# Properties of Solids and Liquids

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1 Grade 1 Science, Quarter 3, Unit 3.1 Properties of Solids and Liquids Overview Number of instructional days: 11 (1 day = 45 minutes) Content to be learned Identify and describe solids and liquids using physical properties. Use balances to explore the property of weight. Collect and record observations and data about physical properties of solids and liquids. Compare and sort solids and liquids using physical properties. Use physical properties to state why objects are grouped. Processes to be used Identify and describe objects using physical properties. Compare, sort, and classify objects using physical properties. Use simple tools to explore the property of weight. Collect and record observations and data. Demonstrate safe practices during classroom and field investigations. Use scientific processes to conduct investigations, make and record observations, measure, describe, compare, sort, and classy, organize data, and build explanations. Essential questions What physical properties can be used to describe and sort solids? Liquids? How are solids different from liquids? How are solids and liquids similar? Cranston Public Schools, in collaboration with the C-27

2 Grade 1 Science, Quarter 3, Unit 3.1 Properties of Solids and Liquids (11 days) Final, October 2011 Grade Span Expectations Written Curriculum PS1 - All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance). PS1 (K-4) INQ 1 Collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility). PS1 (K-2) 1 Students demonstrate an understanding of characteristic properties of matter by 1a identifying, comparing, and sorting objects by similar or different physical properties (e.g., size, shape, color, texture, smell, weight). 1b recording observations/data about physical properties. 1c using attributes of properties to state why objects are grouped together (e.g., things that roll, things that are rough). PS1 (K-4) POC 2 Make a prediction about what might happen to the state of common materials when heated or cooled or categorize materials as solid, liquid, or gas. PS1 (K-2) POC 2 Students demonstrate an understanding of states of matter by 2a describing properties of solids and liquids. 2b identifying and comparing solids and liquids. PS1 (K-4) SAE 3 Use measures of weight (data) to demonstrate that the whole equals the sum of its parts. PS1 (K-2) 3 Students demonstrate an understanding of conservation of matter by 3a using simple tools (e.g. balance scale, see-saw) to explore the property of weight. Clarifying the Standards Prior Learning In kindergarten, students used their five senses to identify, compare, and sort objects using physical properties. They also used simple tools to explore the property of weight. In unit 2.1, first-grade students used simple tools and their senses to identify, compare, and sort earth materials using physical properties. C-28 Cranston Public Schools, in collaboration with the

5 Grade 1 Science, Quarter 3, Unit 3.2 Characteristics of Animals Overview Number of instructional days: 14 (1 day = 45 minutes) Content to be learned Observe that animals need water, air, food, and shelter to grow. Identify the basic needs that animals need in order to survive. Distinguish between living and nonliving things. Observe, identify, and record external features of animals. Identify specific functions of physical structures of animals (e.g., webbed feet for swimming), and explain how structures help them to survive in their environments. Observe, draw, and label the stages of an animal s life cycle. Given pictures, sequence the life cycle of an animal. Care for animals by identifying and providing for their needs. Essential questions How do you know if something is a living organism? How do you care for an animal? Processes to be used Identify similarities and differences. Observe, identify, and record external features of organisms. Identify structures and describe the functions of structures within a system. Observe and identify patterns of change. Demonstrate safe and ethical practices during classroom investigations. Use scientific processes to make observations, organize and compare data, communicate findings, and build explanations. How do the external features of animals help them survive in their environments? How do animals change over time? Cranston Public Schools, in collaboration with the C-31

6 Grade 1 Science, Quarter 3, Unit 3.2 Characteristics of Animals (14 days) Final, October 2011 Grade Span Expectations Written Curriculum LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). LS1 (K-4) SAE -2 Identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space). LS1 (K-2)-2 Students demonstrate understanding of structure and function-survival requirements by 2a observing that plants need water, air, food, and light to grow; observing that animals need water, air, food and shelter to grow. LS1 (K-4) - INQ+POC 1 Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike. LS1 (K-2) 1 Students demonstrate an understanding of classification of organisms by 1a distinguishing between living and nonliving things. LS 4 - Humans are similar to other species in many ways, and yet are unique among Earth s life forms. LS4 (K-4) FAF -8 Identify what the physical structures of humans do (e.g., sense organs eyes, ears, skin, etc.) or compare physical structures of humans to similar structures of animals. LS4 (K-2)-8 Students demonstrate an understanding of human body systems by 8b observing, identifying, and recording external features of humans and other animals. LS1 [See above] LS1 (K-4) FAF 4 Identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire). LS1 (K-2) 4 Students demonstrate understanding of structure and function-survival requirements by 4a identifying the specific functions of the physical structures of a plant or an animal (e.g. roots for water; webbed feet for swimming). C-32 Cranston Public Schools, in collaboration with the

7 Characteristics of Animals (14 days) Grade 1 Science, Quarter 3, Unit 3.2 Final, October LS1 [See above] LS1 (K-4) POC 3 Predict, sequence or compare the life stages of organisms plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms). LS1 (K-2) 3 Students demonstrate an understanding of reproduction by 3b sequencing the life cycle of a plant or animal when given a set of pictures. 3a observing and scientifically drawing (e.g. recording shapes, prominent features, relative proportions, organizes and differentiates significant parts observed) and labeling the stages in the life cycle of a familiar plant and animal. LS2 - Matter cycles and energy flows through an ecosystem. LS2 (K-4) SAE 5 Recognize that energy is needed for all organisms to stay alive and grow or identify where a plant or animal gets its energy. LS2 (K-2) 5 Students demonstrate an understanding of energy flow in an ecosystem by 5a caring for plants and/or animals by identifying and providing for their needs; experimenting with a plant s growth under different conditions, including light and no light. Clarifying the Standards Prior Learning In kindergarten, students learned to distinguish between living and nonliving things. Students observed, identified, and recorded external features of humans and other animals. They cared for animals by identifying and providing for their needs. The students observed that animals need water, air, food, and shelter to grow. They began to identify the functions of the physical structures of an animal. In addition, they practiced sequencing the life cycle of an animal when given a set of pictures. Current Learning Reinforcement Level of Instruction (content taught in prior grade) In first grade, students continue to distinguish between living organisms and nonliving objects. They observe, identify, and record external features of humans and other animals. They continue to care for animals by identifying and providing for their needs. Students use pictures to sequence the life cycle of an animal. Developmental Level of Instruction (content new to grade level) Students in first grade observe and label the stages in the life cycle of an animal. Cranston Public Schools, in collaboration with the C-33

10 Grade 1 Science, Quarter 3, Unit 3.2 Characteristics of Animals (14 days) Final, October 2011 Phillips, D. (2008). My First Book of Reptiles and Amphibians. United Kingdom: TickTock Books. Stockland, P. (2005). Red Eyes or Blue Feathers. Mankato, MN: Picture Window Books. Stockland, P. (2005). Stripes, Spots or Diamonds: A Book About Animal Patterns (Animal Wise). Mankato, MN: Picture Window Books. Stockland, P. (2005). Swing, Slither or Swim: A Book About Animal Movement (Animal Wise). Mankato, MN: Picture Window Books. Websites (virtual classroom pet) C-36 Cranston Public Schools, in collaboration with the

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