ScienceGrade K

Module Title / Description: Topic Titles / Timeline
Unit 1: Trees / Students observe, compare and describe the physical properties of trees and their structures throughout the seasons. Students develop a beginning awareness of the characteristics and life cycle of trees and an awareness of trees in their environment. The FOSS Trees module emphasizes the development of observation and descriptive communication and building explanations based on experience and is meant to be taught throughout the school year.
The FOSSTreesunit is used to meet the learning goals.
Investigation 1: Fall Trees
In the Fall of the year students will:
  • Observe trees in the schoolyard
  • Identify the parts of a tree
  • Compare trees for similarities and differences
  • Develop language associated with trees
Investigation 2: Leaves
In leaves, students will:
  • Observe the size, shape, texture, and colors of tree leaves
  • Compare shapes of leaves to common geometric shapes
  • Compare the sizes and edges of leaves
  • Communicate the similarities and differences they observe.
Investigation 3: Trees through the Seasons
In Trees through the Seasons, students will,
  • Observe seasonal changes in the life of schoolyard trees
  • Observe the structures of twigs, flowers, fruits, seeds, and bark of trees
  • Compare changes in parts of trees through the seasons
  • Communicate observations and comparisons of schoolyard trees
/ 12 weeks throughout the year
Unit 2: Wood and Paper / By using the FOSS Wood and Paper module students will observe the properties of wood and paper and discover what happens when they are subjected to a number of tests and interactions with other materials. Students learn that wood and paper can be recycled to create new forms of paper and wood that have new properties. Students will use this knowledge about the properties of wood and paper as they change wood and paper into a variety of products. Throughout the module, approximately 9-12 weeks, students will have ample opportunities to make comparisons between kinds of wood, different types of paper, and wood and paper.
Investigation 1: Getting to Know Wood
  • Students gain experience with a common material, wood, and observe different kinds of wood. Students compare properties of different kinds of wood found in the classroom environment and communicate observations made about different kinds of wood. They learn that different kinds of wood come from different kinds of trees; some kinds of wood are processed and transformed by people. Students observe how wood interacts with water.
Investigation 2: Changing Wood
  • Students transform the shape of wood using sandpaper, create particleboard from sawdust and wood shavings and compare it to commercial particleboard. Students create plywood from thin pieces of wood and compare it to commercial plywood. They explore the technology of making wood products.
Investigation 3: Getting to Know Paper
  • Students observe properties of several different kinds of paper, label the different kinds of papers found in the school environment, and compare different kinds of paper as they are cut or torn. Students determine the usefulness of different kinds of paper for writing and drawing, compare and communicate the number of times different kinds of paper can be folded in half and how paper interacts with water.
Investigation 4: Changing Paper
  • Students observe how paper products change when soaked in water, use a technique to make a small piece of recycled paper, and use paper-mache’ technique to make paper stiff and hold its shape.
Investigation 5: Constructions
  • Students observe how paper containers are constructed by taking them apart and reassembling them. Students weave paper to make a paper mat, they assemble paper and wood into sculptures and use their knowledge of the properties of paper and wood to create useful and or aesthetic materials.
/ 12 weeks
Unit 3: Push, Pull, Go / The Building Blocks of Science unit Push, Pull, Go explores motion and the forces that make things move. Students build toys that move and investigate the forces that move them. Student-constructed toys are utilized to explore systems, how parts of a system interact, and how missing parts change a system. Students track the project of a moving ball and measure distance travels with nonstandard measurement. Lesson link the invisible force of gravity to moving objects.
Lesson 1 - Push, Pull, Roll
Students will construct a ramp and explore the motion of a ball rolling off the ramp. Students record the distance the ball travels using nonstandard measurement.
Part A - 20 minutes
Part B - < 5 minutes
Part C - 5 minutes
Part D - 5 minutes
Part E - 5 Minutes
Part A: Investigating the Building Pieces
Follow attached Lesson Part A
Part B: Pre-Unit Assessment
Follow attached Lesson B
Part C: On a Roll
Follow attached Lesson C
Part D: Build a Ramp
Follow attached Lesson Part D
Part E: Measuring with Cubes
Follow attached Lesson E
Lesson 2 - Push, Pull, Swing
Students build a toy swing set that moves. Students use the swing set to explore patterns of movement related to force.
Part A - Build a Swing Set1 class session
Follow attached Lesson A
Lesson 3 - Push, Pull, Tumble
Students use dominoes to explore the result of force transferred from 1 object to another.
Part A - 1 class session
Part B - 1 class session
Follow attached for Lesson Part A and B
Lesson 4 - Push, Pull, Spin
Students will build a toy (a toy top) that spins then use the toy top to explore force and the motion of spinning.
Part A - .5 class session
Part B - 1 class session
Part C - .5 class session
Follow attached for Lesson Part A,B and C
Lesson 5 - Push, Pull, Invent
Students have access to all the materials from previous lessons to construct a model (an invention, Rube Goldberg style) that is set in motion with force.
Part A - 1 session
Part B - 1 session
Part C - 1 session
Part D - 1 session
Follow attached for Lesson part A,B,C,D / 12 weeks