Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits

Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits
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Gr 1 Science. Adv. Differentiation. Nonliving Systems - Electrical Circuits

Advanced differentiation for this first grade science unit consists of one project which parallels the agenda of lessons. Teachers can pull a small group of advanced learners together to guide them through these engaging and challenging tasks to deepen and extend their understanding of core concepts and skills. After the mini-lessons, students may work on each of the project tasks at learning centers, as independent or partner work, or as homework. These projects are also ideal for use during the literacy block when focused on nonfiction reading and writing skills. Included are recommendations for creating small group instruction around these projects. Your advanced learners can participate in core lessons described in the curriculum guide and engage in the projects to stay challenged as needed.

The following long-term learning targets are most deeply addressed in these small group lessons:

4.1 I can make a complete circuit using a battery, light bulb, and switch. (4.2.3.2.2)
4.2 I can explain that nonliving things are made of parts. (1.1.3.1.1)
4.3 I can explain that if a part of a circuit is missing or broken, it will not function properly. (1.1.3.1.1)
4.4 I can assemble materials using a picture as a guide. (1.1.1.1.2)
1.3 I can explain my thinking through drawings, writing and/or discussions. (1.1.1.1.1)
1.5 I can explain that many living and nonliving things are made of parts. (1.1.3.1.1)
1.6 I can explain that if a part of a system is missing or broken, it may not function properly. (1.1.3.1.1)

When and where do I teach these small group sessions?
Small group mini-lessons help your advanced first grade students jump into the tasks outlined for this project. You can teach these small group sessions once or twice a week as needed during science or literacy when your whole class is working independently or in small groups (e.g., independent work time, guided reading time, etc.). Students should be able to continue pursuing the tasks in learning centers or at their seats throughout the days following your mini-lesson.
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30 pages
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