**NEW** Here is an alignment for your files. (or administrators!) First Grade Lessons Weekly Alignment to NGSS ** NEW ** Thematic Playlists for Listening Centers or to develop a unit with. Students love these stories. These are great for ESL or to expand background knowledge for poverty at risk students, as well. Picture books are great for close reads (Students go back and look for clues and evidence in the pictures.) and writing prompts. St. Patrick's Day StoriesEaster Stories Winter StoriesThere Was an Old Lady Who Swallowed a.....Stories Valentine's StoriesBullying Stories Tips for Teaching: **You will notice routines in place as you teach. One major shift in teaching has been to have the students talk and explain their thinking. You will see that these lessons were planned to work on student's expressing themselves. Suggested organization and getting started are at the bottom of this page. **The essential question is frequently repeated in the handouts and lessons so that students understand the objectives of the lessons. The objectives and essential questions are very specific to the NGSS. ** For any online games, model on the Smartboard/interactive board for students before letting them explore. ** Model one step at a time on the crafts for classroom efficiency. ** Free student dictionary to keep writing moving. I have a free student dictionary. I use it to keep writing moving. Often when students don't know how to spell a word, the work stops. To use, teach the students to 1) Put their dictionaries on the letter of the the word that they need spelled. 2) Check and make sure that the word isn't already listed. 3) Then, raise their hand. Then, I just come around and write down the word for them to copy. It makes work time go so much faster. Also, they will always have their "words" listed for them.
Week 10 Supplies: Handouts; can or cans with a rubber band around it sample picture; Student Objectives: Students investigate and provide evidence that vibrating materials make sound. Students will investigate and provide evidence that sound can make materials vibrate. Standard(s): 1.PS4.1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Essential Question: What evidence shows that vibrating materials make sound? How does sound make material vibrate? Monday- Play video 1 and video 2. Pass around the can or cans with rubber bands and let students explore and discuss vibrations. Read two stories about the sound. (use your favorite classroom stories or choose from "suggested book list". Discuss. Pass out the "Good Vibrations Investigation” booklet and do page 1. Students will make an anchor chart on sound and vibration. If time, students can explore Match the Sound. Tuesday- Play Magic School Bus Haunted Mansion. Ask the class "How does sound make material move?" and "What evidence showed that vibrating materials make sound?" If time, students can explore Sound Match. Wednesday- video 1 & video 2. Pass out investigation booklets and do page 2. Tell the class that we are going to make a rain stick craft, so that they can explore the vibrations that make sound. (Teacher video - you can use to prepare yourself or play each step with class) Afterwards, give students time to play with their rain sticks and talk to a partner about how they can feel the vibrations. If time, students can explore Magic School Bus Gets an Earful. Thursday- Play video 1. Watch the next video and see if there is a way to "see" sound waves. Play video 2. Do the "Sound Sandwich" investigation. (Teacher video to prepare.) Pass out the "Good Vibrations Investigation Booklet and do pages 3 and 4. If time, students can explore Water Bottle Xylophone. Friday- Play video 1. Pass out the student investigation booklets and do page 5. Have students go through their investigation booklets and review with their partner. Have them comment on each page on what they learned. Collect. Give students the test. Read directions for students. (Key will be the same as Thursday's Exit Ticket. Accept anything reasonable. If you have extra time, students can explore any game/activity that of their choice from the week: Match the Sound, Sound Match, Magic School Bus Gets an Earful., Water Bottle Xylophone.
Week 11 **Supplies: Handouts; scarf (blindfold); 2 metal spoons; paper cups; pencils; kite string Student Objectives: Students will design and build something that uses sound to solve the problem of communicating over a distance. Standard(s): 1.PS4.4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Essential Question: What can I design and build that uses sound to solve the problem of communicating over a distance? Monday- Tell class that we are going to learn about "echolocation". Echolocation is how bats "see". Tell the class that after the video you want to see if anyone can describe how bats "see" with "sound waves". Play Magic School Bus Going Batty. Ask the class "Can anyone describe how bats can "see" with "sound waves"? Tuesday- Play video 1, video 2, and video 3. Read Stellaluna or a book about bats from you classroom library. Discuss. Do "Echolocation Game". (handout) If time, students can do bat jigsaw puzzle. (Click "begin" to play.) Wednesday- Play video 1, video 2, and video 3. Read a story about the dolphins. (use your favorite classroom stories or choose from "suggested book list". Do the "Echolocation Game" (handout) from Tuesday. Only play a couple of rounds to imprint the similarities with sonar radar and echolocation. Instead of a "bat", student will be a "dolphin". Instead of "moth", student will be little fish. Pass out "Let's Talk" student investigation booklets. Students will do page 1, while you model online on your projector board. Create an online Venn Diagram with the together with the class. (<--Click "Venn Diagram"; click "2 circles"; Fill in the "Fill in your name" (First Graders), "Title/Notes" (Echolocation); "factor 1 (bats); "factor 2" dolphins. Call on students. (formative assessment) If time, students can dodolphin match game. Thursday- Tell the class that today we are going to explore communication. Play video 1 and video 2,. When you play video 3, read along with the video and stop and explain each item. (see teacher notes) Play video 4. Model the Morse Code Music site. (<--Click) Write messages and push the play button to hear the message set to music. There will be a pattern repeat. Let students work with a partner to try explore writing messages, reading messages, and noting patterns. Friday- Play video 1 and video 2. Do the String Telephone Investigation. By this point, they should be able to describe how the sound is traveling. If time, students can play phonics sound matching game.
Week 12 **Supplies: Handouts, (each student) vegetable oil; food coloring; flash light; 1/4 tablet Alka-Seltzer; water; pitcher for water; mini plastic water bottle empty; 1 large piece of black construction paper; 1 large piece of white construction paper; two sets of the paper dolls (included); 2 anchor charts. (included); large dark blanket or blankets that can be draped over a group of desks that will block out all the light.; 3 flashlights; Student Objectives: Students will construct something with evidence that objects can be seen only when illuminated. Standard(s): 1.PS4.2 Make observations to construct an evidence-based account that objects can be seen only when illuminated. Essential Question: What can I construct with evidence that objects can be seen only when illuminated? Monday- Have students guess what we are learning about this week. Play video 1, video 2., and video 3. Read two stories about the sound. (use your favorite classroom stories or choose from "suggested book list". Discuss. Pass out the "I See the Light” investigation booklet and do page 1. Students will make an anchor chart on sources of light. If time, students can explore Peep and the Big Wide World.. Tuesday- Play Magic School Bus Gets a Bright Idea. Ask the class to explain to a partner, "How do we see objects?" If time, students can explore Light and Dark. Wednesday- Play video 1, video 2, & video 3. Pass out investigation booklets and do page 2. Tell the class that we are going to make a lava lamp craft, so that they can explore how the lava lamp gets its light. (outside source illuminates it- flash light) (Teacher video - you can use to prepare yourself or play each step with class) As the students finish, let them explore and take turns with the flash lights. Tell them to figure out what makes it light up so that you can see the lava lamp bubbling. If time, explore interactive light activity with students on your projector board. Students will need you to read it. Thursday- Play video 1 and video 2. Do the "Bear Cave" investigation. Pass out the investigation booklets. Students will do pages 4 & 5. If time, students can explore Light up Christmas Tree. Friday- Play video 1. Ask, "What would happen if the people didn't have light behind the waterfall? What would it look like?" A: It would be dark and you probably couldn't even see the water fall. or The lights are lighting it up so that the people can see the waterfall. Play video 2. Give students the test. Read directions for students. If time, students can try to turn out the lights on Lights Out game.
Week 13 **Supplies: Great poster to make for this week and keep (optional); handouts; paper plates (enough for 2 projects); plastic wrap; wax paper; construction paper (black and colored-for several projects this week); glue or tape; markers; sticky back plastic/ contact paper; flower petals or bits of tissue paper; scissors; hole puncher; yarn or string; mini water bottles; Elmer's glue; utility knife; wiggly eyes; wooden lacing beads (4 per student); paper; small pieces of pipe cleaners; glue; white crayon Student Objectives: Students will plan and conduct an investigation to determine the effect of objects made with different materials that are placed in the path of a beam of light. Standard(s): 1.PS4.3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Essential Question: How can I plan and conduct an investigation to determine the effect of objects made with different materials that are placed in the path of a beam of a light. Monday- Play video 1 and video 2. Hang up the anchor chart that shows transparent, translucent, and opaque and talk about the differences. Hang up the vocabulary chart and go over with the class. Read together. <-- click. Discuss. Do group craft project, "Transparent, Translucent, and Opaque". If time, students can play Lighto. Send home parent letter. Tuesday- Play video 1, video 2, and video 3. Do group craft project, "Flower Petal Sun Catcher". Call students up to investigate what they brought from home with the flashlight in front of the class. Pass out the handout to do track investigations. If time, students can play Night Light. Wednesday- Play video 1 and video 2. Do group craft project, "This Little Piggy". Call students up to investigate what they brought from home with the flashlight in front of the class. Pass out the handout to do track investigations. If time, students can play Shadow Shapes. Thursday- Play video 1 and video 2. Do group craft project, "Say My Name". Call students up to investigate what they brought from home with the flashlight in front of the class. Pass out the handout to do track investigations. If time, students can play The Many Colors of Light. Friday- Play video 1. Students can play Memory Lights. while others are doing their performance assessment.
Week 14 **Supplies: Handouts, red Solo cups (round); clear smaller cups; battery powered tea lights (or make “flame” out of orange tissue paper); white masking tape (1” wide); black construction paper; glue; scissors; plain copy paper; flashlights for Friday assessment Student Objectives: Students will design and build something that uses light to solve the problem of communicating over a distance. Standard(s): 1.PS4.4 Use tools and materials to design and build a device that uses light to solve the problem of communicating over a distance. Essential Question: What can I design and build that uses light to solve the problem of communicating over a distance? Monday- Play Magic School Bus Makes a Rainbow. Pass out "Lights, Camera, Action!" student investigation booklets. Students will do page 1. If time, students can explore Dr. Seuss's Chasing Rainbows. Tuesday- Play video 1 and video 2. Ask, how does a lighthouse help? Pass out student investigation booklets and have students do page 2 while watching video 3. They should be prepared to draw a lighthouse along with the video, so you don't have to pause. Debrief Question. Do lighthouse craft. If time, students can explore Baby Hazel Lighthouse Adventure. Wednesday- Play video 1 and video 2. Play video 3. (Just Dance- Students can dance along) Pass out 2 sheets of plain copying paper for each student. (have some extras handy). Students will create a paper airplane by following the video instructions. Play video 4. If time, students can explore Let's Fly. Thursday- Play video 1 and video 2. Take students outside or to the gym to play activity "Red Light, Green Light". If time, student can play Red Light, Green Light online. Friday- Play video 1 and video 2. The performance assessment will be done outside, so that the students can have space. Read the story and make sure the class understands that the tools that they are building with are flashlights and something from the woods. (or their hand) They will most likely draw their flashlight and their hand. If students have time, they can color online Batman pages. (they will have to select which picture and click "color online")
Week 15 **Supplies: Handouts; Student Objectives: Students will design a solution to a problem by borrowing ideas from animal adaptations. Standard(s): 1.LS1.1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Essential Question: What can you design for people that is borrowed from an animal adaptation? Monday- Play video 1, video 2, video 3, and video 4. Use the discussion questions on the "For the teacher" page. Pass out the "I'm Adapted" investigation booklet, do page 1, and play video 5. Make the giraffe craft. If time, students can play giraffe above. Tuesday- Play video 1, video 2, and video 3. Discuss. Read two stories about the turtles. (use your favorite classroom stories or choose from "suggested book list". Discuss. Pass out the "I'm Adapted" investigation booklet, do page 2, and play video 4. If time, students can play turtle break. Wednesday- Play video 1, video 2. and video 3. Discuss. Pass out the "I'm Adapted" investigation booklet, do page 3., and play video 4. Play skunk tag. Thursday- Play video 1, video 2, video 3, video 4., and video 5. Discuss. Pass out the "I'm Adapted" investigation booklet, do page 4, and play video 6. Students will create a camel puzzle on page 5. If time, students can play happy camel. Friday- Play video 1, video 2, and video 3. Students will do performance assessment. If time, students can play "Now You See Me Now You Don't" game. Week 16 **Supplies: Handouts; light blue construction paper for each student; variety of colors of construction paper (yellow, dark blue, green, brown, red, purple); scissors; glue cotton balls; water; Ziploc sandwich bags; bowl of water; 2 liters of root beer; vanilla ice cream; ice cream scoop; solo cups; straws; pipe cleaners; some Legos, sticks or branches; pencils; ruler Student Objectives: Students will design a solution to a problem by borrowing ideas from plant adaptations. Standard(s): 1.LS1.1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Essential Question: What can you design for people that is borrowed from a plant adaptation? Monday- Play video 1, video 2, and video 3. Pass out the "Leave" Me Alone student investigation booklets. Do page 1. Do "Parts of a Plant" craft. If time, students can label parts of a plant and then play Let me grow. Tuesday- Play video 1, video 2, video 3, and video 4. Read one stories about seeds growing. (use your favorite classroom story or choose from "suggested book list". Do "Growing Bean" investigation. Pass out "Growing Bean" investigation data sheets. Students will log each day until you are ready to send them home. If time, students can explore Gardening with Caillou. Wednesday- Play video 1, video 2, video 3., video 4, and video 5. Pass out "Leave" Me Alone student investigation booklets and do page 2 & 3. If time, students can explore Rose Drag & Drop. (there are different levels) Thursday- Play video 1, video 2, video 3, and video 4. Stop video at 2:30. Pass out the "Leave" Me Alone student investigation booklets and do page 4 & 5. If time, students can explore Fruity Annie. Friday- Play video 1 and video 2. Students will do performance assessment a couple at a time. The other students can explore Tree House Designer and You and Me Tree Game. Week 17 Supplies: Handouts; glue; scissors; penguin template (Next Page) for each student; construction paper bits. (1. multi-colored; 2. black; 3. orange) You can do this ahead of time and keep in Ziploc bags. long piece of twine; paper plates; hole puncher; pom poms (1 large and 1 medium per student); glue; pipe cleaners (pre-cut) Student Objective: Students will read text and use media to determine patterns on how parents help their children survive. Standard(s): 1.LS1.2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. Essential Question: How do parents help their children survive? Monday- Play video 1 and video 2. Encourage class to sing along. Play video 3, video 4, and video 5. After each video, ask what the class if anyone noticed anything that the parents did to help their baby survive. Pass out the "Baby, Love" student investigation booklets. Do page 1. Play video 6, then do the "Tacky the Penguin" craft. If time, students can explore Penguin Families. Tuesday- Play video 1. Ask the class, "What do you think we will be learning about today?" (spiders) Play video 2. Ask students, "What were some things that you noticed?" Play video 3. Ask the students, "How does the mother wolf spider help her baby spiders survive?" (She carries them on her back to protect them from predators.) Play video 4. Ask students, "Why did the spider fall asleep?" Do The Very Busy Spider Craft. (The spider worked all day.) If time, students can explore Spider Web or Super Hyper Spider Typer. Wednesday- Play video 1 and video 2. Encourage students to sing along. Ask the class, "What did you notice about cheetahs?" (will vary) Play video 3, video 4, and video 5 and read the descriptions to them. Read with the class on the projection board. Reading 1 (<--click-->) Reading 2. (The second reading is lengthy. Select topics that your class would be interested in reading and discussing. Pass out student investigation booklets and do page 3 and 4. If time, students can explore Cheetah Rock. Thursday- Play video 1, video 2, and video 3. Read two stories about polar bears. (use your favorite classroom story or choose from "suggested book list".) Play video 4 and video 5. Pass out the student investigation booklets and do page 5. If time, students can explore Polar Jump. Friday- Play story- video 1. Ask: "Have you ever tried to do something the hard way and there was a easier way to do it?" Play video 2. Ask: "How did Horton protect Mayzie's offspring?" (He sat on it and hatched it.) Play video 3. Ask: "How did the baby elephant finally learn to use his trunk?" (He imitated his mother.) Play video 4., and video 5. Ask: "Why wouldn't the mother elephant just move the rock for the baby elephant?" (She wanted him to learn how to do it.) Ask: "Why would it be bad for moms to do everything for their young?" (They would never learn to do anything themselves.) Pass out the assessments. If time, students can explore Horton's Who Hunt.
Week 18 Supplies: Handouts Student Objective: Students will provide evidence that plants and animals are like, but not exactly like their parents. Standard(s): 1.LS3.1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Essential Question: What evidence is there that plants and animals are like, but not exactly like their parents? Monday- Play video 1, video 2, Start a T-Chart (Sample <--Click) Ask: "What are some of the traits that all cats have?" Fill in the "Same" side with their ideas. Play video 3. Ask: "What are some ways that the cats were different?" Fill in the "different" portion of the T-chart. Play video 4. Pass out the "Copycat" student investigation booklets. Post the picture of cats. (included) Tell students to look at the picture and think of things that are the same and different about cats. Do page 1. Read two stories about genetics. (use your favorite classroom story or choose from "suggested book list".) If time, students can explore Nature Cats. Tuesday- Play video i and video 2. Start a T-Chart (Sample <--Click) Ask: "What are some of the traits that all dogs have?" Fill in the "Same" side with their ideas. Play video 3. Ask: "What are some ways that the dogs were different?" Fill in the "different" portion of the T-chart. Pass out the "Copycat" student investigation booklets. Post the picture of dogs. (included) Do page 2. Play video 4. Ask: "Describe how you can tell the difference between a cat and dog?" Have students do page 3. If time, students can explore Dog Tags. Wednesday- Play video 1. and video 2. Start a T-Chart (Sample <--Click) Ask: "What are some of the traits that all fox have?" Fill in the "Same" side with their ideas. Play video 3 and video 4. Ask: "What are some ways that the fox were different?" Fill in the "different" portion of the T-chart. Pass out the "Copycat" student investigation booklets. Post the picture of fox. (included) Do page 4. Play video 4. Ask: "Describe how you can tell the difference between a dog and fox?" Have students do page 5. If time, students can explore Baby Fox Machine. Thursday- Play video 1, video 2, and video 3. Students will get a partner and play "Same or Different" like in the videos. Play for about 5 minutes. Play video 4.. Start a T-Chart (Sample <--Click) Ask: "What are some of the traits that all people have? Fill in the "Same" side with their ideas. Ask: "What are ways that the people are different?" Fill in the "different" portion of the T-chart. Pass out the "Copycat" student investigation booklets. Post the picture of people. (included) Do pages 6 & 7. If time, students can explore Twins Family. Friday- Play video 1. Encourage students to sing along. Ask: "Does everyone in a family look exactly the same?" (No) Play video 2. Do "Trait Sort" student investigation. Pass out assessment. If time, students can explore Face Memory Game.
Organize your materials: Print master copy and put into binder. Use binder cover. Gather science tub materials and put into a tub. Tape the "Science Tub" label on the top or side.
Functional options for you to choose from: *Pull the For the Teacher cards, craft activities, or games and laminate. Put supplies in Ziploc Bags, Label, and put in science tub or other convenient place. or *Punch holes and keep the master in a binder. (Take out the binder cover and tub label before putting in the holes.) You will still be able to access the master copy (without holes) as long as you have the download. Use the Binder Cover for this. You may opt to put a divider and put all of the student handout pages together in the back for easy copying.
