1st Grade Weather Unit Blueprint |
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Pacing Suggestions: Lesson to be taught following Winter 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 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. | Class discussion of Water-Mixing experiment (See Procedure Steps 1 & 2 and Final Activities Step 3 on pages 80 and 84, respectively, in Teacher's Guide.) | The key to having students appreciate the benchmark is comparing their predictions to their observations. Many students will be surprised by the results of the experiment. By discussing what they learned as a result of the experiment, students can begin to understand the value and need to sometimes experiment with objects. | ||
| What tools can help us learn about the weather? | 1B(K-2)#2: Tools such as thermometers, magnifiers, rulers, or balances often give more information about things than can be obtained by just observing things without their help. | Class discussion about "measuring" the temperature of the water by feeling it versus using a thermometer (See Procedure Steps 13 & 14 on page 82 in Teacher's Guide.) | Do students know that the thermometer gives more precise and accurate information than just describing the water as hot, warm, or cold? | ||
| 12B(K-2)#1: Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences. | Data recorded on Mixed Water Place Mat and discussion of class data on Water-Mixing Experiment class chart. | Do students understand that the numbers they recorded on their mat and class chart represent the temperature? | |||
| If an experiment is run the same way as it was before, what should happen? | 1A(K-2)#1: When a science experiment is done the way it was done before, we expect to get a very similar result. | Class discussion of Water-Mixing Experiment results (Teams that used the same amount of hot and cold water should have similar results.) | Do students understand why the results between teams that used the same amount should be similar? | ||
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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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