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Moberly Public Schools |
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Science |
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Science - First Grade |
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Properties of Matter and Energy
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Heat Changes
The learner will be able to
describe the effect of the change in temperature of an object as warmer or colder. SC1, 1.2, 4.1 12A1c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Knowledge, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Place a cup of water, a cup of ice, a cup of M&M's in the sun light and place identical cups in the shade. Make observations every 5 minutes on the cups. Discuss if they are warmer or cooler. Have students discuss ways to do the same experiment looking for cooler. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
When given an object, students predict the effect of the sun's heat. Record prediction in a journal. Place object in the sun's heat and see how close predictions are. Are they warmer or cooler. |
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Heat source
The learner will be able to
identify the source of energy that causes and increase in the temperature of an object. SC1, 1.2, 1.4 12A1a, 12B1a,11B3g.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Knowledge, Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Place two thermometers in two shoe boxes. Cover the top of each box with a different color celophane. Place one of the boxes under a lamp. Place one box in the sunlight. Record the temperature of each box every 15 minutes. Discuss other sources of heat such as stove and flame. |
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Thermometer
The learner will be able to
compare the temperature of how hot or cold an object is using a simple thermometer. SC1, 1.2 12A1b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Examining Properties of Matter |
Knowledge |
Master |
2.0 |
Moberly Public School District #81(a) |
Classroom
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Mixture material
The learner will be able to
classify objects as "one kind of material" or a mixture. SC1, 1.10 11A2b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Examining Properties of Matter |
Comprehension |
Master |
2.0 |
Moberly Public School District #81(a) |
Classroom
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Combining Solids
The learner will be able to
observe and describe how mixtures are made by combining solids. SC1, 1.6 11A2c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Examining Properties of Matter |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Interactions of Living Organisms
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Plants
The learner will be able to
identify the relationship between the physical structure of plants and the function of structures. SC3, 1.6, 2.3 31C1c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Knowledge |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit A-B Life Science Teacher's Edition [Textbook]
Make a list of comparing how a living thing is different from a non-living thing ( rock and dog). Describe how these characteristics can be used in identifing if other objects are living or non-living. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Unit A-B Life Science Teacher's Edition [Textbook]
From pictures and a list of item, cross out non-living things. Have students explain why they cross out those pictures and not the others. |
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Structure with Function
The learner will be able to
identify the relationships between the physical structures of animals and the function of these structures. SC3, 1.6, 2.3 31C1d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Knowledge, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Make a list of comparing how a living thing is different from a non-living thing ( rock and dog). Describe how these characteristics can be used in seperating objects into groups of living or non-living. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
From pictures and a list of item, cross out all of the things that are to be placed in the non-living group. Have students explain why they cross out those pictures and not the others. |
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Animals
The learner will be able to
describe the basic needs of most animals (air, water, food and shelter) SC3, 1.6, 2.3 311A1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit A-B Life Science Teacher's Edition [Textbook]
Have students illustrate an environment showing two animals and two plants. Have them choose one animal in the illustration and list the things in the picture that the animal needs to survive. Scoring guide should measure the students explaination for food, water, shelter, and air. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Identify several animals and plants that live in an area (farm, jungle, desert,etc). Investigate what food and environment they need to survive. |
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Plants
The learner will be able to
describe the basic needs of most plants (air, water, light, food, and shelter). SC3, 1.6, 2.3 33A1b and 12B1b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit A-B Life Science Teacher's Edition [Textbook]
Identify several animals and plants that live in an area (farm, jungle, desert,etc). Investigate what food and environment they need to survive. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Have students illustrate an environment. The illustration should include two animals and two plants. Have them choose one plant in the illustration and list the things in the picture that the plant needs to survive. Scoring guide should measure the students explaination for food, water, shelter, and air. |
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Experiment
The learner will be able to
conduct a fair test to predict and investigate the groups of removing one of the needs of a plant on its growth (dark vs light, water vs no water). SC3, 1.6, 2.3 31A1c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Comprehension, Analysis, Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit A-B Life Science Teacher's Edition [Textbook]
Take four pots. Plant a tomato seed in each pot using the same type of pot, the same amount of soil, and the same type of soil. Water each pot with the same amount of water every third day. Stop watering one pot. Place one pot in the dark and place one pot under a lamp. Leave one pot where it gets normal light and dark. Record observations of the plants each week for four weeks. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Students should predict the growth of a plant that grows only in the dark. The dark plant should grow greater in length as it searches for light but the plant will lack the green color, be limp, and die quicker. |
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Plant characteristics
The learner will be able to
identify and compare plant based on physical characteristics (stem, leaves, flower, etc). SC3, 1.6, 2.3 31C1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Knowledge, Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Identify the structures and characteristics of plants that make them different. Students will look at pictures and record the differences. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Students will sort pictures of plants into groups based on their characteristics. (flowers, leaves, and stem types) |
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Animal characteristics
The learner will be able to
identify and compare animals based on their physical characteristics (appendages, skin covering, eyes, beaks, etc). SC3, 1.6 31C1b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Knowledge, Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Identify physical characteristics that seperate animals into groups. (skin covering, appendages, eyes, beaks, etc) |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Make a T-chart showing how fish are different from birds in their physical characteristics. |
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Life cycle
The learner will be able to
record observations on the life cycle of different organisms. SC3, 1.3, 1.6 31B2b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction and Heredity |
Application, Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit A-B Life Science Teacher's Edition [Textbook]
Observe and record the life cycle of a butterfly. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Constructed Response: Four boxes in a circular pattern labeled 1-4. Have students draw the life cycle of the butterfly. Constructed Response template found in MAP District Notebook 2000. |
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Steps of life cycle
The learner will be able to
sequence the stages in the life cycle of a particular organism (butterfly, frog, bean plant, etc). SC3, 1.3, 1.6 31B2c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction and Heredity |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Observe and record the life cycle of a butterfly. Discuss the life cycle of a frog and plant. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Constructed Response: Four boxes in a circular pattern labeled 1-4. Have students draw the life cycle of the butterfly. Constructed Response template found in MAP District Notebook 2000. |
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Behaviors
The learner will be able to
distinguish between plants and animals based on observable structures and behaviors. SC3, 1.6 31D1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Organisms |
Comprehension |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Interaction of Earth's Systems
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Weather
The learner will be able to
observe and describe daily weather. SC5, 1.3, 1.6 52CKa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Students should observe and describe the daily weather in their journal writings. Scoring Guide should focus on accurate observations of the current weather. (Sunny, Cloudy, Rainy, Snowing,etc) |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units C-D Earth Science Teacher's Edition [Textbook]
Have student record the weather daily as a class and place information on a running bullentin board. |
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Record Weather
The learner will be able to
observe, measure, and record weather using thermometers, rain gauges and wind socks. SC5, 1.8 52C1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Knowledge, Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Gather weather information using an outdoor thermometer, rain gauge and wind vane. Information could be gathered at recess and shared with the class to add to weather bulletin board. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Students should observe and describe the daily weather in their journal writings. Scoring Guide should focus on accurate observations of the current weather. (sunny, cloudy, rainy, snowing, rain amounts, wind direction, temperature, etc) |
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Cloud Cover
The learner will be able to
observe and record cloud cover, precipitation, wind and temperature. SC5, 1.8 52C1b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Through student observations, record cloud cover as cloudy, partly cloudy, or sunny. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Students should observe and describe the daily weather in their journal writings. Scoring Guide should focus on accurate observations of the current weather. (sunny, cloudy, partly cloudy,rainy, snowing, Temperature, etc) |
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Weather Data
The learner will be able to
summarize and recognize patterns over time using the weather data collected. SC5, 1.8 52C1d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Evaluation |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
As information is added to the weather bulletin board, have student summarize all of the weather information. Have students role model weather forecasts. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Students should observe and describe the daily weather in their journal writings. Scoring Guide should focus on accurate observations of the current weather. |
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Water
The learner will be able to
observe and describe ways that water, both as a solid and liquid, is used in every day activities at different times of year (eg. baths, drink, make ice cubes, build snowmen, cook, and swim). SC5, 1.1 53A1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hydrosphere: Water-Water Cycle |
Knowledge |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Water and Seasons
The learner will be able to
observe and describe the presence of water in different forms on Earth during the different seasons. SC5, 1.6, 1.8 52B1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hydrosphere: Water-Water Cycle |
Comprehension |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Temperature in Different Seasons
The learner will be able to
compare temperatures in different locations (eg. inside, outside, in the sun, in the shade). SC5, 1.6 52C1c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Comprehension |
Master |
2.0 |
Moberly Public School District #81(a) |
Classroom
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Weather Phenomena
The learner will be able to
summarize and recognize patterns of observed weather data and weather phenomena over several weeks (eg temperature, types of precipitation, clouds, amount of precipitation). SC5, 1.6 52C1e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Comprehension |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Universe and the Motion of the Objects
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Four Seasons
The learner will be able to
observe and describe the characteristics of the four seasons. SC6, 1.6 62CKa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon and Sun |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D Earth Science Teacher's Edition [Textbook]
Students will look at pictures showing an area in all four seasons. Discuss the differences and similarities seen in all four pictures. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Unit C-D Earth Science [Textbook]
Students will write in their journal the differences found in a forest during summer and winter. Scoring Guide will look for changes in amount of plant life, type of animal life, and temperature. |
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Sun
The learner will be able to
describe the Sun as only being seen in the daytime. SC6, 1.1 62AKa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon and Sun |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Sun Movements
The learner will be able to
recognize that the Sun appears to move across the sky from morning to night. SC6, 1.3 62AKb.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon and Sun |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Questions
The learner will be able to
raise questions about objects, materials, organisms, and events in the environment. SC7, 1.1, 1.2 71A1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit E-F Physical Science Teacher's Edition [Textbook]
Students will observe one of the simple physical science demos. Teacher will direct students to question what they see and to ask questions about what would happen if one variable was changed. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Unit E-F Physical Science Teacher's Edition [Textbook]
Students will record questions raised from a physical science demo in their journal. Scoring Guide will focus on if the questions raised were appropriate to the demo. |
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Simple Investigations
The learner will be able to
conduct simple investigations to answer questions. SC7, 1.1, 1.2 71A1b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Gobstobber Lab [Textbook]
Predict the number of color layers in a jaw breaker. Place a gobstobber in a shallow container of water. Count the number of color rings that appear before the candy center is exposed. Record prediction and results in the journal. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Gobstobber Lab [Textbook]
Predict the number of color layers in a jaw breaker. Place a gobstobber in a shallow container of water. Count the number of color rings that appear before the candy center is exposed. |
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Observe
The learner will be able to
make qualitative observations using the five senses and simple tools and equipment. SC7, 1.4 71B1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Science Centers [Textbook]
Students will observe using the five senses, a magnifying glass, a magnet, and a ruler three simple objects. The students will record their observations in their journal. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Science Center [Textbook]
Students will observe using the five senses, a magnifying glass, a magnet, and a ruler three simple objects. The students will record their observations in their journal. Scoring Guide should focus on a complete observation for at least one of the objects. Students should use at least three of their senses and at least two of the simple tools. |
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Communicate
The learner will be able to
communicate observations using words, pictures, and numbers. SC7, 2.1 71E1a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientific Inquiry |
Application, Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Gobstobber Lab [Textbook]
Predict the number of color layers in a jaw breaker. Place a gobstobber in a shallow container of water. Count the number of color rings that appear before the candy center is exposed. |
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Assessment Resources |
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| · |
First Grade Big Book, Macmillian/McGraw-Hill, 2003, Gobstobber Lab [Textbook]
Predict the number of color layers in a jaw breaker. Place a gobstobber in a shallow container of water. Count the number of color rings that appear before the candy center is exposed. Record prediction and results in journal. Ask question, would the amount of water make a difference in the number of layers? |
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Observations
The learner will be able to
use observations to describe relationships and make predictions to be tested. SC7, q.6 71C1b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication |
Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Measurements
The learner will be able to
observe using simple tools and equipment (eg, hand lenses, magnets, equal arm balances, thermometers. SC&, 1.4 71B1b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alternative Actions |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Changes in Ecosystems and Environment
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Seasons affect
The learner will be able to
describe how the seasons affect the behavior of plants and animals. SC6, 1.6 41AKa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environmental Changes and Extinction |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit A-B Life Science Teacher's Edition [Textbook]
Journal writing on why bears hibernate in the winter season. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units A-B Life Science Teacher's Edition [Textbook]
Discuss and use literature set readings on how animals deal with seasonal changes. ex. as hibernation and dormancy in the winter season |
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Seasons and everyday life
The learner will be able to
describe how the seasons affect everyday life. SC6, 1.6 41Akb.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environmental Changes and Extinction |
Comprehension, Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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First Grade Big Book, Macmillian/McAGraw-Hill, 2003, Unit C-D earth Science Teacher's Edition [Textbook]
Students draw a picture of the appropriate clothing to be worn in winter and a picture of the appropriate clothing to be worn in summer in Missouri. Scoring Guide should focus on the amount of clothing and the type of clothing in the drawings. |
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Assessment Resources |
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First Grade Big Book, Macmillian/McGraw-Hill, 2003, Units C-D Earth Science Teacher's Edition [Textbook]
Students will look at pictures and discuss the clothes that would be appropriate for the four different seasons in Missouri. |
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