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 Microworlds
STC Motion and Design
STC Rocks and Minerals
Copyright
Resources
Appendix - Bibliography
Course Scope
| Unit 0 |
Unifying Concepts |
Ongoing |
| Unit 1 |
Physical Science: Force and Motion |
6-8 weeks |
| Unit 2 |
Life Science: Cells |
6-8 weeks |
| Unit 3 |
Earth Science: Geology |
6-8 weeks |
Unit 0 Unifying Concepts
Scientific Inquiry, Technology, Communication |
|
Unit 1 Physical Science
- Effects of Push/Pull
- Potential and Kinetic Energy
- Effects of Gravity & Friction on objects
|
Unit 2 Life Science
- Structural Levels of an Organism
- Plant & Animal Cells
- Photosynthesis
|
Unit 3 Earth Science
- Fossils
- Rock Cycle
- Earth's Layers
|
Assessment
Correlation acronyms key
|
Unit
0 |
Unifying Concepts,
Scientific Inquiry, Technology, and Communication |
Ongoing |
|
Instructional Objective
512.00 Know the Unifying Concepts and Skills
that direct science, activate technology and
provide historical and social perspectives |
Standard Reference
5.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 |
Analyze changes that occur in and among systems. |
|
05 |
Compare and contrast different systems. |
|
06 |
Explain how the shape or form of an object or
system is frequently related to its use or function. |
|
07 |
Select and use appropriate units and tools to
make measurements with the metric system and
U.S. Customary system. |
|
08 |
Explain the difference between observations
and inferences |
|
09 |
Use observations and data as evidence on which
to base scientific explanations and predictions. |
|
10 |
Understand the relationship between science
and technology. |
|
11 |
Use available technology to assist in solving
problems |
|
12 |
Understand the importance of working in teams
to solve scientific problems. |
|
13 |
Identify the contributions of notable scientists. |
|
14 |
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
512.01 Investigate the effect of pull/push
forces on the motion and direction of objects. |
Standard Reference
5.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Observe the effects of push/pull forces on the
motion and direction of objects. |
STC Kit "Motion and Design"
5th Discover the Wonder
Module B
Lesson 1 |
TMA |
|
02 |
Conduct experiments that would compare the effect
of push/pull on an object using controls and
variables. |
TMA |
|
03 |
Collect, record, and interpret data. |
TMA |
|
Instructional Objective
512.02 Compare and contrast potential and
kinetic energy. |
Standard Reference
5.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define potential and kinetic energy. |
STC Kit "Motion and Design"
5th Discover the Wonder
Module D Lesson 1
Windows on Science |
TMA |
|
02 |
Describe examples of potential and kinetic energy. |
TMA |
|
03 |
Compare and contrast potential and kinetic energy. |
TMA |
|
Instructional Objective
512.03 Describe the effect of different forces
(gravity and friction) on the movement, speed,
and direction of an object. |
Standard Reference
5.S.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Observe through teacher demonstrations the effects
of a force on the movement, speed, and direction
of an object. |
5th Discover the Wonder
Module C
Ch. 1, Ch. 2, & Ch. 3
STC Kit "Design and Motion"
Discover Science Discrepant Events: Motion |
TMA |
|
02 |
Explain that the force of Earth’s gravity pulls
objects toward Earth. |
TMA |
|
03 |
Design and conduct experiments that demonstrate
the effects of friction on the movement, speed,
and direction of an object. |
TMA |
|
04 |
Calculate the average speed of a moving object. |
TMA |
|
05 |
Collect and graph data; measure using standard
and metric systems with an emphasis on metrics. |
TMA |
|
06 |
Investigate theories of motion. |
TMA |
|
07 |
Trace Newton’s contributions to the development
of the Laws of Motion. |
TMA |
|
08 |
Learn Newton’s Laws of Motion. |
TMA |
|
09 |
Demonstrate Newton’s Laws of Motion. |
TMA |
|
10 |
Recognize that some concepts in science do not
change with time. |
TMA |
|
Instructional Objective
512.04 Explore the different structural levels
of which an organism is comprised: cells, tissues,
organs, organ systems, and organism. |
Standard Reference
5.S.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Observe cells through microscopes. |
5th Discover the Wonder
Module A
Ch. 1 & Ch. 3
Health Text Ch. 2
Windows on Science |
TMA |
|
02 |
Define terms: cell, tissue, organ, organ system,
organism. |
TMA |
|
03 |
Relate structure of organism to other working
systems (school, community, city, and solar system). |
TMA |
|
04 |
Know that a system is an organized group of
related objects that form a whole (i.e. describe
function of each body system) |
TMA |
|
Instructional Objective
512.05 Recognize the structural differences
between plant and animal cells. |
Standard Reference
5.S.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Trace Leeuwenhoek’s contributions to the development
of the microscope. |
5th Discover the Wonder
Module A
Ch. 1 & Ch. 3
STC Kit "Microworlds"
Discovery Deck |
TMA |
|
02 |
Practice the proper use of a microscope. |
TMA |
|
03 |
Sketch and label different parts of an animal
cell. |
TMA |
|
04 |
Sketch and label different parts of a plant
cell. |
TMA |
|
05 |
Compare and contrast the parts of plant and
animal cells. |
TMA |
|
06 |
Observe a variety of cells and organisms using
a microscope. |
TMA |
|
Instructional Objective
512.06 Know that the energy for life is primarily
derived from the sun through photosynthesis. |
Standard Reference
5.S.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review parts of a plant cell. Emphasize chloroplasts. |
5th Discover the Wonder
Module D
Ch. 3 |
TMA |
|
02 |
Communicate how plants convert energy from the
sun through photosynthesis. |
TMA |
|
03 |
Diagram, create a model, or explain the process
of photosynthesis. |
TMA |
|
04 |
Compare and contrast the structural differences
between plant and animal cells. |
TMA |
|
Instructional Objective
512.07 Investigate the interactions between
the solid earth, oceans, atmosphere, and organisms. |
Standard Reference
5.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Develop an understanding of plate tectonics
and its effect on the earth’s crust including
continental drift. |
4th Discover the Wonder
Module C
Ch. 1 & Ch. 3
Window on Science |
TMA |
|
02 |
Identify volcanic effects on the earth’s environment. |
TMA |
|
03 |
Identify the effects of earthquakes on the earth’s
environment. |
TMA |
|
04 |
Identify the effects of weathering and erosion
on the Earth’s surface. |
TMA |
|
05 |
Describe the processes of mountain formations. |
TMA |
|
06 |
Research historic eruption/earthquakes and determine
their effects on the environment. |
TMA |
|
Instructional Objective
512.08 Know that fossils are evidence of past
life forms. |
Standard Reference
5.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe how scientists learn about the past. |
6th Discover the Wonder
Module C
Chts. 1 & 2
Windows on Science |
TMA |
|
02 |
Understand how living matter is replaced by
minerals in fossil formation. |
TMA |
|
03 |
Demonstrate knowledge of fossil formation. |
TMA |
|
04 |
Understand the relationships of past, present,
and future. |
TMA |
|
05 |
Know observations and data as evidence on which
to base scientific explanations and predictions. |
TMA |
|
06 |
Analyze changes that occur in and among systems. |
TMA |
|
07 |
Develop skills to create scientific explanations
based on scientific knowledge, logic, and analysis. |
TMA |
|
Instructional Objective
512.09 Know the rock cycle and identify the
three classifications of rocks. |
Standard Reference
5.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain and diagram the rock cycle. |
STC Kit "Rocks and Minerals"
Windows on Science |
TMA |
|
02 |
Compare and contrast the three classifications
of rocks. |
TMA |
|
03 |
Identify and classify rocks according to their
properties. |
TMA |
|
Instructional Objective
512.10Know the layers and composition of the
earth. |
Standard Reference
5.S.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the layers of the earth. |
4th Discover the Wonder
Module C
Ch. 1
Windows on Science |
TMA |
|
02 |
Demonstrate understanding of earth layers. |
TMA |
|
03 |
Use models to explain or demonstrate a concept. |
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.
Motion and Design
Challoner, Jack. Energy. Eyewitness Science Series. New
York: Dorling Kindersley, 1993.
This book explores where we can find energy and how
we can make the most of it. "Is it possible to
build a perpetual motion machine?" and "How
is energy used in transportation?" are two of
the many questions answered. Experiments and demonstrations
are included.
Cobb, Vicki. Why Doesn't the Earth Fall Up? And
Other Not Such Dumb Questions About Motion. New
York: Dutton Children's Books, 1989.
This book answers nine questions about motion, explaining
Newton's laws of motion, gravity, centrifugal force,
and other principles of movement.
White, Jack R. The Hidden World of Forces. New
York: Dodd, Mead, 1987.
This book discusses some of the forces at work in the
universe, such as friction, gravitation, electromagnetism,
and surface tension. Illustrative experiments are included.
Technology, Engineering, and Design
Bortz, Fred. Catastrophe! Great Engineering Failure
- and Success. Scientific American Mysteries
of Science Series. Illustrated by Gary Tong. New
York: Scientific American Books for Young Readers,
1995.
This book discusses engineering failures and shows
how engineers try to find and eliminate anything that
can lad to failure in their designs.
Butterfield, Moira. Record Breakers and Other Speed
Machines. Look Inside Cross-Sections Series. Illustrated
by Chris Grigg and Keith Harmer. New York: Dorling
Kindersley, 1995.
This book contains colorful cross-sectional drawings
that show the interior and exterior of 12 speed machines
of different eras and kinds - ranging from the tea
clipper ships to dragsters, powerboats and Indy cars.
Brief text and simple, technical facts about each vessel
introduce young readers to the technology of these
vehicles.
Gunning, Thomas G. Dream Cars. Minneapolis,
MN: Dillon Press, 1990.
The author describes a variety of present-day experimental
cars and tells how teams of designers and engineers
can forecast the shape of future automobiles. The book
also discusses vintage cars and how they influence
future designs. Color photographs illustrate some of
these unusual vehicles.
Morgan, Sally and Adrian Morgan. Technology in Action:
Movement. Designs in Science Series. New York:
Facts on Filek, 1994.
This book is part of a series designed to develop young
readers' knowledge and understanding of the basic principles
of movement, structures, energy, light, sound, materials,
and water using an integrated science approach. A central
theme of the series is the close link between design
in the natural world and design in modern technology.
Van Meter, Vicki, with Dan Guman. Taking Flight:
My Story. New York: Viking, 1995.
Vicki Van Meter tells how she piloted a plane across
the continent at age 12 and across the Atlantic Ocean
when she was 14. Her book tells of the obstacles she
had to overcome to realize her dreams and integrates
related fields such as mathematics, science, geography,
and meteorology.
Inventors and Inventions
Gates, Phil. Nature Got There First: Inventions
Inspired by Nature. New York: KingFisher, 1995.
Illustrated with photographs and prints - contrasts
inventions from eight categories of technology - including
building materials, building designs, and the shape
of tools - with nature's designs.
Jones, Charlotte Foltz. Mistakes That Worked. New
York: Doubleday, 1991.
This book tells the stories behind 40 things or processes
that were invented or named by accident, including
the vulcanization of rubber and the Frisbee disk.
Karnes, Frances A., and Suzanne M. Bean. Girls and
Young Women Inventing: Twenty True Stories about Inventors
Plus How You Can Be One Yourself. Minneapolis:
Free Spirit, 1995.
Part one of this book presents the stories of 20 girls
and young women and their inventions. Part two describes
the steps in the going from an idea to a working invention.
Part three includes additional information to encourage
readers as they begin the inventing process.
Platt, Richard. Smithsonian Visual Timeline of Inventions. New
York: Dorling Kindersley, 1994.
This unique timeline features more than 400 inventions
that have changed the world. The book shows, for example,
what was happening in the world when the bicycle was
invented and how the steam engine influenced industry
and transportation during the nineteenth century.
Rocks and Minerals
Asimov, Isaac. How Did We Find Out about Coal? New
York: Walker and Company, 1980.
Presents a history of fire, considers wood as a fuel,
and discusses the formation of coal and the history
of its use as a fuel.
Brandt, Keith. Caves. Nahwah, NJ: Troll associates,
1985.
Describes how caves are formed and what one might find
inside.
Cole, Joanna. The Magic School Bus: Inside the Earth. New
York: Scholastic, 1987.
On a field trip in the magic school bus, Ms. Frizzle's
class learns firsthand about different kinds of rock
and the formation of the earth.
Hiscock, Bruce. The Big Rock. New York: Atheneum,
1988.
Traces the origin of a granite rock located near the
Adirondack Mountains and describes how it reveals information
about the history of the earth.
Lauber, Patricia. Volcano. New York: Bradbury
Press, 1986.
An account of how and why Mount St,. Helens erupted
in 1980, the destruction it caused, and the return
of life to that area.
Symes, R.F., and R.R. Hading. Crystal & Gem. New
York: Knopf, 1991.
Describes the basic shapes of crystals and how they
form in nature, how crystals are studied and identified,
how crystals are grown artificially, and other aspects
of crystallography.
Microworlds
Gennaro, Joseph, and Lisa Grillone. Small Worlds
Close Up. New York: Crown Publishers, Inc., 1978.
Remarkable black-and-white photographs of common objects
magnified hundreds to thousand of times. A favorite
for all levels. The text is brief.
Paige, David. A Day in the Life of a Police Detective. Mahway,
NJ: Troll associates, 1981.
A picture essay with brief text highlights investigative
techniques and the use of a forensics laboratory in
solving crimes.
Simon, Seymour. Hidden Worlds: Pictures of the Invisible. New
York: William Morrow & Company, 1983.
An exploration of things you cannot see around you,
inside you, and out in space. Microscopes, telescopes,
X rays, and high-speed and infrared photography reveal
the invisible world in black and white as well as in
color.
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