Physical Science
In this unit, students will learn about the world around them and how their senses help them explore it.
SKP1. Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.
a. Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)
b. Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).
c. Plan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float.
SKP2. Obtain, evaluate, and communicate information to compare and describe different types of motion.
a. Plan and carry out an investigation to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)
b. Construct an argument as to the best way to move an object based on its physical attributes.
SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air). a. Ask questions to identify and describe earth materials—soil, rocks, water, and air. b. Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color). c. Use tools to observe and record physical attributes of soil such as texture and color
SKP1. Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.
a. Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)
b. Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).
c. Plan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float.
SKP2. Obtain, evaluate, and communicate information to compare and describe different types of motion.
a. Plan and carry out an investigation to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)
b. Construct an argument as to the best way to move an object based on its physical attributes.
SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air). a. Ask questions to identify and describe earth materials—soil, rocks, water, and air. b. Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color). c. Use tools to observe and record physical attributes of soil such as texture and color
Community Helpers
Our first unit is a social studies unit on Community Helpers, such a doctors, firefighters, and bus drivers. We will also discuss how they are similar or different in other communities and counties. Students will also learn about their role as citizens in a community. Students will compare and contrast community helpers in different counties using pictures.
Standards:
SSKE1 Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer, doctor, teacher, etc.
SSKCG1 Demonstrate an understanding of good citizenship. a. Explain how rules are made and why. b. Explain why rules should be followed.
SSKCG2 Describe examples of positive character traits exhibited by good citizens such as honesty, patriotism, courtesy, respect, pride, and self-control.
Standards:
SSKE1 Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer, doctor, teacher, etc.
SSKCG1 Demonstrate an understanding of good citizenship. a. Explain how rules are made and why. b. Explain why rules should be followed.
SSKCG2 Describe examples of positive character traits exhibited by good citizens such as honesty, patriotism, courtesy, respect, pride, and self-control.
Helping at Home
Discuss the following questions with your student:
- Why is it important to be a good citizen?
- What is a community?
- What is a community helper?
- What role do I play in a community?
Symbols & How We Express Outselves
In this unit, students learn what symbols are and begin to recognize symbols around them. We will discuss the meaning of different symbols, icons, and colors.
Standards:
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SSKH2 Identify the following American symbols
- a. The national and state flags (United States and Georgia flags)
- b. Pledge of Allegiance
- c. Star Spangled Banner (identify as the national anthem)
- d. The bald eagle
- e. The Statue of Liberty
- f. Lincoln Memorial (identify image and associate with Abraham Lincoln and Presidents Day)
- g. Washington Monument (identify image and associate with George Washington and Presidents Day)
- h. White House (identify image and associate with Presidents Day and the current president)
Day and Night
In this unit, students will study the differences between day and night. We will compare and contrast objects in the day and night sky and what we do during day and night. We will study the cycle of the sun and moon rising and setting, as well as how the moon changes in a cycle. We also learn about what the sun and moon are and why they are important for Earth.
Standards: SKE1. Obtain, evaluate, and communicate observations about time patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky. a. Ask questions to classify objects according to those seen in the day sky, the night sky, and both. b. Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words. (Clarification statement: Students are not expected to understand tilt of the Earth, rotation, or revolution.) |
Maps and Globes
In this unit, students will learn that Maps and Globes show where things are. Students will learn to make and read basic maps using a compass rose and a key. Students learn that maps use a "birds eye view" to show places from above. Students also learn the 4 Cardinal Directions (North, East, South and West) using the mnemonic device Never Eat Soggy Waffles!
At the end of the unit, students should know where they live - planet, continent, country, state, city, and house address. Standards: SSKG1 Describe the diversity of American culture by explaining the customs and celebrations of various families and communities. SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth. a. Differentiate land and water features on simple maps and globes. b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. SSKG3 State the street address, city, state, and country in which the student lives |