16
Science Curriculum: Grade PreK
Children are intrinsically motivated when have they materials to enjoy, have control over their learning, and enjoy success in science processes. For PreK children, science
is a natural process of participating in a playful system of knowledge acquisition about the self and the surrounding world. Early childhood science curriculum provides the
experience-based framework for learning that can take place in and out of doors. The actual classroom must be a purposefully designed environment where children
interact with materials, their classmates and adults. The primary teaching goal is to help young children use the environment productively and see themselves as capable
learners. Teaching young children science is a creative process whereby they can investigate, identify, observe, collect, record, make decisions, and predictions. We are
educating the whole child, by building confidence, critical thinking and problem solving skills therefore using a higher order of thinking.
Unit
All About My Senses Observation of Weather and
Seasons Properties of Objects Life Cycle
Time Frame Integrate Units Throughout the Year to Build Student Mastery
Focus Questions
What are my senses and what do they
teach me about the world?
Who am I and how I am different and
like my peers?
How can I describe the different
seasons of weather?
How can I describe water?
How does time pass?
How can I measure weight and
what are the different kinds of
textures?
How do I sense gravity?
How can objects be sorted?
How does a caterpillar transform
into a butterfly?
How does an egg produce a
chicken?
How does a human baby grow into
an adult?
Common Core ELA
& Literacy
Connections:
Reading Standards
for Informational
Texts
STUDENTS WILL:
1. With prompting and support, ask and answer questions about details in a text.
2. With prompting and support, retell detail(s) in a text.
3. With prompting and support, describe the connection between two events or pieces of information in a text.
4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).
5. Identify the front cover, back cover; displays correct orientation of book, page turning skills.
6. With prompting and support, can describe the role of an author and illustrator.
7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place
thing or idea in the text an illustration depicts).
8. With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustration, descriptions
or procedures).
9. With prompting and support, actively engage in group reading activities with purpose and understanding.
17
Common Core ELA
& Literacy
Connections:
Writing Standards
STUDENTS WILL:
1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like….
because…, etc.)
2. With prompting or support, use a combination of drawing, dictating, or to compose informative/explanatory texts in which they name what
they are writing about and supply come information about the topic.
3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what
happened.
4. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing as needed.
5. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.
6. With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite authors and
express opinions about them).
7. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
8. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studies in class, with prompting
and support as needed.
18
Inquiry and Process Skills Based on All Standards
Effective science education involves process as well as content. A great science teacher fosters student development of science
process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they
have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate
important issues in the world around them. The below represents a developmentally appropriate continuum of process skill
acquisition:
Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK
to K 1 2 3 4 5 6 7 8
Interdisciplinary Skills: to be able to identify those areas of science which are
interrelated to other disciplines such as math, English, and social studies
I R R R M M+ M+ M+ M+
Observing: ability to identify properties, structures, etc. through use of all the senses
I R R M M+ M+ M+ M+ M+
Identifying: ability to describe the characteristics of objects or events
I R R R M M+ M+ M+
Classifying: ability to group, match, compare by commonality
I R R M M+ M+ M+ M+ M+
Questioning: ability to ask pertinent questions regarding experiences
I R R R M M+ M+ M+
Measuring: ability to find quantitative difference, to estimate, calculate, etc.
I R R R R M M+ M+ M+
Recording: ability to collect, record, and tabulate data meaningfully
I R R R M M+ M+ M+ M+
Predicting: ability to guess outcomes on basis of previous experiences
I I R R M M+ M+ M+ M+
Formulating Models: ability to represent cognitive data graphically
I I R M M+ M+ M+ M+ M+
Formulating a Hypothesis: to predict and generalize from experiences/data; to make
educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+
Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)
I I R R R R M M+ M+
Inferring: ability to make conclusions referring to causes, effects, etc.
I I R R R M M+ M+ M+
Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+
Experimenting : to try something out to see whether or not it works I I R R R M M+ M+ M+
19
Designing Investigations: ability to control variables, record and interpret data,
summarize data, graph I R R M
Manipulating Variables: to identify and selectively change experimental conditions such
as time, intervals, temperature distance
I I R R M M+
Handling Equipment: to know the purpose for and manner of using lab resources and
equipment for the purpose of experimentation I I R R R M M+ M+ M+
Using Space-Time Relationships: ability to consider position and motions from vantage
points other then the child’s own I I R R R M M+ M+
Communication: ability to verbally relate experiences, information and procedures with
clarity I R R R M M+ M+ M+ M+
Recognizing Problem Areas: ability to be aware of areas where alternative solutions are
possibilities I I R R R M M+ M+
Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+
20
Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge and
skills (provide key student outcomes and forms of assessment you will use).
Activities/Investigations (Labs)/Demonstrations: List
activities/investigations (labs) and demonstrations relating to the unit
topic, content and skills.
Unit Topic: The unit title
goes here.
Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers of
the unit focus questions.
Diverse Resources: List videos, music, websites, level readers,
textbook pages and/or field trips that enhance the unit content.
Cross-Curricular Connections: List specific ways the unit content
connects to other subjects.
Key Terms: List any vocabulary or key phrases to be taught and
added to the Word Wall.
Unit Resource Planner Grade _____________________
21
GRADE PreK
Assessing Student Understanding:
1. Meeting with students one on one; anecdotal records
2. Informal observations during the day
3. Saving projects and student work for a portfolio
4. Update early reading assessment
Activities/Investigations(Labs)/Demonstrations:
Signs of Spring Game; Weather Safety; Raindrop Art; Catch a
Cloud; signs of spring collage
Update weather and season centers
Examine: birds and their nests; bees and beehives; bugs
Field walks; visit to Snug Harbor Children’s Museum
Songs about the weather during spring spring; Literature circles
A Tree Grows: A narrative pantomime
Unit Topic:
Weather and Seasons
Unit Objective:
How can I describe the different seasons of weather? How can I describe water? How does time pass?
Diverse Resources: This unit will continue as a theme
throughout the entire year. These resources are presented only
for the ―spring‖ : months of April and May
http://www.first-school.ws/theme/seasons.htm preschool themes
related to the seasons;
http://www.enchantedlearning.com/themes/seasons.shtml
rhymes, crafts, activities, calenders; electronic booklets for
printing at http://www.funlessonplans.com/
Picture books and songs about seasons and weather; poems
about the seasons and weather; MAGIC SCHOOL BUS
Cross-Curricular Connections: (SPRING)
ART: prints with summer ―fruit‖ stamps
MATH: caterpillar counting; lady bug coutnig; cloud graphs; chart
daily weather
RELIGION: Update/use liturgical season colors at prayer table
Key Terms:
Appropriate vocabulary should be introduced before reading
or activities are conducted
Unit Resource Planner Grade ___________PreK__________
22
UNIT I: The Nature of Science*
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
What is a scientist?
What is the adventure of science all about?
CONTENT* CATHOLIC
CONNECTIONS
CONCEPTS SKILLS*
A. People are naturally curious.
B. Questions are very important.
C. People learn about things around
them by observing, but
sometimes they can learn more
by doing something to the things
and noticing what changes.
D. Scientists observe, ask
questions, and investigate.
E. Everyone can do science and
invent things and ideas.
F. When a science investigation is
done the way it was done before,
we expect to get a very similar
result.
G. Tools such as thermometers,
magnifiers, rulers, or balances
often give more information
about things than can be
observed without their help.
H. Describing things accurately
important in science because it
enables people to compare their
observations with others.
1. Students are provided with opportunities
that stimulate their curiosity and engage
them in taking an interest in their
environment and the workings of nature.
2. Students should be encouraged to ask
questions, collect things, count, measure,
make observations, organize their
observations and collections and discuss
their findings.
3. Students understand that observations and
investigations are often repeated.
4. Students compare and contrast findings.
5. Students explain to others what they see
and observe.
6. Students realize that being part of team
means they are free to have different
conclusions.
Opportunity for teacher input
and notations
23
I. When people give different
observations about the same
thing, it is usually a good idea to
make some fresh observations
instead of arguing about who is
right.
J. By working together, people can
figure out how the world works.
K. Working together in teams is
helpful and people can share
their findings with each other.
All team members should reach
their own conclusions about
what the findings mean.
L. A lot can be learned about plants
and animals, but care must be
taken to know their needs and
how to provide for them in class.
* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document
Benchmarks for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals
identified in a chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know
and do by the end of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for
the first three grade bands: K to 2; 3 to 5; 6 to 8.
24
PreK
UNIT II: All About My Senses
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
What are my senses and what do they teach me about the world?
Who am I and how I am different and like my peers?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
Note: PreK is less content-based and
more skills based. Students are not
required to memorize content, but
rather to participate in the exploration
of science concepts.
Reflect on God’s presence,
His grace, and the spiritual
nourishment of prayer.
Discuss how humans can
use their body to give glory
to God by respecting
themselves and others.
Discuss some of Jesus’
miracles when he gave sight
to the blind and speech to
the mute.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific tasks.
Application: Comparing and
contrasting attributes of
objects, living things, and
events in the environment helps
one organize what has been
learned.
Patterns of Change: Identifying patterns of change
are necessary for making
predictions about future
behavior and conditions.
Application: Predictions can
be tested through exploration
and experimentation.
1. Gather, explore, and interpret
information using senses.
2. Manipulate and observe
objects in his or her
surroundings to develop
conclusions.
3. Observe and describe
changes in objects, living
things, and natural events in
the environment.
4. Organize observations of
objects and events by
identifying, classifying, etc.
5. Question ―why,‖ ―how,‖ and
―what if,‖ questions and seek
answers through
experimentation and
investigation.
6. Predict possible outcomes
based on background
knowledge, previous
scientific experiences, and
26
PreK
UNIT III: Observation of Weather and Seasons
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
How can I describe the different seasons of weather?
How can I describe water?
How does time pass?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
Note: PreK is less content-based and
more skills based. Students are not
required to memorize content, but
rather to participate in the exploration
of science concepts.
Examine the weather in the
land of Jesus (Nazareth,
Bethlehem and Jerusalem).
Learn about the Liturgical
Year as it relates to the
calendar year.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific tasks.
Application: Observations
about Earth and Space can be
made.
Patterns of Change: Identifying patterns of change
are necessary for making
predictions about future
behavior and conditions.
Application: Ideas about
objects, living things and other
natural events in the
environments can be shared
through words, pictures, and
other representations.
1. Investigate and identify
properties of soil, rocks, and
minerals.
2. Investigate and identify
physical properties and
characteristics of water
(solid, liquid, and gas).
3. Observe characteristics and
movement of sun, moon,
stars, and clouds.
4. Observe and discuss changes
in weather and seasons using
common weather related
vocabulary (rainy, sunny,
snowy, windy, cloudy, etc.).
5. Verbally communicate ways
the environment provides
natural resources people need
(wood for lumber to build
shelter, water for drinking,
etc.).
27
6. Demonstrate ways each
person is responsible for
protecting our planet
(recycling plastic, glass and
cardboard, reusing a plastic
container sandwich box,
mending clothing rather than
throwing it away, etc.).
28
PreK
UNIT IV: Properties of Objects
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
How can I measure weight and what are the different kinds of textures?
How do I sense gravity?
How can objects be sorted?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
Note: PreK is less content-based and
more skills based. Students are not
required to memorize content, but
rather to participate in the exploration
of science concepts.
Examine, compare and
contrast the properties of the
objects at the center of the
following parables about the
Kingdom of God:
The Mustard Seed
The Pearl of Great Price
The Hidden Treasure
The Yeast/Leven
Reflect on how each human
sense allows us to know
something different about
God’s kingdom.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific tasks.
Application: Knowledge about
physical properties of the
world can be known through
human senses.
Patterns of Change: Identifying patterns of change
are necessary for making
predictions about future
behavior and conditions.
Application: Change can be
understood by looking at the
cause and effect of the subject
of study.
Models: Models are simplified
representations of objects
structures, or systems, used in
analysis, explanation, or
1. Describe, compare, and
categorize objects based on
their properties.
2. Apply senses to explore
different environments
(classroom, playground, field
trips).
3. Recognize and describe the
effect of one’s own actions
on objects.
4. Describe tools and their
specific functions (e.g.,
hammer for pounding nails).
5. Demonstrate facility of a
variety of tools to explore the
world and learn how things
work (such as magnifiers and
balance scales).
6. Investigate common
interactions between matter
and energy (butter melting in
29
design.
Application: Predictions can
be made as to how and why
something exists or functions
as it does.
cooking activities, cream
turning to butter; peanuts
becoming peanut butter,
etc.).
7. Describe and compare the
effects of common forces
(pushes and pulls) on objects,
such as those caused by
gravity, magnetism, and
mechanical forces.
8. Explore and discuss simple
chemical reactions with
teacher assistance (e.g.,
baking soda and water,
mixing oil and water.)
30
PreK
UNIT V: Life Cycles
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
How does a caterpillar transform into a butterfly?
How does an egg produce a chicken?
How does a human baby grow into an adult?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
Note: PreK is less content-based and
more skills based. Students are not
required to memorize content, but
rather to participate in the exploration
of science concepts.
Reflect on the sacrament of
Baptism as an essential need
for Christians; discuss the
change and growth that
results from participation in
the sacrament.
Reflect on how as God’s
children, we, as humans, are
made in God’s image and
how that image stays with
us even as we grow and
change.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific tasks.
Application: Through
observation, one can make
appropriate, logical
conclusions about
investigations.
Patterns of Change: Identifying patterns of change
are necessary for making
predictions about future
behavior and conditions.
Application: A lot can be
learned about plants and
animals by observing them
closely, but care must be taken
to know the needs of living
things and how to provide for
them in the classroom.
1. Observe and discuss
similarities, differences, and
categories of plants and
animals.
2. Identify things as living or
non-living based on
characteristics (such as ―it
breathes,‖ ―moves by itself,‖
―grows,‖ etc.).
3. Explain why plants and
animals need water and food.
4. Describe simple life cycles of
plants and animals.
5. Describe and identify the
different structures of
familiar plants and animals.
(Plants have stems, roots,
leaves; animals have eyes,
mouths, ears, etc.).
6. Recognize that plants and
animals have some
31
Models: Models are simplified
representations of objects
structures, or systems, used in
analysis, explanation, or
design.
Application: Though the use of
models, one can generate
explanations and communicate
conclusions regarding
experiments.
characteristics of their
―parents.‖
7. Observe, describe, and
compare the habits of plants
and animals.
8. Observe, record, and explain
how plants and animals
respond to changes in
environment and changes in
season.
32
Science Curriculum: Grade K
In Kindergarten, students engage in inquiry-based science experiences to begin to understand the nature of science and to recognize human senses as the means to
understanding the world around them. Using their senses, students observe patterns in weather and begin to explore the affects of weather on living and nonliving things.
Students examine properties of objects, and begin to classify and sort objects based on similarities and differences. Students understand the essential needs of living things,
and are able to distinguish between living and nonliving things.
Unit
The Nature of
Science
All About My Senses
Observation of Weather and
Seasons
Properties of Objects
Recognition of Living and
Nonliving Things
Time Frame Integrate Units Throughout the Year to Build Student Mastery
Focus Questions
What is a
scientist?
What is the
adventure of
science all about?
What are your five senses?
How do we use senses to
gather information?
How do we take care of our
senses?
How do we learn together and
share what we have learned?
What do we use to observe and
how do we record?
How does the weather relate to
the seasons?
What is matter?
How can objects be sorted or
classified?
How are non-living and living
things alike and different?
What are the basic characteristics,
needs, and functions common to all
living things?
What role does the environment
play in plant and animal
adaptation?
Common Core ELA
& Literacy
Connections:
Reading Standards
for Informational
Texts
STUDENTS WILL:
1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, identify the main topic and retell key details of a text.
3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
4. With prompting and support, ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and title page of a book.
6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place,
thing, or idea in the text an illustration depicts).
8. With prompting and support, identify the reasons an author gives to support points in a text.
9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
10. Actively engage in group reading activities with purpose and understanding.
33
Common Core ELA
& Literacy
Connections:
Writing Standards
STUDENTS WILL:
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the
book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the
order in which they occurred, and provide a reaction to what happened.
4. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
5. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with
peers.
6. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
7. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
34
Inquiry and Process Skills Based on All Standards
Effective science education involves process as well as content. A great science teacher fosters student development of science
process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they
have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate
important issues in the world around them. The below represents a developmentally appropriate continuum of process skill
acquisition:
Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK
to K 1 2 3 4 5 6 7 8
Interdisciplinary Skills: to be able to identify those areas of science which are
interrelated to other disciplines such as math, English, and social studies
I R R R M M+ M+ M+ M+
Observing: ability to identify properties, structures, etc. through use of all the senses
I R R M M+ M+ M+ M+ M+
Identifying: ability to describe the characteristics of objects or events
I R R R M M+ M+ M+
Classifying: ability to group, match, compare by commonality
I R R M M+ M+ M+ M+ M+
Questioning: ability to ask pertinent questions regarding experiences
I R R R M M+ M+ M+
Measuring: ability to find quantitative difference, to estimate, calculate, etc.
I R R R R M M+ M+ M+
Recording: ability to collect, record, and tabulate data meaningfully
I R R R M M+ M+ M+ M+
Predicting: ability to guess outcomes on basis of previous experiences
I I R R M M+ M+ M+ M+
Formulating Models: ability to represent cognitive data graphically
I I R M M+ M+ M+ M+ M+
Formulating a Hypothesis: to predict and generalize from experiences/data; to make
educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+
Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)
I I R R R R M M+ M+
Inferring: ability to make conclusions referring to causes, effects, etc.
I I R R R M M+ M+ M+
Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+
Experimenting : to try something out to see whether or not it works
I I R R R M M+ M+ M+
35
Designing Investigations: ability to control variables, record and interpret data,
summarize data, graph I R R M
Manipulating Variables: to identify and selectively change experimental conditions such
as time, intervals, temperature distance
I I R R M M+
Handling Equipment: to know the purpose for and manner of using lab resources and
equipment for the purpose of experimentation I I R R R M M+ M+ M+
Using Space-Time Relationships: ability to consider position and motions from vantage
points other then the child’s own I I R R R M M+ M+
Communication: ability to verbally relate experiences, information and procedures with
clarity I R R R M M+ M+ M+ M+
Recognizing Problem Areas: ability to be aware of areas where alternative solutions are
possibilities I I R R R M M+ M+
Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+
36
Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge and
skills (provide key student outcomes and forms of assessment you will use).
Activities/Investigations (Labs)/Demonstrations: List
activities/investigations (labs) and demonstrations relating to the unit
topic, content and skills.
Unit Topic: The unit title
goes here.
Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers of
the unit focus questions.
Diverse Resources: List videos, music, websites, level readers,
textbook pages and/or field trips that enhance the unit content.
Cross-Curricular Connections: List specific ways the unit content
connects to other subjects.
Key Terms: List any vocabulary or key phrases to be taught and
added to the Word Wall.
Unit Resource Planner Grade _____________________
37
Sight sound
Assessing Student Understanding:
The students will be informally assessed throughout the unit through questioning, participation, and discussion. At the end of the unit the
students will be assessed on whether or not they know all five senses and which body part is used with each sense. The students will be
assessed individually by asking them to identify all five senses and the body part used orally. A checklist will be used to assess and
record the students’ answers.
Activities/Investigations(Labs)/Demonstrations:
Food sampling, Tasting Tally
Listening Lotto (bingo-like game); Magic School Bus sound
game; Sesame Street body part game
Nature walk; Learning to Look; See and draw; scent collage;
Discovery Bag; Popcorn experiment; Monster Fun handout at
www.bravemonster.com/monstersense.pdf
Kindergarten writing corner to be added to ―Sense Centers‖
Unit Topic:
All About My Senses
Unit Objective: What are the five senses?
How do we use senses to gather information? How do we take care of our senses?
Diverse Resources:
Sesame Street Videos; Magic School bus video
I SPY books; Books about the five senses by Rius, Parramon, and
Puig; Brave Little Monster by Ken Baker
Magic School Bus Sound Game
Safari Touch Tank at:
http://www.miamisci.org/tank/html/tank.htm
Cross-Curricular Connections:
Math: (Tasting Tally )Display information by using object
graphs, pictorial graphs, and tables.
Art: Students make a collage of pictures that smell by placing
them into categories of objects that smell good and objects that
smell bad.
Literacy: recalling details in texts read aloud; participate in
conversations and discussions by responding appropriately;
summarizing conversations and discussions.
Key Terms: sight sound smell touch hear
eyes nose mouth ears skin tongue lips
(Introduce some sight words)
Unit Resource Planner Grade ________K________________
38
GRADE K
UNIT I: The Nature of Science* STANDARD(S): 1, 4 , 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
What is a scientist?
What is the adventure of science all about?
CONTENT* CATHOLIC
CONNECTIONS
CONCEPTS SKILLS*
A. People are naturally curious.
B. Questions are very important.
C. People learn about things around
them by observing, but
sometimes they can learn more
by doing something to the things
and noticing what changes.
D. Scientists observe, ask
questions, and investigate.
E. Everyone can do science and
invent things and ideas.
F. When a science investigation is
done the way it was done before,
we expect to get a very similar
result.
G. Tools such as thermometers,
magnifiers, rulers, or balances
often give more information
about things than can be
observed without their help.
H. Describing things accurately
important in science because it
1. Students are provided with opportunities
that stimulate their curiosity and engage
them in taking an interest in their
environment and the workings of nature.
2. Students should be encouraged to ask
questions, collect things, count, measure,
make observations, organize their
observations and collections and discuss
their findings.
3. Students understand that observations and
investigations are often repeated.
4. Students compare and contrast findings.
5. Students explain to others what they see
and observe.
6. Students realize that being part of team
means they are free to have different
conclusions.
Opportunity for teacher input
and notations
39
enables people to compare their
observations with others.
I. When people give different
observations about the same
thing, it is usually a good idea to
make some fresh observations
instead of arguing about who is
right.
J. By working together, people can
figure out how the world works.
K. Working together in teams is
helpful and people can share
their findings with each other.
All team members should reach
their own conclusions about
what the findings mean.
L. A lot can be learned about plants
and animals, but care must be
taken to know their needs and
how to provide for them in class.
* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document
Benchmarks for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals
identified in a chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know
and do by the end of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for
the first three grade bands: K to 2; 3 to 5; 6 to 8.
40
KINDERGARTEN
UNIT II: All About My Senses STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
What are the five human senses?
How do humans use senses to gather information?
How do humans take care of their senses?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Humans need a variety of healthy
foods, exercise, and rest in order to
grow and maintain good health.
B. Humans have five major senses.
C. Each sense is connected to a body
part:
Sight (Eyes)
Sound (Ears)
Touch (Hands, Nerves)
Smell (Nose)
Taste (Mouth)
D. Humans need to take care of their
body in order for their senses to
work.
Reflect on God’s presence,
His grace, and the spiritual
nourishment of prayer.
Discuss how humans can
use their body to give glory
to God by respecting
themselves and others.
Discuss some of Jesus’
miracles when he gave sight
to the blind and speech to
the mute.
Optimization: In order to arrive
at the best solution that meets
criteria within constraints, it is
often necessary to make trade-
offs. (A, D)
Application: To grow up
healthy, humans need to
maintain a balanced diet,
exercise regularly and get
proper rest.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific functions.
(B, C)
Application: Human senses
help one understand, process
and organize information
about the world around us.
1. Identify and locate eyes, ears,
nose, mouth, and skin.
2. Describe the function of
body parts as related to the
five senses.
3. Identify and compare
different tastes (e.g., sour,
bitter, sweet, salty, etc.).
4. Label taste receptors on the
tongue.
5. Categorize objects by
sensory information.
6. Use senses to solve simple
problems.
7. Analyze ways to stay
healthy.
41
KINDERGARTEN
UNIT III: Observation of Weather and Seasons STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
How do we learn together and share what we have learned?
What do we use to observe and how do we record?
How does the weather relate to the seasons?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Meteorologists are scientists
who study, observe, and record
information about the weather
and use the information to
forecast the weather
B. Thermometers measure
temperature.
C. Weather is the condition of the
outside air at a particular
moment.
D. Weather may be described and
measured using temperature,
precipitation, and general sky
conditions.
E. Sky conditions may be cloudy,
sunny, or partly cloudy.
F. Weather and sky conditions
change daily, weekly, monthly,
and seasonally.
G. Temperature can change daily,
Examine the weather in the
land of Jesus (Nazareth,
Bethlehem and Jerusalem).
Learn about the Liturgical
Year as it relates to the
calendar year.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific functions.
(A, B, H, I)
Application: Weather
describes the air outside—
wind, rain and snow. Weather
changes seasonally depending
on geographical location.
Patterns of Change:
Identifying patterns of change
is necessary for making
predictions about future
behavior and conditions.
(C, D-G, J-M)
Application: Use weather
related instruments to
measure weather and chart
observations to identify
patterns and to describe
changes.
1. Observe and collect daily
weather conditions and
temperature.
2. Organize and
appropriately graph
temperature and weather
observations.
3. Observe and describe
weather conditions that
occur during each season.
4. Observe and record
human and plant
adaptations and responses
during the various
temperature changes and
seasons.
5. Compare and contrast
different clothing worn for
different weather and
seasons.
6. Identify different activities
42
weekly, monthly, and seasonally.
H. A year is organized into months,
weeks and days.
I. There are four seasons-spring,
summer, autumn and winter.
Each season experiences specific
weather conditions.
J. The appearance of trees changes
throughout the seasons.
K. Humans have to adapt and
respond to the changes in the
weather and the seasons (e.g.,
wear clothes for warmth, foods
you may eat, activities).
L. Plants adapt and respond to the
weather and the seasons.
M. Animals adapt and respond to the
weather and seasons.
that are conducted in
different weather
conditions and seasons.
43
KINDERGARTEN
UNIT IV: Properties of Objects STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
What is matter?
How can objects be sorted or classified?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Objects and/or materials can be
sorted or classified according to
their properties.
B. Properties can be observed,
described and measured through
the five senses.
C. Objects and/or materials can be
compared and contrasted with
each other.
D. Some properties of solids are:
color, shape, texture, weight,
hardness, magnetic attraction,
ability to roll or stack, and
whether they float or sink.
E. Matter is anything that has
mass, takes up space, and
interacts with our senses.
Examine, compare and
contrast the properties of the
objects at the center of the
following parables about the
Kingdom of God:
The Mustard Seed
The Pearl of Great Price
The Hidden Treasure
The Yeast/Leven
Reflect on how each human
sense allows us to know
something different about
God’s kingdom.
Magnitude and Scale: The
grouping of magnitudes of
size, time, frequency, and
pressures or other units of
measurement into a series of
relative order provides a
useful way to deal with the
immense range and changes in
scale that affects behavior and
design of systems. (A, C)
Application: Humans can
organize objects in the world
according to many properties.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific functions.
(B, D,E)
Application: Human senses
help us understand, process
and organize information
about the world around us.
1. Observe and describe the
physical properties of
objects using all of the
appropriate senses (e.g.
size, shape, texture,
weight, color, etc.)
2. Determine and record
whether objects are alike
or different.
3. Observe, describe, and
record physical properties
of objects using
appropriate tools, such as
temperature
(thermometer), weight
(pan balance),
measurement
(nonstandard units)
including bigger/smaller,
more/less, capacity of
liquids, observations
(hand lenses), etc.
4. Observe, describe, and
identify the properties of
various materials, such as
44
wood, plastic, metal, etc.
5. Sort or group objects
according to their
properties, such as texture,
color, shape and sink and
float.
45
KINDERGARTEN
UNIT V: Recognition of Living and Nonliving Things STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: varies
How are non-living and living things (organisms) alike and different?
What are the basic characteristics, needs, and functions common to all living things?
What role does the environment play in plant and animal adaptation?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Living things are organisms that
need air to breath, water, food,
and shelter.
B. Living things can grow and
change.
C. Nonliving things do not thrive
and grow.
D. Living things have offspring that
closely resembles their parents.
E. Living things can adapt and
change based on their
environment.
Reflect on the sacrament of
Baptism as an essential need
for Christians; discuss the
change and growth that
results from participation in
the sacrament.
Reflect on how as God’s
children, we, as humans, are
made in God’s image.
Equilibrium and Stability:
Equilibrium is a state of
stability due either to lack of
changes (static equilibrium) or
a balance between opposing
forces (dynamic equilibrium).
(A, C)
Application: Living things
cannot survive without having
certain basic needs met.
Optimization: In order to
arrive at the best solution that
meets criteria within
constraints, it is often
necessary to make trade-offs.
(B, D, E)
Application: In order to
survive, living things must
adapt to face the challenges in
their environment.
1. Identify the basic needs of
organisms to live and
thrive.
2. Observe, record, and
analyze the life cycle of
living things.
3. Observe and compare the
different structures that
enable humans to live and
thrive.
4. Identify, compare, and
contrast nonliving things
versus living things.
5. Recognize that all living
things have offspring that
resemble its parents.
6. Observe physical animal
characteristics that are
influenced by changing
environmental conditions
such as fur.
46
7. Observe that some animal
behaviors are influenced
by environmental
conditions such as
hibernation and migration.
47
Kindergarten Glossary
Living Things: Organisms that need air to breath, water, food and shelter
Matter: Anything that has mass, takes up space and interacts with and interacts with our senses
Meteorologists: Scientists who study, observe and record information about the weather
Nonliving Things: Do not thrive and grow, and do not need air to breath, weather, food or shelter
Organisms: An individual form of life, such as a plant, animal, bacterium, etc., that work together to carry on the
various processes of life
Properties: Ways in which objects and /or materials can be sorted or classified
Senses: Five human senses: vision, hearing, smell, taste, and touch
Temperature: A measure of warmth or coldness
Weather: The condition of the outside air at the particular moment
48
Science Curriculum: Grade 1
In Grade 1, students begin the year examining the nature of science, which prepares them to spend the year observing and evaluating patterns of change. Students begin by
referring to prior knowledge on weather (acquired in Kindergarten) to analyze patters in weather and to explore the Solar System. Students then examine properties of
matter and use their senses to observe changes in various states of matter. Students consider how animals, plants and humans have common needs and functions, which
enable them to adapt to changes around. The concluding unit enables students to build bridges between their own needs as they explore community support which enables
them remain healthy and safe.
Unit
The Nature of
Science Properties of Living Things
Patterns of Weather and
Seasons Matter Community Health Providers
Time Frame 1 week 7 weeks 8 weeks 8 weeks 7 weeks
Focus Questions
What is a
scientist?
What is the
adventure of
science all about?
How are animals alike and
different?
What are the basic
characteristics, needs, and
functions common to all living
things?
How do different plants and
animals grow and change?
What role does the environment
play in plant and animal
adaptation?
How is weather described and
measured?
What are some differences
between seasons?
How does the position of the
moon, Sun, and stars change
with the seasons?
What is matter?
How do we observe and
describe objects?
What are some properties of
solids, liquids, and gases?
How do physical and chemical
changes affect the states of
matter?
What do humans need in order to
stay healthy?
Who in our community can help
us stay healthy?
Common Core
ELA & Literacy
Connections:
Reading Standards
for Informational
Texts
STUDENTS WILL:
1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information
in a text.
6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
7. Use the illustrations and details in a text to describe its key ideas.
8. Identify the reasons an author gives to support points in a text.
9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
10. With prompting and support, read informational texts appropriately complex for grade 1.
49
Common Core
ELA & Literacy
Connections:
Writing Standards
STUDENTS WILL:
1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason
for the opinion, and provide some sense of closure.
2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of closure.
4. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen
writing as needed.
5. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
6. Participate in shared research and writing projects (e.g., explore a number of ―how-to‖ books on a given topic and use them to write a
sequence of instructions).
7. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
question.
50
Inquiry and Process Skills Based on All Standards
Effective science education involves process as well as content. A great science teacher fosters student development of science
process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they
have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate
important issues in the world around them. The below represents a developmentally appropriate continuum of process skill
acquisition:
Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK
to K 1 2 3 4 5 6 7 8
Interdisciplinary Skills: to be able to identify those areas of science which are
interrelated to other disciplines such as math, English, and social studies
I R R R M M+ M+ M+ M+
Observing: ability to identify properties, structures, etc. through use of all the senses
I R R M M+ M+ M+ M+ M+
Identifying: ability to describe the characteristics of objects or events
I R R R M M+ M+ M+
Classifying: ability to group, match, compare by commonality
I R R M M+ M+ M+ M+ M+
Questioning: ability to ask pertinent questions regarding experiences
I R R R M M+ M+ M+
Measuring: ability to find quantitative difference, to estimate, calculate, etc.
I R R R R M M+ M+ M+
Recording: ability to collect, record, and tabulate data meaningfully
I R R R M M+ M+ M+ M+
Predicting: ability to guess outcomes on basis of previous experiences
I I R R M M+ M+ M+ M+
Formulating Models: ability to represent cognitive data graphically
I I R M M+ M+ M+ M+ M+
Formulating a Hypothesis: to predict and generalize from experiences/data; to make
educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+
Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)
I I R R R R M M+ M+
Inferring: ability to make conclusions referring to causes, effects, etc.
I I R R R M M+ M+ M+
Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+
51
Experimenting : to try something out to see whether or not it works
I I R R R M M+ M+ M+
Designing Investigations: ability to control variables, record and interpret data,
summarize data, graph I R R M
Manipulating Variables: to identify and selectively change experimental conditions such
as time, intervals, temperature distance
I I R R M M+
Handling Equipment: to know the purpose for and manner of using lab resources and
equipment for the purpose of experimentation I I R R R M M+ M+ M+
Using Space-Time Relationships: ability to consider position and motions from vantage
points other then the child’s own I I R R R M M+ M+
Communication: ability to verbally relate experiences, information and procedures with
clarity I R R R M M+ M+ M+ M+
Recognizing Problem Areas: ability to be aware of areas where alternative solutions are
possibilities I I R R R M M+ M+
Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+
52
Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge and
skills (provide key student outcomes and forms of assessment you will use).
Activities/Investigations (Labs)/Demonstrations: List
activities/investigations (labs) and demonstrations relating to the unit
topic, content and skills.
Unit Topic: The unit title
goes here.
Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers of
the unit focus questions.
Diverse Resources: List videos, music, websites, level readers,
textbook pages and/or field trips that enhance the unit content.
Cross-Curricular Connections: List specific ways the unit content
connects to other subjects.
Key Terms: List any vocabulary or key phrases to be taught and
added to the Word Wall.
Unit Resource Planner Grade _____________________
53
Assessing Student Understanding:
Scavenger hunt at AMNH based on the moon, stars, and sun
Develop, write, and illustrate a Venn Diagram, based on field trip findings (comparisons)
Complete a Unit test based on ITBS tests with multiple choice as well as short answer
Completed weather graphs
Completed daily weather log
Weather map of our area
Weather map of another region
Activities/Investigations (Labs)/Demonstrations:
Scavenger hunt in AMNH
Monthly weather graphs for each child/child charts daily
weather on calendar paper/Chart is done with corresponding
thermometer colors/ children compare months throughout the
year
Interpret weather maps
Make predictions about weather based on weather maps
Complete a weather map for another area
Unit Topic: Patterns of
Weather and Seasons
Unit Objective: How is the weather described and measured? What are some of the differences among the seasons?
What are clouds? What causes shadows? How does the position of the Moon, Sun, and stars change with the
seasons?
Diverse Resources:
Brainpopjr.com
Hayden Planetarium as intro/closure trip
AMNH website/ student guides
Classroom thermometer
Field trip to specific are of Central Park (returning
every 4 weeks to document changes
eu.vcar.edu/webweather/forecasttips/html
Cross-Curricular Connections:
Know and use various texts (research migration animals and
create a sequence writing about their migration)
Identify key details from a main topic and retell (reading
weather graphs/creating graph for another region)
Use illustrations and details in text to describe key ideas
(reading response using various read alouds throughout the
unit
Key Terms:
Measurement weather hibernate
graph seasons migrate
thermometer rotation
meteorologist Earth year
wind scales star
Unit Resource Planner Grade ______1________________
54
GRADE 1
UNIT I: The Nature of Science* STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 1 week
What is a scientist?
What is the adventure of science about?
CONTENT* CATHOLIC
CONNECTIONS
CONCEPTS SKILLS*
A. People are naturally curious.
B. Questions are very important.
C. People learn about things around
them by observing, but
sometimes they can learn more
by doing something to the things
and noticing what changes.
D. Scientists observe, ask
questions, and investigate.
E. Everyone can do science and
invent things and ideas.
F. When a science investigation is
done the way it was done before,
we expect to get a very similar
result.
G. Tools such as thermometers,
magnifiers, rulers, or balances
often give more information
about things than can be
observed without their help.
H. Describing things accurately
important in science because it
1. Students are provided with opportunities
that stimulate their curiosity and engage
them in taking an interest in their
environment and the workings of nature.
2. Students should be encouraged to ask
questions, collect things, count, measure,
make observations, organize their
observations and collections and discuss
their findings.
3. Students understand that observations and
investigations are often repeated.
4. Students compare and contrast findings.
5. Students explain to others what they see
and observe.
6. Students realize that being part of team
means they are free to have different
conclusions.
Opportunity for teacher input
and notations
55
enables people to compare their
observations with others.
I. When people give different
observations about the same
thing, it is usually a good idea to
make some fresh observations
instead of arguing about who is
right.
J. By working together, people can
figure out how the world works.
K. Working together in teams is
helpful and people can share
their findings with each other.
All team members should reach
their own conclusions about
what the findings mean.
L. A lot can be learned about plants
and animals, but care must be
taken to know their needs and
how to provide for them in class.
* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document
Benchmarks for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals
identified in a chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know
and do by the end of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for
the first three grade bands: K to 2; 3 to 5; 6 to 8.
56
GRADE 1
UNIT II: PROPERTIES OF LIVING THINGS STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 7 weeks
How are animals alike and different?
What are the basic characteristic, needs, and functions common to all living things?
How do different plants and animals grow and change?
What role does the environment play in plant and animal adaptation?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Animals and plants need
air, water and nutrients in
order to live and thrive.
B. Organisms take in nutrients,
breathe, reproduce,
eliminate waste and die.
C. Each animal and plant has
different structures that
serve different functions in
growth, survival, and
reproduction.
D. In order to survive in their
environment, plants and
animals must be adapted to
that environment.
E. Each kind of plant goes
through its own stages of
growth and development that may include seed,
young plant, and mature
plant.
Created in God’s image, each
person has dignity and value. It
is our responsibility to respect
life and to care for ourselves,
others and all that God has
created (stewardship).
Integrate the story of St.
Francis of Assisi to learn of
God’s call for us to all be
caregivers of the Earth.
Use the story of Noah’s Ark
(Genesis 6) to discuss
adaptation and survival skills of
humans and animals.
Systems Thinking: Through
systems thinking, people can
recognize commonalities that
exist among all systems and
how parts of a system
interrelate and combine to
perform specific functions.
(A, B, C)
Application: Some animals and
plants are alike in the way they
look and in the things they do,
and others are very different
from one another.
Optimization: In order to arrive
at the best solution that meets
criteria within constraints, it is
often necessary to make trade-
offs. (D, H, I)
Application: Different plants
and animals have external
features that help them thrive in
different kinds of places;
animals and plants sometimes
cause changes in their
1. Identify, describe, and
compare the physical
structures of animals (e.g.,
body coverings, sensory
organs, appendages, beaks).
2. Identify in animals, the
relationship between the
physical structures and the
functions of those structures
3. (e.g., obtaining food and
water, protection,
movement and support).
4. Compare and contrast the
physical characteristics in
animals.
5. Describe how physical
traits help a species to
survive (e.g., giraffe’s neck,
turtle’s shell).
6. Observe how animals grow
and change in predictable
57
F. Each kind of animal goes
through its own stages of
growth and development
during its life span.
G. Growth is the process by
which plants and animals
increase in size.
H. Some animal behaviors
are influenced by
environmental conditions.
These behaviors may
include: nest building,
hibernating, hunting,
migrating and
communicating.
I. When the environment
changes, some plants and
animals survive, reproduce,
and others die or move to
new locations.
surroundings.
Patterns of Change: Identifying patterns of change
are necessary for making
predictions about future
behavior and conditions.
(E, F, G)
Application: Change is
something that happens to
plants and animals.
ways.
7. Observe, examine, and
describe how animals
closely resemble their
parents and other
individuals in their species.
8. Observe and examine the
traits of living things that
have been inherited (e.g.
shape of leaves, fur color).
9. Describe animal life cycles
and life spans (e.g.,
baby/adult, puppy to dog).
10. Compare and contrast
animals and plants that live
in the Sonoma desert with
those that live in the Arctic.
58
GRADE 1
UNIT III: PATTERNS OF WEATHER AND SEASONS STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 8 weeks
How is weather described and measured?
What are some of differences among seasons?
What are clouds? What causes shadows?
How does the position of the Moon, Sun, and stars change with the seasons?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Meteorologists are scientists
who study, observe, and
record information about the
weather and use the
information to forecast the
weather.
B. Tools used to measure
different features of weather
include wind scales,
thermometers and rain
gauges.
C. Thermometers measure
temperature.
D. Weather is the condition of
the outside air at a particular
moment
E. Weather may be described
and measured using
temperature, precipitation,
wind speed and direction,
and general sky conditions
Read the story of creation:
Genesis 1:1-27 and reflect on
how God is the Creator who
made who all things: the Sun,
Moon and the Stars.
Refer to the words of the
Apostles Creed for reflection
(1st Section – ―…maker of
Heaven and Earth‖).
The Gospel according to Luke
tells the story of the Wise Men
who followed the Star of
Bethlehem to find Jesus.
Have students reflect on the
Liturgical Year and the
relationship to the seasons of
the Church to the seasons of
the Earth.
Systems Thinking: Through
systems thinking, people can
recognize commonalities that
exist among all systems and
how parts of a system
interrelate and combine to
perform specific functions.
(I-K, M, O, P, R)
Application: The Sun can be
seen only in the daytime, but
the moon can be seen
sometimes at night and
sometimes during the day. The
Sun, Moon, and stars all
appear to move slowly across
the sky. There are more stars in
the sky than anyone can easily
count, but they are not
scattered evenly, and they are
not the same brightness or
color.
Models: are simplified
representations of objects,
structures, or systems, used in
1. Observe and collect daily
weather conditions and
temperature.
2. Organize and appropriately
graph temperature and
weather observations.
3. Observe, describe, and
graph weather conditions
that occur during each
season.
4. Compare temperatures in
different locations (e.g.,
inside, outside, in the Sun,
in the shade). Use a
thermometer to measure the
temperature
5. Identify the Sun’s energy
warms the air.
6. Compare day and night
temperature.
59
(cloudy, sunny, partly
cloudy).
F. There are four seasons:
spring, summer, autumn and
winter. There are specific
weather conditions in each
season.
G. Weather and sky conditions
change hourly, daily,
weekly, and monthly.
H. Temperature changes in
different locations;
temperature changes over the
course of the day.
I. The length of daylight and
darkness varies with the
seasons.
J. The appearance/position of
the sun and other stars
appear to change daily and
seasonally.
K. The Earth spinning around
once every 24 hours
(rotation) allows for day and
night.
L. The Earth moving in a path
around the Sun (revolution)
results in one Earth Year.
M. Humans organize time into
analyses, explanation, or
design. (L, M)
Application: The Moon looks a
little different every day but
looks the same again about
every four weeks.
Patterns of Change:
Identifying patterns of change
is necessary for making
predictions about future
behavior and conditions.
(A, D-H, M, N, P, Q)
Application: Weather describes
the air and sky conditions
outside-wind, rain and snow.
Weather changes seasonally
depending on geographical
location.
Magnitude and Scale: The
grouping of magnitudes of size,
time, frequency, and pressures
or other units of measurement
into a series of relative order
provides a useful way to deal
with immense range and the
changes in scale that affect
behavior and designs of
systems. (B, C, M- O)
Application: There are
countless objects in the sky and
some of them are visible to the
human eye.
7. Observe and explain the
difference between rotation
and revolution.
8. Compare and contrast the
Sun’s position in the sky in
the morning, noon, and
evening.
9. Observe, record and
communicate what is seen
in the day sky and what is
seen in the night sky.
10. Compare and contrast the
length of daylight in the
summer to the length of day
light in the winter.
11. Using a globe and a
flashlight, demonstrate how
day and night occur when
the Earth rotates.
12. Allow students to create
and manipulate shadows
(e.g. size, shape).
60
units based on natural
motions of Earth:
Second, minute, hour
Week, month, year
N. The appearance of the Moon
changes as it moves in a path
around Earth to complete a
single cycle or revolution.
O. The Sun is a star seen only
in the day.
P. Most stars can only be seen
at night.
Q. Constellations of stars form
a picture in the sky.
R. Astronomers are scientists
that study objects and
patterns in the sky.
S. Shadows occur when light is
blocked by an object. An
object’s shadow appears
opposite the light source.
T. Clouds are white or grey
objects in the air that carry
water that falls to the earth's
surface as rain and snow to
then support all forms of life.
61
GRADE 1
UNIT IV: MATTER STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 8 weeks
What is matter?
How do we observe and describe objects?
What are some properties of solids, liquids, and gases?
How do physical and chemical changes affect the states of matter?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Matter has properties that
can be observed through the
five senses, described and
measured.
B. Matter takes up space and
has mass. Two objects
cannot occupy the same
place at the same time.
C. Materials can exist in
different forms as solids
(rocks), liquid (water), and
gas (air) and have different
properties of matter.
D. Solids maintain their size
and shape unless something
makes them change. Some
properties of solids are
color, shape, ability to roll
or stack, hardness,
magnetic attraction, and
whether they float or sink.
Reflect on the parable of the
Mustard Seed (Matthew 13: 31-
32) and the miracle story of the
Fish and Loaves (Mark 6: 30-
44) to learn about changes in
matter.
Discuss the notion of holy
water and the power of blessing
to transform matter to give it
spiritual meaning.
Models: are simplified
representations of objects,
structures, or systems, used in
analyses, explanation, or
design. (A, D, G, I)
Application: People can often
learn about things around them
by just observing those things
carefully, but sometimes they
can learn more by doing
something to the things and
noting what happens.
Equilibrium and Stability:
Equilibrium is a state of
stability due to a lack of
changes (static equilibrium) or
a balance between opposing
forces (dynamic equilibrium).
(B, E, F, H)
Application: Describing things
as accurately as possible is
important in science because it
enables people to compare
1. Observe and describe the
three states of matter.
2. Observe and describe how
water evaporates when left
in an open container.
(Liquid water changes into
gas as it moves into the air.)
3. Observe and describe what
happens to the water when
it is poured into different
shaped containers.
4. Observe and record the
differences between an
inflated balloon and a
deflated balloon.
5. Compare and contrast
similar objects-balls or
blocks of different sizes,
weights and textures.
Discuss/predict which will
62
E. Liquids do not have a
definite shape and take the
shape of their containers.
F. Gas fills spaces but has no
shape of its own.
G. Temperature can affect the
state of matter of a
substance.
H. Properties of large or small
amounts of water are the
same.
I. Properties of objects
depend on the conditions at
the time they are observed.
J. Objects and/or materials
can be sorted or classified
according to their
properties.
their observations with those of
others.
Patterns of Change:
Identifying patterns of change
is necessary for making
predictions about future
behavior and conditions. (B, E )
Application: Water left in an
open container disappears, but
water in a closed container
does not disappear.
Magnitude and Scale: The
grouping of magnitudes of size,
time, frequency, and pressures
or other units of measurement
into a series of relative order
provides a useful way to deal
with immense range and the
changes in scale that affect
behavior and designs of
systems. (J)
Application: Water can be a
liquid or a solid and can go
back and forth from one form
to the other. If water is turned
into ice and then the ice is
allowed to melt, the amount of
water is the same as it was
before freezing.
take up more space and
have more mass.
6. Compare and contrast the
differences between liquid
water, solid water (ice) and
water vapor (steam).
7. Observe that the material(s)
of which an object is made
determines some specific
properties of the object
(sinking/floating,
solubility).
8. Predict, observe, and
examine different
substances to determine
their ability to mix with
water (e.g., oil, water;
sugar, water; sand, water).
9. Observe and describe the
change of objects when
placed in different
environments:
Hot and cold
Lighting and shadows
Color
Wet and dry
Sort or group objects
according to properties:
Texture, color, shape, sink.
63
GRADE 1
UNIT V: COMMUNITY HEALTH PROVIDERS STANDARD (S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 7 weeks
What do humans need in order to stay healthy?
Who in our community can help us stay healthy?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Humans need a variety of
healthy foods, exercise and
rest in order to grow and
maintain good health.
B. Good health habits include
hand washing and personal
cleanliness; avoiding
harmful substances;
eating a balanced diet; engaging in regular
exercise.
C. Humans depend on their
natural and constructed
environments.
D. Physical health is directly
tied to emotional health.
E. The school nurse, pastor,
guidance counselor,
family doctor, dentist and
pharmacist each have a
different role in helping
prevent and cure disease.
Use the story of Jesus washing
his disciples’ feet (John 13: 1-
17) to discuss hygiene and
community servitude.
Use the miracle story of the
Jesus Heals the Leper (Mark 1:
40-45) to reflect upon the
power of Jesus to heal.
Read the Golden Rule
(Matthew 7:12) and talk about
how this can shape the
community within the
classroom.
Use the image of ―Jesus wept.‖
(John 11: 35) to discuss how
faith and participation in prayer
helps humans to deal with
painful things that others
cannot help us deal with.
Optimization: In order to arrive
at the best solution that meets
criteria within constraints, it is
often necessary to make trade-
offs. (A, B)
Application: Some things
people take into their bodies
from the environment can hurt
them.
Connections: The knowledge
and skills of mathematics,
science, and technology are
used together to make informed
decisions and solve problems,
especially those relating to
issues of
science/technology/society,
consumer decision making,
design, and inquiry into
phenomena. (C)
Application: Diseases caused
by germs may be spread by
people who have them; some
diseases are caused by germs,
some are not.
1. Analyze daily influences
which affect health choices
and behaviors both
positively and negatively.
2. Research and teach others
about various diseases and
disorders and how they are
prevented and treated.
3. Demonstrate practicing and
supporting others in making
healthy choices.
4. Identify the harmful effects
of alcohol, tobacco and
other drugs through
illustration or song.
5. Illustrate how eating
nutritionally balanced
meals and snacks promotes
health.
6. Use simple household tools
safely to perform a variety
of everyday tasks.
64
Strategies: Solving
interdisciplinary problems
involves a variety of skills and
strategies, including effective
work habits; gathering and
processing information;
generating and analyzing ideas;
realizing ideas; making
connections among the
common themes of
mathematics, science, and
technology; and presenting
results. (D, E)
Application: People react to
personal problems in different
ways. Some ways are more
likely to be helpful than others;
talking to someone may help
people understand their
feelings or problems and what
to do about them.
7. Know the food groups as
described in the food guide
pyramid and plan meals and
snacks that include a
nutritious balance of food.
Prepare simple snacks,
handling food properly, and
using utensils safely and
washing hands before and
after handling food.
8. Learn about and teach
others on the various
community members who
support healthy living; visit
their offices to learn more.
9. Learn about tools doctors,
dentists, etc. use to help us
stay healthy.
65
Grade 1 Glossary
Adapted: In order to survive in their environment; to make suitable to or fit for a specific use or situation
Astronomers: Scientists that study objects and patterns in the sky
Balanced Diet: A diet that includes all of the key nutritional needs humans have to grow healthy and strong
Clouds: White and grey objects in the air that carry water
Constellations: Forms of stars in the sky
Constructed
Environment: Surroundings that are not natural or genuine, but rather artificial or contrived
Dentist and
Pharmacist:
A person who is trained and licensed to practice dentistry; a person who is certified to distrubute
medications
Earth Year: The period of time during which Earth completes a single revolution around the Sun, consisting
of 365 days, 5 hours, 49 minutes, and 12 seconds of mean solar time
Family Doctor: A person, especially a physician, trained in the healing arts and licensed to help you others in
dealing with health issues
Gas: The state of matter distinguished from the solid and liquid states by relatively low density and
viscosity, relatively great expansion and contraction with changes in pressure and temperature,
the ability to diffuse readily, and the spontaneous tendency to become distributed uniformly
throughout any container
Growth: Process by which plants, animals, and other organisms increase in size
Guidance
Counselor: A person at school who is trained in giving advice and support
Harmful
Substances:
Addictive substances, especially alcohol or narcotic drugs, that cause bodily harm
Hibernating: A state of inactivity and metabolic depression in animals, characterized by lower body
temperature, slower breathing, and lower metabolic rate
Life Span: An organism’s stages of growth development
Liquid: The state of matter in which a substance exhibits a characteristic readiness to flow, little or no
tendency to disperse, and relatively high incompressibility
Mass: A unified body of matter with no specific shape
Matter: Anything that has mass and takes up space
Meteorologists: Scientists who study, observe and record information about the weather
Migrating: To pass from one region or climate to another
66
Natural
Environment: The surrounding circumstances or conditions, which remain untouched by human activity
Nutrients: Essential vitamins needed in order to live and thrive
Pastor: A Christian minister or priest having spiritual charge over a congregation or other group
Properties of
Matter: A characteristic trait or peculiarity, especially one serving to define or describe its possessor
Rain gauges: An instrument for measuring rainfall
Reproduction: The act of reproducing; the process by which plants and animals give rise to offspring
Revolution: Orbital motion about a point, especially as distinguished from axial rotation; the planetary
revolution about the Sun
Rotation: The act or process of turning around a center or an axis
School Nurse: A person at school educated and trained to care for the sick or disabled.
Seasons: Spring, Summer, Autumn and Winter each having specific weather conditions
Shadows: A dark casting figure opposite a light source
Solid: Of definite shape and volume; not liquid or gaseous
Stages of Growth
Development:
The periods of time a living organism experiences a particular set of life characteristics
Star: Is a giant ball of hot gas
Temperature: A value used to express the common notions of hot and cold
Thermometers: A instrument used to measure warmth or coldness
Weather: The condition of the outside air at the particular moment
Wind Scales: Provide empirical descriptions of wind speed based on observed sea conditions
67
Science Curriculum: Grade 2
In Grade 2, students continue to explore the nature of science and what humans need in order to stay healthy, and begin to understand their own responsibility in
maintaining health and well being. They use their knowledge of weather and the solar system to begin to examine the relationship between the two systems.
Students observe the affect this relationship has on the environment around them and the particular environments of animals and plants. The year concludes
with a unit examining force, particularly looking at work and simple machines.
Unit The Nature of
Science Nutrition Natural Cycles and Patterns Animal and Plant Cycles Push and Pull
Time Frame 1 week 6 weeks 8 weeks 8 weeks 6 weeks
Focus Questions
What is a
scientist?
What is the
adventure of
science all
about?
What basic needs do
humans have?
What choices can
humans make to help
their bodies stay
strong and to live a
long life?
What Earthly patterns are
revealed to us through
observation of the interactions
between the Earth, the Sun, the
Moon and other stars?
How do these patterns affect the
environment around us?
How are animals and plants like
humans?
What changes take place in the life-
cycle of a plant or an animal?
How do animals and plants manage
to survive in their environments?
How does something move?
What causes an object to move
in a certain direction?
What can help move objects that
are difficult to move?
Common Core
ELA & Literacy
Connections:
Reading Standards
for Informational
Texts
STUDENTS WILL:
1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
8. Describe how reasons support specific points the author makes in a text.
9. Compare and contrast the most important points presented by two texts on the same topic.
10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the
grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
68
Common Core
ELA & Literacy
Connections:
Writing Standards
STUDENTS WILL:
1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support
the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or
section.
2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
4. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
5. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
6. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record
science observations).
7. Recall information from experiences or gather information from provided sources to answer a question.
69
Inquiry and Process Skills Based on All Standards
Effective science education involves process as well as content. A great science teacher fosters student development of science
process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they
have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate
important issues in the world around them. The below represents a developmentally appropriate continuum of process skill
acquisition:
Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK
to K 1 2 3 4 5 6 7 8
Interdisciplinary Skills: to be able to identify those areas of science which are
interrelated to other disciplines such as math, English, and social studies
I R R R M M+ M+ M+ M+
Observing: ability to identify properties, structures, etc. through use of all the senses
I R R M M+ M+ M+ M+ M+
Identifying: ability to describe the characteristics of objects or events
I R R R M M+ M+ M+
Classifying: ability to group, match, compare by commonality
I R R M M+ M+ M+ M+ M+
Questioning: ability to ask pertinent questions regarding experiences
I R R R M M+ M+ M+
Measuring: ability to find quantitative difference, to estimate, calculate, etc.
I R R R R M M+ M+ M+
Recording: ability to collect, record, and tabulate data meaningfully
I R R R M M+ M+ M+ M+
Predicting: ability to guess outcomes on basis of previous experiences
I I R R M M+ M+ M+ M+
Formulating Models: ability to represent cognitive data graphically
I I R M M+ M+ M+ M+ M+
Formulating a Hypothesis: to predict and generalize from experiences/data; to make
educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+
Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)
I I R R R R M M+ M+
Inferring: ability to make conclusions referring to causes, effects, etc.
I I R R R M M+ M+ M+
Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+
Experimenting : to try something out to see whether or not it works
I I R R R M M+ M+ M+
70
Designing Investigations: ability to control variables, record and interpret data,
summarize data, graph I R R M
Manipulating Variables: to identify and selectively change experimental conditions such
as time, intervals, temperature distance
I I R R M M+
Handling Equipment: to know the purpose for and manner of using lab resources and
equipment for the purpose of experimentation I I R R R M M+ M+ M+
Using Space-Time Relationships: ability to consider position and motions from vantage
points other then the child’s own I I R R R M M+ M+
Communication: ability to verbally relate experiences, information and procedures with
clarity I R R R M M+ M+ M+ M+
Recognizing Problem Areas: ability to be aware of areas where alternative solutions are
possibilities I I R R R M M+ M+
Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+
71
Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge and
skills (provide key student outcomes and forms of assessment you will use).
Activities/Investigations (Labs)/Demonstrations: List
activities/investigations (labs) and demonstrations relating to the unit
topic, content and skills.
Unit Topic: The unit title
goes here.
Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers of
the unit focus questions.
Diverse Resources: List videos, music, websites, level readers,
textbook pages and/or field trips that enhance the unit content.
Cross-Curricular Connections: List specific ways the unit content
connects to other subjects.
Key Terms: List any vocabulary or key phrases to be taught and
added to the Word Wall.
Unit Resource Planner Grade _____________________
72
Assessing Student Understanding:
1. Science labs and notebook entries
2. Center Activities
3. Use of proper vocabulary and terms when answering questions
4. Accurate diagrams in booklets and representations of life cycle
Activities/Investigations (Labs)/Demonstrations:
LABS: You’ve Changed !; Frog Eggs to Frog Legs (Carolina
biological purchase required)
Creating a habitat for a living creature
Observe the different stages of an insect life cycle
Create centers: research and create center; observe and explore
center; reading center and questions to answer; art center
Unit Topic: Animal and
Plant Cycles
Unit Objective: How are animals and plants like humans?
What changes take place in the life-cycle of a plant or an animal?
How do animals and plants manage to survive in their environments?
Diverse Resources:
I Wonder Why Caterpillers Eat So Much by Belinda Weber;
Pond Life by Carolyn Scrace, Egg to Bird by Carolyn Scrace;
The Green Turtle by Diana Noonan;
http://web.mac.com/varkgirl/iWeb/Frog%20and%20Toad%20
WebQuest/Introduction.html (Frog and Toad webquest)
http://www.kidzone.ws/animals/monarch_butterfly.htm
(National Geographic Website)
http://www.harcourtschool.com/menus/science/grade2_nl.htm
l
Cross-Curricular Connections:
The Very Cricket by Eric Carle. Give students prompts to compose
an imaginative story such as: write a story about a bug who wants
to be a movie star…..a story about a bug that goes to school…
Song: "Five Little Frogs" (Raffi)
Key Terms:
traits adapt life cycles reproduce
amphibians tadpoles gills
Unit Resource Planner Grade _________2____________
73
GRADE 2
UNIT I: The Nature of Science* STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 1 week
What is a scientist?
What is the adventure of science all about?
CONTENT* CATHOLIC
CONNECTIONS
CONCEPTS SKILLS*
A. People are naturally curious.
B. Questions are very important.
C. People learn about things around
them by observing, but
sometimes they can learn more
by doing something to the things
and noticing what changes.
D. Scientists observe, ask
questions, and investigate.
E. Everyone can do science and
invent things and ideas.
F. When a science investigation is
done the way it was done before,
we expect to get a very similar
result.
G. Tools such as thermometers,
magnifiers, rulers, or balances
often give more information
about things than can be
observed without their help.
1. Students are provided with opportunities
that stimulate their curiosity and engage
them in taking an interest in their
environment and the workings of nature.
2. Students should be encouraged to ask
questions, collect things, count, measure,
make observations, organize their
observations and collections and discuss
their findings.
3. Students understand that observations and
investigations are often repeated.
4. Students compare and contrast findings.
5. Students explain to others what they see
and observe.
6. Students realize that being part of team
means they are free to have different
conclusions.
Opportunity for teacher input
and notations
74
H. Describing things accurately
important in science because it
enables people to compare their
observations with others.
I. When people give different
observations about the same
thing, it is usually a good idea to
make some fresh observations
instead of arguing about who is
right.
J. By working together, people can
figure out how the world works.
K. Working together in teams is
helpful and people can share
their findings with each other.
All team members should reach
their own conclusions about
what the findings mean.
L. A lot can be learned about plants
and animals, but care must be
taken to know their needs and
how to provide for them in class.
* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document
Benchmarks for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals
identified in a chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know
and do by the end of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for
the first three grade bands: K to 2; 3 to 5; 6 to 8.
75
GRADE 2
UNIT II: Nutrition STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 6 weeks
What basic needs do humans have?
What choices can humans make to help their bodies stay strong and to live a long life?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Plants, animals and humans
need certain nutrients to
survive.
B. The length of time from a
living organism’s birth to
death is called its life span.
An organism’s life span is
determined by many factors
including genes, nutrition
and the environment.
C. A healthy diet can greatly
contribute to a longer life
span for humans.
D. A food pyramid illustrates
a healthy diet.
Review the Lord’s prayer and
focus on, ―…Give us this day
our daily bread.‖ Ask for what
we all need, not just for what
we want.
"What? Do you not know
that your body is the temple of
the Holy Spirit which is in you,
which you have of God, and
you are not your own? For you
are bought with a price:
therefore glorify God in your
body, and in your spirit, which
are God's" (1 Corinthians 6:19-
20). Help children understand
that what they put into their
bodies is a form of prayer; we
can give greater honor to God
by loving and caring for our
body. With a healthy body, we
are able to continue to work to
build up God’s kingdom of
love.
Strategies: Solving
interdisciplinary problems
involves a variety of skills and
strategies, including effective
work habits; gathering and
processing information;
generating and analyzing ideas;
realizing ideas; making
connections among the
common themes of
mathematics, science, and
technology; and representing
results. (A, B)
Application: Food supplies the
energy and materials necessary
for growth and repair.
Optimization: In order to arrive
at the best solution that meets
criteria within constraints, it is
often necessary to make trade-
offs. (C)
Application: All organisms
need to absorb certain
1. Examine and evaluate foods
packed in a lunch box
(student packed) and
evaluate it according to the
requirements of the food
pyramid.
2. Record and evaluate data
from a daily food journal
for one week.
3. Explore the produce section
of a super market to learn
about and to purchase
healthy foods to together
create a healthy meal for
the class to enjoy.
4. Implement a healthy snack
challenge where all students
eat only healthy snacks for
a week. Compile a healthy
snacks cookbook to share
with other classrooms.
76
nutrients to survive.
Information Systems: Information technology is used
to retrieve, process, and
communicate information and
as a tool to enhance learning.
(D)
Application: Humans need a
variety of healthy foods,
exercise, and rest in order to
grow and maintain good
health.
5. Hypothesize what would
happen if humans, animals
and plants went without
essential nutrients.
77
GRADE 2
UNIT III: Natural Cycles and Patterns STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 8 weeks
What Earthly patterns are revealed to us through observation of the interactions between the Earth, the Sun, the Moon and
other stars?
How do these patterns affect the environment around us?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. The Earth spins around
every 24 hours which
equals one rotation
B. The rotation of the earth
creates day when one
side of the earth is facing
the sun and night when
one side of the earth is
facing away from the
sun.
C. The Earth moves in a
path around the sun that
creates the Earth year
(which equals one
revolution).
D. The appearance of the
Moon varies as it moves
in a path around the
earth.
E. Measurements of time (e.g. seconds, minutes,
week, year) are defined
―The heavens declare the glory
of God.‖ Psalm 19
Review Saint Francis of Assisi
and his prayer thanking God for
the sun and the moon. ―For
brother sun, who gives us
warmth, to Thee, O Lord, we
give thanks…for sister moon,
who lights our night, to Thee O
Lord we give thanks.‖ Create
opportunities for students to
pray for all the blessings God
has given us.
Review seasons of the church
year: Advent, Christmas, Lent,
Easter, and Ordinary Time.
Read the story of Noah’s Ark
and discuss God’s promise to
Noah. Discuss examples of
changes in the environment in
the Bible that affect plants and
animals.
Models: Models are simplified
representations of objects,
structures, or systems, used in
analysis, explanation, or design.
(A-D)
Application: The universe is
made up of many different
objects whose movements
should be observed and
described.
Magnitude and Scale: The
grouping of magnitudes of size,
time, frequency, and pressures
or other units of measurement
into a series of relative order
provides a useful way to deal
with the immense range and
changes in scale that affect
behavior and design of systems.
(E-G)
Application: The movement of
the Earth, Sun, Moon and stars
through space can be traced
and measured over various time
1. Observe, understand, and
permit students to
demonstrate rotation and
revolution.
2. Using a model, observe the
relationship between the
Earth, the Sun and the
Moon.
3. Predict, demonstrate and
then record observations
defined by the relationship
of the Earth, Sun and
Moon (i.e. time,
lightness/darkness,
seasons, and the shape of
the moon).
4. Keep a weather log and
analyze data gathered
related to weather patterns.
5. Chart, graph and analyze
data related to temperature
78
by the natural movement
of the Earth.
F. The appearance and
position of the Sun and
other stars changes daily
and seasonally because
of the Earth’s position in
revolution around the
Sun.
G. The Earth’s revolution
around the Sun is
organized into four main
seasons and these
seasons affect
temperature.
H. Weather changes day to
day and can vary
drastically because of the
seasons and different
forms of precipitation.
I. Water moves in various
patterns, which affects
the Earth’s material.
J. Natural disasters (e.g.,
flood, famine) are the
result of dramatic
patterns in weather and
the Earth’s movement.
K. Extreme weather (e.g.,
blizzard, tornado) can
positively and negatively
impact the Earth.
Read the story of Noah’s Ark.
Discuss the great flood and
what happened to all the
animals, people and life forms
that were not on the Ark.
segments.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems and
how parts of a system
interrelate and combine to
perform specific functions.
(H- K)
Application: The movement of
the Earth, Sun, Moon and stars
forms identifiable changes and
observable patterns.
and precipitation.
6. Prepare and present a daily
weather report to the
school using various means
of communication.
7. Investigate how rain can
erode soil and thereby
change the Earth.
8. Compare the severe affect
of different natural
disasters on humans and
Earth.
79
GRADE 2
UNIT IV: Animal and Plant Cycles STANDARD(S): 1, 4, 6
FOCUS QUESTION: TIME FRAME FOR UNIT: 8 weeks
How are animals and plants like humans?
What changes take place in the life-cycle of a plant or an animal?
How do animals and plants manage to survive in their environments?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Living things, like plants
and animals, have unique
traits allowing them to
participate in a life cycle
where they can grow,
survive, reproduce, and die.
B. Like humans, animals have
basic needs such as air,
water, food, and shelter.
C. Plants have basic needs
such as air, water, nutrients,
proper temperature, and
light.
D. The environment impacts
the ability of animals and
plants to survive.
E. Some animals and plants
have very distinct traits
they develop in order to
better adapt and survive in
the world.
Creation is a sign of God’s
glory.
―He hath made everything
beautiful in His time.‖
Ecclesiastes 3:11
God has made humankind a
vast world of animals and
plants to maintain the proper
balance in nature.
God planned our world so that
we gather whatever we have
planted. ―What so ever a man
soeth that he also shall reap.‖
Our lives are like seeds. If we
do good things, we will gather
rewards for eternity.
Water is a basic need of all
living things. ―Jesus gives us
living water.‖ John 4:5-42
Jesus tells the Samaritan
woman about the water of
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific functions.
(A, B, C)
Application: There are basic
characteristics, needs and
functions common to all living
things.
Patterns of Change:
Identifying patters of change
are necessary for making
predictions about future
behavior and conditions. (D, F)
Application: Living things are
complex and sophisticated in
their makeup; their survival on
this fragile planet depends on
their adaptability and the
conditions of the environment.
1. Compare humans to
animals in how they share
similar stages of life.
Illustrate the various stages
of life for several animals
(ideally using observations
from real animals cared for
within the classroom).
2. Compare humans to plants
in how they share similar
stages of life. Illustrate the
various stages of life for
several plants (ideally using
observations from real
plants cared for within the
classroom).
3. Create, observe and analyze
a model animal habitat (or
facilitate a real one) that
includes all of the basic
needs for the animal to
survive. Brainstorm ways
this animal’s well-being
80
F. Like humans, animals and
plants change as they
experience various stages of
their life cycles.
G. Animals and plants must
reproduce in order to
survive.
baptism, which brings eternal
life to the baptized. Encourage
children to conserve water.
Water is not an unlimited
resource.
Optimization: In order to arrive
at the best solution that meets
criteria within constraints, it is
often necessary to make trade-
offs. (E, G)
Application: Organisms make
behavioral and physical
adaptations to survive in their
environment. Reproduction is
part of the life cycle that allows
species to survive.
could be compromised by
the environment or human
activity.
4. Create a model habitat that
can be used to simulate
extreme weather and
natural disasters. Predict
and observe the impact
these extreme conditions
might have on animals and
plants.
5. Brainstorm ways humans
can better support animal
and plant life survival.
81
GRADE 2
UNIT V: Push and Pull STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 6 weeks
How does something move?
What causes an object to move in a certain direction?
What can help move objects that are difficult to move?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
1. Gravity is the force that
causes all objects to be
pulled towards the center of
the Earth; it is a force of
attraction between any two
objects.
2. A position of an object can
be understood by relating it
to the location of another
object.
3. Pushing or pulling an object
can create motion and
change the location of an
object.
4. When an object comes in
contact with another object,
there is unbalance caused
by magnetism or friction.
5. Magnetism can cause
objects to come closer
together or repel from one
another.
In the world, there are some
things humans cannot see, but
we know still exist (e.g.
friction, magnetism, energy,
etc.). Science education should
help students experience the
awe and wonder of our God
who created all things—even
those things unable to be seen
by the human eye.
Equilibrium and Stability: Equilibrium is a state of
stability due either to a lack of
changes (static equilibrium) or
a balance between opposing
forces (dynamic equilibrium).
(A-D)
Application: The relative
position of objects in the world
can be observed and described.
Exploring the observable
effects of gravity and
magnetism illuminates the
reason for the direction of an
object’s motion.
Connections: The knowledge
and skills of mathematics,
science and technology are
used together to make informed
decisions and solve problems,
especially those relating to
issues of
science/technology/society,
consumer decision making,
design, and inquiry into
1. Observe through labs to
predict what will happen to
certain objects (e.g. a
change of direction, no
motion, etc.) when pushed
and pulled. Record and
chart responses.
2. Observe and record how
wind is a force we cannot
see.
3. Discuss wind as a force that
causes an imbalance
between humans and the
air. Wind slows us down
and can also change our
speed, location, etc. by
making us fall.
4. Analyze and evaluate how
magnets have a unique
ability to push or pull
objects.
82
phenomena. (E)
Application: Manipulation and
application of simple tools and
machines demonstrate the
relationships between forces
and motions.
83
Grade 2 Glossary
Adapt: To make suitable to or fit for a specific use or situation
Day: The span of time it takes for the Earth or a celestial body (such as another planet or a moon) to make a single
rotation with respect to a star, measured most accurately from local noon to local noon
Food
Pyramids:
A nutrition guideline with hierarchical separated zones to represent suggested percentages of the daily diet for
different food groups
Friction: The force that opposes motion.
Gravity: The natural force of attraction exerted by a celestial body, such as Earth, upon objects at or near its surface,
tending to draw them toward the center of the body
Healthy diet: A diet that includes all of the key nutritional needs humans have to grow healthy and strong
Life span: The average or maximum length of time an organism, material, or object can be expected to survive or last
Magnetism: The class of phenomena exhibited by a magnetic field
Natural
Disasters: A natural occurrence of the earth's substance that causes widespread destruction and distress
Night: The period of time when the sun is below the horizon
Nutrients: A source of nourishment, especially a nourishing ingredient in a food
Precipitation: Water condensed from atmospheric vapor and falling in various forms (e.g. rain, snow, sleet, mist, etc.)
Revolution: The Earth's path around the Sun, which equals one year
Rotation: The spinning of the Earth on its axis; one complete turn equals one day
Seasons: Summer, Spring, Winter and Fall as defined by the natural movement of the earth
Traits: A genetically determined characteristic or condition; ie. a recessive or dominant trait
Weather: The condition of the outside air at the particular moment
84
Science Curriculum: Grade 3
In Grade 3, students examine the nature of science and how, in various forms, animals and plants adapt to their environments in order to survive. Students study how
energy can take many forms and use simple machines to learn how they make work easier. Properties of matter are explored through the use of various measurement
instruments; students begin to examine how states of matter occur and can be changed.
Unit
The Nature of
Science
Animal and Plant
Adaptations Energy Simple Machines Properties of Matter
Time Frame 1 week 5 weeks 8 weeks 8 weeks 8 weeks
Focus Questions
Why and how is
communication
important in
science?
How do animals and plants
continue to survive?
How do animals and plants
adapt to their environment?
What are the forms of
energy?
What changes occur when
objects interact with
different forms of energy?
How can one form of
energy be transformed into
another form of energy?
What can be learned by
observing the motion of an
object?
How can work be made easier?
How can one observe and
describe properties of matter
using appropriate tools?
What are chemical and
physical changes, including
changes in states of matter?
Common Core ELA &
Literacy Connections:
Reading Standards for
Informational Texts.
STUDENTS WILL:
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject
area.
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
6. Distinguish their own point of view from that of the author of a text.
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text
(e.g., where, when, why, and how key events occur).
8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence).
9. Compare and contrast the most important points and key details presented in two texts on the same topic.
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at
the high end of the grades 2–3 text complexity band independently and proficiently.
85
Common Core ELA &
Literacy Connections:
Writing Standards
STUDENTS WILL:
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of
characters to situations.
c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
86
Inquiry and Process Skills Based on All Standards
Effective science education involves process as well as content. A great science teacher fosters student development of science
process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they
have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate
important issues in the world around them. The below represents a developmentally appropriate continuum of process skill
acquisition:
Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK
to K 1 2 3 4 5 6 7 8
Interdisciplinary Skills: to be able to identify those areas of science which are
interrelated to other disciplines such as math, English, and social studies
I R R R M M+ M+ M+ M+
Observing: ability to identify properties, structures, etc. through use of all the senses
I R R M M+ M+ M+ M+ M+
Identifying: ability to describe the characteristics of objects or events
I R R R M M+ M+ M+
Classifying: ability to group, match, compare by commonality
I R R M M+ M+ M+ M+ M+
Questioning: ability to ask pertinent questions regarding experiences
I R R R M M+ M+ M+
Measuring: ability to find quantitative difference, to estimate, calculate, etc.
I R R R R M M+ M+ M+
Recording: ability to collect, record, and tabulate data meaningfully
I R R R M M+ M+ M+ M+
Predicting: ability to guess outcomes on basis of previous experiences
I I R R M M+ M+ M+ M+
Formulating Models: ability to represent cognitive data graphically
I I R M M+ M+ M+ M+ M+
Formulating a Hypothesis: to predict and generalize from experiences/data; to make
educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+
Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)
I I R R R R M M+ M+
Inferring: ability to make conclusions referring to causes, effects, etc.
I I R R R M M+ M+ M+
Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+
Experimenting : to try something out to see whether or not it works
I I R R R M M+ M+ M+
87
Designing Investigations: ability to control variables, record and interpret data,
summarize data, graph I R R M
Manipulating Variables: to identify and selectively change experimental conditions such
as time, intervals, temperature distance
I I R R M M+
Handling Equipment: to know the purpose for and manner of using lab resources and
equipment for the purpose of experimentation I I R R R M M+ M+ M+
Using Space-Time Relationships: ability to consider position and motions from vantage
points other then the child’s own I I R R R M M+ M+
Communication: ability to verbally relate experiences, information and procedures with
clarity I R R R M M+ M+ M+ M+
Recognizing Problem Areas: ability to be aware of areas where alternative solutions are
possibilities I I R R R M M+ M+
Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+
88
Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge and
skills (provide key student outcomes and forms of assessment you will use).
Activities/Investigations (Labs)/Demonstrations: List
activities/investigations (labs) and demonstrations relating to the unit
topic, content and skills.
Unit Topic: The unit title
goes here.
Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers of
the unit focus questions.
Diverse Resources: List videos, music, websites, level readers,
textbook pages and/or field trips that enhance the unit content.
Cross-Curricular Connections: List specific ways the unit content
connects to other subjects.
Key Terms: List any vocabulary or key phrases to be taught and
added to the Word Wall.
Unit Resource Planner Grade _____________________
89
Assessing Student Understanding:
1. Student Labs (Tables and Graphs)
2. Students select an animal and choose a new habitat to which they think the animal could possibly adapt. Ask them to describe in
words why they think the animal might realistically survive, and to draw a picture to illustrate what they've imagined. In their
new habitat drawings, they should include their food and shelter.
3. Observation logs of germinating seeds
Activities/Investigations (Labs)/Demonstrations:
Students observe, record, and describe properties of
germinating seeds
Daily observational follow-up to sprouting radish seeds
LABS: What Do Plants Need to Grow? ; Why Are Feathers
Special? ; How is Color Used By Living Things; Can You
Design a Better Bird?
Unit Topic: Animal and
Plant Adaptation
Unit Objective:
How do animals and plants continue to survive? How do animals and plants adapt to their environment?
Diverse Resources:
From Acorn to Oak Tree by Jan Kottke; From Seed to Plant
by Gail Gibbons; How the Fawn Got its Spots by M. Caduto,
M. & J. Bruchac.
Science and Children Magazine April/May 2010
Library trade books about different animals
http://pbskids.org/krattscreatures/flash.shtml (Cratts’
Creatures)
Cross-Curricular Connections:
Students compare and contrast human and animal adaptations
Students organize the events of a plant growing from a seed to
full bloom
Key Terms:
predator prey perspiration breathing rate
salivating characteristics camouflage hibernating
migrating
Unit Resource Planner Grade ________3_____________
90
GRADE 3
UNIT I: The Nature of Science* STANDARD(S): 1, 4, 6
FOCUS QUESTION: TIME FRAME FOR UNIT: 1 week
Why and how is communication important in science?
CONTENT* CATHOLIC
CONNECTIONS
CONCEPTS SKILLS*
A. Science is an adventure that people
everywhere take part in, and have
been doing for centuries.
B. Clear communication is an essential
part of doing science.
C. Doing science engages men and
women of all ages and backgrounds
and in different types of work.
D. Stories about people making
discoveries and inventions show how
strong some people’s convictions
about the world can be and shared
with the world.
E. When students observe differences in
the way things behave or get different
results, they should try to find out
why.
F. It is not always easy to tell why
results of similar science
1. Students are introduced to
career information and
opportunities with science.
2. The diversity in the science
community should be
emphasized
3. Students have frequent
opportunities to observe
demonstrations and engage in
hands-on activities, as well as
reading about scientists and
their work.
4. Observations and measurements
should be made more carefully
at this age and with greater
accuracy.
5. Students use and record data in
logs and journals, and
communicate their findings in
Opportunity for teacher input
and notations
91
investigations turn out differently.
G. Science investigations may take
many different forms, including
observing, collecting, and doing
experiments.
H. Investigations can focus on physical,
biological and social questions.
I. Results of investigations are not
always the same, but if the
differences are large, it is important
to learn why.
J. Sometimes scientists have different
explanations for why something
happens which usually leads to their
making more observations to resolve
the differences.
K. Scientists only pay attention to claims
when they are backed by evidence
and a logical argument.
graphs and charts.
6. Investigations are followed up
with oral presentations which
emphasize clear
communication.
7. Students are encouraged ―to
check what they see against
what they think‖
* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document Benchmarks
for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals identified in a
chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know and do by the end
of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for the first three
grade bands: K to 2; 3 to 5; 6 to 8.
92
GRADE 3
UNIT II: Animal and Plant Adaptation STANDARDS: 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 5 weeks
How do animals and plants continue to survive?
How do animals and plants adapt to their environment?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Plants respond to
changes in their
environment.
B. All animals depend on
plants. Some animals
(predators) eat other
animals (prey).
C. Animals respond to
change in their
environment (e.g.
perspiration, heart rate,
breathing rate, eye
blinking, shivering, and
salivating).
D. Senses can provide
essential information
(e.g., regarding danger,
food, mates, etc.) to
animals about their
environment.
E. Some animals, including
humans, move from
Creation is a sign of God’s
glory.
―He hath made everything
beautiful in His time.‖
Ecclesiastes 3:11
God has made humankind
a vast world of animals and
plants to maintain the
proper balance in nature.
God planned our world so
that we gather whatever we
have planted. ―What so
ever a man soeth that he
also shall reap.‖ Our lives
are like seeds. If we do
good things, we will gather
rewards for eternity.
Water is a basic need of all
living things. ―Jesus gives
us living water.‖ John 4:5-
42
Jesus tells the Samaritan
Systems Thinking: Through
systems thinking, people can
recognize commonalities that exist
among all systems and how parts of
a system interrelate and combine to
perform specific functions.(A, B, C)
Application: Almost all kinds of
animals’ food can be traced back to
plants.
Optimization: In order to arrive at
the best solution that meets the
criteria within constraints, it is often
necessary to make trade-offs. (D, E,
F, G, H, I)
Application: For any particular
environment, some kinds of plants
and animals survive well, some
survive less well, and some cannot
survive well at all.
1. Observe and measure how
the quantities and qualities
of nutrients, light, and
water in the environment
affect plant growth.
2. Observe and describe how
environmental conditions
determine how well plants
survive and grow in a
particular environment.
3. Explain why the number of
seeds a plant produces
depends on variables such
as light, water, nutrients,
and pollination.
4. Observe and discuss how
bees pollinate flowers.
5. Observe, describe and
record properties of
germinating seeds.
6. Observe and describe how
93
place to place to meet
their needs.
F. Some animal
characteristics are
influenced by changing
environmental conditions
including: fat storage in
winter, coat thickness in
winter, camouflage,
shedding of fur.
G. Some animal behaviors
are influenced by
environmental
conditions. These
behaviors may include:
nest building,
hibernating, hunting,
migrating, and
communicating.
H. The health, growth, and
development of
organisms are affected by
environmental conditions
such as the availability of
food, air, water, space,
shelter, heat, and
sunlight.
I. When the environment
changes, some plants and
animals survive and
reproduce and others die
or move to new
locations.
woman about the water of
baptism, which brings
eternal life to the baptized.
Encourage children to
conserve water. Water is
not an unlimited resource.
all living and nonliving
things affect the life of a
particular animal
including: other animals,
plants, weather and
climate.
7. Hypothesize about how an
animal might adapt to prey
or environment threatening
its survival (e.g. faster
heart rate, shivering, etc.)
8. Observe and record how
animals of the same kind
differ in some of their
characteristics and discuss
possible advantages and
disadvantages of this
variation.
9. Observe and discuss how
behaviors and body
structures help animals
survive in a particular
habitat.
10. Explain and discuss how
humans and other animals
can adapt their behavior to
live in changing habitats.
94
GRADE 3
UNIT III: Energy STANDARDS: 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 8 weeks
What are the forms of energy?
What changes occur when objects interact with different forms of energy?
How can one form of energy be transformed into another form of energy?
CONTENT
CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Heat and cold affect
materials differently.
B. Insulation can affect
how energy is conserved.
C. Heat is a byproduct of
rubbing, burning, or by
combining chemicals.
D. Changes occur faster
under hotter conditions.
E. Some materials are
transparent.
F. Light colors reflect and
dark colors absorb light.
G. A prism breaks light into
the visible colors of the
spectrum.
H. Sound energy is created
from vibrations.
When we love as Jesus
taught us, God’s kingdom
becomes more visible in
our world.
Use the following
scriptural images to better
understand notions of
science: Jesus as Light
(John 8:12) and Jesus as
Salt of the Earth (Matthew
5:13-16).
Equilibrium and Stability: Equilibrium is a state of stability due
either to a lack of changes (static
equilibrium) or a balance between
opposing forces (dynamic
equilibrium). (A, C, I, J).
Application: Rubbing, burning or
combining chemicals make heat.
Patterns of change: Identifying
patterns of change is necessary for
asking predictions about future
behavior and conditions. (B, D, I, J)
Application: The application of
tools, machines, and appliances
results in new technologies.
Models: Models are simplified
representations of objects,
structures, or systems, used in
analysis, explanation, or design.
(E, F, G, H)
Application: Energy and matter
interact; some matter transfers
1. Design an experiment to
see whether paper or a
cotton ball is the better
insulator.
2. Experiment with rubbing,
burning, and combining
materials to release heat.
3. Observe a light source at
varying distances and
angles. Make observations
and record findings;
discuss.
4. Observe, identify and
communicate what
happens when light goes
through one prism.
5. Experiment with a ―wind
tube‖ to see how many
different notes it can
produce. By varying the
speed at which the children
95
I. Energy can be
transformed into another
form though the uses of
tools, machines, and
appliances.
J. The release of heat
accompanies many other
energy conversions.
energy better than others. spin the tubs.
6. Discuss ways to save
energy.
96
GRADE 3
UNIT IV: Simple Machines STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 8 weeks
What can be learned by observing the motion of an object?
How can work be made easier?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Force is any influence
that causes a free body to
undergo a change in
speed, direction or shape.
B. Motion is a change in
position of an object with
respect to time.
C. The position or direction
of motion of an object
can be changed by
pushing or pulling.
D. Mechanical energy may
cause change in motion
through the application
of force or the use of
simple machines.
E. The amount of change in
the motion of an object is
affected by friction.
F. Force is also described as
a push or pull on an
Have students read and
reflect on Galatians 6:2 and
the ways in which humans
can work together, like
simple machines, to help
one another and to make
life easier for one another.
Patterns of Change: Identifying
patterns of change are necessary for
making predictions about future
behavior and conditions. (A-D)
Application: Observation of the
motion of objects provides
information about the forces
impacting it; the greater the force is,
the greater the change in motion.
Magnitude and Scale: The grouping
of magnitudes of size, time,
frequency, and pressures or other
units of measurements into a series
of relative order provides a useful
way to deal with the immense range
and changes in scale that affect
human behavior and design. (E, F)
Application: How fast things move
differs greatly.
Models: Models are simplified
representations of objects,
structures, or systems, used in
analysis, explanation, or design. (G-
I)
1. Create an experience that
allows the students to
demonstrate that the
heavier the object the
harder it is to move.
2. Investigate and predict how
certain properties affect the
movement of an object.
3. Predict the direction certain
objects will go in based on
variables such as: weight,
size, forces present, etc.
4. Analyze data on graphs
representing the speeds of
objects over a specific
distance for a specific time.
5. Examine what specific
machines have to do with
certain kinds of work.
6. Examine how simple
machines have helped to
97
object such as gravity.
G. A simple machine is a
device for overcoming
resistance at one point by
applying force at some
other point.
H. There are advantages and
disadvantages of a
performance or task with
or without the help of a
machine.
I. A simple machine has
few or no moving parts.
These machines use
energy to work: lever,
inclined plane, wheel and
axle, screw, wedge, and
pulley.
Application: Simple machines can
minimize the amount of work
necessary to move the object.
improve quality of life.
7. Practice work with and
without the use of simple
machines.
98
GRADE 3
UNIT V: Matter STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 8 weeks
How can one observe and describe properties of matter using appropriate tools?
What are chemical and physical changes, including changes in states of matter?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Matter is anything that
has mass and occupies
space, and cannot be
created or destroyed.
B. Physical properties of
an object can be used to
describe it.
C. Properties can be
observed and measured
with tools such as
magnifying glasses,
rulers, balances, and
scales.
D. Salt, powder, and crystals
are substances that can be
examined with a
magnifying glass.
E. Masses of objects can be
estimated; actual mass
can be measured by using
a balance.
Reflect on the parable of
the Mustard Seed
(Matthew 13: 31-32) and
the miracle story of the
Fish and Loaves (Mark 6:
30-44) to learn about
changes in matter.
Discuss the notion of holy
water and the power of
blessing to transform
matter to give it spiritual
meaning.
Use various notions of
science (e.g., air, wind,
etc.) to discuss how God is
something we may not see,
but know exists
nonetheless.
Analysis, Inquiry and Design:
Mathematical analysis and scientific
inquiry are used to pose questions,
seek answers and develop solutions.
(B, C, D, E, F, G, H, M)
Application: Scientists use the
Scientific Method to make
predictions.
Equilibrium and Stability: Equilibrium is a state of stability due
either to a lack of changes (static
equilibrium) or a balance between
opposing forces (dynamic
equilibrium). (B, E, F, H, M)
Application: How materials are
mixed together results in a new
material that is different from the
originals.
Magnitude and Scale: The
groupings of magnitude of size,
time, frequency, and pressures or
other units of measurement into a
series of relative order provides a
useful way to deal with the immense
range and changes in scale that
1. Experiment with ways of
preventing a nail from
rusting when exposed to
air.
2. Investigate what is in a
fruit. Find the mass of
pieces of fruit (e.g.
pineapple). Put the fruit in
the sun all day. Why has
the mass changed?
3. Measure and classify 3-5
common classroom objects
according to a system.
Explain why the chosen
system makes the most
sense.
4. Practice using a scale to
record the mass of various
classroom objects (ask the
students to predict which
ones will have the greatest
mass prior to the
measurement).
99
F. There is a difference
between mass and
weight.
G. The volume of various
liquids can be measured
using both metric and
standard units of
measure.
H. Some objects are
attracted by a magnet.
I. There are differences
between conductors and
insulators.
J. There are differences
between the states of
matter, solids, liquids,
and gases.
K. Physical changes can be
observed.
affect behavior and design of
systems. (H, L, M)
Application: The properties of an
object can be sorted and
differentiated by their state, physical
properties and according to various
measures (e.g. volume and mass).
5. Using various designs,
construct aluminum boats.
Test to see which model
will hold more paper clips
before sinking.
6. Use evaporation to
demonstrate that water can
change from a liquid to a
gas; condensation can also
be observed.
7. Predict which will melt
faster: an ice cube on a
plate on a table or an ice
cube on a plate under a
lamp? Why?
100
Grade 3 Glossary
Absorb: To take (something) in through or as through pores
Actual Mass: A unified body of matter with no specific shape
Balance: A weighing device, especially one consisting of a rigid beam horizontally suspended by a low-
friction support at its center, with identical weighing pans hung at either end, one of which
holds an unknown weight while the effective weight in the other is increased by known
amounts until the beam is level and motionless
Camouflage: A method of hiding that allows an otherwise visible organism or object to remain unnoticed, by
blending with its environment
Characteristics: A defining feature that helps to distinguish a person or thing
Condensation: The process by which a gas or vapor changes to a liquid
Conductor: A substance or medium that conducts heat, light, sound, or especially an electric charge easily
Evaporation: A phase change from liquid to gas when the sun heats water and turns it into vapor or steam
Force: Any influence that causes a free body to undergo a change in speed, a change in direction, or a
change in shape
Friction: The force resisting the relative motion of solid surfaces, fluid layers, and/or material elements
sliding against each other
Gases: The state of matter distinguished from the solid and liquid states by relatively low density and
viscosity, relatively great expansion and contraction with changes in pressure and temperature,
the ability to diffuse readily, and the spontaneous tendency to become distributed uniformly
throughout any container
Hail: Something that falls with the force and quantity of a shower of ice and hard snow
Heart Rate: The number of heartbeats per unit of time, usually expressed as beats per minute
Heat: The transfer of energy between physical entities
Hibernating: To pass the winter in a dormant or torpid state; to be in an inactive or dormant state or period
Insulation: A material or substance used in insulating
Insulator: A material that does not let heat and electricity go through it easily.
Liquids: The state of matter in which a substance exhibits a characteristic readiness to flow, little or no
tendency to disperse, and relatively high incompressibility
Magnet: An object that is surrounded by a magnetic field and that has the property, either natural or
induced, of attracting iron or steel
Magnifying
Glasses:
A lens or combination of lenses that enlarges the image of an object
101
Masses: A grouping of individual parts or elements that compose a unified body of unspecified size or
quantity
Matter: Something that occupies space and can be perceived by one or more senses
Mechanical
Energy:
Is a change in position of an on object with respect to time
Migrating: To change location periodically, especially by moving seasonally from one region to another
Motion: An influence that causes a free body to move in any direction
Perspiration: The fluid, consisting of water with small amounts of urea and salts, that is excreted through the
pores of the skin by the sweat glands
Physical Changes:
To give a completely different form or appearance to
Physical
Properties:
Anything that has mass and occupied space cannot be created or destroy
Precipitation: Water condensed from atmospheric vapor and falling in various forms (e.g. rain, snow, sleet,
mist, etc.)
Predators: An organism that lives by preying on other organisms
Prey: An animal hunted or caught for food
Prism: A solid figure whose bases or ends have the same size and shape and are parallel to one another,
and each of whose sides is a parallelogram
Properties: A characteristic trait or peculiarity, especially one serving to define or describe its possessor
Reflect: To give back or show an image of (an object); mirror
Rulers: A straightedge strip, as of wood or metal, for drawing straight lines and measuring lengths
Salivation: The act or process of secreting saliva
Scales: A system of ordered marks at fixed intervals used as a reference standard in measurement: a
ruler with scales in inches and centimeters
Simple Machine:
A simple device, such as a lever, pulley, or inclined plane; a machine without moving parts
Sleet: A mixture of rain and snow or hail
Solid: Of definite shape and volume; not liquid or gaseous
Sound Energy: A type of energy made by vibrations
State of Matter: A condition or mode of being, as with regard to circumstances
Temperature: The degree of hotness or coldness of a body or environment
Transparent: Having the property of transmitting light without appreciable scattering so that bodies lying beyond are
seen clearly
102
Volume: The amount of space occupied by a three-dimensional object or region of space, expressed in
cubic units
Weight: A measure of the heaviness of an object
103
Science Curriculum: Grade 4
In an effort to better understand the nature of science through the natural events happening all around them, in Grade 4 students examine the air, water and land systems of
our Earth. Properties of water are considered in light of changes, both natural and unnatural. Students evaluate electricity and magnetism using and expanding upon prior
knowledge related to energy they gained in Grade 3. The year concludes with a deeper analysis of the interdependence animals and plants have on their surrounding
environments.
Unit The Nature of
Science
Interactions of Air,
Water, and Land Properties of Water Magnetism and Electricity
Animals, Plants, and The
Environment
Time Frame 1 week 5 weeks 6 weeks 8 weeks 10 weeks
Focus Questions
Why and how is
communication
important in
science?
How do natural events
affect our world?
What are the properties of
water?
How do the properties of water
change as it changes from solid
to liquid to gas?
What are the natural processes
that recycle water?
What are the properties of
electricity and magnetism?
How do plants and animals depend
on each other and their physical
environment?
Common Core ELA &
Literacy Connections:
Informational Texts
STUDENTS WILL:
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based
on specific information in the text.
4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject
area.
5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the
information provided.
7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it
appears.
8. Explain how an author uses reasons and evidence to support particular points in a text.
9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the
grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
104
Common Core ELA &
Literacy Connections:
Writing Standards
STUDENTS WILL:
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to
support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
105
Inquiry and Process Skills Based on All Standards
Effective science education involves process as well as content. A great science teacher fosters student development of science
process skills within the context of the science concepts and experiences of inquiry. Students learn most effectively when they
have a central role in the discovery process. The acquisition and application of these process skills allows students to investigate
important issues in the world around them. The below represents a developmentally appropriate continuum of process skill
acquisition:
Introduce ( I ), Reinforce ( R ) , Master ( M ), Maintain Mastery (M+) PreK
to K 1 2 3 4 5 6 7 8
Interdisciplinary Skills: to be able to identify those areas of science which are
interrelated to other disciplines such as math, English, and social studies
I R R R M M+ M+ M+ M+
Observing: ability to identify properties, structures, etc. through use of all the senses
I R R M M+ M+ M+ M+ M+
Identifying: ability to describe the characteristics of objects or events
I R R R M M+ M+ M+
Classifying: ability to group, match, compare by commonality
I R R M M+ M+ M+ M+ M+
Questioning: ability to ask pertinent questions regarding experiences
I R R R M M+ M+ M+
Measuring: ability to find quantitative difference, to estimate, calculate, etc.
I R R R R M M+ M+ M+
Recording: ability to collect, record, and tabulate data meaningfully
I R R R M M+ M+ M+ M+
Predicting: ability to guess outcomes on basis of previous experiences
I I R R M M+ M+ M+ M+
Formulating Models: ability to represent cognitive data graphically
I I R M M+ M+ M+ M+ M+
Formulating a Hypothesis: to predict and generalize from experiences/data; to make
educated assumption as to the possible outcomes of an experiment. I I R R R R M M+ M+
Interpreting: ability to analyze data validly (similarities, dissimilarities, cause/effect)
I I R R R R M M+ M+
Inferring: ability to make conclusions referring to causes, effects, etc.
I I R R R M M+ M+ M+
Generalizing: ability to sum up experiences into some kind of conclusion I I R R M M+
Experimenting : to try something out to see whether or not it works I I R R R M M+ M+ M+
106
Designing Investigations: ability to control variables, record and interpret data,
summarize data, graph I R R M
Manipulating Variables: to identify and selectively change experimental conditions such
as time, intervals, temperature distance
I I R R M M+
Handling Equipment: to know the purpose for and manner of using lab resources and
equipment for the purpose of experimentation I I R R R M M+ M+ M+
Using Space-Time Relationships: ability to consider position and motions from vantage
points other then the child’s own I I R R R M M+ M+
Communication: ability to verbally relate experiences, information and procedures with
clarity I R R R M M+ M+ M+ M+
Recognizing Problem Areas: ability to be aware of areas where alternative solutions are
possibilities I I R R R M M+ M+
Researching: ability to seek additional information, sources conditions, personnel, events I I R R R M M+ M+
107
Assessing Student Understanding: Name how you will measure student learning to ensure you successfully taught the unit content knowledge and
skills (provide key student outcomes and forms of assessment you will use).
Activities/Investigations (Labs)/Demonstrations: List
activities/investigations (labs) and demonstrations relating to the unit
topic, content and skills.
Unit Topic: The unit title
goes here.
Unit Objective: The objective is the main goal(s) of the unit. Note: The unit objective(s) should relate directly to the answers of
the unit focus questions.
Diverse Resources: List videos, music, websites, level readers,
textbook pages and/or field trips that enhance the unit content.
Cross-Curricular Connections: List specific ways the unit content
connects to other subjects.
Key Terms: List any vocabulary or key phrases to be taught and
added to the Word Wall.
Unit Resource Planner Grade _____________________
108
Assessing Student Understanding:
1. Students create their own animation of water cycle using KidPix Studio
2. Student teams develop and publish a newspaper on the water-cycle, with conceptual understanding shown in the articles. The product
will be created using either desktop publishing or hand written processes.
3. Evaluate student notebook entries related to cloud formation demonstration
4. After reading Follow a Raindrop, students and teacher create a diagram of the water cycle and label it accordingly. The lesson also
includes a think pair share activity where the students discuss what would happen if the water cycle stopped. The assessment for this
lesson involves the students creating their own water cycle diagrams and labeling them appropriately.
5. Labs
Activities/Investigations (Labs)/Demonstrations:
Labs: Water Splat! Observe demonstration on cloud formation
Build model of water cycle
Measure and compare mass and liquid volumes of water
Observe, record and graph rate of water movement through
different soils
Construct waterwheel
Unit Topic:
Properties of Water
Unit Objective: What are the properties of water? How do the properties of water change as it changes
from solid to liquid to gas? What are the natural processes that recycle water?
: Diverse Resources:
SMARTBOARD LESSON PLAN:
http://education.smarttech.com/ste/en-
US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/C
anada/Elementary/Science/Water+Cycle.htm
BOOKS: Cole, J. (1988). Magic School Bus at the
Waterworks. New York: Scholastic Press. ; Richardson, J.
(1992). The Water Cycle. New York: Watts
• www.WeatherWizKids.com ;
www.TheWeatherChannelKids.com
Cross-Curricular Connections:
Read Follow a Raindrop. Follow up with classroom discussion.
students creating their own water cycle diagrams and labeling
them appropriately.
Key Terms: precipitation evaporation condensation
Properties sleet hail fog rain gauge runoff
water vapor groundwater
Unit Resource Planner Grade ________4_____________
109
GRADE 4
UNIT I: The Nature of Science* STANDARD(S): 1, 4, 6
FOCUS QUESTION: TIME FRAME FOR UNIT: 1 week
Why and how is communication important in science?
CONTENT* CATHOLIC
CONNECTIONS
CONCEPTS SKILLS*
A. Science is an adventure that people
everywhere take part in, and have been
doing for centuries.
B. Clear communication is an essential
part of doing science.
C. Doing science engages men and
women of all ages and backgrounds
and in different types of work.
D. Stories about people making
discoveries and inventions show how
strong some people’s convictions about
the world can be and shared with the
world.
E. When students observe differences in
the way things behave or get different
results, they should try to find out why.
F. It is not always easy to tell why results
of similar science investigations turn
1. Students are introduced to career
information and opportunities with
science.
2. The diversity in the science
community should be emphasized
3. Students have frequent
opportunities to observe
demonstrations and engage in
hands-on activities, as well as
reading about scientists and their
work.
4. Observations and measurements
should be made more carefully at
this age and with greater accuracy.
5. Students use and record data in
logs and journals, and
communicate their findings in
graphs and charts.
Opportunity for teacher input
and notations
110
out differently.
G. Science investigations may take many
different norms, including observing,
collecting, and doing experiments.
H. Investigations can focus on physical,
biological and social questions.
I. Results of investigations are not always
the same, but if the differences are
large, it is important to learn why.
J. Sometimes scientists have different
explanations for why something
happens which usually leads to their
making more observations to resolve
the differences.
K. Scientists only pay attention to claims
when they are backed by evidence and
a logical argument.
6. Investigations are followed up
with oral presentations which
emphasize clear communication.
7. Students are encouraged ―to check
what they see against what they
think‖
* This section is based on the work of the American Association for the Advancement of Science, Project 2061 document Benchmarks
for Science Literacy (1993). Benchmarks is a compendium of specific science literacy goals, the first set of goals identified in a
chapter entitled The Nature of Science. The benchmarks were presented as statements of what students should know and do by the end
of grades 2, 5, 8 and 12. The content and skills presented here have been taken and adapted from this document for the first three
grade bands: K to 2; 3 to 5; 6 to 8.
111
GRADE 4
UNIT II: Interactions of Air, Water and Land STANDARD(S): 1, 4, 6
FOCUS QUESTION: TIME FRAME FOR UNIT: 5 weeks
How do natural events affect our world?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Weather involves
interaction among air,
water, and land.
B. The movement of air is
felt as wind.
C. Wind speed and direction
can be measured.
D. Some changes on the
Earth are due to slow
processes (e.g.
weathering) and some are
due to rapid events (e.g.
hurricanes and
tornadoes).
E. A hurricane, tornado,
earthquake, volcanic
eruption, flood, and
severe storms are all
extreme natural events.
F. Erosion results from the
interaction of gravity
The story of creation
emphasizes that from
nothing God made all
things good.
In the story of creation,
God creates the water, air
and land. Discuss how
these three elements work
in harmony and how
humans unsettle that
harmony.
In the book of Exodus,
God controls the seas—the
parting of the Red Sea.
Compare weathering to
human sin; just as the
elements of wind, rain and
extreme natural events
wear away elements of the
earth, sin wears away our
morality and our
relationship with God.
Magnitude and Scale: The
grouping of magnitudes of size,
time, frequency, and pressures or
other units of measurement into a
series of relative order provides a
useful way to deal with the immense
range and the changes in scale that
affect behavior and design of
systems. ( A, D)
Application: The properties of air
can be measured.
Patterns of Change: Identifying
patterns of change is necessary for
making predictions about future
behavior and conditions. (B, C)
Application: On Earth, wind
consists of the bulk movement of air.
Systems Thinking: Through systems
thinking, people can recognize the
commonalities that exist among all
systems and how parts of a system
interrelate and combine to perform
specific functions. (E-I )
Application: Weathering and
1. Observe, gather, organize,
and analyze data about
weather conditions
between two different
geographic locations.
2. Identify agents that wear
away Earth’s surface
features.
3. Explain processes that can
change Earth’s surface
suddenly
4. Compare the causes of a
hurricane and a tornado.
5. Investigate and report on
the negative and positive
impact of extreme natural
events on living things:
earthquakes
volcanic eruptions
hurricanes
tornadoes
floods
112
along with wind, water
and air. It is the transport
of weathered materials.
G. Weathering breaks rocks
into sediments.
H. Deposition is the
depositing of Earth
material (sediments) in a
new location.
I. Extreme natural events
may have positive or
negative impacts on
living things.
erosion slowly chisel, polish, and
buff Earth's rock. This movement
changes the shape of the land.
severe Storms
fires
6. Gather and analyze data to
identify patterns of
occurrence for natural
events (i.e. tornadoes along
Tornado Alley, hurricanes
along the coast, floods in
low-lying areas).
113
GRADE 4
UNIT III: Properties of Water STANDARD(S): 1, 4, 6
FOCUS QUESTIONS: TIME FRAME FOR UNIT: 6 weeks
What are the properties of water?
How do the properties of water change as it changes from solid to liquid to gas?
What are the natural processes that recycle water?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Water can exist in three
states of matter: solid,
liquid or gas.
B. Water has properties that
can be observed through the
senses.
C. Temperature can affect the
state and properties of
water.
D. Precipitation, evaporation and condensation are part
of the water cycle.
E. Precipitation is water
released from clouds in the
form of rain, freezing rain,
sleet, snow, or hail.
F. Liquid water changes to
water vapor in the air
Use the Corporal Works of
Mercy and the Spiritual Works
of Mercy to reflect on how
these can be lived as we
support our brothers and sisters
who fall victim to natural
disasters.
Review the Baptismal call and
they symbol of water for
purification.
Magnitude and Scale: The
grouping of magnitudes of size,
time, frequency, and pressures
or other units of measurement
into a series of relative order
provides a useful way to deal
with the immense range and the
changes in scale that affect
behavior and design of systems.
( C, I, J)
Application: Water can be
measured using temperature,
mass, volume and density
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific functions.
(A, B, K, L)
Application: Water in various
1. Compare and contrast the
three states of water as
solid, liquid and gas.
2. Classify various materials
as solid, liquid and gas and
explain the basis for the
classification.
3. Change water into the
different states of matter
and graph their
observations.
4. Measure liquid volumes in
ounces, quarts, gallons,
liters and milliliters.
5. Compare and communicate
the measured volume of a
liquid using a short beaker
and a thin graduated
cylinder.
114
through the process of
evaporation.
G. Water vapor changes to
liquid water through the
process of condensation.
H. Clouds and fog are
composed of tiny drops of
water.
I. Rainfall can be measured
with a rain gauge that uses
inches or centimeters.
J. Water flows downhill.
K. There is a difference
between runoff and
groundwater.
L. Moving water can transfer
energy to other objects.
states can be found in the air,
on land and in water bodies
Patterns of Change: Identifying patterns of change
is necessary for making
predictions about future
behavior and conditions.
(D-H, L)
Application: The properties of
water can observed, measured
and analyzed.
Optimization: In order to
arrive at the best solution that
meets criteria within
constraints, it is often necessary
to make trade-offs. (K)
Application: Run-off water and
groundwater can affect the
environment either in a positive
or negative way
6. Use a balance to take the
mass of various liquids.
7. Observe the condensation
of water droplets from
water vapor to droplets to
clouds and infer what
variables affect water
condensation.
8. Create and explain a model
of the water cycle.
9. Observe, record and graph
the rates of water
movements in different soil
types.
10. Locate and identify
different types of water
bodies: surface water,
ground water and rivers and
streams.
11. List the major bodies of
water on Earth and describe
the water resources
available for humans to use.
12. Analyze ways that
engineers are working to
maintain and conserve
water sources.
13. Use mathematical problem
solving to calculate the
115
approximate amount of
usable water available on
earth.
14. Research the way in which
water is used to generate
electricity.
15. Describe how a waterwheel
can produce mechanical
and electrical power.
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GRADE 4
UNIT IV: Magnetism and Energy STANDARD(S): 1, 4, 6
FOCUS QUESTION: TIME FRAME FOR UNIT: 8 weeks
What are the properties of electricity and magnetism?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. Energy exists in many
forms: heat, electric, sound,
chemical, and mechanical.
B. Energy can be transferred
and transformed into
another form: mechanical -
heat, chemical - electric,
electric - sound, light -
electric).
C. Energy is conserved when
it changes forms.
D. Some materials transfer
energy (heat and electricity)
better than others.
E. Some materials are better
conductors than others and
reduce heat loss.
F. A circuit includes
conductors, resistors, a
short circuit, and a switch.
Research different saints who
were ―magnets‖ for God by
their good and holy works (i.e.
they brought people closer to
God). Reflect on how one’s life
can be a magnet for God.
Research saints who lived
Jesus’ message in the face of
misunderstanding,
discrimination, injustice and
persecution. Discuss how they
transformed this darkness into
light for God’s kingdom.
Refer to the notion of God as
light for the world; how does
his love warm us?
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific functions.
(A, B, F-I )
Application: Energy forms are
either potential or kinetic.
Potential energy comes in
forms that are stored including
— chemical, gravitational,
mechanical, and nuclear.
Kinetic energy forms are doing
work — like electrical, heat,
light, motion, and sound
Equilibrium and Stability: Equilibrium is a state of
stability due either to a lack of
changes (static equilibrium) or
a balance between opposing
forces (dynamic equilibrium).
(C-E)
Application: One thing that
1. Investigate changes that
occur in objects when they
interact with different forms
of energy.
2. Discuss transformation of
electrical energy into
chemical, mechanical, light
and heat energy
3. Compare how long coffee
remains hot in different
cups such as foam, ceramic,
paper, metal.
4. Observe, identify and report
observations about how
long an ice cube remains
solid in different containers.
5. Test various objects to
classify as conductors or
insulators.
6. Compare how a plastic and
metal spoon conducts heat
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G. In an open circuit some
objects are conductors and
some are insulators.
H. Electricity travels in a
closed circuit.
I. Objects that give off light
often give off heat.
makes electricity useful is that
not all materials conduct
electricity. Materials that do
not conduct electricity are
called insulators.
when placed in a cup of hot
water.
7. Explain the interaction of
electricity and magnetism
to create an electromagnet.
8. Compare safety precautions
related to various forms of
energy.
9. Synthesize information to
determine necessary action
to reduce noise and
chemical hazards.
10. Research fire safety
precautions for home,
school, and in other public
places.
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GRADE 4
UNIT V: Plants and Animals and their Environment STANDARD(S): 1, 4, 6
FOCUS QUESTION: TIME FRAME FOR UNIT: 10 weeks
How do plants and animals depend on each other and their physical environment?
CONTENT CATHOLIC
CONNECTIONS
CONCEPTS SKILLS
A. The components of an
ecosystem are interrelated.
B. The Sun is the source of the
energy flow through an
ecosystem.
C. Plants and animals (and
other organisms) are
dependent on one another
in a food chain.
D. Green plants and
autotrophs are producers in
a food chain because they
provide the basic food
supply for themselves and
animals.
E. Animals depend on plants
or other animals for food
and are called consumers.
F. Some animals (predators)
eat other animals (prey).
G. Animals that eat plants for
The story of creation, which
emphasizes that from nothing
God made all things good,
reveals God’s goodness and the
formation of a single web of
life.
Compare the Eucharist to the
Sun in its essential nature for
life.
Examine the food chain and the
complexity of it; see how God
created humankind to need one
another—to be in community.
Systems Thinking: Through
systems thinking, people can
recognize the commonalities
that exist among all systems
and how parts of a system
interrelate and combine to
perform specific functions.
(A-H, L, M)
Application: Plants and
animals are connected in many
ways to help them all survive.
Food webs follow just one path
of energy as animals find food.
Application: The Sun is the
primary source of energy in all
food chains.
Equilibrium and Stability: Equilibrium is a state of
stability due either to a lack of
changes (static equilibrium) or
a balance between opposing
forces (dynamic equilibrium).
(I)
Application: Change in an
organism’s lifestyle can be
caused by either physical need
1. Investigate and graph
results of scarcity of food in
a habitat and its effect on an
animal population.
2. Identify ways of preserving
foods.
3. Identify microbes that
decompose food.
4. Describe how plants and
animals depend on each
other and their
environment.
5. Draw and explain both a
food chain and a food web
6. Given a food chain, make a
generalization about
potential outcomes if one or
more species population
experiences a significant
change (increase/decrease)
7. Demonstrate how changes
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food may in turn become
food for other animals.
H. Decomposers play a vital
role in recycling nutrients.
I. The behavior of individual
organisms is influenced by
internal cues (such as
hunger) and external cues
(such as a change in the
environment).
J. When the environment
changes, some plants and
animals survive and
reproduce, others die or
move to a new
environment.
K. Plants manufacture food by
utilizing carbon dioxide
(from air), water and energy
from the Sun.
L. The Sun’s energy (solar
energy) is transferred on
Earth from plants to
animals through the food
chain.
M. Solar energy from the Sun
powers the water cycle.
or environmental changes.
Patterns of Change: Identifying patterns of change
is necessary for making
predictions about future
behavior and conditions. (J, K)
Application: Changes in the
environment both natural and
manmade can cause changes in
the way plants and animals
survive.
in environment (natural or
manmade) can affect the
environment.
8. Research and explain how
certain species became
extinct.
9. Identify populations within
a community in competition
for the same resources.
10. Describe how the health,
growth, and development of
other organisms are
affected by environmental
conditions, such as food,
water, and habitats.
11. Observe that when the
environment changes, some
plants and animals survive
and reproduce, while others
die or move to new
locations.
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Grade 4 Glossary
Circuit: A closed, usually circular line that goes around an object or area
Closed Circuit: An electric circuit providing an uninterrupted, endless path for the flow of current
Conductors: A substance or medium that conducts heat, light, sound, or especially an electric charge
Consumers: Organisms whose basic food supply comes from themselves and animals
Decomposers: An organism, often a bacterium or fungus, that feeds on and breaks down dead plant or animal
matter, thus making organic nutrients available to the ecosystem
Deposition: The accumulation or laying down of matter by a natural process, as the laying down of sediments
in a river (or the accumulation of mineral deposits in a bodily organ)
Ecosystem: An ecological community together with its environment, functioning as a unit
Energy: Usable heat or power
Erosion: The group of natural processes, including weathering, dissolution, abrasion, corrosion, and
transportation, by which material is worn away from the earth's surface
Eruption: The release of gas, ash, molten materials, or hot water into the atmosphere or onto the Earth's
surface from a volcano or other opening in the Earth's surface
Food Chain: Is the source of the energy flow through an ecosystem
Green Plants: Green plants include all organisms commonly known as green algae and land plants, including
liverworts, mosses, ferns and other nonseed plants, and seed plants
Groundwater: Water beneath the earth's surface, often between saturated soil and rock, that supplies wells and
springs
Hurricanes: A severe tropical cyclone originating in the equatorial regions of the Atlantic Ocean or Caribbean
Sea or eastern regions of the Pacific Ocean, traveling north, northwest, or northeast from its point
of origin, and usually involving heavy rains
Open Circuit: A circuit that lacks a complete path between the positive and negative terminals of its power
source
Predators: An organism that lives by preying on other organisms
Prey: An animal hunted or caught for food
Producers: A photosynthetic green plant or chemosynthetic bacterium, constituting the first level in a food
chain (or an autotrophic protest)
Rain Gauge: A device for measuring rainfall
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Resistors: A device used to control current in an electric circuit by providing resistance
Runoff: Rainfall not absorbed by soil
Sediments: Solid fragments of inorganic or organic material that come from the weathering of rock and are
carried and deposited by wind, water, or ice
Short Circuit: A low-resistance connection established by accident or intention between two points in an electric
circuit
Sun: A star that is the basis of the solar system and that sustains life on Earth, being the source of heat
and light
Switch: A device used to break or open an electric circuit or to divert current from one conductor to
another
Tornadoes: A rotating column of air ranging in width from a few yards to more than a mile and whirling at
destructively high speeds, usually accompanied by a funnel-shaped downward extension of a
cumulonimbus cloud
Volcanic: Of, resembling, or caused by a volcano or volcanoes
Water Cycle: The cycle of evaporation and condensation that controls the distribution of the earth's water as it
evaporates from bodies of water, condenses, precipitates, and returns to those bodies of water
Water Vapor: Barely visible or cloudy diffused matter, such as mist, fumes, or smoke, suspended in the air
Weather: The state of the atmosphere at a given time and place, with respect to variables such as
temperature, moisture, wind velocity, and barometric pressure
Weathering: Any of the chemical or mechanical processes by which rocks exposed to the weather undergo
changes in character and break down
Wind: Involves interaction among the air water, and land
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