long branch public schools
Science Curriculum Guide
Kindergarten
3
Long Branch Public Schools
Kindergarten Science Curriculum Guide
2011-2012
LONG BRANCH PUBLIC SCHOOLS
Long Branch, New Jersey
BOARD OF EDUCATION
BILL DANGLER, PRESIDENT
TARA BEAMS, VICE PRESIDENT
MARY L. GEORGE
LUCILLE M. PEREZ
AVERY W. GRANT
MICHELE CRITELLI
ARMAND R. ZAMBRANO, JR
JAMES N. PARNELL
ALLAN MENKIN
ADMINISTRATION
Administration/Educational Center
540 Broadway
(732) 571-2868
MICHAEL SALVATORE
Superintendent of Schools
Alvin L. Freeman
Assistant Superintendent of Schools
Garry Penta
District Administrator
JanetLynn Dudick
District Manager for Personnel and Special Projects
Peter E. Genovese III
School Business Administrator/Board Secretary
Nancy L. Valenti
Assistant School Business Administrator/Assistant Board Secretary
CURRICULUM WRITING COMMITTEE
Administration
Roberta Freeman
Committee Leader
Nicholas Montesano
Teacher(s)
Beth Behnken
Michelle Clary
Joy Daniels
Melanie Harding
Developed & Written:
July 2011 - August 2011
Board Approved:
September 21, 2011
3
Long Branch Public Schools
Kindergarten Science Curriculum Guide
Table of Contents
Page
Introduction 5
Units of Study
Unit 1 7
Unit 2 9
Unit 3 22
Unit 4 13
Unit 5 18
Course Introduction:
The focus in science for kindergarten students is on using the five senses to make observations of events in both indoor and outdoor settings that make up their world. Students begin their study of science by observing and noting similarities, differences, component parts of materials, plants, animals and the earth. They also learn to observe processes and changes over time. Students learn how to classify, compare, measure, collect data, sort and identify common objects. The observations that students make provide evidence and data on which to base their scientific explanations.
Activities and experiments that allow students to describe and make predictions, helps in expanding their observational and descriptive language. Science in kindergarten will foster inquiry based learning so that students learn to make sense of their world and make connections. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction.
Assessments:
Throughout the year, the students will demonstrate their knowledge through class discussions, small group activities, and journal entries.
Class Structure:
Science is integrated throughout the year through monthly themes. Opportunities for science can be seen during circle time, small group settings, and learning labs.
Resources:
www.educationaltoyfactory.com
www.education.com
SFA KinderCorner manuals
Literature:
What is a Science? by Rebecca Kai Dotlich
What is a Scientist? by Barbara Lehn
Sandbox Scientist by Michael Ross
Unit 1
Science Practices
Unit Plan 1Grade: K Subject Area: Science Anticipated time frame: 4 weeks
Unit: 5.1 Science Practices
Strand: A. Understand Scientific Explanations, B. Generate Scientific Evidence Through Active Investigations, C. Reflect on Scientific Knowledge, D. Participate Productively in Science
Desired Outcomes
Standards addressed: 5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.
Enduring Understandings:
Students will understand…
· Science is evidence-based and continually refines and revises the knowledge learned to draw new conclusions
· Science categorizes the world we live in so that we can better understand our environment and how to protect it from harm
· Science and mathematics are inter-related. Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events
· Outcomes of investigations are used to build and refine questions, models, and explanations / Essential Questions:
· What are some examples of revised predictions and explanations based on learning new information?
· How does learning about the traits of different organisms help us protect them?
· How are math and science related?
· How do we use scientific evidence to make daily decisions in our everyday life?
· Using knowledge gained by observing our environment, can we make life better?
Learners will know:
· Science Vocabulary (inquiry skills, science tools, investigate, experiment, scientists, prediction, environment, measurement, names of tools and their use, equipment, compare)
· That we use senses to observe
· Science processes
· That predictions can be made from gathered information
· Tools used to measure
· How scientists use tools
· How to conduct experiments / Learners will be able to ON THEIR OWN:
· Explain in their own words the meaning of the following vocabulary words; inquiry skills, science tools, investigate, experiment, scientists, prediction, environment, measurement, names of tools and their use, equipment, compare)
· Use senses to observe
· Make observations to answer questions
· Analyze information to make predictions, draw conclusions using information and prior knowledge.
· Use tools to measure accurately
· Participate in groups to conduct experiments
Assessment Evidence
· Teacher observation
· Student/teacher conferencing
· Student demonstrations during projects, labs, investigations and class work
· Student Science Journals
· Labs
· Class discussion of Essential Questions
Learning Plan
Anticipated sequence of activities for throughout the year:
· Essential questions (anticipatory)
· Introduce- Assess Prior Knowledge
· Vocabulary Preview
· Investigate-Guided Inquiry (Investigations/Labs)
· Project Based Learning Opportunity or Literature connection activity
5.1 Science Practices should be utilized in lessons through Earth Science, Life Science and Physical Science. *The concepts found here should be incorporated throughout all strands and all kindergarten themes. The best time to introduce science would be in the beginning of the school during the themes, Welcome to School and I Am Amazing.
Learning Resources
Magic School Bus (The Role of a Scientist)
Play the Game “ I Spy” with science materials
Activity Video/DVD- provides activity previews, background information, and expected results.
Science Literature: www.thereadingnook.com
Unit 2
Physical Science
Unit Plan 2Grade: K Subject Area: Science Anticipated time frame: Throughout the year
Unit: 5.2 Physical Science:
Strand: A. Properties of Matter, B. Changes in Matter, C. Forms of Energy, D. Energy Transfer and Conservation, E. Forces and Motion
Desired Outcomes
Standards addressed: 5.2 Physical Science All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.
B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.
Enduring Understandings:
Students will understand…
· Matter has properties that can be observed, described, and measured
· You use many forms of energy everyday to grow and live.
· Chemical and physical changes occur all around us.
· Physical characteristics of objects are grouped according to size, weight, and shape / Essential Questions:
· Why is energy important?
· What cycles affect our lives?
· How do we use and save energy resources everyday?
· How do we use our senses to tell us about ourselves and our environment?
· How does the physical characteristic effect the change in an object?
Learners will know:
· Science vocabulary (solid, texture, centimeter, liquid, volume, gas, mixture, evaporation, water vapor, burning, energy, heat, light, sound, electricity, reflect, temperature, thermometer, shadow, push, pull, magnet)
· Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.
· Matter exist in several states; solids, liquids and gases.
· Liquids take the shape of the part of the container they occupy. Solids retain their shape regardless of the container they occupy.
· Some properties of matter can change as a result of heating and cooling. Not all materials respond the same way to these processes.
· An object can be seen when light strikes it and is reflected to a viewer’s eye. If there is no light, objects cannot be seen.
· Shadows result from light striking substances and objects through which it cannot pass.
· Batteries supply energy to produce light, sound, or heat.
· Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zip-zag, and back and forth).
· A force is a push or a pull. Pushing or pulling can move an object. The speed an object moves is related to how strongly it is pushed or pulled. When an object does not move in response to a push or pull, it is because another push or pull (friction) is being applied by the environment. / Learners will be able to ON THEIR OWN:
· Explain in their own words the meaning of the following vocabulary words; matter, property, mass, solid, texture, centimeter, liquid, volume, gas, mixture, water vapor, , burning, energy, heat, light, sound, solar energy, electricity, reflect, temperature, thermometer, shadow, push, pull, magnet
· Sort and describe objects based on the materials of which they are made and their physical properties.
· Identify common objects as solids, liquids, or gases.
· Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled, using common materials, such as shortening or candle wax.
· Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen.
· Present evidence that represents the relationship between a light source, solid object, and the resulting shadow.
· Distinguish a force that acts by direct contact with an object ( e.g., by pushing or pulling) from a force that can act without direct contact (e.g., the attraction between a magnet and a steel paper clip).
Assessment Evidence
· Teacher observation
· Student/teacher conferencing
· Student demonstrations during projects, labs, investigations and class work
· Drawings in student science journals (draw items you can smell, touch, see, hear, and taste)
· Draw things that move in our environment.
· Work with partners to use different senses such as the: hearing station, touch station
· Observe discussions: such as children using the Feely Box, shadow prints with objects.
· Listen to use of scientific language.
· Identifying sounds with a variety of recycled items such as plastic, bottles, and glass.
Learning Plan
· Essential questions (anticipatory)
· Review vocabulary
· Demonstrations and modeling
· Introduce and Assess Prior Knowledge
Learning Resources
· Project Approach learning and literature connection activity (such as: My Five Senses, The Listening Walk, Wheel Away, Taxi)
· Literacy Connection: Mouse Paint: making paint mixtures to form predictions and curiosity.
· Ice Cube Painting
· Sorting objects (cotton balls, sand paper, toothpicks, play dough)
· Kinder Korner theme opportunities : Head to Toe, Words and Roads Take Us Places, Water Wonders,
Unit 3
Life Science
Unit Plan 3Grade: K Subject Area: Science Anticipated time frame: All Year
Unit: 5.3. Life Science
Strand: A. Organization and Development, B. Matter and Energy Transformations, C. Interdependence, D. Heredity and Reproduction, E. Evolution and Diversity
Desired Outcomes
Standards addressed: 5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
A. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
B. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.
C. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction.
D. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Enduring Understandings:
Students will understand…
· All living things have characteristics in common.
· Traits and offspring are similar to their parents and other offspring.
· All living things interact with each other and the environment.
· An animal is a living system made up of parts that work together to supply its needs. / Essential Questions:
· Are there basic needs common to all living things? Are some needs more important to some organisms than others?
· How are life cycles among all living things the same or different?
· How do individual similarities and differences occur within species?
· How do behaviors impact the environment?