Orangeburg Consolidated School District Five

Curriculum Pacing Guide 2012 - 2013 Science Kindergarten

Acknowledgements
We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave time and professional knowledge to modify and enhance the curriculum pacing guides to move our students and district towards being a world-class organization.

Angela Banks (Mellichamp) Deborah Brooks (Marshall) Carmen Brown (Sheridan) Cynthia Mack-Brown (Whittaker) Amanda Carson (Whittaker) Sonya Corley (Marshall) Peggy Davis (Brookdale) Jennifer Fanning (Dover) Teresa Jennings (Whittaker) Mary Pent (Sheridan) Barbara Rivers (Marshall) Carol Tant (Marshall) Kayla Terhune (Brookdale) Jennifer Turner (Marshall) Marilyn Young (Bethune-Bowman)
Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

Week of Aug. 20th - Aug. 24th Aug. 20th - Aug. 24th Indicator Weather K-4.1: Identify weather changes that occur from day to day. Instructional Strategies 1. It is essential for students to be able to identify weather changes from day to day and to recognize that weather changes on a daily basis. There are many different types of weather conditions, for example, sunny, rainy, stormy, snowy, cloudy, windy, hot, wet, or cold. NOTE TO TEACHER: In conjunction with K-1.3, they can predict the weather based on observations. 2. It is not essential for students to use weather instruments to gather data. Data collection using instruments will nd be introduced at 2 grade (2-1.2 and 2-3.4) where students will use a thermometer, rain gauge, and wind vane or sock to measure and record weather information. 3. Correlate Marzano Instructional Strategies: 1. KWL 2. Venn Diagram 3. Frayer Model

4. Each morning during calendar time one child will be chosen to check the weather. That child will go to the window/door to observe the days weather condition. As that child is walking to the window/door the class will sing a weather song. 5. Each morning during calendar time a child/class will observe the daily weather condition i.e.: sunny, windy, rainy, foggy etc., and the teacher will record this information pictorially on a graph. 6. Draw or chart the weather for a week. Resources STC Weather Kit The Weather Channel - www.weather.com www.weatherbug.com Text: MacMillan/McGraw-Hill South Carolina Science -TE-pg. 170 unit D lesson 1 Leveled Reader-What is Weather? Flip Book-pg. 38-39 Extensions: Students will observe a TV weather show and discuss what they observed. Through dramatic play, the students will act out the weather observations, using puppets. SC Science Standards Support Document https://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm http://ETV.StreamlineSC.org www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com

On-going Vocabulary-Science air amount animal change

color

day

environment

growth

life cycle

living

measure

needs night nonliving observe part pattern plant predict sun system tool unit weather whole

question seasons

senses size

sort

Assessment Assessment Guidelines: The objective of this indicator is to identify daily weather changes; therefore, the primary focus of assessment should be to remember different types of weather conditions. However, appropriate assessments should also require students to identify how the weather is different today compared to yesterday using specific terms.

Week of Aug. 27th - Aug. 31st Aug. 27th - Aug. 31st Indicator My Body/Senses (SIGHT) K-3.1 Identify the distinct Structures in human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue and skin). Instructional Strategies Our Five Senses by Gail Sanders-Smith & Lisa Trumbauer or another related book. Introduce Dr. Jean song Five Senses (Kiss Your Brain CD) Brown Bear, Brown Bear What do you See? by Eric Carle 1. Teacher will read Brown Bear and create an anchor chart listing the animals observed in the story. 2. Read section entitled The Sense of Sight. The teacher will have students look at the penny and discuss what they see. Then have the students look at the penny through a magnifying glass. Discuss. Then have students look at the penny through a microscope. Discuss the differences and why they thought they saw different things at different times. 3. Students will sit with a partner and draw a portrait of each other and discuss what they observed. 4. Have students observe an apple and draw a picture of what it looks like. 5. Teach the words to the song, Head and shoulders, knees and toes As the children sing, they will touch the mentioned part of the body. Song: Head and shoulders, knees and toes-Knees and toes! Head and shoulders, Knees and toes-Knees and toes! Eyes and ears and mouth and nose, Head shoulders knees and toes-Knees and toes! Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair It is essential for students to know that the human body has distinct structures and that they serve different functions. Walking Holding Touching To move on foot. We use our feet and legs to walk. To take or grasp something firmly and not let go. We use our hand(s), fingers, or arms to hold things. To gather information from objects through direct contact with the skin on the fingers, hands, or other parts of the body. To use your eyes to identify objects. To gather information with your nose. To identify sounds with your ears. To use a particular language to communicate with people. Most people use their mouths to communicate but some use their hands and some even use a computer.

Seeing Smelling Hearing Talking

Tasting

To determine flavor with the tongue or mouth. Bitter, salty, sour, and sweet are the four tastes the tongue can discern.

It is not essential for students to go beyond identifying these It is essential for students to know that there are five senses and that there are specific parts of the body (sensory organs) that are responsible for each of the five senses. Eyes The sensory organs that see. They take in information (for example, shapes, colors, size or movements) about the world. Nose The sensory organ that smells odors and is a big part of why a person is able to taste things. Ears The sensory organs that collect sounds. The part of the ear that can be seen collects the sounds a person hears. Tongue The sensory organ that aids in swallowing, tasting, and speaking. Skin The sensory organ that covers and protects everything inside the body. The skin holds everything together. It also helps keep the body at just the right temperature and allows people to have the sense of touch (for example shape, texture, hardness). It is not essential for students to go beyond identifying the functions of the sensory organs. Resources Text: MacMillan/McGraw-Hill South Carolina Science Books: Lakeshore Five Senses Story Telling Kit My Five Senses by Aliki, Five Senses big book, Inside, Outside, Upside Down, Barneys Five Senses You Hear With Your Ears Hearing, You Feel With Your Hands Touching, You Smell With Your Nose Smelling You See With Your Eyes Seeing, You Taste With Your Tongue Tasting FOSS Kit-Insights Senses (L) CDs: Dr. Jean, Kiss Your Brain Five Senses See Module K-3.1 in S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 Websites: Raders Kapili - www.kapili.com Biology for Kids - www.biology4kids A to Z Teacher Stuff - http://atozteacherstuff.com/lessons/BodyOutlines.shtml ABC Teach - www.ABCteach.com Yahooligans - www.Yahooligans.com Kids Health - http://kidshealth.org/ The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com

www.kbears.com www.peepandthebigwideworld.com The Hokey Pokey, Melody House Recordings 1972 Extensions: The students will make a model of the human body using parts precut from construction paper. On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole

growth life cycle living measure question seasons senses size sort

Assessment The objective of this indicator is to identify the functions of the sensory organs; therefore, the primary focus of assessment should be to recognize the organs associated with each of the five senses. The objective of this indicator is to identify structures of the human body used for the listed actions; therefore, the primary focus of assessment should be to recognize that humans have body structures responsible for walking, holding, touching, seeing, hearing, talking, and tasting. Week of Sept. 3rd - Sept. 7th Sept. 3rd Indicator Labor Day (Holiday) Instructional Strategies Labor Day (Holiday) Resources Labor Day (Holiday) Assessment Labor Day (Holiday) Sept. 4th - Sept. 7th Indicator My Body/Senses (HEARING) K-3.1 Identify the distinct Structures in human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue and skin. Instructional Strategies Our Five Senses by Gail Sanders-Smith & Lisa Trumbauer or another related book. Introduce Dr. Jean song Five Senses (Kiss Your Brain CD) The Listening Walk (Readwell), The Field Trip (Readwell) 1. Teacher will read The Listening Walk and discuss the elements throughout the story. Teacher will take the students on a listening walk. 2. The teacher will read and discuss book. Read section entitled The Sense of Hearing 3. The teacher will prepare one canister for each group with a cotton ball, penny, paperclip, rice and sand. Have a card prepared to match each. Have each group test each item and try to match each to the corresponding cards using their sense of hearing. 4. Play two sounds, have the students to draw a picture of what they hear. The teacher will reveal the answers and discuss the sounds with the students. 5. The teacher will drop, thump, or cut an apple to listen to the sounds they make. 6. Make a Parts Chart. The 1st column of the chart will have the phrases: We have one, We have two, We have five, and We have ten. In the next column, the children will come up with the correct answers to put in each row. Ex: We have 2 eyes, or we have 2 legs. Teacher can help suggest some that children may forget such as nostrils or toenails. Correlate Marzano Instructional Strategies: Frayer Model

Labor Day (Holiday)

KWL Think/Share/Pair Venn Diagram

It is essential for students to know that the human body has distinct structures and that they serve different functions. Walking Holding Touching To move on foot. We use our feet and legs to walk. To take or grasp something firmly and not let go. We use our hand(s), fingers, or arms to hold things. To gather information from objects through direct contact with the skin on the fingers, hands, or other parts of the body. To use your eyes to identify objects. To gather information with your nose. To identify sounds with your ears. To use a particular language to communicate with people. Most people use their mouths to communicate but some use their hands and some even use a computer. To determine flavor with the tongue or mouth. Bitter, salty, sour, and sweet are the four tastes the tongue can discern.

Seeing Smelling Hearing Talking

Tasting

It is not essential for students to go beyond identifying these It is essential for students to know that there are five senses and that there are specific parts of the body (sensory organs) that are responsible for each of the five senses. Eyes The sensory organs that see. They take in information (for example, shapes, colors, size or movements) about the world. Nose The sensory organ that smells odors and is a big part of why a person is able to taste things. Ears The sensory organs that collect sounds. The part of the ear that can be seen collects the sounds a person hears. Tongue The sensory organ that aids in swallowing, tasting, and speaking. Skin The sensory organ that covers and protects everything inside the body. The skin holds everything together. It also helps keep the body at just the right temperature and allows people to have the sense of touch (for example shape, texture, hardness). It is not essential for students to go beyond identifying the functions of the sensory organs . Resources Text: MacMillan/McGraw-Hill South Carolina Science Books: Lakeshore Five Senses Story Telling Kit My Five Senses by Aliki, Five Senses big book, Inside, Outside, Upside Down, Barneys Five Senses You Hear With Your Ears Hearing, You Feel With Your Hands Touching, You Smell With Your Nose Smelling You See With Your Eyes Seeing, You Taste With Your Tongue Tasting

FOSS Kit- Insights Senses (L) CDs: Dr. Jean, Kiss Your Brain Five Senses See Module K-3.1 in S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 Websites: Raders Kapili - www.kapili.com Biology for Kids - www.biology4kids A to Z Teacher Stuff - http://atozteacherstuff.com/lessons/BodyOutlines.shtml ABC Teach - www.ABCteach.com Yahooligans - www.Yahooligans.com Kids Health - http://kidshealth.org/ The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com The Hokey Pokey, Melody House Recordings 1972 Extensions: The students will make a model of the human body using parts precut from construction paper. On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole

growth life cycle living measure question seasons senses size sort

Assessment The objective of this indicator is to identify the functions of the sensory organs; therefore, the primary focus of assessment should be to recognize the organs associated with each of the five senses. The objective of this indicator is to identify structures of the human body used for the listed actions; therefore, the primary focus of assessment should be to recognize that humans have body structures responsible for walking, holding, touching, seeing, hearing, talking, and tasting.

Week of Sept. 10th - Sept. 14th Sept. 10th - Sept. 14th Indicator My Body/Senses (TASTE) K-3.1 Identify the distinct Structures in human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue and skin. Instructional Strategies Our Five Senses by Gail Sanders-Smith & Lisa Trumbauer or another related book. Introduce Dr. Jean song Five Senses (Kiss Your Brain CD) Green Eggs & Ham by Dr. Suess 1. The teacher will read and discuss book. Read section entitled The Sense of Taste

2. The teacher will give each student a plate with Bakers chocolate, lemon drops, salt & vinegar potato chips, and M&Ms. Have each student taste each item and then use describing words to describe each. Use categories such as sweet, sour, bitter and salty. 3. The teacher will give the students apples (red, green yellow) and graph each childs apple preference. 4. The teacher will give the students a dill pickle & bread/butter pickle and have them do a think/pair/share about the taste. 5. As a fun activity, teacher may play a simple game of Simon Says. The children will be asked to move different body parts in specific ways. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram It is essential for students to know that the human body has distinct structures and that they serve different functions. Walking Holding Touching To move on foot. We use our feet and legs to walk. To take or grasp something firmly and not let go. We use our hand(s), fingers, or arms to hold things. To gather information from objects through direct contact with the skin on the fingers, hands, or other parts of the body. To use your eyes to identify objects. To gather information with your nose. To identify sounds with your ears. To use a particular language to communicate with people. Most people use their mouths to communicate but some use their hands and some even use a computer. To determine flavor with the tongue or mouth. Bitter, salty, sour, and sweet are the four tastes the tongue can discern.

Seeing Smelling Hearing Talking

Tasting

It is not essential for students to go beyond identifying these It is essential for students to know that there are five senses and that there are specific parts of the body (sensory organs) that are responsible for each of the five senses. Eyes The sensory organs that see. They take in information (for example, shapes, colors, size or movements) about the world. Nose The sensory organ that smells odors and is a big part of why a person is able to taste things. Ears The sensory organs that collect sounds. The part of the ear that can be seen collects the sounds a person hears. Tongue The sensory organ that aids in swallowing, tasting, and speaking. Skin The sensory organ that covers and protects everything inside the body. The skin holds everything together. It also helps keep the body at just the right temperature and allows people to have the sense of touch (for example shape, texture, hardness).

It is not essential for students to go beyond identifying the functions of the sensory organs. Resources Text: MacMillan/McGraw-Hill South Carolina Science Books: Lakeshore Five Senses Story Telling Kit My Five Senses by Aliki, Five Senses big book, Inside, Outside, Upside Down, Barneys Five Senses You Hear With Your Ears Hearing, You Feel With Your Hands Touching, You Smell With Your Nose Smelling You See With Your Eyes Seeing, You Taste With Your Tongue Tasting FOSS Kit- Insights Senses (L) CDs: Dr. Jean, Kiss Your Brain Five Senses See Module K-3.1 in S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 Websites: Raders Kapili - www.kapili.com Biology for Kids - www.biology4kids A to Z Teacher Stuff - http://atozteacherstuff.com/lessons/BodyOutlines.shtml ABC Teach - www.ABCteach.com Yahooligans - www.Yahooligans.com Kids Health - http://kidshealth.org/ The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com The Hokey Pokey, Melody House Recordings 1972 Extensions: The students will make a model of the human body using parts precut from construction paper. On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole

growth life cycle living measure question seasons senses size sort

Assessment The objective of this indicator is to identify the functions of the sensory organs; therefore, the primary focus of assessment should be to recognize the organs associated with each of the five senses. The objective of this indicator is to identify structures of the human body used for the listed actions; therefore, the primary focus of assessment should be to recognize that humans have body structures responsible for walking, holding, touching, seeing, hearing, talking, and tasting. Week of Sept. 17th - Sept. 21st Sept. 17th - Sept. 21st Indicator My Body/Senses (TOUCH) K-3.1 Identify the distinct Structures in human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue and skin. Instructional Strategies

Our Five Senses by Gail Sanders-Smith & Lisa Trumbauer or another related book. Introduce Dr. Jean song Five Senses (Kiss Your Brain CD) Caps for Sale (Readwell) Straw Hats for Sale (Readwell) 1. The teacher will read and discuss book. Discuss the texture of the hats. 2. Read section entitled The Sense of Touch 3. Ahead of time prepare one card per group with a wooden block, paper and erasers. 4. Then prepare socks with the preceding items. 5. Allow each group to predict which sock matches each picture. 6. Students will explore to confirm predictions and then match cards to socks. 7. The teacher will allow students to touch the outside/inside of the apple and compare using a Marzano strategy. 8. Using the document camera, the children will be supplied with cards containing the names of body parts and outline of a boy or girl. They can use the cards to label the outline. Correlate Marzano Instructional Strategies: Frayer Model KWL Think/Share/Pair Venn Diagram It is essential for students to know that the human body has distinct structures and that they serve different functions. Walking Holding Touching To move on foot. We use our feet and legs to walk. To take or grasp something firmly and not let go. We use our hand(s), fingers, or arms to hold things. To gather information from objects through direct contact with the skin on the fingers, hands, or other parts of the body. To use your eyes to identify objects. To gather information with your nose. To identify sounds with your ears. To use a particular language to communicate with people. Most people use their mouths to communicate but some use their hands and some even use a computer. To determine flavor with the tongue or mouth. Bitter, salty, sour, and sweet are the four tastes the tongue can discern.

Seeing Smelling Hearing Talking

Tasting

It is not essential for students to go beyond identifying these It is essential for students to know that there are five senses and that there are specific parts of the body ( sensory organs) that are responsible for each of the five senses. Eyes The sensory organs that see. They take in information (for example, shapes, colors, size or movements) about the world. Nose The sensory organ that smells odors and is a big part of why a person is able to taste things. Ears The sensory organs that collect sounds. The part of the ear that can be seen collects the sounds a person hears. Tongue The sensory organ that aids in swallowing, tasting, and speaking.

Skin The sensory organ that covers and protects everything inside the body. The skin holds everything together. It also helps keep the body at just the right temperature and allows people to have the sense of touch (for example shape, texture, hardness). It is not essential for students to go beyond identifying the functions of the sensory organs. Resources Text: MacMillan/McGraw-Hill South Carolina Science Books: Lakeshore Five Senses Story Telling Kit My Five Senses by Aliki, Five Senses big book, Inside, Outside, Upside Down, Barneys Five Senses You Hear With Your Ears Hearing, You Feel With Your Hands Touching, You Smell With Your Nose Smelling You See With Your Eyes Seeing, You Taste With Your Tongue Tasting FOSS Kit- Insights Senses (L) CDs: Dr. Jean, Kiss Your Brain Five Senses See Module K-3.1 in S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 Websites: Raders Kapili - www.kapili.com Biology for Kids - www.biology4kids A to Z Teacher Stuff - http://atozteacherstuff.com/lessons/BodyOutlines.shtml ABC Teach - www.ABCteach.com Yahooligans - www.Yahooligans.com Kids Health - http://kidshealth.org/ The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com The Hokey Pokey, Melody House Recordings 1972 Extensions: The students will make a model of the human body using parts precut from construction paper. On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole

growth life cycle living measure question seasons senses size sort

Assessment The objective of this indicator is to identify the functions of the sensory organs; therefore, the primary focus of assessment should be to recognize the organs associated with each of the five senses. The objective of this indicator is to identify structures of the human body used for the listed actions; therefore, the primary focus of assessment should be to recognize that humans have body structures responsible for walking, holding, touching, seeing, hearing, talking, and tasting.

Week of Sept. 24th - Sept. 28th

Sept. 24th - Sept. 28th Indicator My Body/Senses (SMELL) K-3.1 Identify the distinct Structures in human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. K-3.2 Identify the functions of the sensory organs (including the eyes, nose, ears, tongue and skin. Instructional Strategies Our Five Senses by Gail Sanders-Smith & Lisa Trumbauer or another related book. Introduce Dr. Jean song Five Senses (Kiss Your Brain CD) 1. Give each child a cookie to feel, smell, taste, and see. 2. Explain that today we will begin learning more about our five senses. 3. The teacher will read and discuss book. Read section entitles The Sense of Smell 4. Ahead of time prepare one card per group with a picture of peppermint, orange, lemon & licorice. Have each group predict the smell. Discuss the pleasing and unpleasing smells. 5. Have each student take turns smelling and see if they can match cards to canisters. 6. Smell the apple and classify if it smells sweet or sour. 7. The children will listen to the Hokey Pokey and shake their body parts all about This will give understanding of functions of wrists, elbows, knees, etc. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram It is essential for students to know that the human body has distinct structures and that they serve different functions. Walking Holding Touching To move on foot. We use our feet and legs to walk. To take or grasp something firmly and not let go. We use our hand(s), fingers, or arms to hold things. To gather information from objects through direct contact with the skin on the fingers, hands, or other parts of the body. To use your eyes to identify objects. To gather information with your nose. To identify sounds with your ears. To use a particular language to communicate with people. Most people use their mouths to communicate but some use their hands and some even use a computer. To determine flavor with the tongue or mouth. Bitter, salty, sour, and sweet are the four tastes the tongue can discern.

Seeing Smelling Hearing Talking

Tasting

It is not essential for students to go beyond identifying these It is essential for students to know that there are five senses and that there are specific parts of the body (sensory organs) that are responsible for each of the five senses. Eyes The sensory organs that see. They take in information (for example, shapes, colors, size or movements) about the world. Nose The sensory organ that smells odors and is a big part of why a person is able to taste things. Ears The sensory organs that collect sounds.

The part of the ear that can be seen collects the sounds a person hears.

Tongue The sensory organ that aids in swallowing, tasting, and speaking. Skin The sensory organ that covers and protects everything inside the body. The skin holds everything together. It also helps keep the body at just the right temperature and allows people to have the sense of touch (for example shape, texture, hardness). It is not essential for students to go beyond identifying the functions of the sensory organs. Resources Text: MacMillan/McGraw-Hill South Carolina Science Books: Lakeshore Five Senses Story Telling Kit My Five Senses by Aliki, Five Senses big book, Inside, Outside, Upside Down, Barneys Five Senses You Hear With Your Ears Hearing, You Feel With Your Hands Touching, You Smell With Your Nose Smelling You See With Your Eyes Seeing, You Taste With Your Tongue Tasting FOSS Kit- Insights Senses (L) CDs: Dr. Jean, Kiss Your Brain Five Senses See Module K-3.1 in S3 Curriculum at http://scde.mrooms.org/index.php?page=14495 Websites: Raders Kapili - www.kapili.com Biology for Kids - www.biology4kids A to Z Teacher Stuff - http://atozteacherstuff.com/lessons/BodyOutlines.shtml ABC Teach - www.ABCteach.com Yahooligans - www.Yahooligans.com Kids Health - http://kidshealth.org/ The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com The Hokey Pokey, Melody House Recordings 1972 Extensions: The students will make a model of the human body using parts precut from construction paper. On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole

growth life cycle living measure question seasons senses size sort

Assessment The objective of this indicator is to identify the functions of the sensory organs; therefore, the primary focus of assessment should be to recognize the organs associated with each of the five senses. The objective of this indicator is to identify structures of the human body used for the listed actions; therefore, the primary focus of assessment should be to recognize that humans have body structures responsible for walking, holding, touching, seeing, hearing, talking, and tasting. Week of Oct. 1st - Oct. 5th

Oct. 1st - Oct. 5th Indicator K-1.1 Identify observed objects or events by using the senses. K-1.2 Use tools including magnifiers and eyedroppers safely, accurately, and appropriately when gathering specific data. K-1.3 Predict and explain information or events based on observation or previous experience. K-1.5 Use appropriate safety procedures when conducting investigations Instructional Strategies It is essential for students to know that making observations is a way of learning about the world around us. A scientific observation is one that anyone can make and the result will always be the same. For example, the plant is green, has three leaves, and feels smooth. An unscientific observation, or an opinion, is one that not everyone may agree on. For example, the flower is pretty. Observing does not mean just looking at something. It involves the use of several or all of the five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures. Tasting in science should only be done with the permission of the teacher under controlled conditions. Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment). It is not essential for students to identify observations as qualitative or quantitative. 1. Give students paper material (construction paper, wax paper, notebook paper, card stock). Ask students to place a drop of water on each type of paper and observe the waters reaction to the paper. 2. Have the students to write their observations in their science journals. 3. Using the hand lens, have the student observe a drop of colored water on a piece of white paper and observe with the hand lens, write observations in their science journals. 4. Review safety procedures before investigations and demonstrate the correct use of tools. Correlate Marzano Instructional Strategies: Frayer Model KWL Think/Share/Pair Venn Diagram Resources FOSS Kit- Insights Senses (L) SC Science Standards Support Document https://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm http://ETV.StreamlineSC.org www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher created assessment/teacher observation/checklist

growth life cycle living measure question seasons senses size sort

Week of Oct. 8th - Oct. 12th

Oct. 8th - Oct. 12th Indicator K-1.1 Identify observed objects or events by using the senses. Instructional Strategies Instructional Considerations: This lesson introduces the five senses to the students along with the words used to describe objects we observe with our senses. For example when we see an object, we can describe its color, size, shape. When we touch an object, we can describe its texture as smooth or rough. We can describe the sound we hear as loud or soft. We can describe the smell as strong or mild. We can also describe how something tastes -sweet or sour, salty or bitter. The objective of the lesson is to use reasoning along with the senses to discover the identity of a hidden object. This lesson is an example of how a teacher might address the intent of this indicator. Possible resources might include the FOSS Wood and Paper kit, FOSS Fabric kit, and Insights Myself and Others and Senses kits, any of which provide opportunities for conceptual development of the concepts within the standard. Safety Note(s): Students should understand that the sense of taste is very important but that they should never taste anything in science class unless the teacher tells them it is appropriate. Additionally, the sense of smell should only be used by wafting the scent of the object toward the nose by moving the hand back and forth over the object. For young children this can be called the scientific sniff. Lesson time: Two days (45 minutes x 2) Materials Needed: For each child: An opaque (non-transparent) container with an easily closed lid (quart size plastic yogurt containers or small cardboard boxes work well). For each small group of students: A group of objects of various weights and textures that is small enough to fit into the containers: a PingPong ball, a plastic egg, various blocks, a large coin, a small paper cup, a feather, a cotton ball with a small amount of vanilla extract on it, and a pencil eraser. Use objects that are familiar to the students. A tray to hold the objects. A towel to cover the objects. Focus Question: How do we observe with our senses? Engage: 1. Show the children a tray of three to eight small objects, and invite them to look at, touch, and smell the objects, exploring and describing their properties. Explore: 1. Ask each student to talk about one object and then compare two. What do you feel? Is it soft or hard? How heavy is it? How are they alike and how are they different? Is it rough or smooth? What color is it? 2. Next, play a What is it? game. The object of the game is to guess the identity of a mystery object hidden inside the container. To keep students from seeing the object, cover the tray with the cloth while you pick up the object. 3. You can leave the cloth covering the remaining objects or remove it. Some children w ill ignore the objects left on the tray, but others will use them to determine what is not in the container. To make the game more challenging and to keep the focus on using the senses, after a few rounds keep the remaining objects covered. 4. The students w ill shake the container to hear the sound the object makes as it moves. Ask, What can we tell about the hidden object by listening to it move? How heavy is it? How does it move? Does it roll or slide? Give each child a turn to tell her or his guess and share why they think that before opening the container. 5. For students who need more help, you can model how to ask questions about what you feel and hear to determine what is inside the container. Does it feel heavy? Does it roll when I tip the container? If students cannot guess the object by sound let them close their eyes and use the scientific sniff by wafting the scent of the object toward their nose. If the object still cannot be determined, let them put their hand in the container to feel it.

6. Switch roles with the students, allowing them to put an object into the container while you cover your eyes. Keep the focus on asking questions by saying, What questions should I be asking to learn about the hidden object? Explain: 1. Ask these questions. What senses did we use to guess the mystery object? Did we use our hearing? Did we use our sense of touch? Did we use our sense of sight? When is it appropriate to use our sense of taste? (Use taste only when the teacher tells us to.) How do we use our sense of smell safely? (Waft the scent toward our nose by waving our hand over the object - the scientific sniff). Extend: 1. The objects and the opaque container should be placed in a center for the students to continue playing the What is it? game over time. Occasionally new objects should be introduced to the center. 2. As students play the game in the center, the teacher should question students in order to determine if they can identify observed objects or events by using the senses and understand that observations are made using some or all of the five senses. Ask them what sense enabled them to make a particular observation. Correlate Marzano Instructional Strategies: Frayer Model KWL Think/Share/Pair Venn Diagram Resources SC Science Standards Support Document FOSS Wood and Paper/ Insights Senses https://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm http://ETV.StreamlineSC.org www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist

growth life cycle living measure question seasons senses size sort

Week of Oct. 15th - Oct. 19th Oct. 15th - Oct. 19th

Indicator K-4.1 Identify weather changes that occur from day to day. K-4.2 Compare the weather patterns that occur from season to seasons. K- 4.3 Summarize ways that the seasons affect plants and animals. Instructional Strategies 1. During calendar time, have students name the 4 seasons and act out (dramatize) each season. Ex. For spring, students spring up quickly. For summer, dramatize being hot. For fall, they act like leaves falling to the ground. For winter, they shiver. 2. In small groups teacher will discuss proper dress worn in the different seasons. Then, children will use reproduced AIMS pages (Primary Bears pp.36-40) to use appropriate clothing to dress a bear. Ex: sweater on winter page, t-shirt on summer page. 3. In the writing center teacher should provide the words winter, spring, summer, and fall. Enough pages should be provided so that each child can write each season on a sheet and illustrate what they see, feel, wear, or celebrate during that season. 4. Do Weather Wear activity from AIMS Winter Wonders book. In this activity students use clothing sample cut-outs to match to the correct season. Correlate Marzano Instructional Strategies: Frayer Model KWL Think/Share/Pair Venn Diagram Resources SC Science Standards Support Guide https://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm STC Weather FOSS Kit Text: MacMillan/McGraw-Hill South Carolina Science-Unit D pg. 170-177, 184-189 Flipbook pg. 38-39, 41,G1 Leveled readers-What will I wear today? A favorite season and seasons. www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com SC ETV Streamline Videos http://ETV.streamlineSC.org The Four Seasons (15:00) http://player.discoveryeducation.com/index.cfm?guidAssetId=449DC89A-FE1F-4AA5-B3194532E77D8CBA&blnFromSearch=1&productcode=US Students witness how changes in climate and weather affect their lives. They understand that weather changes seasonally, affecting the earth and the people who live on the earth. Play and Discover with Digger and Splat: Seasons (17:30) http://player.discoveryeducation.com/index.cfm?guidAssetId=A3D3BF2C-8912-44F7-879DBE44F2B8C662&blnFromSearch=1&productcode=DHC Children join puppets Digger and Splat on an exciting magic toy box ride through the seasons and find out exactly what happens in spring, summer, autumn, and winter. Websites: The Four Seasons http://www.windows.ucar.edu/tour/link=/earth/Atmosphere/season.html&edu=elem

A brief explanation and pictures of each season are provided. Seasons http://www.kizclub.com/storytime/seasons/season.html A story that takes you through the seasons of the year. You can print the above book at http://www.kizclub.com/storytime/seasons/seasonprint.pdf Cycles in Nature http://oncampus.richmond.edu/academics/education/projects/webunits/cycles/ Site takes a look at cycles in nature. An explanation of day and night, the different phases of the moon, seasonal changes and tides is provided. Click on seasonal changes for specific information on seasons. Help Bobingo Dress for the Weather. http://www.bbc.co.uk/wales/bobinogs/games/game.shtml?1 First you help him dress for winter weather and then you help him dress for a day at the beach Online weather journal http://cse.ssl.berkeley.edu/first/EyeontheSkyWeatherJournal/ Type in information to get a weather report for the day Matching Game http://www.playkidsgames.com/games/seasons/seasons.htm A Year in the Life of a Tree http://www.leslietryon.com/apples0901/applegame/applegame1.html

Interactive Slides for use on a Smartboard or Activeboard: http://www.ngfl-cymru.org.uk/vtc/seasons/eng/Introduction/default.htm Tree in Winter http://urbanext.illinois.edu/trees1/09.html Tree in Spring http://urbanext.illinois.edu/trees1/10.html Tree in Summer http://urbanext.illinois.edu/trees1/11.html Tree in Fall http://urbanext.illinois.edu/trees1/12.html Suggested Literature The Reasons for the Seasons by Gail Gibbons Four Seasons Make a Year by Anne Rockwell A Busy Year by Leo Lionni On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of Oct. 22nd - Oct. 26th Oct. 22nd - Oct. 25th Indicator K-4.1 Identify weather changes that occur from day to day. K-4.2 Compare the weather patterns that occur from season to seasons. K- 4.3 Summarize ways that the seasons affect plants and animals. Instructional Strategies 1. During calendar time, have students name the 4 seasons and act out (dramatize) each season. Ex. For spring,

growth life cycle living measure question seasons senses size sort

students spring up quickly. For summer, dramatize being hot. For fall, they act like leaves falling to the ground. For winter, they shiver. 2. In small groups teacher will discuss proper dress worn in the different seasons. Then, children will use reproduced AIMS pages (Primary Bears pp.36-40) to use appropriate clothing to dress a bear. Ex: sweater on winter page, t-shirt on summer page. 3. In the writing center teacher should provide the words winter, spring, summer, and fall. Enough pages should be provided so that each child can write each season on a sheet and illustrate what they see, feel, wear, or celebrate during that season. 4. Do Weather Wear activity from AIMS Winter Wonders book. In this activity students use clothing sample cut-outs to match to the correct season. 5. During the week take the students outside to observe the clouds and the weather. Correlate Marzano Instructional Strategies: Frayer Model KWL Think/Share/Pair Venn Diagram Resources SC Science Standards Support Guide https://www.ed.sc.gov/apps/cso/standards/supdocs_k8.cfm STC Weather FOSS Kit Text: MacMillan/McGraw-Hill South Carolina Science-Unit D pg. 178-183 Flipbook pg. 40 Leveled readers-Clouds SC ETV Streamline Videos http://ETV.streamlineSC.org The Four Seasons (15:00) http://player.discoveryeducation.com/index.cfm?guidAssetId=449DC89A-FE1F-4AA5-B3194532E77D8CBA&blnFromSearch=1&productcode=US Students witness how changes in climate and weather affect their lives. They understand that weather changes seasonally, affecting the earth and the people who live on the earth. Play and Discover with Digger and Splat: Seasons (17:30) http://player.discoveryeducation.com/index.cfm?guidAssetId=A3D3BF2C-8912-44F7-879DBE44F2B8C662&blnFromSearch=1&productcode=DHC Children join puppets Digger and Splat on an exciting magic toy box ride through the seasons and find out exactly what happens in spring, summer, autumn, and winter. Websites: www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com The Four Seasons http://www.windows.ucar.edu/tour/link=/earth/Atmosphere/season.html&edu=elem A brief explanation and pictures of each season are provided. Seasons http://www.kizclub.com/storytime/seasons/season.html A story that takes you through the seasons of the year.

You can print the above book at http://www.kizclub.com/storytime/seasons/seasonprint.pdf Cycles in Nature http://oncampus.richmond.edu/academics/education/projects/webunits/cycles/ Site takes a look at cycles in nature. An explanation of day and night, the different phases of the moon, seasonal changes and tides is provided. Click on seasonal changes for specific information on seasons. Help Bobingo Dress for the Weather. http://www.bbc.co.uk/wales/bobinogs/games/game.shtml?1 First you help him dress for winter weather and then you help him dress for a day at the beach Online weather journal http://cse.ssl.berkeley.edu/first/EyeontheSkyWeatherJournal/ Type in information to get a weather report for the day Matching Game http://www.playkidsgames.com/games/seasons/seasons.htm A Year in the Life of a Tree http://www.leslietryon.com/apples0901/applegame/applegame1.html Interactive Slides for use on a Smartboard or Activeboard: http://www.ngfl-cymru.org.uk/vtc/seasons/eng/Introduction/default.htm Tree in Winter http://urbanext.illinois.edu/trees1/09.html Tree in Spring http://urbanext.illinois.edu/trees1/10.html Tree in Summer http://urbanext.illinois.edu/trees1/11.html Tree in Fall http://urbanext.illinois.edu/trees1/12.html Suggested Literature The Reasons for the Seasons by Gail Gibbons Four Seasons Make a Year by Anne Rockwell A Busy Year by Leo Lionni On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Oct. 26th Indicator Professional Development/Workdays Professional Development/Workdays Instructional Strategies Professional Development/Workdays Resources Professional Development/Workdays Assessment Professional Development/Workdays Week of Oct. 29th - Nov. 2nd Oct. 29th - Nov. 2nd

growth life cycle living measure question seasons senses size sort

Indicator K-1.1 Identify observed objects or events by using the senses. Instructional Strategies 1. Review steps of the scientific process (guess, try, tell). 2. Use yarn/string as a non-standard unit of measurement. 3. Ask students to predict (guess) how much yarn we would need to make a belt for the pumpkin. Make signs entitled, Too Large, Too Small and Just Right. 4. Allow each student an opportunity to measure (try) using his yearn/string. 5. Then place their yarn in the appropriate place. Discuss conclusions (tell). 6. Conduct a pumpkin seed taste test raw or roasted. 7. Display a Venn Diagram titled, How Do You Like Your Seeds? Label one roasted and the other raw. 8. Have students use their sense of taste to decide which they like best. 9. Have students cut out a construction paper seed, write their name on it and place it on the diagram according to their preference. Discuss results of the diagram. 10. The students will identify the life cycle of a pumpkin. Read Floating by Patricia Whitehouse Students will guess whether their pumpkins will sink or float when placed in water. Record guesses. Make a chart of guesses under the words Sink/ Float Students will try it. Ask which side is up when a pumpkin floats (stem, side or bottom) & whether all pumpkins will float the same way. See if other fruits & vegetables will float & graph the results. Compare & contrast. Enjoy eating the different vegetables and fruit after you are finished the lesson. Read Pumpkin Patch by Elizabeth King or another related book. Review the life cycle of a pumpkin. Discuss how all living things go through a life cycle. Non-living things do not go through a life cycle. Science K-2.5 Cut the class pumpkin (carve as well) Scoop out the seeds. Have students e stimate how many seeds. Use a TChart labeled More Than 100 and Less Than 100. Count the seeds and compare the results. Correlate Marzano Instructional Strategies: Frayer Model KWL Think/Share/Pair Venn Diagram Resources Books/Poems: The Pumpkin Book Gail Gibbons The Biggest Pumpkin Ever Steven Kroll Too Many Pumpkins Linda White Pumpkin, Pumpkin Jeane Titherington Floating Patricia Whitehouse The Pumpkin Patch Elizabeth King Peter, Peter Pumpkin Eater poem Five Little Pumpkins poem FOSS Kit-Insights Senses CDs: None Included (Units listed in Anderson 5 Curriculum file folder) Pumpkin Caper sheet Resource 1 Peter, Peter Pumpkin Eater poem Resource 2 Five Little Pumpkins poem Resource 3 www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/

www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com

Other resources and teacher preparation Buy pumpkins for measuring. Buy string/yarn for measuring. Make signs: Large, Small, Just Right. Tub of water Pumpkin seeds Knife Enlarge poems Make construction paper seeds Die cut pumpkins, jack-o-lanterns, candy corn On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of Nov. 5th - Nov. 9th Nov. 5th Indicator K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter) Instructional Strategies 1.Build prior knowledge about animals (KWL chart) 2. Discuss the characteristics about animals 3. Introduce vocabulary terms (air, water, shelter, food, space) 4. Make a pet book to describe how we take care of animals. 5. Make a chart about favorite pet or pet the students have at home 6. Play rhyming game with different terms relating to animals. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Books The Cow that went OINK(Readwell) Old MacDonalds Farm (Readwell) FOSS kit-Animals 2x2 www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com

South Carolina Science Macmillan/McGraw-Hill pg. 70-77 Unit B lesson 2 Flipbook pg 16-17 Unit B On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist

Nov. 6th Indicator Election Day (Holiday) Instructional Strategies Election Day (Holiday) Resources Election Day (Holiday) Assessment Election Day (Holiday) Week of Nov. 5th - Nov. 9th Nov. 7th - Nov. 9th Indicator K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter) Instructional Strategies 1.Build prior knowledge about animals (KWL chart) 2. Discuss the characteristics about animals 3. Introduce vocabulary terms (air, water, shelter, food, space) 4. Make a pet book to describe how we take care of animals. 5. Make a chart about favorite pet or pet the students have at home 6. Play rhyming game with different terms relating to animals. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Books The Cow that went OINK(Readwell) Old MacDonalds Farm (Readwell) FOSS-Animals 2x2 www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com South Carolina Science Macmillan/McGraw-Hill pg. 70-77 Unit B lesson 2 Flipbook pg. 16-17 Unit B On-going Vocabulary-Science Election Day (Holiday)

air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessments/teacher observation/checklist

growth life cycle living measure question seasons senses size sort

Week of Nov. 12th - Nov. 16th Nov. 12th - Nov. 16th Indicator K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter) Instructional Strategies 1.Build prior knowledge about how animals help people (KWL chart) 2. Make a Venn Diagram comparing pets and farm animals. 4. Make a pet book showing how animals help us. (food, clothing) 5. Discuss how people interact with animals (farmers) Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Books The adventures of Taxi Dog(Readwell) Sarge the Police Dog (Readwell) Helping Dogs (Readwell) FOSS kit-Animals 2x2 www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com South Carolina Science Macmillan/McGraw-Hill pg. 112-117 Unit B lesson 8 Flipbook pg 25 Unit B Leveled reader-Good Morning On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist

growth life cycle living measure question seasons senses size sort

Week of Nov. 19th - Nov. 23rd Nov. 19th - Nov. 20th

Indicator Nutrition/Food Pyramid K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter) Instructional Strategies Discuss what food you might eat during Thanksgiving. Categorize the foods by the food pyramid. Using an anchor chart classify the foods by healthy and unhealthy. Role play- The First Thanksgiving What would the Pilgrims and Native Americans have used to stay alive. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Book: The First Thanksgiving www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com FOSS kit-Animals 2x2 On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Nov. 21st - Nov. 23rd Indicator Thanksgiving (Holiday) Instructional Strategies Thanksgiving (Holiday) Resources Thanksgiving (Holiday) Assessment Thanksgiving (Holiday) Thanksgiving (Holiday)

growth life cycle living measure question seasons senses size sort

Week of Nov. 26th - Nov. 30th Nov. 26th - Nov. 30th

Indicator K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.2: Identify examples of organisms and nonliving things K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. Instructional Strategies 1.Introduce the term insects and list different types (T-chart/Frayer Model) 2. Have children using their imagination to be a bug. 3. Give students a cracker and a block and have them to feel without seeing to identify the two (students eyes should be closed during this activity). This will help the students to understand the feelers on the insects. 4. Compare how our (human) senses are different from bug senses. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Books: Two Bad Ants (Readwell) Insects Facts (Readwell) Mrs. B Anatomy Lesson (Readwell) South Carolina Science Macmillan/McGraw-Hill pg. 78-83 Unit B lesson 3 Flip Book pg. 18 FOSS kit-Animals 2x2 www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist

Week of Dec. 3rd - Dec. 7th Dec. 3rd - Dec. 7th Indicator Nutrition/Food Pyramid K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter) Instructional Strategies Discuss what foods are healthy and what foods are unhealthy. Categorize the foods by the food pyramid. Using an anchor chart classify the foods by healthy and unhealthy. Virtual field trip to grocery store. Use the lunch menu to classify foods on food pyramid.

Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Books: The Berenstain Bears and too much Junk Food (Readwell) The Jellybean Junk Food Blues (Readwell) The Jefferson Park Blues (Readwell) FOSS kit-Animals 2x2 www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com www.unitedstreaming.com On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessments/teacher observation/checklist Week of Dec. 10th - Dec. 14th Dec. 10th - Dec. 14th Indicator Magnets K-5.1 Classify objects by observable properties magnetic attraction. K- 5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Instructional Strategies 1. Provide students with various sized and shaped magnets and allow them to test items in the classroom for magnetic attraction. 2. Use activities from AIMS Mostly Magnets book, specifically, Stick to it, What will a Magnet Attract? and A Sorting Challenge. 3. Make a magnet book 4. Have children get in pairs. Tell the children they need to act like magnets and stick their two palms together. Have the pairs move around the room doing their best not to break apart. 5. Discuss vocabulary words-repel/attract/push/pull 6. Have students create shapes/animals from air dry clay and make their own magnet. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources South Carolina Science Macmillan/McGraw-Hill-pg. 268-273

growth life cycle living measure question seasons senses size sort

Flip Book-pg. 59 Leveled Reader-What Can a Magnet Do? DSM Magnets (2 grade kit) www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of Dec. 17th - Jan. 4th Dec. 17th - Jan. 2nd Indicator Winter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Jan. 3rd - Jan. 4th Indicator Winter/Hibernation/Polar Animals K-4.1 Identify weather changes that occur from day to day. K-4.2 Compare the weather patterns that occur from season to season. K-4.3 Summarize ways that the seasons affect plants and animals. Instructional Strategies 1. Each morning during calendar time a child/class will observe the daily weather condition i.e.: sunny, windy, rainy, foggy etc., and the teacher will record this information pictorially on a grapy. 2. Each morning during calendar tine one child will be chosen to check the weather. That child will go to the window/door to observe that the days weather condition. As that child is walking to the window/door the class will sing a weather song. 3. In the class writing center have each child make a book entitled The Weather. Make available colorful pictures of various weather conditions. Label the pictures appropriately: sunny, cloudy, rainy, windy etc. then hae children write the weather word (sunny, cloudy etc.) and illustrate that page accordingly. 4. In large group, teacher will read the big book, Whats the Weather Like Today? Then in small group, children will make their own little book duplicating teachers big book to read at home. 5. Using cotton balls, ask students to create a fluffy cloud. Glue their cloud to a clue piece of construction paper. Ask student to write several sentences describing their cloud. K-4.3 6.A class chart can be made to compare and contrast how animals and humans are affected by changes in weather. Some examples may include: Animals may grow extra furwe wear extra clothing and coats. Animals hibernatewe tend to stay in more to protect ourselves from the cold. Animals may also change color during different seasons. Winter Break
nd

growth life cycle living measure question seasons senses size sort

Extension: Students can be invited to bring a stuffed bear form home to hibernate in a cave in the class. Use the big A Busy Year by Leo Lionni to changes throughout the seasons.er Break Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Websites: The Weather Channel- www.weather.com www.weatherbug.com www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com STC Weather(E) FOSS Kit FOSS kit-Animals 2x2 Extensions: Students will observe a TV weather show and discuss what they observed. Through dramatic play, the students will act out the weather observation, using Wuppets. Books: Weather from 101 Science Poems and Songs and Young Learners (Scholastic) int On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/ checklist Break Week of Jan. 7th - Jan. 11th Jan. 7th - Jan. 11th Indicator Winter/Hibernation/Polar Animals K-4.1 Identify weather changes that occur from day to day. K-4.2 Compare the weather patterns that occur from season to season. K-4.3 Summarize ways that the seasons affect plants and animals. Instructional Strategies 1. Each morning during calendar time a child/class will observe the daily weather condition i.e.: sunny, windy, rainy, foggy etc., and the teacher will record this information pictorially on a grapy. 2. Each morning during calendar tine one child will be chosen to check the weather. That child will go to the window/door to observe that the days weather condition. As that child is walking to the window/door the class will sing a weather song. 3. In the class writing center have each child make a book entitled The Weather. Make available colorful pictures of various weather conditions. Label the pictures appropriately: sunny, cloudy, rainy, windy etc. then have children write the weather word (sunny, cloudy etc.) and illustrate that page accordingly. 4. In large group, teacher will read the big book, Whats the Weather Like Today? Then in small group, children will make their own little book duplicating teachers big book to read at home. 5. Using cotton balls, ask students to create a fluffy cloud. Glue their cloud to a clue piece of construction paper. Ask student to write several sentences describing their cloud. K-4.3 6.A class chart can be made to compare and contrast how animals and humans are affected by changes in weather.

growth life cycle living measure question seasons senses size sort

Some examples may include: Animals may grow extra furwe wear extra clothing and coats. Animals hibernatewe tend to stay in more to protect ourselves from the cold. Animals may also change color during different seasons. Extension: Students can be invited to bring a stuffed bear form home to hibernate in a cave in the class. Use the big A Busy Year by Leo Lionni to changes throughout the seasons. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Websites: The Weather Channel- www.weather.com www.weatherbug.com www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com STC Weather(E) FOSS Kit FOSS kit-Animals 2x2 Extensions: Students will observe a TV weather show and discuss what they observed. Through dramatic play, the students will act out the weather observation, using Wuppets. Books: Weather from 101 Science Poems and Songs and Young Learners (Scholastic) On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/ checklist Week of Jan. 14th - Jan. 18th Jan. 14th - Jan. 17th Indicator Winter/Hibernation/Polar Animals K-4.1 Identify weather changes that occur from day to day. K-4.2 Compare the weather patterns that occur from season to season. K-4.3 Summarize ways that the seasons affect plants and animals. in Break Instructional Strategies 1. Each morning during calendar time a child/class will observe the daily weather condition i.e.: sunny, windy, rainy, foggy etc., and the teacher will record this information pictorially on a grapy. 2. Each morning during calendar tine one child will be chosen to check the weather. That child will go t o the window/door to observe that the days weather condition. As that child is walking to the window/door the class will sing a weather song. 3. In the class writing center have each child make a book entitled The Weather. Make available colorful pictures of various weather conditions. Label the pictures appropriately: sunny, cloudy, rainy, windy etc. then have children write the weather word (sunny, cloudy etc.) and illustrate that page accordingly. 4. In large group, teacher will read the big book, Whats the Weather Like Today? Then in small group, children will make their own little book duplicating teachers big book to read at home.

growth life cycle living measure question seasons senses size sort

5. Using cotton balls, ask students to create a fluffy cloud. Glue their cloud to a clue piece of construction paper. Ask student to write several sentences describing their cloud. K-4.3 6.A class chart can be made to compare and contrast how animals and humans are affected by changes in weather. Some examples may include: Animals may grow extra furwe wear extra clothing and coats. Animals hibernatewe tend to stay in more to protect ourselves from the cold. Animals may also change color during different seasons. Extension: Students can be invited to bring a stuffed bear form home to hibernate in a cave in the class. Use the big A Busy Year by Leo Lionni to changes throughout the seasons. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Websites: The Weather Channel- www.weather.com www.weatherbug.com www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com STC Weather(E) FOSS Kit FOSS kit-Animals 2x2 Extensions: Students will observe a TV weather show and discuss what they observed. Through dramatic play, the students will act out the weather observation, using Wuppets. Books: Weather from 101 Science Poems and Songs and Young Learners (Scholastic) Wi On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment t Teacher-made assessment/teacher observation/ checklist er Break

Jan. 18th Indicator Professional Development/Workday Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Week of Jan. 21st - Jan. 25th Jan. 21st - Jan. 22nd Indicator

Martin Luther King Jr. Day (Holiday) Professional Development/Workday Instructional Strategies

Martin Luther King Jr. Day (Holiday) Professional Development/Workday

Martin Luther King Jr. Day (Holiday) Professional Development/Workday Resources Martin Luther King Jr. Day (Holiday) Professional Development/Workday Assessment Martin Luther King Jr. Day (Holiday) Professional Development/Workday Jan. 23rd - Jan. 25th Indicator K-1.1 Identify observed objects or events by using the senses. K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. Instructional Strategies 1. Give students premade baggies and have them observe the soil with a hand lens. 2. Have students to estimate how many scoops it will take to fill an empty jar. 3. Have the children move like creatures that live in the soil. Invite children to wiggle like a worm, crawl very slowly like a snail, and march like an ant. 4. Have students sift the soil to see what items stay on top. 5. Have the students to feel the different textures of the soil. Extension: 1. Collect soil from different areas of the school and compare the texture and color. 2. Place a drop of water on the sifted and non-sifted soil and see how the water reacts. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources South Carolina Science Macmillan/McGraw-Hill-pg. 126-131 Unit C Lesson 1 Flipbook pg. 29 Leveled Reader-Whats in the Soil? FOSS kit-Insights Senses www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment growth life cycle

living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/ checklist Week of Jan. 28th - Feb. 1st Jan. 28th - Feb. 1st Indicator K-1.1 Identify observed objects or events by using the senses. K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data.er Break Instructional Strategies 1. Pair students and give them each a different rock. Compare/contrast the rock using pair/share. 2. Using a balance to see what rock is the heaviest. 3. Read the story-The Three Little Pigs, have students to collect pebbles, paint them red, glue them to a house template to make a house. 4. Collect larger rocks and make a pet rock out of it. 5. Sort rocks according to their observable properties. r Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Books: The Three Little Pigs FOSS-Insights Senses www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com South Carolina Science Macmillan/McGraw-Hill-pg. 132-137 Unit C Lesson 2 Flip book pg. 30 Leveled Reader-Rocks B

On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/ checklistWinter Break Week of Feb. 4th - Feb. 8th Feb. 4th - Feb. 8th Indicator K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water K- 5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Instructional Strategies 1. The teacher will have one example of many different materials. Ex: glass bottle, metal soda can, log, piece of paper, etc. In small groups, children will be able to feel and explore each material cooperatively. After exploration, each child will have a turn describing the different materials. Ex: The bottle is glass. It is smooth. It is clear. or, The log is made of fire wood. It is brown and rough. At the completion of the lesson the teacher will do an overview of the adjectives used to describe the materials and question the students about what each material is used for. 2. The teacher will supply numerous pictures/photos of all kinds of objects. The children will look at the pictures in large group and determine what material the object is made up of. Ex: If the teacher were to hold up a picture of a forest, the children would respond that the trees were made of wood. Or, if the teacher asked what her dress was made of the children, would respond with fabric. The teacher can also expand her questioning to include How do you think a tree feels smooth or rough? 3. The teacher will have 4 small boxes placed in the front of the room labeled WOOD, PLASTIC, GLASS, and FABRIC. Next, he/she will supply numerous objects or pictures of objects to the class. After each item is placed in the box, the class will approve or disapprove of the childs selection through a thumbs up or thumbs down. If a thumbs down occurs, another child will be chosen to cooperatively help the other make the correct decision. Discuss which items can be recycled. 4. In the science center children will have pictures of objects with a descriptive word on it. Ex: a picture of a log and the word wood. Or, a picture of a soda can and the word metal. The children will have paper in the center and will draw the picture and practice writing the corresponding word to match. When they have written and drawn all items, they can make a title page: My Material Book. The teacher will staple the pages together 5. In small groups, the teacher will have small pieces of all kinds of materials. A child in the group will select 2 of the items out of the pile. The group will then estimate which of the 2 items will be heavier and lighter. They may touch/hold them before they estimate. After the estimation, the teacher will place the 2 items on a balance scale to measure them. The children will see if their estimation was correct. This will be repeated until all of the materials have been used. This activity will further help the children understand the properties of all of the materials. After the activity, the balance scale and materials may be placed in the math center for further exploration. 6. Give students cloth and paper. The students will determine if it can be crumpled, folded or torn. Chart the results. 7. Create paper chains. 8. Make paper using newspaper, blender and mesh screen. 9. Create paper bag puppets. 10. Sort objects by wood or metal. 11. Create clay pots using air dry clay. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources South Carolina Science Macmillan/McGraw-Hill-p. 212-229 Flipbook pg. 48-52 Leveled Readers-Hard or Soft Made from Clay Working with Wood

FOSS kit-Wood & Paper (P), DSM Magnets (P) 2 www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com

nd

grade

On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of Feb. 11th - Feb. 15th Feb. 11th - Feb. 15th Indicator K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water K- 5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made.ir Break Instructional Strategies 1. The teacher will have one example of many different materials. Ex: glass bottle, metal soda can, log, piece of paper, etc. In small groups, children will be able to feel and explore each material cooperatively. After exploration, each child will have a turn describing the different materials. Ex: The bottle is glass. It is smooth. It is clear. or, The log is made of fire wood. It is brown and rough. At the completion of the lesson the teacher will do an overview of the adjectives used to describe the materials and question the students about what each material is used for. 2. The teacher will supply numerous pictures/photos of all kinds of objects. The children will look at the pictures in large group and determine what material the object is made up of. Ex: If the teacher were to hold up a picture of a forest, the children would respond that the trees were made of wood. Or, if the teacher asked what her dress was made of the children, would respond with fabric. The teacher can also expand her questioning to include How do you think a tree feels smooth or rough? 3. The teacher will have 4 small boxes placed in the front of the room labeled WOOD, PLASTIC, GLASS, and FABRIC. Next, he/she will supply numerous objects or pictures of objects to the class. After each item is placed in the box, the class will approve or disapprove of the childs selection through a thumbs up or thumbs down. If a thumbs down occurs, another child will be chosen to cooperatively help the other make the correct decision. Discuss which items can be recycled. 4. In the science center children will have pictures of objects with a descriptive word on it. Ex: a picture of a log and the word wood. Or, a picture of a soda can and the word metal. The children will have paper in the center and will draw the picture and practice writing the corresponding word to match. When they have written and drawn all items, they can make a title page: My Material Book. The teacher will staple the pages together. 5. In small groups, the teacher will have small pieces of all kinds of materials. A child in the group will select 2 of the items out of the pile. The group will then estimate which of the 2 items will be heavier and lighter. They may touch/hold them before they estimate. After the estimation, the teacher will place the 2 items on a balance scale to measure them. The children will see if their estimation was correct. This will be repeated until all of the materials have been used. This activity will further help the children understand the properties of all of the materials. After the activity, the balance scale and materials may be placed in the math center for further exploration. 6. Give students cloth and paper. The students will determine if it can be crumpled, folded or torn. Chart the results. 7. Create paper chains. 8. Make paper using newspaper, blender and mesh screen.

9. Create paper bag puppets. 10. Sort objects by wood or metal. 11. Create clay pots using air dry clay. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Break Resources South Carolina Science Macmillan/McGraw-Hill-p. 212-229 Flipbook pg. 48-52 Leveled Readers-Hard or Soft Made from Clay Working with Wood FOSS kit-Wood & Paper (P), DSM Magnets (P) 2 www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklistWinter Break Week of Feb. 18th - Feb. 22nd Feb. 18th Indicator President's Day (Holiday) Instructional Strategies President's Day (Holiday) Resources President's Day (Holiday) Assessment President's Day (Holiday) Feb. 19th - Feb. 22nd Indicator K-5.1 Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water K- 5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. Instructional Strategies 1. The teacher will have one example of many different materials. Ex: glass bottle, metal soda can, log, piece of paper, etc. In small groups, children will be able to feel and explore each material cooperatively. After exploration, each child will have a turn describing the different materials. Ex: The bottle is glass. It is smooth. It is clear. or, The log is made of fire wood. It is brown and rough. At the completion of the lesson the teacher will do an overview of the President's Day (Holiday)
nd

grade

growth life cycle living measure question seasons senses size sort

adjectives used to describe the materials and question the students about what each material is used for. 2. The teacher will supply numerous pictures/photos of all kinds of objects. The children will look at the pictures in large group and determine what material the object is made up of. Ex: If the teacher were to hold up a picture of a forest, the children would respond that the trees were made of wood. Or, if the teacher asked what her dress was made of the children, would respond with fabric. The teacher can also expand her question ing to include How do you think a tree feels smooth or rough? 3. The teacher will have 4 small boxes placed in the front of the room labeled WOOD, PLASTIC, GLASS, and FABRIC. Next, he/she will supply numerous objects or pictures of objects to the class. After each item is placed in the box, the class will approve or disapprove of the childs selection through a thumbs up or thumbs down. If a thumbs down occurs, another child will be chosen to cooperatively help the other make the correct decision. Discuss which items can be recycled. 4. In the science center children will have pictures of objects with a descriptive word on it. Ex: a picture of a log and the word wood. Or, a picture of a soda can and the word metal. The children will have paper in the center and will draw the picture and practice writing the corresponding word to match. When they have written and drawn all items, they can make a title page: My Material Book. The teacher will staple the pages together 5. In small groups, the teacher will have small pieces of all kinds of materials. A child in the group will select 2 of the items out of the pile. The group will then estimate which of the 2 items will be heavier and lighter. They may touch/hold them before they estimate. After the estimation, the teacher will place the 2 items on a balance scale to measure them. The children will see if their estimation was correct. This will be repeated until all of the materials have been used. This activity will further help the children understand the properties of all of the materials. After the activity, the balance scale and materials may be placed in the math center for further exploration. 6. Give students cloth and paper. The students will determine if it can be crumpled, folded or torn. Chart the results. 7. Create paper chains. 8. Make paper using newspaper, blender and mesh screen. 9. Create paper bag puppets. 10. Sort objects by wood or metal. 11. Create clay pots using air dry clay. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources South Carolina Science Macmillan/McGraw-Hill-p. 212-229 Flipbook pg. 48-52 Leveled Readers-Hard or Soft Made from Clay Working with Wood FOSS kit-Wood & Paper (P), DSM Magnets (P) 2 www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist
nd

grade

growth life cycle living measure question seasons senses size sort

Week of Feb. 25th - Mar. 1st Feb. 25th - Mar. 1st Indicator Water-Sink/Float K-5.2 Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper)from which objects are made.er Break Instructional Strategies 1. Students will experiment to discover if materials float or sink using a large pan/tub of water. Choose various items made from different materials to allow students to predict what will happen when the items are placed in the water. Test items separately and record information on a t-chart (float sink). Discuss whether or not the predictions were correct and explain why each item floated or sank. 2. Allow students to bring small items from home. In centers, allow each group to predict-test-tell what happened. 3. Using a balance, weigh a bottle of water and different classroom objects. 4. Place ice in a clear cup and observe the ice changing through the different properties of matter. 5. Using fruit juice, pour in cups, place in the freezer with a stick and time/name on each cup to see how long each will take to freeze. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagramr Break Resources South Carolina Science Macmillan/McGraw-Hill-p.230-237 Unit E lesson 4 Flipbook pg. 51-52 Leveled Readers-I Like Ice Matter Change FOSS-Wood & Paper (P) www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Break Week of Mar. 4th - Mar. 8th Mar. 4th - Mar. 8th Indicator K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). Instructional Strategies 1. 2. The students will listen to the story Whats Alive by Kathleen Weidner Zoehfeld. After reading the story, the class will discuss that all living things need 4 things to stay alive. The children will be encouraged throughout the day to look for living things that need food, air, shelter, and water to survive (in classroom, at recess, etc.) Teacher will then ask for help in compiling a list (on chart paper) of all the living things that they know. If an incorrect answer is given, the teacher will question that student, Does that need food? air? water? shelter? Remind students that plants and animals are alive too. In writing center, or small group the children will be supplied with a teacher made book that has 4 pages that say:

growth life cycle living measure question seasons senses size sort

3.

Living things need: and on each page the children will write either food, air, shelter, or water in the blank and illustrate the page. 4. Correlate Marzano Instructional Strategies: 5. 1. Frayer Model 6. 2. KWL 7. 3. Think/Share/Pair 8. 4. Venn Diagram Resources Text: Whats Alive? by Kathleen Weidner Zoehfield www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com South Carolina Science Macmillan/McGraw-Hill-p. 90-97 Unit B lesson 5 Flipbook 20-21 Leveled Readers-Animals on the Move FOSS kit-Animals 2x2 On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of Mar. 11th - Mar. 15th Mar. 11th - Mar. 15th Indicator K-2.3 Match parents with their offspring. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. er Break Instructional Strategies 1. The students will listen to the story Whats Alive by Kathleen Weidner Zoehfeld. After reading the story, the class will discuss that all living things need 4 things to stay alive. 2. The children will be encouraged throughout the day to look for living things that need food, air, shelter, and water to survive (in classroom, at recess, etc.) Teacher will then ask for help in compiling a list (on chart paper) of all the living things that they know. If an incorrect answer is given, the teacher will question that student, Does that need food? air? water? shelter? Remind students that plants and animals are alive too. 3. In writing center, or small group the children will be supplied with a teacher made book that has 4 pages that say: Living things need: and on each page the children will write either food, air, shelter, or water in the blank and illustrate the page. 4. Students will make a timeline project to show how they have changed from birth to now. 5. Students use unifix cubes to measure their foot and ask the students to use the cubes to estimate the size of their foot where they were infants and toddlers. 6. Introduce the vocabulary terms-baby, offspring, grow, change 7. During a large group session, the teacher can begin the discussion with two pictures. The pictures might include: a baby and an adult, and/or an adult animal and its offspring. How are these different/same? (Parts of our bodies are the same, but they grow as we grow.) Actual plants (or pictures) and pictures of animals can also be shared and discussed. Class charts can be used to compare and contrast. (Ex: plants grow and animals grow---both need food to grow). 8. The parts of a plant can be discussed and shared in the song Parts of a Plant (see next page) from 101 Science Poems and Songs for Young Learners.

growth life cycle living measure question seasons senses size sort

9. The teacher will bring two pictures of herself, one younger and one current. Lead the students through a discussion of similarities and differences between the young and older teacher. Be sure to point out that the pictures are of the same person. Explain that you are going to show them pictures of an adult animal and their offspring . Explain offspring. Draw a Venn diagram on the board or chart paper. Label one circle Adult and the other circle Offspring. Using picture cards of an adult animal and their offspring have students give attributes of the animals. Place the similarities in the middle of the Venn diagram, differences in the outer rings. Discuss the findings. 10. Provide pictures of plants/animals and their offspring. In centers using play-dough or clay, have the students make an adult and offspring. The figures should be close to identical but of different sizes. 11. Using the class pet(s) as an example, lead a discussion of how animals grow and change over time. You can also have students bring a baby picture to show how they have grown and changed over time. Read the book A Tree Is Nice by Janice May Udry. Discuss the stages of growth of a tree. Using picture cards have the students sequence the life cycle of a tree. del Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Text: Whats Alive? by Kathleen Weidner Zoehfield www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com FOSS kit-Animals 2x2 South Carolina Science Macmillan/McGraw-Hill-p. 104-111 Unit B lesson 7 Flipbook 23-24 Leveled Readers-Animals Grow On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist

Week of Mar. 18th - Mar. 22nd Mar. 18th - Mar. 22nd Indicator K-2.3 Match parents with their offspring. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.er Break Instructional Strategies 1. The students will listen to the story Whats Alive by Kathleen Weidner Zoehfeld. After reading the story, the class will discuss that all living things need 4 things to stay alive. 2. The children will be encouraged throughout the day to look for living things that need food, air, shelter, and water to survive (in classroom, at recess, etc.) Teacher will then ask for help in compiling a list (on chart paper) of all the living things that they know. If an incorrect answer is given, the teac her will question that student, Does that need food? air? water? shelter? Remind students that plants and animals are alive too. 3. In writing center, or small group the children will be supplied with a teacher made book that has 4 pages that say: Living things need: and on each page the children will write either food, air, shelter, or water in the blank and

illustrate the page. 4. Students will make a timeline project to show how they have changed from birth to now. 5. Students use unifix cubes to measure their foot and ask the students to use the cubes to estimate the size of their foot where they were infants and toddlers. 6. Introduce the vocabulary terms-baby, offspring, grow, change 7. During a large group session, the teacher can begin the discussion with two pictures. The pictures might include: a baby and an adult, and/or an adult animal and its offspring. How are these different/same? (Parts of our bodies are the same, but they grow as we grow.) Actual plants (or pictures) and pictures of animals can also be shared and discussed. Class charts can be used to compare and contrast. (Ex: plants grow and animals grow---both need food to grow). 7. The parts of a plant can be discussed and shared in the song Parts of a Plant (see next page) from 101 Science Poems and Songs for Young Learners. 9 .The teacher will bring two pictures of herself, one younger and one current. Lead the students through a discussion of similarities and differences between the young and older teacher. Be sure to point out that the pictures are of the same person. Explain that you are going to show them pictures of an adult animal and their offspring . Explain offspring. Draw a Venn diagram on the board or chart paper. Label one circle Adult and the other circle Offspring. Usin g picture cards of an adult animal and their offspring have students give attributes of the animals. Place the similarities in the middle of the Venn diagram, differences in the outer rings. Discuss the findings. 10.Provide pictures of plants/animals and their offspring. In centers using play-dough or clay, have the students make an adult and offspring. The figures should be close to identical but of different sizes. 11.Using the class pet(s) as an example, lead a discussion of how animals grow and change over time. You can also have students bring a baby picture to show how they have grown and changed over time. Read the book A Tree Is Nice by Janice May Udry. Discuss the stages of growth of a tree. Using picture cards have the students sequence the life cycle of a tree. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn DiagramWinter Break Resources Text: Whats Alive? by Kathleen Weidner Zoehfield www.unitedstreaming.com www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com FOSS kit-Animals 2x2 South Carolina Science Macmillan/McGraw-Hill-p. 104-111 Unit B lesson 7 Flipbook 23-24 Leveled Readers-Animals Grow On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklistWinter Break

Week of Mar. 25th - Mar. 29th Mar. 25th - Mar. 28th

Indicator Plants K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.2 Identify examples of organisms and nonliving. K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.er Break Instructional Strategies 1. Have students find and cut out pictures in magazines of living and nonliving things. Label a piece of construction paper into two columns, living and nonliving. Have students glue pictures into the correct columns 2. Plant several zinnia seeds for students to observe. Have students conclude that all zinnia plants do not produce the same color flower. Expose students to vocabulary words-root, stem, leaf, seed, light, air, water, soil, real, fantasy, seed, seedling, fruit, flower, leaves, flower, flowers, fruits, vegetables Cut open an apple, show students the seeds. Have students sample parts of the plant. Root-carrot, stem-celery, seeds-sunflower seeds, leaf-lettuce Student can place celery in water that has food coloring added and watch as the water goes up the stem. Have students paint with roots. (carrots, potatoes etc.) Recall what animals need to survive and relate it to plants. Have students to act out the stages of a plant.

3.

4. 5. 6. 7. 8. 9.

10. Have students to plant a lima bean in a bag. Place a lima bean in a zip-loc bag on a wet paper towel. Please the baggie in a windowsill and observe the bean daily. 11. Collect a variety of beans and have the students to sort the beans, make a collage or paint the beans. 12. Take the student outside and have them collect different types of leaves. Compare, sort and make a leaf collage. Students can make a leaf rub. 13. Have students sample different fruits and vegetables and compare which have seeds, roots etc. 14. Place fruit and veggies in a feely box (tissue box). Have students guess which fruit/veggie they are feeling. 15. Have students make veggies or plants out of clay. Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram 3inter Break Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.26-59 Unit A lessons 1-5 Flipbook 7-13 Leveled Readers-Plant parts, Where do Plants live, Plants Grow, Small Plants Tall Plants, From Seed to Sunflower, All kinds of Plants FOSS-Trees (L) The Tiny Seed by Eric Carle Parts of a Plant from 101 Science Poems and Songs for Young Learners (Scholastic)

Parts of a Plant (sung to The Wheels on the Bus) The roots on a plant grow underground, Underground, underground. The roots on a plant grow underground, Roots are part of a plant. Other verses: The stems on a plant hold up leavesThe leaves on a plant are making food The flowers on a plant are growing seeds K-2 Science Take-Home Books for See How It Grows by Creative Teaching Press A Tree Is Nice by Janice May Udry The Carrot seed (Readwell) Flower Facts (Readwell) Felicias Flowers (Readwell) Beans Jack and the Beanstalk Mrs. Spitzers Garden Web Sites: The Catalyst - www.thecatalyst.org The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm Lesson Planz - http://LessonPlanz.com/Lesson_Plans/Science/_Grades_K-2/Life_Science/index.shtml Cool Science for Curious Kids - http://www.hhmi.org/coolscience/ Science for Kids - http://206.204.3.133/kidsci.html www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com Extensions: Students will keep a journal of their observations when teachers incubate fertile eggs and allow children to observe hatching and growth for a period of time. On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Mar. 29th Indicator Professional Development/Workday Instructional Strategies Resources Professional Development/Workday Assessment Professional Development/Workday Professional Development/Workday

growth life cycle living measure question seasons senses size sort

Professional Development/Workday

Week of Apr. 1st - Apr. 12th Apr. 1st - Apr. 5th Indicator Spring Break (Holiday) Instructional Strategies Spring Break (Holiday) Resources Spring Break (Holiday) Assessment Spring Break (Holiday)

Spring Break (Holiday)

Apr. 8th - Apr. 12th Indicator Plants K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.2 Identify examples of organisms and nonliving. K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. Break Instructional Strategies 1. Have students find and cut out pictures in magazines of living and nonliving things. Label a piece of construction paper into two columns, living and nonliving. Have students glue pictures into the correct columns 2. Plant several zinnia seeds for students to observe. Have students conclude that all zinnia plants do not produce the same color flower. 3. Expose students to vocabulary words-root, stem, leaf, seed, light, air, water, soil, real, fantasy, seed, seedling, fruit, flower, leaves, flower, flowers, fruits, vegetables 4. 5. 6. 7. 8. 9. Cut an apple, show students the seeds. Have students sample parts of the plant. Root-carrot, stem-celery, seeds-sunflower seeds, leaf-lettuce Student can place celery in water that has food coloring added and watch as the water goes up the stem. Have students paint with roots. (root veggies) Recall what animals need to survive and relate it to plants. Have students to act out the stages of a plant.

10. Have students to plant a lima bean in a bag. Place a lima bean in a zip-loc bag on a wet paper towel. Please the baggie in a windowsill and observe the bean daily. 11. Collect a variety of beans and have the students to sort the beans, make a collage or paint the beans.

12. Take the student outside and have them collect different types of leaves. Compare, sort and make a leaf collage. Students can make a leaf rub. 13. 14. 15. Have students sample different fruits and vegetables and compare which have seeds, roots etc. Place fruit and veggies in a feely box (tissue box). Have students guess which fruit/ve ggie they are feeling. Have students make veggies or plants out of clay.

Correlate Marzano Instructional Strategies: 1. Frayer Model

2. KWL 3. Think/Share/Pair 4. Venn Diagram Break Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.26-59 Unit A lessons 1-5 Flipbook 7-13 Leveled Readers-Plant parts, Where do Plants live, Plants Grow, Small Plants Tall Plants, From Seed to Sunflower, All kinds of Plants FOSS-Trees (L) The Tiny Seed by Eric Carle Parts of a Plant from 101 Science Poems and Songs for Young Learners (Scholastic) Parts of a Plant (sung to The Wheels on the Bus) The roots on a plant grow underground, Underground, underground. The roots on a plant grow underground, Roots are part of a plant. Other verses: The stems on a plant hold up leavesThe leaves on a plant are making food The flowers on a plant are growing seeds K-2 Science Take-Home Books for See How It Grows by Creative Teaching Press A Tree Is Nice by Janice May Udry The Carrot seed (Readwell) Flower Facts (Readwell) Felicias Flowers (Readwell) Beans Jack and the Beanstalk Mrs. Spitzers Garden Web Sites: The Catalyst - www.thecatalyst.org The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm Lesson Planz - http://LessonPlanz.com/Lesson_Plans/Science/_Grades_K-2/Life_Science/index.shtml Cool Science for Curious Kids - http://www.hhmi.org/coolscience/ Science for Kids - http://206.204.3.133/kidsci.html www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com Extensions: Students will keep a journal of their observations when teachers incubate fertile eggs and allow children to observe hatching and growth for a period of time. On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of Apr. 15th - Apr. 19th Apr. 15th - Apr. 19th Indicator Plants K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.2 Identify examples of organisms and nonliving.

K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles. Instructional Strategies 1. Have students find and cut out pictures in magazines of living and nonliving things. Label a piece of construction paper into two columns, living and nonliving. Have students glue pictures into the correct columns 2. Plant several zinnia seeds for students to observe. Have students conclude that all zinnia plants do not produce the same color flower. 3. Expose students to vocabulary words-root, stem, leaf, seed, light, air, water, soil, real, fantasy, seed, seedling, fruit, flower, leaves, flower, flowers, fruits, vegetables 4. 5. 6. 7. 8. 9. Cut an apple, show students the seeds. Have students sample parts of the plant. Root-carrot, stem-celery, seeds-sunflower seeds, leaf-lettuce Student can place celery in water that has food coloring added and watch as the water goes up the stem. Have students paint with roots. (root veggies) Recall what animals need to survive and relate it to plants. Have students to act out the stages of a plant.

10. Have students to plant a lima bean in a bag. Place a lima bean in a zip-loc bag on a wet paper towel. Please the baggie in a windowsill and observe the bean daily. 11. Collect a variety of beans and have the students to sort the beans, make a collage or paint the beans.

12. Take the student outside and have them collect different types of leaves. Compare, sort and make a leaf collage. Students can make a leaf rub. 13. 14. 15. Have students sample different fruits and vegetables and compare which have seeds, roots etc. Place fruit and veggies in a feely box (tissue box). Have students guess which fruit/veggie they are feeling. Have students make veggies or plants out of clay.

Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.26-59 Unit A lessons 1-5 Flipbook 7-13 Leveled Readers-Plant parts, Where do Plants live, Plants Grow, Small Plants Tall Plants, From Seed to Sunflower, All kinds of Plants The Tiny Seed by Eric Carle Parts of a Plant from 101 Science Poems and Songs for Young Learners (Scholastic) Parts of a Plant (sung to The Wheels on the Bus) The roots on a plant grow underground, Underground, underground. The roots on a plant grow underground, Roots are part of a plant. Other verses: The stems on a plant hold up leavesThe leaves on a plant are making food The flowers on a plant are growing seeds K-2 Science Take-Home Books for See How It Grows by Creative Teaching Press A Tree Is Nice by Janice May Udry

The Carrot seed (Readwell) Flower Facts (Readwell) Felicias Flowers (Readwell) Beans Jack and the Beanstalk Mrs. Spitzers Garden FOSS-Trees (L) Web Sites: The Catalyst - www.thecatalyst.org The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm Lesson Planz - http://LessonPlanz.com/Lesson_Plans/Science/_Grades_K-2/Life_Science/index.shtml Cool Science for Curious Kids - http://www.hhmi.org/coolscience/ Science for Kids - http://206.204.3.133/kidsci.html www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com Extensions: Students will keep a journal of their observations when teachers incubate fertile eggs and allow children to observe hatching and growth for a period of time. On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of Apr. 22nd - Apr. 26th Apr. 22nd - Apr. 26th Indicator Plants K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.2 Identify examples of organisms and nonliving. K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.er Break Instructional Strategies 1. Have students find and cut out pictures in magazines of living and nonliving things. Label a piece of construction paper into two columns, living and nonliving. Have students glue pictures into the correct columns 2. Plant several zinnia seeds for students to observe. Have students conclude that all zinnia plants do not produce the same color flower. 3. Expose students to vocabulary words-root, stem, leaf, seed, light, air, water, soil, real, fantasy, seed, seedling, fruit, flower, leaves, flower, flowers, fruits, vegetables 4. 5. 6. Cut an apple, show students the seeds. Have students sample parts of the plant. Root-carrot, stem-celery, seeds-sunflower seeds, leaf-lettuce Student can place celery in water that has food coloring added and watch as the water goes up the stem.

growth life cycle living measure question seasons senses size sort

7. 8. 9.

Have students paint with roots. (root veggies) Recall what animals need to survive and relate it to plants. Have students to act out the stages of a plant.

10. Have students to plant a lima bean in a bag. Place a lima bean in a zip-loc bag on a wet paper towel. Please the baggie in a windowsill and observe the bean daily. 11. Collect a variety of beans and have the students to sort the beans, make a collage or paint the beans.

12. Take the student outside and have them collect different types of leaves. Compare, sort and make a leaf collage. Students can make a leaf rub. 13. 14. 15. Have students sample different fruits and vegetables and compare which have seeds, roots etc. Place fruit and veggies in a feely box (tissue box). Have students guess which fruit/veggie they are feeling. Have students make veggies or plants out of clay.

Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.26-59 Unit A lessons 1-5 Flipbook 7-13 Leveled Readers-Plant parts, Where do Plants live, Plants Grow, Small Plants Tall Plants, From Seed to Sunflower, All kinds of Plants The Tiny Seed by Eric Carle Parts of a Plant from 101 Science Poems and Songs for Young Learners (Scholastic) Parts of a Plant (sung to The Wheels on the Bus) The roots on a plant grow underground, Underground, underground. The roots on a plant grow underground, Roots are part of a plant. Other verses: The stems on a plant hold up leavesThe leaves on a plant are making food The flowers on a plant are growing seeds K-2 Science Take-Home Books for See How It Grows by Creative Teaching Press A Tree Is Nice by Janice May Udry The Carrot seed (Readwell) Flower Facts (Readwell) Felicias Flowers (Readwell) Beans Jack and the Beanstalk Mrs. Spitzers Garden FOSS-Trees (L) Web Sites: The Catalyst www.thecatalyst.org The Lesson Plans Page http://www.lessonplanspage.com/ScienceK1.htm Lesson Planz http://LessonPlanz.com/Lesson_Plans/Science/_Grades_K-2/Life_Science/index.shtml Cool Science for Curious Kids http://www.hhmi.org/coolscience/ Science for Kids http://206.204.3.133/kidsci.html www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/

www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com Extensions: Students will keep a journal of their observations when teachers incubate fertile eggs and allow children to observe hatching and growth for a period of time. Br On-going Vocabulary-Science air amount animal change color day environment needs night nonliving observe part pattern plant predict sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklistWinter Break Week of Apr. 29th - May 3rd Apr. 29th - May 3rd Indicator Plants K-2.1 Recognize what organisms need to stay alive (including air, water, food and shelter). K-2.2 Identify examples of organisms and nonliving. K-2.3 Match parents with their offspring to show that plants and animals closely resemble their parents. K-2.4 Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. K-2.5 Recognize that all organisms go through stages of growth and change called life cycles.r Break Instructional Strategies 1. Have students find and cut out pictures in magazines of living and nonliving things. Label a piece of construction paper into two columns, living and nonliving. Have students glue pictures into the correct columns 2. Plant several zinnia seeds for students to observe. Have students conclude that all zinnia plants do not produce the same color flower. 3. Expose students to vocabulary words-root, stem, leaf, seed, light, air, water, soil, real, fantasy, seed, seedling, fruit, flower, leaves, flower, flowers, fruits, vegetables 4. 5. 6. 7. 8. 9. Cut an apple, show students the seeds. Have students sample parts of the plant. Root-carrot, stem-celery, seeds-sunflower seeds, leaf-lettuce Student can place celery in water that has food coloring added and watch as the water goes up the stem. Have students paint with roots. (beets, carrots, etc.) Recall what animals need to survive and relate it to plants. Have students to act out the stages of a plant.

growth life cycle living measure question seasons senses size sort

10. Have students to plant a lima bean in a bag. Place a lima bean in a zip-loc bag on a wet paper towel. Please the baggie in a windowsill and observe the bean daily. 11. Collect a variety of beans and have the students to sort the beans, make a collage or paint the beans.

12. Take the student outside and have them collect different types of leaves. Compare, sort and make a leaf collage. Students can make a leaf rub. 13. 14. Have students sample different fruits and vegetables and compare which have seeds, roots etc. Place fruit and veggies in a feely box (tissue box). Have students guess which fruit/veggie they are feeling.

15.

Have students make veggies or plants out of clay.

Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagramr Break Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.26-59 Unit A lessons 1-5 Flipbook 7-13 Leveled Readers-Plant parts, Where do Plants live, Plants Grow, Small Plants Tall Plants, From Seed to Sunflower, All kinds of Plants The Tiny Seed by Eric Carle Parts of a Plant from 101 Science Poems and Songs for Young Learners (Scholastic) Parts of a Plant (sung to The Wheels on the Bus) The roots on a plant grow underground, Underground, underground. The roots on a plant grow underground, Roots are part of a plant. Other verses: The stems on a plant hold up leavesThe leaves on a plant are making food The flowers on a plant are growing seeds K-2 Science Take-Home Books for See How It Grows by Creative Teaching Press A Tree Is Nice by Janice May Udry The Carrot seed (Readwell) Flower Facts (Readwell) Felicias Flowers (Readwell) Beans Jack and the Beanstalk Mrs. Spitzers Garden FOSS-Trees (L) Web Sites: The Catalyst - www.thecatalyst.org The Lesson Plans Page - http://www.lessonplanspage.com/ScienceK1.htm Lesson Planz - http://LessonPlanz.com/Lesson_Plans/Science/_Grades_K-2/Life_Science/index.shtml Cool Science for Curious Kids - http://www.hhmi.org/coolscience/ Science for Kids - http://206.204.3.133/kidsci.html www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com Extensions: Students will keep a journal of their observations when teachers incubate fertile eggs and allow children to observe hatching and growth for a period of time. On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklistWinter Break Week of May 6th - May 10th May 6th - May 10th Indicator

K 1.1 Identify observed objects or events by using the senses. K 1.3 Predict and explain information or events based on observation or previous experience. er Break Instructional Strategies 1. Introduce vocabulary words-wheel, pulley, slide, roll, push, pull, force, gravity 2. Discuss how students get to school. Create a chart of the number of wheels that the type of transportation have. 3. Make a sorting circle and classify objects with wheels or no wheels. 4. Make a car/wagon/truck out of a milk carton or toilet paper roll. 5. Have students create a pulley. TE pg. 246 Unit F lesson 1. 6. Have students to create a ramp out of blocks and then measure the distance the car rolls. Increase the height of the ramp and measure. 7. Invest the different types of geometric solids and to find out which roll and/or slide. 8. Give students different items from the classroom and have them predict if they roll. Then have the students to investigate. 9. Five students several classroom objects and have them observe the objects and then classify them to either push or pull. Have the students write what the object does and draw a picture of the object. 10. Give students several magazines and have them cut pictures of objects of things that can be pushed or pulled and make a mural. 11. Take students on a walk outside and have them observe items in the sky. Have student to draw a picture of items that they saw or have seen in the sky. e Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagramr Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.242-261 Unit F lessons 1-3 Flipbook 53-57 Leveled Readers-Working with Clay, Toys that Move and Water Movesi www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist Week of May 13th - May 17th May 13th - May 17th Indicator K 1.1 Identify observed objects or events by using the senses. K 1.3 Predict and explain information or events based on observation or previous experience.r Break Instructional Strategies 1. Introduce vocabulary words-wheel, pulley, slide, roll, push, pull, force, gravity 2. Discuss how students get to school. Create a chart of the number of wheels that the type of transportation have. 3. Make a sorting circle and classify objects with wheels or no wheels. 4. Make a car/wagon/truck out of a milk carton or toilet paper roll. 5. Have students create a pulley. TE pg. 246 Unit F lesson 1. 6. Have students to create a ramp out of blocks and then measure the distance the car rolls. Increase the height of the ramp and measure. 7. Invest the different types of geometric solids and to find out which roll and/or slide. 8. Give students different items from the classroom and have them predict if they roll. Then have the students to investigate.

9. Five students several classroom objects and have them observe the objects and then classify them to either push or pull. Have the students write what the object does and draw a picture of the object. 10. Give students several magazines and have them cut pictures of objects of things that can be pushed or pulled and make a mural. 11. Take students on a walk outside and have them observe items in the sky. Have student to draw a picture of items that they saw or have seen in the sky. e Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.242-261 Unit F lessons 1-3 Flipbook 53-57 Leveled Readers-Working with Clay, Toys that Move and Water Moves On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklistWinter Break Week of May 20th - May 24th May 20th - May 24th Indicator K 1.1 Identify observed objects or events by using the senses. K 1.3 Predict and explain information or events based on observation or previous experience. er Break Instructional Strategies 1. Introduce vocabulary words-wheel, pulley, slide, roll, push, pull, force, gravity 2. Discuss how students get to school. Create a chart of the number of wheels that the type of transportation have. 3. Make a sorting circle and classify objects with wheels or no wheels. 4. Make a car/wagon/truck out of a milk carton or toilet paper roll. 5. Have students create a pulley. TE pg. 246 Unit F lesson 1. 6. Have students to create a ramp out of blocks and then measure the distance the car rolls. Increase the height of the ramp and measure. 7. Invest the different types of geometric solids and to find out which roll and/or slide. 8. Give students different items from the classroom and have them predict if they roll. Then have the students to investigate. 9. Five students several classroom objects and have them observe the objects and then classify them to either push or pull. Have the students write what the object does and draw a picture of the object. 10. Give students several magazines and have them cut pictures of objects of things that can be pushed or pulled and make a mural. 11. Take students on a walk outside and have them observe items in the sky. Have student to draw a picture of items that they saw or have seen in the sky. e Correlate Marzano Instructional Strategies: 1. Frayer Model 2. KWL 3. Think/Share/Pair 4. Venn Diagram Break Resources Text: South Carolina Science Macmillan/McGraw-Hill-p.242-261 Unit F lessons 1-3 Flipbook 53-57 Leveled Readers-Working with Clay, Toys that Move and Water Moves www.fossweb.com www.bbc.co.uk/learningzone www.scienekids.co.nz/ www.doscience.com www.timeforkinds.com

www.kbears.com www.peepandthebigwideworld.com On-going Vocabulary-Science air amount animal change color day environment growth life cycle living measure needs night nonliving observe part pattern plant predict question seasons senses size sort sun system tool unit weather whole Assessment Teacher-made assessment/teacher observation/checklist inter Break Week of May 27th - May 31st May 27th - May 31st Indicator Review Standards as Needed nter Break Instructional Strategies Winter Break Resources nter Break Assessment Winter Break Week of Jun. 3rd - Jun. 7th Jun. 3rd - Jun. 6th Indicator Review Standards as Needed Winter BreWinter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Jun. 7th Indicator Teacher Workday Instructional Strategies Teacher Workday Resources Teacher Workday Assessment Teacher Workday Teacher Workday