Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Formation and evolution of the Solar System wikipedia , lookup
Astronomical unit wikipedia , lookup
Geocentric model wikipedia , lookup
History of Solar System formation and evolution hypotheses wikipedia , lookup
Tropical year wikipedia , lookup
Hebrew astronomy wikipedia , lookup
Kindergarten Scientific Inquiry Task DRAFT– Sun, Air, Land, and Water Science Standards: K.1 Structure and Function: The natural world includes living and non-living K.1E.1 Gather evidence that the sun warms land, air, and water. K.3 Scientific Inquiry: Science explores the natural world through observation. K.3S.1 Explore questions about living and non-living things and events in the natural world. K.3S.2 Make observations about the natural world. Learning Targets: ๏I can describe how the sun warms air, land, and water. Language Targets: ๏I can compare temperatures using comparative and superlative language. Language Vocabulary: adjectives that describe temperature Comparative language: words with -er ending (colder, warmer, hotter) Superlative language: words with -est ending (coldest, warmest, hottest) Sentence Frames (examples): Prediction/Hypothesis: The land will be _________ in the sun. The land will be _________ in the shade. Results: The land in the sun was _________ than in the shade. Literature Connection: Treasures: What Does the Sun Do? (Unit 8 TE 1819) Sun: Our Nearest Star by Franklyn M. Branley What is a Scientist? by Barbara Lehn NCSD K-5 Scientific Inquiry Tasks DRAFT March 2013 Key Vocabulary: Sun- a star our planet moves around and gets heat and light from Temperature- a way of showing how hot or cold something is Shade- a place where there is less heat and light from the sun Observe- watching to get information Materials: thermometers (optional), small cups, dirt, water, “Scientific Inquiry Investigation” student sheet, Frayer Model/T-Chart, temperature cards Teacher Background: Teachers can choose to have students perform the inquiry in centers or small groups. Student’s goal is to observe that the sun warms the earth. When parts of the earth (air, water or land) are in the shade, they will be cooler. Scientific Inquiry Defined There are four components to the inquiry cycle, and it is important that students see this cycle as a process for “doing” science. ! 1. 2. 3. 4. Forming a Question or Hypothesis Designing an Investigation Collecting and Presenting Data Analyzing and Interpreting Results During initial student experiences, the individual parts of the inquiry cycle need to be explicitly taught and modeled by the teacher. As students gain experience, teachers will gradually release control and move to a model of more learner self-direction. NOTE: In Kindergarten, students are expected to “explore questions” and “make observations” only. They are not expected to conduct a whole scientific inquiry investigation. Forming a Question or Hypothesis: 1. Show students each cards with images of items that may be hotter or colder. Ask them to sort the cards in the Frayer Model/T-Chart as a class. Place each card in the agreed upon column. NCSD K-5 Scientific Inquiry Tasks DRAFT COLDER HOTTER March 2013 2. 3. Prior to reading, Sun: Our Nearest Star or other appropriate text, ask students to be thinking of questions they have about the sun or listening for answers to these questions. ✴“What is the sun?” ✴“What does the sun do?” Tell students that they are going to conduct a scientific investigation about how the sun affects three different parts of the Earth: ✴Air ✴Land ✴Water 4. Create a Pictorial Input Chart while telling a story about a kid standing in the sun and standing in the shade. Illicit responses from students about how the kid would be feeling in each location. 5. State a question: I wonder how the sun changes air, water, and land (dirt)? Make a large poster with sentence frames stating the prediction/hypothesis for the class. Ask them why they made that prediction/hypothesis. Designing an Investigation: 6. Explain to the class that they will be comparing how the sun affects three different things; air, land (dirt), water. Explain that as scientists they need to record detailed notes by drawing pictures of what they see on their sheet. You may want to have a blank thermometer for them to fill in. 7. There needs to be at least 6 cups set up for the inquiry • • • 8. 2 with air (empty) 2 with land (dirt) 2 with water Place one of each substance in the shade and one in the sun. NCSD K-5 Scientific Inquiry Tasks DRAFT March 2013 9. Place a thermometer in each cup (optional) or have students make observations by feeling the cups with their hands. Collecting and Presenting Data: 10. Distribute clipboards, “Sun, Air, Land, and Water Scientific Inquiry Investigation” sheet, and pencils. Have students color in the cups with the correct substance. Have students observe the thermometer or feel the substances in each cup. They can color in the thermometer to represent whether the substance was colder, warmer or hotter. Have them write the word that best describes each cup compared the other. Analyzing and Interpreting Data: 11. Gather class together after everyone has had a chance to record their findings. Have kids compare their notes about what observed in each of the cups. Discuss why if any of the results are different from each other? (Results may vary because different times of day, different days data was collected, where the thermometers were in the cups.) 12. Help kids make a statement about what affects the sun has on air, land, and water. Record the statement on a poster for the class. 13. It is important that students see inquiry as a cycle. To that end, students should be thinking about one additional question they would like to explore on this topic. NCSD K-5 Scientific Inquiry Tasks DRAFT March 2013 Name ____________________________________________________________ SUN, AIR, LAND AND WATER SCIENTIFIC INQUIRY INVESTIGATION The air was _________ in the shade. water land (dirt) air shade The land was _________ in the shade. The water was _________ in the shade. NCSD K-5 Scientific Inquiry Tasks DRAFT sun hot hot warm warm cold The air was _________ in the sun. cold hot hot warm warm cold The land was _________ in the sun. cold hot hot warm warm cold The water was _________ in the sun. cold March 2013 Name ____________________________________________________________ SUN, AIR, LAND AND WATER SCIENTIFIC INQUIRY INVESTIGATION words: colder, cooler, warmer, hotter Predictions The air will be _______________ in the sun. The air will be _______________ in the shade. The soil will be _______________ in the sun. The soil will be _______________ in the shade. The water will be _______________ in the sun. The water will be _______________ in the shade. Results The air is the sun was _____________ than in the shade. The soil is the sun was _____________ than in the shade. The water is the sun was ___________ than in the shade. NCSD K-5 Scientific Inquiry Tasks DRAFT March 2013 FRAYER MODEL/T-CHART COLDER NCSD K-5 Scientific Inquiry Tasks DRAFT HOTTER March 2013 sun cloud shade rain steam ice land air water snow NCSD K-5 Scientific Inquiry Tasks DRAFT March 2013