Lower School Science Curriculum Overview
The overall goal of the Lower School science curriculum is to assist the students to become observers,
independent thinkers, and problem solvers. It is essential for students to view science as meaningful
and relevant to their lives. Children are naturally curious about the world around them, and we use this
interest to help them become adept at using the scientific method to acquire knowledge. The skills of
observing, hypothesizing, predicting, classifying, and measuring are the tools of discovery in the study of
science.
Topics covered in Lower School science curriculum include living things (plants, animals, and humans);
earth science (air, space, weather, Earth); physical science (matter, energy, magnetism, electricity,
sound, and light); and ecology. Building upon previous knowledge and experience, students develop the
ability to make more detailed observations, while continuing to apply scientific concepts, skills, and
processes in studying a topic. When there is an overlap in subject matter between grade levels,
alternate activities are used, and the material is covered in greater depth or with a different emphasis.
The focus of the Lower School’s science curriculum is “hands-on” activities. We feel this is the surest
way for young students to employ the scientific process. After a subject is introduced, the students
formulate questions and then gather materials and develop procedures for an experiment. Students
evaluate themselves and the group’s results.
In keeping with the Quaker philosophy of harmony, the students are encouraged to practice respect for
all living things and build personal responsibility for the planet. The Lower School uses the outdoor
playground and campus for science learning while also taking advantage of community resources,
including guest speakers, the media center, and field trips.
Throughout the Lower School science curriculum, the emphasis is on involving the students in activities
and experiments that will help them understand and explain the world around them and to learn to
think like scientists.
Course Title: Lower School I Science
Course Description: The Lower School I Science curriculum is separated into units of study. We study
plants, their various parts, and their needs as living things. We grow a fall and winter garden. We look
at the planet Earth--its resources, composition, and place in the solar system. We study Earth’s
changing seasons and their effect on the life processes of plants and animals. We study the
characteristics of animals, their survival needs, and their various habitats. We look at the interactive
relationship among plants and animals and their dependency on nonliving elements.
Objectives: the successful student will:
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explore using his/her senses to make observations;
identify the five senses and communicate how they are used;
explore living and nonliving things by comparing;
recognize the characteristics of living things and nonliving things;
explore through observation what happens when plants do not get water;
recognize that plants are able to grow in a variety of places as long as their needs are met;
explore comparing differences and similarities among seed plants;
identify the parts common to most seed plants;
explore and communicate about the roots of a plant;
explain the structure and function of roots;
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explore the function of stems through inference;
explain the structure and function of stems and leaves;
explore through comparison that there is variety among seeds;
explain the structure and function of seeds and fruits;
explore and predict the need for water in germinating seeds;
explain the growth process of seed plants;
describe ways animals are alike and different;
identify characteristics of mammals;
distinguish between and identify characteristics of birds, fish, amphibians, reptiles, and insects;
explore growth changes between young animals and adult animals by comparing;
define a food chain;
recognize that animals are found living in places where their needs are met;
describe and name ways animals can stay safe;
recognize that the Sun provides Earth with light and heat;
recognize the pattern of the Sun’s position in the sky;
explain why we have day and night;
define a natural resource;
recognize the importance of soil as a natural resource;
recognize the importance of water as a natural resource;
recognize the importance of air as a natural resource;
explore and classify things we use that come from plants and animals;
recognize that magnets attract things that have iron in them;
explore and draw a conclusion about the kinds of things that will move to a magnet;
describe what the poles of a magnet do when placed together;
identify some things magnets can pull through; and,
name ways people use magnets.
Course Title: Lower School II Science
Course Description: The Lower School II Science curriculum continues to focus on a broad range of
science skills in understanding our world. The science curriculum goal is to develop the student’s
curiosity and critical thinking about the world by providing information and allowing for observation,
experimentation, and the sharing of ideas. Our fall and winter garden provides us with a living lab
where we can observe and record data about our natural world. Living systems are introduced through
habitats and the interdependence of living and non-living things. The concept of change is explored in
states of matter, lifecycles, weather patterns, and seasonal effects on plants and animals.
Objectives: the successful student will:
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investigate the different properties of solids, liquids, and gases;
explain the relationship between the changing states of matter;
distinguish between different kinds of natural habitats;
create a miniature natural habitat;
draw a living community showing the interdependency between plants and animals;
discuss the needs of living things;
explore the water cycle;
explain how living things are interrelated and interdependent;
describe the food chain;
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compare and contrast reptiles and mammals;
explain different animal defenses that ensure their survival;
define migration, hibernation, and adaptation;
understand reasons why animals need help and protection by humans;
identify characteristics of mammals;
identify characteristics of reptiles;
identify the solar system;
describe the earth’s movement in space;
explain how the earth’s tilt affects the seasons;
explain why we have night and day;
draw a diagram of the earth’s orbit in space;
label the parts of a plant;
describe the many uses of plants;
explain how plants reproduce;
explain the different functions of the plant’s parts;
explore the composition of the earth;
examine and explore the three main types of rocks--sedimentary, metamorphic, and igneous;
define fossils;
discuss forces of change--erosion, landslides, volcanic eruptions, earthquakes;
understand basic concepts of simple chemistry--atom, molecule, compound, chemical reactions;
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demonstrate the knowledge and use of science process skills to explore and
interpret
data.
Course Title: Lower School III Science
Course Description: The William and Mary Science books and units are entitled What a Find and Dust
Bowl. These units are problem-based and designed for high ability learners as well as for traditional
heterogeneous learners. What a Find allows elementary students to explore archaeology in a novel
way, namely through the process of grappling with a structured, “real-world problem.” Dust Bowl
allows elementary students to explore a variety of “systems” in a novel way, namely through the
process of grappling with a structured, “real-world” problem.
Objectives: the successful student will:
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plan and conduct investigations;
develop questions;
formulate hypotheses (predictions) based on knowledge and observations;
make observations;
gather information;
create charts and graphs;
draw conclusions based on observations and collected data;
build a model ecosystem;
investigate how simple machines work;
understand how simple machines are used;
identify six types of simple machines;
locate examples of simple machines found at home and in school;
identify animals parts which are simple machines;
understand how simple machines make work easier;
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identify types of weather;
understand how natural disasters affect the weather;
explore the possibilities of how our lifestyles affect the weather;
understand effects of weather on living conditions;
recognize three types of clouds;
identify the phases of the moon;
state how the moon affects the tides;
identify the elements of the water cycle; and,
identify the life cycle of a butterfly.
Course Title: Lower School IV Science
Course Description: The science curriculum in fourth grade continues to build on the students’ interest,
curiosity, and desire to learn about the world around them. The students learn to ask questions, to
experiment, and to organize and integrate knowledge. The process skills of observing, comparing,
measuring, classifying, sequencing, collecting data, organizing data, and drawing conclusions are the
core tools of discovery in the study of science. Throughout the science curriculum the emphasis is on
involving the students in activities and experiments that will help them to understand and explain the
world around them and to evaluate data based on the scientific method.
Objectives: the successful student will:
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learn parts of animal and plant cells and how they differ;
understand classification of plants and animals;
understand the role of fossils in classifications;
explore and observe changes in ecosystems;
learn plant parts;
understand plant growth and reproduction;
differentiate between vertebrates and non-vertebrates;
study organ systems;
study development and reproduction of animals;
explore animal survival;
examine rocks and rock classifications;
learn about soil types;
understand about earth’s composition;
explore the Solar System and beyond;
delve into the water cycle and ocean;
learn about air, wind and atmosphere;
explore weather and climate;
explore and observe states of matter;
observe physical and chemical changes;
search the Periodic Table;
understand forces, motion, and energy;
investigate elements heat, light, sound, static and current electricity, and magnetism;
perform various experiments;
learn to write up lab reports by documenting experimentation and observation results; and,
understand and apply the steps of the scientific method.
Course Title: Lower School V Science
Course Description: Fifth grade science objectives stress the importance of a variety of hands-on
investigations to study earth, life, and physical sciences. Students use science skills to explore the world
around them. Science skills learned in preceding grades including questioning, using and validating
evidence, and systematic experimentation, are reinforced at this level. The importance of selecting
appropriate instruments for measuring and recording observations is also emphasized. The organization,
analysis, and application of data continue to be an important focus of classroom inquiry. Students are
introduced to more detailed scientific concepts and the tools used for studying them and are expected
to apply their knowledge in experiments, investigations, simulations, and creating models. Students
learn about the characteristics of the Earth’s atmosphere and oceans and the Earth’s changing surface
and the planet’s relationship to the other bodies of the Solar system.
Objectives: the successful student will:
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learn and apply the six parts of the scientific method: problem, hypothesis, materials,
procedures, results, and conclusions;
differentiate between algae, mosses, and ferns;
differentiate between gymnosperms and angiosperms;
describe the function of roots, stems, flowers, and leaves of a plant;
identify the parts of a plant;
describe the photosynthesis process for green plant food manufacture;
understand the theory of plate tectonics;
explain what a volcano is;
describe the main types of volcanoes;
understand and demonstrate using models and simulations the mechanics of a volcanic
eruption;
explain the effects of a volcanic eruption;
describe how the sun creates weather;
describe how the sun powers weather;
draw and label the water cycle;
describe the mechanism for land breezes and sea breezes;
read a weather chart indicating high and low pressures;
measure air pressure;
identify and describe earth’s wind belts;
draw and explain fronts;
identify different cloud formations;
describe different forms of precipitation;
describe the lifecycle of a thunderstorm;
demonstrate physical properties of a tornado;
describe the lifecycle of a hurricane;
develop a hurricane preparedness plan;
demonstrate how sound is transmitted and how sound is used as a means of communication;
demonstrate how friction produces heat;
explain how to read a thermometer;
demonstrate effects of color on absorption of heat;
investigate various materials on their ability to conduct heat;
demonstrate expansion properties of air when heated;
demonstrate how statically charged objects affect other objects;
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demonstrate and explain a complete circuit using wire, bulb, battery and switch;
explain parallel and series circuit;
explain resistance and its effect on an electric circuit;
demonstrate and explain how a circuit breaker works;
explain the relationship between electricity and magnetism;
practice using the measurement and instruments of a scale and tape measure;
record and interpret data from experiments;
conduct simple experiments, in which only one variable is manipulated and all others are held
constant;
develop observation and recording skills: answer questions by collecting and interpreting data;
Understand the relationship between Earth and the other “heavenly bodies”;
develop appropriate scientific vocabulary and utilize scientific language when giving oral and
written explanations; and,
practice using the scientific method process and problem-solving techniques when conducting
investigations.