Organisms - Newark Public Schools

Transcription

NEWARK PUBLIC SCHOOLS
SCIENCE
GRADE ONE
CURRICULUM GUIDE
2011
Office of Academic Services©2011
- 1 --2011
Newark Public Schools 2011
NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS
2011
Eliana Pintor Marin, Chairperson
Shanique L Davis-Speight, Vice Chairperson
Marques-Aquil Lewis
Antoinette Baskerville-Richardson
Shavar Jeffries
Alturrick Kenney
Ivan Lamourt
Juan Rivera
Shanique L. Davis-Speight
Nakia J. White
Page | - 2 -
NEWARK PUBLIC SCHOOLS
ADMINISTRATION
2011
Superintendent………………………………………………………….
Cami Anderson
School Business Administrator………………………………………………. Valerie Wilson
Interim Chief Academic Officer………………………………………..…… Roger Leon
Regional Superintendent……………………………………………………… Dr. Miguel Hernandez
North Region
Regional Superintendent……………………………………………………
South Region
Carole Morris
Regional Superintendent……………………………………………………… XXX
East/Central Regions
Regional Superintendent……………………………………………………
West Region
3-2011
Dr. Gerald Vernotica
TABLE OF CONTENTS
Title Page…………………………………………………………………………………………………….1
Board Members………………………………………………………………………………………………2
Administration…………………………………………………………………………………………...…..3
Table of Contents……………………………………………………………………………………….……4
District Mission Statement………………………………………………………………………….………..5
District Goals and Guiding Principles…………………………………………………………….……….…6
Curriculum Committee……………………………………………………………………………..………...8
Course Philosophy………………………………………………………………………………….………...9
Course Scope……………………………………………………………………………………….……….10
Course Matrices………………………………………………………………………………….………….12
Unit Summaries………………………………………………………………………………..….................15
Appendices ………………………………………………………………………………………………….67
Page | 4
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all
aspects of academic endeavors and willing to challenge the status quo in our society. We are committed to
ensuring that our policies and practices will prepare our students for a world that is increasingly diverse and
knowledge driven. We expect our schools and classroom environments to be emotionally safe and intellectually
challenging. We pledge to partner with parents, groups, and organizations that add support to the mission by
changing hearts and minds to value education.
Page | 5
GOALS AND PRIORITIES
Great Expectations: 2009-13 Strategic Plan
OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK,
AND CITIZENSHIP
Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of
the best new jobs require not just a high school diploma but at least two years of college. We need to raise
the bar, and we are. Our goals for 2013 are very challenging. Students need to be:
• Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up
from 64 percent
in 2008–09.
•
Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by
the end of
3rd grade, up from 40 percent in 2008–09.
•
Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts
literacy and
85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.
•
Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of freshmen
who are on track
to begin the 2009–10 school year.
•
Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college,
up from 54 percent and 38 percent, respectively, in 2008–09.
Page | 6
GOALS AND PRIORITIES
Great Expectations: 2009-13 Strategic Plan
PRIORITIES
PRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and
assessment
• Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and
consistently implemented.
• Create a highly effective professional development system for teachers and administrators that is more
focused on delivering quality instruction and aligned to the learning needs of each student.
• Ensure there is a highly effective teacher in every classroom and a highly effective principal in every
school by strengthening the preparation, recruitment, induction, evaluation, recognition, and
compensation of effective teachers and principals.
PRIORITY 2. Build a system of great schools that serve students, their families, and the community
• Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten,
reading by grade 3, and prepared to move forward.
• Transform the middle grades experience to ensure students are prepared for high school —
academically, socially, and emotionally.
• Dramatically transform our high schools, building a system of themed, college and
career-oriented schools that ensure all students graduate prepared for college, work, and citizenship.
• Implement an aggressive strategy for turning around low-performing schools that includes
reconstitution, external partnerships, full-service “community schools,” and other effective strategies.
PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents,
families, and community partners to support student success
• Ensure that all students, parents, families, and community members are respected and all schools are
safe and “family-friendly.”
• Actively work to help parents and families become more informed and involved.
• Expand and strengthen quality partnerships, including the “full-service community school” model to
provide services,
PRIORITY 4. Improve our educational practice by creating an accountability system that promotes datainformed, effective, and efficient management and operations
• Reorganize central and regional offices, and streamline operations to strengthen support to schools and
students.
• Create a culture of accountability that uses data to inform decision-making at every level in support of
the district’s strategic priorities.
• Increase the transparency of how we make decisions and report on outcomes of our work together.
Page | 7
CURRICULUM COMMITTEE
Monica Peart – Science Director
Mini Jayaprakash – Resource Teacher Coordinator
Frances Lasley – Resource Teacher Coordinator
Shafeek Mohammad – Resource Teacher Coordinator
Derrick Tandy – Resource Teacher Coordinator
Page | 8
Newark Public Schools
Grade One Science
PHILOSOPHY
“The terms and circumstances of human existence can be expected to change radically during
the next human life span. Science, mathematics and technology will be at the center of
that…change-causing…it, shaping it, responding to it. Therefore, they will be essential to the
education of today’s children for tomorrow’s world.”
Benchmarks for Science Literacy
American Association for the Advancement of Science, Project 2061
Our science education philosophy is simple and relevant. We wish to provide a foundation that
will serve the whole child for a lifetime. Science is a process by which students can learn and employ skills
such as observing, questioning, inferring, experimenting, calculating, analyzing and evaluating. These
processes will expand and enhance their natural curiosity about the world in which they live and enable them
to gain knowledge needed to be successful in the next millennium.
Science is not something new. Science is for everyone and is a lifelong learning process. It goes
back before recorded history, when people first discovered regularities and relationships in nature. People
learned to make predictions based on these regularities, and to make connections between things that at first
seemed to have no relationship. More and more they learned about the workings of nature. That body of
knowledge, growing all the time, is part of science. The greater part of science is the method used to produce
that body of knowledge. Science is an activity—a human activity—as well as a body of knowledge that
continues to evolve—as evidenced by current events that are composed, in large part, of scientific
discoveries, theories, and applications.
“Acquiring scientific knowledge about how the world works, and neither does knowledge of the
philosophy and sociology of science alone lead to scientific understanding of the world. The challenge for
educators is to weave these different aspects of science together so that they reinforce one another.”
Benchmarks for Science Literacy
American Association for the Advancement of Science, Project 2061
Page | 9
GRADE ONE SCOPE
2009 New Jersey Core Curriculum Content Strands
Strand 5.1.A. Understand Scientific Explanations: Students
understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing,
representing, and interpreting the natural and designed world.
Strand 5.1.B. Generate Scientific Evidence Through Active
Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when
constructing and evaluating claims.
Strand 5.1.C. Reflect on Scientific Knowledge: Scientific
knowledge builds on itself over time.
Strand 5.1.D. Participate Productively in Science: The growth
of scientific knowledge involves critique and communication,
which are social practices that are governed by a core set of
values and norms.
Strand 5.2.A. Properties of Matter: All objects and substances
in the natural world are composed of matter. Matter has two
fundamental properties: matter takes up space, and matter has
inertia.
Strand 5.2.C. Forms of Energy: Knowing the characteristics of
familiar forms of energy, including potential and kinetic energy,
is useful in coming to the understanding that, for the most part,
the natural world can be explained and is predictable.
Strand 5.3.A. Organization and Development: Living
organisms are composed of cellular units (structures) that carry
out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Strand 5.3.B. Matter and Energy Transformations: Food is
required for energy and building cellular materials. Organisms in
an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
Page | 10
GRADE ONE SCOPE
2009 New Jersey Core Curriculum Content Strands
Strand 5.3.C. Interdependence: All animals and most plants
depend on both other organisms and their environment to meet
their basic needs.
Strand 5.3.D. Heredity and Reproduction:
Organisms
reproduce, develop, and have predictable life cycles. Organisms
contain genetic information that influences their traits, and they
pass this on to their offspring during reproduction.
Strand 5.3.E. Evolution and Diversity: Sometimes, differences
between organisms of the same kind provide advantages for
surviving and reproducing in different environments. These
selective differences may lead to dramatic changes in
characteristics of organisms in a population over extremely long
periods of time.
Strand 5.4.G. Biogeochemical Cycles: The biogeochemical
cycles in the Earth System include the flow of microscopic and
macroscopic resources from one reservoir in hydrosphere,
geosphere, atmosphere, or biosphere to another, are driven by the
Earth's internal and external sources of energy, and are impacted
by human activity.
Page | 11
Grade K-2 Physical Science Instructional Matrix
5.2 Physical Science
Strand
CPI
Addressed in
grade K
√ (Weather)
Addressed in
grade 1
Addressed in
grade 2
√ (Solids & Liquids)
√ (Changes)
√ (Solids &Liquids)
√ (Changes)
A. Properties of
Matter
5.2.2.A.1
A. Properties of
Matter
5. 2.A.2
B. Changes in
Matter
5.2.2.B.1
C. Forms of Energy
5.2.2.C.1
C. Forms of Energy
5.2.2.C.2
√ (Solids & Liquids )
C. Forms of Energy
5.2.2.C.3
√ (Solids & Liquids)
D. Energy Transfer
and Conservation
5.2.2.D.1
√ (Changes)
E. Forces and
Motion
5.2.2.E.1
√ (Changes)
E. Forces and
Motion
5.2.2.E.2
√ (Changes)
E. Forces and
Motion
5.2.2.E.3
√ (Changes)
√ (Weather)
√ (Solids & Liquids )
*All activities include 5.1.4 Process Skills
Page | 12
√ (Changes)
Grade K-2 Life Science Instructional Matrix
5.3 Life Science
Strand
CPI
A. Organization and
Development
5.3.2.A.1
B.
Matter and Energy
Transformations
5.3.2.B.1
B. Matter and Energy
Transformations
5.3.2.B.2
B. Matter and Energy
Transformations
C. Interdependence
5.3.2.B.3
C. Interdependence
C. Interdependence
D. Heredity and
Reproduction
5.3.2.C.1
5.3.2.C.2
5.3.2.D.1
Addressed in
grade 1
√ (Animals 2 x 2)
√ (Organisms)
√(Animals 2 x 2)
√ (Organisms)
√ (Animals 2 x 2)
E. Evolution and
Diversity
5.3.2.E.1
5.3. 2.E.2
√ (Life Cycle of
the Butterflies)
√ (Life Cycle of
the Butterflies)
√ (Organisms)
√ (Animals 2 x 2)
√ (Animals 2 x 2)
√ (Organisms)
√ (Organisms)
√ (Organisms)
√ (Life Cycle of
√ (Animals 2 x 2)
the Butterflies)
√ (Organisms)
5.3. 2.D.2
Addressed in
grade 2
√(Organisms)
5.3.2.C.3
D. Heredity and
Reproduction
E. Evolution and
Diversity
Addressed in
grade K
√ (Life Cycle of
the Butterflies)
√ (Life Cycle of
√ (Animals 2 x 2)
√ (Animals 2 x 2)
the Butterflies)
√(Organisms)
√ (Life Cycle of
the Butterflies)
Grade K-2 Earth Science Instructional Matrix
Page | 13
5.4 Earth Science
Strand
CPI
A. Objects in the
Universe
5.4.2.A.1
C. Properties of Earth
Materials
5.4. 2.C.1
Addressed in
grade K
Addressed in
grade 1
Addressed in
grade 2
√ (Air & Weather)
√ (Pebbles, Sand, &
Silt)
E. Energy in Earth
Systems
5.4.2.E.1
F. Weather and Climate
5.4. 2.F.1
√ (Weather)
√(Air & Weather)
G. Biogeochemical
Cycles
5.4. 2.G.1
√ (Weather)
√(Air & Weather)
G. Biogeochemical
Cycles
5.4.2.G.2
√(Air & Weather)
G. Biogeochemical
Cycles
5.4 2.G.3
√ (Pebbles, Sand, & √(Air & Weather)
G. Biogeochemical
Cycles
5.4. 2.G.4
Silt)
Silt)
Silt)
Unit Summary
Page | 14
ENGAGING STUDENTSFOSTERING ACHIEVEMENTCULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit: Solids and Liquids (Physical Science)
Content Area: Science
Target Course/Grade Level: Physical Science/1
Unit Summary
Students will understand that Physical science principles, including fundamental ideas about matter, energy, and motion, are
powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Primary interdisciplinary connections: Math, LAL (Reading and Writing) and Technology
21st century themes: 9.1.4.A.4, 9.1.4.B.4, 9.1.4.C.4
Learning Targets
Standards 5.1. 4; 5.2.2;
Content Statements
• Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical
properties.
• Matter exists in several different states; the most commonly encountered are solids, liquids, and gases. Liquids take the shape of the part
of the container they occupy. Solids retain their shape regardless they occupy.
• The Sun warms the land, air, and water.
• An object can be seen when light strikes it and is reflected to a viewer’s eye. If there is no light objects cannot be seen.
CPI#
5.2.2A.1
Cumulative Progress Indicator (CPI)
Sort and describe objects based on the materials of which they are made and their physical properties.
5.2.2A.2
5.2.2C.1
Identify common objects as solids, liquids, or gases.
Compare, citing evidence, the heating of different colored objects placed in full sunlight.
5.2.2C.2
Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects
cannot be seen.
Unit Essential Questions
Unit Enduring Understandings
 How do the properties of materials determine their use?
 The structures of materials determine their
properties.
How do we know that things have energy?
 Energy takes many forms. These forms can be
grouped into types of energy that are associated
with the motion of mass(kinetic energy), and types of
energy associated with the position of mass and with
energy fields (potential energy).
Unit Learning Targets
Students will…
Identify common objects as solids, liquids, or gases by observing and describing the properties of solids and liquids and gases.
Conduct test to investigate the properties of solids and liquids.
Sort solids into groups on the basis of their properties.
Compare similarities and differences among solids and liquids.
Page | 15
Compare the properties of solids with the properties of liquids.
Apply tests to investigate new solids and liquids.
Communicate ideas, observations, and experiences through writing, drawing, and discussion.
Identify properties of solids are color, shape, ability to roll or stack, hardness, magnetic attraction and whether they float or
sink.
Identify properties of liquids are color, tendency to flow, degree of viscosity or fluidity, whether they are miscible with water,
and whether they float or sink in water.
Recognize the importance of organizing information and results on charts.
Evidence of Learning
Summative Assessment (2 days): District Benchmark Test
Equipment needed:
Computers with Internet access, CTX machine
Teacher Resources:
Science and Technology for Children (STC) Module: Solids and Liquids, Solids and Liquids Teacher’s Edition,
Supplemental Internet resources listed in the curriculum unit pages.
BBC Website:
http://www.bbc.co.uk/schools/sScienceclips/ages/8_9/solid_liquids.shtml
http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages5_6/tr_light_dark_lp.shtml
Teachers’ Domain:
http://www.teachersdomain.org/resource/phy03.sci.phys.descwrld.lp_air/
Skoool Learning and Teaching Technology
http://lgfl.skoool.co.uk/viewdetails_ks3.aspx?id=596
School Links
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=329
http://www.sciencenetlinks.com/pdfs/warmth_actsheet.pdf
Page | 16
Unit Summary
Unit: Solids and Liquids (Physical Science)
Formative Assessments
 Observing and Describing Two Solids
 Notebooking/Class Activity Worksheets
Investigating Cornstarch Mixed with Water
Create a Class KWL Chart
Sharing with a Visitor
 Observing and Describing Two Liquids
 Create a Venn Diagram
Conducting Individual Meetings
 Teacher Observation
Student Sheets
 Lesson Activity Assessments
 Self assessment
 Quick writes
 Review and Repeat Pre Assessments (Lessons 1 and 10)
Lesson Plans
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.2
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.2
*
5.2.2.A.2
*
5.2.2.A.2
*
Lesson
Lesson 1- Pre-Unit Assessment : Observing and Describing Two Solids
Timeframe
2 periods
Lesson 2- Observing Properties
2 periods
Lesson 3- Comparing Solids that Roll with Solids That Stack
1 period
Lesson 4- Rolling Solids
2 periods
Lesson 5- Testing the Hardness of Solids
1 period
Lesson 6- Investigating Solids in Water
1 period
Lesson 7- Testing Solids with a Magnet
2 periods
Lesson 8- Guess My Reason
1 period
Lesson 9- Investigating Two New Solids
2 periods
Lesson 10- Observing and Describing Two Liquids
1 period
Lesson 11- Investigating Liquids
2 periods
Lesson 12- Flowing Liquids
1 period
Lesson 13- Drop Races
2 periods
Lesson 14- Mixing Liquids
2 periods
Lesson 15- Investigating Two New Liquids
1 period
Page | 17
5.2.2.A.2
*
5.2.2.A.2
*
5.2.2.C.2
*
Lesson 16 – Comparing Solids and Liquids
2 periods
Lesson 17 - Post-Unit Assessment
2 periods
BBC Activity: Light and Dark
1 period
5.2.2.A.2
Skool Learning and Teaching Interactive: Properties of Solids, Liquids and Gases
1 period
5.2.2.A.2
http://lgfl.skoool.co.uk/viewdetails_ks3.aspx?id=596
Teachers’ Domain: Air is Matter
1 period
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/light_dark.shtml
http://www.teachersdomain.org/resource/phy03.sci.phys.descwrld.lp_air/
School Links Activity: The Warmth of the Sun
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=329
Student Worksheet
http://www.sciencenetlinks.com/pdfs/warmth_actsheet.pdf
5.2.2.C.1
Teacher Notes:
Curriculum Development Resources:
Click the links below to access additional resources used to design this unit:
Energy Transformations
http://strandmaps.nsdl.org/?id=SMS-MAP-2071
Use of Earth’s Resources
Science Refreshers
http://nsdl.org/refreshers/science/
Supplement internet resources listed in the curriculum guide
Page | 18
1 period
Grade One
Solids and Liquids Unit
Activity and Summary Pages
19-2011
UNIT: Solids and Liquids
Properties of Matter
Brief Description: Students will understand that all objects and substances in the natural world are composed of matter. Matter has two fundamental properties: Matter takes up space,
and matter has inertia.
5.2.2.A.1 Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.
Essential Questions
How do the properties of
materials determine their
use?
Instructional Objectives / Skills and
Benchmarks (CPIs)
Suggested Resources
1. (CPI) Sort and describe objects
based on the materials of which they
are made and their physical
properties.
2. (NPS) Describe and discuss the
similarities and differences in the
ways solids can be grouped together.
3. (NPS) Test objects to determine
characteristics of solids that roll or
that stack.
Pre- Assessment /Observing
Properties.
-Student Journal Entry
-Class chart (Comparing the Spoon
and the Ball)
Solids and Liquids: Lesson 1&2:
Pre- Assessment /Observing
Properties.
Comparing solids that roll and solids
that stack.
-Student journal entry
-Recording sheet 3-A
-Class Venn diagram
Comparing solids that roll and solids
that stack.
4. (NPS) Explore the property of
hardness using the sense of touch.
Testing the hardness of solids
-Class chart (Properties of Solids)
Solids and Liquids: Lesson 5:
Testing the hardness of solids.
5. (NPS) Describe and compare the
similarities among solids that float
and those that sink.
Types of Research Based
Activities and Assessments that
could illustrate Objectives
Investigating solids in water.
-Class Venn diagram
Investigating solids in water.
20-2011
Essential Questions
Benchmarks (CPIs)
use?
6. (NPS) Test objects to determine
characteristics of solids that are and are
not attracted to a magnet.
7. (NPS) Justify the grouping of solids
on the basis of a property of the student’s
choice.
8. (NPS) Predict and test how to liquids
travel down a slick surfaces.
9. (NPS) Predict and test whether certain
liquids will mix with water.
10. (NPS) Predict and test which of two
new liquids will travel down a slick
surface the fastest.11. (CPI) Identify
common objects as solids, liquids, or
gases.
Suggested Resources
Testing solids with magnets.
-Class Venn diagram
Testing solids with magnets.
Guess my reason.
Solids and Liquids: Lesson 8
Guess my reason.
Performance Assessment
/Investigating two new solids.
-Record Sheet 9-A
/Investigating two new solids.
Pre-Assessment /Investigating
liquids.
-Class charts (Comparing Water and
Glue/ Properties of Liquids)
Pre-Assessment /Investigating
liquids.
Flowing liquids
-Class chart (Properties of Liquids)
Flowing liquids
Office of Academic Services ©
2- 2011
Changing Hearts and Minds to Value Education
Essential Questions
use?
Benchmarks (CPIs)
Suggested Resources
12.(NPS) Compare the similarities and
differences between the properties of
solids and liquids.
Drop race
-Class chart (Drop Race)
Drop race
13.(NPS) Describe in their journals what
has been learned about the properties of
solids and liquids during the unit.
Mixing liquids
-Class chart (Properties of Liquids)
Mixing liquids
14.(NPS) Describe air as something that
takes up space and has mass (as
expressed by weight)
/Investigating two new liquids.
-Recording sheets 15-A
-Class charts (Properties of
Liquids/Investigating Corn Syrup
and Red Shampoo)
/Investigating two new liquids.
2- 2011
5.2.2.A.2 Matter exists in several different states; the most commonly encountered are solids, liquids, and gases. Liquids take the shape of the part of the container they
occupy. Solids retain their shape regardless they occupy.
Essential Questions
use?
Benchmarks (CPIs)
15. (CPI) Identify common objects as
solids, liquids, or gases.
16. (NPS) Compare the similarities and
differences between the properties of
solids and liquids.
17. (NPS) Describe in their journals what
has been learned about the properties of
solids and liquids during the unit.
18. (NPS) Describe air as something that
takes up space and has mass (as
expressed by weight)
Suggested Resources
Performance Assessment Comparing
Solids and Liquids.
Solids/Properties of liquids”
-Class Venn diagram
Comparing Solids and Liquids.
Post- Unit Assessment
Solids/Properties of
liquids/Comparing the Spoon and the
Ball)
Air is Matter
http://www.teachersdomain.org/reso
urce/phy03.sci.phys.descwrld.lp_air/
2- 2011
Post- Unit Assessment
Additional Resources:
BBC Educational site
http://www.bbc.co.uk/schools/scienc
eclips/ages/8_9/solid_liquids.shtml
Skoool Learning and Teaching
Technology
http://lgfl.skoool.co.uk/viewdetails_ks3.
aspx?id=596
5.2.2.C.1 The Sun warms the land, air, and water.
Essential Questions
How do we know that things
have energy?
.
Benchmarks (CPIs)
19.(CPI) Determine the role of the Sun in
warming of the land, air and water.
Suggested Resources
The Warmth of the Sun
- Student sheet (Warmth chart)
http://www.sciencenetlinks.com/less
ons.php?BenchmarkID=4&DocID=3
29
National Science Digital Library,
Science Digital Literacy Maps: The
Physical Setting: Energy
Transformations
http://strandmaps.nsdl.org/?id=SMSMAP-2071
Student Worksheet
http://www.sciencenetlinks.com/pdfs
/warmth_actsheet.pdf
The Physical Setting: Use of Earth’s
Resources
Science Refreshers
Science Curriculum Topic Study
Energy Transformation p. 213
2- 2011
Brief Description: Students will understand that all objects and substances in the natural world are composed of matter. Matter has two fundamental properties: Matter takes up space
5.2.2.C.2 An object can be seen when light strikes it and is reflected to a viewer's eye. If there is no light, objects cannot be seen.
Essential Questions
How do we know that things
have energy?
Benchmarks (CPIs)
Suggested Resources
20. (CPI) Apply a variety of strategies to
collect evidence that validates the
principle that if there is no light, objects
cannot be seen.
BBC Light and Dark Lesson
eclips/ages/5_6/light_dark.shtml
BBC Teachers’ Resources
eclips/teachersresources/ages5_6/tr_l
ight_dark_lp.shtml
Science Digital Literacy Maps: The
Physical Setting: Energy
Transformations
The Physical Setting: Use of Earth’s
Resources
Science Refreshers
Science Curriculum Topic Study
Energy Transformation p. 213
2- 2011
Unit Summary
ENGAGING STUDENTSFOSTERING ACHIEVEMENTCULTIVATING 21ST CENTURY
GLOBAL SKILLS
Unit: Organisms (Life Science)
Target Course/Grade Level: 1
Unit Summary
Students will understand that Life science principles are powerful conceptual tools for making sense of
the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled
and predicted through the use of mathematics.
Learning Targets
Standards 5.1.4; 5.3.2; 5.4.2
Content Statements
Living organisms:
*Exchange nutrients and water with the environment.
*Reproduce.
*Grow and develop in a predictable manner.
A source of energy is needed for all organisms to stay alive and grow. Both plants and animals need to
take in water, and animals need to take in food. Plants need light.
Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods
that contain water.
Organisms interact and are interdependent in various ways; for example, they provide food and
shelter to one another.
A habitat supports the growth of many different plants and animals by meeting their basic needs of
food, water, and shelter.
 Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals
that live there.
Organisms have predictable characteristics at different stages of development.
Plants and Animals have features that help them survive in different environments.
Organisms have basic needs and they meet those needs within their environment.
CPI#
5.3.2.A. 1
Group living and nonliving things according to the characteristics that they share.
5.3.2.B. 1
Describe the requirements for the care of plants and animals related to meeting their
energy needs.
5.3.2.B.2
Compare how different animals obtain food and water.
5.3.2.B.3
5.3.2.C.1
5.3.2.C.2
Explain that most plants get water from soil through their roots and gather light through
their leaves.
Describe the ways in which organisms interact with each other and their habitats in
order to meet basic needs.
Identify the characteristics of a habitat that enable the habitat to support the growth of
many different plants and animals.
26-2011
5.3.2.C.3
Communicate ways that humans protect habitats and/or improve conditions for the
growth of the plants and animals that live there, or ways that humans might harm
habitats.
5.3.2.D.2
Determine the characteristic changes that occur during the life cycle of plants and
animals by examining a variety of species and distinguish between growth and
development.
5.3.2.E.2
Describe how similar structures found in different organisms (e.g., eyes, ears, mouths)
have similar functions and enable those organisms to survive in different environments.
5.4.2.G.3
Identify and categorize the basic needs of living organisms as they relate to the
environment.
 What do all living things have in common?
Living organisms have a variety of observable
How is matter Transformed, and energy
features that enable them to obtain food and
transferred/transformed in living systems?
reproduce.
In What ways do organisms interact within
All organisms transfer matter and convert
ecosystems?
energy from one form to another.
 How do Organisms change as they go through
All animals and most plants depend on both
their life cycle?
other organisms and their environments for their
basic needs.
 In what ways are organisms of the same kind
different from each other? How does this help them Organisms reproduce, develop, and have
reproduce and survive?
predictable life cycles.
What is the source of the resources used to meet
Sometimes differences between organisms of
the basic needs of living things?
the same kind give advantages in surviving and
reproducing in different environments.
 The Earth is a system, continuously moving
resources from one part of the system to
another.
Students will…
Explore systems (in the context of parts and wholes), and develop the understanding that when parts
are put together they can do things that they couldn’t do by themselves.
Sort groups of animals (mammals, birds, reptiles, etc.) and identify the specific characteristics or
features used to separate the animals.
Observe a variety of plants and animals (in natural settings or using digital/video) and identify the basic
needs that are common to plants or animals of the same group.
Observe a variety of animals and identify how each animal obtains food and water.
Identify the different kinds of living things in varying environments, and determine the relationships that
exist between them.
Describe how plants and animals interact with each other and their environment in a variety of settings
by observing interactions in natural settings.
Explain how human actions (both positive and negative) can affect the survival and health of plants and
animals.
2- 2011
Identify which images represent changes in growth, and which images represent changes in different
stages of their life cycle.
Grow plants in the classroom from seeds. Record all of their observations, including their verbal
descriptions, as well as data about the height and number of leaves of each of the plants
Equipment needed:
Computers with Internet access, CTX machine
Teacher Resources:
Science and Technology for Children (STC) Module: Organisms, Organisms Teacher’s Edition
Website:
www.bbc.co.uk/schools/scienceclips/teachersresources/ages6_7/tr_plants_animals_lp.shtml
www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env_fs.shtml
www.bbc.co.uk/schools/scienceclips/index.shtml
Coolscience/Classifying Critters/www.hhmi.org/coolscience/forkids/critters/critter1.html
www.kiddyhouse.com/Snails/snailwsheet.html
www.bbc.co.uk/schools/ks2bitesize/science/living_things/food_chains/play_popup.shtml
downloads.bbc.co.uk/schools/teachers/ks2bitesize/worksheets/food_chains.pdf
2- 2011
Unit Summary
ENGAGING STUDENTSFOSTERING ACHIEVEMENTCULTIVATING 21ST
CENTURY GLOBAL SKILLS
Unit: Organisms (Life Science)
 Student Meeting
 Quick Writes
 The Collection of Student Work
 Notebooking/ responses to lesson activities
Students Share Their Work With Visitors
 My Living Thing
Teacher Observation
 Self Assessment
 Responses to Module reading materials
Lesson Plans
Lesson
5.3.2.A.1
*
5.3.2.A.1
*
5.3.2. B.1
*
5.3.2.C. 2
*
5.3.2.C.2
*
5.3.2.B. 1
*
5.3.2.C. 2
*
5.3.2.B. 1
*
5.3.2.B. 1
*
5.3.2.B. 2
*
Timeframe
Lesson 1- Pre-Unit Assessment: Sharing What We Know
about Organisms
Lesson 2- Observing and Describing Seeds
2 periods
Lesson 3- Planting Our Seeds
2 periods
Lesson 4- Observing Woodland Plants
2 periods
Lesson 5- Observing Fresh Water Plants
1 period
Lesson 6- How Have Our Seeds Changed
1 period
Lesson 7- Observing Freshwater Snails
1 period
Lesson 8- Observing Guppies: How Do They Compare with
the Snails?
Lesson 9- Observing Pill Bugs
2 periods
Lesson 10- Observing Bess Beetles or Millipedes: How Do
They Compare with the Pill Bugs?
2 periods
2- 2011
1 period
1 period
5.3.2.C. 1
*
5.3.2.C. 1
*
5.3.2.B.2
*
Lesson 11- What’s Happening in the Aquarium?
1 period
Lesson 12- What’s Happening in the Terrarium?
1 period
Lesson 13- Freshwater and Woodland Plants: How Do They
Compare?
2 periods
5.3.2.B.3
A Growing Seed : Organisms STC Book pages. 8 – 9
1 period
5.3.2.B.2
*
5.3.2.E.2
*
5.3.2.D.2
*
5.4. 2.G.3
*
5.3.2.C.3
5.3.2.C.1
http://www.pageturnpro.com/Carolina-Biological-SupplyCompany/16369-STC-BOOK-Organisms-Sample/index.html#8
Lesson 14- - Freshwater and Woodland Animals: How Do
They Compare?
Lesson 15- How are Plants and Animals Alike and Different?
2 periods
Lesson 16 – Taking a Closer Look at Ourselves
2 periods
Lesson 17 - Post-Unit Assessment
2 periods
Ecosystems
http://www.fi.edu/tfi/units/life/habitat/habact3.html
Animals the World Over Lesson
http://www.eduplace.com/activity/k_10_act2.html
BBC Science Clip Activity and Worksheet: Plants and Animals
in the Local Environment
www.bbc.co.uk/schools/scienceclips/teachersresources/ages
6_7/tr_plants_animals_lp.shtml
5.3.2.B.1
5.3.2.B.1
1 period
2 periods
1 period
BBC Interactive: KS2 Bitesize Living Things
www.bbc.co.uk/schools/ks2bitesize/science/living_things/foo
d_chains/play_popup.shtml
BBC Interactive and Activity Sheet: Living Things/ Food
Chains
www.bbc.co.uk/schools/ks2bitesize/science/living_things/foo
d_chains/play_popup.shtml
Teacher Notes:
2- 2011
1 period
1 period
Curriculum Development Resources
Concept Storyline www.carolinacurriculum.com/STC/Elementary/Organisms/PDFs/Organisms+Concept+Storyline.pdf
www.njcccs.org/CADDownload.aspx?AreaCode=5&AreaDesc=Science
Images of Fish/ Worms/ Isopods
www.fossweb.com/modulesK-2/AnimalsTwobyTwo/gallery/gallery2/photo_gallery.html
www.bbc.co.uk/schools/websites/4_11/site/science.shtml
2- 2011
Grade One
Organisms Unit
32-2011
UNIT: Organisms
Brief Description: Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in
natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
5.3.2. A.1.: Living organisms: Exchange nutrients and water with the environment, reproduce, grow and develop in a predictable manner.
Essential
Questions
What do all living
things have in common?
Instructional Objectives / Skills
and Benchmarks (CPIs)
1. (CPI) Group living and nonliving things
according to the characteristics that they
share.
2. (NPS) After thorough observation,
determine whether or not the object is
living, once-living or non-living using
criteria.
3.
(NPS) Sort groups of animals (mammals,
birds, reptiles, etc.) and identify the
specific characteristics or features used
to separate the animals.
Types of Research
Based Activities and
Assessments that could illustrate
Lesson 1: Sharing What We Know
About Organisms (pp 3-10)
• Class Charts: Ways the
Plants and Animals are
alike/different
• Record Sheet 1A/My Living
Thing
• Pre-Unit Assessment:
Sharing what we know about
Organisms
Lesson 2: Observing and Describing
Seeds Extensions (pp15-16)
• Class Chart
• Observing Table
• Student Record Sheet
Sample Assessments
•
•
2- 2011
Suggested Resources
Observe, record, and
describe the parts that make
up common classroom
objects using hand lenses.
Use writing and drawing to
communicate observations
and descriptions of how
parts come together to make
a whole.
TG Lesson 1
TG Pre-Unit Assessment
TG Lesson 2
Additional Resources
BBC Lesson: Living and Non Living
www.bbc.co.uk/schools/scienceclips/tea
chersresources/ages6_7/tr_plants_animal
s_lp.shtml
BBC Game: Interactive
www.bbc.co.uk/schools/scienceclips/age
s/6_7/plants_animals_env_fs.shtml
BBC Science Home Clips
www.bbc.co.uk/schools/scienceclips/ind
ex.shtml
See Science Net-Links,
Exploring Parts and Wholes
www.sciencenetlinks.com/lessons.php?
BenchmarkID=11&DocID=247
New Jersey Content Standards
www.njcccs.org/CADDownload.aspx?A
reaCode=5&AreaDesc=Science
UNIT: Organisms
5.3.2. B.1. : A source of energy is needed for all organisms to stay alive and grow. Both plants and animals need to take in water, and animals need to take in food. Plants
need light.
Essential
Questions
How is matter
transformed, and energy
transferred /transformed in
living systems?
1. (CPI) Describe the requirements for the
care of plants and animals related to
meeting their energy needs.
2. (NPS) Observe a variety of plants and
animals (in natural settings or using
video) and identify the basic needs that
are common to plants or animals of the
same group.
Suggested Resources
Types of Research
Lesson 3: Planting Our Seeds
Lesson 6: How have our seeds changed?
Lesson 8: Observing Guppies
Lesson 9: Observing Pill Bugs
Additional Activities
Interactive Activity
Food Chain Lesson
Food Chain Worksheet
Sample Assessment
Students grow plants in the
classroom from seeds. Record all
observations,
including
verbal
descriptions, as well as data about
the height and number of leaves of
each of the plants. They draw
conclusions about the effects of
modifying the conditions that the
plants are grown under, based on
evidence.
2- 2011
TG Lesson 3
TG Lesson 6
TG Lesson 8
TG Lesson 9
BBC Interactive and Lesson
www.bbc.co.uk/schools/ks2bitesize/s
cience/living_things/food_chains/pla
y_popup.shtml
Lesson
www.bbc.co.uk/schools/teachers/ks2
bitesize/science/food_chains.shtml
Worksheet
downloads.bbc.co.uk/schools/teacher
s/ks2bitesize/worksheets/food_chain
s.pdf
BBC Schools Website
www.bbc.co.uk/schools/websites/4_
11/site/science.shtml
UNIT: Organisms
5.3.2. C.2.: A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.
Essential
Questions
Types of Research
Suggested Resources
Obj ti
In what ways do organisms
interact within ecosystems?
1. (CPI) Identify the characteristics of a
habitat that enable the habitat to support
the growth of many different plants and
animals.
2. (NPS) Describe how plants and
animals interact with each other and
their environment in a variety of
settings by observing interactions in
natural settings or through digital/video
means.
Lesson 4: Observing Woodland
Plants
Class Chart: Ways the Woodland
Plants are alike and different
• Record Sheet 4A and 4B
• Journal Entry
Lesson 5: Observing Freshwater
Plants
Class Chart: Ways the Fresh Water
Plants are alike and different
• Record Sheet 5A and 5B
• Journal Entry
Plants/Animals in Local Environment
Lesson /Game/ Worksheet
Sample Assessment
Students work in groups to construct
a visual representation of a habitat.
They identify all living organisms of
the habitat, and then identify which
elements (living and non-living) of
the habitat provide all organisms
with food, shelter and water.
TG Lesson 4
TG Lesson 4 Extension
TG Lesson 5
TG Lesson 5 Extensions
BBC Schools Website
Lesson
www.bbc.co.uk/schools/scienceclips/
teachersresources/ages6_7/tr_plants_
animals_lp.shtml
Game
ages/6_7/plants_animals_env_fs.sht
ml
Worksheet
teachersresources/ages6_7/tr_plants_
animals_wk.shtml
35-2011
UNIT: Organisms
5.3.2. B.2.: Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water.
Essential Questions
Benchmarks (CPIs)
Suggested Resources
Types of Research
Based
Activities and Assessments
that could illustrate Objectives
How is matter transformed,
and energy transferred
/transformed in living
systems?
1. (CPI) Compare how different animals
obtain food and water.
Lesson 10: Observing Bess Beetles
and Millipedes?
2. (NPS) Observe a variety of animals
and identify how each animal obtains
food and water. Identify those unique
physical features (trunks, beaks, claws,
etc.) or behaviors (web-building,
hunting/stalking, foraging, etc.) that
allow certain animals to obtain food.
3. http://www.pageturnpro.com/CarolinaBiological-Supply-Company/16369STC-BOOK-OrganismsSample/index.html#8
Lesson 13: How have our seeds
changed?
TG Lesson 10
TG Lesson 13
TG Lesson 14
Teacher Domain
www.teachersdomain.org/resource/t
dc02.sci.life.reg.lp_findfood/
Teacher Domain Lessons
How Animals Use Their Senses
All Together Now the Five Senses
www.sedl.org/scimath/pasopartners/
senses/lesson7a1.html
Sample Assessments
www.teachersdomain.org
Lesson 14: Observing Guppies
Which of these is more important for
plants than for animals in order to
live?
A. Air
B. Water
C. Sunlight
D. A place to live
For a plant to stay alive indoors, where
does it need to be placed?
A. In a dry area
B. In a dark room
C. On a plant stand
D. Near a sunny place
2- 2011
•
•
Migration of the Monarch
QuickTime Video
Bee Navigation QuickTime
Video
UNIT: Organisms
5.3.2. B.3.: Most plants have roots to get water and leaves to gather sunlight.
Essential Questions
How is matter transformed,
and energy transferred
/transformed in living
systems?
1. (CPI) Explain that most plants get water
from soil through their roots and gather light
through their leaves.
.
Suggested Resources
Types of Research
Lesson 13: How have our seeds
changed
TG Lesson 13
Organisms STC Books:
Seeds to Plants Pgs 8 - 9
Organisms STC Books:
Seeds to Plants Pgs. 8 - 9
Sample Assessments
http://www.pageturnpro.com/CarolinaBiological-Supply-Company/16369STC-BOOK-OrganismsSample/index.html#8
Which of these is how plants get water
in order to live?
A. Stem
B. Air
C. Roots
D. Leaves
A plant obtains light through ____?
E. roots.
F. stem.
G. flower.
H. leaves.
37-2011
UNIT: Organisms
Brief Description: Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
5.3.2. C.1.: Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.
Essential
Questions
In what ways do organisms
interact within ecosystems?
1. (CPI) Describe the ways in which
organisms interact with each other and
their habitats in order to meet basic
needs.
2. (NPS) Identify the different kinds of
living things in varying environments,
and determine the relationships that
exist between them.
Lesson 11: What’s happening in the
Aquarium?
• Record Sheet 5B/Fresh
Water Picture
Lesson 12: What’s happening in the
Terrarium?
• Record Sheet 4B/Woodland
Picture
Plants/Animals in Local Environment
Lesson /Game/ Worksheet
Sample Assessment
2- 2011
Suggested Resources
Types of Research
Conduct survey of different types of
plants and animals around the school
grounds. Use journals to document what
you see (drawing pictures, collecting
leaves, etc.). Pay special attention to how
the different organisms interact with other
living things and their environment to
meet their needs (birds nesting in trees,
ants collecting food, etc.). Report your
findings to other students in schools
around New Jersey and the rest of the
world in a series of brief nature videos or
podcasts (using a digital collaboration
site), where each group highlights a
different species on the school grounds.
TG Lesson 11
TG Lesson 12
BBC Schools/ Science Clips
www.bbc.co.uk/schools/scienceclips
/index_flash.shtml
Lesson
/teachersresources/ages6_7/tr_plants
_animals_lp.shtml
Game
/ages/6_7/plants_animals_env_fs.sht
ml
Worksheet
/teachersresources/ages6_7/tr_plants
_animals_wk.shtml
UNIT: Organisms
.
5.3.2. D.2.: Organisms have predictable characteristics at different stages of development.
Essential
Questions
Types of Research
Suggested Resources
Obj ti
How do
organisms change as they go
through their life cycle?
1. (CPI) Determine the characteristic
changes that occur during the life cycle
of plants and animals by examining a
variety of species and distinguish
between growth and development.
2. (NPS) Observe a complete life cycle of
an organism in the classroom by
recognizing, recording and
communicating changes observed in the
organism over time.
3. (NPS) Use records from observations to
discriminate between the changes that
are due to growth (size, weight, etc.) and
which are due to development (structural
changes).
Lesson 10: Extension
Observing Bess Beetles and Millipedes
Lesson 16: Taking a Look at Ourselves
Journal Entry Examples;
• I am like other animals
because…
• I am like a plant because …
Lesson 16: Extension
Foss Web (Find the Parent Activity)
When I Grow Up Interactive Game
www.fossweb.com/modulesK2/AnimalsTwobyTwo/activities/findthep
arent.html
Find the Parent Activity
Animal Babies on the Farm Lesson
On the Farm or at the Zoo
Sample Assessment
Explain, in your own words, how
you can tell if two animals are
related?
2- 2011
TG Lesson 10
• Unit Extension
TG Lesson 16
• Unit Extension
Education Place
www.eduplace.com
Animal Babies Lesson
www.eduplace.com/rdg/gen_act/bar
n/zoo.html
On the Farm
www.eduplace.com/rdg/gen_act/bar
n/zoo.html
GEMS:
Penguins and Their Young Teacher
Guide: Activity #4 (pp39-45)
www.lhsgems.org/GEMSpdf/Materi
als/PenguinsandYoungMaterials.pdf
UNIT: Organisms
5.3.2. E.2.: Plants and animals have features that help them survive in different environments.
Essential
Questions
In what ways are organisms
of the same kind different
from each other?
How does this help them
reproduce and survive?
Suggested Resources
Types of Research
1. (CPI) Describe how similar structures
found in different organisms (e.g., eyes,
ears, mouths) have similar functions and
enable those organisms to survive in
different environments.
Lesson 15: How Are Our Plants and
Animals Alike and Different?
• Class Venn diagram
• Comparing Sheet
• Student Venn Diagram
TG Lesson 15
2. (NPS) Journal the experience, taking
note of similar structures between
different organisms.
BBC Schools Website
3. (NPS) Engage in a scientific
discussion, during which they explain
the role of the features or traits that
help the plant or animal survive.
BBC Ourselves Lesson Plan
BBC Interactive Activity
BBC Variations Lesson Plan
BBC Variations Activity
Sample Assessment
Identify any structures that are
common to a number of the species
after being presented with a variety
of images of different species.
Explain, using their own words, how
each structure can help an organism
survive in its habitat.
Animal Matching Games
www.sheppardsoftware.com/content/ani
mals/kidscorner/matching/matching.htm
www.bbc.co.uk/schools/websites/4_11/s
ite/science.shtml
Ourselves Lesson
chersresources/ages5_6/tr_ourselves_lp.
shtml
Ourselves Interactive Game
s/5_6/ourselves_fs.shtml
Variations Lesson
chersresources/ages6_7/tr_variation_lp.s
html
Variations Interactive Game
s/6_7/variation_fs.shtml
2- 2011
UNIT: Organisms
Brief Description: Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of
the Universe.
5.4. 2. G.3.: Organisms have basic needs and they meet those needs within their environment.
Essential
Questions
O j
What is the source of the
resources used to meet the
basic needs of living
organisms?
1. (CPI) Identify and categorize the basic
needs of living organisms as they relate
to the environment.
Suggested Resources
Types of Research
i
Lesson 17: Post Unit Assessment:
TG Lesson 17
Sharing what we know about Organisms
The Needs of Living Things
2. (NPS) Observe a variety of plants and
animals (in natural settings or using
digital/video means) and identify the
basic needs that are common to plants or
animals of the same group.
3. (NPS) Observe a variety of animals
and identify how each animal meets its
basic needs. Identify those unique
physical features (trunks, beaks, claws,
etc.) or behaviors (web-building,
hunting/stalking, foraging, etc.) that
allow certain animals to meet their
basic needs.
BBC Growing Plants Lesson
Video Resource (Teacher Using
KWL to access prior knowledge)
www.hsdvl.org/video.php?record_se
rial=1113
Sample Assessment
Grow plants in the classroom from
seeds. Record all of their
observations, including their verbal
descriptions, as well as data about
the height and number of leaves of
each of the plants. Vary the
conditions that the plants are grown
under, and draw conclusions about
the effects of these modifications
based on their evidence.
2- 2011
BBC Schools Website
BBC Growing Plants Lesson
teachersresources/ages5_6/tr_growin
g_plants_lp.shtml
ages/5_6/growing_plants_fs.shtml
Unit Summary
Unit: Pebbles, Sand , and Silt (Earth Science)
Target Course/Grade Level: 1
Unit Summary
Students will understand that the Earth operates as a set of complex and dynamic interconnected systems, and is a part of a the
all encompassing system of the Universe
Learning Targets
Standards 5.1.4; 5.2.2; 5.4.2
Content Statements
 Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their
physical properties.
 Soils are made of many living and nonliving substances. The attributes and properties of soil (e.g., moisture, kind and size of
particles, living/organic elements, etc.) vary depending on location.
 The origin of everyday manufactured products such as paper and cans can be traced back to natural resources.
CPI#
5.2.2.A.1
5.4.2C. 1
5.4.2G.4
Sort and describe objects based on the materials of which they are made and their physical properties.
Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light.
Identify the natural resources used in the process of making various manufactured products.
 How do the properties of materials determine their use?
 How do Earth Systems interact to create soil?
How do we use observable characteristics of Earth materials to
identify different parts of the Earth System?
Which Earth materials change temperature the most in the
sun and shade?
What is the source of the resources used to meet the basic
needs of living organisms?
Students will…
42-2011
 The structures of materials determine their
properties.

Soil is a product of the interactions of the Earth
Systems.

The Earth System includes a variety of materials in
solid, liquid and gaseous form.

Earth materials absorb and reflect the sun’s energy
differently.

The Earth is a system, continuously moving resources
from one part of the system to another.
Develop a curiosity and interest in the physical world around them.
Observe, describe, and sort Earth materials based on properties.
Separate Earth materials by size, using different techniques.
Observe the similarities and differences in the materials in a river rock mixture: silt, sand, grave, and small and l
large pebbles.
Explore places were Earth materials are found and ways that Earth materials are used.
Compare the ingredients in different soils.
Organize and communicate observations through drawing and writing.
Acquire the vocabulary associated with Earth materials.
Equipment needed:
Computers with internet access; CTX machine
Teacher Resources:
Science and Technology for Children (STC) Module: Pebbles, Sand, & Silt, Pebbles, Sand & Silt Teacher’s Edition,
BBC Lesson: Living and Non Living
BBC Game: Interactive
BBC Science Home Clips
www.bbc.co.uk/schools/scienceclips/index.shtml
See Science Net-Links,
Exploring Parts and Wholes
www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=247
BBC Interactive and Lesson
www.bbc.co.uk/schools/ks2bitesize/science/living_things/food_chains/play_popup.shtml
Lesson
www.bbc.co.uk/schools/teachers/ks2bitesize/science/food_chains.shtml
Worksheet
downloads.bbc.co.uk/schools/teachers/ks2bitesize/worksheets/food_chains.pdf
BBC Schools Website
BBC Schools Website
Lesson
Game
Worksheet
www.bbc.co.uk/schools/scienceclips/teachersresources/ages6_7/tr_plants_animals_wk.shtml
Teacher Domain
www.teachersdomain.org/resource/tdc02.sci.life.reg.lp_findfood/
2- 2011
www.sedl.org/scimath/pasopartners/senses/lesson7a1.html
Unit Summary
 Observing and Describing several kinds of rocks
Sharing with a Visitor
 Observing the ingredients that combine to make
soil
Conducting Individual Meetings
Lesson Plans
CPI’s
Investigation 1:Part 1- Three Rocks
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.2.2.A.1
*
5.4.2.C.1
*
5.4.2.C.1
*
5.4.2.C.1
*
Quick Write
 Teacher Observations
 Notebooking/ responses to Module lessons/ activities
 Self Assessments
 Responses to module reading materials
Lesson
Timeframe
1 period
Investigation 1:Part 2 - Washing Three Rocks
1 period
Investigation 1:Part 3 - First Sorting
1 period
Investigation 1:Part 4 - Sorting Games
1 period
Investigation 1:Part 5 - Start a Rock Collection
1 period
Investigation 2:Part 1 - Screening River Rocks
1 period
Investigation 2:Part 2 - River Rocks by Size
1 period
Investigation 2:Part 3 - Sand and Silt
2 periods
Investigation 2:Part 4 - Exploring Clay
2 periods
Investigation 3:Part 1 - Rocks in Use
1 period
Investigation 3:Part 2 - Looking at Sandpaper
1 period
Investigation 3:Part 3 - Sand Sculptures
1 period
2- 2011
5.4.2.C.1
*
5.4.2.C.1
*
Investigation 3:Part 4 - Clay Beads
2 -3 periods
5.2.2.A.1
*
5.4.2.C.1
*
5.4.2.C.1
*
5.4.2.C.1
*
5.4.2.G.4
*
BBC Interactive: Rocks and Soils
http://www.bbc.co.uk/schools/ks2bitesize/science/materials/rocks_soils/play_popup.shtml
Investigation 4:Part 1 - Homemade Soil
3 periods
Investigation 4:Part 2 - Soil Search
2 periods
Investigation 4:Part 3 - Homemade Soil
2 periods
National Geographic Lesson - Everything Comes From Something
http://www.nationalgeographic.com/xpeditions/lessons/16/gk2/everything.html
2 periods
Investigation 3:Part 5 - Making Bricks
2 periods
Teacher Notes:
Curriculum Development Resources
Energy Transformations
Use of Earth’s Resources
Science Refreshers
2- 2011
1 period
2- 2011
Grade One
Pebbles, Sand & Silt Unit
47-2011
UNIT: Pebbles, Sand, & Silt
Brief Description: Students will understand that all objects and substances in the natural world are composed of matter. Matter has two fundamental properties: Matter
takes up space and matter has inertia.
5.2.2.A.1: Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.
Benchmarks (CPIs)
Essential Questions
use?
1. (CPI) Sort and describe objects based on
the materials of which they are made and
their physical properties.
2. (NPS) Compare the properties of
different rocks.
3. (NPS) Investigate what properties of
rocks are discovered when they are
washed with water.
4.
(NPS) Sort several rocks by using their
properties.
5.
(NPS) Determine different ways that
rocks can be sorted by using a number of
properties.
Three Rocks: Part 1
-Assessment Sheet (Anecdotal
Notes) or Student Journal Entry
-Class Chart (What We Learned)
-Word Wall
Washing Three Rocks: Part 2
-Student Sheets #2 and #3
-Word Wall
First Sorting: Part 3
-Reading Selection (Peter and the
Rocks)
-Word Wall
Suggested Resources
Pebbles, Sand, and Silt:
Investigation 1: Part 1
Sorting Games: Part 4
-Student Sheets #4 and #5
-Word Wall
48-2011
3
Essential Questions
use?
Benchmarks (CPIs)
6. (NPS) Sort Earth material into five
categories: Large pebbles, small pebbles,
large gravel, small gravel, and sand.
Screening River Rocks: Part 1
-Student Sheet #6
- Class Chart (What We Learned)
-Word Wall
7. (NPS) Separate a mixture of river rock
using the property of size.
River Rocks by Size: Part 2
-Student Sheet #7
-Word Wall
8. (NPS) Separate sand particles from silt
using water.
Sand and Silt: Part 3
-Student Sheet #8
-Word Wall
9. (NPS) Investigate the properties of the
very small rock particles called clay.
Exploring Clay: Part 4
-Student Sheet #9
-Word Wall
Suggested Resources
Investigation 2: Part
Investigation 2: Part
FOSS Audio Stories: The Story of
Sand
http://www.fossweb.com/modulesK2/PebblesSandandSilt/index.html
49-2011
Essential Questions
use?
Benchmarks (CPIs)
10. (NPS) Locate earth material used to
construct objects in the school
community area.
Rocks in Use: Part 1
-Student Sheet #9
-Word Wall
11. (NPS) Determine that the properties of
different earth materials make each
suitable for specific uses.
Looking at Sandpaper: Part 2
-Student Sheet #10
-Word Wall
12. (NPS) Use the properties of the earth
material sand to make sculptures.
Sand Sculptures: Part 3
-Word Wall
\
FOSSweb Interactive: Find Earth
Materials
http://www.fossweb.com/modulesK2/PebblesSandandSilt/activities/finde
arthmaterials.html
Suggested Resources
FOSS Audio Story: Rocks Move
50-2011
Brief Description: Students will understand that the earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompass in
system of the Universe.
5.4.2.C.1: Soils are made of many living and nonliving substances. The attributes and properties of soil (e.g., moisture, kind and size of particles, living/organic elements, etc.)
vary depending on location.
Essential Questions
How do Earth Systems
interact to create soil?
How do we use observable
characteristics of Earth
materials to identify different
parts of the Earth System?
Benchmarks (CPIs)
1. (CPI) Describe Earth materials using
appropriate terms, such as hard, soft, dry,
wet, heavy, and light.
2. (NPS) Observe that soil is a mixture of
earth materials and decayed plant and
animal materials.
3. (NPS) Collect soil samples from varies
locations to study their properties and
abilities to support plant life.
4. (NPS) Compare soil samples from varies
locations to homemade soil made in class.
Homemade Soil: Part 1
-Student Sheet #13
-Word Wall
Soil Search: Part 2
-Word Wall
Homemade Soil: Part 3
-Student Sheet #13
-Word Wall
Sample Assessment
-Identify two ways that dirt and soil
are different.
-Determine the characteristics of soil
that they would look for when
planning a vegetable garden and
explain why this information is
useful.
Suggested Resources
FOSS Audio Story: What is in Soil?
FOSS Audio Story: Testing Soil
ebook: The Scoop on Soils
http://classic.globe.gov/fsl/elementar
yglobe/docs/EGLOBE_SoilBook_Lo
wRes.pdf
51-2011
APPENDICES
Appendix A – Unit: Solids and Liquids
Appendix B – Unit: Organisms
Appendix C – Unit: Pebbles, Sand, & Silt
Appendix D – Laboratory Safety
Problem Based Learning
52-2011
Appendix A
Unit: Solids & Liquids
53
Activity Page
UNIT: SOLIDS AND LIQUIDS
Applies to Standard: 5.2.2.C.1 The sun warms the land, air, and water.
Brief Description: At this early level, it is important for students to begin to take notice of the world around them and learn
both the basic and broad concepts about the structure and key processes that make up the universe. In this lesson, students will
take a closer look at the sun and begin to recognize its critical function in heating and warming the air, land, and water that sustain
our lives. This will involve drawing their attention to the basics of the heat around them and how the sun is the primary source of
that warmth. They will then perform a number of indoor and outdoor activities that support the benchmark, and help to begin their
identification of the sun as the natural, universal source of heat in the world.
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.C.1)
1. To help students broaden their understanding of the sun, particularly its critical role in warming the land, air, and water
around us.
ASSESSMENT. How will you know concretely KEY POINTS. What three to five main ideas or steps will you
that all of your students have mastered the
emphasize in your lesson?
objective?
The students will be able to correctly respond to
the following questions:


Lesson Cycle: Constructivist Approach
Defining Success


What would life be like if there were no
sun?
In what ways do plants and animals
count on the sun?
Why do people go swimming in lakes
and oceans in the summer? Why not the
winter?
Why do people need air conditioners?
What is life like for those who do not
have or use them?
•
•
•
•
Students will begin to take notice of the world around them
and learn both the basic and broad concepts about the structure
and key processes that make up the universe.
Students will take a closer look at the sun and begin to
recognize its critical function in heating and warming the air,
land, and water that sustain our lives.
Students will draw their attention to the basics of the heat
around them and how the sun is the primary source of that
warmth.
Students will perform a number of indoor and outdoor
activities that support the benchmark, and help to begin their
identification of the sun as the natural, universal source of heat
in the world.
OPENING/ENGAGE. How will you generate student interest and access student prior
knowledge for the lesson’s objective?
Spark students’ interest on the basic workings of heat by asking simple, thought-provoking
questions like the ones below. Accept all reasonable answers and encourage students to
speculate and elaborate on their responses. Ask students:



When you are cold, what kinds of things or activities help you to stay warm?
What helps you to stay warm when you are indoors? Outdoors?
Is it usually warmer during the day or night? Why?
Now that students have been led to discover the heating role of the sun, ask questions like
these to help them develop their benchmark-based focus and better prepare them for the
activities in the body of the lesson:
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt the
objective on their own? (Students build knowledge base, uncover their misconceptions and
analyze results of activity to make self correction/valid understandings are confirmed.)
Continue the lesson by distributing the Warmth Chart to your students. To aide in their
comprehension, read over the chart carefully with the class explaining that they will go to
54-2011
MATERIALS.



Two open
containers
Water
Warmth Chart
student sheet
three different areas—the classroom, the outside in the shade, and in the sun—and try to
determine or feel the differences in warmth in each of the areas. To do this, they will need
pencils and will have to circle the level of warmth in each area—cold, cool, warm, or hot.
Starting in the classroom, ask students these basic questions before they finally decide on what
they believe is the relative warmth or coolness (temperature) of the room. For clarity, ask the
same questions at each of the three indoor/outdoor areas.
Ask students:



How warm or cold does it feel in the classroom? In the shade? In the sun?
Why do you think it is (cold/cool/warm/hot)?
Is the heat of the sun helping to warm this area? Why or why not?
Encourage and accept all student responses so they can develop their ideas and awareness
about heat variations in relation to the sun. When they have finished expressing themselves,
close each of the three area discussions with the following directive:
"OK. Now it is time to circle the answer on the Warmth Chart that you feel is correct.
Is the _______ (classroom/ shade/sunshine) ________ (cold/cool/warm/hot)?"
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain what
you have outlined? (Teacher labels formal vocabulary, class discusses analysis and
conclusions of activity and corrects misconceptions.)
When students have finished all three areas, take a few minutes—while everyone is still
standing in the sun—to talk about your students' final results. Ask them summarizing
questions similar to these:




How many of you thought the classroom was the warmest?
How many of you thought the shade was the coolest?
How many of you thought being in the sun was the warmest?
Were you surprised by any of your answers? Why?
(Accept all answers, but ask students to support their views with explanations.)
After taking time to field their responses, you and your students should be warming up in the
sun. As a way to transition into the water-pan, touch-and-test part of the lesson, draw your
students' attention to the warmth they're feeling now by asking questions like these:



So, after standing in the sun for a few minutes, how do you feel now? Cooler?
Warmer?
Do you think things like rocks, grass, leaves, water, or air are cooler or warmer in the
sun? In the shade? If they were taken indoors? Why or why not?
If the sun warms people, do you think it warms all of these other things as well?
After students have made these types of broader connections, walk them over to the water pan
that you have left outside in the sun. Ask them these orientation questions before you have
them touch the water with their hands:


Do you think the water in the pan is cold, cool, warm, or hot? Why?
If I put this pan in the shade, do you think it would change the warmth of the water?
Why or why not? How about if I took it inside and put it on my desk?
55
CLOSING. How will you have students summarize what they’ve learned? How will you
reinforce the objective’s importance and its link to past and future learning?
When finished, have students touch the water one-by-one. (Make this activity as scientific as
appropriate for your students. This may involve letting your more advanced students use
thermometers to gauge the degree of warmth or coolness of the water.) Then ask questions like
these:


How does the water feel? Are you surprised by the warmth of the water? Why or why
not?
Imagine that the pan was filled with leaves or soil or even air. How do you think that
would affect the warmth of those items? Why?
To address their own personal warming processes while standing in the sun, you may ask them
questions like these before taking them back to the classroom:

By the way, how are you feeling now? Are you warmer than you were an hour ago?
Five minutes ago? Why or why not?
Once back inside the classroom, draw students' attention to the other pan of water. Ask them
similar warmth-orientation questions as you had done with the outside pan. Also gauge and
ask them about their own personal cooling-off processes.
To better support the benchmark, be sure to draw further connections that—like the water and
themselves—virtually anything that is taken out of the direct line of the sun will become
cooler, whether it is cupcakes, backpacks, soil, or air. Close the lesson by deliberately
reinforcing how the sun warms the land, air, and water around us.
DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?
Student varying learning styles are addressed throughout this lesson.
PBS Kids—Let's Think about Day and Night is an enjoyable elementary activity that explores the relationship between the sun
and the moon and their effects on the Earth. It features three short video clips on The Sun, The Moon, and The Stars at Night.
56
Activity Page
UNIT: SOLIDS AND LIQUIDS
Lesson 13 – Drop Races
Applies to Standard: 5.2.2.A.2 Matter exists in several different states; the most commonly encountered are solids, liquids,
and gases. Liquids take the shape of the part of the container they occupy. Solids retain their shape regardless of the
container they occupy.
Brief Description: The drop races in this lesson offer students a new way to investigate the flow of liquids. Students begin by
applying the observations they made about viscosity and fluidity during Lessons 11 and 12 as they predict which of two liquids
will travel down a slick surface faster and “win” the drop race. After testing their predictions and recording results, students
compare the results of the drop race with their earlier findings about differences in how liquids flow. These investigations
encourage students to expand their awareness of the diversity of liquids.
OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.1)
The students will predict which of two liquids will travel down a slick surface faster by conducting a drop race to test their
predictions. Students record, discuss, and compare their results.
ASSESSMENT. How will you know concretely that
all of your students have mastered the objective?
Defining Success
•
The students will correctly respond to the
following questions:
Were you surprised by any of the test results?
Were your results consistent with your predictions?
How does the viscosity or fluidity of the liquids affect
the way they move?
KEY POINTS. What three to five main ideas or steps will you emphasize in
your lesson?
•
•
•
Students will observe that liquids flows at different rates
Observations are related to viscosity and fluidity.
Students will recognize that degree of viscosity or fluidity also
influences the speed at which liquids flow downward.
Ask the students to compare the shampoo with the water on the basis of their previous
observations. Which liquid moved faster on the waxed paper?
Which liquid flowed more slowly in the bag? Let students know that they will now
conduct tests, or drop races, with two
liquids. They will try to find out which liquid travels down a slick surface faster.
objective on their own? (Students build knowledge base, uncover their misconceptions
and analyze results of activity to make self correction/valid understandings are
confirmed.)
Distribute copies of Record Sheet 13-A to students. Then, tell each pair of
students which liquids they will test. Have each student write the names of
the two liquids he or she will test on the picture of the tray on the record
sheet. Also, have each student predict which liquid will “win” the drop race
and write a brief statement to support his or her prediction.
Have students cover their desks with newspaper. Then, ask them to collect
the plastic trays, spoons, and cups of liquids from the distribution center.
Have students place one small spoonful of each of the two liquids on the flat
surface close to one end of the tray. The drops should be at least 2.5 cm (1 in)
apart. Tell students that each drop should be about the size of a dime. It is
important that the size of the drops be almost identical. You may need to help
students even out the size by adding more liquid to the smaller drop.
Before students start, mention that some of the races will go quickly and
alert them to be prepared to carefully observe what happens. Now have them
57-2011
MATERIALS.
1 science journal
1 pencil
1 copy of Record Sheet 13-A:
Racing Drops
For every two students
2 white plastic taster spoons
1 plastic tray
For the class
1 sheet of newsprint
2 markers of different colors
1 “Properties of Liquids” chart
60 cups of liquids from Lesson 11 (15
vegetable oil, 15 water, 15 glue,
15 green shampoo)
Newspaper
Paper towels
Trash can
Plastic garbage bag
tilt their trays to a completely vertical position, with the drops at the top.
Have them keep the trays tilted until both drops have reached the bottom of
the tray. Make sure they hold the trays over the newspaper to catch drips.
As soon as the race is end, have the students circle the name of the liquid that won.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain
what you have outlined? (Teacher labels formal vocabulary, class discusses analysis and
Display the “Drop Races” chart. As students share the results of their tests,
record the outcomes in the appropriate column.
Referring individually to each column of the chart, ask students to decide
which liquid in each pair is more viscous. Using a marker of a different
color, draw a circle around the name of that liquid.
Now ask students to discuss the following questions:
Direct students’ attention to the “Properties of Liquids” chart. Ask them to
summarize the observations they made today by identifying which liquids
are more viscous than others and which are more fluid than others. Record
their comments on the chart. One way to capture the diversity of their
comments is to write “Some liquids are more viscous than others” and list
those that the students identify. Or, you can write “Some liquids are more
fluid than others” and list the liquids after the statement.
Have students take out their science journals and turn to the page from
Lesson 11 on which they drew and wrote about one liquid. Ask them to now
write something new they learned about this liquid.
Use accommodation techniques as needed, allow students to have more time to perform the race. Provide wait time for struggling students if
necessary. Pair more advanced students with those who may difficulty manipulating the materials.
Teacher Notes: Many teachers have found that the students want to conduct another test using the same liquids. If you choose to allow time for
additional testing, have students turn the trays over and use the back to conduct a second test.
58
Appendix B
Unit: Organisms
59-2011
Activity Page
UNIT: ORGANISMS
Ecosystems
Applies to Standard: 5.3.2.C.3 Humans can change natural habitats in ways that can be helpful or harmful for the plants and
animals that live there.
Brief Description: Students will begin to explore ecosystems in their very own back yard by observing various animals and their habitats.
Building on what students already know about animals, this unit will enhance their understanding of the differences between a human habitat
and the many different habitats of creatures they love to look at. Through the experimentation and investigation of ice cube penguins the
students will understand that living things live in environments to which they are particularly suited. The students will use literature and their
imagination to explore different habitats, and demonstrate their understanding of the important aspects of habitat.
OBJECTIVE. What will your students be able to do by the end of class? (5.3.2.C. 3)
The students will observe, draw, and describe various ecosystems by identifying the characteristic of habitats that enable
the habitat to support the growth of many different plants and animals.
Defining Success
•
•
The students will demonstrate their
knowledge and understanding of habitats
by using deductive reasoning and higher
level thinking to identify a habitat.
The student must compare and contrast
their own habitat with a schoolyard
habitat by using a Venn diagram.
your lesson?
•
•
•
•
The students will discover the four main components of a
habitat.
Students will understand the processes of life, and how living
things interact with each other and their environment.
The students will compare and contrast their own habitat with
a schoolyard habitat.
Living things live in environments to which they are
particularly suited.
Ask the students about what they observed on their way to school? When you were
playing in the play ground did you notice and living things? What were the non living
things that you noticed in the playground?
confirmed.)
Explain to the students that they are going to go outside and locate a small patch of land
to examine. The y are to use string to partition a segment. As a scientist they are to
record observations about your ecosystem. Make sure that the students include all living
and non-living things. Also have the students record temperatures in their ecosystem.
If the students have difficulty in finding living organisms within their area, suggest that
they turn over a small patch of the turf. Observe what's beneath the surface.
Living things live in environments to which they are
particularly suited. Specific habitats and what lives there, for example:
1) Forest [oak trees, squirrels, raccoons, snails,
mice]
60-2011
MATERIALS.
An outdoor area like a field or patch
of garden.
String
Magnifying glass
Thermometer
Popsicle sticks
Paper
Small gardening tools
2) Meadow and prairie [wildflowers, grasses,
prairie dogs]
3) Underground [fungi, moles, worms]
4) Desert [cactus, lizard, scorpion]
5) Water [fish, oysters, starfish
Explain there are certain needs a living organisms must have in order to survive
which include the following:
Energy - Sunlight
Space – provides area for them to move and grow; what it looks like where they
live
Water – where they get their water
Food – energy; what they eat and where they get it
Shelter – protection; where they go to sleep or where they go when they are
scared
Discuss with the students the following: Consider the variety of living and nonliving things in your ecosystem. Which was the largest population?
How are the survival needs being met in your ecosystem? Air? Food? Water?
Sunlight?
Think of other populations that could survive in your ecosystem. Think of
populations that could not and why.
Teacher Notes:
61
Activity Page
UNIT: ORGANISMS: Lesson 9 - Observing Pill Bugs
Applies to Standard: 5.3.2.B. 1 A source of energy is needed for all organisms to stay alive and grow. Both plants and animals
need to take in water, and animals need to take in food. Plants need light.
Brief Description:
Students have observed animals that live in a water environment. Now they examine a land
animal, the pill bug, and add it to their woodland environment. Following the same process
used in Lessons 7 and 8, students discover that animals, just like plants, have a number of
different characteristics. Lessons 9 and 10 continue to reinforce students’ observation skills
and use of descriptive language.
OBJECTIVE. What will your students be able to do by the end of class? (5.3.2.B.1)
The students will observe, draw, and describe a land animal: the pill bug.
Defining Success
•
The students will correctly respond to the
following questions:
What did you find out about the pill bug?
What are some words to describe the pill bug?
What is its body like?
Where are the pill bug’s eyes?
What did the pill bug do while you were observing it?
What are the needs of the pill bug in order to survive?
your lesson?
•
•
•
Students observe, draw, and describe a land animal: the pill
bug.
Students share their observations of the pill bug in a class
discussion.
Students discuss what a pill bug needs to live.
OPENING/ENGAGE. How will you generate student interest and access student prior knowledge for the
lesson’s objective?
Ask the students about stories they have read that had animals that lived in the woods. Next, ask students
about other animals they think may live in the woods. Then let them
know that today they will observe an animal.
INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt the objective on their
own? (Students build knowledge base, uncover their misconceptions and analyze results of activity to make
self correction/valid understandings are confirmed.)
Hand out and review Record Sheet 9-A: Observing Woodland Animals.
Point out that it is just like the record sheet students used to observe the
freshwater animals.
Hand out two observing cups to each team, pairing partners as you go.
Have students leave the cups undisturbed on their desks and observe the
pill bugs. After students have observed the pill bugs for several minutes, do
the following:
Display the newsprint labeled “What We Would Like to Find Out about Pill Bugs.”
Ask, “What would you like to find out about the pill bug?”
Record the questions on the newsprint.
Ask, “Which questions might we answer by observing the pill bugs
today?” Put a check next to these questions.
If the list of questions does not contain “Where are the eyes?” add it.
See if students can answer one or two checked questions.
Again, point out that students need to record what they find out about
the pill bug’s eyes on the back of the record sheet.
Explain that they will have to observe very closely.
As students observe the pill bugs, tell them to follow these steps:
With a partner, use the hand lenses to observe the pill bug in its cup
and discuss observations. You can pick up the cup, but do not let the
pill bug out of the cup—it moves very quickly.
62-2011
MATERIALS.
For each student
1 Record Sheet 9-A:
Observing Woodland
Animals
1 pencil
1 hand lens
For each group
2 observing cups, each
containing soil, a leaf,
and a pill bug, 266 ml
(9 oz)
2 lids for plastic cups
1 woodland terrarium,
6 liters (11⁄2 gal)
For the class
2 sheets of newsprint
1 holding pail
containing pill bugs
8 green leaves (or
lettuce)
Markers
Use the class observing table to help describe the pill bug. See if you can
answer one or two questions that have been checked on the newsprint.
After students have observed a few minutes, let interested students gently
touch the pill bug while it is in the cup. Ask children what happens when
they touch the pill bug.
Put each team’s terrarium at its work area. Have students gently tip the
observing cups to put the pill bugs into the terrarium and observe them for a
few minutes. Give each team a green leaf or piece of lettuce to put near the
bark or twigs.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain what you have
outlined? (Teacher labels formal vocabulary, class discusses analysis and conclusions of activity and
corrects misconceptions.)
More animals populate land than water. The largest and most varied group of animals, the arthropods
(meaning jointed legs), comprises insects, centipedes and millipedes, spiders and crustaceans (shrimp, crabs,
and isopods).
Water bug, wood louse, slater, potato bug, and roly poly are just some of the
names people call pill bugs—the crusty little animals the students observe in this
lesson. While the pill bug may resemble a cross between an armadillo and an
insect, it is in fact a crustacean. As such, it is a close relative of the lobster, crab,
and shrimp. Pill bugs are part of the crustacean group called isopods, meaning
“equal legs.” Although most isopods live in water, the pill bug lives in damp Earth
or sand. Like its aquatic relatives, the pill bug needs moisture at all times,
because it breathes through gills.
The pill bug has a small head with long antennae and a short, wide segmented
body with 14 legs (if a pill bug has only 12 legs it is very young). Lobsters, crabs,
and shrimp have eyes which are mounted on movable stalks, but the pill bug’s
eyes are on the sides of its head (see Figure 9-1).
Lacking backbones, pill bugs have a protective exoskeleton or outer skeleton. This
shell is made of chitin, a hard substance that is similar to the material in your
fingernails. Because the exoskeleton cannot expand, the pill bug must shed, or
molt, in order to grow. The pill bug molts half of its exoskeleton at a time, usually
the front half first. If the pill bug is dark gray or black, then it has molted a while
ago. If it is light gray or brown, it has just molted or is in the process of molting.
The pill bug’s shape enables it to squeeze under things, and it is most often
found under wood, bark, or leaves. The pill bug feeds on both live and dead
plant material. Pill bugs have strong jaws that can tear into stems and roots;
CLOSING. How will you have students summarize what they’ve learned? How will you reinforce the
objective’s importance and its link to past and future learning?
Now have students look again at their questions on the newsprint. Ask if
they can answer any of their questions and circle those they answer based
on today’s observations. Then add any new observations to the pill bug
Venn diagram.
If some questions remain unanswered, tell students they will be able to
observe the pill bug in the terrarium throughout the rest of the unit.
Teacher Notes:
*Refer to Section 3 of this guide for tips on maintaining the pill bugs in
the classroom over time. If you will be observing millipedes in Lesson 10, have your students
bring in lettuce (or other green vegetables) and mushrooms to feed them.
63
Appendix C
Unit: Pebbles, Sand, & Silt
64-2011
Activity Page
UNIT: PEBBLES, SAND, AND SILT
EVERYTHING COMES FROM SOMETHING
Applies to Standard: 5.4.2.G.4 The origin of everyday manufactured products such as paper and cans can be traced back to
natural resources.
Students and their families use a multitude of products every day. These products are manufactured in part or
entirely from natural resources. In this lesson students will learn about renewable and nonrenewable resources and trace resources'
points of origin by constructing and analyzing a product map.
Brief Description:
The students will understand the characteristics of renewable and nonrenewable resources; and know several
examples of each.
Defining Success
Have each student demonstrate his or her
understanding by creating a story page or a
picture that explains which resources are
essential to sustaining life in the United States
today and which will be essential in the future.
Students should include both renewable and
nonrenewable resources and explain the
difference.
your lesson?
•
•
•
Basic understanding of the term renewable and nonrenewable
resources.
Which resources are local and which must be imported.
Where do the imported resources originate?
MATERIALS.
Read this passage by the poet Carmen Agra Deedy:
•
Everything comes from something,
Nothing comes from nothing.
Just like paper comes from trees,
And glass comes from sand
•
Ask the students think about products that they use every day. Draw or write at
least one product and share with your neighbor. Then together think about where
that product might come from .
objective on their own? (Students build knowledge base, uncover their misconceptions and
analyze results of activity to make self correction/valid understandings are confirmed.)
Using the example "paper comes from trees," ask students to create an illustration that
shows both paper and trees. Research where the paper your students use is made and
where the trees used to make it were grown. Place student illustrations on the map in
those locations.
Divide the class into groups of two. Let each pair choose a product to research. [Note:
For very young students, you might want to research one or two products as a class.]
65-2011
•
•
•
•
Wall map of the
world
Atlas, globe,
encyclopedia, and
almanac
Markers or
crayons
Pieces of drawing
paper
Index cards
Tape
Each student group should identify the resources used to make their chosen product. A
pencil makes a good example. This product typically includes several natural resources,
including wood and the bases for dyes in paint. Assist the students as they learn about the
resources in their product. Research should determine the resources used to make the
product, whether the resources are renewable or nonrenewable, and where each resource
is found. Have students record the following information about their product on index
cards:
•
•
•
•
Name of product
Name of a natural resource used in the product
Is this a renewable or nonrenewable resource?
Where does this resource come from?
When research is complete, students should create a symbol that represents each
resource. They should make two copies of each symbol—one to put on the large world
map and the other for the map key.
GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain what you
have outlined? (Teacher labels formal vocabulary, class discusses analysis and conclusions of
activity and corrects misconceptions.)
Define "resources" for your students. A resource is an aspect of the physical environment
that people value and use. A renewable resource can be regenerated if used carefully. A
nonrenewable resource cannot be replaced once it is used up. Ask students to give
examples of important natural resources.
CLOSING/EXTEND. How will you have students summarize what they’ve learned? How will
you reinforce the objective’s importance and its link to past and future learning?
Have the students communicate to you what they learned (chart or journal) which should
include the following: any natural resource (as wood or solar energy) that can be
replenished naturally with the passage of time. Resources (actual and potential) supplied
by nature. Non-renewable resources are natural resources derived from fossil fuels. They
include coal, oil, and natural gas. Non-renewable resources are not environmentally
friendly, and once they are consumed there will no longer be any more to draw upon
Use accommodation techniques as needed, allow students to have more time to perform the race. Provide wait time for
struggling students if necessary. Pair more advanced students with those who may difficulty manipulating the materials.
Teacher Notes: If you choose to extend the activity you can ask students to explore the change in the use of a resource over
time. Was there greater demand for it in the past? Is the demand for the resource increasing now? What can explain the
change in need? Speculate on the availability of different resources in the future. Encourage a discussion about the
thoughtful use of both renewable and nonrenewable resources.
66
Activity Page
UNIT: PEBBLES, SAND, AND SILT
Investigation 2 River Rocks Part 1: Screening River Rocks
Applies to Standard: 5.2.2.A.1 Living and nonliving things are made of parts and can be described in terms of the materials of
which they are made and their physical properties.
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 rocks: large pebbles, small
pebbles, large gravel, small gravel, and sand. They add water to a vial of sand to discover silt and clay.
Brief Description:
The students will observe, draw, and describe various ecosystems by identifying the characteristic of habitats that enable
the habitat to support the growth of many different plants and animals.
Defining Success
•
•
•
•
The students will be able to correctly
identify the following:
Rocks can be categorized by size.
Screens and water can be used to sort the
sizes of Earth materials.
Five sizes of rocks, from smallest to
largest are clay, silt, sand, gravel, and
pebbles
your lesson?
•
•
•
•
•
Explore a river rock mixture containing Earth material
particles of various sizes.
Use screens to separate and group river rocks by particle size.
Investigate properties of pebbles, gravel, sand, silt, and clay
particles.
Separate sand and silt using water.
Explore the properties of dry and wet clay particles.
Show the students the Rock mixture in a basin. Tell them “Here are some Earth
materials that came from the edge of a river”. Your job today is to find out all you can
about these rocks.
confirmed.)
Distribute the materials- one plastic cup half full of rock mixture, two paper plates, and
two hand lenses for each pair. Have the students divide the mixture between the two
paper plates and observe. Visit students and discuss their observations.
MATERIALS.
Ask students to return their rock mixtures to their cups. Demonstrate how to fold a paper
plate in half to funnel the rock mixture into the cup. When the mixtures are back in the
cups tell students, When people build highways, sidewalks, and houses, they use rocks
like this to construct them. But they need to separate the mixture by size. How could we
separate our rock mixture? After students have provided their suggestions, provide them
with the large – mesh screen. Model the use of the mesh screen. Repeat process for the
medium and small mesh screens.
For the class:
1 Rock mixture
Large pebbles
Small pebbles
Gravel
Sand
1 container, ¼ liter
2 basins
1 metal spoon
1 whisk broom and dust pan
67-2011
For each pair of students:
1 set of three screens, small, medium,
and large mesh
4 containers, ¼ liter
1 plastic cup containing rock mixture
2 paper plates
2 hand lenses
1 set of labels from student sheet n. 6
called Rick-Size Labels
Explain to the students the rocks are being separated are called River Rocks and
the largest rock that the students separated are called pebbles. There are two
sizes of pebbles in the mixture, large pebbles and small pebbles. Gravel is
smaller than pebbles. You have two sizes of gravel, mall and large. The smallest
size is Sand. Ask the students how do screens help separate the sizes of the
rocks? What is the order of rock sizes from the smallest to the largest?
CLOSING/EXTEND. How will you have students summarize what they’ve learned?
How will you reinforce the objective’s importance and its link to past and future
learning?
Distribute a set of five labels to each pair of students. Ask them to return to their
tables and put the labels in the container with the rocks of that size. Move from
group to group, reviewing their work.
Have the students communicate to you what they learned (chart or journal) which
should include the following: The sand can go through the screens with the
smallest holes. The gravel can go through screens with medium-sized holes. The
largest pebbles stay on top of all the screens.
Teacher Notes:
You may want to break after you introduce the medium screen and pick up the lesson the following science period.
68
Appendix D
Connections to Common Core
Laboratory Safety
Problem Based Learning
69
Elementary Grades
Science Practices (5.1) Clarifications
New Jersey Department of Education
February 9, 2011
70
Standard 5.1 Science Practices: Science is both a body of
knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands
encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
By the
end of
Grade 4
Strand A. Understand Scientific Explanations: Students understand core
concepts and principles of science and use measurement and observation tools to assist
in categorizing, representing, and interpreting the natural and designed world.
Essential Question
How do we build and refine models that
describe and explain the natural and designed world?
Enduring Understanding
Measurement and observation tools are used
to categorize, represent and interpret the natural world.
Content Statement
Fundamental scientific concepts and
principles and the links between them are more useful than
discrete facts.
•
Cumulative Progress Indicator
Demonstrate understanding of the
interrelationships among fundamental concepts in the
physical, life, and Earth systems sciences. (5.1.4.A.1)
Instructional Guidance
To assist in meeting this CPI, students may:
Learn fundamental concepts, principles, theories, and models.
•
Then, build organized and meaningful understandings of the big picture (conceptual framework) that incorporate these
concepts, principles and theories.
•
Then, use these relationships to interpret, understand and predict other natural phenomenon.
Connections to the Common Core State Standards for English Language Arts: Key
Ideas and Details (K-5) which can be found at:
http://www.corestandards.org/the-standards/english-language-arts-standards/readinginformational-text/grade-4/
1.
2.
3.
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following assessments (correlate with
Physical Science CPI 5.2.4.C.4):
Observe and record what they see when they stick part of their arm into a clear tube of water and answer the
following question: Does your arm in the water appear to be aligned with the part of your arm exposed to the air? In
whole class discussion, try to provide explanations.
Make ray diagrams to explain what happens when light from the sun travels from air into a window and into
71
a room of a house. Compare to diagrams where light from the sun travels from air into a clear pool. Share diagrams as a
whole class.
Explanation of CPI Alignment
In these experiences, students are observing natural phenomena and using their scientific understandings to
interpret what they are seeing. They use their knowledge of how light travels through air, water and glass to explain these
natural events.
•
•
Resources
Ready, Set, Science!
pp. 17-36 Four Strands of Scientific Learning
pp. 87-108 Making Thinking Visible: Talk and Argument
Taking Science to School
•
•
pp. 36-45 Goals for Science Education
pp. 93-129 Knowledge and Understanding of the Natural World
Content Statement
Connections developed between fundamental
concepts are used to explain, interpret, build, and refine
explanations, models, and theories.
Use outcomes of investigations to build and
refine questions, models, and explanations. (5.1.4.A.2)
•
Develop models, from evidence obtained, to explain the relationships between fundamental concepts and principles.
•
Construct and refine explanations, arguments or models as new evidence becomes available.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following assessment (correlates with
Physical Science CPI 5.2.4.E.2):
Conduct an investigation with motion and forces. Using a ramp, toy car, meter stick and stopwatch, record
the time it takes for the car to travel down the ramp. Discuss the forces at work on the car and predict ways to make the
car travel farther, slower and faster. Generate explanations based on evidence.
In this experience, students are using their knowledge of motion and forces in conjunction with their
experimental findings to make predictions. They use their own experimental evidence and data to make predictions about
how ramp height can alter the speed and distance their car travels.
•
•
Resources
pp. 109-119 Making Thinking Visible: Modeling and Representation
72
•
•
Content Statement
Outcomes of investigations are used to build
and refine questions, models, and explanations.
Use scientific facts, measurements,
observations, and patterns in nature to build and critique
scientific arguments. (5.1.4.A.3)
•
Use tools to observe, measure, and explain natural phenomena.
•
Evaluate the strengths of arguments based on the evidence presented.
•
Evaluate the quality of the evidence based on the logic and design of the experiment and the quality of the data
collected.
Connections to the Common Core State Standards for Mathematics:
•
•
•
•
•
•
•
Standards for Mathematical Practice
3. Construct viable arguments and critique the reasoning of others.
Use stated assumptions, definitions, and previously established results in constructing arguments.
Make conjectures and build a logical progression of statements to explore the truth of their
conjectures.
Justify their conclusions, communicate them to others, and respond to the arguments of others.
Reason inductively about data, making plausible arguments that take into account the context from
which the data arose.
Mathematically proficient students are also able to compare the effectiveness of two plausible
arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw
in an argument—explain what it is.
Construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
Listen or read the arguments of others, decide whether they make sense, and ask useful questions to
clarify or improve the arguments.
Measurement & Data
Solve problems involving measurement and conversion of measurements from a
larger unit to a smaller unit.
1. Know relative sizes of measurement units within one system of units including km, m, cm;
kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches
listing the number pairs (1, 12), (2, 24), (3, 36), ... (4.MD.1)
2. Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale. (4.MD.2)
Represent and interpret data.
73
4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and subtraction of fractions by using information
presented in line plots. For example, from a line plot find and interpret the difference in
length between the longest and shortest specimens in an insect collection. (4.MD.4)
Sample Assessments
Life Science CPI 5.3.4.A.1):
Your younger brother is convinced that a car is a living thing. He explains the evidence for his claim to you,
providing evidence that it moves, eats gas, makes noise, and releases gas waste. He thinks the car’s engine is the heart, the
battery is the nervous system, the hoses and tubes are the circulatory system, and the gas tank is the stomach. At recess, he
explained this idea to his friends in his class, and half the class agrees with him. While these ideas make some sense, you
claim that a car is not a living thing. You think that more students have the same idea, so you decide to explain the
essential characteristics of life. Create a presentation with visual aids to explain your thinking.
In this experience, students are using their scientific understandings of the characteristics of living things to
make a scientific argument. They are debunking a false claim, using evidence and their own scientific reasoning to
construct their argument.
•
•
Resources
•
•
74
\By the
end of
Grade 4
Strand B. Generate Scientific Evidence Through Active Investigations:
Students master the conceptual, mathematical, physical, and computational tools that
need to be applied when constructing and evaluating claims.
Essential Questions
What constitutes useful scientific evidence?
Enduring Understandings
Evidence is used for building, refining,
and/or critiquing scientific explanations.
Content
Building and refining models and
explanations requires generation and evaluation of
evidence.
Design and follow simple plans using
systematic observations to explore questions and
predictions. (5.1.4.B.1)
•
Ask questions and decide what to measure in order to answer the questions.
•
Develop strategies for accurately measuring and collecting data.
•
Organize the data logically so that it may be used to answer questions or validate predictions.
Measurement and Data (3rd Grade)
Solve problems involving measurement and estimation of intervals of time, liquid
volumes, and masses of objects.
1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word
problems involving addition and subtraction of time intervals in minutes, e.g., by representing the
problem on a number line diagram. (3.MD.1)
2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems
involving masses or volumes that are given in the same units, e.g., by using drawings (such as a
beaker with a measurement scale) to represent the problem. (3.MD.2)
Represent and interpret data.
3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how many less” problems using information
presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph
might represent 5 pets. (3.MD.3)
4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an
inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate
units— whole numbers, halves, or quarters. (3.MD.4)
Solve problems involving measurement and conversion of measurements from a
larger unit to a smaller unit.
75
1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb,
oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger
unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For
example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in.
Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
(4.MD.1)
2. Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or decimals,
and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
Represent measurement quantities using diagrams such as number line diagrams that feature a
measurement scale. (4.MD.2)
4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve
problems involving addition and subtraction of fractions by using information presented in line
plots. For example, from a line plot find and interpret the difference in length between the longest
and shortest specimens in an insect collection. (4.MD.4)
Sample Assessments
Earth Systems Science CPI 5.4.4.A.1):
Create organized data tables of long-term observations of the sky to build scientific arguments for general
rules for describing when the Sun and Moon are visible. Present evidence, based on collected data, for general rules
describing when the Sun and Moon are visible.
Create kinesthetic models using students to demonstrate how Earth’s rotation causes day and night.
In these experiences, students are making systematic observations, then recording and organizing their
findings in data tables. After the data has been recorded, students use their tables to search for patterns in the data. They
develop a prediction from patterns emerging from their early data, and continue to see if the data supports their prediction
as they collect more data over time.
•
•
Resources
•
•
•
pp. 129–160 Generating and Evaluating Scientific Evidence and Explanations
Content
Tools and technology are used to gather,
analyze, and communicate results.
•
Use age-appropriate tools with accuracy and confidence.
76
Measure, gather, evaluate, and share evidence
using tools and technologies. (5.1.4.B.2)
•
Use mathematics in the collection, organization and analysis of data.
•
Use tools of data analysis to organize and represent data.
3.
4.
Represent and interpret data
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an
Sample Assessments
Earth Systems Science CPI 5.4.4.F.1):
Collect data using classroom-developed weather instruments and compare the data collected from the
classroom instruments to real-time weather data collected using professional instrumentation. www.weather.gov
Create and analyze graphs of the weather data in order to identify relationships among variables such as
temperature, wind speed, wind direction, precipitation, and relative humidity.
Relate local weather to published weather maps, satellite imagery, and trends in student generated data.
Share weather findings with another classroom in the school, district, state, nation or another country.
Compare how the weather is similar or different depending on the location.
In these experiences, students are creating their own tools to measure patterns in weather. They obtain their
own data, compare it to published data gathered from sophisticated weather technologies, and discuss possible sources of
discrepancies. They chart their findings and share them with students outside of their classroom to begin discussions.
•
•
Resources
pp. 127-148 Learning From Science Investigations
77
•
•
Content
Evidence is used to construct and defend
arguments.
Formulate explanations from evidence.
(5.1.4.B.3)
•
Make claims based on the available evidence.
•
Cite evidence and explain the reasoning for a claim.
•
Use data representations to communicate findings.
3.
4.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an
Sample Assessments
Life Science CPI 5.3.4.B.1):
Grow plants in the classroom from seeds. Record all of their observations, including their verbal descriptions,
as well as data about the height and number of leaves of each of the plants. Vary the conditions that the plants are grown
under (water, light, fertilizer, etc.), and draw conclusions about the effects of these modifications based on their evidence.
78
In this experience, students are conducting an experiment where they vary different factors and then
determine the effect on plant growth. They are asked to record their data, then to develop explanations of their findings
using evidence from the investigation.
•
•
Resources
pp. 127-148 Learning From Science Investigations
•
•
Content
Reasoning is used to support scientific
conclusions.
Communicate and justify explanations with
reasonable and logical arguments. (5.1.4.B.4)
•
Justify claims with connections to other fundamental concepts and principles.
•
Use evidence and data to support both a claim and the reasoning behind a scientific argument.
•
•
•
•
•
•
•
•
Students understand and use stated assumptions, definitions, and previously established results
in constructing arguments.
They make conjectures and build a logical progression of statements to explore the truth of their
conjectures.
They are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples.
They justify their conclusions, communicate them to others, and respond to the arguments of
others.
They reason inductively about data, making plausible arguments that take into account the
context from which the data arose.
Students are also able to compare the effectiveness of two plausible arguments, distinguish
correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—
explain what it is.
Elementary students can construct arguments using concrete referents such as objects,
drawings, diagrams, and actions. Such arguments can make sense and be correct, even though
they are not generalized or made formal until later grades.
Students at all grades can listen or read the arguments of others, decide whether they make
sense, and ask useful questions to clarify or improve the arguments.
Sample Assessments
Consider the structures of each organism from biofacts or images of a large variety of living things provided
by the teacher. Select two organisms that have similar structures. Point out how the structures are similar, and how the
79
animal uses that structure. Explain if the similar structures have similar functions, using evidence and their own scientific
reasoning.
In this experience, students are making a claim about structures common to two different species. They
explain the physical evidence they are citing to support the claim, and discuss their scientific reasoning behind the claim.
Each student is responsible for constructing their own claim, and they connect their claim to their scientific
understandings of structure-function relationships in nature.
•
•
Resources
•
•
80
By the
end of
Grade 4
Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on
itself over time.
Essential Question
How is scientific knowledge constructed?
Scientific knowledge builds upon itself over
time.
Content
Scientific understanding changes over time as
new evidence and updated arguments emerge.
•
Cumulative Progress Indicators
Monitor and reflect on one’s own knowledge
regarding how ideas change over time. (5.1.4.C.1)
Monitor and reflect on their ideas as those ideas change over time.
•
Develop an understanding that “doing science” extends beyond experiments and includes modeling, organizing
observations, and historical reconstructions.
•
Develop an awareness that science is about searching for core explanations and connections between fundamental
concepts and principles.
Sample Assessments
Predict, with reasoning, which would land first, a feather or a hammer, if they were dropped at the same time.
Watch as Apollo 15 astronaut Dave Scott recreates Galileo’s famous gravity experiment while on the surface
of the moon. Then, using their conceptual understanding of gravity, explain the results of Dave Scott’s experiment. (video
available at:
http://www.youtube.com/watch?v=4mTsrRZEMwA)
In this experience, students make a prediction based on their scientific understandings of gravity. They are
then provided with a modern variation on a classic gravity experiment, and asked to explain the unexpected results. In
this case, students must modify their understandings of gravity to accommodate this new observation.
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Resources
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pp. 168–182 Understanding How Scientific Knowledge is Constructed
Content
Revisions of predictions and explanations
occur when new arguments emerge that account more
completely for available evidence.
Revise predictions or explanations on the
basis of learning new information. (5.1.4.C.2)
•
Recognize that there may be multiple interpretations for the same phenomenon.
•
Recognize that explanations are increasingly valuable as they account for the available evidence more completely.
Sample Assessments
Look at various objects, make predictions about whether they were magnetic, and then test their
predictions.
In this experience, students are making predictions about the magnetic properties of certain objects and
experimentally testing their ideas. After each trial, students refine their understandings of which physical properties are
associated with magnetism. They revise their predictions as they are refuted by the experimental data.
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Resources
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Content
Scientific knowledge is a particular kind of
knowledge with its own sources, justifications, and
uncertainties.
Present evidence to interpret and/or predict
cause-and-effect outcomes of investigations. (5.1.4.C.3)
•
Use evidence to uncover cause-and-effect relationships.
•
Create multiple representations of the results of an investigation.
•
Move confidently between multiple forms of representations (e.g., graph, chart, data table).
Sample Assessments
To show evidence of meeting this CPI, students may complete the following formative assessment
(correlates with Physical Science CPI 5.2.4.C.3):
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Predict, investigate and describe what happens when an object of higher temperature is placed in direct
contact with an object of lower temperature. Record data and use the data to describe which way the heat energy is moving
between objects.
In this experience, students are asked to make a prediction about an interaction between two objects with
different temperatures. They test their prediction, and then interpret what has happened using the temperature data they
have obtained experimentally. They use the data to justify their predictions and confirm or revise their scientific
understandings of heat transfer.
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Resources
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By the
end of
Grade 4
Strand D. Participate Productively in Science: The growth of scientific
knowledge involves critique and communication, which aresocial practices that are
governed by a core set of values and norms.
Essential Question
How does scientific knowledge benefit,
deepen, and broaden from scientists sharing and debating
ideas and information with peers?
The growth of scientific knowledge involves
critique and communication - social practices that are
governed by a core set of values and norms.
Content
Science has unique norms for participation.
These include adopting a critical stance, demonstrating a
willingness to ask questions and seek help, and developing
a sense of trust and skepticism.
Actively participate in discussions about
student data, questions, and understandings. (5.1.4.D.1)
•
Develop increasingly productive ways of representing ideas.
•
Develop appropriate norms for presenting scientific arguments and evidence.
•
Practice productive social interactions with peers in the context of science investigations.
Connections to the Common Core State Standards for English Language Arts:
Speaking & Listening (K-5) which can be found at:
http://www.corestandards.org/the-standards/english-language-arts-standards/speakingand-listening/grade-4/
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore
ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in
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light of the discussion. (SL4.1 a-d)
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They justify their conclusions, communicate them to others, and respond to the arguments of
others.
They reason inductively about data, making plausible arguments that take into account the
context from which the data arose.
Students are also able to compare the effectiveness of two plausible arguments, distinguish
correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—
explain what it is.
Elementary students can construct arguments using concrete referents such as objects,
drawings, diagrams, and actions. Such arguments can make sense and be correct, even though
they are not generalized or made formal until later grades.
Students at all grades can listen or read the arguments of others, decide whether they make
sense, and ask useful questions to clarify or improve the arguments
Sample Assessments
Earth Systems Science CPI 5.4.4.A.2):
Use actual sky observation data, collected over a long period of time, to describe the patterns of the Moon’s
appearance. As a class, explore and discuss questions such as: When is the Moon visible? Is the shape predictable? How
can we answer these questions using observations?
Use published lunar phase data to make predictions on what the moon will look like on subsequent nights
and days. Working in a small group, develop a lunar calendar of the predictions and compare with the entire class. What
do the calendars have in common? How are they different? Should they be different? Explore these questions as a class.
In this experience, students are asked to use authentic data to develop predictions. The key to the experience
is the active discussion that should occur in the classroom; students should be making their scientific thinking visible to the
teacher and their peers through words or pictures. They should be engaged in scientific discussion about how their
predictions were made using the data.
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Resources
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pp. 186–203 Participation in Scientific Practices and Discourse
Content
In order to determine which arguments and
explanations are most persuasive, communities of learners
work collaboratively to pose, refine, and evaluate questions,
investigations, models, and theories (e.g., scientific
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Work collaboratively to pose, refine, and
evaluate questions, investigations, models, and theories.
(5.1.4.D.2)
argumentation and representation).
•
Demonstrate understanding of the difference between scientific argument, which rests on
plausibility and evidence and has the goal of shared understanding, and everyday arguments.
•
Learn appropriate norms and language of scientific argumentation.
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Persuade peers of the validity of one’s own ideas and the ideas of others.
Connections to the Common Core State Standards for English Language Arts:
Reading Informational Text (K-5) which can be found at:
Integration of Knowledge and Ideas
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears. (RI.4.7)
Sample Assessments
Life Science CPI 5.3.4.E.2):
On a class field trip to the Jersey shore, you notice many small crabs in the rocky, intertidal habitat. You
notice that they are everywhere, and they are very aggressive towards other crabs. At first, you think that they may be blue
crabs, which are native to NJ. After comparing your pictures with a field guide, however, you determine that these crabs
are Japanese shore crabs Hemigrapsus sanguineus. Develop questions about these crabs, including how you might
determine their native habitat, their range, their diet, etc. Think about the interactions that they might have with the other
species in the intertidal zone. Plan an investigation that you can conduct to determine how and why the Japanese shore
crab became a dominant intertidal species in NJ.
Contact students in Japan to learn about their intertidal zone and their Japanese crab population. Are they the
dominant intertidal crab species in Japan? What other species live in this habitat? Are there any species found in NJ that
are found in Japan? What is the water temperature and other shore conditions? Would this impact the health or success of
the crab population? Share data and draw conclusions together.
In this experience, students are working with peers in a different country to explore how a species
might behave differently in a different habitat. Together, these students pose questions and search for
answers about a species common to both regions. Students develop their ideas about the species,
then offer their claims to their peers for review and evaluation. Those students then revise the claim
and pose new questions, and the process continues until the group comes to consensus based on their
collective observations and data.
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Resources
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Content
Instruments of measurement can be used to
safely gather accurate information for making scientific
comparisons of objects and events.
Demonstrate how to safely use tools,
instruments, and supplies. (5.1.4.D.3)
•
To assist in meeting this CPI students may:
Evaluate risks and benefits of decision.
•
Minimize the probability of harm by taking appropriate precautions.
•
Develop an individual sense of responsibility and good habits for safety.
Connections to the Common Core State Standards for English Language Arts: Key
Ideas and Details (K-5) which can be found at:
4.
5.
6.
Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details; summarize the
text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
Sample Assessments
Physical Science CPI 5.2.4.B.1):
Design an investigation where a variety of solids are heated to the melting point. Collect and analyze data,
and evaluate evidence. Be sure to follow appropriate safety procedures.
In this experience, students are melting solids, which often involves working with hot plates, heating coils, or
heating pads. It is critical that students are made aware of safety procedures before and during the investigation.
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Resources
pp. 109-119 Making Thinking Visible: Modeling and Representation \
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Content
87
Organisms are treated humanely, responsibly,
and ethically.
Handle and treat organisms humanely,
responsibly, and ethically. (5.1.4.D.4)
•
Become knowledgeable about the care of animals so that both students and the animals stay safe
and healthy during all activities.
•
Follow local, state, and national laws, policies, and regulations when live organisms are included
in the classroom.
•
Discuss the importance of not conducting experimental procedures if such procedures are likely
to cause pain, induce nutritional deficiencies, or expose animals to parasites, hazardous/toxic
chemicals, or radiation.
Sample Assessments
After being presented with a number of different objects, some living, some non-living, and some onceliving, engage in class discussion, building claims about the objects (This object was once living because…), and
critiquing claims made by other students.
In this experience, students work with living organisms such as grasshoppers, mealworms, etc. It is critical
that students are made aware of handling procedures before and during the investigation to ensure safe and humane care of
the study organisms.
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Resources
Science Curriculum Study
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p. 179 Academically Productive Talk
Science Class, NSTA, 2003 accessed at:
http://science.nsta.org/enewsletter/2003-06/member_elementary.htm
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SAFETY
It is essential that teachers help students develop a sense of the responsibility and maturity required
in an inquiry-based science course. Safe laboratory procedures and handling of the equipment
should be modeled for the students. Teachers may wish to develop a safety contract that students
and parents/guardians must sign before students engage in laboratory work. A safety contract is
available in all Science and Technology Concepts for Middle School Teacher Guides.
The lessons are designed to be safe and provide safety tips with most lessons. When planning and
discussing safety precautions with students, note the following points:
Emphasize each student’s responsibility for practicing safe laboratory procedures.
•
Make sure students realize that all laboratory activities are potentially hazardous. Require
students to wear sterilized safety goggles whenever conducting an inquiry.
•
Make sure functioning eyewash facilities are available in your laboratory. Even nontoxic and
non-corrosive chemicals can cause discomfort if they get into the eyes.
•
Have students with longhair tie it back when they are using open flames. Loose clothing
should also be secure.
•
Read all labels and Material Safety Data Sheets (MSDS) using chemicals in your classroom.
MSDS should be kept on file for future reference.
•
Follow all instructions for the use, handling, storage, and disposal of chemicals and other
materials. Suggestions are provided for the disposal of some of the chemicals used in the
activities.
•
All chemicals are potentially hazardous if swallowed. Students should not eat or drink in the
laboratory.
•
When using volatile substances, make sure that he laboratory is adequately ventilated.
•
Students should handle reagents with the lab scoops provided. If they touch or handle
reagents, they should wash their hands immediately. They should avoid touching their
fingers to their lips and mouths until they have washed their hands thoroughly.
•
Take special care when handling acids alkalis, and other caustic substances. Use only dilute
solutions of 1 M or less with students. Keep an acid-neutralizing agent, such as baking soda,
on hand in case of spills. Neutralize acids accordingly.
•
Have water and paper towels available at all times in case of chemical spills. Use generous
amounts of water to clean up spills.
•
Collect any flammables waste and dispose of it accordingly.
89
SAFETY
•
Encourage students to report breakage and accidents as soon as they occur. Do not penalize
students for breakage, because this may encourage secrecy.
•
Have separate receptacles available for the disposal of broken items.
•
Fully train students in the use of hot plates and burners. Teachers should always refill
alcohol burners away from any possible source of ignition and use small plastic bottles for
refilling the burners.
•
Emphasize the need for extra care when handling hot objects or liquids. Allow adequate
cooling times. Warn Students not to cool glass items with cold water.
•
Make sure electrical cords are not draped across traffic areas or sinks.
•
Remind students to wash their hands before leaving the laboratory.
•
Advise students that laboratory behavior that is disruptive or dangerous or that it interferes
with another students’ right to learn may result in the disruptive students’ being removed
from the labs.
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PROBLEM BASED LEARNING (PBL)
Problem Based Learning is a form of instruction and assessment that allows teachers to give authentic
tasks to students in order to facilitate hands on learning related to unit objectives and learning targets.
Performance task website
http://pals.sri.com/
What is PALS?
PALS is an on-line, standards-based, continually
updated resource bank of science performance
assessment tasks indexed via the National Science
Education Standards (NSES) and various other
standards frameworks. Take the guided tour to
become familiar with PALS.
91-2011
About the tasks
The tasks, collected from numerous sources,
include student directions and response forms,
administration procedures, scoring rubrics,
examples of student work, and technical quality
data calculated from field testing. On-line rater
training packets have also been created for some
tasks.
Animals Piece by Piece
Task with Student Directions
Kindergarten Performance Task
Developed for Texas Essential Knowledge and Skills (TEKS)
Authors: Betty Crocker, Janette Fentress, Virginia Malone, Theresa Weeks, Vanessa Westbrook
http://pals.sri.com/tasks/k-4/AnimalsPiece/directs.html
Description:
The student identifies body parts of animals from puzzle pieces, assembles the puzzle, and names the animal.
Students experience several different animal puzzles.
Time Frame:
15 minutes per puzzle
Materials:
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Animal pictures from magazines, coloring books, etc. (1 per group of 4 students)
Tag board
Clear plastic bags (1 per group of 4 students)
Glue
Scissors
Drawing paper (4 to 6 pages per student)
Markers/crayons
Stapler
Construction paper (1 sheet per student)
Materials to add texture to pictures (optional)
Advance Preparation:
Compile a collection of animal pictures from magazines, coloring books, etc. Mount each animal picture on tag
board. Texture can be added to pictures by gluing on different materials such as net, waxed paper cotton, sand,
or fur. Cut each animal picture into four parts: legs, arms or wings, head, and tail. Do not try to keep the body
intact as you cut the picture into parts. Prepare one puzzle for every four students. Place each four-part animal
puzzle in a clear plastic bag. Make student Animal Journals by stapling drawing paper into a cover labeled
Animal Journal.
Procedure:
1.
Give every four students an animal puzzle.
2.
Each student selects one animal piece from their group's bag and names the part.
3.
Have groups assemble the puzzle pieces to complete the animal.
4.
Students name the animal and its body parts.
92-2011
Did You Know?:
Students at this early age often have minconceptions about nature. They may use arms and wings
interchangeably. Sometimes front legs will also be called arms and front feet are called hands. Humans are not
always recognized as being members of the animal kingdom. You may want to include a human as one of the
pictures. This age group has limited writing skills. Many times only the author will be able to "read" the journal.
The teacher may need to help by recording the words.
Formative Assessment:
Make sure each team member can name the body part on their puzzle piece and inserts their piece into the total
picture.
1.
If a student has trouble, ask other members of the group to assist.
2.
Post names of animals and their parts on sentence strips, an overhead, a poster or the chalkboard to aid the students.
3.
In their Animal Journal, students draw pictures of the animals shown in their puzzles and label the parts. The teacher may help
record the students' words.
4.
Place these puzzle bags in the Science Center for further practice.
93

Organisms - Newark Public Schools

Transcription

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