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 Chemical Tests
STC Plant Growth and Development
FOSS Measurement Kit (in each school)
Copyright
Resources
Appendix - Bibliography
Course Scope
| Unit 0 |
Unifying Concepts |
Ongoing |
| Unit 1 |
Physical Science: Matter |
3 weeks |
| Unit 2 |
Physical Science: Simple Machines |
1 week |
| Unit 3 |
Life Science: Plants |
3 weeks |
| Unit 4 |
Earth Science: Solar System |
2 weeks |
| Unit 5 |
Earth Science: Recycling & Conservation |
1 week |
Unit 0 Unifying Concepts
Scientific Inquiry, Technology, Communication |
|
Unit 1, 2 Physical Science
- Structure of Matter
- Interaction of Matter
- Simple Machines
|
Unit 3 Life Science
- Plant Growth & Development
- Basic Needs of Plants
|
Unit 4, 5 Earth Science
- Scientific Theories of Origin
- Earth/Moon System
- Gravity
- Resource Conservation
|
Assessment
Correlation acronyms key
|
Unit
0 |
Unifying Concepts,
Scientific Inquiry, Technology, and Communication |
Ongoing |
|
Instructional Objective
312.00 Know the Unifying Concepts and Skills
that direct science, activate technology and
provide historical and social perspectives |
Standard Reference
3.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 |
TMA |
|
02 |
Understand the concepts of past, present, and
future |
|
03 |
Explain that a system consists of an organized
group of related objects that form a whole |
|
04 |
Select and use appropriate units and tools to
make measurements with the metric system and
U.S. Customary system. |
|
05 |
Explain the difference between observations
and inferences |
|
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 |
|
10 |
Use scientific inquiry to develop critical thinking
skills by:
● Writing and analyzing questions that can be answered by conducting scientific
experiments.
● Reading and following technical instructions.
● Stating a hypothesis based on observations.
● Conducting scientific investigations using a control and a variable.
● Selecting and using appropriate tools and techniques to gather and display
data.
● Comparing alternative explanations and predictions.
● Communicating scientific procedures & explanations. |
|
Instructional Objective
312.01Understand the structure and function
of matter and molecules and their interactions. |
Standard Reference
3.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Use instruments to measure properties. |
STC Kit
"Chemical Tests"
Discover Science |
TMA |
|
02 |
Identify the physical properties of solids,
liquids, and gases. |
TMA |
|
03 |
Explore how common household chemicals have
different physical and chemical properties. |
TMA |
|
04 |
Experience how chemicals undergo changes in
form, color, or texture when they are mixed together,
separated, or heated. |
TMA |
|
05 |
Explain that heating and cooling can cause changes
of state in common materials. |
|
|
06 |
Determine how some chemicals can be identified
by their interaction with various liquids. |
TMA |
|
07 |
Demonstrate how types of mixtures, such as solutions
or suspensions, are created when solids are combined
with water. |
TMA |
|
08 |
Classify chemicals as acids, bases, or neutrals. |
TMA |
|
Instructional Objective
312.02 Understand concepts of motion and forces. |
Standard Reference
( District Standards) |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate the effect of pull/push on the motion
and direction of objects. |
YMCA, Micron, Discovery Center, AIMS
Lego Simple Machines:
9610 Gears
9612 Levers
9614 Pulleys
9616 Wheels and Axles |
TMA |
|
02 |
Explore and investigate the six simple machines. |
TMA |
|
03 |
Demonstrate that the six simple machines can
decrease the amount of force necessary to complete
a task. |
TMA |
|
04 |
Investigate and list examples of simple machines
at home or school. |
TMA |
|
05 |
Compare the use of simple machines –past vs.
present |
TMA |
|
Instructional Objective
312.03 Observe and explore the life cycle
of plants and their basic needs. |
Standard Reference
District |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Follow a life cycle that begins with growth
from a seed and proceeds through the production
of seeds by planting a flower from seed and harvesting
the new seeds. |
STC Kit "Plant Growth and Development"
Discover the Wonder Module B |
TMA |
|
02 |
Recognize that to live and grow, plants need
light, water, and nutrients from the different
soils by using the scientific method. |
TMA |
|
03 |
Compare seeds planted with and without the various
needed components. |
TMA |
|
04 |
Describe how and why flowering plants must be
pollinated in order to produce seeds. |
TMA |
|
Instructional Objective
312.04 Understand scientific theories of origin
and subsequent changes in the universe and
earth systems. |
Standard Reference
3.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare and contrast the basic components of
our solar system (planets, sun, moon, asteroids,
comets, meteors). |
4th grade text Discover the Wonder
Module A
2nd grade text
Discover the Wonder
Module D |
TMA |
|
02 |
Describe the position of the sun. |
TMA |
|
03 |
Recognize and understand the importance of the
sun to our earth. |
TMA |
|
04 |
Describe the moon. |
TMA |
|
05 |
Introduce the moon’s relationship to the earth. |
TMA |
|
06 |
Describe patterns of stars. |
TMA |
|
07 |
Describe and compare the planets. |
TMA |
|
Instructional Objective
312.05 Explain the reasons for length of a
day, the seasons, and year on Earth. |
Standard Reference
3.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explore the length of a day, the seasons, the
year, phases of the moon, and eclipses. |
4th grade text Discover the Wonder
Module A
STC Measuring Time Lessons 1-6 |
TMA |
|
02 |
Experiment to identify facts related to rotation
and/or revolution of Earth and/or the moon. |
TMA |
|
03 |
Identify positional relationships between the
earth, sun, and moon. |
TMA |
|
Instructional Objective
312.06 Explore the effect of gravity on the
solar system, including the Earth, moon, and
tides. |
Standard Reference
3.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the effect of gravity on orbits and
objects. |
4th grade text Discover the Wonder
Module C
Module A |
TMA |
|
02 |
Explain the effect of moon’s gravity on Earth’s
tides. |
TMA |
|
Instructional Objective
312.07 Understand common environmental quality
issues, both natural and human induced. |
Standard Reference
3.S.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the concept of recycling. |
Discover the Wonder
Module F |
TMA |
|
02 |
Identify local environmental issues. |
TMA |
|
03 |
Discuss the causes of pollution. |
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.
Chemical Tests
Cobb, Vicki. Gobs of Goo. New York: Gloucester
Press, 1986.
Discusses the states of matter, elements and compounds,
and how chemicals can be mixed together to make the substances we use every day.
Wyler, Rose. Science Fun with Homemade Chemistry. Old Tappan. NJ: Julian
Messner, 1987.
A good source of chemistry activities students
can do at home with everyday chemicals.
Zubrowski, Bernie. Messing Around with Baking Chemistry. Boston: Little,
Brown and Co., 1981.
This museum activity book enables students to explore
what happens when batter and dough turn into cake and bread. It emphasizes the
properties of baking powder, baking soda, and yeast.
Related Trade Books
DePaola, Tomie. Strega Nona's Magic Lessons. New
York: Harcourt Brace Jovanovich, 1982.
Bambolona is tired of working for her father, the
baker, and sets off to learn magic from Strega Nona. Teachers can relate this
story to chemical and physical changes.
Grey, Vivian. The Chemist Who Lost His Head. New York: Coward-McCann,
Inc., 1982.
Recounts the life of the French chemist Antoine
Lavoisier, whose work helped transform many of the undocumented scientific beliefs
of the Middle Ages into an exact science.
Van Allsburg, Chris. Two Bad Ants. Boston: Houghton Mifflin Co., 1988.
Two bad ants desert their colony in search of marvelous
crystals.
Plants
Micucci, Charles. The Life and Times of the Honeyee. 1996
Posada, Mia. Dandelions: Stars in the Grass. Carolrhoda
Books/Lerner ISBN 1-57505-383-7
The life cycle of a dandelion is explored in rhyme.
Colorful illustrations and creative placement of text with pictures make this
book inviting to the reader. Facts about Dandelions, Recipe for Dandelion Salad,
Dandelion Science.
Pfeffer, Wendy. A Log's Life. 1997
Through stunning cut-paper collages and lyrical,
descriptive text, young readers are introduced to the life cycle of a tree. Children
will be fascinated as they learn about the many animals that depend upon the
tree for food and shelter, as well as assist in the decay process.
Rockwell, Anne. One Bean. 1997
Maass, Robert. Garden. 1998
Levenson, George. Pumpkin Circle: The Story of
a Garden. 1998
Scientific Inquiry
Skurzynski, Gloria. Waves: The Electromagnetic
Univers (Understanding Scientific Principal). 1998
Cole, Henry. I Took a Walk. 1998
Pollution - Recycling and Conservation
Glaser, Linda. Compost! Growing Gardens from Your
Garbage. 1997
Shetterly, Susan. Shelterwood. Tilbury House
ISBN 0-88448-210-3
Beautifully illustrated in oils, this story takes
the reader on a summer journey through the woods to learn how environmentally
conscious foresters protect the inhabitants by selectively cutting trees, leaving
shelter for animals and protecting young trees. The characters also share their
appreciation of plants and animals by identifying those that dwell in the woods.
The Womp World
Space
Glaser, Linda. Our Big Home: An Earth Poem. 2001
Eye Witness Books
Magic School Bus - Space and Stars
The Green Book
Isaac Asnoph - Space
Measurement
Adler, David. How Tall, How Short, How Faraway. Holiday
House. ISBN 0-8234-1357-6
In this wonderful hands-on concept book, easy technological
measuring tools are superbly introduced and explained. Practical explorations
are provided for young students to achieve a deeper understanding of measurements
and measuring. The informative text and colorful illustrations clearly explain
the difference between customary and metric systems.
Nagda, Ann and Cindy Bickel. Tiger Math: Learning to Graph from a Baby Tiger. Henry
Holt ISBN 0-8050-6248-3
The authors cleverly describe the growth of T.J.,
an orphaned Siberian tiger cub, through the use of engaging text and various
types of graphs. This book is a unique approach to integrating science and mathematics
through a topic that is totally irresistible to the reader, a baby tiger cub's
life.
Simple Machine
Dahl, Roald. Fantastic Mr. Fox.
Chitty Chitty Bang Bang
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