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Science: Mojel Curriculum Guide, Kindergarten Through Grade Eight

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Science: Mojel Curriculum Guide, Kindergarten Through Grade Eight DOCUMENT RESLIME SE 048 634 Science: MoJel Curriculum Guide, Kindergarten through Grade Eight. INSTITUTION California State Dept. of Education, Sacramento. REPORT NO ISBN-0-8011-0665-6 PUB DATE 87 NOTE 134p.; For the related mathematics curriculum, see SE 048 611. AVAILABLE FROM Publications Sales, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($3.25 plus tax). PUB TYPE Guides - Classroom Usa - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Biological Sciences; Earth Science; Elementary Education; *Elementary School Science; Interdisciplinary Approach; Physical Sciences; Pr7cess Education; *Science Activities; Science Education; Science Experiments; *Science Instruction; State Curriculum Guides IDENTIFIERS *California ABSTRACT This guide was developed with the intention of helping teachers and school site administrators in California review the elementary science curriculum and compare it to an idealized model that is presented in the document. Part I of the guide provides a summary of a number of characteristics considered to be important to a strong elementary science program. It was designed to aid teachers, principals, and parents in identifying features of their local science program where attention is needed. Part II presents a full-scale portrait of an elementary science program that focuses on the development of student understanding. This section presents teaching ideas that are concerned with both the knowledge base and science process skills. Common themes are present in the discussion of science instruction in the various subject areas. The disciplines and associated themes addressed are:(1) biological science (cells, genetics, evolution, plants, protists, animals, human beings, ecosystems); (2) earth science (astronomy, geology and natural resources, meteorology, oceanography and hydrology); and (3) physical science (matter, mechanics, energy sources and transformation, heat, light, electricity, magnetism, and sound). (TW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** C) 00 .0 N. Co CV CZ Le / IL_ A& U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DUCATIONALRESOURERCEICSINFORMATION CENTER ( ) This document has been reproduced as eceived from the person or organization originating it O Minor changes have been made to improve reproduction quality Points of view or opinionssteted in thisdocu- ment do not necessarily represent official OERI position or policy .., 0.....- "PERMISSION TO REPRODUCE THIS MATERIAL INMICROFICHE ONLY HAS EEN G ANTED BY /7 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." r v 0 .. .04 , , - ..t., '''':" +4!'.... D'a CURRICULUM ,' .: ,.:. .'f * ,.'1, 4:': ,IcONDERGARTEN THROUGH RADE EIGHT Publishing Information The Science Model Curriculum Guide, Kindergarten Through Grade Eight was developed by an advisory committee (see page ix) working in cooperation with Thomas Sachse, Manager, Mathematics/Science Education Unit, State Department of Education. Artifax Corporation of San Diego prepared the Guide for photo-offset production, and Cheryl Shawver McDonald of the Bureau of Publications des4 ned and prepared the artwork for the cover. The Science Model Curriculum Guide was published by the California State Department of Education, 721 Capitol Mall, Sacramento, California (mailing address: P.O. Box 944272, Sacramento, CA 94244-2720); was printed by the Office of State Printing; and was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. Copyright @ 1987, California State Department of Education Copies of this publication are available for 53.25 each, plus sales tax for California residents, from Publications Sales, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271. Other publications that are available from the Department may be found on r ages 125-26, or a complete list may be secured by writing to the address above or by calling the sales unit in the Bureau of Publications: (916) 445-1260. ISBN 0-8011-0665-6 4 III CONTENTS Foreword v Preface vii Acknowledgments ix Overview 1 Part I 3 Designing the Program 3 Operatiig the Program 5 Part II 9 Biological Science (K-3) 9 A. Cells, Genetics, and Evolution 9 B. Plants 11 C. Protists 12 D. Animals 13 E. Human Beings 14 F. Ecosystems 14 Earth Science (K-3) 16 A. Astronomy 16 B. Geology and Natural Resources 18 C. Oceanography and Hydrology 21 Physical Science (K-3) 23 A. Matter 23 B. Mechanics 24 C. Energy: Sources and Transformation 25 D. Heat 26 E. Light 27 F. Electricity and Magnetism 28 G. Sound 30 Biological Science (4. 6) 32 A. Cells, Genetics, and Evolution 32 B. Plants 33 C. Protists 35 D. Animals 36 E. Human Beings 39 F. Ecosystems 40 Science 5 Iv Earth Science (4-6) 42 A. Astronomy 42 B. Geology and Natural Resources 44 C. Meteorology 46 D. Oceanography 48 Physical Science (4-6) 50 A. Matter 50 B. Energy 52 C. Mechanical Energy 53 D. Heat Energy 54 E. Light Energy 55 F. Sound Energy 57 G. Electricity and Magnetism 58 Biological Science (7-8) 60 A. Cells, Genetics, and Evolution 60 B. Plants 62 C. Protists 63 D. Animals 64 E. Human Beings 64 F. Ecosystems 66 Earth Science (7-8) 69 A. Astronomy 69 B. Geology and Natural Resources 71 C. Meteorology 73 D. Oceanography 75 Physical Science (7-8) 78 A. Matter 78 B. Mechanics 82 C. Energy: Sources of Transformations 82 D. Energy: Heat 83 E. Energy: Light 84 F. Energy: Electricity and Mag:ietism 85 G. Energy: Sound 87 Appendixes 89 I. Biographies of Scientists 91 II. Scientific Discoveries 105 DI. Scientific Literature 113 IV. Science Materials 121 Model Curriculum Guide FOREWORD "... the first principles which are instilled take thedeepest root ..." Abigail Adams, Letter to John Adams, August 14, 1776 The importance of the elementary school experiencecannot be overstated. The first connections that our children make with formal learninglay the foundation on which their future education will be built. If through their day-to-day school experiences students find that learning is important, interesting,and meaningful to their livesand if we help students not only to want to learn but alsoto know that they can learnwe have put in place important buildingblocks for a solid academic foundation. Yet, to value learnLng andto want to learn are not the only ingredients of the foundation. The content of the curriculumwhatwe teach our childrenultimately determines how well theyare prepared for the challenges of further education and for productive adult life. California's attention to the content of the elementary school curriculumis part of the state's comprehensive curriculum improvementefforts.With the Hughes-Hart Educational Reform Act of 1983 (Senate Bill813), California reinstituted high school graduation requirements, which increasefor many schools the number of courses required for graduation. The legislationalso mandated publication of the Model Curriculum Standards, GradesNine Through Twelve, which is intended to help high schools improve thequality of academic coursework. The Model Curriculum Guides, KindergartenThrough Grade Eight are aligned with the state's Model CurriculumStandards, as well as with our frameworks, handbooks, and assessment programs. Together, the Guides and the Standardsare intended to engage eachstudent from kindergarten through grade twelve in interesting, disciplinedacademic study. Their overarching purpose is to ensure that all California schoolsare able to address the state's most critical educational needsto: Prepare youth fc: prod-ictive adult employment inan economy increasingly dependent on highly skilled, highly literate employees. Graduate informed, thoughtful citizens who understand the shared values and ethical principles essential for a healthy, functioning democracy. Produce culturally literate adults who have learnednot only basic skills but also a common body of concepts and central works of history, literature, English-language arts,science, mathematics, social science, foreign languages, and the arts and through this studypossess a strong sense of a shared tradition and cultural heritage. The task of developing a curricular model appropriate for all students is enormous. Students in many of our schools come from widely diverse ethnic, racial, linguistic, and economic backgrounds.They also develop at very different paces academically, physically, and emotionally.To prepare so diverse a student population for the complex world of their future, educational leaders in California and nationally urge the adoption of a rigorous, integrated Science vi core curriculum that begins in kindergarten and builds from grade to grade through high school, as described here: A core curriculum of study validates each student's individuality and unique strengths while engaging all children in meaningful investigation of the common knowledge, values, and skills needed for productive adult life. Students study the beliefs which form the ethical and moral bonds of our nation. They develop an understanding of civic responsibility in a plu- ralistic, democratic society and learn the technological literacy needed for our increasingly complex society. A common core curriculum ensures each student a sound educational foundation and develops fully the student's academic, ethical, and political potentials.
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