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Course Alignment Examples

Course: 5020020 Science - Grade One

Standards (27)   Alignment Evidence
SC.1.E.5.4: Identify the beneficial and harmful properties of the Sun. Where the standard (benchmark) is taught: e.g. semester(s), lesson number(s) and/or title(s)
Beneficial and harmful properties of the Sun may be taught during the first semester.
  • Semester: 1
  • Lesson: 1
  • Title: Beneficial and harmful properties of the Sun
How the standard (benchmark) is taught: e.g. through labwork, discussion and research, direct instruction
Only one example needs to be included though several are shown here
  • Discussion: Have students discuss with their partners things they know about the Sun. Provide an opportunity for students to share what they know. Ask students to think about some of the benefits of the Sun. List the benefits on a chart or board. Ask students to think of some harmful things from the Sun. List the harmful things on a chart or board.
  • Research: Learn about ways to be safe in the sun. Have students listen to the Sun Safety Tips. Then, provide an opportunity for students time to create pictures of how to be safe in sunlight (pictures should include wearing hats, sunscreen, sunglasses, and drinking plenty of water). Provide opportunities for students to share their pictures with their classmates explaining how to stay safe in the heat and light from the Sun.
  • Group work: Give students picture cards of harmful and helpful things that the heat and light from the Sun does for Earth and allow time to sort into ‘helpful’ and ‘harmful’ piles.
  • Research: NASA Invites Children and Families to Learn About the Sun and Space Weather.
How mastery of the standard (benchmark) is assessed: e.g. pre and post test, performance task
To determine understanding have students create a two column chart idenifty helpful and harmful things about heat and light from the Sun.
SC.1.P.8.1: Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float. Where the standard (benchmark) is taught: e.g. semester(s), lesson number(s) and/or title(s)
  • Properties of Matter may be taught during the first semester.
  • Semester: 1
  • Lesson: 3
  • Title: Sinks or Floats
How the standard (benchmark) is taught: e.g. through labwork, discussion and research, direct instruction
Only one example needs to be included though two are shown here
  • Lab work: Provide students with different types of objects and have them Predict whether the objects will sink or float and record their prediction on a chart. Provide an opportunity for students to “test” their predictions.
  • Discussion: After exploring whether objects sink or float, have students discuss similarities and differences in the material characteristics of the objects. For example: have students describe the objects that sank and to discuss common characteristics of the objects that sank and then have students describe the characteristics of the objects that floated.
How mastery of the standard (benchmark) is assessed: e.g. pre and post test, performance task
  • To determine understanding have students sort a variety of objects into two groups: Sinks or Floats