|
     
Outline of Georgia Performance Standards (see
http://www.georgiastandards.org
for full descriptions of each standard). I will be adding a technology
integration activity for most of the performance standards.
| Standard Area and Number |
Standard |
Technology Activity |
|
First Grade English Language Arts
Technology Activities |
ELA
Concepts of Print
ELA1R1 The student demonstrates knowledge of concepts of print. The
student |
a. Understands that there are correct spellings for words.
b. Identifies the beginning and end of a paragraph.
c. Demonstrates an understanding that punctuation and capitalization are used in
all
written sentences. |
a. Let students type spelling words
into Puzzlemaker to create word search puzzles.
http://www.puzzlemaker.com
b. Look at some paragraphs on the Internet (content isn't important.
Teach students how to highlight text. Have them highlight beginnings
of paragraphs. Ask them to highlight endings of paragraphs.
c. Create a template in Word that has five to ten sentences. Leave
all letters lower case and don't put punctuation at the end of
sentences. Have students edit to correct the capitalization and
punctuation errors. |
Phonological Awareness
ELA1R2 The student demonstrates the ability to identify and orally
manipulate
words and individual sounds within those spoken words. The student |
a. Isolates beginning, middle, and ending sounds in single-syllable words.
b. Identifies onsets and rimes in spoken one-syllable words.
c. Adds, deletes, or substitutes target sounds to change words (e.g., change
top to stop; change smile to mile; change cat to cap).
d. Distinguishes between long and short vowel sounds in spoken, one syllable
words (can and cane).
e. Orally blends two to four phonemes into recognizable and/or nonsense
words.
f. Automatically segments one-syllable words into sounds. |
Have students play word games with
Digby Mole on the Internet.
http://www.bbc.co.uk/schools/laac/words/dgi.shtml
Have them complete more activities at Starfall.
http://www.starfall.com |
Phonics
ELA1R3 The student demonstrates the relationship between letters and
letter
combinations of written words and the sounds of spoken words. The
student |
a. Automatically generates the sounds for all letters and letter patterns,
including long
and short vowels.
b. Applies knowledge of letter-sound correspondence to decode new words.
c. Reads words containing consonant blends and digraphs.
d. Reads words with inflectional endings.
e. Reads compound words and contractions in grade appropriate texts.
f. Reads words containing vowel digraphs and r-controlled vowels.
g. Uses spelling patterns to recognize words.
h. Applies learned phonics skills when reading and writing words, sentences, and
stories. |
Have students read stories on the
Internet.
http://www.starfall.com/n/level-c/index/load.htm?f
Show them how to click on the words to hear them
read, but remind them to try to figure out the words themselves
first. |
Fluency
ELA1R4 The student demonstrates the ability to read orally with
speed. accuracy,
and expression. The student
|
a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words within
texts.
c. Reads grade-level text with appropriate expression.
d. Reads first-grade text at a target rate of 60 words correct per minute.
e. Uses self-correction when subsequent reading indicates an earlier misreading
within grade-level text. |
Have students read stories on the
Internet.
http://www.starfall.com/n/level-c/index/load.htm?f
Show them how to click on the words to hear them
read, but remind them to try to figure out the words themselves
first. |
Vocabulary
ELA1R5 The student acquires and uses grade-level words to
communicate
effectively. The student |
a. Reads and listens to a variety of texts and uses new words in oral and
written
language.
b. Recognizes grade-level words with multiple meanings.
c. Identifies words that are opposites (antonyms) or have similar meanings
(synonyms). |
a. Have students use an online
picture dictionary to look up words.
http://www.enchantedlearning.com/Dictionary.html
Once they have found a word they didn't know, have them write it
down and then either say or write a sentence with that word in it.
b. Pair students to practice with homophones on the Internet.
http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps2hom.htm
c. Pair students to practice with synonyms and antonyms on the
Internet.
http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps2syn.htm
http://abcteach.com/grammar/online/opposites1.htm
|
Comprehension
ELA1R6 The student uses a variety of strategies to understand and
gain meaning
from grade-level text. The student |
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning middle
end, setting, characters, problems, events, resolution) of a read-aloud or
independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text read or
heard.
h. Self-monitors comprehension and rereads when necessary.
i. Recognizes cause-and-effect relationships in text.
j. Identifies word parts to determine meanings.
k. Begins to use dictionary and glossary skills to determine word meanings.
l. Recognizes plot, setting, and character within texts, and compares and
contrasts
these elements among texts.
m. Recognizes and uses graphic features and graphic organizers to understand
text. |
a-j. Have students read stories on the
Internet.
http://www.starfall.com/n/level-c/index/load.htm?f
Show them how to click on the words to hear them
read, but remind them to try to figure out the words themselves
first.
Partner them with other students and give them a list of questions
or a rubric. Have them make predictions as they read the stories.
Have them ask each other about the narrative elements. Have them
retell the stories to each other, etc.
k. Have students use an online
picture dictionary to look up words.
http://www.enchantedlearning.com/Dictionary.html
l-m. Have the pair of students complete a graphic organizer in
Kidspiration to identify the plot, setting, characters. Let them
compare these elements to those in another story in the same
Kidspiration document. |
Writing
ELA1W1 The student begins to demonstrate competency in the writing
process.
The student |
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to make
corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet,
books)
and strategies to gather information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal
names, months).
m. Uses commas in a series of items. |
Have students write autobiographies
in Word. Make a template of things for them to include, i.e.:
My name is _____.
I have _____ brothers and ____ sisters.
My favorite cartoon is ______.
Be sure to include all required elements. Have them read their
stories to each other and make corrections together (pair students
for this part). |
Listening/Speaking/Viewing
ELA1LSV1 The student uses oral and visual strategies to communicate.
The
student |
a. Follows three-part oral directions.
b. Recalls information presented orally.
c. Responds appropriately to orally presented questions.
d. Increases vocabulary to reflect a growing range of interests and
knowledge.
e. Communicates effectively when relating experiences and retelling stories
read, heard, or viewed.
f. Uses complete sentences when speaking. |
Have students work in small groups of
three to write stories in PowerPoint (you assign a topic or give
them a list of topics to choose from - best topics would include
something they're required to learn in science or social studies).
Assign group roles or let these roles alternate so all get to use
the keyboard. Give them a rubric to check over their work when it's
completed (include spelling, content, etc.) Note: Kids this
age CAN complete PowerPoint projects when working in groups, and
with some assistance. |
| Standard Area and Number |
Standard |
Technology Activity |
|
First Grade Math Technology Activities |
Number and Operations
M1N1. Students will estimate, model, compare, order, and represent whole
numbers up to 100. |
a. Represent numbers less than 100 using a variety of models, diagrams, and
number sentences. Represent numbers larger than 10 in terms of tens and
ones using counters and pictures.
b. Correctly count and represent the number of objects in a set using numerals.
c. Compare small sets using the terms greater than, less than, and equal to (<,
>, =).
d. Understand the magnitude and order of numbers up to 100 by making
ordered sequences and representing them on a number line.
e. Exchange equivalent quantities of coins by making fair trades involving
combinations of pennies, nickels, dimes, and quarters and count out a
combination needed to purchase items less than a dollar.
f. Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent
quantities by making fair trades involving combinations of bills and count
out a combination of bills needed to purchase items less than twenty dollars. |
Have students use KidPix to create
representations of numbers in sets. Have them draw number lines and
mark them appropriately according to what you call out.
Have them use Kidspiration to practice working with money (Kidspiration
has graphics of bills). You call out a price and see if the students
can correctly identify the bills needed for that amount. |
M1N2. Understand place value notation for the
numbers between 1 and 100.
(Discussions may allude to 3-digit numbers to assist in
understanding place
value.) |
a. Determine which multiple of ten a given number is nearest (rounding) using
tools such as a sequential number line or hundreds chart to assist in
estimating.
b. Represent collections of less than 30 objects with 2-digit numbers and
understand the meaning of place value. (Make sure that students, when
given a number like 27 initially describe it as 2 tens and 7 ones, and only
later use standard language, twenty-seven, when talking about the number.) |
a. Have students practice rounding on
the Internet.
http://www.janbrett.com/piggybacks/rounding.htm
b. Have students use stamps in Kidpix to create visual
representations of collections with less than 30 objects. Have them
stamp the numbers themselves with each set. For example, 27 gold
bars stamped on the screen, and then "2 tens" and "7 ones" stamped
with letter stamps on the same screen.
|
M1N3. Students will add and subtract numbers less
than 100 as well as understand
and use the inverse relationship between addition and subtraction. |
a. Identify one more than, one less than, 10 more than, and 10 less than a given
number.
b. Skip-count by 2’s, 5’s, and 10’s forward and backwards – to and from
numbers up to 100.
c. Compose/decompose numbers up to 10 --“break numbers apart”, e.g., 8 is
represented as 4 + 4, 3 + 5, 5 + 2 + 1, and 10-2). Decompose numbers
between 11 and 19 as one ten and the appropriate number of ones.
d. Understand a variety of situations to which subtraction may apply: taking
away from a set, comparing two sets, and determining how many more or
how many less.
e. Understand addition and subtraction number combinations using strategies
such as counting on, counting back, doubles and making tens.
f. Know the single-digit addition facts to 18 and corresponding subtraction
facts with understanding and fluency. (Use strategies such as relating to
facts already known, applying the commutative property, and grouping facts
into families.)
g. Apply addition and subtraction to 2 digit numbers without regrouping (e.g.
15 + 4, 80-60, 56 + 10, 100-30, 58 + 5).
h. Solve and create word problems involving addition and subtraction to 100
without regrouping. Use words, pictures and concrete models to interpret
story problems and reflect the combining of sets as addition and taking away
or comparing elements of sets as subtraction. |
Have students illustrate each element
in Kidpix. (This will require an adult helper to give step-by-step
directions to the students as they work). For example, tell students
to stamp gold bars on the screen, one less than five. Check to see
that they stamp four gold bars. Tell them to stamp eight gold bars
but to break it into sets. One set should have four. Check to see
that they make the second set with four. If necessary, have them
work in pairs to complete these tasks. |
M1N4. Students will count collections of up to
100 objects by dividing them into
equal parts and represent the results using words, pictures, or
diagrams. |
a. Use informal strategies to share objects equally between two to five people.
b. Build number patterns, including concepts of even and odd, using various
concrete representations. (Examples of concrete representations include a
hundreds chart, ten grid frame, place value chart, number line, counters, or
other objects.).
c. Identify, label and relate fractions (halves, fourths) as equal parts of a
whole
using pictures and models. |
Have students use Excel to make their
own hundreds chart, ten grid frame, etc. Print these and let them
use them with their math lessons.
Have students make models of fractions in KidPix (whole, half,
fourth). Print these and display them in the room as a reference. |
Measurement
M1M1 Students will compare and/or order the length, weight, or
capacity of two
or more objects by using direct comparison or a nonstandard unit. |
a. Directly compare length, weight, and capacity of concrete objects.
b. Estimate and measure using a non-standard unit that is smaller than the
object to be measured.
c. Measure with a tool by creating a “ruled” stick, tape, or container by
marking off ten segments of the repeated single unit. |
As a whole group (using a projection
device), compare objects on the Internet.
http://www.mathcats.com/explore/balance/balance.html |
| M1M2. Students will develop an understanding of
the measurement of time. |
a. Tell time to the nearest hour and half hour and understand the movement of
the minute hand and how it relates to the hour hand.
b. Begin to understand the relationship of calendar time by knowing the
number of days in a week and months in a year.
c. Compare and/or order the sequence or duration of events (e.g.,
shorter/longer and before/after). |
Have students practice telling time
on the Internet.
http://www.primarygames.com/time/start.htm |
Geometry
M1G1. Students will study and create various two and
three-dimensional figures
and identify basic figures (squares, circles, triangles, and
rectangles) within
them. |
a. Build, draw, name, and describe triangles, rectangles, pentagons, and
hexagons.
b. Build, represent, name, and describe cylinders, cones, and rectangular
prisms (objects that have the shape of a box).
c. Create pictures and designs using shapes, including overlapping shapes. |
Use KidPix to draw each shape and
label it. Combine these same basic shapes to make pictures; i.e. a
square with a triangle to make a house. |
| M1G2. |
Students will compare, contrast, and/or classify geometric shapes by the
common attributes of position, shape, size, number of sides, and number of
corners. |
Take digital pictures of different
shapes around the classroom or school. Display the pictures and have
students compare and contrast the shapes. |
| M1G3. |
Students will arrange and describe objects in space by proximity,
position,
and direction (near, far, below, above, up, down, behind, in front of, next
to, and left or right of). |
Have students arrange objects to
represent each element. Take digital pictures of each
representation. For example, one student sitting behind another one.
Have students use the pictures to practice identifying these
elements. |
Data Analysis and Probability.
M1D1. Students will create simple tables and graphs and interpret
them. |
a. Interpret tally marks, picture graphs and bar graphs.
b. Organize and record data using objects, pictures, tally marks, and picture
graphs. |
Have students practice interpreting
pictographs on the Internet.
Bars and Pictographs |
Process Skills
M1P1. Students will solve problems that arise in mathematics and in
other contexts. |
a. Solve non- routine word problems using the strategy make a picture or
diagram and continue to develop the strategy act out or use objects learned
in kindergarten.
b. Solve single step routine word problems related to all appropriate first
grade
math standards.
c. Determine the operation(s) needed to solve a problem.
d. Determine the most efficient way to solve a problem (mentally,
paper/pencil, or calculator). |
Incorporated into M1P5. |
| M1P2. |
Students will investigate, develop, and evaluate mathematical arguments. |
Incorporated into M1P5. |
| M1P3. |
Students will use the language of mathematics to express ideas precisely. |
Incorporated into M1P5. |
| M1P4. |
Students understand how mathematical ideas interconnect and build on
one another and apply mathematics in other content areas. |
Incorporated into M1P5. |
| M1P5. |
Students will create and use pictures, manipulatives, models, and symbols
to organize, record, and communicate mathematical ideas. |
Have students complete PowerPoint
presentations with math stories. For instance, "One cat danced.
Another cat danced. Two cats were dancing." Be sure they include
pictures that accurately represent the numbers in each slide. |
| Standard Area and Number |
Standard |
Technology Activity |
|
First Grade Social Studies Technology
Activities |
Historical
Understandings
SS1H1 The student will read about and describe the life of
historical figures in
American history. |
a. identify the contributions made by these figures: Benjamin Franklin
(inventor/author/statesman); Thomas Jefferson (Declaration of Independence);
Meriwether Lewis & William Clark with Sacagawea (exploration); Harriett
Tubman (Underground Railroad); Theodore Roosevelt (National Parks and
the environment); George Washington Carver (science);
b. describe how everyday life of these historical figures is similar to and
different from everyday life in the present (food, clothing, homes,
transportation, communication, recreation) |
a. Have students use Kidspiration to
create a bubble for each person. Around that, have the students
organize bubbles with important facts about each person. Have them
change the main bubble to an appropriate picture.
b. Create a template in Kidspiration with two sets of bubbles, one
on the right and one on the left. Give each bubble a title "food,
clothing, homes, transportation, communication, recreation"). Have
students change the bubbles into pictures. The left hand side
should be pictures of what a historical figure might have used. The
right hand side should have pictures of what the student uses. |
SS1H2 The student will read or listen to American
folktales and explain how they
characterize our national heritage. |
a. identify John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie
Oakley. |
As a group, using a projection
device, have students complete a Kidspiration document to identify
at least five traits these folk tale heroes had that they admire and
believe to characterize our heritage. (You will have to do a lot of
guidance with this activity.) |
Geographic Understandings
SS1G1 |
The student will describe the cultural and geographic systems associated
with
the historical figures in SS1H1a. |
Have students use maps in KidPix to
draw trails where these people traveled or settled. Show students
how to use different colors for each trail, and how to create a
simple key or write the person's name beside his/her trail. |
| SS1G2 |
The student will identify and locate their city, county, state, nation and
continent on a simple map or a globe. |
Have students use maps in KidPix to
color in the required elements. They can use line tools to draw
outlines for each thing, then color in each one with the fill can.
They will need to start with the largest element (continent), and
work their way in to the smallest (city). |
| SS1G3 The student will locate major topographical
features on the earth’s surface. |
a. locate all of the continents: North America, South America, Africa,
Europe, Asia, Antarctica, and Australia.
b. locate the major oceans: Arctic, Atlantic, Pacific, and Indian
c. identify and describe landforms (mountains, deserts, valleys, plains,
plateaus, and
coasts). |
Have students fill in maps in KidPix
(Goodies) and label all required elements. |
| Standard Area and Number |
Standard |
Technology Activity |
|
First Grade Science Technology
Activities |
Habits of Mind
S1CS1. Students will be aware of the importance of curiosity,
honesty, openness, and
skepticism in science and will exhibit these traits in their own
efforts to understand
how the world works. |
a. Raise questions about the world around them
and be willing to seek answers to some of
the questions by making careful observations and measurements and
trying to figure
things out. |
Use Kidspiration or KidPix to find a
picture to represent each sense (students will need guidance for
this). Add two or three pictures to depict something that sense
does. For example, a mouth for taste, and pictures of a strawberry
and ice cream to go with it. |
S1CS2. Students will have the computation and
estimation skills necessary for analyzing data
and following scientific explanations. |
a. Use whole numbers in ordering, counting,
identifying, measuring, and describing
things and experiences.
b. Readily give the sums and differences of single-digit numbers in
ordinary, practical
contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before
doing them formally.
d. Make quantitative estimates of familiar lengths, weights, and
time intervals, and check
them by measuring. |
Make several templates in Word,
KidPix, or Kidspiration by simply filling the screen with objects
(like circles). Have the students try to estimate how many circles
are in the whole screen. Guide them to count the circles in one
section and then guess how many there are in all. (Be careful to
keep objects the same size when creating the templates.) Have them
go back and actually count the objects formally to verify or
disprove their estimates. |
S1CS3. Students will use tools and instruments
for observing, measuring, and manipulating
objects in scientific activities. |
a. Use ordinary hand tools and instruments to construct, measure, and look at
objects.
b. Make something that can actually be used to perform a task, using paper,
cardboard,
wood, plastic, metal, or existing objects.
c. Identify and practice accepted safety procedures in manipulating science
materials and
equipment. |
N/A |
S1CS4. Students will use the ideas of system,
model, change, and scale in exploring scientific
and technological matters. |
a. Use a model—such as a toy or a picture—to describe a feature of the primary
thing.
b. Describe changes in the size, weight, color, or movement of things, and note
which of
their other qualities remain the same during a specific change.
c. Compare very different sizes, weights, ages (baby/adult), and speeds
(fast/slow) of
both human made and natural things. |
Take a picture of two or three
students lined up. Print the picture out or display it. Have
students talk about similarities and differences (who's largest,
who's smallest). Ask for pictures from when students were babies.
Scan them and then compare those pictures with current ones (side by
side). Have students describe changes and things that have remained
the same. Use the Internet to find pictures
of each required elements. Compare these pictures as a group (using
a projection device) to discuss which ones are fast objects, which
ones are slow (i.e. a race car and a turtle).
|
| S1CS5. Students will communicate scientific ideas
and activities clearly. |
a. Describe and compare things in terms of number, shape, texture, size, weight,
color,
and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of
the thing
being described.
c. Use simple pictographs and bar graphs to communicate data. |
Call out directions for students to
draw something in KidPix. (Have your own model done beforehand, but
don't show it to them.) For instance, "Draw a circle. Draw six eyes
in the circle. Draw four squiggly hairs on top of the circle. Draw
two big teeth on the circle. Color the teeth in yellow." When you're
done, see how their representations match yours. Talk about the
features that are the same, even though they look a little
different. |
The Nature of Science
S1CS6. Students will be familiar with the character of scientific
knowledge and how it is
achieved. Students will recognize that: |
a. When a science investigation is done the way it was done before, we expect to
get a
similar result.
b. Science involves collecting data and testing hypotheses
c. Scientists often repeat experiments multiple times, and subject their ideas
to criticism
by other scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists. |
Go through a science investigation
(for example, have two groups of students make Jell-o to see how it
changes form). Take digital pictures of each step. Make a second
batch of Jell-o, taking pictures of each step. Compare the two sets
of pictures and the results of each to see if everything was done
the same way and if the results were the same. (Thanks to Carol Reed
for this idea!) |
S1CS7. Students will understand important
features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices: |
a. Scientists use a common language with precise definitions of terms to make it
easier to
communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members
should reach
individual conclusions and share their understandings with other members of the
team
in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more information
about
things than can be obtained by just observing things without help.
d. Much can be learned about plants and animals by observing them closely, but
care
must be taken to know the needs of living things and how to provide for them.
Advantage can be taken of classroom pets. |
If you have a classroom pet, take
pictures of the proper way to feed, water, and clean the pet's cage.
Take a video of the right way to hold the pet. Post these pictures
at the pet's cage or aquarium as a reminder of the right way to care
for living things. |
Earth Science
S1E1. Students will observe, measure, and communicate weather data
to see patterns in
weather and climate. |
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather instruments
(thermometer, wind vane, rain gauge), and recording weather data (temperature,
precipitation, sky conditions, and weather events) in a periodic journal or on a
calendar
seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and
weather events)
to seasonal changes.
Sample Tasks:
A. Use simple weather instruments and observations to collect and chart weather
data in a
periodic journal throughout the year. Look for patterns.
a. Thermometer-Temperature
b. Wind vane- wind
c. Rain gauge- precipitation
d. Sky conditions—sunny, cloudy, etc.
e. Weather events such as thunderstorms, tornados, and hurricanes
B. Read or listen to stories about the weather and relate the stories to
observations.
C. Use what you know about weather patterns and how the weather changes through
the year
and during different seasons to compile an illustrated booklet relating changes
in temperature
and rainfall to seasonal changes.
D. Blow bubbles or make a pinwheel to observe the wind’s direction and strength.
E. Make a weather booklet with pictures or drawings of different clouds,
precipitation, and
weather events.
F. Watch for rainbows. Record when and where you saw them on a class list. Note
what was
happening in the weather when you saw it. Read a story about rainbows to find
out more
about them.
G. Use the stories you write for the booklet to tell about how weather affects
what people wear
and what games they play.
H. Draw pictures of what to wear during different kinds of weather or match
pictures of the
weather with articles of clothing. (For example, wear a coat, hat and gloves
when it is very
cold.)
I. Scientists measure all forms of precipitation in a rain gauge. They measure
sleet and snow
by letting it melt and then measuring it in a rain gauge. Invite a weather
person
(meteorologist) to talk to the class about measuring precipitation.
J. Keep a container or rain gauge in the school yard and measure the
precipitation. Keep a
record to look for wettest months and driest months. Make a class graph of
precipitation.
Relate how plants and animals common to Georgia are affected by seasonal changes
by
drawing plants and animals through the year and showing how they are different
in different
seasons. (For example, some birds migrate, and some trees lose their leaves.)
Suggested resource: http://www.weather.com |
a. Have students (either as a whole
group or in small groups) use KidPix or Kidspiration to make
pictures of each type of weather, including the characteristics.
b and c. Have students go to the Internet (http://www.weather.com)
to find out weather predictions for each day. Have them write down
the predictions in a journal. Have them actually check the
temperature, etc., and record real data to compare to the
predictions. At the end of a season, have them compare a given day
in one season to a given day in another season. |
| S1E2. Students will observe and record changes in
water as it relates to weather. |
a. Recognize changes in water when it freezes (ice) and when it melts (water).
b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as
either solid
(ice) or liquid (water).
c. Determine that the weight of water before freezing, after freezing, and after
melting
stays the same.
d. Determine that water in an open container disappears into the air over time,
but water
in a closed container does not.
Sample Tasks:
A. Put some water in a sealable plastic bag. Do not fill the bag completely.
Measure the
weight of water before and after freezing and after melting. (Use a scale and
measure
using common manipulatives such as paper clips, blocks, or counters.) Compare
the
measurements to demonstrate the amount of water is the same. Draw how the water
changes.
B. Put a rain gauge or container outside to collect precipitation. Identify
forms of
precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or
liquid
(water).
C. Choose two similar containers. Mark the outside of the containers with tape
or a marker.
Put a measured amount of water in an open container and the same amount of water
in a
closed container. Observe and keep a record of measurements in chart form of the
amount of water in the containers over time (evaporation). Compare changes in
amounts
to find out how much water evaporated.
D. Ask questions about puddles of water after a rain and make observations
periodically.
Draw what happens over time. Create an investigation to measure a puddle. Tell
what
you would do, what measurement tools you would choose, how often you would
measure, and what you would learn. (Reference: Puddle Questions by Joan Westly,
1994, Creative Publications) |
Have students use the Internet
(Yahooligans,
http://www.yahooligans.com) to look up pictures of each type of
water/precipitation. Ask them to talk to each other about the
differences they see in each type. |
Physical Science
S1P1. Students will investigate light and sound. |
a. Recognize sources of light.
b. Explain how shadows are made.
c. Investigate how vibrations produce sound.
Weight of water in bag Weight of water when frozen Weight of water when melted
d. Differentiate between various sounds in terms of (pitch) high or low and
(volume) loud
or soft.
e. Identify emergency sounds and sounds that help us stay safe.
Sample Tasks:
A. Use musical instruments to feel how vibrations produce sounds when the
instruments are
plucked, tapped, or when you blow into them or over them.
B. Make a tape of different school sounds. Play the tape and ask classmates to
sort the sounds
as loud or soft and pleasant or harsh. Make a list of sounds you like and sounds
you do not
like.
C. Get two pieces of string about the length of your arm. Tie each piece of
string to a different
side of the bottom of a coat hanger. Put the strings up to your ears so that it
touches the area
right in front of your ears. Have someone tap the hanger with a spoon and
listen. Move the
strings away from your ears and listen as someone taps on the hanger. Explain
how the
sounds differ.
D. Sit quietly for five minutes. List or draw all of the sounds you hear.
E. Discuss the difference between sound that is pleasant and a sound that
bothers you (noise).
Ask other people including adults what sounds they like and what sounds are
noises to them
to see if noise is the same to all people.
F. Pluck a rubber band and listen for the sound it makes. Carefully stretch the
rubber band to
listen to the changes in sound.
G. Pour different amounts of water in some glasses. Tap the sides of the glass
and listen to the
different sounds. Put the glasses in order from high sounds to low sounds. Draw
a picture of
the glasses and the amounts of water. Explain what you found out.
H. Make a list of loud sounds and soft sounds. Circle the ones that are not
pleasant because
they are too loud.
I. Drop items in a box and listen to the sounds. Have a partner drop one of the
items in the box
while you have your back turned or your eyes shut. See if you can recognize the
item by the
sound it made.
J. Discuss the importance of emergency sounds such as fire alarms, smoke
detectors, and sirens
and important sounds such as the loudspeaker, an alarm clock, or your teacher
and parents.
Make a poster of people and things that make sounds illustrating why it is
important to listen
for sounds to stay safe.
K. Play a game with your classmates. Have everyone close their eyes. The teacher
taps
someone to say hello while everyone listens. Everyone opens their eyes and tries
to identify
the person. The person who gets it right gets to tap the next person who says
hello.
L. Hold a ticking clock over a table. See how many classmates can hear the
ticking. Set the
clock on the table and check to see who can hear the ticking. Have classmates
lay their ear
on the table that the clock is on. Discuss how the sounds are different.
M. Listen to sounds through sealed bags of air, water, or sand/soil. Explain the
differences. |
a and b. Have students use a digital
camera to take pictures throughout the school (and outside) of
sources of light. Take pictures of the shadows each source of light
makes.
c, d, and e. As students investigate these sounds, record some of
them using a small microphone attached to the computer. Students can
insert the sounds into a PowerPoint presentation to listen to them
over and over to answer the questions asked.
Have students go to Music Looper's demo and create some songs and
play with sounds.
http://www.sonymediasoftware.com/products/sdml/sdml.asp |
| S1P2. Students will demonstrate effects of
magnets on other magnets and other objects. |
a. Demonstrate how magnets attract and repel.
b. Identify common objects that are attracted to a magnet.
c. Identify objects and materials (air, water, wood, paper, your hand, etc.)
that do not
block magnetic force.
Sample Tasks:
A. Put two magnets close to each other to observe how they react. Try putting
the magnets near
each other in various ways. Explain what you observe. If the magnets pull close
to each
other, they are attracted. If they push apart, they repel.
B. Put a magnet over a cup of paper clips. Record what happens.
C. Observe, predict, and record objects that can be attracted to a magnet.
Record your findings
in a chart.
D. Identify materials or objects (air, water, wood, paper, your hand, etc.) that
do not block the
magnetic force. Explain why you think the magnet’s force would or would not be
blocked
by the material.
E. Observe and list common uses for magnets at home and at school. Sketch some
of the ways
people use magnets.
F. Explore how magnets can be used to make some things move without being
touched. Create
stick puppets by attaching magnets to craft sticks or other classroom objects.
Move the stick
figures by using another magnet underneath a desk, table, or shoebox. Use your
stick puppet
to tell others what you know about magnets. |
Set up a template in Word or other
program with columns so that students can record observations. Have
them type a list of the things that are attracted to a magnet. Have
them type a list of things that are repelled by a magnet. Have them
make predictions in one column, observations in another column, and
facts learned in a third column. Note:
Be sure not to get magnets near the computers when doing these
experiments! |
Life Science
S1L1. Students will investigate the characteristics and basic needs
of plants and animals. |
a. Identify the basic needs of a plant.
• Air
• Water
• Light
• Nutrients
b. Identify the basic needs of an animal.
• Air
• Water
• Food
• Shelter
c. Identify the parts of a plant—root, stem, leaf, and flower.
d. Compare and describe various animals—appearance, motion, growth, basic needs.
Sample Tasks:
A. Plant a seed and see if you can meet its basic needs to keep it alive. Write
a letter to a friend
telling what you needed to do to meet the basic needs of your plant.
B. Sketch and/or use a picture of a plant and label its parts. Explain what each
part does.
C. Investigate plants and their needs by comparing the health of plants under
different
conditions. Make a list of ways to determine if a plant is healthy and how to determine if a
plant is not healthy, such as changes in its leaves, roots, stem, or flowers.
Draw, measure,
and record changes over time of plants in light, in dark, in a closed container,
in the open air,
in cold, in warmth, with water, and without water. Measure the plants
periodically to note
any changes. You can measure the height, number of leaves, size of leaves,
number of
flowers, etc. Sketch differences in appearance such as color, wilting, fallen
leaves, etc. to
determine if the plant is healthy or not healthy. Keep a plant journal or
bulletin board display
for your measurements, drawings and conclusions. |
a. Have students use KidPix to draw a
complete plant. Have them label the parts of the plant (root, stem,
leaf, flower), and include what each part requires to live (air,
water, light, nutrients).
b. Have students use Kidspiration to identify an animal and include
pictures of things that represent each of that animal's needs (air,
water, food, shelter). |
|
