Physical Science:
Observing Properties of Materials
Washington University in St. Louis
Institute for School Partnership
unit 4
Seeing, Hearing,
Smelling and
Touching Like
a Scientist
MySci Project-Based Curriculum
Unit Structure
Unit 4
Seeing, Hearing, Smelling and Touching Like a Scientist (Observing Properties
of Materials)
Visit the Unit 4 Curriculum Page for more resources: http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-4/
DESIGN CHALLENGE:
How can we design an experiment about rocks?
section
section
section
1
2
3
What makes me a scientist?
What do scientists use to
learn things?
How do scientists test their
hypothesis?
lesson
lesson
lesson
1
3
5
What is a scientist?
What senses do we have?
What do scientists learn
by sorting?
lesson
lesson
2
4
lesson
What makes Spenser a scientist?
What tools do scientists use
to help their senses?
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
6
What is an experiment?
2
Unit 4 Teacher Preparation List
Lesson
MySci kits include:
Items teacher must supply:
Prep time/copying:
Lesson 1
What is a Scientist? by Barbara Lehn
Science notebooks & internet access
Chart paper
Review MySci Safety Guidelines
Copy and administer preassessment
Reread What is a Scientist
during reading time
Copies of Venn Diagram
(Appendix i)
Ask students to bring a favorite
rock from home
Lesson 2
Spenser and the Rocks by Lawrence F.
Lowery
30 assorted rocks and minerals
7 color pictures of scientific process
Science notebooks & internet access
Chart paper
Copies of My Rock Looks Like
observation sheet (Appendix ii)
Mark in Spenser where to stop
reading, at the “I wonder “ page
Lesson 3
My Five Senses by Aliki
Listening Walk by Paul Showers
15 hand lenses
5 jars, containing scents from
lavender, cocoa, grapefruit, spruce
tree, peppermint
Science notebooks & internet access
Rocks from previous lesson
My Rock Looks Like observation
sheet from previous lesson
Copies of Which Sense Would I
Use? (Appendix iii)
Lesson 4
Station 1: 4 safety glasses, 1 spray
bottle, 30 wipes
Station 2: 1 kitchen timer
Station 3: 4 magnifying glasses, 4
mini photos, 4 matching large photos
(laminated)
Station 4: 4 droppers, 4 pennies, 1
small bowl for water
Station 5: 2 immersible
thermometers, 2 small containers for
water
Station 6: 1 balance, 2 plastic 9 oz.
cups, 15 Unifix cubes, Rocks from
previous lessons
Station 7: 1 set of measuring cups, 1
large measuring cup, 1 bag of sand, 1
aluminum pan to hold the sand and
cups
Station 8: 1 Brock Microscope, 1 slide
containing 4 different things.
Water
Rocks from previous lesson
Decide how and when you are
going to do the stations, and set
up accordingly
Copies of Station Activity chart
(Appendix iv)
Lesson 5
6 bags each containing: 1 feather, 1
small bouncy ball, 1 swatch fabric,
1 piece of aluminum foil, 1 small
marble, 1 small wooden block
Science notebooks
Lesson 6
One clear container for holding water
30 small clothes pins
Science notebooks
Rocks from previous lesson
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
Copies of What Scientists Do
worksheets (Appendix v)
Copy and administer postassessment
3
section
1
What Makes Me a Scientist?
Lesson 1: What is a scientist?
LEARNING TARGET
Describe what a scientist does using a drawing.
MYSCI MATERIALS:
SUMMARY
Students draw a picture of a scientist.
TEACHER PROVIDES:
ENGAGE
Ask the class: What do you think a scientist looks like? Have students draw
 a picture of a scientist. Ask students what their scientist is doing.
Discuss the pictures. Students may share their drawing and thoughts with a
partner. (Save these to compare with their final drawing.)
EXPLORE
Ask the students: Are you a scientist? Listen and write responses on a chart.
EXPLAIN
Ask the class: What is a scientist and what do they do? Read What is a Scientist?
Discuss. Here are some websites about interesting scientists’ jobs. Preview
them ahead of time and choose a couple a day to show to the students.
Scientists at the Smithsonian http://smithsonianeducation.org/scientist/
What is a Scientist? book by Barbara Lehn
Science notebook
Chart paper
Internet access
Venn Diagram (Appendix i)
Teaching Tip:
This icon highlights an opportunity
to check for understanding through a
formal or informal assessment.

Teaching Tip:
This lesson could take two days, Engage
and Explore for one session and the rest on
another day or session.
index.html
Remind students to bring a rock in for
Lesson 2.
Sid the Science Kid http://pbskids.org/video/?category=Sid+the+-
Other ways to help students understand the
way scientists think about things is apparent
in this article, http://static.nsta.org/files/
sc0909_48.pdf
Real Scientists http://pbskids.org/dragonflytv/scientists/
Science+Kid&pid=1Q0brHIKBg8cx7VneK5NrkyiM_RCY39e
ELABORATE
Ask the class: How are you like a scientist? Make a Venn diagram of scientist
and students. (Explain what a Venn diagram is). See Appendix i for an
example. How we are alike and different?
EVALUATE
Ask: What is one thing that a scientist does? Have students draw a picture
 of one thing that a scientist does in their science notebook.
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
4
Lesson 2: What makes Spenser a scientist?
LEARNING TARGETS
Observe and record properties of a rock.
MYSCI MATERIALS:
Spenser and the Rocks by Lawrence F. Lowery
SUMMARY
Students hear a story about a boy who collects and studies rocks.
30 assorted rocks and minerals
ENGAGE
Read Spenser and the Rocks by Lawrence F. Lowery up to the page where
Spenser organizes his rocks. Ask the class: How is Spenser like a scientist?
(Spenser has many questions about the rocks that he finds and asks questions
about what he observes.)
TEACHER PROVIDES:
EXPLORE
Have students draw a picture of the rock that they brought from home or
chose a rock from the collection on the My Rocks Look Like observation
sheet (Appendix ii). Ask students to observe their rock carefully and draw it.
EXPLAIN
Ask students: What do you notice about your rock? Draw a T-chart with Know
and Wonder titles. Ask students what they know about rocks. Write responses on chart in the Know column.
Have students work with a partner. Explain that they are going to share with
their partner questions that they might have about their rock. When students
are finished, chart some or all of student generated questions in the Wonder
column.
ELABORATE
Ask the class: How do scientists learn things? Watch video clip: http://www.
pbslearningmedia.org/resource/75e3c673-b02d-4d7b-a490-8a943c013662/75e3c673b02d-4d7b-a490-8a943c013662/
Show the 7 Scientific Process cards and discuss what they are doing in each
picture. It might be helpful to number the cards from 1-7 for the next activity.
7 color pictures of scientific process
Science Notebooks
Chart paper
Copies of My Rock Looks Like observation
sheet (Appendix ii)
Internet access
Teaching Tip:
This lesson could take 3 separate sessions;
Engage (1 session), Explore and Explain
(1 session) and Elaborate and Evaluate (1
session).
Teaching Tip:
If your students have not had much
experience with observing and drawing, it
might be helpful to model, drawing a rock in
front of the class.
Teaching Tip:
If your students are not familiar with
think-pair-share please model. In
Kindergarten it is best to identify partners
ahead of time (teacher-chosen at first) and
to have partners sitting side by side so that
when sharing time arrives they are ready to
turn and chat. Giving the “think time” first
allows for best use of talk time since the
students are prepared to talk and listen.
EVALUATE
Ask the class: What three things did you do like a scientist today? Ask them

to write the numbers from the 7 Scientific process cards in their science
notebook of three things they did like a scientist today. (They could copy the
words if appropriate.)
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
5
section
2
What do scientists use to
learn things?
Lesson 3: What senses do we have?
LEARNING TARGETS
Demonstrate how our 5 senses help us learn.
SUMMARY
Students will be able to identify the five senses and parts of the body
associated with them.
ENGAGE
Ask the class: What do you know about the five senses? Ask for thoughts and
record ideas on chart paper. Remind the students that they are scientists.
Ask: How do you (as scientists) use your senses? Read My Five Senses by Aliki.
PART 1
EXPLORE
Ask the class: What tools do scientists use to observe or look carefully? Today we
are going to use a hand lens to look at our rocks more closely.
Watch How to use a Magnifying Glass https://www.youtube.com/watch?v=2dzpYo2V6eI. Demonstrate the correct way to use it, holding the lens near the
object, not their eye. Show them how to bring it closer and farther from their
rock.
Show one students’ drawing of their rock from Lesson 2. Ask students if they
remember what they observed about their rock. Have them observe their
same rock from the previous lesson and draw it on the second half of the My
Rock Looks Like observation sheet.
MYSCI MATERIALS:
My Five Senses, by Aliki
Listening Walk, by Paul Showers
5 jars containing scents from lavender, cocoa,
grapefruit, spruce tree, peppermint
TEACHER PROVIDES:
Science notebooks
Rocks from previous lesson
My Rock Looks Like observation sheet from
previous lesson
Copies of Which Sense Would I Use?
(Appendix iii)
Internet access
Teaching Tip:
This lesson could last several days:
Part 1
Engage (1 session)
Explore , Explain and Elaborate(1 session)
Part 2
Explore (1 session)
Explain (1 session)
Elaborate and Evaluate (1 session)
EXPLAIN
Ask the class: How did the hand lens help gather more information about your
rock? Ask the students to share one thing they noticed about their rock with
the class. (Examples could be: I saw a jagged line, I noticed black specks.)
ELABORATE
Ask the class: What about our sense of touch? What can we find out about our
rock through touching it? How does it feel? Have the students trade rocks with a
partner. How does their rock feel different. Have them switch rocks again.
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
Safety Tip:
Sometimes scientists cannot use all their
senses, for example it would not be a good
idea to taste our rocks. They are not clean
and could make us sick.
6
Lesson 3 continued: What senses do we have?
PART 2
EXPLORE
Ask the class: How do our senses help us? Review the five senses and parts of
the body associated with each sense. Watch How Do Our Senses Help Us? https://
www.youtube.com/watch?v=9Rf0f2-6c4I
Have the class sit in a circle. Ask: We smell with our noses, don’t we? I am going
to pass some jars around for us to smell. See if you can recognize the smell, then pass
the jar to your neighbor.
Teaching Tip:
Demonstrate how to use the smelling jars
before passing them around the circle.
Discuss how some smells are pleasant and some are unpleasant. Brainstorm
a few pleasant smells and a few unpleasant smells. Have students draw 1 or
more items with a pleasant smell and an unpleasant smell in their science
journals. Have a few students share an idea with the group and record on a
t-chart. Pleasant/unpleasant or good smells/bad smells, etc. Ask: What does
each smell make you think of ? For example, Pizza cooking makes me think of
lunch. Stinky trash makes me want to get away or take it out. Our senses help us by
gathering information and to help us to make decisions.
EXPLAIN
Ask the class: How do scientists use their ears and their listening sense to learn or
make decisions? Read Listening Walk.
Take a quiet walk around the school, outside or just sit quietly in the classroom. If walking outside of the classroom, pause at different places to sit
quietly and record sounds that are heard in science notebooks. Have students
bring their science notebooks on the walk (or with them in the classroom)
and record with pictures or words any sounds that they hear. At the end of
the activity, have a few students share a sound they heard with the class. Have
the rest of the class give a silent signal (thumbs up, etc.), if they heard that
same sound, too.
Go to freesound.org. Type in the searchbox for each new sound. With each
sound, ask students: When your ears hear ____, what does it make you think of ?
Then play the sound. Possible sounds: children laughing, thunder, ambulance
(siren), baby crying, dog barking, etc. Examples, children laughing = having
fun. Baby crying = she’s unhappy. Siren = there’s a fire. Our senses help us by
gathering information and to help us to make decisions.
ELABORATE (OPTIONAL)
Ask the class: Can you use your five senses to describe a marshmallow (or other
food)? Give students a marshmallow. Have them use their five senses to
investigate and document. They can break the marshmallow apart to
determine texture inside and out.
Teaching Tip:
Remind students to use their sense of taste
last. Record ideas with drawings or words on
a pre-made chart.
EVALUATE
Ask: Which sense would you use? Pass out the Which Sense Would I Use?
 (Appendix iii) and have them draw lines connecting the body part to
the activity.
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
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Lesson 4: What tools do scientists use to help their senses?
LEARNING TARGET
Demonstrate how using different tools enhances ability to learn new things.
MYSCI MATERIALS:
What is a Scientist? by Barbara Lehn, from
Lesson 1
SUMMARY
Students will be introduced to and investigate different tools that scientists use.
Station 1
4 safety glasses and 1 spray bottle
30 wipes
ENGAGE
Tell the class: We know that scientists use their senses to help them gather information. What else do scientists use to help their senses? Remember the hand lens we
used to see the rock better? Scientists use tools. Display the tools of each station.
Ask if anyone has ever used any of these tools before and what they used
them for.
Station 2
1 kitchen timer (To use this timer, turn the
dial past 40, then turn it back to 1 minute. )
EXPLORE
Explain that there are 8 different stations around the room with specific tasks.
The students will rotate through each station. Show the Station Activity
Chart (Appendix iv) as you are explaining what they will do at each station.
The students will put an X on each station picture after they complete the
activity at the station.
Station 1: Students need to put on their safety glasses. Then one student
uses the squirt bottle to put one squirt of water on their own face, and
pass the bottle to the next person. The students observe and discuss how
the safety glasses helped keep water out of their eyes.
Station 3
4 magnifying glass
4 mini photos
4 matching large photos
Station 4
4 droppers
4 pennies
1 small bowl for water
Station 5
2 immersible thermometers
2 small containers for water
Station 6
1 balance
2 plastic cups (to hold the cubes on the
balance)
15 Unifix cubes
student rocks (from Lesson 2)
Station 2: The teacher sets the timer for 1 minute. In that time the students need to jump, or clap, or do something until the timer goes off.
Station 7
1 set of plastic measuring cups
1 clear plastic large measuring cup
1 bag of sand
1 aluminum pan to hold the sand
Station 3: The students use the magnifying glasses to examine the very
small pictures and match them to the larger pictures.
Station 8
1 Brock Microscope
1 slide with 4 different things to observe
Station 4: The students use the droppers to carefully put drops of water
on the penny.
TEACHER PROVIDES:
Copies of Station Activity chart (Appendix iv)
Station 5: The students compare the temperature of the two
thermometers, one in cold water and the other in warm water.
Station 6: The students compare their rock with the number of counting
cubes on the balance. The students can also compare their rock with
other student’s rocks on the balance to see whose is heavier.
Station 7: The students take turns filling up the large measuring cup
using the smaller ones.
Teaching Tip:
Teachers can set these stations up a few at
a time during center/choice time and have
students rotate through. Have the students
bring their rock to the stations
Station 8: The students look through the scope at the different items on
the slide.
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
8
Lesson 4 continued: What tools do scientists use to help their senses?
EXPLAIN
Ask the class: How did we use the tools at each station? Take students
 responses and record them. How do scientists use tools to help them?
Reread the book: What is a Scientist? Point out the different tools in the book
and how they are used.
ELABORATE
Ask the class: Did anyone use any of the tools in a different way? For example,
what else can you use a thermometer for?
EVALUATE
Ask students: How does a magnifying glass, microscope or goggles help your
 sense of sight when doing an investigation? Tell students to draw a picture
of themselves as a scientist using one of these science tools and explain how it
helps their sense of sight.
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
9
section
3
How do scientists test
their hypothesis?
Lesson 5: What do scientists learn by sorting?
LEARNING TARGET
Observes and describes objects by physical properties.
SUMMARY
Students sort their rocks and then sort other materials as well.
ENGAGE
Reread the rock sorting page of Spenser and the Rocks, about 1/3 the way
through the book. Discuss the different ways Spenser “arranged’ his rocks.
EXPLORE
Ask the class? What about our class rocks? How can we arrange these rocks?
Divide the class into groups of 4 students. Give each group 6 rocks. Ask them
to “arrange,” or put the rocks into groups.
EXPLAIN
Ask each group, Why did you sort that way? If any group said they they put
all the “pretty” rocks together, ask them if everyone agrees which ones are
“pretty”. Scientists use the “properties” or characteristics of rocks to sort them,
things that can be measured or agreed on, like size, shape, color, etc.
MYSCI MATERIALS:
Materials form previous lessons
Spenser and the Rocks (from previous lessons)
Student rocks (from previous lessons)
6 bags each containing:
1 feather,
1 small bouncy ball,
1 swatch fabric,
1 piece of aluminum foil,
1 small marble,
1 small wooden block
TEACHER PROVIDES:
Science notebooks
Teaching Tip:
The lesson can be separated into Engage,
Explore and Explain (1 session); and
Elaborate, Evaluate (1 session).
ELABORATE
In their same groups, this time pass out the bags with the 6 different items in
them. Ask the students to sort these items into groups. Possible sorting could
include color, softness, uses, etc. Repeat the process they went through with
the rocks. If no students noticed that some items were nature made and others
were people made, bring it up.
EVALUATE
Have each group of four explain how they sorted the items, either from
 the bag or the rocks, making sure the students describe the properties.
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
10
Lesson 6: What is an experiment?
LEARNING TARGETS
Use a scientific process to make a prediction, design a fair test, record data,
and share results.
MYSCI MATERIALS:
SUMMARY
Students explore whether their rock sinks or floats, using the scientific method.
TEACHER PROVIDES:
ENGAGE
Ask the class: How do scientists learn things? We have observed and sorted.
We have asked questions, now we are going to talk about testing our hypothesis
or predictions. Pass out the What Scientist Do worksheet (Appendix v) and
have them practice moving their clothes pins through the different steps.
Have a discussion on what each step means.
EXPLORE
Ask the class: When we sorted our rocks, did anyone put them in groups of “heavy”
and “light”? Does anyone wonder if their rock can float? How would we test
our hypothesis?
1 clear container for holding water
30 small clothes pins
Rocks from previous lesson
Copies of What Scientists Do worksheet
(Appendix v)
Copy and administer post test
Science notebooks
Teaching Tip:
More about using predictions for sink and
float are in this aritcle: http://static.nsta.org/
files/sc1404_18.pdf
After discussion, and recording their predictions or hypothesis on a piece of
chart paper. The chart paper should have a float and a sink column, and the
students can put their name under which one they think their rock is going
to do. Bring out the clear container, fill with water and let each student drop
their rock in the water and observe the results.
EXPLAIN
Ask: Were our predictions right? Review the prediction chart and the
 results. Have each student write their prediction and result in their
science notebook.
ELABORATE
Ask: Remember the objects we observed that were in the paper bags? DO
you think any of those objects can float. Make a list of the objects and
have the students vote on weather they will float or sink. Test each object
in the container of water, and review the results in comparison with their
predictions.
EVALUATE
Draw a picture of yourself as a scientist in your science notebook.

Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
11
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the
NGSS Codes
NGSS PERFORMANCE EXPECTATIONS
K-2-ETS1-1
Ask questions, make observations, and gather information about a situation people want to change
to define a simple problem that can be solved
through the development of a new or improved
object or tool.
NGSS codes begin with the grade
level, then the “Disciplinary
Core Idea code”, then a standard
number. The Disciplinary Core
Ideas are:
K-2-ETS1-2
Develop a simple sketch, drawing, or physical
model to illustrate how the shape of an object
helps it function as needed to solve a given
problem.
Physical Sciences
PS1: Matter and its interactions
K-2-ETS1-3
PS2: Motion and stability: Forces
and interactions
Analyze data from tests of two objects designed to
solve the same problem to compare the strengths
and weaknesses of how each performs.
PS4: Waves and their applications
in technologies for information
transfer
Life Sciences
Content
PS3: Energy
LS1: From molecules to organisms:
Structures and processes
LS2: Ecosystems: Interactions,
energy, and dynamics
LS3: Heredity: Inheritance and
variation of traits
LS4: Biological evolution: Unity and
diversity
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
Engineering, Technology, and
Applications of Science
ETS1: Engineering design
ETS2: Links among engineering,
technology, science, and society
For more information, visit http://www.
nextgenscience.org/next-generation-sciencestandards
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
12
NGSS (continued)
Asking Questions and Defining Problems:
•Ask questions based on observations to find more information about the
natural and/or designed world(s).
•Ask and/or identify questions that can be answered by an investigation.
Developing and Using Models
•Develop and/or use a model to represent amounts, relationships, relative
scales (bigger, smaller), and/or patterns in the natural and designed world(s).
•Develop a simple model based on evidence to represent a proposed object
or tool.
Planning and Carrying Out Investigation:
•With guidance, plan and conduct an investigation in collaboration with
peers (for K).
•Plan and conduct an investigation collaboratively to produce data to serve
as the basis for evidence to answer a question.
•Evaluate different ways of observing and/or measuring a phenomenon to
determine which way can answer a question.
•Make observations (firsthand or from media) and/or measurements to
collect data that can be used to make comparisons.
•Make predictions based on prior experiences.
Analyzing and Interpreting Data:
•Record information (observations, thoughts, and ideas).
•Use and share pictures, drawings, and/or writings of observations.
•Compare predictions (based on prior experiences) to what occurred (observable events).
•Analyze data from tests of an object or tool to determine if it works as
intended.
Using Mathematics and Computational Thinking
•Use counting and numbers to identify and describe patterns in the natural
and designed world(s).
•Describe, measure, and/or compare quantitative attributes of different
objects and display the data using simple graphs.
Constructing Explanations and Designing Solutions:
•Generate and/or compare multiple solutions to a problem.
Engaging in Argument from Evidence:
•Identify arguments that are supported by evidence.
•Analyze why some evidence is relevant to a scientific question and some is
not.
•Distinguish between opinions and evidence in one’s own explanations.
•Listen actively to arguments to indicate agreement or disagreement based
on evidence, and/or to retell the main points of the argument.
•Construct an argument with evidence to support a claim.
•Make a claim about the effectiveness of an object, tool, or solution that is
supported by relevant evidence.
Obtaining, Evaluating and Communicating Information:
•Read grade-appropriate texts and/or use media to obtain scientific and/or
technical information to determine patterns in and/or evidence about the
natural and designed world(s).
•Describe how specific images (e.g., a diagram showing how a machine
works) support a scientific or engineering idea.
•Obtain information using various texts, text features (e.g., headings, tables
of contents, glossaries, electronic menus, icons), and other media that will
be useful in answering a scientific question and/or supporting a scientific
claim.
•Communicate information or design ideas and/or solutions with others in
oral and/or written forms using models, drawings, writing, or numbers that
provide detail about scientific ideas, practices, and/or design ideas.
DISCIPLINARY CORE IDEAS
CROSSCUTTING CONCEPTS
Engineering Design
ETS1.A: Defining and Delimiting Engineering Problems
Asking questions, making observations, and gathering information are helpful
in thinking about problems. (K-2-ETS1-1)
Patterns
•Patterns in the natural and human designed world can be observed, used
to describe phenomena, and used as evidence.
Cause and Effect: Mechanism and Prediction:
•Events have causes that generate observable patterns.
•Simple tests can be designed to gather evidence to support or refute
student ideas about causes.
Scale, Proportion, and Quantity
•Relative scales allow objects and events to be compared and described
(e.g., bigger and smaller; hotter and colder; faster and slower).
•Standard units are used to measure length.
Systems and System Models
•Objects and organisms can be described in terms of their parts.
•Systems in the natural and designed world have parts that work
together.
Energy and Matter: Flows, Cycles, and Conservation
•Objects may break into smaller pieces, be put together into larger
pieces, or change shapes.
Structure and Function
•The shape and stability of structures of natural and designed objects are
related to their function(s).
Stability and Change
•Some things stay the same while other things change.
•Things may change slowly or rapidly.
Concepts
Concepts
SCIENCE AND ENGINEERING PRACTICES
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
13
MISSOURI GLE STANDARDS
Key to Understanding the
GLE Codes
GLE Standards
GLE codes are a mixture of numbers
and letters, in this order: Strand, Big
Idea, Concept, Grade Level and GLE
Code.
The most important is the strand. The
strands are:
1. ME: Properties and Principles of
Matter and Energy
3. LO: Characteristics and Interactions
of Living Organisms
4. EC: Changes in Ecosystems and
Interactions of Organisms with their
Environments
5. ES: Processes and Interactions of
the Earth’s Systems (Geosphere,
Atmosphere and Hydroshpere)
6. UN: Composition and Structure of
the Universe and the Motion of the
Objects Within It
7. IN: Scientific Inquiry
8. ST: Impact of Science, Technology
and Human Activity
For more information, visit http://dese.
mo.gov/college-career-readiness/curriculum/
science
Concepts
2. FM: Properties and Principles of
Force and Motion
Kindergarten
ME 1 A K a
Describe physical properties of objects (i.e.,
size, shape, color, mass) by using the senses,
simple tools (e.g., magnifiers, equal arm
balances), and/or nonstandard measures (e.g.,
bigger/smaller; more/less)
ME 1 A K b
Identify materials (e.g., cloth, paper, wood, rock,
metal) that make up an object and some of the
physical properties of the materials (e.g., color,
texture, shiny/dull, odor, sound, taste, flexibility)
ME 1 A K c
Sort objects based on observable physical
properties (e.g., size, material, color, shape,
mass)
IN 1 A K a
Pose questions about objects, materials,
organisms and events in the environment
IN 1 A K b
Conduct a simple investigation (fair test) to
answer a question
IN 1 B K a
Make qualitative observations using the five
senses
IN 1 B K b
Make observations using simple tools and
equipment (e.g., magnifiers/hand lenses,
magnets, equal arm balances, thermometers)
IN 1 B K c
Measure length and mass using non-standard
units
IN 1 B K d
Compare amounts/measurements
IN 1 C K a
Use observations as support for reasonable
explanations
IN 1 C K b
Use observations to describe relationships and
patterns and to make predictions to be tested
IN 1 C K c
Compare explanations with prior knowledge
IN 1 D K a
Communicate observations using words,
pictures, and numbers
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
ST 1 A K a
Observe and identify that some objects occur
in nature (natural objects); others have been
designed and made by people
ST 1 B K a
Describe how tools have helped scientists make
better observations (i.e., magnifiers)
ST 3 A K a
Identify a question that was asked, or could be
asked, or a problem that needed to be solved
when given a brief scenario (fiction or nonfiction
of individuals solving everyday problems or
learning through discovery)
ST 3 A K b
Work with a group to solve a problem, giving
due credit to the ideas and contributions of each
group member
14
MySci Instructional Unit Development Team
INSTITUTE FOR SCHOOL PARTNERSHIP
LEAD CURRICULUM TEAM
Skyler Wiseman, K-5 Curriculum and Instructional
Specialist, Team Leader
Kimberly Weaver, Engineering Educator
Gennafer Barajas, Communications Coordinator
Victoria May, Executive Director of Institute for
School Partnership, Assistant Dean of Arts and
Sciences
Chris Cella, ISP Resource Center Fleet and
Warehouse Coordinator
James Peltz, Warehouse Assistant
Paul Markovitz, PhD, Science Educator
Keith May, Operations and Materials Manager
Diane Pilla, ISP Resource Center Project Coordinator
Rachel Ruggirello, Curriculum and Assessment
Specialist
Jeanne Norris, Teacher in Residence
Jack Weigers, PhD, Science Educator
EXTERNAL EVALUATOR
Katherine Beyer, PhD
COPY EDITOR
Robert Montgomery
LAYOUT DESIGN
Amy Auman
WUSTL CONSULTANTS
Rich Huerermann, PhD, Administrative Officer,
Department of Earth and Planetary Sciences
Harold Levin, PhD, Professor Emeritus,
Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTS
Charlie McIntosh, Engineering
Carol Ross-Baumann, Earth Sciences
MISSOURI BOTANICAL GARDENS
CONSULTANTS
Bob Coulter, Director, Litzsinger Road Ecology
Center
Jennifer Hartley, Senior Supervisor of Pre K-8
School Programs
Sheila Voss, Vice President of Education
Teacher Authors, Field Testers and Contributors
BLESSED TERESA OF CALCUTTA
Kate Kopke
Sue Ritcher
CHESTERFIELD MONTESSORI
Ama Martinez
COLUMBIA PUBLIC SCHOOLS
Michael Cranford
Ben Fortel
Tracy Hager
Megan Kinkade
Anne Kome
Heather Lewis
Jessica Miller
Elizabeth O’Day
Mike Szyalowski
Jen Szyalowski
Matt Wightman
Rebecca Zubrick
THE COLLEGE SCHOOL
Uchenna Ogu
FERGUSON & FLORISSANT
Justin Brotherton
Eric Hadley
Christine Ries
Tonja Robinson
Laura Caldwell
Karen Doering
Emily Dolphus
Shaylne Harris
Amelia Hicks
Cathy Holway
FORSYTH SCHOOL
Gary Schimmelfenig
HAZELWOOD
Kelli Becker
Sara Berghoff
Rita Bohlen
David Busch
Bill Caldwell
Georgene Collier
Arianna Cooper
Jennifer Forbes
Susan Gentry
Toni Grimes
Debra Haalboom
Stephanie Heckstetter
Lesli Henderson
Christina Hughes
Renee Jenner
Stephanie Knight
Scott Kratzer
Stephanie Latson
Jane McPartland
Lisa McPherson
Darice Murray
Dawn Proubst
Lisa Schuster
Twyla Veasley
Sonya Volk
Carol Welch
Cherronda Williams
Justin Woodruff
MIRIAM
Angie Lavin
Jenny Wand
Joe Zapf
NORMANDY
Olga Hunt
Dawn Lanning
J. Carrie Launius
NORTH COUNTY CHRISTIAN
Julie Radin
PATTONVILLE
Kristin Gosa
Jill Kruse
Leslie Jones
Renate Kirksey
Chris Cheatham
Katie Lambdin
Chris Curtis
Kim Dannegger
Vicki Martin
Amanda Denson
Andrea King
Chris Curtis
Allison O’Very
Kaytlin Kirchner
Matt Parker
Chip (Paul) Ianiri
Jackie Ramey
Sarah Funderburk
Stephanie McCreary
Melissa Yount-Ott
Julia Graham
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
RITENOUR
Meggan McIlvaine
Meghan McNulty
Kristy Santinanavat
Melanie Turnage
Stephanie Valli
RIVERVIEW GARDENS
JoAnn Klees
SAINT LOUIS PUBLIC SCHOOLS
Debra Granger
Nina Harris
Charlotte Smith
SOULARD SCHOOL
Courtney Keefe
ST CHARLES CITY SCHOOLS
Kevin Stross
VALLEY PARK
Trish Alexander
Courtney Amen
Stacy Carmen
Stacy Castro
Lotashia Ellis
Amanda Grittini
Aubrea Grunstead
Julie Kulik
Kayla LaBeaume
Jane Marchi
Laura MCoy
Mary Patton
Amy Robinson
Carol Wolf
UNIVERSITY CITY
Lillian Blackshear
Gayle Campbell
Nikki Davenport
Kate Fairchild
Elizabeth Gardner
Anna Hoegemann
Aileen Jones
Daphne Owana
Tori Palmer
Monique Patterson
Precious Poole
Debbie Rosso
Vickie Stevens
15
Venn Diagram
Section 1, Lesson 1
SCIENTIST
BOTH
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
US
Appendix i
My Rock Looks Like — Observation Sheet
Section 1, Lesson 2
MY ROCK LOOKS LIKE THIS:
MY ROCK LOOKS LIKE THIS UNDER A
HAND LENS:
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
Appendix ii
Which Sense Would I Use?
Section 2, Lesson 3
Draw a line from the body part to the object that uses that sense. Can some be for more than one object?
OBJECTS
BODY PART
OBJECTS
Five senses icons via Thinkstock. Artist: martinkraft
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
Appendix iii
Station Activity Chart
Section 2, Lesson 4
1 SQUIRT
HOT OR COLD?
HOW LONG?
HOW HEAVY?
WHAT MATCHES?
HOW MUCH?
HOW MANY?
WHAT IS IT?
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
Appendix iv
What Scientists Do
Section 3, Lesson 6
ASKING A QUESTION
OBSERVING
MAKING A PREDICTION
TESTING YOUR PREDICTION
RECORDING YOUR DATA
SHARING YOUR RESULTS
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
Appendix v
Vocabulary Words
All Sections and Lessons
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they
come across the concept. MySci students work collaboratively and interact with others about science content also
increasing vocabulary. The hands-on activities offer students written, oral, graphic, and kinesthetic opportunities to
use scientific vocabulary and should not be taught in isolation.
scientist
taste
rocks
tongue
observe
ears
wonder
hear
questions
senses
see
tools
eyes
hand lenses
smell
microscope
nose
balances
touch
measure
skin
Unit 4 (version 1.21.16) | Seeing, Hearing, Smelling and Touching Like a Scientist
Washington University in St. Louis Institute for School Partnership
Appendix vi