School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Science
CONTENT STANDARD: INQUIRY AND PROBLEM SOLVING
Scientific inquiry, problem solving, and the technological method provide insight into and comprehension of the world. A variety of tools, including emerging technologies, assist the inquiry processes; and models are used to aid understanding. All students will apply inquiry and problem-solving approaches in science and technology.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Demonstrate an initial understanding of how to ask questions and propose strategies and materials to seek answers to questions, i.e., conduct an investigation
á Make a prediction (hypothesis based on observed patterns) regarding an experiment and propose questions ("why," "how," and "when" questions) he/she expects to be answered
á Examine objects and note multiple properties
á Sort objects according to two given properties, as well as self-selected criteria
á Examine changes in objects and events
á Make accurate observations, using metric measuring tools and standard units of measure
á Make and compare measurements, using standard and non-standard units
á Participate in an investigation in which a variable is changed
á Collect data over time
á Explore cause-and-effect relationships
á Recognize, extend, and create patterns
á Seasonal changes
á Human changes (e.g., dress, recreation, work)
á Changes in plants (e.g., budding, falling leaves, wilting)
3. Use results of an investigation in a purposeful way, i.e., make predictions based on observed patterns and interpret data to make predictions
CONTENT STANDARD: SCIENTIFIC REASONING
Scientific reasoning involves framing and supporting arguments, recognizing patterns and relationships, identifying bias and stereotypes, brainstorming alternative explanations and solutions, judging accuracy, analyzing situations, and revising studies to improve their validity. All students will learn to formulate and justify ideas and to make informed decisions.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Participate in brainstorming activities
3. Discover relationships and patterns
4. Make observations and draw conclusions about those observations
5. Explore alternative explanations for observed phenomena
6. Examine strengths and weaknesses of simple arguments
7. Distinguish between "important" and "unimportant" information in simple arguments
8. Know that feelings can distort reasoning
9. Provide support for a claim, using various types of evidence (e.g., logical, quantitative)
10. Demonstrate an understanding that ideas are more believable when supported by good reasons
11. Practice and apply simple logic and intuitive thinking
CONTENT STANDARD: COMMUNICATION
Clear and accurate communication employs appropriate symbols and terminology, models, and a variety of media and presentation styles. Communication includes constructing knowledge through reflection, evaluation, refocusing, and critically analyzing information from a variety of sources. Both individuals and groups must learn to communicate effectively. All students will communicate effectively in the applications of science and technology.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Describe and compare things in terms of number, shape, texture, color, size, mass, and behavior
3. Read and write instructions to follow or explain procedures
4. Ask clarifying and extending questions
5. Use sketches, tables, bar graphs, physical representations, and manipulatives to explain scientific and technological procedures and ideas
6. Demonstrate an initial understanding of how to gather and present information using a variety of media, including the effective use of the computer
á Simple spreadsheet
á Simple database
á Simple word processing
á Simple graphics
7. Record results of experiments or activities (e.g., interviews, discussions, field work), summarize, and communicate what he/she has learned
á Write a simple lab report
8. Demonstrate an initial understanding of how to cite examples of bias in information sources and question the validity of information from varied sources
9. Function effectively in a group with various assigned roles (e.g., reader, recorder)
10. Reflect on work in science and technology via discussions, journals, and self-assessment
CONTENT STANDARD: IMPLICATIONS OF SCIENCE AND TECHNOLOGY
Scientific and technological breakthroughs are influenced by prevailing beliefs and conditions which in turn are impacted by new ideas and inventions. By assessing the impacts of technological activity on the environment, one can develop his/her own sense of global stewardship. All students will understand the historical, social, economic, environmental, and ethical implications of science and technology.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Demonstrate an understanding that legend, story, and scientific explanation are different ways to explain the world
3. Describe some inventions: what they do, how they work, and how they have made life easier
4. Identify commonly used resources, their sources, and the place where their waste products go
5. Demonstrate some recycling practices and care of resources
6. Investigate and describe the role of scientists and inventors
7. Explain how his/her life would be different without specific inventions or scientific knowledge
8. Explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods)
9. Explore how technology (e.g., transportation, irrigation) has altered human settlement
10. Demonstrate an understanding that renewable and non-renewable resources have limits and explain practices for conservation in daily life
11. Explain the connections between and among industry, natural resources, population, and economic development
CONTENT STANDARD: EARTH-AND-SPACE SCIENCE
Earth-and-space science is the study of the Earth, its history, changes, and place in the universe. Students will gain knowledge about (1) the Earth and processes that change it and (2) the universe and how humans have learned about it and the principles upon which it operates.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Describe the way weather changes
á Record the weather for one month (e.g., temperature and wind speed and direction)
3. Analyze the relationship between observable weather patterns and the cycling of the seasons
á Describe weather changes associated with seasonal changes
4. Observe changes caused by water, snow, and ice
á Record observations made at one selected place for an extended period of time
5. Demonstrate an initial understanding of the cycles of day and night and of the seasons
á Explain the cycle of day and night
á Explain the cycle of the seasons
6. Demonstrate that shadows of objects change based on where light is coming from
á Observe and record the shadow of an object placed in sunlight at various times of the day
7. Demonstrate an understanding that the sun is one of many stars in the universe and that it is the star closest to the Earth
á Identify stars as objects that give off light and that are a great distance away
CONTENT STANDARD: BIOLOGY
The study of biology is the study of life, including how life forms, develops, reproduces, obtains energy, and responds to the environment. The functions performed by organelles (specialized structures found in cells) within individual cells are also carried out by the organ system in multi-cellular organisms. All students are expected to understand that cells are the basic units of life and to be conversant with magnifying devices, cell structure and function, body systems, causes of disease, and the body's defense against disease. Modern classification systems are based on comparisons of the structure, function, life cycles, and behavior of organisms. All students are expected to understand that there are similarities within the diversity of all living things. Fossils show past life, extinct species, and environmental changes over time. Organisms change and new species may arise because of genetically coded adaptations. All students are expected to understand the basis for all life and the fact that all living things change over time. Energy takes many forms which can exert forces and do work. The conversion of energy from one form to another offers useful applications and sometimes presents problems. All students are expected to understand concepts of energy as they relate to the study of living things. Balance in ecosystems is based on an intricate web of relationships among populations of living organisms, as well as non-living factors such as water and temperature. Changes in specific populations or conditions affect other parts of the ecosystem. Individual systems continually change in response to human and other factors. All students are expected to understand how living things depend on one another and on non-living aspects of the environment.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Demonstrate an initial understanding of the differences between living and non-living things
á Sort unfamiliar objects into living and non-living organisms/objects
3. Demonstrate an initial understanding of the characteristics of different living things: plants
á Differentiate among plants using distinctive life functions
á Recognize that plants can be classified as edible/nonedible, flowering/nonflowering, evergreen (conifer)/leaf-bearing (deciduous)
4. Demonstrate an initial understanding of how to design and describe a classification system: plants
á Sort a collection of plants into groups and define the attributes used for grouping
5. Demonstrate that living things are made up of different parts: plants
á Divide the bodies of plants (e.g., the marigold) into smaller parts (e.g., seeds, roots, stems, leaves, blossoms, fruit)
6. Explore magnifying devices and demonstrate an understanding of how they enable individuals to see in greater detail: plants
á Using a hand magnifier, draw the parts of many different plants
7. Recognize that plants and animals need food, water, and gases to survive: plants
á Draw a plant and show its food source, water source, and manner of exchanging gases
8. Demonstrate an initial understanding of the life cycle of an organism: plants
á Observe, draw, and use labels to explain the life cycle of a plant (e.g., marigolds, beans, radishes)
á Recognize the stages that a flowering plant goes through from the formation of the flower to the development of fruit
9. Demonstrate an understanding that living and nonliving things can change over time, sometimes in predictable ways: plants
á Recognize that plants go through a series of orderly changes in their life cycles
á Draw the life cycle of a plant and write a sentence about each stage
10. Recognize that organisms have certain characteristics that help them live in their environment: plants
á List the characteristics needed by various plant species to live in different environments (e.g., polar, desert, water)
11. Demonstrate an understanding that living things need energy: plants
á Demonstrate an understanding that plants need energy
12. Identify ways that organisms depend on their environment: plants
á Associate familiar plants with their environments
13. Demonstrate an initial understanding of diseases and reasons for them
á Using a culture medium, create his/her own germs
14. Describe ways that individuals in a species are alike and different
á Group pictures of individuals within a species in ways that show how they are alike and different
CONTENT STANDARD: CHEMISTRY
The study of chemistry is the study of matter; its structure, properties, and composition; and the processes of change. Matter is made of atoms, each with its characteristic properties, which can combine to form all substances in the universe. The state and properties of matter may differ when it experiences chemical, physical, and nuclear changes. All students are expected to understand the structure of matter and the changes it can undergo.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Demonstrate an understanding that water has properties that can be observed and tested
á The ability of water to mix with some liquids (e.g., vinegar) and not mix with others (e.g., oil)
á The ability of water to dissolve some substances (e.g., sugar, salt) and not dissolve others (e.g., rocks, soil)
á The ability of hot water to dissolve substances more readily than cold water
CONTENT STANDARD: PHYSICS
The study of physics is the study of the basic physical laws that can be applied to all the sciences. All objects are in motion, at least at an atomic/subatomic level. By understanding how forces (e.g., gravity, friction, and magnetism) act on objects, students can predict the effects of those forces on the motion of an object. All students are expected to understand the motion of objects and the manner in which forces can change that motion. Energy takes many forms which can exert forces and do work. The conversion of energy from one form to another offers useful applications and sometimes presents problems. All students are expected to understand concepts of energy.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Develop a variety of ways to describe the motion of an object.
á Identify ways that objects move and ways that people move objects (e.g., straight, circular, back-and-forth motions)
3. Demonstrate that the motion of an object can be changed.
á Demonstrate and explain how an object's motion can be changed
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07/16/98 |
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