Standards Alignment...5 Safe Science...9 Scienti c Inquiry...11 Earth Science Calendar Connections...15 The Sun and the Moon... 35 Changes: Day and Night...41 Take a Turn... 43 Where Is the Sun?... 49 Down, Down, Spin Around...51 Keep It Up... 55 Just Plane Big... 57 Comparing Kites... 63 Tube Test... 69 Picture This...71 Physical Science Stand Up! Line Up!... 75 Cereal Sorters... 87 Gummy Bears... 93 Rainbow Round My Room... 101 Temperature Told Hot or Cold?... 109 Whoa That s Heavy... 115 Scratching the Surface... 119 Touch and Tell... 125 Gingerbread Cut-Outs... 129 Can o Worms... 131 Presto Change-o... 141 Bake a Bear... 143 Vibration... 145 Good Vibrations... 147 Vibration Stations... 149 The Beat of the Drum... 153 What Makes Sound?... 159 Is it a Push or a Pull?... 161 Push n Pull Antics... 167 Big Dog Charades... 173 Playing With Pushes and Pulls... 175 Fast or Slow, Watch it Go... 177 How Things Move... 181 Life Science Peek-a-Boo, I See You... 189 I See the Light... 193 My Eyes Can See... 197 The Napping Nose... 199 Making Sense of What You Smell...203 Making Scents From Scratch...205 My Sense of Smell...207 Taste Test...209 Seeing is Not Always Believing... 213 Eggs-Tra Special Scramble... 219 What Tastes Good to You?...223 Do You Hear What I Hear?...225 Walk, Stop, and Listen... 231 Secret Sounds...235 What Can I Hear?... 241 Bag of Beads...243 Touch Tells Much...247 Kid Gloves... 251 Touch and Feel...255 Sense Selections...257 Clowning Around With the Senses... 261 Making Sense of Our Senses...267 Fact or Fiction?... 271 Spider Spoofs and Proofs...279 Compare and Share...287 Arrive in Five...289 Move It, Move It, Move It...293 Banding Together...305 Finding Features... 317 Flower Findings... 321 Family Letter...323 Materials List...325 The AIMS Program...329 Model of Learning... 331 Chinese Proverb...335 Core Curriculum/Florida 3 2009 AIMS Education Foundation
Florida Kindergarten Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.K.N.1.3 SC.K.N.1.4 Keep records as appropriate such as pictorial records of investigations conducted. Changes: Day and Night Cereal Sorters Gummy Bears Whoa That s Heavy Push n Pull Antics Fast or Slow, Watch It Go Do You Hear What I Hear? Walk, Stop, and Listen Secret Sounds Spider Spoofs and Proofs Observe and create a visual representation of an object which includes its major features. Changes: Day and Night Peek-a-Boo, I See You I See the Light Spider Spoofs and Proofs Flower Findings SC.K.N.1.1 SC.K.N.1.2 Collaborate with a partner to collect information. Down, Down, Spin Around Whoa That s Heavy Can o Worms Push n Pull Antics Make observations of the natural world and know that they are descriptors collected using the five senses. Taste Test Do You Hear What I Hear? Walk, Stop, and Listen Touch Tells Much Flower Findings SC.K.N.1.5 Recognize that learning can come from careful observation. Calendar Connections Changes: Day and Night Down, Down, Spin Around Vibration Vibration Stations Fast or Slow, Watch it Go Spider Spoofs and Proofs Flower Findings Core Curriculum/Florida 5 2009 AIMS Education Foundation
Earth Science BIG IDEA 5: Earth in Space and Time Humans continue to explore Earth s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind s need to explore continues to lead to the development of knowledge and understanding of our Solar System. SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up. Down, Down, Spin Around Keep It Up SC.K.E.5.2 SC.K.E.5.3 Recognize the repeating pattern of day and night. Calendar Connections Changes: Day and Night Take a Turn Recognize that the Sun can only be seen in the daytime. Calendar Connections The Sun and the Moon Where is the Sun? SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes during the day. Calendar Connections The Sun and the Moon Changes: Day and Night Where is the Sun? SC.K.E.5.5 Observe that things can be big and things can be small as seen from Earth. Just Plane Big Comparing Kites SC.K.E.5.6 Observe that some objects are far away and some are nearby as seen from Earth. Just Plane Big Tube Test Picture This Physical Science BIG IDEA 8: Properties of Matter A: All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B: Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or stuff ) in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture. Stand Up! Line Up! Cereal Sorters Gummy Bears Rainbow Round My Room Temperature Told Hot or Cold Whoa That s Heavy Scratching the Surface Touch and Tell Gingerbread Cut-Outs BIG IDEA 9: Changes in Matter A: Matter can undergo a variety of changes. B: Matter can be changed physically or chemically. SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling. Gingerbread Cut-Outs Can o Worms Presto Change-o Bake a Bear BIG IDEA 10: Forms of Energy A: Energy is involved in all physical processes and is a unifying concept in many areas of science. B: Energy exists in many forms and has the ability to do work or cause a change. Core Curriculum/Florida 6 2009 AIMS Education Foundation
SC.K.P.10.1 Observe that things that make sound vibrate. Vibration Good Vibrations Vibration Stations The Beat of the Drum What Makes Sound? BIG IDEA 12: Motion of Objects A: Motion is a key characteristic of all matter that can be observed, described, and measured. B: The motion of objects can be changed by forces. SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc. Down, Down, Spin Around Fast or Slow, Watch It Go How Things Move BIG IDEA 13: Forces and Changes in Motion A: It takes energy to change the motion of objects. B: Energy change is understood in terms of forces pushes or pulls. C: Some forces act through physical contact, while others act at a distance. SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving. Is it a Push or a Pull? Push n Pull Antics Big Dog Charades Playing With Pushes and Pulls Life Science BIG IDEA 14: Organization and Development of Living Organisms A: All plants and animals, including humans, are alike in some ways and different in others. B: All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C: Humans can better understand the natural world through careful observation. SC.K.L.14.1 Recognize the five senses and related body parts. Scratching the Surface Touch and Tell Peek-a-Boo, I See You I See the Light My Eyes Can See The Napping Nose Making Sense of What You Smell Making Sense From Scratch My Sense of Smell Taste Test Seeing is Not Always Believing Eggs-Tra Special Scramble What Tastes Good To You? Do You Hear What I Hear? Walk, Stop, and Listen Secret Sounds What Can I Hear? Bag of Beads Touch Tells Much Kid Gloves Touch and Feel Sense Selections Clowning Around With the Senses Making Sense of Our Senses SC.K.L.14.2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life. Fact or Fiction? Spider Spoofs and Proofs SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. Compare and Share Arrive in Five Move It, Move It, Move It Banding Together Finding Features Flower Findings Core Curriculum/Florida 7 2009 AIMS Education Foundation
Topic Day/night Key Question What causes our day and night pattern? Learning Goals Students will: model the Earth s rotation, relate day and night to the Earth s rotation, and identify events that occur at night and in the day. Guiding Documents Project 2061 Benchmarks Some events in nature have a repeating pattern. The weather changes some from day to day, but things such as temperature and rain (or snow) tend to be high, low, or medium in the same months every year. A model of something is different from the real thing but can be used to learn something about the real thing. NRC Standards The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described. Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon moves across the sky on a daily basis much like the sun. The observable shape of the moon changes from day to day in a cycle that lasts about a month. Science Earth science day/night Integrated Processes Observing Classifying Recording Materials For the class: What Makes Day and Night by Franklyn Branley dark paper to cover windows small lamp (see Management 1) For each student: student book The Earth necklace ¼-inch round sticky dot two 30-cm pieces of yarn tape Background Information The causes of day and night and the seasons are very abstract for young children. In basic terms, the Earth completes one full rotation every 24 hours. When our side of the Earth is facing the sun, we have day; when our side of the Earth is facing away from the sun, we have night. The focus of this activity is for students to act out or model the rotation and see how the rotation is related to day and night. They will then be asked to identify events that take place during the day and night. Management 1. Prior to teaching this lesson, gather a lamp with a 200-watt bulb and removable shade and the book What Makes Day and Night (see Curriculum Correlation). 2. Cover the windows with dark paper. 3. It is suggested that each child role-play as the Earth; however, if space or time does not allow for this, one student can model the Earth s actions. Core Curriculum/Florida 43 2009 AIMS Education Foundation
8. Complete the day/night cycle by having the students return to their original position, with their backs to the sun. Tell the students that it is midnight. 9. Ask students what time of day it is on the other side of Earth. [noon] Explain that one half of the Earth is always light while the other is dark. Emphasize that it is the Earth s own shadow that makes the night side of the Earth dark. 10. Repeat this modeling. Explain that it takes 24 hours for the Earth to rotate completely. As they turn, ask students what part of the day/night cycle they are experiencing. 11. Have students return to their seats. Discuss things that are usually done at night sleeping, looking at the stars, taking a bath and things that are usually done during the day going to school, playing outside, working in the yard. 12. Distribute a Day and Night Book to each student. Invite them to write their names on the covers and open to the second page. Tell the class that you would like for them to draw two pictures of things that they do in the day. Explain that the top picture should illustrate what is written above the box (play) and that the second picture can be something discussed in Procedure 11. 13. Have them repeat this process for the page describing things they do at night. 14. Ask students to turn to the last page and discuss the coloring directions. When all students have completed their books, provide time for them to share their illustrations. A2 2 4. One set of the two The Earth pages is needed for each Earth necklace. To make a necklace, tape one end of the first piece of yarn to the spot labeled A1 and the other end of the yarn to the spot labeled A2 on the other page. Repeat with the second piece of yarn and the spots labeled B1 and B2. The Earth A1 B2 2 The Earth B1 B 5. Mark the location of your town on each student s map using a sticky dot. 6. Make one Day and Night Book for each student. To make the books, copy the pages, cut them in half, stack them in order, and staple along the left edge. Procedure 1. Read What Makes Day and Night by Franklyn Branley. As the words come up in the story, write important vocabulary (sunrise, day, noon, sunset and night) on the board or a science word wall. Discuss the book. Ask the students to explain in their own words what the book said causes our day and night. 2. Give each student an Earth necklace. Show students how to wear the necklace so that the side with the United States is on the front. Explain the purpose of the dot. 3. Tell them that they will represent the rotating Earth. Darken the room and turn on the lamp. Explain that the lamp represents the sun. 4. Have students begin with their backs to the lamp. Ask students if they think it is day or night in their town. [night] Direct them to look down at the sticky dot and note that it is in their shadow the light from the sun is not hitting it. 5. Have students rotate slowly in a counterclockwise fashion until their left arms are pointed to the sun. Ask students if they think it is sunrise or still night. 6. Ask students to continue the counterclockwise rotation until they face the sun directly. Ask students what time they think it now is in their town. [It is noon, the middle of the day, when the light from the sun is most direct.] 7. Invite students to rotate a little more. Have them stop when their right arms are pointed toward the sun. Ask students what time of day they think it is. [sunset] Ask them what the book said about sunset. Core Curriculum/Florida Connecting Learning 1. What causes day and night? 2. Describe our day and night pattern. 3. What kinds of things do you do at night? What kinds of things do you do in the day? 4. Why do you think it is important to learn about day and night? 5. What are you wondering now? Curriculum Correlation Branley, Franklyn M. What Makes Day and Night. HarperTrophy. New York. 1986. The text explains the Earth s rotation in clear and simple terms. An experiment using a lamp as the sun further clarifies the principles introduced. 44 2009 AIMS Education Foundation
A1 B1 The Earth Core Curriculum/Florida 45 2009 AIMS Education Foundation
B2 A2 The Earth Core Curriculum/Florida 46 2009 AIMS Education Foundation
1. Color the sun yellow. 2. Color the night half of the Earth black. 4 (name) 1 Core Curriculum/Florida 47 2009 AIMS Education Foundation
During the day I play During the night I sleep and and 2 3 Core Curriculum/Florida 48 2009 AIMS Education Foundation