Curriculum Map: Elementary Science Kindergarten Course: Science ­ Grade K Subtopic: General Course Description: Competencies: Big Ideas: 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 kindergarten grade curriculum includes two life science units: Foss Trees and Foss Animals Two by Two. 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 and through an Ecology Mini­
Unit developed by district teachers. The mini­unit for kindergarten is an ecology unit on Threatened, Endangered and Extinct Species. 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, the National Science Teachers Association, and the National Science Resources Center. l Distinguish between scientific fact and opinion. l Ask questions about objects, organisms, and events. l Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. l Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. l 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. l Use data/evidence to construct explanations and understand that scientists develop explanations based on their evidence and compare them with their current scientific knowledge. l Use mathematics in all aspects of scientific inquiry. l 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. Trees: l
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All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) All living organisms have life cycles. (NHSD) During an observation, students use their five senses to gather information about an object or event. (NHSD) Animals 2x2 l
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All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) During an observation, students use their five senses to gather information about an object or event. (NHSD) Ecology Unit: Threatened, Endangered, Extinct Species l
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Essential Questions: The survival of all living organisms is dependent upon their adaptations and ability to respond to natural changes in and human influences on the environment. (SAS) The health of all living organisms is directly related to the quality of the environment. (SAS) People acting individually and or as groups influence the environment. (SAS) Trees l
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How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How do life cycles affect the stages of growth and development of a living organism? (NHSD) What information can be gathered about an object and or event by using the five senses: smell, touch, taste, sight, and sound? (NHSD) Animals 2x2 l
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How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How does the quality of the environment affect the health of living things? (SAS) What information can be gathered about an object and or event by using the five senses: smell, touch, taste, sight, and sound? (NHSD) Ecology Unit: Threatened, Endangered, Extinct Species l
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Enrichment Strategies: Why is it important to conserve both renewable and non­renewable resources? (NHSD) How does the quality of the environment affect the health of living things? (NHSD) 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 Trees 1.) Fall Trees­­­Students record their observations of the tree independently through drawings, writings, or scientific drawings over time to recognize change. 2.) Leaves­­­Based upon what students know about leaves and tree structure, students develop their own leaf design, keeping in mind the key Page 1 of 13 pages
functions of a leaf and the structure of the tree as well. 3.) Trees Through the Seasons­­­Students sequence the various changes of a tree over time. Students investigate the various systems trees use in order to perpetuate their existence over time. Students formulate ideas of what environmental factors impact tree growth and propagation. Animals 2 x 2 1.) Goldfish and Guppies—Students identify various adaptations that fish make to survive in their optimum habitat, through sorting activities, compare and contrast Venn Diagram exercises, or simulation games. 2.) Big and Little Worms­­­Students design a home for an earthworm, using their previous knowledge of how earthworms move and their natural environment. 3.) Pill Bugs and Sow Bugs­­­Students categorize various insects by their optimum habitat. Ecology Mini­Unit: Threatened, Endangered and Extinct Species Unit Project: As part of the culminating project, kindergarten students construct a Threatened or Endangered Species Poster. The poster will include
at least 3 ways to save the species. As an extension to this project, students conduct additional research about their animal and write a brief report or share their learning with the class. Students identify decisions made in our local community or surrounding area that impact the habitat and survival rates of Pennsylvania species and discuss ways to improve the existing habitat for these animals. Re­Teaching Strategies: l
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Learning centers; for example listening/literature Discovery center with items such as leaves, bark, acorns, etc. Alternate response method Content Outline: Content Outline I. Trees A. Fall Trees 1. Trees have identifiable structures. 2. Trees are a resource to people and other animals. 3. Trees are growing, living organisms. 4. Trees have basic needs, including water, light, and nutrients from the soil. 5. Trees are identifiable by their shapes. B. Leaves 1. Leaves have identifiable structures. 2. Leaf shapes can be compared to geometric shapes. 3. Leaves can be identified by their shapes. 4. Leaves have many properties that can be compared. C. Trees Through the Seasons 1. Trees have identifiable structures that serve different functions. 2. Trees change through the seasons. 3. Trees are a resource. They are useful to people and other animals. II. Animals 2 x 2 A. Goldfish and Guppies 1. Fish have identifiable structures. 2. Fish behavior is influenced by conditions in the environment. 3. Fish have basic needs. 4. Fish change their environment. 5. Each kind of fish has unique structures and behaviors. 6. All animals deserve respect and gentle care. B. Big and Little Worms 1. Worms have identifiable structures. 2. Worm behavior is influenced by conditions in the environment. 3. Worms have basic needs. 4. Each kind of worm has unique structures and behaviors. C. Pill Bugs and Sow Bugs 1. Isopods have identifiable structures. 2. Animals have similar needs. 3. Each kind of isopod has unique structures and behaviors. 4. Isopod behaviors are influenced by conditions in the environment. III. Threatened, Endangered and Extinct Species IV Information Literacy and Technology 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, implemented, 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. Trees ­ Tree Species Poster 1. Students will create an ABCD drawing of a specific species of tree. 2. Students will write three to four facts about the species. B. Animals 2 x 2 1. Literature / Fact Investigation a. Read the book Do Dogs Make Dessert? b. Students will categorize animals according to the ways they help humans. 2. Research Report a. Using easy­to­read animal books, students will write a research report containing five facts about a particular zoo animal. b. Students will present their report in an oral or written format. C. Threatened, Endangered, and Extinct Species ­ Research Report 1. Using resources found in the Library/Media Center, students will research a threatened, endangered, or extinct species. 2. Students will write a five sentence report about their chosen species. 3. Students will complete the Mini­Unit Culminating Project of a poster, listing three ways to help threatened or endangered species. An illustration of the species will Time On­Going 8 weeks 1 Week Page 2 of 13 pages
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Endangered Animal Poster Tree Scrapbook Zoo Research Reports *These assessments are performance based. Formative Assessments: l
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Science notebooks KTFL chart Class discussion Process Skill of Observation FOSS Assessment Checklists ­ Assessment Duplication Masters Folio Major Topics: l
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Objectives: Trees Animals 2x2 Ecology Unit: Threatened, Endangered, Extinct Species Trees l
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Given a diagram of a living organism, students will relate the different parts of the organism to a specific function, with 80% accuracy. (3.1.K.A1; S4.B.1.1; S4.B.1.1.4) Following a series of observations of a schoolyard tree, students will differentiate between the three basic needs of a living tree with 80% accuracy. (3.1.3.A2; S4.B.1.1; S4.B.1.3) Given a Science Notebook, students will illustrate and label the stages of growth and development of a tree, accurately depicting the changes that occur in each season. (3.1.K.A3; S4.B.1.1; S4.B.1.1.5) Given the tools necessary to explore a schoolyard tree, students will record data about the structure of a tree using the senses of touch, sight, and smell. (3.1.K.A5; S4.B.1.1; S4.B.1.1.4) Animals 2x2 l
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Given a diagram of a living organism, students will relate the different parts of the organism to their specific functions, with 80% accuracy. (3.1.K.A1; S4.B.1.1; S4.B.1.1.4) Following a series of observations of a living organism, students will differentiate between the four basic needs of a living organism with 80% accuracy. (3.1.K.A2; S4.B.1.1; S4.B.1.3) Given the necessary tools, students will construct a habitat that provides air, food, water, and space that meets the needs of a particular living organism. (3.1.K.A1; S4.A.1.3; S4.A.1.3.4) Given the tools necessary to observe a living organism, students will record data about the structure and behavior of a living organism, using the senses of touch, sight, and smell. (3.1.K.A5; S4.B.1.1; S4.B.1.1.4) Ecology Unit: Threatened, Endangered, Extinct Species l
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IDEA Compliance: RESOURCES
Process Skills
Science Notebook Scope and Sequence
2011­2012 Units of Instruction
Following a discussion and reading about the causes of threatened and endangered species, students will develop a science notebook entry that includes one way humans cause loss of species and habitat. (3.1.4.C1; S4.A.1.3; S4.A.1.3.4) Drawing on prior knowledge gained from unit study, students will generate a list that includes at least ten ways to save and protect threatened and endangered species. (4.8; 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: Trees Description of Unit: The giant sequoia is the most massive living organism on Earth. It is a tree, magnificent in dimension and awe inspiring in its longevity and durability. To stand in the company of such giants is to experience the scale of life. To a kindergartener the oak on the corner, the pines at the park, and the mulberry trees at school are giants. Systematic investigation of trees will bring students a better understanding of trees’ place at school and in the community, and will provide some solid experiences on the way to understanding all plants. l Given a diagram of a living organism, students will relate the different parts of the organism to a specific function, with 80% accuracy. (3.1.K.A1; S4.B.1.1; Unit Objectives: S4.B.1.1.4) l Following a series of observations of a schoolyard tree, students will differentiate between the three basic needs of a living tree with 80% accuracy. (3.1.3.A2; S4.B.1.1; S4.B.1.3) l Given a Science Notebook, students will illustrate and label the stages of growth and development of a tree, accurately depicting the changes that occur in each season. (3.1.K.A3; S4.B.1.1; S4.B.1.1.5) l Given the tools necessary to explore a schoolyard tree, students will record data about the structure of a tree using the senses of touch, sight, and smell. (3.1.K.A5; S4.B.1.1; S4.B.1.1.4) Page 3 of 13 pages
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Summative Assessments: How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How do life cycles affect the stages of growth and development of a living organism? (NHSD) What information can be gathered about an object and or event by using the five senses: smell, touch, taste, sight, and sound? (NHSD) Tree Scrapbook *This assessment is performance based. Formative Assessments: l
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Vocabulary: All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) All living organisms have life cycles. (NHSD) Students can gather information about an object or event, using the five senses. (NHSD) Science notebooks KTFL chart Class discussion Process Skill of Observation FOSS Assessment Checklists ­ Assessment Duplication Masters Folio Investigation 1: adopt, bark, branch, broadleaf, circumference, conifer, height, leaf, living, pattern, root, rubbing, scar, shape, silhouette, tree, trunk, twig Investigation 2: branch, color, different, edge, egg, heart, line, lobed, matching, missing, outline, oval, paddle, point, round, serrated, size, spear, tip, triangle, veins, wedge Investigation 3: blossom, bud, bumpy, change, cone, end bud, evergreen, fall, flower, food, forcing, fruit, growth ring, leaf, leaf scar, leaves, lose, measurement, needle, nut, rough, scale, season, seed, shell, spring, swollen, winter Lesson Topic: Fall Trees Minutes for Lesson Topic: 240 Description of Lesson Topic: Lesson Objectives: Students begin their study of trees by going on a walk looking at the variety and structure of trees in the school yard. A living tree becomes part of the classroom for two weeks, and students work with representational materials to look more closely at the shapes of trees and their parts. Students adopt trees to observe changes throughout the year, and complete the activity by planting their class tree on the school grounds. l
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Anticipatory Set: All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) All living organisms have life cycles. (NHSD) Students can gather information about an object or event, using the five senses. (NHSD) Part 1: Pages 11­14 Part 2: Pages 18­19 Part 3: Page 22 Part 4: Page 24 Part 5: Page 27 Part 6: Pages 29­30 Part 7: Pages 33­34 Part 8: Pages 36­37 Learning centers; for example listening/literature Discovery center with items such as leaves, bark, acorns, etc. Alternate response method 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 Fall Trees­­­Students can record their observations of the tree independently through drawings, writings, or scientific drawings over time to recognize change. Investigation 1: l
How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How do life cycles affect the stages of growth and development of a living organism? (NHSD) What information can be gathered about an object and or event by using the five senses: smell, touch,
taste, sight, and sound? (NHSD) Refer to the Guiding the Investigation section in the folio. l
Students will identify and describe the identifiable structures of trees. Students will generate a list of how trees are a resource to people and other animals. Students will identify what makes trees a growing, living organism. Students will identify the basic needs trees have, including water, light, and nutrients from the soil. Students will identify trees by their shapes. Part 1: Investigation Folio­Page 7 Part 2: Investigation Folio­Page 15 Part 3: Investigation Folio­Page 20 Part 4: Investigation Folio­Page 23 Part 5: Investigation Folio­Page 25 Part 6: Investigation Folio­Page 28 Part 7: Investigation Folio­Page 31 Part 8: Investigation Folio­Page 35 Refer to Introductory Activities found in the Guiding the Investigation Section of each Investigation folio. Page 4 of 13 pages
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Closure: Part 1: What do we know about trees? Part 2: What do trees need? Part 3: What shapes are trees? Part 4: What shapes are trees? Part 5: What are the parts of trees? Part 6: What are the parts of trees? Part 7: What can we find out about a tree? Part 8: How will we care for our school yard tree? Students will add to the content chart, science notebook entry, additions to the vocabulary Page 5 of 13 pages
Lesson Topic: Leaves Minutes for Lesson Topic: 234 Description of Lesson Topic: Lesson Objectives: Students begin with the school yard walk, focusing on the leaves of trees. They match leaves with geometric shapes, go on a leaf hunt to make comparisons of leaves, work at centers with representational materials, and make a leaf book. This investigation concludes with a story, Our Very Own Tree. l
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Closure: Part 1: Pages 8­9 Part 2: Pages 13­15 Part 3: Pages 18­19 Part 4: Page 22 Part 5: Page 25 Part 6: Page 28 Learning centers; for example listening/literature Discovery center with items such as leaves, bark, acorns, etc. Alternate response method 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 Leaves­­­Based upon what students know about leaves and tree structure, students can develop their own leaf design, keeping in mind the key functions of a leaf and the structure of the tree as well. Part 1: Investigation Folio­Page 6 Part 2: Investigation Folio­Page 10 Part 3: Investigation Folio­Page 16 Part 4: Investigation Folio­Page 20 Part 5: Investigation Folio­Page 23 Part 6: Investigation Folio­Page 26 Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l
All living organisms are made of parts that have specific functions. (SAS) All living organisms have life cycles. (NHSD) Students can gather information about an object or event, using the five senses. (NHSD) Investigation 2: l
How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How do life cycles affect the stages of growth and development of a living organism? (NHSD) What information can be gathered about an object and or event by using the five senses: smell, touch,
taste, sight, and sound? (NHSD) Investigation 2: Refer to the Guiding the Investigation section in the folio. l
Students will label the identifiable structures of leaves. Students will compare leaf shapes to geometric shapes. Students will identify leaves by their shapes. Students will compare the many properties of leaves. Part 1: What can we find out about leaves? Part 2: What shapes do leaves have? Part 3: How are leaves different? The same? Part 4: How are leaves different? Part 5: How are leaves different? Part 6: What do you know about leaves? Students will add to the content chart, science notebook entry, additions to the vocabulary Page 6 of 13 pages
Lesson Topic: Trees through the Seasons Minutes for Lesson Topic: 175 Description of Lesson Topic: Lesson Objectives: Students extend their understanding of trees as a growing, changing, living part of their world. During each season, the school yard trees are visited and their twigs, leaves, flowers, and seeds are observed and compared to those from a previous season. l
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How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How do life cycles affect the stages of growth and development of a living organism? (NHSD) What information can be gathered about an object and or event by using the five senses: smell, touch,
taste, sight, and sound? (NHSD) All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) All living organisms have life cycles. (NHSD) Students can gather information about an object or event, using the five senses. (NHSD) Investigation 3: Refer to the Guiding the Investigation section in the folio. l
Students will label the identifiable structures that serve different functions of trees. Students will observe and describe how trees change through the seasons. Students will define how trees are a resource and how they are useful to people and other animals. Part 1: Page 11 Part 2: Page 14 Part 3: Page 17 Part 4: Page 21 Part 5: Pages 24­25 Part 6: Page 27 Part 7: Page 31 Part 8: Page 34 Part 9: Pages 37­38 Reteaching Strategies/Adaptations:
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Trees Through the Seasons­­­Students can sequence the various changes of a tree over time. Students can investigate the various systems trees use in order to perpetuate their existence over time. Students can formulate ideas of what environmental factors impact tree growth and propagation. l
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Anticipatory Set: Part 1: Investigation Folio­Page 10 Part 2: Investigation Folio­Page 12 Part 3: Investigation Folio­Page 15 Part 4: Investigation Folio­Page 19 Part 5: Investigation Folio­Page 22 Part 6: Investigation Folio­Page 26 Part 7: Investigation Folio­Page 29 Part 8: Investigation Folio­Page 32 Part 9: Investigation Folio­Page 35 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 comes from a fall tree? Part 2: What food comes from trees? Part 3: How is the tree changing? Part 4: What are evergreen trees? Part 5: What is the structure of a twig? Part 6: How does the tree change through the winter season? Part 7: What do trees need to grow? Part 8: What are the properties of bark? Part 9: What evidence of new growth is visible on a tree in the spring season? Students will add to the content chart, science notebook entry, additions to the vocabulary Page 7 of 13 pages
Unit: Animals Two by Two Description of Unit: Animals 2x2 provides young students with close and personal interaction with some common land and water animals. Appropriate classroom habitats are established, and students learn to care for animals. In four activities the animals are studied in pairs. Students observe and care for one animal over time, and then they are introduced to another animal similar to the first but with no differences in structure and behavior. This process enhances opportunities for observation, communication, and comparison. Please note: Lesson 2, Land and Water Snails, will no longer be taught due to land snails being unavailable. Unit Objectives: l
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Vocabulary: Given a diagram of a living organism, students will relate the different parts of the organism to their specific functions, with 80% accuracy. (3.1.K.A1; S4.B.1.1; S4.B.1.1.4) Following a series of observations of a living organism, students will differentiate between the four basic needs of a living organism with 80% accuracy. (3.1.K.A2; S4.B.1.1; S4.B.1.3) Given the necessary tools, students will construct a habitat that provides air, food, water, and space that meets the needs of a particular living organism. (3.1.K.A1; S4.A.1.3; S4.A.1.3.4) Given the tools necessary to observe a living organism, students will record data about the structure and behavior of a living organism, using the senses of touch, sight, and smell. (3.1.K.A5; S4.B.1.1; S4.B.1.1.4) All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) During an observation, students use their five senses to gather information about an object or event. (NHSD) How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How does the quality of the environment affect the health of living things? (SAS) What information can be gathered about an object and or event by using the five senses: smell, touch, taste, sight, and sound? (NHSD) Science notebooks KTFL chart Class discussion Process Skill of Observation FOSS Assessment Checklists ­ Assessment Duplication Masters Folio Investigation 1: aquarium, clean, compare, dirty, eye, female, fin, food, gill, goldfish, guppy, head, male, middle, mouth, next to, prefer, scale, surface, tail, tunnel, water Investigation 3: behavior, body, bristle, burrow, clitellum, earthworm, hide, moist, night crawler, react, redworm, rough, segment, sideways, soil, swollen Investigation 4: air, antennae, ball, carapace, condition, encourage, finish, habitat, head, isopod, jagged, leg, moisture, pill bug, plants, protect, race, roll up, section, sides, sort, sow bug, start, terrarium, turn over Lesson Topic: Goldfish and Guppies Minutes for Lesson Topic: 140 Description of Lesson Topic: Lesson Objectives: Students observe the structures and behavior of goldfish. They feed the fish and enrich the environment in which the fish live. They compare the structures and behaviors of the goldfish to those of other fish, guppies. l
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How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How does the quality of the environment affect the health of living things? (SAS) What information can be gathered about an object and/or event by using the five senses: smell, touch,
taste, sight, and sound? (NHSD) All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) Students can gather information about an object or event, using the five senses to observe. (NHSD) Investigation 1: Refer to the Guiding the Investigation section in the folio. l
Students will label the identifiable structures of goldfish and guppies. Students will describe how fish behavior is influenced b conditions in the environment. Students will generate of list of the basic needs of fish. Students will observe and describe how fish change their environment. Students will discuss how each kind of fish has unique structures and behaviors. Students will demonstrate gentle care and respect for all living things. Reteaching Strategies/Adaptations:
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Part 1: Pages 15­16 Part 2: Pages 19­21 Part 3: Pages 24­25 Part 4: Pages 28­29 Learning centers; for example listening/literature Discovery center with items such as leaves, bark, acorns, etc. Alternate response method 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 Goldfish and Guppies—Students can identify various adaptations that fish make to survive in their optimum habitat, through sorting activities, compare and contrast Venn Diagram exercises, or Page 8 of 13 pages
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Anticipatory Set: Closure: Part 1: Investigation Folio­ Page 10 Part 2: Investigation Folio­ Page 17 Part 3: Investigation Folio­ Page 22 Part 4: Investigation 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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Part 4: How are goldfish and guppies different? How are they the same? Students will add to the content chart, science notebook entry, additions to the vocabulary Page 9 of 13 pages
Lesson Topic: Big and Little Worms Minutes for Lesson Topic: 105 Description of Lesson Topic: Lesson Objectives: Students dig for redworms, rinse them off, and look at their structures. They study some of their behaviors. They compare the redworms to night crawlers, which are much larger than redworms. l
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Anticipatory Set: All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) Students can gather information about an object or event, using the five senses. (NHSD) Part 1: Pages 10­11 Part 2: Pages 15­16 Part 3: Pages 19­20 Learning centers; for example listening/literature Discovery center with items such as leaves, bark, acorns, etc. Alternate response method 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 Big and Little Worms­­­Students can design a home for an earthworm, using their previous knowledge of how earthworms move and their natural environment. Investigation 3: l
How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How does the quality of the environment affect the health of living things? (SAS) What information can be gathered about an object and or event by using the five senses: smell, touch,
taste, sight, and sound? (NHSD) Investigation 3: Refer to the Guiding the Investigation section in the folio. l
Students will label the identifiable structures of worms. Students will describe how worm behavior is influenced by conditions in the environment. Students will identify the basic needs of worms. Students will describe the unique structures and behaviors of each worm. Part 1: Investigation Folio­ Page 8 Part 2: Investigation Folio­ Page 13 Part 3: Investigation Folio­ Page 17 Investigation 3: 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 parts of the redworm? Part 2: What do redworms do? Part 3: How are redworms and night crawlers different? How are they the same? Students will add to the content chart, science notebook entry, additions to the vocabulary Page 10 of 13 pages
Lesson Topic: Pill Bugs and Sow Bugs Minutes for Lesson Topic: 150 Description of Lesson Topic: Lesson Objectives: Students begin by observing structures of the two kinds of isopods. They learn to identify which are pill bugs and which are sow bugs. They may have isopod races. Students make a terrarium in which all the land animals live together. l
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Anticipatory Set: All living organisms are made of parts that have specific functions. (SAS) All living organisms have basic needs. (SAS) The health of all living things is directly related to the quality of the environment. (SAS) Students can gather information about an object or event, using the five senses. (NHSD) Part 1: Pages 10­11 Part 2: Pages 14­15 Part 3: Page 18 Part 4: Pages 22­23 Learning centers; for example listening/literature Discovery center with items such as leaves, bark, acorns, etc. Alternate response method AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Module Math Extension Activities found in the Science Modules Pill Bugs and Sow Bugs­­­Students can categorize various insects by their optimum habitat. Investigation 4: l
How do structures and functions of living things allow them to meet their needs? (SAS) What is the role of the habitat in providing the basic needs of an organism? (SAS) How does the quality of the environment affect the health of living things? (SAS) What information can be gathered about an object and or event by using the five senses: smell, touch,
taste, sight, and sound? (NHSD) Investigation 4: Refer to the Guiding the Investigation section in the folio. l
Students will describe the identifiable structures of isopods. Students will generate a list of animal needs. Students will describe each kind of isopod and its unique structures and behaviors. Students will describe how isopod behaviors are influenced by conditions in the environment. Part 1: Investigation Folio­ Page 8 Part 2: Investigation Folio­ Page 12 Part 3: Investigation Folio­ Page 16 Part 4: Investigation Folio – Page 20 Investigation 4: 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 isopods? Part 2: How are pill bugs and sow bugs different? Part 3: How do isopods move? Part 4: What do animals need? Students will add to the content chart, science notebook entry, additions to the vocabulary Page 11 of 13 pages
Unit: Ecology Mini­Unit Description of Unit: In this mini­unit students investigate the concept of threatened, endangered, and extinct species. The study in this mini­unit is focused on understanding the relationship between a species and its environment, understanding the components of various habitats, and understanding the many factors that can threaten and endanger plants and animals. Unit Objectives: l
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The survival of all living organisms is dependent upon their adaptations and ability to respond to natural changes in and human influences on the environment. (SAS)] The health of all living organisms is directly related to the quality of the environment. (SAS) People acting individually and or as groups influence the environment. (SAS) Why is it important to conserve both renewable and non­renewable resources? (NHSD) How does the quality of the environment affect the health of living things? (NHSD) Endangered Animal Poster *This assessment is performance based. Formative Assessments: Vocabulary: Following a discussion and reading about the causes of threatened and endangered species, students will develop a science notebook entry that includes one way humans cause loss of species and habitat. (3.1.4.C1; S4.A.1.3; S4.A.1.3.4) Drawing on prior knowledge gained from unit study, students will generate a list that includes at least ten ways to save and protect threatened and endangered species. (4.8; S4.A.1.3; S4.A.1.3.4) l
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Science notebooks KTFL chart Class discussion extinct, endangered, threatened, habitat, loss of habitat, hunting, human involvement, species, Endangered Species Act Lesson Topic: Threatened, Endangered, and Extinct Species Minutes for Lesson Topic: 180 Description of Lesson Topic: Lesson Objectives: Part 1: The students generate a KTFL chart that addresses endangered, and extinct species. Part 2: The students design a personal habitat, including at least two things necessary for survival. Part 3: The students compare examples of land and water species and habitats, and select the correct habitat
for six endangered species. Part 4: The students identify ways humans cause loss of species and habitat and develop a science notebook entry explaining one way. Part 5: The students will generate a list of ways to save and protect threatened and endangered species. Part 6: The students will produce a poster of a threatened or endangered species including three ways the species can be saved and protected. l
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Learning centers; for example listening/literature Alternate response method Enrichment Strategies: Unit Project: As part of the culminating project, kindergarten students will construct a Threatened or Endangered Species Poster. The poster will include at least 3 ways to save the species. As an extension to this project, students can conduct additional research about their animal and write a brief report or share their learning with the class. Students can identify decisions made in our local community or surrounding area that impact the habitat and survival rates of Pennsylvania species and discuss ways to improve the existing habitat for these animals. Materials: See plans for Lessons 1­6 on the Ecology Mini­Unit Anticipatory Set: Refer to Introductory Activities found in each lesson. Part 1: Students will apply the terms species, threatened, endangered, and extinct. Part 2: Students will draw their personal habitat, including what is necessary for their survival. Part 3: Students will match endangered species to their habitats. Part 4: Students will identify reasons why animals are threatened and endangered. Part 5: Students will generate a class list of ideas to protect and save threatened and endangered animals from extinction. Part 6: Students will plan, organize, and create a poster about threatened or endangered species of their choosing. Focus Questions: l
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Part 1: What do you know for sure and what do you think you know about threatened, endangered, and extinct species? How and where will you gather your information about these species? Part 2: What is your habitat? What do you need to survive? Part 3: What determines a species’ habitat? Part 4: What causes a species to become threatened or endangered? Part 5: What can you do to help save and protect a species? Page 12 of 13 pages
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Closure: Part 6: What can you do to help save and protect a species? Culminating Project (See Ecology Mini­Unit) Page 13 of 13 pages