Observation of Weather and All About My Senses … · For PreK children, science is a natural...

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Science Curriculum: Grade PreK

Children are intrinsically motivated when have they materials to enjoy, have control over their learning, and enjoy success in science processes. For PreK children, science

is a natural process of participating in a playful system of knowledge acquisition about the self and the surrounding world. Early childhood science curriculum provides the

experience-based framework for learning that can take place in and out of doors. The actual classroom must be a purposefully designed environment where children

interact with materials, their classmates and adults. The primary teaching goal is to help young children use the environment productively and see themselves as capable

learners. Teaching young children science is a creative process whereby they can investigate, identify, observe, collect, record, make decisions, and predictions. We are

educating the whole child, by building confidence, critical thinking and problem solving skills therefore using a higher order of thinking.

Unit

All About My Senses Observation of Weather and

Seasons Properties of Objects Life Cycle

Time Frame Integrate Units Throughout the Year to Build Student Mastery

Focus Questions

What are my senses and what do they

teach me about the world?

Who am I and how I am different and

like my peers?

How can I describe the different

seasons of weather?

How can I describe water?

How does time pass?

How can I measure weight and

what are the different kinds of

textures?

How do I sense gravity?

How can objects be sorted?

How does a caterpillar transform

into a butterfly?

How does an egg produce a

chicken?

How does a human baby grow into

an adult?

Common Core ELA

& Literacy

Connections:

Reading Standards

for Informational

Texts

STUDENTS WILL:

1. With prompting and support, ask and answer questions about details in a text.

2. With prompting and support, retell detail(s) in a text.

3. With prompting and support, describe the connection between two events or pieces of information in a text.

4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).

5. Identify the front cover, back cover; displays correct orientation of book, page turning skills.

6. With prompting and support, can describe the role of an author and illustrator.

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place

thing or idea in the text an illustration depicts).

8. With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustration, descriptions

or procedures).

9. With prompting and support, actively engage in group reading activities with purpose and understanding.

17

Common Core ELA

& Literacy

Connections:

Writing Standards

STUDENTS WILL:

1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like….

because…, etc.)

2. With prompting or support, use a combination of drawing, dictating, or to compose informative/explanatory texts in which they name what

they are writing about and supply come information about the topic.

3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what

happened.

4. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing as needed.

5. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.

6. With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite authors and

express opinions about them).

7. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

8. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studies in class, with prompting

and support as needed.

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Inquiry and Process Skills Based on All Standards

Effective science education involves process as well as content. A great science teacher fosters student development of science

process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they

have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate

important issues in the world around them. The below represents a developmentally appropriate continuum of process skill

acquisition:

Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK

to K 1 2 3 4 5 6 7 8

Interdisciplinary Skills: to be able to identify those areas of science which are

interrelated to other disciplines such as math, English, and social studies

I R R R M M+ M+ M+ M+

Observing: ability to identify properties, structures, etc. through use of all the senses

I R R M M+ M+ M+ M+ M+

Identifying: ability to describe the characteristics of objects or events

I R R R M M+ M+ M+

Classifying: ability to group, match, compare by commonality


Questioning: ability to ask pertinent questions regarding experiences

I R R R M M+ M+ M+

Measuring: ability to find quantitative difference, to estimate, calculate, etc.

I R R R R M M+ M+ M+

Recording: ability to collect, record, and tabulate data meaningfully


Predicting: ability to guess outcomes on basis of previous experiences

I I R R M M+ M+ M+ M+

Formulating Models: ability to represent cognitive data graphically

I I R M M+ M+ M+ M+ M+

Formulating a Hypothesis: to predict and generalize from experiences/data; to make

educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+

Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)

I I R R R R M M+ M+

Inferring: ability to make conclusions referring to causes, effects, etc.

I I R R R M M+ M+ M+

Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+

Experimenting : to try something out to see whether or not it works I I R R R M M+ M+ M+

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Designing Investigations: ability to control variables, record and interpret data,

summarize data, graph I R R M

Manipulating Variables: to identify and selectively change experimental conditions such

as time, intervals, temperature distance

I I R R M M+

Handling Equipment: to know the purpose for and manner of using lab resources and

equipment for the purpose of experimentation I I R R R M M+ M+ M+

Using Space-Time Relationships: ability to consider position and motions from vantage

points other then the child’s own I I R R R M M+ M+

Communication: ability to verbally relate experiences, information and procedures with

clarity I R R R M M+ M+ M+ M+

Recognizing Problem Areas: ability to be aware of areas where alternative solutions are

possibilities I I R R R M M+ M+

Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+

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Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge and

skills (provide key student outcomes and forms of assessment you will use).

Activities/Investigations (Labs)/Demonstrations: List

activities/investigations (labs) and demonstrations relating to the unit

topic, content and skills.

Unit Topic: The unit title

goes here.

Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers of

the unit focus questions.

Diverse Resources: List videos, music, websites, level readers,

textbook pages and/or field trips that enhance the unit content.

Cross-Curricular Connections: List specific ways the unit content

connects to other subjects.

Key Terms: List any vocabulary or key phrases to be taught and

added to the Word Wall.

Unit Resource Planner Grade _____________________

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GRADE PreK

Assessing Student Understanding:

1. Meeting with students one on one; anecdotal records

2. Informal observations during the day

3. Saving projects and student work for a portfolio

4. Update early reading assessment

Activities/Investigations(Labs)/Demonstrations:

Signs of Spring Game; Weather Safety; Raindrop Art; Catch a

Cloud; signs of spring collage

Update weather and season centers

Examine: birds and their nests; bees and beehives; bugs

Field walks; visit to Snug Harbor Children’s Museum

Songs about the weather during spring spring; Literature circles

A Tree Grows: A narrative pantomime

Unit Topic:

Weather and Seasons

Unit Objective:

How can I describe the different seasons of weather? How can I describe water? How does time pass?

Diverse Resources: This unit will continue as a theme

throughout the entire year. These resources are presented only

for the ―spring‖ : months of April and May

http://www.first-school.ws/theme/seasons.htm preschool themes

related to the seasons;

http://www.enchantedlearning.com/themes/seasons.shtml

rhymes, crafts, activities, calenders; electronic booklets for

printing at http://www.funlessonplans.com/

Picture books and songs about seasons and weather; poems

about the seasons and weather; MAGIC SCHOOL BUS

Cross-Curricular Connections: (SPRING)

ART: prints with summer ―fruit‖ stamps

MATH: caterpillar counting; lady bug coutnig; cloud graphs; chart

daily weather

RELIGION: Update/use liturgical season colors at prayer table

Key Terms:

Appropriate vocabulary should be introduced before reading

or activities are conducted

Unit Resource Planner Grade ___________PreK__________

http://www.first-school.ws/theme/seasons.htm

http://www.enchantedlearning.com/themes/seasons.shtml(rhymes

http://www.funlessonplans.com/

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UNIT I: The Nature of Science*

FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies

What is a scientist?

What is the adventure of science all about?

CONTENT* CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*

A. People are naturally curious.

B. Questions are very important.

C. People learn about things around

them by observing, but

sometimes they can learn more

by doing something to the things

and noticing what changes.

D. Scientists observe, ask

questions, and investigate.

E. Everyone can do science and

invent things and ideas.

F. When a science investigation is

done the way it was done before,

we expect to get a very similar

result.

G. Tools such as thermometers,

magnifiers, rulers, or balances

often give more information

about things than can be

observed without their help.

H. Describing things accurately

important in science because it

enables people to compare their

observations with others.

1. Students are provided with opportunities

that stimulate their curiosity and engage

them in taking an interest in their

environment and the workings of nature.

2. Students should be encouraged to ask

questions, collect things, count, measure,

make observations, organize their

observations and collections and discuss

their findings.

3. Students understand that observations and

investigations are often repeated.

4. Students compare and contrast findings.

5. Students explain to others what they see

and observe.

6. Students realize that being part of team

means they are free to have different

conclusions.

Opportunity for teacher input

and notations

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I. When people give different

observations about the same

thing, it is usually a good idea to

make some fresh observations

instead of arguing about who is

right.

J. By working together, people can

figure out how the world works.

K. Working together in teams is

helpful and people can share

their findings with each other.

All team members should reach

their own conclusions about

what the findings mean.

L. A lot can be learned about plants

and animals, but care must be

taken to know their needs and

how to provide for them in class.

* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document

Benchmarks for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals

identified in a chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know

and do by the end of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for

the first three grade bands: K to 2; 3 to 5; 6 to 8.

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PreK

UNIT II: All About My Senses


What are my senses and what do they teach me about the world?

Who am I and how I am different and like my peers?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

Note: PreK is less content-based and

more skills based. Students are not

required to memorize content, but

rather to participate in the exploration

of science concepts.

Reflect on God’s presence,

His grace, and the spiritual

nourishment of prayer.

Discuss how humans can

use their body to give glory

to God by respecting

themselves and others.

Discuss some of Jesus’

miracles when he gave sight

to the blind and speech to

the mute.

Systems Thinking: Through

systems thinking, people can

recognize the commonalities

that exist among all systems

and how parts of a system

interrelate and combine to

perform specific tasks.

Application: Comparing and

contrasting attributes of

objects, living things, and

events in the environment helps

one organize what has been

learned.

Patterns of Change: Identifying patterns of change

are necessary for making

predictions about future

behavior and conditions.

Application: Predictions can

be tested through exploration

and experimentation.

1. Gather, explore, and interpret

information using senses.

2. Manipulate and observe

objects in his or her

surroundings to develop

conclusions.

3. Observe and describe

changes in objects, living

things, and natural events in

the environment.

4. Organize observations of

objects and events by

identifying, classifying, etc.

5. Question ―why,‖ ―how,‖ and

―what if,‖ questions and seek

answers through

experimentation and

investigation.

6. Predict possible outcomes

based on background

knowledge, previous

scientific experiences, and

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observation of objects and

events in the world.

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PreK

UNIT III: Observation of Weather and Seasons


How can I describe the different seasons of weather?

How can I describe water?

How does time pass?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS






Examine the weather in the

land of Jesus (Nazareth,

Bethlehem and Jerusalem).

Learn about the Liturgical

Year as it relates to the

calendar year.








Application: Observations

about Earth and Space can be

made.





Application: Ideas about

objects, living things and other

natural events in the

environments can be shared

through words, pictures, and

other representations.

1. Investigate and identify

properties of soil, rocks, and

minerals.

2. Investigate and identify

physical properties and

characteristics of water

(solid, liquid, and gas).

3. Observe characteristics and

movement of sun, moon,

stars, and clouds.

4. Observe and discuss changes

in weather and seasons using

common weather related

vocabulary (rainy, sunny,

snowy, windy, cloudy, etc.).

5. Verbally communicate ways

the environment provides

natural resources people need

(wood for lumber to build

shelter, water for drinking,

etc.).

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6. Demonstrate ways each

person is responsible for

protecting our planet

(recycling plastic, glass and

cardboard, reusing a plastic

container sandwich box,

mending clothing rather than

throwing it away, etc.).

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PreK

UNIT IV: Properties of Objects


How can I measure weight and what are the different kinds of textures?

How do I sense gravity?

How can objects be sorted?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS






Examine, compare and

contrast the properties of the

objects at the center of the

following parables about the

Kingdom of God:

The Mustard Seed

The Pearl of Great Price

The Hidden Treasure

The Yeast/Leven

Reflect on how each human

sense allows us to know

something different about

God’s kingdom.








Application: Knowledge about

physical properties of the

world can be known through

human senses.





Application: Change can be

understood by looking at the

cause and effect of the subject

of study.

Models: Models are simplified

representations of objects

structures, or systems, used in

analysis, explanation, or

1. Describe, compare, and

categorize objects based on

their properties.

2. Apply senses to explore

different environments

(classroom, playground, field

trips).

3. Recognize and describe the

effect of one’s own actions

on objects.

4. Describe tools and their

specific functions (e.g.,

hammer for pounding nails).

5. Demonstrate facility of a

variety of tools to explore the

world and learn how things

work (such as magnifiers and

balance scales).

6. Investigate common

interactions between matter

and energy (butter melting in

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design.

Application: Predictions can

be made as to how and why

something exists or functions

as it does.

cooking activities, cream

turning to butter; peanuts

becoming peanut butter,

etc.).

7. Describe and compare the

effects of common forces

(pushes and pulls) on objects,

such as those caused by

gravity, magnetism, and

mechanical forces.

8. Explore and discuss simple

chemical reactions with

teacher assistance (e.g.,

baking soda and water,

mixing oil and water.)

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PreK

UNIT V: Life Cycles


How does a caterpillar transform into a butterfly?

How does an egg produce a chicken?

How does a human baby grow into an adult?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS






Reflect on the sacrament of

Baptism as an essential need

for Christians; discuss the

change and growth that

results from participation in

the sacrament.

Reflect on how as God’s

children, we, as humans, are

made in God’s image and

how that image stays with

us even as we grow and

change.








Application: Through

observation, one can make

appropriate, logical

conclusions about

investigations.





Application: A lot can be

learned about plants and

animals by observing them

closely, but care must be taken

to know the needs of living

things and how to provide for

them in the classroom.

1. Observe and discuss

similarities, differences, and

categories of plants and

animals.

2. Identify things as living or

non-living based on

characteristics (such as ―it

breathes,‖ ―moves by itself,‖

―grows,‖ etc.).

3. Explain why plants and

animals need water and food.

4. Describe simple life cycles of

plants and animals.

5. Describe and identify the

different structures of

familiar plants and animals.

(Plants have stems, roots,

leaves; animals have eyes,

mouths, ears, etc.).

6. Recognize that plants and

animals have some

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representations of objects


analysis, explanation, or

design.

Application: Though the use of

models, one can generate

explanations and communicate

conclusions regarding

experiments.

characteristics of their

―parents.‖

7. Observe, describe, and

compare the habits of plants

and animals.

8. Observe, record, and explain

how plants and animals

respond to changes in

environment and changes in

season.

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Science Curriculum: Grade K

In Kindergarten, students engage in inquiry-based science experiences to begin to understand the nature of science and to recognize human senses as the means to

understanding the world around them. Using their senses, students observe patterns in weather and begin to explore the affects of weather on living and nonliving things.

Students examine properties of objects, and begin to classify and sort objects based on similarities and differences. Students understand the essential needs of living things,

and are able to distinguish between living and nonliving things.

Unit

The Nature of

Science

All About My Senses

Observation of Weather and

Seasons

Properties of Objects

Recognition of Living and

Nonliving Things

Time Frame Integrate Units Throughout the Year to Build Student Mastery

Focus Questions

What is a

scientist?

What is the

adventure of

science all about?

What are your five senses?

How do we use senses to

gather information?

How do we take care of our

senses?

How do we learn together and

share what we have learned?

What do we use to observe and

how do we record?

How does the weather relate to

the seasons?

What is matter?

How can objects be sorted or

classified?

How are non-living and living

things alike and different?

What are the basic characteristics,

needs, and functions common to all

living things?

What role does the environment

play in plant and animal

adaptation?

Common Core ELA

& Literacy

Connections:

Reading Standards

for Informational

Texts

STUDENTS WILL:

1. With prompting and support, ask and answer questions about key details in a text.

2. With prompting and support, identify the main topic and retell key details of a text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

4. With prompting and support, ask and answer questions about unknown words in a text.

5. Identify the front cover, back cover, and title page of a book.

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place,

thing, or idea in the text an illustration depicts).

8. With prompting and support, identify the reasons an author gives to support points in a text.

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,

descriptions, or procedures).

10. Actively engage in group reading activities with purpose and understanding.

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Common Core ELA

& Literacy

Connections:

Writing Standards

STUDENTS WILL:

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the

book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing

about and supply some information about the topic.

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the

order in which they occurred, and provide a reaction to what happened.

4. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

5. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with

peers.

6. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

7. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

question.

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acquisition:


to K 1 2 3 4 5 6 7 8







I R R R M M+ M+ M+




I R R R M M+ M+ M+












I I R R R R M M+ M+




Experimenting : to try something out to see whether or not it works


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I I R R M M+










36







goes here.










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Sight sound


The students will be informally assessed throughout the unit through questioning, participation, and discussion. At the end of the unit the

students will be assessed on whether or not they know all five senses and which body part is used with each sense. The students will be

assessed individually by asking them to identify all five senses and the body part used orally. A checklist will be used to assess and

record the students’ answers.

Activities/Investigations(Labs)/Demonstrations:

Food sampling, Tasting Tally

Listening Lotto (bingo-like game); Magic School Bus sound

game; Sesame Street body part game

Nature walk; Learning to Look; See and draw; scent collage;

Discovery Bag; Popcorn experiment; Monster Fun handout at

www.bravemonster.com/monstersense.pdf

Kindergarten writing corner to be added to ―Sense Centers‖

Unit Topic:

All About My Senses

Unit Objective: What are the five senses?

How do we use senses to gather information? How do we take care of our senses?

Diverse Resources:

Sesame Street Videos; Magic School bus video

I SPY books; Books about the five senses by Rius, Parramon, and

Puig; Brave Little Monster by Ken Baker

Magic School Bus Sound Game

Safari Touch Tank at:

http://www.miamisci.org/tank/html/tank.htm

Cross-Curricular Connections:

Math: (Tasting Tally )Display information by using object

graphs, pictorial graphs, and tables.

Art: Students make a collage of pictures that smell by placing

them into categories of objects that smell good and objects that

smell bad.

Literacy: recalling details in texts read aloud; participate in

conversations and discussions by responding appropriately;

summarizing conversations and discussions.

Key Terms: sight sound smell touch hear

eyes nose mouth ears skin tongue lips

(Introduce some sight words)

Unit Resource Planner Grade ________K________________

http://www.bravemonster.com/monstersense.pdf

http://www.miamisci.org/tank/html/tank.htm

38

GRADE K

UNIT I: The Nature of Science* STANDARD(S): 1, 4 , 6




CONTENT* CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*















result.
















their findings.





and observe.



conclusions.


and notations

39








right.


















40

KINDERGARTEN

UNIT II: All About My Senses STANDARD (S): 1, 4, 6


What are the five human senses?

How do humans use senses to gather information?

How do humans take care of their senses?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Humans need a variety of healthy

foods, exercise, and rest in order to

grow and maintain good health.

B. Humans have five major senses.

C. Each sense is connected to a body

part:

Sight (Eyes)

Sound (Ears)

Touch (Hands, Nerves)

Smell (Nose)

Taste (Mouth)

D. Humans need to take care of their

body in order for their senses to

work.

Reflect on God’s presence,

His grace, and the spiritual

nourishment of prayer.

Discuss how humans can

use their body to give glory

to God by respecting

themselves and others.

Discuss some of Jesus’

miracles when he gave sight

to the blind and speech to

the mute.

Optimization: In order to arrive

at the best solution that meets

criteria within constraints, it is

often necessary to make trade-

offs. (A, D)

Application: To grow up

healthy, humans need to

maintain a balanced diet,

exercise regularly and get

proper rest.







perform specific functions.

(B, C)

Application: Human senses

help one understand, process

and organize information

about the world around us.

1. Identify and locate eyes, ears,

nose, mouth, and skin.

2. Describe the function of

body parts as related to the

five senses.

3. Identify and compare

different tastes (e.g., sour,

bitter, sweet, salty, etc.).

4. Label taste receptors on the

tongue.

5. Categorize objects by

sensory information.

6. Use senses to solve simple

problems.

7. Analyze ways to stay

healthy.

41

KINDERGARTEN

UNIT III: Observation of Weather and Seasons STANDARD (S): 1, 4, 6


How do we learn together and share what we have learned?

What do we use to observe and how do we record?

How does the weather relate to the seasons?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Meteorologists are scientists

who study, observe, and record

information about the weather

and use the information to

forecast the weather

B. Thermometers measure

temperature.

C. Weather is the condition of the

outside air at a particular

moment.

D. Weather may be described and

measured using temperature,

precipitation, and general sky

conditions.

E. Sky conditions may be cloudy,

sunny, or partly cloudy.

F. Weather and sky conditions

change daily, weekly, monthly,

and seasonally.

G. Temperature can change daily,

Examine the weather in the

land of Jesus (Nazareth,

Bethlehem and Jerusalem).

Learn about the Liturgical

Year as it relates to the

calendar year.








(A, B, H, I)

Application: Weather

describes the air outside—

wind, rain and snow. Weather

changes seasonally depending

on geographical location.

Patterns of Change:

Identifying patterns of change

is necessary for making



(C, D-G, J-M)

Application: Use weather

related instruments to

measure weather and chart

observations to identify

patterns and to describe

changes.

1. Observe and collect daily

weather conditions and

temperature.

2. Organize and

appropriately graph

temperature and weather

observations.

3. Observe and describe

weather conditions that

occur during each season.

4. Observe and record

human and plant

adaptations and responses

during the various

temperature changes and

seasons.

5. Compare and contrast

different clothing worn for

different weather and

seasons.

6. Identify different activities

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weekly, monthly, and seasonally.

H. A year is organized into months,

weeks and days.

I. There are four seasons-spring,

summer, autumn and winter.

Each season experiences specific

weather conditions.

J. The appearance of trees changes

throughout the seasons.

K. Humans have to adapt and

respond to the changes in the

weather and the seasons (e.g.,

wear clothes for warmth, foods

you may eat, activities).

L. Plants adapt and respond to the

weather and the seasons.

M. Animals adapt and respond to the

weather and seasons.

that are conducted in

different weather

conditions and seasons.

43

KINDERGARTEN

UNIT IV: Properties of Objects STANDARD (S): 1, 4, 6


What is matter?

How can objects be sorted or classified?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Objects and/or materials can be

sorted or classified according to

their properties.

B. Properties can be observed,

described and measured through

the five senses.

C. Objects and/or materials can be

compared and contrasted with

each other.

D. Some properties of solids are:

color, shape, texture, weight,

hardness, magnetic attraction,

ability to roll or stack, and

whether they float or sink.

E. Matter is anything that has

mass, takes up space, and

interacts with our senses.

Examine, compare and

contrast the properties of the

objects at the center of the

following parables about the

Kingdom of God:

The Mustard Seed

The Pearl of Great Price

The Hidden Treasure

The Yeast/Leven

Reflect on how each human

sense allows us to know

something different about

God’s kingdom.

Magnitude and Scale: The

grouping of magnitudes of

size, time, frequency, and

pressures or other units of

measurement into a series of

relative order provides a

useful way to deal with the

immense range and changes in

scale that affects behavior and

design of systems. (A, C)

Application: Humans can

organize objects in the world

according to many properties.








(B, D,E)

Application: Human senses

help us understand, process

and organize information

about the world around us.

1. Observe and describe the

physical properties of

objects using all of the

appropriate senses (e.g.

size, shape, texture,

weight, color, etc.)

2. Determine and record

whether objects are alike

or different.


record physical properties

of objects using

appropriate tools, such as

temperature

(thermometer), weight

(pan balance),

measurement

(nonstandard units)

including bigger/smaller,

more/less, capacity of

liquids, observations

(hand lenses), etc.


identify the properties of

various materials, such as

44

wood, plastic, metal, etc.

5. Sort or group objects

according to their

properties, such as texture,

color, shape and sink and

float.

45

KINDERGARTEN

UNIT V: Recognition of Living and Nonliving Things STANDARD (S): 1, 4, 6


How are non-living and living things (organisms) alike and different?

What are the basic characteristics, needs, and functions common to all living things?

What role does the environment play in plant and animal adaptation?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Living things are organisms that

need air to breath, water, food,

and shelter.

B. Living things can grow and

change.

C. Nonliving things do not thrive

and grow.

D. Living things have offspring that

closely resembles their parents.

E. Living things can adapt and

change based on their

environment.

Reflect on the sacrament of

Baptism as an essential need

for Christians; discuss the

change and growth that

results from participation in

the sacrament.

Reflect on how as God’s

children, we, as humans, are

made in God’s image.

Equilibrium and Stability:

Equilibrium is a state of

stability due either to lack of

changes (static equilibrium) or

a balance between opposing

forces (dynamic equilibrium).

(A, C)

Application: Living things

cannot survive without having

certain basic needs met.

Optimization: In order to

arrive at the best solution that

meets criteria within

constraints, it is often

necessary to make trade-offs.

(B, D, E)

Application: In order to

survive, living things must

adapt to face the challenges in

their environment.

1. Identify the basic needs of

organisms to live and

thrive.

2. Observe, record, and

analyze the life cycle of

living things.

3. Observe and compare the

different structures that

enable humans to live and

thrive.

4. Identify, compare, and

contrast nonliving things

versus living things.

5. Recognize that all living

things have offspring that

resemble its parents.

6. Observe physical animal

characteristics that are

influenced by changing

environmental conditions

such as fur.

46

7. Observe that some animal

behaviors are influenced

by environmental

conditions such as

hibernation and migration.

47

Kindergarten Glossary

Living Things: Organisms that need air to breath, water, food and shelter

Matter: Anything that has mass, takes up space and interacts with and interacts with our senses

Meteorologists: Scientists who study, observe and record information about the weather

Nonliving Things: Do not thrive and grow, and do not need air to breath, weather, food or shelter

Organisms: An individual form of life, such as a plant, animal, bacterium, etc., that work together to carry on the

various processes of life

Properties: Ways in which objects and /or materials can be sorted or classified

Senses: Five human senses: vision, hearing, smell, taste, and touch

Temperature: A measure of warmth or coldness

Weather: The condition of the outside air at the particular moment

48

Science Curriculum: Grade 1

In Grade 1, students begin the year examining the nature of science, which prepares them to spend the year observing and evaluating patterns of change. Students begin by

referring to prior knowledge on weather (acquired in Kindergarten) to analyze patters in weather and to explore the Solar System. Students then examine properties of

matter and use their senses to observe changes in various states of matter. Students consider how animals, plants and humans have common needs and functions, which

enable them to adapt to changes around. The concluding unit enables students to build bridges between their own needs as they explore community support which enables

them remain healthy and safe.

Unit

The Nature of

Science Properties of Living Things

Patterns of Weather and

Seasons Matter Community Health Providers

Time Frame 1 week 7 weeks 8 weeks 8 weeks 7 weeks

Focus Questions

What is a

scientist?

What is the

adventure of

science all about?

How are animals alike and

different?

What are the basic

characteristics, needs, and

functions common to all living

things?

How do different plants and

animals grow and change?

What role does the environment

play in plant and animal

adaptation?

How is weather described and

measured?

What are some differences

between seasons?

How does the position of the

moon, Sun, and stars change

with the seasons?

What is matter?

How do we observe and

describe objects?

What are some properties of

solids, liquids, and gases?

How do physical and chemical

changes affect the states of

matter?

What do humans need in order to

stay healthy?

Who in our community can help

us stay healthy?

Common Core

ELA & Literacy

Connections:

Reading Standards

for Informational

Texts

STUDENTS WILL:

1. Ask and answer questions about key details in a text.

2. Identify the main topic and retell key details of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information

in a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

7. Use the illustrations and details in a text to describe its key ideas.

8. Identify the reasons an author gives to support points in a text.

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

10. With prompting and support, read informational texts appropriately complex for grade 1.

49

Common Core

ELA & Literacy

Connections:

Writing Standards

STUDENTS WILL:

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason

for the opinion, and provide some sense of closure.

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use

temporal words to signal event order, and provide some sense of closure.

4. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen

writing as needed.

5. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

6. Participate in shared research and writing projects (e.g., explore a number of ―how-to‖ books on a given topic and use them to write a

sequence of instructions).

7. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

question.

50






acquisition:


to K 1 2 3 4 5 6 7 8







I R R R M M+ M+ M+




I R R R M M+ M+ M+












I I R R R R M M+ M+




51







I I R R M M+










52







goes here.










53


Scavenger hunt at AMNH based on the moon, stars, and sun

Develop, write, and illustrate a Venn Diagram, based on field trip findings (comparisons)

Complete a Unit test based on ITBS tests with multiple choice as well as short answer

Completed weather graphs

Completed daily weather log

Weather map of our area

Weather map of another region

Activities/Investigations (Labs)/Demonstrations:

Scavenger hunt in AMNH

Monthly weather graphs for each child/child charts daily

weather on calendar paper/Chart is done with corresponding

thermometer colors/ children compare months throughout the

year

Interpret weather maps

Make predictions about weather based on weather maps

Complete a weather map for another area

Unit Topic: Patterns of

Weather and Seasons

Unit Objective: How is the weather described and measured? What are some of the differences among the seasons?

What are clouds? What causes shadows? How does the position of the Moon, Sun, and stars change with the

seasons?

Diverse Resources:

Brainpopjr.com

Hayden Planetarium as intro/closure trip

AMNH website/ student guides

Classroom thermometer

Field trip to specific are of Central Park (returning

every 4 weeks to document changes

eu.vcar.edu/webweather/forecasttips/html


Know and use various texts (research migration animals and

create a sequence writing about their migration)

Identify key details from a main topic and retell (reading

weather graphs/creating graph for another region)

Use illustrations and details in text to describe key ideas

(reading response using various read alouds throughout the

unit

Key Terms:

Measurement weather hibernate

graph seasons migrate

thermometer rotation

meteorologist Earth year

wind scales star

Unit Resource Planner Grade ______1________________

54

GRADE 1

UNIT I: The Nature of Science* STANDARD(S): 1, 4, 6

FOCUS QUESTIONS: TIME FRAME FOR UNIT: 1 week


What is the adventure of science about?

CONTENT* CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*















result.
















their findings.





and observe.



conclusions.


and notations

55








right.


















56

GRADE 1

UNIT II: PROPERTIES OF LIVING THINGS STANDARD (S): 1, 4, 6

FOCUS QUESTIONS: TIME FRAME FOR UNIT: 7 weeks

How are animals alike and different?

What are the basic characteristic, needs, and functions common to all living things?

How do different plants and animals grow and change?

What role does the environment play in plant and animal adaptation?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Animals and plants need

air, water and nutrients in

order to live and thrive.

B. Organisms take in nutrients,

breathe, reproduce,

eliminate waste and die.

C. Each animal and plant has

different structures that

serve different functions in

growth, survival, and

reproduction.

D. In order to survive in their

environment, plants and

animals must be adapted to

that environment.

E. Each kind of plant goes

through its own stages of

growth and development that may include seed,

young plant, and mature

plant.

Created in God’s image, each

person has dignity and value. It

is our responsibility to respect

life and to care for ourselves,

others and all that God has

created (stewardship).

Integrate the story of St.

Francis of Assisi to learn of

God’s call for us to all be

caregivers of the Earth.

Use the story of Noah’s Ark

(Genesis 6) to discuss

adaptation and survival skills of

humans and animals.



recognize commonalities that

exist among all systems and

how parts of a system



(A, B, C)

Application: Some animals and

plants are alike in the way they

look and in the things they do,

and others are very different

from one another.





offs. (D, H, I)

Application: Different plants

and animals have external

features that help them thrive in

different kinds of places;

animals and plants sometimes

cause changes in their

1. Identify, describe, and

compare the physical

structures of animals (e.g.,

body coverings, sensory

organs, appendages, beaks).

2. Identify in animals, the

relationship between the

physical structures and the

functions of those structures

3. (e.g., obtaining food and

water, protection,

movement and support).

4. Compare and contrast the

physical characteristics in

animals.

5. Describe how physical

traits help a species to

survive (e.g., giraffe’s neck,

turtle’s shell).

6. Observe how animals grow

and change in predictable

57

F. Each kind of animal goes

through its own stages of

growth and development

during its life span.

G. Growth is the process by

which plants and animals

increase in size.

H. Some animal behaviors

are influenced by

environmental conditions.

These behaviors may

include: nest building,

hibernating, hunting,

migrating and

communicating.

I. When the environment

changes, some plants and

animals survive, reproduce,

and others die or move to

new locations.

surroundings.





(E, F, G)

Application: Change is

something that happens to

plants and animals.

ways.

7. Observe, examine, and

describe how animals

closely resemble their

parents and other

individuals in their species.

8. Observe and examine the

traits of living things that

have been inherited (e.g.

shape of leaves, fur color).

9. Describe animal life cycles

and life spans (e.g.,

baby/adult, puppy to dog).


animals and plants that live

in the Sonoma desert with

those that live in the Arctic.

58

GRADE 1

UNIT III: PATTERNS OF WEATHER AND SEASONS STANDARD (S): 1, 4, 6


How is weather described and measured?

What are some of differences among seasons?

What are clouds? What causes shadows?

How does the position of the Moon, Sun, and stars change with the seasons?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Meteorologists are scientists

who study, observe, and

record information about the

weather and use the

information to forecast the

weather.

B. Tools used to measure

different features of weather

include wind scales,

thermometers and rain

gauges.

C. Thermometers measure

temperature.

D. Weather is the condition of

the outside air at a particular

moment

E. Weather may be described

and measured using

temperature, precipitation,

wind speed and direction,

and general sky conditions

Read the story of creation:

Genesis 1:1-27 and reflect on

how God is the Creator who

made who all things: the Sun,

Moon and the Stars.

Refer to the words of the

Apostles Creed for reflection

(1st Section – ―…maker of

Heaven and Earth‖).

The Gospel according to Luke

tells the story of the Wise Men

who followed the Star of

Bethlehem to find Jesus.

Have students reflect on the

Liturgical Year and the

relationship to the seasons of

the Church to the seasons of

the Earth.



recognize commonalities that

exist among all systems and




(I-K, M, O, P, R)

Application: The Sun can be

seen only in the daytime, but

the moon can be seen

sometimes at night and

sometimes during the day. The

Sun, Moon, and stars all

appear to move slowly across

the sky. There are more stars in

the sky than anyone can easily

count, but they are not

scattered evenly, and they are

not the same brightness or

color.

Models: are simplified

representations of objects,


1. Observe and collect daily

weather conditions and

temperature.

2. Organize and appropriately

graph temperature and

weather observations.


graph weather conditions

that occur during each

season.

4. Compare temperatures in

different locations (e.g.,

inside, outside, in the Sun,

in the shade). Use a

thermometer to measure the

temperature

5. Identify the Sun’s energy

warms the air.

6. Compare day and night

temperature.

59

(cloudy, sunny, partly

cloudy).

F. There are four seasons:

spring, summer, autumn and

winter. There are specific

weather conditions in each

season.

G. Weather and sky conditions

change hourly, daily,

weekly, and monthly.

H. Temperature changes in

different locations;

temperature changes over the

course of the day.

I. The length of daylight and

darkness varies with the

seasons.

J. The appearance/position of

the sun and other stars

appear to change daily and

seasonally.

K. The Earth spinning around

once every 24 hours

(rotation) allows for day and

night.

L. The Earth moving in a path

around the Sun (revolution)

results in one Earth Year.

M. Humans organize time into

analyses, explanation, or

design. (L, M)

Application: The Moon looks a

little different every day but

looks the same again about

every four weeks.

Patterns of Change:





(A, D-H, M, N, P, Q)

Application: Weather describes

the air and sky conditions

outside-wind, rain and snow.

Weather changes seasonally

depending on geographical

location.


grouping of magnitudes of size,

time, frequency, and pressures

or other units of measurement

into a series of relative order

provides a useful way to deal

with immense range and the

changes in scale that affect

behavior and designs of

systems. (B, C, M- O)

Application: There are

countless objects in the sky and

some of them are visible to the

human eye.

7. Observe and explain the

difference between rotation

and revolution.


Sun’s position in the sky in

the morning, noon, and

evening.

9. Observe, record and

communicate what is seen

in the day sky and what is

seen in the night sky.


length of daylight in the

summer to the length of day

light in the winter.

11. Using a globe and a

flashlight, demonstrate how

day and night occur when

the Earth rotates.

12. Allow students to create

and manipulate shadows

(e.g. size, shape).

60

units based on natural

motions of Earth:

Second, minute, hour

Week, month, year

N. The appearance of the Moon

changes as it moves in a path

around Earth to complete a

single cycle or revolution.

O. The Sun is a star seen only

in the day.

P. Most stars can only be seen

at night.

Q. Constellations of stars form

a picture in the sky.

R. Astronomers are scientists

that study objects and

patterns in the sky.

S. Shadows occur when light is

blocked by an object. An

object’s shadow appears

opposite the light source.

T. Clouds are white or grey

objects in the air that carry

water that falls to the earth's

surface as rain and snow to

then support all forms of life.

61

GRADE 1

UNIT IV: MATTER STANDARD (S): 1, 4, 6


What is matter?

How do we observe and describe objects?

What are some properties of solids, liquids, and gases?

How do physical and chemical changes affect the states of matter?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Matter has properties that

can be observed through the

five senses, described and

measured.

B. Matter takes up space and

has mass. Two objects

cannot occupy the same

place at the same time.

C. Materials can exist in

different forms as solids

(rocks), liquid (water), and

gas (air) and have different

properties of matter.

D. Solids maintain their size

and shape unless something

makes them change. Some

properties of solids are

color, shape, ability to roll

or stack, hardness,

magnetic attraction, and

whether they float or sink.

Reflect on the parable of the

Mustard Seed (Matthew 13: 31-

32) and the miracle story of the

Fish and Loaves (Mark 6: 30-

44) to learn about changes in

matter.

Discuss the notion of holy

water and the power of blessing

to transform matter to give it

spiritual meaning.

Models: are simplified



analyses, explanation, or

design. (A, D, G, I)

Application: People can often

learn about things around them

by just observing those things

carefully, but sometimes they

can learn more by doing

something to the things and

noting what happens.

Equilibrium and Stability:

Equilibrium is a state of

stability due to a lack of




(B, E, F, H)

Application: Describing things

as accurately as possible is


enables people to compare


three states of matter.

2. Observe and describe how

water evaporates when left

in an open container.

(Liquid water changes into

gas as it moves into the air.)

3. Observe and describe what

happens to the water when

it is poured into different

shaped containers.

4. Observe and record the

differences between an

inflated balloon and a

deflated balloon.


similar objects-balls or

blocks of different sizes,

weights and textures.

Discuss/predict which will

62

E. Liquids do not have a

definite shape and take the

shape of their containers.

F. Gas fills spaces but has no

shape of its own.

G. Temperature can affect the

state of matter of a

substance.

H. Properties of large or small

amounts of water are the

same.

I. Properties of objects

depend on the conditions at

the time they are observed.

J. Objects and/or materials

can be sorted or classified

according to their

properties.

their observations with those of

others.

Patterns of Change:




behavior and conditions. (B, E )

Application: Water left in an

open container disappears, but

water in a closed container

does not disappear.







with immense range and the


behavior and designs of

systems. (J)

Application: Water can be a

liquid or a solid and can go

back and forth from one form

to the other. If water is turned

into ice and then the ice is

allowed to melt, the amount of

water is the same as it was

before freezing.

take up more space and

have more mass.


differences between liquid

water, solid water (ice) and

water vapor (steam).

7. Observe that the material(s)

of which an object is made

determines some specific

properties of the object

(sinking/floating,

solubility).

8. Predict, observe, and

examine different

substances to determine

their ability to mix with

water (e.g., oil, water;

sugar, water; sand, water).


change of objects when

placed in different

environments:

Hot and cold

Lighting and shadows

Color

Wet and dry

Sort or group objects

according to properties:

Texture, color, shape, sink.

63

GRADE 1

UNIT V: COMMUNITY HEALTH PROVIDERS STANDARD (S): 1, 4, 6


What do humans need in order to stay healthy?

Who in our community can help us stay healthy?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Humans need a variety of

healthy foods, exercise and

rest in order to grow and

maintain good health.

B. Good health habits include

hand washing and personal

cleanliness; avoiding

harmful substances;

eating a balanced diet; engaging in regular

exercise.

C. Humans depend on their

natural and constructed

environments.

D. Physical health is directly

tied to emotional health.

E. The school nurse, pastor,

guidance counselor,

family doctor, dentist and

pharmacist each have a

different role in helping

prevent and cure disease.

Use the story of Jesus washing

his disciples’ feet (John 13: 1-

17) to discuss hygiene and

community servitude.

Use the miracle story of the

Jesus Heals the Leper (Mark 1:

40-45) to reflect upon the

power of Jesus to heal.

Read the Golden Rule

(Matthew 7:12) and talk about

how this can shape the

community within the

classroom.

Use the image of ―Jesus wept.‖

(John 11: 35) to discuss how

faith and participation in prayer

helps humans to deal with

painful things that others

cannot help us deal with.





offs. (A, B)

Application: Some things

people take into their bodies

from the environment can hurt

them.

Connections: The knowledge

and skills of mathematics,

science, and technology are

used together to make informed

decisions and solve problems,

especially those relating to

issues of

science/technology/society,

consumer decision making,

design, and inquiry into

phenomena. (C)

Application: Diseases caused

by germs may be spread by

people who have them; some

diseases are caused by germs,

some are not.

1. Analyze daily influences

which affect health choices

and behaviors both

positively and negatively.

2. Research and teach others

about various diseases and

disorders and how they are

prevented and treated.

3. Demonstrate practicing and

supporting others in making

healthy choices.

4. Identify the harmful effects

of alcohol, tobacco and

other drugs through

illustration or song.

5. Illustrate how eating

nutritionally balanced

meals and snacks promotes

health.

6. Use simple household tools

safely to perform a variety

of everyday tasks.

64

Strategies: Solving

interdisciplinary problems

involves a variety of skills and

strategies, including effective

work habits; gathering and

processing information;

generating and analyzing ideas;

realizing ideas; making

connections among the

common themes of

mathematics, science, and

technology; and presenting

results. (D, E)

Application: People react to

personal problems in different

ways. Some ways are more

likely to be helpful than others;

talking to someone may help

people understand their

feelings or problems and what

to do about them.

7. Know the food groups as

described in the food guide

pyramid and plan meals and

snacks that include a

nutritious balance of food.

Prepare simple snacks,

handling food properly, and

using utensils safely and

washing hands before and

after handling food.

8. Learn about and teach

others on the various

community members who

support healthy living; visit

their offices to learn more.

9. Learn about tools doctors,

dentists, etc. use to help us

stay healthy.

65

Grade 1 Glossary

Adapted: In order to survive in their environment; to make suitable to or fit for a specific use or situation

Astronomers: Scientists that study objects and patterns in the sky

Balanced Diet: A diet that includes all of the key nutritional needs humans have to grow healthy and strong

Clouds: White and grey objects in the air that carry water

Constellations: Forms of stars in the sky

Constructed

Environment: Surroundings that are not natural or genuine, but rather artificial or contrived

Dentist and

Pharmacist:

A person who is trained and licensed to practice dentistry; a person who is certified to distrubute

medications

Earth Year: The period of time during which Earth completes a single revolution around the Sun, consisting

of 365 days, 5 hours, 49 minutes, and 12 seconds of mean solar time

Family Doctor: A person, especially a physician, trained in the healing arts and licensed to help you others in

dealing with health issues

Gas: The state of matter distinguished from the solid and liquid states by relatively low density and

viscosity, relatively great expansion and contraction with changes in pressure and temperature,

the ability to diffuse readily, and the spontaneous tendency to become distributed uniformly

throughout any container

Growth: Process by which plants, animals, and other organisms increase in size

Guidance

Counselor: A person at school who is trained in giving advice and support

Harmful

Substances:

Addictive substances, especially alcohol or narcotic drugs, that cause bodily harm

Hibernating: A state of inactivity and metabolic depression in animals, characterized by lower body

temperature, slower breathing, and lower metabolic rate

Life Span: An organism’s stages of growth development

Liquid: The state of matter in which a substance exhibits a characteristic readiness to flow, little or no

tendency to disperse, and relatively high incompressibility

Mass: A unified body of matter with no specific shape

Matter: Anything that has mass and takes up space

Meteorologists: Scientists who study, observe and record information about the weather

Migrating: To pass from one region or climate to another

66

Natural

Environment: The surrounding circumstances or conditions, which remain untouched by human activity

Nutrients: Essential vitamins needed in order to live and thrive

Pastor: A Christian minister or priest having spiritual charge over a congregation or other group

Properties of

Matter: A characteristic trait or peculiarity, especially one serving to define or describe its possessor

Rain gauges: An instrument for measuring rainfall

Reproduction: The act of reproducing; the process by which plants and animals give rise to offspring

Revolution: Orbital motion about a point, especially as distinguished from axial rotation; the planetary

revolution about the Sun

Rotation: The act or process of turning around a center or an axis

School Nurse: A person at school educated and trained to care for the sick or disabled.

Seasons: Spring, Summer, Autumn and Winter each having specific weather conditions

Shadows: A dark casting figure opposite a light source

Solid: Of definite shape and volume; not liquid or gaseous

Stages of Growth

Development:

The periods of time a living organism experiences a particular set of life characteristics

Star: Is a giant ball of hot gas

Temperature: A value used to express the common notions of hot and cold

Thermometers: A instrument used to measure warmth or coldness


Wind Scales: Provide empirical descriptions of wind speed based on observed sea conditions

67


In Grade 2, students continue to explore the nature of science and what humans need in order to stay healthy, and begin to understand their own responsibility in

maintaining health and well being. They use their knowledge of weather and the solar system to begin to examine the relationship between the two systems.

Students observe the affect this relationship has on the environment around them and the particular environments of animals and plants. The year concludes

with a unit examining force, particularly looking at work and simple machines.

Unit The Nature of

Science Nutrition Natural Cycles and Patterns Animal and Plant Cycles Push and Pull


Focus Questions

What is a

scientist?

What is the

adventure of

science all

about?

What basic needs do

humans have?

What choices can

humans make to help

their bodies stay

strong and to live a

long life?

What Earthly patterns are

revealed to us through

observation of the interactions

between the Earth, the Sun, the

Moon and other stars?

How do these patterns affect the

environment around us?

How are animals and plants like

humans?

What changes take place in the life-

cycle of a plant or an animal?

How do animals and plants manage

to survive in their environments?

How does something move?

What causes an object to move

in a certain direction?

What can help move objects that

are difficult to move?

Common Core

ELA & Literacy

Connections:

Reading Standards

for Informational

Texts

STUDENTS WILL:

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate

key facts or information in a text efficiently.

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

8. Describe how reasons support specific points the author makes in a text.

9. Compare and contrast the most important points presented by two texts on the same topic.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the

grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

68

Common Core

ELA & Literacy

Connections:

Writing Standards

STUDENTS WILL:

1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support

the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or

section.

2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a

concluding statement or section.

3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,

thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

4. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

5. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with

peers.

6. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record

science observations).

7. Recall information from experiences or gather information from provided sources to answer a question.

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1. Science labs and notebook entries

2. Center Activities

3. Use of proper vocabulary and terms when answering questions

4. Accurate diagrams in booklets and representations of life cycle


LABS: You’ve Changed !; Frog Eggs to Frog Legs (Carolina

biological purchase required)

Creating a habitat for a living creature

Observe the different stages of an insect life cycle

Create centers: research and create center; observe and explore

center; reading center and questions to answer; art center

Unit Topic: Animal and

Plant Cycles

Unit Objective: How are animals and plants like humans?

What changes take place in the life-cycle of a plant or an animal?

How do animals and plants manage to survive in their environments?

Diverse Resources:

I Wonder Why Caterpillers Eat So Much by Belinda Weber;

Pond Life by Carolyn Scrace, Egg to Bird by Carolyn Scrace;

The Green Turtle by Diana Noonan;

http://web.mac.com/varkgirl/iWeb/Frog%20and%20Toad%20

WebQuest/Introduction.html (Frog and Toad webquest)

http://www.kidzone.ws/animals/monarch_butterfly.htm

(National Geographic Website)

http://www.harcourtschool.com/menus/science/grade2_nl.htm

l


The Very Cricket by Eric Carle. Give students prompts to compose

an imaginative story such as: write a story about a bug who wants

to be a movie star…..a story about a bug that goes to school…

Song: "Five Little Frogs" (Raffi)

Key Terms:

traits adapt life cycles reproduce

amphibians tadpoles gills

Unit Resource Planner Grade _________2____________

http://web.mac.com/varkgirl/iWeb/Frog%20and%20Toad%20WebQuest/Introduction.html

http://web.mac.com/varkgirl/iWeb/Frog%20and%20Toad%20WebQuest/Introduction.html

http://www.kidzone.ws/animals/monarch_butterfly.htm

http://www.harcourtschool.com/menus/science/grade2_nl.html

http://www.harcourtschool.com/menus/science/grade2_nl.html

73

GRADE 2


FOCUS QUESTIONS: TIME FRAME FOR UNIT: 1 week



CONTENT* CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*















result.














their findings.





and observe.



conclusions.


and notations

74










right.


















75

GRADE 2

UNIT II: Nutrition STANDARD(S): 1, 4, 6


What basic needs do humans have?

What choices can humans make to help their bodies stay strong and to live a long life?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Plants, animals and humans

need certain nutrients to

survive.

B. The length of time from a

living organism’s birth to

death is called its life span.

An organism’s life span is

determined by many factors

including genes, nutrition

and the environment.

C. A healthy diet can greatly

contribute to a longer life

span for humans.

D. A food pyramid illustrates

a healthy diet.

Review the Lord’s prayer and

focus on, ―…Give us this day

our daily bread.‖ Ask for what

we all need, not just for what

we want.

"What? Do you not know

that your body is the temple of

the Holy Spirit which is in you,

which you have of God, and

you are not your own? For you

are bought with a price:

therefore glorify God in your

body, and in your spirit, which

are God's" (1 Corinthians 6:19-

20). Help children understand

that what they put into their

bodies is a form of prayer; we

can give greater honor to God

by loving and caring for our

body. With a healthy body, we

are able to continue to work to

build up God’s kingdom of

love.

Strategies: Solving

interdisciplinary problems

involves a variety of skills and

strategies, including effective

work habits; gathering and

processing information;

generating and analyzing ideas;

realizing ideas; making

connections among the

common themes of

mathematics, science, and

technology; and representing

results. (A, B)

Application: Food supplies the

energy and materials necessary

for growth and repair.





offs. (C)

Application: All organisms

need to absorb certain

1. Examine and evaluate foods

packed in a lunch box

(student packed) and

evaluate it according to the

requirements of the food

pyramid.

2. Record and evaluate data

from a daily food journal

for one week.

3. Explore the produce section

of a super market to learn

about and to purchase

healthy foods to together

create a healthy meal for

the class to enjoy.

4. Implement a healthy snack

challenge where all students

eat only healthy snacks for

a week. Compile a healthy

snacks cookbook to share

with other classrooms.

76

nutrients to survive.

Information Systems: Information technology is used

to retrieve, process, and

communicate information and

as a tool to enhance learning.

(D)

Application: Humans need a

variety of healthy foods,

exercise, and rest in order to

grow and maintain good

health.

5. Hypothesize what would

happen if humans, animals

and plants went without

essential nutrients.

77

GRADE 2

UNIT III: Natural Cycles and Patterns STANDARD(S): 1, 4, 6


What Earthly patterns are revealed to us through observation of the interactions between the Earth, the Sun, the Moon and

other stars?

How do these patterns affect the environment around us?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. The Earth spins around

every 24 hours which

equals one rotation

B. The rotation of the earth

creates day when one

side of the earth is facing

the sun and night when

one side of the earth is

facing away from the

sun.

C. The Earth moves in a

path around the sun that

creates the Earth year

(which equals one

revolution).

D. The appearance of the

Moon varies as it moves

in a path around the

earth.

E. Measurements of time (e.g. seconds, minutes,

week, year) are defined

―The heavens declare the glory

of God.‖ Psalm 19

Review Saint Francis of Assisi

and his prayer thanking God for

the sun and the moon. ―For

brother sun, who gives us

warmth, to Thee, O Lord, we

give thanks…for sister moon,

who lights our night, to Thee O

Lord we give thanks.‖ Create

opportunities for students to

pray for all the blessings God

has given us.

Review seasons of the church

year: Advent, Christmas, Lent,

Easter, and Ordinary Time.

Read the story of Noah’s Ark

and discuss God’s promise to

Noah. Discuss examples of

changes in the environment in

the Bible that affect plants and

animals.




analysis, explanation, or design.

(A-D)

Application: The universe is

made up of many different

objects whose movements

should be observed and

described.







with the immense range and


behavior and design of systems.

(E-G)

Application: The movement of

the Earth, Sun, Moon and stars

through space can be traced

and measured over various time

1. Observe, understand, and

permit students to

demonstrate rotation and

revolution.

2. Using a model, observe the

relationship between the

Earth, the Sun and the

Moon.

3. Predict, demonstrate and

then record observations

defined by the relationship

of the Earth, Sun and

Moon (i.e. time,

lightness/darkness,

seasons, and the shape of

the moon).

4. Keep a weather log and

analyze data gathered

related to weather patterns.

5. Chart, graph and analyze

data related to temperature

78

by the natural movement

of the Earth.

F. The appearance and

position of the Sun and

other stars changes daily

and seasonally because

of the Earth’s position in

revolution around the

Sun.

G. The Earth’s revolution

around the Sun is

organized into four main

seasons and these

seasons affect

temperature.

H. Weather changes day to

day and can vary

drastically because of the

seasons and different

forms of precipitation.

I. Water moves in various

patterns, which affects

the Earth’s material.

J. Natural disasters (e.g.,

flood, famine) are the

result of dramatic

patterns in weather and

the Earth’s movement.

K. Extreme weather (e.g.,

blizzard, tornado) can

positively and negatively

impact the Earth.

Read the story of Noah’s Ark.

Discuss the great flood and

what happened to all the

animals, people and life forms

that were not on the Ark.

segments.




that exist among all systems and




(H- K)

Application: The movement of

the Earth, Sun, Moon and stars

forms identifiable changes and

observable patterns.

and precipitation.

6. Prepare and present a daily

weather report to the

school using various means

of communication.

7. Investigate how rain can

erode soil and thereby

change the Earth.

8. Compare the severe affect

of different natural

disasters on humans and

Earth.

79

GRADE 2

UNIT IV: Animal and Plant Cycles STANDARD(S): 1, 4, 6

FOCUS QUESTION: TIME FRAME FOR UNIT: 8 weeks

How are animals and plants like humans?

What changes take place in the life-cycle of a plant or an animal?

How do animals and plants manage to survive in their environments?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Living things, like plants

and animals, have unique

traits allowing them to

participate in a life cycle

where they can grow,

survive, reproduce, and die.

B. Like humans, animals have

basic needs such as air,

water, food, and shelter.

C. Plants have basic needs

such as air, water, nutrients,

proper temperature, and

light.

D. The environment impacts

the ability of animals and

plants to survive.

E. Some animals and plants

have very distinct traits

they develop in order to

better adapt and survive in

the world.

Creation is a sign of God’s

glory.

―He hath made everything

beautiful in His time.‖

Ecclesiastes 3:11

God has made humankind a

vast world of animals and

plants to maintain the proper

balance in nature.

God planned our world so that

we gather whatever we have

planted. ―What so ever a man

soeth that he also shall reap.‖

Our lives are like seeds. If we

do good things, we will gather

rewards for eternity.

Water is a basic need of all

living things. ―Jesus gives us

living water.‖ John 4:5-42

Jesus tells the Samaritan

woman about the water of








(A, B, C)

Application: There are basic

characteristics, needs and

functions common to all living

things.

Patterns of Change:

Identifying patters of change



behavior and conditions. (D, F)

Application: Living things are

complex and sophisticated in

their makeup; their survival on

this fragile planet depends on

their adaptability and the

conditions of the environment.

1. Compare humans to

animals in how they share

similar stages of life.

Illustrate the various stages

of life for several animals

(ideally using observations

from real animals cared for

within the classroom).

2. Compare humans to plants

in how they share similar

stages of life. Illustrate the

various stages of life for

several plants (ideally using

observations from real

plants cared for within the

classroom).

3. Create, observe and analyze

a model animal habitat (or

facilitate a real one) that

includes all of the basic

needs for the animal to

survive. Brainstorm ways

this animal’s well-being

80

F. Like humans, animals and

plants change as they

experience various stages of

their life cycles.

G. Animals and plants must

reproduce in order to

survive.

baptism, which brings eternal

life to the baptized. Encourage

children to conserve water.

Water is not an unlimited

resource.





offs. (E, G)

Application: Organisms make

behavioral and physical

adaptations to survive in their

environment. Reproduction is

part of the life cycle that allows

species to survive.

could be compromised by

the environment or human

activity.

4. Create a model habitat that

can be used to simulate

extreme weather and

natural disasters. Predict

and observe the impact

these extreme conditions

might have on animals and

plants.

5. Brainstorm ways humans

can better support animal

and plant life survival.

81

GRADE 2

UNIT V: Push and Pull STANDARD(S): 1, 4, 6


How does something move?

What causes an object to move in a certain direction?

What can help move objects that are difficult to move?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

1. Gravity is the force that

causes all objects to be

pulled towards the center of

the Earth; it is a force of

attraction between any two

objects.

2. A position of an object can

be understood by relating it

to the location of another

object.

3. Pushing or pulling an object

can create motion and

change the location of an

object.

4. When an object comes in

contact with another object,

there is unbalance caused

by magnetism or friction.

5. Magnetism can cause

objects to come closer

together or repel from one

another.

In the world, there are some

things humans cannot see, but

we know still exist (e.g.

friction, magnetism, energy,

etc.). Science education should

help students experience the

awe and wonder of our God

who created all things—even

those things unable to be seen

by the human eye.

Equilibrium and Stability: Equilibrium is a state of

stability due either to a lack of




(A-D)

Application: The relative

position of objects in the world

can be observed and described.

Exploring the observable

effects of gravity and

magnetism illuminates the

reason for the direction of an

object’s motion.

Connections: The knowledge

and skills of mathematics,

science and technology are

used together to make informed

decisions and solve problems,

especially those relating to

issues of

science/technology/society,

consumer decision making,

design, and inquiry into

1. Observe through labs to

predict what will happen to

certain objects (e.g. a

change of direction, no

motion, etc.) when pushed

and pulled. Record and

chart responses.

2. Observe and record how

wind is a force we cannot

see.

3. Discuss wind as a force that

causes an imbalance

between humans and the

air. Wind slows us down

and can also change our

speed, location, etc. by

making us fall.

4. Analyze and evaluate how

magnets have a unique

ability to push or pull

objects.

82

phenomena. (E)

Application: Manipulation and

application of simple tools and

machines demonstrate the

relationships between forces

and motions.

83

Grade 2 Glossary

Adapt: To make suitable to or fit for a specific use or situation

Day: The span of time it takes for the Earth or a celestial body (such as another planet or a moon) to make a single

rotation with respect to a star, measured most accurately from local noon to local noon

Food

Pyramids:

A nutrition guideline with hierarchical separated zones to represent suggested percentages of the daily diet for

different food groups

Friction: The force that opposes motion.

Gravity: The natural force of attraction exerted by a celestial body, such as Earth, upon objects at or near its surface,

tending to draw them toward the center of the body

Healthy diet: A diet that includes all of the key nutritional needs humans have to grow healthy and strong

Life span: The average or maximum length of time an organism, material, or object can be expected to survive or last

Magnetism: The class of phenomena exhibited by a magnetic field

Natural

Disasters: A natural occurrence of the earth's substance that causes widespread destruction and distress

Night: The period of time when the sun is below the horizon

Nutrients: A source of nourishment, especially a nourishing ingredient in a food

Precipitation: Water condensed from atmospheric vapor and falling in various forms (e.g. rain, snow, sleet, mist, etc.)

Revolution: The Earth's path around the Sun, which equals one year

Rotation: The spinning of the Earth on its axis; one complete turn equals one day

Seasons: Summer, Spring, Winter and Fall as defined by the natural movement of the earth

Traits: A genetically determined characteristic or condition; ie. a recessive or dominant trait


84


In Grade 3, students examine the nature of science and how, in various forms, animals and plants adapt to their environments in order to survive. Students study how

energy can take many forms and use simple machines to learn how they make work easier. Properties of matter are explored through the use of various measurement

instruments; students begin to examine how states of matter occur and can be changed.

Unit

The Nature of

Science

Animal and Plant

Adaptations Energy Simple Machines Properties of Matter


Focus Questions

Why and how is

communication

important in

science?

How do animals and plants

continue to survive?

How do animals and plants

adapt to their environment?

What are the forms of

energy?

What changes occur when

objects interact with

different forms of energy?

How can one form of

energy be transformed into

another form of energy?

What can be learned by

observing the motion of an

object?

How can work be made easier?

How can one observe and

describe properties of matter

using appropriate tools?

What are chemical and

physical changes, including

changes in states of matter?

Common Core ELA &

Literacy Connections:

Reading Standards for

Informational Texts.

STUDENTS WILL:

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a

text, using language that pertains to time, sequence, and cause/effect.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject

area.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

6. Distinguish their own point of view from that of the author of a text.

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text

(e.g., where, when, why, and how key events occur).

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,

first/second/third in a sequence).

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at

the high end of the grades 2–3 text complexity band independently and proficiently.

85

Common Core ELA &


Writing Standards

STUDENTS WILL:

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event

sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of

characters to situations.

c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

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1. Student Labs (Tables and Graphs)

2. Students select an animal and choose a new habitat to which they think the animal could possibly adapt. Ask them to describe in

words why they think the animal might realistically survive, and to draw a picture to illustrate what they've imagined. In their

new habitat drawings, they should include their food and shelter.

3. Observation logs of germinating seeds


Students observe, record, and describe properties of

germinating seeds

Daily observational follow-up to sprouting radish seeds

LABS: What Do Plants Need to Grow? ; Why Are Feathers

Special? ; How is Color Used By Living Things; Can You

Design a Better Bird?

Unit Topic: Animal and

Plant Adaptation

Unit Objective:

How do animals and plants continue to survive? How do animals and plants adapt to their environment?

Diverse Resources:

From Acorn to Oak Tree by Jan Kottke; From Seed to Plant

by Gail Gibbons; How the Fawn Got its Spots by M. Caduto,

M. & J. Bruchac.

Science and Children Magazine April/May 2010

Library trade books about different animals

http://pbskids.org/krattscreatures/flash.shtml (Cratts’

Creatures)


Students compare and contrast human and animal adaptations

Students organize the events of a plant growing from a seed to

full bloom

Key Terms:

predator prey perspiration breathing rate

salivating characteristics camouflage hibernating

migrating

Unit Resource Planner Grade ________3_____________

http://pbskids.org/krattscreatures/flash.shtml

90

GRADE 3


FOCUS QUESTION: TIME FRAME FOR UNIT: 1 week

Why and how is communication important in science?

CONTENT* CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*

A. Science is an adventure that people

everywhere take part in, and have

been doing for centuries.

B. Clear communication is an essential

part of doing science.

C. Doing science engages men and

women of all ages and backgrounds

and in different types of work.

D. Stories about people making

discoveries and inventions show how

strong some people’s convictions

about the world can be and shared

with the world.

E. When students observe differences in

the way things behave or get different

results, they should try to find out

why.

F. It is not always easy to tell why

results of similar science

1. Students are introduced to

career information and

opportunities with science.

2. The diversity in the science

community should be

emphasized

3. Students have frequent

opportunities to observe

demonstrations and engage in

hands-on activities, as well as

reading about scientists and

their work.

4. Observations and measurements

should be made more carefully

at this age and with greater

accuracy.

5. Students use and record data in

logs and journals, and

communicate their findings in


and notations

91

investigations turn out differently.

G. Science investigations may take

many different forms, including

observing, collecting, and doing

experiments.

H. Investigations can focus on physical,

biological and social questions.

I. Results of investigations are not

always the same, but if the

differences are large, it is important

to learn why.

J. Sometimes scientists have different

explanations for why something

happens which usually leads to their

making more observations to resolve

the differences.

K. Scientists only pay attention to claims

when they are backed by evidence

and a logical argument.

graphs and charts.

6. Investigations are followed up

with oral presentations which

emphasize clear

communication.

7. Students are encouraged ―to

check what they see against

what they think‖

* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document Benchmarks

for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals identified in a

chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know and do by the end

of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for the first three

grade bands: K to 2; 3 to 5; 6 to 8.

92

GRADE 3

UNIT II: Animal and Plant Adaptation STANDARDS: 1, 4, 6


How do animals and plants continue to survive?

How do animals and plants adapt to their environment?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Plants respond to

changes in their

environment.

B. All animals depend on

plants. Some animals

(predators) eat other

animals (prey).

C. Animals respond to

change in their

environment (e.g.

perspiration, heart rate,

breathing rate, eye

blinking, shivering, and

salivating).

D. Senses can provide

essential information

(e.g., regarding danger,

food, mates, etc.) to

animals about their

environment.

E. Some animals, including

humans, move from

Creation is a sign of God’s

glory.

―He hath made everything

beautiful in His time.‖

Ecclesiastes 3:11

God has made humankind

a vast world of animals and

plants to maintain the

proper balance in nature.

God planned our world so

that we gather whatever we

have planted. ―What so

ever a man soeth that he

also shall reap.‖ Our lives

are like seeds. If we do

good things, we will gather

rewards for eternity.

Water is a basic need of all

living things. ―Jesus gives

us living water.‖ John 4:5-

42

Jesus tells the Samaritan



recognize commonalities that exist

among all systems and how parts of

a system interrelate and combine to

perform specific functions.(A, B, C)

Application: Almost all kinds of

animals’ food can be traced back to

plants.

Optimization: In order to arrive at

the best solution that meets the

criteria within constraints, it is often

necessary to make trade-offs. (D, E,

F, G, H, I)

Application: For any particular

environment, some kinds of plants

and animals survive well, some

survive less well, and some cannot

survive well at all.

1. Observe and measure how

the quantities and qualities

of nutrients, light, and

water in the environment

affect plant growth.



determine how well plants

survive and grow in a

particular environment.

3. Explain why the number of

seeds a plant produces

depends on variables such

as light, water, nutrients,

and pollination.

4. Observe and discuss how

bees pollinate flowers.

5. Observe, describe and

record properties of

germinating seeds.


93

place to place to meet

their needs.

F. Some animal

characteristics are

influenced by changing


including: fat storage in

winter, coat thickness in

winter, camouflage,

shedding of fur.

G. Some animal behaviors

are influenced by

environmental

conditions. These

behaviors may include:

nest building,

hibernating, hunting,

migrating, and

communicating.

H. The health, growth, and

development of

organisms are affected by


such as the availability of

food, air, water, space,

shelter, heat, and

sunlight.

I. When the environment


animals survive and

reproduce and others die

or move to new

locations.

woman about the water of

baptism, which brings

eternal life to the baptized.

Encourage children to

conserve water. Water is

not an unlimited resource.

all living and nonliving

things affect the life of a

particular animal

including: other animals,

plants, weather and

climate.

7. Hypothesize about how an

animal might adapt to prey

or environment threatening

its survival (e.g. faster

heart rate, shivering, etc.)

8. Observe and record how

animals of the same kind

differ in some of their

characteristics and discuss

possible advantages and

disadvantages of this

variation.

9. Observe and discuss how

behaviors and body

structures help animals

survive in a particular

habitat.

10. Explain and discuss how

humans and other animals

can adapt their behavior to

live in changing habitats.

94

GRADE 3

UNIT III: Energy STANDARDS: 1, 4, 6


What are the forms of energy?

What changes occur when objects interact with different forms of energy?

How can one form of energy be transformed into another form of energy?

CONTENT

CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Heat and cold affect

materials differently.

B. Insulation can affect

how energy is conserved.

C. Heat is a byproduct of

rubbing, burning, or by

combining chemicals.

D. Changes occur faster

under hotter conditions.

E. Some materials are

transparent.

F. Light colors reflect and

dark colors absorb light.

G. A prism breaks light into

the visible colors of the

spectrum.

H. Sound energy is created

from vibrations.

When we love as Jesus

taught us, God’s kingdom

becomes more visible in

our world.

Use the following

scriptural images to better

understand notions of

science: Jesus as Light

(John 8:12) and Jesus as

Salt of the Earth (Matthew

5:13-16).

Equilibrium and Stability: Equilibrium is a state of stability due

either to a lack of changes (static

equilibrium) or a balance between

opposing forces (dynamic

equilibrium). (A, C, I, J).

Application: Rubbing, burning or

combining chemicals make heat.

Patterns of change: Identifying

patterns of change is necessary for

asking predictions about future

behavior and conditions. (B, D, I, J)

Application: The application of

tools, machines, and appliances

results in new technologies.




analysis, explanation, or design.

(E, F, G, H)

Application: Energy and matter

interact; some matter transfers

1. Design an experiment to

see whether paper or a

cotton ball is the better

insulator.

2. Experiment with rubbing,

burning, and combining

materials to release heat.

3. Observe a light source at

varying distances and

angles. Make observations

and record findings;

discuss.

4. Observe, identify and

communicate what

happens when light goes

through one prism.

5. Experiment with a ―wind

tube‖ to see how many

different notes it can

produce. By varying the

speed at which the children

95

I. Energy can be

transformed into another

form though the uses of

tools, machines, and

appliances.

J. The release of heat

accompanies many other

energy conversions.

energy better than others. spin the tubs.

6. Discuss ways to save

energy.

96

GRADE 3

UNIT IV: Simple Machines STANDARD(S): 1, 4, 6


What can be learned by observing the motion of an object?

How can work be made easier?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Force is any influence

that causes a free body to

undergo a change in

speed, direction or shape.

B. Motion is a change in

position of an object with

respect to time.

C. The position or direction

of motion of an object

can be changed by

pushing or pulling.

D. Mechanical energy may

cause change in motion

through the application

of force or the use of

simple machines.

E. The amount of change in

the motion of an object is

affected by friction.

F. Force is also described as

a push or pull on an

Have students read and

reflect on Galatians 6:2 and

the ways in which humans

can work together, like

simple machines, to help

one another and to make

life easier for one another.

Patterns of Change: Identifying

patterns of change are necessary for

making predictions about future

behavior and conditions. (A-D)

Application: Observation of the

motion of objects provides

information about the forces

impacting it; the greater the force is,

the greater the change in motion.

Magnitude and Scale: The grouping

of magnitudes of size, time,

frequency, and pressures or other

units of measurements into a series

of relative order provides a useful

way to deal with the immense range

and changes in scale that affect

human behavior and design. (E, F)

Application: How fast things move

differs greatly.




analysis, explanation, or design. (G-

I)

1. Create an experience that

allows the students to

demonstrate that the

heavier the object the

harder it is to move.

2. Investigate and predict how

certain properties affect the

movement of an object.

3. Predict the direction certain

objects will go in based on

variables such as: weight,

size, forces present, etc.

4. Analyze data on graphs

representing the speeds of

objects over a specific

distance for a specific time.

5. Examine what specific

machines have to do with

certain kinds of work.

6. Examine how simple

machines have helped to

97

object such as gravity.

G. A simple machine is a

device for overcoming

resistance at one point by

applying force at some

other point.

H. There are advantages and

disadvantages of a

performance or task with

or without the help of a

machine.

I. A simple machine has

few or no moving parts.

These machines use

energy to work: lever,

inclined plane, wheel and

axle, screw, wedge, and

pulley.

Application: Simple machines can

minimize the amount of work

necessary to move the object.

improve quality of life.

7. Practice work with and

without the use of simple

machines.

98

GRADE 3

UNIT V: Matter STANDARD(S): 1, 4, 6


How can one observe and describe properties of matter using appropriate tools?

What are chemical and physical changes, including changes in states of matter?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Matter is anything that

has mass and occupies

space, and cannot be

created or destroyed.

B. Physical properties of

an object can be used to

describe it.

C. Properties can be

observed and measured

with tools such as

magnifying glasses,

rulers, balances, and

scales.

D. Salt, powder, and crystals

are substances that can be

examined with a

magnifying glass.

E. Masses of objects can be

estimated; actual mass

can be measured by using

a balance.

Reflect on the parable of

the Mustard Seed

(Matthew 13: 31-32) and

the miracle story of the

Fish and Loaves (Mark 6:

30-44) to learn about

changes in matter.

Discuss the notion of holy

water and the power of

blessing to transform

matter to give it spiritual

meaning.

Use various notions of

science (e.g., air, wind,

etc.) to discuss how God is

something we may not see,

but know exists

nonetheless.

Analysis, Inquiry and Design:

Mathematical analysis and scientific

inquiry are used to pose questions,

seek answers and develop solutions.

(B, C, D, E, F, G, H, M)

Application: Scientists use the

Scientific Method to make

predictions.

Equilibrium and Stability: Equilibrium is a state of stability due

either to a lack of changes (static

equilibrium) or a balance between

opposing forces (dynamic

equilibrium). (B, E, F, H, M)

Application: How materials are

mixed together results in a new

material that is different from the

originals.


groupings of magnitude of size,

time, frequency, and pressures or

other units of measurement into a

series of relative order provides a

useful way to deal with the immense

range and changes in scale that

1. Experiment with ways of

preventing a nail from

rusting when exposed to

air.

2. Investigate what is in a

fruit. Find the mass of

pieces of fruit (e.g.

pineapple). Put the fruit in

the sun all day. Why has

the mass changed?

3. Measure and classify 3-5

common classroom objects

according to a system.

Explain why the chosen

system makes the most

sense.

4. Practice using a scale to

record the mass of various

classroom objects (ask the

students to predict which

ones will have the greatest

mass prior to the

measurement).

99

F. There is a difference

between mass and

weight.

G. The volume of various

liquids can be measured

using both metric and

standard units of

measure.

H. Some objects are

attracted by a magnet.

I. There are differences

between conductors and

insulators.

J. There are differences

between the states of

matter, solids, liquids,

and gases.

K. Physical changes can be

observed.

affect behavior and design of

systems. (H, L, M)

Application: The properties of an

object can be sorted and

differentiated by their state, physical

properties and according to various

measures (e.g. volume and mass).

5. Using various designs,

construct aluminum boats.

Test to see which model

will hold more paper clips

before sinking.

6. Use evaporation to

demonstrate that water can

change from a liquid to a

gas; condensation can also

be observed.

7. Predict which will melt

faster: an ice cube on a

plate on a table or an ice

cube on a plate under a

lamp? Why?

100

Grade 3 Glossary

Absorb: To take (something) in through or as through pores

Actual Mass: A unified body of matter with no specific shape

Balance: A weighing device, especially one consisting of a rigid beam horizontally suspended by a low-

friction support at its center, with identical weighing pans hung at either end, one of which

holds an unknown weight while the effective weight in the other is increased by known

amounts until the beam is level and motionless

Camouflage: A method of hiding that allows an otherwise visible organism or object to remain unnoticed, by

blending with its environment

Characteristics: A defining feature that helps to distinguish a person or thing

Condensation: The process by which a gas or vapor changes to a liquid

Conductor: A substance or medium that conducts heat, light, sound, or especially an electric charge easily

Evaporation: A phase change from liquid to gas when the sun heats water and turns it into vapor or steam

Force: Any influence that causes a free body to undergo a change in speed, a change in direction, or a

change in shape

Friction: The force resisting the relative motion of solid surfaces, fluid layers, and/or material elements

sliding against each other

Gases: The state of matter distinguished from the solid and liquid states by relatively low density and

viscosity, relatively great expansion and contraction with changes in pressure and temperature,

the ability to diffuse readily, and the spontaneous tendency to become distributed uniformly

throughout any container

Hail: Something that falls with the force and quantity of a shower of ice and hard snow

Heart Rate: The number of heartbeats per unit of time, usually expressed as beats per minute

Heat: The transfer of energy between physical entities

Hibernating: To pass the winter in a dormant or torpid state; to be in an inactive or dormant state or period

Insulation: A material or substance used in insulating

Insulator: A material that does not let heat and electricity go through it easily.

Liquids: The state of matter in which a substance exhibits a characteristic readiness to flow, little or no

tendency to disperse, and relatively high incompressibility

Magnet: An object that is surrounded by a magnetic field and that has the property, either natural or

induced, of attracting iron or steel

Magnifying

Glasses:

A lens or combination of lenses that enlarges the image of an object

http://en.wikipedia.org/wiki/Free_body

http://en.wikipedia.org/wiki/Free_body

http://en.wikipedia.org/wiki/Force

http://en.wikipedia.org/wiki/Force

101

Masses: A grouping of individual parts or elements that compose a unified body of unspecified size or

quantity

Matter: Something that occupies space and can be perceived by one or more senses

Mechanical

Energy:

Is a change in position of an on object with respect to time

Migrating: To change location periodically, especially by moving seasonally from one region to another

Motion: An influence that causes a free body to move in any direction

Perspiration: The fluid, consisting of water with small amounts of urea and salts, that is excreted through the

pores of the skin by the sweat glands

Physical Changes:

To give a completely different form or appearance to

Physical

Properties:

Anything that has mass and occupied space cannot be created or destroy

Precipitation: Water condensed from atmospheric vapor and falling in various forms (e.g. rain, snow, sleet,

mist, etc.)

Predators: An organism that lives by preying on other organisms

Prey: An animal hunted or caught for food

Prism: A solid figure whose bases or ends have the same size and shape and are parallel to one another,

and each of whose sides is a parallelogram

Properties: A characteristic trait or peculiarity, especially one serving to define or describe its possessor

Reflect: To give back or show an image of (an object); mirror

Rulers: A straightedge strip, as of wood or metal, for drawing straight lines and measuring lengths

Salivation: The act or process of secreting saliva

Scales: A system of ordered marks at fixed intervals used as a reference standard in measurement: a

ruler with scales in inches and centimeters

Simple Machine:

A simple device, such as a lever, pulley, or inclined plane; a machine without moving parts

Sleet: A mixture of rain and snow or hail

Solid: Of definite shape and volume; not liquid or gaseous

Sound Energy: A type of energy made by vibrations

State of Matter: A condition or mode of being, as with regard to circumstances

Temperature: The degree of hotness or coldness of a body or environment

Transparent: Having the property of transmitting light without appreciable scattering so that bodies lying beyond are

seen clearly

http://www.merriam-webster.com/dictionary/transmitting

102

Volume: The amount of space occupied by a three-dimensional object or region of space, expressed in

cubic units

Weight: A measure of the heaviness of an object

103


In an effort to better understand the nature of science through the natural events happening all around them, in Grade 4 students examine the air, water and land systems of

our Earth. Properties of water are considered in light of changes, both natural and unnatural. Students evaluate electricity and magnetism using and expanding upon prior

knowledge related to energy they gained in Grade 3. The year concludes with a deeper analysis of the interdependence animals and plants have on their surrounding

environments.

Unit The Nature of

Science

Interactions of Air,

Water, and Land Properties of Water Magnetism and Electricity

Animals, Plants, and The

Environment


Focus Questions

Why and how is

communication

important in

science?

How do natural events

affect our world?

What are the properties of

water?

How do the properties of water

change as it changes from solid

to liquid to gas?

What are the natural processes

that recycle water?

What are the properties of

electricity and magnetism?

How do plants and animals depend

on each other and their physical

environment?

Common Core ELA &


Informational Texts

STUDENTS WILL:

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based

on specific information in the text.

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject

area.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or

information in a text or part of a text.

6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the

information provided.

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or

interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it

appears.

8. Explain how an author uses reasons and evidence to support particular points in a text.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the

grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

104

Common Core ELA &


Writing Standards

STUDENTS WILL:

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to

support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),

illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event

sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that

unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

105






acquisition:


to K 1 2 3 4 5 6 7 8







I R R R M M+ M+ M+




I R R R M M+ M+ M+












I I R R R R M M+ M+




Experimenting : to try something out to see whether or not it works I I R R R M M+ M+ M+

106





I I R R M M+










107







goes here.










108


1. Students create their own animation of water cycle using KidPix Studio

2. Student teams develop and publish a newspaper on the water-cycle, with conceptual understanding shown in the articles. The product

will be created using either desktop publishing or hand written processes.

3. Evaluate student notebook entries related to cloud formation demonstration

4. After reading Follow a Raindrop, students and teacher create a diagram of the water cycle and label it accordingly. The lesson also

includes a think pair share activity where the students discuss what would happen if the water cycle stopped. The assessment for this

lesson involves the students creating their own water cycle diagrams and labeling them appropriately.

5. Labs


Labs: Water Splat! Observe demonstration on cloud formation

Build model of water cycle

Measure and compare mass and liquid volumes of water

Observe, record and graph rate of water movement through

different soils

Construct waterwheel

Unit Topic:

Properties of Water

Unit Objective: What are the properties of water? How do the properties of water change as it changes

from solid to liquid to gas? What are the natural processes that recycle water?

: Diverse Resources:

SMARTBOARD LESSON PLAN:

http://education.smarttech.com/ste/en-

US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/C

anada/Elementary/Science/Water+Cycle.htm

BOOKS: Cole, J. (1988). Magic School Bus at the

Waterworks. New York: Scholastic Press. ; Richardson, J.

(1992). The Water Cycle. New York: Watts

• www.WeatherWizKids.com ;

www.TheWeatherChannelKids.com


Read Follow a Raindrop. Follow up with classroom discussion.

students creating their own water cycle diagrams and labeling

them appropriately.

Key Terms: precipitation evaporation condensation

Properties sleet hail fog rain gauge runoff

water vapor groundwater

Unit Resource Planner Grade ________4_____________

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/Canada/Elementary/Science/Water+Cycle.htm



http://www.weatherwizkids.com/

http://www.theweatherchannelkids.com/

109

GRADE 4


FOCUS QUESTION: TIME FRAME FOR UNIT: 1 week

Why and how is communication important in science?

CONTENT* CATHOLIC

CONNECTIONS

CONCEPTS SKILLS*

A. Science is an adventure that people

everywhere take part in, and have been

doing for centuries.

B. Clear communication is an essential

part of doing science.

C. Doing science engages men and

women of all ages and backgrounds

and in different types of work.

D. Stories about people making

discoveries and inventions show how

strong some people’s convictions about

the world can be and shared with the

world.

E. When students observe differences in

the way things behave or get different

results, they should try to find out why.

F. It is not always easy to tell why results

of similar science investigations turn

1. Students are introduced to career

information and opportunities with

science.

2. The diversity in the science

community should be emphasized

3. Students have frequent

opportunities to observe

demonstrations and engage in

hands-on activities, as well as

reading about scientists and their

work.

4. Observations and measurements

should be made more carefully at

this age and with greater accuracy.

5. Students use and record data in

logs and journals, and

communicate their findings in

graphs and charts.


and notations

110

out differently.

G. Science investigations may take many

different norms, including observing,

collecting, and doing experiments.

H. Investigations can focus on physical,

biological and social questions.

I. Results of investigations are not always

the same, but if the differences are

large, it is important to learn why.

J. Sometimes scientists have different

explanations for why something

happens which usually leads to their

making more observations to resolve

the differences.

K. Scientists only pay attention to claims

when they are backed by evidence and

a logical argument.

6. Investigations are followed up

with oral presentations which

emphasize clear communication.

7. Students are encouraged ―to check

what they see against what they

think‖

* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document Benchmarks

for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals identified in a

chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know and do by the end

of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for the first three

grade bands: K to 2; 3 to 5; 6 to 8.

111

GRADE 4

UNIT II: Interactions of Air, Water and Land STANDARD(S): 1, 4, 6


How do natural events affect our world?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Weather involves

interaction among air,

water, and land.

B. The movement of air is

felt as wind.

C. Wind speed and direction

can be measured.

D. Some changes on the

Earth are due to slow

processes (e.g.

weathering) and some are

due to rapid events (e.g.

hurricanes and

tornadoes).

E. A hurricane, tornado,

earthquake, volcanic

eruption, flood, and

severe storms are all

extreme natural events.

F. Erosion results from the

interaction of gravity

The story of creation

emphasizes that from

nothing God made all

things good.

In the story of creation,

God creates the water, air

and land. Discuss how

these three elements work

in harmony and how

humans unsettle that

harmony.

In the book of Exodus,

God controls the seas—the

parting of the Red Sea.

Compare weathering to

human sin; just as the

elements of wind, rain and

extreme natural events

wear away elements of the

earth, sin wears away our

morality and our

relationship with God.



time, frequency, and pressures or

other units of measurement into a

series of relative order provides a

useful way to deal with the immense

range and the changes in scale that

affect behavior and design of

systems. ( A, D)

Application: The properties of air

can be measured.

Patterns of Change: Identifying

patterns of change is necessary for

making predictions about future

behavior and conditions. (B, C)

Application: On Earth, wind

consists of the bulk movement of air.

Systems Thinking: Through systems

thinking, people can recognize the

commonalities that exist among all

systems and how parts of a system

interrelate and combine to perform

specific functions. (E-I )

Application: Weathering and

1. Observe, gather, organize,

and analyze data about

weather conditions

between two different

geographic locations.

2. Identify agents that wear

away Earth’s surface

features.

3. Explain processes that can

change Earth’s surface

suddenly

4. Compare the causes of a

hurricane and a tornado.

5. Investigate and report on

the negative and positive

impact of extreme natural

events on living things:

earthquakes

volcanic eruptions

hurricanes

tornadoes

floods

112

along with wind, water

and air. It is the transport

of weathered materials.

G. Weathering breaks rocks

into sediments.

H. Deposition is the

depositing of Earth

material (sediments) in a

new location.

I. Extreme natural events

may have positive or

negative impacts on

living things.

erosion slowly chisel, polish, and

buff Earth's rock. This movement

changes the shape of the land.

severe Storms

fires

6. Gather and analyze data to

identify patterns of

occurrence for natural

events (i.e. tornadoes along

Tornado Alley, hurricanes

along the coast, floods in

low-lying areas).

113

GRADE 4

UNIT III: Properties of Water STANDARD(S): 1, 4, 6


What are the properties of water?

How do the properties of water change as it changes from solid to liquid to gas?

What are the natural processes that recycle water?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Water can exist in three

states of matter: solid,

liquid or gas.

B. Water has properties that

can be observed through the

senses.

C. Temperature can affect the

state and properties of

water.

D. Precipitation, evaporation and condensation are part

of the water cycle.

E. Precipitation is water

released from clouds in the

form of rain, freezing rain,

sleet, snow, or hail.

F. Liquid water changes to

water vapor in the air

Use the Corporal Works of

Mercy and the Spiritual Works

of Mercy to reflect on how

these can be lived as we

support our brothers and sisters

who fall victim to natural

disasters.

Review the Baptismal call and

they symbol of water for

purification.







with the immense range and the


behavior and design of systems.

( C, I, J)

Application: Water can be

measured using temperature,

mass, volume and density








(A, B, K, L)

Application: Water in various


three states of water as

solid, liquid and gas.

2. Classify various materials

as solid, liquid and gas and

explain the basis for the

classification.

3. Change water into the

different states of matter

and graph their

observations.

4. Measure liquid volumes in

ounces, quarts, gallons,

liters and milliliters.

5. Compare and communicate

the measured volume of a

liquid using a short beaker

and a thin graduated

cylinder.

114

through the process of

evaporation.

G. Water vapor changes to

liquid water through the

process of condensation.

H. Clouds and fog are

composed of tiny drops of

water.

I. Rainfall can be measured

with a rain gauge that uses

inches or centimeters.

J. Water flows downhill.

K. There is a difference

between runoff and

groundwater.

L. Moving water can transfer

energy to other objects.

states can be found in the air,

on land and in water bodies





(D-H, L)

Application: The properties of

water can observed, measured

and analyzed.

Optimization: In order to

arrive at the best solution that

meets criteria within

constraints, it is often necessary

to make trade-offs. (K)

Application: Run-off water and

groundwater can affect the

environment either in a positive

or negative way

6. Use a balance to take the

mass of various liquids.

7. Observe the condensation

of water droplets from

water vapor to droplets to

clouds and infer what

variables affect water

condensation.

8. Create and explain a model

of the water cycle.

9. Observe, record and graph

the rates of water

movements in different soil

types.

10. Locate and identify

different types of water

bodies: surface water,

ground water and rivers and

streams.

11. List the major bodies of

water on Earth and describe

the water resources

available for humans to use.

12. Analyze ways that

engineers are working to

maintain and conserve

water sources.

13. Use mathematical problem

solving to calculate the

115

approximate amount of

usable water available on

earth.

14. Research the way in which

water is used to generate

electricity.

15. Describe how a waterwheel

can produce mechanical

and electrical power.

116

GRADE 4

UNIT IV: Magnetism and Energy STANDARD(S): 1, 4, 6


What are the properties of electricity and magnetism?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. Energy exists in many

forms: heat, electric, sound,

chemical, and mechanical.

B. Energy can be transferred

and transformed into

another form: mechanical -

heat, chemical - electric,

electric - sound, light -

electric).

C. Energy is conserved when

it changes forms.

D. Some materials transfer

energy (heat and electricity)

better than others.

E. Some materials are better

conductors than others and

reduce heat loss.

F. A circuit includes

conductors, resistors, a

short circuit, and a switch.

Research different saints who

were ―magnets‖ for God by

their good and holy works (i.e.

they brought people closer to

God). Reflect on how one’s life

can be a magnet for God.

Research saints who lived

Jesus’ message in the face of

misunderstanding,

discrimination, injustice and

persecution. Discuss how they

transformed this darkness into

light for God’s kingdom.

Refer to the notion of God as

light for the world; how does

his love warm us?








(A, B, F-I )

Application: Energy forms are

either potential or kinetic.

Potential energy comes in

forms that are stored including

— chemical, gravitational,

mechanical, and nuclear.

Kinetic energy forms are doing

work — like electrical, heat,

light, motion, and sound






(C-E)

Application: One thing that

1. Investigate changes that

occur in objects when they

interact with different forms

of energy.

2. Discuss transformation of

electrical energy into

chemical, mechanical, light

and heat energy

3. Compare how long coffee

remains hot in different

cups such as foam, ceramic,

paper, metal.

4. Observe, identify and report

observations about how

long an ice cube remains

solid in different containers.

5. Test various objects to

classify as conductors or

insulators.

6. Compare how a plastic and

metal spoon conducts heat

117

G. In an open circuit some

objects are conductors and

some are insulators.

H. Electricity travels in a

closed circuit.

I. Objects that give off light

often give off heat.

makes electricity useful is that

not all materials conduct

electricity. Materials that do

not conduct electricity are

called insulators.

when placed in a cup of hot

water.

7. Explain the interaction of

electricity and magnetism

to create an electromagnet.

8. Compare safety precautions

related to various forms of

energy.

9. Synthesize information to

determine necessary action

to reduce noise and

chemical hazards.

10. Research fire safety

precautions for home,

school, and in other public

places.

118

GRADE 4

UNIT V: Plants and Animals and their Environment STANDARD(S): 1, 4, 6


How do plants and animals depend on each other and their physical environment?

CONTENT CATHOLIC

CONNECTIONS

CONCEPTS SKILLS

A. The components of an

ecosystem are interrelated.

B. The Sun is the source of the

energy flow through an

ecosystem.

C. Plants and animals (and

other organisms) are

dependent on one another

in a food chain.

D. Green plants and

autotrophs are producers in

a food chain because they

provide the basic food

supply for themselves and

animals.

E. Animals depend on plants

or other animals for food

and are called consumers.

F. Some animals (predators)

eat other animals (prey).

G. Animals that eat plants for

The story of creation, which

emphasizes that from nothing

God made all things good,

reveals God’s goodness and the

formation of a single web of

life.

Compare the Eucharist to the

Sun in its essential nature for

life.

Examine the food chain and the

complexity of it; see how God

created humankind to need one

another—to be in community.








(A-H, L, M)

Application: Plants and

animals are connected in many

ways to help them all survive.

Food webs follow just one path

of energy as animals find food.

Application: The Sun is the

primary source of energy in all

food chains.






(I)

Application: Change in an

organism’s lifestyle can be

caused by either physical need

1. Investigate and graph

results of scarcity of food in

a habitat and its effect on an

animal population.

2. Identify ways of preserving

foods.

3. Identify microbes that

decompose food.

4. Describe how plants and

animals depend on each

other and their

environment.

5. Draw and explain both a

food chain and a food web

6. Given a food chain, make a

generalization about

potential outcomes if one or

more species population

experiences a significant

change (increase/decrease)

7. Demonstrate how changes

119

food may in turn become

food for other animals.

H. Decomposers play a vital

role in recycling nutrients.

I. The behavior of individual

organisms is influenced by

internal cues (such as

hunger) and external cues

(such as a change in the

environment).

J. When the environment


animals survive and

reproduce, others die or

move to a new

environment.

K. Plants manufacture food by

utilizing carbon dioxide

(from air), water and energy

from the Sun.

L. The Sun’s energy (solar

energy) is transferred on

Earth from plants to

animals through the food

chain.

M. Solar energy from the Sun

powers the water cycle.

or environmental changes.




behavior and conditions. (J, K)

Application: Changes in the

environment both natural and

manmade can cause changes in

the way plants and animals

survive.

in environment (natural or

manmade) can affect the

environment.

8. Research and explain how

certain species became

extinct.

9. Identify populations within

a community in competition

for the same resources.

10. Describe how the health,

growth, and development of

other organisms are

affected by environmental

conditions, such as food,

water, and habitats.

11. Observe that when the

environment changes, some

plants and animals survive

and reproduce, while others

die or move to new

locations.

120

Grade 4 Glossary

Circuit: A closed, usually circular line that goes around an object or area

Closed Circuit: An electric circuit providing an uninterrupted, endless path for the flow of current

Conductors: A substance or medium that conducts heat, light, sound, or especially an electric charge

Consumers: Organisms whose basic food supply comes from themselves and animals

Decomposers: An organism, often a bacterium or fungus, that feeds on and breaks down dead plant or animal

matter, thus making organic nutrients available to the ecosystem

Deposition: The accumulation or laying down of matter by a natural process, as the laying down of sediments

in a river (or the accumulation of mineral deposits in a bodily organ)

Ecosystem: An ecological community together with its environment, functioning as a unit

Energy: Usable heat or power

Erosion: The group of natural processes, including weathering, dissolution, abrasion, corrosion, and

transportation, by which material is worn away from the earth's surface

Eruption: The release of gas, ash, molten materials, or hot water into the atmosphere or onto the Earth's

surface from a volcano or other opening in the Earth's surface

Food Chain: Is the source of the energy flow through an ecosystem

Green Plants: Green plants include all organisms commonly known as green algae and land plants, including

liverworts, mosses, ferns and other nonseed plants, and seed plants

Groundwater: Water beneath the earth's surface, often between saturated soil and rock, that supplies wells and

springs

Hurricanes: A severe tropical cyclone originating in the equatorial regions of the Atlantic Ocean or Caribbean

Sea or eastern regions of the Pacific Ocean, traveling north, northwest, or northeast from its point

of origin, and usually involving heavy rains

Open Circuit: A circuit that lacks a complete path between the positive and negative terminals of its power

source

Predators: An organism that lives by preying on other organisms

Prey: An animal hunted or caught for food

Producers: A photosynthetic green plant or chemosynthetic bacterium, constituting the first level in a food

chain (or an autotrophic protest)

Rain Gauge: A device for measuring rainfall

121

Resistors: A device used to control current in an electric circuit by providing resistance

Runoff: Rainfall not absorbed by soil

Sediments: Solid fragments of inorganic or organic material that come from the weathering of rock and are

carried and deposited by wind, water, or ice

Short Circuit: A low-resistance connection established by accident or intention between two points in an electric

circuit

Sun: A star that is the basis of the solar system and that sustains life on Earth, being the source of heat

and light

Switch: A device used to break or open an electric circuit or to divert current from one conductor to

another

Tornadoes: A rotating column of air ranging in width from a few yards to more than a mile and whirling at

destructively high speeds, usually accompanied by a funnel-shaped downward extension of a

cumulonimbus cloud

Volcanic: Of, resembling, or caused by a volcano or volcanoes

Water Cycle: The cycle of evaporation and condensation that controls the distribution of the earth's water as it

evaporates from bodies of water, condenses, precipitates, and returns to those bodies of water

Water Vapor: Barely visible or cloudy diffused matter, such as mist, fumes, or smoke, suspended in the air

Weather: The state of the atmosphere at a given time and place, with respect to variables such as

temperature, moisture, wind velocity, and barometric pressure

Weathering: Any of the chemical or mechanical processes by which rocks exposed to the weather undergo

changes in character and break down

Wind: Involves interaction among the air water, and land

Observation of Weather and All About My Senses … · For PreK children, science is a natural...

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