STEMscopes Georgia Science Student Notebook Grade 1

1 STEMscopes Georgia Student Notebook

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a part of STEMscopes NGSS

Georgia_1st_Book.indd 1

1st grade

My teacher is:

developed by Accelerate Learning, Inc. & Rice University

Notebook

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GEORGIA Student Notebook – First Grade ISBN: 978-1-946725-71-4

Published by Accelerate Learning Inc., 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2017, by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

To learn more, visit us at www.acceleratelearning.com

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GEORGIA

This Student Notebook is designed to be used as a companion piece to our online curriculum.

The pages of this book are organized and follow the 5E model.

Student Handout

ENGAGE

A short activity to grab students’ interest

Student Journal

EXPLORE

A hands-on activity in which students get experience with the concept being taught

STEMscopedia

EXPLAIN

A reference material that includes parent connections, technology, and science news

Reading Science A reading passage about the concept that includes comprehension questions

ELABORATE Math Connection

A set of grade-level appropriate math problems that address the concept

Writing Science

EVALUATE

A writing prompt based on the concept studied in which the students can demonstrate what they have learned

Only student pages are included in this book and directions on how to use these pages are found in our online curriculum. Use the URL address and password provided to you by your district to access our full curriculum.

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1st Grade Student Notebook Table of Contents

Lesson

Page

Earth and Space Science 1E1AB

1

1E1C

31

1E1D

61

Types of Weather Investigating Weather Seasonal Patterns Life Science 1L1A

87

1L1BC

111

Parts of Plants Basic Needs

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1st Grade Student Notebook Table of Contents

Lesson

Page Physical Science

1P1ABC

135

1P1DE

157

1P2A

181

Light and Shadows Sound Magnets in Everyday Life

Characteristics of Magnets 203

1P2B

Appendix

Glossary

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225

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1st Grade Earth and Space Science

1E1AB

Types of Weather

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1E1AB Types of Weather

Student Handout Name:

Date:

Types of Precipitation 1. What do you think precipitation is?

Observe the four types of precipitation and fill in the chart below.

Type of precipitation.

Which cup is it in?

Draw a picture of the precipitation.

Is it a liquid or a solid?

Describe this form of precipitation in your own words.

HAIL

SNOW

RAIN

SLEET

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1E1AB Types of Weather

Explore Student Journal Name:

Date:

Part I: Weather Report Cards Day

1

High/Low Temperature

Precipitation (circle one)

Matching Picture

Weather Symbol That Best Matches This Type of Weather (circle one)

Rain Snow Sleet Hail

2

None Rain Snow Sleet Hail

3

None Rain Snow Sleet Hail None

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1E1AB Types of Weather

Explore Student Journal Part I: Weather Report Cards, continued Day

4

High/Low Temperature

Precipitation (circle one)

Matching Picture

Weather Symbol That Best Matches This Type of Weather (circle one)

Rain Snow Sleet Hail

5

None Rain Snow Sleet Hail

6

None Rain Snow Sleet Hail None

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1E1AB Types of Weather

Explore Student Journal Part II: Weather Recordings 1. Circle days of the month that were sunny in yellow. How many did you circle? _____ 2. Circle days of the month that were partly cloudy in light blue.

How many did you circle? _____ 3. Circle days of the month that experienced thunderstorms AND rain in black. How many did you circle? _____ 4. Circle days of the month that were cloudy in green. How many did you circle? _____ 5. Circle days of the month that had sleet or snow in red. How many did you circle? _____ 6. Circle high temperatures 50 degrees and over in purple. How many did you circle? _____ 7. Circle high temperatures under 50 degrees in orange. How many did you circle? _____ 8. Circle low temperatures 50 degrees and over in pink. How many did you circle? _____ 9. Circle low temperatures under 50 degrees in brown. How many did you circle? _____

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1E1AB Types of Weather

Explore Student Journal Use your data from the Weather Recordings activity to create a bar graph to represent the number of days the city experienced each type of weather.

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14

12

10

8

6

4

2

Sunny

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Partly Cloudy

Thunderstorms AND rain

Cloudy

Sleet or Snow

High temp High temp Low temp Low temp 50 degrees under 50 50 degrees under 50 and over degrees and over degrees

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STEMSCOPEDIA: TYPES OF WEATHER 1E1AB

Reflect

Weather changes from day to day.

Weather can be hot or cold.

Weather can be clear or cloudy.

Weather can be windy or calm.

Weather can be rainy or icy.

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STEMSCOPEDIA: TYPES OF WEATHER Try Now

Answer each question. Use the words CLEAR, RAINY, or WINDY.

We fly kites if it is

We use umbrellas if it is

.

We use sunscreen if it is

.

.

Weather changes from season to season.

In the spring, it rains a lot.

The weather gets warmer.

Flowers bloom.

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In the summer, it is hot. You can visit the beach!

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STEMSCOPEDIA: TYPES OF WEATHER

In the fall, it is cooler. Leaves change color. Leaves fall off the trees.

In the winter, it is cold. In some places, it snows. You can go ice skating!

Try Now

We wear different clothes each season. Write SPRING, SUMMER, or WINTER under each picture to tell when you would wear that clothing.

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STEMSCOPEDIA: TYPES OF WEATHER People use different symbols to describe the weather.

Can you guess what kind of weather each symbol shows? Write your answers on the lines.

• Which symbol means it is sunny?

• Which symbols mean it is rainy?

• Which symbols mean it is snowing?

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STEMSCOPEDIA: TYPES OF WEATHER Try Now

Look at the pictures. What is the weather like? Circle your answers. A picture may have more than one correct answer.

What is the weather like?

• Rainy • Warm • Windy

What is the weather like?

• Cloudy • Icy • Rainy

What is the weather like?

• Cold • Snowy • Sunny

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STEMSCOPEDIA: TYPES OF WEATHER Connecting With Your Child

Make a Rain Gauge Begin by explaining that rainfall is measured in inches or centimeters. You can explain that scientists use the metric system (i.e., centimeters), but locally in the United States we use inches. Explain that we usually don’t see all the rainfall at once because it runs away or sinks into the ground; however, if we catch all the rain that fell in a certain spot, we can measure how many inches (or centimeters) fell. A rain gauge is a tool that scientists use to do this.

The simplest rain gauge is a watertight container with You can straight sides and a ruler attached to one side. A glass purchase rain container like a graduated cylinder will be easier to gauges like read, but a metal container that once held canned this one. goods will also work. More accurate rain gauges have an opening larger than the collecting area. A gauge like the one shown in this photograph is fairly inexpensive to purchase. You can also make this type of gauge out of a funnel and a cylinder. This shape allows you to accurately measure very small amounts of rainfall.

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STEMSCOPEDIA: TYPES OF WEATHER After measuring the rainfall for a storm, a month, or a season, your child can expand the project by comparing your area’s rainfall to some of the driest and wettest places in the world. For example: • The Atacama Desert in Chile is one of the driest places on Earth. The city of Arica, at the desert’s northern end, receives about 0.03 inches of rainfall per year.

• Although there is more debate about the wettest place on Earth, one of the contenders is Mount Waialeale on the Hawaiian island of Kauai.

Average rainfall on this mountain approaches 460 inches per year, more than 100,000 times that of Arica, Chile!

Here are some questions to discuss with your child: 1. How does the annual rainfall where you live compare to the wettest and driest places on Earth?

2. What is the wettest part of the year where you live?

3. Does an inch of snow contain the same amount of water as an inch of rain? Why or why not?

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1E1AB Types of Weather

Reading Science Name:

Date:

Our Earth

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1E1AB Types of Weather

Reading Science

Weather is what it is like outside. It could be hot or cold. It could be sunny or cloudy.

It could be rainy or dry. It could by windy or calm. All of these are kinds of weather.

Let’s explore some weather events.

Rain Rain comes from clouds. Clouds are made of many water droplets. When the droplets fall, they are rain. Raindrops have different sizes. Smaller rain drops weigh less than bigger ones.

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1E1AB Types of Weather

Reading Science

Thunderstorms Thunderstorms form in clouds, but not all clouds cause thunderstorms!

Thunderstorms have flashes of lightning.

Lightning is electricity. It is unsafe. As lightning flashes, it also makes a sound called thunder. Thunderstorms can have wind. The wind can be dangerous. There will also be rain in thunderstorms.

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1E1AB Types of Weather

Reading Science

Tornadoes Some thunderstorms form tornadoes.

Tornadoes look like a funnel. They have very strong winds whipping around the funnel. Tornadoes are unsafe. They can damage homes, cars, and many other things. They can be deadly.

Hurricanes A hurricane is a very large storm. It is sometimes called a cyclone or typhoon.

It has very strong winds. A hurricane forms over warm ocean water.

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1E1AB Types of Weather

Reading Science

It moves very slowly.There is a lot of rain, thunder, and lightning. Tornadoes can form in hurricanes. Hurricanes can cause flooding. Flooding can damage homes.

Hurricanes are very unsafe.

Hail Hail is a chunk of ice.

It can be bigger than a raindrop. It can be as small as a pencil eraser. It can be as large as a softball. We see hail during some thunderstorms. We see hail during some hurricanes. © Accelerate Learning Inc. - All Rights Reserved

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1E1AB Types of Weather

Reading Science

Snow When snow falls it is cold and cloudy outside. Snow is white. Snow is tiny drops of ice. The drops sometimes stick together. They form snowflakes. Some snowflakes are very pretty.

Sleet Sleet is a mix of rain and snow. Sleet can be slick. It makes roads very slippery.

It can be unsafe. There are many kinds of weather. Weather can be enjoyable.

Some weather can be threatening. Earth has interesting weather. It’s important to stay safe in all weather.

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1E1AB Types of Weather

Reading Science

1 Why did the author write the passage?

A To tell a story about the weather B To inform about different types of weather C To keep people safe in weather D To explain a tornado 2 What does the author mainly want you to know?

A That our planet is amazing B How to stay safe in all kinds of weather C That there are many kinds of weather D That hurricanes are unsafe

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1E1AB Types of Weather

Reading Science

3 What is another word for dangerous?

A Unsafe B Loud C Fun D Small 4 What is the same about hail and sleet?

A They are both wet B They are both colorful C They both contain ice D They are both liquid

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1E1AB Types of Weather

Reading Science

5 What do the headings help you to know?

A What they will read in each section B Some of the different types of weather C Both A and B D None of the above 6 What could be another title for this section?

A Weather Everywhere!

B Rain Is Always Strong!

C Dangerous Hail!

D All Weather is Dangerous!

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1E1AB Types of Weather

Math Connections Name:

Date:

1. Jacob went on a walk with his parents. It had rained, so he started to count the puddles of water he saw. He counted 14 puddles. The next day, the sun was out and dried up most of the puddles. Jacob went on another walk, but he counted only 7 puddles. How many puddles did Jacob count altogether? _______ puddles Write a number sentence to show your answer: ______ + ______ = ______ 2. Mary and Sue were catching snowflakes on their tongues. Mary caught 24 snowflakes. Sue caught 20 snowflakes. How many total snowflakes did the two girls catch? ______ snowflakes Compare the two numbers above, and then fill in the box below with the correct symbol of >, <, or =.

24

20

3. Mr. Smith was watching the news when he heard a hailstorm starting outside. The meteorologist had said the storm would not be arriving until 1 p.m. What time did the clock say?

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1E1AB Types of Weather

Math Connections 4. The city of Atlanta got three inches of rain last night. The city of Marietta got more rain than Atlanta. If the two cities got a total of 11 inches of rain last night, how many inches did Marietta get? ______ inches Compare the numbers and fill in the box below with the correct symbol of >, <, or =.

3 11 5. Robert, Emily, and Amanda built snowmen. Measure how many blocks tall their snowmen stood, and circle the group that lists the snowmen in order from tallest to shortest.

Robert Emily Amanda

A. B. C.

Robert, Amanda, Emily Emily, Robert, Amanda Amanda, Robert, Emily

How many blocks tall would all three snowmen be if they were stacked on top of each other? ________ blocks Write a number sentence to show your answer. ______ + ______ + ______ = ______ 28

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1E1AB Types of Weather

Writing Science Name:

Date:

LOOK at the pictures below.

THINK about what the weather is like is each picture. Have you seen each type of weather before?

WRITE a description of each type of precipitation. What kind of weather causes each form of precipitation?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes

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1E1AB Types of Weather

Writing Science Topic:

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1st Grade Earth and Space Science

1E1C

Investigating Weather

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1E1C Investigating Weather

Student Handout Name:

Date:

Wind Vane Tail

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1E1C Investigating Weather

Explore Student Journal Name:

Date:

Recording the Weather Directions: Record the current weather conditions for each day of the week, and then answer the questions.

Day of the Week

Temperature

Wind Direction

Precipitation (yes or no)

Description of the Clouds

______degrees

1. What is today’s date? ________________________________________ 2. What was the date two months ago? ____________________________ 3. Describe the weather on the date two months ago.

4. How is the weather today different from the weather two months ago?

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1E1C Investigating Weather

Explore Student Journal

Day of the Week

Temperature

Wind Direction

Precipitation (yes or no)

Description of the Clouds

______degrees

1. What is today’s date? ________________________________________ 2. What was the date four months ago? ____________________________ 3. Describe the weather on the date four months ago.

4. How is the weather today different from the weather four months ago?

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1E1C Investigating Weather

Explore Student Journal

Day of the Week

Temperature

Wind Direction

Precipitation (yes or no)

Description of the Clouds

______degrees

1. What is today’s date? ________________________________________ 2. What was the date six months ago? ____________________________ 3. Describe the weather on the date six months ago.

4. How is the weather today different from the weather six months ago?

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1E1C Investigating Weather

Explore Student Journal

Day of the Week

Temperature

Wind Direction

Precipitation (yes or no)

Description of the Clouds

______degrees

1. What is today’s date? ________________________________________ 2. What was the date eight months ago? ___________________________ 3. Describe the weather on the date eight months ago.

4. How is the weather today different from the weather eight months ago?

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1E1C Investigating Weather

Explore Student Journal

Day of the Week

Temperature

Wind Direction

Precipitation (yes or no)

Description of the Clouds

______degrees

1. What is today’s date? ________________________________________ 2. What was the date ten months ago? ____________________________ 3. Describe the weather on the date ten months ago.

4. How is the weather today different from the weather ten months ago?

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1E1C Investigating Weather

Explore Student Journal Graphing Temperatures Directions: Now that you have recorded the weather conditions for a week, create a bar graph to show each day’s temperatures, and then answer the questions that follow.

100 90

Degrees (Fahrenheit)

80 70 60 50 40 30 20 10

Monday

Tuesday

Wednesday

Thursday

Friday

Day of the Week

1. Which day was the temperature the warmest? ___________________ 2. Which day was the temperature the coldest? ____________________ 3. What is the difference in temperature between the warmest and coldest days this week? ___________________________________________

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STEMscopedia: INVESTIGATING WEATHER 1E1C

Reflect

What did the air outside feel like on your way to school today? Did you wear a coat because it was cold? Did you wear shorts because it was warm? Did you need an umbrella because it was raining?

You may not realize it, but you are describing the weather. Weather is what the air outside is like at a certain time. Do you remember what the weather was like yesterday?

We can learn about weather by observing. We observe using our senses. We can see if it is sunny or if there are clouds in the sky. We can feel if it is hot or cold. We can hear if wind is blowing or if rain is falling.

The way the flowers are moving shows us it is windy. Fill in the blanks about the other pictures.

HINT: Use the words CLOUDY, RAINY, or CLEAR.

The weather is

The weather is .

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The weather is .

.

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STEMscopedia: INVESTIGATING WEATHER The wind is made of air. Wind is moving air. Sometimes air moves at a high speed, and sometimes it moves at a low speed. Air is always around us. It is always changing and moving. When air is Air: the gases that moving slowly, we say the weather is calm. When surround Earth air is moving quickly, we say the weather is windy.

Even on a calm day, wind can carry light objects.

A windy day is a good time to fly a kite.

Read on to learn how we can observe the wind.

Getting Technical: Windsock A windsock is a cloth tube. It is attached to a pole. When the wind is blowing, it stretches out the windsock.

We can use a windsock to figure out which way the wind is blowing. We call this the wind direction. The direction of the wind is opposite the direction the windsock is pointing. If the windsock is pointing south, the wind is blowing from the north. If the windsock is pointing east, the wind is blowing from the west.

Windsocks are used at airports. Where else is it important to know wind direction?

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STEMscopedia: INVESTIGATING WEATHER Try Now

We can record weather data, or information. When we record data, we write it down. But how do we get this information? We can use our senses.

We have five senses: hearing, smelling, tasting, touching, and seeing.

Which senses are most important for observing the weather?

We use our senses to observe. We can also use tools such as windsocks and thermometers. Thermometers are used to measure temperature. You will learn about thermometers later.

We can use charts, tables, and graphs to organize the data we record.

Suppose you recorded the weather where you lived. It was warm on Monday, but cold on Tuesday. Your chart might look like this: Monday

Tuesday

warm

cold

Wednesday

Thursday

Answer these questions based on your chart.

• Can you use a windsock to see if it is warm or cold? Circle the answer.

YES or NO • Which day had a higher temperature? Circle the answer.

MONDAY or TUESDAY • What do you think the weather will be like on Wednesday? Why?

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STEMscopedia: INVESTIGATING WEATHER What Do You Know?

A thermometer is filled with a liquid. When the weather gets hotter, the liquid goes up. When the weather gets colder, the liquid goes down. The number next to the top of the liquid is the temperature.

You can measure temperature in degrees Fahrenheit (°F).

This thermometer shows a temperature of about 72 degrees Fahrenheit.

Now look at the two thermometers below.

Which thermometer shows a warmer temperature? Circle it.

Put an “X” on the thermometer that shows a colder temperature.

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STEMscopedia: INVESTIGATING WEATHER Connecting With Your Child

Weather Tracking Help your child learn more about weather observations by making a weather chart, similar to the one shown below, and recording weather data each day for a week. Discuss which time of day would be best to make weather observations. Once you determine a time, remember to record your observations each day at this time.

Here is a sample data table that you and your child can use.

Location: Time of Day: Day

Is there wind?

Are there clouds?

Is it raining?

1

windy / calm

cloudy / clear

rainy / dry

2

windy / calm

cloudy / clear

rainy / dry

3

windy / calm

cloudy / clear

rainy / dry

4

windy / calm

cloudy / clear

rainy / dry

5

windy / calm

cloudy / clear

rainy / dry

6

windy / calm

cloudy / clear

rainy / dry

7

windy / calm

cloudy / clear

rainy / dry

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What is the temperature?

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STEMscopedia: INVESTIGATING WEATHER Each day, encourage your child to make observations and to circle the term that best matches each observation. Use an outdoor thermometer to record the temperature. If you do not have a thermometer, your child may record “hot” or “cold” rather than the temperature. (Technically, the air feels hot or cold. Temperatures are measurements—they may be high or low but not hot or cold.) Another option for obtaining the temperature is to watch the weather report on a local news channel. Point out when the weather forecaster provides the day’s high and low temperatures. Make sure your child consistently records one or the other, or both.

Here are some questions to discuss with your child: 1. How can you collect weather data?

2. Other than your own observations, how else might you get information about the weather?

3. Is the weather the same all day long or does it change through the day?

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1E1C Investigating Weather

Reading Science Name:

Date:

Watching the Weather

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1E1C Investigating Weather

Reading Science

Mr. Jones tended his garden. The tomato leaves sagged and had wrinkles.

His plants looked dry. It was hot out.

Mr. Jones checked the thermometer. It read 86 degrees. Mr. Jones watered his plants.

Mr. Jones checked on his plants the next morning. The thermometer read 66 degrees. The plants looked wet.

Mr. Jones checked his rain gauge. It had water in it. It must have rained last night. Mr. Jones did not need to water his plants after it rained.

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1E1C Investigating Weather

Reading Science

Mr. Jones was watching the news. The weather forecast said cooler temperatures were coming. Mr. Jones looked out the window. He looked at the sky. It was cloudy. He saw his rooster-shaped wind vane pointing south. This meant that the wind was blowing from the north. Mr. Jones knew this meant cooler weather was coming. He needed to go check on his plants.

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1E1C Investigating Weather

Reading Science

Mr. Jones picked a basket of tomatoes.

The plants looked well. The cooler weather had kept them wet. Mr. Jones was a little worried about the wind. He covered his plants with blankets to keep them safe.

It got very cold that night. Mr. Jones checked his thermometer the next morning. It read 31 degrees. Mr. Jones was worried about his tomatoes. The wind was breezy. Then the temperature warmed up a little. Mr. Jones’s eyes twinkled when he took the blanket off his tomato plants.

They still looked healthy. He picked a juicy red tomato. He took it into the house. He would make a sandwich with it at lunch.

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1E1C Investigating Weather

Reading Science

Mr. Jones woke up the next morning and saw snow on the ground. “My plants!” he thought.

He walked to his garden. The sky was filled with clouds. The sun was hidden behind them. The snow dusted the ground. It crunched under his feet.

Mr. Jones uncovered his tomato plants.

His eyes did not twinkle this time. His tomatoes were brown. The leaves were shriveled. The ground was hard. Frost had struck his tomatoes.

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1E1C Investigating Weather

Reading Science

Mr. Jones knew winter would soon be coming. The breeze had picked up.

Leaves were falling from the trees. It was time for his garden to be done. Mr. Jones looked forward to winter. It would give him time to plan his garden for next year!

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1E1C Investigating Weather

Reading Science

1 What clue does the author give you to help you know it is the fall season?

A The tomatoes were red B The thermometer said 86 degrees C The wind was breezy D Leaves were falling from trees

2 What does the word tended mean?

A To watch B To care for C To hurt D To sit

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1E1C Investigating Weather

Reading Science

3 “His eyes did not twinkle this time” tells you Mr. Jones was feeling what?

A Excited B Angry C Sad D Confused

4 Why was it important for Mr. Jones to watch the news?

A So he knew how to dress B So he knew how to care for his plants C So he could stay inside if it was going to rain D All of the above

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1E1C Investigating Weather

Reading Science

5 “The snow dusted the ground,” tells the reader the snow was what?

A Heavy B Wet C Very light D Dry

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1E1C Investigating Weather

Math Connections Name:

Date:

John recorded the total snowfall in his city for the months of October, November, December, and January. His chart looked like the one below: October 8

November 6

December 14

January 20

1. Which two months’ amount of snowfall add up to the snowfall he recorded in December? Write the number amount for each month. +

= 14

2. What is the total amount of snowfall for the two months that got the most snow? +

=

Using a thermometer, Jackie recorded the temperature outside for five days in July. Her results are in the table below: Monday 92

Tuesday 89

Wednesday 88

Thursday 86

Friday 88

3. Which two days had a temperature that was the same? and 4. Which day had a temperature that was hotter than Tuesday?

5. Which day had the lowest temperature?

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1E1C Investigating Weather

Math Connections 6. Roberts Elementary has 15 wind vanes in their science closet. Seven of the wind vanes are broken and need to be replaced. Circle how many wind vanes are broken.

How many wind vanes are not broken and can be used by the teachers and students? 15 – 7 = 7. During a recent three-day storm, a meteorologist used a rain gauge to see how much rain had fallen from the sky each day. The meteorologist recorded 6 inches of rainfall for day 1, 5 inches for day 2, and 3 inches for day 3. How many total inches of rain fell during the storm? +

+

=

8. The temperature in Atlanta on a spring day in April was 62 degrees.

If the temperature was 10 degrees less that night, what was the temperature that evening?

A. 52 degrees B. 72 degrees

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1E1C Investigating Weather

Writing Science Name:

Date:

LOOK at the picture of lightning.

THINK about what you think will happen next.

WRITE a description of this weather. What can you observe about this type of weather with your senses?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes

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1E1C Investigating Weather

Writing Science Topic:

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1st Grade Earth and Space Science

1E1D

Seasonal Patterns

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1E1D Seasonal Patterns

Explore Student Journal Name:

Date:

How Do Seasons Change?

Part I Thinking about the Weather Data Chart, answer the following questions.

1. How does the temperature change between January and June?

2. How does the temperature change between July and December?

3. List the three warmest months. Do they have more hours or less hours of sunlight than the rest of the months?

4. It often rains in the spring. Which three months had the most rain?

5. Based on the data, list the months that fall during each season.

Winter

Spring

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Summer

Fall

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1E1D Seasonal Patterns

Explore Student Journal How Do Seasons Change?

Part II Plan for Summer Use a red crayon to show a summer temperature

Color two sections to show the length of a summer day and night.

HOT

day night COLD

Use yellow for day and black for night.

Draw or write activities you can do in the summer.

Draw how trees, grass, and plants look in the summer.

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1E1D Seasonal Patterns

Explore Student Journal How Do Seasons Change?

Plan for Fall Use a red crayon to show a fall temperature

Color two sections to show the length of a fall day and night.

HOT

day night COLD

Draw or write activities you can do in the fall.

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Use yellow for day and black for night.

Draw how trees, grass, and plants look in the fall

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1E1D Seasonal Patterns

Explore Student Journal How Do Seasons Change?

Plan for Winter Use a red crayon to show a winter temperature

Color two sections to show the length of a winter day and night.

HOT

day night COLD

Use yellow for day and black for night.

Draw or write activities you can do in the winter.

Draw how trees, grass, and plants look in the winter.

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1E1D Seasonal Patterns

Explore Student Journal How Do Seasons Change?

Plan for Spring Use a red crayon to show a spring temperature.

Color two sections to show the length of a spring day and night.

HOT

day night COLD

Draw or write activities you can do in the spring.

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Use yellow for day and black for night.

Draw how trees, grass, and plants look in the spring.

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STEMscopedia: SEASONAL PATTERNS 1E1D

Reflect

Weather changes with each season. Winter, spring, summer, and fall repeat the same pattern of weather year after year. Cold winters have the least sunshine, while the most sunshine occurs during hot, summer months.

• Snowy or icy Winter • Cold December • Least sunshine January • Trees are bare February

Spring

• • • •

Rainy Warmer More sunshine New leaves

Summer

• • • •

Sunny or stormy Hot Most sunshine Full trees

• • • •

Windy Cool Less sunshine Leaves drop

March April May

June July August

Fall

September October November

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STEMscopedia: SEASONAL PATTERNS Seasonal weather changes affect plants, animals, and humans.

Winter nights are long. The weather is colder and it can snow.

If it gets cold enough, some plants stop growing. Some animals go to sleep, or hibernate, all winter. Other animals migrate, or go some place warmer. Warm hats, scarves, and gloves are best for winter weather.

Spring days get longer and warmer. The snow melts. Spring rain helps new plants start growing again. Farmers plant their crops.

Many animals have their babies in the spring. Light jackets and umbrellas are best for spring weather.

Summer is the hottest season.

Days are long, and nights are short.

Plants continue growing. Animals find shade to keep cool. Families often vacation at the beach. Flags and fireworks are signs of summer holidays.

Fall air is cooler. Leaves change color and fall off the trees. The days become shorter. People and animals prepare for the winter.

Pumpkins and turkeys are signs of fall holidays.

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STEMscopedia: SEASONAL PATTERNS Try Now

Which season goes with each picture? Look for weather clues in each picture to help you decide. Write your answer in the boxes.

Clues:

This season is __________________

Clues:

This season is __________________

Clues:

This season is __________________

Clues:

This season is __________________

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STEMscopedia: SEASONAL PATTERNS Connecting With Your Child

Moving Through the Seasons at Home To help your child learn more about the changing seasons throughout the year, have them make their own calendar. Buy or make a blank calendar that includes all twelve months of the year. To make a calendar, gather twelve sheets of blank construction paper and pile them together. Fold the stack in half vertically and staple the sheets across the middle fold. Use a marker to divide the bottom half of the page into seven columns and four to five rows. The columns represent the days, and the rows represent the weeks in each month. Number each month according to the correct dates.

You can find them by referencing another calendar.

Once you have a complete calendar, review each of the months with your child. As you go through, mark important dates in your family’s lives. You might include the following: holidays, the first day of school, birthdays, and vacation dates. Once you’ve completed the entire year, go back through the months again. This time, have your child discuss the various activities, weather conditions, daylight hours, holiday traditions, and other events that occur each month. Your child will use these ideas to create a picture on the top half of each calendar page that reflects that month. For example, a picture of a mitten might be used for one of the winter months, while a flower could be included for a spring month.

When complete, hang up the calendar in your home. Encourage your child to add to the calendar throughout the year.

Discuss the following questions with your child: 1. What are the four seasons? What order do they come in?

2. What season are we in now? What activities do we do in this season?

3. What do animals and plants do during this season?

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1E1D Seasonal Patterns

Reading Science Name:

Date:

Season After Season

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1E1D Seasonal Patterns

Reading Science

Today is my birthday.

I am six years old.

It is June 23. It is summer. I am having a pool party. My friends are here. My family is here.

We swim. We eat cake and ice cream. We eat on the patio.The patio has shade.

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1E1D Seasonal Patterns

Reading Science

My sister’s birthday is in the fall. It is cooler than in the summer. Fall is a good time to go camping.

We take a hike to see the leaves.

There are so many colors.

I like to fall into a pile of leaves. It is fun to roll around.

Try it one day.

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1E1D Seasonal Patterns

Reading Science

My dad’s birthday is in December. It is cold and cloudy outside in December. We wear coats because it is winter.

I ask, “What do you want to do for your birthday, Dad?”

“I want to sit by the fire and have hot chocolate and popcorn,” Dad says. “It is too cold outside.”

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1E1D Seasonal Patterns

Reading Science

My Mom has her birthday during the next season. Can you guess what season that is?

Right! It is spring.

Mom says, “I want to go fishing!”

Wow! What fun! I hope to catch a fish.

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1E1D Seasonal Patterns

Reading Science

We have had four birthdays and four seasons. Almost a whole year has passed.

What is your favorite season?

Can you guess what mine is?

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1E1D Seasonal Patterns

Reading Science

1 Which birthday activities happened during summer?

A Ice skating and sledding B Playing in leaves and camping C Planting flowers D Swimming and eating ice cream

2 Why did the children have jeans on for camping and not summer shorts?

A Temperatures are cooler in fall.

B Temperatures are warmer in fall.

C The temperature did not change.

D The temperature had nothing to do with their clothes.

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1E1D Seasonal Patterns

Reading Science

3 What activities would change if tree leaves did not change and fall off?

A There would be no swimming or boating.

B There would be no biking or skating.

C There would be no raking or playing in leaves.

D There would be no sledding or ice skating.

4 Which season is best for drinking hot chocolate by the fireplace?

A Spring B Summer C Fall D Winter 80

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1E1D Seasonal Patterns

Reading Science

5 Why did the author use different pictures for each season?

A Activities and clothing do not change each season.

B Activities and clothing do change each season.

C Different pictures make the story more colorful.

D Different pictures make the story less colorful.

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1E1D Seasonal Patterns

Math Connections Name:

Date:

1. Count the triangles and circles above and complete the chart.

Triangles

Circles

2. In the fall, there is a cool breeze. Marshall wanted to fly his kite. Below is a model of his kite. Circle the shapes that are used to create the kite..

circle

triangle

rectangle

rhombus

square

3. Leaves fall off trees in the fall. Count the leaves. How many are there in all? _____________________

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1E1D Seasonal Patterns

Math Connections The graph below shows the number of warm days during one week in win-ter, spring, summer, and fall.

Winter

Sprin

Summer

Fall

4. Which season has the most sunny days? ______________ 5. Which season has the least sunny days? _______________ 6. Which season has more sunny days than fall but less sunny days than summer? ______________________

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1E1D Seasonal Patterns

Writing Science Name:

Date:

Write the season that each picture shows. Write a sentence that explains your answer.

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

_________________________

Seasons: summer

spring

winter

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1E1D Seasonal Patterns

Writing Science Topic:

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1st Grade Life Science

1L1A

Parts of Plants

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1L1A Parts of Plants

Explore Student Journal Name:

Date:

Part I 1. Predict: What do you think will happen to the plants?

Draw what each plant looks like each day.

Day 1

Day 2

Day 3

Celery

Flower

2. How did the plants change over time?

3. What does this change tell you about the stem of a plant?

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1L1A Parts of Plants

Explore Student Journal Part II Use the chart below to plan your graphic organizer.

Plant Part

Why is is important?

Flower Leaves Stem Roots List two questions that you need to answer to complete your graphic organizer. Use books or a computer to find an answer to each question.

Question: Answer: Question: Answer:

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STEMscopedia: PARTS OF PLANTS 1L1A Reflect

What did you eat today? Did you eat any fruit? How about vegetables? If so, you ate some plant parts! Fruits and vegetables come from plants.

What are other parts of plants? How do these parts help plants live and grow?

Plants have roots. Roots are like tiny sponges. They soak up water from the soil. They also take in nutrients.

Roots anchor a plant, too. That means roots help keep a plant in one place so it doesn’t fall over. Roots grow underground. Sometimes they also grow just above the ground.

The plant roots are circled in red.

Look at the plants below.

Circle the roots.

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nutrients: substances that help plants grow

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STEMscopedia: PARTS OF PLANTS Plants have stems. Stems are like elevators. They bring things up and down. They move water to the rest of the plant. Remember all that water soaked up by the roots? Stems help move that water around to the rest of the plant. Stems also move food to all parts of a plant. Some stems are woody. Others are soft.

Tree trunks are hard, woody stems.

This plant has a soft stem that can bend.

Plants have leaves. Plants can make their own food. The leaves use water, sunlight, and air to make that food. Plants can use the food to grow.

Look Out

Where do we find leaves? Many leaves grow from soft stems. Tree leaves do not grow from soft stems. They grow from hard branches. Branches are smaller stems that grow from tree trunks.

Look at the pictures below. Circle the picture that shows leaves growing from stems. Draw a square around the picture that shows leaves growing from branches.

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STEMscopedia: PARTS OF PLANTS Try Now

Watch how a stem takes in water.

1. You need a celery stem, a jar, and red food coloring. You also need a spoon and some water.

2. Fill the jar almost full with water.

3. Squeeze 10 drops of food coloring in the water.

4. Stir the water to mix it with the food coloring.

5. Place the celery stem in the jar.

6. Let the celery soak for a day.

7. Check the celery. Are any parts red?

You don’t see the roots, right? But water can still travel up the stem. You can see that the water moves up the plant. The stem and leaves are red!

Many plants have flowers. Flowers have colorful petals and seeds. Seeds grow into new plants.

The flower has yellow petals. There are small seeds in the center of the flower.

Some seeds grow inside fruits. The fruits protect the seeds.

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STEMscopedia: PARTS OF PLANTS What Do You Think?

Everyday Life: Can you eat it?

We can eat many plant parts. We eat seeds like peanuts and walnuts. We eat fruits and lettuce leaves. We even eat stems, flowers, and roots! Can you think of a plant part you have eaten today?

We eat broccoli flower petals.

We eat celery stems.

When we eat carrots, we are eating roots.

What do you know?

Plant parts work together to keep the plant alive. Each part has a job. Look at the pictures. Match each picture with the correct job. The first one is done.

Leaves

Stem

Branches

Flowers

Roots

Connect stems to leaves

Catch sunlight to make food

Carry water to plant parts

Soak up water from soil

Hold seeds and petals

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STEMscopedia: PARTS OF PLANTS Connecting With Your Child

Edible Plants To help your child learn more about plant parts, examine various edible plant parts from the grocery store, including fruits and vegetables. Purchase as many examples as possible, but try to buy at least one root vegetable, one edible leafy plant, one edible stem, and one edible flower. Common root vegetables include carrots and radishes; common leafy plants include basil, kale, spinach, and lettuce; common edible stems include celery and asparagus; and common edible flowers include broccoli and cauliflower.

Once you have gathered the plants, lay them out on a table and have your child identify as many plant parts as possible. Some types of lettuce and celery may still have the roots attached, and many herbs like basil and oregano will have leaves that are still attached to stems. If you examine a potato, explain to your child that potatoes are unique and the part we eat is actually a stem. If possible, cut open the fruits and examine the seeds.

Once you have completed the activity, you and your child can wash and then eat the edible plant parts.

If purchasing edible plants is not possible, observe and discuss houseplants or pictures of different plants.

Here are some questions to discuss with your child: • Which plants have edible roots, stems, leaves, or flowers? Make a list.

• Did any of the plants contain seeds? Can we eat the seeds?

• Which plant part do you most often eat? What is the function of that part?

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1L1A Parts of Plants

Reading Science Name:

Date:

The Parts of Plants

Reading Science First Grade: Parts of Plants © Accelerate Learning Inc. - All Rights Reserved

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1L1A Parts of Plants

Reading Science

There are many different kinds of plants.

Do you know all of the parts of a plant and how the parts help it stay alive?

leaves This is a pumpkin plant.

Can you name the parts? seed

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stem roots

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1L1A Parts of Plants

Reading Science

Before it grows, the seed holds the plant.

seed

The roots bring water and food from the soil into the plant. roots

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1L1A Parts of Plants

Reading Science

The stem carries water to the leaves and supports the plant.

The leaves catch light from the Sun. The plant uses the Sun’s energy to make food.

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1L1A Parts of Plants

Reading Science

The pumpkin plant will soon make a flower.

Do you see the baby pumpkin?

The flower’s job is to make the seeds.

This is the fruit of the pumpkin plant.

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1L1A Parts of Plants

Reading Science

If you break open the pumpkin, what will you find?

Seeds!

If you put the seeds in soil, what will happen?

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1L1A Parts of Plants

Reading Science

1 All of the following are parts of a plant except– A roots.

B seed.

C stem.

D sun.

2 What part holds the plant before it grows?

A Leaves B Stem C Seed D Root

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1L1A Parts of Plants

Reading Science

3 What is the function of the roots?

A They make food.

B They take water and food from the soil to the plant.

C They carry water to the leaves.

D They support the plant.

4 What is the flower’s job?

A It makes seeds.

B It waters the plant.

C It harvests the plant.

D It weeds the plant.

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1L1A Parts of Plants

Reading Science

5 What happens when seeds are put in the soil?

A They are picked up and eaten.

B They hide from the Sun. C They grow into new plants.

D Nothing happens to them.

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1L1A Parts of Plants

Math Connections Name:

Date:

1. There are 16 flowers in Susie’s garden. Nine of the flowers are purple and the rest are pink. How many flowers are pink? Circle the flowers that are purple.

9+

= 16

2. Leigh has a rose with a stem that is 20 inches long. If she cuts 3 inches off the stem before putting it in water, how long will the stem be when it goes into the water? +

=

3. There are 48 leaves on Becca’s lemon tree. There are 61 leaves on Layla’s lemon tree. Compare the two numbers using the symbols <, >, or =.

48

61

4. There are 10 leaves on a flower’s stem. The wind blows 2 leaves off the stem. How many leaves are still on the stem? Illustrate your answer by drawing a picture in the space below. leaves

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1L1A Parts of Plants

Math Connections 5. Roger assembled a bouquet of flowers for his mom for Mother’s Day. He used eight roses and ten daisies. How many flowers total did Roger use for the bouquet? Write your answer in the triangle below: 8 + 10 = A plant needs water to grow. Jimmy gave his potted plant 3 cups of water on Monday, 5 cups of water on Tuesday, and 3 cups of water on Wednesday.

6. How many total cups of water did Jimmy use? +

+

=

7. On which days did Jimmy give his plant the same number of cups of water? and 8. How many more cups of water did Jimmy give his plant on Tuesday than on Monday? cups

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1L1A Parts of Plants

Writing Science Name:

Date:

LOOK at the picture of plants that live in the ocean.

THINK about the plant parts you can see.

WRITE about what the defferent plant parts do to help the plant survive in the ocean.

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes

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1L1A Parts of Plants

Writing Science Topic:

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1st Grade Life Science

1L1BC

Basic Needs

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1L1BC Basic Needs

Explore Student Journal Name:

Date:

Part I: Basic Needs Game - Thrive or Perish 1. What are the basic needs of your organism?

2. Which organism has a different set of basic needs than yours?

3. Which organisms have the same basic needs as yours?

4. What basic need do animals have that plants do not?

Part II: Design a Habitat Plant or Animal?

Name of Organism

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Organism’s Habitat

Basic Needs

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STEMSCOPEDIA: BASIC NEEDS 1L1BC

Reflect

What do you need? Some people think they need televisions and video games. Some people think they need computers and toys.

These things are fun to have, but do we really need them to survive? Of course not! There are some things we do need. We named some things we do not really need. Now let us figure out what we do need to survive!

All living organisms have basic needs. Basic needs are items a living organism must have to survive. If basic needs are not met, plants and animals die.

Air, food or nutrients, sunlight, water, space, and shelter are the basic needs of living organisms.

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STEMSCOPEDIA: BASIC NEEDS Animals need air to breathe. The air must be clean. It must also be the right temperature. Air that is too hot or too cold can hurt an animal.

Animals need clean water to drink.

Animals cannot drink salt water. They must drink fresh water.

Many animals get fresh Animals need food for energy. Energy water from ponds and helps animals move and grow. Some animals lakes. eat plants. Some eat other animals. Many animals eat both plants and other animals. What do you like to eat?

Animals need space and shelter. Some animals live in tiny spaces.

Others need more room. Shelter protects animals from bad weather or other animals. Animals can hide in shelters such as forests, rocks, or other structures. Other animals cannot find them if they hide.

The nest is a shelter. It protects the eggs from danger. Other animals can’t eat them.

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Hermit crabs live in empty shells that once belonged to other animals.

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STEMSCOPEDIA: BASIC NEEDS Try Now

What are the basic needs you can see in the pictures below? Write your answer in the box below each picture.

_________________

_________________

Career Corner: Veterinarians Sometimes an animal gets sick. One of its basic needs was not met. Maybe an animal is too sick to drink water. Maybe it cannot eat. However, with help, the animal can get better. Veterinarians are animal doctors. They help sick animals get better.

Veterinarians take care of many different animals.

Some take care of dogs and cats. Others take care of horses and cows.

Plants have basic needs, too. Plants need air, water, nutrients, and space. Plants also need sunlight. They use sunlight, air, and water to make their own food. The amount of water they receive needs to be just right. The air also needs to be the right temperature. Some plants can grow in the cold, while others cannot. Other plants like the heat.

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_________________

The veterinarian is taking care of a lizard.

Plants make their own food.

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STEMSCOPEDIA: BASIC NEEDS Nutrients Both plants and animals need nutrients.

Plants get nutrients from soil. Animals get their nutrients from the food they eat.

nutrient: a substance that helps a living organism grow and stay healthy

Now you try! Look at the plants. Which plant is not getting what it needs?

Circle the plant that is not getting what it needs. Then write why you know this on the lines below.

Plant A

Plant B

Plant _________ is not getting what it needs. I know this because _________________________________________ ________________________________________________.

Some basic needs belong only to plants, while others belong just to animals. Some needs belong to both plants and animals. Draw a circle around the basic needs that belong to both.

Air

Nutrients from food

Water

Nutrients from soil

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Shelter

Space

Sunlight

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STEMSCOPEDIA: BASIC NEEDS Connecting With Your Child

Basic Needs on the Go Most children have a basic understanding of the difference between something they want and something they need. However, children may assume that items they use every day are essential for life. For example, children may think that cars are a necessity because they are typically used every day. However, cars are not considered a basic need.

To help your child understand the difference between a want and a need, find two backpacks or tote bags. Tell your child to pretend the family is going on a backpacking trip in the woods.

In the first bag, the child should add items that support basic needs. Such items may include bottled water, packaged food, a tent, and similar items.

You might want to substitute “pretend” items as needed, such as a sheet in place of a tent and plastic play food in place of real food.

In the second bag, the child should place helpful items that are not basic needs. Items may include a flashlight, a sweater, and a dry pair of socks.

As you place items in their respective bags, discuss with your child: • Why is this item a basic need?

• Why is this item not a basic need?

• What would you do if you forgot to bring a basic need on the trip?

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1L1BC Basic Needs

Reading Science Name:

Date:

Matthew’s Aquarium

Reading Science First Grade: Basic Needs © Accelerate Learning Inc. - All Rights Reserved

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1L1BC Basic Needs

Reading Science

Matthew asked his parents for a pet of his own.They told Matthew that he could have an aquarium with fish.

They went to the pet store. They bought many different kinds of fish.

His parents had a talk with him. It would be Matthew’s responsibility to take care of the aquarium.

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1L1BC Basic Needs

Reading Science

One day Matthew woke up. He saw his favorite fish Goldie. Goldie was swimming slowly through the water.

Goldie looked sick! Matthew was upset.

He could not understand what was wrong with Goldie. His parents asked him if he had been feeding his fish every day.

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1L1BC Basic Needs

Reading Science

“Well,” said Matthew, “I might have missed a few days.”

His mom said, “Just like you, your fish have needs too.

What do you need to stay alive?”

Matthew thought about it. He knew he needed food, water, clothing, and shelter.

He also knew he and his sister could not live without their video games and toys.

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1L1BC Basic Needs

Reading Science

Mom said, “You do not need video games to stay alive!”

Dad said, “Toys are just things that you like very much, but you do not need them to stay alive.”

“Think about our other pets. What do we give them?”

Matthew thought about it.

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1L1BC Basic Needs

Reading Science

“We give them food, water, a home, and a yard where they can play and get exercise,” he said.

Mom said, “That is right. My plants in the garden have to have things to stay alive, too.

They need air, water, sunlight, nutrients from the soil, and room to grow.”

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1L1BC Basic Needs

Reading Science

“I’d better go feed Goldie,” said Matthew. “Goldie needs some food to get stronger and faster.”

Mom said, “Remember to–”

“I know,” said Matthew. “Feed the fish every day!”

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1L1BC Basic Needs

Reading Science

1 The word responsibility (in paragraph 2) means– A something fun to do.

B something your teacher tells you to do.

C something you do not want to do.

D something that is important to do.

2 Why did Mom tell Matthew about her plants?

A She likes telling stories to her kids.

B She wants Matthew to understand what living things need to stay alive.

B She thinks Matthew needs to know about plants for school.

B She wants Matthew to help her in the garden.

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1L1BC Basic Needs

Reading Science

3 Why did Goldie get sick?

A The water was too warm.

B Matthew took Goldie out of the tank.

C Matthew forgot to feed Goldie.

D Matthew ran out of food.

4 Which of these is NOT something you need?

A Shelter B Toys C Food D Water

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1L1BC Basic Needs

Reading Science

5 What could happen to Matthew’s fish if he did not feed them?

A They might die.

B They would find a new kind of food.

C They would swim away.

D They would have baby fish.

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1L1BC Basic Needs

Math Connections Name:

Date:

Plants need light to grow. Look at the chart below that shows how much the tomato plant grew in different amounts of light during one week.

Dim Light Regular LIght Bright LIght

1. In which type of light did the plant grow the longest?

2. Count the number of tomatoes produced on each plant.

•

Dim LIght

•

Regular Light

• Bright Light 3. How many tomatoes grew all together?

4. During a class activity, students gave their seeds sunlight, air, and water. They did a good job of caring for the seeds and they all grew into plants. If they planted seven seeds in each of two of the pots and six seeds in another pot, how many plants grew? +

+

=

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1L1BC Basic Needs

Math Connections 5. In the polar regions, polar bears need shelter to sleep in for protection.

If three caves each hold four polar bears, how many polar bears have shelter? +

=

+

6. When the polar bear family goes fishing for food, they need to catch 19 fish. On their first hunt, they caught eight fish. How many more fish do they need to catch to survive? _______________ 19 8+

=8 = 19

Look at the following items.

7. Draw a rectangle around the items that animals need to live.

8. Draw a circle on the items that plants need to live.

9. Below are some fish caught by a man who needs to feed his family.

How many more blue fish are there than gray fish?

10. Compare the number of blue fish to the number of yellow fish using <, >, or =.

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1L1BC Basic Needs

Writing Science Name:

Date:

LOOK at this picture:

THINK about what this puppy needs to grow and be healthy.

WRITE what you need to provide for the puppy if you were its owner. Tell what might happen to the puppy if you did not provide these things.

Be sure to • list things you can do to help the puppy grow and stay healthy, • predict what might happen if the puppy didn’t get what it needed to grow and be healthy, • spell your words the best you can, • start sentences with a capital letter, and • use a period at the end of sentences.

Notes

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1L1BC Basic Needs

Writing Science Topic:

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1st Grade Physical Science

1P1ABC

Light and Shadows

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1P1ABC Light and Shadows

Explore Student Journal Name:

Date:

Light and Shadows Part I: Forms of Light

Picture

Describe the picture or draw your own picture of it.

What is the light source in the picture?

How does this light source help make things visible?

1

2

3

4

5

6

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1P1ABC Light and Shadows

Explore Student Journal Part II: Comparing Light Sources Light Source

Picture of Light Source

Where might you find this light source being used?

Rank the light sources 1–4 (1 is the brightest and 4 is the least bright).

Prediction Actual 1.

1.

2.

2.

3.

3.

4.

4.

1. What is a light source that is brighter than ALL of these examples?

2. What is a light source that is less bright than ALL of these examples?

3. Compare the candle to the lamp. List all the ways they are similar and all the ways they are different.

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1P1ABC Light and Shadows

Explore Student Journal Part III: Shadows 1. What do you think will happen when the stuffed animal is placed on spot “1” on the floor? Why? _______________________________________

2. Do you think the shadow will be big or small? Why?________________

3. Record the height of the stuffed animal’s shadow at each spot on the floor. a) Spot “1” (six feet from wall) _________ inches b) Spot “2” (four feet from wall) _________ inches c) Spot “3” (two feet from wall)_________ inches 4. Which spot on the floor created the biggest shadow?

5. Which spot created the smallest shadow?

6. How does the distance from a light source change a shadow?

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STEMscopedia: LIGHT AND

SHADOWS 1P1ABC

Reflect

How do we get light? Why is light important in our life? What are sources of light?

Light is the form of energy that makes it possible to see things: the brightness produced by the Sun, fire, and a lamp.

We get light from natural and artificial sources. The Sun and fire are natural sources. Light bulbs and flashlights are artificial light sources.

Sun is a natural source of light.

Everything on Earth relies on the light and heat of the Sun. Without it, everything would be frozen. All living things need the Sun to stay alive. What would happen to plants, animals, and people if it were dark all the time? Would these things be able to grow?

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STEMscopedia: LIGHT AND

SHADOWS

How are shadows made? How do weather conditions affect shadows?

What things have shadows? Look around on a sunny day and see what can you find. You will see that buildings, trees, toys, people, and cars all create shadows.

Shadow of a girl swinging.

Shadows are produced when a light source is blocked. An object from which no light can pass through is called opaque. An example is our body. Since light cannot pass through, it creates a dark area around the object. So this patch where the light cannot reach is called a shadow.

Opaque objects create clear, dark shadows.

Shadows are long and toward the west in the morning. They get shorter as noon approaches. Shadows get longer but toward the east in the evening.

Shadows completely disappear when the Sun sets or when it is cloudy or rainy outside.

Try Now

Look through magazines and find pictures of different light sources or draw pictures of different light sources.

Make a “Light Source” book. Make each page about one light source.

What light sources could you include? Light Bulbs: What different things around you work with a light bulb? Fire: What things make fire? What about the Sun? Can you think of other things that give out light? What about the Moon? Does that give out light? Would it be considered a natural or artificial light source?

If you cannot find pictures of light sources, can you draw them? Make a list of all the things in your house that are a light source.

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STEMscopedia: LIGHT AND

SHADOWS

Look Out

Remember when exploring natural light sources such as the Sun, you should never look directly at them.

Warning: Never look directly at the sun. You can damage your eyes even if you are looking through binoculars or a telescope. Serious eye damage and even blindness can result. There are ways to protect your eyes when looking at the Sun. Scientists and experienced sky watchers use special glasses to look at the Sun. One of the best ways to observe the Sun is with a pinhole projector. There are many ways to make one. One way is to take two cards: one card should have a small hole punched in it, and the other card should be blank. Then you will use the cards to project the light through the card with the hole onto the blank card. This will cause a solar eclipse. You can also use a pair of binoculars’ eyepiece to project the light onto the card, again creating a solar eclipse.

The sun is too bright to look at with the naked eye. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: LIGHT AND

SHADOWS

What Do You Think?

Have you ever thought about why a shadow chases us around? How does that happen?

We know that shadows are formed when light is blocked by something that is solid.

What is it that is blocking the light when the shadows are chasing you?

Connecting With Your Child

Your child has learned that shadows are formed when light is blocked.

Help your child create shadows with different objects. Your body, hands, toys, etc., all make great objects to block the Sun. Go out at different times of the day to create shadows. Do the different times of day make a difference on the placement or shape of the shadow?

Have your child draw pictures of what they observe with shadows. Do the objects change shape or size when they become shadows?

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1P1ABC Light and Shadows

Reading Science Name:

Date:

Light

Reading Science First Grade: Light and Shadows © Accelerate Learning Inc. - All Rights Reserved

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1P1ABC Light and Shadows

Reading Science

Light is important to our lives. Our eyes use light to let us see. It is dark when there is little or no light. We cannot see anything without light.

Some things in nature give off light. The sun is our biggest light source. Fire and lightning give off light. We only see the moon because it sends some sunlight toward us.

Some objects also give off light. Lamps, flashlights, and televisions give off light.

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1P1ABC Light and Shadows

Reading Science

Clear things let light pass through. Water and glass let light pass through. That is why light passes through windows and lights up a room.

Some objects do not let light pass through.

A tree blocks light. A dog blocks light. A slide on the playground also blocks light.

Some objects let only some light through.

Some paper lets light pass through. So do some curtains and clothes.

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1P1ABC Light and Shadows

Reading Science

Will light go through you? No! Light will not pass through you. When light is pointed at you, it forms a shadow on the other side of you from the light. The shadow is dark.

You block the light. The light cannot reach the part that makes your shadow.

When you point a flashlight at a mirror, the light reflects off the mirror and lights up the wall behind you. You can see that light in the mirror. A mirror changes the direction of a light beam. Light is amazing! It is very important for our lives to have light!

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1P1ABC Light and Shadows

Reading Science

1 Light can pass through all of these objects except for which?

A Water B Paper C Tree D Curtains

2 What two things can happen to the light when it shines on something?

A It burns and melts it B It can either pass through it or be blocked C You can see more or less light D It forms a shadow

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1P1ABC Light and Shadows

Reading Science

3 Clear things let light pass through.

Objects such as trees, slides, and dogs don’t. What can we learn about trees, slides, and dogs from this?

A They are clear B They have color C They are not clear D They let some light pass through

4 What does the author want the reader to know)?

A Light is all around us B Light can be seen through water C Light can be seen in mirrors D If there is no light, it is dark 150

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1P1ABC Light and Shadows

Reading Science

5 A student and his friend want to create a shadow puppet play. What do you need to be sure of to make your shadows?

A Turn off the room light.

B Point a flashlight at his friend’s hands C Make sure nothing is between the flashlight and his friend’s hands D All of the above

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1P1ABC Light and Shadows

Math Connections Name:

Date:

1. Tonya’s class went outside for a science lesson on shadows. Each student traced their partner’s shadow. There are 19 students in Tonya’s class. Seven students are girls. How many students are boys?

Illustrate the problem by drawing a picture in the space below, then write the answer in the number sentence.

7+

= 19

2. Mr. Baker bought two boxes of light bulbs. One box had 12 light bulbs in it, and the other box had only six light bulbs. How many light bulbs did he buy all together? Write the related number sentences.

+

=

3. Using the information in problem 2, how many more light bulbs were in the smaller box than in the larger box?

A. 6 B. 7 C. 18

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1P1ABC Light and Shadows

Math Connections Grayson, his mom, and his dad were observing their shadows at the beach. They decided to see how many footprints tall their shadows were.

Record how many footprints long each shadow was and answer the questions below.

Dad Grayson

Mom

4. How many footprints is Grayson’s shadow and his dad’s shadow combined?

5. How many footprints smaller is Grayson’s shadow than his mom’s shadow?

6. How many footprints would Grayson’s shadow need to grow to equal his dad’s shadow?

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1P1ABC Light and Shadows

Writing Science Name:

Date:

LOOK at the picture of a shadow.

THINK about when you have seen your shadow or shadows of other objects.

WRITE about how you think this child’s shadow was formed. From where is the light coming? Why are shadows always dark?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar.

Notes

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1P1ABC Light and Shadows

Writing Science Topic:

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1st Grade Physical Science

1P1DE

Sound

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1P1DE Sound

Student Handout Name:

Date:

Sound Stations Observations

Tuning Fork

Ruler

Rubber Bands and Boxes

Soda Bottle

What did I see?

What did I hear?

Did anything move?

List two ways you made a sound change.

1. I made the sound change when I _______________________________

2. I made the sound change when I _______________________________

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1P1DE Sound

Explore Student Journal Name:

Date:

Emergency Signal Design Part I: Research: What do you need to know?

Part II: Brainstorm Design: What does it look like? Label your design.

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1P1DE Sound

Explore Student Journal Emergency Signal Design Part III: Test: Does it work?

Part IV: Modify: What changes could you make?

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STEMscopedia: SOUND 1P1DE

Reflect

Think of a big parade or football game you might have been to. Did you feel the vibration of the drums when the marching band went by? Did you feel the blare of the trombones or the crash of the cymbals? You were feeling sound.

How are sounds made? How does sound travel?

Vibration is a rapid back-and-forth movement. What are some things that vibrate? Washing machines, toys, phones, and car engines all vibrate. Touch your throat with the tips of your fingers and hum. How is the humming sound made? It is because your throat is vibrating, and those vibrations are what make the sounds. Not only can you hear vibrations, but often you can feel and see them.

What other sounds can you make? Is the sound high, like a whistle, or low, like a growl? When the vibration is fast, the sound is higher. When the vibration is slow, the sound is lower. What is the volume of the sound—is it loud or soft?

Vibrations travel through the air to an ear. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: SOUND What Do You Think?

Why is it important to hear all these sounds? Are there certain sounds you hear that might give you a warning that you are in danger? What kind of sound does a fire drill alarm make?

They make these sounds very loud and high, so everyone can hear them.

They are made that way to catch your attention. Does it work? What about police, fire, and ambulance sirens? They are also high and loud; this is so that people who are driving know to get out of the way.

Look Out!

Did you know that loud sounds can be harmful to your ears? Sound is measured in units called decibels. Once noise reaches 85 decibels of sound, it can damage your hearing, and hearing protection is recommended. The lowest volume of sound is zero decibels: that is when it is completely quiet. When you whisper, it is measured at about 30 decibels. A refrigerator measures about 40 decibels. That is low enough that you may not always notice the refrigerator is running. A normal talking voice is about 60 decibels, and an emergency siren, like a police car, is about 120 decibels.

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STEMscopedia: SOUND Did you know that listening to music at more than 85 decibels of sound for a long time can cause you to gradually lose your hearing? Even worse, when you listen to sound at 100 decibels for more than 15 minutes, you can permanently damage your hearing. Be careful when you put your earbuds in and blast your music—make sure you do not play the sound too loud.

Try Now

You can see and hear vibrations with a ruler. Try this: Place a plastic ruler on the edge of a table so about 8 inches hangs over the side. Put your hand over the end of the ruler that is on the table.

With your other hand, hit the end of the ruler that is hanging off the table.

What happened?

Did the ruler vibrate up and down?

What sound did you hear? Was it a low sound or a loud sound?

What will happen if you have less of the ruler hang off the edge and hit it again?

What if you let more hang off the edge? Does it create different levels of sound?

Would it make a difference if you used a metal ruler or a wooden ruler?

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STEMscopedia: SOUND What Do You Think?

You use sound every day. Think about three objects in your home or school that vibrate to make sounds. Write the name of each object and draw a picture.

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Name of Object:

Picture of Object:

Name of Object:

Picture of Object:

Name of Object:

Picture of Object:

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STEMscopedia: SOUND Connecting With Your Child

Your child has learned that vibrations are responsible for the sounds we hear. You can use all five senses when experiencing vibrations.

You can feel the vibrations in your throat when you hum music and on your lips when you play a kazoo. You can see the vibrations when you hit drums.

Help your child explore vibrations at home. Place your hand over a stereo speaker. What do you feel? Does it feel different if you turn up the music? What if you put a piece of paper on the speaker? What happens to the paper? What if you placed a cup of water on the speaker? What do you see?

What are other things around the house that make sounds?

Discuss these questions with your child: 1. Why does the object make sound?

2. Why do we need some objects to make sounds?

3. What is a sound you like? Why? 4. What is a sound you don’t like? Why not?

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1P1DE Sound

Reading Science Name:

Date:

Amazing Sound

Reading Science First Grade: Sound © Accelerate Learning Inc. - All Rights Reserved

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1P1DE Sound

Reading Science

How are sounds made? Objects move back and forth very fast when they are hit or when they strike something if they are dropped. This is known as vibration. These vibrations then travel through the air as sound. If you hit a drum with a stick, the drum will vibrate. It makes the sound that your ears hear. Imagine placing some rice on the drum and hitting the drum with a stick. The rice will bounce on the drum and also make sound.

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1P1DE Sound

Reading Science

Sound comes out of your mouth. Your voice box vibrates when you speak. The vibrations allow you to speak. A kazoo makes your lips vibrate. Your lips move back and forth fast.

We hear sound through speakers when we watch a movie. Put your hand on a speaker. You will feel it vibrate. Turn the sound up.

The speakers vibrate more.

Bigger vibrations make the sound louder. © Accelerate Learning Inc. - All Rights Reserved

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1P1DE Sound

Reading Science

You can even hear sounds under water.

That’s because sound causes the liquid to vibrate. Sound also passes through solids and gases other than air. These things also vibrate. Many objects carry sound.

Some sounds are high pitched. Some are low pitched. Some sounds are loud and some are quiet. A fire alarm makes a highpitched sound. It is also loud. A car horn is loud. Our ears hear this well. Many of the sounds that keep us safe have a high pitch. Other sounds are low pitched. These can sometimes be scary, like the growl of an animal.

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1P1DE Sound

Reading Science

Sometimes sounds make objects move.

Fireworks make a loud noise when they explode. You can sometimes feel your chest move when they boom.

We need vibration to hear sounds. Without vibrations, we would hear nothing!

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1P1DE Sound

Reading Science

1 What does it mean to vibrate?

A Sound B Move quickly back and forth C Hear D Run very fast

2 Sound can pass through all of the following except for which?

A Water B Speaker C Airless Space D Mouth

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1P1DE Sound

Reading Science

3 What is this passage mostly about?

A How a kazoo makes your mouth vibrate B How to use a ruler to make sound C How to make objects move D Sound vibrations and how they make different sounds

4 If your mom tells you to turn the TV down a little, what kind of vibrations will the speakers make?

A The same size vibrations B Smaller vibrations C Bigger vibrations D No vibrations

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1P1DE Sound

Reading Science

5 A student is playing loud music in his room. He sees the picture on the wall start to move. What makes the picture move?

A The student B His sister running in the house C His mom’s voice D The loud music

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1P1DE Sound

Math Connections Name:

Date:

1. Taylor went on a field trip to visit a fire station. She saw five fire trucks, three ambulances, and six police cars. How many emergency vehicles did she see in all? Write a number sentence to show your answer.

+

+

=

2. Use the information in the problem above. If three more police cars drove up to the fire station during Taylor’s field trip, how many police cars would be there now?

A. 8 B. 6 C. 9 3. A stereo has 15 different buttons on it. If three buttons are broken, how many buttons are not broken? buttons –

=

4. Stacy’s alarm beeped six times on Monday morning before she turned it off to get ready to go to school. Her alarm beeped four times on Tuesday. It beeped six times on Wednesday. How many times did Stacy’s alarm beep altogether? + © Accelerate Learning Inc. - All Rights Reserved

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1P1DE Sound

Math Connections 5. Which two days did Stacy’s alarm beep the same number of times? and 6. Kyle loves to hear what sounds different objects make. He went through his room and found the following items. How many objects did he find? objects

7. How many more objects were not musical instruments than were musical instruments? more objects

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1P1DE Sound

Writing Science Name:

Date:

LOOK at the picture of a police car.

THINK about how a police officer signals to other cars when he or she is trying to get to an emergency.

WRITE a description about what you hear and see when a police officer is pulling a driver over onto the side of the road, or when an officer is in a hurry to get to an emergency. How do sirens on a police car help other drivers stay safe?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling, capitalization, punctuation, and grammar Notes

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1P1DE Sound

Writing Science Topic:

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1st Grade Physical Science

1P2A

Magnets in Everyday Life

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1P2A Magnets in Everyday Life

Explore Student Journal Name:

Date:

Exploring With Magnets

Station

Object

Picture of Object

How does the magnet help the object work?

What would happen if there were no magnet on the object?

1

2

3

4

5

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1P2A Magnets in Everyday Life

Explore Student Journal 1. What objects did you observe?

2. Did the magnets on these objects serve the same purpose?

3. What would happen if these objects did not use magnets?

4. What are at least three other objects in your classroom that use magnets to work properly?

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STEMscopedia: MAGNETS IN EVERYDAY LIFE

1P2A

Reflect

Look at this picture. The bug sticks to the refrigerator door. Why does the bug stick to the door? We know it’s not a real bug, so something else must be making the bug stick there.

Magnets stick to certain things. A magnet gives off a force you can’t see. The force pulls things made of iron to the magnet. The refrigerator door is made of iron. The bug has a magnet attached to its bottom. force: a push or pull The magnet in the bug sticks to the door.

Look Out

Magnets stick to certain things only. Magnets stick to objects made of iron. Magnets also stick to objects made of steel. Steel and iron are both metals. But magnets do not stick to all metals. For example, magnets don’t stick to aluminum foil or copper pennies. Magnets also don’t stick to objects made of plastic or wood.

This picture shows another magnet. The paper clips stick to the magnet because they are made of steel.

Below are some pictures of other objects. Circle each object that would stick to a magnet.

Wooden Matchstick

Iron Nail

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STEMscopedia: MAGNETS IN EVERYDAY LIFE

Look Out

Magnets can pull and push.

What happens when two magnets come near each other? Sometimes they pull together.

Sometimes they push apart.

This picture shows many magnets. Do you see the letters “N” and “S”? The letter “N” means north pole. The letter “S” means south pole. A pole is an end. Every magnet has two poles.

If the poles are different, the magnets pull together.

A north pole pulls toward a south pole. A south pole pulls toward a north pole.

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If the poles are the same, the magnets push apart. A north pole pushes away a north pole. A south pole pushes away a south pole.

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STEMscopedia: MAGNETS IN EVERYDAY LIFE

Look Out

Find two magnets. Slowly push one magnet toward the other magnet.

Watch what happens. Now turn one of the magnets halfway around. Bring the magnets together again. Watch what happens. Could you make the magnets pull together and then push apart?

You can make predictions about magnets. You can predict whether a magnet will pull an object if you know what the object is made of. You can also use magnets to do work for you.

Look at the toy train. Each car has a magnet at each end. The magnets hold the cars together. They stick because a north pole and a south pole are touching. The cars would not stay together if the same poles were touching.

What Do You Think?

How can you use magnets to have a race?

Will the magnet push or pull the car? Draw an arrow to show where the car will move. © Accelerate Learning Inc. - All Rights Reserved

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Will the magnet push or pull the car? Draw an arrow to show where the car will move.

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STEMscopedia: MAGNETS IN EVERYDAY LIFE

What Do You Think?

Looking to the Future: Electricity from Wind You may have seen windmills. Today people use windmills to make electricity. The wind spins the windmill. When the windmill spins, it causes magnets to move past wires. This helps to make electricity.

People think there may be other ways to get electricity from wind. For example, you could place little magnets on strips of plastic. When the strips move back and forth, you can make electricity.

Spinning windmills make electricity.

What Do You Know?

Here are three pairs of magnets. Will they pull together or push apart?

• Write PULL between the magnets if you think they will pull together.

• Write PUSH between the magnets if you think they will push apart.

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STEMscopedia: MAGNETS IN EVERYDAY LIFE

Connecting With Your Child Magnetic Lines of Force Your child has learned that magnetic force is invisible. This activity presents evidence that magnetic force exists, even though it is invisible.

It will also show your child the patterns that force lines form around a permanent magnet.

When a magnetic object such as iron is placed in a magnetic field, it takes on some of the Iron filings line up with properties of the magnet and becomes a magnetic lines of force. temporary magnet. In this demonstration, you will allow small iron filings to become magnetized.

These filings will then orient themselves along the magnetic force lines radiating from the permanent magnet. You will need these materials: • A thin, ridged sheet of any material except iron or steel. The area of the sheet should be at least as large as a standard sheet of paper.

• Iron filings. These can be obtained from a metalworking shop or you can make them yourself. To make them, apply a rasp, file, or belt sander to any soft iron object, like a large nail.

• A permanent magnet. Any shape will work, but only a bar magnet will produce the patterns in the photograph above.

Spread the filings evenly over the surface of the sheet. Hold the sheet at waist level while the student slowly raises the magnet up to the center of the underside of the sheet. Observe and discuss the pattern of magnetic lines of force produced. Explain that the poles of the magnet are the centers from which the lines radiate. You can spread out the filings and do it again to observe similar patterns.

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STEMscopedia: MAGNETS IN Here are some questions to discuss with your student:

EVERYDAY LIFE

1. How did the magnet change the iron filings?

2. How would another permanent magnet arrange itself if you laid it on top of the sheet?

3. Could you use aluminum filings or wood shavings for this experiment? Why or why not?

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1P2A Magnets in Everyday Life

Reading Science Name:

Date:

Magnets, Magnets Everywhere!

Reading Science First Grade: Magnets in Everyday Life © Accelerate Learning Inc. - All Rights Reserved

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1P2A Magnets in Everyday Life

Reading Science

Magnets are used all around us. We do not even see most of them, but they are there! Let’s take a closer look at where we could find them.

Do you see one in this picture?

Did you know that the black strips on the back of bank cards are magnets? They can tell us about people.

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1P2A Magnets in Everyday Life

Reading Science

Speakers use magnets. TVs use magnets. Computers and laptops use magnets.

Magnets help keep doors closed.

A lock can have small magnets inside it.

Magnets are also used outside our homes.

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1P2A Magnets in Everyday Life

Reading Science

Motors use magnets.

They help roller coasters. They help them stop. They help them move. Magnets help other rides stop and move, too.

Magnets can also help us when we are lost. They can help us find our way. A compass has a magnet inside of it.

Can you think of other ways we use magnets?

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1P2A Magnets in Everyday Life

Reading Science

1 This text is mostly about– A the many uses for magnets.

B rides.

C laptops.

D games that use magnets.

2 The text says that speakers, TVs, and laptops use magnets. What is something else that uses a magnet?

A A bed B A ball C A teapot D An MP3 player

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1P2A Magnets in Everyday Life

Reading Science

3 Which of these would not work without a magnet?

A A bank card B The motor in a car C A roller coaster D All of the above

4 What would happen if roller coasters did not have magnets?

A The ride would be more fun.

B The roller coaster would fall apart.

C The car would not be able to stop moving.

D Nothing would happen.

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1P2A Magnets in Everyday Life

Reading Science

5 What would be another good title for this text?

A Rides at the Amusement Park B Useful Magnets C Magnets in Your Home D Manny’s Magical Magnet

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1P2A Magnets in Everyday Life

Math Connections Name:

Date:

Magnets can be used to push and pull metal objects when their poles repel or attract each other. Three magnets were tested to find out which of them could pull a toy train car the farthest. The train car is made of metal. The results are shown below.

1. Write the symbol <, >, or = in the circle below to compare the length each magnet pulled the car: Magnet 1 Magnet 2 2. Use a small paper clip to measure the lines.

• Magnet 1 pulled the car ______ paper clips.

• Magnet 2 pulled the car ______ paper clips.

• Magnet 3 pulled the car ______ paper clips.

3. How much farther did magnet 2 pull the car than magnet 1? ______ 4. List the lengths in paper clips from greatest to least. __________, _________, ____________ 5. Why do you think magnet 2 pulled the car the farthest? _____________________________________________________ © Accelerate Learning Inc. - All Rights Reserved

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1P2A Magnets in Everyday Life

Writing Science Name:

Date:

LOOK at the picture of a magnet on a refrigerator.

THINK about the ways we use magnets in everyday life. Do you have any toys that use magnets?

WRITE about where you have seen magnets being used. How are magnets useful?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling capitalization, punctuation, and grammar.

Notes

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1P2A Magnets in Everyday Life

Writing Science Topic:

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1st Grade Physical Science

1P2B

Characteristics of Magnets

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1P2B Characteristics of Magnets

Explore Student Journal Name:

Date:

Part I: Does it Attract?

Material Metal brad Plastic spoon Washer Penny Paper clip Crayon Aluminum foil Craft stick Cotton ball Iron nail Copper wire

Prediction (yes or no)

Actual (yes or no)

1. What do all of the objects that were attracted to the magnet have in common?

2. Which metal objects were NOT attracted to the magnet? Why do you think they are not magnetic?

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1P2B: Characteristics of Magnets

Explore Student Journal Part II: Magnetic Objects in the Classroom Create a list of five objects you would like to test in the classroom to see if they are attracted to a magnet. List your objects in the table below, predict if they will be magnetic, and get your teacher’s permission to test each object. Record if your object is magnetic in the table below.

Material

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Prediction (yes or no)

Actual (yes or no)

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STEMscopedia: CHARACTERISTICS

OF MAGNETS 1P2B

Reflect

Magnets stick to most metals. We can also say magnets attract most metals. Attract means “stick to.”

There is a magnet in each letter.

The magnet sticks to the metal door.

Why do the letters stick to the refrigerator door?

The door is made of a metal called iron.

Some things attract magnets. We call those things magnetic.

Can you name some of the things in the picture? These are metals that attract magnets.

All these things are magnetic.

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STEMscopedia: CHARACTERISTICS

OF MAGNETS

Look Out

Some things are NOT magnetic.

Not all metals are magnetic.

This can is aluminum. It won’t stick to a magnet.

Pennies, plastic, and wood are also not attracted to a magnet.

Try Now!

Now you try! Look at the three pictures below. Which things WILL stick to a magnet? Which things WILL NOT stick to a magnet? Circle your answers.

Iron clips WILL or WILL NOT stick to a magnet.

Iron screws WILL or WILL NOT stick to a magnet.

A rubber ball WILL or WILL NOT stick to a magnet.

What are two more things that are NOT MAGNETIC? Write your answers below. Test them with a magnet to be sure.

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STEMscopedia: CHARACTERISTICS

OF MAGNETS

What Do You Think?

Every magnet has two ends.

One end of magnet is called NORTH (N). The other end of the magnet is called SOUTH (S).

Two magnets may attract.

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Two magnets may also push apart.

What do you think is different here?

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STEMscopedia: CHARACTERISTICS

OF MAGNETS

What Do You Think?

Look at the picture below. Two magnets are next to each other.

The same ends are next to each other, so the magnets push apart.

Now you try! Draw arrows to show if the magnets come together or push apart.

Opposite ends are next to each other.

The same ends are next to each other.

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STEMscopedia: CHARACTERISTICS

OF MAGNETS

Connecting With Your Child

What’s got magnetic attraction?

Help your child experience more about magnetism by taking a magnetic tour around your home. Give your child a magnet that they can use to test objects around your home. Walk through different rooms and have them choose objects that they want to test for magnetism. Suggestions for magnetic surfaces include the refrigerator door, file cabinets, dishwasher door, whiteboards, and wrought iron fixtures such as candlesticks, picture frames, bed posts, and wine racks. AVOID ELECTRONICS—ESPECIALLY COMPUTERS. Magnets can cause serious damage to these devices.

Once your child chooses an object, encourage them to predict whether it is magnetic or not magnetic before testing their hypothesis. Notice if your child begins gravitating toward metal objects to test in order to get positive results. If not, help them see the pattern that magnets are attracted to most metal materials (primarily iron, nickel, cobalt, and non-stainless steel).

Have your child make a data table where they can record each object they test and note whether it is magnetic or not magnetic. Your child can take digital pictures of all the different objects they test and include them in their data table as well.

Afterward, give your child a second magnet. See if they are able to determine which poles of each magnet are the same and which are different by attracting and repelling them.

Here are some questions to discuss with your child: 1. What kinds of things are magnetic?

2. What do you know about things that are not magnetic?

3. What two things can happen when two magnets come together? © Accelerate Learning Inc. - All Rights Reserved

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1P2B Characteristics of Magnets

Reading Science Name:

Date:

Marvelous Magnets

Reading Science First Grade: Magnets © Accelerate Learning Inc. - All Rights Reserved

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1P2B Characteristics of Magnets

Reading Science

Magnets are neat. We use them in many ways. They are used to hang things. They are used to pick up things. They are useful tools. How do they work?

Magnets have two poles. They have a north pole. They have a south pole. Take the north pole of a magnet. Put it near the south pole of another magnet. What will they do? They will attract to each other.

They will stick together.

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1P2B Characteristics of Magnets

Reading Science

Take a north pole of a magnet. Take the north pole of another magnet. Put them together. Will these magnets stick together? No! These magnets will repel.

They push away from each other.

Some objects stick to magnets. Iron is a metal. It sticks to magnets. A paper clip sticks to a magnet. Scissors do too!

Many screws and bolts are attracted by magnets.

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1P2B Characteristics of Magnets

Reading Science

Some people think all metal sticks to magnets. This is not right. A soda can is made of metal. It does not stick to a magnet. This is because a soda can is made of aluminum. Magnets are not attracted to aluminum or paper. They don’t pull on wood. They do not attract rubber.

Some magnets are very strong. Some are weak. Magnets will pull through some objects. Put a paper clip under a piece of paper. Put a magnet above the paper.

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1P2B Characteristics of Magnets

Reading Science

Lift the magnet up. What will you see?

The paper clip will be stuck to the magnet.

The paper does not stop the magnet from working.

Magnets pull through air. Magnets can also work through water. Some people use magnets to find money in the ocean.

Magnets are neat. They help us in useful ways!

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1P2B Characteristics of Magnets

Reading Science

1 How can the reader tell this is an informational text?

A It’s written in paragraphs B It has bolded words C You learned facts about magnets D It has an ending

2 What words help the reader know what attract means?

A Each other B Push away C Near the south pole D Stick together

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1P2B Characteristics of Magnets

Reading Science

3 What does the author mainly want the reader to learn?

A Magnets have poles B Magnets provide a force C Magnets stick together D Magnets are attracted to everything

4 In the passage, what means the opposite of repel?

A Push away B Stick together C Fight D Hold

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1P2B Characteristics of Magnets

Reading Science

5 Max has two magnets. He puts them together. They do not stick together. What can the reader tell by this?

A Max put two north poles together B Max put a north and a south pole together C Max had wood on one magnet D Max had iron on one magnet

6 Magnets pull through the following items except for which?

A Paper B Water C Soda can D Air 220

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1P2B Characteristics of Magnets

Math Connections Name:

Date:

1. Molly used a magnet to pick up 17 paper clips. She used another magnet to pick up 20 more paper clips. How many paper clips did Molly pick up in all? paper clips

2. Mrs. Nelson gave each of her students a magnet to use for their science lesson. She has 20 students in her class. If 11 students are boys, how many students are girls? Circle the magnets for the boys.

20 − = 11 3. Jamie was playing with a magnet to see what types of objects it would attract. She discovered that her magnet could pick up paper clips and a key. How many paper clips long was the key she picked up?

paper clips long

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1P2B Characteristics of Magnets

Math Connections 4. How many paper clips long would two of Jamie’s keys be? Use the picture in question 3 to help you. Illustrate a picture to show your answer in the space below.

5. Adam and Cole were having a contest to see who could pick up the most objects with their giant magnets. Adam picked up 27 objects.

Cole picked up 30 objects. Who picked up the most objects, Adam or Cole?

6. Use the symbols <, >, or =: 27

30

7. How many objects total did Adam and Cole pick up?

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objects

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1P2B Characteristics of Magnets

Writing Science Name:

Date:

LOOK at the picture of a magnet.

THINK about how magnets can pick up things you spill or drop.

WRITE a list of things in a kitchen you can pick up with a magnet.

Would a magnet pick up a sponge, spoon, or cup?

Be sure to • clearly state your central idea; • organize your thoughts; • develop your essay in detail; • choose your words carefully; and • use correct spelling capitalization, punctuation, and grammar.

Notes

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1P2B Characteristics of Magnets

Writing Science Topic:

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air

GLOSSARY OF TERMS

rain gauge

air – the invisible gas that we breath

identify – to find out

attract – draw closer to

leaves – plant parts attached to the stem that capture sunlight

basic need – something a living thing needs to survive, such as air, space, nutrients, water, shelter, and energy

light – a type of energy we can see

block – to stop something from going through

light source – an object that gives off light; examples include fire, the Sun, a flashlight, a candle, a light bulb, a laser pointer, etc.

calendar – chart with months and days of a year charts – keep information

loud – not soft or quiet; easily heard magnet – an object that attracts objects with iron in them

emergency sounds – alert noises magnetic – attracted to a magnet fall – the season when it gets cooler and plants start to lose their leaves; it is after nutrient – the part of soil that helps summer and before winter plants survive and grow; the part of food that helps animals survive and grow flower – a colorful part of the plant that has petals and makes seeds nutrients – substances that provide nourishment for growth and survival food – what animals eat to grow and survive precipitation – rain, snow, sleet, or hail that falls from the sky to the ground forecast – predictions about the upcoming weather in a specific place rain – water drops from clouds over the next few days rain gauge – instrument used to hail – large pieces of frozen rain that fall measure rainfall from the sky © Accelerate Learning Inc. - All Rights Reserved

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repel

GLOSSARY OF TERMS

repel – move away from root – a plant part that takes in water and holds the plant in place season – a period of time that has a certain type of weather seasons – four divisions of the year that are described by their weather patterns as a result of Earth’s revolution around the Sun shadows – dark areas created by an object coming between light and a surface shelter – a place that provides protection from weather or danger sleet – frozen rain in the form of tiny pieces of ice snow – frozen rain in the form of tiny white crystals soft (sound) – not loud; very quiet sound; not easily heard sound – vibrations that travel through the air that we can hear

water

spring – the season when it gets warmer and plants start to grow; it is after winter and before summer stem – part of the plant that moves water through the plant and holds the plant up summer – the hottest season; it comes after spring and before fall sunlight – the energy from the Sun that plants need to make food survive – continue to live or exist temperature – how hot or cold something is thermometer – a tool used to measure how hot or cold something is tornado – violent storms with winds that move in a circle vibrations – fast movement back and forth visible – able to be seen by the human eye water – a liquid that all living things need to survive

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weather

GLOSSARY OF TERMS

winter

weather – what it feels like outside at that moment wind vane – a tool that measures wind direction winter – the coldest season; it comes after fall and before spring

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1 STEMscopes Georgia Student Notebook

I belong to:

a part of STEMscopes NGSS

Georgia_1st_Book.indd 1

1st grade

My teacher is:

developed by Accelerate Learning, Inc. & Rice University

Notebook

(800) 531-0864

6/23/17 10:41 AM