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🥇Concept map for SCIENCE mind map Please register by link 👉 https://bit.ly/3btQtKQ 🔴 создатель Mind Map: 🥇Concept map for SCIENCE mind map Please register by link 👉 https://bit.ly/3btQtKQ 🔴

1. Grade 1 - Science mind map

1.1. Understanding Life Systems - Needs and Characteristics of Living Things

1.1.1. 1. assess the role of humans in maintaining a healthy environment;

1.1.2. 2. investigate needs and characteristics of plants and animals, including humans;

1.1.3. 3. demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans.

1.2. UNDERSTANDING STRUCTURES AND MECHANISMS - MATERIALS, OBJECTS, AND EVERYDAY STRUCTURES

1.2.1. 1. assess the impact on people and the environment of objects and structures and the materials used in them;

1.2.2. 2. investigate structures that are built for a specific purpose to see how their design and materials suit the purpose;

1.2.3. 3. demonstrate an understanding that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used.

1.3. UNDERSTANDING MATTER AND ENERGY - ENERGY IN OUR LIVES

1.3.1. 1. assess uses of energy at home, at school, and in the community, and suggest ways to use less energy;

1.3.2. 2. investigate how different types of energy are used in daily life;

1.3.3. 3. demonstrate an understanding that energy is something that is needed to make things happen, and that the sun is the principal source of energy for the earth.

1.4. UNDERSTANDING EARTH AND SPACE SYSTEMS - DAILY AND SEASONAL CHANGES

1.4.1. 1. assess the impact of daily and seasonal changes on living things, including humans;

1.4.2. 2. investigate daily and seasonal changes;

1.4.3. 3. demonstrate an understanding of what daily and seasonal changes are and of how these changes affect living things.

2. Grade 3

2.1. UNDERSTANDING LIFE SYSTEMS GROWTH AND CHANGES IN PLANTS

2.1.1. 1. assess ways in which plants have an impact on society and the environment, and ways in which human activity has an impact on plants and plant habitats;

2.1.2. 2. investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow;

2.1.3. 3. demonstrate an understanding that plants grow and change and have distinct characteristics.

2.2. UNDERSTANDING STRUCTURES AND MECHANISMS STRONG AND STABLE STRUCTURES

2.2.1. 1. assess the importance of form, function, strength, and stability in structures through time;

2.2.2. 2. investigate strong and stable structures to determine how their design and materials enable them to perform their load-bearing function;

2.2.3. 3. demonstrate an understanding of the concepts of structure, strength, and stability and the factors that affect them.

2.3. UNDERSTANDING MATTER AND ENERGY FORCES CAUSING MOVEMENT

2.3.1. 1. assess the impact of various forces on society and the environment;

2.3.2. 2. investigate devices that use forces to create controlled movement;

2.3.3. 3. demonstrate an understanding of how forces cause movement and changes in movement.

2.4. UNDERSTANDING EARTH AND SPACE SYSTEMS - SOILS IN THE ENVIRONMENT

2.4.1. 1. assess the impact of soils on society and the environment, and of society and the environment on soils;

2.4.2. 2. investigate the composition and characteristics of different soils;

2.4.3. 3. demonstrate an understanding of the composition of soils, the types of soils, and the relationship between soils and other living things.

3. Grade 2 - SCIENCE concept Map

3.1. UNDERSTANDING LIFE SYSTEMS - GROWTH AND CHANGES IN ANIMALS

3.1.1. 1. assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live;

3.1.2. 2. investigate similarities and differences in the characteristics of various animals;

3.1.3. 3. demonstrate an understanding that animals grow and change and have distinct characteristics.

3.2. UNDERSTANDING STRUCTURES AND MECHANISMS - MOVEMENT

3.2.1. 1. assess the impact on society and the environment of simple machines and mechanisms;

3.2.2. 2. investigate mechanisms that include simple machines and enable movement;

3.2.3. 3. demonstrate an understanding of movement and ways in which simple machines help to move objects.

3.3. UNDERSTANDING MATTER AND ENERGY - PROPERTIES OF LIQUIDS AND SOLIDS

3.3.1. 1. assess ways in which the uses of liquids and solids can have an impact on society and the environment;

3.3.2. 2. investigate the properties of and interactions among liquids and solids;

3.3.3. 3. demonstrate an understanding of the properties of liquids and solids.

3.4. UNDERSTANDING EARTH AND SPACE SYSTEMS - AIR AND WATER IN THE ENVIRONMENT

3.4.1. 1. assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things;

3.4.2. 2. investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment;

3.4.3. 3. demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

4. Science

4.1. 1. Assessment for stated objective: Students will create a visual aid to demonstrate the difference between climate and weather. Students will be graded with 80% accuracy on their poster that will depict a certain climate, as well as the differentiation between climate and weather.

4.2. 2. Instructional Activity: The teacher will guide students through a close reading of the student reading passage on climate using the following steps: 1st Reading: The students read the passage independently and silently. 2nd Reading: The teacher will model reading to capture the gist of the passage. In this step students are looking for the most important information. When possible, we will use context clues find the meaning of unknown vocabulary. Using the document camera so they can both see and hear what I’m doing, the teacher will go through the first paragraph one sentence at a time. I underline what I think I would know if I was a 3rd grader, circle any unfamiliar words, and summarize the idea of the first sentence on the lines to the right. The teacher will continue modeling as students read the first paragraph and then call on students to help me with the process for the rest of the passage. 3rd reading: Now the students reread the passage independently or with a partner AFTER they have previewed the text-dependent questions I’ve written to guide their reading.

4.3. 3. Behavioral Objective: Students will closely read a passage about climate and create a visual aid to help others understand the difference between climate and weather with 80% accuracy.

4.4. 4. Weather & Climate 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

4.5. 5. Concept to be taught: Students will be able to use specific scientific vocabulary to articulate the difference between climate and weather.

4.6. Concept map for SCIENCE