Science Curriculum Unit Planner

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1 Science Curriculum Unit Planner Grade: K Strand: Matter SOL: K.4 The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include a) colors of objects; b) shapes and forms of objects; c) textures and feel of objects; d) relative sizes and weights of objects; and e) relative positions and speed of objects. Time: 2-3 weeks and integrated with Mathematics curriculum 1. Desired Results Enduring Understandings (BIG Ideas) Matter takes up space and has physical properties which include color, shape or form, texture, and size. What is matter? How can we observe matter? How can we measure matter? What are physical properties of matter? How can we describe matter? How can we compare and contrast objects? Understanding the Standard An object may have many properties that can be observed and described. An object can be described readily in terms of color. Visible light waves are the only electromagnetic waves that we can see with the naked eye. We see these waves as the colors of the rainbow. Each color has a different wavelength. Red has the longest wavelength and violet has the shortest wavelength. When all the waves are seen together, they make white light. When white light shines through a prism, the white light is broken apart into colors. Water vapor in the atmosphere can act as a prism and break apart the white light, creating a rainbow. The order of the colors in the visible spectrum is red, orange, yellow, green, blue, and violet. Most scientists no longer include the color indigo, which used to be included between blue and violet. At the kindergarten level, violet is referred to as purple. It is not required at the kindergarten level that students Essential Questions Essential Knowledge, Skills and Processes Students will: Identify and name six basic colors, including red, orange, yellow, green, blue, and purple; and identify and name black and white. Identify and name a circle, triangle, square, and rectangle. Compare and contrast objects that are flexible, stiff, straight, and/or curved. Compare and contrast objects that are rough, smooth, hard, and/or soft. Compare objects using the concepts of heavy/light, long/short, wide/thin, big/little, and large/small. Measure objects, using nonstandard units, and direct comparisons. Identify the position of an object, using position words over/under, in/out, above/below, and left/right. Group objects according to their speed fast or slow.

2 know the term violet. Black and white are not spectral colors, but students should recognize them by name. Black is the total absence of light and is when a material absorbs all the light. White is a reflection of all visible light together. An object can be described in terms of shape, size, and texture. An object can be described according to its position relative to another object and according to its motion. Two different objects can have some of the same physical properties and some different physical properties. Prior Knowledge Pass around objects and have the students describe them. Create a word list to describe objects. KWL Science Vocabulary matter, properties, color words (red, orange, yellow, green, blue, purple), white, black, shapes (circle, triangle, rectangle, square), texture (rough, smooth, hard, soft), stiff, flexible, straight, curved, position (over, under, in, out, above, below, left, right), measurement (heavy, light, long, short, wide, thin, big, little, large, small), speed (slow, fast) 2. Assessment Evidence Throughout the Unit Formative Assessment: Teacher observation /anecdotal records of students engaged in cooperative learning investigations. KWL Science notebook (questions, predictions, observations, summaries, charts, drawings) Conduct simple experiments using appropriate tools Record data on scientific investigations performed Students sort, sequence, classify and group objects based on 1 similar attribute. Summative Assessment: Test/assessment Performance based tasks: Draw shapes or pick correct shape from a mixture of shapes. Groups of students can form various shapes. Measure objects using nonstandard units. Use words to describe physical properties of objects. Sort objects into two groups based on one common attribute. 3. Learning Plan References to Adopted Materials: Harcourt, Kindergarten, Unit E Objects Around Us Lesson 1: What Can We Find Out About Objects?, p. E10-E17 Activity Card 35: Matching Objects Lesson 2: How Can We Sort Objects?, p. E18-E25 Activity Card 36: Sorting Objects Lesson 3: How Can We Describe the Position of Objects?, p. E26-E31 Activity Card 37: Describing Objects Lesson 4: How Can Objects Change?, p. E32 E27 (link with K.5) Activity Card 38: Changing Paper

3 FOSS Fabric (Kinder) Students become familiar with fabric s properties, discover what happens when they are tested, and discover how they interact with other materials, including water. Investigation 1: Fabric All Around Investigation 2: Fabric Interactions (link with K.5) AIMS It Must be a Bird AIMS Fall into Math and Science (K-1) You Drive Me Crackers, p Shape Up! p AIMS Glide into Winter with Math and Science AIMS Under Construction (K-2) Sizing up Bears, p Mitts for Kits, p Fit for a Bear, p Design on the Mind (Poem), p. 118 Suggested Activities: Provide students with a variety of objects such as pattern blocks, colored macaroni, buttons, colored tiles, plastic insects, etc. Have them sort and classify the objects according to color, size, shape, and width and according to whether they are straight or curved. Collect objects such as balls, blocks, marbles, rocks that look the same but are different sizes and weight. Have children hold two objects that look alike and predict what object will be heavy or light. Check with a scale to validate. Discuss reasons why with terms including big/little, large/small and wide/thin. Measure children and sequence from short to tall. Measure arms, legs and compare longer/shorter. Measure other objects in the room. Teacher sorts students into 2 or more groups based on an attribute and students have to guess what each group has in common. Students sort themselves into groups based on the color shirt or shoes they are wearing or based on their hair color or any other common attribute. Each student receives one button. Call on one student to describe their button (color, number of holes, shape, size). Students who have a button with the same description raise their hand. Their partner checks it. Students try to find another student in the class who has a button that is similar to their own. Students orally share how their two buttons are the same and different. Teacher models and then students work with a partner to sort animals based on a single attribute has wings, does not have wings; has fur, has no fur; has 4 legs, does not have 4 legs; etc. After, students use clay to make a model of their favorite animal and then works with the members of their table to classify all the animals into two or more different groups. Students may also use pencils or yarn to measure and compare the length of their animal models and to sequence them from largest to smallest. Integrate positional words into daily language arts and mathematics activities. Review Activities: Bingo with related vocabulary Matching vocabulary words with their definitions and/or pictures Outdoor Connections:

4 Take a walk outside and collect items such as pinecones, twigs, bark etc. Observe the textures and patterns. Outside, close your eyes and listen. Hold up one finger for each sound you hear. What can you tell about each sound? What made it? How far away is it? Draw a picture of what you think you heard. Each student collects an item from the schoolyard to make feely bags out of socks. Students describe and try to guess what they are touching. Determine the wind direction with a wet finger or by facing it and feeling it blow across both ears. Tap different objects with a stick and determine how the pitch changes, e.g. rocks, trees, fence, blacktop, or grass. Does changing the length of the stick change the tone? Use a paper towel to make a focused viewer. Describe what you see. How many colors can you see? How many shades of green? Blindfolded, students use remaining senses to get to know a tree up close. Tree study: bark rubbings, sort leaves by texture and color. Compare leaf shapes with rock shapes (best done in fall). Have a scavenger hunt for various sensory qualities. Obstacle course to learn position words Danger walk Take a walk and point out potentially dangerous items around the school, e.g. poison ivy, thorny bushes, broken glass, etc. Let your nose do the walking: Identify nature smells. What color is spring? Use a color chart to identify. Rainbow chips: Provide each student with a paint chip from various colors. For example, a rainbow broke apart and the colors all fell to earth. Have kids find an object that matches their chips. This can be done with shapes as well. Sunflower game: After learning what a sunflower is, students go outside and with eyes closed find the sun by sensing heat on skin or by brightness. Plant sunflowers. Construct a blind trail along a smooth-surfaced edge of woods without poison ivy. Install posts in ground at about 15 foot intervals and string heavy rope between posts. Students walk with eyes closed (or blindfolded) along the course by feeling the rope. Readily discernable markers are attached to rope at places where there is something of interest for the students to touch, such as tree bark, near the rope. Use a hose to make a rainbow in the sunlight. Each child receives a note card with a shape, color, or texture on it. Go outside to find objects that match or resemble each card. Give each child a leaf to examine. After a close inspection, put all of the leaves in a pile and mix them up. Have the students try to find their leaves. After they have found theirs, ask what made their leaves unique. Make this more challenging by either blindfolding students, or putting the leaves behind their backs and having them examine only through touch. Then they try to find their leaves by sight. In the garden: Plant your garden in shapes. Marigolds in a circle, strawberries in a triangle, etc. how do those strawberries taste? Plant early blooming flowers of different colors. Have a milkweed race. See how long students can keep seed floating by blowing them. Are some better designed for air travel than others? Gather leaves from one tree throughout the school year. Allow students to keep a journal to compare what the leaves look like during the course of the year. 4. Resources Trade books: Web Sites: Science Standards of Learning, Enhanced Scope and Sequence, Grade K (based on 2003 SOL use with caution. New Enhanced Scope/Sequence should be available Fall 2012) Rockingham County PS power points and SmartBoard lessons plus review games: Videos: Discovery Education:

5 Learning about Sorting and Grouping. (Gr. K-2). Run time: 15:00 Animal Colors and Shapes (Gr. K-2) run time: 16:16 All the Colors of the Earth (Gr. K-2) run time: 8:00 Nature s Way: Discovering Natural Colors (Gr. K-2) run time: 7:00 Seahouse: Colors and Patterns (Gr. K-2) run time: 5:00 Field Trips: Other: Project WET: K-12 Curriculum and Activity Guide Project WILD: K-12 Curriculum and Activity Guide Project WILD Aquatic: K-12 Curriculum and Activity Guides Environmental Education Activity Guide: PreK-8, Project Learning Tree Growing Up Wild: Exploring Nature with Young Children (Ages 3-7), Project WILD

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