Orleans Southwest and Lamoille North Science Curriculum (Grade Cluster PreK-2)

Transcription

1 Orleans Southwest and Lamoille North Science Curriculum (Grade Cluster PreK-2) Big Idea: Life Science 1. Structure and Functions 2. Changes in Living Systems 3. Ecosystems and Energy Big Idea: Scientific Inquiry 1. Change 2. Questioning 3. Investigate 4. Conclude Big Idea: Earth and Space Science 1. Patterns and Cycles 2. Structures and Properties 3. Sustainability Big Idea: Physical Science 1. Matter 2. Energy 3. Motion Science Learning Principles 1 Page

2 Science Learning Principles: 1. Students learn science concepts best when they are actively engaged in an inquiry based process Therefore we will provide opportunities for students to engage with materials, explore through investigation, propose and critique explanations based on evidence, and apply understanding to take the next steps. 2. Students develop deeper understanding when given opportunities to communicate scientifically. Therefore students will be provided the opportunity to construct their understandings through purposeful conversations, multi-media outlets, and writing where students share, evaluate, and defend their ideas. 3. Students learn best when given the opportunity to identify prior knowledge and refine and confront current understandings. Therefore students will be provided the opportunity to formulate new knowledge by modifying and adding to their understanding of concepts that in turn will guide instruction. 4. Students are able to transfer scientific knowledge best when provided the opportunity to relate the big ideas to personal experiences and connect what they learn to the bigger picture for a greater understanding. Therefore students will be provided with curriculum and instruction that is guided by big ideas and will be provided with opportunities to transfer their learning to new contexts. 5. Students gain scientific literacy when provided the opportunity to be taught using common language, skills, and content on a continuum from K-12. Therefore students will be provided the opportunity to be taught a vertically aligned curriculum and instruction. 6. Students develop a deeper understanding of scientific content when assessments are intentional and ongoing. Therefore teachers and students will engage in: ongoing, diagnostic, and formative assessment aligned to enduring understandings and grade level benchmarks. PreK-12 Enduring Understandings and Essential Questions for Scientific Inquiry: 1.1 Students will understand that current scientific knowledge and theory is subject to change based on new evidence. How do questions about our natural world guide our scientific inquiry to help us learn more? How can prior knowledge or misconceptions affect the creation of a hypothesis? 1.2 Students will understand that identifying questions and concepts will guide scientific research. They will understand that they must be able to develop a hypothesis using explanations, models and evidence. How are scientific questions formulated and hypotheses generated? 1.3 Students will understand that they need to collect evidence to answer a question via investigation or research. They will understand how to design and conduct an investigation. Investigations are logically organized and use appropriate tools to gather, organize, represent and summarize data. In what ways can we design and conduct an investigation to test the question? What evidence is necessary to answer a question? 1.4 Students will understand that evidence must be used to analyze and interpret data and develop conclusions about their hypothesis. They will understand it is necessary to communicate scientific findings and be able to generate further question. Students will understand that scientific knowledge gained through investigations can be transferred to other contexts and applied to real world situations. How does your data guide your analysis of an investigation? To what extent does evidence support or refute a hypothesis? How do scientists use their findings to generate alternative explanations and investigations? How do scientists apply their findings to the real world? 2 Page

3 Grade Cluster PK-2 Inquiry: Science explains the natural world. Students will be able to formulate questions about objects, organisms, and events in the environment when cued and then on their own as well as predict a logical outcome. Plan and conduct a simple investigation that includes -What will experiment do? -Describe observations based on senses -Organize data into a graph or table -Use appropriate scientific drawing -Follow a plan Be able to identify the important information that will help answer the question. Develop a reasonable explanation based on an observation and data. Generate new questions and relate current investigation to a similar investigation. Physical Science: PreK-12 EU : 2.1a Students will understand that all objects and substances are composed of matter with physical and chemical properties. PreK-12 EQ : How can characteristic properties be used to distinguish one form of matter from another? Students will understand that objects can be observed, described, and sorted. Students will understand the difference between solids and liquids. (See Earth Science ) Objects can be described by their properties or attributes. (see Earth science ) Sort objects by attributes Solids and liquids are states of matter The properties of solids are hardness, color and the ability to maintain shape. Liquids have properties of color, tendency to flow, the ability to mix with other liquids and take up the shape of the container. Identify and describe a liquid and a solid. Sort matter as either a solid or a liquid 3 Page

4 PreK-12 EU : 2.1b Students will understand that matter can change form or state but will always be conserved. PreK-12 EQ : In what ways can matter be changed while being conserved? Students will understand that matter can undergo change (e.g. changing temperature : solid to liquid or liquid to solid.) Changes in temperature can change states of matter Water can be a liquid or a solid Observe and describe changes in an ice cube at room temperature. Observe and describe changes in water when placed in a freezing temperature. PreK-12 EU : 2.2 Students will understand that energy exists in multiple forms and is conserved. PreK-12 EQ : What are the different forms of energy and how do they behave? How can energy be changed and conserved? Students will understand there are several different forms of energy (i.e. sound, thermal) The sun warms the earth Identify the sun as a source of heat energy See Earth Science ( The sun provides light and heat necessary to maintain the temperature of the earth.) Sound and heat are forms of energy. Things that make sound vibrate. Heat can change the temperature of an object or substance. Heat can move from one object or substance to another. List sources of heat. Observe and describe how heat moves from one object or substance to another. Compare and contrast the sounds produced when causing objects to vibrate. 4 Page

5 PreK-12 EU : 2.3 Students will understand that motion is affected by energy or force. PreK-12 EQ : In what ways can matter move? How do forces effect motion of matter? How can forces change the motion of matter? Students will understand that the motion of an object can vary in speed as well as direction. Students will understand that the position of an object can be described by locating the object relative to other objects. Students will understand that the position and motion of an object is affected by pushing or pulling. Objects move in variety of directions (straight, zig zag, circular, back and forth, up and down). Describe the position of an object that has moved relative to other objects around it. Use position words to describe objects in space (e.g. Behind, in front of, beside, left, right) Manipulate objects and observe and describe the motion. The way to change how something is moving is to give it a push or a pull. A push is when the object is moved away from the force. A pull is when the object is moved toward the force. Investigate and report the effect of pushing and pulling forces on an object. 5 Page

6 Life Science: PreK 12 EU: 3.1 Students will understand that all living organisms have certain needs and structures with unique functions that allow them to survive. PreK 12 EQ: What do living organisms need to survive? How does an organism s physical structure enable it to survive? Living things are made of parts that allow them to meet their needs. Plants and animals need to take in water, food, and air. In addition plants need sunlight. Differences between living and non-living things Living things can be plants or animals Some animals have 5 senses Sort and explain living and non-living things Identify a living thing as a plant or an animal Observe and tell what living things need Identify and use the 5 senses Plants need sunlight, food, and water Parts of the plant have specific functions Animals have parts that help them meet their needs to survive. Animals need food, water, air, and space to survive. Animals use their senses to survive. Draw and label the parts of a plant Explain function of parts Care for plants by identifying and providing for their needs. Identify the sense needed to meet a survival need. Observe and record parts of an animal that help it survive. Care for animals by identifying and providing for their needs. 6 Page

7 PreK 12 EU: 3.2a Students will understand that species have changed, are changing and will continue to evolve over time. PreK 12 EQ: How do species change over time? There is variation among individuals of one kind within a population. Students will understand that organisms that once lived on earth have completely disappeared. There are similarities and differences among their peers (external features) Observe their peers and tell what s the same and what s different Within a familiar animal or plant species there are similarities and differences. Observe and identify or compare and contrast difference and similarities within a plant or animal species. Some organisms that once lived on earth no longer exist. Identify specific organisms that once lived on earth. PreK 12 EU: 3.2b Students will understand that all living organisms have life cycles and reproduce. PreK 12 EQ: How do living organisms change and reproduce throughout their life cycles? Plants and animals all have life cycles that include birth, growth, reproduction and death. Living things grow and change over time. Observe the changes as plants and animals grow. Sequence pictures of human life stages Animals and plants have life cycles (birth, growth, reproduction, death) A life cycle includes being born, growing, reproducing, dying. Observe a plant or animal over time as it moves through the stages of its life cycle. Sequence and label pictures of an animal or plant life cycle. 7 Page

8 PreK 12 EU: 3.2c Students will understand that the characteristics of organisms are influenced by heredity and environment. PreK 12 EQ: How do heredity and environment affect living organisms? Some plants and animals are alike in what they look like and do, and others are different. Plants and animals closely resemble their parents. Offspring have features that are similar to their parents. Describe similarities between themselves and a parent or between baby animals and their parent. Plants and animals resemble the parent plant or animal Plants and animals reproduce their own kind Observe and identify similar characteristics between offspring and parent. PreK 12 EU: 3.3 All living organisms depend on each other and their environment to meet their survival needs. Energy is transferred through interdependent systems within an organism and throughout ecosystems. PreK 12 EQ: How do organisms obtain energy to survive? How does energy flow within an organism and throughout ecosystems? How do organisms interact with each other and their environment? Plants and animals depend on their environment to meet their needs. Some source of energy is needed for all organisms to live and grow. Plants and animals need energy to grow Plants make their own food. Animals eat plants and other animals to get energy. Animals depend on their environment for food and for shelter Act out or construct a diagram that shows what eats what. Construct a model of an environment that meets the needs of a specific animal. 8 Page

9 Earth and Space Science: PreK-12 EU : 4.1a Students will understand that patterns, cycles and movement govern the universe. PreK-12 EQ : What are some observable patterns and cycles in the solar system and how does it affect life on earth? What evidence can be used to show the universe has changed over time? Students will understand that objects in the sky (sun, moon and stars) have patterns of movement and observable changes from day to day in time. The sun, moon, and stars are objects seen in the sky. The sun is seen during the day. Compare day sky to night sky. The sun, moon and stars appear to move across the sky. The moon changes shape over time. The moon can be seen sometimes at night and sometimes during the day. The sun changes position in the sky through the day and over seasons. Observe and draw the moon cycle over time and describe the changes. Investigate how shadows provide evidence for change in position of the sun in the sky over the course of the day. PreK-12 EU : 4.1b Students will understand that the relationship between the earth and sun creates changes over time encompassing the water cycle, climate, weather and seasonal patterns. PreK-12 EQ : How does the sun create and affect the water cycle, climate and weather patterns on Earth? Students will understand that the sun warms the Earth's surface and provides light, and changes in weather. There are 4 seasons in the year. Weather changes from day to day. Observe and record daily weather. Draw and label seasonal pictures. See physical science (The sun provides light and heat necessary to maintain the temperature of the earth.) There are observable changes that occur throughout the seasons. (day length, temperature, precipitation) Compare and contrast seasonal weather patterns based on collected data. 9 Page

10 PreK-12 EU: 4.2 Students will understand that forces shape the Earth and the Earth is made up of basic materials. PreK-12 EQ: In what ways has Earth changed throughout its history AND what evidence can be shown to support it? How do natural forces shape and change the Earth? What are the basic materials that make up the Earth and how have they changed over time? Students will understand that earth s materials can be sorted and classified. Students will understand that there are forces (wind and rain) that change earth s materials (sand and soil). Rocks come in many sizes and shapes. Sort a variety of rocks by similarities and differences The earth materials are solid rocks and soils. Soils have observable properties that sustain plant life. Investigate how different soil composition might support plant life. (connect to life science) The Earth is made up of materials, such as rock, sand and soil, that can undergo change from forces such as wind and rain. Recognize materials that make up the earth s surface. Observe, describe, and investigate what happens to rock, sand and soil when acted on by wind or water. 10 Page

11 PreK-12 EU: 4.3 Students will understand that humans depend on the earth for different resources and human activities can affect the earth s systems. PreK-12 EQ: How has life changed the planet over time? How have humans influenced earth s changes? Students will understand that natural resources are materials that we obtain from the living and nonliving environment. Students will understand that reducing, reusing, and recycling of resources can extend their uses. The meaning of the words reduce, reuse, recycle. The resources that can be reduced, reused, and recycled in our classroom. Recognize an item from home or school that could be reduced, reused or recycled. Natural resources are materials that are obtained from our environment (eg. Trees, animals, oil, rocks) Objects used everyday are made from natural resources. The meaning of the words reduce, reuse, recycle. What resources can be reduced, reused, and recycled. The earth s natural resources are limited. Integrate Throughout Match each consumable item with its natural resource ( paper wood, maple syrup- sap, milkcow, wool- sheep, plastic oil, lumber-trees, statue marble, soda can- aluminum) Make observations about where /if the three R s are being used. Explain why conserving is important to your family and community. 11 Page