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

-----------------------

Science Curriculum Guide

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download