S04 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
Processes
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
Skills
1a. Ask questions and state predictions that can be addressed through scientific investigation
>tell what question they are going to answer or problem they are solving by doing an investigation
>predict what they think will happen and tell why
>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 . . .?”)
>suggest a simple investigation to answer one of the questions they generated
1b. Select and use simple devices to gather data related to an investigation
>use everyday objects to show how the Earth, Sun, and Moon move with respect to each other
1c. Use data based on observations
>use two or more words or phrases to describe an object or situation
>use more than one sense when making observations
>draw and label pictures that include relevant details as well as the main characteristics
>record observations (using pictures, words, or numbers) on charts with existing column headings
>make two-column charts and label column headings
>plot data on a bar graph using their data
1d. Use data based on observations to construct a reasonable explanation
1e. Communicate about investigations and explanations
>use observations and graphs to answer questions related to the investigation
>compare results with their prediction and answer the question they set out to answer
>describe what happened when they did an investigation
Assessment
"Science Handbook" part of the text -covered skills: communicating, classifying, estimating & measuring, inferring, predicting, making & using models, formulating questions & hypotheses, collecting & interpreting data, identifying & controlling variables, experimenting. worked on terminology; practiced the skills;
teacher observation;
quiz on vocabulary;
class participation
Resources
Optional
October
Content and Essential Skills
- Science Investigations;
- Life Sciences
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.
Students learn that energy, in the form of food, is passed from one organism to another. They also learn that humans have specialized structures which allow us to use the energy in food.
Skills
1a. Ask questions and state predictions that can be addressed through scientific investigation
>tell what question they are going to answer or problem they are solving by doing an investigation
>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 . . .?”)
1b. Select and use simple devices to gather data related to an investigation
1c. Use data based on observations
>use two or more words or phrases to describe an object or situation
>use more than one sense when making observations
>draw and label pictures that include relevant details as well as the main characteristics
>record observations (using pictures, words, or numbers) on charts with existing column headings
>make two-column charts and label column headings
>plot data on a bar graph using their data
1d. Use data based on observations to construct a reasonable explanation
1e. Communicate about investigations and explanations
>use observations and graphs to answer questions related to the investigation
>compare results with their prediction and answer the question they set out to answer
>describe what happened when they did an investigation
3.1c. Describe the basic needs of an animal
> recall that animals need food, water, air, and shelter in order to live
3.1d. Give examples of how organisms interact with each other
>describe examples of predator-prey relationships
>realize that every animal eats other plants and/or animals and is eaten by other animals
3.2a. Recognize that green plants need energy from sunlight and various raw materials to live, and animals consume plants and other organisms to live
>know that plants get their energy from the Sun and animals get their energy by eating
>use evidence from classroom investigations to show that an animal eats only particular foods *
>group organisms (herbivores, carnivores, omnivores) based on the types of food they eat
>know that animals use food for growth as well as for energy
3.4c. Identify characteristics of animals that allow them to find and eat food in specific environments
>match beak shape with type of food or foot shape with habitat
>give examples of specific characteristics (involving beaks or feet) that allow a bird to meet its needs
Assessment
Chapter assessments;
teacher observation during experiments;
research project
Resources
textbook
video
various supplies needed for experiments
various reference books
Optional
November
Content and Essential Skills
PHYSICAL SCIENCE
- 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
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 are solving by doing 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 they generated
1.2 Select and use simple devices to gather data related to an investigation
1.3 Use data based on observations
1.3a use two or more words or phrases 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
1.3e make two-column charts and label column headings
1.3f plot data on a bar graph using their data
1.4 Use data based on observations to construct a reasonable explanation
1.5 Communicate about investigations and explanations
1.5a use observations and graphs to answer questions related to the investigation
1.5b compare results with their prediction and answer the question they set out to answer
1.5c describe what happened when they did an investigation
2.1 Examine, describe, classify, and compare substances in terms of common physical properties
2.1a name several examples of properties of substances (solids and liquids)
2.1b realize that powders are solids
2.1d compare the properties of two or more substances
2.1e give examples of how to use properties to distinguish one substance from another
2.1g explain why it is usually necessary to use more than one property to identify a substance
2.1h test at least three properties to identify a solid
2.2 Create mixtures and separate them based on differences in properties
2.2a observe and draw the crystals that remain after the liquid mixture
2.2b know that a mixture is formed when two substances are combined and can be separated again
2.3 Describe an observed change in terms of starting conditions, type of change, and ending conditions
2.3c explain what is meant by the term "dissolve"
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
6.1a realize that some properties of substances never change (for example, salt dissolves in water, vinegar bubbles when mixed with baking soda)
6.2 Compare knowledge gained from direct experience to knowledge gained indirectly
6.3 Identify observable patterns and predict future events based on those patterns
Assessment
Unit B Chapter 1 Measuring Matter
- Experiment - Exploring Matter - page B6 - observing, communicating, inferring
- Exploring Mass - page B7 - using balances to explore mass of small classroom objects
- Describing & Measuring matter page B20 - observing, estimating/measuring, classifying
- Making pancakes - physical and chemical changes
Teacher observation;
proper use of vocabulary terms;
classwork;
lesson assessments;
lab reports
Resources
balances/gram cubes;
graduated cylinders;
vegetable oil, syrup, celery, clay, raisins, foil;
meter sticks;
rubber stopper, steel bearings, corks
various worksheets from the chapter
Optional
December
Content and Essential Skills
PHYSICAL SCIENCE
- 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
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 are solving by doing 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 they generated
1.2 Select and use simple devices to gather data related to an investigation
1.3 Use data based on observations
1.3a use two or more words or phrases 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
1.3e make two-column charts and label column headings
1.3f plot data on a bar graph using their data
1.4 Use data based on observations to construct a reasonable explanation
1.5 Communicate about investigations and explanations
1.5a use observations and graphs to answer questions related to the investigation
1.5b compare results with their prediction and answer the question they set out to answer
1.5c describe what happened when they did an investigation
2.1 Examine, describe, classify, and compare substances in terms of common physical properties
2.1a name several examples of properties of substances (solids and liquids)
2.1b realize that powders are solids
2.1d compare the properties of two or more substances
2.1e give examples of how to use properties to distinguish one substance from another
2.1g explain why it is usually necessary to use more than one property to identify a substance
2.1h test at least three properties to identify a solid
2.2 Create mixtures and separate them based on differences in properties
2.2a observe and draw the crystals that remain after the liquid mixture
2.2b know that a mixture is formed when two substances are combined and can be separated again
2.3 Describe an observed change in terms of starting conditions, type of change, and ending conditions
2.3c explain what is meant by the term "dissolve"
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
6.1a realize that some properties of substances never change (for example, salt dissolves in water, vinegar bubbles when mixed with baking soda)
6.2 Compare knowledge gained from direct experience to knowledge gained indirectly
6.3 Identify observable patterns and predict future events based on those patterns
Assessment
Unit B Chapter 1 Measuring Matter
- Experiment - Exploring Matter - page B6 - observing, communicating, inferring
- Exploring Mass - page B7 - using balances to explore mass of small classroom objects
- Describing & Measuring matter page B20 - observing, estimating/measuring, classifying
- Making pancakes - physical and chemical changes
Teacher observation;
proper use of vocabulary terms;
classwork;
lesson assessments;
lab reports
Resources
balances/gram cubes;
graduated cylinders;
vegetable oil, syrup, celery, clay, raisins, foil;
meter sticks;
rubber stopper, steel bearings, corks
various worksheets from the chapter
Optional
January
Content and Essential Skills
DIGESTIVE SYSTEM and NUTRITION
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- 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.
- 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
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 are solving by doing 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 they generated
1.3 Use data based on observations
1.3a use two or more words or phrases 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
1.3e make two-column charts and label column headings
1.3f plot data on a bar graph using their data
3.5. Describe the human digestive system
3.5a explain that some of the parts inside our body work together to break down food so the organism can use it for matter and energy
3.5b name the four main parts of the digestive system (mouth, esophagus, stomach, intestine)
3.5c sketch the digestive system, showing the shape of the parts and placing them in the correct order
3.5d explain that the purpose of the digestive system is to break down bites of food into pieces that are extremely tiny—too small to recognize
3.5e explain that the nutrients in foods that our bodies need are absorbed by the body; the wastes leave the body through the anus
3.6 Describe basic food requirements for humans
3.6a know that it is important to eat a variety of foods, including lots of fruits and vegetables, but few sweets
3.6b name examples of fruits and vegetables
3.6c name examples of foods that are high in sugar but low in important nutrients
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
Unit D - Chapter 1 - Digestive, Circulatory, & Nervous
Assessment
Learning how the body systems work together
Exploring teeth (D6)lab use model of the teeth
Les. #1 - How does the digestive system work?
model of the stomach, digestive system; stress the vocabulary
CD-ROM of digestive system
Chapter 2 - Keeping Your Body Systems Healthy - Lesson #1 - How can you keep your digestive system healthy?
class participation; teacher observation;
Resources
text;
models of the teeth, stomach, digestive system;
CD-ROM
Magic School Bus
worked with the District Health committee;
had a food tasting party
Optional
February
Content and Essential Skills
DIGESTIVE SYSTEM and NUTRITION
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- 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.
- 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
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 are solving by doing 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 they generated
1.3 Use data based on observations
1.3a use two or more words or phrases 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
1.3e make two-column charts and label column headings
1.3f plot data on a bar graph using their data
3.5. Describe the human digestive system
3.5a explain that some of the parts inside our body work together to break down food so the organism can use it for matter and energy
3.5b name the four main parts of the digestive system (mouth, esophagus, stomach, intestine)
3.5c sketch the digestive system, showing the shape of the parts and placing them in the correct order
3.5d explain that the purpose of the digestive system is to break down bites of food into pieces that are extremely tiny—too small to recognize
3.5e explain that the nutrients in foods that our bodies need are absorbed by the body; the wastes leave the body through the anus
3.6 Describe basic food requirements for humans
3.6a know that it is important to eat a variety of foods, including lots of fruits and vegetables, but few sweets
3.6b name examples of fruits and vegetables
3.6c name examples of foods that are high in sugar but low in important nutrients
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
Unit D - Chapter 1 - Digestive, Circulatory, & Nervous
Assessment
Learning how the body systems work together
Exploring teeth (D6)lab use model of the teeth
Les. #1 - How does the digestive system work?
model of the stomach, digestive system; stress the vocabulary
CD-ROM of digestive system
Chapter 2 - Keeping Your Body Systems Healthy - Lesson #1 - How can you keep your digestive system healthy?
class participation;
teacher observation;
Resources
text;
models of the teeth, stomach, digestive system;
CD-ROM
Magic School Bus
worked with the District Health committee;
had a food tasting party
Optional
March
Content and Essential Skills
DAY AND NIGHT SKY AND EARTH SCIENCES - March - mid-April
- 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 are solving by doing 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 they generated
1.2 Select and use simple devices to gather data related to an investigation
1.2a use everyday objects to show how the Earth, Sun, and Moon move with respect to each other
1.3 Use data based on observations
1.3a use two or more words or phrases 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
1.3e make two-column charts and label column headings
1.3f plot data on a bar graph using their data
1.4 Use data based on observations to construct a reasonable explanation
1.5 Communicate about investigations and explanations
1.5a use observations and graphs to answer questions related to the investigation
1.5b compare results with their prediction and answer the question they set out to answer
1.5c describe what happened when they did an investigation
4.1 Describe what can be readily observed by the unaided eye in the daytime and nighttime sky
4.1a locate the Moon in the day as well as in the night sky *
4.1b sequence pictures of the phases of the Moon using evidence from their observations
4.1c locate at least two constellations in the sky and/or on a simple sketch (the Big Dipper, Orion)
4.1d explain what is meant by the term constellation (a pattern of stars in the sky that does not change)
4.1e know which objects that can be seen in the night sky compared with those that are seen during the day
4.2 Describe the motion of Earth in relation to the Sun, including the concepts of day, night, and year
4.2a tell that the Sun appears to move from east to west over the course of a day
4.2b indicate the location of the Sun on a drawing that shows an object and its shadow
4.2c explain how a shadow can be used to understand the motion of the Sun
4.2d use a model or drawing to show how the Earth turns with respect to the Sun resulting in day and night
4.2e decide if it would be day or night in Colorado based on drawings of the Earth and the Sun
4.2f use a model to show how the Earth moves with respect to the Sun resulting in a year
4.3 Identify basic components of the solar system
4.3a make a drawing that shows the Sun, Earth and its Moon, and other planets as being "clumped" and the stars as being much more distant
4.3b show the Sun as being at the center of the solar system with the planets (including Earth) circling the Sun
4.3c describe the solar system as consisting of the Sun, the Earth and its Moon, and eight other planets
4.3d know the names of the planets
4.4 Describe a space exploration event such as a manned or unmanned space mission
4.4a explain the destination and purpose of a recent space exploration event
4.4b know that astronauts have landed on the Moon and explored its surface
4.4c realize that astronauts have gone to the Moon but no further
5.1 Identify careers that use science and technology
5.1a realize that astronauts and those people who plan space flights must understand the movement of objects in space
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
6.2a describe the changes in the appearance of the Moon that they observed with what a book or other reference says about phases of the Moon
6.3 Identify observable patterns and predict future events based on those patterns
6.3a describe the path the Sun follows when it moves across the sky and explain that this pattern is likely to continue far into the future
6.4 Describe the components and interrelationships of a system
6.4a identify the nine planets and the Sun as being the main parts of the solar system
6.5 Compare a model with what it represents
6.5a explain how models are the same, yet different from, the real thing
Assessment
lesson assessments;
experiment lab report;
teacher observation Chapter C4 - Movements in the Solar System
experiments on pg. C96,C97 - exploring seasons, making predictions
Science SRA - careers and scientist profiles on space, exploration
Science SRA - math activities - years in space, weight on the moon
Space booklets
used the illuminated orbiter to show rotation of the earth, revolutions of the moon, earth, seasons
used inflatable planets to show distance from the sun, etc.
Resources
Space booklet;
Science SRA for space;
calculators;
illuminated orbiter;
inflatable planets
Optional
April
Content and Essential Skills
LIFE SCIENCE - Plants - Mid-April - May
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
- 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.
- 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
1a. Ask questions and state predictions that can be addressed through scientific investigation
>tell what question they are going to answer or problem they are solving by doing an investigation
>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 . . .?”)
1b. Select and use simple devices to gather data related to an investigation
1c. Use data based on observations
>use two or more words or phrases to describe an object or situation
>use more than one sense when making observations
>draw and label pictures that include relevant details as well as the main characteristics
>record observations (using pictures, words, or numbers) on charts with existing column headings
>make two-column charts and label column headings
>plot data on a bar graph using their data
1d. Use data based on observations to construct a reasonable explanation
1e. Communicate about investigations and explanations
>use observations and graphs to answer questions related to the investigation
>compare results with their prediction and answer the question they set out to answer
>describe what happened when they did an investigation
3.1d. Give examples of how organisms interact with each other
3.2a. Recognize that green plants need energy from sunlight and various raw materials to live, and animals consume plants and other organisms to live
>know that plants get their energy from the Sun and animals get their energy by eating
Assessment
Unit A
Chapter 1 Plant structure and function
classifying plants, seeds; parts of a flower; how seeds and fruits are made; life cycle of a flowering plant
various worksheets;
various group activities - classifying seeds; dissecting a flower; sprouting a seed
2 different group observations using earthworms - observing characteristics and how they respond to different stimuli
vocabulary
Resources
lab manual;
various pictures of plants and animals
Optional
May
Content and Essential Skills
Skills
Assessment
Resources
Optional
