Science

PLR- Previous Lesson Review AS- Anticipatory Set GP- Guided Practice IP- Independent Practice A- Assessment C- Closure
Teacher: Doxey/Walker School: Grassfield Elementary School
Grade Level: 1st Subject: Science
Week of: April 8-12 Time:
THINGS TO CONSIDER FOR COLLABORATION
SOL 1.1 The student will Essential Understandings Essential Knowledge & Skills

demonstrate an • The nature of science refers to the foundational concepts that govern In order to meet this standard, it is expected that
understanding of scientific the way scientists formulate explanations about the natural world. The students will
nature of science includes the following concepts:
reasoning, logic, and the a) the natural world is understandable; • use their senses and simple tools, such as a
nature of science by b) science is based on evidence, both observational and magnifying glass and a balance to enhance their
planning and conducting experimental; observations of physical properties.
c) science is a blend of logic and innovation;
investigations in which d) scientific ideas are durable yet subject to change as new data • make repeated observations of an object or event
a) the senses are used to are collected; from multiple positions.
observe differences in e) science is a complex social endeavor; and
f) scientists try to remain objective and engage in peer review to • classify and arrange objects or events according to
physical properties; help avoid bias. at least two attributes or properties so that
b) observations are made In grade one, an emphasis should be placed on concepts a, b, and e. similarities and differences become apparent.
from multiple positions •
• Science assumes that the natural world is understandable. Scientific measure length, mass, and volume, using
to achieve a variety of inquiry can provide explanations about nature. This expands students’ nonstandard units.
perspectives and are thinking from just a knowledge of facts to understanding how facts are
relevant to everyday life. • use familiar events and objects to make inferences
repeated to ensure
and draw conclusions.
accuracy; • Science demands evidence. Scientists develop their ideas based on
c) objects or events are evidence and they change their ideas when new evidence becomes • develop a question from one or more
classified and arranged available or the old evidence is viewed in a different way. observations.
according to • Science is a complex social endeavor. It is a complex social process for • predict outcomes based on actual observations
characteristics or producing knowledge about the natural world. Scientific knowledge and evidence rather than random guesses.
represents the current consensus as to what is the best explanation for
properties; phenomena in the natural world. This consensus does not arise • communicate observations and data with simple
d) simple tools are used to automatically, since scientists with different backgrounds from all over graphs and pictures, oral and written statements,
enhance observations; the world may interpret the same data differently. To build a consensus, and with numbers.
scientists communicate their findings to other scientists and attempt to
e) length, mass, volume, replicate one another’s findings. In order to model the work of • answer questions by conducting simple
and temperature are professional scientists, it is essential for first-grade students to engage experiments/investigations, using nonstandard
measured using in frequent discussions with peers about their understanding of their measuring units and simple tools, such as a
nonstandard units; investigations. magnifying glass or a balance. A simple
f) inferences are made and • To communicate an observation accurately, one must provide a clear experiment is one that changes only one thing at a
description of exactly what is observed and nothing more. time (tests only one variable), gives quick results,
conclusions are drawn and provides easily observable changes.
about familiar objects • Observations should be made from multiple positions (e.g.,
and events; observations of the same object from the front of the object, from the • record observations of movement
back of the object, looking down on the object, etc.) whenever possible (length/distance) using nonstandard units.
g) a question is developed
to achieve a variety of perspectives.
 from one or more
observations;
h) predictions are made
based on patterns of
observations;
i) observations and data
are recorded, analyzed,
and communicated
orally and with simple
graphs, pictures, written
statements, and
numbers; and
j) simple investigations
and experiments are
conducted to answer
questions.
• Observations should be repeated multiple times to assure accuracy. • compare the movement of objects, using graphs,
pictures, and/or numbers.
• Once the characteristics of several objects or several events have been
observed and recorded, the objects or events can be arranged by those
characteristics (e.g., several objects sorted by color, several events
sorted on a timeline by age, etc.).
• Simple tools, such as a magnifying glass and a balance can extend the
observations that people can make.
• Nonstandard units such as paper clips, a student’s foot, index cards,
etc., can be used to measure the length of objects. The mass of two
objects can be compared by holding each object in a different hand. The
volume of various liquids can be compared by pouring them in cups of
the same size. Variations in temperature of different objects can be
compared by the difference that is felt when each object is touched.
Variations in air temperature can be compared by observing the
differences one feels when in different environments (e.g., inside the
classroom vs. outside on the playground in winter, inside the freezer
compartment of a refrigerator vs. inside a kitchen).
• An inference is a tentative explanation based on background knowledge
and available data.

• A conclusion is a summary statement based on data from the results of

an investigation.

• Questions about what is observed can be developed.

DIFFERENTIATE INSTRUCTION: Peer groups, hands-on activities, technology
Time: Monday Tuesday Wednesday Thursday Friday

Bloom’s R U AP AN C E R U AP AN C E R U AP AN C E R U AP AN C E R U AP AN C E
Taxonomy:
Materials: Peep, water, jar, booklet Booklet, Peeps, water, clear
soda

PLR- Review solids, PLR- Review water and PLR- Review pink and Spring craft
liquids, and gases. none Peep experiment yellow experiment
Review the term
"prediction." GP/IP - Present the GP/IP - Present the
jar with the Peep in the jar with the pink and
AS- Ask students water. Reflect on yellow peeps. Reflect
what they know about predictions and record on predictions and
Peeps. Write some on the results in the record the results in
the SMARTboard booklet. the booklet.
 (they're yummy, Introduce pink and
they're sticky, etc...) yellow experiment with C- Why do you think
clear soda. Turn and we got these results?
GP/IP- Pass out talk about predictions.
experiment booklets Record predictions.
and introduce the first
experiment. Do you
think a Peep will float C – Why do you think
or sink in water? Allow we got these results?
students to vote (on
SMARTboard or using
sticky notes on chart
paper). TSW record
their predictions in
the experiment
booklet. Do
experiment and record
results. Introduce the
second experiment and
record predictions.

C – Why do you think

we got the results?

Teacher
Reflection: