S03 Curriculum Map
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Contents |
August
Content and Essential Skills
Your Science Handbook - Back of textbook - Science Process Skills - 2 weeks
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1.1. Ask questions and state predictions that can be addressed through scientific investigation
1.1a tell what question they are going to answer or problem they will solve in an investigation
1.1b predict what they think will happen and tell why
1.1c generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: "What would happen if we change . . .?")
1.1d suggest a simple investigation to answer one of the questions generated
1.2. Select and use simple devices to gather data related to an investigation
1.2b use tools (for example, hand lens, ruler, stream table) to do things
1.3 Use data based on observations
1.3a use two or more words to describe an object or situation
1.3b use more than one sense when making observations
1.3c draw and label pictures that include relevant details as well as the main characteristics
1.3d record observations (using pictures, words, or numbers) on charts with existing column headings
1.4. Communicate about investigations and explanations
1.4a use observations and graphs to answer questions related to the investigation
1.4b compare results with their prediction and answer the question they set out to answer
1.4c tell what happened when they did an investigation
Skills
Week One -
-Look through Science book
-Become familiar with layout and table of contents
-Introduce Science Process skills and scientific method
-Classifying center wb 10-11 with my class
-Communicating center with Theresa
Assessment
Your choice lab for science process skills -
Observing - lab manual 89-90
Communicating - lab manual 91-92
Classifying - lab manual 93-94
Estimating and Measuring - lab manual 95-96
Inferring - lab manual 97-98
Predicting - lab manual 99-100
Making Operational Definitions - lab manual - 101-102
Making and using Models - lab manual - 103-104
Formulating Questions and Hypotheses - lab manual 105-106
Collecting and Interpreting Data - lab manual 107-108
Identifying and Controlling Variables - lab manual 109-110
Experimenting - lab manual 111-112
Resources
Optional
September
Content and Essential Skills
Staying Healthy - Unit D - Chapter 2 - 3 weeks
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Skills
1.1. Ask questions and state predictions that can be addressed through scientific investigation
1.1a tell what question they are going to answer or problem they will solve in an investigation
1.1b predict what they think will happen and tell why
1.1c generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: "What would happen if we change . . .?")
1.1d suggest a simple investigation to answer one of the questions generated
1.2. Select and use simple devices to gather data related to an investigation
1.2b use tools (for example, hand lens, ruler, stream table) to do things
1.3 Use data based on observations
1.3a use two or more words to describe an object or situation
1.3b use more than one sense when making observations
1.3c draw and label pictures that include relevant details as well as the main characteristics
1.3d record observations (using pictures, words, or numbers) on charts with existing column headings
• plot data on a bar graph using their data
1.4. Communicate about investigations and explanations
1.4a use observations and graphs to answer questions related to the investigation
1.4b compare results with their prediction and answer the question they set out to answer
1.4c tell what happened when they did an investigation
5.1 Identify careers that use science and technology
6.1 Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
6.2 Compare knowledge gained from direct experience to knowledge gained indirectly
6.3 Identify observable patterns and changes and predict future events based on those patterns
6.5. Compare a model with what it represents
Assessment
Staying Healthy - Unit D - Chapter 2 Test
Ways to Stay Healthy -Lesson Assessment wb 171
What are germs? - Lesson Assessment wb 172
How do some substances affect the body?-Lesson Assessment wb 173
Resources
Week One -
Observing Center with Jill
Estimating and Measuring Center with my class
Inferring Center with Theresa
Predicting Center with Jill
Week Two -
Sponge Activity with my class
Formulating Questions and Hypotheses Center with Theresa
Identifying and Controlling Variables Center with Jill
Week Three -
Scientific Process Review with all classes
Body Systems - Chapter D1
Exploring Balance lab - lab book 69-70
What parts make up your body D8-13
Discuss questions - wb 159
Magic School Bus Video on body systems
Week Four -
Make body systems pictures
How do bones and muscles work? D14-17
Finish lesson #2, discuss questions - wb 160
What are some other body systems? D24 -27
Finish lesson
Optional
October
Content and Essential Skills
Energy in your World - Unit B - Chapter 3
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 2:
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Skills
1.1. Ask questions and state predictions that can be addressed through scientific investigation
1.1a tell what question they are going to answer or problem they will solve in an investigation
1.1b predict what they think will happen and tell why
1.1c generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: "What would happen if we change . . .?")
1.1d suggest a simple investigation to answer one of the questions generated
1.2. Select and use simple devices to gather data related to an investigation
1.2a use batteries, wires, and bulbs to learn about the importance of a complete circuit
1.3 Use data based on observations
1.3a use two or more words to describe an object or situation
1.3b use more than one sense when making observations
1.3c draw and label pictures that include relevant details as well as the main characteristics
1.3d record observations (using pictures, words, or numbers) on charts with existing column headings
1.4. Communicate about investigations and explanations
1.4b compare results with their prediction and answer the question they set out to answer
1.4c tell what happened when they did an investigation
2.1. Examine, describe, classify, and compare tangible objects in terms of common physical properties (for example, ability to conduct electricity)
2.1a test to find out which materials can conduct electricity and which cannot
2.1b know that most metals can conduct electricity
2.2. Recognize that energy in the form of electricity can affect common objects and is involved in common events
2.2a light a bulb using a wire and battery in a variety of arrangements
2.2b draw a circuit and label the parts and the path of electricity
2.2c demonstrate how to use electrical energy to produce light, heat, and sound
2.3. Make observations on quantities associated with energy and change
2.3a describe what happens when more batteries are added to a circuit
2.3b describe what happens when more bulbs are added to a circuit
2.4. Observe and describe parts of a simple electrical system
2.4a name the parts that are needed to light a bulb
2.4b describe the function of each part of a circuit (for example, a battery produces electrical energy)
2.4c explain that a switch works by completing or breaking a circuit
2.4d identify electrical systems that will work
2.4e create an electrical circuit that matches a drawing
5.1 Identify careers that use science and technology
5.1a realize that electricians work with circuits
6.1 Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
6.1a realize that when the parts of a circuit are part together in the same way, they get the same results
6.2 Compare knowledge gained from direct experience to knowledge gained indirectly
6.2a compare what they learned by lighting a bulb with a battery in class to what happens when lighting a bulb in a house
6.3 Identify observable patterns and changes and predict future events based on those patterns
6.4 Describe and compare the components and functions of a simple electrical system
6.4a name the parts of a simple electrical circuit (battery, wire, bulb)
6.4b describe the function of each part of a circuit (for example, a battery makes electrical energy)
6.5. Compare a model with what it represents
6.5a explain how a simple circuit models an electrical system at home (for example, lighting a lamp or a flashlight)
Assessment
Energy in your world - Unit B - Chapter 3 - Test
What are some forms of energy? - Lesson Assessment wb 79
How is Matter Heated? - Lesson Assessment wb 80
How Does Light Travel? - Lesson Assessment wb 81
What is Electricity? - Lesson Assessment wb 82
Resources
Week One -
What are some other body systems? D24-27
Test over body systems (introduction to connections during Science time)
Magic School Bus Digestion Video (borrowed from 2nd grade)
Explain food diary
Week Two -
Work with food diary and make pictograph
What are some ways to stay healthy? D36-41
Finish lesson - wb 171
Bats
Week Three -
What are Germs? D46-49 - wb 172
How do some substances affect the body? D50-54 wb 173
Staying Healthy Video
Week Four -
(teacher work day)
Exploring forms of Energy
Measuring Temperature - IR 56
What are some forms of energy? B60-63
Finish lesson - wb79
Week Five -
How is matter heated? B64-67 - wb 80
Making a thermometer - B68-69 LM 37/38(don't do it again, it doesn't work)
How does light travel? B70-73 wb 81
(4th Grade program - Thursday, Halloween Party - Friday)
Optional
November
Content and Essential Skills
Changes in the Earth's Surface - Unit C - Chapter 1 - 3 weeks
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 4:
Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Skills
1.1. Ask questions and state predictions that can be addressed through scientific investigation
1.1a tell what question they are going to answer or problem they will solve in an investigation
1.1b predict what they think will happen and tell why
1.1c generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: "What would happen if we change . . .?")
1.1d suggest a simple investigation to answer one of the questions generated
1.2. Select and use simple devices to gather data related to an investigation
1.2b use tools (for example, hand lens, ruler, stream table) to do things
1.3 Use data based on observations
1.3a use two or more words to describe an object or situation
1.3b use more than one sense when making observations
1.3c draw and label pictures that include relevant details as well as the main characteristics
1.4. Communicate about investigations and explanations
1.4a use observations and graphs to answer questions related to the investigation
1.4b compare results with their prediction and answer the question they set out to answer
1.4c tell what happened when they did an investigation
4.1 Identify major features of Earth’s surface4.1 Identify major features of Earth’s surface
4.1a identify mountains/hills, rivers/streams, plateaus, oceans, lakes, and plains from pictures
4.2 Describe natural processes that change Earth’s surface
4.2a describe weathering (the breaking up of rocks) and erosion (the movement of rocks and soils) as being two processes that change Earth’s surface
4.2b describe two things that cause weathering (for example, dissolving, freezing and thawing)
4.2c use a model to demonstrate weathering
4.2d name two ways that rocks or sediments can be eroded (wind, water, ice)
4.2e show which way water would flow on a model (stream table), picture, and/or relief map of a land surface
4.2f list factors (for example, size of particles, speed of wind/water, volume of water, slope of land) that can affect the rate of erosion and explain how they do so *
4.2g interpret a model of erosion and explain how it is the same and different from erosion on Earth’s surface
4.2h demonstrate and explain how features of Earth’s surface are created as a result of erosion and/or deposition (sand dune, delta, canyon)
4.2i explain why the Earth’s surface must always be building up in some places since it is constantly wearing down in others
4.2j name examples of weathering and erosion in the local environment *
4.3 Recognize that humans are affected by natural events
4.3a give an example of how erosion can affect people at the same time it changes Earth’s surface
4.4. Identify major sources of water
4.5 Identify and describe the states (solid, liquid, gas) in which water can be found
4.5a name at least three places where water in liquid form is found (ocean, sea, lake, pond, river, stream)
4.5b name at least two places where water in solid form is found (snow, glacier)
4.5c tell where water can be found in gas form (air/atmosphere)
4.6. Recognize the importance of water
4.6a recall that water is a basic survival need of both plants and animals
4.6b give examples of how water can affect the surface of the Earth
5.1 Identify careers that use science and technology
6.1 Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
6.2 Compare knowledge gained from direct experience to knowledge gained indirectly
6.3 Identify observable patterns and changes and predict future events based on those patterns )
6.5. Compare a model with what it represents
6.5b explain how a stream table models what happens on the slope of a hill
Assessment
Changes in the Earth's Surface - Unit C - Chapter 1 - Test
How do volcanoes and earthquakes change the earth? - Lesson assessment wb 107
What landforms are on the Earth's Surface? - Lesson assessment wb 108
How do water and wind change the Earth's Surface? - Lesson Assessment wb 109
How can living things affect the Earth's Surface? - Lesson assessment wb 110
Resources
Week One -
How does light travel? B70-73
Finish lesson B74-79
Discuss questions - wb 81
Review chapter and do wb 82
Week Two -
Electricity Centers all week
Week Three -
Finish up electricity centers with Electricity journals from small electricity bucket using supplies from large bucket
Week Four -
Wow Van - Wet and Wild, Lions, Bears, and Beavers (Thanksgiving break)
Optional
December
Content and Essential Skills
Life Science - How Animals Grow and Change - Unit A - Chapter Two
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Skills
1.1. Ask questions and state predictions that can be addressed through scientific investigation
1.1a tell what question they are going to answer or problem they will solve in an investigation
1.1b predict what they think will happen and tell why
1.1c generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: "What would happen if we change . . .?")
1.1d suggest a simple investigation to answer one of the questions generated
1.2. Select and use simple devices to gather data related to an investigation
1.2b use tools (for example, hand lens, ruler, stream table) to do things
1.3 Use data based on observations
1.3a use two or more words to describe an object or situation
1.3b use more than one sense when making observations
1.3c draw and label pictures that include relevant details as well as the main characteristics
1.3d record observations (using pictures, words, or numbers) on charts with existing column headings
1.4. Communicate about investigations and explanations
1.4a use observations and graphs to answer questions related to the investigation
1.4b compare results with their prediction and answer the question they set out to answer
1.4c tell what happened when they did an investigation
- STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
3.1. Classify a variety of organisms according to selected characteristics
3.1a sort a group of animals (pictures or living organisms) into two groups—insects and other *
3.2. Describe the basic needs of an organism
3.2a identify the basic needs of an insect at a particular life stage (for example, butterflies need sugar water, caterpillars need leaves)
3.2b compare the basic needs (particularly food needs) of two adult insects
3.3 Describe life cycles of selected organisms
3.3a observe and draw each stage of the life cycle of a particular insect
3.3b describe the characteristics of each life stage
3.3c recognize and identify stages of an insect’s life cycle (egg, larva, pupa, adult) *
3.3d explain that the life stages of a specific type of insect are similar (for example, all butterflies go through the same life stages)
3.3e sequence the life stages of an insect
3.3f compare the life stages of two types of insects (for example, both butterflies and mealworms have a four-stage life cycle—egg, larva, pupa, adult)
3.3g explain the term life cycle (an insect starts as an egg that hatches; when the young grow up, they produce more eggs which starts the cycle all over again)
3.4 Identify characteristics that are common to all individuals of a species
3.4a know that adult insects have three body sections, six legs, and two antennae
3.4b describe ways that all insects of one kind are alike at a particular stage (for example, all mealy worm larvae have lots of segments and are brown in color)
3.4c compare the legs, body sections, and antennae of two types of insects
3.5 Recognize that there are differences in appearance among individuals of the same population or group
3.5a observe and describe ways that two individual insects of the same type and life stage look different
- STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
5.1 Identify careers that use science and technology
5.1b realize that some people study insects as part of their job (entomologists)
5.1c realize that exterminators, people who kill populations of insect pests, often must understand the needs of insects at each stage of their life cycle
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6.1 Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
6.2 Compare knowledge gained from direct experience to knowledge gained indirectly
6.3 Identify observable patterns and changes and predict future events based on those patterns
6.3a describe what happens when an insect ages and use this information to predict what might happen to another insect as it ages
6.5. Compare a model with what it represents
How Plants Live and Grow - Unit A - Chapter 1 - 3 weeks
1.1. Ask questions and state predictions that can be addressed through scientific investigation
1.1a tell what question they are going to answer or problem they will solve in an investigation
1.1b predict what they think will happen and tell why
1.1c generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: "What would happen if we change . . .?")
1.1d suggest a simple investigation to answer one of the questions generated
1.2. Select and use simple devices to gather data related to an investigation
1.2b use tools (for example, hand lens, ruler, stream table) to do things
1.3. Use data based on observations
1.3a use two or more words to describe an object or situation
1.3b use more than one sense when making observations
1.3c draw and label pictures that include relevant details as well as the main characteristics
1.3d record observations (using pictures, words, or numbers) on charts with existing column headings
• plot data on a bar graph using their data
1.4. Communicate about investigations and explanations
1.4a use observations and graphs to answer questions related to the investigation 1.4b compare results with their prediction and answer the question they set out to answer 1.4c ell what happened when they did an investigation
5.1 Identify careers that use science and technology
6.1 Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
6.2 Compare knowledge gained from direct experience to knowledge gained indirectly
6.3 Identify observable patterns and changes and predict future events based on those patterns
6.5. Compare a model with what it represents
Assessment
How animals grow and change - Unit A - Chapter Two - Test
How are babies like their parents - lesson assessment wb 15
How do spiders and insects grow - lesson assessment wb 16
How do fishes, frogs, and mammals grow - lesson assessment wb 17
How do babies learn - lesson assessment wb 18
How plants live and grow? - Unit A - Chapter 1 - Test
What do roots, stems, leaves do? - lesson assessment wb 3
What do flowers and cones do? - lesson assessment wb 4
How do plants grow from seeds? - lesson assessment wb 5
Resources
Week One -
How do volcanoes and earthquakes change the earth? (2 days)
2nd day discuss and do wb page
(5th grade program - Thursday)
Volcanologists video
Week Two -
Landforms C14-17
Colors maps to match books
Practice with maps and matching - wb 108
How do water and wind change the Earth's surface? C20-23 wb 109
How can living things affect the Earth's surface? - wb 110
Week Three-
Holiday Centers and Christmas party
Optional
January
Content and Essential Skills
Skills
Assessment
Resources
Optional
February
Content and Essential Skills
Skills
Assessment
Resources
Optional
March
Content and Essential Skills
Skills
Assessment
Resources
Optional
April
Content and Essential Skills
Skills
Assessment
Resources
Optional
May
Content and Essential Skills
Skills
Assessment
Resources
Optional
