First Grade Programs

Essential Questions: What is pollution and how does it affect aquatic animals? How do we keep pollution out of the water? 

Description: Students will learn and become familiar with their senses as they take a hike to visit a wetland and make big-picture and small-picture observations. As they walk they will be asked to observe and share what they see, hear, smell and feel. They will observe a wetland and learn more about why we need wetlands while they make big-picture observations. Students will use a magnifying glass in individual sit spots to make small-picture observations. They will be encouraged to share their favorite observations with the class.

Standards:
HS-ENV1-2: Use a computational representation to illustrate that humans are part of Earth’s ecosystems and how human activities can, deliberately or inadvertently, alter ecosystems.
SEP.4: Analyzing and Interpreting Data. Use observations to describe patterns in the natural world to answer scientific questions.
SEPS.8: Obtaining, evaluating, and communicating information

Essential Question: What are common fish features and how do they use them to live in local lakes? 

Description: The students will observe fish and use this time to make real life observations on the different parts of the fish. They will then be challenged to draw their own fish on a whiteboard to reinforce their understanding while comparing and contrasting fish features to human features. Their final activity will be coloring and drawing fish parts onto a Virtual Aquarium fish which will then be sent into the Virtual Aquarium allowing them to see their fish swim around.

Standards:
1-LS1-1: Use materials and models to mimic how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
1.CC.1: Participate in collaborative conversations about grade-level appropriate topics and texts with peers and adults in groups.
SEPS.2: Developing and using models and tools

Essential Question: What happens when pollution enters a waterway and where does it go? 

Description: Students will be working with the Augmented Reality sand table to learn about topography and the flow of water. They will be given blocks in the shape of different community buildings (post office, police station, hospital, ect.). They will have to build their community based on the layout in the sandbox. They will make it “rain” in the sandbox simulating how water flows downhill and any pollution will also wash downhill into any water system below. This will make the students think about where they should place their community based on the elevation and where the rain will end up.

Standards:
HS-ENV1-2: Use a computational representation to illustrate that humans are part of Earth’s ecosystems and how human activities can, deliberately or inadvertently, alter ecosystems.
1.CC.1: Participate in collaborative conversations about grade-level appropriate topics and texts with peers and adults in groups.
1.CC.2: Communicate the solution(s) of a problem/analysis either orally, visually or in writing, which may include process steps, findings, or conclusions.

Essential Question: What is a life cycle and how are some life cycles different from others?

Description: Students will compare the life cycles between the three animals as well as comparing the human life cycle. For their activity they will go through a story on the life cycles of a butterfly, frog, and fish which includes hand signals. In the story students will be given cards as a part of a life cycle and they will place their card onto the life cycle board as their cycle is discussed and illustrated.

Standards:
1.CC.1: Participate in collaborative conversations about grade-level appropriate topics and texts with peers and adults in groups.
1.CC.2: Listen to others, take turns speaking about the topic, and add one’s own ideas in small group discussion or tasks.
1.AM.3: Describe that systems have parts that work together to accomplish a goal (e.g., life cycles).