Morgan County School District Re-3 Revised Nov. 2007

Transcription

1 Morgan County School District Re-3 Revised Nov Science Kindergarten August Classifying Objects S.(2.1) Examining, describing, classifying, and comparing tangible objects in terms of common physical properties (for example, state of matter, size, shape, color). S. (2.2) Creating mixtures and separating them based on differences in properties (for example, salt and sand, iron filings and soil, oil and water). S (2.1) Using an illustration, classify and compare objects with common physical properties. (e.g. state of matter, shape, size). S (2.1) Describe the properties used to classify a collection of objects. (e.g. state of matter, shape, size). S (2.2) Suggest a possible method to separate a mixture based on differences in a physical property of sorting, using various attributes. Students will compare and contrast various attributes. Skill check-list. : Mouse Paint, I Can Read Colors, Mary Wore Her Red Dress, I See Shapes, I See Colors, Mr. Noisy's Book of Patterns Manipulatives: pattern blocks, shape blocks Harcourt Science Chapter 1 The World Around Us September Seasons- Autumn- Weather S (1.3) Selecting and using simple devices to gather data related to an investigation. S (1.4) Communicating about investigations and explanations. S (1.3) Measuring common physical properties of objects (for example, temperature). S (5.1) Comparing knowledge gained from direct experience to knowledge gained indirectly. S (5.1) Identifying observable patterns and changes in their lives and predicting future events based on those patterns..s(1.3)observe environmental and weather changes. S(1.1) Name different types of weather /Reinforced S(1)Identify human activities/adaptations S(1.4)Compare different types of weather. S(5.1) Identify patterns in the autumn weather. S(5.1) Recognize that changes in the weather affect nature and our daily lives. Sort and describe leaves s Class discussion Create and discuss weather graph Harcourt Science Chapter 5 Weather and the Seasons : Pumpkins & Apples, Pumpkin, Pumpkin, The Apple Pie Book, Red Leaf, Yellow Leaf, It's Pumpkin Time, Changing Colors, Tops & Bottoms Fall Walk McGraw-Hill Reader Peanut Butter and Jelly October Lifecycles S (3.1) Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. S (3.4)1 Identifying characteristics that S (3.1)Distinguish living from nonliving things. S (3.1) Classify a variety of characteristics /Reinforced S (3.1) Describe the basic needs (e.g., food, water, air, shelter, space) of Class discussion Drawing/recording plants in their environment. Sequence the life cycle of a plant through worksheets or diagram. Harcourt Science Chapter 8 Plants All Around Harcourt Science Chapter 9 Places to Live and Grow Field trip to pumpkin patch

2 species (3.2) Recognizing that there are group. S (3.4) Describing life cycles of selected organisms (e.g., frog, chicken, butterfly, radish, bean plant). an organism. S (3.1) Give examples of how organisms interact with each other and with nonliving parts of their habitat. S (3.4) Observe and draw several types of seeds. S (3.4) Sequence pictures that show stages in the growth of a plant from a seed and describe changes that take : Jack-o-Faces, 5 Little Pumpkins McGraw-Hill Reading Flower Garden November 5 Senses S (3.1) Describing human body systems (e.g., digestive, respiratory, circulatory, skeletal, muscular). S (1.1) Use senses to make and describe careful observations. December S (1.1) Asking questions and stating predictions (hypotheses) that can be addressed through a scientific investigation. S (5) Recognizing the diversity of resources provided by the Earth and Sun (for example soil, fuels, minerals, medicines, food). S (5) Comparing a model with what it represents (for example map of a school to the actual school). place as a plant grows. S (3.1) Recognize that the human body is composed of systems. S (1.1) Identify the senses. S (1.1) Describe each sense and the information gained from its use (e.g., touch tells us about size, shape, texture). S (1.1) Given a description of an investigation, tell what you think will happen and why. S (5.1) Identify some of Earth s natural resources such as plants, land, rocks/minerals, water, and animals. S (5) Given an illustration of a model identify what it likely represents. Name each of the 5 senses Create a book of things to touch, see, hear, smell and taste. Teacher Observation Graphic Organizers Chart Harcourt Science Introductory Section - Ready, Set, Science Listening Walk Sound Bingo Experiment with sinking/floating of various objects. January Seasons- Weather- Winter S (2.3) Students understand that interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged. S (4.2) Students know and understand S (2.3)Describe an observed change for example, a melting ice cube, crystal growth, burning candle, physical breakage, in terms of starting conditions, type of change, and ending conditions, using words, diagrams, or graphs. S (2.3) Show in pictures a change Class Discussion Weather Chart Temperature Chart Thermometer McGraw -Hill Reading The Enormous Carrot

3 atmosphere and fundamental processes involving energy transfer of weather. S (4.2) Recognize how our daily plans, recreational activity). S (5) Students understand that science involves a particular way of knowing and understand common connections amount scientific disciplines. S (5) Comparing knowledge gained from direct experience to knowledge gained indirectly. S (2.3) Predict what changes and what remains unchanged when matter experiences an external influence (for example, melting an ice cube). condition. condition. February March Dental Health S (3.3) Describing the basic food requirements for humans as summarized in the nutrition pyramid. Seasons-Weather-Spring S 4.2 Students know and understand atmosphere and fundamental processes of weather. S (4.2) Recognize how our daily plans, recreational activity). S (3.3) Give a description of a healthy meal and classify the foods into their food groups. S (3.3) Name examples of foods that are high in sugar but low in important nutrients. condition. condition. Chart Class Discussion Dental Hygienist visit McGraw -Hill Reading The Enormous Carrot Weather Chart Temperature Chart Thermometer April Plants S (3.1) Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. S (3.1) Classifying a variety of S (3.1) Distinguish living from nonliving things. S (3.1) Sort living organisms as plant or animal. S (3.1) Name the basic needs of all plants (e.g., light, water, air). S (3.4) List characteristics that are Diagram Journaling Seeds, soil, plants, root vegetables. : The Carrot Seed, Growing Vegetable Soup

4 characteristics (e.g., backbone vs. no backbone). S (3.1) Describing the basic needs (e.g., food, water, air, shelter, space) of an organism. S (3.4) Students know and understand how organisms change over time in terms of biological evolution and genetics. S (3.4) Identifying characteristics that species (e.g., offspring resemble their parents). S (3.4) Recognizing that there are group. common to plants of the same kind (e.g., offspring resemble parent). (3.4) Observe and describe ways that plants or animals of the same population and life stage look different. May Animals/ Insects S (3.1) Distinguishing living from nonliving things. S (3.1) Classifying a variety of characteristics (e.g., backbone vs. no backbone). S (3.4) Identifying characteristics that species (e.g., offspring resemble their parents). S (3.4) Recognizing that there are group. S (3.1)1.a. Given a list of objects, identify each as living or nonliving. S (3.1) Sort living organisms as plant or animal. S (3.1) Group organisms by a physical characteristic. [e.g., body covering, body support (bone, shell, exoskeleton, leaf structure) insects, fish, mammal, bird]. S (3.4) Observe and describe ways that plants or animals of the same population and life stage look different. Record the life cycle of an insect. Butterfly hatching kit McGraw-Hill Reading The Earth and I Season/Weather/Summer S (2.3) Students understand that interactions can produce changes in a S (2.3) Show in pictures a change involving energy transfer (e.g., pushing

5 system, although the total quantities of matter and energy remain unchanged. S (2.3) Describing an observed change for example, a melting ice cube, crystal growth, burning candle, physical breakage, in terms of starting conditions, type of change, and ending conditions, using words, diagrams, or graphs. S (4.2) Students know and understand atmosphere and fundamental processes of weather. S (4.2) Recognizing how our daily plans, recreational activity). S (5) Identifying observable patterns and changes in their lives and predicting future events based on those patterns. an object). S (2.3) Describe in words a change involving energy transfer. condition. /Reinforced condition. S (5) Compare their own observations with those reported by others and recognize that both similar and dissimilar evidence helps us learn about the natural world. S (5) Recognize that repeating events are the basis of pattern and cycles. S (5) Using an illustration of a natural cycle or pattern, predict one event or stage based on another.