Unit Plan 1 (Grade 1 Science): Science Routines & Tools

Focus: Build classroom norms for lab safety, careful observation, simple measurement, and using science tools to gather information and define simple problems that can be solved with a new or improved object or tool.

Grade Level: 1

Subject Area: Science (Inquiry Skills • Engineering Design Foundations)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

This first unit helps students learn how to “do science” in Grade 1. Students practice safe routines, learn how to make careful observations using their senses (and simple tools), and record what they notice using pictures, labels, and simple data tables. They also learn that scientists and engineers ask questions about the world and use observations to define simple problems that people want to solve.

Across the week, students rotate through tool stations (hand lens, ruler, balance, cup/measuring tool, timer) and practice using each tool responsibly. They end by choosing a small classroom or school problem (like “pencils roll off desks” or “plants spill water”) and using observations to describe what needs to change.

Essential Questions

• How do scientists use observations and tools to learn about the world?
• What does it mean to work safely and responsibly during science activities?
• How can we use observations to describe a problem that needs a solution?
• How can pictures, labels, and simple charts help us share our thinking?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Follow core lab safety routines (listening signals, safe handling, cleanup, respectful behavior).
2. Make careful observations using senses and simple tools, and describe what they notice using words and pictures.
3. Use simple measurement tools (ruler, balance, cup/measuring tool, timer) to collect basic information (longer/shorter, heavier/lighter, more/less, faster/slower).
4. Record information in a science notebook using labeled drawings, simple tables, tallies, and sentence stems.
5. Ask questions and use observations to define a simple problem that could be solved with a new or improved object or tool (K–2-ETS1-1 prep).

Standards Alignment — Grade 1 (NGSS-Aligned)

• K–2-ETS1-1 (prep) — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved with a new or improved object or tool.
  • Example: Observe a classroom “messy materials” problem and describe what a solution would need to do.

Success Criteria — Student Language

• I can follow science safety rules and take care of materials.
• I can make careful observations and tell what I notice using words and pictures.
• I can use science tools (like a ruler or balance) to collect information.
• I can record what I learn in my notebook using labels and a simple chart.
• I can describe a problem we want to solve using my observations.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Science tools (enough for stations): hand lenses, rulers, balance scales (or simple compare-balance), cups/measuring tools, timers (or counting clocks), magnets (optional for exploration).
• Observation objects: classroom-safe items with interesting features (leaves, rocks, shells, pinecones, fabric scraps, toy vehicles, blocks, paper clips, buttons).
• Notebook pages or graphic organizers:
  • “I Notice / I Wonder”
  • “Tool Practice” recording sheet (picture + label + measurement result)
  • Simple data table templates (2–3 rows) and tally charts
• Safety visuals: “Science Safety Rules” poster with icons.
• Problem cards (optional): simple classroom/school situations (spills, rolling objects, messy storage, noisy hallway, plant watering).

Preparation

• Set up 3–5 tool stations with clear labels and a model sample page for recording.
• Create anchor charts:
  • “Safety in Science” (hands/feet to self, use tools carefully, clean up, listen for signal).
  • “I Notice / I Wonder” (observation vs. question).
  • “Tools Help Us Measure” (longer/shorter, heavier/lighter, more/less, faster/slower).
• Choose one short, consistent “signal” for transitions (chime/clap pattern) and practice it.

Common Misconceptions to Surface

• “An observation is the same as a guess.” → Observations are what we see/feel/hear (and can measure).
• “Tools are toys.” → Tools help us work carefully and must be used safely.
• “Measurement means only numbers.” → We can measure with comparisons too (longer/shorter, heavier/lighter).
• “A problem is just something I don’t like.” → A problem is something people want to change that a tool or object could help fix.

Key Terms (highlight in lessons) safety, observe, observation, tool, measure, compare, data, record, chart, table, problem, solution, engineer

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 30–45 minute block.)

Session 1 — Science Safety & Observation Norms (K–2-ETS1-1 prep)

• Launch (6–8 min)
  • Introduce science time: “In science, we use safe hands, careful eyes, and kind teamwork.”
  • Teach and practice the attention signal and cleanup routine.
• Explore (20–25 min)
  • Observation mini-lesson: show one object (leaf/rock). Students describe: color, shape, texture.
  • Students complete an “I Notice / I Wonder” page with a labeled drawing.
• Discuss (6–8 min)
  • Sort class statements: “notice” (observation) vs. “wonder” (question).
• Reflect (3–5 min)
  • Exit slip: “One safety rule I will follow is ___.”

Session 2 — Tool Stations: Looking Closely & Measuring Length

• Launch (5–7 min)
  • Model using a hand lens and a ruler (hold steady, measure from 0, be gentle).
• Explore (22–25 min)
  • Station rotations:
    • Hand lens station (draw what you see up close).
    • Ruler station (measure length of 2–3 objects: longer/shorter; optional numbers).
  • Students record using pictures, labels, and a simple table.
• Discuss (6–8 min)
  • Share: “What did the hand lens help you notice that you couldn’t see before?”
• Reflect (3–5 min)
  • Quick write: “A tool helped me because ___.”

Session 3 — Tool Stations: Weight, Capacity, and Simple Data Tables

• Launch (5–7 min)
  • Model using a balance (heavier/lighter) and a cup/measuring tool (more/less).
• Explore (22–25 min)
  • Station rotations:
    • Balance station: compare 2–3 objects (heavier/lighter).
    • Capacity station: compare containers (holds more/less using scoops or cup fills).
  • Students record results in a simple data table with symbols or words.
• Discuss (6–8 min)
  • Class talk: “How did your table help you remember your results?”
• Reflect (3–5 min)
  • Exit ticket: “I can compare by measuring ___ and ___.”

Session 4 — From Observations to Problems (K–2-ETS1-1 prep)

• Launch (5–7 min)
  • Present a classroom situation (e.g., pencils roll off desks; books fall in the bin; water spills near plants).
  • Ask: “What do we notice happening? What do we wonder?”
• Explore (22–25 min)
  • In small groups, students observe a chosen problem area (or use problem cards).
  • Groups gather information:
    • What is happening?
    • When does it happen?
    • Who is affected?
  • Students complete a “Problem Observation” sheet with a labeled drawing and 2–3 observations.
• Discuss (6–8 min)
  • Groups share one observation and one problem statement: “The problem is ___ because ___.”
• Reflect (3–5 min)
  • Quick write: “A problem we want to solve is ___.”

Session 5 — Mini Showcase: Tools, Data, and Problem Statements (K–2-ETS1-1 prep)

• Launch (5–7 min)
  • Review: safety, tools, observations, and what makes a clear problem statement.
• Explore (22–25 min)
  • Students create a “Science Routines & Tools Showcase Page” that includes:
    • One labeled drawing from a tool station (hand lens or measurement).
    • One simple table or chart (length/weight/capacity).
    • One problem statement based on observations (“We want to change ___.”).
• Discuss (6–8 min)
  • Gallery walk with TAG feedback on clarity (labels, neat data table, clear problem statement).
• Reflect (3–5 min)
  • Final reflection: “Scientists use tools to ___, and engineers use observations to ___.”

V. Differentiation and Accommodations

Advanced Learners

• Add numbers to measurements (inches/centimeters) and compare with “greater than/less than” language.
• Have students create two different data tables for the same objects (e.g., length table + weight table).
• Ask students to propose a “first idea” solution sketch that matches their problem statement (previewing later design units).

Targeted Support

• Provide pre-drawn observation boxes and label banks (color, shape, size, texture).
• Use picture-based tables (icons for heavier/lighter; more/less) and allow stickers for recording.
• Offer sentence stems: “I notice ___.” “I wonder ___.” “The problem is ___.”

Multilingual Learners

• Use a visual glossary for tool names and key words (observe, measure, data, problem).
• Allow partner talk before writing; accept labeled drawings with short phrases.
• Model gestures for compare words (longer/shorter, heavier/lighter, more/less).

IEP/504 & Accessibility

• Reduce station writing load (one object per station with larger recording boxes).
• Provide adaptive tools (large rulers, simple balance, thick pencils/markers).
• Offer alternative output: oral recording or teacher scribe for the problem statement if needed.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students follow safety routines and complete an “I Notice / I Wonder” page with a labeled drawing.
• Session 2 — Tool sheets show correct use of a hand lens and a length comparison/measurement recording.
• Session 3 — Data tables show accurate heavier/lighter or more/less comparisons.
• Session 4 — Problem Observation sheets include at least two clear observations and a simple problem statement.
• Session 5 — Showcase pages combine tools, data, and a clear problem statement in student-friendly language.

Summative — Science Routines & Tools Showcase (0–2 per criterion, total 10)

1. Safety & Responsible Tool Use

• 2: Consistently follows safety routines and uses tools carefully; cleans up with minimal reminders.
• 1: Usually safe but needs occasional reminders for tool handling or routines.
• 0: Frequently unsafe or unable to use tools responsibly even with support.

2. Observation Quality

• 2: Labeled drawing and/or notes show careful, detailed observations.
• 1: Observations are present but basic or missing labels/details.
• 0: Observations are unclear or not based on what was examined.

3. Measurement/Data Recording

• 2: Includes a clear simple table/chart showing accurate comparisons (longer/shorter, heavier/lighter, more/less).
• 1: Table/chart is attempted but has errors or is incomplete.
• 0: No meaningful data recording.

4. Problem Definition (K–2-ETS1-1 prep)

• 2: Problem statement clearly describes what needs to change, based on observations.
• 1: Problem is named but connection to observations is weak or unclear.
• 0: Problem is missing or not understandable.

5. Communication & Clarity

• 2: Work is neat and understandable; uses key terms (tool, observe, measure, data, problem) appropriately.
• 1: Mostly understandable but may be messy or missing key words/labels.
• 0: Difficult to follow or off-topic.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your labels help me understand what you observed.”).
• Ask one question (e.g., “What tool helped you the most, and why?”).
• Give one suggestion (e.g., “Add one more label or a clearer table title.”).

VII. Reflection and Extension

Reflection Prompts

• Which tool helped you make the best observations, and what did it help you notice?
• How did making a table or chart help you remember your results?
• Why is it important to use observations to describe a problem before trying to solve it?

Extensions

• Tool Expert Badges: Students earn a badge card for each tool (hand lens, ruler, balance, cup) by showing safe use and a completed recording sheet.
• Science Helper Jobs: Create classroom roles (tool manager, data checker, cleanup captain) to strengthen routines.
• Problem Walk: Take a short walk around the school to notice problems people might want to change (spills, noise, storage) and collect “I Notice” notes for later design units.

Standards Trace — When Each Standard Is Addressed

• K–2-ETS1-1 (prep) — Sessions 1, 4–5 (asking questions, making observations, gathering information, and defining a simple problem that could be solved with a new or improved object or tool).