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Science Kindergarten - Grade 4
Standard 5: Earth and Space Science
Standard 6: Science and Technology
Standard 7: Science and Other Areas
Standard 8: History and Nature of Science
| Standard 1: UNIFYING CONCEPTS | ||
| Students understand unifying concepts and processes of science | ||
| 4.1.1 - Understand that a system is made up of parts that work together | Students learn to identify four survival needs for plants and people. They then compare and contrast how plants and people meet these needs. | |
| Students discover the importance of roots to plants, soil and people. | ||
| Students build awareness of seasonal change and describe seasonal characteristics. | ||
| Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. | ||
| By conducting a small group sorting activity, students learn the importance of reducing, reusing and recycling solid waste. | ||
| Students learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students learn about the efficient use of renewable resources to meet human needs. Groups then build a food system to meet their needs. | ||
| Students create a healthy cereal by applying his or her knowledge about the recommended amount of fiber, total fat, sugar, and sodium in cereals. | ||
| Students explore their school ground to discover what makes it up and to learn to be respectful of their outdoor environment. | ||
| 4.1.2 - Understand that models help to explain objects and ideas | The Food Pyramid is used to illustrate food groups. | |
| Students demonstrate the sequence of plant pollination through a game in order to illustrate their understanding. | ||
| Students arrange themselves side by side in a row according to their birth dates in order to represent the calendar year adn seasons through the year. | ||
| Students use a model of Earth to learn about water supply. | ||
| Students use Venn Diagrams to trace sources of their food and learn the interdependence of plants, animals, and people. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. An apple is used as a model of the earth. | ||
| Sports balls are used to illustrate the size difference in soil particles. | ||
| 4.1.3 - Understand that changes might occur in properties of materials and in position and motion of objects | Students conduct a controlled experiment demonstrating the spread of germs over a period of time. | |
| Students identify and sort trash that is biodegradable, reusable and recyclable solid waste. They then explain the six actions to take to reduce solid waste. | ||
| Students conduct a controlled experiment investigating how temperature, air, water and soil microbes work together in soil to decompose organic waste. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Through creating and improvising, students learn the components and basic process of photosynthesis. | ||
| 4.1.3 - Understand that changes might occur in properties of materials and in position and motion of objects | Students conduct a controlled experiment demonstrating the spread of germs over a period of time. | |
| Students identify and sort trash that is biodegradable, reusable and recyclable solid waste. They then explain the six actions to take to reduce solid waste. | ||
| Students conduct a controlled experiment investigating how temperature, air, water and soil microbes work together in soil to decompose organic waste. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Through creating and improvising, students learn the components and basic process of photosynthesis. | ||
| 4.1.4 - Understand that change might occur in order to maintain balance in a system | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| Students learn about the efficient use of renewable resources to meet human need in this lesson. Five small groups of students build a food system to meet their needs, which is based upon the capability of their land resource, climate, topography, and economics. The lesson provides information that directs student to undertand why grazing is an environmentally sound option in each scenario. | ||
| Students develop mapmaking, map reading, and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. In the process students begin to develop knowledge needed to build a foundation for understanding the complex issues involved in making land use decisions in harmony with the land's capability. | ||
| 4.1.5 - Understand relations between form and function | By discussing, observing, and role-playing, students learn that plants and people have similar needs for survival. | |
| By sorting and planting seeds, students discover seeds come in a variety of sizes, shapes and colors, as well as produce plants. | ||
| Students identify and compare fruits and other edible plant parts through a fast paced game. | ||
| Students discover the importance of roots to plants, soil and people. | ||
| Students learn about pollination through a game in which they pretend to be honeybees and apple trees. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| By pretending to become soil particles, students simulate soil particle sizes and their pore space. | ||
| Students learn about the efficient use of renewable resources to meet human needs. Groups then build a food system to meet their needs. | ||
| Students explain that land resources differ due to soil type, geology, topgraphy, the climate or history. | ||
| Students beocme entomologists by observing insects in their nearby surroundings. | ||
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| Standard 2: SCIENCE INQUIRY | ||
| Students understand the process of science inquiry | ||
| 4.2.1 - Use and integrate the science processes of observing, question, hypothesizing and reflecting to invetigate their world | Students write a hypothesis about whether a pumpkin will float when placed in water, or not. They then place pumpkins in water to test their hypothesis. | |
| Students conduct an experiment illustrating the growth and spread of bacteria. They record their observations of the growth of microbes on three potatoes, one that has not been handled, one that has bee handled with unwashed hands, and one that has been handled with washed hands. Based on their findings, they determine which is better, washing hands or not washing hands. | ||
| Students predict what will happen when water and soil are mixed together by shaking a bottle. They then observe and draw what will happen immediately after the bottle is shook, after 30 minutes and after one day. This helps the students to better understand soil particle size. | ||
| Students plant and care for seeds. They write observations and/or keep drawings in a journal to document the growth of the seed into plants. The students also plant birdseed on a wet paper towel inside small plastic bags. They will be able to see the seed coat break and the roots and leaves grow. | ||
| Students observe plants in order to determine the four survival needs of plants. They then compare the needs of plants to those of people and determine how plants and people each meet those needs. | ||
| Students experiment with the growth of microbes to better understand the importance of safe food handling. | ||
| Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Students participate in a sponge demonstration to discover that people are consumers of resources and explore methods of conserving those resources. | ||
| Students develop and sharpen observation skills to discover new details about their school ground and form fresh perceptions of their outdoor space. | ||
| Students observ insects in their natural surroundings in order to distinguish between insects and non insects. | ||
| 4.2.2 - Use simple scientific tools to gather information | Students conduct an experiment illustrating the growth and spread of bacteria. They record the growth of microbes on three potatoes, one that has not been handled, one that has bee handled with unwashed hands, and one that has been handled with washed hands. | |
| Students brainstorm categories for the ways that seeds can be sorted (size, shape, color, feel). | ||
| Students estimate the height, circumference, weight and number of seeds of a pumpkin. They then measure, weigh and count the seeds of the pumpkin. Groups compare data. | ||
| Students rotate through six hands-on learning station activities athat help them to discover the importance of roots to plants, soil and people. | ||
| Students use magnifying glasses to observe soil samples. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Students collect objects from their school ground, then categorize the objects. | ||
| Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. | ||
| 4.2.3 - Plan and conduct controlled investigations | Students conduct an experiment illustrating the growth and spread of bacteria. They record the growth of microbes on three potatoes, one that has not been handled, one that has bee handled with unwashed hands, and one that has been handled with washed hands. | |
| Students plant and care for seeds. They write observations and/or keep drawings in a journal to document the growth of the seeds into plants. The students also plant birdseed on a wet paper towel inside small plastic bags. They will be able to see the seed coat break and the roots and leaves grow. | ||
| Students estimate the height, circumference, weight and number of seeds of a pumpkin. They then measure, weigh and count the seeds of the pumpkin. The data is recorded and shared with the other groups in order to compare results and draw conclusions. | ||
| Students construct a controlled exjperiment investigating how temperature, air, water and soil microbes work together to decompose organic waste. | ||
| Students predict what will happen when water and soil are mixed together by shaking a bottle. They then observe and draw what will happen immediately after the bottle is shook, after 30 minutes and after one day. This helps the students to better understand soil particle size. | ||
| Students observe insects in their natural surroundings in order to distinguish between insects and non insects. | ||
| Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. | ||
| Students experiment with the growth of microbes to better understand the importance of safe food handling. | ||
| Students measure the amount of trash they generate and devise ways to reduce the amount. | ||
| Students use deductive questioning to hypothesize relationships among cattle by-products. | ||
| 4.2.4 - Keep records of their invetigations and share their results with others as scientists | Students record the growth of the seeds into plants in both the soil and the paper towels. They then compare the plants. | |
| Students estimate the height, circumference, weight and number of seeds of a pumpkin. They then measure, weigh and count the seed of the pumpkin. The data is recorded and shared with the other groups in order to compare results and draw conclusions. | ||
| Students share their findings on microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. | ||
| Students predict what will happen when water and soil are mixed together by shaking a bottle. They then observe and draw what will happen immediately after the bottle is shook, after 30 minutes and after one day. This helps the students to better understand soil particle size. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Students make predictions about what will happen in an experiment about the growth of microbes, then record the actual results. The students compare their findings with their hypothesis and make conclusions about conditions of the food and the effect of refridgeration. | ||
| 4.2.5 - Review scientific investigations done by others as scientists do | Students record the growth of microbes on three potatoes, one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands. They use the acquired data to develop explanations about why some potatoes grew more microbes than others, and to predict what person is more likely to get sick, one who washes his/her hands or one who doesn't. | |
| Students estimate the height, circumference, weight and number of seeds of a pumpkin. They then measure, weigh and count the seeds of the pumpkin. The data is recorded and shared with the other groups in order to compare results and draw conclusions. | ||
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| Standard 3:PHYSICAL SCIENCE | ||
| Students understand the basic concepts and principles of physical science | ||
| 4.3.1 - Know properties of objects and materials | ||
| 4.3.2 - Know that position and motion of objects can be described and changed | A composting experiment reveals to students how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. | |
| By pretending to become soil particles and water droplets, students simulate soil particl sizes and their pore space. | ||
| 4.3.3 - Know characteristics of light, heat, electricity, and magnetism | Students learn the components and basic processes of photosynthesis. | |
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| Standard 4: LIFE SCIENCE | ||
| Students understand the basic concepts and principles of life science |
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| 4.4.1 - Understand characteristics of organisms | By discussing, observing, and role-playing, students learn that plants and people have similar needs for survival. | |
| By sorting and planting seeds, students discover seeds come in a variety of sizes, shapes and colors, as well as produce plants. | ||
| Students make observations of the characteristics of pumpkins, then learn and discuss the important role that each characteristic plays in the growth and development of the pumpkin. | ||
| Students review the process of plant pollination and describe the relationship between bees and flowers. | ||
| Students identify and compare fruits and other edible plant parts. | ||
| Through a controlled experiment, students learn one way bacteria can be spread and the importance of hand washing for personal hygiene and food safety. | ||
| Students learn the interdependence of plants, animals and people. | ||
| Students observe insects in their natural surroundings in order to distinguish between insects and non insects. They will also identify beneficial insects and how they are helpful to people. | ||
| Students identify characteristics and uses of trees. | ||
| Students discover the importance of roots to plants, soil and people during a hands on learning activity. | ||
| Students experiment with the growth of microbes to better understand the importance of safe food handling. | ||
| Students create a seed bank and compare uses of seeds. | ||
| Students learn how soil organisms, temperature, air and water are able to decompose orgainic waste and enrich soil. | ||
| Students learn the components and basic process of photosynthesis. | ||
| Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | ||
| Students explore the relationships among various products made from cattle. | ||
| Students collect data on the foods that they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritional sound diet. | ||
| Students learn about the efficient use of renewable resources to meet human needs and identify products and by-products of ruminant animals that meet human needs. | ||
| 4.4.2 - Know the characteristics of light, heat, electricity, and magnetism | Through creating and improvising, students learn the components and basic processes of photosynthesis. | |
| 4.4.3 - Understand relations between organisms and environments | Students observe and discuss the four survival needs of plants. | |
| Identify conditions seeds require for growth. | ||
| Students study clothing labels, research fabric production and evaluate consumer options for their clothing. Students also learn about the production of natural and synthetic fibers. | ||
| Through creating and improvising, students learn the components and basic processes of photosynthesis. | ||
| Students identify how human decisions about land use are influenced by both the natural resource base and economics. | ||
| Through a controlled experiment, students learn one way bacteria can be spread and the importance of had washing for personal hygiene and food safety. | ||
| Students observe insects in their natural surroundings in order to distinguish between insects and non insects. They will also identify beneficial insects and how they are helpful to people. | ||
| Students learn how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. | ||
| Students trace sources of their food and learn the interdependence of plants, animals and people. | ||
| Students play a game through which they learn about pollination. | ||
| Students discover the importance of roots to plants, soil and people. | ||
| Students experiment with how the growth of microbes is effected by temperature and moisture. | ||
| Observe and describe diversity in plant and animal life found in the school ground area. | ||
| Students learn about the efficient use of renewable resources to meet human needs and identify products and by-products of ruminant animals that meet human needs. | ||
| 4.4.4 - Know that changes in life forms have occurred over time | ||
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| Standard 5: EARTH AND SPACE SCIENCE | ||
| Students understand the basic concepts and principles of earth and space science | ||
| 4.5.1 - Know the properties and uses of earth materials | Students learn about soil particles and their pore space. | |
| Students discover the importance of roots to plants, soil and people during hands-on-learning station activities. | ||
| Students explain that land resources differ due to soil type, geology, topography, the climate or history. | ||
| Students learn about the efficient use of renewable resources to meet human needs and identify products and by-products of ruminant animals that meet human needs. | ||
| Students investigate how soil preparation, tillage techniques and mulches affect soil erosion and water runoff. | ||
| 4.5.2 - Know the names and basic characteristics of celestial objects | Students learn about seasonal change and the role equinoxes and solstices play in the change. | |
| Through creating and improvising, students learn the components and basic processes of photosynthesis. | ||
| 4.5.3 - Know ways that changes occur in Earth's surface and atmosphere | Students learn about soil particles and their pore space. | |
| Students learn how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. | ||
| Students explain that land resources differ due to soil type, geology, topography, the climate or history. | ||
| Through creating and improvising, students learn the components and basic processes of photosynthesis. | ||
| Students investigate how soil preparation, tillage techniques and mulches affect soil erosion and water runoff. | ||
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| Standard 6: SCIENCE AND TECHNOLOGY | ||
| Students understand relations between science and technology | ||
| 4.6.1 - Know the various forms that technology can take | Students study clothing labels, research fabric production and evaluate consumer options for their clothing. Students also learn about the production of natural and synthetic fibers. | |
| Students learn that many raw foods are processed before they reach the consumer. | ||
| Students learn about the important roles aviation plays in agriculture, as well as the requirments for a career in aviation. | ||
| 4.6.2 - Understand how natural objects differ from those made by humans | ||
| 4.6.3 - Design technological solutions to a problem | ||
| 4.6.4 - Understand concepts and applications of science and technology | ||
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| Standard 7: SCIENCE AND OTHER AREAS | ||
| Students understand relations between science and personal, social, and environmental issues | ||
| 4.7.1 - Know basic concepts of personal health | Students collect data on the foods they eat during a 24 hour period and compare their food consumption to the Food Guide Pyramid to determine if their food choices create a nutritionally sound diet. | |
| Students identify four survival needs of plants and people and how each meets these needs. | ||
| Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. They use this information to design and market a new healthy cereal. | ||
| Students, through an experiment that shows the growth of microbes on potatoes handled by unwashed hands and washed hands, gain an understanding of the importance of properly washing their hands to help them stay healthy. | ||
| Students will identify five food groups and tell why choosing a variety of foods is important for good health. | ||
| Students experiment with the growth of microbes and analyze the food handling behavior of a group of picnickers to determine who could become ill. | ||
| Students learn the cultural and nutritional significance of bread throughout the world by working in groups to solve a logic matrix activity. | ||
| 4.7.2 - Understand characteristics of and changes in populations of organisms | ||
| 4.7.3 - Understand how different types of resources affect our lives | Students identify how human decisions about land use are influenced by both the natural resource base and economics. | |
| Students learn about ways water is used and how they can help to conserve it. | ||
| Students learn the importance of reducing, reusing, and recycling solid waste, and develop plans to change personal behaviors. | ||
| Students explore what shelters are made of, where building materials come from and associated materials. | ||
| 4.7.4 - Understand how changes in environments affect populations of organisms | Through a controlled experiment, students learn one way bacteria can be spread and the importance of hand washing for personal hygiene and food safety. | |
| 4.7.5 - Understand how culture influences the way people relate to science | ||
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| Standard 8: HISTORY AND NATURE OF SCIENCE | ||
| Students understand the history and nature of science | ||
| 4.8.1 - Understand how people have used science throughout time | Students learn that settlers carried seeds with them and crossed varieties to better suit their climate and conditions. | |
| 4.8.2 - Know basic beliefs and attitudes that scientist share | ||
| 4.8.3 - Understand the role of individuals and cultures in contributing to science | ||
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