Timetable
|
Topic
|
Content
|
Skills
|
Performance Objective
|
Assessment
|
| 4 weeks | Physical Setting
Beginnings (K)/Properties (L) |
Five senses
Nutrition |
Students will sort & classify by senses.
Students will sort & classify by food groups. |
S.I. 1.3.1 organize observations and measurements of objects and events through classification and the preparation of simple charts and tables
|
Written
performance Oral performance |
| 2 weeks | Physical setting
Waterplay (L) |
Buoyancy
Water cycle |
Students will sort & classify objects according to their buoyancy.
Students will predict the buoyancy of a given object. Students will verbally communicate the water cycle. |
4.3.1 observe and describe the properties of materials using appropriate tools.
4.2.1 describe the relationships among air, water and land on earth. |
Lab performance
Written performance Oral performance |
Timetable
|
Topic
|
Content
|
Skills
|
Performance Objective
|
Assessment
|
| 8 weeks | Physical Setting
Seasons (c) |
Seasonal changes
Temperature Weather Signs of…. |
Students will observe and graph the weather daily.
|
4.1.1 describe patterns of daily, monthly and seasonal changes in their environment.
|
Oral performances
Written performances |
| 1 week | Physical setting
Forces (C) |
Magnets
(introduction) |
Students will observe and explore magnets. | 4.5.1 describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forced. | Lab performance
Written performance Oral performance |
Timetable
|
Topic
|
Content
|
Skills
|
Performance Objective
|
Assessment
|
| 8 weeks | Living Environment
Sun & Shadows |
Shadows
|
Can identify a shadow | S.I 1.1 ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
S.I 1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. |
Oral performances
Written performances |
Timetable
|
Topic
|
Content
|
Skills
|
Performance Objective
|
Assessment
|
| 1 week | Living Environment
Classroom plants (K) |
Plants | Students will….
identify needs for a plant to grow identify/label the four parts of a plant |
LE 4.1.2 describe the life processes common to all living things | Lab performance
Written performance Oral performance |
Timetable
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Topic
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Content
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Skills
|
Performance Objective
|
Assessment
|
| 2 weeks | Living Environment
Life Cycles (C) |
Tadpole to Frog
Living and Nonliving |
Identify the parts of the Frog Life Cycle
Observe and discuss characteristics of living and nonliving |
4.1.2 Describe the life processes common to all living things
4.1.1 Describe the characteristics of and variations between living and nonliving things |
Oral performances
Written performances |
Timetable
|
Topic
|
Content
|
Skills
|
Performance Objective
|
Assessment
|
| 10 weeks | Living Environment
Animals (C) |
Animals
Zoo Farm Domestic Wild |
Students will….
Identifying/matching parents and babies Identify/communi-cate the seasonal habits of animals |
1.2 Describe the life processes common to all living things
2.1 Recognize that traits of living things are both inherited and acquired or learned 2.2 Recognize that for humans and other living things there is genetic continuity between generations |
Lab performance
Written performance/ Benchmark Oral performance |