The Wayne Central School District believes that the goal of education is the all-around development of each student. The role of the school is to enable individuals to develop to their fullest potential.
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he school, in cooperation with the home and community, will assist the student with intellectual, social, cultural, emotional, physical and moral growth. The school should help create within each student an awareness of civic responsibilities and respect for authority to assist the student in becoming a well-integrated, responsible person capable of assuming a vital role in an evolving civilization.
The Wayne Central School District subscribes to the general theory of individual differences; namely, that each student is an individual and has innate abilities, ambitions, and emotions. In the process of educating this individual, the program should provide a challenge while reflecting a concern for needs based on individual capabilities.
The Wayne Central School District further subscribes to the following fundamental principles:
1. Children, regardless of potential, are capable of learning and acquiring the skill and knowledge needed to function to the best of their ability in our society,
2. Our responsibility is to see that children learn. The energies of all participants should be focused on achieving the desired outcomes. Accountability does not end with following established rules and procedures; its essence is found in results,
3. Minimum competence, while necessary, is not enough. Successful participation in our society demands much more. All children are entitled to approved curriculum, to instructional methods, and to expectations that challenge them to perform at their best, and help them to become truly proficient in knowledge and skills,
4. Every child in New York State is entitled to the resources necessary to provide the sound, basic education that the state constitution requires,
5. Each participant in the educational system should have the opportunity to effectively discharge his or her responsibility, and each participant should be held accountable for achieving desired results. This principle applies to all participants in the educational process – students, parents, teachers, counselors, librarians, administrators, the Board of Education, and others,
6. Achievement of desired results by individuals and groups should be rewarded. Creativity in our students needs to be nurtured and encouraged. Occasional failure in a large and diverse system us probably unavoidable. However, failure should not be permitted to persist. When it occurs, with either individuals or groups, help should be provided and the situation changed.
II. District Mission Statement:
Based upon the belief that all students can learn, the staff of Wayne Central School district accepts the responsibility to teach all students regardless of differences, the fundamental skills. We further accept the responsibility to challenge all students to attain higher levels of achievement. Wayne Central will provide the opportunity, environment, and encouragement to meet this goal while developing the whole child physically, emotionally, and culturally.
III. NYS Learning Standards:
Health, Physical Education, and Home Economics
Health, Physical Education, and Home Economics
1. Personal Health and Fitness – Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
2. A Safe and Healthy Environment – Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment
3. Resource Management – Students will understand and be able to manage their personal and community resources.
Mathematics, Science, and Technology
Mathematics, Science, and Technology
1. Analysis, Inquiry, and Design – Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
2. Information Systems – Students will access, generate, process, and transfer information using appropriate technologies
3. Mathematics – Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
4. Science – Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
5. Technology – Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
6. Interconnectedness: Common Themes – Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
7. Interdisciplinary Problem Solving – Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
English Language Arts
English Language Arts
1. Students will listen, speak, read and write for information and understanding. As listeners and readers, students will collect data, facts and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
2. Language for Literary Response and Expression – Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers. Students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
3. Language for Critical Analysis and Evaluation – Students will listen, speak, read and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speaker and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgements on experiences, ideas, information and issues.
4. Language for Social Interaction – Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As reader and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Languages Other Than English
Languages Other Than English
1. Communication Skills – Students will be able to use a language other than English for communication.
2. Cultural Understanding – Students will develop cross-cultural skills and understandings.
The Arts
The Arts
1. Creating, Performing, and Participating in the Arts – Students will actively engage in the processes that constitute creation and performance in the arts (dance, mucus, theatre, and visual arts) and participate in various roles in the arts.
2. Knowing and Using arts materials and Resources – Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
3. Responding to and Analyzing Works of Art – Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
4. Understanding the Cultural Contributions of the Arts – Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
Career Development and Occupational Studies
Career Development and Occupational Studies
1. Career Development – Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
2. Integrated Learning – Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
3. Universal Foundation Skills – Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
4. Career Majors – Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
Social Studies
Social Studies
1. History of the United State and New York – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras themes, developments, and turning points in the history of the United States and New York.
2. World History – Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from a variety of perspectives.
3. Geography – Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national and global – including the distribution of people, places, and environments over the Earth’s surface.
4. Economics – Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
5. Civics, Citizenship, and Government – Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States Constitution; the basic civil values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship including avenues of participation.
IV. Commencement Outcomes
"Adult Roles, Skills & Knowledge"
CITIZEN
A citizen is a responsible, law-abiding member of society who:
Has a strong sense of values;
Knows right from wrong;
Is aware of community news, issues and norms;
Accepts diversity in ethnicity and belief;
Has knowledge of government at all levels and issues relative to each;
Associates with others in positive and productive ways.
LIFE - LONG LEARNER
A life-long learner is one who perseveres, is self-motivated, is innately curious, focused and:
Is able to set goals;
Adheres to deadlines/due-dates, has time management skills and abilities;
Is a problem solver, can define problems, analyze information and task analyze/prioritize potential solutions, has the ability to select the best "tool/strategy" for the situation, and can enlist others in the process of evaluation and refocusing.
LEADER
A leader is a problem solver with effective communication skills. He/she has an ability to motivate others and:
Is a strong willed person with vision, beliefs and convictions to carry out each.
Is able to recognize and effectively use all resources, such as material, time and human
Is responsible and accountable for self and others.
WORKER/WAGE EARNER/BUSINESS OWNER
A worker/wage earner is an individual who is trust worthy, moral and ethical, and who:
Possess basic job skills with a willingness to change, grow and develop new skills;
Is a good communicator;
Demonstrates leadership skills and initiative and the ability to work as a team player;
Is responsible, reliable and respectful to others;
Has the ability to make sound decisions.
CONSUMER
A consumer is an individual who has knowledge of the global economy and:
Utilizes and applies budgeting skills and credit awareness;
Maintains long-terms personal financial planning (savings, banking, retirement);
Understand one's rights, responsibilities and risks.
COUNSELOR/TEACHER/MENTOR
A counselor/teacher/mentor is an individual who is patient, self-confident, assertive leader who:
Is a problem solver and can guide others to solve problems;
Is an active listener;
Is aware of issues, societal, family, religious differences and different customs;
Has interpersonal skills and values others opinions.
PARENT/FAMILY MEMBER
A parent/family member is an individual who:
Is nurturing and loving;
Displays flexibility;
Has high character and morals;
Is accountable and consistent with respect to expectations and follow through;
Becomes actively involved in their children and family's education and other pursuits.
FRIEND
A friend is an individual who shows great interest and respect for others, and who:
Is non-judgmental and available when a time of need arises;
Is unselfish, honest, supportive, caring and genuine;
Is an open-minded listener who seeks to understand before being understood;
Give him/herself to other without expectations of compensation or return of favor.
V. Scope and Sequence
Wayne Central School District
SCIENCE K-5 SCOPE & SEQUENCE
MST PLANNING DOCUMENT FOR STANDARD 4
LIVING ENVIRONMENT
Key Idea 1: Living things are both similar to and different from each other and nonliving things.
Living Environment Performance Indicator 1.1 Describe the characteristics of and variations between living and nonliving things.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 1.1a Animals need air, water, and food in order to live and thrive.
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| 1.1b Plants require air, water, nutrients, and light in order to live and thrive.
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| 1.1c Nonliving things do not live and thrive.
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| 1.1d Nonliving things can be human-created or naturally occurring.
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Living Environment Performance Indicator 1.2 Describe the life processes common to all living things.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 1.2a Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.
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Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
Living Environment Performance Indicator 2.1 Recognize that traits of living things are both inherited and acquired or learned.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 2.1a Some traits of living things have been inherited (e.g., color of flowers and number of limbs of animals).
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| 2.1b Some characteristics result from an individual’s interactions with the environment and cannot be inherited by the next generation (e.g., having scars; riding a bicycle).
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Living Environment Performance Indicator 2.2 Recognize that for humans and other living organisms there is genetic continuity between generations.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 2.2a Plants and animals closely resemble their parents and other individuals in their species.
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| 2.2b Plants and animals can transfer specific traits to their offspring when they reproduce.
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Key Idea 3: Individual organisms and species change over time.
Living Environment Performance Indicator 3.1 Describe how the structures of plants and animals compliment the environment of the plant or animal.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction.
Wings, legs, or fins enable some animals to seek shelter and to escape predators.
The mouth, including teeth, jaws, and tongue, enables some animals to eat and drink.
Eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings.
Claws, shells, spines, feathers, fur, scales, and color of body covering enable them to obtain food.
Some animals have parts that are used to produce sounds and smells to help the animal meet its needs.
The characteristics os some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored food energy as the season changes).
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Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
3.1b Each plant has different structures that serve different functions in growth, survival, and reproduction.
Roots help support the plant and take in water and nutrients.
Leaves help plants utilize sunlight to make food for the plant.
Stems, stalks, trunks, and other similar structures provide support for the plant.
Some plants have flowers.
Flowers are reproductive structures of plants that produce fruit which contains seeds.
Seeds contain stored food that aids in germination and the growth of young plants.
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3.1c In order to survive in their environment, plants and animals must be adapted to that environment.
Seeds disperse by a plant’s own mechanism and/or in a variety of ways that can include wind, water, and animals.
Leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, small, and texture.
Animal adaptations include: coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration.
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Living Environment Performance Indicator 3.2 Observe that differences within a species may give individuals an advantage in surviving and reproducing.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 3.2a Individuals within a species may compete each other for food, mates, space, water, and shelter in their environment.
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| 3.2b All individuals have variations, and because of these variations, individuals of a species may have an advantage in surviving and reproducing.
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Key Idea 4: The continuity of life is sustained through reproduction and development.
Living Environment Performance Indicator 4.1 Describe the major stages in the life cycles of selected plants and animals.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 4.1a Plants and animals have life cycles. These may include beginning of a life, developing into an adult, reproduction as an adult, and eventually death.
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| 4.1b Each kind of a plant goes through its own stages of growth and development that may include seed, young plant, and mature plant.
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| 4.1c The length of time from beginning of development to death of the plant is called its life span.
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| 4.1d Life cycles of some plants include changes from seed to mature plant.
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| 4.1e Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.
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Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 4.1f Each kind of animal goes through its own stages of growth and development during its life span.
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| 4.1g The length of time from an animal’s birth to its death is called its life span. Life spans of different animals vary.
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Living Environment Performance Indicator 4.2 Describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 4.2a Growth is the process by which plants and animals increase in size.
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| 4.2b Food supplies the energy and materials necessary for growth and repair.
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Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Living Environment Performance Indicator 5.1 Describe the basic life functions of common living specimens (e.g., guppies, mealworms, gerbils).
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 5.1a All living things grow, take in nutrients, breathe, reproduce, and eliminate waste.
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| 5.1b An organism’s external physical features can enable it to carry out life functions in its particular environment.
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Living Environment Performance Indicator 5.2 Describe some survival behaviors of common living specimens.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 5.2a Plants respond to changes in their environment. For example, the leaves of some green plants change positions as the direction of light changes; the parts of some plants undergo seasonal changes that enable the plant to grow; seeds germinate, and leaves form and grow.
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| 5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking, shivering and salivating).
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| 5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment.
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| 5.2d Some animals, including humans, move from place to place to meet their needs.
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| 5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of fur.
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| 5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating.
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| 5.2g The health, gorwth, and development of ogranisms are affected by environmental conditions such as the availablity of food, air, water, space, shelter, heat, and sunlight.
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Living Environment Performance Indicator 5.3 Describe the factors that help promote good health and growth in humans.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 5.3a Humans need a variety of healthy foods, exercise and rest in order to grow and maintain good health.
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| 5.3b Good health habits include hand washing and personal cleanliness; avoiding harmful substances (including alcohol, tobacco, illicit drugs); eating a balanced diet; engaging in regular exercise.
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Key Idea 6: Plants and animals depend on each other and their physical environment.
Living Environment Performance Indicator 6.1 Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 6.1a Green plants are producers because they provide the basic food supply for themselves and animals.
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| 6.1b All animals depend on plants. Some animals (predators) eatother animals (prey).
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| 6.1c Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.
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| 6.1d Decomposers are living things that play a vital role in recycling nutrients.
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| 6.1e An organism’s pattern of behavior is related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.
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Living Environment Performance Indicator 6.2 Describe the relationship of the Sun as an energy source for living and nonliving cycles.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 6.2a Plants manufacture food by utilizing air, water, and energy from the Sun.
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| 6.2b The Sun’s energy is transferred on Earth from plants to animals through the food chain.
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| 6.2c Heat energy from the Sun powers the water cycle (see Physical Science Key Idea 2)
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Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environments.
Living Environment Performance Indicator 7.1 Identify ways in which humans have changed their environments and the effects of those changes.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 7.1a Humans depend on their natural and constructed environments.
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| 7.1b Over time humans have changed their environment by cultivating crops and raising animals, creating shelter, using energy, manufacturing goods, developning means of transportation, changing populations, and carrying out other activities.
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| 7.1c Humans, as individuals or communities, change the environments in ways that can either be helpful or harmful for themselves and other organisms.
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Wayne Central School District
SCIENCE K-5 SCOPE & SEQUENCE
MST PLANNING DOCUMENT FOR STANDARD 4
THE PHYSICAL SETTING
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Physical Setting Performance Indicator 1.1 Describe patterns of daily, monthly, and seasonal changes in their environment.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 1.1a Natural cycles and patterns include:
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Earth spinning around once every 24 hours (rotation) resulting in day and night
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Earth moving in a path around the Sun (revolution), resulting in one earth year
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The length of daylight and darkness varying with the seasons
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Weather changing from day to day and through the seasons
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The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle.
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Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
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Second, minute, hour
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Week, month
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| 1.1c The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.
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Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Physical Setting Performance Indicator 2.1 Describe the relationship among air, water and land on Earth.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 2.1a Weather is the condition of the outside air at a particular moment.
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2.1b Weather can be described and measured by:
Temperature
Wind speed and direction
Form and amount of precipitation
General sky conditions (cloudy, sunny, partly cloudy)
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Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 2.1c Water is recycled by natural processes on Earth.
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Evaporation: changing of water (liquid) into water vapor (gas)
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Condensation: changing of water vapor (gas) into water (liquid)
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Precipitation: rain, sleet, snow, hail
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Run-off: water flowing on the Earth’s surface
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Groundwater: water that moves downward into the ground.
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2.1d Erosion and deposition result from the interaction among air, water, and land.
Interaction between air and water breaks down earth materials
:Pieces of earth material may be moved by air, water, wind, and gravity
Pieces of earth material will settle or deposit on land or in the water in different places
Soil is composed of broken-down pieces of living and non-living earth material
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| 2.1e Extreme natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes, and other severe storms) may have positive or negative impacts on living things.
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Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity
Physical Setting Performance Indicator 3.1 Observe and describe properties of materials using appropriate tools.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 3.1a Matter takes up space and has mass (weight). Two objects cannot occupy the same place at the same time.
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| 3.1b Matter has properties that (color, hardness, odor, sound, taste, etc.) that can be observed thorugh the senses.
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| 3.1c Objects have properties that can be observed, described and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, reflectiveness of light.
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| 3.1d Measurements can be made with standard metric units and non-standard units (Note: Exceptions to the metric system usage are found in meteorology.)
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| 3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers and graduated cylinders.
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3.1g Some properties of an object are dependent on the conditions of the present surroundings in which the object exists.
temperature – hot or cold
lighting – shadows, color
moisture – wet or dry
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Physical Setting Performance Indicator 3.2 Describe chemical and physical changes, including changes in state of matter.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 3.2a Matter exists in three states: solid, liquid, gas
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solids have a definite shape and volume
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liquids do not have a definite shape but have a definite volume
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gases do not hold their shape or volume
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| 3.2b Temperature can affect the state of matter of a substance
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| 3.2c Changes in the properties or materials of objects can be observed and described.
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Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Physical Setting Performance Indicator 4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light
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| 4.1b Energy can be transferred from one place to another.
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4.1c Some materials transfer energy better than others (heat and electricity).
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Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 4.1d Energy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.
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| 4.1e Electricity travels in a closed circuit.
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| 4.1f Heat can be released in many ways, for example, by burning, rubbing (friction) or combining one substance with another.
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Physical Setting Performance Indicator 4.2 Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
4.2a Every day events involve one form of energy being changed to another.
Animals convert food to heat and motion
The Sun’s energy warms the air and water
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Chemical to electrical, light, and heat: battery and bulb
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Electrical to sound (e.g. doorbell buzzer)
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Mechanical to sound (e.g. musical instruments, clapping)
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Light to electrical (e.g. solar-powered calculator)
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Physical Setting Performance Indicator 5.1 Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 5.1a The position of an object can be described by locating it relative to another object or the background (e.g., on top of, next to, over, under, etc.).
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| 5.1b The position or direction of motion of an object can be changed by pushing or pulling.
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| 5.1c The force of gravity pulls objects toward the center of the Earth.
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| 5.1d The amount of change in the motion of an object is affected by friction.
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| 5.1e Magnetism is a force that may attract or repel certain materials.
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| 5.1f Mechanical energy may cause change in motion through the application of force and through the use of simple machines such as pulleys, levers, and inclined planes.
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Physical Setting Performance Indicator 5.2 Describe how forces can operate across distances.
Major Understandings PK K 1 2 3 4 5
Major Understandings PK K 1 2 3 4 5
| 5.2a The forces of gravity and magnetism can affect objects through gases, liquids, and solids.
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| 5.2b The forces of magnetism on objects decreases as distance increases.
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VI. Course Overview
The second grade science program should emphasize a hands-on and minds-on approach to learning. Students learn effectively when they are actively engaged in the discovery process, often working in small groups. Experiences should provide student with opportunities to interact as directly as possible with the natural world in order to construct explanation about their world. This approach will allow students to practice problem-solving skills, develop positive science attitudes, learn new science content, and increase their scientific literacy. The Scientific process should be interwoven throughout the units of study. These units include:
1. LIVING THINGS
Plants
Animals
Health/Nutrition
2. PHYSICAL CHANGES (INTERACTIONS) *New Unit*
3. BUOYANCY
4. PROPERTIES
5. SUN/SKY/SEASONS/WEATHER
6. WATER CYCLE
7. MEASUREMENT
VII. Instructional Outline
Back to top
I. LIVING THINGS
Key Idea 1: Living things are both similar to and different from each other and non-living things.
1.1 Understand the characteristics of and variations between living and non-living things.
a. Understand animals need air, water, and food in order to live and thrive
b. Understand plants require air, water, nutrients, and light in order to live and thrive
c. Introduce nonliving things do not live and thrive
d. Introduce non-living things can be human-created or naturally occurring
e. Understand living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
2.1 Understand that traits of living things are both inherited and acquired or learned.
a. Introduce some characteristics result from an individual’s interactions with the environment and cannot be inherited by the next generation (e.g. having scars; riding a bicycle)
2.2 Recognize that for humans and other living things there is genetic continuity between generations.
a. Understand plants and Animals closely resemble their parents and other individuals in their species.
b. Introduce plants and animals can transfer specific traits to their offspring when they reproduce.
Key Idea 3: Individual organisms and species change over time.
3.1 The structures of plants and animals compliment the environment of the plant or animal.
a. Each animal has different structures that serve different functions in growth, survival, and reproduction
b. Wings, legs, or fins enable some animals to seek shelter and to escape predators
c. The mouth including teeth, jaw and tongue enables some animals to eat and drink.
d. Eyes, nose, ears, tongue, and skin of some animals enable some of the animals to sense their surroundings
e. Claws, shells, spines, feathers, fur, scales, and color of body covering enable them to obtain food.
f. Some animals have parts that are used to produce sounds and smells to help the animal meet its needs.
g. The characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored food energy
h. Each plant has different structures that serve different functions in growth survival and reproduction
i. Roots help support the plant and take in water and nutrients.
j. Leaves help plant utilize sunlight to make food for the plant.
k. Stems, stalks, trunks, and other similar structures provide support for the plant.
l. Some plants have flowers.
m. Flowers are reproductive structures of plants that produce fruit that contain seeds.
n. Seeds contain stored food that aids in germination and the growth of young plants.
o. To survive in their environment, plants and animals must be adapted to that environment.
p. Seeds disperse by a plant’s own mechanism and/or in variety of ways that can include wind, water, and animals.
q. Leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture.
r. Animal adaptation include: coloration for warning or attraction, camouflage, defense mechanism, movement hibernation, and migration
3.2 Differences within a species may give individuals an advantage in surviving and reproducing.
a. Introduce individuals within a species may complete each other food, mates, space and water and shelter.
b. Introduce all individuals have variations and because of these variation individuals of species may have an advantage in surviving and reproducing.
Key Idea 4: The continuity of life is sustained through reproduction and development.
4.1 Understand the major stages in the life cycles of selected plants and animals. Beginning of life, reproduction as an adult, and eventually death.
a. Each kind of plant goes through its own stage of growth and development that may include seed, young plant, and mature plant
b. The length of time from beginning of development to death of the plant is called its life span.
c. Life cycles of some plants include changes from seed to mature plant.
d. Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.
e. Each animal goes through its own stage of growth and development during its life span.
f. The length of time from animal’s birth to its death is called its life span. Life spans of different animals vary.
4.2 Understand evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
a. Understand growth is the process by which plants and animals increase in size.
b. Understand food supplies the energy and materials necessary for growth and repair.
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
5.1 Describe the basic life functions of common living specimens. (Mealworms, animals, humans)
a. Understand all living things grow, take nutrients, breathe, reproduce, and eliminate waste.
b. Introduce an organism’s external physical features can enable it to carry out life functions in its particular environment
5.2 Describe some survival behaviors of common living specimens.
a. Plants respond to changes in their environment
b. Animal respond to change in their environment (perspiration, heart rate, breathing rate, eye blinking, shivering and salivating)
c. Senses can provide essential information regarding danger, food and mates to animals
d. Some animals, including humans, move from place to place
e. Particular animals characteristics are influenced by changing environmental conditions including: eg. fat storage, coat thickness in winter, camouflage, shedding fur.
f. Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating.
g. The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter heat, and sunlight.
5.3 Describe the factors that help promote good health and growth in humans.
a. Understand good health habits include hand washing and personal cleanliness; avoiding harmful substances (including alcohol, tobacco, illicit drugs); eating a balanced diet: engaging in regular exercise.
Key Idea 6: Plants and animals depend on each other and their physical environment.
6.1 Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
a. Green plants are producers because they provide the basic food supply for themselves and animals.
b. All animals depend on plants. Some animals (predators) eat other animals (prey).
c. Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.
d. Decomposers are living things that play a vital role in recycling nutrients.
e. An organism’s pattern of behavior is related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.
6.2 Describe the relationship of the Sun as an energy source for living and nonliving cycles.
a. Plants manufacture food by utilizing air, water, and energy from the Sun.
b. The Sun’s energy is transferred on Earth from plants to animals through the food chain.
c. Heat energy from the Sun powers the water cycle (see Physical Science Key Idea 2).
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environments.
7.1 Identify ways in which humans have changed their environment and the effects of those changes.
a. Understand humans depend on their natural and constructed environments
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II. PHYSICAL CHANGES (INTERACTIONS)
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.2 Describe chemical and physical changes, including changes in states of matter.
a. Matter exists in three states: solid, liquid, gas
solids have a definite shape and volume
liquids do not have a definite shape but have a definite volume
gases do not hold their shape or volume
b. Temperature can affect the state of matter of a substance
c. Changes in the properties or materials of objects can be observed and described
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
a. Energy exists in various forms: heat, electric, sound, chemical, mechanical, light
b. Energy can be transferred from one place to another.
c. Some materials transfer energy better than others (heat and electricity).
d. Understand energy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.
e. Understand electricity travels in a closed circuit.
f. Introduce heat can be released in many ways, for example, by burning, rubbing (friction), or combining one substance with another.
4.2 Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g., mechanical to electrical energy, chemical to heat energy).
a. Understand every day events involve one form of energy being changed to another.
Animals convert food to heat and motion
The Sun’s energy warms the air and water
b. Humans utilize interactions between matter and energy
Understand chemical to electrical, light, and heat: battery and bulb
Introduce electrical to sound (eg., doorbell buzzer)
Introduce mechanical to sound (eg., musical instruments, clapping)
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
5.1 Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
a. The position of an object can be described by locating it relative to another object or the background (eg., on top of, next to, over, under, etc)
b. The position or direction of motion of an object can be changed by pushing or pulling.
c. Introduce the force of gravity pulls objects toward the center of the Earth.
d. Introduce the amount of change in the motion of an object is affected by friction.
5.2 Describe how forces can operate across distances.
a. Introduce the forces of gravity and magnetism can affect objects through gases, liquids, and solids.
SCIENTIFIC INQUIRY
1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
Students:
Ask “why” questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
This is evident, for example, when students:
Observe a variety of objects that either sink or float when placed in a container of water. Working in groups, they propose an explanation of why objects sink or float. After sharing and discussing their proposed explanation, they refine it and submit it for assessment. The explanation is rated on clarity and plausibility.
2. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Students:
Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
Share their research plans with others and revise them based on their suggestions.
Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time).
This is evident, for example, when students:
Are asked to develop a way of testing their explanation of why objects sink or float when placed in a container of water. They tell what procedures and materials they will use and indicate what results will support their explanation. Their plan is critiqued by others, the revise it, and submit it for assessment. The plan is rated on clarity, soundness in addressing the issue, and feasibility. After the teacher suggests modifications, the plan is carried out.
3. The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.
Students:
Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
Share their findings with others and actively seek their interpretations and ideas.
Adjust their explanations and understandings of objects and events based on their findings and new ideas.
This is evident, for example, when students:
Prepare tables or other representations of their observations and look for evidence which supports or refutes their explanation of why objects sink or float when placed in a container of water. After sharing and discussing their results with other groups, they prepare a brief research report that includes methods, findings, and conclusions. The report is rated on its clarity, care in carrying out the plan, and presentation of evidence supporting the conclusions.
III. BUOYANCY
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1 Observe and describe properties of materials using appropriate tools.
a. Matter takes up space and has mass (weight). Two objects cannot occupy the same place at the same time.
b. Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses.
c. The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers and graduated cylinders.
d. Objects and/or materials can be sorted or classified according to their properties.
IV. PROPERTIES
a. Matter takes up space and has mass (weight). Two objects cannot occupy the same place at the same time.
b. Matter has properties (color, hardness, odor, sound, taste, etc) that can be observed through the senses.
c. Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, reflectiveness of light.
d. Measurements can be made with standard metric units and non-standard units.
V. SUN/SKY/SEASONS/WEATHER
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
1.1 Describe patterns of daily, monthly, and seasonal changes in their environment.
a. Natural cycles and patterns include:
Introduce: Earth spinning around once every 24 hours (rotation) resulting in day and night
Introduce: earth moving in a path around the Sun (revolution),resulting in one earth year.
Understand the length of daylight and darkness varying with the seasons
Understand that weather changes from day to day and through the seasons
Introduce the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle
b. Introduce second, minute, hour, week, month
c. Introduce the Sun and other stars appear to move in a recognizable pattern both daily and seas only
d. Describe the relationship among air, water, and land on Earth.
e. Understand weather is a condition of the outside air at a particular moment
f. Understand weather can be measured and described by temperature, wind speed and direction, form and amount of precipitation, general sky conditions (Cloudy, sunny, etc.)
g. Introduce extreme natural events (floods, fires, earthquakes, severe storms), may have a positive or negative impact or living things.
VI. WATER CYCLE
Key Idea 2: Many of the phenomena that we observe on Earth involved interactions among components of air, water and land.
2.1 Describe the relationship among air, water, and land on Earth.
a. Understand water is recycled by natural processes on Earth
Evaporation
Condensation
Precipitation
Run-off
Groundwater
VII. MEASUREMENT
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity
3.1 Observe and describe properties of materials using appropriate tools.
a. Matter takes up space and has mass.
b. Matter has properties (color, hardness, odor, sound, taste etc) that can be observed through the senses
c. Objects have properties that can be observed, described and or measured, (length, volume, size, shape, mass, or weight, temperature, texture, reflectiveness of light).
d. Measurement can be made with standard metric units and non-standard units
e. The materials an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed using, hand lenses, metric ruler, thermometers, balances, magnets
f. Objects can be sorted or classified according to their properties
g. Some properties of an object are dependent on the conditions of the present surroundings in which the object exists
Temperature
Lighting
Moisture
VIII. Course Benchmarks
IX. Units of Study
Unit One
Living Things
A.
Unit Benchmarks
At the end of this unit students will;
1. Understand the characteristics of and variations between living and non-living things.
Understand animals need air, water, and food in order to live and thrive
Understand plants require air, water, nutrients, and light in order to live and thrive
Introduce nonliving things do not live and thrive
Introduce non-living things can be human-created or naturally occurring
Understand living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die
2. Understand that traits of living things are both inherited and acquired or learned.
Introduce some characteristics result from an individual’s interactions with the environment and cannot be inherited by the next generation (e.g. having scars; riding a bicycle)
3. Recognize that for humans and other living things there is genetic continuity between generations.
Understand plants and Animals closely resemble their parents and other individuals in their species.
Introduce plants and animals can transfer specific traits to their offspring when they reproduce.
4. be able to ex[plain that the structures of plants and animals compliment the environment of the plant or animal.
Each animal has different structures that serve different functions in growth, survival, and reproduction
Wings, legs, or fins enable some animals to seek shelter and to escape predators
The mouth including teeth, jaw and tongue enables some animals to eat and drink.
Eyes, nose, ears, tongue, and skin of some animals enable some of the animals to sense their surroundings
Claws, shells, spines, feathers, fur, scales, and color of body covering enable them to obtain food.
Some animals have parts that are used to produce sounds and smells to help the animal meet its needs.
The characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored food energy
Each plant has different structures that serve different functions in growth survival and reproduction
Roots help support the plant and take in water and nutrients.
Leaves help plant utilize sunlight to make food for the plant.
Stems, stalks, trunks, and other similar structures provide support for the plant.
Some plants have flowers.
Flowers are reproductive structures of plants that produce fruit that contain seeds.
Seeds contain stored food that aids in germination and the growth of young plants.
To survive in their environment, plants and animals must be adapted to that environment.
Seeds disperse by a plant’s own mechanism and/or in variety of ways that can include wind, water, and animals.
Leaf, flower, stem, and root adaptations may include variations in size, shape, thickness, color, smell, and texture.
Animal adaptation include: coloration for warning or attraction, camouflage, defense mechanism, movement hibernation, and migration
5. Indicate that differences within a species may give individuals an advantage in surviving and reproducing.
Introduce individuals within a species may complete each other food, mates, space and water and shelter.
Introduce all individuals have variations and because of these variation individuals of species may have an advantage in surviving and reproducing.
6. Understand the major stages in the life cycles of selected plants and animals. Beginning of life, reproduction as an adult, and eventually death.
Each kind of plant goes through its own stage of growth and development that may include seed, young plant, and mature plant
The length of time from beginning of development to death of the plant is called its life span.
Life cycles of some plants include changes from seed to mature plant.
Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult.
Each animal goes through its own stage of growth and development during its life span.
The length of time from animal’s birth to its death is called its life span. Life spans of different animals vary.
7. Understand evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises.
Understand growth is the process by which plants and animals increase in size.
Understand food supplies the energy and materials necessary for growth and repair.
8. Describe the basic life functions of common living specimens. (Mealworms, animals, humans)
Understand all living things grow, take nutrients, breathe, reproduce, and eliminate waste.
Introduce an organism’s external physical features can enable it to carry out life functions in its particular environment
9. Describe some survival behaviors of common living specimens.
Plants respond to changes in their environment
Animal respond to change in their environment (perspiration, heart rate, breathing rate, eye blinking, shivering and salivating)
Senses can provide essential information regarding danger, food and mates to animals
Some animals, including humans, move from place to place
Particular animals characteristics are influenced by changing environmental conditions including: fat storage, coat thickness in winter, camouflage, shedding fur.
Some animal behaviors are influenced by environmental conditions. These behaviors may include nest building, hibernating, hunting, migrating, and communicating.
The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter heat, and sunlight.
10 Describe the factors that help promote good health and growth in humans.
Understand good health habits include hand washing and personal cleanliness; avoiding harmful substances (including alcohol, tobacco, illicit drugs); eating a balanced diet: engaging in regular exercise.
11 Describe how plants and animals, including humans, depend upon each other and the nonliving environment.
Green plants are producers because they provide the basic food supply for themselves and animals.
All animals depend on plants. Some animals (predators) eat other animals (prey).
Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain.
Decomposers are living things that play a vital role in recycling nutrients.
An organism’s pattern of behavior is related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and other resources, and the physical characteristics of the environment.
12. Describe the relationship of the Sun as an energy source for living and nonliving cycles.
Plants manufacture food by utilizing air, water, and energy from the Sun.
The Sun’s energy is transferred on Earth from plants to animals through the food chain.
Heat energy from the Sun powers the water cycle (see Physical Science Key Idea 2).
13. Identify ways in which humans have changed their environment and the effects of those changes.
Understand humans depend on their natural and constructed environments
.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
1. Teacher Constructed Activities:
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3: Apply Across Disciplines
2. Textbook with Teaching Strategies
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4. Cross Disciplinary
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5. Miscellaneous
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E. Vocabulary
E. Vocabulary
thrive
human created
naturally occurring
breathe
reproduce
eliminate waste
die
characteristics
interactions
generation
continuity
resemble
species
transfer
specific
growth
survival
reproduction
predators
obtain
seasonal conditions
functions
utilize
germination
adaptations
warning
attraction
camouflage
hibernation
mature
life span
life cycle
life functions
external physical features
shivering
salivating
hibernating
migrating
communicating
promote
harmful substances
engaging in
basic food supply
prey
food chain
decomposers
pattern of behavior
energy source
manufacture
heat energy
depend
constructed environments
F. References and Resources
F. References and Resources
Unit Two
Unit Two
Physical Changes (Interactions)
A. Unit Benchmarks
At the end of this unit students will be able to;
1. Describe chemical and physical changes, including changes in states of matter.
Matter exists in three states: solid, liquid, gas
solids have a definite shape and volume
liquids do not have a definite shape but have a definite volume
gases do not hold their shape or volume
Temperature can affect the state of matter of a substance
Changes in the properties or materials of objects can be observed and described
2. Describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
Energy exists in various forms: heat, electric, sound, chemical, mechanical, light
Energy can be transferred from one place to another.
Some materials transfer energy better than others (heat and electricity).
Understand energy and matter interact: water is evaporated by the Sun’s heat; a bulb is lighted by means of electrical current; a musical instrument is played to produce sound; dark colors may absorb light, light colors may reflect light.
Understand electricity travels in a closed circuit.
Introduce heat can be released in many ways, for example, by burning, rubbing (friction), or combining one substance with another.
3. Observe the way one form of energy can be transferred into another form of energy present in common situations (e.g., mechanical to electrical energy, chemical to heat energy).
Understand every day events involve one form of energy being changed to another.
Animals convert food to heat and motion
The Sun’s energy warms the air and water
Humans utilize interactions between matter and energy
Understand chemical to electrical, light, and heat: battery and bulb
Introduce electrical to sound (eg., doorbell buzzer)
Introduce mechanical to sound (eg., musical instruments, clapping)
4. Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity, magnetism, and mechanical forces.
The position of an object can be described by locating it relative to another object or the background (eg., on top of, next to, over, under, etc)
The position or direction of motion of an object can be changed by pushing or pulling.
Introduce the force of gravity pulls objects toward the center of the Earth.
Introduce the amount of change in the motion of an object is affected by friction.
5 Describe how forces can operate across distances.
Introduce the forces of gravity and magnetism can affect objects through gases, liquids, and solids.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
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4. Cross Disciplinary
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5. Miscellaneous
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E. Vocabulary
E. Vocabulary
changes in states of matter
properties
absorb light
reflect light
closed circuit
friction
mechanical forces
position or direction of motion
F. References and Resources
F. References and Resources
Unit Three
Unit Three
Buoyancy
A. Unit Benchmarks
At the end of this unit students will be able to;
1. Observe and describe properties of materials using appropriate tools.
Matter takes up space and has mass (weight). Two objects cannot occupy the same place at the same time.
Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses.
The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers and graduated cylinders.
Sort or classify objects according to their properties.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
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5. Miscellaneous
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E. Vocabulary
E. Vocabulary
weight
hand lenses
metric rulers
magnets
circuit testers
graduated cylinders
F. References and Resources
F. References and Resources
Unit Four
Properties
A.
Unit Benchmarks
At the end of this unit students will be able to;
1. describe matter as something that takes up space and has mass (weight). Two objects cannot occupy the same place at the same time.
2. list properties of matter (color, hardness, odor, sound, taste, etc) that can be observed through the senses.
3. identify the properties that can be used to describe matter; observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, reflectiveness of light.
4. make measurements with standard metric units and non-standard units.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
1. Teacher Constructed Activities:
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1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
volume
temperature
texture
reflectiveness
standard metric units
F. References and Resources
Unit Five
Sun/Sky/Seasons/Weather
A.
Unit Benchmarks
At the end of this unit students will be able to;
1. Describe patterns of daily, monthly, and seasonal changes in their environment.
Natural cycles and patterns include:
Introduce: Earth spinning around once every 24 hours (rotation) resulting in day and night
Introduce: earth moving in a path around the Sun (revolution),resulting in one earth year.
Understand the length of daylight and darkness varying with the seasons
Understand that weather changes from day to day and through the seasons
Introduce the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle
Introduce second, minute, hour, week, month
Introduce the Sun and other stars appear to move in a recognizable pattern both daily and seas only
Describe the relationship among air, water, and land on Earth.
Understand weather is a condition of the outside air at a particular moment
Understand weather can be measured and described by temperature, wind speed and direction, form and amount of precipitation, general sky conditions (Cloudy, sunny, etc.)
Introduce extreme natural events (floods, fires, earthquakes, severe storms), may have a positive or negative impact or living things.
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
1. Teacher Constructed Activities:
| Activity
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Benchmark
|
Standard
|
Application Level
|
a.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
2. Textbook with Teaching Strategies
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
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|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
3. Computer Assisted Instruction
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
|
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
4. Cross Disciplinary
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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d.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
5. Miscellaneous
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
rotation
revolution
F. References and Resources
Unit Six
Water Cycle
A.
Unit Benchmarks
At the end of this unit students will be able to;
1. Describe the relationship among air, water, and land on Earth.
Understand water is recycled by natural processes on Earth
Evaporation
Condensation
Precipitation
Run-off
Groundwater
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
1. Teacher Constructed Activities:
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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d.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
2. Textbook with Teaching Strategies
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
3. Computer Assisted Instruction
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
4. Cross Disciplinary
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
|
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
5. Miscellaneous
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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b.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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c.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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d.
Materials:
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HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
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Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
F. References and Resources
F. References and Resources
Unit Seven
Measurement
A.
Unit Benchmarks
At the end of this unit students will be able to;
1. Observe and describe properties of materials using appropriate tools.
Matter takes up space and has mass.
Matter has properties (color, hardness, odor, sound, taste etc) that can be observed through the senses
Objects have properties that can be observed, described and or measured, (length, volume, size, shape, mass, or weight, temperature, texture, reflectiveness of light).
Measurement can be made with standard metric units and non-standard units
The materials an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed using, hand lenses, metric ruler, thermometers, balances, magnets
Objects can be sorted or classified according to their properties
Some properties of an object are dependent on the conditions of the present surroundings in which the object exists
Temperature
Lighting
Moisture
B. Unit Assessment
B. Unit Assessment
C. Rubric
C. Rubric
D. Activities
D. Activities
1. Teacher Constructed Activities:
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
2. Textbook with Teaching Strategies
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
3. Computer Assisted Instruction
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
4. Cross Disciplinary
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
5. Miscellaneous
| Activity
|
Benchmark
|
Standard
|
Application Level
|
a.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
b.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
c.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
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d.
Materials:
|
|
HPEHE:
MST:
ELA:
Arts:
LOTE:
CDOS:
SS:
|
|
Application Level:
1: Knowledge 4: Apply to Real World Predictable Situations
2: Apply in Discipline 5: Apply to Real World Unpredictable Situations
3: Apply Across Disciplines
E. Vocabulary
E. Vocabulary
mass
magnetism
conditions of the present surroundings
F. References and Resources
X. Course Assessment
XI.
Curriculum Review Process
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