1st Grade Weather Unit Blueprint |
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Pacing Suggestions: Lesson to be taught following Spring Break. See Unit Calendar for details.
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| Essential & Unit Questions* 1 | Benchmarks 2 | Formative and Summative Assessments 3 | Using Assessments to Monitor Student Learning | ||
| How can experiments in science sometimes teach more than just observing something? | 1B(K-2)#1: People can often learn about things around them by just observing those things carefully, but sometimes they can learn more by doing something to the things and noting what happens. | Discussion about experiment/data that helped students decide which fabric would keep them driest. | Just as in Lesson 8, do students recognize that they've learned something new that could not be uncovered just by observing the different kinds of fabrics? | ||
| 4D(K-2)#1: Objects are described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, weight, texture, flexibility, etc.). | Students describe their observations of the fabric to the class (See Procedure Step 9 on page 123 in Teacher's Guide.) | Are students able to describe the physical properties of the fabrics and the degree of saturation? | |||
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* Essential/Unit questions are major questions driving the unit. They are directly aligned with the benchmarks. No single lesson addresses each question in its entirety. By the end of the unit, students should be able to answer these core questions. 1. For conceptual benchmarks. 2. Bolded sections indicate portion of benchmark addressed 3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning. |
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