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OKALOOSA COUNTY SCHOOL DISTRICT

SCIENCE CURRICULUM GUIDE

KINDERGARTEN


Curriculum Guide for Science

REV 052012 Kindergarten Science

CONTENTS

Mission Statement ..................................................................................................................................................................3

Suggestions for Implementing Curriculum Guides .....................................................................................................................3

Florida Department of Education ∞ Office of Math and Science Essential Website ....................................................................4

OCSD Curriculum and Pacing Guide ∞ Overview....................................................................................................................4

Cognitive Complexity/Depth of Knowledge Rating for Science ...................................................................................................6

K Science Standards ..............................................................................................................................................................8

Quarterly Benchmarks ............................................................................................................................................................9

Reading Standards for Informational Text K............................................................................................................................ 11

Writing Standards for Informational Text K.............................................................................................................................. 12

Grade-level Curriculum Guide................................................................................................................................................ 13

Year-long Benchmarks .......................................................................................................................... 13

Quarter 1.............................................................................................................................................. 15

Quarter 2.............................................................................................................................................. 18

Quarter 3.............................................................................................................................................. 20

Quarter 4.............................................................................................................................................. 24

Textbook Correlation to Florida Science Standards ................................................................................................................. 26

Science Resources Guide ..................................................................................................................................................... 30

Kindergarten Science Literature with Benchmarks .................................................................................................................. 31

5 Questions to Deeper Understanding.................................................................................................................................... 35

Standards-Based Instruction.................................................................................................................................................. 36

Backward by Design ............................................................................................................................................................. 36




Mission Statement

Develop the highest quality science instruction and maximize student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level.

Provide learning-rich classroom activities that teach the benchmarks in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.

Regularly administer assessment to include higher-level questions and performance task assessment.

In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade levels to define absolute skill goals for each grade level.

Document questions and suggestions for improvement of the Curriculum Guide.

Integrate science into math and reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Visit the Okaloosa Science Central Website at: http://www.okaloosa.k12.fl.us/science

Days allotted to each benchmark are approximate and have been suggested based on the level of the

complexity of the benchmark. To insure benchmarks are taught to mastery and completed by the conclusion of

the school year, it is recommended that teachers not veer significantly from the suggested pacing.

http://www.okaloosa.k12.fl.us/science/




Florida Department of Education ∞ Office of Math and Science Essential Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a science curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period. Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark

mastery. Description: The OCSD Science Curriculum Guide specifies the science content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Top Block – Big Idea and Essential Questions Identifies the Big Idea and the components of the Big Idea. Lists the Essential Questions addressed in the sections Benchmarks.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark. Cites the Houghton Mifflin Harcourt Florida Science

Fusion textbook pages that correlate to the Benchmark.

http://www.floridastandards.org/homepage/index.aspx




Column Two – FCAT Info Serves as a placeholder for future FCAT information; to include content limits, complexity, assessment status, and crosswalk correlation.

Column Three – Additional Resources/Activities Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.

Column Four – Literacy Connection/Vocabulary/Reading Lists vocabulary words, specific literary resources, and other books or stories connected to the Benchmark goals.

Column Five – Open: Specific to Teacher/Grade/Subject/School Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.

Of note:

Benchmarks drive instructional decisions; the text is a resource

Results of assessment are used to adjust and revise instruction

Hands-on science labs are an essential component of the science curriculum

The inquiry process must be embedded within every big/supporting idea

NOTE:

Addendums to this curriculum guide, as well as additional information/forms (i.e. elementary lab templates) will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx




Cognitive Complexity/Depth of Knowledge Rating for Science

Florida’s revised science standards emphasize teaching and learning the most important K-12 science concepts in depth at each grade level.

After adoption of the new science standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University convened a group of Florida science teachers, district math supervisors, and science education faculty, and

scientists to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each

benchmark, then reached consensus on level of cognitive complexity us ing a classification system adapted from the “depth of knowledge” system developed by Dr. Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999)

reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand,

analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels:

Low Complexity

Science low complexity items rely heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out a procedure that can be preformed mechanically. It is not left to the student to come up

with an original method or solution. Skills required to respond correctly to a low complexity item might include the following.

Identify a common example or recognize a concept Retrieve information from a chart, table, diagram, or graph

Recognize a standard scientific representation of a simple phenomenon

Calculate or complete a familiar single-step procedure or equation using a reference sheet

Moderate Complexity

Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student

is expected to decide what to do – using informal methods of reasoning and problem solving strategies – and to bring together skill and

knowledge from various domains. Skills required to respond correctly to moderate complexity items might include the following. Apply or infer relationships among facts, terms, properties, or variables

Describe examples and non examples of scientific processes or concepts Predict or determine the logical next step or outcome

Compare or contrast structures or functions of different organisms or systems Choose the appropriate formula or equation to solve a problem and then solve it

Apply and use concepts from a standard scientific model or theory




High Complexity

High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis,

judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.

Skills required to respond to high complexity items might include the following. Construct models for research

Generalize or draw conclusions Design an experiment, given data and condition

Explain or solve a problem in more than one way Provide a justification for steps in a solution or process

Analyze an experiment to identify a flaw and propose a method for correcting it

Interpret, explain, or solve a problem involving complex spatial relationships

Predict a long term effect, outcome, or result of a change within a system

Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.

Source: Cognitive Complexity Classification of FCAT SSS Test Items, July, 2006 and revised January, 2008; Florida Department of

Education.




K Science Standards

Big Idea 1 – The Practice of Science

Big Idea 5 – Earth in Space and Time

Big Idea 8 – Properties of Matter

Big Idea 9 – Changes in Matter

Big Idea 10 – Forms of Energy

Big Idea 12 – Motion of Objects

Big Idea 13 – Forces and Changes in Motion

Big Idea 14 – Organization and Development of Living Organisms

The numbering for the big ideas is consistent throughout the document. Not all big ideas are addressed at each grade level, so the numbering scheme is not consecutive for each grade level.

Benchmark Coding Scheme

SC. 5. N. 1. 1

Subject Grade Level Body of

Knowledge Big Idea Benchmark




Quarterly Benchmarks

Yearlong Benchmarks

Benchmark Description

SC.K.N.1.1 Collaborate with a partner to collect information.

SC.K.N.1.2 Make observations of the natural world and know that they are descriptors collected using the five senses.

SC.K.N.1.3 Keep records as appropriate -- such as pictorial records -- of investigations conducted.

SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.

SC.K.N.1.5 Recognize that learning can come from careful observation.

LACC.1.RI.1.1 With prompting and support, ask and answer questions about key details in a text.

LACC.1.SL.1.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts under

discussion). B. Continue a conversation through multiple exchanges.

LACC.1.RI.2.4 With prompting and support, ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

LACC.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a ques tion.

LACC.1.RI.4.10 Actively engage in a group reading activities with purpose and understanding.

MACC.1.MD.1.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of/less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

MACC.1.MD.2.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.




Quarter 1 Quarter 2

Benchmark Description Benchmark Description

SC.K.P.8.1 SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture.

SC.K.P.12.1 SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc.

SC.K.L.14.1 SC.K.L.14.1 Recognize the five senses and related body parts. (Reading series-Smart Start)

SC.K.P.13.1 SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving.

SC.K.P.10.1 SC.K.P.10.1 Observe that things that make sound vibrate. SC.K.E.5.1 SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up.

(Introduce Yearlong Benchmarks in Q1).

Quarter 3 Quarter 4

Benchmark Description Benchmark Description

SC.K.P.9.1 SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumbling, smashing or rolling.

SC.K.L.14.3 SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.

SC.K.E.5.2 SC.K.E.5.2 Recognize the repeating pattern of day and night.

SC.K.L.14.2 SC.K.L.14.2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life.

SC.K.E.5.3 SC.K.E.5.3 Recognize that the Sun can only be seen in the daytime.

HE.1.C.1.5

HE.1.C.1.5 Recognize there are body parts inside and outside of the body.

SC.K.E.5.4 SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes during the day.

(Reading Series-Unit 9-Amazing Creatures: insects, animals, ocean creatures and dinosaurs.) (In science: plants will be introduced in Q3 and animals in Q4).

SC.K.E.5.5 SC.K.E.5.5 Observe that things can be big and things can be small as seen from Earth.

SC.K.E.5.6 SC.K.E.5.6 Observe that some objects are far away and some are nearby as seen from Earth.

SC.K.L.14.3 SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.

SC.K.L.14.2 SC.K.L.14.2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life.

(Reading Series-Unit 8-Plants: plants, trees and seeds.) (In science: plants will be introduced in Q3 and animals in Q4).




Reading Standards for Informational Text K

Kindergarten

Key Ideas and Details

1. With prompting and support, ask and answer questions about key details in a text

2. With prompting and support, identify the main topic and retell key details of a text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

4. With prompting and support, ask and answer questions about unknown words in a text.

5. Identify the front cover, back cover, and title page of a book.

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text and illustration depicts) .

8. With prompting and support, identify the reason an author gives to support points in a text.

9. With prompting and support, identify basic similarities in and differences between two text on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and

Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

Standard 10, “Range, Quality and Complexity of Text,” will be implemented through all grades K-12 with professional

development offered across the school year to support this standard.




Writing Standards for Informational Text K

Kindergarten

Text Types and

Purposes

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or a preference about the topic or book (e.g., My favorite book is…).

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply some information about the topic.

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about t he events in the order in which they occurred, and provide a reaction to what happened.

Production and Distribution of Writing

4. (Begins in grade 3)

5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

9. (Begins in grade 4)

Range of Writing 10. Begins in grade 3)

Standard 10, “Range, Quality and Complexity of Text,” will be implemented through all grades K-12 with professional

development offered across the school year to support this standard.



REV 052012 Kindergarten Science Yearlong Benchmarks

Grade-level Curriculum Guide

Year-long Benchmarks BIG IDEA 1: The Practice of Science

A. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the

communication of this evaluation. B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific

knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does

science require creativity in its methods and processes, but also in its questions and explanations. Essential Questions

What do you see? How would you describe this? (all Benchmarks)

What else can you tell me about this (use, where you find this, etc.) (all Benchmarks)

What do you think we could write/draw about this to share? (SCKN 1.3, 1.4, 1.5)

Benchmark Text Alignment

FCAT Info: Content limits, Item specs, other assessments

Additional Resources/Activities Lit. Connection Vocabulary Reading

Open: Specific to teacher, grade, subject, school

SC.K.N.1.1

Collaborate with a

partner to collect information.

SC.K.N.1.2

Make observations

of the natural world and know that they

are descriptors collected using the

five senses.

Low Complexity

Moderate

Complexity

All Benchmarks:

Reading Rainbow videos and related

books: Archibald Frisby

Racoons and Ripe Corn

All Benchmarks:

More Picture Perfect Science Lessons (Ansberry & Morgan, 2007)

Labs:

AIMS:

Stand up! Line Up!

All Benchmarks Florida Treasures

Sing, Talk, Rhyme Chart 4 (Five Senses)

Literature:

Science Leveled Readers

Vocabulary:

observe communicate

classify

estimate measure



REV 052012 Kindergarten Science Yearlong Benchmarks

SC.K.N.1.3

Keep records as appropriate -- such

as pictorial records -- of investigations

conducted. SC.K.N.1.4

Observe and create a visual

representation of an object which

includes its major

features. SC.K.N.1.5

Recognize that

learning can come from careful

observation.

Text for all

benchmarks:

Unit 1

Moderate

Complexity

High Complexity

Moderate Complexity

Online resources:

http://www.ehow.com/how_4449159_teach-kindergarten-drawing.html Mailbox Books:

Science for All Seasons-Spring:

Getting in Touch With Texture Unit Pgs. 63-72. Hands-on activities featuring the

sense of Touch.

Science for All Seasons-Fall: Rocks

Rule Unit Pgs. 23-29 This unit gives

children opportunities to observe, describe , sort and classify rocks

according to their observable attributes. The emphasis is on observing, describing , sorting and classifying, not

on the study of rocks.

Science for All Seasons- Spring

Give Me Five For Snacktime Unit – Pgs. 19-24 This unit has hands-on activities

to explore the five senses.

Science for All Seasons- Spring

Soil Search Unit- Pgs. 25-32 This unit

gives students an opportunity to use their five senses to observe, describe ,

sort and classify soils and learn more about plants. The emphasis is not on

Soil, but on using the 5 senses to determine observable properties and

sorting and classifying plants. Professional Development:

Exploring Safely: A Guide for Elementary Teachers by Terry Kwan

and Juliana Texley

infer predict

model question

hypothesis data

experiment

describe

http://www.ehow.com/how_4449159_teach-kindergarten-drawing.html

http://www.ehow.com/how_4449159_teach-kindergarten-drawing.html

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9780873552004




REV 052012 Kindergarten Science – Quarter 2

Quarter 1 BIG IDEA 8: Properties of Matter

C. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. D. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or “stuff”)in an object. Weight, on the

other hand is the measure of force of attraction (gravitational force) between an object and Earth.

Essential Questions: How do we use Science skills?

How do we use Science tools?

BIG IDEA 14: Organization and Development of Living Organisms E. All plants and animals, including humans are alike in some ways and different in others. F. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. G. Humans can better understand the natural world through careful observation.

Essential Question:

How do we use our senses?

Big Idea 10 Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change.

Essential Questions:

What is Sound?




Benchmark

Text Alignment

Assessments Additional Resources/Activities

Lit. Connection

Vocabulary Reading

Open: Specific to

teacher, grade, subject, school

SC.K.L.14.1 Recognize the five senses and related body parts. SC.K.P.10.1 Observe that things that make sound vibrate. SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture. Text: Unit 1

Low Complexity Moderate complexity Assessments: Unit Review and Assessment in Teachers’ Edition Student Workbook: Sum it Up pages

LABS AIMS:

Bag of Beads (students use touch box to ID common objects)

Touch & Tell (rough or smooth) Primarily Physics (What is hot and cold)

What is the Temperature?

Science Curriculum Teachers Edition, Chapter 6 Directed Inquiry, pgs 138-139

Science Curriculum Teachers Edition, Chapter 5 Guided Inquiry, pgs 120-121

Online resources:

BrainPop Jr United Streaming Labs:

Sound Vibrations (feel of surface when vibrating & producing sound)

Musical Bottles (pitch by water level)

Primarily Physics –Sounds Is Vibration

The Lion That Roars (paper cup telephones) Professional Development:

Hands-On Life Science for Elementary Grades by Phil Parratore

Sound: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D.

Force & Motion: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D.

“Minds in Motion” workshop Reading Rainbow videos and related books: Ty’s One-Man Band

Integration with Language Arts: The Five Senses benchmark is a great opportunity to teach the concept of opposites: sweet-sour, smooth-rough, hot-cold, etc. Literature:

Sounds All Around (Pfeffer)

Big Book: Hands Can (Five Senses) My Five Senses (Aliki)

5 Sense s(Ruis) Touch (Rius, Parramon, Puig, 1985)

Taste (Rius, Parramon, Puig, 1985) Hearing (Rius, Parramon, Puig, 1985)

Sight (Rius, Parramon, Puig, 1985Smell (Rius, Parramon, Puig, 1986)

Forest Friends Five Senses (Garelli & Chessa

Seven Blind Mice (Young)

My Hands (Aliki) I Went Walking (Williams)

Knots on a Counting Rope –Martin & Archambault

Poem: “Ears Hear” by Jack Prelutsky in Read Aloud Rhymes for the Very Young

The Story of Ferdinand (Leaf) – a bull who loves to smell things.








Media: Magic School Bus Series: Inside a Haunted House Online resources:

BrainPop Jr

United Streaming

Professional Development: Sound: Stop Faking It! Finally Understanding Science So You Can Teach It by William C. Robertson, Ph.D.

Polar Bear, Polar Bear Carle Literature:

Mouse Paint (Walsh)

Little Blue, Little Yellow (Lionni)

Color Dance (Jonas)

Bartholomew & Oobleck (Seuss)

What Is the World Made Of (Zoenfeld)

Air Is All Around You (Branlyn)

Amy Loves the Wind (Hoban)

All Benchmarks Literature:

Sounds All Around (Pfeffer)

Big Book of Explorations pg. 7 (Five Senses)

Vocabulary: touch smell hear see taste sound vibrate observe compare measure sort hand lens thermometer measuring cup balance ruler






Quarter 2

Big Idea 5: Earth and Space in Time Humans continue to explore Earth’s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.

Essential Question: How do we describe location?

Big Idea 12: Motion of Objects A. Motion is a key characteristic of all matter that can be observed, described and measured. B. The motion of objects can be changed by forces.

Essential Question:

How do things move?

Big Idea 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces- pushes or pulls. C. Some forces act through physical contact, while others act at a distance.


How can we change the way things move?

Which objects do magnets attract?




Benchmark

Text Alignment


Lit. Connection

Vocabulary Reading

Open: Specific to


SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up. SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc. SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving. Text: Units 6 and 7 .

Complexity- low to high Assessments: Unit Review and Assessment in Teachers’ Edition Student Workbook: Sum it Up pages

Pg. 61-70 This unit gives children opportunities to observe, describe, sort and classify balls. Students explore gravity through several hands-on explorations.

(These resources can be used in the first nine weeks-related to the five senses)

Energy Makes Things Happen (Bradley)

Switch On, Switch Off (Berger) Vocabulary;

light heat beside above below behind in front of zigzag round and round straight up and down back and forth push pull magnets attract




Quarter 3 BIG IDEA 5: Earth in Space and Time

Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System.


What is in the day sky?

What is in the night sky? BIG IDEA 8: Properties of Matter

A. All objects and substances in the world are made of matter. Matter has two fundamental properties: mat ter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter(or “stuff”)in an object. Weight, on the

other hand is the measure of force of attraction (gravitational force) between an object and Earth. Essential Questions:

How do we describe and sort matter? How can heating and cooling change matter?

BIG IDEA 9: Changes in Matter

A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically.

Essential Question:

How can we change matter?

Big Idea 10 Forms of Energy C. Energy is involved in all physical processes and is a unifying concept in many areas of science. D. Energy exists in many forms and has the ability to do work or cause a change.


What is Light?

What is Heat?




BIG IDEA 14: Organization and Development of Living Organisms

A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and eternal structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.


What are living things?

What is real? What is pretend?

What are plants like?

What do plants need?

What are some plant parts?

How do plants grow and change?

Benchmark

Text Alignment


Lit. Connection

Vocabulary

Reading

Open: Specific to

teacher, grade,

subject, school

SC.K.E.5.2 Recognize the repeating pattern of day and night. SC.K.E.5.3 Recognize that the Sun can only be seen in the daytime. SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes during the day. SC.K.E.5.5

Assessments: Unit Review and Assessment in Teachers’ Edition Student Workbook: Sum it Up pages

Science for All Seasons -Fall Calling All Balls! Unit Reading Rainbow videos and related books: Hot-Air Henry Media: Magic School Bus series: Taking Flight, Out of this World, Lost in Space, Sees Stars, Gains Weight Labs: ►More Picture Perfect Science Lessons (Ansberry & Morgan, 2007) Chapter 14 has a roller coaster activity that relates to gravity. The children build a “roller coaster” using foam pipe insulation. Reading Rainbow videos and related books:

Literature:

Florida Treasures

Big Book: A Rainy Day (this book has some great pictures of the daytime sky)

Sky Fire (Asch) (SCKE 5.3)

The Moon (Yusof) (SCKE 5.4)

Happy Birthday Moon (Asch) (SCKE 5.4.5.5, 5.6)

Napping House (Wood) (SCKE 5.3)

Goodnight Moon (Brown) (SCKE 5.4)

The Sun Our Nearest Star (Branlin) (SCKE 5.3)

Amy Loves the Sun (Hoban) (SCKE 5.3)

Little Cloud (Carle) (SCKE 5.3)

It Looked Like Spilt Milk (Shaw)




Observe that things can be big and things can be small as seen from Earth. SC.K.E.5.6 Observe that some objects are far away and some are nearby as seen from Earth SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture. SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumbling ,smashing, or rolling Text: Unit 4 and 5

Hot-Air Henry ►AIMS:

What Comes Up Must Come Down (effects of gravity on a variety of objects) (SCKE 5.1)

Media: Magic School Bus series: Taking Flight, Out of this World, Lost in Space, Sees Stars, Gains Weight Labs: Draw what you saw: Moon log Draw Activities: Day vs Night Online resources:

BrainPop Jr.

United Streaming:

http://www.nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html

http://www.zoomwhales.com/subjects/astronomy/plaents/earth/

http://www.zoomwhales.com/crafts/astonomy/

Professional Development:

http://kids.nationalgeographic.com/ (search “Moon”)

http://kids.nationalgeographic.com/ (search “Gravity”)

Media: http://kidshealth.org/kid/ (Teacher should screen) Online Resources: Brainpop Jr. Professional Development:

(SCKE 5.3)

What Makes Day & Night (Branley) (SCKE 5.2)

The Moon Seems to Change (Branley) (SCKE 5.4)

Day Light, Night Light (Branley) (SCKE 5.4)

Moon (Jump Into Science Series – National Geographic) (SCKE 5.4)

When You Look Up At the Moon (Rookie Reader) (SCKE 5.4)

Zoom (Banyai) (SCKE 5.5, 5.6)

Sunshine on My Shoulders (song book) by John Denver

Literature:

Florida Treasures

Big Book: A Rainy Day (this book has some great pictures of the daytime sky)

Roller Coaster (Marla Frazee, 2003)

I Fall Down (Vicki Cobb, 2004)

Gravity Is A Mystery (Branley)

Gravity (Wright Group Publishing) – songbook

Vocabulary:

day sky cloud night moon stars morning/evening matter change heat cool

Florida Treasures







http://kids.nationalgeographic.com/

http://kids.nationalgeographic.com/

http://kidshealth.org/kid/




http://science.nsta.org/enewsletter/2006-03/member_elementary.htm On-line resources: http://kids.nationalgeographic.com/Animals/ http://www.internet4classrooms.com/science_elem_plants.htm

Big Book: Apple Farmer Annie Big Book: Oak Trees

Big Book: Seed Secrets

Big Book of Explorations pg. 43




Sing, Talk, Rhyme Chart 50



In the Small, Small Pond (Fleming) (SCKL 14.3)

From Seed to Pumpkin (Pfeffer) (SCKL 14.3)

The Tiny Seed (Carle) (SCKL 14.3)

Jack’s Garden (Cole) (SCKL 14.3)

Tops & Bottoms (Stevens) (SCKL 14.3)

A Tree Is A Plant (Bulla) (SCKL 14.3)

Be A Friend To Trees (Lauber, 1994)

http://science.nsta.org/enewsletter/2006-03/member_elementary.htm


http://kids.nationalgeographic.com/Animals/

http://www.internet4classrooms.com/science_elem_plants.htm





Quarter 4

BIG IDEA 14: Organization and Development of Living Organisms

D. All plants and animals, including humans, are alike in some ways and different in others. E. All plants and animals, including humans, have internal parts and eternal structures that function to keep them alive and hel p them grow and reproduce. F. Humans can better understand the natural world through careful observation.

Essential Questions: What are living things?

What is real? What is pretend?

What are animals like?

What do animals need?

How do animals grow and change?

Benchmark

Text Alignment


Lit. Connection

Vocabulary Reading

Open: Specific to


SC.K.L. 14.2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life. SC.K.L. 14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. Unit 2 and Unit 3

Moderate Complexity Assessments: Unit Review and Assessment in Teachers’ Edition Student Workbook: Sum it Up pages

Media: http://kidshealth.org/kid/ (Teacher should screen) Online Resources: Brainpop Jr. Professional Development: http://science.nsta.org/enewsletter/2006-03/member_elementary.htm On-line resources: http://kids.nationalgeographic.com/Animals/ http://www.internet4classrooms.com/science_elem_plants.htm

Florida Treasures

Trade Book: Turtle Splash!

Trade Book: If the Dinosaurs Came Back

Florida Treasures Big Book: Whose Baby Am

I?

Big Book: Animal Babies ABC

Big Book: Fish Faces

Big Book: Beetles





http://kidshealth.org/kid/



http://kids.nationalgeographic.com/Animals/






Sing, Talk, Rhyme Chart 58 Sing, Talk, Rhyme Chart 60

The Very Quiet Cricket (Carle (SCKL 14.2)

The Very Lonely Firefly (Carle) (SCKL 14.2)

The Very Clumsy Click Beetle (Carle) (SCKL 14.2)

The Very Busy Spider (Carle) (SCKL 14.2)

The Very Hungry Caterpillar (Carle) (SCKL 14.2)

The Very Grouchy Ladybug (Carle) (SCKL 14.2)

Inch by Inch (Lionni)

Who Eats What (Lauber) (SCKL 14.3)

In the Small, Small Pond (Fleming) (SCKL 14.3)

Cactus Hotel (Guiberson) (SCKL 14.3)

Jack’s Garden (Cole) (SCKL 14.3)

Chicken’s Aren’t the Only Ones (Heller) (SCKL 14.3)




Textbook Correlation to Florida Science Standards

Houghton Mifflin Harcourt Science Fusion Correlation - See TE T19-T25

Scott Foresman Science Correlation follows

Introduction

This document demonstrates how Scott Foresman Science meets the Florida Science Standards. Correlation page references are to the Teacher’s Edition with additional references to the FCAT Test Prep Booklet.

Pearson is proud to introduce our Scott Foresman Science, Kindergarten through Grade Five. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels

engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process.

How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.




Time-Saving Strategies Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short.

Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds.

Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

Technology Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom

instruction.

The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Benchmark Code

Florida Sunshine State Standards Scott Foresman Science

SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up.

SE/TE: Grade 1: 246–247; Grade 2: 306–307

SC.K.E.5.2 Recognize the repeating pattern of day and night. SE/TE: 212–213, 220–221, 251a

FCAT Test Prep: 72

SC.K.E.5.3 Recognize that the Sun can only be seen in the daytime. SE/TE: 212–213, 216–217, 225c

FCAT Test Prep: 67, 71, 79, 94

SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes

during the day.

SE/TE: 216–217, 218–219, 224–225,

225c, 225d

SC.K.E.5.5 Observe that things can be big and things can be small as seen from Earth. SE/TE: 208E, 218–219

FCAT Test Prep: 71, 72




Benchmark Code


SC.K.E.5.6 Observe that some objects are far away and some are nearby as seen from Earth.

SE/TE: Grade 1: 316, 324–327; Grade

2: 372–373, 376–379, 380–381, 392

SC.K.L.14.1 Recognize the five senses and related body parts. SE/TE: 136–137

SC.K.L.14.2 Recognize that some books and other media portray animals and plants

with characteristics and behaviors they do not have in real life. SE/TE: 5b, 71b

SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.

SE/TE: 14–15, 26E, 32–33, 36–37,

38–39, 45d, 54–55, 56–57, 58–59, 60–61, 65d

FCAT Test Prep: 10, 13, 14, 15, 16, 17, 18, 22, 23, 24, 86, 87

SC.K.N.1.1 Collaborate with a partner to collect information. SE/TE: Grade 1: 116, 180, 316; Grade

2: 56–57, 90–91

SC.K.N.1.2 Make observations of the natural world and know that they are descriptors collected using the five senses.

SE/TE: 100–101, 104–105, 120–121, 128–129, 138–139, 154–155, 156–157, 160–161, 172–173, 194–195

SC.K.N.1.3 Keep records as appropriate -- such as pictorial records -- of investigations conducted.

SE/TE: 24–25, 30–31, 72–73, 104–105, 120–121, 128–129, 134E, 154–155, 172–173, 194–195, 202–203, 244–245, 246–247, 252–253

SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.

SE/TE: 24–25, 98–99, 104–105, 122–123, 154–155, 195f, 224–225

SC.K.N.1.5 Recognize that learning can come from careful observation.

SE/TE: 24–25, 44–45, 64–65, 72–73,

82–83, 98–99, 120–121, 128–129, 154–155, 160–161, 178–179, 202–203, 230–231, 244–245, 245f, 252–




Benchmark Code


253

SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color,

temperature (hot or cold), weight (heavy or light) and texture.

SE/TE: 134E, 138–139, 140–141, 142–143, 144–145, 155c, 155d, 201

FCAT Test Prep: 43, 45, 46, 47, 48, 61, 62, 87

SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling.

SE/TE: 152–153

FCAT Test Prep: 44, 45, 46, 61

SC.K.P.10.1 Observe that things that make sound vibrate.

SE/TE: 190–191, 205a

FCAT Test Prep: 56, 57, 58, 59, 66, 93

SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc.

SE/TE: 174E, 178–179, 184–185,

186–187, 188–189, 195c, 244–245, 252–253

FCAT Test Prep: 55, 57, 58, 60, 65,

66

SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving.

SE/TE: 174–175, 182–183, 192–193, 201a, 225D, 227, 230–231, 244–245

FCAT Test Prep: 55, 57, 58, 59, 60, 64, 65, 66, 73, 82, 92, 93, 95




Science Resources Guide

Read and Understand Science Series

Grades 1-2, Grades 2-3, Grades 3-4, Grades 4-6; Evan-Moor Publishers

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

Project Wild Activity Guide

Project Wild, PO Box 18060, Boulder, CO 80308, (303)444-2390

http://www.projectwild.org/educators.htm

Digging Into FCAT Science – Inquiry Based Activities

Florida Educational Tools, (904) 998-1918 or (800) 586-9940

www.fledtools.com

Integrating Science with Reading Instruction Grades 5&6

By Trisha Callella and Marilyn Marks, Creative Teaching Press

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

AIMS Education Foundation On-line Store

Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php

Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry

By: Emily Morgan and Karen Ansberry, ISBN: 978-0-87355-243-1


More Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4

By: Emily Morgan and Karen Ansberry, ISBN: 978-1-93353-112-0

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

More Than Magnets: Exploring the Wonders of Science in Preschool and Kindergarten

By Sally Moomaw, MEd, Brenda Hieronymus, MEd, ISBN: 978-188483433-2, Redleaf Press

http://www.redleafpress.org/productdetails.cfm?PC=183

http://www.evan-moor.com/Series.aspx?CurriculumID=6&ClassID=175&SeriesID=104

http://www.projectwild.org/educators.htm

http://www.fledtools.com/

http://www.creativeteaching.com/p-800-integrating-science-with-reading-instruction-gr-5-6.aspx

http://wwws.aimsedu.org/aims_store/home.php

http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry


http://www.nsta.org/store/search.aspx?author=Emily%20Morgan

http://www.nsta.org/store/search.aspx?author=Karen%20Ansberry

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/9781933531120

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/contributorinfo.cfm?ContribID=2337

http://www.redleafpress.org/productdetails.cfm?PC=183




Kindergarten Science Literature with Benchmarks

Title Author Science Concept or Skill Grade Level

Benchmark

On the Way to the Beach Henry Cole Observation of nature K SC.K.N.1.1

A Closer Look Mary McCarthy Observation of nature K SC.K.N.1.1 The Snowy Day Ezra Jack Keats Matter can change K SC.K.P.9.1

Vibrations Lola M. Schaefer Sound vibrations K SC.K.P.10.1

Sound: Loud, Soft, High, & Low Natalie M. Rosinsky Sound K SC.K.P.10.1 Forest Bright, Forest Night Jennifer Ward Animals during the day/night K SC.K.E.5.2

A Seed is Sleepy Dianna Aston Seeds K SC.K.L.14.3

Kindergarten Science Literature

**NOTE: Duplicate titles listed in red, and are appropriate for each grade level. Title Author Grade Level

5 Sense Ruis K

A Closer Look McCarthy, M. K

Amy Loves the Sun Hoban K

Amy Loves the Wind Hoban K

Be A Friend to Trees Lauber K

Bear Shadow Asch K

Bubble, Bubble Mayer, M. K

Cactus Hotel Guiberson K

Day Light, Night Light Branley K

Energy Makes Things Happen Bradley K

First Flight K

Forest Bright, Forest Night Ward, J. K

Freight Train Crew, D. K

From Seed to Pumpkin Pfeffer K

Goodnight Moon Brown K

Gravity (song) Wright Group Songbook K

Gravity is A Mystery Branley K




Title Author Grade Level

Groundhog Day (multiple) K

Happy Birthday Moon Asch K

Hearing Ruis, Parramon, Puig K

How Many Teeth? Showers K

I Have A Cold Maccarone K

In the Small, Small Pond Fleming K

Inch by Inch Lionni K

It Looked Like Spilt Milk Shaw K

Jack's Garden Cole K

Light: What is A Shadow? Holderness K

Little Blue, Little Yellow Lionni K

Little Cloud Carle K

Little Engine That Could Piper K

Magnification: A Closer Look Bender, L. K

Mike Mulligan & His Steam Shovel Burton K

Moon Jump Into Science Series K

Mouse Paint Walsh K

My Five Senses Aliki K

Napping House Wood K

On the Way to the Beach Cole, H. K

On the Way to the Beach Keats, E. K

Pop! A Book About Bubbles Bradley K

Science Safety: Being Careful Bender, L. K

Scruffy the Tugboat K

Shadow Play Fleischman K

Sight Ruis, Parramon, Puig K

Skeletons Wood K

Sky Fire Asch K

Smell Ruis, Parramon, Puig K

Sound: Loud, Soft, High, & Low Rosinsky, N. K




Title Author Grade Level

Sounds All Around Pfeffer K

Switch On, Switch Off Berger K

Taste Ruis, Parramon, Puig K

The Bubble Factory dePaola, T. K

The Moon Yusof K

The Skeleton Inside You Valestrino K

The Snowy Day Keats, E. K

The Sun Our Nearest Star Branlin K

The Very Busy Spider Carle, E. K

The Very Grouchy Ladybug Carle, E. K

The Very Hungry Caterpillar Carle, E. K

The Very Lonely Firefly Carle, E. K

The Very Quiet Cricket Carle, E. K

Touch Ruis, Parramon, Puig K

Trucks K

Vibrations Schaefer, L. K

What Is a Scientist? Lehn K

What is My Shadow Made Of? Morris K

What is Science? Dotlch, R. K. K

What Makes a Magnet? Branlyn K

What Makes A Shadow? Bulla & Otani K

When You Look Up At the Moon Rookie Reader K

Who Eats What? Lauber K

You Can't See Your Bones With Binoculars Ziefert K

Zoom Banyai K




Research

As students progress through the three stages

of inquiry, support from the teacher diminishes

and student ownership increases.

This developmental process is crucial for

students to reach the ultimate goal of

conducting science investigations

independently-engaging in Full Inquiry.

Inquiry prepares students to answer visual

analysis and critical interpretation questions.




5 Questions to Deeper Understanding

Direct Data -a question that requires the student to look at

his/her data/measurements

Mathematical Interpretation -requires the student to compare,

contrast or make a calculate using two or more of his/her

measurements

Hypothesis Revisit –student is asked to infer from

observations, measurements, and results

Application to Other Context-question that requires the

students to apply knowledge to a different context/setting

World Connection-requires the students to consider the

impact of human/social system




Standards-Based Instruction

Standards-Based Instruction means designing instruction to help

students understand the science outlined in the standards

It is NOT linking a standard to what you already do or to a favorite

lesson.

Backward by Design A way to design lessons/units of instruction consistent with

standards-based instruction

Consists of three main steps… 1. Identify what students need to know or what they need to be able to do (What is worthy

of understanding?)

2. Identify assessment (What is evidence of this understanding?)

3. Design instruction (What learning experiences and teaching will promote this type of

understanding?)

science curriculum guide - okaloosa county … · science curriculum guide ... 5. n. 1. 1 subject...

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