Download Kindergarten - Berlin Community School

Berlin Community School
K Science
Teacher: K
Month
September
2010
Content
•Life Cycle of Plants (Apples and
Pumpkins)
Skills
Assessment
Materials
•View, compare/contrast, and explore the
stages of growth from planting to harvest
of apples and pumpkins
•Manipulative sequencing activities
•Teacher observation
Apples, literature, various art
materials,seeds
•Name weather changes over the seasons.
•Describe seasonal changes associated with
fall.
•Match appropriate clothing and activiites
with fall weather.
•Teacher observation
•Active participation in classroom
discussions
•Completion of various manipulative
activities
weather bulletin board, calendar
A. Identify living and non-living things
A. Picture prompts of living and non-living
A. models of spiders and bats, spider and
Essential Questions:
How does an apple grow?
What can you make with an apple?
What else grows from a tree?
•Seasonal Changes
Essential Questions:
What do you wear on a rainy day? (sunny,
hot)
How do you feel on a cold day outside
(hot)
What do you like to play outside on a
sunny day?
What do you think will happen when we
plant these seeds?
What do we use pumpkins for?
October
A. Living/Non-living
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K Science
Month
2010
Content
-Spiders
-Bats
-Pumpkins
Essential Questions:
What do you wear on a rainy day? (sunny,
hot)
How do you feel on a cold day outside
(hot)
What do you like to play outside on a
sunny day?
What do you think will happen when we
plant these seeds?
What do we use pumpkins for?
How do you think a spider can help you?
What do you think a spider feels like?
Berlin Community School
Skills
Assessment
Materials
Locate various body parts of a spider
Bats
•Identify parts of a bat
•Identify what a bat eats
•Identify kinds of bats
•Describe similarities and differences
between bats and birds
•Identify what "nocturnal" means
•Identify how and when a bat sleeps
Describe the sequence of a
pumpkin's growth
objects
The Very Busy Spider booklet
Picture arranged in order (seed, sprout,
flower, small green pumpkin, large orange
pumpkin, jack-o-lantern)
bat booklets, literature-fiction and nonfiction, various art materials, pumpkins,
pumpkin seeds
B. Identify characteristics of fall
Illustrate favorite fall activity or a
seasonal change
Leaves
•Identify parts of a leaf
•Identify common kinds of leaves
•Identify kinds of trees that don't lose their
leaves
•Utilize a leaf to conduct an experiment to
identify the speed it falls, if it spins, and if
it can hit a target
•Identify shapes of leaves
B.Four seasons sorting
B. leaves and other fall objects, leaf
booklet, weather bulletin board
What would happen if you didn’t have a
skeleton?
Besides humans, who else has a skeleton?
What else do we call our skeleton?
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K Science
Month
November
2010
Content
B. Fall
-Weather changes
-Leaves/animals preparing for Winter
Life Science
A. turkeys/squirrels
Essential Question:
How can living things be so different but
so alike?
Berlin Community School
Skills
Assessment
Materials
A•class discussion/teacher observation
A. Displays of turkeys and squirrels,
literature, facts booklet
B•teacher observation/oral discussion
B. Real samples of fall vegetables, seeds,
and leaves, tree booklet, literature
•Recognize and describe different types of
weather; cloudy, sunny, rainy, snowy,
windy.
C•teacher observation/oral discussion
C. Circle time activities
D. Identify change in apples to
applesauce,liquid to solid (cornbread).
D. Cooperative groups
D. baking day list
A •students discuss the growth and
development of pine trees.
•students identify the major structure of the
pine tree (trunk, branches,needles,
pinecones, pinenuts)
•teacher observation/oral discussion
A. Literature, real samples of the parts of a
pine tree.
A.•students name the differences between
real turkeys and squirrels and the turkeys
and squirrels of nursery rhymes, fairy tales
and stories
students identify squirrels as mammals and
turkeys as birds
B. trees, Indian corn, acorns, seed pods,
squash, gourds, cranberries
EQ:
What do these plants need to grow?
Weather
C. weather and factors that affect the
weather
B•discuss growth and development of Fall
vegetables
•observe changes in corn kernels, apples
and cranberries when heat is applied
•sort and classify kinds of fruits and
vegetables
•identify the major structure of the oak tree
(trunk, branches, leaves, acorns)
D. Chemistry (Baking Day)
December
2010
Living Things
A. Pine Trees
How are pine trees different than other
trees?
What is made from pine trees?
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K Science
Month
Content
Berlin Community School
Skills
B.• Discuss how scientists use the five
senses and tools to gather information such
as size and shape about living things.
Investigation and Experimentation
B. Five Senses
-Touch
-Smell
-Sight
-Taste
-Hearing
How do my 5 senses work together?
What would it be like not to have one of
the senses?
Which sense do I rely on most and why?
Do things tase good if I can't smell them,
see them?
January
2011
Life Science
A. Hibernation
Why do some animals hibernate, while
others migrate?
How do animals survive the change in
seasons?
If you were an animal, would you hibernate
or migrate?
B. Draw the body parts and label the
senses. Dramatize situations using the
senses. Analyze picture cards and sort
according to the 5 senses.
Materials
B. gingerbread literature, art activity,
gingerbread cookies, Holiday sights and
sounds.
•Describe the function of each of the
senses.
Match the 5 senses to the correct body part.
Functions of the senses
•Recognize how the senses are used for
different activities. Identify how we use
our 5 senses
A
•Infer why animals hibernate.
Identify animals that hibernate
•Match animals to the place where they
hibernate - cut and glue page
•Describe how animals will adapt
during winter: Hibernation & Migration
B
•Identify characteristics, habits and habitats
of bears, penguins and birds in the polar
regions.
B. Polar animals
How do polar animals adapt to their
Assessment
Art activities, literature, available
classroom materials
A. Group discussion~compare/contrast
B. Group discussion ~ Teacher observation
C.
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K Science
Month
Content
environment?
How did polar animals get to their
environments?
How are the polar animals (penguin, polar
bear, etc.) similair?
Berlin Community School
Skills
Observe and describe water as a solid or a
liquid.
Observe experiments with processes that
show heat being released.
Assessment
Materials
C. Oral responses
Matter
C. Solids/Liquids/Ice
How does a raindrop become a snowflake?
February
2011
A. Shadows
Why does a shadow change during the
day?
A.
Understand the concept of shadows.
•What causes shadows.
•What makes shadows different sizes.
discover that shadows are different sizes
•Experiment with light and objects making
shadows.
Teacher observations
Themed-based literature, art activities,
samples of dental health instruments, visual
media
Student participation
Informal assessments
Life Science
B. Ground Hogs
Is the ground hog an accurate predicter of
the beginning of spring?
How is the ground hog similiar to other
mammals?
B.
•Classify the groundhog as a mammal.
•Discuss what the groundhog eats and
where it lives.
•Discuss the legend of the Groundhog and
his shadow.
C.
•Discuss dental health
•Give examples of dental hygiene.
•Observe a model of teeth and describe
them in comparison to their own teeth
•Predict how many teeth they have and
Oral response ~ Informal observation
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K Science
Month
Content
Berlin Community School
Skills
Assessment
Materials
then count their teeth to check their
predictions
March
2011
C. Dental Health
How are teeth important to the body?
Why do people and animals need them?
Weather
Weather
•Illustrate different kinds of weather.
•Identify effects of different kinds of
•Oral response
•Written practice
Literature, bulletin boards, Scholastic
News, booklets, art supplies
A. Five senses
Informal assessment and classroom
projects/activities.
Literature, bulletin boards, Scholastic
News, items to taste,smell and feel,
samples of things to recycle, butterfly
sample kit, inflatable example of the life
cycle of the butterfly, booklets
weather on activities people do.
Clouds
Clouds
•Identify different kinds of clouds and
when we might see them in the sky.
Seasons
Seasons
•Identify the four seasons.
•Identify how the weather changes during
each season.
Life Science
Dairy/Farm Animals
Farm
•Describe where basic foods are grown.
(Farm to Family)
•Describe the process of how milk is
produced and becomes dairy products.
Nests and Eggs
•Identify animals that come from eggs and
April 2011
A. Five senses
B. Earth Day
those that do not. Chart
A. Five senses
•Describe the use of the senses when
making observations.
•Identify the five senses.
•Distinguish the many ways each sense
helps us learn about the world around us.
•Name body parts used for the five senses.
B. Earth Day
Experiment each sense through targeted
activities.
B. Earth Day
Informal assessment and classroom
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K Science
Month
Content
Berlin Community School
Skills
•Describe how human actions affect the
environment.
C. Life Cycles
Butterflies, frogs and other insects
C. Life Cycles
Record their first observations of the
caterpillars, tad poles and larva.
•Discuss characteristics that living things
share.
•Discuss what living things need to
survive.
•Observe how insects grow and change
•Identify parts of an insect and a caterpillar
•Observe a chrysalis
•Predict what stages happen next
D. Seasonal Changes
Spring
D. Seasonal Changes
•recognize the signs of Spring and new life
May 2011
Assessment
Materials
projects/activities.
C. Life Cycles
Student created cycles
Student Observations
Student sequencing cycle cards worksheet
D. Seasonal Changes
Informal assessment and classroom
projects/activities.
A. Plants
A. Plants
Identify the parts of a plant and their
functions.
Describe and measure root and stem
growth.
Identify the functions of living things.
Predict, Observe, and Describe plant
experiments involving growing conditions.
Describe the plant life cycle.
Compare seeds.
A. Plants
Activities
Teacher observation
Discussion
A. Seeds, soil, literature, samples of plant
parts, Scholastic news
B. Desert Life
B. Desert Life
Recognize plant and animals
characteristics that help them live in the
desert environments.
B. Desert Life
Activities
Teacher observation
Discussion
B. Literature, booklet, Scholastic news
C. Animals
C. Animals
C. Animals
C. Literature, booklet, Scholastic news
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K Science
Month
Content
Berlin Community School
Skills
•Identify what animals need for survival
•Identify similarities between people and
animals' survival needs
•Identify animals that live in the water and
what helps them move
•Identify animals that are in the air and
how they move
•Identify how animals stay safe in their
surroundings and how they adapt
•Compare how human babies grow and
change versus baby animals
Assessment
Materials
•Oral assessment
•Visual cues
•Written assessment
Bugs
•Identify kinds of bugs
•Observe a variety of bugs to identify
similarities/differences
•Draw/label a bug and identify how it
moves
Reptiles
•Identify a reptile
•Give a description of a reptile
•Identify where a reptile lives
June 2011
LOOKING AT THE SKY
A) Sun
Observe and compare objects found in the
daytime and nighttime sky
B) Moon
A. Articulate the important facts about the
sun
1) sun provides the earth with light
2) sun provides the earth with heat
3) the sun is a star
C) Planets
D) Smaller stars
Teacher observation
Oral discussion
Performance assessments
Booklets, posters, literature, various art
materials, 3D model, songs, poems
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K Science
Month
Content
Berlin Community School
Skills
Assessment
Materials
B. Articulate important facts about the
moon
1) Identify the changing shape of the
moon.
2) List the physical characteristics of the
moon.
C. Articulate important facts about the
planets
1) Identify and name the eight planets in
the solar system.
2) Recognize that the orbit of the earth
creates day and night.
3) Infer that human life could not be
supported on other planets because of
extreme atmospheric differences.
D. Articulate important facts about stars.
1) Recognize that a group of stars is a
constellation and that constellations form
patterns in the sky.
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