lion; discuss animal habitat, create digital habitat using Scratch.o Build Lego monkey; discuss endangered specieso Build Lego “Dancing Birds;” discuss anatomy of birds and how some are ableto flyD. Resources Computer Programso LEGO Education WeDo SoftwareBooks need authorso Amazing Crocodiles and Reptiles: Mary Ling, Alfred A. Knopf
o I Can Read About Reptiles: David Cutts, Troll Associateso Baby Birds: Helen Frost, Pebble Bookso Birds: Moria Butterfield, Little Simono The Beak Book: Pamela Chanko, Scholastico Birds of Prey: Lynn Stone, Childrens Presso Bird Watch: Terry Jennings, Teacher Created Resourceso Bird, Eggs, Feather, Nest: Maryjo Koch, Stewart, Tabori, & Chang.Materialso LEGO WeDo Construction Set E. Technology Technology curriculum and instruction A programmable model will be constructed to demonstrate the knowledge ofoperation of digital tools and technological system The behavior of the model will be modified by changing the cams to affect thepattern of tapping. Program sound effects will also be changed to make the patterns moreinteresting.Materials LEGO WeDo Construction Set includingo USB hubo Motoro Tilt Sensoro Motion Sensor LEGO Education WeDo Software Dell Laptop Promethean BoardF. Assessment Teacher observation of individual and group workStudents ability to correctly name each LEGO partStudent ability to construct a 3D model from a 2D drawingStudents ability to correctly identify the function of each program iconStudent ability to answer comprehension questions about the functioning parts of themodelStudent ability to demonstrate the functions of various elements in the modelStudent responses to questions asked during small group instruction.
Students ability to work as a teamStudents ability to generate new ideasUnit III. – Physical Science Focus - Amazing MechanismsStandards: NGSSS Next Generation Sunshine State Standards http://www.cpalms.org/standardsSC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as ina straight line, zigzag, back-and –forth, round-and round- fast and slow.SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying apush or a pull.SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holdsthem up.SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, thegreater the change in motion of the object.SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical,and mechanical.SC.3.P.10.2 Recognize that energy has the ability to cause motion or create changeSC.1.L.14.1 Make observations of living things and their environment using the fivesenses.SC.K.L.14.2 Recognize that some books and other media portray animals and plantswith characteristics and behaviors they do not have in real life.SC.1.L.14.3 Differentiate between living and nonliving things.SC.1.L.16.1 Make observations that plants and animals closely resemble their parents,but variations exist among individuals within a population.SC.1.L.17.1Through observation, recognize that all plants and animals, includinghumans, need the basic necessities of air, water, food, and space.SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals,including beans and butterflies.SC.2.L.17.1 Compare and contrast the basic needs that all living things, includinghumans, have for survival.SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is onlyable to live in habitats that meet its basic needsA. Content/Essential Questions Push – Pull forces Initiate movement Stop movement Change in direction -Zigzag movements Gravityo Gravity is a strong forceo Pulls you to the center of the Eartho You stay on Earth because of gravity Frictiono Friction is a force that slows down or stops objects
MagnetsoAttractionoRepeloMagnetic materialsoUse of magnets to do work Simple MachinesoThe LeveroThe PulleyoThe Wheel and AxleoThe Incline PlaneoThe WedgeoThe ScrewoRobotsoCareers with MachinesIn using the Amazing Mechanisms program, students will focus their learning on physicalscience concepts. They will construct a “Dancing Birds” machine to learn about pulleys andbelts. Students will experiment with the size of pulleys and the crossing and uncrossing of thebelt. Students will construct a “Drumming Monkey” to learn about levers, cams, and patterns ofmovement. Students will trace the transmission of motion and transfer of energy through themachine. Students will identify the lever mechanism and the effect of the cams on the rhythm ortiming of the lever arm movement. Students will understand how the diameter of the pulleysaffects the speed of the dancing birds’ movementB. SkillsThe student will be able to: Think creatively to make a working modelDevelop vocabulary and communication skills to explain how the model worksEstablish link between cause and effectBrainstorm ideas and develop an independent ideaPredict and test by changing one factor and observing or measuring the effectMake systematic observations and measurementsDisplay and communicate data using tableFollow 2D drawings to build a 3D modelThink logically and create a program to produce a specific behaviorWrite and present creative stories using models for visual and dramatic effectsUse tools to gather informationModify a model’s behavior by changing the mechanical system or by adding asensor to provide feedbackUse technology to create and communicate ideasUse feedback to adjust a programming system output
Apply principles of motion and other concepts in physical scienceTechnology Vocabulary: cam, crown gear, pattern, add to display, subtract fromdisplay, start on message, labeling, motor, pulleys, this way, that way, block,number input, play sound, start, start on key, levers, fulcrum, belt, random, waitforCompare and contrast living and non-living thingsRecognize that living things grow and changeIdentify what all living things need to grow: water, sun and airState the criteria for classification as vertebrate or invertebrateLocate their backbone and the backbones of several classroom animalsState the criteria for classifying animals into each class of vertebrateso Skin covering: scales, fur or hair, feathers, moist coveringo Warm or cold-bloodedo Gills or lungs to breatheLocate the specific criteria on several classroom animalso Examples: fur on hamster, gills on fish, scales on snakeDistinguish between facts and common misconceptionsPredict the classification of several animals based on characteristicsEvaluate how sweating cools and shivering warms mammalsObserve how Slim, our classroom snake, warms and cools himselfObserve how feathers keep birds dryInvestigate and evaluate where different invertebrates live, how they move, andwhat they eatObserve and identify how different animals are adapted to their environmentPredict what happens to an animal when its environment changes or is pollutedState the criteria for: threatened, endangered, and extinctClassify food energy sources: herbivores, carnivores, omnivoresDefine and use the following vocabulary: speed, direction of motion, pulleys, belt,random, motor power, motor this way, motor that way, crossed belt, diameter,patternC. Activities/Procedures ReadClass discussionsOral presentationsManipulate materials, both LEGO’s and WeDo computer programsConduct experiments using the LEGO WeDo programsObservationsMeasuringWrite-ups
Small group workIndependent workBrainstormLarge group instructionSmall group instruction1 to 1 instructionD. Resources Computer Programo LEGO Education WeDo Software Bookso Get a Grip!: Shirley Granahan, McGraw Hillo Things That Go: Eliot Humberstone, Usborneo Get It In Gear! The Science of Movement: Barbara Taylor, RandomHouseo How Things Work: Philip Brooks, Kingfisher Materialso LEGO WeDo Construction SetE. Technology Technology curriculum and instruction A programmable model will be constructed to demonstrate the knowledge ofoperation of digital tools and technological system The behavior of the model will be modified by changing the cams to affect thepattern of tapping.Materials LEGO WeDo Construction Set includingo USB hubo Motoro Tilt Sensoro Motion Sensor LEGO Education WeDo Software Dell Laptop Promethean BoardF. Assessment Teacher observation of individual and group workStudents ability to correctly name each LEGO part
Student ability to construct a 3D model from a 2D drawingStudents ability to correctly identify the function of each program iconStudent ability to answer comprehension questions about the functioning parts of themodelStudent ability to demonstrate the functions of various elements in the modelStudent responses to questions asked during small group instruction.Students ability to work as a teamStudents ability to generate new ideasUnit IV Matter:Standards:Next Generation Sunshine State Science StandardsSC.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.SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.SC.2.P. 8.3 Recognize that solids have a definite shape and that liquids and gases takethe shape of their containerSC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states.SC.2.P. 8.5 Measure and compare temperatures taken every day at the same time.SC.2.P.8.6 Measure and compare the volume of liquids using containers of variousshapes and sizes.SC.2.P.9.1 Investigate that materials can be altered to change some of their properties,but not all materials respond the same way to anyone alterations.A. Content/Essential QuestionsMatter All things are made up of matter Matter has weight and takes up space You can group things based on their different propertiesSolid Take up space Keep their shape Examples: desk, pencilsLiquids Take up space Change shape when moved to a different space Examples: water, oil, liquid soapGas Take up space
Spread out to fill their containersExamples air in balloon, helium filled balloonChanging matter Physical change: reversible changeMixtures: salt and pepperSolutions: salt and waterFreezing, melting and boilingChemical changesIrreversible change: fire Measuring MatterMeasuring solids Tools Units of measurements Measuring liquids Tools Units of measurements Densities Density is the amount of mass of a certain volume of an object Compare bowling ball and soccer ballB. SkillsThe student will be able to: Classify objects in their environment as solid, liquid and gas Measure the weight of solids, liquids and gases Observe that matter takes up space Demonstrate that solids keep their shape Demonstrate that liquids change their shape to the shape of their container Demonstrate that gases fill up their container- balloon Observe that matter can change shape and return to its original shape Demonstrate that different matter can be mixed together without changingthe original matter Demonstrate that some matter undergoes irreversible change Identify the type of change different matter goes through Predict the type of change of an unknown sample of matter
State the units of measurements for solid and liquidsState the tools used to measure solids and liquidsCompare the density of similar objectsPredict if an object will sink or floatPredict if a liquid will sink or floatDemonstrate the production of CO2 gasPredict and observe the densities of CO2 gas, helium gas and airC. Activities/Procedures Large group instruction Small group instruction Read the text 1 to 1 instruction Learning experiencesIdentifying solids, liquids and gases in the classroom and schoolenvironmentMixing salt and water- Where does the salt go?Mixing sand and iron filings and separating them out againMixing oil and waterSink and floatMaking a density column with liquidsMaking CO2 gasComparing density of different gasesMeasuring a solidMeasuring a volume of liquidMeasuring a balloon filled with air vs. without airEngaging in “oobleck” lab and discussing when it is solid and when itbecomes liquidBuilding a volcanoMaking “Elephant Toothpaste,” and discussing exothermic reactions thattook placePerforming “Dancing Raisins” lab, and discussing the mass versus thevolume of the raisins before and after the experimentD. Resources Textbookso Harcourt Science Harcourt, Inc. Grade 1 and Grade 2. HarcourtSchool Publisherwww.harcourtschool.como Content Essentials for Science Level A and Level B. WrightGroup/McGraw Hill Companies Publisher www.WrightGroup.comStudent Reading
o The Science Book of Air. Neil Ardley, Harcourt Brace JovanovichPublishers o The Science Book of Solids. Neil Ardley, Harcourt BraceJovanovich Publisherso The Science Book of Liquids. Neil Ardley, Harcourt BraceJovanovich Publisherso Solid, Liquid, or Gas? Sally Hewitt, Children’s PressWeb siteso Brain Pop Jr. www.Brainpopjr.comUnit V: EnergyStandards:Next Generation Sunshine State StandardsSC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical,and mechanical.SC.3.P.10.2 Recognize that energy has the ability to cause motion or create changeSC.3.P.10.3 Demonstrate that light can be reflected, refracted, and absorbedA. Content/Essential Questions Heat Energyo Heat is energyo Sun provides heat and light energyo Heat can move things Steam Wind Lighto Light is a kind of energyo Light moves in special wayso Some objects block light (brick)o Other objects let light pass through (glass)o Some objects reflect light rays (mirrors)Sound Sound is energy that we hear How we hear sound Identifying how vibrations are made: stroking, plucking, strumming, blowing Vibrations can travel though air, liquids such as water and through solids Volume - vibrations that vary in intensity Pitch - variations that vary in frequency Sonar – some animals use sonar to identify the world around How we hear sound Audiologist Experiencing the world without sound. Sign language.B. Skills
The student will be able to: Identify sources of energy: sun, food, electricity, batteries Identify how different sources of energy help us do work Identify different heat energy sources: candle, fire, sun, microwave Observe heat energy moving through different material Identify sources of light Observe the different movement of light: reflection, pass through, block Predict which objects will block light, let light pass through or reflect light Identify way in which people make sounds Identify way in our environment sounds are made Measure the volume of sounds: loud or soft Identify the pitch of sound: high or low Describe how sound are made: vibrations Predict how a sound will change based on the change in vibrationsfrequency and amplitude Identify animals who use sonar Diagram the basic parts of the ear and how it works to perceive sound Predict what a soundless environment would be like Evaluate how deaf people communicate without sound Describe the job of an AudiologistC. Activities/Procedures Large group instructionSmall group instructionRead the text1 to 1 instruction Learning experiences - Heat Energy Changing water into steam with heatChanging ice to water with heatEvaporating water with heatUsing steam to move a paper spiralMoving a pinwheel with windFeeling heat generated from a light bulbLearning Experiences - Sound Listening walkPaper cup phonesMaking a simple guitarUsing different musical instruments to demo
LEGO WeDo Construction Set including o USB hub o Motor o Tilt Sensor o Motion Sensor LEGO Education WeDo Software Dell Laptop Promethean Board F. Assessment Teacher observation of individual and group work Students ability to correctly name each LEGO part Student ability to construct a 3D model from a 2D drawing .
The Common Core State Standards Initiative 4 Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. The Common Core State Standards Initiative (CCSSI)
A Correlation between the Common Core State Standards, Utah Core Curriculum Standards and Junior Achievement Programs . , CO 80906 www.ja.org. 2 Overview In this document, Junior Achievement programs are correlated to the Utah Core Curriculum Standards for Social Studies for grades K-12 as well as the Common Core State Standards in English/ Language Arts and mathematics. Junior Achievement .
Scholastic READ 180 Correlated to the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Grade 4 Common Core State Standards and Scholastic READ 180/Page 3 June 2010 Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,
The Common Core State Standards for Mathematics Murat Akkus* Adnan Menderes University, Turkey Abstract The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a ‘common core’ in which math skills have been extensively adopted.
of the Common Core State Standards (CCSS). Our State of State Standards—and the Common Core—in 2010 found that the CCSS were clearer and more rigorous than the English language arts (ELA) standards in 37 states and stronger than the math standards in 39 states. Naturally, we encouraged those states to adopt the CCSS instead of starting from
Common Core State Standards. The Common Core Standards Deconstructed for Classroom Impact is designed for educators by educators as a two-pronged resource and tool 1) to help educators increase their depth of understanding of the Common Core Standards and 2) to enable teachers to plan College & Career Ready curriculum and
Common Core State Standards. The Common Core Standards Deconstructed for Classroom Impact is designed for educators by educators as a two-pronged resource and tool 1) to help educators increase their depth of understanding of the Common Core Standards and 2) to enable teachers to plan College & Career Ready curriculum and
The Common Core State Standards for English Language Arts and Mathematics replaced Washington State Learning Standards for reading, writing, and math in 2011. All other content area learning standards remain in place. 2. The Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and
