COURSE: Science GRADE LEVEL: Kindergarten MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS/ WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: VOCABULARY: ABLE TO DO: STUDENT DOES IT: EARTH SCIENCE Air & Weather ● What is weather? ● Weather: ● ● ● ● How does weather ● There are four seasons (identify each affect us? and characteristics) ● Four seasons names ● Weather changes daily and including autumn seasonally ● Cloudy, sunny, ● Weather affect the way of life windy, rainy ● Weather causes physical changes ● Dress appropriately for the weather ● Coats insulate you ● Dark colors absorb heat Matter, Space ● How do objects ● Matter: Recognize properties of ● ● ● and Time move? sink/float, roll/push, and slide/pull ● Sink, roll, slide, float, push, pull ENERGY Transportation ● How do people and ● Classify vehicles by land, sea, air ● ● ● MOTION things move from ● Transportation moves people and place to place? things ● Vehicle transportation ● Different vehicles have different jobs LIFE SCIENCE Health and ● What are the 5 ● 5 Senses: Name them, demo ● ● ● Human Body senses and how do awareness of senses and disabilities we use them? - seeing - hearing - touching - smelling - tasting ● Why do we need ● Food & Nutrition: Growth, where it ● ● ● food? came from (animals/plants) food ● What foods are good pyramid, healthy vs. unhealthy for our bodies? ● Nutrition food pyramid Human ● How do we keep our ● Body parts (name and function) ● ● ● Development body healthy? ● Exercise has a purpose ● How do we stay ● An adequate sleep routine is essential safe? for healthy bodies 1 ● Exercise ● Dental health - healthy snacks - brushing teeth - visiting the dentist ● Safety - stranger awareness (QUEST) - fire prevention and safety awareness HEALTH Character ● ● Self esteem and drug awareness ● ● ● CURRICULUM Education (supplemented by BOCES resource person) ● Communicable disease prevention - wash hands after using bathroom, after play and before eating - cover you mouth when sneezing and coughing - ask for adult assistance when in contact with bodily fluids - bathroom hygiene ● Sexual abuse (BOCES resource person) Environment ● What is an ocean? ● Ocean: Salt water, salt water plants ● ● ● ● What is pollution? pollution's affect on oceans ● Ocean Living Things ● What is a farm and ● Farm: Distinguish from pets and wild ● ● ● (Animals) what would you find animals, habitat, names, uses on a farm? ● How do animals live? ● Pets: house pets and care ● ● ● ● How are animals ● Bears: real vs. pretend, seasonal alike and different? changes, care of young, different bears in different environments ● Insects: body parts, habitats, life cycle, characteristics, jobs ● Spiders: not insects, body parts, types, habitats, catching prey ● Oceans: types, dependency on others, food source ● What are dinosaurs ● Dinosaurs: kinds (meat/plant), ● ● ● and why are they extinction, fossils, paleontologist, extinct? archeologist, ● Extinct ● endangered animals Living Things ● What is a plant and ● Plant parts: seeds, stem, roots, ● ● ● (Plants) what does it need to leaves, flowers grow? ● Plants are living things needing water, 2 ● Why are plants sun, air important? ● Plants grow in a variety of mediums ● Plants are a food source 3 COURSE: Science GRADE LEVEL: 1 MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS/ WHAT THE STUDENTS WILL KNOW OR BE ABLE SKILLS: WHEN ASSESSMENTS: TOPIC: VOCABULARY: TO DO: STUDENT DOES IT: EARTH SCIENCE Weather ● What kinds of weather can ● Understand that weather changes from ● STC ● STC Concepts we observe? day to day and week to week Weather Response ● Why is it important to learn ● Understand that features of weather Journal about weather? include cloud cover, precipitation, wind, ● Teacher ● How can we observe and temperature (Fahrenheit & Celsius) Observation weather? ● Understand that tools used to measure ● Vocabulary: clouds, different features of weather include wind seasonal change, scales, thermometers, and rain gauges seasonal weather pattern, ● Understand that meteorologists are temperature, thermometer, scientists who study, observe, and weather, wind, record information about the weather precipitation and who use that information to forecast the weather ● Understand that weather affects the decisions people make about the clothing they wear and about their outside activities Weather ● Vocabulary: graphs ● Observe the weather by using the ● ● Skills senses ● Discuss and record information about weather features ● Use simple tools to estimate wind speed and measure temperature and rainfall ● Observe differences in types of clouds ● Conduct experiments and draw conclusions about appropriate clothing for different types of weather ● Organize weather data on graphs and long-term data collection charts ● Interpret and summarize long-term weather data ● What is the water cycle Air, water and weather: ● ● and how does it work? ● Air is everywhere ● Vocabulary: air, water, ● Air takes up space cycle, water ● Examine solids, liquids and gases - their characteristics 4 - one can be changed to another by applying heat or cold ● Water gets into the air by a process called evaporation ● Wind and sunlight help water evaporate ● Water vapor condenses into liquid water ● Clouds form after evaporation and condensation ● Learn about the water cycle LIFE SCIENCE Health & ● How can I stay healthy? ● Human needs - cleanliness, exercise, ● ● Teacher Human Body sleep, water, food, air Observation ● Health curriculum: - strangers/abduction - drugs - aids - sexual abuse Living Things ● What are organisms and ● Organisms grow, change, and die over ● STC ● Teacher Organisms what do they need to live? time Organisms observation ● How are organisms alike ● There are many different types of ● STC and different? organisms on earth Response ● What is a life cycle? Journal ● Vocabulary: organisms Pages Living Things ● Vocabulary: predator, ● Animal needs: food, water, air, exercise, ● STC ● Teacher (Animals) prey, habitat, environment, shelter, rest (sleep) good habitat, other Organisms Observation death animals ● STC ● Life cycles: insects (egg, larva, pupa), Response chick, frog, some babies grown in mother Journal with appropriate vocabulary Pages ● Demonstrate knowledge of animal survival techniques (hibernate, migrate, store food, nest building, coloration, body fat storage, thickness of coat) ● Demonstrate knowledge of camouflage and how it helps animals survive ● Demonstrate knowledge of body parts that help an animal survive (claws, teeth, smell, speed, sound, etc) Living Things ● Vocabulary: plant, plant ● Trees: parts (roots, trunk, branches, ● Plant ● Teacher (Plants) growth leaves), habitat, shapes, different leaves, ● Plant Observation seeds, fruit, tree rings → age, homes for growth ● STC animals, uses Response Journal Pages 5 ● ● Plants ● STC ● Teacher ● Plants need water, sunlight, air, warmth, Organisms Observation soil, and space to grow ● STC ● A tree is a plant Response ● Plants have parts (roots, stem, leaves, Journal flowers) Pages ● Leaves use sunlight, water, and air to make food ● Roots hold plants in soil and take in water ● Stem transports water to other plant parts ● Seeds contain food that helps germination and growth of young plants ● Seeds need water, air and warmth to grow ● Plants change position as direction of light changes ● There are different kinds of soil (loam, clay, sand) and they are made of different things ● How plants are used by people (eg. Food, clothing, furniture, toys, etc.) ● People eat leaves, stems, and roots ● Animals depend on plants for food ● We must protect plants and trees ● Seeds have different shapes and are scattered in different manners LIGHT ● How is light affected by ● Know that light travels through objects ● ● Teacher objects? ● Understand that light can cause Observation shadows, light can reflect, and light can separate into colors when passed through a prism ANALYZING, Scientific ● How can I explore the ● Ask a question about objects, organisms, ● STC Kits ● Teacher INQUIRING AND Investigation world? and events in the environment Observation DESIGN ● Vocabulary: scientist ● Plan and conduct a simple investigation ● Employ simple equipment and tools to gather data and extend the senses ● Use data to construct a reasonable explanation ● Communicate investigations and explanations ● Understand that scientific investigations involve asking and answering a question 6 and comparing the answer to what scientists already know about the world ● Recognize that people have always had questions about their world. Science is one way of answering questions and explaining the natural world 7 COURSE: Science GRADE LEVEL: 2 MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS/ WHAT THE STUDENTS WILL KNOW OR BE ABLE TO SKILLS: WHEN ASSESSMENTS: TOPIC: VOCABULARY: DO: STUDENT DOES IT: LIVING THINGS Animals ● How are animals ● Group animals by birds, reptiles, fish, ● ● ● Animal grouped? amphibians, mammals and identify Reports ● Why are some animals characteristics (camouflage, defenses, ● Classroom endangered or extinct? traits) Discussion ● Vocabulary: camouflage, ● Demonstrate knowledge of why animals adaptations, animal are extinct or endangered features ELECTRICITY ● What is electricity and ● Explore energy ● ● ● Tests how is it used? ● Use proper safety measures for using ● Quizzes ● How can electrical electricity ● Classroom energy be changed? ● Investigate the principles of current Activities ● Vocabulary: electricity, electricity and basic circuits ● Centers electric circuit, ● Electricity can