Curriculum Map: Elementary Science Grade 1 Course: Gr 1 Science Course Description: Science & Technology & Engineering Education: Science & Technology & Engineering Education is taught through the inquiry­based, hands­on, minds­on approach of the FOSS Science Program. Throughout the elementary program, the students are learning in, the life science, earth science and physical science strands. The first grade curriculum includes an earth science module – FOSS Pebbles, Sand and Silt, a physical science module ­ FOSS Solids and Liquids and a life science module – FOSS Insects. Through involvement in scientific investigations the students engage in: the use of process skills, problem solving, higher­level thinking, real world learning experiences, and questioning. The application of literacy and math skills are integrated into the science curriculum. Environment & Ecology: Environment & Ecology is taught through the hands­on, minds­on approach of the FOSS Science Program, Insects, and through an Ecology Mini­Unit developed by district teachers. The mini­unit for grade one is Agriculture and the Environment. At all grade levels the focus is on engaging the students in: problem solving, higher­level thinking, and real world learning experiences. This curriculum meets the criteria for a strong science program as outlined by: Science Matters, National Science Foundation, National
Science Teachers Association and the National Science Resources Center. Competencies: l
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Big Ideas: Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and events. Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Use simple equipment (tools and other technologies) to gather data and understand that this allow scientists to collect more information than relying only on their senses to gather information. Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare the evidence with current scientific knowledge. Communicate procedures and explanations giving priority to evidence and understanding that scientists make their results public, describe their investigations so they can be reproduced, and review and ask questions about the work of other scientists. Use math in all aspects of scientific inquiry. Pebbles, Sand, Silt l
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Objects have many properties (NHSD) Students gather information about an object or event using the five senses to observe. (NHSD) Matter has observable and measurable physical properties. (SAS) Solids & Liquids l
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Matter has observable and measurable physical properties. (SAS) Prior knowledge developed during investigations and a variety of tools are used to develop predictions. (NHSD) Insects l
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Living things depend on their habitat to meet their basic needs.(SAS) The characteristics of an organism support its survival.(NHSD) All living organisms have a life cycle.(NHSD) Students will communicate explanations about their observations and investigations. (NHSD) Ecology Mini­Unit: Agriculture and the Environment l
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Essential Questions: Humans depend upon the management and practices of agricultural systems. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) Pebbles, Sand, Silt l
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What criteria do you need to sort a set of objects? (NHSD) Which sense would give you the most information when observing an object? (NHSD) How can physical properties be used to describe matter? (SAS) Solids & Liquids l
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How can physical properties be used to describe matter? (SAS) How much information do you need to acquire before a prediction is made? (NHSD) Insects l
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What is the role of the habitat in providing the basic needs of an organism? (SAS) Which characteristic is most important to the survival of the organism? (NHSD) Which stage of the life cycle creates the most significant change in the organism? (NHSD) At what point during an investigation can an explanation be validated? (NHSD) Ecology Mini­Unit: Agriculture and the Environment l
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Enrichment Strategies: How does agriculture play a role in our everyday lives? (SAS) How does the quality of the environment affect the health of living things? (SAS) The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l
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AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Pebbles, Sand & Silt: Page 1 of 22 pages
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First Rocks­­­Through the investigation, students categorize rocks by their color, hardness, shape, texture and size. Students design their own rock by creating a scientific drawing that illustrates each property discussed throughout the investigation. River Rocks­­­Through the investigation, students sort and classify river rocks using three screens. As an extension of the study of rock classification, students investigate the process of coal mining, and identify how these various size materials are used throughout the world. Using Rocks­­­Within the investigation, students explore how clay is used for various purposes including building materials. Students create their own pieces of pottery using clay and related materials. Soil Explorations­­­Through the investigation, students engage in a soil exploration to compare various elements of soil. As an extension of the investigation, students analyze additional properties of each soil type, including the rate at which water is absorbed by the soil and make inferences about what causes the differences in each soil type. Solids & Liquids: l
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Solids—Throughout the investigation, students explore the properties of various solid objects made of different materials, and construct towers from the materials. As an extension of the investigation, students continue to construct towers using different materials and categorize the differences that exists between the materials and how that translates to materials in the tower design. Liquids­­­Throughout the investigation, students explore the various properties of liquids. Through the investigation, students demonstrate an understanding that liquids can the form of their container. As an extension of the investigation, students analyze the concept of capacity using various size and shape containers. Bits and Pieces­­­Throughout the investigation, students are evaluating the characteristics of how solids behave when the pieces are small. As an extension of the investigation, students hone their estimation skills by developing strategies to determine how many of something can fit in your hand when given a much larger portion. Given a package containing a variety of materials combined at a random ratio, such as trail mix, students graph the frequency of each item. Solids and Liquids with Water­­­Throughout the investigation, students observe how various solids and liquids interact with each other. A great way for students to observe this is through the creation of salad dressing. Given a recipe, students create and/or modify the recipe (to make larger or smaller portions) and then analyze the system through observation and discussion. Insects l
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Mealworms­­­Within the investigation, students develop an understanding of the life cycle of a beetle (egg, larva, pupa, adult). Students explore other insects that follow a similar life cycle and share their knowledge through the creation of a simplistic poster or chart. Waxworms­­­As students observe changes in the waxworm and/or mealworm, students create a timeline for the insect, detailing the various life stages of the insect. Students develop a timeline of their own life or another animals as well to see similarities and differences in life stages. Milkweed Bugs­­­As an extension of the investigation, students investigate their surroundings of their school to identify and classify insects found throughout this habitat. Students draw conclusions about what the insects found tell us about the surrounding habitat and make comparison between the school habitat and other habitats throughout the world. Silkworms­­­Silkworms are one of the most commercially successful insects in the world. Students extend their study of silkworms by investigating properties of silk. Students also investigate how other insects play an integral role in creating resources for human consumption. Butterflies­­­After learning about many different insects throughout this unit, students select an insect of their choosing and write a report and design a scientific drawing of their insect. Other Insects­­­As a concluding project to the Unit on Insects, students create a scientific drawing of an imaginary insect. Students label various body parts, identify their habitat and adaptations. They then create the life cycle of their unique insect species. Ecology Mini­Unit: Agriculture and the Environment l
Unit Project: As an extension of the culminating project, students investigate the progression of farm products from the farm to the dining room table. Students create a cycle of how the item evolves from the farm to an end product that can be consumed by an individual. l
Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games Re­Teaching Strategies: l
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Content Outline: Content Outline I. Pebbles, Sand, Silt II. First Rocks – Rocks have a variety of properties River Rocks – Rocks can be categorized by size Using Rocks – The properties of different earth materials make each suitable for specific uses D. Soil Explorations – Soil is a mixture of earth materials Solids and Liquids III. A. Solids – Solids are one state of matter and can be sorted by properties B. Liquids – Liquids are one state of matter and have many properties C. Bits and Pieces – Solid materials come in all sizes and shapes D. Solids and Liquids with water – Some solids change when mixed with water, others do not Insects A. IV. A. B. C. Mealworms – Insects need air, space, food and water; they have characteristic structures and behaviors B. Waxworms – Insects need air, space, food and water; they have characteristic structures and behaviors C. Milkweed Bugs ­ Insects need air, space, food and water; the have characteristic structures and behaviors D. Silkworms ­ Insects need air, space, food and water; the have characteristic structures and behaviors E. Butterflies ­ Insects need air, space, food and water; the have characteristic structures and behaviors F. Other Insects ­ Insects need air, space, food and water; the have characteristic structures and behaviors Ecology Mini­Unit – Agriculture and the Environment A. Breakfast foods Time 12 Weeks 12 Weeks 12 Weeks 2 weeks Page 2 of 22 pages
B. C. D. E. 1. Breakfast foods originate from an agricultural source 2. Experiment to determine factors necessary for plant growth Dairy Farms 1. Milk production follows a path 2. Pennsylvania has many dairy farms Bread Production 1. Bread production follows a path 2. Humans depend on food Fiber Systems 1. Food products originate from an agricultural source 2. The path food takes from its origin to the table can be tracked Plant Growth 1. Factors identified from experiment that influence a plant's growth 2. People, animals, and objects found on a farm all have specific jobs Information Literacy and Technology ­ First Grade Each student will conduct a research investigation, using print and/or non­print resources found in the library media centers. This investigation will be collaboratively planned, implements, and assessed by the classroom teacher and the library media specialist. A minimum of one research unit is required for the course. Options are outlined below. A. Insects 1. Students will use guided information questions to research an insect species including its life cycle. 2. Using resources found in the library media center students will research answers to the questions. 3. Students will create an ABCD illustration of the insect. 4. Students will use this information to write a paragraph or PowerPoint presentation. B. Ecology Mini­Unit: Agriculture and the Environment 1. Students will research the manufacturing process from raw materials to final product. 2. Using resources found in the library media center students will record their information using a graphic organizer for note taking. 3. Students will synthesize their information via means of a labeled poster with ABCD illustrations, PowerPoint presentation, or other format. V. Summative Assessments: Student Benchmark Assessments for each module Formative Assessments: l
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Student Benchmark Pre­Assessment Checklists Science Notebooks Embedded Assessments ­ See the Assessment Matrix (last page of the Assessment Folio in the Teacher’s Manual) Student Benchmark Assessments Process Skills Self­Assessments Questioning for understanding Major Topics: l
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Objectives: Pebbles, Sand, Silt Solids and Liquids Insects Ecology Mini­Unit: Agriculture and the Environment Pebbles, Sand, Silt l
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Given a set of rocks the students will classify them according to specific properties with an 80% accuracy rate. (3.3.3.A2; S4.C.1.1; S4.C.1.1.1) Given a set of rocks the students will identify a minimum of two properties that each rock possesses. (3.3.3.A2; S4.C.1.1; S4.C.1.1.1) Given a set of rocks the students will be able to compare and contrast the physical differences using various properties identified in a previous lesson. (3.3.3.A2; S4.C.1.1; S4.C.1.1.1; S4.C.1.1.2) Solids & Liquids l
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Given a solid, the students will describe it according to specific properties with an 80% accuracy rate. (3.2.3.A1; S4.C.1.1; S4.C.1.1.1) Given a liquid, the students will describe it according to specific properties with an 80% accuracy rate. (3.2.3.A1; S4.C.1.1; S4.C.1.1.1) Given a set of solid materials, the students will hypothesize the effects of the water on the solid based on evidence gathered from previous investigations. (3.2.3.A1; S4.C.1.1.1; S4.C.1.1.1) Insects l
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Given the necessary materials, students will construct a habitat for an insect that includes the four basics needs the habitat provides. (3.1.3.A1; S4.B.1.1; S4.B.1.1.3) Given a model of an insect, the students will be able to identify the parts of an insect correctly labeling at least four body parts. (3.1.3.A1; S4.B.1.1; S4.B.1.1.2) Given a set of four pictures the students will be able to organize the life cycle of an insect with a 100% accuracy rate. (3.1.3A1; S4.B.1.1; S4.B.1.1.5) Given an insect to research the students will produce a report that states the insect’s physical characteristics, behaviors, and habitat using at least two references. (3.1.3.A1; S4.B.1.1; S4.B.1.1.2) Ecology Mini­Unit: Agriculture and the Environment l
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Using a chart, students will predict the agricultural origin of common breakfast foods, accepting all reasonable responses. (4.4; S4.B.3.3; S4.B.3.3.2 and 4.4; S4.A.1.3; S4.A.1.3.4) Following a demonstration, students will make a “hand garden” model that demonstrates the growing conditions discussed in class. (4.4; S4.B.3.3; S4.B.3.3.2 and 4.4; S4.A.1.3; S4.A.1.3.4) After watching the “Moo Milk” video or reading The Milk Makers, by Gail Gibbons (available in all elementary libraries), students will organize the steps for milk production from agricultural source to consumer within three tries. (4.4; S4.A.3.1; S4.A.3.1.4; S4.A.1.3; S4.A.1.3.4; S4.B.3.3; S4.B.3.3.2) After watching the virtual video, “Wheat from the Farm to You,” students will sequence the process of bread production, containing all components viewed
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IDEA Compliance: RESOURCES
Process Skills
Rubrics
Science Notebook Scope and Sequence
Grading Guidelines
2011­2012 Units of Instruction
in the video. (4.4; S4.A.3.1; S4.A.3.1.4; S4.A.1.3; S4.A.1.3.4; S4.B.3.3; S4.B.3.3.2) After discussing the poem, “Going Bananas,” students will locate the continents of origin of bananas, wheat, and dairy on a world map assigning each to the appropriate continents. (4.4; S4.A.3.1; S4.A.3.1.4; S4.A.1.3; S4.A.1.3.4; S4.B.3.3; S4.B.3.3.2) After completing observations of seed growth, students will explain in oral and written formats the effects of water supply on plant development using no less than three sentences. (4.4; S4.A.1.3; S4.A.1.3.4) After visiting a farm such as Triple B, or taking a virtual farm tour using the USDA web page, students will choose a person, animal or thing that is useful on
the farm and complete a science notebook entry describing its function on the farm using no less than two sentences. (4.4; S4.A.3.1; S4.3.1.4; S4.B.3.3; S4.B.3.3.1; S4.B.3.3; S4.B.3.3.2; S4.B.3.3; S4.B.3.3.4; S4.A.1.3; S4.A.1.3.4) IDEA Compliance (Individuals With Disabilities Education Act) In compliance with 22pa code 14, 38 (2) (3) (5), there will be no separate curriculum for special education and gifted education students. Using the general curriculum, teachers will use the goals and objectives for special education students and gifted education students as addressed in the individual education program (IEPs) (including any adaptations, accommodations and modifications outlined in the IEPs of special education and enrichment and/or acceleration in gifted students' IEPs). Unit: Pebbles, Sand, Silt Description of Unit: The Pebbles, Sand, and Silt Module consists of four sequential investigations, each designed to introduce concepts in earth science. The investigations provide experiences that heighten students' awareness of rocks as earth materials and natural resources. They will come to know rocks by many names and in a variety of sizes. Pebbles and sand are the same material—just different in size. l Given a set of rocks the students will classify them according to specific properties with an 80% accuracy rate. (3.3.3.A2; S4.C.1.1; S4.C.1.1.1) Unit Objectives: l Given a set of rocks the students will identify a minimum of two properties that each rock possesses. (3.3.3.A2; S4.C.1.1; S4.C.1.1.1) l Given a set of rocks the students will be able to compare and contrast the physical differences using various properties identified in a previous lesson. (3.3.3.A2; S4.C.1.1; S4.C.1.1.1; S4.C.1.1.2) Big Ideas: l
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Objects have many properties (NHSD) Students gather information about an object or event using the five senses to observe. (NHSD) Matter has observable and measurable physical properties. (SAS) What criteria do you need to sort a set of objects? (NHSD) Which sense would give you the most information when observing an object? (NHSD) How can physical properties be used to describe matter? (SAS) Student Benchmark Assessments for each module Formative Assessments: l
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Vocabulary: l
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Student Benchmark Pre­Assessment Checklists Science Notebooks Embedded Assessments ­ See the Assessment Matrix (last page of the Assessment Folio in the Teacher’s Manual) Student Benchmark Assessments Process Skills Self­Assessments Questioning for understanding Investigation 1: rock, dust, geologist, basalt, tuft, scoria, rough, smooth, pointed, crystal, dull, group, flat, round, striped, sort, collection, museum Investigation 2: boulder, clay, cobble, earth material, gravel, layer, mixture, particle, pebble, sand, screen, separate, settle, shake, silt Investigation 3: asphalt, bead, brick, build, coarse, concrete, fine, harden, matrix, medium, mortar, sandpaper, sculpture, sidewalk, texture Investigation 4: amount, humus, ingredient, sample, soil STANDARDS
STATE: Pennsylvania State Anchors
S4.C.1.1 (Advanced)
Describe observable physical properties of matter.
3.2.4.B1
3.4.4.A
Pennsylvania Standards to Anchors Alignment
Pennsylvania Standards to Anchors Alignment
Describe objects in the world using the five senses.
Recognize basic concepts about the structure and properties of matter.
S4.C.1.1.1 (Advanced)
Use physical properties (e.g., mass, shape, size, volume, color, texture, magnetic property, state (i.e., solid, liquid, gas), conductivity (i.e., electrical, heat) to describe matter.
STATE: Pennsylvania SAS Keystone Standards
3.3.3.A2 (Advanced)
Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties.
Lesson Topic: Investigation 1: First Rocks Minutes for Lesson Topic: 240 Description of Lesson Topic: Lesson Objectives: Students are introduced to the mineral portion of the planet on which they live. They investigate several kinds of rocks and begin to understand the properties of rocks. Students rub rocks, wash rocks, sort rocks and describe rocks. l
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The students will be able to recognize that rocks have a variety of properties including color, hardness,
shape and size The students will be able to sort rocks by their properties Page 4 of 22 pages
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Anticipatory Set: What criteria do you need to sort a set of objects? (NHSD) Which sense would give you the most information when observing an object? (NHSD) How can physical properties be used to describe matter? (SAS) Objects have many properties (NHSD) Students gather information about an object or event using the five senses to observe. (NHSD) Matter has observable and measurable physical properties. (SAS) Refer to the Guiding the Investigation sections in the folio for Investigation 1 l
The students will understand that rocks are all around us The students will be able to recognize that rocks are the solid materials of the earth Part 1: pages 9 – 12 Part 2: pages 14 – 17 Part 3: pages 19 – 21 Part 4: pages 23 – 25 Part 5: pages 27 ­ 29 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules First Rocks­­­Through the investigation, students categorize rocks by their color, hardness, shape, texture and size. Students design their own rock by creating a scientific drawing that illustrates each property discussed throughout the investigation. Part 1 Investigation 1 folio ­ page 8 Part 2 Investigation 1 folio ­ page 13 Part 3 Investigation 1 folio ­ page 18 Part 4 Investigation 1 folio – page 22 Part 5 Investigation 1 folio – page 26 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: What do I have in this bag? What are these objects? How are rocks different? What happens when rocks rub together? Part 2: What happens when rocks are washed? Part 3: How many ways can you sort a bag of river rocks? How some rocks are the same? Part 4: How many ways can rocks be sorted? Part 5: If you wanted to find some rocks to collect, where would you look? What rocks can we find around us? Use science meeting to record vocabulary and new content in class science journal as well as student illustrations of investigation results. Page 5 of 22 pages
Lesson Topic: Investigation 2: River Rocks Minutes for Lesson Topic: 230 Description of Lesson Topic: Lesson Objectives: Students investigate a river rock mixture of earth materials of different sizes. They separate the rocks using a
series of three screens to identify five sizes of the rocks: large pebbles, small pebbles, large gravel, small gravel and sand. They add water to a vial of sand to discover silt and clay. l
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Anticipatory Set: What criteria do you need to sort a set of objects? (NHSD) Which sense would give you the most information when observing an object? (NHSD) How can physical properties be used to describe matter? (SAS) Objects have many properties (NHSD) Students gather information about an object or event using the five senses to observe. (NHSD) Matter has observable and measurable physical properties. (SAS) Refer to the Guiding the Investigation sections in the folio for Investigation 2. l
Reteaching Strategies/Adaptations:
The students will be able to categorize rocks by size. The students will be able to use screens and water to sort the sizes of earth materials. The students will be able to classify that the five sizes of rocks from smallest to largest are clay, silt, sand, gravel and pebbles. Part 1: pages 9 – 13 Part 2: pages 15 – 17 Part 3: pages 19 – 23 Part 4: pages 25 ­ 29 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules River Rocks­­­Through the investigation, students sort and classify river rocks using three screens. As an extension of the study of rock classification, students investigate the process of coal mining, and identify how these various size materials are used throughout the world. Part 1 Investigation 2 folio page 8 Part 2 Investigation 2 folio page 14 Part 3 Investigation 2 folio page 18 Part 4 Investigation 2 folio page 24 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: What can you find out about these river rocks? How can rocks be sorted by size? Part 2: How can rocks be sorted by size? Part 3: What is the material in this vial? Is there an earth material smaller than sand? Part 4: What is this material called? What is special about this material? What can you do with this material? What’s happening to your hand as you are working with this material? Is there an earth material smaller than silt? Use science meeting to record vocabulary and new content in class science journal as well as student illustrations of investigation results. Page 6 of 22 pages
Lesson Topic: Investigation 4: Soil Exploration Minutes for Lesson Topic: 155 Description of Lesson Topic: Lesson Objectives: Students put together and take apart soils. Students are introduced to humus as an ingredient in soil. Homemade and local soils are compared, using techniques introduced in Investigation 2. l
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Anticipatory Set: What criteria do you need to sort a set of objects? (NHSD) Which sense would give you the most information when observing an object? (NHSD) How can physical properties be used to describe matter? (SAS) Objects have many properties (NHSD) Students gather information about an object or event using the five senses to observe. (NHSD) Matter has observable and measurable physical properties. (SAS) Refer to the Guiding the Investigation sections in the folio for Investigation 4 l
Reteaching Strategies/Adaptations:
The students will be able to identify soil as a mixture of earth materials. The students will be able to infer that soil varies from place to place. The students will be able to point out that soils differ in their abilities to support plants. The students will be able to explain that soils have properties of color and texture. The students will be able to explain that soils can be composed of humus and different amounts and sizes of rocks. Part 1: pages 9 – 14 Part 2: pages 16 – 18 Part 3: pages 20 ­ 25 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Soil Explorations­­­Through the investigation, students engage in a soil exploration to compare various elements of soil. As an extension of the investigation, students analyze additional properties of each soil type, including the rate at which water is absorbed by the soil and make inferences about what causes the differences in each soil type. Part 1 Investigation 4 folio page 8 Part 2 Investigation 4 folio page 15 Part 3 Investigation 4 folio page 19 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: What is in dirt? Part 2: Are all soils the same? What did we put in our soil yesterday? Where can we find soil? Part 3: How do soils differ? What can we do to observe and study the soil samples we collected? Use science meeting to record vocabulary and new content in class science journal as well as student illustrations of investigation results. Page 7 of 22 pages
Lesson Topic: Investigation 3: Using Rocks Minutes for Lesson Topic: 190 Description of Lesson Topic: Lesson Objectives: Students learn how people use earth material to construct objects. The make rubbings from sandpaper, sculptures from sand, decorative jewelry from clay, and bricks from clay soil. Students will go on a schoolyard field trip to look for places where earth materials occur naturally and where people have incorporated earth materials into building materials. l
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Anticipatory Set: What criteria do you need to sort a set of objects? (NHSD) Which sense would give you the most information when observing an object? (NHSD) How can physical properties be used to describe matter? (SAS) Objects have many properties (NHSD) Students gather information about an object or event using the five senses to observe. (NHSD) Matter has observable and measurable physical properties. (SAS) Refer to the Guiding the Investigation sections in the folio for Investigation 3 l
The students will be able to infer that earth materials are natural resources. The students will be able to differentiate between the properties of different earth materials and that each earth material has a specific use. The students will be able to select the earth materials that can be used for a variety of constructions. Part 1: pages 9 – 11 Part 2: pages 13 – 15 Part 3: pages 17 – 19 Part 4: pages 21 – 23 Part 5: pages 25 ­ 29 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Using Rocks­­­Within the investigation, students explore how clay is used for various purposes including building materials. Students create their own pieces of pottery using clay and related materials. Part 1 investigation 3 folio page 8 Part 2 investigation 3 folio page 12 Part 3 investigation 3 folio page 16 Part 4 investigation 3 folio page 20 Part 5 investigation 3 folio page 24 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: What are the different sizes of rocks we have seen thus far? How do we use earth materials? Part 2: What is in this bag? What could we use sand for? What does sand do for sandpaper? Part 3: What is sand made of? Is sand smaller or larger than gravel? Is sand smaller or larger than silt
or clay? How is sand like clay? How is it different? How else can sand be used? Part 4: What can be made with clay? What are two important properties of clay? Part 5: How are bricks made? Use science meeting to record vocabulary and new content in class science journal as well as student illustrations of investigation results. Page 8 of 22 pages
Unit: Solids and Liquids Description of Unit: The Solids and Liquids Module provides experiences that heighten students’ awareness of the physical world. Matter with which we interact exists in three fundamental states: solid, liquid, and gas. In this module students have introductory experiences with two of these states of matter, solid and liquid. Unit Objectives: l
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Given a solid, the students will describe it according to specific properties with an 80% accuracy rate. (3.2.3.A1; S4.C.1.1; S4.C.1.1.1) Given a liquid, the students will describe it according to specific properties with an 80% accuracy rate. (3.2.3.A1; S4.C.1.1; S4.C.1.1.1) Given a set of solid materials, the students will hypothesize the effects of the water on the solid based on evidence gathered from previous investigations. (3.2.3.A1; S4.C.1.1.1; S4.C.1.1.1) Matter has observable and measurable physical properties. (SAS) Prior knowledge developed during investigations and a variety of tools are used to develop predictions. (NHSD) How can physical properties be used to describe matter? (SAS) How much information do you need to acquire before a prediction is made? (NHSD) Student Benchmark Assessments for each module Formative Assessments: l
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Student Benchmark Pre­Assessment Checklists Science Notebooks Embedded Assessments ­ See the Assessment Matrix (last page of the Assessment Folio in the Teacher’s Manual) Student Benchmark Assessments Process Skills Self­Assessments Questioning for understanding Investigation 1: bend, build, color, construct, corner, curve, cylinder, engineer, flat, flexible, gas, group, hard, liquid, observe, opaque, pointed, property, rigid, rough, shape, smooth, soft, solid, sort, straight, texture, tower, transparent Investigation 2: bubbly, color, colorless, flow, foams, level, liquid, pour, property, shake, surface, tornado, translucent, transparent, viscous Investigation 3: cornmeal, full, funnel, grain, lima beans, medium, mixture, mung beans, particle, pile, pinto bean, pour, powder, rice, scoop, screen, separate, sieve, sift, size Investigation 4: change, crystal, dark, disappear, dissolve, evaporate, evaporation, float, layer, mixture, oil, sink, swollen STANDARDS
STATE: Pennsylvania SAS Keystone Standards
3.2.3.A1 (Advanced)
Differentiate between properties of objects such as size, shape, and weight and properties of materials that make up the objects such as color, texture, and hardness. Differentiate between the three states of matter, classifying a substance as a solid, liquid, or gas.
Lesson Topic: Investigation 1: Solids Minutes for Lesson Topic: 150 Description of Lesson Topic: Lesson Objectives: Students will explore solid objects, such as pieces of wood, plastic and metal. They will observe, describe, and sort the objects according to their properties. They will construct towers and other structures using the properties inherent in the materials to accomplish the task. l
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The students will be able to identify that solids are one state of matter. The students will be able to identify that materials have properties that separate them from other states of matter. The students will be able to hypothesize that materials can be sorted by their properties. The students will be able to distinguish that solid materials have distinct uses based on their properties. l
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Part 1: pages 9 – 16 Part 2: pages 18 – 20 Part 3: pages 22 ­ 24 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Solids—Throughout the investigation, students explore the properties of various solid objects made of Page 9 of 22 pages
different materials, and construct towers from the materials. As an extension of the investigation, students continue to construct towers using different materials and categorize the differences that exists between the materials and how that translates to materials in the tower design. Materials: l
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Anticipatory Set: Part 1: Investigation 1 folio page 8 Part 2: Investigation 1 folio page 17 Part 3: Investigation 1 folio page 21 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: What do you think is in this bag? (hold up individual bags of a solid, liquid and gas) How can solids be described? Part 2: In what ways are some solids the same? Part 3: How can the properties of solids be used? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 10 of 22 pages
Lesson Topic: Investigation 2: Liquids Minutes for Lesson Topic: 195 Description of Lesson Topic: Lesson Objectives: Students investigate liquids in a variety of settings to become familiar with their properties. A number of games are used to rehearse precise liquids vocabulary. Students also use representational materials to enhance their understanding of the unique behaviors of liquids. l
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Anticipatory Set: How can physical properties be used to describe matter? (SAS) How much information do you need to acquire before a prediction is made? (NHSD) Matter has observable and measurable physical properties. (SAS) Prior knowledge developed during investigations and a variety of tools are used to develop predictions. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 2 l
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The students will be able observe that liquids are one state of matter. The students will be able to observe that liquids have many properties. The students will be able to demonstrate that liquids pour and flow. The students will be able to hypothesize that liquids take the shape of there container. The students will be able to determine that the surface of a liquid is level with respect to the ground. Part 1: pages 11­14 Part 2: pages 16­20 Part 3: pages 22­27 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Liquids­­­Throughout the investigation, students explore the various properties of liquids. Through the investigation, students demonstrate an understanding that liquids can the form of their container. As an extension of the investigation, students analyze the concept of capacity using various size and shape containers. Part 1: Investigation 2 folio – page 10 Part 2: Investigation 2 folio – page 15 Part 3: Investigation 2 folio – page 21 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1 What can you observe about the liquids in these bottles and how do they differ? Part 2 How do liquids differ from each other? Part 3 How do liquids flow when a bottle is tipped upside down? How does the same amount of liwuid look in various shapes of containers? In what ways are all liquids the same? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 11 of 22 pages
Lesson Topic: Investigation 3: Bits and Pieces Minutes for Lesson Topic: 265 Description of Lesson Topic: Lesson Objectives: Students work with beans, rice, and cornmeal to find out how the solids behave when the pieces are small. They shake, rattle, and roll the materials in bottles, pour them from container to container, and separate them using screens. l
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Anticipatory Set: How can physical properties be used to describe matter? (SAS) How much information do you need to acquire before a prediction is made? (NHSD) Matter has observable and measurable physical properties. (SAS) Prior knowledge developed during investigations and a variety of tools are used to develop predictions. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 3 l
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The students will be able to observe that solid materials come in all sizes and shapes. The students will be able to demonstrate that particles of solid materials can pour like liquids, but maintain their shape. The students will be able to formulate that solid materials can support denser materials on their surface. The students will be able to demonstrate that mixtures of solid particles can be separated with a screen. Part 1: pages 9­13 Part 2: pages 15­18 Part 3: pages 20­23 Part 4: pages 25­27 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Bits and Pieces­­­Throughout the investigation, students are evaluating the characteristics of how solids behave when the pieces are small. As an extension of the investigation, students hone their estimation skills by developing strategies to determine how many of something can fit in your hand when given a much larger portion. Given a package containing a variety of materials combined at a random ratio, such as trail mix, students graph the frequency of each item. Part 1: Investigation 3 folio – page 8 Part 2: Investigation 3 folio ­ page 14 Part 3: Investigation 3 folio – page 19 Part 4: Investigation 3 folio – page 24 Anticipatory Set: Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: What do you know about each material? Are these materials solids or liquids? Part 2: How can mixtures of solid particles be separated? Part 3: What will happen to the small solid materials when we shake the bottle? How do particles of solids move in bottles? Part 4: If these were real beads how could you separate them from each other? How do you know which screens to use for separating a mixture of solids? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 12 of 22 pages
Lesson Topic: Investigation 4: Solids and Liquids with Water Minutes for Lesson Topic: 175 Description of Lesson Topic: Lesson Objectives: Students investigate interactions between solids and water and liquids and water. They observe, describe, record, and organize the results. In the culminating activity students test toothpaste to determine if it is a solid or a liquid. l
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Anticipatory Set: How can physical properties be used to describe matter? (SAS) How much information do you need to acquire before a prediction is made? (NHSD) Matter has observable and measurable physical properties. (SAS) Prior knowledge developed during investigations and a variety of tools are used to develop predictions. (NHSD) Refer to the Guiding the Investigation sections in the folio for Investigation 4 l
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The students will be able to compare that some solids change when mixed with water; others do not. The students will be able to hypothesize that some solids dissolve in water; evaporation leaves the solid behind. The students will be able to observe that some liquids mix with water; other liquids form a layer above
or below water. Part 1 pages 9 – 16 Part 2 pages 18 – 22 Part 3 pages 24 ­ 27 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Solids and Liquids with Water­­­Throughout the investigation, students observe how various solids and liquids interact with each other. A great way for students to observe this is through the creation of salad dressing. Given a recipe, students create and/or modify the recipe (to make larger or smaller portions) and then analyze the system through observation and discussion. Part 1: Investigation 4 folio page 7 Part 2: Investigation 4 folio page 17 Part 3: Investigation 4 folio page 23 Anticipatory Set: Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part1: Who can tell me one property of solid materials? What happens when different solids are mixed
with water? How can a mixture of water and solids be separated? Part 2: What do you think might happen if I carefully put water into this bottle of liquid? What happens
when water is mixed with different liquids? Part 3: Is toothpaste a solid, a liquid, a mixture or some other form of matter? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 13 of 22 pages
Unit: Insects Description of Unit: The Insects Module provides experiences that heighten students' awareness of the diversity of animal forms. They come to know firsthand the life sequences of a number of insects. In each investigation an insect is introduced, and students observe structures and behaviors, discuss their findings, and ask questions. Students observe life cycles of insects and compare the stages of metamorphosis exhibited by each species. Unit Objectives: l
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Summative Assessments: Given the necessary materials, students will construct a habitat for an insect that includes the four basics needs the habitat provides. (3.1.3.A1; S4.B.1.1; S4.B.1.1.3) Given a model of an insect, the students will be able to identify the parts of an insect correctly labeling at least four body parts. (3.1.3.A1; S4.B.1.1; S4.B.1.1.2) Given a set of four pictures the students will be able to organize the life cycle of an insect with a 100% accuracy rate. (3.1.3A1; S4.B.1.1; S4.B.1.1.5) Given an insect to research the students will produce a report that states the insect’s physical characteristics, behaviors, and habitat using at least two references. (3.1.3.A1; S4.B.1.1; S4.B.1.1.2) Living things depend on their habitat to meet their basic needs.(SAS) The characteristics of an organism support its survival.(NHSD) All living organisms have a life cycle.(NHSD) Students will communicate explanations about their observations and investigations. (NHSD) What is the role of the habitat in providing the basic needs of an organism? (SAS) Which characteristic is most important to the survival of the organism? (NHSD) Which stage of the life cycle creates the most significant change in the organism? (NHSD) At what point during an investigation can an explanation be validated? (NHSD) Student Benchmark Assessments Formative Assessments: l
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Student Benchmark Pre­Assessment Checklists Science Notebooks Embedded Assessments ­ See the Assessment Matrix (last page of the Assessment Folio in the Teacher’s Manual) Student Benchmark Assessments Process Skills Self­Assessments Questioning for understanding Investigation 1: abdomen, adult, air, antenna, antennae, darkling beetle, dead, dropping, egg, food, head, larva, larvae, leg, lifecycle, living mealworm, molt, pupa, pupae, segment, space thorax, water, wing Investigation 2: bristle, clasper, cacoon, moth, proleg, segment, silk, spiracle, stage, wax worm waxworm Investigation 3: bug, female, habitat, hatch, insect, male, mating, milkweed bug, molting, nymph, proboscis, water fountain Investigation 4: eye spot, metamorphosis, mulberry leaves, silkworm, spinneret Investigation 5: butterfly, caterpillar, chrysalis, nectar, painted lady, proboscis, pupate, waste Investigation 6: ant, chirping, cricket, diving, floating, mosquito, nymph, ovipositor, swimming, tunnel Lesson Topic: Investigation 1: Mealworms Minutes for Lesson Topic: 550 Description of Lesson Topic: Lesson Objectives: Each student receives two larval mealworms in a vial to care for and observe. Over 10 weeks students observe the larvae grow, molt, pupate, and turn into beetles (adults), which mate, lay eggs and die. l
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Enrichment Strategies: What is the role of the habitat in providing the basic needs of an organism? (SAS) Which characteristic is most important to the survival of the organism? (NHSD) Which stage of the life cycle creates the most significant change in the organism? (NHSD) At what point during an investigation can an explanation be validated? (NHSD) Living things depend on their habitat to meet their basic needs.(SAS) The characteristics of an organism support its survival.(NHSD) All living organisms have a life cycle.(NHSD) Students will communicate explanations about their observations and investigations. (NHSD) Refer to the Guiding the Investigation sections of each Investigation folio. l
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The students will be able to observe that insects need air, food, water and space. The students will be able to observe the structure of insects and determine their function. The students will be able to observe the life cycle of a beetle (egg, larva, pupa and adult). l
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Part 1: pages 9 – 15 Part 2: pages 17 – 21 Part 3: pages 23 ­ 25 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Mealworms­­­Within the investigation, students develop an understanding of the life cycle of a beetle Page 14 of 22 pages
(egg, larva, pupa, adult). Students explore other insects that follow a similar life cycle and share their knowledge through the creation of a simplistic poster or chart. Materials: l
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Anticipatory Set: Part 1: Investigation 1 folio ­ page 8 Part 2: Investigation 1 folio ­ page 16 Part 3: Investigation 1 folio ­ page 22 Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: Think about the last insect that you saw, where was it, what was it doing, and how did you know it was an insect? What do insects need? What are the structures and behaviors of mealworms? Part 2: How do mealworms grow and change? What are the structures and behaviors of mealworm larvae, pupae and adults? Part 3: Are there any changes to the class culture since we put the Darkling Beetles in? How do new mealworms begin? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 15 of 22 pages
Lesson Topic: Investigation 2: Waxworms Minutes for Lesson Topic: 550 Description of Lesson Topic: Students observe wax worms progress through their life cycle. They compare the complete metamorphosis of
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Anticipatory Set: What is the role of the habitat in providing the basic needs of an organism? (SAS) Which characteristic is most important to the survival of the organism? (NHSD) Which stage of the life cycle creates the most significant change in the organism? (NHSD) At what point during an investigation can an explanation be validated? (NHSD) Living things depend on their habitat to meet their basic needs.(SAS) The characteristics of an organism support its survival.(NHSD) All living organisms have a life cycle.(NHSD) Students will communicate explanations about their observations and investigations. (NHSD) Refer to the Guiding the Investigation sections of each Investigation folio. l
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The students will be able to observe the similar structures and behaviors of insects. The students will be able to observe that the larva produce silk. Part 1 pages 9 – 13 Part 2 pages 15 – 19 Part 3 pages 21 ­ 24 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Waxworms­­­As students observe changes in the waxworm and/or mealworm, students create a timeline for the insect, detailing the various life stages of the insect. Students develop a timeline of their own life or another animals as well to see similarities and differences in life stages. Part 1: Investigation 2 folio ­ page 8 Part 2: Investigation 2 folio ­ page 14 Part 3: Investigation 2 folio ­ page 20 Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: What can you find out about these waxworms and how do they compare to the mealworm? What are waxworms? What do waxworms need? Part 2: How do waxworms grow and change? What the structures and behavior of waxworm larvae, pupae, and adults? Part 3: If we put the adult waxworms together what do you think might happen? What is the life cycle
of the waxworm? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 16 of 22 pages
Lesson Topic: Investigation 3: Milkweed Bugs Minutes for Lesson Topic: 550 Description of Lesson Topic: Lesson Objectives: Groups of students receive vials of milkweed bug eggs. Each group prepares a habitat for the bugs, providing air, space, food and water. They observe structure, pattern and behavior as the insects advance through simple metamorphosis. l
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Anticipatory Set: What is the role of the habitat in providing the basic needs of an organism? (SAS) Which characteristic is most important to the survival of the organism? (NHSD) Which stage of the life cycle creates the most significant change in the organism? (NHSD) At what point during an investigation can an explanation be validated? (NHSD) Living things depend on their habitat to meet their basic needs.(SAS) The characteristics of an organism support its survival.(NHSD) All living organisms have a life cycle.(NHSD) Students will communicate explanations about their observations and investigations. (NHSD) Refer to the Guiding the Investigation sections of each Investigation folio. l
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The students will be able to observe insects hatching from eggs. The students will identify the three body parts of an insect, head, body and abdomen. The students will observe that insects have different structures for eating different kinds of foods. The students will observe that some insects go through simply metamorphosis (egg, nymph, adult). Part 1: pages 9 – 11 Part 2: pages 13 – 20 Part 3: pages 22 ­ 26 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Milkweed Bugs­­­As an extension of the investigation, students investigate their surroundings of their school to identify and classify insects found throughout this habitat. Students draw conclusions about what the insects found tell us about the surrounding habitat and make comparison between the school habitat and other habitats throughout the world. Part 1: Investigation 3 folio ­ page 8 Part 2: Investigation 3 folio ­ page 12 Part 3: Investigation 3 folio ­ page 21 Anticipatory Set: Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1: How do insects begin their life? What do insect eggs look like? Part 2: What do you think the yellow things are? Have any of them hatched? What do the insects look like? What color are they? Do they have legs? Where they in the vial? What do milkweed bugs need? How do their needs compare to those of other insects? Part 3: What is the life cycle of the milkweed bug? Do all insects go through larval and pupal stages? How are all adult insects the same and different? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 17 of 22 pages
Lesson Topic: Investigation 4: Silkworms Minutes for Lesson Topic: 550 Description of Lesson Topic: Lesson Objectives: Students observe the life history of one of the most commercially successful insects. They start with eggs observe the growth and changes to larvae, pupae, and adults who produce eggs. Students study the structure of a moth larva. l
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Anticipatory Set: What is the role of the habitat in providing the basic needs of an organism? (SAS) Which characteristic is most important to the survival of the organism? (NHSD) Which stage of the life cycle creates the most significant change in the organism? (NHSD) At what point during an investigation can an explanation be validated? (NHSD) Living things depend on their habitat to meet their basic needs.(SAS) The characteristics of an organism support its survival.(NHSD) All living organisms have a life cycle.(NHSD) Students will communicate explanations about their observations and investigations. (NHSD) Refer to the Guiding the Investigation sections of each Investigation folio. l
The students will be able to observe that insect larvae have structures in common. The students will be able to observe that insect adults have structures in common. The students will be able o observe that male and female insects mate and the female lays eggs. The students will be able to observe that moths pupate in silk cocoons. Part 1: pages 11­13 Part 2: pages 15­18 Part 3: pages 20­22 Part 4: pages 24­27 Part 5: pages 29­31 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Silkworms­­­Silkworms are one of the most commercially successful insects in the world. Students extend their study of silkworms by investigating properties of silk. Students also investigate how other insects play an integral role in creating resources for human consumption. Part 1: Investigation 4 folio ­ page 10 Part 2: Investigation 4 folio ­ page 14 Part 3: Investigation 4 folio ­ page 19 Part 4: Investigation 4 folio ­ page 23 Part 5: Investigation 4 folio ­ page 28 Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
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Closure: Part 1 Do insects begin as eggs? Part 2 What so you think the gray things are? Have any of them hatched? What do they look like? What color are they? Do they have eggs? Are they larvae or nymphs and how do you know?” What do
silkworms need to live? Part 3 What are the structures and behaviors of the silkworm larvae? How do they compare to other insect larvae? Part 4 Do larvae have the same body parts as adult insects, head, thorax, and abdomen? What are the structures of silkworm larvae? Part 5 Why do silkworms spin silk? Do male and female silk moths look different? What is the life cycle of the silkworm? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 18 of 22 pages
Lesson Topic: Investigation 5: Butterflies Minutes for Lesson Topic: 550 Description of Lesson Topic: The class observes the painted lady larvae grow, pupate, and emerge as adults. Students experience the stages of complete metamorphosis and compare the behaviors of moths and butterflies. Lesson Objectives: l
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AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Butterflies­­­After learning about many different insects throughout this unit, students select an insect of their choosing and write a report and design a scientific drawing of their insect. Part 1: Investigation 5 folio ­ page 10 Part 2: Investigation 5 folio ­ page 16 Part 3: Investigation 5 folio ­ page 20 Anticipatory Set: Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l Part 1: What is an insect larva? What does an insect larva look like? What are some of the parts? What
do insect larvae do? How do you know something is an insect larvae? What do insects need? What are the structures of a butterfly larva? l Part 2: How do butterfly larva change into butterflies? Are butterfly and moth pupae the same? l Part 3: What is the life cycle of the butterfly? Closure: Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. l
Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games Page 19 of 22 pages
Lesson Topic: Investigation 6: Name Other Insects Minutes for Lesson Topic: 550 Description of Lesson Topic: The class sets up habitats and observes the structures and behaviors of house crickets, ants, and aquatic insects. Lesson Objectives: The students will observe that insects can live underground, above ground, and in water. Essential Questions: l
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Closure: Part 1: pages 9­13 Part 2: pages 15­17 Part 3: pages 19­22 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Math Extension Activities found in the Science Modules Other Insects­­­As a concluding project to the Unit on Insects, students create a scientific drawing of an imaginary insect. Students label various body parts, identify their habitat and adaptations. They then create the life cycle of their unique insect species. Part 1: Investigation 6 folio ­ page 8 Part 2: Investigation 6 folio ­ page 14 Part 3: Investigation 6 folio ­ page 18 Refer to the Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Focus Questions: l
Living things depend on their habitat to meet their basic needs. (SAS) The characteristics of an organism support its survival. (NHSD) All living organisms have a life cycle. (NHSD) Students will communicate explanations about their observations and investigations. (NHSD) Refer to the Guiding the Investigation sections of each Investigation folio. l
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What is the role of the habitat in providing the basic needs of an organism? (SAS) Which characteristic is most important to the survival of the organism? (NHSD) Which stage of the life cycle creates the most significant change in the organism? (NHSD) At what point during an investigation can an explanation be validated? (NHSD) Part 1: Does anyone recognize these insects? What do insects need? What is the life cycle of insects? Part 2: Have you ever seen an ant at your house? What do ants need? Are ants insects? How do you know? What are the structures and behaviors of ants? Part 3: What have we learned about where insects live? Where else could you look for new insects? Can insects live in water? What insects have you heard of that live in water? What do aquatic insects need? Use science meeting to record vocabulary and new content in individual science journals as well as student illustrations of investigation results. Page 20 of 22 pages
Unit: Ecology mini­Unit Description of Unit: This Ecology Mini­Unit of five lessons and a culminating project is designed to introduce the students to the parts of the food and fiber systems as they relate to agricultural products. Emphasis is placed on following the path food takes from its source to the consumer level. Unit Objectives: l
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Humans depend on the management and practices of agricultural systems. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) How does agriculture play a role in our everyday lives? (SAS) How does the quality of the environment affect the health of living things? (SAS) Written summary Formative Assessments: l
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Vocabulary: Part 1: The students will be able to predict where common breakfast foods come from. The student will be able to observe and record plant growth in a daily notebook Part 2: The student will be able to organize pictures and statements showing the production of milk. Part 3: The students will be able to organize statements into a chain that shows the steps of bread production. Part 4: The student will be able to sequence the journey of a banana from Ecuador to our homes. The student will be able to locate on a world map the origins of bananas, wheat and dairy products. Part 5: The students will be able to write three statements describing the seed development in each garden glove noting the presence of water or lack of in each. Exit card Science notebook Flowchart Written and oral summary breakfast, bread, cereal, milk, lima beans, cotton ball, glove, plant, seed, dairy farms, milk, farm, banana, Ecuador Lesson Topic: Agriculture and the Environment Minutes for Lesson Topic: 225 Description of Lesson Topic: l
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Part 1: The students will be able to predict where common breakfast foods come from. The student will be able to observe and record plant growth in a daily notebook. Part 2: The student will be able to organize pictures and statements showing the production of milk. The student will be able to observe and record plant growth in a daily notebook. Part 3: The students will be able to organize statements into a chain that shows the steps of bread production. The student will be able to observe and record plant growth in a daily notebook. Part 4: The student will be able to sequence the journey of a banana from Ecuador to our homes. The
student will be able to locate on a world map the origins of bananas, wheat and dairy products. The student will be able to observe and record plant growth in a daily notebook. Part 5: The students will be able to write three statements describing the seed development in each garden glove noting the presence of water or lack of in each. How does agriculture play a role in our everyday lives? (SAS) How does the quality of the environment affect the health of living things? (SAS) Humans depend on the management and practices of agricultural systems. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) Refer to the Ecology Mini­Unit Guide: Agriculture and the Environment l
Part 1: Traces breakfast food from source to consumer and begins an experiment about the quality of the environment (i.e. water) and its effect upon seed development Part 2: Sequences the steps in milk production from source to consumer Part 3: Sequences the steps of bread and cereal production from source to consumer Part 4: Sequences the journey of a banana from its source to consumer Part 5: Summarizes results of environmental factors on seed development Culminating Activity: Connects a person, animal or object found on a farm to the job it does on the farm Enrichment Strategies: l
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Part 1: Lesson 1 Part 2: Lesson 2 Part 3: Lesson 3 Part 4: Lesson 4 Part 5: Lesson 5 Use of hands­on models and activities Word Banks Idea Banks Provide concrete examples and non­examples Provide various forms of the science notebook to meet the varied literacy levels of the students Adapt portions of notebooks to meet student needs Adapt assessments Peer Tutoring Games AIMS Resources books (found in the GATE room and/or library) Unit Project: As an extension of the culminating project, students investigate the progression of farm products from the farm to the dining room table. Students create a cycle of how the item evolves from the farm to an end product that can be consumed by an individual. Part 1: Lesson 1 in Ecology Mini­unit guide Page 21 of 22 pages
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Anticipatory Set: Part 2: Lesson 2 in Ecology Mini­unit guide Part 3: Lesson 3 in Ecology Mini­unit guide Part 4: Lesson 4 in Ecology Mini­unit guide Part 5: Lesson 5 in Ecology Mini­unit guide Refer to the Ecology Mini­Unit Guide for introductory activities for lessons. Focus Questions: l
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Closure: Part 1: What did you have for breakfast this morning? What are your favorite breakfast foods? Part 2: Where does milk come from? Part 3: Where do cereal and bread come from? Part 4: How do bananas get to the grocery store? Part 5: How has the seed in your glove changed? Use science meeting to discuss science content at the end of a lesson. Record plant progress in bean journal.
Page 22 of 22 pages