PDF Kindergarten: Objects and Materials Science Unit

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Kindergarten:ObjectsandMaterials

Lesson1?ISpyEngage/Explore/explain

LessonObjectives

Studentswillidentifyanobjectandmaterialintheirsurroundings

CurriculumConnection

MOK.1Investigateobservablecharacteristicsoffamiliarobjects andmaterialsintheirenvironment b.Identifydifferentmaterialsthatmakeupfamiliarobjects foundintheirlearningenvironment(e.g.,classroom,school,

andplayground). Materials

Materials:

? Tape ? Spy-scopepatternreproducedforindividualstudents ? Crayons,markers ? Scissors ? worksheet

Procedure: Set:10minutes

Askstudentsquestionsaboutmetals,woods,clothsandother materialsthattheyrecognizearoundtheplaygroundandother placesoutsideofschool

Development:20minutes

Tellstudentsthattheywillbeexploringtolookformaterialsthat makeupobjectsaroundtheroom. Havestudentspretendtodressasanexplorerputtingon imaginaryhat,gloves,jacket,bootsandtellthemtheyneedto maketheirtelescopeneededforexploring. Explaintostudentsthattheywillbemakingascopeand demonstratehowtodothisbyshowingthemthespyscope patternandwalkingthemthroughthenecessarysteps(see worksheetforthislesson) 1.Modeltheactivity:Lookthroughyourscope,focusonone object.Thinkofwhatmaterialtheobjectismadeof.Say"Ispy withmylittleeyesomethingmadeof(nameofamaterial) 2.Studentslookthroughtheirscopes,pointingtheminthesame directionasyours.Theyguesswhatyouarelookingat. 3.Repeattheactivitywithnewspiers.

Closure:10minutes

Askstudentswhyanobjectismadeofaparticularmaterial. Forexample,`Whyarecurtainsmadeofcloth?" Clothcanbendwhenthecurtainsarepulled Itkeepstheroomquieter Itlookspretty

ScienceUnit

Grade:K Backgroundinfo: Materialsareusedforcreatingobjects

Resources

ClassroomManagement

Showstudentsstepbystephowtoput theirspyscopestogether.Youmayneed towalkaroundandhelpthemtotape themtogether. Allowstudentstocolortheirspyscopes beforetheyaretapedtogether

Assessment

Astheobjectsareguessed,havestudents checktoconfirmthattheobjectsarereally madeofthenamedmaterials.Formative peer/selfassessment

Itcanbecutindifferentlengthsandsewnonasewingmachine Whyareourclothesnotmadeofmetal? Whyisatablemadeofwoodandnotcloth? Howwouldyoufeelusingabathtowelthatismetalorwood?

Kindergarten:ObjectsandMaterials ScienceUnit

Lesson2?FamiliarObjectsEngage/Explore

LessonObjectives

? Studentswillbeabletorecognizeandidentifyfamiliarobjectsin theirsurroundingsandbeabletorecognizewhattheirmain propertyis.

Grade:K Backgroundinfo: Knowwhatisreferredtowhenteacher talksaboutobjectsandmaterials

CurriculumConnection

MOK.1Investigateobservablecharacteristicsoffamiliarobjects

andmaterialsintheirenvironment

a.Posequestionsaboutcharacteristicsofobjectsandmaterial

thatleadtoexplorationandinvestigation.

Materials

Resources

? scavengerworksheettomarkdownobjectsmadeofcloth, wood,metal

? Attachedpowerpoint ?

Procedure:

Set:10minutes

Tellstudentsthattheywillbegoingonascavengerhunt

ontheplayground.Explaintothemwhatobjectsare(see

teachersheet)andtellthemthattheywillbelookingfor

objectsthataremadeofcloth,wood,metaloramixtureof

allofthem.Showstudentsanexampleofeachusing

familiarmaterialsPowerPoint.(seepowerpointforthis Assessment

lesson)

Formativeassessmentusinganecdotal

notestoassessgroupworkand

Explaintostudentsthattheywillbelookingforthingsthat arenotliving.

understandingofconcepts. Adaptteachingmethodsaccordingly.

Askstudentstolookaroundtheroomandwithashowof

handstheycangiveanexampleofitemsthattheysee

aroundtheclassroomthathavetheseproperties.

Development:20minutes Placethestudentsintogroupsofthreeorfourandgive eachgroupascavengerhuntsheet.Givestudents

boundariesforwheretheyareallowedtogo,andshow themtheymainmeetingpointtocometowhentheyhear

youblowthewhistle.

Tellstudentswhentheyhearthewhistleblowtheywill

needtocomebacktothemeetingpoint.

Asstudentsfindobjectstheyshoulddrawapictureof

whattheyareseeingandtrytolabelit.Theyshouldput theobjectintheappropriateboxonthescavengerhunt

sheet.

Closure:10minutes

Callstudentsbacktothemeetingpointandgobacktothe classroom.

Tellstudentstojoinupwithanothergrouptoshoweach

otherwhattheyfoundontheirscavengerhuntsheetsand letthemdiscussthem.

Tellstudentstohandyouthesheetsbecausetheywillbe usingthemforthenextscienceclass.

Kindergarten:ObjectsandMaterials ScienceUnit

Lesson3?FamiliarObjects(parttwo)? Extend/Explain

LessonObjectives

? Studentswillbeabletorecognizeandidentifyfamiliarobjectsin theirsurroundingsandbeabletorecognizewhattheirmain propertyis.

Grade:K

Backgroundinfo: Knowwhatisreferredtowhenteacher talksaboutobjectsandmaterials.Learn whatpropertiessomeobjectsaremadeof, suchaswood,cloth,metal

CurriculumConnection

MOK.1Investigateobservablecharacteristicsoffamiliarobjects

andmaterialsintheirenvironment

a.Posequestionsaboutcharacteristicsofobjectsandmaterial

thatleadtoexplorationandinvestigation.

f.Sequenceorgroupobjectsandmaterialsaccordingtooneor

morestudent-selectedcriteria

Materials

Resources

? scavengerworksheetthatwasusedinlessonone,scissors,glue ?

? largepostersizechartofthethreedifferentcategories,

?

markersforwritingthatmayneedtobedone.

Procedure:

Set:10minutes

Askstudentstotellyouwhatkindsofmaterialsanobject canbemadeoutof.Lookforquiethands.Reviewthat

objectscanbemadefromdifferentmaterialsand

sometimesmorethanonematerial.Showexamplesof

objectsintheclassroomandaskstudentstotellyouwhat theythinktheyaremadeof. Development:20minutes Givestudentstheirscavengerhuntsheetsfromthelast lessonandaskthemtocutouttheirwordsandpictures. Haveapostersizechartreadyofthethreeproperty categorieswood,metalandclothandtellstudentscutout

Assessment

Formativeassessmentusinganecdotal notestoassessgroupworkand understandingofconcepts. Assessfinalposterforaformative assessmentforoverallunderstanding conceptsbytheclass. Adaptteachingmethodsaccordingly.

theirpicturesandwordsfromtheirscavengerhuntpapers

andgluethemontothechartintheappropriatebox.

Closure:10minutes

Discusswiththeclassthereasonswhytheythoughtthose

itemsshouldgointothosecategories.Bringattentionto

theitemsthatcouldfitintomorethanonecategory.

Kindergarten:ObjectsandMaterials

Lesson4?MysteryObjects?Engage/Explore

LessonObjectives

? Studentswillbecomefamiliarwithsometermsusedtodescribe materialsbyhowtheyfeel.

CurriculumConnection

MOK.1Investigateobservablecharacteristicsoffamiliarobjects andmaterialsintheirenvironment d.Identifyobservablecharacteristicsofmaterials,suchascolor, texture,andodor,andobservablecharacteristicsofobjects,such asshape,size,andweight.

Materials

? paperbags,objectsthataresoft,hard,smooth,rough, worksheetsforlesson

Procedure: Set:10minutes Tellstudentsthatmaterialsareusedtomakeobjects. Showexamplesofthiswithitemsaroundtheroom.For examplepaperisanobjectthatweusetowrapgiftsorto coloron,butitisalsoamaterialthatcanbeusedtomake ahat.Givevariousexamplesandaskstudentsto contributetheirownexamples. Development:20minutes Putstudentsintogroupsofthreeorfour.Haveapaper bagwithoneitemeachofsomethingthatissoft,hard, smooth,rough.Makesuretherearefourpapersacksper group. Studentswillwithoutlooking,reachintothepaperbag andfeeltheiteminside.Theywilldecideiftheitemis soft,hard,smoothorroughandwillrecordtheirresults ontheirworksheet. Studentswillcomparetheirresultswithstudentsintheir groupanddiscusswhattheythinktheitemsare. Thiscanbeextendedintoalessonaboutopposites. Closure:10minutes Discusswiththeclassthatwecansortobjectsbysimilar characteristicsthattheyhave.Askstudentstosharetheir resultsbyraisingtheirhand.

ScienceUnit

Grade:K Backgroundinfo: Knowwhatisreferredtowhenteacher talksaboutobjectsandmaterials.Review descriptivewordssuchashard,soft, smooth,rough

Resources

? ?

Assessment

Collectworksheetsanddoadiagnostic assessmenttoseeifstudentsare understandingtheconceptsthatarebeing taught.

Lesson5and6?PlayDoughFunEngage/ Explore/Extend/Evaluate

LessonObjectives

Toallowstudentstodiscoverthateverydaysubstancesare composedofpartsthatmakeauniquewhole.

CurriculumConnection

MOK.1Investigateobservablecharacteristicsoffamiliarobjects andmaterialsintheirenvironment a.Posequestionsaboutcharacteristicsofobjectsandmaterial thatleadtoexplorationandinvestigation.

Materials

? playdoughrecipe(haveenoughingredientsfortheclass),

Procedure: Set:10minutes

Beforebeginningthisactivity,placetheingredientsonatablethat isviewablebystudents. AskStudents:

Does anyone recognize these items I have placed on the table? Allow response time. What if I told you that we could take these ingredients and make something that is completely different than the individual ingredients? Do you think that we could do that? Do any of you know what we could make with these ingredients?

Development:2classes

Have pre-measured and labeled ingredients arranged on the table. Warn students that they are not making something they can eat. Remind them that although the ingredients are food ingredients, it does not mean that they should be able to eat them.

First, allow students to approach the table and observe each of the ingredients being used. Once all students have looked at the ingredients, have groups of four or five students be responsible for one ingredient and allow them to take it back to their desks.

Say to students: Now you need to look at your ingredient. What does it look like? What does it smell like? How does it feel? Do you think that once we combine it with the other ingredients it will be different or the same? Allow different students to describe each of the ingredients. You might

Grade:K

Backgroundinfo:

Thiswillbeacreativeandinstructive processinhelpingstudentstounderstand thatindividualpartsmayhavedifferent propertiesthanthecombinedsubstance. Thisisimportantbecausechildrendonot appreciatethatpartscometogetherto makeawholethathaspropertiesthatthe partsdonot.Forchildren,wholesarelike theirparts.

Resources

? playdoughrecipe(seeteachersheet) ?

ClassroomManagement

Teacherchoosegroups,pre-measureall ingredients,talkaboutsafetyandnot eatingtheingredients,studentsneedto shareplaydoughtools.

Playdoughcanbeusedforfuture activitiesintheclassroom

Assessment

Formativeassessmentusinganecdotal notestoassessgroupworkand understandingofconcepts.

want to write their responses on a flipchart or blackboard. Discuss

responses together.

With help from students, combine all the ingredients in the pan and allow

the students to make observations about the combined ingredients. Discuss

observations together.

Cook ingredients until the mixture has the consistency of mashed potatoes.

Students may help, but make sure that they are wearing hot-mitts and eye

protection. Turn the dough out onto waxed paper. When dough is cool

enough to handle, allow students to take turns kneading it. Divide the

dough among the groups so that all students are able to feel the

consistency of it.

Ask students:

? What does it feel like?

? What do you think we have made?

? Is this like any of the starting ingredients? Why or why not?

? How is this substance different?

? What would happen if we left out the water? Oil? Flour?

? What do you think would happen if we added an extra cup of

flour?

? How do you think we could find out?

? Do you think that each of the parts or ingredients that we added

was important?

? Do you see, smell, or feel any evidence of the original parts?

? Do you think that we could divide the play dough back to the

original ingredients? Why or why not?

? Has anyone ever seen parts put together to make a whole

substance that is different? Where and what?

Be sure to record students' observations on a worksheet and discuss their

responses to these questions with them.

Extend

Allow students to play with the play dough and make their own

creations. As students are working ask them questions such as.

? Was your creation unique?

? How did using different parts allow you to make your creature

different than others?

? How do the different parts or places on the island allow you to make you creation unique?

Closure:10minutes

reviewanddiscusshowpartscanmakeawhole.

Evaluate

? Would your creation change if you added a new part? ? Would your creation change if you took a part away? ? Are the parts that make up your creation needed to make it

special?

Kindergarten:ObjectsandMaterials ScienceUnit

Lesson7?MarbleArt,Engage

LessonObjectives

CurriculumConnection

MOK.1Investigateobservablecharacteristicsoffamiliarobjects andmaterialsintheirenvironment c.Differentiatebetweenobjectsandthematerialsusedto

constructtheobject. Materials

? Tinfoilpans(oneperstudent),paper,threeorfourmarbles perstudents,variouscolorsofpaint,stickytac

Procedure: Set:10minutes

Showstudentsallofthematerialsthatwillbeused.Talkabout eachoneandaskthemiftheywouldconsiderthemanobjector material.Continuewithexamplesuntilitseemslikeconceptis understood.

Development:20minutes

Eachstudentwillbegivenatinplate,pieceofpaper,marbles. Attachthepapertothebottomofplatewithstickytac.Puta fewdabsofpaintofvariouscolorsontothepaper.Give studentsmarblesandtellthemtorollthemarblesaroundon theplatesothattheygothroughthepainttomakedesigns. Oncepaperiscoveredwithdesignsstudentscanplacetheir projecttothesidetodry.Allowstudentstomakeoneortwo marblepaintings.

Closure:10minutes

Talktostudentsaboutthematerialstheyusedtomaketheir artwork.Askthemifartworkisanobjectthatpeoplecanuse. Whataretheusesforartwork.Whatkindofeveryday materialsdidweusetomaketheobject?Cananyofthese materialsalsobeconsideredobjects?

Grade:K Backgroundinfo: Studentsshouldbegintounderstandthe differencebetweenmaterialsand objects.

Resources

? ?

ClassroomManagement

Studentswillonlyanswerquestions oncetheyraisetheirhandandtheyare calledon.Callonstudentsbyname. Don'tgivestudentsthematerialsuntil theprojectisbeingstarted. Allowstudentstocomeforwardtoget theirpaint.Oneatatime. Playmusicinthebackgroundwhile studentsareworking.

Assessment

Formativeassessmentduringquestion timetoseeifconceptsareunderstood.

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