P17X Science Unit Plans 1

Transcription

1 P17X Science Unit Plans 1 Kindergarten September Unit 1-Trees Through The Seasons What are some changes we see in trees during the year? Identify what plants need to live: -Water Identify what plants need to live: -Light Identify what plants need to live: -Air CDOS DOK Week 3 Explain how plants grow and change. Compare plant structures -Roots -Leaves -Stems Explain how plants grow and change. Identify plant structures -Flowers -Seeds -Identify -Compare -Listen and read to simple directions Identify plant structures -Roots -Leaves -Stems Identify plant structures -Flowers -Seeds -Stems -Leaves -Roots October Unit 1-Trees Through The Seasons What are some changes we see in trees during the year? Construct a model of a plant using plant structures: -Flowers -Seeds -Stems -Leaves -Roots the functions of plant structures -Roots -Leaves -Stems the functions of plant structures -Flowers -Seeds

2 P17X Science Unit Plans 2 CDOS DOK Week 4 Week 3 Identify patterns between plant structures: -Flowers -Seeds -Stems -Leaves -Roots Classify leaves and pictures of trees based on similar features -Green -Orange -Bare trees -Budding trees Classify trees by season -Fall -Winter -Spring -Summer - -Classify -Identify patterns - Level 3 Identify patterns between plant structures: -Flowers -Seeds -Stems -Leaves -Roots characteristics of trees during the seasons: -Summer -Fall Assessment Construct the parts of a plant. Construct -Read a variety of materials to prepare a report Identify patterns between plant structures: -Flowers -Seeds -Stems -Leaves -Roots characteristics of trees during the seasons: -Winter -Spring Assessment the changes that happen to trees over the four seasons. Goal #2-

3 P17X Science Unit Plans 3 November Unit 2-Exploring Properties How do we observe and describe objects? Classify objects based on texture and color. Classify pictures based on texture and color. Classify pictures based on texture and color. Classify objects based on size and shape. Classify pictures based on size and shape. Classify pictures based on size and shape. Week 3 DOK CDOS Differentiate between heavy and light objects in weight. Place in size order objects from heaviest weight to lightest weight. Classify Place in size order (Identify Patterns) Level 3 Differentiate Predict and compare/contrast pictures into heavy and light. Goal #2--Recall information

4 P17X Science Unit Plans 4 December Unit 2-Exploring Properties How do we observe and describe objects? CDOS DOK Week 3 Explain the need to measure temperature and identify the appropriate tool for measuring temperature. about temperature measurements and hot/cold water. Measure the weight of objects using a pan balance. Explain the need to measure temperature and identify the appropriate tool for measuring temperature. Explain the need to measure the weight of an object and identify the appropriate tool for measuring weight (pan balance) Measure the weight of objects using a pan balance. Explain Measure Identify Identify patterns Measure temperature of water. Compare measurements. Explain the need to measure the weight of an object and identify the appropriate tool for measuring weight (pan balance) Identify patterns about how heavy or light an object is and how much it weighs. Goal #2-/Recall information

5 P17X Science Unit Plans 5 January Unit 2-Exploring Properties How do we observe and describe objects? Categorize amounts in more/less. Categorize amounts in more/less. Categorize amounts in more/less. Categorize objects in big/small. Categorize pictures in big/small. Categorize pictures in big/small. CDOS DOK Week 4 Week 3 Measure objects using nonstandard unitspaperclips. Record the measurements. Develop a logical argument about the size of an object and it s nonstandard unit of measurement. Explain Measure Identify Measure objects using nonstandard unitspaperclips. Record the measurements. Develop a logical argument about the size of an object and it s nonstandard unit of measurement. Make predictions- Which objects will require more paperclips-big or small? Measure objects. Record the measurements. Students present their logical arguments to their peers. Identify patterns - Use probability to solve a problem or use a single statistic to make a prediction Goal #2-/Recall information

6 P17X Science Unit Plans 6 February Unit 2-Exploring Properties How do we observe and describe objects? Use a hand lens to make observations about bumpy objects. Use a hand lens to make observations about smooth objects. contrast bumpy and smooth objects. + Use a hand lens to make observations about wooden objects Use a hand lens to make observations about plastic objects contrast wooden and plastic objects Week 3 DOK CDOS Categorize objects that sink or float. the objects that sink and describe the objects that float. Assessment Classify objects by big/small, more/less, by texture, by color, by weight. Explain Measure Identify Identify patterns -Read a variety of materials to prepare a report Students present their assessments. Each student selects one other student assessment to summarize. Goal #2-/Recall information

7 P17X Science Unit Plans 7 March Unit 3-Animals What are animals? Classify types of animals-people, mammals, fish. List the needs of people for survival-shelter, food, water, air. Classify types of animalspeople, mammals, fish. List the needs of fish for survival-shelter, food, water, air. about the 3 types of animals reviewed this week. List the needs of mammals for survivalshelter, food, water, air. CDOS DOK Week 4 Week 3 contrast the needs of people vs. fish for survival. Recognize how people change over time. contrast the needs of people vs. mammals for survival. Recognize how fish and mammals change over time. List Recognize contrast Identify patterns Classify contrast the needs of people vs. mammals vs. fish for survival. Identify patterns in how the needs people, fish, and mammals have impact how they change over time. Goal #2- Recall information

8 P17X Science Unit Plans 8 April Unit 3-Animals What are animals? CDOS DOK Week 3 Identify the structures that help fish to survivefins, eyes, mouth, scales. Identify the structures that help humans to survive-hair, skin, eyes, nose, mouth. contrast structures that help fish and birds survive. Identify the structures that help birds to survivewings, feet, beaks, eyes. contrast structures that help humans and fish survive. contrast structures that help mammals (non-human) and humans survive. Identify Contrast Identify the structures that help mammals (non-human) to survive-fur, eyes, mouth, nose, claws. contrast structures that help mammals (non-human) and birds survive. about what structures for survival all fish, birds, mammals and humans need. Goal #2- Recall information

9 P17X Science Unit Plans 9 May Unit 3-Animals What are animals? Classify living things by the same groupexample-humans, dogs, cats, fish, birds. Predict how structures in non-human mammals help with survival. Classify living things by the same group-examplehumans, dogs, cats, fish, birds. Identify similarities in types of fish. Identify similarities in non-human mammals. Predict how structures in types of fish help with survival. Week 4 Week 3 Compare similarities in non-human mammals and humans. Recognize that offspring resemble their parents. about how non-human mammals and humans adapt to seasonal changes. Match pictures of offspring to pictures of their parents. about how non-human mammals and humans adapt to seasonal changes. Match pictures of offspring to pictures of their parents. DOK CDOS Classify Identify Match Compare Goal #2- Recall information

10 P17X Science Unit Plans 10 June Unit 3-Animals What are animals? about how non-human mammals hibernate. about how non-human mammals hibernate. about how non-human mammals hibernate. CDOS DOK Week 4 Week 3 about how birds adapt to seasonal changes. List how humans adapt to seasonal changesshelter, clothing, food, etc. Create a poster/chart/structure to show how seasonal changes impact living things. about how birds adapt to seasonal changes. how seasonal changes impact living things. Create a poster/chart/structure to show how seasonal changes impact living things. List Compare Level 3 Create -Read a variety of materials and prepare a report Compare how nonhuman mammals and birds adapt to seasonal changes. Examplehibernation vs. migration and nest building. how seasonal changes impact living things. Students present their posters/charts/structures to the class. Students select one peer s presentation to summarize. Goal #2-, sequence

11 P17X Science Unit Plans 11 1 st Grade September Unit 1-Animal Diversity How are animals alike and different? CDOS DOK Week 3 Identify physical structures of nonhuman mammals-fur, nose, ears, eyes, mouth, claws Infer the use of physical structures in non-human mammals for survival. Apply concepts of survival to student s daily lives. Example- Which physical structures help with daily tasks and how? Identify contrast Level 3 Infer Hypothesize Level 4 Identify physical structures of humans-hair, nose, ears, eyes, mouth, skin, fingers/toes Infer the use of physical structures in humans for survival. Hypothesize what physical structures would be necessary if the student were a fish, bird, or nonhuman mammal. Cite evidence. Apply concepts 1-Listen and read to simple directions -Read a variety of materials and prepare a report contrast physical structures of humans and non-human mammals. Infer the use of physical structures in birds for survival. Students present their work from September Week 3, Lesson 2. the presentation of one peer. s Goal #2-

12 P17X Science Unit Plans 12 October Unit 1-Animal Diversity How are animals alike and different? CDOS DOK Week 4 Week 3 List elements needed for non-human mammals to survive in the rain forest. Sort pictures of animals. For examplehumans, tigers, dogs, kangaroos, etc. Sequence the life cycle of a puppy to an adult dog. 3-4 steps with pictures. Assessment Create a poster or model of a habitat with at least 2 animals who have at least 3 physical structures for survival. List Sort Match Identify contrast Level 4 Identify animals with physical structures to aid survival-turtle shell, giraffe neck, lion claws, cheetah speed, etc. Match offspring to their parents. Use the same animals from October Week 2 Lesson 1. Sequence the life cycle of a fish. 3-4 steps with pictures. Assessment Create a poster or model of a habitat with at least 2 animals who have at least 3 physical structures for survival. Create 1-Listen and read to simple directions -Read a variety of materials and prepare a report Create a picture of an animal with 2 physical structures for survival based on a given habitat-ice, rain forest, desert, etc. Explain how that feature would help them survive in that habitat. contrast the offspring and parents from October Lesson 2. one of the life cycles from this week. Students present their work to the class and explain how those physical structures help with survival. Each student summarizes the work of 1 peer.

13 P17X Science Unit Plans 13 s Goal #2-, sequence November Unit 2-Properties of Matter What are some properties of solids, liquids, and gases? Use concrete materials to identify liquids. Use pictures to identify liquids. liquids. Identify properties of air. Differentiate between air and liquid. Differentiate between air and liquid. Week 3 Identify properties of solids. Differentiate between air, liquids, and solids. Differentiate between air, liquids, and solids. Week 4 about how water evaporates. about how water evaporates. about how water evaporates. Identify DOK CDOS Differentiate Goal #2- Sequence, retell information

14 P17X Science Unit Plans 14 January Unit 2-Properties of Matter What are some properties of solids, liquids, and gases? Week 3 about various classroom materials using hand lenses. and compare items from Lesson 3. Predict materials that will sink. and compare items from Lesson 1. about classroom materials using a balance beam. Predict materials that will float. about classroom materials using a ruler. and compare items from Lesson 2. Create a sink/float prediction chart. Week 4 about items that sink/float based on chart. Compose a journal entry summarizing safety using science supplieslenses, rulers, balances, water. Share the journal entry with the class. Each student summarizes the letter of another student. Compare Predict DOK CDOS Level 3 Compose Create Goal #2- Recall, retell, summarize findings

15 P17X Science Unit Plans 15 February Unit 2-Properties of Matter What are some properties of solids, liquids, and gases? Differentiate between hot and cold. List properties that cause objects or liquids to be hot or cold. Compare properties of hot and cold. Week 3 about items going from cold to hot and hot to cold. about the changes for adding black and white to different colors using paint. List Compare light vs. dark. about how items change from wet to dry. about light and shadows. Assessment Create a chart to differentiate between liquids, solids, and air/gas. and compare. the work of a peer. Compare Differentiate DOK CDOS Level 3 Create Goal #2- Recall, retell, summarize

16 P17X Science Unit Plans 16 March Unit 3-Weather and Seasons What are some changes we notice between seasons? Week 3 Differentiate between the 4 seasons. Compare types of weather in each season. Differentiate and describe types of precipitation. Order given temperatures from cold to hot. Make observations about what happens to the numbers as they become warmer. Begin daily temperature measurements Compare/contrast appropriate dress for each season. Differentiate and describe types of clouds. Predict and describe which seasons have hot and cold temperatures. Compare/contrast appropriate dress for each season. Make connections between types of clouds and types of precipitation. Week 4 Predict the impact of wind on temperature. Place in order Predict the impact of wind direction on temperature. Graph the temperatures for each day from the month. Make observations about how the temperatures changed. DOK CDOS Predict Compare Make connections Goal #2- Recall, retell

17 P17X Science Unit Plans 17 April Unit 3-Weather and Seasons What are some changes we notice between seasons? CDOS DOK Week 3 Begin to measure temperature inside and outside of the classroom. daytime features. Identify activities that occur during daytime. Make predictions about how temperatures differ from inside and outside. Use the Internet to measure temperature for 8PM each day this week. Graph the forecasted temperature. (Source: The Weather Channel) Predict Compare/Contrast Level 3 nighttime features. Identify activities that occur during nighttime. Explain how light impacts temperature. Make an inference as to how day and night temperatures might differ. Use data to justify Compare & contrast day vs. night. Explain how light impacts temperature. Prove inferences from Week 3 Lesson 2 by using the chart and justifying predictions as to how day and night temperatures might differ. Goal #2- Recall, retell

18 P17X Science Unit Plans 18 May Unit 3-Weather and Seasons What are some changes we notice between seasons? Illustrate how the sun moves throughout the day. the moon. the illustration from Lesson 1. Present to peers. the work of one peer. Make connections between the sun and the moon. List the impact the sun has on the Earthspecifically people and plants. Make connections between the sun and the moon. CDOS DOK Week 4 Week 3 contrast sources of light for daytime and nighttime. Categorize activities between AM and PM. Illustrate phases of the moon. Given different times (i.e.-9:00 AM, 10:00 PM) determine if the times occur during daytime or nighttime. Illustrate List Make Connections Compare/Contrast Categorize Level 4 Create phases of the moon using the illustration from Week 3 Lesson 2. Create a visual to show when the sun/moon are visible, daytime/nighttime, given times, warm/cold, over the span of 24 hours. Goal #2- Recall, retell

19 P17X Science Unit Plans 19 June Unit 3-Weather and Seasons What are some changes we notice between seasons? Identify the functions of the sun. the appearance and functions of stars. Identify constellations. Identify constellations. Demonstrate how the position of the sun changes each season. Demonstrate how the position of the sun changes each season. CDOS DOK Week 4 Week 3 Identify patterns of change in the moon. Use the Internet to identify the location of the sun over the span of 24 hours. Identify Identify patterns Level 3 Demonstrate Identify patterns of change in the moon. Assessment Write a How To guide on how to dress for each season while living in New York. -Use the Internet to conduct research Use the Internet to identify the location of the sun over the span of 24 hours. Present How To guides to the class. Each student summarizes the work of one peer. Goal #2- Recall, retell, summarize

20 P17X Science Unit Plans 20 2 nd Grade September Unit 1-Earth Materials What materials make up the Earth? Identify living components of soil. Identify non-living components of soil. Compare/Contrast living and non-living components of soil. Categorize pictures of soil that look different. each category from Lesson 1. Explore and describe soils of different textures. Week 3 Explore and describe soils of different materials. Infer importance of water on soil. Identify and describe functions of soil. DOK CDOS Identify Sort Compare/Contrast Level 3 Infer Goal #2- Recall, retell

21 P17X Science Unit Plans 21 October Unit 1-Earth Materials What materials make up the Earth? Identify impact of water and wind on rocks, sand, and dirt. and illustrate impact of water and wind on rocks, sand, and dirt. Define and illustrate the impact of erosion. Define and illustrate impact of deposition. Observe and describe rocks in size, shape, and color. Observe and describe rocks in size, shape, and color. Week 3 Sort rocks by size, color, hardness, luster, and texture. Sort rocks by size, color, hardness, luster, and texture. Sort rocks by size, color, hardness, luster, and texture. Week 4 DOK CDOS Categorize humancreated objects vs. naturally created objects. Compare/contrast and describe the differences between human and naturally created objects. Identify Illustrate Define Sort Categorize Level 3 Create ASSESSMENT Create a visual to summarize materials in the Earth. Present to the class. Goal #2- Retell, summarize

22 P17X Science Unit Plans 22 November Unit 2-Forces & Motion What causes objects to move? Identify positionsover/under, top/bottom, next to, etc. Identify the impact when an object is pushed. Act out positions from Lesson 1. Identify the impact when an object is pulled. Place objects when verbally given the position. Differentiate between push and pull. Week 3 Demonstrate pushing and pulling of objects. Demonstrate pushing and pulling of objects. the impact of pushing and pulling objects. DOK CDOS Identify Demonstrate Act out Goal #2- Retell and recall information, summarize

23 P17X Science Unit Plans 23 December Unit 2-Forces & Motion What causes objects to move? CDOS DOK Week 3 Demonstrate how pulling an object straight/left/right changes direction. Demonstrate how pushing an object straight/left/right changes direction. the impact an incline has on speed. findings. Demonstrate how pulling an object straight/left/right changes direction. Compare/contrast impact of pushing vs. pulling in different directions. the impact a decline has on speed. findings. Demonstrate Compare/Contrast Make an inference Demonstrate how pushing an object straight/left/right changes direction. the impact of force push has on speed. Compare/contrast the impact of incline vs. decline on speed. Make an inference as to why there is a difference. Goal #2- Retell and recall information, summarize

24 P17X Science Unit Plans 24 January Unit 2-Forces & Motion What causes objects to move? Identify weights of objects by placing them on a balance scale. Identify weights of objects by placing them on a balance scale. Identify weights of objects by placing them on a balance scale. CDOS DOK Week 4 Week 3 what the items are like that have more or less weight. Infer and prove how a lighter item impacts a heavier item on the other side of the balance scale. Categorize pictures into heavy and light weights. Infer and prove how a heavier item impacts a lighter item on the other side of the balance scale. Infer and prove how a lighter item impacts a heavier item on the other side of the balance scale. Categorize pictures into heavy and light weights. Identify Explain Categorize Infer Infer and prove how a heavier item impacts a lighter item on the other side of the balance scale. Infer and prove how a lighter item impacts a heavier item on the other side of the balance scale. Explain why the pictures are categorize the way they are from Week 4 Lesson 1&2. Goal #2- Retell and recall information

25 P17X Science Unit Plans 25 February Unit 2-Forces & Motion What causes objects to move? Use the Internet to list information about gravity. Predict how gravity will impact a solid object. Use a book to list information about gravity. Prove prediction from Lesson 1. As a class, compile a class list about gravity based on Lessons 1&2. Predict how gravity will impact liquids. Week 3 DOK CDOS Prove prediction from Lesson 3. List Predict Level 3 Create Prove ASSESSMENT Create a model that shows the impact of force and incline. the impact. Present to the class. -Use the Internet to conduct research ASSESSMENT Create a model that shows the impact of force and incline. the impact. Present to the class. Goal #2- Retell and recall information, summarize

26 P17X Science Unit Plans 26 March Unit 3- Plant Diversity How are plants alike and different? Identify structures of plants-seeds, leaves, stems, flowers, roots. Identify structures of plants-seeds, leaves, stems, flowers, roots. Identify structures of plants-seeds, leaves, stems, flowers, roots. Week 3 the relationships from the plant structures in Lessons 1-3. how plants change over time. the relationships from the plant structures in Week 1 Lessons 1-3. how plants change over time. the relationships from the plant structures in Week 1 Lessons 1-3. Sort plants based on similar physical characteristics. Week 4 physical characteristics of plants. Identify similar traits in different plants. Identify similar traits in different plants. DOK CDOS Identify Sort Goal #2- Retell and recall information, summarize

27 P17X Science Unit Plans 27 April Unit 3- Plant Diversity How are plants alike and different? Identify impact of light and air on plants. Identify impact of light and air on plants. Identify impact of soil and water on plants. Identify impact of soil and water on plants. Place in order-the plant life cycle. Place in order-the plant life cycle. Week 3 DOK CDOS Infer ways humans impact plants. Infer ways humans impact the life cycle of plants. Identify Order Infer Compare/contrast Compare/contrast human-created plant life cycle vs. natural plant life cycle. Goal #2- Retell and recall information

28 P17X Science Unit Plans 28 May Unit 3- Plant Diversity How are plants alike and different? how all structures of the plants take in nutrients. how all structures of the plants take in nutrients. how all structures of the plants take in nutrients. how all structures of the plants grow and change. how all structures of the plants grow and change. how all structures of the plants grow and change. CDOS DOK Week 4 Week 3 how plants reproduce naturally. Make connections between types of dirt and plant growth.. Make Connections how plants reproduce by human interaction. Make connections between dirt, water, and plant growth.. Compare/contrast Compare/contrast how plants reproduce naturally vs. by human interaction. Make connections between sun, dirt, water, and plant growth.. Goal #2- Retell and recall information, summarize

29 P17X Science Unit Plans 29 June Unit 3- Plant Diversity How are plants alike and different? about leaf color and temperature/climate. about leaf color and temperature/climate. about plant direction and sunlight. CDOS DOK Week 4 Week 3 Compare seasonal changes. Sequence steps to planting a flower and why each step is important. ASSESSMENT Sequence steps to grow a plant researched in Week 3 Lesson 3. the impact of each step. Observe Sequence Predict Compare seasonal changes. Sequence steps to planting a flower and why each step is important. ASSESSMENT Sequence steps to grow a plant researched in Week 3 Lesson 3. the impact of each step. Compare -Use the Internet to conduct research Predict what might happen to a plant if it could not adapt to the changing climate. ASSESSMENT Use the Internet to conduct research about plants that commonly grow in New York. findings. ASSESSMENT Present work to the class. the presentation of 1 peer. Goal #2- Retell and recall information, summarize

30 P17X Science Unit Plans 30 3 rd Grade September Unit 1- Matter What are some of the properties of matter? Lesson 4 CDOS DOK Week 3 Measure classroom objects using non-standard units-paperclips. Measure the same objects from Lesson 1 using customary units-inches. Measure objects using a balance scale. Place objects in order. Use measurements to place in size order pictures or word cards of the objects from Week 1 Lesson 1. Use measurements to place in size order pictures or word cards of the objects from Week 2 Lesson 1. Measure liquids using a thermometer. Place liquids in order. Measure Order Categorize Level 3 Apply Measure classroom objects using non-standard units-pencils. Measure the same objects from Lesson 1 using metric unitscentimeters. Categorize classroom objects by size, weight, and hardness. Use measurements to place in size order pictures or word cards of the objects from Lesson 3. Use measurements to place in size order pictures or word cards of the objects from Lesson 3. ASSESSMENT 3 objects in the classroom by applying 3 properties from Unit 1. Goal #2- Retell and recall information

31 P17X Science Unit Plans 31 October Unit 2- Energy What are some ways energy can be changed from one form to another? Lesson 4 CDOS DOK Week 4 Week 3 contrast sounds-loud and quiet. the impact of electricity on our environment. mechanical energy. List and describe the 5 types of energy. the impact of sound on our environment (loud-talk louder, hurts, ears, etc.) Categorize items that do and do not use electricity. contrast electrical vs. mechanical energy. List and describe the 5 types of energy. List Compare/contrast -Use the Internet to conduct research contrast temperature-hot and cold. Categorize items that use natural vs. electrical light. contrast electrical vs. mechanical energy. Use the Internet to list examples of the 5 types of energy. the impact of heat. List safety steps when dealing with heat. contrast natural vs. electrical light. contrast electrical vs. mechanical energy. Use the Internet to list examples of the 5 types of energy. Goal #2- Retell and recall information, summarize

32 P17X Science Unit Plans 32 November Unit 2- Energy What are some ways energy can be changed from one form to another? Lesson 4 CDOS DOK Week 3 Make connections between heat and light energy. Use Internet to conduct research. Make connections between chemical and electrical energy. Use Internet to conduct research. Make connections between electrical and sound energy. Use Internet to conduct research. Make Connections Level 3 Make connections between heat and light energy. Make connections between chemical and electrical energy. Make connections between electrical and sound energy. Create a visual -Use the Internet to conduct research Make connections between heat and light energy. Make connections between chemical and electrical energy. Make connections between electrical and sound energy. Create a visual to summarize Lessons 1-3. Create a visual to summarize Lessons 1-3. Create a visual to summarize Lessons 1-3. Goal #2- Retell and recall information, summarize

33 P17X Science Unit Plans 33 December Unit 2- Energy What are some ways energy can be changed from one form to another? Lesson 4 CDOS DOK Week 3 Sequence & illustrate the steps on heat conduction. Use the Internet to conduct research on burning and freezing. findings. Sequence and describe the process of heat being released. Illustrate List Sequence Compare/contrast Sequence & illustrate the steps on heat conduction. contrast burning and freezing. Sequence and describe the process of heat being released. -Use the Internet to conduct research Use the Internet to find videos and images of heat conduction.. Present findings from Lesson 1-2 to the class. List ways to make heat energy. Use the Internet to find videos and images of heat conduction.. the work of a peer from Lesson 3. the impact heat energy has on people. Goal #2- Retell and recall information, summarize

34 P17X Science Unit Plans 34 January Unit 2- Energy What are some ways energy can be changed from one form to another? Lesson 4 Use the Internet to list the steps to light a light bulb. Use the Internet to list the steps to light a light bulb. the steps to light a light bulb. Create a How To guide about how to light a light bulb. CDOS DOK Week 4 Week 3 how sound travels through solid objects. the impact of sound on vibrations. ASSESSMENT Use the Internet to research the process of converting one energy form to another.. Illustrate List Identify Level 3 how sound travels through liquids. the impact of sound on pitch. ASSESSMENT Plan an experiment based on the research from Week 4 Lesson 1. Apply Concepts -Use the Internet to conduct research contrast how sound travels through liquids and solids. contrast types of volume/sound. ASSESSMENT Present the work from Week 4 Lesson 2 to the class. Present compare/contrast to the class. the presentation of a peer. Present compare/contrast to the class. the presentation of a peer. ASSESSMENT the work of a peer from Week 4 Lesson 3. Provide 1 piece of warm feedback and 1 piece of cool feedback. Goal #2- Retell and recall information, summarize

35 P17X Science Unit Plans 35 February Unit 3-Simple Machines How do simple machines help us move objects? Lesson 4 CDOS DOK Week 3 contrast the impact of pushing and pulling objects. Demonstrate. Use the Internet to list functions of a lever to move objects. Use the Internet to list functions of a pulley to move objects. List contrast Demonstrate Level 3 Prove Contrast the impact of an incline vs. flat land when you push and pull objects. Demonstrate. contrast the impact of levers vs. no levers when moving objects. How does it help? contrast the impact of using pulleys vs. no pulleys to move objects. How does it help? -Use the Internet to conduct research Contrast the impact of an incline vs. flat land when you push and pull objects. Demonstrate. contrast the impact of levers vs. no levers when moving objects. How does it help? Demonstrate. contrast the impact of using pulleys vs. no pulleys to move objects. How does it help? Demonstrate. the impact of pushing and pulling objects with and without the use of an incline. the impact of levers? Prove how they help to make moving objects easier. the impact of pulleys? Prove how they help to make moving objects easier. Goal #2- Retell and recall information, summarize

36 P17X Science Unit Plans 36 March Unit 3-Simple Machines How do simple machines help us move objects? Lesson 4 Recall information about friction. Use the Internet to explain the impact of friction on motion. Illustrate. Use the Internet to explain the impact of friction on motion. Illustrate. and present findings to the class. Predict what happens when you pull an item left and right. Prove the prediction by acting it out. Illustrate. Prove the prediction by acting it out. Illustrate. and present findings to the class. Week 3 Predict what happens when you push an item left and right. Prove the prediction by acting it out. Illustrate. Prove the prediction by acting it out. Illustrate. and present findings to the class. Week 4 DOK CDOS Use the Internet to list facts about gravity. Demonstrate and summarize how gravity pulls objects. List contrast Demonstrate Level 3 Prove -Use the Internet to conduct research ASSESSMENT the relationship between one simple machine and gravity. ASSESSMENT Present Week 4 Lesson 3 to the class. the work of one peer. Goal #2- Retell and recall information, summarize

37 P17X Science Unit Plans 37 April Unit 4-Plant and Animal Adaptations How are plants and animals well-suited to live in their environment? Lesson 4 DOK Week 3 Recall physical structures of plants-root, seed, stem, leaves, flower Explain the relationships between how plants adapt to the seasons-spring and Autumn. Explain how size helps plants adapt. Recall physical structures of plantsroot, seed, stem, leaves, flower Explain the relationships between how plants adapt to the seasons- Winter and Summer. Explain how smells help plants adapt. Recall Explain Level 3 Construct a model Construct a model of a plant including all of the structures from Lessons 1-2. how plants use the sun to survive. Explain how size thickness in roots, stems, leaves, and flowers of plants adapt. Explain the relationship between the physical structures of plants. how plants use water to survive. Given the environment, construct a model plant to survive. CDOS Goal #2- Retell and recall information

38 P17X Science Unit Plans 38 May Unit 4-Plant and Animal Adaptations How are plants and animals well-suited to live in their environment? Lesson 4 Week 4 Week 3 Categorize various animals into their habitats. Determine how mammals use fur, claws, eyes, ears, nose, and mouth for survival. Prove with Internet research. Explain cause and effect of heart rate, blinking, and shivering as a response to their environment. List animals that hibernate. Determine how fish use fins, gills, and eyes for survival. Prove with Internet Research. Determine how mammals use fur, claws, eyes, ears, nose, and mouth for survival. Prove with Internet research. Explain cause and effect of heart rate, blinking, and shivering as a response to their environment. Use the Internet to research one animal that hibernates. List 5 facts. Determine how fish use fins, gills, and eyes for survival. Prove with Internet Research. Use the Internet to research one mammal and how they survive in their environment.. Act out a skit to show how an animal responds to it s environment. Use the Internet to list facts about migration. Collaborate with peers to construct a model fish to survive in an environment.. Share summary with peers. the skit that another group of peers performed. contrast migration and hibernation. DOK CDOS Order List Recall Explain contrast Level 3 Construct Act out -Use the Internet to conduct research Goal #2- Retell and recall information, summarize

39 P17X Science Unit Plans 39 June Unit 4-Plant and Animal Adaptations How are plants and animals well-suited to live in their environment? Lesson 4 List inherited traits of humans. Match pictures of baby animals to adult animals. Explain similarities between adult and baby animals. Given 2 parent animals, construct a model of an offspring. Match similar flowers. contrast similar flowers. Use the Internet to list 5 plants and their parent plants. Illustrate. Use the Internet to list 5 plants and their parent plants. Illustrate. Week 3 List skills learnedexamples-reading, writing, bike riding, walking. List mammals and skills they have to learn. contrast survival structures of humans vs. fish. contrast survival structures of fish and birds. Week 4 DOK CDOS ASSESSMENT Given a climate, students create one animal and one plant to survive. List Match Explain Level 3 ASSESSMENT Given a climate, students create one animal and one plant to survive. Construct -Use the Internet to conduct research ASSESSMENT Students present work to the class. ASSESSMENT the work of one peer. Goal #2- Retell and recall information, summarize