Science Curriculum Unit Planner
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1 Science Curriculum Unit Planner Grade: K Strand: Earth Patterns, Cycles, and Changes SOL: K.9 & K.10 The student will investigate and understand that there are simple repeating patterns in his/her daily life. Key concepts include a) weather observations; b) the shapes and forms of many common natural objects including seeds, cones, and leaves; and c) animal and plant growth. The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include a) natural and human-made things may change over time; and b) changes can be observed and measured. Time: 3-4 weeks What is a pattern? Where can we find patterns in the weather? Where can we find patterns in nature? 1. Desired Results Enduring Understandings (BIG Ideas) Patterns, cycles and changes happen in daily life. Essential Questions Where can we find patterns in the growth of animals and plants? Why is change important? How can change be observed and measured? How do humans change the world around us? Understanding the Standard One can make simple predictions in weather patterns. On a cloudy, warm day, it may rain. On a cloudy day that is very cold, it may snow. On a clear day there most likely will be no rain or snow. As animals and plants grow, they get larger according to a pattern. Natural objects such as leaves, seeds, and cones have patterns we can see. Change occurs over time. ************************ Change can be fast or slow depending upon the object and conditions. As people grow, they change. Essential Knowledge, Skills and Processes Students will: Observe and identify daily weather conditions sunny, rainy, cloudy, snowy, windy, warm, hot, cool, and cold. Predict daily weather based on basic observable conditions. Chart daily weather conditions. Identify simple patterns in natural objects veins in a leaf, spiral patterns in cones, shapes and colors of common seeds. Describe how animals and plants change as they grow. (Related to K.7.) ********************** Identify some changes that people experience over
2 Not all things change at a rate that can be observed easily. Many changes can be measured. time (e.g., height, weight, and color of hair). Predict how their own height will change over the school year. Measure and graph the information. Describe how people cause things to change (e.g., demolition of buildings, construction of buildings, cutting down trees, planting trees, and building highways). Describe how things change naturally. This includes seasonal changes, the growth in seeds and common plants, the growth of common animals, and the weather. Identify examples of fast changes and slow changes. Slow changes should be the kinds of familiar changes that occur over weeks, months, or seasons. (Students are not responsible for long-term changes.) Science Vocabulary change, measure, observe, pattern, cycle, sunny, rainy, cloudy, snowy, windy, warm, hot, cool and cold, season, winter, fall, spring, summer 2. Assessment Evidence Prior Knowledge Throughout the Unit KWL- What changes have you been through? Formative Assessment: Living things grow and change Teacher observation /anecdotal records of students engaged in cooperative learning investigations. Show pictures of baby animals and adult animals. KWL Show pictures of new plants and adult plants. Science notebook (questions, predictions, observations, summaries, charts, drawings) Show pictures of different weather conditions. Conduct simple experiments using appropriate tools Record data on scientific investigations performed Teacher observation of student use of weather vocabulary as they discuss the daily weather conditions Teacher observation of weather person s assessment of current weather conditions Students identify patterns in the schoolyard (leaves, cones, etc.) Cut-out magazine pictures of babies, young children, adults, and grandparents. Have students sequence the pictures with a partner and describe changes that humans go through during their lives. Summative Assessment: Test/assessment Students draw and describe the current weather conditions and make a prediction about the weather for tomorrow including what type of clothing would be appropriate.
3 References to Adopted Materials: Science Fusion Unit 7 Weather and Seasons Lesson 20 What is Weather? Lesson 21 How Can We Measure Weather? Lesson 22 What Are the Seasons 3. Learning Plan Performance-based tasks Compare how plants and animals change over time Sequence the growth and changes of pictures of plants and/or animals Compare patterns in nature Compare/contract helpful and harmful ways in which humans impart change on the world around us. Students draw a picture of themselves as babies, as kindergarteners, and as they think they will be when they are 5 th graders. Science Fusion Unit 2 Animals Lesson 8 How Do Animals Grow and Change? Science Fusion Unit 3 Plants Lesson 12 How Do Plants Grow and Change? FOSS Trees Investigation 1: Fall Trees Investigation 2: Leaves Investigation 3: Trees Through the Seasons AIMS Cycles of Knowing and Growing (1-3) Look at me Now! p. 1-6 I am Growing (song), p. 7 Tell Me When Your Birthday Comes, p A Time of Their Own, p Butterfly Cycle (song), p Silkworms, p Just a Little Sprout, p Growing Bulbs, p A Snap of Time, p Season-O, p Sky Watchers, p AIMS Primarily Weather AIMS Fall into Math and Science AIMS Glide into Winter with Math and Science AIMS Spring into Math and Science AIMS Primarily Earth o Watching the Weather, p
4 o Air Temperature, p Suggested Activities: Observe and identify daily weather conditions- sunny, rainy, cloudy, snowy, windy, warm, hot, cool and cold. Create a daily weather graph to predict, observe and chart weather conditions through the weeks, months and year. Appoint a weather person to observe, share and record the data each day. Experiment with a weather thermometer outside in different locations and at different times of the day. Record differences in levels on a graph. Discuss how students know what to wear each day (their parents tell them, they watch the news, the look at the newspaper). Practice reading the weather forecast in a local newspaper. To observe how people dress and behave differently based on seasonal changes, use four small boxes to represent suitcases labeled, winter vacation, summer vacation, spring vacation, fall vacation; Have students cut out appropriate clothing from magazines or catalogs for each vacation and put them in appropriate suitcases. Identify and describe patterns in their daily schedule at home and at school. Make a mural of the class schedule similar to a time line to depict various activities during the day. Can also be done with home schedule. Students create an All about me book at the beginning of the year with their height, weight, hand size, etc. and predictions about how much they think they will change during the year. They then revisit the book at the end of the year to compare how they have grown and changed during the year. Their height can also be recorded on a class poster and left hanging for the duration of the year so students can check how they are growing throughout the year. At the end of the year revisit the poster and record everyone s height again in a different color. Send a note home asking parents to send in a baby photo of each child. Share the photos with the class and have students explain how their classmates have changed since they were babies and predict how they will change as they go through elementary school. Review Activities: Bingo with related vocabulary Matching vocabulary words with their definitions and/or pictures Outdoor Connections: Go on a nature walk and collect various objects. Identify and examine simple patterns in the natural objects, then use rubbings of these patterns to create pattern booklets. Teacher collects distinctive objects from the schoolyard. Show them to the class briefly and ask the students to remember them. Then go on an expedition to try to match those objects outdoors. Students assume the shape of schoolyard trees round, tall, branches arch up, down, sideways, etc. Identify a species of common weed, e.g. wild strawberry. Find various specimens, identify and measure differences. How does the wild strawberry reproduce? Chart simple weather observations. Use a rain gauge. Observe patterns in squirrel behavior (best in fall). Observe patterns in daily growth of plants, e.g. tulips. Make a simple birdfeeder out of a plastic 2 or 3 liter soda bottle. Spoons can be used as perches. Hang the birdfeeder from the tree and have students observe the birds behavior. Use fallen leaves to create patterns (based on color, shape, size, etc.). One student makes the pattern and his/her partner identifies and continues the pattern with more leaves. 4. Resources Trade books: Echoes for the eye; poems to celebrate patterns in nature. By Barbara Juster Esbensen. HarperCollins. Web Sites:
5 Rockingham County PS power points and SmartBoard lessons plus review games: Patterns in nature: Photos of patterns in nature: Videos: Baby Animals from the Wild, DK Vision, c1998 Geo Kids, p. Columbia Tristar Home Video, c1994 Awesome Animal Builders, p. National Geographic Society, c1997 Animal Families, Diamond Entertainment Corporation, c1996 Animal faces, animal places, Rainbow Educational Video, c1994 Discovery Education: The Four Seasons. (Gr. K-2). Run time: 15:00 A First Look: Weather. (Gr. K-2). Run time: 17:00 Peep and the Big Wide World: Stormy Weather. (Gr. K-2). Run time: 10:18 Weather: Changes and Measurement. (Gr. K-2). Run time: 13:00 Extending Patterns (Video segment). (Gr. K-2). Run time: 5:51 Math Monsters: Patterns. (Gr. K-2). Run time: 15:00 Seahouse: Colors and Patterns. (Gr. K-2). Run time: 5:00 Peep and the Big Wide World: The Spring Thing. (Gr. K-2). Run time: 10:18 Music Makes it Memorable: Finish the Pattern (song). (Gr. K-2). Run time: 1:34 Field Trips: None specified Other: Project WET: K-12 Curriculum and Activity Guide Project WILD: K-12 Curriculum and Activity Guide Project WILD Aquatic: K-12 Curriculum and Activity Guides Environmental Education Activity Guide: PreK-8, Project Learning Tree Growing Up Wild: Exploring Nature with Young Children (Ages 3-7), Project WILD
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