Kindergarten Science Unit Guide

Kindergarten Science Unit Guide 2015-2016 http://science.dmschools.org Literacy Theme I Can Statements Project Ideas Vocabulary needed Unit 2 The 5 Senses   I can identify the 5 senses and the associated Delta Education Body and Senses Discovery Kit taste, touch, smell, sight, body part. http://www.delta- hear, sense, observe, education.com/productdetail.aspx? predict, nose, eyes, ears, Collection=N&prodID=3406&menuID= tongue, skin  I can use my 5 senses to make observations of an object or situation. Supplemental Project Ideas

 I can use tools such as rulers, and magnifiers to Let’s Make Sensory Books! extend my senses and my abilities to gather http://www.scholastic.com/teachers/lesson-plan/let information. %E2%80%99s-make-sensory-books

Create Exploratory Centers such as: Touch Center Touch and feel bags - Have 12 bags filled with different items. The students put their hands into the bags and draw what they think are in the bags. Create a sheet with 12 boxes for recording drawings.

Sound Center Sound Matching- Use dark colored film canisters and put objects into them. On the bottoms of the canisters put colored dots with letters on them. Make two full sets so that a group of 4 could play in teams of two. The canisters are in pairs with matching objects inside and matching letters on the bottom. The children take turns choosing one container and then shaking the rest to find the one that matches. Then their partner takes a turn. They confirm the match via the letters on the bottom.

Guess that Sound – Use opaque containers to make “mystery containers”. Each container contains an object that is unknown to the students. The students shake and then draw a picture of what they think is in the container.

Smell/Taste Center What’s That Smell??- Make up containers Styrofoam cups covered with aluminum foil with different smells. Poke holes in the top of the foil so students can smell but not see the contents. (Be aware of any allergies that may be present in your class). Have enough sets for each group of students to share. We do this as a whole class activity - guessing smells, etc. My Jelly-Belly tastes like. . . - Using jelly-belly beans; have the students hold their nose and chew on a jelly bean. You have a sugar sensation but no taste. After they chew for about 20 seconds I tell them to let go of their nose and they get a blast of flavor. Discuss the role of our nose with taste. Kindergarten Science Unit Guide 2015-2016

Literacy Theme I Can Statements Project Ideas Vocabulary needed Unit 3 Weather and Seasons  I can name the 4 seasons. Foss Trees Kit Investigation “Tools for Observing weather, wind, cloud, Weather” in materials section of binder, tools 1-6 thermometer, wind vane, pinwheel, season,  I can identify the changes in weather from sun, spring, summer, season to season in Iowa. Cloud in a bottle demonstration: winter, fall, rain, http://www.stevespanglerscience.com/lab/experime temperature, direction,  I can use various tools to gather data about the nts/cloud-in-a-bottle-experiment symbol, meteorologist weather.

 I can recognize the sun as the source of heat and Invite a meteorologist to talk with your class. Local light for the Earth. TV stations will often send speakers.

 I can identify seasons, day and night as events that are repeated in regular patterns.

 I can explain that the sun can only be seen during our daylight hours. (We are unable to see the sun at night because of the rotation of the Earth)

Literacy Theme I Can Statements Project Ideas Vocabulary needed Unit 6 Plants and Trees  I can recognize that plants have a lifecycle Foss Trees Kit (skip “Trees Through the Seasons” sprout, seed, stem, leaf, including reproducing, growing and dying. section) bark, trunk, root, grow, sun, water  I can identify the roots, stem and leaves on a Supplement Foss investigations with the unit lessons plant. below:

Scholastic Seeds Unit:  I can identify what a plant needs to grow. http://www.scholastic.com/teachers/lesson- plan/seed-sensation

 Have the students place 3-4 lima bean seeds in a zip-loc bag with a damp cotton ball. Tape the bags to the window. Have the students draw each day what their seed looks like. (they should sprout with adequate sunlight)

 Plant various kinds of flower in clear plastic cups. Have the students observe the roots and stems as their plants sprout. Make predictions about which plants will grow the fastest, largest, etc.

 Discuss the parts of plants. How are trees similar to other plants?

 Look at a slice from the trunk of a tree. How can you tell how old the tree is? Discuss why some rings are larger/smaller than others and different colors.

 Discuss how types of seeds travel (wind, water, animal).

 Invite a local gardener to discuss plants with your students and where our food comes from. (contact a local greenhouse, Polk County Conservation for possible speakers)

 What happens to seeds and plants in the winter? Why do trees lose their leaves?

 Have the students create a seed book, by bringing in seeds from their home/yard or neighborhood. What do they become?