NEWARK PUBLIC SCHOOLS · 2017. 5. 5. · 3rd grade, up from 40 percent in 2008–09. Ready for the...

NEWARK PUBLIC SCHOOLS

GRADE KINDERGARTEN

SCIENCE

CURRICULUM GUIDE

2010

Newark Public Schools 2010-2011 Grade Kindergarten Science

Office of Academic Services©2010 2-2011

NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS

2010-2011

Mr. Shavar Jeffries, Chairperson

Ms. Barbara King, Vice Chairperson

Ms. Ivan Lamourt

Mr. Marques-Aquil Lewis

Ms. Eliana Pintor

*Mr. Juan Rivera

Ms. Arelis Romero

Ms. Shanique L. Davis-Speight

Ms. Nakia J. White



NEWARK PUBLIC SCHOOLS

A D M I N I S T R A T I O N

2010-2011

Superintendent ................................................................................................................................................................... Dr. Clifford B. Janey

School Business Administrator ................................................................................................................................................... Valerie Wilson

Chief Academic Officer ................................................................................................................................................................... Sadia White

Deputy Chief Academic Officer .......................................................................................................................................................Roger Leon

Regional Superintendent (Interim) .............................................................................................................................................. Robert Negron

North Region

Regional Superintendent ........................................................................................................................................................... Dr. Dale Talbert

South Region

Regional Superintendent ..............................................................................................................................................................................TBD

East/Central Regions

Regional Superintendent ........................................................................................................................................................ Dr. Ronald Taylor

West Region



TABLE OF CONTENTS

Title Page .......................................................................................................................................................................................................................... 1

Board Members ................................................................................................................................................................................................................ 2

Administration .................................................................................................................................................................................................................. 3

Table of Contents ............................................................................................................................................................................................................. 4

District Mission Statement ............................................................................................................................................................................................... 5

District Goals and Guiding Principles .............................................................................................................................................................................. 6

Curriculum Committee ..................................................................................................................................................................................................... 8

Course Philosophy ............................................................................................................................................................................................................ 9

Course Focus .................................................................................................................................................................................................................. 10

Course Matrix ................................................................................................................................................................................................................. 21

Curriculum Units ............................................................................................................................................................................................................ 26

Course Pacing ................................................................................................................................................................................................................. 48

Appendices ..................................................................................................................................................................................................................... 67



THE NEWARK PUBLIC SCHOOLS DISTRICT

MISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of

academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our policies and

practices will prepare our students for a world that is increasingly diverse and knowledge driven. We expect our schools and

classroom environments to be emotionally safe and intellectually challenging. We pledge to partner with parents, groups, and

organizations that add support to the mission by changing hearts and minds to value education.

Dr. Clifford B. Janey State District Superintendent



GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK, AND CITIZENSHIP Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of the best new jobs require not just

a high school diploma but at least two years of college. We need to raise the bar, and we are. Our goals for 2013 are very challenging.

Students need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up from 64 percent

in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by the end of

3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts literacy and

85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be ―on track for graduation,‖ up from 38 percent of freshmen who are on track

to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college, up from 54 percent and 38

percent, respectively, in 2008–09.



GOALS AND PRIORITIES

Great Expectations: 2009-13 Strategic Plan

PRIORITIES

PRIORITY 1. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and assessment

Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and consistently implemented.

Create a highly effective professional development system for teachers and administrators that is more focused on delivering quality

instruction and aligned to the learning needs of each student.

Ensure there is a highly effective teacher in every classroom and a highly effective principal in every school by strengthening the

preparation, recruitment, induction, evaluation, recognition, and compensation of effective teachers and principals.

PRIORITY 2. Build a system of great schools that serve students, their families, and the community

Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten, reading by grade 3, and prepared to

move forward.

Transform the middle grades experience to ensure students are prepared for high school — academically, socially, and emotionally.

Dramatically transform our high schools, building a system of themed, college and

career-oriented schools that ensure all students graduate prepared for college, work, and citizenship.

Implement an aggressive strategy for turning around low-performing schools that includes reconstitution, external partnerships, full-

service ―community schools,‖ and other effective strategies.

PRIORITY 3. Ensure that schools are safe, welcoming, and working collaboratively with parents, families, and community partners to

support student success

Ensure that all students, parents, families, and community members are respected and all schools are safe and ―family-friendly.‖

Actively work to help parents and families become more informed and involved.

Expand and strengthen quality partnerships, including the ―full-service community school‖ model to provide services,

PRIORITY 4. Improve our educational practice by creating an accountability system that promotes data-informed, effective, and efficient

management and operations

Reorganize central and regional offices, and streamline operations to strengthen support to schools and students.

Create a culture of accountability that uses data to inform decision-making at every level in support of the district’s strategic priorities.

Increase the transparency of how we make decisions and report on outcomes of our work together.



CURRICULUM COMMITTEE

Monica Peart – Science Director

Mini Jayaprakash – Resource Teacher Coordinator

Derrick Tandy – Resource Teacher Coordinator

Peace Eze- Teacher

Arthur Franklin – Teacher

Wynda Garcia - Teacher

Kakila Hunter – Teacher

De’Janee Martinez – Teacher

Henie Parillon – Teacher



Newark Public Schools

Grade Kindergarten Science

PHILOSOPHY

“The terms and circumstances of human existence can be expected to change radically during the next human life span.

Science, mathematics and technology will be at the center of that…change-causing…it, shaping it, responding to it. Therefore,

they will be essential to the education of today’s children for tomorrow’s world.”

Benchmarks for Science Literacy

American Association for the Advancement of Science, Project 2061

Our science education philosophy is simple and relevant. We wish to provide a foundation that will serve the whole child for a

lifetime. Science is a process by which students can learn and employ skills such as observing, questioning, inferring, experimenting,

calculating, analyzing and evaluating. These processes will expand and enhance their natural curiosity about the world in which they live and

enable them to gain knowledge needed to be successful in the next millennium.

Science is not something new. Science is for everyone and is a lifelong learning process. It goes back before recorded history,

when people first discovered regularities and relationships in nature. People learned to make predictions based on these regularities, and to

make connections between things that at first seemed to have no relationship. More and more they learned about the workings of nature.

That body of knowledge, growing all the time, is part of science. The greater part of science is the method used to produce that body of

knowledge. Science is an activity—a human activity—as well as a body of knowledge that continues to evolve—as evidenced by current

events that are composed, in large part, of scientific discoveries, theories, and applications.

“Acquiring scientific knowledge about how the world works, and neither does knowledge of the philosophy and sociology of

science alone lead to scientific understanding of the world. The challenge for educators is to weave these different aspects of science

together so that they reinforce one another.”

Benchmarks for Science Literacy

American Association for the Advancement of Science, Project 2061



Newark Public Schools

KINDERGARTEN FOCUS

2009 New Jersey Core Curriculum Content Standards

PROCESS SKILLS

Standard 5.1 Science Practices: All students will understand that science is both a body of knowledge and

an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.

The four Science Practices strands encompass the knowledge and reasoning skills that students must

acquire to be proficient in science.

Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science

and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural

and designed world. Content Statement (CS)

4.A.1. Fundamental scientific concepts and principles and the

links between them are more useful than discrete facts.

4.A.2. Connections developed between fundamental concepts are

used to explain, interpret, build, and refine explanations, models,

and theories.

4.A.3. Outcomes of investigations are used to build and refine

questions, models, and explanations.

Cumulative Progress Indicator (CPI)

5.1.4.A.1. Demonstrate understanding of the

interrelationships among fundamental concepts in the

physical, life, and Earth systems sciences.

5.1.4.A.2. Use outcomes of investigations to build and

refine questions, models, and explanations.

5.1.4.A.3. Use scientific facts, measurements, observations,

and patterns in nature to build and critique scientific

arguments.



Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,

mathematical, physical, and computational tools that need to be applied when constructing and evaluating

claims. Content Statement (CS)

4.B.1. Building and refining models and explanations requires

generation and evaluation of evidence.

4.B.2. Tools and technology are used to gather, analyze, and

communicate results.

4.B.3. Evidence is used to construct and defend arguments.

4.B.4. Reasoning is used to support scientific conclusions.


5.1.4.B.1. Design and follow simple plans using systematic

observations to explore questions and predictions.

5.1.4.B.2. Measure, gather, evaluate, and share evidence

using tools and technologies.

5.1.4.B.3. Formulate explanations from evidence.

5.1.4.B.4. Communicate and justify explanations with

reasonable and logical arguments.

Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. Content Statement (CS)

4.C.1. Scientific understanding changes over time as new

evidence and updated arguments emerge.

4.C.2. Revisions of predictions and explanations occur when new

arguments emerge that account more completely for available

evidence.

4.C.3. Scientific knowledge is a particular kind of knowledge

with its own sources, justifications, and uncertainties.


5.1.4.C.1. Monitor and reflect on one’s own knowledge

regarding how ideas change over time.

5.1.4.C.2. Revise predictions or explanations on the basis

of learning new information.

5.1.4.C.3. Present evidence to interpret and/or predict cause-

and-effect outcomes of investigations.



Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and

communication, which are social practices that are governed by a core set of values and norms. Content Statement (CS)

4.D.1. Science has unique norms for participation. These include

adopting a critical stance, demonstrating a willingness to ask

questions and seek help, and developing a sense of trust and

skepticism.

4.D.2. In order to determine which arguments and explanations

are most persuasive, communities of learners work

collaboratively to pose, refine, and evaluate questions,

investigations, models, and theories (e.g., argumentation,

representation, visualization, etc.).

4.D.3. Instruments of measurement can be used to safely gather

accurate information for making scientific comparisons of

objects and events.

4.D.4. Organisms are treated humanely, responsibly, and

ethically.


5.1.4.D.1. Actively participate in discussions about student

data, questions, and understandings.

5.1.4.D.2. Work collaboratively to pose, refine, and

evaluate questions, investigations, models, and theories.

5.1.4.D.3. Demonstrate how to safely use tools, instruments,

and supplies.

5.1.4.D.4. Handle and treat organisms humanely,

responsibly, and ethically.



2009 New Jersey Core Curriculum Content Standards (PHYSICAL SCIENCE)

Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter,

energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living,

and Earth systems science. Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter.

Matter has two fundamental properties: matter takes up space, and matter has inertia. Content Statement (CS)

2A.1. Living and nonliving things are made of parts and can be

described in terms of the materials of which they are made and

their physical properties.

2.A.2. Matter exists in several different states; the most

commonly encountered are solids, liquids, and gases. Liquids

take the shape of the part of the container they occupy.

Solids retain their shape regardless of the container they occupy.


5.2.2.A.1.: Sort and describe objects based on the materials

of which they are made and their physical properties.

5.2.2.A.2. Identify common objects as solids, liquids, or

gases.



Strand B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances.

Each change involves energy. Content Statement (CS)

2.B.1. Some properties of matter can change as a result of

processes such as heating and cooling. Not all materials respond

the same way to these processes.


5.2.2.B.1. Generate accurate data and organize arguments to

show that not all substances respond the same way when

heated or cooled, using common materials, such as

shortening or candle wax.

Strand C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and

kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be

explained and is predictable. Content Statement (CS)

2.C.1. The Sun warms the land, air, and water.

2.C.2. An object can be seen when light strikes it and is

reflected to a viewer's eye. If there is no light, objects cannot be

seen.

2.C.3 When light strikes substances and objects through which

it cannot pass, shadows result.


5.2.2.C.1. Compare, citing evidence, the heating of different

colored objects placed in full sunlight.

5.2.2.C.2. Apply a variety of strategies to collect evidence

that validates the principle that if there is no light, objects

cannot be seen.

5.2.2.C.3. Present evidence that represents the relationship

between a light source, solid object, and the resulting

shadow.



Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping

track of familiar forms of energy as they are transferred from one object to another. Content Statement (CS)

2.D.1 Batteries supply energy to produce light, sound, or heat.


5.2.2.D.1. Predict and confirm the brightness of a light, the

volume of sound, or the amount of heat when given the

number of batteries, or the size of batteries.

Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is

understood in terms of forces. Content Statement (CS)

2.E.1. Objects can move in many different ways (fast and

slow, in a straight line, in a circular path, zigzag, and back and

forth).

2.E.2. A force is a push or a pull. Pushing or pulling can move

an object. The speed an object moves is related to how strongly

it is pushed or pulled. When an object does not move in

response to a push or a pull, it is because another push or pull

(friction) is being applied by the environment.

2.E.3. Some forces act by touching, while other forces can act

without touching.


5.2.2.E.1. Investigate and model the various ways that

inanimate objects can move.

5.2.2.E.2. Predict an object’s relative speed, path, or how far

it will travel using various forces and surfaces.

5.2.2.E.3. Distinguish a force that acts by direct contact with

an object (e.g., by pushing or pulling) from a force that can

act without direct contact (e.g., the attraction between a

magnet and a steel paper clip).



2009 New Jersey Core Curriculum Content Standards (LIFE SCIENCE)

Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the

complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in

accordance with rules that govern the physical world, and the order of natural systems can be modeled

and predicted through the use of mathematics. Strand A. Organization and Development: Living organisms are composed of cellular units (structures) that

carry out functions required for life. Cellular units are composed of molecules, which also carry out biological

functions. Content Statement (CS)

3A.1. Living organisms:

Exchange nutrients and water with the environment.

Reproduce.

Grow and develop in a predictable manner.


5.3.2.A.1. Group living and nonliving things according to

the characteristics that they share.

Strand B. Matter and Energy Transformations: Food is required for energy and building cellular materials.

Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food

directly from other organisms. Content Statement (CS)

3.B.1. A source of energy is needed for all organisms to stay

alive and grow. Both plants and animals need to take in water,

and animals need to take in food. Plants need light.

3.B.2. Animals have various ways of obtaining food and water.

Nearly all animals drink water or eat foods that contain water.

3.B.3. Most plants have roots to get water and leaves to gather

sunlight.


5.3.2.B.1. Describe the requirements for the care of plants

and animals related to meeting their energy needs.

5.3.2.B.2. Compare how different animals obtain food and

water.

5.3.2.B.3. Explain that most plants get water from soil

through their roots and gather light through their leaves.



Strand C. Interdependence: All animals and most plants depend on both other organisms and their

environment to meet their basic needs. Content Statement (CS)

3.C.1. Organisms interact and are interdependent in various

ways; for example, they provide food and shelter to one

another.

3.C.2. A habitat supports the growth of many different plants

and animals by meeting their basic needs of food, water, and

shelter.

3.C.3 Humans can change natural habitats in ways that can be

helpful or harmful for the plants and animals that live there.


5.3.2.C.1. Describe the ways in which organisms interact

with each other and their habitats in order to meet basic

needs.

5.3.2.C.2. Identify the characteristics of a habitat that enable

the habitat to support the growth of many different plants

and animals.

5.3.2.C.3. Communicate ways that humans protect habitats

and/or improve conditions for the growth of the plants and

animals that live there, or ways that humans might harm

habitats.

Strand D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles.

Organisms contain genetic information that influences their traits, and they pass this on to their offspring

during reproduction. Content Statement (CS)

3.D.1 Plants and animals often resemble their parents.

3.D.2 Organisms have predictable characteristics at different

stages of development.


5.3.2.D.1. Record the observable characteristics of plants

and animals to determine the similarities and differences

between parents and their offspring.

5.3.2.D.2 Determine the characteristic changes that occur

during the life cycle of plants and animals by examining a

variety of species and distinguish between growth and

development.

Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide



advantages for surviving and reproducing in different environments. These selective differences may lead to

dramatic changes in characteristics of organisms in a population over extremely long periods of time. Content Statement (CS)

3.E.1. Variations exist within a group of the same kind of

organism.

3.E.2. Plants and animals have features that help them

survive in different environments.


5.3.2.E.1. Describe similarities and differences in observable

traits between parents and offspring.

5.3.2.E.2. Describe how similar structures found in different

organisms (e.g., eyes, ears, mouths) have similar functions

and enable those organisms to survive in different

environments.



2009 New Jersey Core Curriculum Content Standards (EARTH SCIENCE)

Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic

interconnected systems, and is a part of the all-encompassing system of the Universe. Strand A. Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years

under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational

patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the

processes of stellar birth and death. These processes also governed the formation of our Solar System 4.6

billion years ago. Content Statement (CS)

2A.1. The Sun is a star that can only be seen during the day. The

Moon is not a star and can be seen sometimes at night and

sometimes during the day. The Moon appears to have different

shapes on different days.


5.4.2.A.1. Determine a set of general rules describing when

the Sun and Moon are visible based on actual sky

observations.

Strand B. History of Earth: From the time that the earth formed from a nebula 4.6 billion years ago, it has

been evolving as a result of geologic, biological, physical and chemical processes. Content Statement (CS)

* Content addressed in higher grade level


Strand C. Properties of Earth Materials: The Earth’s composition is unique, related to the origin of our solar

system, and provides us with the raw resources needed to sustain life. Content Statement (CS)

2.C.1. Soils are made of many living and nonliving substances.

The attributes and properties of soil (e.g., moisture, kind and

size of particles, living/organic elements, etc.) vary depending

on location.


5.4.2.C.1. Describe Earth materials using appropriate terms,

such as hard, soft, dry, wet, heavy, and light.

Strand D. Tectonics: The theory of Plate Tectonics provides a framework for understanding the dynamic



processes within and on the Earth. Content Statement (CS)

* Content addressed in higher grade level


Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system. Content Statement (CS)

2.E.1. Plants need sunlight to grow.


5.4.2.E.1. Describe the relationship between the Sun and

plant growth.

Strand F. Weather and Climate: Earth’s weather and climate system are the result of complex interactions

between land, ocean, ice and atmosphere. Content Statement (CS)

2.F.1. Current weather conditions include air movement,

clouds, and precipitation. Weather conditions affect our daily

lives.

Cumulative Progress Indicator (CPI) 5.4.2.F.1. Observe and document daily weather conditions

and discuss how the weather influences your activities for the

day.

Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of

microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere, or

biosphere to another, are driven by the Earth's internal and external sources of energy, and are impacted by

human activity. Content Statement (CS)

2.G.1. Water can disappear (evaporate) and collect (condense)

on surfaces.

2.G.2. There are many sources and uses of water.

2.G.3. Organisms have basic needs and they meet those needs

within their environment.

2.G.4. The origin of everyday manufactured products such as

paper and cans can be traced back to natural resources.


5.4.2.G.1. Observe and discuss evaporation and

condensation.

5.4.2.G.2. Identify and use water conservation practices.

5.4.2.G.3. Identify and categorize the basic needs of living

organisms as they relate to the environment.

5.4.2.G.4. Identify the natural resources used in the process

of making various manufactured products.



Grade K-2 Physical Science Instructional Matrix

5.2 Physical Science

Strand CPI Addressed in grade

K

Addressed in grade 1 Addressed in grade 2

A. Properties of Matter 5.2.2.A.1 √ √ √

A. Properties of Matter 2.A.2 √ √

B. Changes in Matter 2.B.1 √

C. Forms of Energy 2.C.1 √ √

C. Forms of Energy 2.C.2 √

C. Forms of Energy 2.C.3 √

D. Energy Transfer and Conservation

2.D.1 √

E. Forces and Motion 2.E.1 √ √



Note: NJCCCS 5.1 Process Skills are embedded through instructional activities.



Grade K-2 Life Science Instructional Matrix

5.3 Life Science

Strand CPI Addressed in grade

K

Addressed in grade

1

Addressed in

grade 2

A. Organization and

Development

5.3.2.A.1 √ √ √

B. Matter and Energy Transformations 5.3.2.B.1 √ √ √

B. Matter and Energy Transformations 5.3.2.B.2 √

B. Matter and Energy Transformations 5.3.2.B.3 √

C. Interdependence 5.3.2.C.1 √ √

C. Interdependence 5.3.2.C.2 √

C. Interdependence 5.3.2.C.3 √

D. Heredity and Reproduction 5.3.2.D.1 √ √

D. Heredity and Reproduction 5.3.2.D.2 √

E. Evolution and Diversity 5.3.2.E.1 √ √

E. Evolution and Diversity

5.3.2.E.2 √

√




Grade K-2 Earth Science Instructional Matrix

5.4 Earth Science

Strand CPI Addressed in Grade

K

Addressed in Grade 1 Addressed in Grade

2

A. Objects in the Universe 5.4.2.A.1 √

C. Properties of Earth Materials 2.C.1 √

E. Energy in Earth Systems 2.E.1 √

F. Weather and Climate 2.F.1 √ √

G. Biogeochemical Cycles 2.G.1 √ √

G. Biogeochemical Cycles 2.G.2 √






Curriculum Units

Grade K



Unit: Animals 2x2



iaTo add a page, highlight this text, press Enter, and then insert file. To remove the extra empty page, click on it and press Backspace until it disappears

2.E.1. Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zigzag, and back and forth).

Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making

sense of phenomena in physical, living, and Earth systems science.

Essential Questions Instructional Objectives / Skills and

Benchmarks (CPIs)

Types of Research Based

Activities and Assessments that

could illustrate Objectives

Suggested Resources

What happens to a material

when energy is transferred

to it?

How can energy be

transferred from one

material to another?

1. (CPI) Investigate and model the various

ways that inanimate objects can move.

2. (NPS) Identify objects that only move in

one way and others that may move in

many ways.

3. (NPS) Model different pathways of

movement and describe or name the

movement.

FOSS Activities

Goldfish and Guppies

(Inv. 1) Part 3: Goldfish Behavior

-Activity (What We Learned)

-Class Word Bank

-Center Cards

Big and Little Worms

(Inv. 3) Part 2: Red Worm Behavior


-Class Word Bank

-Center Cards

Pill Bugs and Bess Beetles

(Inv. 4) Part 3: Isopod Races (Optional)


-Class Word Bank

-Center Cards

Additional Activities

BBC Lesson Force in Action Lesson

http://www.bbc.co.uk/schools/teache

rs/ks2bitesize/science/forces_action.s

html

Teacher’s Guide Module Overview

(FOSS) Animals Two by Two

http://www.fossweb.com/modulesK-

2/AnimalsTwobyTwo/index.html

TG Investigation 1, Part 3 (pp 22-25)



Additional Resources

BBC Interactive Forces in Action

http://www.bbc.co.uk/schools/ks2bitesiz

e/science/physical_processes/forces_acti

on/play_popup.shtml

BBC Interactive Push

http://www.bbc.co.uk/schools/sciencecli

ps/ages/6_7/forces_movement_fs.shtml

NDSL Science Literacy Maps

New Jersey Content Standards

http://www.njcccs.org/CADDownload.a

spx?AreaCode=5&AreaDesc=Science

Explore How Animals Move

http://www.teachervision.fen.com/tv/pri

ntables/scottforesman/Sci_K_EXP_A2_

1.pdf

http://www.bbc.co.uk/schools/teachers/ks2bitesize/science/forces_action.shtml




http://www.fossweb.com/modulesK-2/AnimalsTwobyTwo/index.html


http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/forces_action/play_popup.shtml



http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement_fs.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement_fs.shtml

http://strandmaps.nsdl.org/?id=SMS-MAP-1357

http://www.njcccs.org/CADDownload.aspx?AreaCode=5&AreaDesc=Science


http://www.teachervision.fen.com/tv/printables/scottforesman/Sci_K_EXP_A2_1.pdf





2. A.1.Living organisms: Exchange nutrients and water with the environment, reproduce, grow and develop in a predictable manner.

Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems

arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.


Benchmarks (CPIs)




Suggested Resources

What do all living things

have in common?

1. (CPI) Group living and nonliving things

according to the characteristics that they

share.

2. (NPS) After thorough observation,

determine whether or not the object is

living, once-living or non-living using

criteria.

3. (NPS) Sort groups of animals (mammals,

birds, reptiles, etc.) and identify the

specific characteristics or features used

to separate the animals.

FOSS Activities

Goldfish and Guppies (Inv.1)Part 1: The Structure of Goldfish

-KWL Class Chart

-Class Word Bank

-Center Cards


(Inv.1) Part 2: Caring for Goldfish -Activity

-Class Word Bank

Additional Act ivies

Living vs. Nonliving Lesson http://www.atozteacherstuff.com/pages/

345.shtml

Sample Assessments

Provide each group of students with a

toy insect, a dead insect, and a living

insect. Ask students to explain how they

are different from each other using the

criteria for living things (gas exchange,

reproduction, and growth). Each group

will make a claim about each specimen,

and then justify each of their claims

using scientific reasoning.

TG Investigation 1, Part 1 (pp15-17)

TG Investigation 1, Part 2 (pp17-21)


Coolscience/Classifying Critters

http://www.hhmi.org/coolscience/for

kids/critters/critter1.html

New Jersey Content Standards

http://www.njcccs.org/CADDownloa

d.aspx?AreaCode=5&AreaDesc=Sci

ence

http://www.atozteacherstuff.com/pages/345.shtml

http://www.atozteacherstuff.com/pages/345.shtml

http://www.hhmi.org/coolscience/forkids/critters/critter1.html

http://www.hhmi.org/coolscience/forkids/critters/critter1.html










Benchmarks (CPIs)




Suggested Resources


have in common?

(NPS) Sort groups of animals (mammals,




(NPS) After thorough observation,

determine whether or not the object is

living, once-living or non-living using

criteria (exchange, reproduction and

growth/development.)

(NPS) Identify similarities and

differences among the observed

organisms.

FOSS Activities

Water Snails

(Inv.2) Part 3: Observing Water

Snails

-Activity

-Class Word Bank

-Center Cards

Shells

(Inv.4) Part 4: Shells

-Activity

-Class Word Bank

-Center Cards

-Update KWL Chart


(Inv.3) Part 1: The Structure of Red

Worms

-Activity

-Class Word Bank

-Center Cards


Guiding the Investigation

(Inv.4) Part 1: Isopods Observations

-Review the first 3 Investigations




TG Investigation 2, Part 4

-Unit Extensions (pp 25)



Name the parts of a Snail and other

resources.

http://www.kiddyhouse.com/Snails/s

nailwsheet.html

http://www.kiddyhouse.com/Snails/snailwsheet.html









Benchmarks (CPIs)




Suggested Resources


have in common?

1) Compare how diff….

(NPS) Sort groups of animals (mammals,




(NPS) Identify similarities and

differences among the observed

organisms.

FOSS Activities


(Inv. 4) Part 1: Observing Isopods


-Class Word Bank

-Center Cards

(Inv. 4) Part 2: Identifying Isopods

Activity (Isopod Sorting)

-Class Word Bank

-Center Cards

-Update KWL Chart

Sample Assessment

Which of the following is one

nonliving part in the habitat of a

bluebird?

A. Insects they eat

B. Air they breathe

C. Hawks that eat them

D. Plants they use for nests



Images of Fish/ Worms/ Isopods


2/AnimalsTwobyTwo/gallery/gallery

2/photo_gallery.html

FOSS Audio Stories, Animals 2X2


2/AnimalsTwobyTwo/index.html

http://www.fossweb.com/modulesK-2/AnimalsTwobyTwo/gallery/gallery2/photo_gallery.html







2. B.1. A source of energy is needed for all organisms to stay alive and grow. Both plants and animals need to take in water, and animals need to take in food. Plants need light.




Benchmarks (CPIs)




Suggested Resources

How is matter transformed,

and energy transferred

/transformed in living

systems?

1. (CPI) Describe the requirements for the

care of plants and animals related to

meeting their energy needs.

2. (NPS) Observe a variety of plants and

animals (in natural settings or using

video) and identify the basic needs that

are common to plants or animals of the

same group.

FOSS Activities


(Inv. 2) Part 2: Caring for Goldfish

-Activity: Fish Needs?

-Class Word Bank


(Inv. 3) Part 1:

The Structure of Redworms

-Activity Worms Needs?

-Class Word Bank

Sample Assessment Students grow plants in the classroom

from seeds. Record all observations,

including verbal descriptions, as well as

data about the height and number of leaves

of each of the plants. They draw

conclusions about the effects of modifying

the conditions that the plants are grown

under, based on evidence.

Additional Activities Interactive Activity

http://www.bbc.co.uk/schools/ks2bitesize/sci

ence/living_things/food_chains/play_popup.s

html

Food Chain Lesson

http://www.bbc.co.uk/schools/teachers/ks2bit

esize/science/food_chains.shtml




BBC Schools Website

http://www.bbc.co.uk/schools/websit

es/4_11/site/science.shtml

Food Chain Worksheet

http://downloads.bbc.co.uk/schools/t

eachers/ks2bitesize/worksheets/food

_chains.pdf

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/food_chains/play_popup.shtml




http://www.bbc.co.uk/schools/teachers/ks2bitesize/science/food_chains.shtml



http://www.bbc.co.uk/schools/websites/4_11/site/science.shtml


http://downloads.bbc.co.uk/schools/teachers/ks2bitesize/worksheets/food_chains.pdf





2. B.2.Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water.




Benchmarks (CPIs)




Suggested Resources

How is matter transformed,

and energy transferred

/transformed in living

systems?

1. (CPI) Compare how different animals

obtain food and water.

2. (NPS) Observe a variety of animals

and identify how each animal obtains

food and water. Identify those unique

physical features (trunks, beaks, claws,

etc.) or behaviors (web-building,

hunting/stalking, foraging, etc.) that

allow certain animals to obtain food.


Teacher Domain Lesson

How Animals Use Their Senses

http://www.teachersdomain.org/reso

urce/tdc02.sci.life.reg.lp_findfood/

All Together Now the Five Senses

http://www.sedl.org/scimath/pasopar

tners/senses/lesson7a1.html

Sample Assessments

Which of these is more important for

plants than for animals in order to

live?

A. Air

B. Water

C. Sunlight

D. A place to live

For a plant to stay alive indoors,

where does it need to be placed?

A. In a dry area

B. In a dark room

C. On a plant stand

D. Near a sunny place


-Migration of the Monarch

QuickTime Video


urce/tdc02.sci.life.reg.monarch/

-Bee Navigation QuickTime Video


urce/tdc02.sci.life.reg.beenavig/

http://www.teachersdomain.org/resource/tdc02.sci.life.reg.lp_findfood/



http://www.sedl.org/scimath/pasopartners/senses/lesson7a1.html

http://www.sedl.org/scimath/pasopartners/senses/lesson7a1.html

http://www.teachersdomain.org/resource/tdc02.sci.life.reg.monarch/



http://www.teachersdomain.org/resource/tdc02.sci.life.reg.beenavig/





2. C.1.Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.




Benchmarks (CPIs)




Suggested Resources

In what ways do organisms

interact within ecosystems?

1. (CPI) Describe the ways in which

organisms interact with each other and

their habitats in order to meet basic

needs.

2. (NPS) Identify the different kinds of

living things in varying environments,

and determine the relationships that

exist between them.

FOSS Activities


(Inv.3) Part 3: Comparing Redworms &

Night Crawlers

-Activity Worms Needs?

-Class Word Bank


(Inv.4) Part 4: Animals Living Together

-Activity

-Word Bank

-Center Cards

-Update KWL Chart

Sample Assessment

Conduct survey of different types of

plants and animals around the school

grounds. Use journals to document what

you see (drawing pictures, collecting

leaves, etc.). Pay attention to how the

different organisms interact with other

living things and their environment to

meet their needs (birds nesting in trees,

ants collecting food, etc.).

Report your findings to other students in

schools around New Jersey and the rest

of the world in a series of brief nature

videos or podcasts (using a digital

collaboration site), where each group

highlights a different species on the

school grounds.


-Unit Extensions (pp 21-23)


-Home/School Connection (pp 24)


Plants/Animals in Local Environment

Lesson

http://www.bbc.co.uk/schools/teachers

/ks2bitesize/science/plants_animals.sht

ml

Game

http://www.bbc.co.uk/schools/sciencec

lips/ages/6_7/plants_animals_env_fs.s

html

Worksheet


lips/teachersresources/ages6_7/tr_plan

ts_animals_wk.shtml


BBC Schools/ Science Clips


lips/index_flash.shtml

http://www.bbc.co.uk/schools/teachers/ks2bitesize/science/plants_animals.shtml



http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env_fs.shtml



http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages6_7/tr_plants_animals_wk.shtml



http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml




To add a page, highlight this text, press Enter, and then insert file. To remove the extra empty page, click on it and press Backspace until it disappears.

2. C.2. A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter.



Essential

Questions

Instructional Objectives / Skills

and Benchmarks (CPIs)

Types of Research

Based Activities and

Assessments that could illustrate

Objectives

Suggested Resources

In what ways do organisms

interact within ecosystems?

1. (CPI) Identify the characteristics of a

habitat that enable the habitat to support

the growth of many different plants and

animals.

2. (NPS) Describe how plants and

animals interact with each other and

their environment in a variety of

settings by observing interactions in

natural settings or through digital/video

means.

FOSS Activities


(Inv.1) Part 1: The Structure of

Goldfish; #5 Set up the Aquarium


(Inv.3) Part 1: The Structure of

Redworm; #4 Set up the Terrarium

Sample Assessment

Students work in groups to construct

a visual representation of a habitat.

They identify all living organisms of

the habitat, and then identify which

elements (living and non-living) of

the habitat provide all organisms

with food, shelter and water.

TG Investigation 1, Part 1 (pp 12)

TG Investigation 3, Part 1 (pp 9)


Plants/Animals in Local Environment

Lesson

http://www.bbc.co.uk/schools/teachers

/ks2bitesize/science/plants_animals.sht

ml

Game


lips/ages/6_7/plants_animals_env_fs.s

html

Worksheet


lips/teachersresources/ages6_7/tr_plan

ts_animals_wk.shtml


BBC Schools/ Science Clips


lips/index_flash.shtml

BBC Schools Website

http://www.bbc.co.uk/schools/websites

/4_11/site/science.shtml

















2. D.1. Plants and animals often resemble their parents.




Benchmarks (CPIs)




Suggested Resources

How do organisms change

as they go through their life

cycle?

1. (CPI) Record the observable

characteristics of plants and animals to

determine the similarities and differences

between parents and their offspring.

2. (NPS) Identify characteristics (e.g., body

coverings, beak shape, number of legs,

body parts) that are passed on from

parents to young.

3. (NPS) Classify young animals based on

characteristics that are passed on from

parents (e.g., dogs/puppies, cats/kittens,

cows/calves, chicken/chicks).

FOSS Activities

Find the Parent Activity


2/AnimalsTwobyTwo/activities/findt

heparent.html


Animal Babies on the Farm Lesson

http://www.eduplace.com/ss/act/far

m.html

On the Farm or at the Zoo

http://www.eduplace.com/rdg/gen_a

ct/barn/zoo.html

Sample Assessment

You are a volunteer on a farm, and the

farmer needs some help trying to identify

which young animals are related to which

parents. The farmer has given you pictures of

all the animals on the farm, and she would

like you to use each animal’s distinguishing

characteristics to determine the relationships.

After reviewing the pictures, share your ideas

with your classmates. State your claims,

using the animals’ characteristics as physical

evidence (markings, color, etc.) to support

your claim. As a class, come to consensus

about the relationships on the farm.

When I Grow Up Interactive Game


2/AnimalsTwobyTwo/activities/findt

heparent.html

Images (Young Animals)


2/AnimalsTwobyTwo/gallery/young

andold/photo_gallery.html


http://www.eduplace.com/cgi-

bin/searchengine.cgi?SEARCH=Ani

mals&WORD_POINTS=0,1,0,0

http://www.fossweb.com/modulesK-2/AnimalsTwobyTwo/activities/findtheparent.html



http://www.eduplace.com/ss/act/farm.html



http://www.eduplace.com/rdg/gen_act/barn/zoo.html






http://www.fossweb.com/modulesK-2/AnimalsTwobyTwo/gallery/youngandold/photo_gallery.html



http://www.eduplace.com/cgi-bin/searchengine.cgi?SEARCH=Animals&WORD_POINTS=0,1,0,0






2. E.1. Variations exist within a group of the same kind of organism.




Benchmarks (CPIs)




Suggested Resources

In what ways are organisms

of the same kind different

from each other?

How does this help them

reproduce and survive?

1. (CPI) Describe similarities and

differences in observable traits between

parents and offspring.

2. (NPS) Describe the similarities and

differences between parents and

offspring, such as size and color,

shapes, etc. after being presented with

digital images or living organisms.

FOSS Activities


(Inv. 1) Part 4: Comparing Guppies

to Goldfish

-Activity

-Class Word Bank

-Center Cards

-Update KWL Chart


(Inv. 3) Part 3: Comparing

Redworms to Night Crawlers

-Activity

-Class Word Bank

-Center Cards

-Update KWL Chart

Sample Assessment

Explain, in your own words, how

you can tell if two animals are

related.


-Unit Extensions (pp 30)





2. E.2.: Plants and animals have features that help them survive in different environments.




Benchmarks (CPIs)




Suggested Resources

In what ways are organisms

of the same kind different

from each other?

How does this help them

reproduce and survive?

1. (CPI) Describe how similar structures

found in different organisms (e.g., eyes,

ears, mouths) have similar functions and

enable those organisms to survive in

different environments.

2. (NPS) Journal the experience, taking

note of similar structures between

different organisms.

3. (NPS) Engage in a scientific

discussion, during which they explain

the role of the features or traits that

help the plant or animal survive.

FOSS Activities


Review - (Inv.1) Part 1 (pp 10-16)

- ( Inv. 2) Part 1 (pp 9-13)

- (Inv. 2) Part 3 (pp 8-14)


(BBC) Ourselves Lesson Plan

http://www.bbc.co.uk/schools/scienc

eclips/teachersresources/ages5_6/tr_

ourselves_lp.shtml

BBC Interactive Activity


eclips/ages/5_6/ourselves_fs.shtml

Sample Assessment

Identify any structures that are

common to a number of the species

after being presented with a variety

of images of different species.

Explain, using their own words, how

each structure can help an organism

survive in its habitat.





Animal Matching Games

http://www.sheppardsoftware.com/c

ontent/animals/kidscorner/matching/

matching.htm

BBC Schools Website



http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages5_6/tr_ourselves_lp.shtml



http://www.bbc.co.uk/schools/scienceclips/ages/5_6/ourselves_fs.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/ourselves_fs.shtml

http://www.sheppardsoftware.com/content/animals/kidscorner/matching/matching.htm







2. G.3. Organisms have basic needs and they meet those needs within their environment.

Standard 5.4 Earth System Science:

The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of

the Universe.


Benchmarks (CPIs)




Suggested Resources

What is the source of the

resources used to meet the

basic needs of living

organisms?

1. (CPI) Identify and categorize the basic

needs of living organisms as they relate

to the environment.

2. (NPS) Observe a variety of plants and

animals (in natural settings or using

digital/video means) and identify the

basic needs that are common to plants or

animals of the same group.

3. (NPS) Observe a variety of animals

and identify how each animal meets its

basic needs. Identify those unique

physical features (trunks, beaks, claws,

etc.) or behaviors (web-building,

hunting/stalking, foraging, etc.) that

allow certain animals to meet their

basic needs.

FOSS Activities


Review (Inv. 1) Part 2 (pp 17-21)


BBC Growing Plants Lesson


eclips/teachersresources/ages5_6/tr_

growing_plants_lp.shtml

BBC Interactive Activity


eclips/ages/5_6/growing_plants_fs.s

html

Sample Assessment

Grow plants in the classroom from

seeds. Record all of their observations,

including their verbal descriptions, as

well as data about the height and

number of leaves of each of the plants.

Vary the conditions that the plants are

grown under, and draw conclusions

about the effects of these

modifications based on their evidence.


The Needs of Living Things


urce/tdc02.sci.life.colt.lp_stayalive/

Video Resource (Teacher Using

KWL to access prior knowledge)

http://www.hsdvl.org/video.php?reco

rd_serial=1113


BBC Schools Website



http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages5_6/tr_growing_plants_lp.shtml



http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants_fs.shtml



http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/

http://www.hsdvl.org/video.php?record_serial=1113

http://www.hsdvl.org/video.php?record_serial=1113





Unit: Weather



2.A.1 Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties.

Standard 5.2(Physical Science)

All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion,

are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.


Benchmarks (CPIs)




Suggested Resources

How do the properties of

materials determine their

use?

1. (CPI) Sort and describe objects based on

the materials of which they are made and

their physical properties.

2. (NPS) Conduct experiments with fabrics

to determine which materials are suitable

for wearing in wet weather.

Testing Rainy Day Fabrics

-Record Sheet 12-A

-Reading Selection (A Coat to Keep

You Dry)

Sample Assessments

To show evidence of meeting this

CPI, students may:

Use writing and drawing to

communicate observations and

descriptions of how parts come

together to make a whole.

Weather: Lesson 12:

Testing Rainy Day Fabrics

TG pp. 113-119

Science Netlinks:

Exploring Parts and Wholes

http://www.sciencenetlinks.com/less

ons.php?BenchmarkID=11&DocID=

247

Science NetLinks:

Ready, Set, Let's Dough! It's a

Matter of System.


ons.php?BenchmarkID=11&DocID=

170

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=247








2.C.1 The Sun warms the land, air, and water.

5.2(Physical Science)




Benchmarks (CPIs)




Suggested Resources

How do we know that things

have energy?

1. (CPI) Compare, citing evidence, the

heating of different colored objects

placed in full sunlight.

2. (NPS) Measure and graph temperatures of

hot and cold water.

3. (NPS) Investigate and draw conclusions

about the relationship between color and

the absorption of heat.

Measuring Water Temperature

-Record Sheet 8-A

-Class Chart (the Water-Mixing

Experiment)

Experimenting with Color and

Temperature

-Record Sheet 9-A

-Class Charts (Predicting

Temperatures/Recording

Temperatures)

Weather: Lesson 8:

Measuring Water Temperature

TG pp. 71- 76

Weather: Lesson 9:

Experimenting with Color and

Temperature

TG pp. 83- 88



2.F.1 Current weather conditions include air movement, clouds, and precipitation. Weather conditions affect our daily lives.

Standard 5.4 (Earth Science)

Earth operates as asset of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of

the universe.


Benchmarks (CPIs)




Suggested Resources

How do changes in one part

of an Earth system affect

other parts of the system?

1. (CPI) Observe and document daily

weather conditions and discuss how the

weather influences your activities for the

day.

2. (NPS) Discuss what is known and what

would like to be known about weather.

3. (NPS) Use senses to make observations

about the weather.

4. (NPS) Collect data on cloud cover and

precipitation.

Sharing What We Know about

Weather

- 3 Class Charts (What is the

Weather like Today? / How Do You

Decide What to Wear to School

Each Day?)

- Reading Selection (It’s Hot)

Observing the Weather

- Recording Sheet 2-A

- 2 Class Charts (Weather

Observations/Questions we have

about Weather)

- Reading Selection (Who Has Seen

the Wind?)

Recording the Weather

- Weather Calendars

Pre-Unit Assessment: Weather:

Lesson 1:

Sharing What We Know about

Weather

TG pp. 3- 8

Weather: Lesson 2:

Observing the Weather

TG pp. 11- 20

Weather: Lesson 3:

Recording the Weather

TG pp. 25- 30



2. F.1 Current weather conditions include air movement, clouds, and precipitation. Weather conditions affect our daily lives.



the universe.


Benchmarks (CPIs)




Suggested Resources




5. (NPS) Observe, describe and record wind

speed.

6. (NPS) Observe thermometers as tools that

measure temperature.

7. (NPS) Record temperatures on model

thermometers.

8. (NPS) Measure, record and compare

indoor and outdoor temperatures on a

class graph.

Estimating Wind Speed


- Class Chart (Class Wind Scale)

Reading a Thermometer


-Backline master (Thermometers in

the World)

- Class Charts (Large Model

Fahrenheit Thermometer)

Making a Model Thermometer


Comparing Inside and Outside

Temperatures


- Recording Sheet 7-B

- Class Chart (Temperature Graph)

Weather: Lesson 4:

Estimating Wind Speed

TG pp. 33- 39

Weather: Lesson 5:

Reading a Thermometer

TG pp. 43- 48

Weather: Lesson 6:

Making a Model Thermometer

TG pp. 55- 57

Weather: Lesson 7:

Comparing Inside and Outside

Temperatures

TG pp. 63- 67






the universe.


Benchmarks (CPIs)




Suggested Resources




9. (NPS) Construct a simple rain gauge to

measure the amount of rainfall.

10. (NPS) Observe, draw, and discuss cloud

formations.

11. (NPS) Sort images of clouds according to

three defined cloud types- Stratus,

cumulus, and cirrus.

12. (NPS) Discuss forecasts as predictions

based on observed and recorded data.

Making a Rain Gauge


-Backline master (Rain Gauge

Scales)

- Class Chart (Record of Rainfall)

Making a Rain Gauge

- Class Chart (Clouds)

Classifying Clouds

-Backline master (Cloud

Classifications)

- Class Chart (Cloud Classification

Chart)

Comparing Forecasts to Today’s

Weather

- 3 Class Charts (Forecast and The

Weather/Weather

Calendar/Temperature Graph)

Weather: Lesson 10:

Making a Rain Gauge

TG pp. 91- 97

Weather: Lesson 13:

Observing Clouds

TG pp. 123- 126

Weather: Lesson 14:

Classifying Clouds

TG pp. 129- 132

Weather: Lesson 15:

Comparing Forecasts to Today’s

Weather

TG pp. 135- 137

Recording the Forecast and the

Weather

Extension 1 TG p. 137






the universe.


Benchmarks (CPIs)




Suggested Resources




13. (NPS) Summarize weather characteristics

over a long period of time.

.

14. (NPS) Demonstrate what has been

learned during the unit about weather

through class discussion.

Summarizing Our Weather

Observations


- 3 Class Charts (Class Weather

Tally/Weather

Calendar/Temperature Graph)

What is Weather?


urce/ess05.sci.ess.watcyc.lp_whatwe

ather/

Post-Unit Performance Assessment

- 4 Class Charts (What is the

Weather Like Today?/How do you

decide what to wear to school each

day?)

*2 new charts and 2 used in lesson 1.

Weather: Lesson 16:

Summarizing Our Weather

Observations

TG pp. 141- 146

www.teachersdomain.org

Weather: Lesson 17:

Post-Unit Assessment

TG pp. 149- 150

http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.lp_whatweather/



http://www.teachersdomain.org/



2. G. 1: Water can disappear (evaporate) and collect (condense) on surfaces.



the universe.


Benchmarks (CPIs)




Suggested Resources

What is the source of the

resources used to meet the

basic needs of living

organisms?

1. (CPI) Observe and discuss evaporation

and condensation.

2. (NPS) Record the changes that take place

as water evaporates.

3. (NPS) Demonstrate the concept that

water can go back and forth from one

form to another and the amount of water

will remain the same.

Exploring Puddles

-Backline master (My Puddle Book)

- Reading Selection (Inventing

Umbrellas)

Science Netlinks

Disappearing Water

-Student Journal Entry

Weather: Lesson 11:

Exploring Puddles

TG pp. 101- 108

Science Netlinks

Water 2: Disappearing Water


ons.php?DocID=168

Science NetLinks, Water 1: Water

and Ice:


ons.php?Grade=k-

2&BenchmarkID=4&DocID=0

Science NetLinks: Water 3: Melting

and Freezing:


ons.php?DocID=161

http://www.sciencenetlinks.com/lessons.php?DocID=168


http://www.sciencenetlinks.com/lessons.php?Grade=k-2&BenchmarkID=4&DocID=0







Unit: Let’s Move

2010

Kindergarten Unit: Let’s Move!



2.E.1 Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zigzag, and back and forth).

Standard 5.2(Physical Science)




Benchmarks (CPIs)




Suggested Resources

How can energy be


material to another? What

happens to a material when

energy is transferred to it?

1. (CPI) Investigate and model the

various ways that inanimate objects

can move.

2. (NPS) Investigate how different

objects move and determine the

factors that affect movement.

Model different pathways of

movement and have classmates

describe or name the movement.

Switch roles.

Identify objects that only move in

one way and others that may move

in many ways.

Moving Like Nature lesson

Sample Assessments


CPI, students may:

Create a maze where students can

demonstrate different ways that

objects can move in a path. Have

students explain the activity with

respect to size and shape of the

objects.

Let’s Move! Unit – Appendix C

Science Netlinks:

Rollercoaster Simulations

http://www.youtube.com/watch?v=b

Ywy1muO9Dg&feature=player_em

bedded

http://www.youtube.com/watch?v=g

cNmPiFItrk&feature=player_embed

ded

Following Directions lesson -

Appendix C

Let’s Do an Improvisation! lessons

– Appendix C

http://www.youtube.com/watch?v=bYwy1muO9Dg&feature=player_embedded



http://www.youtube.com/watch?v=gcNmPiFItrk&feature=player_embedded





2.E.2 A force is a push or a pull. Pushing or pulling can move an object. The speed an object moves is related to how strongly it is pushed or pulled. When an object does not

move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment.





Benchmarks (CPIs)




Suggested Resources

How can energy be





1. (CPI) Predict an object’s relative speed,

path, or how far it will travel using

various forces and surfaces.

2. (NPS) How do the properties of an object

and the surface on which it is traveling

affect how far it will travel?

Use various toys, carts, etc. and

ramps to explore speed, pathways,

and forces.

Blowing Paper Balls Lesson

Compare movement of

larger/heavier to smaller/lighter

objects.

Show how angles affect pace of an

object and how far it will travel.

Sample Assessments


CPI, students may:

Create a maze, including ramps,

where students can demonstrate

different ways that objects can move

in a path. Have students explain the

activity with respect to pace and

distance travelled by the objects.

Let’s Move! Unit Lessons &

Activities (Appendix C-1, C-2)

Science Netlinks:

Gravity Game

http://classroom.jc-schools.net/sci-

units/force.htm#Kindergarten_

http://classroom.jc-schools.net/sci-units/force.htm#Kindergarten_



2.E.3 Some forces act by touching, while other forces can act without touching.





Benchmarks (CPIs)




Suggested Resources

How can energy be





1. (CPI) Distinguish a force that acts by

direct contact with an object (e.g., by

pushing or pulling) from a force that can act

without direct contact (e.g., the attraction

between a magnet and a steel paper clip).

2. (NPS) Identify the fundamentals of static

electricity and magnets as different from

motion caused by direct contact with an

object.

Explore, predict and observe forces

when given a variety of objects with

which to interact.

Static electricity and balloons

Magnets

Ramps/gravity

Let’s Move! Unit – Appendix C

Science Netlinks:

Gravity Game



Class Demonstration

Quick Time Video:

http://wings.avkids.com/Curriculums

/Forces_Motion/animal_howto.html



http://wings.avkids.com/Curriculums/Forces_Motion/animal_howto.html




Grade K Unit: Let’s Move!

NJDOE: Strand for Content Area: Physical Science-Forces and Motion Relate assessment instruments to the outcomes stated in the goals

It takes energy to change the motion of objects. The energy change is understood in terms of forces.

Teacher: _____________________________

School: __________________

Theme/Topic: Let’s Move! Content Areas: Science

Grade: K Timeframe: Tier III

Months Essential

Questions

Content/Concept Skills/Standards Assessments Resources/Materials

Tier III

How can

energy be

transferred

from one

material to

another?

What happens

to a material

when energy

is transferred

to it?

Forces and Motion

Objects can move in

many different ways

(fast and slow, in a

straight line, in a

circular path, zigzag,

and back and forth).

A force is a push or a

pull. Pushing or

pulling can move an

object. The speed an

object moves is

related to how

strongly it is pushed

or pulled.

Some forces act by

touching, while other

forces can act without

touching.

5.2.2E. Forces and Motion

1. Investigate and model the various

ways that inanimate objects can move.

2. Predict an object’s relative speed, path, or how far it will travel using various forces and surfaces.

3. Distinguish a force that acts by direct contact with an object (e.g., by

pushing or pulling) from a force that

can act without direct contact (e.g., the attraction between a magnet and a

steel paper clip).

Process Skills 5.1. 4

Lesson Activities

KWL charts

Final Project – Let’s Move

Olympics

Lesson Activities Appendix C

Gravity Game (Appendix C-1)




http://www.youtube.com/watch?v=bYwy1muO9Dg

&feature=player_embedded

http://www.youtube.com/watch?v=gcNmPiFItrk&f

eature=player_embedded

Quick Time Video:

http://wings.avkids.com/Curriculums/Forces_Motio

n/animal_howto.html

The Foot Book by Dr. Seuss (optional) (Appendix

C-2)

The Foot Book Lesson (Let’s Move Unit,

Appendix C-2)

Balls, classroom objects, balloons, magnets, glue,

tape, poster board, chart paper, paper, crayons,

construction paper, music, tape/CD player, Internet,

computers, CTX machine

NJDOE: Big Idea for Content Area: Science – Physical Science All students will understand that physical science principles, including fundamental ideas about matter, energy,

and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. NJDOE: Essential Question for Content Area: Science – Life Science How can energy be transferred from one material to another? What happens to a material when energy is

transferred to it?










Changing Hearts and Minds to Value Education

Teacher Name ____________________ Subject Science Date____________

LESSON PLAN

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OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.1)

1. Describe 4 different ways objects move by matching pictures to their manner of movement accurately. 2. Identify that objects fall downward due to gravity by performing an activity using 2 pencils. 3. Understand that the size of an object affects movement of the object by performing an activity using 2 pencils. ASSESSMENT. How will you know concretely that

all of your students have mastered the objective?

KEY POINTS. What three to five main ideas or steps will you

emphasize in your lesson?

Lesson Activity Assessment-Appendix C1

Closing activity-students accurately draw pictures that relate to the vocabulary terms.

Objects move in different directions.

When objects fall downward it is due to gravity.

The size of an object affects movement of the object.

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OPENING/ENGAGE. How will you generate student interest and access student prior

knowledge for the lesson’s objective?

MATERIALS.

Use Different Ways Objects Move worksheet to check if the object is moving up or

down, right or left, or in a circle. Afterwards, begin a KWL chart on different ways

nonliving things move.

Appendix C-1

Different Ways Objects Move Worksheet

Teacher Lesson

Summary

Lesson Activity

1 set of a short pencil and long

pencil for every group of students

Chart paper

INDEPENDENT PRACTICE/EXPLORE. In what ways will your learners attempt the

objective on their own? (Students build knowledge base, uncover their misconceptions

and analyze results of activity to make self correction/valid understandings are

confirmed.)

With teacher assistance, students perform The Stand of the Pencil activity. Before the

activity, students are asked to predict what will happen to each of the pencils. Suggested

Questions: Will the pencils move? If so, will there be a difference in how the pencils

move? If so, what do you think the differences will be?

GUIDED PRACTICE/EXPLAIN. In what ways will your learners attempt to explain

what you have outlined? (Teacher labels formal vocabulary, class discusses analysis and

conclusions of activity and corrects misconceptions.)

Discuss why the short pencil falls to the table much faster than the long one. Encourage

students to notice that when the pencil has fallen and is horizontal that it moves in the

direction of the fall. Introduce vocabulary words. Use the pencils to show the new

vocabulary terms: up, down, backward, forward. Identify gravity as the reason the

pencils fall down and not up. Place new words on the word wall. Additionally, discuss

why the pencils rolled.

CLOSING. How will you have students summarize what they’ve learned? How will you

reinforce the objective’s importance and its link to past and future learning?

Have students draw pictures that would remind them of what the new vocabulary words

mean.

DIFFERENTIATION: How will you differentiate your instruction to reach the diversity of learners in your classroom?

Students are grouped by different levels. Students who do not draw well can kinesthetically demonstrate vocabulary to the class.



Teacher Name ____________ Subject ___Science____ Date____ ________

LESSON PLAN

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1. Describe 4 different ways objects move by performing an activity using objects that have 4 different shapes. 2. After performing an activity, identify objects that only move in one way and others that may move in many ways; it is

often based on the object’s shape. ASSESSMENT. How will you know concretely that




Students accurately match at least 4 different objects

to a mode of movement on the Objects that Move

chart

Some objects move in one way while others move in many

ways.

Objects move in zigzag, bounce, roll, spin, etc.

The shape of an object has an effect on the way it can move.

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OPENING/ENGAGE. How will you generate student

interest and access student prior knowledge for the lesson’s

objective?

MATERIALS.

Engage in a discussion of other ways objects can move. Appendix C1

Objects that Move (pictures to be laminated and cut for the

activity)




Different objects of varying size and shape, chart paper, tape,

Internet, computer, CTX machine

INDEPENDENT PRACTICE/EXPLORE. In what ways

will your learners attempt the objective on their own? How

will you gauge mastery? (Students make connections to real

world problem solving and use formal vocabulary that has

been previously labeled.)

Provide students with 4 different objects of varying size and

shape. Ask them to move the objects in different ways to

identify different ways those objects move. Ask them to

relate the form of movement and give examples of other

objects they have seen move in a similar matter.

GUIDED PRACTICE/EXPLAIN. In what ways will your

learners attempt to explain what you have outlined?

(Teacher/students discuss analysis and conclusions of

activity and correct inaccuracies.)

Add new ‖ideas‖ and conceptual understandings that

students have identified to the KWL chart. Correlate the

previous lesson’s understandings to objects that have fallen.

Discuss how shape has an impact on how an object is able

to move. Using their objects, have students demonstrate

their conceptual understandings. Students should be using

vocabulary from the previous lesson. New vocabulary

should include: round, zigzag, bounce.

CLOSING. How will you have students summarize what

they’ve learned? How will you reinforce the objective’s

importance and its link to past and future learning?

Show students rollercoaster simulations. Ask students to

identify (as a class) different movements the ball makes on

the rollercoaster. Have student place shapes of objects to

movement on a ―Objects that Move‖ chart that is divided by

at least 4 different ways objects move.


Students are grouped by different levels.






LESSON PLAN

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1. Demonstrate understanding of the movement of objects in nature, such as waves in the ocean, by moving in at least 4 different ways that objects move.

2. Recognize shapes, patterns, and movements in nature. ASSESSMENT. How will you know concretely that




Pictures drawn by students

Objects in nature move in one way while others move in

many ways.

Objects in nature move in zig zag, bounce, roll, spin, etc.

The size and shape of an object has an effect on the way it

can move.

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MATERIALS.

Using their conceptual understandings from the Weather unit, ask students to discuss

things in nature that move in the ways that have been identified on the KWL and Objects

that Move charts. (ie. Rain/snow/etc. fall downward, wind causes trees to move forward,

backward, etc.)

Appendix C1

Moving Like Nature

lesson activity

Objects that Move

(nature pictures to be

laminated and cut for the

activity)

KWL and Objects that Move

charts, tape, water, food coloring,

CD/tape cassette player or

Internet music (optional)

INDEPENDENT PRACTICE/EXTEND. In what ways will your learners attempt the



confirmed.)

Explain and have students perform the Moving Like Nature lesson activity.




Discuss as a class why it is important that we understand how things move. Students

should be using their vocabulary words to explain their conceptual understandings.



Ask students to match pictures of objects in nature and ask them to add them on the

Objects that Move chart.


Student varying learning styles are addressed throughout this lesson.




LESSON PLAN

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1. After exerting a force on one ball by blowing air on it, understand that when the object is at rest, it stays at rest unless acted upon by an unbalanced force.

2. After performing an investigation, identify that when an object is subjected to opposite forces the object will move in the opposite direction.

ASSESSMENT. How will you know concretely that




Student responses to lesson activity (see assessment

rubric) An object at rest it stays at rest unless acted upon by an

unbalanced force.

When an object is acted upon by an unbalanced force, the object will move.

An object will not move if equal and opposite forces are exerted on it.

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MATERIALS.

Ask students the following: What are some things we can do to make an object that is not

moving, move? Do we have to touch the object to make it move? What are some ways

we can make an object move without touching it? (At this age level, students may not

have a conceptual understanding of the last question.)

Appendix C1

Blow Football lesson activity

Small rubber balls (or balloons)

Straws (tape to mark distance of

balls)


objective on their own? How will you gauge mastery? (Students make connections to real

world problem solving and use formal vocabulary that has been previously labeled.)

Have students perform Blow Football lesson activity.


what you have outlined? (Teacher/students discuss analysis and conclusions of activity

and correct inaccuracies.)

Discuss with students what has happened. Ask questions like: How did we make the

ball move? Why did our actions cause the ball to move? How far did the ball move?

What will happen when both partners blow at the ball at the same?

Have pairs of students blow on the ball in opposite directions. (If they are told to try to

keep the ball from moving they will learn they have to blow equally as hard. If they don’t

realize this on their own, make the suggestion that they each blow equally as hard.) Label

new vocabulary word (push) and add to the word wall.



As a class, review the KWL chart and add any new ideas or conceptual understandings of

the class.






LESSON PLAN

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Determine how size has an impact on the motion of an object by comparing 2 objects’ motion in an activity.





Student responses to lesson activity (see assessment

rubric) We can cause objects to move without touching the object.

The size of an object has an impact on the motion of the object.

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MATERIALS.

Show students a drawing or picture of the same kind of object but one larger than the

other (ie. a boulder and a pebble.) Engage them in a discussion that asks them: Which

one could they move and why? Which would roll down a hill easier?

Appendix C1

Blowing Paper Balls lesson

activity

Tape, straws and paper




confirmed.)

Have students perform Blowing Paper Balls activity.




Discuss with students how and why size affects the movement of an object. Make

correlations to the The Stand of the Pencil activity.




the class.






LESSON PLAN

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Identify that the position of a surface affects how fast an object moves and how far it will travel by comparing 2 different

trucks (one small and one large) on 2 different surfaces (one horizontal and one diagonal.)





Student responses to lesson activity and self

correction when playing gravity game

1. Gravity causes objects to move down.

2. Size and shape of an object has an impact on movement.

3. The position (angle) of the surface on which an object

travels, has an impact on the object’s movement.

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MATERIALS.

Show students pictures of things found on a playground. Ask students the ways one

moves on each of the equipment (up, down, fast, slow) found on the play ground

encouraging them to use unit vocabulary.

Appendix C1

Toys on the Playground Pictures

Gravity Game




objective on their own? How will you gauge mastery? (Students make connections to

real world problem solving and use formal vocabulary that has been previously labeled.)

As a class play the ―Gravity Game.‖ Ensure that students are using the vocabulary from

this unit while engaged in playing the game.




Review and discuss how the properties of an object affect movement of the object. Ask

students how the surface affects movement the ball in the game. Talk about how the

straight the surface affects movement and how fast an object moves as well as how far it

will travel. Repeat the gravity game and point out all of these factors. Students should

identify that the diagonal surface makes the ball move faster and farther than when

placed on the horizontal (flat/straight) surface. The idea that the smaller truck moves

faster than the larger truck also should be discussed.



Using the pictures of the playground equipment, ask students to answer ―what would

happen if‖ questions. Example: What would happen if I put a ball on the top of a slide?

On the middle of the slide? What would happen if I put a teddy bear on a swing and

pushed the swing? Ask students why questions. (responses should pertain to unit

conceptual understandings)








LESSON PLAN

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Identify that moving objects must be stopped by another object by performing an experiment with two objects.





Student responses to lesson activity An object stays in motion unless a force is applied to the object.

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MATERIALS.

Discuss with students: What are some things we can do to stop an object that is moving? Appendix C1

Animal Crash lesson activity

Toy, stuffed animal, brick or

heavy textbook




confirmed.)

Have students perform Animal Crash activity or watch the lesson activity ―quick time‖

video.




Discuss the activity and new vocabulary (words to know on teacher summary.)



Talk about things we know that are used to stop things. (ie. brakes on a car or bike) Ask

students to give an example of how they can stop things.






LESSON PLAN

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Students will identify at least 3 objects that can be moved without direct contact by performing a static electricity activity.





Accurate demonstration of at least 3 objects that could

be moved by a charged balloon.

Some objects can be moved by direct contact.

Some objects can be moved without direct contact.

Size of an object can affect its ability to move.

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MATERIALS.

Discuss whether it is necessary to have direct contact to move an object.

Small pieces of paper, balloons,

pieces of fur or hair, salt, pepper,

(other optional materials)




Teacher demonstration: hang two balloons from a string. Charge both the balloons by

rubbing them with wool or cloth. Put one balloon next to the other (to right or left.)

(Balloon should move away from the other.) Ask students: Did the balloons touch each

other? Did a balloon move?) Ask students to use charged balloons to pick up small

pieces of paper, hair, etc. They should be able to list at least 3 items that moved without

touching the object while using the (charged) balloons.




Discuss solely the parameters of the objective. Do not explain electrostaticity with this

level of students.



Ask students to draw pictures of what they saw happen (notebooking.)


Teacher may have to charge the balloons continuously if students can’t rub the balloon with the wool to get it charged. Student

varying learning styles are addressed throughout this lesson.




LESSON PLAN

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After performing an activity, identify that magnets can move other magnets in two different ways (by pushing or pulling)

without direct contact.





Students communicate that a magnet can push away a

magnet and a magnet can also pull another magnet to

it without direct contact.

―Notebooking‖ of magnet worksheet

Some objects can be moved by direct contact.


Magnets can move other magnets away or toward them.

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MATERIALS.

Pass one magnet to each group of students. Ask them what is different about each of

their sides. (Students should refer to the fact that one has an N and one has an S on it.)

Ask students if that means that both sides are the same or different. Discuss.

Appendix C1

Magnet Worksheet

2 Magnets




confirmed.)

Give students the Magnet Worksheet that shows them how to place the magnets next to

each other. Work with students to do step 1 and step 2 on the worksheet. Ask students

to choose the arrow that shows how each magnet moved after each step. Then ask

students to use other metal objects to demonstrate movement of other objects.




Discuss with students what they observed. Ask questions that relate to the parameters of

the objective and key points. Do not discuss magnetic phenomena beyond the parameters

of this lesson at this grade level.




the class.






LESSON PLAN

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OBJECTIVE. What will your students be able to do by the end of class? (5.2.2.E.1-3)

Create a maze using 90% of the materials used in this unit to explain and summarize their conceptual understandings of

motion/movement.





Each student contributes at least 3 parts of the maze

that relates to vocabulary and conceptual

understandings of this unit.

Movement is directional. (up/down, right/left, diagonal, zigzag, etc.)


The size and shape of an object has an effect on the way it can move.

Gravity affects movement.

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MATERIALS.

Ask students and discuss: What is a maze? Have a discussion about why they will create

a maze and each student’s responsibility.

Final Project: Let’s Move

Olympics - Various classroom

materials, furniture and

equipment




Final Project: Allow students to help you create a maze with classroom materials,

furniture and equipment to demonstrate what they have learned in this unit. They can

include things students have to do to complete the maze.




Ask students to use unit vocabulary words to explain the maze they created and the unit

conceptual understandings of each part of the maze? Ask students: Why was it

important to include this part of the maze? What does it show we learned? How could

you explain it to another child who has not learned the ―Let’s Move‖ unit?



Have students use the maze to demonstrate locomotor skills and their conceptual

understandings. (You may have students improve on the maze after practicing.)





Suggested Unit Sequence and Pacing (Animals 2X2 unit)

CPIs Lesson Suggested Teaching Periods

5.3.2.A.1

*

Investigation 1: Part 1 – The Structure of Goldfish

1 period

5.3.2.A.1

*

Investigation 1: Part 2 – Caring For Goldfish 1 period

5.2.2.E.1

*

Investigation 1: Part 3 - Goldfish Behavior

1 period

5.3.2.B.2

*

Teachers’ Domain Lesson: How Animals Use Their Senses 2 periods

5.3.2.B.2

*

SEDL Lesson: All Together Now The Five Senses 1 period

5.3.2.E.1

*

Investigation 1: Part 4 – Comparing Guppies to Goldfish 2 periods

5.3.2.E.2

*

BBC Lesson: Ourselves 1 period

5.3.2.E.2

*

Investigation 2: Part 1 - Land Snails 2 periods

5.3.2.B.1

*

Investigation 2: Part 2 – Snail Race

1 period

5.3.2.E.2

*

Investigation 2: Part 3 – Observing Water Snails

2 periods

5.2.2.E.1

*

Investigation 2: Part 4 - Shells

2 periods

5.2.2.E.1,

5.3.2.A.1

*

Investigation 3: Part 1 – The Structure of Redworms

1 period

5.2.2.E.1

*

Investigation 3: Part 2 – Redworm Behavior 2 periods

5.3.2.C.1,

5.3.2.E.1

*

Investigation 3: Part 3 – Comparing Redworms to Night Crawlers

2 periods

5.3.2.A.1

*

Investigation 4: Part 1 - Isopod Observations

2 periods

5.3.2.A.1

*

Investigation 4: Part 2 – Indentifying Isopods

2 periods

5.2.2.E.1

*

Investigation 4: Part 3 – Isopod Races 2 periods



5.2.2.E.1

*

BBC Lesson: Force in Action 2 periods

5.3.2.C.1

*

Investigation 4: Part 4 – Animals Living Together

2 periods

5.3.2.C.1

*

BBC Lesson: Living Things 1 period

5.3.2.C.2

*

BBC Lesson: Food Chains 1 periods

5.3.2.D.1

*

FOSS Lesson: Find The Parents 1 periods

5.3.2.C.1,

5.3.2.C.2

*

Plants/Animals in Local Environments 1 periods

5.3.2.G.3

*

BBC Lesson: Growing Plants

1 period

* All lessons have 5.1.4 (Process Skills) applied in each lesson.



Suggested Unit Sequence and Pacing Weather Unit


5.4.2.F.1

*

Lesson 1- Sharing What We Know about Weather

1 period

5.4.2.F.1

*

Lesson 2- Observing the Weather

2 periods

5.4.2.F.1

*

Lesson 3 – Recording the Weather

2 periods

(Record weather observations daily

throughout unit)

5.4.2.F.1

*

Lesson 4- Estimating Wind Speed 2 periods


throughout unit)

5.4.2.F.1

*

Lesson 5 – Reading a Thermometer 2 periods

5.4.2.F.1

*

Lesson 6 – Making a Model Thermometer 1 periods

5.4.2.F.1

*

Lesson 7- Comparing Inside and Outside Temperatures 2 periods


throughout unit)

5.2.2.C.1

*

Lesson 9- Experimenting with Color and Temperature

1 period

5.4.2.F.1

*

Lesson 10- Making a Rain Gauge

2 periods

(Rain Gauge will be used for the

rest of the unit)

5.4.2.F.1

*

Lesson 11 – Exploring Puddles

2 period

(experiment can continue for a few

extra days)

5.4.2.F.1

*

Science Netlinks

Disappearing Water

1 period

(experiment can continue for a few

extra days)

5.4.2.F.1

*

Lesson 12- Testing Rainy Day Fabrics 2 periods

5.4.2.F.1

*

Lesson 13 – Observing Clouds

1 period

5.4.2.F.1

*

Lesson 14 – Classifying Clouds

1 period

5.4.2.F.1

*

Lesson 15 - Comparing Forecasts to Today’s Weather

2 periods

5.4.2.F.1 Lesson 16 - Summarizing Our Weather Observations 2 periods



*

5.4.2.F.1

*

Teachers’ Domain

What is Weather?

2 periods

5.4.2.F.1

*

Lesson 17 – Post-Unit Assessment

1 period




Suggested Unit Sequence and Pacing Let’s Move! Unit


5.2.2.E.1

*

Lesson 1- Ways that Objects Move Part I

1 period

5.2.2.E.1

*

Lesson 2- Ways that Objects Move Part II

2 periods

5.2.2.E.1

*

Lesson 3 – Nature and Movement

2 periods

5.2.2.E.2

*

Lesson 4- Blow Football 2 periods

5.2.2.E.2

*

Lesson 5 – Blowing Paper Balls 2 periods

5.2.2.E.2

*

Lesson 6 – Gravity Game 1 period

5.2.2.E.2

*

Lesson 7- Animal Crash 2 periods

5.2.2.E.3

*

Lesson 8- Introduction to Static Electricity

1 period

5.2.2.E.3

*

Lesson 9- Magnets

2 periods

5.2.2.E.1-3* Lesson 10 – Let’s Move Olympics

2 periods




APPENDICES



APPENDIX A

ASSESSMENT GENERAL RUBRIC

In an attempt to keep scoring consistent throughout the courses, a general rubric provided as a standard development to create specific scoring

guides. Rubrics are provided so that students know what they are working toward. It is important to note that a 3 is considered the mastery level,

and 4 is reserved for the exceptional responses that included more information than was what was asked for and show that the student has an

understanding beyond the mastery level. Most students will not attain level 4 consistently. Rubrics should be discussed constantly to help students

understand how to improve their performance.

4 The answer or task is completed correctly and demonstrates understanding of concepts and connections beyond mastery level.

3 Mastery Level. The question or task is complete and correct. All-important information is included in the answer.

2 The answer or task has essentially correct elements; there are only minor mistakes, or minor pieces of information left out.

1 The answer or task contains related information, but has significant mistakes or misconceptions.

0 The student does not respond to the question or task, or gives an answer that has nothing to do with what was asked.



APPENDIX B

Module Resources

Animals 2 X 2, FOSS Module – Life Science

Weather, STC Module

A detailed teacher guide, including overview, materials preparation goals, and objectives, at a glance investigation

chart, science background, lesson plans, transparency masters, teacher answer sheets, assessment with masters and

scoring guides, CD-ROM user guide, and reference (books, multimedia websites).

Instructional Methods for All students- concrete experiences, representational materials, symbolic materials (reading,

writing, and mathematics), creative arts, schoolyard field trips, and group work.

Management Strategies- includes several learning environments and managing time.

Kit of student laboratory equipment packaged for multiple classes of 32 students.

Student resource book containing images, data and informative text literature.

Technology is an intricate part of this curriculum. Computers, CTX machines, overhead projectors, etc. are required

for several lessons.

Further Resources Recommended

For additional recommended resources specific to the curriculum, refer curriculum units under suggested resources or

additional resources and also internet resources in the appendix.



WEBSITES

Classroom Application Documents (CADs) by grade level for science content and 2009 NJCCCCS


Annenberg Media’s Teachers’ Resources offer short video courses covering essential content for K-6 teachers.

http://www.learner.org/resources/series179.html

NSDL Science Digital Literacy maps

http://strandmaps.nsdl.org/

Science Netlinks

http://www.sciencenetlinks.com

Teachers’ Domain

www.teachersdomain.org

FOSS website

www.fossweb.com

BBC Bite size

http://www.bbc.co.uk/schools/teachers/ks2bitesize/science/

Teachervision

http://www.teachervision.fen.com/

Teacher Stuff

http://www.atozteacherstuff.com/

Eduplace.com


Sheppard software.com



http://www.learner.org/resources/series179.html

http://strandmaps.nsdl.org/

http://www.sciencenetlinks.com/

http://www.teachersdomain.org/

http://www.fossweb.com/

http://www.bbc.co.uk/schools/teachers/ks2bitesize/science/

http://www.teachervision.fen.com/

http://www.atozteacherstuff.com/





APPENDIX C-1

Different Ways Objects Move

CIRCLE RIGHT DOWN LEFT UP

http://www.clker.com/clipart-12286.html










APPENDIX C-1

TEACHER SUMMARY

The Stand of the Pencil

SCIENCE CONCEPT: The center of gravity is the point in an object where the

entire mass of the object seems to be concentrated. A force

acting upward at this point equal to the weight of the object

would support the object. The object would be stable. It

would balance.

STUDENT OBJECTIVE: The student will experiment with two pencils and observe

each of their centers of gravity.

OVERVIEW: In this activity, the student will stand two pencils upright

and then release both of them at the same time. The student

will observe what happens to each pencil and why they react

the way they do.

PREPARATION TIME: No time.

LESSON TIME:

15 minutes.

TEACHER PREP: Gather the materials

that are needed for the

experiment.

WORDS TO KNOW:

up

down

backward

straight

forward

gravity

TEACHER TEXT:

The theory of gravity for which Sir Isaac Newton is famous for proves valuable in many aspects of our

modern life. Airplanes have to be so constructed and powered that they can successfully resist the force

of gravity. To ensure stability, airplanes are designed with the COG (center of gravity) in mind. Keeping

the weight forward and low keeps aircraft from toppling sideways, pitching, and nose-diving. Cars and

trucks, especially tall vehicles, have to be made with their centers of gravity low enough to withstand

any tendency to topple over when driven around sharp corners. Engineers have to work out complicated

mathematical formulas to find the center of gravity of the object that they are working on. We can use

two pencils, one short and one tall, to find out about the center of gravity.

http://wings.avkids.com/Curriculums/Forces_Motion/stand_of_pencils_summary.html



LESSON ACTIVITY

The Stand of the Pencil

MATERIALS NEEDED:

A short pencil

A long pencil

STEPS TO FOLLOW:

Discuss with the children the

activity they will be performing.

Hand out a long and a short pencil to each student.

Ask the children to stand the

pencils upright.

Then ask the children to release

both at the same time.

Ask the children what happened. (The short pencil falls to the table much faster than the long

one. Notice that when the pencil has fallen and is horizontal that it moves in the direction

of the fall. The mass center has some horizontal velocity because the pencil was

forced to fall on the arc of a circle.

Assessment By the end of the lesson:

Student is able to communicate what happens to the two pencils when they are released at the same time

using most of the new vocabulary terms.

Student is able to communicate something of what happens to the two pencils when they are released at

the same time using some of the new vocabulary terms.

Student is able to communicate that the short pencil falls much faster than the long pencil using few of the

new vocabulary terms.

Student is able to communicate that both pencils fall when they are released at the same time using few of

the new vocabulary terms.

http://wings.avkids.com/Curriculums/Forces_Motion/stand_of_pencils_howto.html



APPENDIX C-1

Objects that Move



APPENDIX C-1

LESSON ACTIVITY

Moving Like Nature

Materials: Wave Bottles: 2 Liter Soda Bottles half filled with colored water with caps superglued on.

Ask students the following: Have you ever been to the beach? Did you see the ocean? How does the ocean

move?

Pass out wave bottles. Ask students to move their wave bottles back and forth, left to right, up and down and

observe how the waves move.

Ask students volunteers demonstrate how the ocean moves. Then discuss other things found around the beach

and in nature that move. As a class, you can have students stand up and choose a part they will play in nature

and all at once have the class move like their natural object. Using music (such as Wipe Out) during the

activities will enhance their physical activity and participation.

Afterwards, discuss the forms of movement that students observed and demonstrated, (ie. zigzag, rolling,

bouncing, etc.)



TEACHER SUMMARY

Blow Football

SCIENCE CONCEPT: When a force acts on an object the

object accelerates in the direction in

which the force is acting. A force

acting on a stationary object starts it

moving. And a force acting on a

moving object will speed it up, slow

it down, or change the direction in

which it is moving. This is the

Second Law of Motion discovered by

Sir Isaac Newton.

STUDENT OBJECTIVE: The student will explore how

exerting a force on a ball by blowing

air on it will start it moving and then

when the other student blows on the

ball in the opposite direction the ball

will move in the opposite way.

OVERVIEW: In this activity, the student will have

one partner, a small ball and two

straws. The children will be in pairs

and kneel on the floor with a small

ball in between them. Each child will

have a straw and they will each blow

on the ball through the straw from

opposite sides of the ball. How far

can you make the ball move? What

will happen when you both blow at

the ball at the same time?

PREPARATION

TIME: 5 minutes.

LESSON TIME:

20 minutes.

TEACHER

PREP: Gather materials for

the experiment. You

will need small

rubber balls and

straws.

Note: Small rubber

balls can be

substituted with small

balloons blown up

with air or filled with

water.

TEACHER TEXT: Motion is the basis of the Three Laws of Newton. Over 300 years ago Isaac Newton worked out a set of

rules that explain the way in which things move. These rules can apply to anything, even the most

modern machinery. The world around us is never still. It is always in motion. Why do winds blow and

rivers flow? Why do the sun and the moon move across the sky? Are all moving objects pulled or

pushed along by forces?

Isaac Newton, in his discovery of the Three Laws of Motion, helped each of us to be able to understand

the motion that is around us constantly. His success was due to his ability to think about what motion

would be like without friction and without gravity. Most of the motions we find on earth involve

friction. Friction occurs when two surfaces rub against one another. If you roll a ball slowly across the

floor, the ball's speed decreases and eventually it stops. It stops because the friction between the ball and

the floor pushes against the ball and reduces its motion.



http://wings.avkids.com/Curriculums/Forces_Motion/blowfootball_summary.html

LESSON ACTIVITY

Blow Football

MATERIALS NEEDED small rubber balls

straws

Note: Small rubber balls

can be substituted with small balloons

blown up with air or filled with water.

STEPS TO FOLLOW:


Student is able to communicate that blowing through the straw causes the

rubber ball to move faster and that the motion of the ball changes when the

other child blows in the opposite direction on the ball.

Student is able to communicate most of what happens when blowing through

the straw on the rubber ball. The child can describe that the motion of the ball

changes when the other child blows in the opposite direction on the ball.

Student is able to communicate some of what happens when blowing through

the straw on the rubber ball. The child can describe something of the motion of

the ball when the other child blows in the opposite direction on the ball.

Student is able to communicate one of the things that happens when blowing

through the straw on the rubber ball.

http://wings.avkids.com/Curriculums/Forces_Motion/blowfootball_eval.html

Discuss with the students the

activity they will be

performing.

Divide the class into groups of

two. Give each group one,

small rubber ball and two

straws. Demonstrate to the

class how to do the experiment:

blow on the ball through the

straw and see how far the ball

moves, and then blow from the

opposite side on the ball. See

what happens.

Have the children do the

experiment, making sure that

everyone has a turn.

Discuss with the children

afterwards what has happened.

Ask questions like: how far

does the ball move?, what will

happen when both partners

blow at the ball at the same

time?



TEACHER SUMMARY Animal Crash

SCIENCE CONCEPT: Newton's First Law of Motion: objects at

rest remain at rest and objects in motion

remain in motion unless acted upon by an

outside force.

STUDENT OBJECTIVE: The student will discover a part of

Newton's First Law of Motion: an object

at rest remains at rest unless acted upon

by an outside force. Specifically, the

student will learn about inertia. Inertia is

the tendency of an object to remain

moving in a straight line at a constant

speed or to remain stationary.

OVERVIEW:

The student will use toys to discover that

an object in motion remains in motion

unless acted upon by an outside force.

This will allow the students too observe

inertia first hand.

PREPARATION TIME:

5 minutes.

LESSON TIME:

15 minutes.

TEACHER PREP: Gather materials.

WORDS TO KNOW:

push

roll

stop

continue

motion

TEACHER TEXT: The role of inertia is a very important part of motion. It says that an object in motion will tend to stay in

motion, and an object at rest will tend to stay at rest, unless a force is applied to the object. When the

truck stops suddenly, the stuffed animal continues to move forward. This is why we wear seatbelts and

have airbags in our automobiles. In the event of an accident, the passengers still move forward even

though the car stops rapidly. If it wasn't for the seatbelts, the person might hit the windshied or worse.

There are numerous ways to demonstrate inertia in our everyday lives. Think of a ball that you role

down a hill. If the hill was high enough and long enough the ball would keep rolling once you pushed it

down the hill. That is the fascination with Newton's Laws of Motion. If we could create a perfect

environment to test his laws, we would be amazed at the outcome.



LESSON ACTIVITY

Animal crash

STEPS TO FOLLOW:

Seat the stuffed animal in the back of the truck or

front seat of the convertible.

Place the brick (or textbook) approximately 2"

away from the auto.


Give the auto a good push so that it

will roll quickly toward the brick (or text-book).

Observe what happens when the

auto hits the brick (or textbook). (The auto will

stop, but the stuffed animal will continue to move

forward through the air.)

The student is able to communicate that both the auto and the

figure were in motion. The brick acted on the truck to make it stop, but the

figure continued to move forward because objects in motion tend to continue

moving.

The student is able to communicate that the figure continued to

move forward because objects in motion tend to continue moving.

The student is able to communicate that the brick made the figure

fly off the auto.

The student is able to communicate that the figure fell

off the auto.

http://wings.avkids.com/Curriculums/Forces_Motion/animal_eval.html

MATERIALS NEEDED:

toy dump truck or toy convertible

stuffed animal (to be "seated" in the

back of the truck or front seat of the

convertible)

brick or heavy textbook

Click for QT movie. (900K)

http://wings.avkids.com/Movies/animal.mov

APPENDIX C-1

OBJECTS THAT MOVE (SAMPLES)

ZIG ZAG

JUMP

BOUNCE

ROLL

http://www.0-60mag.com/wp-content/uploads/2007/08/jump_composite_800.jpg






UP

FALL



SPIN/ZIZ ZAG

SPIN

APPENDIX C-1

OBJECTS THAT MOVE IN NATURE (SAMPLES)

http://www.cpsc.gov/cpscpub/prerel/prhtml08/08070.jpg

http://www.cpsc.gov/cpscpub/prerel/prhtml08/08070.jpg



WIND

RAIN

http://makehayrainorshine.com/yahoo_site_admin/assets/images/rain.184125030_std.jpg

http://makehayrainorshine.com/yahoo_site_admin/assets/images/rain.184125030_std.jpg



SNOW

LEAVES

TREE

TORNADO

http://www.desktoprating.com/wallpapers/nature-wallpapers-pictures/snow-on-tree-wallpaper.jpg

http://images2.layoutsparks.com/1/175857/Fall-Leaves-beautiful-Autumn-31000.jpg

http://williamsexperttreeservice.com/beautiful_tree_1.jpg

http://www.google.com/imgres?imgurl=http://www.efrontlineplus.com/images/tornado.jpg&imgrefurl=http://www.efrontlineplus.com/&usg=__ywJilfg9CUHwGsBA3ncr_GUN7QM=&h=987&w=783&sz=93&hl=en&start=6&itbs=1&tbnid=IuRrfW9edp9RWM:&tbnh=149&tbnw=118&prev=/images?q=tornado&hl=en&gbv=2&tbs=isch:1















APPENDIX C-1

PLAYGROUND PICTURES (SAMPLES)

See Saw

Merry Go Round

Swings

Slide

http://www.google.com/imgres?imgurl=http://bookhuntersholiday.files.wordpress.com/2009/10/mushroomseesaw.jpg&imgrefurl=http://bookhuntersholiday.wordpress.com/2009/10/07/chapter-477-a-see-saw/&usg=__BNLOpN0P87pYQiFjNLQ9hLx33NI=&h=402&w=500&sz=64&hl=en&start=12&itbs=1&tbnid=CEtGmE3ONHU2aM:&tbnh=105&tbnw=130&prev=/images?q=see+saw&hl=en&gbv=2&tbs=isch:1






Jungle Gym

http://www.google.com/imgres?imgurl=http://www.romanticmoments.co.uk/img/5/545.jpg&imgrefurl=http://alysa-elva.myartforpeple.eu/100710/p2/&usg=__sjXpnGCwBzTmqhAFeTGlkuuUh4o=&h=400&w=400&sz=56&hl=en&start=2&itbs=1&tbnid=4cFIUZHmzBr1bM:&tbnh=124&tbnw=124&prev=/images?q=jungle+gyms+for+kids&hl=en&gbv=2&tbs=isch:1



APPENDIX C-1

MAGNET WORKSHEET

STEP 1:

STEP 2:

APPENDIX C-2

ADDITIONAL ACTIVITIES

Lesson Activity The Foot Book (5.2 2.E.1)

Goals: Students will be able to indentify left and right. Objectives: Use locomotor skills to identify directions of left or right. Materials: Teachers will use the story, LIFE WITH THE WRIGHT FAMILY, THE FOOT BOOK by Dr. Seuss, Balls provided for each student Introduction: The teacher will read the story: “LIFE WITH THE WRIGHT FAMILY” (FROM “ACTIVITIES THAT TEACH” BY TOM JACKSON) ON BALL WILL BE PROVIDED FOR EACH PARTICIPANT Development: HOW MANY OF YOU KNOW YOU’RE LEFT FROM YOUR RIGHT? ARE U SURE? EVERYONE SHOW ME YOU’RE LEFT HAND. NOW SHOW ME YOUR RIGHT HAND. MORE EXAMPLES WILL BE GIVEN TO STUDENTS TO PRACTICE THE CONCEPT. Practice: WHILE I READ MY STORY, IF I SAY “RIGHT” YOU PASS THE BALL TO THE PERSON ON YOUR RIGHT. IF I SAY “LEFT” YOU PASS THE BALL TO THE PERSON ON YOUR LEFT. THE FIRST SENTENCE OF EACH PARAGRAPH WILL BE READ TO MAKE SURE STUDENTS UNDERSTAND THE DIRECTIONS. Accommodations: Students who have difficulty following directions may need to be near the teacher. They could also have a partner to work with for the class or teacher aide. Closure: TIME WILL BE ALLOWED AT THE END OF THE ACTIVITY TO SPEAK WITH STUDENTS ABOUT WHAT THEY THOUGHT OF THIS ACTVITY. Evaluation: Let’s have some fun as I read a book written by Dr. Seuss called, The Foot Book. You will be marching and joining in as I read to you. Teacher will observe as they follow directions. Teacher

Reflections:

Did the student enjoy the lesson? Were they able to follow along as I read Dr. Seuss’ book, The Foot Book? What worked today? What could I do better for next class?

LESSON ACTIVITY

Let’s Do an Improvisation! (5.2.2.E.1)

Lesson 1 : Dancers think about what their body is doing.

Talk about how every art form has its tools, and the body is a dancer’s tool. Introduce the body parts, by

naming, isolating & moving eyes, fingers, toes, knees, shoulders…

Pause Dance with Body Parts… introduce dancing & freezing on cues from the music (music=dance;

silence=freeze), emphasizing & thinking about isolated parts for each segment of music.

Model mirroring while ―thinking‖ out loud. Work with a student as a partner & talk out loud about your

decisions… ―let’s see, I’ve been moving my arms, so now I’ll move my feet for awhile. Whoops! I moved too

fast & he couldn’t stay with me, I better slow down a little. Oh, that’s an interesting shape he’s making — I

wouldn’t have guessed it would look like that from the way it feels…”

Student partners mirror each other silently in self space, noticing their thoughts. After a turn leading, ask the

leader to tell his/her partner what s/he was thinking about.

Lesson 2: Dancers use improvisation to practice & improve.

Warm up with mirroring, either with teacher as leader, or in duets.

Introduce ―improvisation― — improvising is making up a dance as you go along, without planning it

beforehand. Talk about how dancers improvise in order to play with movement, to get ideas, to improve their

dancing.

Set up a few basic rules for improvisation: start with a shape at the beginning of the dance, change moves as the

music changes, always look for empty space & don’t touch anyone else, make a shape & hold it when the music

ends.

Let’s do an improvisation! Choose music with some dynamic changes, classical or a movie soundtrack. Start the

music when they’re in a still shape, let them continue as long as it’s productive (30 seconds to 2 minutes,

depending on the group), fade the music & encourage them to find their final shape.

Reflection — ―Make a circle with room for everyone by the time I count from 5 to 1.‖ [This may take a few

tries at first -- if they're jostling to be next to you or a friend, redo it, reminding them that we're an ensemble (a

group working toward a single purpose), and our purpose is to make a circle, not sit next to a particular person.

Sometimes we have to redo it 4 or 5 times at first.] Then reflect aloud about what you saw, usually without

names: ―I noticed one dancer who seemed to be thinking about how his arms were moving when the music

started … I saw another dancer who was going really slowly when the music got quiet…‖ Ask a few dancers to

share what they saw, without names ["What kinds of moves did you see? Do you remember how the music

changed? What happened then?"]

If there’s time, do a more structured improvisation, such as a Body Part Statue/Sculptor: Some students are

statues, some are sculptors. A sculptor moves one body part on a statue & then copies the statue. The sculptor

then stays as the frozen statue, while the student who had been frozen becomes a sculptor and travels around

looking for a statue to change. [Anne Green Gilbert's books, Creative Dance for All Ages & Brain-Compatible

Dance Education, are chock-a-block with improvisational structures. If you don't have them, get them.]

Reflection: Have them tell their partner how they decided which body part to move on their partner, whether

they moved different parts on different partners, and/or how it feels to ―make it up as you go along.‖

Lesson 3: Dancers reflect (think back) on their dancing.

Introduce body shapes — round, twisted, straight, angular. Try them out by naming & making them. Then

generate a short list of what kinds of things are round, twisted, straight & angular, writing them on the board.

Let’s do an improvisation! again with the same simple structure (starting shape, moving into empty space

without touching, changing moves with the music, ending in a shape), but ask them this time to think about

what shapes they’re seeing & making.

http://www.creativedance.org/store/

http://www.creativedance.org/store/



5 counts to a circle & reflect… Talk about how dancers not only think about their bodies while they dancing &

improvising, they also reflect or think back on their dancing afterward in order to improve. Again, I model by

making a few comments & then turn it over: What kinds of shapes did you see & make? How could we make

better shapes?

Let’s do another improvisation, and see if it will be even better!

Another circle reflection… was it better? how? why not?

If there’s time, do a more structured improvisation, in which statues make fabulous shapes & travelers copy the

shapes. At the end, ask them to show a shape they remember seeing & copying, and have the class describe the

shape.

Continuing…

Sometimes we choose a theme, such as spiders, or toys in a toy shop, or I show them a piece of visual art to

generate a main idea. One particularly good improvisation was generated by a painting of an underwater scene, using

the elements of size/range (think big sea creatures, small sea creatures), speed & relationship (traveling in schools or

darting in & around each other). They’ve also learned some improvisational strategies — for example, if they don’t

know quite what to do, they can copy someone else [without bothering them!] — or do the opposite from someone.

http://dancepulse.org/2010/01/02/lesson-plan-improvisation/

http://dancepulse.org/2009/12/31/lesson-plan-flow-narrative-dance/

http://dancepulse.org/2010/01/02/lesson-plan-improvisation/

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