APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: August
ESSENTIAL
COMPONENTS
Scientific Thinking and Practice
1. Big Ideas By observing and describing what we see, we can find the answers to some of our questions and predict what might
Student answers to EQs that
lead them to the Big Ideas
happen.
All types of people (men and women) from all types of backgrounds and cultures study and practice science and
technology.

How can we describe objects and things that we see happening?

2. Essential Questions How can we share our observations?
Questions that lead students to
Big Ideas.
What types of people study, explore, and practice science and use technology?

Strand I: Scientific Thinking and Practice

3. Performance Standards Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of
observing, experimenting, predicting, and validating to think critically.
K-4 Benchmark I: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine
reasonableness of data.
I.I.I.1. Make observations, develop simple questions, and make comparisons of familiar situations (e.g., What does the
seed look like when it starts to grow?).
I.I.I.2. Describe relationships between objects (e.g., above, next to, below) and predict the results of changing the
relationships (e.g., When that block moves, what will happen to the one next to it?).
K-4 Benchmark II: Use scientific thinking and knowledge and communicate findings.
I.I.II.1. Know that simple investigations do not always turn out as planned.
K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and
relationships, and communicate findings.
I.I.III.1. Use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take
away”) to describe phenomena.
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.4. Know that men and women of all ethnic and social backgrounds practice science and technology.

4. Assessments To be completed by RDA as available. To be aligned with SBA.

1st Grade Science August 1, 2009-10 Final 1

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 2

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: September
ESSENTIAL
COMPONENTS
Earth and Space
1. Big Ideas The Earth moves making the sun appear to move across the sky during the day, and the moon can be seen during both
Student answers to EQs that
lead them to the Big Ideas
the day and the night.
When we look at the moon each night, sometimes it looks round and sometimes not round, and it repeats this pattern
each month.
There are many different climates on Earth and they have different characteristics.
What are the changes that occur in the sky as day changes into night and night into day?
2. Essential Questions Can we predict where the sun and moon will appear and disappear in the sky?
Questions that lead students to
Big Ideas.
What is the climate like in other places on Earth?
How are spring, summer, fall, and winter different from each other?
Strand II: Content of Science: Earth and Space Science
3. Performance Standards Standard III: Understand the structure of Earth, the solar system, and the universe, the interconnections among
them, and the processes and interactions of Earth’s systems.
K-4 Benchmark I: Know the structure of the solar system and the objects in the universe.
II.III.I.1 Observe the changes that occur in the sky as day changes into night and night into day.
II.III.I.2 Describe the basic patterns of objects as they move through the sky:
II.III.I.2a sun appears in the day
II.III.I.2b moon appears at night but can sometimes be seen during the day
II.III.I.2c sun and moon appear to move across the sky
II.III.I.2d moon appears to change shape over the course of a month.
II.III.I.3 Recognize that the sun, moon, and stars all appear to move slowly across the sky.
K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape
them.
II.III.II.1 Know that simple tools can be used to measure weather conditions (e.g., thermometer, wind sock, hand held
anemometer, rain gauge) and that measurements can be recorded from day to day and across seasons.
II.III.II.2 Know that there are different climates (e.g., desert, arctic, rainforest).
4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites

1st Grade Science August 1, 2009-10 Final 3

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 4

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: October
ESSENTIAL
COMPONENTS
Earth and Space
1. Big Ideas The Earth moves making the sun appear to move across the sky during the day, and the moon can be seen during both
Student answers to EQs that
lead them to the Big Ideas
the day and the night.
When we look at the moon each night, sometimes it looks round and sometimes not round, and it repeats this pattern
each month.
There are many different climates on Earth and they have different characteristics.
What are the changes that occur in the sky as day changes into night and night into day?
2. Essential Questions Can we predict where the sun and moon will appear and disappear in the sky?
Questions that lead students to
Big Ideas.
What is the climate like in other places on Earth?
How are spring, summer, fall, and winter different from each other?
Strand II: Content of Science: Earth and Space Science
3. Performance Standards Standard III: Understand the structure of Earth, the solar system, and the universe, the interconnections among
them, and the processes and interactions of Earth’s systems.
K-4 Benchmark I: Know the structure of the solar system and the objects in the universe.
II.III.I.1 Observe the changes that occur in the sky as day changes into night and night into day.
II.III.I.2 Describe the basic patterns of objects as they move through the sky:
II.III.I.2a sun appears in the day
II.III.I.2b moon appears at night but can sometimes be seen during the day
II.III.I.2c sun and moon appear to move across the sky
II.III.I.2d moon appears to change shape over the course of a month.
II.III.I.3 Recognize that the sun, moon, and stars all appear to move slowly across the sky.
K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape
them.
II.III.II.1 Know that simple tools can be used to measure weather conditions (e.g., thermometer, wind sock, hand held
anemometer, rain gauge) and that measurements can be recorded from day to day and across seasons.
II.III.II.2 Know that there are different climates (e.g., desert, arctic, rainforest).
4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites

1st Grade Science August 1, 2009-10 Final 5

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 6

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: November
ESSENTIAL
COMPONENTS
Life Science
1. Big Ideas Plants and animals need each other and specific things from their environments to live.
Student answers to EQs that
lead them to the Big Ideas
Our bodies have certain parts that help us live and grow (i.e. eyes and brain to help us see; nose/mouth and lungs to
help us breathe; mouth and stomach to help us eat and get energy from food).
What are some of the different types of living things and how do they differ in where they live and what they eat?
2. Essential Questions What are the similarities and differences between humans and other animals, and living and non-living things?
Questions that lead students to
Big Ideas.
What are the functions of different parts of our bodies and are they the same in other living things?

Strand II: Content of Science: Life Science

3. Performance Standards Standard II: Understand the properties, structures, and processes of living things and the interdependence of
living things and their environments.
K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats.
II.II.I.1 Know that living organisms (e.g., plants, animals) have needs (e.g., water, air, food, sunlight).
II.II.I.2 Know that living organisms (e.g., plants, animals) inhabit various environments and have various external
features to help them satisfy their needs (e.g., leaves, legs, claws).
II.II.I.3 Describe the differences and similarities among living organisms (e.g., plants, animals).
II.II.I.4 Observe that living organisms (e.g., plants, animals) have predictable but varied life cycles.
K-4 Benchmark II: Know that living things have similarities and differences and that living things change over
time.
II.II.II.1 Identify differences between living and nonliving things.
II.II.II.2 Recognize the differences between mature and immature plants and animals (e.g., trees/seedlings,
dogs/puppies, cats/kittens).
K-4 Benchmark III: Know the parts of the human body and their functions
II.II.III.1 Describe simple body functions (e.g., breathing, eating).
II.II.III.2 Describe the basic food requirements for humans.
II.II.III.3 Describe how some parts of human bodies differ from similar parts of other animals (e.g., hands and
feet/paws; ears).
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.1 Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps
prevent the spread of germs.

1st Grade Science August 1, 2009-10 Final 7

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 8

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: December
ESSENTIAL
COMPONENTS
Life Science
1. Big Ideas Plants and animals need each other and specific things from their environments to live.
Student answers to EQs that
lead them to the Big Ideas
Our bodies have certain parts that help us live and grow (i.e. eyes and brain to help us see; nose/mouth and lungs to
help us breathe; mouth and stomach to help us eat and get energy from food).
What are some of the different types of living things and how do they differ in where they live and what they eat?
2. Essential Questions What are the similarities and differences between humans and other animals, and living and non-living things?
Questions that lead students to
Big Ideas.
What are the functions of different parts of our bodies and are they the same in other living things?

Strand II: Content of Science: Life Science

3. Performance Standards Standard II: Understand the properties, structures, and processes of living things and the interdependence of
living things and their environments.
K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats.
II.II.I.1 Know that living organisms (e.g., plants, animals) have needs (e.g., water, air, food, sunlight).
II.II.I.2 Know that living organisms (e.g., plants, animals) inhabit various environments and have various external
features to help them satisfy their needs (e.g., leaves, legs, claws).
II.II.I.3 Describe the differences and similarities among living organisms (e.g., plants, animals).
II.II.I.4 Observe that living organisms (e.g., plants, animals) have predictable but varied life cycles.
K-4 Benchmark II: Know that living things have similarities and differences and that living things change over
time.
II.II.II.1 Identify differences between living and nonliving things.
II.II.II.2 Recognize the differences between mature and immature plants and animals (e.g., trees/seedlings,
dogs/puppies, cats/kittens).
K-4 Benchmark III: Know the parts of the human body and their functions
II.II.III.1 Describe simple body functions (e.g., breathing, eating).
II.II.III.2 Describe the basic food requirements for humans.
II.II.III.3 Describe how some parts of human bodies differ from similar parts of other animals (e.g., hands and
feet/paws; ears).
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.1 Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps
prevent the spread of germs.

1st Grade Science August 1, 2009-10 Final 9

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 10

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: January
ESSENTIAL
COMPONENTS
Life Science
1. Big Ideas Plants and animals need each other and specific things from their environments to live.
Student answers to EQs that
lead them to the Big Ideas
Our bodies have certain parts that help us live and grow (i.e. eyes and brain to help us see; nose/mouth and lungs to
help us breathe; mouth and stomach to help us eat and get energy from food).
Many of our body parts are similar to those on other animals and they have similar functions.

What are some of the different types of living things and how do they differ in where they live and what they eat?
2. Essential Questions What are the similarities and differences between humans and other animals, and living and non-living things?
Questions that lead students to
Big Ideas.
What are the functions of different parts of our bodies and are they the same in other living things?

Strand II: Content of Science: Life Science

3. Performance Standards Standard II: Understand the properties, structures, and processes of living things and the interdependence of
living things and their environments.
K-4 Benchmark I: Know that living things have diverse forms, structures, functions, and habitats.
II.II.I.1 Know that living organisms (e.g., plants, animals) have needs (e.g., water, air, food, sunlight).
II.II.I.2 Know that living organisms (e.g., plants, animals) inhabit various environments and have various external
features to help them satisfy their needs (e.g., leaves, legs, claws).
II.II.I.3 Describe the differences and similarities among living organisms (e.g., plants, animals).
II.II.I.4 Observe that living organisms (e.g., plants, animals) have predictable but varied life cycles.
K-4 Benchmark II: Know that living things have similarities and differences and that living things change over
time.
II.II.II.1 Identify differences between living and nonliving things.
II.II.II.2 Recognize the differences between mature and immature plants and animals (e.g., trees/seedlings,
dogs/puppies, cats/kittens).
K-4 Benchmark III: Know the parts of the human body and their functions
II.II.III.1 Describe simple body functions (e.g., breathing, eating).
II.II.III.2 Describe the basic food requirements for humans.
II.II.III.3 Describe how some parts of human bodies differ from similar parts of other animals (e.g., hands and
feet/paws; ears).
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.1 Know that germs can be transmitted by touching, breathing, and coughing, and that washing hands helps
1st Grade Science August 1, 2009-10 Final 11
 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
prevent the spread of germs.

4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 12

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: February
ESSENTIAL
COMPONENTS
Matter and Energy
1. Big Ideas Everything around us that we can touch is matter, and if we heat or cool it, it will change form.
Student answers to EQs that
lead them to the Big Ideas
Energy can produce changes in matter.

What is matter and what causes matter to change from one form to another?
2. Essential Questions What happens when energy is applied to matter?
Questions that lead students to
Big Ideas.

Strand II: Content of Science: Physical Science

3. Performance Standards Standard I: Understand the structure and properties of matter, the characteristics of energy, and the
interactions between matter and energy.
K-4 Benchmark I: Recognize that matter has different forms and properties.
II.I.I.1 Observe that the three states of matter (i.e., solids, liquids, and gases) have different properties (e.g., water can
be liquid, ice, or steam).
II.I.I.2 Describe simple properties of matter (e.g., hardness, flexibility, transparency).
K-4 Benchmark II: Know that energy is needed to get things done and that energy has different forms.
II.I.II.1 Observe and describe how energy produces changes (e.g., heat melts ice, gas makes car go uphill, electricity
makes TV work).
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.2 Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to
make life easier and more efficient.
III.I.I.3 Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves).
III.I.I.4 Know that men and women of all ethnic and social backgrounds practice science and technology.

4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites
1st Grade Science August 1, 2009-10 Final 13
 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 14

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: March
ESSENTIAL
COMPONENTS
Matter and Energy
1. Big Ideas Everything around us that we can touch is matter, and if we heat or cool it, it will change form.
Student answers to EQs that
lead them to the Big Ideas
Energy can produce changes in matter.

What is matter and what causes matter to change from one form to another?
2. Essential Questions What happens when energy is applied to matter?
Questions that lead students to
Big Ideas.

Strand II: Content of Science: Physical Science

3. Performance Standards Standard I: Understand the structure and properties of matter, the characteristics of energy, and the
interactions between matter and energy.
K-4 Benchmark I: Recognize that matter has different forms and properties.
II.I.I.1 Observe that the three states of matter (i.e., solids, liquids, and gases) have different properties (e.g., water can
be liquid, ice, or steam).
II.I.I.2 Describe simple properties of matter (e.g., hardness, flexibility, transparency).
K-4 Benchmark II: Know that energy is needed to get things done and that energy has different forms.
II.I.II.1 Observe and describe how energy produces changes (e.g., heat melts ice, gas makes car go uphill, electricity
makes TV work).
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.2 Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to
make life easier and more efficient.
III.I.I.3 Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves).
III.I.I.4 Know that men and women of all ethnic and social backgrounds practice science and technology.
4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites

1st Grade Science August 1, 2009-10 Final 15

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 16

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: April
ESSENTIAL
COMPONENTS
Forces and Motion
1. Big Ideas Forces can make things move.
Student answers to EQs that
lead them to the Big Ideas
There are forces like gravity that can make things fall.
Science and technology have made tools and machines that have made things easier and faster, but sometimes these
tools and machines can hurt our environment or us.
What makes things move?
2. Essential Questions Why do things fall to the ground?
Questions that lead students to
Big Ideas.
How can tools and machines be both helpful and harmful?
What types of people study and practice science and technology?
Strand II: Content of Science: Physical Science
3. Performance Standards Standard I: Understand the structure and properties of matter, the characteristics of energy, and the
interactions between matter and energy.
K-4 Benchmark III: Identify forces and describe the motion of objects.
II.I.III.1 Describe ways to make things move, what causes them to stop, and what causes a change of speed, or change
of direction.
II.I.III.2 Observe that gravity makes things fall to the ground unless something holds them up.

Strand III: Science and Society

Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.2 Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to
make life easier and more efficient.
III.I.I.3 Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves).
III.I.I.4 Know that men and women of all ethnic and social backgrounds practice science and technology.
4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites

1st Grade Science August 1, 2009-10 Final 17

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 18

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science

Month: May
ESSENTIAL
COMPONENTS
Forces and Motion
1. Big Ideas Forces can make things move.
Student answers to EQs that
lead them to the Big Ideas
There are forces like gravity that can make things fall.
Science and technology have made tools and machines that have made things easier and faster, but sometimes these
tools and machines can hurt our environment or us.

What makes things move?

2. Essential Questions Why do things fall to the ground?
Questions that lead students to
Big Ideas.
How can tools and machines be both helpful and harmful?
What types of people study and practice science and technology?
Strand II: Content of Science: Physical Science
3. Performance Standards Standard I: Understand the structure and properties of matter, the characteristics of energy, and the
interactions between matter and energy.
K-4 Benchmark III: Identify forces and describe the motion of objects.
II.I.III.1 Describe ways to make things move, what causes them to stop, and what causes a change of speed, or change
of direction.
II.I.III.2 Observe that gravity makes things fall to the ground unless something holds them up.

Strand III: Science and Society

Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are
influenced by, individuals and societies.
K-4 Benchmark I: Describe how science influences decisions made by individuals and societies.
III.I.I.2 Describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to
make life easier and more efficient.
III.I.I.3 Describe how tools and machines can be helpful, harmful, or both (e.g., bicycles, cars, scissors, stoves).
III.I.I.4 Know that men and women of all ethnic and social backgrounds practice science and technology.
4. Assessments To be completed by RDA as available. To be aligned with SBA.

The Content (What students need to know – nouns), Skills (What students need to be able to do – verbs), Vocabulary List (Words students need to know to
understand concepts), Learning Activities/Lesson Plans (Essential Experiences or Guided Practice), and Resources
ARE THE WORK OF THE SCHOOL SITE.
Refer to OPD, C&A, and RDA Websites

1st Grade Science August 1, 2009-10 Final 19

 APS District Curriculum Map Grade Level: 1 _Course /Subject: Science
5. Content Optional – to be completed at the school site.
Nouns (What students need
to know)
6. Skills Optional – to be completed at the school site.
Verbs (What students need to
be able to do)
7. Vocabulary List (Words Optional – to be completed at the school site.
students need to know to
understand concepts)
8. Leaning Activities/Lesson Optional – to be completed at the school site.
Plans (Essential Experiences
or Guided Practices)
9. Resources Optional – to be completed at the school site.

1st Grade Science August 1, 2009-10 Final 20