BISD Curriculum & Instruction Department Angie T. Morales, RtI Specialist [email protected].
SCIENCE INSTRUCTIONAL ALIGNMENT CHART - bisd.us Files/Downloads/Frameworks/Elementary... · FOSS...
Transcript of SCIENCE INSTRUCTIONAL ALIGNMENT CHART - bisd.us Files/Downloads/Frameworks/Elementary... · FOSS...
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.1 Classroom & Field Investigations (A) demonstrate safe practices – home and school
Grade 1st
1.1 Classroom & Field Investigations (A) demonstrate safe practices – home and school
Subsequent Knowledge and Skills 2.1 Classroom & Field Investigations (A) demonstrate safe practices – home and school
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
materials supplies
FOSS Modules:
• Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective:1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
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SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.1 Classroom & Field Investigations (B) use and conserve resources and materials
Grade 1st
1.1Classroom & Field Investigations (B) use and conserve resources and materials
Subsequent Knowledge and Skills 2.1 Classroom & Field Investigations (B) use and conserve resources and dispose of materials
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
mixture combine dissolve change experiment compare shake separate measure
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective:1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
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SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites K.2 Scientific Inquiry: Classroom & Field (A) ask questions
Grade 1st
1.2 Scientific Inquiry: Classroom & Field (A) ask questions
Subsequent Knowledge and Skills 2.2 Scientific Inquiry: Classroom & Field (A) ask questions
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
communicate compare construct observe build life cylcle change structure
FOSS Modules:
• Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
13
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.2 Scientific Inquiry: Classroom & Field (B) plan & conduct simple descriptive investigations
Grade 1st
1.2 Scientific Inquiry: Classroom & Field
(B) plan & conduct simple descriptive investigations
Subsequent Knowledge and Skills 2.2 Scientific Inquiry: Classroom & Field (B) plan & conduct simple descriptive investigations
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
property root sprout solutions stem combine leaf texture bud shapes flower surface pod layers seed immiscible cutting liquid germination
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
14
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites K.2 (C) use equipment & tools – extend senses
Grade 1st
1.2 Scientific Inquiry: Classroom & Field (C) use equipment & tools – extend senses
Subsequent Knowledge and Skills 2.2 (C) compare results with knowledge and scientists
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
Vials liquid Wooden cylinders ruler Solid metal screws water Popsicle sticks cotton balls Cork Tape Wire Scoop screens sieve Bus tray funnel mili-liter fluid
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
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SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.2 (D) explanations based on information
Grade 1st
1.2 Scientific Inquiry: Classroom & Field (D) explanations based on information
Subsequent Knowledge and Skills 2.2 (D) use equipment & tools – extend senses
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
property observations texture dissolve different alike change structure dicot monocot vermiculite
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
16
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.2 (E) communicate findings
Grade 1st
1.2 Scientific Inquiry (E) communicate findings
Subsequent Knowledge and Skills 2.2 (E) explanations based on information and draw conclusions
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
organize document life cycle alive moving lawn
FOSS Modules: • Solids and Liquids
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
17
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
18
Prerequisites
K.3 (A) make decisions using information
Grade 1st
1.3 Information and Critical Thinking
(A) make decisions using information
Subsequent Knowledge and Skills 2.3 (A) make decisions using information
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
compare contrast mow water fertilizer pollinate
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plant
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.3 Justify merits of decisions
Grade 1st
1.3 Information and critical thinking (B) justify merits or decisions
Subsequent Knowledge and Skills 2.3 justify merits of decisions
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
experience growth
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
19
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.3 (C) explain a problem & propose a solution
Grade 1st
1.3 Information and critical thinking (C) explain a problem & propose a solution
Subsequent Knowledge and Skills 2.3 (C) explain a problem & propose a solution
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
sink float mold water
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
20
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.4 use senses as tools of observation
Grade 1st
1.4 Use tools and models: (A) collect information using tools
Subsequent Knowledge and Skills 2.4 use tools and models: (A) collect information using tools
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
charts rulers graphs vials hand lenses beaker container
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
21
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.4 (B) make observations using tools
Grade 1st
1.4 Use tools and models: (B) record and complete information
Subsequent Knowledge and Skills 2.4 (B) measure and compare using standard and non-standard units
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
journal scientific diagram analyze
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
22
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
N/A
Grade 1st
1.4 Use tools and models : (C) measure using standard and
non-standard units
Subsequent Knowledge and Skills 2.4 Use tools and models (C) Measure and compare organisms and objects
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
ounces scoops metric measure standard measure vials drams litter ½ liter
FOSS Modules: • Solids and Liquids • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard A *abilities necessary to do scientific inquiry *understandings about scientific inquiry
23
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.5 (A) properties of objects & characteristics of organisms
Grade 1st
1.5 Properties & Patterns – Organisms & Events
(A) sort objects by properties and patterns
Subsequent Knowledge and Skills 2.5 (A) classify and sequence organisms, objects, events
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
sorting circle venn diagram graphic organizer life cycle leaves seed sort property light dark wet different
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 2
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
24
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.5 Properties and Patterns (B) observe & identify patterns
Grade 1st
1.5 Properties and Patterns (B) identify, predict, and create patterns
Subsequent Knowledge and Skills 2.5 (B) identify, predict, replicate, create patterns in charts, graphs, numbers
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
construct
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 4
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
25
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.6 Systems (A) sort organisms & objects into groups
Grade 1st
1.6 Properties and Patterns– Organisms & Objects (A) sort organisms and objects
Subsequent Knowledge and Skills 2.6 (A) manipulate, predict, identify parts separated from whole may not work
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
liquids seed coat screen seed pod solids separate root bulb settle stem eye shake flower node silt leaves sand size bud gravel dry seed mixture earth pebbles particles material
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective 1
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
26
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.6 (B) record observations about plant parts
Grade 1st
1.6 Systems have parts (B) observe and describe parts of plants and animals
Subsequent Knowledge and Skills 2.6 Systems have parts (D) observe and record the functions of animal parts
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
cotyledons brassica seed stem grain grass
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
Objective: 1 Objective: 2
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
27
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.6 (C) record observations about animal parts
Grade 1st
1.6 Systems have parts (C) manipulate objects, separate parts from whole
Subsequent Knowledge and Skills 2.6 observe and record functions of plant parts
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
screens scoops vials immiscible containers group mixture particle counter measure
FOSS Modules: • Solids and Liquids
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 3
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard B *Properties of objects and materials
28
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.D (D) parts separated from whole & whole may not work
Grade 1st
1.6 Systems have parts (D) identify parts put together that do new things
Subsequent Knowledge and Skills 2.6 (D) observe and record functions of animals parts
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
mixture crystal crystallize evaporation cutting germination fertilizer
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 2, 3
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard B *Properties of objects and materials *Position and motion of objects *Light, heat, electricity, and magnetism
29
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.7 (A) observe, describe, record changes in size, mass, color, position, quantity, time, temperature, sound, movement
Grade 1st
1.7 Change Occurs (A) Observe, measure, record
Changes in size, mass, color, Position , quantity, sound,
Movement
Subsequent Knowledge and Skills 2.7 (A) observe, measure, record, analyze, predict, illustrate changes in size, mass, temperature, color, position, quantity, sound, movement
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
mix record flow journal foam sprout shake observe viscous calander dissolve solid liquid
FOSS Modules: • Solids and Liquids • Pebbles, Sand and Silt • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 3 TAKS Objective: 4
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard B *Properties of objects and materials *Position and motion of objects *Light, heat, electricity, and magnetism
30
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites K.7 (B) identify that heat causes change-compare objects according to temperature
Grade 1st
1.7 Change Occurs (B) identify and test ways heat causes change
Subsequent Knowledge and Skills 2.7 (B) identify, predict, test uses of heat to cause changes
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
photosynthesis evaporation transportation
FOSS Modules: • Solids and Liquids
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 3
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard B *Properties of objects and materials *Position and motion of objects *Light, heat, electricity, and magnetism
31
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.7 (C) observe and record weather changes day to day and seasons
Grade 1st
1.7 Change Occurs (C) observe and record changes in weather day to day and seasons
Subsequent Knowledge and Skills 2.7 (C) demonstrate change in motion of objects push and pull
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 4
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard D *Changes in earth and sky
32
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.7 Change Occurs (D) observe and record stages in life cycles
Grade 1st
1.7 Change Occurs (D) observe and record changes in life cycles
Subsequent Knowledge and Skills 2.7 (D) observe measure, record changes in weather, night sky, seasons.
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
germination bud pollination
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 4
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
33
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.8 Living Organisms & Nonliving Object (A) identify organisms or objects as living or nonliving
Grade 1st
1.8 Living Organisms & Nonliving Object
(A) group living organisms and nonliving objects
Subsequent Knowledge and Skills 2.8 (A) identify characteristics of living organisms
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
seed soil plant water sunlight air oxygen
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 2
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
34
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.8 (B) group organisms and objects as living or nonliving
Grade 1st
1.8 Living Organisms & Nonliving Object (B) compare living organisms and nonliving objects
Subsequent Knowledge and Skills 2.8 (B) identify characteristics of nonliving objects
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
chart graph compare/contrast
FOSS Modules: • Solids and Liquids • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 2
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
35
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.9 (A) identify basic needs of organisms
Grade 1st
1.9 Living Organisms – Basic Needs (A) identify characteristics of organisms that allow basic needs to be meet
Subsequent Knowledge and Skills 2.9 (A) identify external characteristics of plants and animals that allow basic needs to be meet
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
air water light soil roots leaves stem flower
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 2
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
36
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.9 (B) give examples how organisms depended on each other
Grade 1st
1.9 (B) compare examples how organisms depend on each other for basic needs
Subsequent Knowledge and Skills 2.9 (B) compare examples of ways organisms depend on each other and their environments
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
pollination by insects
FOSS Modules: • New Plants
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 2
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard C *characteristics of organisms *characteristics of environments
37
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.10 (A) observe and describe properties of rocks, soil, water
Grade 1st
1.10 Natural World: Rocks, Soil, Water (A) identify and describe natural
sources of water
Subsequent Knowledge and Skills 2.10 (A) describe and illustrate water cycle
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
pebbles sand silt
FOSS Modules: • Pebbles, Sand and Silt
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 4
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard D *Properties of earth materials
38
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.10 (B) give usefulness of rocks, soil, water
Grade 1st
1.10 Natural World: Rocks, Soil, Water (B) observe and describe differences in rocks and soil samples
Subsequent Knowledge and Skills 2.10 (B) identify uses of natural resources
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
Arrange Bubble Chalk Crystal Dark Diamonds Different Dull Flat Group Hard Large Light Mud Pointy Property Rock Rough Round Same Smooth Soft Sort Store Clay Decaying Gravel Humus Ingredient Layer
FOSS Modules: • Pebbles, Sand and Silt
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 4
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard D *Properties of earth materials
39
40
SCIENCE INSTRUCTIONAL ALIGNMENT CHART
Prerequisites
K.10 Natural World: Rocks, Soil, Water (B) Give examples of ways that rocks, soil, and water are useful
Grade 1st
1.10 Natural World: Rocks, Soil, Water (C) identify how rocks, soil, water are used and recycled
Subsequent Knowledge and Skills 2.10 Natural World: Rocks, soil, water and gases of the atmosphere (B) identify uses of natural resources
Instructional Support
Evidence of Student Learning Key Vocabulary/Concepts/skills Curriculum Resources See clarifying activities at www.utdanacenter.org/ssi/
Bead Brick Build Clay Coarse Construction Dry Fine Gravel Harden Matrix Medium Pebble Sand Silt Soil Wet
FOSS Modules: • Pebbles, Sand and Silt
Professional Development Support for LEP and other Special Populations
Interdisciplinary Connection
TEXTEAMS Introduction to Inquiry Science Notebooks
Science Notebook FOSS Word Bank ESL Learning Strategies (Appendix)
Language Arts: Journal Writing
Assessment Evidences of Success/Classroom Assessment TAKS/Other Assessments
Student observation during activities (safety/observation checklist) Student science notebook or journal FOSS activity sheets
TAKS Objective: 3
Correlations/ Resources Additional Resources National Science Standard
Texas Statewide Systemic Initiative www.utdanacenter.org/ssi/ FOSS Website www.fossweb.com
Standard D *Properties of earth materials