School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Science
CONTENT STANDARD: INQUIRY AND PROBLEM SOLVING
Scientific inquiry, problem solving, and the technological method provide insight into and comprehension of the world. A variety of tools, including emerging technologies, assist the inquiry processes; and models are used to aid understanding. All students will apply inquiry and problem-solving approaches in science and technology.
Performance Indicators: The learner will·
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Kindergarten |
1. Review and extend prior learning
2. Recognize that basic properties of objects are identified through direct observation via the five senses (i.e., sight, smell, sound, touch, and taste)
3. Associate each of the five senses with the appropriate sense organ (i.e., eyes, nose, ears, skin, tongue) that allows him/her to seek, find, take in, and react or respond to information from his/her environment
4. Demonstrate an understanding of some basic sensory descriptors (e.g., bright, dull, high, low, loud, soft, sweet, sour, bitter, salty, rough, smooth, cold, warm)
5. Demonstrate an initial understanding of how to ask questions and propose strategies and materials to seek answers to questions, i.e., conduct an investigation
á Make a prediction (a hypothesis) regarding an experiment and propose questions ("who," "what," and "where" questions) he/she expects to be answered
á Investigate objects, using the five senses
á Examine groups of objects and note a single property (e.g., size, shape, color)
á Select objects based on a single property
á Make accurate observations, using tools and non-standard units of measure
á Describe observations after using manipulatives (e.g., Unifix cubes) in terms of descriptive units of measure
á Identify a variable in an investigation
á Identify and extend simple patterns, sequences, and relationships in daily life
á Weather
á Shapes and forms of many common natural objects (e.g., seeds, leaves)
á Home and school routines
6. Demonstrate an initial understanding of how to use results of an investigation in a purposeful way, including making predictions based on observed patterns
CONTENT STANDARD: SCIENTIFIC REASONING
Scientific reasoning involves framing and supporting arguments, recognizing patterns and relationships, identifying bias and stereotypes, brainstorming alternative explanations and solutions, judging accuracy, analyzing situations, and revising studies to improve their validity. All students will learn to formulate and justify ideas and to make informed decisions.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Participate in brainstorming activities
3. Discover relationships and patterns
4. Make observations and draw conclusions about those observations
5. Explore alternative explanations for observed phenomena
6. Examine strengths and weaknesses of simple arguments
7. Distinguish between "important" and "unimportant" information in simple arguments
8. Know that feelings can distort reasoning
9. Provide support for a claim, using various types of evidence (e.g., logical, quantitative)
10. Demonstrate an understanding that ideas are more believable when supported by good reasons
11. Practice and apply simple logic and intuitive thinking
CONTENT STANDARD: COMMUNICATION
Clear and accurate communication employs appropriate symbols and terminology, models, and a variety of media and presentation styles. Communication includes constructing knowledge through reflection, evaluation, refocusing, and critically analyzing information from a variety of sources. Both individuals and groups must learn to communicate effectively. All students will communicate effectively in the applications of science and technology.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Describe and compare things in terms of number, shape, texture, color, size, mass, and behavior
3. Read and write instructions to follow or explain procedures
4. Ask clarifying and extending questions
5. Use sketches, tables, bar graphs, physical representations, and manipulatives to explain scientific and technological procedures and ideas
6. Demonstrate an initial understanding of how to gather and present information using a variety of media, including the effective use of the computer
á Simple spreadsheet
á Simple database
á Simple word processing
á Simple graphics
7. Record results of experiments or activities (e.g., interviews, discussions, field work), summarize, and communicate what he/she has learned
á Write a simple lab report
8. Demonstrate an initial understanding of how to cite examples of bias in information sources and question the validity of information from varied sources
9. Function effectively in a group with various assigned roles (e.g., reader, recorder)
10. Reflect on work in science and technology via discussions, journals, and self-assessment
CONTENT STANDARD: IMPLICATIONS OF SCIENCE AND TECHNOLOGY
Scientific and technological breakthroughs are influenced by prevailing beliefs and conditions which in turn are impacted by new ideas and inventions. By assessing the impacts of technological activity on the environment, one can develop his/her own sense of global stewardship. All students will understand the historical, social, economic, environmental, and ethical implications of science and technology.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Demonstrate an understanding that legend, story, and scientific explanation are different ways to explain the world
3. Describe some inventions: what they do, how they work, and how they have made life easier
4. Identify commonly used resources, their sources, and the place where their waste products go
5. Demonstrate some recycling practices and care of resources
6. Investigate and describe the role of scientists and inventors
7. Explain how his/her life would be different without specific inventions or scientific knowledge
8. Explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods)
9. Explore how technology (e.g., transportation, irrigation) has altered human settlement
10. Demonstrate an understanding that renewable and non-renewable resources have limits and explain practices for conservation in daily life
11. Explain the connections between and among industry, natural resources, population, and economic development
CONTENT STANDARD: EARTH-AND-SPACE SCIENCE
Earth-and-space science is the study of the Earth, its history, changes, and place in the universe. Students will gain knowledge about (1) the Earth and processes that change it and (2) the universe and how humans have learned about it and the principles upon which it operates.
Performance Indicators: The learner will·
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Kindergarten |
1. Review and extend prior learning
2. Describe the way weather changes
á Record the weather daily (e.g., sky conditions)
3. Analyze the relationship between observable weather patterns and the cycling of the seasons
á Compare, and contrast what people do and what they wear during each season
4. Observe changes caused by water, snow, and ice
á Participate in water-, snow-, and ice-related activities
5. Demonstrate an initial understanding of the cycles of day and night and of the seasons
á Illustrate the differences between day and night
á Sequence the seasons
6. Demonstrate that shadows of objects change, based on where light is coming from
á Physically simulate the changing shadows of objects, based on where the light is coming from
7. Demonstrate an initial understanding that the sun is one of many stars in the universe and that it is the star closest to the Earth
á Model various stars, including the sun, in terms of their positions in relation to one another and to the Earth
CONTENT STANDARD: BIOLOGY
The study of biology is the study of life, including how life forms, develops, reproduces, obtains energy, and responds to the environment. The functions performed by organelles (specialized structures found in cells) within individual cells are also carried out by the organ system in multi-cellular organisms. All students are expected to understand that cells are the basic units of life and to be conversant with magnifying devices, cell structure and function, body systems, causes of disease, and the body's defense against disease. Modern classification systems are based on comparisons of the structure, function, life cycles, and behavior of organisms. All students are expected to understand that there are similarities within the diversity of all living things. Fossils show past life, extinct species, and environmental changes over time. Organisms change and new species may arise because of genetically coded adaptations. All students are expected to understand the basis for all life and the fact that all living things change over time. Energy takes many forms which can exert forces and do work. The conversion of energy from one form to another offers useful applications and sometimes presents problems. All students are expected to understand concepts of energy as they relate to the study of living things. Balance in ecosystems is based on an intricate web of relationships among populations of living organisms, as well as non-living factors such as water and temperature. Changes in specific populations or conditions affect other parts of the ecosystem. Individual systems continually change in response to human and other factors. All students are expected to understand how living things depend on one another and on non-living aspects of the environment.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Demonstrate an initial understanding of the differences between living and non-living things
á Sort familiar pictures of objects into living and non-living organisms/objects and explain why each picture
is placed where it is
3. Demonstrate an initial understanding of the characteristics of different living things: plants and animals
á Differentiate between plants and animals
4. Demonstrate an initial understanding of how to design and describe a classification system: objects
á Sort a collection of objects into groups, given a "rule" for each group (e.g., shells or blocks by shape, color, size)
5. Demonstrate an initial understanding that living things are made up of different parts: humans
á Divide the human body into smaller parts (e.g., head, arms, legs, trunk, hands, feet)
6. Explore magnifying devices and demonstrate an initial understanding of how they enable individuals to see in greater detail: objects
á Using a magnifier, draw parts of an object
7. Demonstrate an initial understanding that plants and animals need food, water, and gases to survive: plants and animals
á Draw an animal (e.g., Monarch butterfly, frog, fish) and himself/herself; and show the food source, water source, and manner of exchanging gases
á Draw a plant (e.g., bean, carrot, radish) and show the food source, water source, and manner of exchanging gases
8. Demonstrate an initial understanding of the life cycle of an organism: plants and animals
á Observe, draw, and orally explain the life cycle of an animal (e.g., Monarch butterfly, frog, fish) and a vegetable plant (e.g., bean, carrot, radish)
9. Demonstrate an initial understanding that change occurs over time and that rates may be fast or slow, naturally occurring or induced by humankind
10. Demonstrate an initial understanding that living and nonliving things can change over time, sometimes in predictable ways: humans and animals
á Recognize that humans and animals go through a series of orderly changes in their life cycles
11. Demonstrate an initial understanding that fossils show the existence of past life and extinct species
12. Demonstrate an initial understanding that organisms have certain characteristics that help them live in their environment
á Sort pictures of various species and compare the physical attributes which help them adapt to their environments
13. Demonstrate an initial understanding that living things need energy: humans
á Demonstrate an understanding that people need energy
14. Demonstrate an initial understanding that organisms depend on their environment: animals
á Associate familiar baby animals with their
á Parents
á Homes
á Environments
15. Demonstrate an initial understanding of how animals' food can be traced back to plants, e.g. draw a picture of a food chain from farm animals to humans
16. Demonstrate an initial understanding of how one change in a system affects other parts of a system, e.g., explain what will happen if a farmer's hay crop is diminished by lack of rain
17. Demonstrate an initial understanding of diseases and reasons for them
á Describe what is done to protect the body from germs, i.e., developing good health habits
18. Demonstrate an initial understanding of ways that individuals in a species are alike and different: humans
á Group himself/herself with others with whom he/she is alike and different
CONTENT STANDARD: CHEMISTRY
The study of chemistry is the study of matter; its structure, properties, and composition; and the processes of change. Matter is made of atoms, each with its characteristic properties, which can combine to form all substances in the universe. The state and properties of matter may differ when it experiences chemical, physical, and nuclear changes. All students are expected to understand the structure of matter and the changes it can undergo.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Recognize that large things are made up of smaller pieces (e.g., that a snowman is made up of snowballs that are made up of snowflakes)
3. Describe some physical properties of objects
á Color (especially, the eight basic colors)
á Shape (e.g., circle, triangle, square) and form (e.g., flexible, stiff, straight, curved)
á Texture and feel (e.g., rough, smooth, hard, soft)
á Relative size and mass (e.g., big, little, heavy, light, wide, thin, long, short)
á Position and speed (e.g., over, under, in, out, above, below, left, right, fast, slow)
4. Group objects based on observable characteristics (e.g., color, size, texture)
5. Demonstrate an understanding that water has properties that can be observed and tested
á Form (solid, liquid, gas)
á Natural flow (downhill)
á Ability to allow objects to sink or float
CONTENT STANDARD: PHYSICS
The study of physics is the study of the basic physical laws that can be applied to all the sciences. All objects are in motion, at least at an atomic/subatomic level. By understanding how forces (e.g., gravity, friction, and magnetism) act on objects, students can predict the effects of those forces on the motion of an object. All students are expected to understand the motion of objects and the manner in which forces can change that motion. Energy takes many forms which can exert forces and do work. The conversion of energy from one form to another offers useful applications and sometimes presents problems. All students are expected to understand concepts of energy.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Demonstrate an initial understanding of ways to describe the motion of an object.
á Demonstrate an initial understanding of the concept direction
á Brainstorm the many ways an object could move and demonstrate its potential to change motion
3. Recognize that the sun gives off light and heat energy
á Simulate the uses of the sun by utilizing an obtainable source of light
4. Demonstrate an initial understanding that man-made magnets have an effect on some materials and make some things move without touching them
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07/16/98 |
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