INSTRUCTIONAL FOCUS DOCUMENT Kindergarten Science
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1 UNIT OVERVIEW This unit bundles student expectations that address space science where students explore the patterns among objects in the sky that include the Sun, Moon, and stars. Additionally, students learn to identify events with repeating patterns, such as day and night. Prior to this unit, students may have already noticed patterns in the sky or changes to the night sky. During this unit, students identify patterns associated with the changes of the appearance of the Moon, Sun, and stars and make illustrations as a way to record these observations. Students use their senses as a tool of observation to identify patterns, including day and night, and they identify day and night as an event with a repeating pattern. Students make predictions based on observable patterns in nature and record this data using pictures and words. In order to introduce the concept of events with repeating patterns, kindergartners make observations on a more formal level. After this unit, students in Grade 1 and beyond will use these patterns to help predict phenomena in the natural world. STAAR Note: Process skills will be imbedded into at least 40% of the STAAR Grade 5 Science assessment. Kindergarten provides the foundation for this proficiency. Although K.8C is not identified as a supporting standard, this student expectation builds the foundation for the content of Supporting Standard 4.8C. According to research: During these years, learning about objects in the sky should be entirely observational and qualitative, for the children are far from ready to understand the magnitudes involved or to make sense out of explanations. The priority is to get the students noticing and describing what the sky looks like to them at different times. They should, for example, observe how the moon appears to change its shape. But it is too soon to name all the moon's phases and much too soon to explain them. American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved from PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS page 1 of 8
2 PERFORMANCE ASSESSMENT(S) Unit 06 PA 01 Sort a selection of picture cards to identify the pattern of day and night. Communicate to others the event that is repeating. Standard(s): K.3B, K.8B ELPS.c.1E, ELPS.c.3B, ELPS.c.3E Patterns Change OVERARCHING CONCEPTS UNIT CONCEPTS Events Cycles UNIT UNDERSTANDINGS Day and night is the result of the rotation of the Earth. The Earth takes approximately twenty-four hours to complete one rotation. It is day on the side of Earth that faces the Sun. Associated Scientific Investigation and Reasoning Processes Organize data Communicate data Make predictions Think critically Unit 06 PA 02 Create a three-flap graphic organizer to inform others about objects in the sky, including the Moon, stars, and the Sun. Include illustrations and simple descriptions of these objects. Standard(s): K.2D, K.8C ELPS.c.1A, ELPS.c.5B, ELPS.c.5F Change Change Patterns Cycles We can observe objects in the sky, such as the Moon, Sun, and stars. The Sun is our nearest star. Objects in the sky can be described and illustrated. page 2 of 8
3 PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS Associated Scientific Investigation and Reasoning Processes UNIT UNDERSTANDINGS Collect data Make observations Record data Organize data Communicate observations MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think that the Sun is always directly overhead at 12:00 noon, rather than understanding that the location of the Sun at its zenith (highest point) is not time dependent. Students may think that the Moon can only be seen during the night, rather than the Moon is sometimes visible during the day and at night. Students may think that all of the stars in a constellation are near each other, rather than understanding stars in a constellation are distributed in three dimensions and vary greatly in their distance from the Earth. Students may think that all stars are the same size. UNIT VOCABULARY Key Content Vocabulary Day the time that starts when the Sun comes up and ends when the Sun goes down Earth the third planet from the Sun Moon a natural object that orbits a planet; the Earth s Moon is its only natural satellite and nearest neighbor in space page 3 of 8
4 Night the time that starts when the Sun goes down and ends when the Sun rises Pattern a repeated arrangement (order) of objects Position the place where something is located; where something has been put Sun a huge ball of gases around which the Earth and other planets of our solar system revolve; the Sun is a star that provides Earth with most of its light and heat energy SYSTEM RESOURCES Standard Materials for a Science Classroom (K-5) Science Notebooking: A Reflective Tool for Assessing Student Understanding (Elementary - K) OTHER RESOURCES State: Texas Education Agency - Texas Safety Standards: Kindergarten Through Grade 12, 2 nd Edition (look under Documents) TEKS UNIT LEVEL SPECIFICITY Legend: Bold black text in italics: Knowledge and Skills Statement (TEKS) Bold black text: Student Expectation (TEKS) Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) Legend: Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA); Notes from the American Association for the Advancement of Science (AAAS) Project 2061 K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: page 4 of 8
5 TEKS UNIT LEVEL SPECIFICITY K.2D Record and organize data and observations using pictures, numbers, and words. Record, Organize DATA AND OBSERVATIONS Pictures Real objects or pictures Words K.3 Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: K.3B Make predictions based on observable patterns in nature such as the shapes of leaves. Make PREDICTIONS Based on observable patterns in nature Day and night Patterns in changes in the appearance of objects in the sky, such as clouds, Moon, stars, and the Sun K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to page 5 of 8
6 investigate the natural world. The student is expected to: TEKS UNIT LEVEL SPECIFICITY K.4A K.4B Collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; nonstandard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums. Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment. Collect INFORMATION USING TOOLS Use Notebooks SENSES AS A TOOL OF OBSERVATION TO IDENTIFY PROPERTIES AND PATTERNS AND EVENTS IN THE ENVIRONMENT Senses Sight Patterns Objects Size Shape Color Events Day and night page 6 of 8
7 K.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: TEKS UNIT LEVEL SPECIFICITY K.8B Identify events that have repeating patterns, including seasons of the year and day and night. Identify EVENTS THAT HAVE REPEATING PATTERNS Day and night K.8C Observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun. Observe, Describe, Illustrate OBJECTS IN THE SKY Moon Stars Possible examples may include: Part of the Moon Half of the Moon Most of the Moon All of the Moon Easily seen stars Sun page 7 of 8
8 TEKS UNIT LEVEL SPECIFICITY Note(s): STAAR: Although not identified as a supporting standard, this student expectation builds the foundation for the content of Supporting Standard 4.8C. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. Choose appropriate ELPS to support instruction. page 8 of 8
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