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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 www.curriculummapper.com 1 of 9 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? www.curriculummapper.com 2 of 9 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? www.curriculummapper.com 3 of 9 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. www.curriculummapper.com 4 of 9 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 www.curriculummapper.com 5 of 9 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 www.curriculummapper.com 6 of 9 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 www.curriculummapper.com 7 of 9 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 www.curriculummapper.com 8 of 9 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. www.curriculummapper.com 9 of 9