Scientific Inquiry Standards and Indicators Should Be

KindergartenKindergarten OverviewOverview

The focus of science in kindergarten is to provide students with hands-on experiences that will utilize their natural curiosity at the beginning of their development of scientific knowledge. Kindergarten students need to expand their observation skills as they learn about the life, earth, and physical sciences. These students will explore the sciences within the framework of the following topics: “Characteristics of Organisms” (basic needs of organisms and life cycles); “My Body” (body structures and functions); “Seasonal Changes” (weather from day to day and season to season); and “Exploring Matter” (observable properties).

The standards for kindergarten describe only a core of knowledge that must be brought to life and enhanced through a wide variety of learning experiences, materials, and instructional strategies that accommodate the broad range of individual differences. These standards support active engagement in learning. Students should observe, interact with materials and with people, and ask questions as they explore new concepts and expand their understanding.

The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, the scientific inquiry indicators will be assessed cumulatively. Students must therefore demonstrate the skills and the knowledge of the use of the tools and equipment designated for kindergarten in preparation for grade one. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided in appendix A, which teachers are urged to print out and keep as a ready reference.

K-1 KINDERGARTEN Scientific Inquiry standards and indicators should be embedded throughout ALL standards.

Standard K-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

Indicators:

K-1.1 Identify observed objects or events by using the senses. K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. K-1.3 Predict and explain information or events based on observation or previous experience. K-1.4 Compare objects by using nonstandard units of measurement. K-1.5 Use appropriate safety procedures when conducting investigations.

K-2 Scientific Inquiry

Indicator K-1.1 Identify observed objects or events by using the senses. Taxonomy Level: 1.1A Remember Factual Knowledge

It is essential for students to know that making observations is a way of learning about the world around us.

 A scientific observation is one that anyone can make and the result will always be the same. For example, the plant is green, has three leaves, and feels smooth.  An unscientific observation, or an opinion, is one that not everyone may agree on. For example, the flower is pretty.  Observing does not mean just looking at something. It involves the use of several or all of the five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures.  Tasting in science should only be done with the permission of the teacher under controlled conditions.  Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment).

It is not essential for students to identify observations as qualitative or quantitative.

Assessment Guidelines: One objective of this indicator is to identify observed objects or events by using the senses; therefore, the primary focus of assessment should be to recall that observations are made using some or all of the five senses. However, appropriate assessments should also require students to recognize characteristics of objects or events that are made using the five senses; match an observation with the appropriate sense; or recognize the appropriate method of making an observation using each of the senses.

Indicator K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. Taxonomy Level: 3.2-B Apply Conceptual Knowledge

Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. This is the first time students are formally introduced to scientific tools and the procedures for using them safely, accurately and appropriately. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards.

It is essential for students to know that every simple scientific investigation provides information. A simple scientific investigation is designed to answer a question. The information gathered in the investigation is called data. Data can be simple observations or numbers.

It is essential for students to know that different tools are needed to collect different kinds of data.

A magnifier, or hand lens, is a science tool that can be used to see details of objects that are too small to be seen clearly with unaided eyes.  A magnifier should be held between the eye and the object being viewed.  The magnifier should be moved back and forth until the object looks clear.  Magnifiers can be used to observe physical properties of objects.

Eyedroppers are short tubes fitted with rubber bulbs at the top of the tube that are used to measure liquids by drops when gathering specific data.  Squeeze the bulb before inserting it into the liquid to obtain some of the liquid.  Eyedroppers can be used to add small amounts of liquids.

It is essential for students to use care when handling science tools when gathering data.  Magnifiers should not be used to look at the Sun or burn objects.  Some magnifiers and eyedroppers may be made of glass. Be careful not to drop them.  Be careful not to scratch the lens of the magnifier.  Do not use a magnifier if it is cracked or broken.  Eyedroppers should be cleaned after each use.  Classroom eyedroppers should not be used to put liquids in the eyes.

K-4 It is NOT essential for students to know how to use other tools at this time, such as rulers, measuring cups, or thermometers. However, an introduction to appropriate tools is acceptable if relevant to instruction.

Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of magnifiers and eyedroppers that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for magnifiers and eyedroppers; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; or recognize ways to use science tools, safely, accurately, and appropriately.

Indicator K-1.3 Predict and explain information or events based on observation or previous experience. Taxonomy Level: 2.5-A and 2.7-A Understand Factual Knowledge

Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. In 2nd grade (2-1.4), students will infer explanations regarding scientific observations and experiences. In 3rd grade (3-1.4), students will predict the outcome of a simple investigation. This is the first time students have been introduced to the process skills of predicting and explaining. Students will use these skills to interpret observations throughout their scientific education.

It is essential for students to know that the observations made about objects or events and previous experiences can be used to predict what might happen. To make a prediction:

 Make observations and think about what is known about the object or event.  Tell what will happen next.

Observations can also be used to explain (communicate) what is happening in an investigation.

NOTE TO TEACHER: When predicting, students should form an idea about an expected result based on present knowledge, understandings, and observations. When explaining, students should use spoken words and drawings. Teachers may want to introduce students to other forms of communication such as diagrams, tables, or graphs to communicate information and ideas.

It is NOT essential for students to make inferences about objects or events or go beyond introductory skills of predicting and explaining at this time.

Assessment Guidelines: One objective of this indicator is to predict information or events based on observations or previous experience; therefore, the primary focus of assessment should be to tell what will happen next based on observations or experiences. However, appropriate assessments should also require students to recall what is needed to make a prediction.

Another objective of this indicator is to explain information or events based on observations or previous experience; therefore, the primary focus of assessment should be to construct cause and effect models of what has happened based on their observations or experiences. However, appropriate assessments should also require students to summarize the major points about information or events.

Indicator K-1.4 Compare objects by using nonstandard units of measurement. Taxonomy Level: 2.6-A Understand Factual Knowledge

Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. In 1st grade (1-1.1), students will compare, classify, and sequence objects by number using standard English units of measurement where appropriate. In 2nd grade (2-1.2), students will use tools and begin gathering specific data in US customary (English) and metric units of measurement.

It is essential for students to know that objects can be compared using nonstandard units (measurements of a known quantity such as fingers, counting bears, paper clips).  A measurement includes a number (counting) and the name of how it was measured (labeling), for example the desk is 3 hands long.  The nonstandard unit chosen should be appropriate to the object being measured.

Making comparisons can help to better understand the properties that are observed.  For example, terms such as “as many as,” “more than,” “the same as,” or “as long as” can be used to compare measurements of different objects.  When comparing objects, the nonstandard unit must be the same.

NOTE TO TEACHER: Students need to experience comparing and measuring objects through exploration. They should understand the process of comparing and measuring with non-standard units before they are introduced to standard units in first grade.

It is not essential for students to use English or metric units of measurement.

Assessment Guidelines: The objective of this indicator is to compare objects by using nonstandard units of measurement; therefore, the primary focus of assessment should be to give similarities and differences between objects based on measurements using nonstandard units. However, appropriate assessments should also require students to identify an appropriate nonstandard unit for a measurement of an object.

Indicator K-1.5 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge

Previous/Future knowledge: As with other indicators at this grade level, students will experience their first formal introduction to important science skills and processes. The development of these skills and processes will serve as the basis for all future science investigations. Students will continue to use safety procedures that are appropriate to their grade, tools, and types of investigations.

It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe. Safety procedures to use when conducting science investigations may be:

 Be careful with sharp objects and glass. Only the teacher should clean up when something breaks.  Follow all directions for completing the science investigation.  Follow proper handling of animals and plants in the classroom.  Keep objects away from the face unless instructed by the teacher.  Keep workplace neat. Clean up after an activity.  Practice all of the safety procedures associated with the activities or investigations conducted.  Tell the teacher about accidents or spills right away.  Wash hands after each activity.  Wear goggles or aprons when appropriate.

It is essential for students to use tools including magnifiers and eyedroppers safely and accurately when conducting investigations.

NOTE TO TEACHER (safety while working with students):

 Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities. Students should be able to describe and practice all of the safety procedures associated with the activities they conduct.  Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.  Teachers should review the safety procedures before doing an activity.  Lab safety rules may be posted in the classroom and/or laboratory where students can view them. Students should be expected to follow these rules.

K-8  A lab safety contract is recommended to notify parents/guardians that classroom science investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.  In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.  Materials Safety Data Sheets (MSDS) will be found in kits if necessary.  For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).

It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a kindergarten classroom.

Assessment Guidelines: The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct safety procedures while conducting an investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when appropriate safety procedures are being used.

K-9 KINDERGARTEN Big Idea - Systems, Order, Organization Characteristics of Organisms

Standard K-2: The student will demonstrate an understanding of the characteristics of organisms. (Life Science) (approximately 8 weeks)

Indicators

K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). Essential Question:  What are the needs of plants and animals?

K-2.2 Identify examples of organisms and nonliving things. Essential Question:  What are the differences between living and nonliving?

K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. Essential Question:  How are young animal and plants like their parents?

K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. Essential Question:  What are observable individual differences in organisms of the same type?

K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. Essential Question:  How do living things grow and change?

K-10 Big Idea - Systems, Order, Organization

Help Page for: Characteristics of Organisms

Standard K-2: The student will demonstrate an understanding of the characteristics of organisms. (Life Science)

Notes: Assessments

Scott Foresman Science Review and Test Prep SC TE 16A-16B

Appropriate assessments for Standard K-2 require students to:  recognize on a diagram or picture which of an animal’s basic needs is missing.  identify objects or pictures of objects as living or nonliving.  match pictures of adult animals or plants with their babies.  match diagrams or pictures of two or more plants or animals of the same type and describe the differences they see (for example, a daisy and a sunflower, a domestic dog and a wolf).  classify by sequencing pictures or diagrams of various stages of plant and animal growth.

Inquiry: Kit/Lab Connections

FOSS K-2.1 Animals Two by Two Investigation 1, Part 2, pp. 17-22 K-2.2 Animals Two by Two Investigation 1, Parts 1, 4 pp. 10-16, 26-29; Investigation 2, Part 3-4, pp. 18-24; Investigation 3, Parts 1-3, pp. 8-20 K-2.3 Animals Two by Two Investigation 5, Parts 2-3, pp. 16-27

K-11 K-2.4 Trees Animals Two by Two Investigation 2, Parts 1, 3, pp. 9-13, 18-21 Investigation 3, Parts 1, 3, pp. 8-12, 17-20 Investigation 4, Part 1, pp. 8-11 K-2.5 Animals Two by Two Investigation 5, Parts 1-3, pp. 10-24 SF LAB ZONE How Do Seeds Change as They Grow? SC TE 12A-12B

Textbook Correlation

K-2.1 SC TE: 2A-2B SC Student Book pp. 2 -3 SF flip chart: pp. 16-23

K-2.2 SC TE: 4A-4B SC Student Book pp. 4 -5 SF flip chart: pp.12-15

K-2.3 SC TE: 6A-6B SC Student Book pp. 6 -7 SF flip chart: pp.38-39

K-2.4 SC TE: 8A-8B SC Student Book pp. 8 -9

K-2.5 SC TE: 10A-10B SC Student Book pp. 10 -11 SF flip chart: pp. 34-35;42-43

Key Concepts (Vocabulary)

Needs of organisms: air, water, food, shelter Living and Nonliving

K-12 Life cycle: parent, offspring Literature

Scott Foresman Content Leveled Readers: Needs of Plants and Animals Growing and Changing

Roysten, Angela. (2003). Living and nonliving. Chicago: Heinemann Library. ISBN: 1-40340-854-8 Lexile Level: Reading Level: 3.6 This book discusses the difference between living and nonliving things. K-2.1

Whitehouse, Patricia. (2004). What can fly? Chicago: Heinemann Library. ISBN: 1-40344-365-3 Lexile Level: Reading Level: 1.2 This picture book investigates living and nonliving things that can fly. K-2.1

Hamsa, Bobbie. (1985). Animal babies. New York: Childrens Press. ISBN: 0-516-02066-8 Lexile Level: 320 Reading Level: 2.0 This book provides a picture of the parent and baby animals while also providing appropriate names for the young. K-2.3

Darling, Kathy. (2002). Desert babies. New York: Walker Publishing. ISBN: 0-8027-7533-0 Lexile Level: 880 Reading Level: 4.2 This book provides the reader with an identification of endangered species and their young. K-2.3

Branigan, Carrie. (2006). All kinds of plants. Minnesota: Smart Apple Media. ISBN: 1-58340-610-7

K-13 Lexile Level: Reading Level: 2.0 This book provides illustrations of plants, plant varieties, and physical characteristics. K-2.4

Blackaby, Susan. (2005). Ann plants a garden. Minnesota: Picture Window Books. ISBN: 1-40481-010-2 Lexile Level: Reading Level: 1.8 Ann plants a garden with a variety of plants that she harvests allowing students to observe plant types. K-2.4

Hewitt, Sally. (1998). All kinds of animals. New York: Children’s Press. ISBN: 0-516-21175-7 Lexile Level: Reading Level: 3.2 This book examines various types of animals and their habitats. K-2.4

Schubert, Ingrid. (1995). Amazing animals. Publishers Group West. ISBN: 1-886910-05-7 Lexile Level: Reading Level: 3.5 This book focuses on a large number of animals, their habitats and life cycles. K-2.4; K-2.5

Ross, Michael Elsohn. (2001). Life cycles. Millbrook Press. ISBN: 0-7613-1817-8 Lexile Level: Reading Level: 3.2 This book examines the life cycles of both plants and animals. K-2.5

Blackaby, Susan. (2003). Green and growing: A book about plants. Minnesota: Picture Window Books. ISBN: 1-40480-827-2 Lexile Level: Reading Level: 3.0 This book describes the difference between plant types, illustrates the life cycles of plants and explains uses of plants.

K-14 K-2.4; K-2.5 Technology

Supporting Content Websites

Habitats and Food Chains http://www.woodlands- junior.kent.sch.uk/Homework/habitats.html This site is for teachers; it contains definitions and examples of items that organisms need. There are links to go to other sites. K-2.1

What is an Organism? http://www.megalink.net/~tlight/symbiosis/organism.html This website gives about 9 different pictures that students can identify if the items are living or nonliving. Once the student clicks on the picture, it tells them if the item is living or nonliving and why. K-2.2

Illinois Agriculture Site http://www.agr.state.il.us/kidspage/babies.html This site has pictures of adult animals and when you click on the adult it takes you a picture of the baby and the name of what the child is called. It has about 7 examples but would be good for students to click on to study on their own. K-2.3

Farm Babies http://www.clover.okstate.edu/fourh/aitc/lessons/primary/farmb abe.pdf This is a lesson plan for teaching about farm animals and their offspring. It is a PDF file and comes with a chart that has the male, female and baby name as well as some worksheets that can be printed off as an assessment. K-2.3

Animal Diversity Web http://animaldiversity.ummz.umich.edu/site/index.html This site has various pictures, sounds and habitats that the teacher can use to help students determine the differences among various organisms such as birds, reptiles, mammals and amphibians. K-2.4

K-15 3D Garden Composer http://www.gardencomposer.com/dicomp-gallery.html This site has various pictures of plants that students and teachers can click on to see differences. The plants are put into categories which show major differences among organisms. K-2.4

Picadome Elementary School http://www.picadome.fcps.net/lab/currl/lifecycles/default.htm This site is maintained by an elementary school but has fabulous links to get you information about life cycles of various organisms such as ants, frogs and moths. There are many links that teachers and students can explore and the site uses pictures and information from reputable sources. K-2.5

Life Cycles of Animals http://esd.iu5.org/LessonPlans/LifeCycle/animals.htm This site has some good pictures of various animals through their life cycles. However, it has a lot of words that kindergarten students would not understand without assistance. K-2.5

The Life Cycle of Plants http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/ science/plants_pt2/ This site has information about the parts of a plant, seed dispersal and plant identification. This site also has some worksheets teachers can utilize to check for understanding. K-2.5

Students may access the Online Student Edition at: www.sfsuccessnet.com

Discovery Channel School DVD

Suggested Data Streaming Video

Desert Habitats ETV Streamline This video segment discusses what plants and animals need to live in a desert. What is a Habitat 0:00 – 0:36 K-2.1

K-16 Concepts in Nature: Where Animals Live ETV Streamline This video explains the needs of animals in terms of shelter. The video shows animals that live in water, underground and above ground. 0:00 – 14:19 K-2.1

Living and Nonliving Things ETV Streamline This video has a section on characteristics of living and nonliving organisms. The video then takes the student through a practice of identifying living and nonliving things. Living Things 6:27 – 11:28 Nonliving Things 11:28 – 13:23 Objects that Seem Like They’re Living 13:23 – 14:05 K-2.2

Farm Animals: A First Look ETV Streamline This video extends from the history of organisms to the male and female names of the organisms. This video also shows and names the babies of the parents. Entire Video – 0:00 -19:00 K-2.3

Animal Lifecycles ETV Streamline This video discusses the life cycles of organisms as well as how the babies and adults compare and contrast with one another. Entire Video 0:00 – 14:00 K-2.3; K.-2.5

How We're Different and Alike ETV Streamline This video segment shows how humans vary in physical appearance. It also expresses likes and dislikes according to personal preferences. Introducing Four Different People Why Do Different People Like Different Things Your Genes: Why You Look the Way You Do How We Are Alike 0:00 – 8:51 K-2.4

K-17 The Caterpillar and the Polliwog ETV Streamline This video shows the caterpillar and tadpole undergoing their respective life cycles. Total Video 0:00 – 7:26 K-2.5 Plant Lifecycles ETV Streamline This video shows the germination and pollination processes as well as the lifecycle of several plants. Lifecycle of a Pumpkin 14:46 - 16:47 Lifecycle of a Apple Tree 16:47 – 18:39 K-2.5 Cross Curricular Opportunities Language Arts in Science:  Read the book The Salamander Room by Ann Mayer.  Discuss the story and how it shows what salamanders need. Have children draw a picture of how they could turn their room into a habitat for their favorite animal. Give children an opportunity to share their pictures with the class. Literacy in Science:  Scott Foresman Science: Things That Grow, p. 27a After singing “Oats, Peas, Beans, and Barley Grow”, write the title on the board and brainstorm other things that grow. Make a list on the board.  Help children make a list of places animals might live. If necessary, prompt children to say nest, web, cave, burrow, barn, pond, and so on. Write the animal home names on the board, saying the letters aloud as you write. Read the names to the children and have each select an animal habitat.  Each child can draw a picture of the animal habitat and copy its name from the board to label the picture. Math in Science:  Have partners choose a cup of seeds. Have the partners sort the seeds by kind. Have them count each pile to see how many are in each group. Children may want to make a list of the groups by drawing a picture of each kind of seed and writing the number by the seed.  Encourage children to repeat the activity and sort the seeds according to other characteristics such as color

K-18 and size. Social Studies in Science:  Ask children to draw their home and to write (or dictate) a sentence that tells why their home is the best place to be.  Have children draw or cut out scenes of animals helping in the community such as pets in school, seeing-eye dogs, and police horses. Music in Science:  Scott Foresman Science Songs CD Because They Are Living Art in Science:  Give each child an outline of a butterfly. Tell children that butterflies have the same colors and patterns on both wings. Have children paint one side of the butterfly. While the paint is still wet, help children fold the outline in half and press down. When children open the paper, they should have a symmetrical butterfly. Field Trip/Related Experiences Riverbanks Zoo Farms Nurseries/Greenhouses Pumpkin Patch Apple Orchard Career Connections

Botanist

A botanist studies a wide range of living organisms from the smallest plant like bacteria to the largest living things - the giant sequoia trees. Botanists know what plants need to survive and can identify various plant life cycles.

Ecologist An ecologist is a scientist who studies the interrelations of living things to one another and their environment. Ecologists study the life cycles of animals and plants, and the differences among organisms in the environment.

Veterinarian A veterinarian is a doctor who is skilled in treating diseases and practices proper care of animals. Veterinarians must know about

K-19 the life cycles of various animals and their offspring.

Big Idea - Systems, Order, Organization Characteristics of Organisms

Indicator: K-2.1 Recognize what organisms need to stay alive (including air, water, food, and shelter). Taxonomy Level: 1.1-A Remember Factual Knowledge

Essential Question(s): What are the needs of plants and animals?

Previous/future knowledge: In 2nd grade (2-2.1) students will be asked to recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection.

It is essential for students to understand that organisms, or living things, have basic needs to stay alive.

 Plants need air, water, and food to stay alive.  Animals need air, water, food, and shelter for protection.  If an organism does not get everything that it needs to stay alive, it will die.

Students are introduced to air, water, food, and shelter at this grade level and will build upon this knowledge for plants in 1st grade where the needs are related to energy and growth (1-2.1), and for animals in 2nd grade where the needs are related to energy, growth, and protection (2-2.1).

It is NOT essential for students to go beyond this level of knowledge at this time.

Assessment Guidelines: The objective of this indicator is to recognize that organisms need certain things to stay alive; therefore; the primary focus of assessment should be to remember that living things need food, shelter, water, and air to survive. However, appropriate assessments should also require students to recognize on a diagram or picture which of an animal’s basic needs is missing.

K-20 Big Idea - Systems, Order, Organization Characteristics of Organisms

Indicator: K-2.2 Identify examples of organisms and nonliving things. Taxonomy Level: 1.1-A Remember Factual Knowledge Essential Question(s): What are the differences between living and nonliving?

Previous/future knowledge: In 2nd grade (2-2.1) students will be asked to recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection.

It is essential for students to know the difference between living and non-living. This is not directly mentioned again so it is essential for this concept to be fully understood at this grade level.

When students are asked to identify, they are being asked to select from given information if something is living or nonliving.

There are many misconceptions concerning living and nonliving things at this developmental level. To assist students in their understanding if things are living or nonliving ask one of the four essential questions below:

Does it need air? Does it need water? Does it need food? Does it need shelter?

Another misconception may happen with objects made of wood. At one time the wood was a living tree. However, if you ask the four essential questions, the wood can now be categorized as nonliving.

This indicator (K-2.2) can easily be integrated with the previous indicator (K-2.1) by using the basic needs of plant and animals as baseline questions when determining if something is living or nonliving.

K-21 Assessment Guidelines: The objective of this indicator is to identify organisms as living or nonliving; therefore; the primary focus of assessment should be to remember that living things need air, water, food, and shelter and that nonliving things do not need these things. However, appropriate assessments should also require students to sort objects or pictures of objects or organisms into two categories: living or nonliving.

Indicator: K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. Taxonomy Level: 2.6-A Understand Factual Knowledge

Essential Question(s): How are young animals and plants like their parents?

It is essential for students to be able to identify parent plants and animals, or adult plants and animals, by pairing them with their offspring, or the babies they produce.

As with other indicators at this grade level, students will experience their first formal introduction to important concepts. These concepts will be expanded as the students advance in their education. Examples may be:

 Most plants closely resemble their parent plant after they are grown but they look very different as they are growing (for example, an acorn seed sprout compared to an oak tree that may be 50 years old).

 Most mammals are born with a close resemblance to their parent (for example, kittens compared with the mother cat); they are just smaller.

 The offspring of both plants and animals have many characteristics that are the same and these characteristics will fully develop over time.

It is NOT essential for students to be able to choose animals that do not look like their parents. Keep the focus on animals that closely resemble their parent.

Assessment Guidelines: The objective of this indicator is to match parents with their offspring; therefore; the primary focus of assessment should be to detect similarities between a parent and its offspring.

Indicator: K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. Taxonomy Level: 2.6-A Understand Factual Knowledge

Essential Question(s): What are observable individual differences in organisms of the same type?

It is essential for students to know that even though groups of plants or animals may look the same, there are differences between the individuals.

 For example, in a clover plant, most have three leaves but some have four or more. Some of the stems may be longer than others and some of the leaves may have more distinct patches of white than others.

 The same is true for animals. For example, all ladybugs have wings and antenna; however, there may be differences in the colors of or the number of spots on their bodies. Another example is when a cat has kittens or a dog has puppies, there are size and color differences among the offspring.

Assessment Guidelines: The objective of this indicator is to compare individual plants or animals; therefore; the primary focus of assessment should be to detect differences between the same type of plant or animal. However, appropriate assessments should also require students to match diagrams or pictures of two or more plants or animals of the same type and describe the differences they see; or compare individual plants or animals to detect similarities. (for example, a daisy and a sunflower, a domestic dog and a wolf).

Indicator: K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. Taxonomy Level: 1.1-A Remember Factual Knowledge

Essential Question(s): What are observable individual differences in organisms of the same type?

It is essential for students to know that all organisms change as they grow. The distinct stages of growth and change are called a life cycle. The life cycle begins when the organisms is born and begins to develop and ends when the organism dies. Students will expand on this knowledge with plants in 1st grade where the stages of the life cycle are summarized (1-2.4), and animals in 2nd grade where birth and stages of development are illustrated (2-2.5).

It is very important to begin addressing misconceptions at the beginning of a student’s formal education. While teaching this indicator, you may notice students think all young look exactly like their parent. This is not always true (for example, tadpoles do not look like adult frogs). It is important for students to know that each animal has its own young and that all animals go through different stages of life. However, it is not essential to teach students at this grade level every life cycle of every plant or animal. They will learn more about this as they move into future grades.

Assessment Guidelines: The objective of this indicator is to recognize that all organisms have life cycles; therefore; the primary focus of assessment should be to remember that there are stages of growth during the life cycle of an organism. However, appropriate assessments should also require students to classify by sequencing pictures or diagrams of various stages of plant and animal growth.

K-25 KINDERGARTEN Big Idea - Systems, Order, Organization My Body

Standard K-3: The student will demonstrate an understanding of the distinct structures of the human body and the different functions they serve. (Life Science) (approximately 8 weeks)

Indicators

K-3.1 Identify the distinct structures in the human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. Essential Questions:  How do you use the parts of your body?  How do the parts of your body help you in your daily activities?

K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin. Essential Questions:  How do your five senses help you in your daily activities?  What are the functions of the eyes, nose, ears, tongue, and skin?  How does each sense provide different information about the world around us?

Help Page for: My Body

Standard K-3: The student will demonstrate an understanding of the distinct structures of the human body and the different functions they serve. (Life Science)

Notes: Assessments

Scott Foresman Science Review and Test Prep SC TE 26A-26B Review and Test Prep SC pp. 26-27

Appropriate assessments for Standard K-3 require students to:  identify structures of the human body used for walking, holding, touching, seeing, hearing, talking and tasting.  match body structure pictures with the body function.  identify the functions of the sensory organs associated with each of the five senses.  match a picture of a sensory organ with the function described by the teacher.

K-3.1 INSIGHTS The Senses: LE 1, 2, 5, 6, 7, 8, 10, 11, 12

K-3.2 SF LAB ZONE What Do You Hear? SC TE 22A-22B INSIGHTS The Senses: pp. 121-124: Eyes – p. 121, Nose – p. 124, Ears p. 123, Skin p.122

K-27 Textbook Correlation

K-3.1 SC TE:18A-18B SC Student Book pp. 18-19

K-3.2 SC TE: 20A-20B SC Student Book pp. 20-21

Human body structures (external) Sensory organs: eyes, nose, ears, tongue, skin

Literature

Scott Foresman Content Leveled Reader: Growing and Changing

Roca, Nuria. (2006). The 5 senses. New York: Barron’s. ISBN: 0-7641-3312-8 Lexile Level: Reading Level: 2.2 This book introduces the 5 senses and provides an array of sensory activities. K-3.1

Levine, Shar. (2003). Super senses. New York: Sterling Publishers. ISBN: 0-8069-7247-5 Lexile Level: Reading Level: 3.8 This book explains the sensory organs through a series of experiments while using appropriate terminology. K-3.1; K-3.2

Langley, Andrew. (2005). Walking. Minnesota: Smart Apple Media. ISBN: 1-59389-149-0

K-28 Lexile Level: Reading Level: 3.1 This book looks at various ways organisms walk while explain the muscles used in walking. K-3.1

Frost, Helen (2000). Touching. Minnesota: Capstone Press. ISBN: 0-7368-0386-6 Lexile Level: 300 Reading Level: 1.0 This book provides students with an explanation of how the sense of touch works through the use of photographs. K-3.1

Gordan, Sharon. (2001). Touching. New York: Children’s Press. ISBN: 0-516-22290-2 Lexile Level: 380 Reading Level: 2.1 This book uses photographs to explain the sense of touch. K-3.1

Olien, Rebecca. (2006). Touching. Minnesota: Capstone Press. ISBN: 0-7368-4305-1 Lexile Level: Reading Level: 2.9 This book describes how the sense of touch is used for hot, cold, rough and smooth. The book also describes the parts of the skin. K-3.1

Hindley, Judy. (2002). Eyes, nose, fingers and toes: a first book all about you. Massachusetts: Candlewick Press. ISBN: 0-7636-1708-3 Lexile Level: Reading Level: 1.9 This book uses creative dramatics to help children understand the arm, fingers, hands, toes and eyes. K-3.2 Bonsignore, Joan. (2001). Stick out your tongue! : fantastic facts, features, and functions of animal and human tongues. Georgia: Peachtree Press. ISBN: 1-56145-230-0 Lexile Level: Reading Level: 3.1

K-29 This book provides an explanation of animal and human tongues and their functions. K-3.2

Molter, Carey. (2001). Sense of taste. Minnesota: Abdo Publications. ISBN: 1-57765-629-6 Lexile Level: Reading Level: 1.5 This book uses a series of photographs to introduce children to the sense of taste. K-3.2

Rau, Dana Meachen. (2005). My skin. New York: Marshall Cavendish. ISBN: 0-7614-1778-8 Lexile Level: Reading Level: 1.9 This book describes the skin’s structures and functions. K-3.1; K-3.2

Technology:

Supporting Content Web Sites

Neuroscience for Kids http://faculty.washington.edu/chudler/chsense.html This site has some questions that teachers and students can answer and explore together. The reading level is high for kindergarten but with teacher guidance it would be useful. K-3.1 Note: Some information is too advanced for students; appropriate for teachers as background information.

Preschool Rainbow http://www.preschoolrainbow.org/5senses.htm This site has some wonderful activities to allow students to experience their 5 senses. The activities on this site are easy to understand and use. K-3.1

Sesame Street Workshop http://www.sesameworkshop.org/sesamestreet/games/flash.php?

K-30 contentId=108866& Ernie narrates as the Bert identifies parts of the body and how the senses are used. This game is similar to “Simon Says” and can be played easily by the child. K-3.1

The Five Senses http://pt3.sbu.edu/VFTs/5Senses/ This site has pictures of the sensory organs with explanations. This site should be used by teachers to gain an understanding of the sensory organs. K-3.2 Note: Some information is too advanced for students; appropriate for teachers as background information.

The Five Senses http://freda.auyeung.net/5senses/ This site has pictures of the sensory organs with explanations. This site should be used by teachers to gain an understanding of the sensory organs to answer student questions. K-3.2 Note: Some information is too advanced for students; appropriate for teachers as background information.

Suggested Data Streaming Video

Science Facts and Fun: Making Sense of It ETV Streamline This video segments show how the senses can be used in the world around you. The video then shows how items can be classified based on the senses. Introduction of Making Sense of It 0:00 – 3:00 Classifying and Identifying 9:58 – 11:33 Summary of Making Sense of It 13:14 – 15:00 K-3.1

All Fit with Slim Goodbody: Body Design ETV Streamline This segment discusses how the human body is put together. Brain, Bones, and Muscle: The Structure and Function of the Human Body 8:55 – 11:54 K-3.1

The Fabulous Five: Our Senses ETV Streamline

K-31 This video shows how humans use touch, taste, smell, hearing and sight to explore the world around them. Total Video 0:00 – 15:11 K-3.2

Cross Curricular Opportunities:

Literacy in Science:  Collect an assortment of books and poems about the senses (see the Literature section). Set aside time for the children to look through the books. Encourage them to take one home, and incorporate the books into your language arts time.  Read a short poem that describes an object. Write a group poem describing something familiar to all. Encourage feelings, imaginative use of language, metaphor, and analogy.  Write a class poem or story about popcorn, using the senses.

Language Arts in Science:  Encourage small groups to play “I Spy.” This is a version of 20 questions where the child must think of an object he or she can actually see in the classroom. This activity will help the children develop rich descriptive language and observation skills.  Choose an intriguing object for the week. Each day, have the children, as a group or as individuals, compose a new sentence about the object, describing how it feels.  Explore how people communicate without sounds, using sign language and mime.

Math in Science:  Focus on color and /or shape as two important characteristics of objects we know by using our eyes. Take the children on a walk around the neighborhood, looking for specific colors and / or shapes. Make a classroom book about “The Triangles in Our Neighborhood.” Make a “Green Book,” matching objects with the different green crayons in a crayon box.

Social Studies in Science:  Plan a safety-awareness unit for the children. Include how sounds and smells can warn us of dangers.  Invite parents to share ethnic foods with the class.

K-32 Health in Science:  Teach a unit on nutrition. Have children keep track of what they eat in a day. Focus on the similarities and differences between families and cultures. Discuss healthy eating habits. Music in Science:  Invite the music teacher or a musician to demonstrate how instruments can make sounds and convey feelings. Make an effort to invite both male and female musicians to your classroom.  Encourage the children to talk about how different sounds make them feel. Have them move, dance, and paint to music and sound.

Art in Science:  Invite an artist to the class to talk about how an artist might look at something she or he will draw, paint, or sculpt. Ask the artist to describe an object for the children, including what characteristics might be highlighted and why.  Invite a weaver or printmaker to talk about texture. Have the children explore making prints with objects of different textures. They could choose their favorite printing object and make wrapping paper, weave simple mats, or create hangings with varied materials.

Field Trip/Related Experiences:

Edventure Children’s Museum (Body Works) Invite a physician to speak to the class about the body.

Career Connections:

Athletic Trainer An athletic trainer is someone in charge of the treatment and care of an athlete or a team. An athletic trainer must understand the structures of the human body and provide medical care when needed. Athletic trainers must also be able to teach students how to use their senses to participate in sports.

Doctor A doctor is a person who practices healing. He/she must be certified for the service or treatment given. Doctors must understand the structures of the human body including the

K-33 functions of sensory organs.

Emergency Medical Technician (EMT) An EMT is health-care specialist with particular skills and knowledge in pre-hospital emergency medicine. These people assist and aid in emergency situations before a doctor is available. EMTs must understand the structure and function of the human body.

Nurse Nurses are men and women who are responsible (with others) for the safety and recovery of acutely ill or injured people, health maintenance of the healthy, and treatment of life- threatening emergencies in a wide range of health care settings. Nurses must be familiar with the structure and function of the human body.

K-34 Big Idea - Systems, Order, Organization My Body

Indicator: K-3.1 Identify the distinct structures in the human body that are for walking, holding, touching, seeing, smelling, hearing, talking and tasting. Taxonomy Level: 1.1-A Remember Factual Knowledge

Essential Question(s): How do you use the parts of your body? How do the parts of your body help you in your daily activities?

Previous/future knowledge: In 7th grade (7-3.1) students will summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems).

It is essential for students to know that the human body has distinct structures and that they serve different functions.

Identify means to be able to recognize structures for all of the actions listed in K-3.1.

Walking To move on foot. We use our feet and legs to walk.

Holding To take or grasp something firmly and not let go. We use our hand(s), fingers, arms, or other parts of the body.

Touching To gather information from objects through direct contact with the skin on the fingers, hands, or other parts of the body.

Seeing To use your eyes to identify objects.

Smelling To gather information with your nose.

Hearing To identify sounds with your ears.

K-35 Talking To use a particular language to communicate with people. Most people use their mouths to communicate, but some use their hands and some even use a computer.

Tasting To determine flavor with the tongue or mouth. Bitter, salty, sour, and sweet are the four tastes the tongue can discern.

It is NOT essential for students to go beyond identifying these structures.

Assessment Guidelines: The objective of this indicator is to identify structures of the human body used for the listed actions; therefore; the primary focus of assessment should be to recognize that humans have body structures responsible for walking, holding, touching, seeing, hearing, talking and tasting.

K-36 Big Idea - Systems, Order, Organization My Body

Indicator: K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue and skin). Taxonomy Level: 1.1-A Remember Factual Knowledge

Essential Question(s): How do your five senses help you in your daily activities? How does each sense provide different information about the world around us? What are the functions of the eyes, nose, ears, tongue, and skin?

Students will use their senses when making observations in science. In 4th grade (4-2.2), students will study how humans and other animals use their senses and sensory organs to detect signals in their environments.

It is essential for students to understand that there are fives senses and that there are specific sensory organs that are responsible for each of the five senses

Eyes The sensory organs that see. The eyes are at work from the moment a person wakes up to the moment a person closes them to go to sleep. They take in information (for example, shapes, colors, or movements) about the world.

Nose The sensory organ that smells and is a big part of why a person is able to taste things.

Ears The sensory organs that collect sounds. The part of the ear that can be seen collects the sounds a person hears.

Tongue The sensory organ that aids in chewing, swallowing, and speaking. The sense of tasting uses the tongue, which can detect salt, bitter, sugar, and sour, in different places.

Skin The sensory organ that covers and protects everything inside the body. The skin holds everything together. It also helps keep the body at just the right

K-37 temperature and allows people to have the sense of touch. It is the largest organ in the body.

It is NOT essential for students to go beyond identifying the functions of the sensory organs.

Assessment Guidelines: The objective of this indicator is to identify the functions of the sensory organs; therefore; the primary focus of assessment should be to locate from memory the organs associated with each of the five senses. However, appropriate assessments should also require students to match a picture of a sensory organ with the function described by the teacher.

K-38 KINDERGARTEN Big Idea – Constancy, Change, Measurement Seasonal Changes

Standard K-4: The student will demonstrate an understanding of seasonal weather changes. (Earth Science) (approximately 8 weeks)

Indicators

K-4.1 Identify weather changes that occur from day to day. Essential Question:  In what ways does the weather change from day to day?

K-4.2 Compare the weather patterns that occur from season to season. Essential Question:  How do the seasons affect the weather?

K-4.3 Summarize ways that the seasons affect plants and animals. Essential Question:  In what ways are plants and animals affected by the seasonal changes?

K-39 Big Idea – Constancy, Change, Measurement Seasonal Changes

Help Page for: Seasonal Changes

Standard K-4: The student will demonstrate an understanding of seasonal weather changes. (Earth Science)

Notes: Assessments

Scott Foresman Review and Test Prep SC TE 38A-38B

Appropriate assessments for Standard K-4 require students to:  identify daily weather changes and to recognize that weather changes from day to day.  compare seasonal weather patterns.  match pictures or diagrams of various activities, landscapes, or of people characterizing weather related features to appropriate seasons.  summarize ways that seasons affect plants and animals  match pictures or diagrams of various plants and animals with characteristics unique to specific seasons.

K-4.1 SF LAB ZONE What should you Wear on a Rainy Day? SC TE 30A-30B

INSIGHTS The Weather: LE. 2, 22 STC Weather TG: Sec 4. All lessons except L03

K-40 K-4.2 INSIGHTS The Weather: LE 23 STC Organisms TG: Sec 4. L04. Exts pp. 43-45 K-4.3 INSIGHTS The Weather: LE 1- p. 102, LE 12- p.111 STC Organisms TG: Sec4. L04. Exts pp. 43-45

K-4.1 SC TE: 28A-28B SC Student Book pp. 28-29 SF flip chart: pp. 100-101 K-4.2 SC TE: 34A-34B SC Student Book p 34-35 SF flip chart: 110-117 K-4.3 SC TE: 36A-36B SC Student Book p 36-37 SF flip chart pp. 110-117

Weather: daily changes and patterns Seasons: patterns (winter, spring, summer, autumn/fall)

Literature

Scott Foresman Content Leveled Reader: Weather and Seasons

Glaser, L. (2002). It’s Spring. Connecticut: Millbrook Press. ISBN: 0761317600 This book highlights the season Spring, and shows animal and plant life throughout the season. The book also takes a look at weather patterns during this season. K-4.2, K-4.3

K-41 Gibbons, G. (1996). Reasons for Seasons. New York: Holiday House, Inc. ISBN: 0823412385 Lexile Level: AD620L An explanation of how the position of Earth in relation to the sun causes seasons, and the wonders that come with each one of them. K-4.2

Nelson, R. (2001a). A Cloudy Day. Minnesota: Lerner Publications Co. ISBN: 0822501724 Text emphasizes weather patterns and looks at types of clouds and cloudy day facts. K-4.1, K-4.2

Nelson, R. (2001b). A Sunny Day. Minnesota: Lerner Publications Co. ISBN: 0822501767 Lexile Level: 150L This book features full-color weather photographs. Text has informational pages on weather, light, and shadows. K-4.2

Nelson, R. (2001c). A Windy Day. Minnesota: Lerner Publications Co. ISBN: 0822501740 This book features full-color weather photographs. Informational text on weather vanes and windy days is given. K-4.2

Rau, D. (2005). Amazing Science: Hot and Bright—A Book About the Sun. Minnesota: Picture Window Books. ISBN: 1404811354 This text explains scientific information related to the sun. Students will learn that the sun is our closest star, how sunspots work, how seasons come to be, and the effects the Sun has on our shadows. K-4.2

Schnur, S. (2000). Spring Thaw. London: Puffin Books ISBN: 1575843730 Lexile Level: AD770L Text explores the changes in farmland as spring arrives. This story looks at gathering maple syrup, young lambs, and the

K-42 return of birds. K-4.2, K-4.3

Thayer, T. (2002a). Seasons: Fall. Minnesota: Lerner Publications. ISBN: 0822519917 Fall uses familiar scenes to show time and climate changes. Show the fact days get shorter in the fall and that leaves change colors. K-4.2

Thayer, T. (2002b). Seasons: Spring. Minnesota: Lerner Publications. ISBN: 0822519909 Spring uses familiar scenes to show time and climate changes. The book shows changes in flowers, weather, and kite flying. K-4.2

Thayer, T. (2002c). Seasons: Summer. Minnesota: Lerner Publications. ISBN: 0822519887 Summer uses familiar scenes to show time and climate changes. Text show what happens between happenings in nature and human involvement. K-4.2

Thayer, T. (2002d). Seasons: Winter. Minnesota: Lerner Publications ISBN: 0822519895 Winter uses familiar scenes to show time and climate changes. This book depicts events such as the measures people take to stay warm during cold weather K-4.2

Yolen, J. (1998). Welcome to the Ice House. New York: Putnam ISBN: 0399230114 Lexile Level: AD870L This book looks at the Arctic as it progresses through all the seasons of the year. Students look at the lives of animals and the changes they experience. K-4.2, K-4.3

Technology:

K-43 The Four Seasons http://www.windows.ucar.edu/tour/link=/earth/Atmosphere/seas on.html&edu=elem A brief explanation and pictures of each season are provided. K-4.2, K-4.3 Cycles in Nature http://oncampus.richmond.edu/academics/education/projects/we bunits/cycles/ Site takes a look at cycles in nature. An explanation of day and night, the different phases of the moon, seasonal changes and tides is provided. Click on seasonal changes for specific information on seasons. K-4.2

Seasons http://www.learninghaven.com/science/articles/seasons.htm Learn how earth’s tilt, indirect sunlight, and earth’s orbit all work together to produce the seasons. K-4.3

Up in the Sky http://www.lil-fingers.com/sky/index.html Interactive story about what is in the sky. Story goes from sun, to rain, to rainbows to night sky. K-4.1

Zoe’s Silly Season http://www.sesameworkshop.org/sesamestreet/games/flash.php? contentId=111660 Students look at a picture that scans through the seasons and finds what is wrong with the season in the picture. K-4.3

Seasons www.kizclub.com/seasonstory/season1.html A story that takes you through the seasons of the year. K-4.2, K-4.3

Four Seasons http://www.oulu.fi/northnature/english/englanti/ajankohttalvi.ht ml Students take a look at pictures of the different seasons and animal that might be present during that season. K-4.3

K-44 Suggested Data Streaming Video

The Four Seasons ETV Streamline From the snow of winter to the first flowers of spring, children see the wonder and magic of our changing seasons and the patterns of life. Students witness how changes in climate and weather affect their lives. They understand that weather changes seasonally, affecting the earth and the people who live on the earth. 0:00-15:00 K-4.2

Brave Irene ETV Streamline Irene summons up all her courage in the face of a fierce snowstorm when her mother falls ill and Irene must deliver a ball gown to the duchess. An engaging media adjunct for language arts units, the program may also be used to promote discussions on nature, weather, and the seasons. 0:00-13:00 K-4.1, K-4.2

In the Small, Small Pond ETV Streamline The classic children's book by Denise Fleming comes to life! Spring is here in this cheerful introduction to the seasons. Frogs leap, tadpoles wriggle, geese waddle, and minnows scatter. Young kids won't want to miss a single splash. Stunning art is a feast for the youngest eyes. Narrated by Laura Dern. Part of the Weston Woods Series. 0:00-5:00 K-4.2, K-4.3

Play and Discover with Digger and Splat: Seasons ETV Streamline Children join puppets Digger and Splat on an exciting "magic toy box" ride through the seasons and find out exactly what

K-45 happens in spring, summer, autumn, and winter. On the way, viewers will meet many more amazing characters: there's Didi, Lula, Bookworm, and Robofact - not to mention the birds and the bees! 0:00-17:30 K-4.2, K-4.3

Through the Seasons with Birds: Fall Fall Begins ETV Streamline Children will see changes that happen in fall. This clip shows what happens with the weather and with birds during this season. 00:00-00:51 K-4.2, K-4.3

Through the Seasons with Birds: Spring Spring Begins ETV Streamline Children will see changes that happen in spring. This clip shows what happens with the weather and with birds during this season. 00:00-01:25 K-4.2, K-4.3

Through the Seasons with Birds: Summer Summer Begins ETV Streamline Children will see changes that happen in summer. This clip shows what happens with the weather and with birds during this season. 00:00-01:33 K-4.2, K-4.3 Through the Seasons with Birds: Winter Winter Begin ETV Streamline Children will see changes that happen in winter. This clip shows what happens with the weather and with birds during this season. 00:00-00:34 K-4.2, K-4.3 Concepts in Nature: Adapting to Changes in Nature A Closer Look at Nature ETV Streamline This program explains how plants and animals cope with both

K-46 routine and unpredictable changes in nature. 00:00-3:36 K-4.2, K-4.3

Cross Curricular Opportunities:

Literacy in Science:  Have children compare and contrast a rainy day with a sunny day.  Use probing questions to help children identify similarities and differences. Ask: What does the sky look like on a rainy day? A sunny day?

Math in Science:  Make an “Our Favorite Seasons Graph”. Graphs give us information in a quick visual way. Give children prompts such as: Which season is the least favorite in our class? or How many children like summer the best?

Social Studies in Science:  Help children identify some seasonal chore activities, such as planting flowers in spring, mowing the grass in summer, raking leaves in fall, and shoveling snow in winter.

Health in Science:  Help children identify the proper clothing to wear in each season. Predict the clothes we need to wear by knowing the weather for each season.

Music in Science:  Invite the music teacher or a musician to demonstrate how instruments can make sounds of rain and thunder.

Art in Science:  Have children create a picture showing a chore that is done in each season.

Invite a meteorologist to visit the classroom.

Career Connections:

Atmospheric Scientist Atmospheric science is the study of the physics and chemistry

K-47 of gases, clouds, and aerosols that surround the planetary bodies of the solar system. Atmospheric scientist may study the atmosphere of different planets or may focus on Earth’s atmosphere. Atmospheric scientists may work in the following areas: field research, laboratory studies and/or computer analysis and modeling. Good communication skills (oral and written) are necessary as they are involved in carrying out research and reporting it out. Most atmospheric scientists in the United States work for the Federal Government and branches of the National Oceanic and Atmospheric Administration or may work for private weather services. (K-4)

Meteorologist Meteorologist forecast weather. They compare temperature readings, winds, atmospheric pressure, precipitation patterns, and other variable to form an accurate picture of climate. They are able to draw conclusions to make predictions, develop computer models and carry out basic research to help understand how the atmosphere works so they can predict how it behaves. (K-4)

Storm Chasers Storm chasers are scientists who follow tornadoes to study them. They try to drop weather instruments into the paths of tornadoes to measure the air temperature, air pressure, wind speed, and wind direction inside a tornado. This can be a difficult and dangerous career. Storm chasers rely heavily on meteorologist who predicts the storms and then guide them to the most promising systems. (K-4)

Climatologist Climatologists study climate change, climate variability, and the effects of climate on the biosphere. They use computers to predict the effect of weather or climate on the growth and development of grain, vegetables, fruit, and other crops. Climatologists work for state and federal governments as weather station network supervisors, computer programmers, and supervisors of climate data publications. (K-4)

Ecologist Ecologist study the relationship between living things and the environment. They conduct research outdoors and in the laboratory. They apply ecological knowledge to solve environmental problems and help manage natural resources. (K-4)

Indicator: K-4.1 Identify weather changes that occur from day to day. Taxonomy Level: 1.1-A Remember Factual Knowledge

Essential Question(s): In what ways does the weather change from day to day?

Previous/future knowledge: Students will further study this concept in 2nd grade when they demonstrate an understanding of daily and seasonal weather conditions (2-3).

It is essential for students to be able to identify weather changes from day to day and to recognize that weather changes on a daily basis. There are many different types of weather conditions, for example, sunny, rainy, stormy, snowy, cloudy, windy, hot, wet, or cold. In conjunction with K-1.3, they can predict the weather based on observation.

It is NOT essential for students to use weather instruments to gather data. Data collection using instruments will be introduced at 2nd grade where students will use a thermometer, rain gauge, and wind vane or sock to measure and record weather information (2-1.2 and 2-3.4).

Assessment Guidelines: The objective of this indicator is to identify daily weather changes; therefore, the primary focus of assessment should be to locate from memory different types of weather conditions. However, appropriate assessments should also require students to identify how the weather is different today compared to yesterday using specific terms.

Indicator: K-4.2 Compare the weather patterns that occur from season to season. Taxonomy Level: 2.6-A Understand Factual Knowledge

Essential Question(s): How do the seasons affect the weather?

Previous/future knowledge: Students will further study this concept in 2nd grade when they demonstrate an understanding of daily and seasonal weather conditions (2-3).

It is essential for students at this age to start noticing weather and other daily events or patterns that affect them. Almost everything in nature has some type of pattern. There are patterns that are obvious, such as the seasons. Patterns in weather have a huge effect on our lives. For example, farmers rely on these patterns to know when it is the right time to plant their crops and fishermen rely on patterns to know when and where the best place to fish might be. People even plan their vacations based on the average temperature or annual snowfall in certain areas. The weather is a topic of great interest to all, and one that will engage students in a great education learning adventure.

Examples of some weather patterns that are appropriate to compare at this grade level are  Rainy days  Sunny days  Cloudy days  Snowy days  Windy days  Stormy days

It is essential for students know what weather changes follow a pattern called seasons. There are four different seasons that occur in a repeating pattern:  Winter  Spring  Summer  Autumn (Fall)

K-50 It is NOT essential for students to collect formal data such as amount of rainfall or temperature. Using weather instruments is a skill that students will add in 2nd grade to the weather knowledge they are learning at this time.

Assessment Guidelines: The objective of this indicator is to compare seasonal weather patterns; therefore; the primary focus of assessment should be to detect ways that these objects are alike and different. However, appropriate assessments should also require students to match pictures or diagrams of various activities, landscapes, or people characterizing weather related features to appropriate seasons.

Indicator: K-4.3 Summarize ways that the seasons affect plants and animals. Taxonomy Level: 2.4-A Understand Factual Knowledge

Essential Question(s): In what ways are plants and animals affected by the seasonal changes?

Previous/future knowledge: Students will further study this concept in 2nd grade when they demonstrate an understanding of daily and seasonal weather conditions (2-3) and again in 3rd grade (3-2.4) when they explain how changes in the habitats of plants and animals affect their survival.

It is essential for students to know that the seasons affect plants and animals. They are being asked to summarize which means they need to give some major points or common themes.

Examples of ways that plants are affected are:  Some trees shed their leaves and have bare branches  Some leaves change color and fall off  Trees form buds  Some trees have full grown green leaves

Examples of ways that animals are affected are:  They store food  They grow warm winter coats  Birds fly to a warmer place  Bears go to sleep for a long time

It is NOT essential for students to know the terms deciduous and evergreen, but they do need to know that some trees, evergreens, will stay green all year. Evergreens do shed (for example, pine trees are evergreens that shed needles but constantly grow new ones that stay green all year long). It is the deciduous trees that lose their leaves each autumn (fall) and grow them back in the spring.

K-52 Assessment Guidelines: The objective of this indicator is to summarize ways that seasons affect plants and animals; therefore; the primary focus of assessment should be to give major points or common themes that occur each season. However, appropriate assessments should also require students to match pictures or diagrams of various plants and animals with characteristics unique to specific seasons.

K-53 KINDERGARTEN Big Idea - Systems, Order, Organization Exploring Matter

Standard K-5: The student will demonstrate an understanding that objects can be described by their observable properties. (Physical Science) (approximately 8 weeks)

Indicators

K-5.1: Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water.) Essential Question:  How can you sort objects?

K-5.2: Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Essential Question:  How do similar objects of different materials differ from each other?

Help Page for: Exploring Matter

Standard K-5: The student will demonstrate an understanding that objects can be described by their observable properties. (Physical Science)

Notes: Assessments:

Review and Test Prep SC TE48A-48B

Appropriate assessments for Standard K-5 require students to:  classify objects by their observable properties  exemplify observable properties of objects  illustrate observable properties using pictures or words.  compare the properties of materials  identify examples of each material based on its description  infer what an object is made of based on its properties.

SF LAB ZONE Which Object is Heavier? SC TE 44A-44B

K-5.1 SC TE: 40A-40B SC Student Book pp. 40-41 SF flip chart pp.142-145; 148-149; 192-193

K-5.2 SC TE:42A-42B SC Student Book pp. 42-43 SF flip chart pp.144-145

K-55 Key Concepts (Vocabulary)

Observable properties: size, color, shape, magnetic attraction, heaviness, texture, ability to float Literature

Scott Foresman Content Leveled Readers: Matter How Things Move

Granowsky, A. (2001). Big and Small. Connecticut: Copper Beech Books. ISBN 0-7613-2457-7 This book explains “big” and “small” and gives examples. K-5.1

Granowsky, A. (2001). Colors. Connecticut: Copper Beech Books. ISBN 0-7613-2458-5 Colors are taught through pictures and text. K-5.1

Granowsky, A. (2001). Shapes. Connecticut: Copper Beech Books. ISBN 0-7613-2462-3 Shapes are described and examples shown. K-5.1

Hoban, T. (1984). Is it Rough? Is it Smooth? Is it Shiny? New York: Greenwillow Books. ISBN 0-688-03823-9 K-5.1

Reidy, H. (2005). All Sorts of Shapes. Minnesota: Picture Window Books. ISBN 1-40481-061-7 Compares a variety of objects to others with the same shape, such as bubbles and scoops of ice cream, bricks and ice cubes, and bicycle wheels and pizza. K-5.1

Sargent, B. (2005). How Heavy is It? New York: Children’s Press. ISBN 0-516-25368-9 Lexile Level 480 This book explains how much things weigh. K-5.1

K-56 Technology:

Internet 4 Classrooms, Kindergarten Science Skills http://www.internet4classrooms.com/skills_k_science.htm Scroll down to structure and properties of matter, K.12.1 and there are three classification activities. K-5.1

Suggested Data Streaming Video Properties of Matter, Part I Five Senses, Identifying Properties of Matter, Matter Can ETV Streamline SC Students learn about properties of matter. 2:16 to 9:59 K-5.1, K-5.2

Cross Curricular Opportunities

Literacy in Science:  Have children gather classroom objects that have one attribute in common and place the objects in a bag. Have the partners guess the attributes and then label the bag by drawing a picture or writing a word.  After playing “My Red Balloon,” help students make a list of other things that can be filled with air, such as a ball and a tire.

Math in Science:  Place an ice cube in a glass and ask the children to estimate how long it will take to melt. Continue with another activity, checking periodically to see if the ice cube has melted. Help children record their estimates and actual times in a chart. Compare the data. Repeat procedure with more ice cubes so children can practice estimating.

K-57 Social Studies in Science:  Talk with children about different types of buildings they have seen. On the board, record words that name building materials such as wood, brick, glass, cement, tiles, and shingles.  Invite children to glue pictures of buildings on construction paper. Children can label their pictures with the materials used to make the buildings.

Music in Science:  Scott Foresman Science Songs, pages 134-135: What’s the Object?  Classifying Song to the tune of “If You’re Happy and You Know It” to help children classify things in the room. Ex. If you see something big, clap your hands, (clap, clap)  Create other verses using color, size, or shape words.

Career Connections:

K-58 Big Idea - Systems, Order, Organization Exploring Matter

Indicator: K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water). Taxonomy Level: 2.3-B Understand Conceptual Knowledge

Essential Question(s): How can you sort objects?

Previous/future knowledge: Students will further study this concept in 2nd grade when they classify matter.

It is essential for students to be able to classify objects by their observable properties. Observable properties are properties that can be distinguished through observing with the senses. The properties that students will use at this grade level are:

Size When a student is classifying an object by size, they are categorizing an object as large or small in comparison with another object.

Color When a student is classifying an object by color, they are categorizing an object as light or dark, bright or dull, or if it is a particular color such as red or green.

Shape Shape can be used to describe how objects are alike or different. Students at this grade level should have an understanding of basic shapes such as circle, triangle, square, etc. They may use shape words to categorize observable properties of objects.

Magnetic Attraction Magnets are attracted to objects that contain iron. Objects can be classified as magnetic or not magnetic based on whether or not a magnet is attracted to it. NOTE: Students may have the misconception that magnets are attracted to all metal looking objects. This misconception can be corrected by giving students experiences with different types of metals, some that attract, and some that do not. Students will further investigate magnetic attraction in 2nd grade (2-5).

K-59 Heaviness This observable property can be confusing. Heaviness is not an exact measurement (for example, one pound). Heaviness is more of a “feeling” property. Objects can be classified based on how their heaviness compares to other objects about the same size.

Texture Texture is used to describe the way something feels to the touch. Examples of texture words are soft, hard, rough, or smooth.

Floating Floating means to stay near the top of a liquid.

It is NOT essential for students to give exact measurements for size or heaviness or go beyond this level of knowledge at this time.

Assessment Guidelines: The objective of this indicator is to classify objects by their observable properties; therefore the primary focus of assessment should be to determine that something belongs to a category based on their descriptions. However, appropriate assessments should also require students to exemplify observable properties of objects, or illustrate observable properties using pictures or words.

K-60 Big Idea - Systems, Order, Organization Exploring Matter

Indicator:

K-5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Taxonomy Level: 2.6-B Understanding Conceptual Knowledge

Essential Question(s): How do similar objects of different materials differ from each other?

Previous/future knowledge: Students will further study this concept in 2nd grade when they classify matter.

It is essential for students to know that different materials have different properties. In the previous indicator (K-5.1), students classified objects based on specific observable properties (texture, shape, color, size, magnetic attraction, heaviness, or the ability to float in water).

Different types of materials that students should compare are wood, plastic, metal, cloth, and paper. Similarities and differences between these materials can be made based on their properties.

Assessment Guidelines: The objective of this indicator is to compare the properties of materials; therefore, the primary focus of assessment should be to detect ways that these objects are alike and different. However, appropriate assessments should also require students to identify examples of each material based on its description; or infer what an object is made of based on its properties.