Science – Grade 1 Unit of Study: Measuring Temperature Second Grading Period – Weeks 1 and 2 (6 Days) curriculum overview



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Science – Grade 1


Unit of Study: Measuring Temperature

Second Grading Period – Weeks 1 and 2 (6 Days) CURRICULUM OVERVIEW

Enduring Understanding (Big Idea)

Unit Rationale

Temperature is a feature of weather that can be measured using a Celsius thermometer. Temperature can be recorded daily in a chart or graph so that patterns can be observed and predicted. Different mediums, such as water and colored paper, can affect temperature.

Tools such as a thermometer often give more information about things than can be obtained by just observing things without any tools. (Benchmarks for Science Literacy)

It is important that students develop an understanding of what a thermometer does, how it works, and why it is useful to be able to read a thermometer. (STC Weather Teacher’s Guide)



Essential Questions

Guiding Questions

  • How is your model thermometer a system? (TEKS Intro.)

  • How are the parts of your model thermometer system able to do things when put together that they cannot do by themselves? (TEKS Intro.)
  • Which parts, if any, can you remove from your model and have the thermometer still work? (TEKS Intro.)


  • What difference do you think it would make if the hot and cold waters had been sitting for ten minutes before you were able to take the temperatures? Why do you think that? (1.3B, 1.5B)

  • If you were going to buy a new winter coat, should you shop for lighter or darker colors if you wanted the coat to help keep you warm on a cold, sunny day? Why? (1.3A)

  • What temperature does your thermometer show? (1.4A)

  • Which temperature tells what the weather is like? (1.2E)

  • Where was the colder temperature recorded? Why do you think it was colder there? (1.2E)

  • What do you think the water will feel like in a cup that mixes the hot and cold water that you have? 1.3B)

  • Do students conclude that mixing hot or cold water produces warm or cool water? 1.2E)

  • Do students use the class data recorded on ”The Water-Mixing Experiment” chart to help them draw conclusions about the experiment and results? ( 1.2E)

  • Which color bag will have thermometers showing higher temperatures? Why do you think that? (1.3B)

  • Would you say that color does or does not cause change to the temperature on the thermometer? (Why or why not? (1.2E)

TEKS

TEKS Specificity - Intended Outcome

Concepts


Matter and Energy. TEKS 1.5 The student knows that objects have properties and patterns. The student is expected to:

(A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and

(B) predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.


I CAN” statements highlighted in yellow should be displayed for students.

I can…

  • Classify objects by observable properties(1.5A)

  • Predict and identify changes in water caused by heating and cooling (1.5B)


Skills

Scientific Investigation and Reasoning. TEKS 1.1 The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;


Scientific Investigation and Reasoning. TEKS 1.2 The student develops abilities to ask questions and seek answers in classroom and outdoor investigation. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world



I can…

  • Recognize and demonstrate safe practices (1.1A)


  • Ask questions about the natural world (1.2A)

  • Plan and conduct a science investigation (1.2B)

  • Communicate observations and provide explanations using data (1.2E)

(B) plan and conduct simple descriptive investigations such as ways objects move;

(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;

(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.Scientific Investigation and Reasoning. TEKS 1.3 The student knows that information and critical thinking are used in scientific problem solving. The student is expected to :

(B) make predictions based on observable patterns; and

Scientific Investigation and Reasoning. TEKS 1.4 The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and





  • Make predictions based on observable patterns (1.3B)




  • Collect, record, and compare information using tools (1.4A)







ELPS Student Expectations

ELPS Specificity - Intended Outcome



Listening

c2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;

c2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language


Speaking

c3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

c3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Reading

c4D use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text;



Writing

c5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired



Students will be provided opportunities to:

c2D listen and monitor teacher and student language and

asking for clarification when they do not understand.

c2E use visual and context support such as graphic

organizers to confirm understanding of the science concepts

for the lesson


c3B expand the science vocabulary including high-frequency

words for identifying and describing the science investigation


c3C speak in the small cooperative group using grammatical

structures and increasing lengths of sentences.


c4D use pre-reading supports such as graphic organizers,

illustrations, and pre-taught science vocabulary

c5C spell familiar English words with increasing accuracy.








College Readiness Student Expectations

College Readiness - Intended Outcome




Science Standards

IA Nature of Science: Scientific Ways of Learning and Thinking

4. Rely on reproducible observation of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.



IB Scientific Inquiry

1. Design and conduct scientific investigations in which hypotheses are formulated and tested.



IC Collaborative and safe working practices

1. Collaborate on joint projects.

2. Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.



Students will be provided opportunities to:

IA4a Know how to keep and have experience in keeping a journal or other record that accurately describes observations; that distinguishes actual observations from ideas, speculations, and opinions about what was observed; and that is understandable weeks or months later.

IB1a Develop hypotheses that lead to if/then predictions and know that hypotheses leading to accurate predictions are tentatively accepted, while hypotheses that lead to inaccurate prediction are rejected or discarded.

IC1a Work in teams and share responsibilities acknowledging, encouraging, and valuing contributions of all team members.

IC2a Use Materials Safety Data Sheet (MSDS) information and demonstrate safe laboratory practices.


Evidence of Learning (Summative Assessment)

From classroom and field investigations (CN), students will explain how the parts of the model thermometer system are able to do things when put together that they cannot do when separated. (B), with at least 80% accuracy (CR).

From classroom and field investigations (CN), students will explain at least one possible reason why a thermometer might not show the same outdoor temperature throughout the day even though the thermometer remained in the same spot. (B), with at least 80% accuracy (CR).



Science – Grade 1

Unit of Study: Measuring Temperature

Second Grading Period Week 1 Tuesday and Wednesday (2 day Lesson) (Note: Monday is a staff development day) CURRICULUM GUIDE

Guiding Questions

Essential Pre-requisite Skills

  • How is your model thermometer a system? (TEKS Intro.)
  • How are the parts of your model thermometer system able to do things when put together that they cannot do by themselves? (1.2E)


  • Which parts, if any, can you remove from your model and have the thermometer still work? (1.3B)

  • The student can follow safety procedures while using common tools and materials (Pre-K Guidelines VI.D.1)

  • The student can observe and record changes in temperature. (K.2D)

  • The student can observe and record weather changes from day to day and over seasons. (K.2D)

  • The teacher will review pre-requisite skills and knowledge as necessary.

The Teaching and Learning Plan

Instructional Model & Teacher Directions

The teacher will…

So students can…

5E Model of Instruction

Use STC Weather Lesson 6: Making a Model Thermometer

The teacher will prepare for the lesson by reading the “Overview and Objectives” and “Background” and completing the preparation steps prior to the lesson.



Engage

  • The Main Idea for this lesson is that students practice reading temperature on a model Celsius thermometer and understand it as a system with parts.

I Can…
    • Collect, record, and compare information using tools (1.4A)


    • Recognize that a thermometer is a system with parts that work together (TEKS Intro.)

  • Teacher will have the students Think, Pair, and Share about what they have learned about Weather so far or if they have any questions about weather. Teacher will lead a discussion to review lessons 1-5 and list new questions.

  • “Procedure #1

Lead a class discussion that reviews the concepts studied in Lesson 5. Hold up the large model Celsius thermometer. Ask, “Remember working with the large Celsius thermometer during the last science class? What did you learn about thermometers? How are they used? How do thermometers work? How is a thermometer a system? What are some different parts of a thermometer? How does the red liquid in a thermometer move?”

  • “Procedures #2 - #4”

Show students a small model Celsius thermometer (located at the end of Appendix B.) Say, “Today you will make and use your own models of a Celsius thermometer.” Distribute the student instructions and outline the steps for making the model thermometers (blackline masters following the lesson.) Say, “You will be coloring half of your shoelace red. When you are ready to tie it to the thermometer backing, be sure that the red part of the shoelace is on the bottom part of the thermometer and the white part of the shoelace is on the top part.” Distribute the materials for making the thermometer models and allow students time for make them. When they have completed their models, ask them to write their names on the back.

As students are observed making the thermometers, ask, “Do you think the model thermometer will be a system? Why or why not?”




  • Students view the large model thermometer and orally recall properties of thermometers, describe how thermometers are used, explain how a thermometer is a system, and describe how the red liquid in a real thermometer moves.




  • Students make individual model Celsius thermometers, according to the student instructions. Students also predict whether or not their model thermometers are going to be systems.


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