weather, cloudy, rainy, sunny, snowy, windy
|
|
- Meghan Green
- 6 years ago
- Views:
Transcription
1 Halifax County Schools 1st Six Weeks Goal 2 Weather The learner will make observations and build an understanding of weather concepts Observe and report daily weather changes throughout the year Identify different weather features including Precipitation Wind Temperature Cloud cover (Introduced and continued throughout the year) 1. Look outside and tell the weather conditions each day (cloudy, sunny, rainy) 2. Record data on a chart, table, or graph 3. Compare weather conditions today to previously recorded conditions 4. Tally the number of days for each type of weather. 5. Identify the current type of weather. 6. Describe the characteristics of the current season. 7. Predict changes as new seasons approach with drawings 8. Introduce the concept of a rain gauge and thermometer (4.02) 9. Include daily weather symbol in journal pages 10. Identify human activities for each season using pictures 11. Describe and classify activities according to weather conditions (rainy, windy, snowy) 12. Students match appropriate clothing to each season 13. Create and appropriately dress figures for each season. 14. Create collage of pictures from magazines that illustrate a season What is the weather today? How does weather change from day to day? What are the different types of weather? What are the different types of precipitation? What are the characteristics of each season of the year? How does the weather affect what we do? What effect does the weather have on what we wear? What kinds of tools are used to measure weather? What do various weather tools measure? What are the different types of precipitation? During which times of the year do we experience particular types of precipitation? weather, cloudy, rainy, sunny, snowy, windy temperature, hot, warm, cool, cold, thermometer, rain gauge autumn, fall, spring, summer, winter precipitation thermometer, rain gauge, wind vane rain, sleet, snow, thunderstorm, tornado, hurricanes
2 2.04 Observe and determine the effects of weather on human activities (Seasons) 2.05 Use common tools to measure weather 2.03 Identify types of precipitation, changes in wind, force, direction and sky conditions. 15. Draw an outdoor scene with appropriate actions to illustrate a season 16. Identify tools to measure weather: pinwheels, weather vanes, wind socks, rain gauges, thermometers 17. Describe the function of these tools 18. Make simple measurement tools: rain gauges from drink bottles, wind socks and pinwheels from paper 19. Measure and record weather conditions each day using thermometers, rain gauges, wind vanes 20. Include in your daily journal entries a report of the weather 21. Identify different types of precipitation 22. Identify changes in the wind 23. Identify wind direction and the degree of force 24. Record a daily log of types of precipitation and wind direction 25. Match types of precipitation with the correct season in which it typically appears Halifax County Schools
3 2nd Six Weeks Goal 4 Tools and Measurement 4.02 Observe and describe how various tools and units of measure are useful: Scissors Pencils Crayons Paperclips Hammers 4.01 Describe how tools can be used to make comparisons 4.03 Use nonstandard units of measure to describe and compare objects 4.04 Demonstrate the use of standard units of measure and compare with nonstandard measure (teacher demonstration 1. Practice using various tools 2. Match tools with their uses 3. Describe tools used in the classroom and their function 4. Use paperclips and crayons for nonstandard measurement 5. Model how to perform different task without using these tools to show their usefulness 6. Select the best tools to measure particular objects 7. Identify tools used at home and school 8. List the ways in which you can use tools to make comparisons 9. Demonstrate how tools can be used as a nonstandard unit to make comparisons 10. Use simple tools as nonstandard units 11. Make comparisons between various objects by using nonstandard units 12. Use a tool and compare how it effects different objects (scissors cut paper, but not wood) 13. Compare various objects using nonstandard units of measure 14. Measure and record various objects 15. Use a nonstandard unit of measure to measure two or more objects and tell how they compare to each other 16. Identify various nonstandard units for length, weight, and capacity 17. Predict nonstandard measurements of various objects How are tools useful? How do you use various tools? What do different tools do? How do you appropriately use various tools? How do you use tools to measure? What tools would be used to measure long objects? Short objects? How can we use tools to measure objects of different size? How can objects be compared and described using standard units of measurements? Do standard units of measure produce more consistent results than nonstandard units? scissors, pencils, crayons, paperclips, hammers, tools, measure, useful nonstandard units, measure compare standard units of measure
4 4.05 Demonstrate that standard units of measure produce more consistent results than nonstandard units, allowing information to be shared. (Teacher demonstration) 18. After watching the teacher measure the same object with several nonstandard units of measure and a standard unit of measure, tell how the standard unit is more consistent 19. Determine appropriate tools needed to measure length, weight, and capacity 20. Predict and measure various objects 21. After watching the teacher measure the same object with several nonstandard units of measure and a standard unit of measure, compare the process and results 22. Recognize standard units of measure 23. Describe which unit of measure is more dependable in accurately measuring objects 24. Measure objects with nonstandard and standard units and compare them to see the usefulness of standard units Halifax County Schools 3rd Six Weeks
5 Goal 3 Properties 3.01 Observe and describe the properties of different kinds of objects (Clay, wood, cloth, paper, other) and how they are used Develop and use a vocabulary associated with the properties of materials. Color Size Shape texture 3.03 Describe how objects look, feel, smell, taste, and sound using their own senses Observe that objects can be described and sorted by their properties Identify some common objects and organisms that are considered to be 1. units/elementary/kgoal3.doc 2. List various properties of different objects (size, color, shape, texture) 3. List uses for various objects 4. Compare two objects by a particular property. 5. Describe objects in terms of the materials they are made of (clay, metal, cloth, paper, etc.) 6. Sort a group of objects based on a particular property 7. Describe and sort various objects using their senses 8. Identify objects by color 9. Identify objects by size 10. Identify objects by shape 11. Identify objects by texture 12. Create sensory stations for students to rotate through to examine objects by sight, smell, taste, sound, feel 13. Given properties of an object predict what the object is (mystery in a bag) 14. Identify the five senses and correctly match to the appropriate body part 15. Identify which sense would be used to describe a particular object 16. Chose an object and write a description of the object using the five senses 17. Sort various objects by their properties 18. Name common natural resources such as water, air, land, plant 19. Identify the purpose of natural resources 20. Water for drinking, washing, cooking, swimming 21. Air for breathing, flying kites, air conditioning 22. Land for animals, growing plants 23. Plants for eating, wood, decoration 24. Sort natural resources and manmade resources What are the properties of various objects? What are some of the uses of various objects? How can objects be described using the five senses? What makes something a natural resource? What are some of our natural resources? texture, color, size, large, medium, small, rough. smooth, shape sight, sound, hearing, smell, odor, taste, sweet, sour, salty natural resources, man made resources
6 natural resources in our world. Halifax County Schools 4th Six Weeks Goal 1 Animals 1.01 Observe and describe the similarities and differences among animals including Structure 1. m/science/units/elementary/kgoal1.doc 2. Identify major structures of animals (head, body, wings, legs, etc.) 3. Observe and sort animals by one attribute 4. Create circle maps about various animals to include body type, movement, changes, and characteristics 5. Make clay animals with appropriate body structure 6. Go on a nature hunt and identify animals that are similar How can animals be grouped? How are animals alike? How are animals different? What are some of the behaviors of animals seen in our school yard? What are the basic needs of animals in our classroom? What are the basic needs of animals in our homes? How does taking care of animals differ between classroom pets and home pets? fly, walk, jump, similar, different, growth, change, movement, structure, antennae, wings habitat, shelter, interact, environment, surroundings,
7 Growth Changes Movement 1.02 Observe how animals interact with their surrounding s Observe how animals interact with their surrounding s Demonstrate how to care for a variety of animals 1.05 Observe the similarities of humans to other animals including Basic needs Growth and change Movement 7. Class pet observation 8. Observe, describe, and sequence how animals grow and change 9. Tell how animals are alike and different 10. Compare two animals using structure, movement, growth and changes 11. Identify animals living environments as land, air, water 12. Show and tell pet day 13. Sort animals by their habitats 14. Describe and compare various animals living in the same habitat 15. Go on a nature walk and observe animals in your local community. 16. Observe interactions between animals and their surroundings (food, shelter, and protective skills) 17. Animal matching of animal to habitats 18. Observe and discuss behaviors of animals maintained in the classroom (fish, crayfish, butterflies, tadpoles) 19. Identify basic behaviors of animals from your environment (eating, sleeping, movement) 20. Sort animals behaviors by one attribute 21. Write one sentence and illustrate to tell about a particular animal behavior 22. List needs of classroom pets 23. List needs of home pets 24. Compare the needs of home and classroom pets 25. Identify different types of foods that pets How are our basic needs similar to other animals? How does our growth compare to other animals? Is the way we move the same as other animals? protection animal behaviors, hibernation, movement
8 eat 26. Demonstrate proper care for a classroom pet through role playing 27. Illustrate and write a sentence to tell how you care for your pet at home. 28. Share weekend responsibilities of caring for a class pet 29. Compare the basic needs of animals and humans (food, water, shelter) 30. Observe human baby pictures and human adult pictures 31. Observe various baby animal pictures and various adult animal pictures 32. Compare the movement of animals and humans 33. Chart the growth of various animals and compare it to the growth of humans. Halifax County Schools 5 th and 6 th Six Weeks
9 Review All goals Teachers Choice of Projects 1. School wide science projects and fairs. 2. Class science projects 3. Learn the steps of the scientific method by completing investigations. What steps do scientists take to solve problems? What are the steps in the scientific method? Scientific method Question Research Hypothesis Experiment Data Conclusion Communicate Results
Grade K, Unit C, Physical. this chapter students discover: - different kinds of objects - some properties of matter
Pearson Scott Foresman CORRELATION TO CONNECTICUT SCIENCE FRAMEWORK Grade K Core Themes, Content Standards and Expected Performances (User Note: In addition to the student text there are Leveled Readers
More informationEarth Science: Second Quarter Grading Rubric Kindergarten
Earth Science: Second Quarter Grading Rubric Kindergarten of their senses Observation skills are used to note characteristics of our environment on a daily basis. The weather may be sunny one day and cloudy
More informationMy Journal By: Copyright 2015 A Dab of Glue Will Do
My Journal By: My Journal By: My Journal By: My Journal By: Science Notebook Contract This is my Science Notebook for the 20 school year: I promise to take care of my notebook. use one page at a time.
More informationELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION. A Collection of Learning Experiences WEATHER Weather Student Activity Book
ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION A Collection of Learning Experiences WEATHER Weather Student Activity Book Name This learning experience activity book is yours to keep.
More informationThank you for choosing AIMS!
Thank you for choosing AIMS! Please use this free activity in your classroom, and watch your students begin to experience the "Aha!" moments of real learning. We like hearing from you. Like us and share
More informationAir Is There. What can air do? balloon cotton ball feather flex straw foam ball piece of paper plastic bag
What can air do? Air Is There balloon cotton ball feather flex straw foam ball piece of paper plastic bag Investigation 1: Exploring Air No. 1 Notebook Master Parachutes How does a parachute use air? Investigation
More informationScience and Technology sample unit: What Should I Wear? Booragul Public School
Science and Technology sample unit: What Should I Wear? Early Stage 1 Term 3 Duration: 10 weeks Booragul Public School Unit context Students investigate ways daily and seasonal changes in our environment
More informationEnergy in the Earth's Systems - How do external and internal sources of energy affect the Earth's systems? KINDERGARTEN
Teacher Trail Guides We have created a set of Trail Guides for use by you and your students. The first section consists of the trail guides with teacher notes; the second section s Trail Guides omit the
More informationGanado Unified School District (Science/Kindergarten)
1 st Quarter (July 31 st October 4 th, 2018) 1 st Quarter (8 Performance Objectives) Strand 1: Inquiry Process, Strand 2: History and Nature of Science, Strand 3: Science in Personal and Social Perspectives,
More informationK-ESS2-1. By: Natalie Rapson and Cassidy Smith
K-ESS2-1 By: Natalie Rapson and Cassidy Smith Standard K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. Clarification Statement Examples of qualitative observations
More informationWHAT IS WEATHER? many kinds of weather, such as hot, cold, sunny, rainy, snowy, and windy. Storms and winds can change the weather in a hurry.
WHAT IS WEATHER? Weather tells us what the outside air is like. There are Why did the woman go outside with her purse open? She thought there was going to be some change in the weather! many kinds of weather,
More informationWatching the Weather
Watching the Weather Topic Observing the weather Key Question What is the weather like today? Focus Students will observe and record weather conditions over a long period of time. Guiding Documents NCTM
More informationbark the tough outer covering of the stems and roots of trees, shrubs, and other woody plants (IG)
FOSS Trees and Weather Module Glossary NGSS Edition 2018 adopt to take on something as if it is yours (IG) air a mixture of gases that we breathe (IG) bark the tough outer covering of the stems and roots
More informationWeather and Seasons. Look out the window and think about the weather. What is it like? Circle all the words that describe the weather today.
Weather and Seasons Lesson 1 Weather Look out the window and think about the weather. What is it like? Circle all the words that describe the weather today. 1. sunny cold rainy hot snowy windy warm cloudy
More informationScience Curriculum Unit Planner
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
More informationWeather Watching. DELTA SCIENCE READER Overview Before Reading Guide the Reading After Reading WEATHER WATCHING OVERVIEW
Weather Watching T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and
More informationPublic Schools of Brookline
1 st Grade Science & Engineering Overview The Science & Engineering (LEs) outline the content that students will learn and skills (practices) that students will be able to do from prek through Grade 8.
More information2 nd Grading Cycle Science and Technology How do engineers solve problems? What is the Design Process? TEKS 2D, 3A, 1C, 2B, 2E,
SISD Year At A Glance Curriculum Calendar- Kindergarten 1 st Grading Cycle Doing Science How do we use our senses? How do we use science skills? How do we use science tools? 1A, 2C, 2D, 2E, 3C,4A, 4B,
More informationKindergarten Science. Scope and Sequence. Quarter 1
Kindergarten Science Scope and Sequence Unit of Study 1.1: Weather, 7 days Quarter 1 ESS 1 - The earth and earth materials as we know them today have developed over long periods of time, through continual
More informationSample. Illustrate and explain how items in the matter bag were classified. Label the property of each group.
Classifying Matter Matter and Energy Name: Which matter bag was your favorite? Date: STUDENT JOURNAL Illustrate and explain how items in the matter bag were classified. Label the property of each group.
More informationScience Curriculum Map Kindergarten
Science Curriculum Map Kindergarten AUGUST L6. Recognize that people and other animals interact with the environment through their senses of sight, hearing, touch, taste, and smell. T1.3 identify and describe
More informationLearning About Weather
Learning About Weather Learning About Weather suggests ways to build on your students previous experiences to develop new concepts. The concepts presented in this book address the National Science Education
More informationUnit b 2 c 3 a. 2 pasture. 3 Students own answers. 4 sheep. 5 2 grass 3 water 4 milk. Lesson d 3 e 4 a 5 c. 3 water light shelter food
Unit 1 1 hammer 3 screwdriver 4 scissors 5 nails Students own answers 3 a hammer some nails a screwdriver 4 some nails a screwdriver 1 no 3 yes 4 no 5 yes a 3 d 4 b 3 is a scientist 3 are scientists 1
More informationScience Grade 01 Unit 01 Exemplar Lesson 02: Observing and Recording Weather
Unit: 01 Lesson: 02 Suggested Duration: 5 days Grade 01 Unit 01 Exemplar Lesson 02: Observing and Recording Weather This lesson is one approach to teaching the State Standards associated with this unit.
More informationGreenwich Public Schools Science Curriculum Objectives
Greenwich Public Schools Science Curriculum Objectives April, 2002 1 The objectives listed under The Nature of Scientific Inquiry are meant to be taught throughout the school year as the domains of life
More informationTools of the Trade Using Weather Tools Grade 1-5
Tools of the Trade Using Weather Tools Grade 1-5 OVERVIEW: Weather is a condition of the atmosphere and meteorologists are scientists who use instruments to gather data in order to study and then forecast
More informationSouthington Public Schools Curriculum Map Subject: Science Grade: 1
Southington Public Schools Curriculum Map Subject: Science Grade: 1 UNIT TITLE #1 Animals #2 Properties of matter #3 Life Cycle of Living Things #4 Sun & Shadow #5 Measurement CONTENT STATE STANDARDS Animals:
More information3rd GRADE MINIMUM CONTENTS UNIT 17: AIR
3rd GRADE MINIMUM CONTENTS UNIT 17: AIR WHAT S THE AIR? Air is the mixture of gases that surround the Earth. The main gases in air are: a. Nitrogen. This is the most abundant gas. b. Oxygen. This is the
More informationKindergarten Reading Street/Science Correlation (PreK-2 Science Curriculum Frameworks) Scott Foresman Reading Street Unit 1, Week 2 Fix-it Duck
Kindergarten Reading Street/ Correlation (PreK-2 Curriculum Frameworks) Scott Foresman Reading Street Unit 1, Week 2 Fix-it Duck Does It Page 85 Physical Identify objects and Float? 2: States of Matter
More informationV Q \ = 7]Z 4IVL 126 Unit 5
126 Unit 5 Is it cold and windy? Or is it a sunny day? Is it raining cats and dogs? Or can we go out to play? I will learn to talk about seasons and weather plant life environments caring for the earth
More informationUnit b 2 a 3 b. 2 1 b 2 c 3 a. Lesson b 2 a 3 a. 2 solve; Students own drawings. Lesson 2. 1 problem, idea.
Unit question answer question answer a b Lesson c a b d c a b Lesson Students should tick all five boxes. green hand lens ruler balance safety goggles ruler safety goggles balance hand lens different alike
More informationScience Refrigerator Card for SOL Review- Grades 2 and 3
Science Refrigerator Card for SOL Review- Grades 2 and 3 Scientific Investigation: We use our 5 senses to make observations in science experiments. We make inferences based on that data to form conclusions.
More informationSCIENCE KINDERGARTEN UNIT ONE WEATHER
SCIENCE KINDERGARTEN UNIT ONE WEATHER STANDARDS AND INDICATORS: A7, A8 Weather-Describe and record daily weather conditions throughout the year. (Try incorporating into Saxon meeting time) CONCEPTS: 1.
More informationGraphing the Weather. Main Core Tie
Graphing the Weather Summary Students take weather readings using simple weather instruments and predict the weather in this lesson. They take readings for a month during a season and chart it. With the
More informationUNIT PAGE FUNCTIONS GRAMMAR/LANGUAGE FOCUS VOCABULARY FOCUS. -How are you? -I m fine and you? -Nice to meet you. Verb to be:
TABLE OF CONTENTS UNIT PAGE FUNCTIONS GRAMMAR/LANGUAGE FOCUS VOCABULARY FOCUS Introduction 3 Greetings -Hello Greetings: Hello!, Hi! Hello again! Introducing themselves -How are you? Good-bye. Greeting
More informationDescribe the weather or the season. How does the person feel? Use the nouns, verbs and adjectives below to compete the sentences.
Today s Vocabulary Describe the weather or the season. How does the person feel? Use the nouns, verbs and adjectives below to compete the sentences. 1. It is windy. Her is blowing away. 2. It is. The isn
More informationWhat Is It Like Outside?
What Is It Like Outside? Focus: Students will describe daily changes in temperature and weather. Specific Curriculum Outcomes Students will be expected to: 1.0 pose questions that lead to exploration and
More information2 nd Grade Science Fair Ideas
2 nd Grade Science Fair Ideas Science Rocks! Suggested Science Fair Project Ideas Reporting Category 1 Matter & Energy (2 nd Grade) Physical Properties: shape, relative mass, relative temperature, texture,
More informationWhat s the Weather? [1st grade]
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 7-2012 What s the Weather? [1st grade] Lisa Hoveland Trinity University Follow this and
More informationSimple Solutions Science Level 1. Level 1. Science. Help Pages
Level 1 Science 147 A amphibian an animal group that lives part of its life in the water and part on land; most have smooth, wet skin B bird an animal group that has feathers and wings C cirrus cloud a
More informationWeather. science centers. created by: The Curriculum Corner.
Weather science centers created by: The Curriculum Corner Weather Centers 1. Weather Flap Book 2. Future Meteorologist / Make a Forecast 3. Ready for the Weather 4. Make a Match 5. What s the Temperature?
More informationKindergarten. Weather & Climate.
1 Kindergarten Weather & Climate 2015 12 16 www.njctl.org 2 Weather Describing Weather Temperature Wind Clouds Rain Snow Table of Contents Recording Weather Season I Sky observations Wind Speed and Direction
More informationWeather Second Grade Virginia Standards of Learning 2.6 Assessment Creation Project. Amanda Eclipse
Weather Second Grade Virginia Standards of Learning 2.6 Assessment Creation Project 1 Amanda Eclipse Overview and Description of Course The goal of Virginia s science standards is for the students to develop
More informationCONTENTS PAGE: 1. EU-UNAWE Mission Statement 3 2. CAPS Life Skills Programme of Assessment 4 5-6
CONTENTS PAGE: 1. EU-UNAWE Mission Statement 3 2. CAPS Life Skills Programme of Assessment 4 5-6 3. Core Knowledge & Content - CAPS Curriculum Life Skills Foundation Phase 4. Learning Outcomes & Definition
More informationName: Date: Part I Weather Tools Match Directions: Correctly identify each weather tool by writing the name on the line.
Name: Date: Part I Weather Tools Match Directions: Correctly identify each weather tool by writing the name on the line. rain gauge thermometer anemometer barometer Part II Important Vocabulary Directions:
More informationTemperature. Grade Level: 1-3
Temperature Grade Level: 1-3 Teacher Guidelines pages 1 2 Instructional Pages pages 3 4 Activity Page pages 5-7 Practice Page page 8 Homework Page page 9 Answer Key page 10 11 Classroom Procedure: Approximate
More informationEbook Code: REAU4045. The Earth & Life Science Series. Weather. Science activities for 6 to 9 year olds
Ebook Code: REAU4045 The Earth & Life Science Series Weather Science activities for 6 to 9 year olds Written by Judy Gabrovec. Ready-Ed Publications - 2005. Published by Ready-Ed Publications (2005) P.O.
More informationOnline Integrated Activity. Online Integrated Activity Link. Lindsey Crumley, Brandi Gore, and Angela Ward
Online Integrated Activity Online Integrated Activity Link Lindsey Crumley, Brandi Gore, and Angela Ward Introduction The content that is covered in our Science Unit is weather and climate. The Science
More informationDeltaScience. Content Readers. Summary. Science Background. Objectives. Reading Comprehension Skills. Supporting English Learners
DeltaScience Content Readers TM Objectives Understand what causes weather. Explore weather factors related to air. Red Edition Grade 3 4 reading level Purple Edition Grade 4 5 reading level Explore weather
More informationAl-Omam International School
Term 2 Test 1- Review Sheet Class: 2 B / C Subject: Science Lessons: Unit.6 Lesson.1 What changes Earth? Unit.6 Lesson.2 What are natural resources? Unit.7 Lesson.1 How does weather change? Unit.7 Lesson.3
More informationScience - 4th grade practice test
Name: Instructions: Bubble the correct answer. Read each choice before marking your answer. Copyright 2000-2002 Measured Progress, All Rights Reserved : Use the picture below to answer question 1. 1. A
More informationWEATHER AND CLIMATE (K.ES.NGSS)
TM WEATHER AND CLIMATE (K.ES.NGSS) UNIT AT A GLANCE ACTIVITY 1 - Weather Watchers: Making Observations QUESTIONS: What do we need to know about the weather, and what do we need to find out? Preparation:
More informationWeather and Sky. Reader. Students will
Delta Science Reader Weather and Sky Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader has
More informationì<(sk$m)=bdhigc< +^-Ä-U-Ä-U
Genre Comprehension Skill Text Features Science Content Nonfiction Draw Conclusions Captions Diagrams Glossary Weather Scott Foresman Science 2.6 ì
More informationMorgan County School District Re-3 Revised Nov. 2007
Morgan County School District Re-3 Revised Nov. 2007 Science Kindergarten August Classifying Objects S.(2.1) Examining, describing, classifying, and comparing tangible objects in terms of common physical
More informationGrade: Kindergarten Subject: Science Big Idea/Rationale. Unit of Study: Earth and Space Science
Grade: Kindergarten Subject: Science Big Idea/Rationale Enduring Understanding (Mastery Objective) Essential Questions (Instructional Objective) Unit of Study: Earth and Space Science Kindergarten students
More informationAIR AND WEATHER MODULE MATRIX
AIR AND WEATHER MODULE MATRIX SYNOPSIS CA SCIENCES STANDARDS CA I&E STANDARDS 1. EXPLORING AIR Students explore properties of a common gas mixture, air. Using vials, syringes, and tubes, students experience
More informationCurriculum Guide 2015 Class: Science Grade: 2 nd grade
Unit 1: Work Like a Scientist Identify inquiry skills Ask and raise questions about the world and investigate them by observing, Explain the difference between what you observe and what you think Scientific
More informationWeather Instruments WHAT IS WEATHER
TOPIC TWO 1 WHAT IS WEATHER Weather is the combined short-term conditions found in the lower atmosphere. These conditions include precipitation, or rain and snow, as well as wind, pressure, storminess,
More informationThe MAILBOX Theme Series
The Best of The MAILBOX Theme Series Save time and energy planning thematic units with this comprehensive resource. We ve searched the 1991 1997 issues of The Mailbox and Teacher s Helper magazines to
More informationì<(sk$m)=bdhfch< +^-Ä-U-Ä-U
Genre Comprehension Skill Text Features Science Content Nonfiction Predict Captions Diagram Call Outs Glossary Weather Scott Foresman Science 1.7 ì
More informationWeather and climate. reflect. what do you think? look out!
reflect You re going on vacation in a week and you have to start thinking about what clothes you re going to pack for your trip. You ve read the weather reports for your vacation spot, but you know that
More informationSkill - Reading Comprehension SUMMARY:
How is the Weather? High interest stories about different kinds of weather. SUMMARY: In each of these stories, you will find simple science facts about weather and weather vocabulary. Each story is structured
More informationInstructions for Copying
Instructions for Copying Answers are printed in non-reproducible blue. Copy pages on a light setting in order to make multiple copies for classroom use. Contents LIFE SCIENCE Chapter 1 Animals Chapter
More informationELEMENTARY SCHOOL SCIENCE CURRICULUM KINDERGARTEN
VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121 Fax Number: (845) 457-4254 ELEMENTARY SCHOOL SCIENCE CURRICULUM KINDERGARTEN MAY 2010
More informationV Q \ = 5a?WZTL 156 Unit 6
156 Unit 6 It is large and almost round. The colors are blue and brown. There are also swirls of white. It even glows at night. What a wonderful sight! What is it? I will learn to talk about physical features
More informationRainy Days. Upper Primary. Weather
Rainy Days Weather Rainy Days Teacher Notes Key Concepts Earth s weather changes from day to day and from season to season. National Science Education Content Standards (1996) Unifying Concepts and Processes
More informationOBSERVE AND REPORT. Overview: Objectives: Targeted Alaska Grade Level Expectations: Vocabulary: Materials: Whole Picture:
Overview: In this lesson, students are introduced to various methods of learning about weather and climate through an interactive multimedia file. Students awareness of weather is further heightened by
More informationVocabulary Objective Resources Assessments Standards
Grades 1 and 2 Curriculum Map Allison Holstrom 2013-2014 Unit 1: Inquiry and Weather Trimester 1: Monday and Wednesday afternoons Arizona State Standards and Foss Kits for Grade 2 Essential Question What
More informationWeather Walks. Summary Students will learn about weather by taking walks in various types conditions: sunny, rainy, windy and snowy.
Weather Walks Summary Students will learn about weather by taking walks in various types conditions: sunny, rainy, windy and snowy. Main Core Tie Science Kindergarten Standard 2 Objective 3 Additional
More informationMaking Bubbles. Sung to the tune of I ve Been Working on the Railroad
Making Bubbles Sung to the tune of I ve Been Working on the Railroad The bubble wand is something solid, With one end that is round. The bubble wand is big and yellow. It feels smooth is what I found.
More informationThe grade 5 English science unit, Weather, meets the academic content standards set in the Korean curriculum, which state students should:
Among the diverse meteorological elements, this area focuses on humidity, dew, fog, clouds, rain, snow, wind and atmospheric pressure. Weather influences not only our daily outdoor activities, but also
More informationLesson Objectives. Core Content Objectives. Language Arts Objectives
What s the Weather Like? 1 Lesson Objectives Core Content Objectives Students will: Demonstrate understanding of the following units of time and their relationship to one another: day, week, month, year
More informationsupports. 2.1 Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside. in space.
1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Cognition, Including Math and Science (COG) and the California Preschool Learning Foundations (PLF)
More informationImagine It! 2008 correlation to Instant Science 2012
Imagine It! 2008 correlation to Instant Science 2012 Grade 1 Life Science Basics of Life Living Things the key traits of all living things and how living and nonliving things differ. Living Things and
More informationTornado. damage. thunderstorms and can cause a lot of. Tornadoes usually happen during. reaches from the sky to the ground.
A strong rotating tunnel of air that reaches from the sky to the ground. Tornadoes usually happen during thunderstorms and can cause a lot of damage. Identify and prepare a wind safe room. or shelter (basement/cellar
More informationWeather Forecasting. pencils, colored daily weather maps for consecutive days (5)
Long-Term Projects Weather Forecasting Every three hours, the National Weather Service collects data from about 800 weather stations located around the world. Daily newspapers summarize this weather data
More informationProbabilistic Decision-Making and Weather Assessment
5 Student Packet Probabilistic Decision-Making and Weather Assessment Use contents of this packet as you feel appropriate. You are free to copy and use any of the material in this lesson plan. Packet Contents
More informationWEATHER. Systematic ELD Unit Over view. Kindergarten Intermediate. Unit Goal. Unit Wrap Up Give advice. Language. Language, 3. Unit Assessment.
Weather K INT Overview Assessment.indd 2 Systematic ELD Unit Over view HOW S THE WEATHER Systematic ELD Unit Unit Goal Week 1 Language Week 2 Week 3 Week 4 Week 5 Unit Wrap Up Give advice 1. 2. Language,
More informationPre and Post-Visit Activities. Water, Water Everywhere
Pre and Post-Visit Activities Water, Water Everywhere Table of Contents: Important Information: 2 Vocabulary: 3 Pre-Visit Activities: 4 Post-Visit Activities: 5 Vocabulary Word Search: 6 Journey of Water
More informationLesson Objectives. Core Content Objectives. Language Arts Objectives
What s the Weather Like? 1 Lesson Objectives Core Content Objectives Students will: Demonstrate understanding of the following units of time and their relationship to one another: day, week, month, year
More informationSeptember Kindergarten Social Studies
1 September Kindergarten Social Studies 2017-2018 K.8 K.9 Civics Good Citizen *Demonstrate that being a good citizen involves a) taking turns and sharing; b) taking responsibility for certain classroom
More informationScience Department. 1 st Primary. First & Second Term Booklet
Science Department 1 st Primary First & Second Term Booklet 1 Unit 1 Living and Non-living organisms Kindly watch these videos: http://youtube.com/watch?v=bn0vwkqorhk https://www.youtube.com/watch?v=p51fipo2_kq
More informationMy Community vs. Nunavut Weather and Climate
My Community vs. Nunavut Content Areas Social Studies, Science, Technology Objective Students will differentiate between weather and climate. For 1 month, they will collect and graph daily temperature
More informationì<(sk$m)=bdhiei< +^-Ä-U-Ä-U
Earth Science by Ann J. Jacobs Genre Comprehension Skill Text Features Science Content Nonfiction Draw Conclusions Captions Diagram Glossary Weather Scott Foresman Science 2.6 ì
More informationFirst Grade. Assessment. Achievement Series. Verbal explanation/ questioning. Match specific senses with pictured examples of the senses.
Month: September Unit: Science Inquiry PROCESS/ ANALYSIS AND COMMUNICA TION/ SOCIAL IMPLICATION AND REFLECTION K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves
More informationCLIMATE VS. WEATHER. Activity Plan
CLIMATE VS. WEATHER Activity Plan Project Skills, Goals, or Objectives: Students will understand the definitions of climate and weather and differentiate between the two. Life Skills: STEM, Environmental
More informationuse limited written language, spoken language, numbers, or labeled drawings to describe observed objects and phenomena. (N.2.A.1)
N.2.A.1 Students know how to make observations and give descriptions using words, numbers, and drawings. Science Achievement Indicators Grade Span Content Standard N2A Students understand that science
More informationPBL :WEATHER Grade Level: 2 nd Grade Local Partners: Local Meteorologist. How does weather impact those living and visiting Virginia Beach?
PBL :WEATHER Grade Level: 2 nd Grade Local Partners: Local Meteorologist Theme: Problem: Student Roles: Scenario: Resources: Culminating Project/Assessment: Safety: Weather How does weather impact those
More informationOur Museum of Air Toys
MATH EXTENSION A INVESTIGATION 1: EXPLORING AIR Propellers Balls Rockets Our Museum of Air Toys Look at the pictures. Are there more balls or propellers in the museum? Are there more balls or rockets in
More informationThe Green Machine curriculum addresses the following California Science Content Standards: KINDERGARTEN
The Green Machine curriculum addresses the following California Science Content Standards: KINDERGARTEN PHYSICAL SCIENCES 1. Properties of materials can be observed, measured and predicted. a. Objects
More informationInvestigation 3: Wind Exploration
2 nd Science Notebook Air and Weather Investigation 3: Wind Exploration Name: 1 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Use mathematical
More information2nd Grade. Earth's Water. Slide 1 / 111 Slide 2 / 111. Slide 3 / 111. Slide 4 / 111. Slide 5 (Answer) / 111. Slide 5 / 111. Role of Water on Earth
Slide 1 / 111 Slide 2 / 111 2nd Grade Role of Water on Earth 2015-11-20 www.njctl.org Slide 3 / 111 Slide 4 / 111 Table of Contents: The Role of Water on Earth Earth's Water The Use of Maps Click on the
More informationAlliance Created State Giant Traveling Map Lesson
Title: Comparing Arizona s Temperatures Recommended Grades: 4 th 5 th Time Needed: 30 minutes Objectives: Students will: Compare and contrast the geographic features of Arizona by researching seasonal
More informationFor Creative Minds. Grassland Habitat
For Creative Minds The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities,
More informationS (2.1)2.a Using an illustration, measure a physical property (e.g., length, temperature).
Morgan County School District Re-3 Science Fourth ***Not all units will be taught in the order suggested on this plan. August Measurement S (2.1)2 Measuring common physical properties of objects (for example,
More informationWritten by Marie E. Cecchini
Exploring Weather Written by Marie E. Cecchini Teacher Created Materials, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.com 2000 Teacher Created Materials, Inc. Reprinted, 2000 Made in
More informationYou Might Also Like. I look forward helping you focus your instruction while saving tons of time. Kesler Science Station Lab Activities 40%+ Savings!
Thanks Connect Thank you for downloading my product. I truly appreciate your support and look forward to hearing your feedback. You can connect with me and find many free activities and strategies over
More informationClimate Discovery Teacher s Guide
Unit:Little Ice Age Lesson: 1 Materials & Preparation Time: Introduction: 30 min Data collection: 10 minutes daily (for one or more weeks) Part 1 graphing/analysis: 45 min Part 2 graphing/analysis: 45
More informationGRADE ONE EARTH SCIENCE: EXPLORING THE SUN AND MOON
GRADE ONE EARTH SCIENCE: EXPLORING THE SUN AND MOON Standard 1.E.3: The student will demonstrate an understanding of the patterns of the Sun and the Moon and the Sun s effect on Earth. 1.E.3A. Conceptual
More information