1st Grade Constructing & Reflecting Benchmarks
[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
UNIT BENCHMARKS
What do you want students to:
know, do, be like?
Science Process Skills
How do we work, act and think like a scientist (predicting, experimenting, documenting, sharing, and reflecting)?
POSSIBLE RESOURCES
What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
Constucting Benchmarks:

Teacher Resources:

National Science Teachers Association: " ... to promote excellence and innovation in science teaching and learning for all."

National Science Education Standards Grades K-4

Michigan Science Teachers Association The MSTA mission is to stimulate support, and provide leadership for the improvement of science education throughout Michigan.

MASER Mathematics, Social Studies, and Science Education Reform: A set of Internet learning activities for teachers and students were developed which correlate directly with the State of Michigan Standards and Benchmarks.

Michigan Educational Assessment Program: Visit this site to stay informed
about the science MEAP and to get copies of released items.

Eisenhower National Clearing House for Mathematics & Science Education Provides the best selection of math and science education resources on the Internet

Educational REALMS (Resources for Engaging Active Learners in Mathematics and Science) is a new organization created in 2004 after the discontinuation of the federally funded ERIC Clearinghouse for Science, Mathematics and Environmental Education (ERIC/CSMEE).

National Science Digital Library: NSDL is a digital library of exemplary resource collections and services, organized in support of science education at all levels

How Stuff Works: This site is for all those curious scientists that need to know "how stuff works".

I.1.E.1 Generate questions about the world based on observation.

P (practice)
Make observations that lead to questions that can be answered through the process of scientific investigation
I.1.E.2 Develop solutions to problems through reasoning, observation, and investigations.

P (practice)
Begin to develop an approach to a problem using reasoning, observations, data collection, and investigations to arrive at a solution.
I.1.E.3 Manipulate simple devices that aid observation and data collection.

I (introduce)
Observe and collect data by using tools such as magnifying glasses, thermometers, and computers.
I.1.E.4 Use simple measurement devices to make measurements in scientific investigations

I (introduce)
Select and use the appropriate measurement tools (e.g. scales, rulers, thermometers, measuring spoons and cups, and measuring tapes) to investigate volume, area, weight, and linear measures.
I.1.E.5 Develop strategies and skills for information gathering and problem solving.

I (introduce)
Ask questions and are introduced to different sources such as reference books, trade books, magazines, web sites, and other peoples’ knowledge
I.1.E.6 Construct charts and graphs and prepare summaries of observations.

P (practice)
Construct various graphs and charts to present their data and will prepare simple summaries (or conclusions) of their observations.
Reflecting Benchmarks:
II.1.E.1 Develop an awareness of the need for evidence in making decisions scientifically.

P (practice)
Begin to differentiate between fact and opinion.
II.1.E.2 Show how science concepts can be illustrated through creative expression such as language arts and fine arts.

P (practice)

Use creative expression to interpret a science concept through poetry, music, murals, illustrations and movement. For example:

*Science songs (Grade 1 Science Songs audiotape) or we make our own
*Rainbow Poem
*Rhythm Band
*Spring Dance
*Mural of the Seasons
*Water Cycle Poster
*5 senses song
*recycling song

II.1.E.3 Describe ways in which technology is used in everyday life. Begin to recognize how technology has made their life easier, faster, and more convenient or complex.
II.1.E.4 Develop an awareness of and sensitivity to the natural world

I (introduce)

*Discuss and examine the effects they have on the natural world

*Begin to appreciate the balance of nature.

II.1.E.5 Develop an awareness of contributions made to science by people of diverse backgrounds and cultures.

I (introduce)
Recognize that all people, regardless of age, race, creed or gender, can and have made important contributions to science.

Committee Members:

Nicole Dorn, Michelle Edwards, Jennifer Mecca, Alice Miller, Laurie Pritchard, Ryan Rivard, and Jen Tyll-Pahany
Last Revised: Wed, Mar 10, 2004