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 Land and Water
STC Electric Circuits
Copyright
Resources
Appendix - Bibliography
Course Scope
| Unit 0 |
Unifying Concepts |
Ongoing |
| Unit 1 |
Earth Science: Idaho Life Zones (Ecosystems) |
4 weeks |
| Unit 2 |
Life Science: Land and Water |
4 weeks |
| Unit 3 |
Physical Science: Electricity |
4 weeks |
Unit 0 Unifying Concepts
Scientific Inquiry, Technology, Communication |
|
Unit 1 Life Science
- Diversity of Plants and Animals in Idaho
- Adaptations of Plants and Animals in Idaho
|
Unit 2 Earth Science
- Water Cycle
- Erosion
- Deposition
|
Unit 3 Physical Science
- Safety Rules
- Static Electricity
- Electric Circuits
- Magnetism
|
Assessment
Correlation acronyms key
|
Unit
0 |
Unifying Concepts,
Scientific Inquiry, Technology, and Communication |
Ongoing |
|
Instructional Objective
412.00 Know the Unifying Concepts and Skills
that direct science, activate technology and
provide historical and social perspectives |
Standard Reference
4.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. |
|
Back to Top |
|
Unit
1 |
Idaho Life Zones (Ecosystems) |
4 weeks |
|
Instructional Objective
412.01 Investigate the diversity of plants
and animals in Idaho. |
Standard Reference
4.S.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the four major Idaho life zones |
Idaho Fish and Game
Project Wet
Project Wild
Project Learning Tree Forest Service
BLM |
TMA |
|
02 |
Identify three indigenous plants from each life
zone. |
TMA |
|
03 |
Define the difference between vertebrate and
invertebrate animals. |
TMA |
|
04 |
Identify and classify indigenous animals of
Idaho into mammals, reptiles, birds, fish amphibians,
and decomposers. |
TMA |
|
05 |
Explore the process or role of decay in an environment
(i.e. worms, maggots, termites). |
TMA |
|
06 |
Research and collect data on an indigenous animal
of Idaho, include habitat, diet, and physical
characteristics. |
Report |
|
07 |
Present research information to audience. |
TMA |
|
08 |
Define the sun as an energy source. |
TMA |
|
09 |
Develop a model of a food chain of this animal
and show its dependency on the sun’s energy. |
Report |
|
10 |
Explain the role of decomposer. |
TMA |
|
11 |
Describe how an animal both cooperates and competes
in its ecosystem. |
TMA |
|
Instructional Objective
412.02 Investigate diversity of plants and
animals and how they adapt in order to survive
in their environment. |
Standard Reference
4.S.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate environmental issues in Idaho – past,
present, future. |
Idaho Fish & Game
Project Wet
Project Wild
Project Learning Tree
Forest Service
BLM |
TMA |
|
02 |
Support a position on one of the environmental
issues. |
Persuasive Writing Essay |
|
03 |
Correlate previous research on Idaho animal
to an environmental issue. |
Discussion |
|
04 |
Discuss how plants and animals adapt as their
environment changes. |
Discussion |
|
05 |
Present finding to classmates |
TO |
|
06 |
Explain the environmental changes that affected
the extinction or endangerment of Idaho animals
(i.e. Hagerman Horse, Wooly Mammoth, Saber Tooth
Cat). |
TMA |
|
Instructional Objective
412.04Investigate the changes in the earth
and how water has an important role in shaping
the land.
|
Standard Reference
4.S.1, 4.S.2 |
|
No. |
Performance Objective |
Scott Foresman Text STC Kit "Land
and Water" |
Assessment Correlation |
|
01 |
Develop a model of the water cycle |
TMA |
|
02 |
Describe how water changes in the water cycle
between a solid, liquid, and gas to form a continuous
cycle. |
TMA |
|
03 |
Draw and label the water cycle |
TMA |
|
04 |
Investigate how deposition and erosion change
the earth’s surface in rivers by measuring stream
length and width and measuring runoff. |
TMA |
|
05 |
Diagram a river system showing the head, valley,
canyon, tributaries, stream channel, delta, flood
plain and mouth |
TMA |
|
06 |
Define erosion and weathering and give specific
examples. |
TMA |
|
07 |
Recognize that rocks, hills, plants, and dams
may change the direction and flow of water. |
|
|
Instructional Objective
412.07 Introduce important safety rules about
using electricity. |
Standard Reference
4.S.1
|
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Brainstorm safety rules that apply to the use
of electricity. |
ScottForesman Gr. 5 Module E
STC Kit "Electric Circuits"
TOPS "Batteries and Bulbs"
AIMS, GEMS |
TMA |
|
02 |
Using small groups, create and display posters
reviewing the safety rules. |
TMA |
|
03 |
Discuss ways that electricity is used safely
in the home and throughout the community to make
their lives easier and better. |
TMA |
|
Instructional Objective
412.08 Explore different forms of energy such
as electricity. |
Standard Reference
4.S.1, 4.S.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the parts of an atom (proton +, electron
-). Explain how electric charges affect the behavior
of protons and electrons. Discuss how this does
not change with time. |
ScottForesman Gr. 5 Module E
STC Kit "Electric Circuits"
TOPS "Batteries and Bulbs"
AIMS
GEMS |
TMA |
|
02 |
Define static electricity and give an example. |
TMA |
|
03 |
Using an object that will attract and repel
negative charges, observe the reaction and then
infer that the electrons are removed from one
object to another. |
TMA, TO |
|
04 |
Construct a complete circuit using batteries,
bulbs, and wires. Predict successful configurations
of the battery, bulb and wire. |
TMA, TO |
|
05 |
Classify and test insulators and conductors
by conducting scientific tests. |
TMA, TO |
|
06 |
Compare parallel and series circuits and identify
questions that can be answered by conducting
tests. Draw an example of each. |
TMA, TO |
|
07 |
Construct a switch, which will be used to complete
or interrupt a circuit. |
TMA, TO |
|
08 |
Use a type of circuit and a switch to create
or demonstrate a working model such as a flashlight
or circuit board. |
TMA, TO, |
|
09 |
Diagram and label the parts of a light bulb. |
TMA, TO |
|
10 |
Explore the difference in energy using different
numbers of batteries and bulbs making observations
and inferences about outcomes. |
TMA, TO |
|
11 |
Understand major contributions of various scientists
and researchers in the field of electricity. |
TMA, TO |
|
Instructional Objective
412.09 Explore magnetism and its relationship
to electricity. |
Standard Reference
4.S.1, 4.S.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Differentiate between attraction and repulsion. |
ScottForesman Gr. 5 Module E
STC Kit "Electric Circuits"
TOPS "Batteries and Bulbs"
AIMS
GEMS
Encarta |
TMA, TO |
|
02 |
Use a simple compass to detect magnetic effects,
including Earth’s magnetic field or build a simple
electromagnet to understand the production of
magnetic fields by electric currents. |
TMA, TO |
|
03 |
Create or show examples of electromagnetism
that perform a specific function. |
TMA, TO |
|
04 |
List ways electromagnets are used, and recognize
that people have invented tools for everyday
life and for scientific investigations. |
TMA |
|
05 |
Understand the impact of scientific electronic
inventions and/or discoveries of everyday life
and the world. |
TMA |
Back to Top
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.
Land and Water
Resources for teachers: Pamphlets, Leaflets, and Fact
Sheets
The following pamphlets are available free of charge
from the U.S. Geological Survey, 134 National Center,
Reston, VA 22092.
Glaciers: A Water Resource
The Hydrologic Cycle
Rain: A Water Resource
Save Water . . . Save Money
Water of the World
What is Water?
Why Is the Ocean Salty?
The following information is available free of charge
from the Geological Inquiries Group, U.S. Geological
Survey, 907 National Center, Reston, VA 22091. (Request
packets on school letterhead. Indicate the grade level
and subject taught.)
Selected Packet of Geologic Teaching Aids: A variety
of leaflets on selected earth science topics, such
as rock collecting, erosion, interior of the earth,
and landforms. Also includes a list of references on
the geology of your state.
The following fact sheets are available free of charge
from the U.S. Geological Survey, 135 National Center,
Reston, VA 22092
Drought
Floods and Flood Plains
What Is Acid Rain?
What is Ground Water?
Cole, Joanna. The Magic School Bus at the Waterworks. New
York: Scholastic, 1986, also available in video.
When Ms. Frizzle, the strangest teacher in school,
takes her class on a field trip to the waterworks, everyone ends up experiencing
the water purification system from the inside.
Cole, Joanna. The Magic School Bus: Inside the Earth. New York: Scholastic,
1987, also available in video.
On a special field trip in the magic school bus,
Ms. Frizzle's class learns about different kinds of rocks and the formation of
the earth.
Ganaeri, Anita. Rivers, Ponds and Lakes. New York: Dillon Press, 1991.
Describes how modern life is affecting ponds, rivers,
and lakes and discusses possible ways of saving endangered species in these surface
waters.
Ganes, Roma. Water for Dinosaurs and You. Toronot: Fitzhenry and Whiteside,
1972.
Discusses how water on the earth millions of years
ago is still here today. Includes a simple description of water cycle and discusses
the effects of pollution on earth's water supply.
Food Chemistry
Asimov, Isaac. How Did We Find Out About Vitamins? New
York: Walker and Company, 1974.
An historical account of the discovery of vitamins.
Introduces the different scientists who played an important role in the discovery
of these vitamins.
Cobb, Vicki. Gobs of Goo. New York: J.B. Lippincott, 1983.
Describes various types of sticky substances and
shows how they are used in everyday life. The topics in the book correlate strongly
with the lessons in Food Chemistry.
Roberts, Willo Davis. Sugar Isn't Everything. New York: Macmillan, 1988.
A short novel about a girl with diabetes and how
she copes with her disease.
Showers, Paul. What Happens to a Hamburger? New York: Harper and Row,
1985.
A brief account of digestion and why it is important
to eat a variety of foods.
Ward, Brian R. Diet and Nutrition. New York: Franklin Watts, 1987.
Covers nutrition and its role in health. Provides
an excellent introduction to each nutrient and why nutrients are important. Also
discusses different ways to organize foods.
Structures of Life
Pope, Joyce. Plants and Flowers. Mahwah: Troll
Associates, 1994.
Clear illustrations and text describe seeds, insects,
and flowers. Interesting chapters cover plants without flowers and flesh-eating
plants. Others in series include Night Creatures, Animal Journeys, and Trees
and Leaves.
Ruiz, Andres. Metamorphosis. New York: Sterling Publishing, 1995.
Entertaining text and artwork present the life
cycles of dragonflies, frogs, butterflies, and other insects. Also recommended
in the series is The Fight for Survival.
Electrical
Cosner, Shaaron. The Light Bulb. New York:
Walker and Company, 1984.
This is a serious book for young readers who are
interested in the story of Edison's invention of the light bulb. It provides
enough of the details of his struggles and the gritty work involved to give the
budding young inventor a realistic view of the tasks that are ahead.
Davidson, Margaret. The Story of Benjamin Franklin, Amazing American. New
York: Bantam Doubleday Dell, 1988.
This is an excellent, lively biography. It captures
Franklin's curiosity and inventiveness while maintaining the very human dimensions
of the man. This book is worth reading both for the science and for the history.
Quackenbush, Robert. Quick, Annie, Give Me a Catchy Line, A Story of Samuel
F.B. Morse. New York: Prentice-Hall, Inc., 1983.
This is a whimsical account of Samuel Morse's life
and his invention of the telegraph. It captures some interesting parts of an
unusual history.
Back to Top
|
|
|
|
|
Science curriculum e-mail contact:
|
|
