Kindergarten Scientific Inquiry Task Nature Observations: Living vs. Non-Living

Transcription

1 Kindergarten Scientific Inquiry Task Nature Observations: Living vs. Non-Living Science Standards: K.1 Structure and Function: The natural world includes living and non-living K.1P.1 Compare and contrast characteristics of living and non-living things. K.3 Scientific Inquiry: Science explores the natural world through observation. K.3S.1 Explore questions about living and non-living things and events in the natural world. K.3S.2 Make observations about the natural world. Learning Targets: I can sort things I ve observed into living and non-living groups. I can describe similarities and differences between living and non-living things. Language Targets: I can compare and contrast characteristics of living and non-living things using transition words. Language Vocabulary: compare and contrast transition words Compare transition words: both, each Contrast transition words: but, however, while, even though Sentence Frames (examples): Prediction/Hypothesis: The area will have more living things. Results: The is living, the is not. contrast transition word The and are living. compare transition word

2 Literature Connection: What is a Scientist? By Barbara Lehn Animal Tracks and Signs: Track Over 400 Animals from Big Cats to Backyard Birds by Jinny Johnson The Tiny Seed by Eric Carle Key Vocabulary: Observe- watching to get information Living- something that breathes (needs air), grows, eats and drinks (needs water) Non-living- something that does not breathe (needs air), grow, eat and drink (needs water) Materials: living and non-living items, 4 hula hoops, observation handout, clipboards (optional) Teacher Background: Kindergarten students will understand that living things need air, food, water and space to live and have the ability to grow. They will also understand that non-living things do not need or do all these things. Teachers will use sites around the school where there will be signs of living and non-living things. Scientific Inquiry Defined There are four components to the inquiry cycle, and it is important that students see this cycle as a process for doing science. 1. Forming a Question or Hypothesis 2. Designing an Investigation 3. Collecting and Presenting Data 4. Analyzing and Interpreting Results During initial student experiences, the individual parts of the inquiry cycle need to be explicitly taught and modeled by the teacher. As students gain experience, teachers will gradually release control and move to a model of more learner self-direction.

3 Forming a Question or Hypothesis: 1. Display a KWL Chart in front of the class. Ask students what they KNOW (K) about living and non-living things and record their answers on the chart. Ask them what they WANT (W) to know about living and non-living things and record their answers on the chart. 2. Bring out a number of living and non-living items. Examples include a bug, toy, plant, goldfish, rock, dirt, stuffed animal, etc. 3. As students observe these objects, ask them what they notice about them. As students share, record these observations. If students don t observe something important to defining living and non-living things, guide them and record these as well. 4. Ask students to sort the objects based on which ones they think are living and which ones are non-living based on their observations. Record these conclusions on a T-chart. Based on these two categories, discuss some similarities among the living things. Record these under the living things list. 5. Display a Frayer Model for the word living. Ask students for the following information with regards to this word: examples, pictures, non-examples, definition. Record their ideas on the Frayer Model. examples pictures living definition non-examples 6. For a few days, have students practice identifying living and non-living things by providing pairs of real examples or pictures. Explicitly refer to the Frayer Model to help define living and non-living things. 7. Write down two areas outside the classroom. For example: under a tree, on a trail, in a field, an in a flower bed. Pose the question Which outside area will have more living things? Help students make predictions about where they think the most living things will be found. Use a sentence frame such as: The area will have more living things. As students share their prediction as them to explain why they think that will be the case. Encourage students to come to an agreed prediction and record it for the class.

4 Designing an Investigation 8. Use a pictorial input chart to visually explain to the class that they will be going outside to observe two different areas defined by hula hoops. 9. Explain that they need to record their observations by drawing pictures of what they see in each hula hoop. You may want to have circles pre-drawn for students to draw their pictures. Area 1 Area 2

5 Collecting and Presenting Data 10. Distribute clipboards, paper and pencils. Divide the class into two groups; one will go to the hula hoop in one area and one will go to the hula hoop in the second area. Have students draw what they see. When most students are finished drawing, have them switch hula hoops. You may want to take a photograph of each hula hoop to display during the class discussion back in the classroom. Analyzing and Interpreting Results 11. Gather the class back together and divide into partners. Have kids compare their drawings and what they saw in each hula hoop. Have them think about why they thought those things were living. As a whole class, discuss which area had more living things. Help students make a verbal statement about which area had more living things and record the statement for the whole class. Have students explain why they think there were more living things in that area. 12. Refer to the KWL Chart. Ask students what they have learned about living and nonliving things and record their answers on the chart. 13. It is important that students see inquiry as a cycle. To that end, students should be thinking about one additional question they would like to explore about living things. Encourage students to connect their new questions to the original KWL Chart and/or learning from the investigation. Extension Have students draw an area where they think there would be lots of living things. Have students draw an area with living and non-living things.

6 Name Area 1 Area 2