(Kindergarten) Unit 1 Assessment Support Guide: Properties of Materials This support guide should be used as a framework for planning and in unison with the Units of Study. Explicit Common Formative Assessments (CFAs) for every unit are located in Mastery Connect under the appropriate standard. Standard: The student will demonstrate an understanding of the observable properties of matter.
Conceptual Understanding: Objects can be described and classified by their observable properties, by their uses, and by whether they can occur naturally or are manufactured (human-made). Different properties of objects are suited for different purposes.
NOTE: The SC Computer Science and Digital Literacy Standards are in effect as of this school year. Embedding these standards into your lesson plans is not an option as we move our students towards 21st century learning in preparation of college and career readiness. The following information will be helpful in planning for the incorporation of these very important standards that students need to learn.
Computer Science & Digital Literacy Standards: https://ed.sc.gov/scdoe/assets/File/SCDE_Computer_Science_Digital_Literacy_Content_Overlay_Resource_Final_063017.pdf
Digital Literacy--Standard 1: Use software applications to create an authentic product. K.DL.1.1: Recognize a program to use for word processing. K.DL.1.2: Recognize a program to use for creating presentations.
I can use, format, and create with… Microsoft Office 365 products—Sway, Word, One Notebook, Excel, PowerPoint Apple-Keynote Nearpod (Interactive presentation maker) Publisher (Desktop publisher) SeeSaw (Electronic Portfolio and work space—Apple) Padlet (Paid subscription now for those who still are interested in using it) easel.ly (Infographic Maker) canva (Place to create products of learning) Animoto (Creative presentation/video design maker) PhotoStory
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Digital Literacy--Standard 3: Exhibit responsibility when using connected computing devices. K.DL.3.1: Learn how to protect personal information (e.g., username, password).
I can learn… I can learn to protect my information by not giving my username to anyone. I can learn to protect my information by not giving my password to anyone.
Digital Literacy--Standard 4: Demonstrate effective keyboarding skills on a computing device. K.DL.4.1: Locate letter and number keys.
I can learn… I can learn to locate letters on the keyboard I can learn to locate numbers on the keyboard I can learn to locate letter keys that can be used to capitalize the first word in a sentence and the pronoun “I”
Computing Systems --Standard 1: Understand that computing devices are used to perform a variety of tasks and take many forms. K.CS.1.2: Recognize that people use computing devices to perform tasks. Connections: Recognize that computing devices such as smartphones, tablets, and laptops can be used to collect, store, and display scientific data about the properties of different objects (e.g. use a tablet to photograph objects in the classroom that display different properties. Have students save their photograph and graph the as a class based on different properties).
Network and the Internet--Standard 1: Discover that computing devices and the internet enable us to connect with other people, places, information, and ideas. K.NI.1.1: Recognize that people can communicate with others by using connected computing devices (e.g., cell phones, tablets). Connection: Recognize that people can communicate with others by using connected computing devices to share information about various properties of materials (e.g. Skype with another classroom and discuss observations of investigations on observable properties of materials).
I can connect to… Other kids in other parts of the country Other kids within the district Other kids within the school Grocery store (e.g. compare fruits and vegetables, etc.)
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Recycling plant Textile mill/textile worker Wood mill Construction worker/construction site
Data and Analysis Standard 2: Explore how computing devices collect and display data. K.DA.2.1: Identify and give examples of data (e.g., lunch choice, weather conditions). Connections: Identify and give examples of properties of materials to sort and classify into two or three categories.
Data and Analysis Standard 3: Explore how data can be displayed for communication in many ways. K.DA.3.1: Recognize data displayed in picture graphs. Connections: Recognize and represent properties of materials displayed in picture graphs
Data and Analysis Standard 4: Understand how data can be used to make decisions. K.DA.4.1: Draw conclusions and make predictions from picture graphs (e.g., make predictions based on weather data presented in a picture graph). Connections: Draw conclusions and make predictions from picture graphs (e.g. use a picture graph to decide which materials would be best to build a home).
What do the students need to know? Observable properties of objects (size, shape, color, texture, weight, flexibility attraction to magnets, ability to sink or float) Different properties of materials (wood, plastic, metal, cloth, paper) Properties of materials data (how to use, collect, and interpret) Different uses/purposes for materials How to determine materials that are natural vs. manufactured (human-made) How to determine a problem or need
www.pinterest.com
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
What do the students need to be able to do? “I Can” Statements: Analyze: Examine Study Investigate Consider Question Explore I can analyze a collection of photographs of different materials. I can ask questions from the information I am looking or learning about.
I can wonder about different things as I use my 5 senses.
Interpret: Understand Read Infer I can interpret data on simple graphs, T-charts, and Venn diagrams.
I can read the information on a graph and understand how to use it.
Compare: Associate Link Relate Equal Match I can compare different materials and objects.
Classify: Categorize Order Organize Sort I can classify objects based on shape, size, color, texture, attraction, and weight. https://www.edhelper.com/teachers/Sorting_graphic_organizers.htm
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Develop: Improve Change Grow Advance
I can develop… A collection of photographs of different materials A project that uses different natural and human-made objects A project using materials best suited to solve a problem or meet a certain need
Use: Practice Procedure Habit Routine I can use… Pictures with labels Simple graphs, T-charts, and Venn diagrams Models The design process
Describe: Label Define Designate Pronounce Call I can describe… Materials Observable properties of objects
www.pinterest.com www.littlebinsforlittlehands.com
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Investigate: Examine Explore Inspect study I can investigate… Answer to questions about materials Problem or need
Answer: Respond www.m.twinkl.co.uk/resource Reply I can… Answer questions about materials and the observable properties of objects.
Solve: Date: Answer Group Members Names: Explain ______Resolve Clarify I sorted my objects by:(circle one) I can… size, shape, color, temperature, weight, or Solve a problem or meet a need. texture.
Understand: Explain (How do you know?): Comprehend ______Know ______I can… Understand observable properties of matter.
Demonstrate: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46090 Prove Validate Show Reveal I can… Demonstrate how to use the design process. Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Questions and Answers Properties of Objects and Materials Guiding Questions How can you describe the properties of an object? http://www.science-sparks.com/introducing-materials/ How can you use your five senses to observe, classify, and compare objects? o Sound Have unmarked containers with objects (i.e., rice, cotton balls, rocks, beads, sponge pieces, erasers, water, etc.) that students have to shake and match up with object choices. Have children classify the sounds as loud or soft. Have children classify the sounds as “sounds I like to hear” or “sounds I don’t like to hear” and place them on a T-chart. Have children discuss why they “like” or “do not like” sounds. o Smell Provide children with little bottles containing cotton ball smells (lemon, cinnamon, lavender, coffee, butterscotch, vinegar, etc.) to explore. Have children classify smells as sweet, pleasant, unpleasant, fruity, strong, flowery, etc. Have children match up smell bottles with object/picture choices. Pick two smell bottles for children to compare each day. Have them create a body graph for their favorite. Pick a few children to tell why the smell is their favorite. How can you use physical properties to classify objects into groups? Children can randomly collect a given number of objects in the classroom or bring in a given number of objects from home that can fit into a zip lock bag. The teacher will ask children to decide if they have an object that has a common property (e.g., something that is soft, rough, small, heavy, shiny, etc.). The children will place their objects in labeled tubs for further investigation and share their collections with the class. (can be placed in the Science Center) How can you compare two objects based on their physical properties? Assemble a basket of objects that could be categorized in different ways; small groups of children could put objects in categories and explain their thinking, or use hoops to create Venn diagrams to compare, sort, discuss, and label the properties of the objects How can you tell the difference between a manufactured or natural material? Divide the children into small groups. Tell them that they will get a set of cards (https://betterlesson.com/lesson/637596/natural-vs-man-made-an- introduction# ) to sort into two groups according to some rule. They will not be told what the rule is but will have to try to figure that out. When done, they should have two groups. Each group will have things that are the same in some way. Encourage children to really talk about how they are going to sort the cards out as a group. Allow groups to share and justify how they sorted their cards. Bring children together and view Natural vs. Manmade. (https://betterlesson.com/lesson/resource/3216068/natural-vs-man-made-pdf-of-slides-pdf?from=lessonsection_narrative
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Differentiation and RtI Ideas Digital Literacy--Standard 1: Use software applications to create an authentic product. Computing Systems--Standard 1: Understand that computing devices are used to perform a variety of tasks and take many forms
Exploring the 5 Senses
Introduce each sense with a non-fiction read aloud and a game Sight – play "I Spy" and discuss colors Tier 1: Draw and write about things that are their favorite color in their science journal Tier 2: Draw and label things that are their favorite color in their science journal Tier 3: Draw things that are their favorite color in their science journal Hearing – play various sounds/instruments and let students tell high and low / loud and soft sounds Tier 1: Listen to a sound and record high, low, loud, or soft in science journal Tier 2: Listen to a sound and record high or low in science journal Tier 3: Listen to a sound and record loud or soft in science journal Taste – allow students to taste various objects and guess what they are / discuss the different types of tastes (bitter, salty, sweet, sour, savory) Tier 1: Taste a secret item and describe their guess in their science journal (ex: The thing I tasted was salty. I think it is a pretzel.) Tier 2: Taste a secret item and draw and label their guess in their journal Tier 3: Taste a secret item and draw their guess in their science journal Touch – allow students to touch various objects and discuss how they feel (wood, rough, metal, smooth, scaly) Tier 1: Sort items into 4 categories (hard/soft/smooth/rough) Tier 2: Sort items into 3 categories (hard/soft/smooth) Tier 3: Sort items into 2 categories (hard/soft)
Observing qualitative properties (color, size, shape, texture, weight, flexibility, magnetism, sink/float)
Set up the new science experiment in the science center and introduce it to the class (see Learning Center Experiences) Make predictions about objects before students conduct the experiment Tier 1: Write prediction in science journal (I predict that…) Tier 2: Write or draw prediction in science journal (I think…) Tier 3: Draw their prediction in science journal Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Tier 4: Orally state their prediction After all students have conducted the experiment, the class discusses their observations and findings (sometimes compiling data using a class graphic organizer) Tier 1: Explain whether their prediction was correct in science journal (My prediction was correct because…). Tier 2: Write whether their prediction was correct (My prediction was correct/not correct). Tier 3: Write whether the prediction was correct (yes/no) Tier 4: Orally state whether their prediction was correct
The class draws conclusions from the experiment Investigating material properties of wood, plastic, metal, cloth, paper Introduce each material to the class Students explore and describe materials Tier 1: Write a simple sentence to describe each material. Tier 2: Use pictures and labels to describe materials Tier 3: Draw pictures to describe materials.
Students brainstorm items that are made from these materials Tier 1: Find objects around the room that are made from different materials (wood, plastic, paper, metal) and list them under the correct column in science journal Tier 2: Find objects around the room that are made from different materials and draw them under the correct column in science journal Tier 3: Find objects around the room that are made from one material (ex. wood) and draw them in science journal
Investigating the uses/purposes of natural or human-made materials Discuss whether items are natural or human-made in the classroom Discuss whether items are natural or human-made in the outdoors while taking a nature walk around school Students make a graphic organizer of natural and human-made materials Tier 1: Choose and draw a graphic organizer of choice Tier 2: Draw a teacher directed graphic organizer Tier 3: Use a graphic organizer provided by the teacher
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Teacher Modeling Ideas How to appropriately use scientific tools (hand lens, a balance, and magnets) Show how to use each tool in large group ---have students practice using the tools in smalls groups or independently Create a PSA (Public Service Announcement) on the use of different tools. Create a Podcast on the uses of tools. Create a matching game (drawings) of the different tools and play game with a partner.
How to make scientific observations with all five senses Choose a whole fruit or vegetable from lunch or brought in from home. Demonstrate how scientist use the five senses to make observations of their world by exploring a fruit/vegetable and recording what they observe on an anchor chart. (A table can be drawn with the headings Tastes…, Smells…, Feels…, Looks…, Sounds…) Model how to use the table for a few days and then release to the students to complete investigations in small groups or with a partner. Use Science Journals or recording sheet to record data and observations
How to create charts/diagrams with labels and titles Demonstrate how to use property words to create a Tree Map to describe objects. Model how to create the table for a few days and then release to the students to complete investigations in small groups, with a partner or independently (e.g. Buttons Are, Can, Have; Leaves Are, Can, Have) Create a Venn Diagram or Tree Map with labels and titles Use teacher provided Tree map with labels and titles or use teacher provided Venn Diagram Use teacher provided Venn Diagram with labels already included
How to record data gained from observation within a chart or science journal Provide a large piece of paper and hang it where the students can record properties of materials observed/learned through daily investigations and observations. Model how to add information for the first week or so and then release to the students to add additional information as they continue to observe different properties of materials Create a graph to record observations and data Use science journals to record observations and data Use science journals to draw observations
How to conduct an investigation Use Seesaw (www.seesaw.com) to create a how-to guide of an investigation using words and photographs Use Seesaw to show the steps of an investigation using words or photographs Use Seesaw to show the steps of an investigation using photographs Develop an investigation and use Seesaw to create a how-to guide of the investigation using words and photographs
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
How to compare and classify a group of objects based on physical properties (size, shape, color, texture, weight, flexibility, magnetic attraction, sinking, floating) Demonstrate how to compare and classify everyday classroom objects based on a single physical attribute. (e.g. Heavy/Not Heavy; Rough/Smooth; Roll/ Does Not Roll) Create a T-Chart or Compare/Contrast Map to classify and compare Create a Tree Map or Venn Diagram to classify or compare Use a Tree Map Organizer to classify
Comparing and classifying objects by their use/purpose
Determining whether materials are natural or manufactured (human-made) Create a PSA (Public Service Announcement) to explain the difference between natural or manufactured (human-made) materials Create a podcast to explain the difference between natural and manufactured materials Draw pictures to show the difference between natural and manufactured materials
Documenting Student Progress Anecdotal Notes Templates #1- https://www.studenthandouts.com/classroom-organization/template-printing-small-3-by-3-inch-post-it-notes.htm (for use with post-it notes) #2- https://www.pinterest.com/pin/626141154413062241/ (good for personalized learning) #3- https://www.teacherspayteachers.com/Product/Anecdotal-Notes-Template-1402552 Observation Forms #1- https://www.scribd.com/doc/91272950/Science-Observation-Sheet (Scientist use their senses to investigate) #2- https://www.teacherspayteachers.com/FreeDownload/Elementary-Student-Observation-Form-858831 #3- https://www.teacherspayteachers.com/Product/Small-Group-Observations-Form-FREE-3869952 (good for small group observations) Conferencing Templates #1- https://www.teacherspayteachers.com/Product/Conferencing-Sheets-Individual-and-Group-312775 (good for individual and group conferencing) #2- http://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/readingbinder/conf1456.pdf #3- https://www.teacherspayteachers.com/Product/Conference-Notes-Form-Editable-1574334 (good for parent/teacher conferences) Note-booking/recording Tools #1- http://theillustratedclassroom.com/2016/01/09/interactive-notebook-freebie/ (student notebooking and grading instructions) Rubric Templates/Tools #1- https://hanslodge.com/file/8ad6665a53186f35520ed2779d7c688e--student-self-assessment-kindergarten-assessment.htm #2- https://www.template.net/business/word-templates/rubric-template/ #3- https://www.pinterest.com/pin/442478732109435491/ (science notebook rubric)
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Progress Monitoring Forms #1- https://www.teacherspayteachers.com/Product/Small-Group-Instruction-Data-Collection-Sheet-2040350 (good for small group notes) RtI Tools #1- https://www.thecurriculumcorner.com/thecurriculumcorner123/2016/06/student-data-tracking/ (good for RtI data tracking) #2- https://www.teacherspayteachers.com/Product/Intervention-TrackingNotetaking-FREEBIES-211594 #3- https://www.pinterest.com/pin/459015387007353641/ (lesson planning template) Collaboration Tools #1- https://www.pinterest.com/pin/257831147390388784/ (good for organizing student groups) #2- http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf (ideas for cooperation roles) (Technology Assessment Tools/Games/Etc.) Electronic Tools and Games #1- http://www.e-learningforkids.org/science/grade/K/ (interactive game using the 5 senses) #2- http://www.scholastic.com/clifford/play/sortitout/sortitout.htm (interactive game to introduce sorting items) #3- http://www.bbc.co.uk/schools/digger/5_7entry/8.shtml (interactive sink or float game) #4- http://www.sciencekids.co.nz/gamesactivities/materialproperties.html (interactive game to explore material properties) Jeopardy Templates #1- https://foc.virginia.edu/sites/foc.virginia.edu/files/CRA%20Jeopardy%202016.pptx
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016
Additional Examples of Progress Monitoring/Assessment Tools 1. Have students use a graphic organizer to choose different objects from different places around the school (classroom, playground, cafeteria, etc.) and record their observable properties in the correct column. 2. Have students use an investigation recording sheet to help guide them walk through investigations and record their thoughts at each phase of the scientific process. 3. Create a poster to classify materials using magazine and newspaper clippings, online photos, photos taken with their iPad, materials collected from home and from nature, etc.
(1) Graphic Organizer (2) Investigation Recording Sheet (3) Poster Board Project
www.teacherspayteacher.com https://www.tes.com/teaching-resource/worksheet-for-planning-fair-tests-6134305
Property of Richland County School District One Early Childhood Education-Science Office of Teaching and Learning 2016