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SP 007 347 TITLE Elementary Science Curriculum and Resource Guide 1969

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SP 007 347 TITLE Elementary Science Curriculum and Resource Guide 1969 DOCUMENT RESUME ED 068 465 SP 007 347 TITLE Elementary Science Curriculum and Resource Guide 1969. INSTITUTION Mounds View Public Schools, St. Paul. Minn. PUB DATE 69 NOTE 389p. EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *Curriculum Guides;*Elementary School Curriculum; *Elementary SchoolScience; *Science Curriculum; *Science Education IDENTIFIERS Elementary ScienceStudy; E.S.S. ABSTRACT GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: This guide has been organized according to grade level. Introductory materials indicate the basic approach and the major objectives for science education. Each unit is divided into two columns: skills and concepts and activities and resources. Materials for each grade are organized under three broad topics: universe and earth, living things, and matter andenergy. Elementary Science Study (E.S.S.) units have been incorporated into this guide at appropriate grade levels. The guide is lithographed and spiral-bound with a hard cover. OBJECTIVES AND ACTIVITIES: The objectives for each unit are listed under skills and concepts. Detailed activities are suggested. INSTRUCTIONAL MATERIALS: Filmsand books are: listed under activities and resources. STUDENT ASSESSMENT: No provisions are made for evaluation. (MJM) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEHREPRO. OUCEO EXACTLY AS RECEIVEO FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OROPIN IONS STATEO 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEOU CMTION POSITION OR POLICY. 1- ELEMENTARY Sc I ENCE CURRICULUMANDRESOURCEGUIDE 1969 INDEPENDENT SCHOOLDISTRICT 62i Mounds View Public Schools District Service Center 2959 North Hemline Avenue St. Paul, Minnesota55113 FILMED FROM BEST AVAILABLECOPY Superintendent Sanford C. Witter Board of Education Mounds View Schools Gentlemen: This completely new Elementary Science Curriculum has been developed for the use of teachers in all elementary schools. Previous district curriculums in science had been introduced in 1958, 1961, and 1967. This most complete curriculum has come in large part from the work of our district science curriculum committee, first organized in the school year 1965-66. Their results, plus the valuable help secured from very recent science curriculums of the country, many of which I personally examined and ordered while at the National Association for Supervision and Curriculum Development Convention at Chicago last spring, furnished a good starting point for our hard working writing team this summer. After first reading "Science Education - A Point of View", notice the four big objectives of this guide. Notice that mate- rials for grades one through sixare organized under three broad topics which have been color coded for greater convenience in following through on the topic. The committee also put in some Elementary Science Study (E.S.S.) Units as a starter, realizing that many more will be recommended by our district science com- mittee during the coming school years. There is a need to coutinously improve teaching and learn- ing in science. New materials of instructioq, new teaching approaches and the continuing responsibility to meet the indivi- dual needs of students place great demands on all professional staff members to appraise the quality of teaching and learning in science. This publication represents an effort on the part of staff members within our school system to assist all staff mem- bers in improving the teaching and learning in science. It is hoped that all teachers who use this publication will find it to be of value. Clayton O'Hagan Director of Elementary Education r TABLE OF CONTENTS INTRODUCTION SCIENCE EDUCATION - A POINT OF VIEW OBJECTIVES OF THIS GUIDE GUIDE BOOK ORGANIZATION SCIENCE OUTLINE E.S.S. UNITS KINDERGARTEN Minnemast Unit I Watching and Wondering 1 Minnemast Unit II Curves and Shapes 7 Minnemast Unit III Describing and Classifying 15 Minnemast Unit IV Using Our Senses 20 Minnemast Unit V Introducing Measurement 25 Minnemast Unit VI Numeration 30 Minnemast Unit VII Introducing Symmetry 35 Minnemast Unit Living Things in Field 38 and Classroom Universe and Earth Sun - E.S.S. Unit Lights and Shadows 40 Living Things Animals - E.S.S. Eggs and Tadpoles 43 Matter and Energy Energy - E.S.S. Unit Mobiles 45 E.S.S. Unit Attribute Games and Problems 46 GRADE ONE Universe and Earth The Universe, the Sun, and the Moon 1 Water, Weather, and Air 5 Living Things Plants - E.S.S. (nit Growing Seeds 11 Plants 14 Animals 19 3 Matter and Energy Matter 23 Energy - E.S.S. Unit Primary Balancing 29 Energy - E.S.S. Unit Spinning Tables 34 Energy - E.S.S. Unit Mirror Cards 37 Forces and Sources of Energy 39 E.S.S. Unit Pattern Blocks 44 GRADE TWO Universe and Earth Earth - E.S.S. Unit Sand 1 The Earth 7 Seasons 11 Living Things Plants 17 Animals 24 Matter and *Energy Matter - E.S.S. Unit Changes 32 Energy - E.S.S. Unit Structures 36 Simple Machines 39 Energy, Light, and Sound 46 .4. E.S.S. Unit Tangrams 56 GRADE THREE Universe and Earth Solar System 1 Moon 3 Soil 7 Rocks 12 Oceanography 15 Water - E.S.S. Unit Ice Cubes 19 Water and Weather 20 Air 26 Planes, Rockets, and Air Travel 30 Living Things Plants 32 Animals - E.S.S. Unit Brine Shrimp 38 Animals 40 Matter and Energy Matter - E.S.S. Unit Sink or Float 44 Energy: Mechanical 46 Energy: Heat 49 4 GRADE FOUR Universe and Earth Outer Space 1 Moon 3 The Planet Earth 5 Geology 9 Water, Weather, and Air 13 Planes, Rockets, and Space Travel 19 Living Things Plants 23 Animals - E.S.S. Unit Animal Activity 26 Animlas - E.S.S. Unit Bones 28 Animals 30 Matter and Energy Matter - E.S.S.Unit Mystery Powders 35 Matter 37 Energy - E.S.S.Unit Pendulums 41 Energy - E.S.S.Unit Batteries and Bulbs 43 Light 45 Sound 51 GRADE FIVE Universe and Earth Outer Space 1 Solar. System 3 The Moon 6 The Planet Earth 8 Geology - E.S.S. Unit Rocks and Charts 11 Geology 13 Oceanography 19 Air - E.S.S. Unit Balloons 22 Water, Weather, and Air 23 Living Things Plants - E.S.S.Unit Budding Twigs 27 Plants 28 Animals - E.S.S.Unit Pond Water 32 Animals - E.S.S.Unit Small Things 34 Animals - E.S.S.Unit Behavior of Mealworms 36 Animals 38 Matter and Energy Matter - E.S.S. Unit Colored Solutions 42 Matter 44 Heat, Mechanical, Chemical and Nuclear Energy 46 1 GRADE SIX Universe and Earth Outer Space 1 The Sun 3 Geology 6 Oceanography 9 Air - E.S.S. Unit Gases and Airs Water, Weather, and Air 12 Planes, Rockets, and Space Travel 16 Living Things Plants - E.S.S. Unit Microgardening 19 Animals - E.S.S. Unit Crayfish 21 Animals 23 Matter and Energy Matter - E.S.S. Unit Peas and Particles 27 Matter - E:S.S. Unit Kitchen Physics 29 Matter 31 Mechanical, Magnetic, Light, and Nuclear Energy 35 INTRODUCTION This guide to the teething of science in theelementary school has been written for the purpose of organizing curricu ulum content and for directing teachers in classroom instruc tion activities. The Science Curriculum is divided into threeareas: the universe and earth, living things, and matter andenergy. New science programs propose to develop individuals whohave knowledge of basic science concepts andare able to apply these skills in analyzing and solving scientificproblems both of the present and the future. It is hoped that these materials will assistthe teacher in meeting the instructional needs of elementaryschool pupils in the area of science. Writing Team David Greenwaldt, Chairman Burton Katz Myrna Strand Director of Elementary Education Clayton O'Hagan Science Curriculum Committee Richard Rademacher andLeonard Holmen, chairmen Mary Dee Bonkowske Grace Lanes Sandra Ellis Vivian Lee r Warren Emmons Lorraine Hadsen Rosemary Follett Beatrice Meyer Betty Geiger Nancy Moulton Sandra George Ruth O'Connell Susan Goldberg Anita Otto Nancy Hamann James Otto Bonnie Iverson Carol Quella John Jones Rita Reynolds Harriet Kent Douglas Syring Sandra Kubala Harold Wynia SCIENCE EDUCATION - A POINT OF VIEW Introduction Science is an organized acavity through which man seeks explanations which best correlate with the observations of natural phenomena. The easence of this activity is in large part the manner in which knowledge s derived rather than limited to knowledge itself; i.e., the manner in .;hich man acts while in contact with that which is unknown. It is within this concept of science that a science instructional program should meet its resnonsibilities to the total educational experiences of young people, and in turn to the needs of out evolving society. The central purpose of science education is to awaken in the child, whether or not he will become a professional scientist, the joy in the search for knowledge, the excitement in seeing into the workings of the physical and biological world, and the intellectual power to be gained in learning the scientists process of inquiry. Science education should make its greatest contribution to the total educational program in the area of critical thinking and the process of inquiry. Through this sort of development a person is prepared not only for today's problems but also for those of the future when inquiring and flexible minds will continue to be needed to recognize new problems, to discard obsolete and irrelevant information and to adapt to new situations. It is recognized that problem-solving is not unique to science but basic to all human endeavor; however, science does lend itself to the develop- ment of skills anld processes necessary for problem solving. 1. Responsibilities of Science Education to the Individual and to Society The individual is the basic element of a democratic society. It follows that satisfying the responsibilities of education to the individual will also satisfy the responsibilities to society.
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