kindergarten science curriculum guide 2016/2017 · kindergarten science curriculum guide 2016/2017...
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Kindergarten Science
Curriculum Guide
2016/2017
Revised May 2016
Motion and Movement Unit (Eight Lessons)
Standard Physical Science Standard 1
Graduate Competence Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects
Grade Level Expectation 1. Objects can move in a variety of ways that can be described by speed and direction
Big Idea Objects can move in a variety of ways that can be described by speed and direction
End of unit Performance Task
Common Unit Assessment
Student Outcomes Core Concepts Nature of Science Literacy Standard Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Observe, investigate, and describe how different objects move. (DOK 1-2) b. Describe the motion of a child who is playing. (DOK 1)
Moving an object requires a force.
A force is a push or a pull.
Gravity is a pulling force toward the Earth.
Motions can vary in direction and speed. (fast, slow, up, down…)
Objects like leaves can fall down in a variety of ways.
Changes to an object can make it move differently.
Changes in the force on an object can make it move differently.
1. Recognize that scientists try to be clear and specific when they describe things. (DOK 1) 2. Make predictions about the motion of an object. (DOK 1-2) 3. Ask testable questions about the movement of objects. (DOK 1-3)
RI K.1 With prompting and support, ask and answer questions about key details in a text. RI K.7 With prompting and support, describe the relationship between illustrations and text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)
W K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
See Literacy resources in Curriculum Guide
Revised May 2016
Greeley-Evans School District 6 Grade: Kindergarten Curriculum Guide
Unit: Motion and Movement-using Tree Kit Investigation #2 Leaves and independent activities
Timeline: Approximately Eight lessons
Standard: Physical Science Standard 1
Grade Level Expectation: 1. Objects can move in a variety of ways that can be described by speed and direction
Student Outcomes: 1.a. Observe, investigate, and describe how different objects move (DOK 1-2) 1.b. Describe the motion of a child who is playing (DOK 1)
Instruction: (ALL FOSS INVESTIGATIONS IN THIS UNIT ARE FOUND IN THE TREE KIT, INVESTIGATION #2 TITLED LEAVES)
(Materials Needed: vocabulary cards and/or flipchart, From Seed to Plant in Foss Science Kit, student science notebook)
• Introduce Inquiry question: What characteristics make an object a living thing?
• Introduce vocabulary: leaf, edge, spear, tip, needle, veins, bumpy, stem, broadleaf (Use vocabulary cards and/or flipchart)
• Read pages 16-21 of Trees (DK Eyewitness Explorers) from the Foss Science Kit.
• Introduce the parts of a broadleaf picture. (provided)
• Discuss why a leaf is a living thing, (Needs sun, water, nutrients) and why it should be respected.
• Students draw and label a leaf in their science notebooks.
• Students share the parts of their leaf with each other using a method of Oral Rehearsal.
• Discuss with class what makes a leaf a living thing. (Materials Needed: vocabulary cards and/or flipchart, book and a piece of paper, student science notebook)
• Introduce Inquiry Question: How do things move?
• Introduce vocabulary: drift, fall, sway, fast, slow, pace, prediction. (Use vocabulary cards and/or flipchart)
• Model the movements then act out with students.
• Compare the way a book and a piece of paper fall to the ground.
• Students make a prediction in their science notebooks about how leaves fall.
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• Students share their predictions with each other using a method of Oral Rehearsal.
• Discuss the predictions as a class. (Investigation #2: Part 1-Materials Needed: vocabulary cards and/or flipchart, student science notebook)
• Introduce Inquiry Question: How do things move?
• Review vocabulary: drift, fall, sway, fast, slow, pace, prediction. (Use vocabulary cards and/or flipchart)
• Model the movements then act out with students.
• Review predictions from Day 2.
• Review rules of leaf hunt. Students bring science notebooks with them outside.
• Go outside and observe the movement and characteristics of the leaves on the school grounds.
• Students write their observations in their science notebooks.
• When back in the classroom, students share their findings with each other using a method of Oral Rehearsal.
• Make a class chart of the leaf movement. (Investigation #2: Part 2(#1-2)-Materials Needed: vocabulary cards and/or flipchart, leaf silhouettes- Foss Science Kit, student science notebook ,Performance Tasks- Science Assessment Packet)
• Introduce Inquiry question: What indicates which objects will be easier or harder to move?
• Introduce vocabulary: paddle, line, triangle, heart, spear, oval (Use vocabulary cards and/or flipchart)
• Reread pages 16-21 of Trees (DK Eyewitness Explorers) from the Foss Science Kit. • Take out leaf silhouettes and compare the similarities and differences of
the leaf shape. Using second set of leaf silhouettes, have students match the leaf shape to the first set of silhouettes.
• Students write in their science notebooks about two different leaves that
Revised May 2016
were discussed.
• Students share their drawings with each other using a method of Oral Rehearsal.
• Review the different silhouettes of leaves.
• Give Performance Task during science notebook writing time. (Investigation #2: Part 2(#3-4)-Materials Needed: vocabulary cards and/or flipchart, leaf silhouettes, student science notebook)
• Introduce Inquiry question: What indicates which objects will be easier or harder to move?
• Introduce vocabulary: paddle, line, triangle, heart, spear, oval (Use vocabulary cards and/or flipchart)
• Reread pages 16-21 of Trees (DK Eyewitness Explorers) from the Foss Science Kit.
• Take out leaf silhouettes and review their shapes. Match the silhouette leaves with the geometric shape.
• Talk about how the leaf shape affects movement.
• Students predict in their science notebooks about how different leaves move.
• Students share their predictions with each other using a method of Oral Rehearsal.
• Review the geometric shapes of leaves and the effect that has on movement. (Investigation #2: Part 2(#3-4)-Materials Needed: vocabulary cards and/or flipchart, geometric shape copies, student science notebook)
• Introduce Inquiry question: What indicates which objects will be easier or harder to move?
• Introduce vocabulary: paddle, line, triangle, heart, spear, oval (Use vocabulary cards and/or flipchart) • Review predictions about how different leaves will move. • Cut out Geometric Shapes A (heart, line, spear, egg) paper leaf shapes and let students observe how they move to the ground.
• Talk about how the leaf shape affects movement.
• Students choose two shapes and write in their science notebooks about how
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each moved to the ground.
• Students share their findings with each other using a method of Oral Rehearsal.
• Discuss how the leaves from Day 5 would move to the ground based on their shape.
(Materials Needed: vocabulary cards and/or flipchart, geometric shape B paper-page 18, student science notebook)
• Introduce Inquiry question: What indicates which objects will be easier or harder to move?
• Introduce vocabulary: paddle, line, triangle, heart, spear, oval (Use vocabulary cards and/or flipchart)
• Review predictions about how different leaves will move.
• Cut out Geometric Shapes B (paddle, oval, wedge, round, triangle) paper leaf shapes and let students observe how they move to the ground.
• Talk about how the leaf shape affects movement.
• Students choose two shapes and write in their science notebooks about how each moved to the ground.
• Students share their findings with each other using a method of Oral Rehearsal.
• Discuss how the leaves from Day 5 would move to the ground based on their shape.
(Materials Needed: vocabulary cards and/or flipchart, student science notebook, Performance Task- Science Assessment Packet)
• Introduce Inquiry Question: How do things move?
• Introduce vocabulary: drift, fall, sway, fast, slow, pace, prediction. (Use vocabulary cards and/or flipchart)
• Act out the movements again with students, and review how the movements relate to the leaves and trees.
• Review the way a book and a piece of paper would fall to the ground using content vocabulary.
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Give End of Unit Performance Task.
If time and materials are available, go outside and conduct an experiment with motion using the slide, students, and various objects. Students can also roll balls down various slopes. Ask inquiry questions such as: Which objects will move faster and why do you think so? What could make the objects move faster and/or slower?
In the classroom, have students build ramps from materials found within the classroom. Ask students inquiry questions such as: Which way will the object/s travel? Explain your reasoning. What objects would move faster and/or slower and why?
Taken from Balance and Motion Foss Kit Investigation 3 (Suggestion- leave this in the Balance and Motion kit for the 2nd graders and do a similar activity that would meet the same objectives. A possibility that would go with the Tree unit would be to use “Whirlybirds.” These spin through the air similarly to maple leaves. See: https://www.nsta.org/sciencematters/docs/CESI-WhirlyBird.pdf).Create runway challenges with pool noodles and marbles. Tell students that they will investigate rolling spheres (marbles) with a runway that they will share with a partner. Caution students to be alert to keep their marbles in the runway. Challenge students to find out how marbles roll in the runways. Have students plan how they will use a cup or some tape to keep their spheres from escaping. Tell them that you have masking tape available to help them with their projects. After several minutes of free exploration, call for attention and let students share what they were able to do and what they found out. Suggest that they make their make their marble meet some of these challenges:
a) Go down a hill, back up, then down again. b) Go down and then around in a circle. c) Go in a loop. d) Go in a spiral.
Students can compose poetry about leaves and the movement/motion of leaves to connect with the writing curriculum.
Revised May 2016
Suggestion: Use other objects to move using a force of a push or a pull. (Toy cars, balls, playground equipment, etc.)
Focus Questions: 1. What can change how fast or slow
an object travels? 2. What indicates which objects will
be easier or harder to move? 3. What characteristics make an
object a living thing? 4. How do things move?
Vocabulary: bark, branch, broadleaf, circumference, conifer, height, leaf, root, scar, silhouette, tree, trunk, twig, edge, spear, tip, veins, blossom, bud, bumpy, evergreen, fall (direction), flower, needle, season, seed, winter, spring, summer, fall, fast, slow, pace, light, heavy, straight, drift, sway, sort, characteristics, observe, Maple, Palm, Poplar, Pine Cottonwood, Oak, Fir, Apple, shape, soil, nutrients, water, light (sun), living, stem, prediction, paddle, line, triangle, heart, oval, slide, angle, ramp, jump, hop, skip, momentum, dance, twirl, spin, run, walk, sphere
Assessments: SCRs, science journal entries, Leaves and Motion science Performance Tasks located in Kindergarten Science Assessment Packet.
Science Resources: Phet Simulator (for technology piece) https://phet.colorado.edu/en/simulations/category/new http://pbskids.org/fetch/games/coaster/game.html http://www.learninggamesforkids.com/motion-games/friction-ramp.html Can create an account for Brain Pop Jr.
Literacy Resources: Books to request from Phyllis at the Science Distribution Center: I Can Hop, Can You? And Everyone Shouted, “Pull!” A First Look at Forces and Motion. Claire Llewellyn. Picture Window Books, 2004. Move! By Steve Jenkins and Robin Page I Fall Down. Vicki Cobb. HarperCollins, 2004. Motion: Push and Pull, Fast and Slow. Darlene R. Stille. Picture Window Books, 2004. Move It!: Motion, Forces and You. Adrienne Mason. Kids Can Press, 2005. Roller Coaster. Marla Frazee. Harcourt, 2003. Zoom! Diane Adams. Peachtree, 2005.
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https://jr.brainpop.com/science/ The FOSS website has additional resources for all modules. You will need to set up an account. Most access codes can be found in the investigations guides (inside the front cover). The access code for Balance and Motion is BLM1291618 You may also contact Phyllis at the Science Distribution Center.
Students can compose poetry about leaves and the movement/motion of leaves to connect with the writing curriculum.
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Classifying and Observing Unit (Nine Lessons)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions
Grade Level Expectation 2. Objects can be sorted by physical properties, which can be observed and measured
Big Idea Objects can be sorted by physical properties, which can be observed and measured
End of unit Performance Task
Unit Common Assessment
Student Outcomes Core Concepts Nature of Science Literacy Standard Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Observe, investigate, and describe how objects can be sorted using their physical properties. (DOK 1-2) b. Explain why objects are sorted into categories. (DOK 2) c. Sort a set of objects based on their physical characteristics, and then explain how the objects are sorted. (DOK 1-2)
Objects are nonliving things.
Objects can be sorted by their physical properties.
Physical properties include: size, color, smell, shape, mass, etc.
Physical properties can be measured.
1. Recognize that scientists try to be clear and specific when they describe things. (DOK 1) 2. Share observations with others; be clear and precise like scientists. (DOK 1-2)
RI K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
W K.8 With guidance and support from adults, recall information from experiences or gather information from experiences or gather information from provided sources to answer a question
See Literacy resources in Curriculum Guide
Revised May 2016
Greeley-Evans School District 6 Grade: Kindergarten Curriculum Guide
Unit: Classifying and Observing- using FOSS kit Fall Trees Timeline: Approximately Nine Lessons
Standard: Physical Science Standard 1
Grade Level Expectation: 2. Objects can be sorted by physical properties, which can be observed and measured
Student Outcomes: 2.a. Observe, investigate, and describe how objects can be sorted using their physical properties (DOK 1-2) 2.b. Explain why objects are sorted into categories (DOK 2) 2.c. Sort a set of objects based on their physical characteristics, and then explain how the objects are sorted (DOK 1-2)
Instruction: (Materials Needed: vocabulary cards and/or flipchart, From Seed to Plant from the Foss Science Kit, pictures of living and non-living things, chart paper, student science notebook)
• Introduce Inquiry question: What characteristics make an object a living thing?
• Introduce vocabulary: soil, nutrients, water, light (sun), living (Use vocabulary cards and/or flipchart)
• Read From Seed to Plant from the Foss Science Kit.
• Sort pictures of living and non-living things. Talk about what all living things need, then focus on what plants need. (sun, water, nutrients)
• Make a class chart of what a tree needs to live.
• Students copy class chart in their science notebooks. (Materials Needed: vocabulary cards and/or flipchart, Trees (Foss Science Story) from the Foss Science Kit, pictures of trees)
• Introduce Inquiry question: How can living things be described and sorted?
• Introduce vocabulary: sort, characteristics, observe. (Use vocabulary cards and/or flipchart)
Read Trees (Foss Science Story) from the Foss Science Kit. (During reading, point out characteristics of the different trees. Ex. Where they grow, what they look like, leaf characteristics)
• Sort pictures of trees from the story by characteristics the students observed. • Ask students what characteristics helped them sort the trees, while
revisiting the inquiry question. (Emphasize leaf color, leaf shape, tree shape and size, where they grow)
(Investigation #1:Part 1- Materials Needed: vocabulary cards and/or flipchart, Trees (DK Eyewitness Explorers) in the Foss Science Kit, student science notebooks)
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• Review Inquiry question: How can living things be described and sorted?
• Introduce vocabulary: branch, broadleaf, conifer, leaf, root, trunk, twig, height, circumference (Use vocabulary cards and/or flipchart)
• Read pages 12-21 from Trees (DK Eyewitness Explorers) in the Foss Science Kit.
• Go outside to look at trees on school grounds. (Go over circumference, height, tree parts, tree shape)
• Students write observations in their science notebooks either outside or on return to the classroom.
• Students share observations using a method of Oral Rehearsal.
• Revisit the characteristics of a tree. (Materials Needed: vocabulary cards and/or flipchart, Tree (Foss Science Story) from the Foss Science Kit, student science notebooks, Performance Task-from Science Assessment Packet)
• Review Inquiry question: How can living things be described and sorted?
• Review vocabulary from Day 2: branch, broadleaf, conifer, leaf, root, trunk, twig, height, circumference (Use vocabulary cards and/or flipchart)
• Reread Tree (Foss Science Story) from the Foss Science Kit.
• Students draw and label the parts of a tree in their science notebooks.
• Share pictures with each other using a method of Oral Rehearsal.
• Discuss with class the parts of the tree and their importance.
• Give Performance Task (Materials Needed: vocabulary cards and/or flipchart, Tree (Foss Science Story) from the Foss Science Kit, student science notebooks)
• Review Inquiry question: How can living things be described and sorted?
• Review vocabulary from Day 2: branch, broadleaf, conifer, leaf, root, trunk, twig, height, circumference (Use vocabulary cards and/or flipchart)
• Reread Tree (Foss Science Story) from the Foss Science Kit.
• Students draw and label the parts of a tree in their science notebooks.
• Share pictures with each other using a method of Oral Rehearsal.
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• Discuss with class the parts of the tree and their importance.
(Investigation #1: Part 3- Materials Needed: vocabulary cards and/or flipchart, Pine and Oak posters in the Foss Science Kit, tree puzzle frames-in Foss
Science Kit) • Review Inquiry question: How can living things be described and sorted?
• Introduce vocabulary: Maple, Palm, Poplar, Pine, Cottonwood, Oak, Fir, Apple, shape, silhouette (Use vocabulary cards and/or flipchart)
• Review the Pine and Oak posters in the Foss Science Kit. Guide them to focus on the general shape of the trees.
• Demonstrate how to use the tree puzzle frames. Students can rotate in groups to work on the different puzzles.
• Students draw their favorite tree in science notebooks.
• Share one characteristic about their favorite tree with each other using a method of Oral Rehearsal.
• Compare and contrast the trees as a class. (Investigation #1: Part 4- Materials Needed: vocabulary cards and/or flipchart, tree silhouette memory game-in Foss Science Kit, student science notebooks)
Review Inquiry Question: How can living things be described and sorted? • Review vocabulary: Maple, Palm, Poplar, Pine, Cottonwood, Oak, Fir,
Apple, and shape, silhouette Make sure to focus review on SHAPE of each tree. (Use vocabulary cards and/or flipchart)
• In groups, have students play tree silhouette memory game with tree cards.
• Students write in science notebook about the shapes of the trees.
• Students share their drawings with others using a method of Oral Rehearsal.
• Discuss the ways trees can be sorted. (Investigation #1: Part 5- Materials Needed: vocabulary cards and/or flipchart, pages 12-21 from Trees (DK Eyewitness Explorers) in Foss Science Kit, tree- part cards-in Foss Science Kit, student science notebooks)
• Review Inquiry Question: How can living things be described and sorted?
• Review vocabulary: tree, roots, branch, leaf, trunk (Use vocabulary cards and/or flipchart)
• Reread pages 12-21 from Trees (DK Eyewitness Explorers) in the Foss Science
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Kit. • Give each student a set of 15 tree-part cards to match. If students have
trouble getting started, suggest that they lay out all the reference cards, then lay the matching picture and word cards on top.
• Students draw a tree and label the parts in their science notebooks when done.
• Students share their tree drawings with each other using an Oral Rehearsal method.
Suggestion: Include objects to sort like shapes, buttons, rocks, etc. (or other objects in the classroom) that can be described and grouped according to their physical characteristics. Ask students to sort the group and explain the property that was used to sort the objects, regroup them and sort by another property.
(Investigation #1: Part 6- Materials Needed: vocabulary cards and/or flipchart, pages 12-21 from Trees (DK Eyewitness Explorers) in Foss Science Kit, tree- part cards-in Foss Science Kit to reference, 5 page booklet for each student, Performance Tasks-from Science Assessment Packet)
• Review Inquiry Question: How can living things be described and sorted?
• Review vocabulary: tree, roots, branch, leaf, trunk (Use vocabulary cards and/or flipchart)
• Reread pages 12-21 from Trees (DK Eyewitness Explorers) in the Foss Science Kit.
• Students refer to the tree-part reference cards from Day 6 to make a labeled Tree Book, with one page for each part of the tree: page 1-roots, page 2- trunk, page 3-branches, page 4-leaves, page 5-whole tree.
• Students read their Tree Book to a partner using an Oral Rehearsal method.
• Give End of Unit Performance Tasks.
Focus Questions: 1. How can living and nonliving things
be described and sorted? 2. How can objects belong to more
than one group?
Vocabulary: bark, branch, broadleaf, circumference, conifer, height, leaf, root, scar, silhouette, tree, trunk, twig, edge, spear, tip, veins, bumpy, evergreen, needle, sort, characteristics, observe, Maple, Palm, Poplar, Pine, Cottonwood, Oak, Fir,
Assessments: SCRs, Science Notebook entries, Performance Tasks from Kindergarten Science Assessment Packet.
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3. What characteristics make an object a living thing?
Apple, shape, soil, nutrients, water, light (sun), living, Properties
Science Resources: http://www.fantasticfunandlearning.com/tree-activities-for-kids.html Overview of Trees http://lhsfoss.org/scope/folio/html/Trees/1.html http://lhsfoss.org/scope/folio/pdfs/Trees_Matrix.pdf Synopsis, Science Content and Thinking Process http://lhsfoss.org/scope/folio/html/Trees/2.html Interdisciplinary Extensions, FOSS Science Stories and Technology/Home Connection http://lhsfoss.org/scope/folio/html/Trees/3.html FOSS and National Standards http://lhsfoss.org/scope/folio/html/Trees/4.html Welcome to the Trees Module! Find out who lives with the trees on a mountain, in a swamp, and in the
Literacy Resources: Trees-FOSS kit book Trees Resources: Books, Videos and Software http://www.fossweb.com/modulesK-2/Trees/resources.html Tree Trunk Traffic is great for getting the children to think about how many animals rely on a tree for their home. When you are done reading it to the class, you can have the children make the creatures of their choice and then glue them to one big tree trunk you have prepared for the class. A Tree Is Nice helps children appreciate the many uses we have for trees. When you are done reading that one to the class you can ask the children to draw themselves using a tree in one of the ways mentioned in the story. The Uses of Trees: The Giving Tree http://www.halcyon.com/marcs/trees.html Nature and The Environment: List of Books http://www.childsake.com/alpha.html A Busy Year - Lionni Johnny Appleseed - Lindbergh Chicka, Chicka, Boom, Boom - Martin/Archambault Red Leaf, Yellow Leaf - Ehlert The Giving Tree - Silverstein A Tree Can Be - Nayer A Tree is Growing by Arthur Dorros
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desert! http://www.fossweb.com/modulesK-2/Trees/index.html Home-School Connection http://www.fossweb.com/modulesK-2/Trees/home.html http://lhsfoss.org/fossweb/teachers/parents/pdfs/TreesHOMEENG.pdf Welcome to the Forest http://arthur.k12.il.us/arthurgs/forlile.htm More Links for Kids http://www.idahoforests.org/funsite2.htm An Apple Unit http://www.northcanton.sparcc.org/~greentown/Apples/appleunit.htm Keeping Our Planet Green http://members.aol.com/donnandlee/Green.html Programs and Materials for Teachers http://www.talkabouttrees.org/biblio.html#programs Forestry and Wood Products Related
Douglas-Fir by Wendy Davis The Grandpa Tree, by Mike Donahue Look What I Did With a Leaf! By Morteza E. Sohi Why do Leaves Change Color? By Betsy Maestro Have you seen Trees? by Joanne Oppenheim Eyewitness Books: Tree My Favorite Tree
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Websites http://www.talkabouttrees.org/biblio.html#websites Clemson University: Forestry http://virtual.clemson.edu/groups/FieldOps/Cgs/Forest.htm Preventing Forest Fires with Smokey the Bear http://www.smokeybear.com/ Biomes of the World - Freshwater Ecosystems Marine Ecosystems - Biology of Plants http://www.mbgnet.net/ Why Do Leaves Change Colors? and How to Press Leaves http://virtual.clemson.edu/groups/FieldOps/Cgs/leaves.htm Lesson Plans for Forest Minded Teachers http://www.idahoforests.org/plans.htm Education World's Learning About Trees K-2 http://www.educationworld.com/a_tsl/archives/01-1/lesson0010.shtml My Life as a Tree Lesson Plan
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http://www.lessonplanspage.com/ScienceSSMyLifeAsATree-RingsBarkCambiumHeartwoodK4.htm The Great Kapok Tree: A Social Studies Lesson http://atozteacherstuff.com/lessons/GreatKapokTree.shtml The Lorax's Save the Trees Game (Shockwave Required) http://www.seussville.com/seussville/games/lorax/ A Year in the Wonderland of Trees http://www.publicbookshelf.com/public_html/A_Year_in_the_Wonderland_of_Trees_/
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Characteristics of Organisms Unit (10 Lessons)
Standard Life Science Standard 2
Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection
Grade Level Expectation 1. Organisms can be described and sorted by their physical characteristics
Big Idea Organisms can be described and sorted by their physical characteristics
End of unit Performance Task
Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standard Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Sort a group of items based on observable characteristics. (DOK 1-2) b. Communicate and justify an evidence-based scientific rationale for sorting organisms into categories. (DOK 1-2)
Organisms are living things.
Organisms can be sorted by their characteristics.
Organisms can be classified.
Characteristics can be observed and measured.
1. Ask questions about physical characteristics that will help them sort organisms. (DOK 2)
2. Share scientific ideas verbally in a clear way. (DOK 1-2)
3. Question peers about reasons for how they sort organisms, and encourage them to use evidence to support their ideas. (DOK 2)
4. Use scientific tools such as magnifying glasses, sorting blocks, and rulers in investigations and play. (DOK 1)
RI K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
W K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
See Literacy resources in Curriculum Guide
Revised May 2016
Greeley-Evans School District 6 Grade: Kindergarten Curriculum Guide
Unit: Characteristics of Organisms-using Animals 2X2 FOSS kit Timeline: Approximately Ten Lessons
Standard: Life Science Standard 2
Grade Level Expectation: 1. Organisms can be described and sorted by their physical characteristics
Student Outcomes: 1.a. Sort a group of items based on observable characteristics (DOK 1-2) 1.b. Communicate and justify an evidence-based scientific rationale for sorting organisms into categories (DOK 1-2)
Instruction: (Materials Needed: vocabulary cards and/or flipchart, Non-Fiction Text about fish, and pictures of fish)
• Introduce Inquiry question: How can organisms be described and sorted?
• Introduce vocabulary: organisms, sort, characteristics, observe. (Use vocabulary cards and/or flipchart)
• Read Non-Fiction Text about fish. (During reading, point out characteristics of the fish)
• Sort pictures of the fish from the story by characteristics that students observed.
• Ask students what characteristics helped them sort the fish while revisiting the inquiry question. (emphasize color, shape, and size)
(Investigation #1:Part 1-Materials Needed: vocabulary cards and/or flipchart, Read Observing an Aquarium from Foss Science Kit, pages 2-9, student science notebook) • Review Inquiry question: How can organisms be described and sorted?
Introduce vocabulary: aquarium, eyes, fins, gills, goldfish, head, mouth, scales, tail (Use vocabulary cards and/or flipchart)
Read Observing an Aquarium from Foss Science Kit, pages 2-9.
• Observe goldfish in aquarium and have students record observations in their science notebook.
• Students share their observations with each other using a method of Oral Rehearsal.
• Review the parts of the fish as a class. (Investigation #1:Part 2-Materials Needed: vocabulary cards and/or flipchart, Read Observing an Aquarium from Foss Science Kit, pages 2-9,12, student science notebook)
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• Review Inquiry question: How can organisms be described and sorted?
• Introduce vocabulary: aquarium, eyes, fins, gills, goldfish, head, mouth, scales, tail (Use vocabulary cards and/or flipchart)
• Read Observing an Aquarium from Foss Science Kit, pages 2-9, 12.
• Discuss with students what goldfish need to live, then feed the fish and have students observe.
• Talk about how and when water is changed and how we know the water is dirty.
• Add plants to the aquarium and observe how the fish respond to the plants.
• Students write what fish need in student science notebooks.
• Students share their observations with each other using a method of Oral Rehearsal.
• Share out observations as a class. (Investigation #1:Part 3-Materials Needed: vocabulary cards and/or flipchart, plastic tunnel, student science notebook)
• Review Inquiry question: How can organisms be described and sorted?
• Introduce vocabulary: aquarium, eyes, fins, gills, goldfish, head, mouth, scales, tail (Use vocabulary cards and/or flipchart)
• Add plastic to aquarium and have students observe how the fish react.
• Students write their observations of the fish behavior in their science notebooks.
• Students make a paper aquarium and model fish behavior with their paper fish.
• Students share their aquarium and how a fish moves with each other using a method of Oral Rehearsal.
• Make a class list of fish behavior. (Investigation #1:Part 4-Materials Needed: vocabulary cards and/or flipchart, pages 4-7 in Animals Two by Two (Foss Science Stories) from Foss Science Kit student science notebook, Formative Assessment Science Assessment Packet)
• Review Inquiry question: What do living things have in common?
• Introduce vocabulary: aquarium, eyes, fins, gills, goldfish, head, mouth,
Revised May 2016
scales, tail, guppy (Use vocabulary cards and/or flipchart)
• Read pages 4-7 in Animals Two by Two (Foss Science Stories) from Foss Science Kit.
• Students observe guppies in aquarium and compare to goldfish.
• Students tell how goldfish and guppies are the same and different in their science notebooks.
• Students share their observations with each other using a method of Oral Rehearsal.
• Make a Venn Diagram of similarities and differences of goldfish and guppies as a class.
• Give Performance Task from Kindergarten Science Assessment Packet. (Investigation #3:Part 1-Materials Needed: vocabulary cards and/or flipchart, pages 12-15 in Animals Two by Two (Foss Science Stories) from Foss Science Kit, student science notebook)
• Review Inquiry question: How can organisms be described and sorted?
• Introduce vocabulary: body, clitellum, earthworm, head, moist, mouth, redworm, segment, soil, terrarium (Use vocabulary cards and/or flipchart)
• Read pages 12-15 in Animals Two by Two (Foss Science Stories) from Foss Science Kit.
• Introduce redworms and go over the worm’s parts.
Discuss with students how to handle redworms then give each student (or group of students) a redworm to observe.
• After washing hands, students label the worm’s part in science notebooks.
• Students share their drawings with each other using a method of Oral Rehearsal.
(Investigation #3:Part 2-Materials Needed: vocabulary cards and/or flipchart, Read It Could Still Be a Worm from Foss Science Kit, student science notebook)
• Review Inquiry question: How can organisms be described and sorted?
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• Introduce vocabulary: body, clitellum, earthworm, head, moist, mouth, redworm, segment, soil, terrarium (Use vocabulary cards and/or flipchart)
• Read in It Could Still Be a Worm from Foss Science Kit.
• Each student gets a worm and watches how it moves.
• After washing hands, students describe the worm’s movement in science notebooks.
• Students share their descriptions with each other using a method of Oral Rehearsal.
• Make a class list of how worms move. (Investigation #3:Part 3-Materials Needed: vocabulary cards and/or flipchart, It Could Still Be a Worm from Foss Science Kit, student science notebook)
• Review Inquiry question: What do living things have in common?
• Introduce vocabulary: body, clitellum, earthworm, head, moist, mouth, redworm, segment, soil, terrarium (Use vocabulary cards and/or flipchart)
• Read It Could Still Be a Worm from Foss Science Kit.
• Compare night crawlers and redworms, give each student (or table) one of each worm to observe.
• After washing hands, students write how they are the same and how they are different in their science notebooks.
• Students share their comparisons with each other using a method of Oral Rehearsal.
• Make a Venn Diagram of the similarities and differences of the two worms. (Investigation #4:Part 1-Materials Needed: vocabulary cards and/or flipchart, pages 16-19 in Animals Two by Two from Foss Science Kit, student science notebook)
• Review Inquiry question: What do living things have in common?
• Introduce vocabulary: antennae, ball, isopod, leg, pillbug, sowbug, carapace (Use vocabulary cards and/or flipchart)
• Read pages 16-19 in Animals Two by Two from Foss Science Kit.
• Introduce the isopods. (Do not tell students there are two kinds of bugs!)
• Students observe structure, movement, and behavior.
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• After washing hands, students write about their observations in their science notebooks.
• Students share their observations with each other using a method of Oral Rehearsal.
(Investigation #4:Part 2-Materials Needed: vocabulary cards and/or flipchart, pages 16-19 in Animals Two by Two from Foss Science Kit, End of Unit Performance Task, Science Assessment Packet, student science notebook)
• Review Inquiry question: What characteristics are useful for sorting and classifying organisms??
• Introduce vocabulary: antennae, ball, isopod, leg, pillbug, sowbug, carapace (Use vocabulary cards and/or flipchart)
• Read pages 16-19 in Animals Two by Two from Foss Science Kit.
• Review observations and discuss how there are actually two different kinds of bugs.
• Give students both kinds of bugs and have them sort them by their characteristics.
• After washing hands, students write about the similarities and differences in their science notebooks.
• Students share their observations with each other using a method of Oral Rehearsal.
• Make a Venn Diagram showing the similarities and differences of the sowbug and pillbug.
• Give End of Unit Performance Task.
Inquiry Questions: 1. What do living things have in
common? 2. What characteristics are useful
for sorting and classifying
Vocabulary: organisms, sort, characteristics, observe, habitat, aquarium, fin, gill, goldfish, guppy, head, mouth, scale, tail, water, body, animals, swim, oxygen, eyes, conclusion, bristle, burrow, earthworm, night crawler, clitellum,
Assessments: SCRs, Science Notebook entries, Trees Assessments located in the Kindergarten Science Assessment Packet
Revised May 2016
organisms? 3. How can organisms be described
and sorted?
redworm, segment, smooth, soil, air, garden, tunnels, antennae, isopod, jagged, pillbug, leg, plants, sowbug, terrarium, carapace
Science Resources: http://pbskids.org/games/science/
Literacy Resources:
Animals in Fall (Spanish and English) Level: K-1
Author: Martha E. H. Rustad
Animals in Winter Level: K-2
Author: Henrietta Bancroft, Richard G. Van Gelder
Revised May 2016
The Suns Effects on Earth Unit (Nine Lessons)
Standard Earth System Science Standard 3
Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable
Grade Level Expectation 1. The Sun provides heat and light to Earth
Big Idea The Sun provides heat and light to Earth
End of unit Performance Task
Common Unit Assessment
Student Outcomes Core Concepts Nature of Science Literacy Standard Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Investigate, explain, and describe that the Sun provides heat and light to Earth. (DOK 1) b. Analyze and interpret temperature data between day (when the Sun shines on our area) and night (when the Sun does not shine on our area). (DOK 1-3) c. Investigate and communicate findings about what happens when the Sun’s light is blocked. (DOK 1-2) d. Investigate and communicate the effect of varying heat and light on the growth of plants through a scientific study. (DOK 1-2)
The Sun is a star that the Earth orbits.
The Sun provides heat and light to the Earth.
The Sun’s energy heats the Earth’s surface during the day.
A shadow is formed when an object blocks light.
Because of the Earth’s rotation, the Sun appears to move across the sky from the east to the west.
1. Question peers and encourage clarity of reasoning about why they think the Sun provides heat and light to Earth. (DOK 2)
RI K.1 With prompting and support, ask and answer questions about key details in a text. RI K.7 With prompting and support, describe the relationship between illustrations and text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)
W K.8 With guidance and support from adults, recall information from experiences or gather information from experiences or gather information from provided sources to answer a question
See Literacy resources in Curriculum Guide
Revised May 2016
Greeley-Evans School District 6 Grade: Kindergarten Curriculum Guide
Unit: How the Sun Affects the Earth and Living Things- using the Trees Foss Kit Investigation #3
Timeline: Approximately Nine Lessons
Standard: Earth System Science Standard 3
Grade Level Expectation: 1. The Sun provides heat and light to Earth
Student Outcomes: 1.a. Investigate, explain, and describe that the Sun provides heat and light to Earth (DOK 1) 1.b. Analyze and interpret temperature data between day (when the Sun shines on our area) and night (when the Sun does not shine on our area) (DOK 1-3) 1.c. Investigate and communicate findings about what happens when the Sun’s light is blocked (DOK 1-2) 1.d. Investigate and communicate the effect of varying heat and light on the growth of plants through a scientific study (DOK 1-2)
Instruction: (USE TOOLS FOR OBSERVING WEATHER BOOKLET FROM FOSS BINDER FOR ALL INVESTIGATIONS) (Tools for Observing Weather: Tool 1- Weather Calendar-Materials Needed: Non-Fiction text about weather, vocabulary cards and/or flipchart, chart paper, student science notebook)
Introduce Inquiry question: How does the sun affect the Earth?
Introduce vocabulary: temperature, weather, cool, hot, sunny, snowy, cloudy, rainy, air, thermometer, freezing, cold, cool, warm, hot, solar, heat, energy.
Read Non-Fiction text about the weather-teacher’s choice
Discuss how air and weather are connected. Go outside and talk about the weather and how the air feels.
Make a class chart of weather words and talk about each one.
Students copy class chart in their science notebooks. (Tools for Observing Weather: Tool 2-Thermometer- Materials Needed: vocabulary cards and/or flipchart, Non-Fiction text with reference to tools to check the weather, thermometer-Foss Science Kit, two containers for (1) warm water and (2) cold water, student science notebook.
Introduce Inquiry questions: How does the sun impact the Earth? What does the sun provide the Earth?
Introduce vocabulary: temperature, heat, weather, cool, hot, sunny, snowy, cloudy, rainy, air, thermometer, freezing, cold, cool, warm, hot ( Use vocabulary cards and/or flipchart)
Read Non-Fiction text about tools used to check the weather. (Ex. Rain gauge, thermometer, wind gauge (anemometer), barometer
Revised May 2016
Ask students how the air felt when they were last outside. Teach that even though we cannot see air, we can feel the temperature. What words do we use to describe temperature?
Introduce thermometer as a tool to measure temperature. Demonstrate by reading the room temperature and compare to outside temperature reading.
Display two containers of water; one warm, one cold.
Have students feel the water, then predict in their science notebooks what will happen to the red line on the thermometer in each container. Students can collaborate in group/partner the “why” they believe the red line will move each way.
Students observe while teacher takes temperature of each container.
Discuss results of each container’s temperature and why the red line moved the way it did as a whole group.
Suggestion: Take the students outside to an area that is sunny and one that is shady. Ask them if they notice any differences and what may have caused those differences. Place the thermometer in the shade and one in the sunny area. Take the temperature in both locations and discuss the differences. Discuss the Sun’s role in heating the Earth. Part 2 Suggestion: Take the students outside with sidewalk chalk early in the day. Ask the students to trace their partner’s shadow. Go out again at noon and in the afternoon- the students will stand in the same location and retrace their shadows. Discuss what causes the shadows and why the shapes seem to change as the Sun moves across the sky. (Tools for Observing Weather: Tool 2-Thermometer-Activity #9-Materials Needed: vocabulary cards and/or flipchart, Non-fiction text about Weather, student science notebook)
• Introduce Inquiry question: How does the sun impact Earth? • Introduce vocabulary: temperature, weather, cool, hot, sunny,
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snowy, cloudy, rainy, air, thermometer, freezing, cold, cool, warm, hot (Use vocabulary cards and/or flipchart)
• Read Non-Fiction text about weather-Teacher’s Choice.
• Review weather words in relation to temperature. (Ex. When it is sunny, the red line goes up on the thermometer)
• Sort clothing according to the temperature and weather on a chart.
• Play I’m going to the Park from Foss Science Kit. Tell students “I’m going to ______the park and I’m going to wear ___________.” Ask if it’s hot, warm, cool, _____ cold, or freezing. “What temperature do you think it might be?” Continue ______ the game describing appropriate clothing for various temperatures. End by _____ discussing the weather and temperature for today.
• Students write in science notebooks what clothing they should wear today.
• Students share the clothing they chose using a method of Oral Rehearsal.
• Discuss how the sun affects temperature as a group.
If time and materials are available, go outside during a vitamin D break or recess and inflate a solar balloon-can use a black garbage bag. Ask inquiry questions such as: What do you think will happen once the balloon is inflated? What is causing the balloon to rise? What do you think would happen if the sun was not present?
(Investigation #3-Part 2-Materials Needed: vocabulary cards and/or flipchart, pages 14-24 in Trees (Foss Science Stories) from Foss Science Kit, student science notebook, Formative Assessment Science Assessment Packet)
• Introduce Inquiry Question: How does the sun affect living things?
• Introduce vocabulary: tree, roots, trunk, branches, leaves, fruit, nut (Use vocabulary cards and/or flipchart)
• Review how trees are living things.
• Read pages 14-24 in Trees (Foss Science Stories) from Foss Science Kit.
• Discuss how fruits and nuts grow on trees, and that the seeds are inside of
Revised May 2016
both.
• Students write in science notebooks what foods grow on trees.
• Students share their drawings using a method of Oral Rehearsal.
• Show the different fruits and nuts that grow on trees from vocabulary cards and/or flipchart.
• Give Performance Task.
(Materials Needed: vocabulary cards and/or flipchart, The Seasons of Arnold’s
Apple Tree from Foss Science Kit, student science notebook) Introduce
Inquiry question: How does the sun affect living things?
• Introduce vocabulary: warm, buds, blossoms (Use vocabulary cards and/or flipchart)
• Read The Seasons of Arnold’s Apple Tree from Foss Science Kit. (Pay special attention to the Spring section)
• Discuss how the sun affects the weather and temperature in the season of Spring.
• Show the characteristics of a Spring tree.
• Students draw in science notebooks what happens to trees in the Spring.
• Students share their drawings using a method of Oral Rehearsal.
• Review how the sun affects the tree in the Spring. (Materials Needed: vocabulary cards and/or flipchart, The Seasons of Arnold’s Apple Tree from Foss Science Kit, student science notebook)
• Introduce Inquiry question: How does the sun affect living things?
• Introduce vocabulary: hot, warm, sunny (Use vocabulary cards and/or flipchart)
• Read The Seasons of Arnold’s Apple Tree from Foss Science Kit. (Pay special attention to the Summer section)
• Discuss how the sun affects the weather and temperature in the season of Summer.
• Show the characteristics of a Summer tree.
Revised May 2016
• Students draw in science notebooks what happens to trees in the Summer.
• Students share their drawings using a method of Oral Rehearsal.
• Review how the sun affects the tree in the Summer. (Materials Needed: vocabulary cards and/or flipchart, The Seasons of Arnold’s Apple Tree from Foss Science Kit, student science notebook)
• Introduce Inquiry question: How does the sun affect living things?
• Introduce vocabulary: drift, cool, warm (Use vocabulary cards and/or flipchart)
• Read The Seasons of Arnold’s Apple Tree from Foss Science Kit. (Pay special attention to the Fall section)
• Discuss how the sun affects the weather and temperature in the season of Fall.
• Show the characteristics of a Fall tree.
• Students draw in science notebooks what happens to trees in the Fall.
• Students share their drawings using a method of Oral Rehearsal.
• Review how the sun affects the tree in the Fall.
(Materials Needed: vocabulary cards and/or flipchart, The Seasons of Arnold’s Apple Tree from Foss Science Kit, student science notebook)
• Introduce Inquiry Question: How does the sun affect living things?
• Introduce vocabulary: cold, freezing, bare (Use vocabulary cards and/or flipchart)
• Read The Seasons of Arnold’s Apple Tree from Foss Science Kit. (Pay special attention to the Winter section)
• Discuss how the sun affects the weather and temperature in the season of Winter.
• Show the characteristics of a Winter tree.
• Students draw in science notebooks what happens to trees in the Winter.
• Students share their drawings using a method of Oral Rehearsal.
• Review how the sun affects the tree in the Winter.
Revised May 2016
(Materials Needed: vocabulary cards and/or flipchart, Non-Fiction Text about what a child would choose to wear in certain types of weather, student science notebook, End of Unit Performance Tasks- Science Assessment Packet)
Introduce Inquiry question: How does the sun affect living things? Review vocabulary: Winter, Spring, Summer, Fall, seasons, temperature,
weather (Use vocabulary cards and/or flipchart) Read a Non-Fiction text about what you would choose to wear, bring
during different types of weather.
Inquiry Questions: 1. How does the sun affect the Earth? 2. How does the sun affect living things? 3. What does the sun provide the Earth? 4. What happens when the sun’s light is
blocked? 5. Why do living organisms need the sun? 6. Explain what happens to the
temperature when the sun is absent.
Vocabulary: solar, sun, heat, temperature, organism, darkness, nutrients, energy, bark, branch, broadleaf, circumference, conifer, height, leaf, root, scar, silhouette, shadow, tree, trunk, twig, edge, spear, tip, veins, blossom, bud, bumpy, evergreen, fall (direction), flower, needle, seasons, seed, winter, spring, summer, fall, fast, slow, pace, light, heavy, straight, drifting, sway, sort, characteristics, observe, Maple, Palm, Popular, Pine, Cottonwood, Oak, Fir, Apple, temperature, weather, sunny, snowy, cloudy, rainy, air, thermometer, freezing, cold, cool, warm, hot, fruit, nut, seed, bare
Assessments: Science notebook entries, SCRs, Observation/Clipboard Checks, Performance Tasks located in Kindergarten Science Assessment Packet.
Science Resources: How to make a solar balloon: https://www.youtube.com/watch?v=PKkAEWMBZQ8
Literacy Resources: Books to request from Phyllis at the Science Distribution Center: Different Seasons, Heat and Eat, Sun, Moon, Earth, The Sky at Night
The Cloud Book Level: K-2
Revised May 2016
Author: Tomie dePaola
Sky Tree by Thomas Locker – this book shows watercolor trees throughout the seasons. The students can adopt their own tree in the schoolyard. They can color a tree in their science notebooks (or a foldable) for each season of the year.