OCSD5 Common Core Curriculum Guide

1 Grade Science

st

Pacing Included
DRAFT

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their efforts have contributed to the world-class instructional resources available within our district.

Facilitators Jacqueline Jamison Dr. Elrica C. Glover Audrey Hallingquest Dr. Derrick James Karen James Tammie Jenkins Heath Owen Tonya Ramey Laura Steele Dyisha Taylor

Kindergarten Mozella Isaac Dr. Teresa Jennings First Grade Jennifer Fanning Ayenne Smith Second Grade Jackie Hogges Faye Thompson

ELA Dabetta Smith Dyrease Jackson Mable Wright David Pasley Angelica Gentile Michele Johnson Rosalyn Florence Dr. Wanda Brockington Ti-esha Williams-Vaughn Katie Jensen

Science Lynn Rivers Mary Robinson Tawana Howell Crystal Bryant Rolanda Jenkins Lisa Benton Dr. Andrea Matthews Marcellina Guinyard Dawn Peebles Teal Ryant

Math Chinyeaka Ihekweazu Monik Ellis Latasha Murray Denise James Tracy Brown Kimberly Broughton Paul Rosser Aronda Frazier Sharlene Foster

Social Studies Terry Walling Andrea Perkins Audrey Irick Marilyn Doctor Lynette Milhouse Greg Smith Jordan Knight

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

ELA

The Purpose of Our Common Core Curriculum Guides

The 2013-2014 Orangeburg Consolidated School District Five Common Core Curriculum Guides provide an overview of key instructional shifts, Common Core State Standards (CCSS) best practices, and upcoming changes to South Carolina assessments. Each curriculum guide offers pacing suggestions, instructional strategies, resources, and assessment items. Our common core curriculum guides provide school-to-school continuity as we work together to build a worldclass school system. Common Core State Standards Background

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses. The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based.

Source: http://www.corestandards.org/about-the-standards

Smarter Balanced Assessment Consortium

South Carolina has elected to use the Smarter Balanced Assessment Consortium (Smarter Balanced) as the vehicle for assessing the Common Core State Standards. Smarter Balanced is a state-led consortium working to develop nextgeneration assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010. The assessments are scheduled to be administered to students in South Carolina and other states in the consortium beginning in the 2014-15 school year. The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed regardless of disability, language or subgroup. Smarter Balanced involves experienced educators, researchers, state and local policymakers and community groups working together in a transparent and consensus-driven process. Smarter Balanced Assessment Item Specifications: Selected response (SR) multiple choice Constructed response (CR) Performance Task (PT) Technology enhanced item (TEI) To view sample assessments items, visit: http://www.smarterbalanced.org/sample-items-and-performance-tasks/ To view Smarter Balanced Scoring guidelines, visit: http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuides Common Core State Standards School Year Implementation Timeline

The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The standards will be fully implemented in school year 2014-15 as outlined in the following table: School Year 2011-2012 2012-2013 2013-2014 2014-2015 Expectations from the SC State Department of Education Transition Year Transition Year Bridge Year Full Implementation

Orangeburg Consolidated School District Five Assessment Schedule DATES st th Aug 21 Aug 29 rd th Sept 23 Sept 27 th st Oct 28 Nov 1 th th Dec 9 Dec 17 rd th Feb 3 Feb 7 rd th March 3 March 11 th May 19 May 27th ASSESSMENT Pre Diagnostic Benchmark District Assessment District Assessment Comprehensive Benchmark District Assessment Comprehensive Benchmark Post Diagnostic Benchmark

South Carolina Bridge Year Assessments

During the bridge year, our students will take the PASS, EOCEP, and HSAP assessments in 2014. Commonalities between CCSS and PASS will be assessed in ELA and Math. In order to ensure students success on these assessments, teachers are still expected to utilize items that mirror the format of their upcoming standardized test. To increase the rigor of these items, students should cite evidence and explain their answers. These practices align with the expectations of the Common Core State Standards. Elementary and Middle School Grades 3-8 Content Area Assessment Testing Dates for 2013-2014 ELA Writing PASS Day 1: March 18, 2014 Day 2: March 19, 2014 th Make-up Testing through March 25 ELA Reading and Research PASS May 6, 2014 Math PASS May 7, 2014 Science or Social Studies (Grades 3, 5, 6, PASS May 8, 2014 8) Science (Grades 4 & 7) PASS May 8, 2014 Social Studies (Grades 4 & 7) PASS May 9, 2014 th All Content Areas - Make-up Testing PASS Through May 16

High School High School Assessment Program (HSAP) Content Area Testing Dates for 2013-2014 ELA Session 1: October 22, 2013 Session 2: October 23, 2013 Math All Content Areas - Make-up Testing ELA MATH All Content Areas - Make-up Testing ELA Math Make-up Testing October 24, 2013 Through November 1, 2013 Session 1: April 1, 2014 Session 2: April 2, 2014 April 3, 2014 Through April 18, 2014 Session 1: July 15, 2014 Session 2: July 16, 2014 July 17, 2014 No make-up dates for summer HSAP testing

High School End of Course Examination Program (EOCEP) Test Testing Dates for 2013-2014 English I Tentative Dates: Fall: December 3, 2013 January 27, 2014 Algebra I Spring: May 1-10, 2014 Biology Summer: July 1-31, 2014 United States History & the Constitution

Common Core Instructional Shifts

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in ELA/Literacy Shift 1 Shift 2 Balancing Informational & Literary Text Knowledge in the Disciplines Students read a true balance of informational and literary texts. Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Students engage in rich and rigorous evidence based conversations about text. Writing emphasizes use of evidence from sources to inform or make an argument. Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Shift 3

Staircase of Complexity

Shift 4 Shift 5

Text-based Answers Writing from Sources

Shift 6

Academic Vocabulary

Shifts in Mathematics Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Students are practicing and understanding. There is more than a balance between these two things in the classroom both are occurring with intensity.

Shift 1

Focus

Shift 2

Coherence

Shift 3

Fluency

Shift 4

Deep Understanding

Shift 5

Application

Shift 6

Dual Intensity

Academic Vocabulary

The Common Core State Standards (CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. For example, rather than watch, observe. They are also words that help students understand oral directions and classroom instructional dialog. They also help students to comprehend text across different content areas- including math, science, and social studies/history. Vocabulary words are often categorized into three tiers. Tier 1 words: These words are basic vocabulary or the more common words most children will know. They include highfrequency words and usually are not multiple meaning words. Tier 2 words: Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. The Common Core State Standards refers to these as general academic words. Sometim es they are referred to as rich vocabulary. These words are more precise or subtle forms of familiar words and include multiple meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains. Tier 3 words: CCSS refers to these words as domain specific; they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text. Source: http://www.learninga-z.com/commoncore/academic-vocabulary.html Informational Text

The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources, including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts (including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused instruction using informational text with students. Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs, tables, charts and diagrams, etc.) When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing, clarity and directness of the language should also be considered. Why is Increasing the Reading of Informational Text Important? Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text. If students are to better comprehend science, social studies, and math text - as well as meet the common core reading and writing requirements for graduation - then we need to increase their exposure to informational texts early in their formal schooling. Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future

success in higher education and the workplace. The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows: Grade Span K-4 5-8 9-12 Literary 50% 45% 30% Informational 50% 55% 70%

Source: http://www.learninga-z.com/commoncore/informational-text.html Literacy in Science Bringing Literacy and Science Together Academic Vocabulary in Science What is it? Science is rich in specialized words (Tier 3), many of which have an everyday meaning as well as a scientific meaning. Improving pupils spelling and understanding of these words will improve their understanding of science. The use of root words helps to develop an understanding of the scientific meaning of the word. The taxonomy of words ( words that describe objects, processes and concepts) can be used to identify those words which are key to the communication of ideas and understanding. What should student be able to do? Identify key words with care, matching your list to the needs of your students. Explore new words together, consider their structure, word roots and correct meaning. Students should practice using key words during class discussion or during question-and-answer sessions. Review words daily. What does it look like? For example: PLANTS KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment) KEY TERM: Plant DEFINITION: a living thing/organism that can make its own food

Nutrients Stem

Materials found in soil or water that plants need to help them grow part of the plant that grows out of the ground; supports / holds up the plant and also the leaves, flowers, and fruit part of a plant that grows in the ground; holds the plant in place usually a flat, green part of the plant that grows from the stem

Root Leaves

Flowers

have petals that come in many shapes, sizes, and colors

Fruit Seed

part of the flowering plant that contains the seeds; some are edible part of a plant that will grow into a new plant

Edible Physical Traits

able to be eaten; some parts of plants can be food for people something that makes one plant different from another, such as shape of leaf, color of flower the process in which a plant begins to sprout or grow from the seed the process of increasing in size and developing from a seedling to a mature plant the special surrounding with the right conditions for a certain plant to survive

Germination Plant Growth

Distinct Environment

Reading in Science What is it? Reading in science should be a demanding activity. Supporting students in reading and offering ways to access text is better than reducing the amount and quality of their reading. Tell students the purpose for reading and provide methods. What should student be able to do? Make use of a range of DARTs (directed activities related to text) where students are actively engaged with the text and are clear about why they are reading and what they should gain from the experience. What does it look like? A range of informational texts related to particular topics and purposes. Shared reading is a good way to introduce new or more difficult texts, especially those that contain a lot of new, specialized vocabulary

Writing in Science What is it? Writing supports learning in science when: the purpose is clear; students are challenged to think and make decisions about their writing; the writing helps students to organize their thinking; students are asked to write for a variety of purposes and audiences; the writing is well chosen and supports the objective of the lesson. What should student be able to do? Students should be able to make decisions about their writing. Students should be able to organize their thinking, writing for a variety of purposes. What does it look like? Lab reports Research Science Fair projects, etc.

Speaking and Listening in Science What is it? Opportunities to describe, explain and justify their understanding in science lessons. Students need opportunities to think aloud, discuss and explore ideas with each other. Well modeled speaking to help students evolve in the different aspects of speaking and listening in science. What should student be able to do? Converse with peers and adults as they support their claims with facts. Students need to be able to speak clearly and with confidence while presenting information. Students will work collaboratively in groups to problem solve orally.

What does it look like? Oral reports Science Fair presentations Debates

Common Core Best Practices

CLOSE READING What is it?

A close reading is a careful and purposeful reading of a text. Its an encounter with the text where students really focus on what the author had to say, what the authors purpose was, what the words mean, and what the structure of the text tells us.

How do I use it?

In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These arent simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the authors purpose, the structure, and the flow of the text. Close reading requires that students actually think and understand what they are reading.

What does it look like?

Steps in Close Reading 1. First Read: Key Ideas and Details Set the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes. Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc. 2. Second Read: Craft and Structure For a second, close read, select a portion or chunk of the text that is close read worthy. That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the authors craft and organizational patterns. This may include vocabulary choices, text structure or text features that the author included. Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding.

3. Third Read: Integration of Knowledge and Ideas The third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet. Have the students journal a response to a text dependent question. Focus the discussion on the text evidence.

Source: http://www.learninga-z.com/commoncore/close-reading.html Beth Burke, A Close Look At Close Reading: Scaffolding Students with Complex Text

Science Best Practices What is it? Cornell Method of Note Taking- The Cornell method provides a systematic format for condensing and organizing notes. The student divides the paper into two columns: the note-taking column (usually on the right) is twice the size of the questions/key word column (on the left). The student should leave five to seven lines, or about two inches, at the bottom of the page. Notes from a lecture or teaching are written in the note-taking column; notes usually consist of the main ideas of the text or lecture, and long ideas are paraphrased. Long sentences are avoided; symbols or abbreviations are used instead. To assist with future reviews, relevant questions (which should be recorded as soon as possible so that the lecture and questions will be fresh in the student's mind) or key words are written in the key word column. These notes can be taken from any source of information, such as fiction and nonfiction books, DVDs, lectures, text books, etc. What should student be able to do? Leave a two- to three-inch margin on the left side of the page, or buy law-ruled notebooks that have wide margins. Take notes in the wider, right side of the page. Use the left column to record key words, concepts or questions. Notes should be neat and able to be understood for later use. What does it look like?

Science Best Practices What is it? Nature Journals What should student be able to do? Students learn to record their observations using science vocabulary terms and make connections about the natural world in which they live. As they develop their writing skills using nature journals, students develop a better understanding of what is going on in nature and how vocabulary words apply to their studies. Nature journals also let students build upon their prior knowledge and experiences, remember a certain order of recorded events, and link data with events to recognize relationships. As students make close observations of nature, they to determine patterns and connections with other scientific terminology. They also use science process skills as they observe, analyze, and communicate their findings. What does it look like?

College and Career Readiness Anchor Standards for Reading The standards define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complementsthe former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Academic Vocabulary: CCSS Tier 3 Science problem recycle ruler similar sort stream structure system

amount cause clock effect explain graph lake length

measure meter stick month natural resources observe ocean pattern predict

temperature thermometer tool unit week year

GRADE ONE (2005 Standard 1-2) Science Topic: PLANTS KEY TERM: Plant Nutrients Stem Root Leaves Flowers Fruit Seed Edible Physical Traits Germination Plant Growth Distinct Environment KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment) DEFINITION: a living thing/organism that can make its own food Materials found in soil or water that plants need to help them grow part of the plant that grows out of the ground; supports / holds up the plant and also the leaves, flowers, and fruit part of a plant that grows in the ground; holds the plant in place usually a flat, green part of the plant that grows from the stem have petals that come in many shapes, sizes, and colors part of the flowering plant that contains the seeds; some are edible part of a plant that will grow into a new plant able to be eaten; some parts of plants can be food for people something that makes one plant different from another, such as shape of leaf, color of flower the process in which a plant begins to sprout or grow from the seed the process of increasing in size and developing from a seedling to a mature plant the special surrounding with the right conditions for a certain plant to survive

GRADE ONE (2005 Standard 1-3) Science Topic: THINGS IN THE SKY KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment) DEFINITION: the visible region over the Earth when there is enough light from the Sun to see; when it is light outside when the Sun is not shining to light the sky; when it is dark the star that provides heat and light for Earth an object in the night sky that shines with light of its own; the sun is the only star seen in the daytime sky the large ball of rock that moves around Earth; can be seen because the Suns light shines on it to bounce off the light received from a producer of light stars produce light while the moon reflects light from the sun, Earths star the planet that we live on; one of planets that go around the sun the time the Sun or Moon appears to go up into the sky the time the Sun or Moon appears to go down and disappear from the sky the lighted part of the moon that can be seen from the Earth the lighted shape changes in a pattern that can be seen each month GRADE ONE (2005 Standard 1-4) Science Topic: EARTH MATERIALS KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment) DEFINITION: characteristics or features that belong to a particular object hard, solid, nonliving material that make up Earth tiny pieces of rock material formed from small pieces of rock and sand, clay, air, and pieces of dead organisms a material that helps a plant to grow, usually comes from the soil rich, dark garden soil with decayed plant and animal matter for nutrients the way that something feels to the touch, such as soft, hard, rough, smooth, sticky, wet colorless, tasteless liquid that is found on Earth; is needed by living things

KEY TERM: Sky Day Night Sun Star Moon Reflect Earth Sunrise or Moonrise Sunset or Moonset Patterns of the moon

KEY TERM: Properties Rock Sand Soil Nutrient Topsoil / Loam Texture Water

GRADE ONE (2005 Standard 1-5) Science Topic: EXPLORING MOTION KEY CONCEPTS & TERMS (** for teacher/parent reference - not a student assignment) DEFINITION: the change in position from one place to another where an object is placed compared to another object, such as above or behind a push or a pull on an object that may cause the object to move moving back and forth, usually very rapidly/fast what is heard when an object vibrates the way or path that an object takes as it moves how fast or slow an object moves moving around in a circle a series of short, sharp turns going from one side to the other

KEY TERM: Motion Location / Position Force Vibrate Sound Direction Speed Circular Zigzag

Week of Aug. 19th - Aug. 23 rd Aug. 19th - Aug. 23 Indicator 1.1 Scientific inquiry 1-1.2 Classify 1-1.2 Tools 1-1.3 Safety procedures

rd

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed. Instructional Strategies Senses 1. Essential - Observe properties of solids. Give students 20 solids. These can come from the STC Solids and Liquids kit, and might include: blue plastic blue rubber blue wooden spoon ball cube blue Unifix red wooden red pipe cube golf tee cleaner red octagon ping-pong small white jewel ball plastic spoon plastic cup lid stainless steel washer steel ball steel nut jumbo metal brass washer paper clip bobby pin acrylic cube acrylic cylinder cork Working as partners/groups students sort the solids on the basis of one property (ex. color or shape). Each pair or group makes groupings of solids on large sheets of paper. They draw a circle around each group of solid objects and write the name of that group (blue, round, etc.) Each pair or group of students repeats the exercise based on a different property. Students share the properties of their groupings. Generate a Properties of Solids chart and display it in the classroom. Students draw one of the solids and list its properties (size, color, shape) in their Science Journals. 2. Enrichment - Using the solids, students make statements such as: This _(desk, rock, pen, etc.)_ is as hard as _______________. This _(sweater, cotton ball, etc)_ is as soft as _______________. This _(cup, trash can, soda can, etc.)_ is round like _(some cylindrical object)_. This _(golf ball, tennis ball, etc.)_ is the same size and shape as __________. Students must hold up the solid that fills in the blank. 3. Essential - Divide the class into groups of 3-4. Use attribute blocks, of various sizes, shapes and colors for students to sort by size, color, number of sides and number of corners. 4. Essential - Students determine the temperature of ice, tap water, room temperature, etc. 5. Essential Demonstrate how to use a ruler to measure various classroom materials. 6. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, pp. 146-147. 7. Essential - Conduct a floating/sinking activity with the 20 solid items. Divide students into groups. Give each group a cup filled half-way with water, and 4-5 of the items. Students make predictions about which items will float and which will sink. Students then test the objects to find out if they are buoyant or not. How does this compare to their predictions? Students sort the objects according to their buoyancy. Graph the results on a Venn diagram. Students record the results in their Science Journals How to set up Science Journals: st 1. Set up title page (1 page) My Science Journal- Allow students to illustrate

2. Set up table of contents (allow 3-4 pages) 3. Then number pages beginning after the table of contents. 4. For each journal entry include the date, title of lesson and indicator(s). . Resources S3 Curriculum: http://www.s2temsc.org/s3curriculum/k8science Text: MacMillan/McGraw-Hill South Carolina Science pp.2-15 Science Kits/Materials Boxes: STC, Solids and Liquids Text: MacMillan/McGraw-Hill South Carolina Science pp 6-7

Science Kits/Materials Boxes: STC Solids and Liquids Text: MacMillan/McGraw-Hill South Carolina Science pp. 146-147 Science Kits/Materials Boxes: STC Solids and Liquids www.studyisland.com Assessment

1-1.1.1.1 1. Circle the box where the fish are all the same size.

1 2.

1.1.2 Circle how long the battery is.

Acme Battery
1 2

+
3 4 5

A B C 3.

3 inches long 4 inches long 5 inches long

1.1.3 Circle the picture that shows a glass of ice cubes after it has been sitting in the sunshine for 2 hours.

Week of Aug. 26-30 Aug. 26-30 Indicator 1.1 Scientific inquiry 1-1.2 Classify 1-1.2 Tools 1-1.3 Safety procedures W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed. Instructional Strategies Senses 1. Essential - Observe properties of solids. Give students 20 solids. These can come from the STC Solids and Liquids kit, and might include: blue plastic blue rubber blue wooden spoon ball cube blue Unifix red wooden red pipe cube golf tee cleaner red octagon ping-pong small white jewel ball plastic spoon plastic cup lid stainless steel washer steel ball steel nut jumbo metal brass washer paper clip bobby pin acrylic cube acrylic cylinder cork Working as partners/groups students sort the solids on the basis of one property (ex. color or shape). Each pair or group makes groupings of solids on large sheets of paper. They draw a circle around each group of solid objects and write the name of that group (blue, round, etc.) Each pair or group of students repeats the exercise based on a different property. Students share the properties of their groupings. Generate a Properties of Solids chart and display it in the classroom. Students draw one of the solids and list its properties (size, color, shape) in their Science Journals. 2. Enrichment - Using the solids, students make statements such as: This _(desk, rock, pen, etc.)_ is as hard as _______________. This _(sweater, cotton ball, etc)_ is as soft as _______________. This _(cup, trash can, soda can, etc.)_ is round like _(some cylindrical object)_. This _(golf ball, tennis ball, etc.)_ is the same size and shape as __________. Students must hold up the solid that fills in the blank. 3. Essential - Divide the class into groups of 3-4. Use attribute blocks, of various sizes, shapes and colors for students to sort by size, color, number of sides and number of corners. 4. Essential - Students determine the temperature of ice, tap water, room temperature, etc. 5. Essential Demonstrate how to use a ruler to measure various classroom materials. 6. Essential - Read and discuss MacMillan/McGraw-Hill South Carolina Science, pp. 146-147. 7. Essential - Conduct a floating/sinking activity with the 20 solid items. Divide students into groups. Give each group a cup filled half-way with water, and 4-5 of the items. Students make predictions about which items will float and which will sink. Students then test the objects to find out if they are buoyant or not. How does this compare to their predictions? Students sort the objects according to their buoyancy. Graph the results on a Venn diagram. Students record the results in their Science Journals How to set up Science Journals: st 1. Set up title page (1 page) My Science Journal- Allow students to illustrate

2. Set up table of contents (allow 3-4 pages) 3. Then number pages beginning after the table of contents. 4. For each journal entry include the date, title of lesson and indicator(s). . Resources Text: MacMillan/McGraw-Hill South Carolina Science pp.2-15 Science Kits/Materials Boxes: STC, Solids and Liquids Text: MacMillan/McGraw-Hill South Carolina Science pp 6-7

Science Kits/Materials Boxes: STC Solids and Liquids Text: MacMillan/McGraw-Hill South Carolina Science pp. 146-147 Science Kits/Materials Boxes: STC Solids and Liquids www.studyisland.com Assessment

See Previous Week

Week of Sept. 2-6 Sept. 2rd Indicator Labor Day (Holiday) Instructional Strategies Labor Day (Holiday) Resources Labor Day (Holiday) Assessment Labor Day (Holiday) Sept. 3-6 Indicator 1.1 Scientific Inquiry 1-5.1 Identify location of an object relative to another object Instructional Strategies Essential - Read Rosies Walk by Pat Hutchins (www.schooltube.com). Discuss vocabulary. Ask students to list additional terms. 2. Essential - Tell students to choose a partner. Then direct them as follows: A. First you will pick out an object in the room. B. Now, give your partner clues to help him or her figure out the object that you chose by describing the objects location in the room relative to other objects. For example, The object is above the bookcase or The object is next to the chalk board or The object is under the dinosaur book. C. Now, let your partner take a turn giving clues about an objects location. Sample Classroom Activity Resources 1. Labor Day (Holiday)

S3 Curriculum: http://www.s2temsc.org/s3curriculum/k8science
Text: MacMillan/McGraw-Hill South Carolina Science Chapter 6, pp. 186-220 Other Resources: Rosies Walk by Pat Hutchins www.studyisland.com Assessment 1.5.1 Circle the one that shows a bird flying over a tree.

Week of Sept. 9-13 Sept. 9-13 Indicator 1-1.1 Scientific Inquiry 1-5.2 Explain the importance of pushing and pulling to the motion of an object Instructional Strategies 1. Essential - Let students explore using a variety of toys to investigate pushes and pulls. Provide pull toys, balls, cars, trains, and wooden blocks. 2. Enrichment - Gravity is a force that pulls things toward the Earth. Go outside and throw a ball. Discuss that gravity kept it close to Earth and that friction made it stop. Have students draw and write descriptions of this in their science notebooks. 3. Essential - Drop objects from the air. Discuss that gravity is the force that pulls things down. 4. Enrichment - Prepare to roll a ball on three surfaces: tile floor, carpet, and grass. Students make predictions about what will happen. Discuss the surfaces that have more friction. Discuss how friction affects the speed and distance of the traveling ball. Measure with a ruler to see how far the object travels on different surfaces. Resources

S3 Curriculum: http://www.s2temsc.org/s3curriculum/k8science
Text: MacMillan/McGraw-Hill South Carolina Science Chapter 6, pp. 186-220 Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm How Things Move (16:00)

www.studyisland.com Assessment 1.5.2 1-5.2 22. 1. Circle the one you push. A. dog leash B. grocery cart C. rope 2. Which is a pull? A. Putting on pants B. Moving a grocery cart C. Jumping rope

Week of Sept. 16-20 Sept. 16-20 Indicator 1-1.1 Scientific Inquiry 1-5.2 Explain the importance of pushing and pulling to the motion of an object

Instructional Strategies 1. Essential - Let students explore using a variety of toys to investigate pushes and pulls. Provide pull toys, balls, cars, trains, and wooden blocks. 2. Enrichment - Gravity is a force that pulls things toward the Earth. Go outside and throw a ball. Discuss that gravity kept it close to Earth and that friction made it stop. Have students draw and write descriptions of this in their science notebooks. 3. Essential - Drop objects from the air. Discuss that gravity is the force that pulls things down. 4. Enrichment - Prepare to roll a ball on three surfaces: tile floor, carpet, and grass. Students make predictions about what will happen. Discuss the surfaces that have more friction. Discuss how friction affects the speed and distance of the traveling ball. Measure with a ruler to see how far the object travels on different surfaces. Resources

S3 Curriculum: http://www.s2temsc.org/s3curriculum/k8science
Text: MacMillan/McGraw-Hill South Carolina Science Chapter 6, pp. 186-220 Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm How Things Move (16:00)

www.studyisland.com Assessment See previous week

Week of Sept. 23-27 Sept. 23-27 Indicator 1-1.1 Scientific Inquiry 1-5.3 Illustrate the fact that sound is produced by vibrating objects

Instructional Strategies 1. Enrichment - Have the students press one end of a plastic ruler or a wooden tongue depressor against their desk/tabletop letting the rest of it extend out over the floor. With their index finger the students should pluck the end of the ruler or tongue depressor. Tell the students to observe what happens with their eyes and ears. Now students should move the ruler or tongue depressor so that less and less of it is extending over the floor. Have them pluck with each move. Tell them to observe with their eyes and ears each time. Discuss with the students observations they made and comparisons with each move of the ruler or tongue depressor. Sample Classroom Activity Essential - Students hold a small piece of wax paper over the tooth-side of a comb. Wrap the wax paper so that it covers both sides and the top of the combs teeth. When students hum with the comb and wax paper between their lips, the sound is made louder and they can feel the vibration. Ask students, What instrument did you make (kazoo)? How did it make sound?

2.

Resources

S3 Curriculum: http://www.s2temsc.org/s3curriculum/k8science
Audacity- http://audacity.sourceforge.net/ free website to create and record sounds Text: MacMillan/McGraw-Hill South Carolina Science Chapter 6, pp. 186-220 Other Resources: music teacher Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Sound: A First Look (17:00)

Assessment 1.5.3 123. 1. Circle the one that vibrates. A. bell B. book C. shoe

Week of Sept 30 - Oct. 4 Sept 30 - Oct. 4 Indicator 1-1.1 Scientific Inquiry 1-5.4 Illustrate how objects moveslow, zigzag Instructional Strategies

1. 2. 3.

Essential - Read the book Fast, Faster, Fastest by Michael Dahl. Discuss the speeds of different animals. Ask students to give examples of other animals or things that move at different speeds. Essential - Show how snakes move. Essential - Demonstrate movements using a pendulum.

Enrichment Students complete Arts Integration Lesson 1-38 Animal Movement Number Line (located in the Arts Integration Lessons section of curriculum Resources

S3 Curriculum: http://www.s2temsc.org/s3curriculum/k8science
Text: MacMillan/McGraw-Hill South Carolina Science Chapter 6, pp. 186-220 Other Resources: Fast, Faster, Fastest by Michael Dahl Art teacher Assessment 1.5.4 When you use an eraser on a pencil, you are moving the pencil: A B C in a straight line in a circle back and forth

When a snake moves, how does it move? A B C in a straight line in a circle back and forth to go forward

Week of Oct. 7-11 Oct. 7-11 Indicator 1-1.1 Scientific Inquiry 1-5.4 Illustrate objects moveslow, zigzag Instructional Strategies

Essential - Read the book Fast, Faster, Fastest by Michael Dahl. Discuss the speeds of different animals. Ask students to give examples of other animals or things that move at different speeds. Essential - Show how snakes move. Essential - Demonstrate movements using a pendulum Enrichment Students complete Arts Integration Lesson 1-38 Animal Movement Number Line (located in the Arts Integration Lessons section of curriculum

Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 6, pp. 186-220 Other Resources: Fast, Faster, Fastest by Michael Dahl Art teacher

See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science Assessment See Previous Week

Week of Oct. 14-18 Oct. 14-18 Indicator 1-1.1 Scientific Inquiry 1-4.1 recognize the composition of Earth Instructional Strategies 1. 2. Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential Students read MacMillan/McGraw-Hill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

1. Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential Students read MacMillan/McGrawHill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

Resources Text: MacMillan/McGraw-Hill South Carolina Science140-141, 148-152 Science Kits/Materials Boxes: GT Extensions: Students investigate the concept of rocks and describe the attributes of a variety of rocks which they collect at home, on the school grounds or on a field walk. They determine that the concept is an overarching label for many kinds of rocks. Students collect soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what the soils are like. Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential Students read MacMillan/McGrawHill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

Assessment 1.4.1 1-4.1 15. Circle the item that is NOT part of the Earth. A B C soil rocks plastic

Week of Oct. 21-25 Oct. 21-25 Indicator 1-1.1 Scientific Inquiry 1-4.1 recognize the composition of Earth Instructional Strategies Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential Students read MacMillan/McGraw-Hill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential Students read MacMillan/McGrawHill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

Resources Text: MacMillan/McGraw-Hill South Carolina Science140-141, 148-152 Science Kits/Materials Boxes: GT Extensions: Students investigate the concept of rocks and describe the attributes of a variety of rocks which they collect at home, on the school grounds or on a field walk. They determine that the concept is an overarching label for many kinds of rocks. Students collect soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what the soils are like. Enrichment - Students create the layers of the Earth using various food items in a clear cup (i.e. crushed up Oreo cookies for the soil, gummy worms, honey smacks cereal for rocks, etc.). Essential Students read MacMillan/McGrawHill South Carolina Science, pp. 148-151, and answer questions found on pp. 152-153.

Assessment See previous week

Oct. 25 Indicator Professional Development/Workdays Professional Development/Workdays Instructional Strategies Professional Development/Workdays Resources Professional Development/Workdays Assessment Professional Development/Workdays

Week of Oct. 28-Nov 1 Oct. 28-Nov 1 Indicator 1-1.1 Scientific Inquiry 1-4.2 classify rocks/physical appearance Instructional Strategies 1. 2. Essential - Students make a T-chart of rocks and their uses (see TE C5). Essential - Tell students to sort different sizes of gravel and sand using different sand sifters to separate the larger pebbles from the fine sand. Ask them, Which of the sizes that you have sorted would you call sand? Sample Classroom Activity

Resources Text: MacMillan/McGraw-Hill South Carolina Science142-143, 158-161 Science Kits/Materials Boxes: Web Sites: 03/18/09 - Soil Lesson Plan http://atozteacherstuff.com/pages/400.shtml . See S3 Curriculum Science GT Extensions: Students collect rocks and soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what they sense Assessment 1.4.2 Circle the picture that shows rocks.

Week of Nov. 4-8 Nov. 4-8 Indicator 1-1.1 Scientific Inquiry 1-4.2 classify rocks/physical appearance Instructional Strategies Essential - Students make a T-chart of rocks and their uses (see TE C5). Essential - Tell students to sort different sizes of gravel and sand using different sand sifters to separate the larger pebbles from the fine sand. Ask them, Which of the sizes that you have sorted would you call sand? Sample Classroom Activity

Resources Text: MacMillan/McGraw-Hill South Carolina Science142-143, 158-161 Science Kits/Materials Boxes: Web Sites: 03/18/09 - Soil Lesson Plan http://atozteacherstuff.com/pages/400.shtml . See S3 Curriculum Science GT Extensions: Students collect rocks and soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what they sense

Assessment See previous week

Week of Nov. 11-15 Nov. 11-15 Indicator 1-1.1 Scientific Inquiry 1-4.2 classify rocks/physical appearance Instructional Strategies Essential - Students make a T-chart of rocks and their uses (see TE C5). Essential - Tell students to sort different sizes of gravel and sand using different sand sifters to separate the larger pebbles from the fine sand. Ask them, Which of the sizes that you have sorted would you call sand? Sample Classroom Activity Resources Text: MacMillan/McGraw-Hill South Carolina Science142-143, 158-161 Web Sites: 03/18/09 - Soil Lesson Plan http://atozteacherstuff.com/pages/400.shtml . See S3 Curriculum Science GT Extensions: Students collect rocks and soil samples from a variety of areas, seal them in small plastic bags and use their sense of sight and smell to describe, orally or in writing, what they sense Assessment See the week of Oct. 28-Nov 1, 2013

Week of Nov. 18-22 Nov. 18-22 Indicator 1-1.1 Scientific Inquiry 1-4.3 compare soils samples/properties Instructional Strategies

1. 2.

Essential - Students should investigate the texture and color of a variety of soils by observing and touching several soil types when they are dry and when they are wet. Then ask, Which soil do you think would be better at nourishing plants? Sample Classroom Activity Enrichment Students will bring a sample of soil from their yard or a location near their homes. Class will compare the samples and sort (clay, sand, top soil).

Resources 1-4.3 Text: MacMillan/McGraw-Hill South Carolina Science144-145

USE S3 CURRICULUM for additional resources: http://www.s2temsc.org/s3curriculum/k8science

Assessment 1.4.3 Circle the kind of soil that is the best for nourishing and growing plants. A B C dry, sandy desert soil rich, black, top soil wet, swampy, marshy soil

Week of Nov. 25-26 Nov. 25-26 Indicator 1-1.1 Scientific Inquiry 1-4.3 compare soils samples/properties Instructional Strategies

1. 2.

Essential - Students should investigate the texture and color of a variety of soils by observing and touching several soil types when they are dry and when they are wet. Then ask, Which soil do you think would be better at nourishing plants? Sample Classroom Activity Enrichment Students will bring a sample of soil from their yard or a location near their homes. Class will compare the samples and sort (clay, sand, top soil).

Resources 1-4.3 Text: MacMillan/McGraw-Hill South Carolina Science144-145

See S3 Curriculum Science

http://www.s2temsc.org/s3curriculum/k8science Assessment See previous week Nov. 27-29 Indicator Thanksgiving (Holiday) Instructional Strategies Thanksgiving (Holiday) Resources Thanksgiving (Holiday) Assessment Thanksgiving (Holiday) Thanksgiving (Holiday)

Week of Dec 2-6 Dec 2-6 Indicator 1-1.1 Scientific Inquiry 1-4.4 observable properties of water Instructional Strategies Essential - Students create a word web of where water is found. Essential Students will put water in various containers and observe how it takes the shape of its container. Include some unusual containers latex glove, baggie, eye dropper, etc.

Resources Text: MacMillan/McGraw-Hill South Carolina Science 132-135 GT Extensions: Students investigate the three states of water and predict the change in volume in each state. See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science

Assessment 1.4.4 Circle the answer below that correctly describes water. A B C Water is wet. Water is dry. Water is always square.

Week of Dec. 9-13 Dec. 9-13 Indicator 1-1.1 Scientific Inquiry 1-4.5 Illustrate locations of water on EarthMaps Instructional Strategies 1. Essential - Separate students into 4 groups. Have one group illustrate water in the ocean, one illustrate water in a lake, and 2 groups water in a river. Discuss characteristics of each and how they are connected. Students connect the illustrations from a river to lake to river to ocean. Essential Demonstrate the progression of water Give each student a thin, curvy piece of blue paper or ribbon. Tell students this represents a small stream in the mountains. Melting snow and ice and rain create streams. Streams flow down the mountain where they join other streams and make rivers. Groups of 2-3 students will join their streams to make a river. Rivers join to make lakes. Groups of 6-8 will join their rivers and make lakes. Rivers flow down toward the ocean from the lakes. Students make rivers. Ultimately all students join together to make the ocean.

2.

Resources

Text: MacMillan/McGraw-Hill South Carolina Science132-135 Science Kits/Materials Boxes: Web Sites: 03/18/09 Google - http://earth.google.com See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science

Assessment

1.4.5 The areas that are water on this map are ________. (Circle the correct answer to complete the sentence.)

A B C

tall light dark

Week of Dec. 16-20 Dec. 16-20 Indicator 1-1.1 Scientific Inquiry 1-4.5 Illustrate locations of water on EarthMaps Instructional Strategies Essential - Separate students into 4 groups. Have one group illustrate water in the ocean, one illustrate water in a lake, and 2 groups water in a river. Discuss characteristics of each and how they are connected. Students connect the illustrations from a river to lake to river to ocean. Essential Demonstrate the progression of water Give each student a thin, curvy piece of blue paper or ribbon. Tell students this represents a small stream in the mountains. Melting snow and ice and rain create streams. Streams flow down the mountain where they join other streams and make rivers. Groups of 2-3 students will join their streams to make a river. Rivers join to make lakes. Groups of 6-8 will join their rivers and make lakes. Rivers flow down toward the ocean from the lakes. Students make rivers. Ultimately all students join together to make the ocean. Resources Text: MacMillan/McGraw-Hill South Carolina Science132-135 Science Kits/Materials Boxes: Web Sites: 03/18/09 Google - http://earth.google.com See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science Assessment See previous week

Dec. 23-Jan 3 Dec. 23-Jan 3 Indicator Winter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Winter Break

Jan. 6-10 Indicator Review 1-1.1 Scientific Inquiry 1-4.4 observable properties of water 1-4.5 Illustrate locations of water on EarthMaps Winter Break Instructional Strategies See Dec 2-13, 2013 Winter Break Resources See Dec 2-13, 2013 Winter Break Assessment See Dec 2-13, 2013 Winter Break

Jan. 13-17, 2013 Jan. 13-14 Indicator Professional Development/Workday Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday

Jan. 15-17 Indicator 1-1.1 Scientific Inquiry 1-4.6 Exemplify earth material that are used for building or plants Instructional Strategies

Essential - Students bring rocks collected from their yard. Students clean the rocks with water and brushes then they observe the rocks appearances. Students sort the rocks by luster, how long the rocks stay moist and their texture. Or look in magazines to find uses for rocks. Make a collage of pictures of buildings, jewelry, streets, etc. Resources MacMillan/McGraw-Hill South Carolina Science 142-143, 162-163 Science Kits/Materials Boxes: Web Sites: 03/18/09 Rocks for Kids - www.rocksforkids.com

See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science

Assessment 1.4.6 Which earth material do you need to grow plants? A B C sand soil stone

January 20-24, 2013 Jan. 20 Indicator MLK Holiday Instructional Strategies MLK Holiday Resources MLK Holiday Assessment MLK Holiday

Jan. 21-24 Indicator 1-1.1 Scientific Inquiry 1-4.6 Exemplify earth material that are used for building or plants Win Break Instructional Strategies Essential - Students bring rocks collected from their yard. Students clean the rocks with water and brushes then they observe the rocks appearances. Students sort the rocks by luster, how long the rocks stay moist and their texture. Or look in magazines to find uses for rocks. Make a collage of pictures of buildings, jewelry, streets, etc. Winter Break Resources MacMillan/McGraw-Hill South Carolina Science 142-143, 162-163 Science Kits/Materials Boxes: Web Sites: 03/18/09 Rocks for Kids - www.rocksforkids.com

See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science Winter Break Assessment See previous week

Jan. 27-31 Indicator 1-1.1 Scientific Inquiry 1-3.1 Features of day and night sky Instructional Strategies 1. Essential - In science journals students draw a picture of the day and night sky. Label each drawing. Quadrant B 2. Enrichment - Students complete In the Sky, South Carolina Science Activity Lab Book, p. 36. Quadrant A A. Discuss with students what children on the other side of the world are doing while our class is in school. Quadrant B B. After students do the activity demonstrating day and night, ask each student to draw a large circle on the next page of his journal. Students use a ruler to divide the circle in half. On one half of the circle students draw what children do during the day, and on the other half what children do during the night. Students should color the background of the day half-circle yellow, and the night half-circle gray. Then students draw a small picture of the sun on the correct side of the Earth. On the bottom half of the page students write why we have day and night on Earth. Quadrant C 3. Enrichment - Read the book, Zoo in the Sky by Jacqueline Mitton. Ask the following questions: Before reading What do you see in the night sky? Have you ever thought the stars make shapes or pictures? After reading - What are stars? Discuss the information at the back of the book. Quadrant A 4. Enrichment - Students use self-sticking stars to create their own constellation on black construction paper. It may be easiest for students to first draw a simple picture of an object or animal. Then have students put 20 stars on key points in the picture. Students write the name of their constellation at the top of their paper. Quadrant D Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127 MacMillan/McGraw-Hill South Carolina Science Activity Lab Book Science Kits/Materials Boxes: Other Resources: Science Specialist Zoo in the Sky by Jacqueline Mitton

Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm The Sky Above: A First Look GT Extensions: Read The Napping House. Identify and discuss which illustrations take place in the daytime and nighttime. Quadrant B Students brainstorm the features of the day and night sky. They examine photographs taken at different times and in different places for ideas of what to look for in the sky. They look at cloud formations and imagine that the shapes are living beings and write simple one line poems about what they have imagined. Quadrant C Assessment 1.3.1 Circle the picture of something you could see in the sky at night.

Week of Feb 3-7 Feb 3-7 Indicator 1-1.1 Scientific Inquiry 1-3.1 features of day and night sky Instructional Strategies 1. Essential - In science journals students draw a picture of the day and night sky. Label each drawing. Quadrant B 2. Enrichment - Students complete In the Sky, South Carolina Science Activity Lab Book, p. 36. Quadrant A C. Discuss with students what children on the other side of the world are doing while our class is in school. Quadrant B D. After students do the activity demonstrating day and night, ask each student to draw a large circle on the next page of his journal. Students use a ruler to divide the circle in half. On one half of the circle students draw what children do during the day, and on the other half what children do during the night. Students should color the background of the day half-circle yellow, and the night half-circle gray. Then students draw a small picture of the sun on the correct side of the Earth. On the bottom half of the page students write why we have day and night on Earth. Quadrant C 3. Enrichment - Read the book, Zoo in the Sky by Jacqueline Mitton. Ask the following questions: Before reading What do you see in the night sky? Have you ever thought the stars make shapes or pictures? After reading - What are stars? Discuss the information at the back of the book. Quadrant A Enrichment - Students use self-sticking stars to create their own constellation on black construction paper. It may be easiest for students to first draw a simple picture of an object or animal. Then have students put 20 stars on key points in the picture. Students write the name of their constellation at the top of their paper. Quadrant D Winter Break Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127 MacMillan/McGraw-Hill South Carolina Science Activity Lab Book Science Kits/Materials Boxes: Other Resources: Science Specialist Zoo in the Sky by Jacqueline Mitton

Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm The Sky Above: A First Look GT Extensions: Read The Napping House. Identify and discuss which illustrations take place in the daytime and nighttime. Quadrant B Students brainstorm the features of the day and night sky. They examine photographs taken at different times and in different places for ideas of what to look for in the sky. They look at cloud formations and imagine that the shapes are living beings and write simple one line poems about what they have imagined. Quadrant C Winter Break Assessment See previous week Winter Break

Week of Feb. 10-14 Feb. 10-14 Indicator 1-1.1 Scientific Inquiry 1-3.2 Recall Sun is source of heat and light for Earth Instructional Strategies 1. 2. 3. Enrichment - Bring in a beach bag and involve students in packing items that are useful in protecting us from the suns heat (i.e. visor, sunscreen, sunglasses, water, etc.). Make a sun visor out of a paper plate. Quadrant B Enrichment - Read Moonbears Shadow by Frank Asch. Quadrant A Essential - Experiment Take 2 aluminum foil pans and fill with water. Wrap aluminum foil around one of the pans. Place a sheet of aluminum foil under the other pan. Observe the temperature in each pan after they have been sitting in the sun for several hours. Quadrant B Enrichment - Review how our sun is a source of heat and light. Tell students the sun is hot and bright it poses dangers for our health. Complete the shared reading from health books, Harcourt Health and Fitness, p. 28. Ask students how the people in the picture are protecting themselves from the sun. Read In the Sun tips and answer the review questions from p. 29 of Harcourt Health and Fitness. Tell students that our sun is considered a valuable resource. Students give examples of why the sun is valuable to living things on Earth. What are some of the ways we use the sun? Write ideas on chart paper. Quadrant A

4.

Resources

USE S3 CURRICULUM for additional resources: http://www.s2temsc.org/s3curriculum/k8science

Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127 Harcourt Health and Fitness Science Kits/Materials Boxes: Other Resources: Moonbears Shadow by Frank Asch Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm The Sky Above: A First Look GT Extensions: Students compare the height of their shadows at different times on a sunny day. Quadrant C Students write or explain orally why they think that the Sun is a source of heat. Quadrant C Assessment 1.3.2 The Earths source for heat and light is ________. (Circle the answer that correctly completes the sentence.) A B C the clouds the moon the sun

Week of Feb. 17-21 Feb. 17 Indicator President's Day (Holiday) Instructional Strategies President's Day (Holiday) Resources President's Day (Holiday) Assessment President's Day (Holiday) Week of Feb. 18-21 Indicator 1-1.1 Scientific Inquiry 1-3.2 Recall Sun is source of heat and light for Eartha Winter Break Instructional Strategies President's Day (Holiday)

1. Enrichment - Bring in a beach bag and involve students in packing items that are useful in protecting us from the suns heat (i.e. visor, sunscreen, sunglasses, water, etc.). Make a sun visor out of a paper plate. Quadrant B 2. Enrichment - Read Moonbears Shadow by Frank Asch. Quadrant A 3. Essential - Experiment Take 2 aluminum foil pans and fill with water. Wrap aluminum foil around one of the pans. Place a sheet of aluminum foil under the other pan. Observe the temperature in each pan after they have been sitting in the sun for several hours. Quadrant B 4. Enrichment - Review how our sun is a source of heat and light. Tell students the sun is hot and bright it poses dangers for our health. Complete the shared reading from health books, Harcourt Health and Fitness, p. 28. Ask students how the people in the picture are protecting themselves from the sun. Read In the Sun tips and answer the review questions from p. 29 of Harcourt Health and Fitness. Tell students that our sun is considered a valuable resource. Students give examples of why the sun is valuable to living things on Earth. What are some of the ways we use the sun? Write ideas on chart paper. Quadrant A ter Break Resources

USE S3 CURRICULUM for additional resources: http://www.s2temsc.org/s3curriculum/k8science

Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127 Harcourt Health and Fitness Science Kits/Materials Boxes: Other Resources: Moonbears Shadow by Frank Asch Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm The Sky Above: A First Look GT Extensions: Students compare the height of their shadows at different times on a sunny day. Quadrant C Students write or explain orally why they think that the Sun is a source of heat. Quadrant C Winter Break Assessment See previous week

February 24-28, 2013Winter Break Feb. 24-28 Indicator 1-1.1 Scientific Inquiry 1-3.3 Recognize the Sun and moon rise and set Instructional Strategies 1. Essential - Hold a light (lamp without a shade works best) so that the light shines on one side of a globe. Discuss what happens when the Earth rotates to create the rise and set of the sun. Demonstrate. Next, ask the students to explain why the sun appears to rise and set. Quadrant B Essential - Students act out rotation and revolution as a tool to help students see the pattern of motion using scientific vocabulary. Quadrant B Enrichment - Teach and sing Directions by Dr. Jean. Sing to Learn with Dr. Jean CD, track 14 (tune: When Johnny Comes Marching Home) Note: If using this song emphasize that the Sun appears to rise and set, but it is really the earth that is moving. Quadrant A Enrichment - Read The Reason for Seasons by Gail Gibbons. Quadrant A Essential - Ask students to investigate the phases of the moon by drawing pictures of the moon every few days for a month. Then ask, Can you predict if the moon will change in the same way next month? Sample Classroom Activity Quadrant B Essential - Students read Chapter 2, Earth Moves, South Carolina Science, pp. 106-113.

2. 3.

4. 5.

6.

Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127 Science Kits/Materials Boxes: Other Resources: Sing to Learn with Dr. Jean CD The Reason for Seasons by Gail Gibbons

Web Sites: 03/18/09 Dr. Jean Feldman - www.drjean.org GT Extensions: Students assemble a model using Styrofoam, clay and toothpicks representing the relationship of the Sun, Moon and Earth. Quadrant C Students create a flip book about the Sun, Moon and Earth. Quadrant C See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science Assessment 1.3.3 We talk about the time the sun rises and sets each day. We do this because ________. (Circle the answer that correctly completes the sentence.) A B C a cloud covers the sun each day. the sun only appears to rise and set each day. the sun really rises and sets each day at the same time.

Week of March 3-7 March 3-7 CCSS 1-1.1 Scientific Inquiry 1-3.3 Recognize the Sun and moon rise and set Winter BreakWinter Break Instructional Strategies 1. Essential - Hold a light (lamp without a shade works best) so that the light shines on one side of a globe. Discuss what happens when the Earth rotates to create the rise and set of the sun. Demonstrate. Next, ask the students to explain why the sun appears to rise and set. Quadrant B 2. Essential - Students act out rotation and revolution as a tool to help students see the pattern of motion using scientific vocabulary. Quadrant B 3. Enrichment - Teach and sing Directions by Dr. Jean. Sing to Learn with Dr. Jean CD, track 14 (tune: When Johnny Comes Marching Home) Note: If using this song emphasize that the Sun appears to rise and set, but it is really the earth that is moving. Quadrant A 4. Enrichment - Read The Reason for Seasons by Gail Gibbons. Quadrant A 5. Essential - Ask students to investigate the phases of the moon by drawing pictures of the moon every few days for a month. Then ask, Can you predict if the moon will change in the same way next month? Sample Classroom Activity Quadrant B 6. Essential - Students read Chapter 2, Earth Moves, South Carolina Science, pp. 106-113. r Break Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapter 3, pp. 96-127 Science Kits/Materials Boxes: Other Resources: Sing to Learn with Dr. Jean CD The Reason for Seasons by Gail Gibbons

Web Sites: 03/18/09 Dr. Jean Feldman - www.drjean.org GT Extensions: Students assemble a model using Styrofoam, clay and toothpicks representing the relationship of the Sun, Moon and Earth. Quadrant C Students create a flip book about the Sun, Moon and Earth. Quadrant C See S3 Curriculum Science http://www.s2temsc.org/s3curriculum/k8science http://www.s2temsc.org/s3curriculum/k8scienceWinter Break Assessment (See previous week) See Previous week

Week of Mar. 10-14 Mar. 10-14 Indicator 1-1.1 Scientific Inquiry 1-3.4 Illustrate changes in the moons appearance Instructional Strategies 1. 2. 3. Essential - Students eat sugar cookies to show phases of the moon. Quadrant B Enrichment - Read Papagayo: The Mischief Maker by Gerald McDermott. Quadrant A Enrichment - Voyage to the Moon activity from United Streaming Video - Junior Space Scientist Unit of Study. Quadrant B A. Print copy of Teachers Guide from http://streaming.discoveryeducation.com/index.cfm. B. Tell students that today we will fly to the moon. Ask students when they have seen the moon in the sky. Ask questions to introduce the video. C. Watch the United Streaming video, Junior Space Scientist: Voyage to the Moon. D. Ask the question, What are craters and how did they get on the moons surface? (Answer: A crater is a hole created when a meteorite or asteroid hits a moon or a planet). Earths moon is covered with craters. E. Pour a -inch layer of flour or talcum powder into an unbreakable shallow dish. Using different size rocks and pebbles, hold them a few inches over the dish and release them. Upon impact the falling objects will scatter the powdery substance. Remove the objects and you will notice they have left different size impressions. Heavenly bodies such as asteroids and meteorites hit the moons surface with great force, similarly leaving huge craters on the moons surface. Ask the question, Why are some craters larger than others?

Resources

Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Junior Space Scientist: Voyage to the Moon (10:00) 03/18/09 - Moon Phases http://stardate.org/nightsky/moon/ GT Extensions: Students read or listen to stories or poems that personify the Moon. They illustrate the main idea of the literary selections, showing the different shapes of the Moon. Quadrant C Students keep a night sky journal and illustrate or write about their observations. Quadrant C

Assessment 1.3.4 Circle the number which shows the dark side of the moon.

Earth

sun

3
A B C D 1 2 3 4

Moon

1 2

Week of Mar. 17-21 Mar. 17-21 Indicator 1-1.1 Scientific Inquiry 1-3.4 Illustrate changes in the moons appearance Eak Instructional Strategies 1. 2. 3. Essential - Students eat sugar cookies to show phases of the moon. Quadrant B Enrichment - Read Papagayo: The Mischief Maker by Gerald McDermott. Quadrant A Enrichment - Voyage to the Moon activity from United Streaming Video - Junior Space Scientist Unit of Study. Quadrant B A. Print copy of Teachers Guide from http://streaming.discoveryeducation.com/index.cfm. B. Tell students that today we will fly to the moon. Ask students when they have seen the moon in the sky. Ask questions to introduce the video. C. Watch the United Streaming video, Junior Space Scientist: Voyage to the Moon. D. Ask the question, What are craters and how did they get on the moons surface? (Answer: A crater is a hole created when a meteorite or asteroid hits a moon or a planet). Earths moon is covered with craters. E. Pour a -inch layer of flour or talcum powder into an unbreakable shallow dish. Using different size rocks and pebbles, hold them a few inches over the dish and release them. Upon impact the falling objects will scatter the powdery substance. Remove the objects and you will notice they have left different size impressions. Heavenly bodies such as asteroids and meteorites hit the moons surface with great force, similarly leaving huge craters on the moons surface. Ask the question, Why are some craters larger than others? Winter Break Resources Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm Junior Space Scientist: Voyage to the Moon (10:00) 03/18/09 - Moon Phases http://stardate.org/nightsky/moon/ GT Extensions: Students read or listen to stories or poems that personify the Moon. They illustrate the main idea of the literary selections, showing the different shapes of the Moon. Quadrant C Students keep a night sky journal and illustrate or write about their observations. Quadrant C Winter Break Assessment See previous week

Week of Mar. 24-28 Mar. 24-28 Indicator

1-1.1Scientific Inquiry 1-2.1Basic needs of plants Br

Instructional Strategies 1. 2. Essential Students place some plants in a dark closet and put others in a sunny window to see for themselves what plants need in order to grow and flourish. Quadrant D Essential Students provide water for some plants and not for others. Observe the difference to determine what a plants needs are. Quadrant D

Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Science Kits/Materials Boxes: FOSS New Plants Other Resources: Local plant nursery or store Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm How Plants Grow Winter Break Assessment 1.2.1 Circle what plants need to grow. A B C light clouds wood Winter Break

Week of Mar. 31- April 4 Mar. 31- April 4 Indicator 1-1.1 Scientific Inquiry 1-2.4 life cycle of plantsBrassica 1-2.2 major structures of plants Winter Break Instructional Strategies 1-2.4 1. 2. 3.

Essential - Read The Tiny Seed by Eric Carle. Quadrant B Essential - Observe the growth of a variety of seeds in a Root Vue. Quadrant B Essential - Soak lima beans in water overnight. Distribute zipper lock bags, paper towels and soaked beans to the students. Students dampen the paper towel and fold it to fit inside the bag. The paper towel and lima beans are placed inside the plastic bag to create a miniature greenhouse. Tape the bags on the window. Observe growth of the lima bean over time. Record results and observations in science journal. Optional use popcorn seeds to observe purple roots. Quadrant D

4. 5.

Enrichment Students complete Arts Integration Lesson 1-5 Plant Parts (located in the Arts Integration Lessons section of curriculum. Quadrant C Enrichment Students complete Arts Integration Lesson 1-33 Tinted Autumn Pumpkins (located in the Arts Integration Lessons section of curriculum. Quadrant C

1-2.2 1. Essential - Read From Seed to Plant by Gail Gibbons. Quadrant A 2. Essential - Students construct a plant using construction paper or clay. Students label each plant part individually. Quadrant D 3. Essential - Show pictures and read selected sections of Seeds Pop Sticks Glide by Patricia Lauber. Quadrant A 4. Essential - Take a nature walk and ask students to identify the major structures of different plants and then draw one of the plants labeling its major structures. Sample Classroom Activity Quadrant B Winter Break Resources

Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Science Kits/Materials Boxes: Arts Integration Lessons: 1-5 Plant Parts 1-33 Tinted Autumn Pumpkins Other Resources: Local plant nursery or store

The Tiny Seed by Eric Carle Web Sites: GT Extensions: Students write or dictate orally a creative narrative about a plant which shows that they understand the life cycle of plants. Quadrant D S3 Study Guide 1-2.2 Brainpopjr.com Winter Break Assessment 1.2.2 Circle the part of a carrot plant which people eat. A B C stem root leaves

leaves stem root

1.2.4 The pictures below show how a bean seed grows and becomes a bean plant. Circle the answer that shows the correct order.

C Winter Break

Week of April 7-11, 2013 Apr. 7-11 Indicator 1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have). 1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds). Breareak Instructional Strategies 1-2.3 1. Essential - Read The Carrot Seed by Ruth Krauss 2. Enrichment - Read Growing Vegetable Soup by Lois Ehlert. (This is an ELA novel.) Students bring in one can of vegetables. Make vegetable soup together. As the students add their can to the soup, they need to be able to identify the part of the plant they are eating. 3. Essential - Direct students to collect samples of five plants or pictures of plants, classifying them according to one characteristic. Then ask students to sort them out again according to a different characteristic. Sample Classroom Activity 1-2.4 Essential - Read The Tiny Seed by Eric Carle. Quadrant B 6. Essential - Observe the growth of a variety of seeds in a Root Vue. Quadrant B 7. Essential - Soak lima beans in water overnight. Distribute zipper lock bags, paper towels and soaked beans to the students. Students dampen the paper towel and fold it to fit inside the bag. The paper towel and lima beans are placed inside the plastic bag to create a miniature greenhouse. Tape the bags on the window. Observe growth of the lima bean over time. Record results and observations in science journal. Optional use popcorn seeds to observe purple roots. Quadrant D

Enrichment Students complete Arts Integration Lesson 1-5 Plant Parts (located in the Arts Integration Lessons section of curriculum. Quadrant C 9. Enrichment Students complete Arts Integration Lesson 1-33 Tinted Autumn Pumpkins (located in the Arts Integration Lessons section of curriculum. Quadrant C 1. Winter Break Resources 8. 1-2.3 Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Science Kits/Materials Boxes: FOSS New Plants Other Resources: The Carrot Seed by Ruth Krauss Growing Vegetable Soup by Lois Ehlert Grocery store produce section or market 1-2.4

Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Winter Break Assessment 1.2.3 Circle the pictures of plants that grow in a climate that is much warmer than South Carolina.

A palmetto pine

B apple cypress

C cactus pineapple

1.2.4 See previous week Winter Break

Week of Apr. 14-18 Apr. 14-18 Indicator Spring Break (Holiday) Instructional Strategies Spring Break (Holiday) Resources Spring Break (Holiday) Assessment Spring Break (Holiday) Week of Apr. 21-25

Spring Break (Holiday)

Apr. 21-25 Indicator 1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have). 1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds). Instructional Strategies 1-2.3 1. Essential - Read The Carrot Seed by Ruth Krauss 2. Enrichment - Read Growing Vegetable Soup by Lois Ehlert. (This is an ELA novel.) Students bring in one can of vegetables. Make vegetable soup together. As the students add their can to the soup, they need to be able to identify the part of the plant they are eating. 3. Essential - Direct students to collect samples of five plants or pictures of plants, classifying them according to one characteristic. Then ask students to sort them out again according to a different characteristic. Sample Classroom Activity 1-2.4 1. 2. 3.

Essential - Read The Tiny Seed by Eric Carle. Essential - Observe the growth of a variety of seeds in a Root Vue. Essential - Soak lima beans in water overnight. Distribute zipper lock bags, paper towels and soaked beans to the students. Students dampen the paper towel and fold it to fit inside the bag. The paper towel and lima beans are placed inside the plastic bag to create a miniature greenhouse. Tape the bags on the window. Observe growth of the lima bean over time. Record results and observations in science journal. Optional use popcorn seeds to observe purple roots. Resources 1-2.3 Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Science Kits/Materials Boxes: FOSS New Plants Other Resources: The Carrot Seed by Ruth Krauss Growing Vegetable Soup by Lois Ehlert Grocery store produce section or market 1-2.4 Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Assessment See previous week

Week of Apr. 28- May 2 Apr. 28- May 2 Indicator 1-2.5 Explain how distinct environments throughout the world support the life of different types of plants. erBreak Instructional Strategies 1. Essential Take class walk on school grounds. Note where plants are growing and compare habitats and plant characteristics (ex. Field, woods, etc.). 2. Essential Show videos and other resources that have plants in various habitats (ex. Desert, rainforest, woodlands, oceans). 3. Essential Students make webs with desert, rainforest, woodlands, and oceans as the center circle. Students add circles and write names of each plant in the correct habitat. 4. Essential Discuss how different environments throughout the world support plant life. For example: A rainforest habitat would have broadleaf plants that collect rainwater. A desert would have shallow root systems designed to collect water from rain showers before it evaporated. Winter Break Resources

USE S3 CURRICULUM for additional resources: http://www.s2temsc.org/s3curriculum/k8science

South Carolina Science Chapters 1 and 2, pp. 22-90 Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm 03/18/09 http://www.educationworld.com/science/elem/habitat_k_8.shtml ter Break Assessment 1.2.5 Plants that need a warm, moist climate would grow best in ________. (Circle the answer that completes the sentence.) A B C the Arctic circle the desert the rain forest Winter Break

Week of May 5-9 May 5-9 Indicator 1-2.5 Explain how distinct environments throughout the world support the life of different types of plantsreak Winter Break Instructional Strategies Essential - Take class walk on school grounds. Note where plants are growing and compare habitats and plant characteristics (ex. field, woods, etc.). 2. Essential - Show videos and other resources that have plants in various habitats (ex. desert, rainforest, woodlands, oceans). 3. Essential - Students make webs with desert, rainforest, woodlands, and oceans as the center circle. Students add circles and write names of each plant in the correct habitat. 4. Essential - Discuss how different environments throughout the world support plant life. For example: A rainforest habitat would have broadleaf plants that collect rainwater. A desert would have shallow root systems designed to collect water from rain showers before it evaporated. Winter Break Resources South Carolina Science Chapters 1 and 2, pp. 22-90 1. Web Sites: United Streaming Video http://streaming.discoveryeducation.com/index.cfm 03/18/09 - http://www.educationworld.com/science/elem/habitat_k_8.shtml Winter Break Assessment See previous week Winter Break

Week of May 12-16 May 12-16 Indicator 1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments.inr Break Winter Break Instructional Strategies Essential Find pictures of plants from various habitats. Use web sites as one possible resource. Compare characteristics (for ex. Size of leaf, root systems, plant color), and discuss reasons for the variety of characteristics. 2. Essential Students make flip books with plants from various habitats. Have flip books contain sentences about the characteristics of each plant that help it survive in that habitat. 3. Essential Identify characteristics of plants that help them survive in their environment. (Example: broad leaves found in a rainforest, shallow root system in the desert, tall trees in a forest.) Essential Bring in a small cactus so the class can discuss the characteristics that help the cactus to survive. (Example: prickly spines are used as a defense mechanism.) Winter Break Resources

1.

USE S3 CURRICULUM for additional resources: http://www.s2temsc.org/s3curriculum/k8science

Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Winter Break Assessment 1.2.6 1.2.6 The fleshy stem of a cactus plant helps it survive in the sandy desert soil without much ________. (Circle the answer that completes the sentence.) A B C heat rain sun

Week of May 19-23 May 19-23 Indicator 1-2.6 Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments. Break Winter Break Instructional Strategies

1.

Essential - Find pictures of plants from various habitats. Use web sites as one possible resource. Compare characteristics (for ex. size of leaf, root systems, plant color), and discuss reasons for the variety of characteristics. 2. Essential - Students make flip books with plants from various habitats. Have flip books contain sentences about the characteristics of each plant that help it survive in that habitat. 3. Essential - Identify characteristics of plants that help them survive in their environment. (Example: broad leaves found in a rainforest, shallow root system in the desert, tall trees in a forest.) Essential - Bring in a small cactus so the class can discuss the characteristics that help the cactus to survive. (Example: prickly spines are used as a defense mechanism.) Winter Break Resources Text: MacMillan/McGraw-Hill South Carolina Science Chapters 1 and 2, pp. 22-90 Winter Break Assessment See previous week Winter Break

Week of May 26-30 May 20th - May 24th Indicator Reteach and review standards Winter Break Instructional Strategies

Winter Break Resources

Winter Break Assessment

Winter Break