Kindergarten
|Grade | |
|4 | |
|Science Indicator |Strategies and Resources |
|Earth and Space Sciences | See unit guide-Earth & Space-An Empty Cup Shaping Spaces |
|Explain that air surrounds us, takes up space, moves around us as wind, and may be measured using | ( Student can construct various weather instruments such as barometer, wind van. |
|barometric pressure. |( Measure and record barometric pressure and wind direction |
|Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail). | ( Observe and predict the water cycle. |
| |( Blow on a window to make condensation. |
|Investigate how water changes from one state to another (e.g., freezing, melting, condensation and | ( Melt an ice cube and freeze it. |
|evaporation). |( Boil water and watch the steam and predict results. |
|Describe weather by measurable quantities such as temperature, wind direction, wind speed, | ( Create a weather station. |
|precipitation and barometric pressure. |( Predict and record data. |
|Record local weather information on a calendar or map and describe changes over a period of time (e.g.,| ( Compare and contrast weather patterns using weather maps found |
|barometric pressure, temperature, precipitation symbols and cloud conditions). |in newspapers or online. () |
| |( Predict weather conditions in a specified part of U.S. by analyzing weather map information. |
| |( Draw prediction on a blank map. |
|Trace how weather patterns generally move from west to east in the United States. | ( Compare and contrast weather conditions in the west as it moves |
| |east using weather maps from newspapers. |
|Describe the weather which accompanies cumulus, cumulonimbus, cirrus and stratus clouds. | ( See unit guide – Earth & Space-Clouds and the Weather. |
|Describe how wind, water and ice shape and reshape Earth's land surface by eroding rock and soil in | ( Make a model of desert using sand. Using a hair dryer gently |
|some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas |blow along the surface of the sand. Observe and record |
|and glacial moraines). |observations. |
| |( Make a model of a glacier using sand pebbles and water. Remove ice from pan. Place the glacier sandy|
| |side down on flat rock. |
| |Predict what will happen if you press down hard on the glacier and move it back and forth over the rock. |
| |Record your predictions and test your prediction. Observe what happens to the rock and record your |
| |observations. |
|Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the | ( See unit guide-Earth & Space-Shaping Spaces. |
|weathering of rock. | |
|Describe evidence of changes on Earth's surface in terms of slow processes (e.g., erosion, weathering, | ( Read Magic School Bus – Voyage to the Volcano. |
|mountain building and deposition) and rapid processes (e.g. volcanic eruptions, earthquakes and |( Show accompanying video. |
|landslides). | |
| | |
|Life Sciences | See unit guide-Life Sciences-From Seed to Shining Seed. |
|Compare the life cycles of different plants including germination, maturity, reproduction and death. | |
|Relate plant structures to their specific functions (e.g., growth, survival and reproduction). | ( Students will draw flower, label its structures, and match the |
| |functions on a worksheet. |
| |( Bring in flowers to dissect. Ask florist for discarded flowers. |
| |( Observe a small flowering tree from winter to spring. Grow bulbs in winter and experiment and observe |
| |by removing various parts. |
|Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots and| ( Use a dichotomous key to identify a specific tree. |
|stems). |( Create a dichotomous key to be used by others. |
| |( Categorize fruits and seeds |
|Observe and explore that fossils provide evidence about plants that lived long ago and the nature of | ( Make a fossil using plaster of paris and a variety of molds. |
|the environment at that time. |( Using the internet, students will research a fossil, including the era, and location of the fossil. |
| |Students could then make a poster illustrating where the fossil would reside. |
| |( Make a timeline using all of the student’s posters. |
|Describe how organisms interact with one another in various ways (e.g., many plants depend on animals | ( Draw and explain a food chain. |
|for carrying pollen or dispersing seeds). |( See unit guide – Life Sciences – Seeds Travel |
| | |
|Physical Sciences |( See unit guide – Physical Sciences – Physical Properties and |
| |Changes. |
|Identify characteristics of a simple physical change (e.g., heating or cooling can change water from | |
|one state to another and the change is reversible). | |
|Identify characteristics of a simple chemical change. When a new material is made by combining two or | ( Place baking soda in glass jar and add vinegar (or lemon juice) to make a chemical change. |
|more materials, it has chemical properties that are different from the original materials (e.g., |Capture carbon dioxide with a balloon secured on top. |
|burning paper, vinegar and baking soda). |( Burn a piece of paper to show a chemical change. |
|Describe objects by the properties of the materials from which they are made and that these properties | ( Create and use a dichotomous key to classify objects. |
|can be used to separate or sort a group of objects (e.g., paper, glass, plastic and metal). |( See unit guide – Physical Sciences – This or That? |
|Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct| ( See unit guide – Physical Sciences Physical Properties and |
|physical properties. |Changes. |
|Compare ways the temperature of an object can be changed (e.g., rubbing, heating and bending of metal).| ( Rub hands together to warm them. |
| | |
|Science and Technology | |
|Explain how technology from different areas (e.g., transportation, communication, nutrition, | ( Students could talk with grandparents about a technology that |
|healthcare, agriculture, entertainment and manufacturing) has improved human lives. |didn’t exist when they were children. Students could then write a |
| |paragraph comparing/contrasting the ‘old’ with the ‘new’. |
|Investigate how technology and inventions change to meet peoples' needs and wants. | ( Research an invention and create a timeline showing |
| |improvements. |
|Describe, illustrate and evaluate the design process used to solve a problem. | ( Build a better version of a rain gauge, mouse trap, or windmill. |
| | |
|Scientific Inquiry | |
|Select the appropriate tools and use relevant safety procedures to measure and record length, weight, | ( See unit guide – Nature of Science – Tools of the Trade. |
|volume, temperature and area in metric and English units. | |
| | |
|Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the | ( Using pictures from magazines or newspapers present students |
|next likely occurrence. |with a series of events. Ask students to infer what will come next |
| |in the series. Students may draw or find an appropriate picture. |
|Develop, design and conduct safe, simple investigations or experiments to answer questions. | ( See unit guide – Nature of Science – Student Scientists. |
|Explain the importance of keeping conditions the same in an experiment. | ( Discuss ‘variables’ and how changing any of them changes the |
| |outcome of the experiment. |
| |( Set up the same experiment as different stations leaving out one |
| |vital component. Ask students to record results in journals. |
|Describe how comparisons may not be fair when some conditions are not kept the same between | ( Compare journal entries from the previous class day. Discuss |
|experiments. |what needed to be included in order for all the results to be the |
| |same. |
|Formulate instructions and communicate data in a manner that allows others to understand and repeat an | ( Students will write all the steps involved in making a peanut |
|investigation or experiment. |butter and jelly sandwich. |
| |( Students will exchange directions with another student and try to make a peanut butter and jelly |
| |sandwich. |
| | |
|Scientific Ways of Knowing | |
|Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless| ( See unit guide – Nature of Science – Is That a Fact? |
|they are backed by observations that can be confirmed. | |
|Record the results and data from an investigation and make a reasonable explanation. | ( After completing an experiment students will write an |
| |explanation of their findings in the Science journal. |
|Explain discrepancies in an investigation using evidence to support findings. | ( Set up the same experiment at different stations leaving out one |
| |vital component. Ask student to record results in journals. |
| |( Students will partner with another student from a different group. |
| |Each will compare/contrast their results with their partner’s |
| |results. |
|Explain why keeping records of observations and investigations is important. | ( Students will make a journal entry to record results from previous |
| |experiment to verify findings. |
Related online Lessons:
Model Lessons - Click on each set A,B,C,D,E to find lessons for the grade level
Viking Treasure Chest
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Science Curriculum Guide
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