Kindergarten Science Unit- Our Natural Surroundings

Our Natural Surroundings

Kindergarten

March 17th, 2011

Scope:

LESSON OUTCOME INDICATOR DESCRIPTION/THEME OF LESSON

MATERIALS & EQUIPMENT

LESSON #1: NATURE MOBILE

NSK.1 Explore features of their natural surroundings, including changes to those surroundings over time.

C: Describe and illustrate features of their local surroundings such as soil type and texture, weather conditions. (e.g., temperature, wind direction and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested, and cultivated).

Introduction to looking at nature. Students will collect items from school yard after going on a “nature walk”. Students will make a “nature mobile.”

*Med.-sized branch(for each student *collection of natural items. *Glue or tape

LESSON #2: SNOW, WATER, ICE


B: Gather and record information about characteristics of their natural surroundings C: Describe and illustrate features of their local surroundings such as soil type and texture, weather conditions. (e.g., temperature, wind direction and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested, and cultivated).

Students will examine the presence of water in various forms. Students will conduct an experiment to make predictions.

*3 mason jars*water*crushed ice*snow*plastic cups*marker

LESSON #3:WHAT HAPPENED TO THE RAIN


A: Pose questions related to features of their local surroundings such as ``Where did the rain water go?" "Why is some snow harder than others?" and "Is a grain of sand a rock?"

Students will examine the posed question about the concept of pollution and its environmental consequences. (Specifically focused on the

*3 jars with lids*measuring cups* 3 small potted plants*vinegar or lemon juice*Labels*pen or marker

D: Identify , with guidance, changes in one or more aspects of their natural surroundings over a given time interval (e.g., changes in temperature over a day or a week, changes to a tree over a year, changes in soil in a garden or flower bed over two seasons.

effects of acid rain. *notebooks*pencil*crayons

LESSON #4: SPEEDY SHOOTS


A: Pose questions related to features of their local surroundings (do we need soil to sprout roots?)C: Describe and illustrate features of their local surroundings such as soil type and texture, weather conditions and speed, and humidity), presence of water in various forms and states, and landform types

Students will examine, make predictions and monitor the progress of growing a plant (sprouting seeds) without soil.

*30 plates*30 paper towels*pastry cutter*water*cress seeds

LESSON #5:LEARNING THE LAYERS


C: Describe and illustrate features of their local surroundings such as soil type and texture, weather conditions and speed, and humidity), presence of water in various forms and states, and landform types

Students will learn different types of soil and how it settles.

*plastic pails and shovels*sand*gravel*topsoil*large glass jars*water

LESSON #6: WEATHER OBSERVATION


C: Describe and illustrate features of their local surroundings such as soil type and texture and weather conditions.

Students will identify changes over a given time interval. They will keep track and record the weather

*Book: “Maisy’s Wonderful Weather Book” – Lucy Cousins*Prediction

D: Identify, with guidance, changes in one or more aspects of their natural surroundings over a given time interval.G: Communicate ideas, actions, experiences and understandings of patterns and cycles in the natural world with others using charts, displays, videos, stories or other artistic representations.

conditions over a week’s time.

chart

LESSON #7:CHANING SEASONS TREE


D: Identify, with guidance, changes in one or more aspects of their natural surroundings over a given time interval.

Students will look at the effects of the seasons on plants and climate by demonstrating the way a tree changes over a year’s time.

*4 pieces of poster board per student*glue sticks*permanent marker*Brown, green, red, yellow and pink construction paper

LESSON #8: CONSERVATION OFFICER


F: Respond to and acknowledge the ideas of classmates and others such as traditional knowledge keepers and conservation officers who provide information about our natural surroundings.

Students will learn how conservation officers are and how they keep the environment.

*None needed

LESSON #9:WHY SHOULD I RECYCLE


E: Suggest ways in which human activity intentionally or unintentionally cause changes to natural surroundings (e.g. building houses, mowing lawns, cutting down trees, planting gardens, damming streams and digging ditches)

Students will learn about the importance of recycling and will also discuss the effects landfills have on our natural surroundings.

*Recycling bin*Book: “Why should I recycle” – Jen Green S

Safety Issues:

Ensure that students know the boundaries to which they must stay in while in the school yard to find their items (Lesson one).

While students are attaching their items to their branches they may need assistance (especially if a glue gun is required for securing objects) (Lesson one).

Ensure students that it is important to be careful around their glasses so we don’t spill or know of anything (Lesson two).

Make sure to keep in might students allergies to the materials that may be used in the experiments.

Classroom Management Ideas:

Remind students that if they have any questions they can put their hands up and they will be called upon. (With the exception of working in groups in experiments).

Remind students that if they have any questions or comments to wait until the end of the story unless I ask them specifically.

Remind students that only those quiet with their hands up nicely will be chosen. Check for understanding by having students repeat back the directions.

Additional Resources:

Picture books Photos Videos Human resources: outdoor educators, Royal Saskatchwan Museum

Lesson Plan #1: Nature Mobile

Teacher: Kaitlin Basler Date: Activity: Nature Mobile Grade: Kindergarten

Activity Purpose: Engage students in a fun activity where they will investigate aspects/items in “nature” as

they go on a nature walk. Following the walk, students will create a “nature mobile” from the items they have collected.

Students will have an understanding of the word nature. Students will actively participate in the nature walk as they gather their items.

Learning’s/Outcomes: Students will practice their listening skills as they listen to the story read to them. Outcome : NSK.1 Explore features of their natural surroundings (e.g., soil, water,

landform, and weather conditions), including changes to those surroundings over time. Indicator: C: Describe and illustrate features of their local surroundings such as soil type

and texture, weather conditions. (e.g., temperature, wind direction and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested, and cultivated).

Cross Curricular Competencies: Developing Thinking: Building on what they already know, engaged in creative thinking. Developing Social Responsibility: How we contribute to the group, awareness of our gifts

and also challenges we might face but coming to terms with learning from that. Equipment:

Medium-sized branch with smaller branches coming off of it Ribbon, strong string or yarn Collection of natural items (to collect on nature walk) May need glue or tape (depending on items)

Advanced Preparation: Collect branches (one for each student in the class) Prepare information to share about nature Create a sample mobile Gather white paper for students who finish early to create own “nature picture”.

Assessment: Observations and checklists: Were the students able to create their own mobile? Did students pay attention to instruction? Did students participate in discussion?

Adaptive Dimension: Showing students an example creation will give many of the students a clearer picture of

what you are looking for. Check for understanding by having students repeat back the directions for a task.

Some students may need assistance. Make sure to walk around and assist students having questions or difficulty.

For students that finish quickly, have a white piece of paper ready for them to create their own picture.

Procedure: SET: Have students gather together on floor

in reading area. Tell students that we are going to be

looking at nature and our environment. (Refer to previous “K-W-L Chart” about nature.)

Ask students if they remember what nature means and what things are in nature. Have students brainstorm some ideas.

DEVELOPMENT: PART 1 Tell students that now “we are going to

go on a nature walk around the school yard” (explain boundaries). Tell students that they are to “gather 5 items that they find in nature” (give students a few examples from brainstorm list ex. leaves, grass etc.)

Take students outside on the nature walk so they can explore.

PART 2 After students have gathered items (can

be same day or different day) show the students a sample mobile that they will be making.

Demonstrate to students how to attached items to their string/ribbon.

Help students tie the ribbon/string unto the branches. Tie the other end of each strong around one of the nature items.

CLOSURE: Have students go on a walking parade

with their mobiles. Students can share their mobiles by talking about the items they picked and why they chose them.

Items may fade quickly so enjoy the mobiles right away! You may want to take a picture of the students with their mobiles.

Student Engagement/Classroom Management Strategies

Remind students that if they have any questions they can put their hand up and I will call upon them.


Remind students that only those quiet with their hands up nicely will be chose.

Check for understanding by having students repeat back the directions.

Safety Considerations: Ensure that students know the boundaries to which they must stay in while in the school yard to

find their items. While students are attaching their items to their branches they may need assistance (especially

if a glue gun is required for securing objects.Background Information:http://www.ehow.com/list_6561976_nature-walk-school-activities.html

Provides basic ideas and understandings about help students look for things like what to observe, ways to be the most effective etc.

Lesson Adapted from: http://www.education.com/activity/article/nature-mobile/

Sample Assessment Template:

Lesson #1: Observation and Checklist:

STUDENT Were the students able to create their own mobile?

Did the students pay attention to instruction?

Did students participate in discussion?

Comments

Student #1Students #2Students #3Student #4Student #5

Lesson Plan #2: Snow, Water and Ice

http://www.ehow.com/list_6561976_nature-walk-school-activities.html

Teacher: Kaitlin Basler Date: Activity: Snow, Water and Ice Grade: Kindergarten

Activity Purpose: Engage students in an experiment to predict, investigate and describe the characteristics

and changes in the three states of water. Learning’s/Outcomes:

Students will practice their listening skills Outcome : NSK.1 Explore features of their natural surroundings (e.g., soil, water,

landform, and weather conditions), including changes to those surroundings over time. Indicator: B: Gather and record information about characteristics of their natural surroundings C: Describe and illustrate features of their local surroundings such as soil type and

texture, weather conditions. (e.g., temperature, wind direction and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested, and cultivated).

Cross Curricula Competencies: Developing Thinking: Building on what they already know, engaged in creative thinking. Developing Social Responsibility: How we contribute to the group, awareness of our gifts

and also challenges we might face but coming to terms with learning from that. Equipment:

3 Mason jars: Water to fill one jar Crushed ice to fill one jar Snow to fill one jar 3 see through plastic cups for every student in the class Enough water, crushed ice and snow to fill the students’ cups. Permanent mark

Advanced Preparation: Collect supplies needed

Assessment: Conversation with students: Did students participate in discussion/experiment? Did students understand concept? (Talking to each student independently about their

predictions and why they made them, so create assurance that they understood).

Adaptive Dimension: Doing the experiment first as a class and then individually gives students a chance to

physically see what you want them to do and take from the activity. Check for understanding by having students repeat back the directions for a task. Some students may need assistance. Make sure to walk around and assist students having

questions or difficulty.

Procedure: Student Engagement/Classroom

SET: Have students gather together in area of

room (ex. science center or a table everyone can crowd around.)

Explain to students that we are going to be “investigating” water. Explain to students that water can come in three forms. Ask students if they know any of these forms. After replies, tell students that we are going to be looking at water in the form of crushed ice, snow and also just a regular glass of water.

If you have a picture book about water in different forms read it to students.

DEVELOPMENT: PART 1 Start by filling 3 mason jars (one with

water, one with crushed ice and one with snow). Make sure to have even amounts of each to start with.

Mark on the glass where the level started.

Inform students that we are going to observe our jars throughout the day and see what happens to the levels. Students can either predict where the levels will be by marking it on the jars, or else for this first part after both the crushed ice and snow have melted, mark where the level is now.

PART 2 After conducting the experiment as a

glass, have students conduct the experiment on their own.

Provide students with 3 cups and have the filled with the correct substances and repeat the same procedure.

CLOSURE: After the experiments, conclude by

having a discussion with the students. Example questions: Why do you think this happened? What were your predictions and why?

Management Strategies Remind students that if they have any

questions they can put their hand up and I will call upon them.



Safety Considerations: Ensure students that it is important to be careful around their glasses so we don’t spill or know off

any thing.

Background Information: http://www.elytradesign.com/ali/html/changes.htm This website provides basic important about states of water and ideas of things such as going

from a solid state to a liquid state, which is what occurs in the experiment.

Lesson Adapted from: http://ssrsbstaff.ednt.ns.ca/jcroft2/snow_water.htm


Lesson #2: Conversation with Students:

http://www.elytradesign.com/ali/html/changes.htm

STUDENT Talking to each student independently about their predictions and why they made them, so create assurance that they understood. Did students understand what was happening? Record their thoughts and explanations.

Student #1

Students #2

Students #3

Student #4

Student #5

Lesson Plan #3: What Happened to the Rain

Teacher: Kaitlin Basler Date: Activity: Grade: Kindergarten

Activity Purpose: Engage students in a fun activity where they will be able to ask questions and become

aware of environmental issues such as acid rain. Students will become aware of what happens when pollution enters our air, and reinforces her love of the environment, which we all should share.

Pose questions: concept of pollution and its environmental consequences (acid rain). Students will make observation and predictions while they keep a records journal.

Learning’s/Outcomes: Students will practice their listening skills Outcome : NSK.1 Explore features of their natural surroundings (e.g., soil, water,

landform, and weather conditions), including changes to those surroundings over time. Indicators : A: Pose questions related to features of their local surroundings such as

``Where did the rain water go?" "Why is some snow harder than others?" and "Is a grain of sand a rock?"

D: Identify , with guidance, changes in one or more aspects of their natural surroundings over a given time interval (e.g., changes in temperature over a day or a week, changes to a tree over a year, changes in soil in a garden or flower bed over two seasons.

Cross Curricula Competencies: Developing Thinking Developing Social Responsibility Developing Literacies

Equipment: 3 1-quart jars with lids Measuring cup 3 small potted green plants Vinegar or lemon juice 6 labels or strips of masking tape Pen or marker Spiral or composition notebook Pencil crayons

Advanced Preparation: Use pen and labels to label each jar and each plant Label 1st plant and jar: “ A little Acid” Label 2nd plant and jar: “A lot of Acid” Label 3rd plant and jar: “Plain Water”

Assessment: Teachers are able to keep track of students’ progress as they monitor the journal the

students are asked to keep. Students can draw pictures recording their results or as teacher for assistance in spelling words to make documentation.

Adaptive Dimension: Check for understanding by having students repeat back the directions for a task.

Some students may need assistance. Make sure to walk around and assist students having questions or difficulty.


in reading area. Ask/discuss with students what some of

the different uses of water are. Ask why we need clean water. (“We all need clean water not only for drinking and bathing but for growing the crops we use to feed ourselves and the animals that live on earth with us”).

Ask students if they know what pollution is and talk about ways in which our air can be polluted. (Gives students some examples of pollution ex. Exhaust from car).

Explain how pollution in the air travels up into the raindrops in the clouds in the sky. This means that our rain can become polluted too which can sometimes lead to what is known as “acid rain”.

Read the book: What causes acid rain? By Issac Asimov.

DEVELOPMENT: PART 1 Explain to students that now we are

going to do an experiment that will show what acid rain does to plants (show how important it is to have clean water for plants and animals.

Explain that we are going to mix the water for the plants.

Explain that vinegar or lemon juice are acids (just like acid that gets in the rain drops from the pollution in the air caused by factories, cars etc.

Mix for "A little Acid ": Measure 1 /4 cup vinegar or lemon juice and place it in jar labels "A little Acid ", fill the rest of the jar with tap water.

Mix for "A lot of Acid ": Measure 1 cup vinegar or lemon juice and place it in jar labels "A lot of Acid ", fill the




rest of the jar with tap water. "Plain Water": use tap water. PART 2 The class will create an observation

journal. Explain to students that they will label the page with the date; draw a picture of each plant with the corresponding labels. (May want to write for the student what they drew, what they see and describing the appearance (all should be green and healthy to start with).

Explain to students that we will water each plant (using about a quarter of the jar each time) with the corresponding mixture.

Every 2 or 3 days, as a class, water the three plants. Be sure to make notes and discuss (which one looks worst? How do the colors differ?) Have students observe and record in their journals.

CLOSURE: At the end of the experiment, talk about

which plant is the least healthy, making conclusions as to why.

Assist in making connections between this experiment and own environment and the effects of acid rain in our world.

Safety Considerations: Ensure that students have no allergies to plants/ vinegar/lemon juice/ and other materials in the

experiment. Background Information:

h ttp://www.cleanairtrust.org/acidrain.html This website provides basic information in regards to acid rain and air pollution.

Lesson Adapted from: http://www.education.com/activity/article/what_happened_the_rain/

Lesson Plan #4 : Speedy Shoots

Teacher: Kaitlin Basler Date: Activity: Speedy Shoots Grade: Kindergarten

http://www.cleanairtrust.org/acidrain.html

Activity Purpose: Engage students in a fun activity where they will discover what seeds need to grow into

healthy, leafy plants. Students will learn that seeds need water to sprout, but once they’ve sprouted, they eed

light to make food, so the plants in the dark cupboard are yellow. The wet plate, by the window, grows successfully as it has both water and light.


landform, and weather conditions), including changes to those surroundings over time. Indicator: A: Pose questions related to features of their local surroundings (do we need

soil to sprout roots?) C: Describe and illustrate features of their local surroundings such as soil type and

texture, weather conditions and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested and cultivated).

Cross Curricula Competencies: Developing Thinking Developing Social Responsibility Developing Literacies

Equipment: 3 Plates 30 kitchen paper towels (10 for each plate) Pastry cutter Water Cress seeds

Advanced Preparation: Collect materials

Assessment: Effort and Participation Rubric: Do students show interest and engage in the activity (see rubric)

Adaptive Dimension: Check for understanding by having students repeat back the directions for a task. Some students may need assistance. Make sure to walk around and assist students having

questions or difficulty.



looking at sprouting seeds. Ask students what they think seeds

need so that they will sprout. Generate a list based on what students

say.




Inform students that we are going to conduct an experiment to see if we can get seeds to sprout without using soil.

DEVELOPMENT: Tell students that now we are going to

conduct an experiment using the following steps:

Take three plates and make a pile of ten kitchen towels on each one. Lay a pastry cutter on each pile.

Spoon water onto two of the plates to soak the towels. Write “dry” along one side of the pile without water.

Carefully remove the cutters. Put one watered plate in a cupboard and the other two plates near a window.

Everyday add water around the seeds on the “wet” plates, but don’t pour water over the seeds.

CLOSURE What did we learn? After about a week, some of the seeds

will have grown into plants. Which plates look the healthiest?

Students may have a discussion and talk about what happened and whether we thought that would happen or not.

Safety Considerations:

Background Information: http://en.wikipedia.org/wiki/Sprouting This source provides information about sprouting and how it works.

Lesson Adapted from:


Lesson #4: Effort and Participation:

Lesson Plan#5: Learn the Layers: Becoming a Dirt Expert

Teacher: Kaitlin Basler Date: Activity: Learn the Layers: Becoming a Dirt Expert

Grade: Kindergarten

Activity Purpose: Engage students in a fun activity where they will learn different types of soils and how it

settles. Learning’s/Outcomes:

Students will practice their listening skills

Outcome : NSK.1 Explore features of their natural surroundings (e.g., soil, water, landform, and weather conditions), including changes to those surroundings over time.

Indicator: C: Describe and illustrate features of their local surroundings such as soil type and texture, weather conditions and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested and cultivated).

Cross Curricula Competencies:

Developing Thinking Developing Social Responsibility Developing Literacies

Equipment: Plastic pails and shovels Sand Gravel Topsoil Large glass jar with lid Water

Advanced Preparation: Collect material

Assessment: Observation/Anecdotal Notes: Teacher can make observations and record anecdotal notes

about how the students are doing, what they see and the connections they are starting to see.


questions or difficulty. Procedure: SET: Tell students that we are going to

become dirt experts. Students will head outside in the school

yard with the plastic pails and shovels. DEVELOPMENT: Look for different types and textures of

soil: collect some sand, clay, gravel and topsoil. If all types are not available in your area, you could go on a field trip to an area that these different types of soil are more accessible, such as a park or nature trail. If all else fails, you can also visit a nursery and buy it.

Fill a large glass jar halfway with the different types of soil, arranging them in layers. Be sure to have students observe each one carefully. What`s the




same? Different? Which one is light? Which is heavy?

Next fill the jars with water and screw the lid on tightly.

Ask your child to predict or `hypothesize what will happen when the jar is shaken. (The soil will get mixed up).

After discussing why he thinks this might happen and what will happen to the layers, pass the jar to him and allow him to shake the jar and observe the murky content.

Next let the soil settle for about an hour.

After the time has passed, observe the jar and discuss what has happened to the soil. (It has settled back into layers). Ask why this may have happened (some of the different types of soil are heavier than others, and sink to the bottom of the jar faster).

CLOSURE What did we learn today? Students can discuss how the

experiment worked.



Ask students to quiet go to their seats and begin.


Background Information: http://en.wikipedia.org/wiki/Consolidation_(soil) This site provides information about the settlement or soil and key aspects about soil.

Lesson Adapted From: http://www.education.com/activity/article/dirt_expert_kindergarten/

Lesson Plan #6: Weather Observations

Teacher: Kaitlin Basler Date: Activity: Grade: Kindergarten

Activity Purpose: Engage students in a fun activity where they will observe weather condition over the

period of a week. Learning’s/Outcomes:

http://en.wikipedia.org/wiki/Consolidation_(soil)

Students will practice their listening skills Outcome : NSK.1 Explore features of their natural surroundings (e.g., soil, water,

landform, and weather conditions), including changes to those surroundings over time. Indicators: C: Describe and illustrate features of their local surroundings such as soil type

and texture, weather conditions (e.g., grassy, rocky, forested, and cultivated). D: Identify, with guidance, changes in one or more aspects of their natural surroundings

over a given time interval (e.g., changes in temperature over a day and a week, changes to a tree over a year, changes in soil in a garden or flower bed over two seasons.)

G: Communicate ideas, actions, experiences, and understandings of patterns and cycles in the natural world with others using charts, displays, videos, stories, or other artistic representations.

Cross Curricula Competencies: Developing Thinking Developing Social Responsibility

Equipment: Book: “Maisy's Wonderful Weather Book" by Lucy Cousins Predictions chart

Advanced Preparation: Collect pattern book Create list of patterns for students to make in person Create handout for students to work on

Assessment: Students will complete the weather chart each day and at the end teachers will collect

them and see how the students have progressed and gathered the idea of weather changes and predictions.

Adaptive Dimension: Showing students an example creation will give many of the students a clearer picture of

what you are looking for. Check for understanding by having students repeat back the directions for a task. Some students may need assistance. Make sure to walk around and assist students having

questions or difficulty. For students that finish quickly, have a white piece of paper ready for them to create their

own patterns do while other classmates finish. Procedure: SET: Have students gather together on floor


looking at weather. Read students the story: Maisy's

Wonderful Weather Book" by Lucy Cousins to introduce different weather conditions. (Ask questions as you go along)




Introduce students to new Weather Words by Using A Predictable Chart

Using a predictable chart is a good introduction to using weather words. This would be used to model the reading process.

The chart could use the following predictable text line: What's the weather like?It is hot. It is cold. It is cloudy. It is windy. It is raining. It is snowing. It is stormy. It is a blizzard. We like it when it is sunny.

Discuss with students what the current weather seems to be like and explain to students that each day for the next week we are going to record what the weather is like.

DEVELOPMENT: After showing students the large chart

we will use every day, also show students the sheet that they will complete everyday in order to record what we find out.

Demonstrate to students how they will complete it. Students will color the picture of the weather it seems to be that day, cut the picture out and glue it into the correct day that is on there “weather chart”.

CLOSURE Each day after the students complete

the right portion of the chart they may discuss with others what they put and can also make predictions on what they thing it might be like the next day.



Ask students to quiet go to their seats and begin.


Background Information: http://www.first-school.ws/theme/climate.htm This website provides a number of different activities and background information for

teaching about weather and climates

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

Lesson adapted from:

My Weather Chart

Monday

Tuesday

Wednesday

Thursday

Friday

Lesson Plan #7: Changing Seasons Tree

Teacher: Kaitlin Basler Date: Activity: Changing Seasons Tree Grade: Kindergarten

Activity Purpose: Engage students in a fun activity where they will become aware and create the scene of a

tree and how it changes over time (over the seasons).Learning’s/Outcomes:

Students will practice their listening skills

Outcome : NSK.1 Explore features of their natural surroundings (e.g., soil, water, landform, and weather conditions), including changes to those surroundings over time.

Indicator: D: Identify, with guidance, changes in one or more aspects of their natural surroundings over a given time interval (e.g., changes in temperature over a day and a week, changes to a tree over a year, changes in soil in a garden or flower bed over two seasons.)

Cross Curricula Competencies:

Developing Thinking Developing Social Responsibility

Equipment: 4 Pieces of poster board of the same size – about 8” x 10” Brown, green, red, yellow and pink construction paper Glue sticks Permanent marker

Advanced Preparation: Collect materials Prepare a sample to show students Can have trunk outline pre-drawn for students

Assessment: Checklist: Were the students able to complete the activity? Did students pay attention to instruction? Did students participate in discussion? Did students understand concept of changing with the seasons(could explain reasoning of

why the tree looks different ex. from summer to fall, to winter to spring)?Adaptive Dimension:

Showing students an example creation will give many of the students a clearer picture of what you are looking for.

Check for understanding by having students repeat back the directions for a task. Some students may need assistance. Make sure to walk around and assist students having

questions or difficulty. For students that finish quickly, have a white piece of paper ready for them to create their

own patterns do while other classmates finish. Procedure: SET: Have students gather together on floor


looking at how a tree changes over the different seasons.

Have a discussion with students about the different season and what happens in each. (Teacher can read students a season story if they are having trouble).

DEVELOPMENT:




Remind students that only those quiet with their hands up nicely will be

Tell students that now we are going to make our own poster to demonstrate a tree and how it looks over a year.

Show students the sample creation so they have an idea of what you are looking for.

Steps: If not already done, help students cut

out 4 tree trunks. These need to have branches on them.

Help students cut enough green leaves for two trees. Then cut enough yellow leaves for one tree.

Next cut out some pink flowers. These should be small and round, but students can make them how they like.

Cut enough apples for one tree and more to be pasted on the ground during another season.

Now have students glue the 4 trunks onto the four plagues of poster board (one for each season). Explain that each piece of poster board represents what the tree will look like at different rimes of the year.

CLOSURE What did we learn today? As students how they think the apple

will look in the summer-this season will probably be the easier. This tree will have green leaves and apples on it. For each season discuss what they think the apple tree will look like and why.

chose.


Safety Considerations: Students need to be careful when using scissors

Background information: Video: YouTube: Four Seasons, Tree changing

Lesson Adapted from:

Lesson Plan #8: Conservation Officer

Teacher: Kaitlin Basler Date: Activity: Conservation Officer Grade: Kindergarten

Activity Purpose: Engage students with a visit from someone in this field ex. conservation officer.


landform, and weather conditions), including changes to those surroundings over time. F: Respond to and acknowledge the ideas of classmates and others such as traditional

knowledge keepers and conservations officers who provide information about our natural surroundings.


Equipment: None needed

Advanced Preparation: Make arrangements to have a speaker come and talk to our class (ex. Conservation

officer)Assessment:

Observations/Anecdotal Notes: Did students pay attention to guest speaker? Did students participate in discussion? Were the students engaged

Adaptive Dimension: Having Brain boosters or stretches every once in a while so students aren’t left sitting so

long and get a quick break to avoid restlessness. Procedure: SET: Have students gather together on floor


having a very special guest come to our classroom and talk to us about our natural surrounding which we have be learning about.

DEVELOPMENT: At this point students get time to work

with the guest, listening to them, asking questions and possible participation in the speaker’s presentation.

CLOSURE What did we learn today? Students will get the opportunity to

discuss what they learned. They can talk about what they liked and some things they might want to look at more.

Students can work on making a thank you card to thank the speaker.




Safety Considerations:Background Information:

http://www.saco.ca/ Saskatchewan Association of Conservation Officers web page

http://www.saco.ca/

Generates information about conservation officers within the province of SaskatchewanLesson Adapted from:

Lesson Plan #9: Why Should I Recycle

Teacher: Kaitlin Basler Date: Activity: Why Should I Recycle Grade: Kindergarten

Activity Purpose: Students will learn about the different materials in our natural surroundings that are turned

into products we use. Students will discuss the importance of recycling

o a) how we use more resources when we don’t recycleo b) how we can save resources when we do recycle

Students will discuss the effects landfills have on our natural surroundings


landform, and weather conditions), including changes to those surroundings over time. E: Suggest ways in which human activity intentionally or unintentionally cause changes

to natural surroundings (e.g. building houses, mowing lawns, cutting down trees, planting gardens, damming streams, and digging ditches.)


Equipment:

Recycling bin Story book: “Why Should I Recycle” by Jen Green

Advanced Preparation: Collect items

Assessment: Self Assessment: Find out how students enjoyed the activity


questions or difficulty. Procedure: SET:1. Show the students a recycling bin. Ask

what it is used for and what they know about recycling at home and at school.

2. Read the story “Why Should I Recycle” by Jen Green.

3. Discuss the different types of items recycled in this book

4. List the common categories for recycling bins (beverage containers, paper, glass, metal, cardboard, plastic). You may choose to have a category for giving to charity, as many items are still useful, but are unwanted.

5. There are many recyclable items in our homes that we may not see recycle bins for (tires, used motor oil, electronics,




unused paints) 6. Have students search the room for

items that could be recycled and pile them in the front of the room.

DEVELOPMENT:7. Gather the students together and sort

the items the students collected, as a group. This will involve deciding what material the item is made of, where the material came from in our natural surroundings, and deciding which recycling group it belongs in. See the attached Teacher Reference Sheet.

8. Why is it important for people to recycle un-needed items? Open discussion.

9. What would happen to all these items if, when they were not useful anymore, they were not recycled? Allow for open discussion, but guide the discussion to the idea of the harmfulness of waste to the environment. Discuss the difference between the effects of garbage on the environment versus the effects of recycling on the environment. You may choose to collect your classroom garbage and recyclables for a couple of days to demonstrate the types of waste created.

10. You may also show pictures of landfills or visit a local facility to help get the point across.

CLOSURE11. If your classroom does not recycle, this

would be a good time to start. Set up one or two recycling bins in the classroom. It is easy to start with beverage containers that can be taken to SARCAN and possibly paper that can be dropped off in local recycling bins.

http://www.recyclesaskatchewan.ca/images/stories/Kindergarten/K-Our-Natural-Surroundings-Teachers-Resources.pdf

These items are easily identified by young students and most communities have recycling facilities for them.

12. Teach the students a short recycling song. Many songs can be found on the internet. Here is one from http://www.dltk-kids.com/crafts/earth/rrr.htm (Sung to the tune of “Twinkle, Twinkle Little Star”)We Recycle what we use,Separate things and you should too! Glass and paper, plastic, tinGo in your recycling bin!We must start now, we can’t wait,Quick, or it will be too late!

What did we learn today?


Background Information: http://www.recyclesaskatchewan.ca/images/stories/Kindergarten/K-Our-natural-

surroundings.pdf

Lesson Adapted from: http://www.recyclesaskatchewan.ca/images/stories/Kindergarten/K-Our-natural-surroundings.pdf

http://www.dltk-kids.com/crafts/earth/rrr.htm

http://www.dltk-kids.com/crafts/earth/rrr.htm

Kindergarten Science Unit- Our Natural Surroundings

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Transcript of Kindergarten Science Unit- Our Natural Surroundings