Course Description
Science at the elementary level will explore concepts
in three main areas: earth science, physical science,
and life science. The scientific method and measurement
concepts will be incorporated in all three areas, and
coordinated with laboratory activities. Unit Zero is
not to be taught as a separate unit. Unit Zero has
been added to the scope of the course in order to outline
major concepts that will be used in units throughout
the year. State standards are imbedded throughout the
course and guide its instructional objectives. While
each standard is expressed through specific instructional
objectives, instructors should seek opportunities to
apply standards throughout the course.
Adopted Materials
Title: Discover the Wonder
Publisher: Scott Forseman
Hands on Science Laboratory Kits
STC Changes
STC The Life Cycles of Butterflies
STC Balancing and Weighing
FOSS Air and Weather
Copyright
Resources
Appendix - Bibliography
Course Scope
| Unit 0 |
Unifying Concepts |
Ongoing |
| Unit 1 |
Physical Science: Matter |
8-12 Weeks |
| Unit 2 |
Earth Science: Weather |
4-6 Weeks |
| Unit 3 |
Life Science: Animals |
4-6 Weeks |
Unit 0 Unifying Concepts
Scientific Inquiry, Technology, Communication |
|
Unit 1 Physical Science
- Recognize, identify, and classify states
of matter (solids, liquids, gases)
- Position/ motion of objects
|
Unit 2 Earth Science
- Four seasons
- Characteristics of weather
- Evaporation & precipitation
- Properties of air
- Recycling
|
Unit 3 Life Science
- Animal Growth & Development
- Animal habitats
|
Assessment
Correlation acronyms key
|
Unit
0 |
Unifying Concepts, Scientific
Inquiry, Technology, and Communication |
Ongoing |
|
Instructional Objective
212.00 Know the Unifying Concepts and Skills
that direct science, activate technology and
provide historical and social perspectives. |
Standard Reference
2.S.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explore & use models to explain how theories
work |
Discover the Wonder by ScottForesman
STC Kits
FOSS Kits |
|
|
02 |
Measure in standard and/or metric units |
|
|
03 |
Understand the concepts of past, present, and
future |
|
|
04 |
Understand & utilize the scientific method |
|
|
05 |
Use scientific inquiry to develop critical thinking
skills |
|
|
06 |
Understand the relationship between science
and technology |
|
|
07 |
Use available technology to assist in solving
problems |
|
|
08 |
Understand the importance of working in teams
to solve scientific problems |
|
|
09 |
Identify the contributions of notable scientists |
|
|
Instructional Objective
212.01 Know that objects have combinations
of properties. |
Standard Reference
2.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a property of a form of matter. |
STC Kit "Changes" |
TMA |
|
Instructional Objective
212.02 Recognize and classify matter as a
solid, liquid, or gas. |
Standard Reference
2.S.2.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Classify and compare matter based on properties. |
STC Kit "Changes"
Trade Books |
TMA |
|
02 |
Give examples of a solid, a liquid, and a gas. |
TMA |
|
Instructional Objective
212.03 Recognize that matter can change states
(solid, liquid, gas). |
Standard Reference
2.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify changes that occur in matter. |
STC Kit "Changes" |
TMA |
|
02 |
Show how water can change states. |
TMA |
|
03 |
Create an experiment by dissolving a solid in
a liquid and then make observations. |
TMA |
|
04 |
Observe and describe how a liquid in a covered
and an uncovered dish differ in the evaporation
process. |
TMA |
|
Instructional Objective
212.04 Explore the position and motion of
objects. |
Standard Reference
2.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Locate the position of an object relative to
another object or the background. |
STC Kit "Balancing and Weighing"
Lessons 2-5
Trade Books
Multimedia Source |
TO |
|
02 |
Record changes in the position of an object
and describe the resulting motion. |
TO |
|
03 |
Explore and create a structure that balances. |
TMA |
|
04 |
Relate ways balance and weight are used in everyday
life. |
TMA |
|
05 |
Investigate a beam balance and the position
of the fulcrum. |
TMA |
|
06 |
Research people who have used balance and weight
in their occupation. |
TMA |
|
07 |
Investigate balance and motion through the use
of mobiles. |
TMA |
|
Instructional Objective
212.05 Identify the four seasons and their
characteristics. |
Standard Reference
2.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Draw an outdoor scene that depicts typical weather
for each season. |
Trade Books |
TMA |
|
Instructional Objective
212.06 Understand the characteristics of different
weather conditions. |
Standard Reference
2.S.4.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a fact pertaining to the characteristics
or the formation of clouds. |
FOSS Kit "Air and Weather |
TO |
|
02 |
Identify different types of clouds. |
TMA |
|
03 |
Know how warm air rises to form clouds. |
TMA |
|
04 |
Observe and describe patterns of weather and
temperature. |
TMA |
|
05 |
Chart the early morning weather conditions,
make a prediction for the day’s weather based
on charted conditions, and compare his or her
predictions to actual conditions at the end of
the day. |
TMA |
|
06 |
Become familiar with instruments that monitor
weather conditions. |
TMA |
|
Instructional Objective
212.07 Explore evaporation and precipitation. |
Standard Reference
2.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a specific stage of the water cycle. |
FOSS Kit "Air and Weather
STC Kit "Changes"
Lesson. 3 |
TO |
|
02 |
Conduct an investigation to demonstrate the
water cycle. |
TMA |
|
Instructional Objective
212.08 Know the properties of air and its
effect on weather. |
Standard Reference
District |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate that air is invisible and takes
up space. |
FOSS Kit "Air and Weather
ScottForesman Ch. 3 D54 |
TMA |
|
02 |
Investigate the movement of air. |
TMA |
|
03 |
Design and construct a project that uses air
to make it move. |
TMA |
|
Instructional Objective
212.09 Identify the characteristics of the
local environment. |
Standard Reference
2.S.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Analyze the importance of resources (i.e. rocks,
water, plants, soil). |
Trade Books
McGraw-Hill Health
ScottForesman
Ch. 3 B50-B54
Fish & Game, Idaho Power, BFI, Parks and Recreation, BLM |
TMA |
|
02 |
Know how changes in the environment affect living
things. |
TMA |
|
03 |
Identify social issues of the local environment
through guest speakers and social action activities. |
TO |
|
Instructional Objective
212.10 Understand the concept of recycling. |
Standard Reference
2.S.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain recycling and material conservation
methods. |
McGraw-Hill Health,
Lessons 35, 36 |
TMA |
|
02 |
Understand the relationship between recycling
and water, air, and land pollution. |
TMA |
|
03 |
Explore ways people can prevent pollution. |
TMA |
|
Instructional Objective
212.11 Understand the conservation of natural
resources. |
Standard Reference
2.S.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate ways people can conserve natural
resources through recycling efforts. |
McGraw-Hill Health,
Lesson 35
Trade Books
Multimedia Sources |
TMA |
|
02 |
Research ways conservation of natural resources
has changed over time. |
TMA |
|
Instructional Objective
212.12 Observe and explore the life cycles
of plants and animals and their basic needs. |
Standard Reference
2.S.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare living and nonliving things. |
MK Nature
Trade Books |
TMA |
|
02 |
Analyze the similarities and differences of
living things (use a Venn diagram). |
TMA |
|
03 |
Name a part of a living thing and determine
its use or benefit. |
TMA |
|
04 |
Describe changes in an organism’s life cycle. |
TMA |
|
05 |
Know four stages of an insect’s life cycle. |
TMA |
|
06 |
Compare and contrast the life cycles of at least
two living things. |
TMA |
|
Instructional Objective
212.13 Recognize that animals live in different
habitats for which they are suited. |
Standard Reference
2.S.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Relate an animal to its environment (i.e. ocean,
desert, forest). |
ScottForesman
Ch. 2 A24 & A26
Trade Books
Ch. 1 A1 |
TMA |
|
02 |
Contrast plants and animals that live in different
kinds of environments (i.e. hot, cold, wet, dry,
sunny, dark). |
TMA |
|
03 |
Describe a model energy system (i.e. terrarium,
aquarium). |
TMA |
|
04 |
Know the five elements that all habitats provide:
air, water, food, shelter, and space. |
TMA |
|
05 |
Show how color and shape protect an animal in
its habitat. |
TMA |
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This Bibliography provides a sampling of books
and other resources that complement the various science
units. The selections were made from the resource
portions of each kit as well as the National Science
Teachers Association (http://www.nsta.org).
Please visit these areas for more ideas.
Changes
Blume, Judy. Freckle Juice. New York: Four
Winds Press, 1985.
Andrew wants freckles so badly that he buys Sharon's
freckle recipe for 50 cents.
Galdone, Paul. The Little Red Hen. New York: Seabury Press, 1973.
The little red hen finds none of her lazy friends
willing to help her plant, harvest, or grind wheat into flour. But all are eager
to eat the cake she makes from it.
Sharmat, Marjorie Weinman. Nate the Great. New York: Coward McCann Geoghegan,
1972.
Nate the Great solves the mystery of the missing
picture.
Balancing and Weighing
Fitzpatrick, Julie. Balancing. Illustrated
by Diana Bowles. Englewood Cliffs, NJ: Silver Burdett
Press, 1988.
This book contains activities that are designed
to encourage students to explore balance. It contains illustrations and clear
directions for making balance toys and mobiles and creating balances with fulcrums.
The text defines terms such as balance, lever, fulcrum, balance point, and mass
in simple words.
Jennings, Terry. Balancing. Illustrated by David Anstey. New York: Gloucester
Press, 1989.
This book contains illustrations that show children
involved in balancing activities: playing on seesaws, walking on beams, and riding
tricycles and bicycles. It also provides simple directions for making balance
toys and mobiles.
McCully, Emily Arnold. Mirette on the High Wire. New York: The Putnam
Publishing Group, 1992.
Emily McCully's watercolor illustrations enhance
her story about a little girl's friendship with a tightrope walker who has become
afraid of walking the high wire. Mirette learns to walk the rope and, in the
process, helps "The Great Bellini" rebuild his courage. This book complements
the reading selection in Lesson 3 of Balancing and Weighing unit.
The Life Cycle of Butterflies
Kent, Jack. The Caterpillar and the Polliwog. Englewood
Cliffs, New Jersey: Prentice-Hall, 1982.
Impressed by the caterpillar's boast that she will
turn into a butterfly, a polliwog is determined to watch the caterpillar very
carefully and turn into a butterfly, too.
Ryder, Joanne. Where Butterflies Grow. New York: E.P. Dutton, 1989.
An imaginative tale of metamorphosis and how it
must feel to experience it. Excellent illustrations. Provides hints about how
to attract butterflies to your garden.
Viorst, Judith. The Tenth Good Thing About Barney. New York: Atheneum,
1971.
A sensitive story about Barney and how everyone
acted and felt when he died. Portrays death as a natural part of life.
Air and Weather
Hiscock, Bruce. The Big Rivers: The Missouri, the
Mississippi, and the Ohio. Atheneum. ISBN 0-689-80871-2
This book describes how the Missouri, Mississippi,
and Ohio Rivers produced the Midwest floods of 1993. Watercolor illustrations
set the mood for the simple text in picture book format. This is an excellent
book on weather phenomena for young children.
Simon, Seymour. Tornadoes. Morrow/HarperCollins. ISBN 0-688-14647-3
Extensive information on tornadoes is provided
for readers. More specifically there are explanations of how tornadoes develop,
where they occur, how they are tracked, and the dangers associated with them.
Through the use of well-illustrated diagrams and real-life photographs, the reader
can explore this weather phenomenon.
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