SCIENCE & TECHNOLOGY
ELEMENTARY GRADES PRE-K-2
A. Classifying Life Forms - Students will understand that there are similarities within the diversity of all living things. Students will be able to:
1. Identify the differences between living and non-living things.
2. Describe characteristics of different living things.
3. Explain, draw, or otherwise demonstrate the life cycle of an organism.
4. Design and describe a classification system for objects.
B. Ecology - Students will understand how living things depend on one another and on non-living aspects of the environment. Students will be able to:
1. Identify ways that organisms depend upon their environment.
2. Describe how almost all animals' food can be traced back to plants.
3. Give examples of how one change in a system affects other parts of the system.
4. Describe different ecological systems of earth.
5. Describe a familiar local environment.
C. Cells - Students will understand that cells are the basic units of life. Students will be able to:
1. Demonstrate that living things are made up of different parts.
2. Demonstrate an understanding that plants and animals need food, water,
and gases to survive.
3. Explore magnifying devices and how they allow one to see in more detail.
4. Provide examples of causes of diseases.
D. Continuity & Change -
Students will understand the basis for all life and that all living things
change over time. Students will be able to:
1. Explain how fossils show the existence of past life.
2. Identify characteristics that help organisms live in
their environment.
3. Drawn or describe ways in which an organism can
change over its lifetime, sometimes in predictable ways (e.g., butterfly,
frog).
4. Describe ways in which individuals of the same species are alike and different.
E. Structure of Matter - Students will understand the structure of matter and the changes it can undergo. Students will be able to:
1. Show that large things are made up of smaller pieces.
2. Describe some physical properties of objects.
3. Group objects based on observable characteristics (e.g., color, size, texture).
F. The Earth - Students will gain knowledge about the earth and the
processes that change it. Students will be able to:
1. Describe the way weather changes.
2. Analyze the relationships between observable
weather patterns and the cycling of the seasons.
3. Observe changes that are caused by water, snow, wind, and ice.
G. The Universe - Students will gain knowledge about the universe and how humans have learned about it, and about the principles upon which it operates. Students will be able to:
1. Explain the cycles of day/night and of seasons.
2. Demonstrate that shadows of objects change based on where light is coming from.
3. Demonstrate an understanding that the sun is one of many stars in the universe and
is the closest star to earth.
H. Energy - Students will understand concepts of energy. Students will be able to:
1. Demonstrate an understanding that the sun gives off light and heat energy.
2. Explain why living things need energy.
I. Motion - Students will understand the motion of objects and
how forces can change that motion. Students will be able to:
1. Develop a variety of ways to describe the motion of an object.
2. Demonstrate that the motion of an object can be changed.
J. Inquiry & Problem Solving -
Students will apply inquiry and problem-solving approaches in science and
technology. Students will be able to:
1. Make accurate observations using appropriate tools
and units of measure.
2. Ask questions and propose strategies and materials
to use in seeking answers to questions.
3. Use results in a purposeful way, which includes
making predictions based on patterns they have observed.
4. Identify products which were invented to solve a problem.
K. Scientific Reasoning - Students will learn to formulate and justify ideas and to make informed decisions. Students will be able to:
1. Examine strengths and weaknesses of simple arguments.
2. Distinguish between important and unimportant information in simple arguments.
3. Make observations.
4. Participate in brainstorming activities.
5. Use various forms of simple logic.
6. Discover relationships and patterns.
L. Communication -
Students will communicate effectively in the application of science and
technology. Students will be able to:
1. Describe and compare things in terms of number,
shape, texture, size, weight, color, and behavior.
2. Read and write instructions to be followed or instructions which explain procedures.
3. Ask clarifying questions.
4. Explain problem-solving processes using verbal, pictorial, and written methods.
5. Make and read simple graphs.
6. Use objects and pictures to represent scientific and technological ideas.
M. Implications of Science & Technology -
Students will understand the historical, social, economic, environmental,
and ethical implications of science and technology. Students will be
able to:
1. Describe how legends, stories, and scientific
explanations are different ways in which people attempt to explain the world.
2. Describe at least two inventions, what they do,
how they work, and how they have made life easier.
3. Identify commonly used resources, their sources, and where waste products go.
4. Demonstrate some practices for recycling and care of
resources.
5. Explain how their lives would be different without
specific inventions or scientific knowledge.
Findings:
The following Content Standards are missing from our current science program:
F - The Earth
I - Motion
M - Implications of Science & Technology
Suggestions:
By observing and recording the weather during daily Calendar Time and by studying Unit One in our Heath Social Studies Homes and Neighborhoods, first grade teachers could easily cover all the Performance Indicators listed under the Content Standard of "F. - The Earth." There is also a Weather kit, purchased by the Cambridge School, which would provide additional resources and materials.
Teachers could easily gather enough material (or create a bibliography) to cover the Content Standard "M - Implications of Science & Technology." Once the material was gathered, it could be made available to the teachers. This could be done during a grade-level meeting.
Recommendation:
Purchase a kit on Motion.
The following Performance Indicators are missing from our current science program:
B-4 Ecology - Describe different ecological systems of earth.
C-4 Cells - Provide examples of causes of diseases.
G-3 The Universe - Demonstrate an understanding
that the sun is one of many stars in the universe and is the closest star
to earth.
Suggestions:
Although missing from our current science program,
the above-mentioned missing Performance Indicators are covered elsewhere
in our curriculum:
B-4 Ecology - Describe different ecological systems of earth. - This is covered
in Unit One of the first grade Heath Social Studies Homes and Neighborhoods.
C-4 Cells - Provide examples of causes of diseases. - Chapter 5 of the first
grade Merrill Health Focus on You covers this material.
Recommendation: Make teachers aware that they must cover "G-3
The Universe - Demonstrate an understanding that the sun is one of many
stars in the universe and is the closest star to earth." There is
probably plenty of material available among the first grade teachers to
help them cover this concept. No purchase is needed.
SCIENCE & TECHNOLOGY
ELEMENTARY GRADES PRE-K-2
Although missing from specific lesson plans many Performance Indicators could easily be incorporated into our current science program.
During the Unit on Seeds, teachers need to incorporate the following Performance Indicators:
A. Classifying Life Forms -
1. Identify the differences between living and non-living things.
B. Ecology - 2. Describe how almost all animals' food can be traced back to plants.
D. Continuity & Change - 2. Identify characteristics that help organisms live in their environment.
4. Describe ways in which individuals of the same species are alike and different.
H. Energy - 1. Demonstrate an understanding that the sun gives off light and heat energy.
2. Explain why living things need energy.
Sometime during the school year, teachers need to incorporate the following Performance Indicators:
B. Ecology - 5. Describe a familiar local environment.
J. Inquiry & Problem Solving - 4. Identify products which were invented to solve a problem.
L. Communication - 2. Read and write instructions to be followed or instructions which explain procedures.
Summary:
Our current science program does a solid job of covering most of the Maine Learning Results Content Standards and Performance Indicators. As long as first grade teachers are aware of the few areas that need additional attention, my only recommendation would be to purchase a kit which covers the topic of Motion. A check with other first grade teachers might reveal that there is a kit within the district which could be used without making a new purchase.
Findings:
The following Content Standards are not covered in our current science program:
F - The Earth
I - Motion
M - Implications of Science & Technology
Suggestions:
By observing and recording the weather during our daily Calendar Time and by studying Unit One in our Heath Social Studies Homes and Neighborhoods, first grade teachers could cover all the Performance Indicators listed under Content Standard F - The Earth. There is also a Weather kit, purchased by the Cambridge School, which could provide additional resources and materials.
Teachers and/or the librarian could easily gather enough material (or create a bibliography) to cover Content Standard M - Implications of Science & Technology. One hour at a grade-level meeting should be enough time to accomplish this task.
Recommendation:
Purchase a kit on Motion.
Findings:
The following Performance Indicators are not covered in our current science program, but are covered elsewhere in our first grade curriculum:
B-4 Ecology - Describe different ecological systems of earth. This is covered in Unit One of the first grade Heath Social Studies Homes and Neighborhoods.
C-4 Cells - Provide examples of causes of diseases. Chapter 5 of the first grade Merrill Health Focus on You covers this material.
The following Performance Indicator is not covered in our current science program:
G-3 The Universe - Demonstrate an understanding that the sun is one of many stars in the universe and is the closest star to earth.
Although our first grade program does not teach the fact that the sun is the star closest to the earth, there is probably plenty of material available among the first grade teachers to help them cover this concept.
Recommendation: Teachers
must be made aware that they must cover Performance Indicator G-3
The Universe - "Demonstrate an understanding that the sun is one of
many stars in the universe and is the closest star to earth." Teachers
should decide what materials they want to use to teach this concept. No
purchase should be necessary since first grade teachers probably teach
this concept already either directly or indirectly.
Findings:
Although missing from specific lesson plans many Performance Indicators could easily be incorporated into our current science program.
During the Unit on Seeds, teachers need to incorporate the following Performance Indicators:
A. Classifying Life Forms - 1. Identify the differences between living and non-living things.
B. Ecology - 2. Describe how almost all animals' food can be traced back to plants.
D. Continuity & Change - 2. Identify characteristics that help organisms live in their environment.
4. Describe ways in which individuals of the same species are alike and different.
H. Energy - 1. Demonstrate an understanding that the sun gives off light and heat energy.
2. Explain why living things need energy.
Sometime during the school year, teachers need to incorporate the following Performance Indicators:
B. Ecology - 5. Describe a familiar local environment.
J. Inquiry & Problem Solving - 4. Identify products which were invented to solve a problem.
L. Communication - 2. Read and write instructions to be followed or instructions which explain procedures.
Summary:
Our current science program does a solid job of covering most of the Maine Learning Results Content Standards and Performance Indicators. As long as first grade teachers are aware of the few areas that need additional attention, my only recommendation would be to purchase a kit which covers the topic of Motion. A check with other first grade teachers might reveal that there is a kit within the district which could be used without making a new purchase.