First Grade

NGSS

August/September

(Social Studies Units Weeks 1-6)

September/October/November (Weeks 7-13)

1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

 I can describe the life cycle of a plant and how new plants are created.

 I can compare and contrast given plants to their plant “parents.”

 I can discuss the fact that children look similar to their parents and that animal babies are the same color/breed as their parents (A frog cannot have a turtle for a baby).

 I can compare/contrast given animals to their parent animals.

 I can describe features that are hereditary and those that are not. (Ex: Brown hair is hereditary, but having long hair is not a hereditary trait.

1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

 I can list universal needs of all animals (food, water, etc.)

 I can list ways that animals demonstrate that they are needing something from their parent (crying, cheeping, etc.)

 I can read texts about animals and how they care for their offspring.

 I can view multimedia resources about animals and how they care for their offspring.

 I can compare and contrast various animals based on the way they respond to the needs of their offspring.

*This will be revisited in the spring

November

*First week we will continue and finish the animal unit.

(Social Studies Units)

December

(Social Studies Units)

January

1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

I can plan and conduct an investigation to make sound with objects.

 I can show that sound can make objects vibrate.

 I can use the data from the investigation to describe how objects make sound.

1-PS4-2 Make observations to construct an evidence-based account that objects can only be seen when illuminated.

 I can explain why objects are more visible when illuminated.

1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

 I can identify a translucent object.

 I can identify a transparent object.

 I can identify an opaque object.

 I can identify a reflective object.

 I can explain the effect that an object (translucent, transparent, opaque, or reflective) has on a beam of light.

I can plan and complete an investigation to determine the effect different objects have on a path of light.

1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

I can tell ways people communicate over long distances, both past and present.

 I can create a tool using light or sound that would allow people to communicate over long distances.

February

(Social Studies Units)

March

1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.

I can describe the patterns of the sun, moon, and starts.

 I can use patterns observed to describe the movement of the sun and the patterns of the stars.

 I can discuss the movement of the sun and the patterns of the stars.

 I can present drawings from a journal and discuss the various patterns and cycles.

1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.

 I can observe the amount of daylight at different times of the year.

 I can record sunrise/sunset at various times throughout fall/winter and winter/spring.

 I can chart the average number of daylight hours on a fall day versus a spring day (summer vs. winter).

April

1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

 I can identify external parts of a plant and each part’s purpose.

 I can identify external parts of an animal and each part’s purpose.

 I can explain how each external part of an animal or plant serves its purpose.

 I can list problems humans face that could be solved by mimicking plants or animals.

 I can design a solution for a given human problem by mimicking what plants or animals do to solve the problem.

May