Kindergarten Science Unit Project Unit 2: Life Sciences Effects of Tap, Purified, and Sea Water on Plants. Teacher Planning Guide

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1 Kindergarten Science Unit Project Unit : Life Sciences Effects of Tap, Purified, and Sea Water on Plants. Teacher Planning Guide The Scientific Method-Flow Map Find a problem and ask a question. Research the problem and find out all you can. Make a hypothesis based on what you know. Conduct the experiment to find out if you are right. Do the experiment several times to collect data and evidence. Organize data into tables and graphs. Form a conclusion and check your hypothesis. Write about what you learned and how it applies to the real world. This template is designed for teachers to use in planning a Science-based unit project. The student template may also be used to further assist the instructor or teach students how to develop a science project of their own. Suggested Pacing weeks Project Idea Students will determine if plants grow better with tap water, purified water, or sea water. Using three plants of the same type, similar level of growth, and cared for under the same conditions i.e. light/environment, feeding, and frequency of watering students will water each plant with either tap, purified or sea water. Students will determine which water type provides optimum plant growth. In completing this project students review and further explore their knowledge about parts of a plant, their functions and what plants need.

2 Driving Question (Problem) State the essential question or problem of the project. Provide a central focus for student inquiry. Make sure that the driving question is authentic, engaging, and requires an application of knowledge. The Effect Question What is the effect of on? The How Does Affect Question The Which/What and Verb Question What is the effect of sunlight on the growth of plants? What is the effect of temperature on the size of a balloon? How does the affect? How does the color of a material affect its absorption of heat? How does humidity affect the growth of fungi? Which/What (verb)? Which paper towel is the most absorbent? Which foods do mealworms prefer? Driving Question: How does the type of water given affect the growth of a plant? Content Standards Key Skills communication and presentation organization and time management research and inquiry self-assessment reflection group participation and collaboration leadership critical thinking KIE4.0 Scientific process is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. KIE4.a Observe common objects using the five senses. KIE4.e Communicate observations orally and through drawings. KLS.c Students know how to identify major structures of common plants and animals e.g., stems, leaves, roots, arms, wings, legs). What key skills will students need to know and learn in order to successfully complete this project? Examples of Thinking Skills Based on Bloom s Taxonomy Remembering Understanding Applying Evaluating Creating list define state repeat duplicate classify describe discuss explain identify locate recognize report select translate paraphrase choose demonstrate dramatize employ illustrate interpret operate sketch solve use schedule appraise compare contrast criticize differentiate discriminate distinguish examine experiment question test assemble construct create design develop formulate write

3 Pre-Requisite Skills What do the students need to be able to know and do? Project Launch Research Students will need to become an expert on their topic by researching as much as possible. What resources are available for students to research the topic? What types of information will they need to find? What questions need to be answered? What experts or persons might students be able to talk to in order to gather the evidence for their topic? Project Launch Hypothesis Students will need to make a prediction to explain what they think will happen if they test their problem. Example Problem Example Hypothesis Which paper towel is more absorbent? I think plant X will grow better using X water. Differentiation What modifications will need to be made to differentiate for students of diverse learning styles and needs?

4 Materials Needed o Variables Controlled Variables (will stay the same) Independent Variables (variable that will change) Responding Variables (the results) Procedure Data Collection List the steps students will take in performing the experiment How will students display the results of their experimental data? Design or include a sample chart, graph, etc.

5 Rubric What type of rubric will be used to judge the project? Example for K- Criteria 1. Display is well organized.. Clearly stated title, purpose, and reasonable hypothesis.. Background information on science topic with at least sources cited. 4. Clearly explained experimental procedures. 5. Measurable data that includes three or more trials. 6. Effective analysis of data clearly stated results (graphs, charts, and tables). 7. In-depth knowledge base of topic with use of related vocabulary at grade level. 8. Well elaborated conclusion based on results. 9. Stated real life connections. 10. Effective closure of presentation. Points Total Rubric Criteria Total Points

6 Additional Products Science Journal Components What additional products may students produce? Examples of Products Visual Construct Oral Multimedia Written model response to sculpture literature diorama report miniature article art gallery museum exhibit mobile chart drawing timeline diagram Thinking Map map comic book cover poster debate panel discussion lesson report play Reader s Theater Press Conference talk show monologue song illustrated book newspaper TV show Powerpoint video poetry photo essay video monologue news report web-page o Cover Page: Name, Grade, Date, Teacher, Title of Project, School o Table of Contents o Driving Question o Hypothesis o Variables o Materials o Procedure o Data and Observations o Results o Conclusion o Bibliography o Acknowledgements Adapted from: Holt, Lora. Elementary Science Fair Planning Guide, 006. Science Fair Projects: An Inquiry-Based Guide. Carson-Dellosa Publishing Company, Inc. Science Fair Project Journal. Prince George s County Public Schools, Maryland.

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