School:_RES, SRES, EIES Grade Level: _1st_ Content Area/ Course: Science

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Sand Creek Zone Instructional Scope and Sequence School:_RES, SRES, EIES Grade Level: _1st_ Content Area/ Course: Science Quarter/ Month Duration Unit Title Concept Colorado Academic Standards Common Core State Standards Evidence Outcomes Quarter 1 2 weeks Animal Classification organism, offspring, variation, characteristics, patterns, inheritance Standards: 2.1 Offspring have characteristics that are similar to but not exactly like their parents characteristics SC09-GR.1-S.2-GLE.1 Evidence Outcomes: Students will understand: Patterns of inheritance acknowledge that offspring originate from the adult organism (SC09-GR.1-S.2-GLE.1-EO.a,b,c) Offspring can demonstrate variations in the characteristics they inherit from their parental organism (SC09-GR.1-S.2-GLE.1-EO.a,b,c) Characteristics of adult organisms often transfer to offspring (SC09-GR.1-S.2- GLE.1_EO.a,b,c) Students will know: The similarities and differences of parents and offspring in a variety of organisms including both plants and animals (SC09-GR.1-S.2-GLE.1-EO.a) Diversity or variation within populations of living organisms (SC09-GR.1-S.2- GLE.1;RA.1) How family photographs often reveal similar physical traits (SC09-GR.1-S.2- GLE.1;RA.2) That eye color may or may not be passed from parents eye color can be different than their child s (SC09-GR.1-S.2-GLE.1;RA.3) Use evidence to analyze similarities and differences (SC09-GR.1-S.2-GLE.1-EO.a) Analyze and interpret data (SC09-GR.1-S.2-GLE.1-EO.b; N.1) Question peers about evidence used in developing ideas (SC09-GR.1-S.2-GLE.1-

EO.c; N.2) Interpret information represented in pictures, illustrations, and simple charts (SC09- GR.1-S.2-GLE.1-EO.d) Guiding questions: What does the adult look like? (SC09-GR.1-S.2-GLE.1-EO.a,b,c: IQ.1,2) What does the offspring look like? (SC09-GR.1-S.2-GLE.1-EO.a,b,c: IQ.1,2) What characteristics are different? (SC09-GR.1-S.2-GLE.1-EO.a,b,c,d) What characteristics are similar between the adult and offspring? (SC09-GR.1-S.2- GLE.1-EO.a,b,c,d; RA.2,3) How can you tell if an organism and offspring are related? (SC09-GR.1-S.2-GLE.1- EO.a,b,c:IQ.1,2) How do the characteristics of organisms and offspring vary? (SC09-GR.1-S.2- GLE.1-EO.a,b,c,d; RA.1; N.2) How are adults and offspring similar? (SC09-GR.1-S.2-GLE.1-EO.a,b,c,d) Inquiry Questions: How are offspring like their parents? (SC09-GR.1-S.2-GLE.1; IQ.1,2) Academic Vocabulary: evidence, analyze, interpret, data, question, collaboration, pictures, illustrations, simple charts, characteristics, traits, diversity, variation, similar Technical Vocabulary: parent, offspring, adult, child, family, mother, father, son, daughter, seed, plant, animal, resemble Resources: Teachers Pay Teachers, Reading A-Z, public library Assessment Type: Writing piece describing offspring & parents. Students will describe and write one complete sentence. Professional Development Needs: Train teachers to use CDE website Needs which need to be filled: None

2 Quarter 2 weeks Living and Non-living Things Organism, offspring, variation, characteristics, patterns, inheritance Standards: 2.2 An organism is a living thing that has physical characteristics to help it survive SC09-GR.1-S.2-GLE.2 Evidence Outcomes: Students will understand: Patterns of inheritance acknowledge that offspring originate from the adult organism (SC09-GR.1-S.2-GLE.1-EO.a,b,c) Offspring can demonstrate variations in the characteristics they inherit from their parental organism (SC09-GR.1-S.2-GLE.1-EO.a,b,c) Characteristics of adult organisms often transfer to offspring (SC09-GR.1-S.2- GLE.1_EO.a,b,c) Students will know: The similarities and differences of parents and offspring in a variety of organisms including both plants and animals (SC09-GR.1-S.2-GLE.1-EO.a) Diversity or variation within populations of living organisms (SC09-GR.1-S.2- GLE.1;RA.1) Use evidence to analyze similarities and differences (SC09-GR.1-S.2-GLE.1-EO.a) Analyze and interpret data (SC09-GR.1-S.2-GLE.1-EO.b; N.1) Question peers about evidence used in developing ideas (SC09-GR.1-S.2-GLE.1- EO.c; N.2) Interpret information represented in pictures, illustrations, and simple charts (SC09- GR.1-S.2-GLE.1-EO.d)

Guiding questions: What does the adult look like? (SC09-GR.1-S.2-GLE.1-EO.a,b,c: IQ.1,2) What does the offspring look like? (SC09-GR.1-S.2-GLE.1-EO.a,b,c: IQ.1,2) What characteristics are different? (SC09-GR.1-S.2-GLE.1-EO.a,b,c,d) What characteristics are similar between the adult and offspring? (SC09-GR.1-S.2- GLE.1-EO.a,b,c,d; RA.2,3) How can you tell if an organism and offspring are related? (SC09-GR.1-S.2-GLE.1- EO.a,b,c:IQ.1,2) How do the characteristics of organisms and offspring vary? (SC09-GR.1-S.2- GLE.1-EO.a,b,c,d; RA.1; N.2) How are adults and offspring similar? (SC09-GR.1-S.2-GLE.1-EO.a,b,c,d) Identify organisms and use evidence based scientific explanations for classifying them into groups. Analyze and interpret data about the needs of plants and animals. Use direct observations and other evidence to support ideas concerning physical characteristics that help plants and animals survive. Guiding questions: How do the needs of plants and animals differ? What helps a specific plant or animal survive? Resources: Teachers Pay Teachers, Reading A-Z, public library, CDE website Assessment Type: Draw an environment from hat, then design a organism that physical characteristics will help them survive, write 1-2 sentences supporting each characteristic. Professional Development Needs: Needs which need to be filled:

3 rd Quarter 2 weeks Solids and Liquids Properties, matter, patterns, compare, contrast Standards: 1.1 Solids and liquids have unique properties that distinguish them SC09-GR.1-S.1- GLE.1 Evidence Outcome: Students will understand: Patterns in nature are often revealed by comparing and contrasting states of matter (SC09-GR.1-S.1-GLE.1-EO.c) States of matter possess unique properties which facilitates classification (SC09- GR.1-S.1-GLE.1-EO.a) Students will know: The unique properties of solids and liquids (SC09-GR.1-S.1-GLE.1-EO.a) The similarities and differences of solids and liquids (SC09-GR.1-S.1-GLE.1-EO.b) The properties of solids and liquids in relation to the understanding of matter (SC09- GR.1-S.1-GLE.1;RA.1) The practical reasons for sorting solids and liquids (SC09-GR.1-S.1-GLE.1;RA.2) Observations as an important part of science (SC09-GR.1-S.1-GLE.1;N.2) Analyze and interpret observations (SC09-GR.1-S.1-GLE.1-EO.a) Classify and justify your choice based on evidence (SC09-GR.1-S.1-GLE.1-EO.c) Share results of experiments with others (SC09-GR.1-S.1-GLE.1;N.1) Conduct collaborative experiments (SC09-GR.1-S.1-GLE.1;N.3) Guiding questions: Where would one find patterns in nature? What are the common properties of a solid? (SC09-GR.1-S.1-GLE.1-EO.a;lQ.2,4) What are the common properties of a liquid? (SC09-GR.1-S.1-GLE.1-EO.a;lQ.1,3) What is different about the properties of matter? (SC09-GR.1-S.1-GLE.1- EO.a;lQ.1,2,3,4) Why is it important to find similarities and differences amongst matter? (SC09-GR.1- S.1-GLE.1-EO.a,b,c)

How are the properties of matter identified? How can you prove if something is a solid? (SC09-GR.1-S.1-GLE.1-lQ.2) How can you prove if something is a liquid? (SC09-GR.1-S.1-GLE.1;lQ.1) Inquiry Questions: How are patterns detected when sorting solids and liquids? (SC09-GR.1-S.1- GLE.1;RA.2) Academic Vocabulary: Classify, analyse, similar, different, interpret, collaboration, justify, identify Technical Vocabulary: Solid, liquid, ice, water, hard, wet, hot, cold Resources: Teachers Pay Teachers, Reading A-Z, public library Assessment Type: Experiment w/ solid/liquids, justify their choice of properties and share with group, write 2-3 sentences using Evidence Outcome. Professional Development Needs: Needs which need to be filled: 4 th Quarter 3 weeks Earth Systems Science Properties, Matter (earth materials), patters, compare and contrast, exploration, innovation, diversity Standards: 3.1 Earth s materials can be compared and classified based on their properties SC09-GR.1-S.3-GLE.1 Evidence Outcomes: Students will understand: Better understanding of Earth s materials (through comparing and contrasting) enables people to make informed decisions around the usage of natural resources (SC09-GR.1-S.3-GLE.1-EO.b)

Earth s material diversity affords communities opportunities for exploration and innovation (SC09-GR.1-S.3-GLE.1-EO.a) Properties and availability of Earth s materials determine the use of limitation of that material (SC09-GR.1-S.3-GLE.1-EO.c;RA.1) Students will know: The texture, size, color, and shape of various materials on Earth. (SC09-GR.1-S.3- GLE.1-EO.a) That usefulness of Earth materials based on their properties (SC09-GR.1-S.3-GLE.1- EO.c) The differences between soils from different places (SC09-GR.1-S.3-GLE.1-EO.d) The various ways in which humans use natural resources in their daily lives SC09- GR.1-S.3-GLE.1; RA.1) How the same materials can be sorted in a number of ways based on characteristics (SC09-GR.1-S.3-GLE.1;N.1) The limits on resources and materials extracted from the natural environment (SC09-GR.1-S.3-GLE.1; RA.2) The impact(s) of reducing, reusing, and recycling on Earth s materials (SC09-GR.1- S.3-GLE.1-EO.f) Identify and represent similarities and differences (SC09-GR.1-S.3-GLE.1-EO.a) Sort, group, and classify based on observations (SC09-GR.1-S.3-GLE.1-EO.b) Make predictions about the usage of natural resources (SC09-GR.1-S.3-GLE.1-E0.c) Communicate ideas about properties of Earth materials (SC09-GR.1-S.3-GLE.1- EO.d) Use a variety of tools to observe, analyze, record and compare Earth s materials (SC09-GR.1-S.3-GLE.1-EO.e) Make predictions based on what they know (SCO9-GR.1-S.3-GLE.1;N.2) Inquiry Questions: How do humans use natural resources in their daily lives? (SC09-GR.1-S.3- GLE.1;RA.1) What happens when we run out of a natural resource we need? (SC09-GR-1.S.3- GLE.1;RA.2)

Guiding questions: What are the properties of Earth materials? (SC09-GR.1-S.3-GLE.1-EO.a,b,c) What are the texture, size, color, and shape of various Earth Materials? What Earth materials can we use? What are some natural resources or Earth materials? How are Earth materials sorted into groups? (SC-9-GR.1-S.3-GLE.1-EO.a,b) How might the earth s materials be reused or recycled? (SC09-GR.1-S.3-GLE.1- EO.a,b,b;IQ.2) How are various materials on Earth similar and different? (SC09-GR.1-S.1- GLE.10EO.a;lQ.1;N.1) How do the properties of various materials on Earth affect the way we can use them? Why are resources extracted from the Earth in limited supply? Academic Vocabulary: Identify, represent, similarities, differences, predict, communicate, analyze, observe, sort, group, classify, similar, different, interpret, collaboration, justify, tools Technical Vocabulary: Texture, size, color, shape, natural resources, Earth, reduce, reuse, recycle Resources: Teachers Pay Teachers, Reading A-Z, public library Assessment Type: Earth Day, Poster on different types of recycling/resources, Write 3-4 sentences off a picture of something that pertains to recycling or Earth Day. Professional Development Needs: Needs which need to be filled:

Course prerequisite:

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