Mavericks. Curriculum Map Science (1)

ESI American School
Mavericks International School

Curriculum Map (2024-2025)
Qattameya Branch
Scope & Sequence
Science (Grade 1)
Week Conceptual Standards Big Ideas/ Learning Learning Content Cross-Curricular Integration Prior
Focus (Unit Alignment Questions Objectives Objectives & Knowledge/
Title) based on Questions Skills Warm up
DOK DOK
Living 1-LS1 Characteristics of  DOK Level Observing and 1.
Introduce the
Things living organism 1 describing patterns Science and Language Arts:
concept of
1 From in the structures Discussio
living things  What are
Molecules and processes of  Living Things Vocabulary: n: Have a
and discuss some
to living organisms. group
the characteris Introduce vocabulary
Organisms: discussion
characteristic tics that all words related to living
Structures on the
s of plants organisms
and living things characteri
and animals.
Processes share? stics of
Science and Mathematics: living
things.
 Counting and
Classification: Have
students count and
classify living organisms
based on different
characteristics such as
color, size, or number of
legs.
ESI Alumni Resources/ Differentiated Innovative Assessment Homework Check and Review
Profiles Digital Innovative Projects/ Criteria
Resources Strategies/ Trips (FA/SA)
Activities (Real-Life)
1 Empathetic IXL Play a game where 1Students will  Students will
students classify draw and label create a visual
objects as living or pictures of representation
non-living. This can different living of a chosen
help reinforce the things. living organism,
characteristics of including its
living things habitat, diet,
and unique
characteristics.
Conduct group
discussions
where students
can explain
concepts
verbally.
DOK DOK
Living 1-LS1-1 Parts of the plant  Plants  DOK Level Measurement and Growth:  Begin by
Things 1-LS3-1 have Visual Aids: Use Have students measure and showing
1
2 different diagrams, charts, track the growth of different students a
 Can you and models to
parts: plant parts over time variety of
roots, name the visually represent plants and
stem, parts of a the different parts ask them
leaves, plant? of a plant. what parts
and  DOK Level they
flowers. Discussion: notice.
2 Facilitate class
 Each part
 Compare discussions to
of the
and encourage
plant
serves a contrast the students to ask
specific parts of a questions, share
purpose. plant observations, and
 Understa deepen their
nding the understanding of
 Classify
different plant anatomy.
different
parts of a
plant into
plant
helps us groups
learn based on
about
their
how
plants functions.
grow and
function.  DOK Level
. 2
 Estimate
the number
of different
plant
species you
might find
in a garden.
2 Empathetic E books Suggest Students will  Conduct a quiz
students create a or Kahoot game
observe labeled
to assess
diagram of a
plants in students'
plant.
their understanding
surroundings of living things.
and draw a
picture of a
plant,
labeling its
parts
DOK DOK
Living 1-LS1-1 Parts of an animal Identify and Doc 1
Things 1-LS1-2 label the
3 parts of an
 How about
animal (head,
the parts of
body, legs,
tail). an animal?
Doc 2
 Classify
different
animal
parts into
groups
based on
their
functions.
3 Empathetic Booklets Students will
match animal
pictures to
their
corresponding
body parts.
DOK DOK
Living Doc1
Understand
Things
how people
4
use plant and How do people Nature
animal parts use plant and Walk:
in everyday animal parts in Take
life. students
their daily
on a short
lives? nature
walk
 Doc3 around
the school
Formulate a grounds
hypothesis or nearby
about the area.
Encourag
impact of plant
e them to
and animal
observe
conservation on living
our things
environment. they see
and
discuss
what
makes
them
living.
1.
4 Empathetic Flashcards Guest Students will

Speaker create a collage
showing ways
(e.g., a
we use plant
botanist or a and animal
zookeeper) parts.
DOK DOK
Living Explore  Doc2
Things different
5 habitats
Summarize the
where plants
importance of
and animals
live. habitats for
plants and
animals.
 Doc3
Investigate how
different
habitats
support the
needs of
various plants
and animals.
 Doc3 Assess
the
adaptations
that plants
and animals
have
developed
to survive in
their
specific
habitats.
 Doc4
 Critique a
proposed
plan to
create a
new habitat
for a
specific
plant or
animal
species.
5 Ethical Websites Students will
create a
diorama of a
specific habitat
and populate it
with plants and
animals.
DOK DOK
Living Review  Doc3Draw
Things concepts conclusions
6 learned
about the
about living
things, plant interdepen
parts, dence of
through living things
games and within an
activities. ecosystem.
6 Ethical Nature Encourage
Scavenger students to ask
questions and
Hunt in the
engage in
Schoolyard discussions
about living
things.
DOK DOK
Living Review  Doc4Create
Things concepts a model
7 learned
showcasing
about animal
parts, and the
habitats interactions
through between
games and
plants,
activities.
animals,
and their
habitats.
7 Ethical Group quiz
game on living
things and
their
characteristics.
DOK DOK
Living Students will  Doc4Apply
Things create a your
8 "Living
knowledge
Things
Museum" of living
showcasing things to
what they design a
have learned sustainable
about living garden that
things, plant
supports
parts, animal
local
parts, and
habitats. wildlife.
8 Ethical Rubric
assessing the
accuracy of
information
presented in
the museum
displays.
Revision & Assessment

9
DOK DOK
Parents Introduce the Doc1 Exploring how ELA/Literacy – 1. High Five
10 and 1-LS3 concept of traits are passed RI.1.1 Ask and answer Hug: Give
Offspring Heredity: Parents and What is the down from parents questions about key details each
Inheritance Offspring. term used to to offspring and in a text. (1-LS3-1)
other a
and Discuss the mechanisms W.1.7 Participate in shared
describe high five,
Variation similarities behind inheritance research and writing projects
of Traits and animals and patterns. (e.g., explore a number of then a
differences plants that are “how-to” books on a given hug.
between related to each topic and use them to write 2. Mirror,
parents and other, such as a sequence of instructions). Mirror: O
their young. parents and (1-LS3-
ne person
their young? 1)
Mathematics – leads, and
MP.2 Reason abstractly and the other
 Can you mirrors
quantitatively. (1-LS3-1)
name one MP.5 Use appropriate tools their
way in strategically. (1-LS3-1) movemen
which ts.
offspring
3. Story
can be Time: Sha
similar to re a
their favorite
parents? memory
with each
other.
4. Switch
Roles: If
you were
the
parent,
act like
the
offspring,
and vice
versa.
5. Two
Truths
and a
Lie: Each
person
shares
two truths
and one
lie, and
the other
guesses
which is
the lie.
10 Leader Students will 1. Research and
1. draw and label create a
pictures of diagram
Personalized different
illustrating the
Learning Plans: animal parents
and their life cycle of a
Create
offspring. flowering
individualized
learning plans plant.
for each
student based
on their
strengths,
weaknesses,
and learning
styles. Involve
parents in the
process to
ensure
alignment
between home
and school
support.
2.
3.
Project-Based
Learning:
Encourage
hands-on
projects that
allow students
to explore
topics of
interest with
support from
parents. This
fosters
creativity,
critical
thinking, and
collaboration
skills.
4.
5.
Flipped
Classroom
Approach: Use
technology to
deliver content
at home,
allowing for
more
interactive and
engaging
activities in the
classroom with
parents
participating in
discussions and
activities.
6.
7.
Peer Teaching:
Encourage
students to
teach each
other with
parents
involved in
peer teaching
sessions. This
reinforces
learning and
promotes a
deeper
understanding
of the material.
8.
9.
Gamification:
Implement
game-based
learning
activities that
motivate
students to
learn while
having fun.
Parents can
join in on game
nights or
challenges to
support their
child's
learning.
10.
11.
Real-World
Connections:
Help students
make
connections
between
classroom
learning and
real-life
situations by
involving
parents in field
trips, guest
speaker
events, or
community
projects.
12.
13.
Mindfulness
and Wellness
Practices:
Introduce
mindfulness
activities and
wellness
practices for
both students
and parents to
reduce stress,
improve focus,
and create a
positive
learning
environment.
14.
DOK DOK
Explore  Doc2Compa
11 different re and
animal life contrast the
cycles.
Discuss how life cycles of
offspring a frog and a
grow and butterfly.
change over
time.
11 Leader 1. Family Students will 1. Choose an
Traits create a simple animal species
Show life cycle and investigate
diagram of a
and its life cycle.
chosen animal.
Tell: Stud
ents
bring in
an item
from
home
that
showcas
es a trait
they
share
with a
family
member.
DOK DOK
Observe  Doc1Descri
12 patterns in be how
animal animals
behavior. care for
Discuss how
their young.
animals care
for their
young.  Doc2Classif
y the
following as
examples of
parents or
offspring:
kitten,
puppy,
seed, adult
tree.
12 Leader Students will Create a visual
role-play representation
different (drawing, chart, or
animal diagram) showing
behaviors the stages of the
related to animal's life cycle.
caring for
offspring.
DOK DOK
Investigate  Doc2Summ
13 plant life arize the
cycles.
main
Compare and
contrast differences
plant between
offspring plant
with their
offspring
parents.
and their
parents.
13 Leader 1. Animal Students will 2. Explain the
create a poster
Family parental care
showing the
Skit: Stu life cycle of a behaviors
dents plant. exhibited by
work in the animal
groups towards its
to create offspring
and during
perform different
a skit stages of the
depicting life cycle.
animal
families
and their
behavior
s.
DOK DOK
Review Doc3
14 concepts
learned Investigate why
about some offspring
Parents and may look very
Offspring in
similar to their
both plants
and animals. parents while
others may look
different.
14 Nurturing Students will Reflect on the
complete a importance of
worksheet parental care in
matching ensuring the
animal parents survival and
with their development of
offspring. offspring in both
plant and animal
kingdoms.
DOK DOK
Explore the  Doc3
15 concept of Construct a
heredity.
model
Discuss how
traits are showing
passed down how traits
from parents are
to offspring. inherited
through
generations
.
doc 4
Analyze how
environmental
factors can
influence the
expression of
inherited traits
in offspring.
15 Nurturing 1. Plant Students will Compare and
create a family contrast the
Life
tree showing methods of
Cycle inherited traits. reproduction in
Poster plants with
Gallery: different life cycles
Students
create
posters
illustratin
g the life
cycle of
different
plants
and
present
them in a
gallery
walk.
Week
Christmas break
16
DOK DOK
Investigate Doc 4
17 variations of
traits.
Critique the
Discuss how
idea of selective
offspring can
have breeding and its
similarities impact on the
and variation of
differences traits in
from their animals.
parents.
17 Nurturing Students will Compare the
participate in a similarities and
trait sorting differences
activity to between parental
identify care in plant and
inherited animal life cycles.
characteristics.
DOK DOK
Culminating  Doc3Constr
18 activity - uct a model
Create a class
showing
presentation
on Parents how traits
and are
Offspring. inherited
Students through
showcase generations
their
.
understandin
g of inherited
traits and
variations.
18 Nurturing Peer evaluation
of
presentations
based on
accuracy and
creativity.
DOK DOK
19
Revision &assessment
Week
s Mid year vacation
20,21

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ESI American School

Mavericks International School

4 Empathetic Flashcards Guest Students will

Revision & Assessment

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