Mifflin County School District Planned Instruction

Transcription

1 Mifflin County School District Planned Instruction Title of Planned Instruction: Science Subject Area: Science & Technology and Environment & Ecology Grade Level: K Prerequisites: none Course Description: Kindergarten students will experience science through hands-on activities and experimentation that will lead to a foundation for science content throughout the elementary grades. Units focus on the five senses, the farm, seeds and butterflies and integrate language arts and math concepts throughout the year. Required Time: 21 weeks Course Credit: 1 Major Resources: o Teacher-prepared resource packets on the five senses, the farm, seeds and butterflies o Root-Vue Farm Kit o Butterfly Kit o Marzollo, J. (1996). I m a Seed. New York, NY: Scholastic, Inc. o Carle, E. (1994). The Very Hungry Caterpillar. New York, NY: Philomel Books o Eastman, P.D. (1960). Are You My Mother? New York, NY: Random House Names of District Subject Area Curriculum Writing Committee: Karin A. Muir Mary J. Sciabica Cheryl D. Streisel Date of Board Approval: May 27, 2004

2 Standard: 3.14 Unifying Themes Units: Senses, Farm, Seeds, Butterflies A. Know that natural and humanmade objects are made up of parts. Identify and describe what parts make up a system. Identify system parts that are natural and human-made Checklist to identify parts of plant Selected response matching of body part to function worksheet B. Know models as useful simplifications of objects or processes. C. Illustrate patterns that regularly occur and reoccur in nature. D. Know that scale is an important attribute of natural and human made objects, events and phenomena. Identify different types of models. Apply appropriate simple modeling tools and techniques. Identify observable patterns Use knowledge of natural patterns to predict next occurrences Identify the use of scale as it relates to the measurement of distance, volume and mass. Life cycle model with rubric Activity with grass seed and knee highs to make caterpillars teacher Life cycle model with rubric Graph of plant growth Root Vue farm observation and graph of growth of roots E. Recognize change in natural and physical systems. Recognize change as fundamental to science and technology concepts. Examine and explain change by using time and measurement. Describe the change to objects caused by heat, cold, light or chemicals. Graph of plant growth 2

3 Standard: 3.24 Inquiry and Design Units: Senses, Farm, Seeds, Butterflies A. Identify and use the nature of scientific and technological knowledge. B. Describe objects in the world using the five senses. Distinguish between a scientific fact and a belief. Provide clear explanations that account for and results. Relate how new information can change existing perceptions. Recognize observational descriptors from each of the five senses (e.g., see-blue, feel-rough). Use to develop a descriptive vocabulary. Mystery bag activity teacher Taste lab activity teacher Popcorn activity teacher activity Mystery bag activity teacher C. Recognize and use the elements of scientific inquiry to solve problems. D. Recognize and use the technological design process to solve problems. Generate questions about objects, organisms and/or events that can be answered through scientific investigations. Conduct an experiment. State a conclusion that is consistent with the information Recognize and explain basic problems. Identify possible solutions and their course of action. Try a solution. Describe the solution, identify its impacts and modify if necessary. Show the steps taken and the results. Root vue farm observation and graph of growth of roots Popcorn activity teacher activity Mystery bag activity teacher 3

4 Standard: 3.34 Biological Sciences Units: Senses, Farm, Seeds, Butterflies A. Know the similarities and differences of living things. B. Know that living things are made up of parts that have specific functions. Identify life processes of living things (e.g., growth, digestion, react to environment). Know that some organisms have similar external characteristics and that similarities and differences are related to environmental habitat. Describe basic needs of plants and animals. Determine how different parts of a living thing work together to make the organism function. Life cycle model with rubric Activity with grass seed and knee highs to make caterpillars teacher Checklist to identify parts of plant Student senses book with rubric Selected response matching of body part to function worksheet Standard: 3.54 Earth Sciences Unit: Seeds B. Know types and uses of earth materials. Identify uses of various earth materials (e.g., growing plants). Standard: 3.74 Technological Devices Units: Plants, Farm A. Explore the use of basic tools, simple materials and techniques to safely solve problems (e.g., shovels, magnifying glasses, etc.). Describe the scientific principles on which various tools are based. Group tools and machines by their function. Activity with grass seed and knee highs to make caterpillars teacher 4

5 Select and safely apply appropriate tools and materials to solve simple problems. Root vue farm observation and graph of growth of roots B. Select appropriate instruments to study materials. Develop simple skills to measure, record, cut and fasten. Student senses book with rubric C. Identify basic computer operations and concepts. Identify the major parts necessary for a computer to input and output data. Explain and demonstrate the basic use of input and output devices Assessed by computer teachers -- observation of student lab work D. Use basic computer software. Apply operating system skills to perform basic computer tasks. Apply basic word processing skills. Identify and use simple graphic and presentation graphic materials generated by the computer. Assessed by computer teachers -- observation of student lab work Standard: 3.84 Science, Technology and Human Endeavors Unit: Farm A. Know that people select, create and use science and technology and that they are limited by social and physical restraints. B. Know how human ingenuity and technological resources satisfy specific human needs and improve the quality of life. Identify and describe positive and negative impacts that influence or result from new tools and techniques. Identify how technologies are used to meet human needs. Identify and distinguish between human needs and improving the quality of life. Identify and distinguish between natural and humanmade resources. Describe an invention (e.g., farming machines) 5

6 Standard: 4.24 Renewable and Nonrenewable Resources Unit: Farm A. Identify needs of people. Identify plants, animals, water, air, minerals and fossil fuels as natural resources. Identify how the environment provides for the needs of people. Checklist on identifying farm animals to identify farm animals Standard: 4.34 Environmental Health Unit: Farm A. Know that plants, animals and humans are dependent on air and water. Know that all living things need air and water to survive. Identify things that cause sickness when put into the air, water or soil. Identify actions that can prevent or reduce waste pollution. Standard: 4.44 Agriculture and Society Unit: Farm A. Know the importance of agriculture to humans. Identify people s basic needs Explain the influence of agriculture on food, clothing, shelter and culture from one area to another. Know how people depend on agriculture. Checklist on identifying farm animals B. Identify the role of the sciences in Pennsylvania agriculture. Identify common animals found on Pennsylvania farms. Identify common plants found to identify farm animals 6

7 on Pennsylvania farms. Identify a fiber product from Pennsylvania farms. Farm animals art activity with rubric Favorite farm animals graph C. Know that food and fiber originate from plants and animals. Define and identify food and fiber. Identify what plants and animals need to grow. Identify agricultural products that are local and regional. Identify an agricultural product based on its origin. Describe several products and tell their origins. Describe the journey of a local agricultural product from production to the consumer. to identify farm animals Farm alphabet book project with rubric D. Identify technology and energy use associated with agriculture. Identify the various tools and machinery necessary for farming. Identify the types of energy used in producing food and fiber. Identify tools and machinery used in the production of agricultural products. Standard: 4.64 Ecosystems and Their Interactions Units: Farm, Butterflies, Plants A. Understand that living things are dependent on nonliving things in the environment for survival. Identify and categorize living and nonliving things. Describe the basic needs of an organism. Identify basic needs of a plant and an animal and explain how their needs are met. Identify plants and animals with their habitat and food sources. Identify environmental variables that affect plant growth. to identify farm animals Butterfly garden and teacher of student discussions Caterpillar to butterfly art activity with rubric Very Hungry Caterpillar 7

8 Describe how animals interact with plants to meet their needs for shelter. Understand the components of a food chain. Identify a local ecosystem and its living and nonliving components. Identify animals that live underground activities teacher Standard: 4.74 Threatened, Endangered and Extinct Species Units: Farm, Butterflies A. Identify differences in living things. Explain why plants and animals are different colors, shapes and sizes and how these differences relate to their survival. Identify characteristics that living things inherit from their parents. Explain why each of the four elements in a habitat is essential for survival. Identify local plants or animals and describe their habitat. Favorite farm animals graph Farm animals art activity with rubric Caterpillar to butterfly art activity with rubric Butterfly garden and teacher of student discussions B. Know that adaptations are important for survival. Explain how specific adaptations can help a living organism to survive. Explain what happens to a living thing when its food, water, shelter or space is changed. Butterfly garden and teacher of student discussions Caterpillar to butterfly art activity with rubric Very Hungry Caterpillar activities teacher 8

9 District Recommended Instructional Approach For the Course To Drive Teacher s Instructional Activities Emphasize a hands-on approach and follow-up with explicit content. Design and use project rubrics consistently within each grade level or course. Evaluate experiments and other activities by observation and by assessment of lab reports and results written in a specific format and aligned within each grade level or course. Encourage and support student-designed experimental activities wherever possible. Assess students with selected and constructed response written tests as appropriate to the grade level and content. Assign homework that is clearly relevant to the planned course s performance objectives and is appropriate to the grade level. Utilize technological resources such as the Internet and Microsoft Office applications whenever possible to support student achievement of course objectives. Value literature and other printed materials as a valid way to support student performance during activities and class work. Emphasize and assign value to the importance of reading, writing and mathematical skills during all lessons and activities. 9

10 Kindergarten Assessments Senses Farm Seeds Butterflies > Checklist do children know senses? > Mystery bag activity teacher observation of student > Field Trip teacher > Farm alphabet book project with rubric > Experiments on planting seeds and student > Root vue farm observation and graph of growth of roots > Butterfly garden and teacher of student discussions > Caterpillar to butterfly art activity with rubric > Student senses book with rubric > Checklist on identifying farm animals > Activity with grass seed and knee highs to make caterpillars teacher observation of student > Life cycle selected response worksheet (D- 15) > Selected response matching of body part to function worksheet > Farm animals art activity with rubric > Graph of plant growth > Life cycle model with rubric > Taste lab activity teacher observation of student > Popcorn activity teacher observation of student activity > Favorite farm animals graph > Teacher observation of student in group discussion on purposes of farm animals > Writing activity on magic seeds (G-12) > Checklist to identify parts of plant > Very Hungry Caterpillar activities teacher observation of student > Selected response worksheet to identify foods made from > Seed growth booklet project with rubric > Selected response worksheet to identify farm animals > Video with baby farm animals accompanied by group discussion 10