I am researching quite extensively to find the best 1st grade curriculum to homeschool my son. I have been asking professionals and browsing on the Internet. This weekend I worked on the Science curriculum, where I planned the methodology of my teaching based on the requirements of the Standard Common Core of Illinois State. The Illinois State has all the information about homeschooling and the learning standards - http://www.isbe.state.il.us/ils/Default.htm
STATE GOAL 11:
Understand the processes of scientific inquiry and technological design
to investigate questions, conduct experiments, and solve problems.
Why This Goal Is
Important: The inquiry process prepares learners to engage in science and apply
methods of technological design.
This understanding will enable students to pose questions, use models to
enhance understanding, make predictions, gather and work with data, use
appropriate measurement methods, analyze results, draw conclusions based on
evidence, communicate their methods and results, and think about the
implications of scientific research and technological problem solving.
A. Know and
apply the concepts, principles and processes of scientific inquiry.
|
11.A.1a
Describe an observed event.
|
11.A.1b
Develop questions on scientific topics.
|
11.A.1c
Collect data for investigations using measuring instruments and
technologies.
|
11.A.1d
Record and store data using available technologies.
|
11.A.1e
Arrange data into logical patterns and describe the patterns.
|
11.A.1f
Compare observations
of individual and group results.
|
B. Know and apply the concepts, principles and processes of technological
design.
|
11.B.1a
Given a simple design problem, formulate possible solutions.
|
11.B.1b
Design a device that will be useful in solving the problem.
|
11.B.1c
Build the device using the materials and tools provided.
|
11.B.1d
Test the device and record results using given instruments, techniques
and measurement methods.
|
11.B.1e
Report the design of the device, the test process and the results in
solving a given problem.
|
STATE GOAL 12:
Understand the fundamental concepts, principles and interconnections of
the life, physical and earth/space sciences.
Why This Goal Is
Important: This goal is comprised
of key concepts and principles in the life, physical and earth/space sciences
that have considerable explanatory and predictive power for scientists and
non-scientists alike. These ideas
have been thoroughly studied and have stood the test of time. Knowing and being able to apply these
concepts, principles and processes help students understand what they observe
in nature and through scientific experimentation. A working knowledge of these concepts and principles allows
students to relate new subject matter to material previously learned and to
create deeper and more meaningful levels of understanding.
A. Know and
apply concepts that explain how living things function, adapt and change.
|
12.A.1a
Identify and describe the component parts of living things (e.g.,
birds have feathers; people have bones, blood, hair, skin) and their major
functions.
|
12.A.1b
Categorize living organisms using a variety of observable features
(e.g., size, color, shape, backbone).
|
B. Know and apply concepts that describe how living things
interact with each other and with their environment.
|
12.B.1a
Describe and compare characteristics of living things in relationship
to their environments.
|
12.B.1b
Describe how living things depend on one another for survival.
|
C. Know and apply concepts that describe properties of matter
and energy and the interactions between them.
|
12.C.1a
Identify and compare sources of energy (e.g., batteries, the sun).
|
12.C.1b
Compare large-scale physical properties of matter (e.g., size, shape,
color, texture, odour).
|
D. Know and apply concepts that describe force and motion and
the principles that explain them.
|
12.D.1a
Identify examples of motion (e.g., moving in a straight line,
vibrating, rotating).
|
12.D.1b
Identify observable forces in nature (e.g., pushes, pulls, gravity,
magnetism).
|
E. Know and apply concepts that describe the features
and processes of the Earth and its resources.
|
12.E.1a
Identify components and describe diverse features of the Earth’s land,
water and atmospheric systems.
|
12.E.1b
Identify and describe patterns of weather and seasonal change.
|
12.E.1c
Identify renewable and nonrenewable natural resources.
|
F. Know and apply concepts that explain the composition and
structure of the universe and Earth’s place in it.
|
12.F.1a
Identify and describe characteristics of the sun, Earth and moon as
familiar objects in the solar system.
|
12.F.1b
Identify daily, seasonal and annual patterns related to the Earth’s
rotation and revolution.
|
STATE GOAL 13:
Understand the relationships among science, technology and society in
historical and contemporary contexts.
Why This Goal Is
Important: Understanding the
nature and practices of science such as ensuring the validity and replicability
of results, building upon the work of others and recognizing risks involved in
experimentation gives learners a useful sense of the scientific enterprise. In addition, the relationships among
science, technology and society give humans the ability to change and improve
their surroundings. Learners who
understand this relationship will be able to appreciate the efforts and effects
of scientific discovery and applications of technology on their own lives and
on the society in which we live.
A. Know and apply the accepted practices of science.
|
13.A.1a
Use basic safety practices (e.g., not tasting materials without
permission, “stop/drop/roll”).
|
13.A.1b
Explain why similar results are expected when procedures are done the
same way.
|
13.A.1c
Explain how knowledge can be gained by careful observation.
|
B. Know and apply concepts that describe the interaction
between science, technology and society.
|
13.B.1a
Explain the uses of common scientific instruments (e.g., ruler,
thermometer, balance, probe, computer).
|
13.B.1b
Explain how using measuring tools improves the accuracy of estimates.
|
13.B.1c
Describe contributions men and women have made to science and
technology.
|
13.B.1d
Identify and describe ways that science and technology affect people’s
everyday lives (e.g., transportation, medicine, agriculture, sanitation,
communication occupations).
|
13.B.1e
Demonstrate ways to reduce, reuse and recycle materials.
|
Based on what was described aforementioned, I will promote an
environment where my son understands the history of the subject in context
prior to learning the subject. To develop that matter I will provide the
component parts, and provide him with a thinking platform about the materials
that where presented to him in order to begin his investigation.
I will also follow the
hermeneutical principles, which, is the art and science of text interpretation.
I will have a sequence of teaching trying to start from the beginning of the
creation to make him able to comprehend the reasons of the way the facts are,
and explain it from the scientific and biblical perspective. Trips to the main Chicago museums will also be included in my plan.
Below are some examples of
topics I will develop to cover the objectives aforesaid to meet the
learning standards requirements:
•
Seasons lesson.
•
Plants life
cycle.
•
Parts of plants
activities.
•
Thunderstorm
analyses and comprehension.
•
Understand
weather and it's effect on the earth (people, animals, and plants).
• Understand the
seasons and the weather that each usually produces. Consider teaching about
hurricane season as well.
•
Animals’ cycle
of life.
•
Basic needs of animals.
•
Animals’ habitats.
•
Animals'
behaviour.
•
Oceans and sea
life: Waves, currents, coral reefs, sea animals, and sea plants.
•
The human body: The systems that make up the body —
circulatory, muscular, skeletal, nervous, and digestive — and how to take
care of the body.
•
Recite the five
senses and discuss each in detail.
•
Using
thermometer.
•
Understand the steps of investigation.
•
Understand some
scientific terminology such as hypothesis and observation.
•
Identify the three principals of matter (solid, liquid, gas).
•
Understand the
concept of motion.
•
Identify living
and nonliving thing.
• Compare and contrast rocks.
•
Rock cycle.
•
Compare and
contrast land (mountains, volcanoes, valleys, etc.)
• Understand
machines and how they make life easier. Compare this to a time when there were
no machines.
•
Have a good
grasp on recycling and why it is important.
• Introduction to electricity and magnetism: Electric currents
and circuits. Learns how batteries work and the push and pull of magnets.
•
Sound: Vibrating
objects produce sound, and sound travels.
Books I will use and would
like to recommend:
I. The Body Book: Easy-to-Make Hands-on Models That Teach
[Paperback] Donald M. Silver,
Patricia J.
Wynne.
II. The Human Body for Every Kid: Easy Activities that Make
Learning Science Fun [Paperback] Janice VanCleave.
V. First Nature Encyclopedia (DK First Reference).
VI. First Animal Encyclopedia (DK First Reference Series).
VII. First Science Encyclopedia.
VIII. The Planets in Our Solar System (Let's-Read-and-Find-Out
Science, Stage 2) [Paperback].
IX. The Everything Kids' Science Experiments Book: Boil Ice,
Float Water, Measure Gravity-Challenge the World Around You! (Everything Kids
Series) [Paperback], Tom Robinson.
XIII. My Five Senses (Let's-Read-and-Find-Out Science, Aliki.
XIV.
Planets: A Solar System Stickerbook by Ellen Hasbrouck
and Scott McDougall
XV. Teaching the Fun of Scienc by Janice Pratt
VanCleave
XVII. Rocks and Minerals:
Mind-Boggling Experiments You Can Turn Into Science Fair Projects by Janice Pratt
VanCleave
XVIII. Magnets: Mind-boggling
Experiments You Can Turn Into Science Fair Projects byJanice Pratt
VanCleave
After designing my curriculum for all the subjects I will put it on a monthly plan which I will post as soon as I finish. I would love to hear from you giving me any suggestion or comment about this matter in order to improve my methodology. Thanks :).
Fabiana
No comments:
Post a Comment
.