Grade One Science

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade One Science
Scope and Sequence


Students will be actively involved in learning experiences focused on:
  • Weather
  • Plants
  • Coastal Studies/Birds and Plants/Estuaries


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SCIENCE 
GRADE: 1
Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. UNIFYING THEMES - Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A.1. SYSTEMS Students recognize that parts work together, and make up whole man-made and natural objects.
a. Explain that most man-made and natural objects are made of parts.
Identify and label parts of a seed and parts of a plant.


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b. Explain that when put together, parts can do things they could not do separately.
Explain how parts of a plant have specific functions that enable the plant to live
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A.2. Models Students identify models and the objects they represent to learn about their features.
a. Describe ways in which toys and pictures are like the real things they model.
b. Use a model as a tool to describe the motion of objects or the features of plants and animals.
Explain and illustrate the life cycle of a plant.

Illustrate, label, and observe stages of a plant life cycle.


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A.3. Constancy and Change Students observe that in the physical setting,  the living environment, and the technological world some things change over time and some stay the same.
a. Describe the size, weight, color, or movements of things over varying lengths of time, and note qualities that change or remain the same.
Illustrate, label, and observe stages of a plant life cycle.

Review and discuss parts of an estuary.

Record and summarize daily weather data and observations.

Experiment with wind speed and water evaporation.

Discuss clothing worn in different weather.

Complete activities in the weather journal.

Complete wind speed data graph.
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A.4. Scale Students observe differences in scale.
a. Compare significantly different sizes, weights, ages, and speeds of objects.
Observe parts of different size seeds and compare differences in size and scale.

Compare and contrast seagulls and great blue herons using a Venn Diagram.

Complete wind speed data graph.

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B. THE SKILLS AND TRAITS OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN - Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design  and produce a solution or product to meet a specified need.
B.1. Skills and Traits of Scientific InquiryStudents conduct and communicate results of simple investigations.
a. Ask queestions and make observations about objects, organisms, and events in the environment.
Predict water temperature when hot and cold water are mixed.

Predict if a plant will grow in a different environment.

Record weather using a thermometer and wind flag.

List characteristics of a plant during observations.

Record daily weather.

Observe estuary habitat while at Laudholm Farm.

Classify clouds using their observable characteristics.
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b. Safely conduct a simple investigation to answer questions.
Question why a plant needs water to live.

Conduct plant investigations
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c. Use simple instruments with basic units of measurement to gather data and extend the senses.
Record weather using a thermometer and wind flag.
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d. Know what constitutes evidence that can be used to construct a reasonable explanation.
Predict and test water temperature when hot and cold water are mixed.

Predict and test if a plant will grow in a different environment.

Evaluate conclusions in a weather experiment.
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e. Use writing, speaking, and drawing to communicate investigations and explanations.
List steps to plant a seed.
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B.2. Skills and Traits of Technological Design Students use a simple design process, and basic tools and materials to solve a problem or create a product.
a. Describe a design problem in their own words.
Describe clothing worn in particular weather.

Question why a plant needs water to live.
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b. Propose a way to build something or cause something to work better.
c. Use suitable tools, materials, safe techniques, and measurements to implement a proposed solution to a design problem.
Record weather using a thermometer and wind flag.
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d. Judge how well a product or design solved a problem.
e. Present a design or solution to a problem, using oral, written, or pictorial means of communication.
List steps to plant a seed.


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C. The Scientific and Technological Enterprise - Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
C.1. Understandings of Inquiry Students describe the use of questions, and accurate communication in scientists' work.
a. Describe how scientific investigations involve asking and answering a question.
Apply K-W-L strategies in science discussions
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b. Point out the importance of describing things and investigations accurately so others can learn about them or repeat them.
C.2. Understandings About Science and Technology Students recognize that people have always engaged in science and technology, and that there is a difference between the natural and designed worlds.
a. Recognize that people have always had problems and invented tools and ways of doing things to solve problems.
b. Distinguish between objects that occur in nature and objects that have been made by people.
C.3. Science, Technology, and Society No performance indicator.
Although no perforance indicators are stated, students are expected to have instructional experiences that describe influences of science and technology on their own lives.
C.4. History and Nature of Science No performance indicator
Although no perforance indicators are stated, students are expected to have instructional experiences that describe influences of science and technology on their own lives.
D. The Physical Setting - Students understand the universal nature of matter, energy, force and motion, and identify how these relationships are exhibited in Earth Systems, in the solar system and throughout the universe.
D.1. Universe and Solar System Students describe the movement of objects across the sky, as seen from Earth.
a. Describe how the sun and moon seem to move across the sky.
b. Describe the changes in the appearance of the moon from day to day.
D.2. Earth Students describe Earth's weather and surface materials and the different ways they change.
a. Explain that the sun warms the air, water and land.
Discuss results of the thermometer bag experiment.
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b. Describe the way in which weather changes over months.
Record and summarize daily weather observations and data.
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c. Describe what happens to water left in an open container as compared to water left in a closed container.
D.3. Matter and Energy Students use observable characteristics to describe objects and materials and changes to physical properties of materials.
a. Describe objects in terms of what they are made of and their physical properties.
b. Describe changes in properties of materials when mixed, heated, frozen, or cut.
D.4. Force and Motion Students describe how objects move in different ways.
a. Describe different ways things move and what it takes to start objects moving, keep objects moving, or stop objects.
b. Give examples of things that make sound by vibrating.
E. The Living Environment - Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and their interconnections of these interdependent webs.
E.1. Biodiversity Students describe similarities and differences in the observable behaviors, features, and needs of plants and animals.
a. Describe similarities and differences in the way plants and animals look and the things that they do.
Draw a plant and identify what it needs to live and be healthy.

Express thoughts orally through group discussions.

Observe and discuss changes in a plant as it grows.
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b. Describe some features of plants and animals that help them live in different environments.
Explain why the characteristics of a bird enable them to live near the ocean.
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c. Describe how organisms change during their lifetime.
Observe and discuss changes in a plant as it grows.
 
Explain and illustrate the life cycle of a plant.
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E.2. Ecosystems Students understand how plants and animals depend on each other and the environment they live in.
a. Explain that animals use plants and other animals for food, shelter and nesting.
Describe the things that plants need to survive.

Describe uses of plants
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b. Compare different animals and plants that live in different environments of the world.
E.3. Cells Students describe parts and whole of living things, their basic needs, and the structures and processes that help them stay alive.
a. List living things and their parts.
Identify and label parts of a seed and parts of a plant.
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b.  Explain that parts of living things so small we can only see then using magnifiers.
Observe parts of a seed using a magnifying glass.
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c. List the basic things that most organisms need to survive.
List what a plant needs to survive.
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d. Identify structures that help organisms do thing to stay alive.
Identify parts of a plant and their functions.
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E.4. Heredity & Reproduction Students describe the cycle of birth, development, and death in different organisms and the ways in which organisms resemble their parents.
a. Give examples of how organisms are like their parents and not like them.


b. Describe the life cycle of a plant or animal (including being born, growing, reproducing, and dying).
Describe the life cycle of a plant from seed to seed.
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E.5. Evolution Students describe similarities and differences between present day and past organisms that helped the organisms live in their environment.
a. Describe some organisms' features that allow the organisms to live in places others cannot.


b. Explain how some kinds of organisms that once lived on Earth have completely disappeared, although they were similar to some that are alive today.
Identify dinosaurs as pre-historic creatures
Explore fossils
Compare and contrast dinsosauars with familiar animals


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469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.