| District Programs |
Board of Education |
Contact Information |
System Calendar |
Curricula |
2002-03 Calendar |
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Suggested Activities
Topics, or Materials |
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Life
Science
I.
Students will understand the differences between living and
non-living things. |
Rookie Readers, center,
“Let’s Find Out” from Scholastic, Time Life for Kids, Weakly Reader,
Gail Gibbons books |
Classifying Life Forms: A. Students will understand
that there are similarities within the diversity of all living things. |
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II. Students will understand that there
are similarities and differences in the appearance and behavior of plants and
animals. |
Use of literature, growing
seeds, Chewonki, Weekly Reader, Scholastic,
time Life for Kids, Eyewitness Readers (DK Publishers), AIMS
“Primarily Plants” |
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III. Students will
understand that all living organisms depend on their environment to survive. |
Rainforest activity, Lorax, LC Bates, Maine Audubon, Chewonki, forest fire prevention (Smokey the Bear), use
literature, videos, Scholastic, Weekly Reader, migration
activities |
Ecology: B. Students will understand how living things
depend on one another and on non-living aspects of the environment. |
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IV. Students will understand that an
organism can change over its lifetime. |
Tadpoles/frogs,
caterpillars/butterflies, changes from infant to K student, |
Continuity and Change: D. Students will understand the basis for all
life and that all living things change over time. |
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V. Students will understand that animals use
a system of senses to develop an awareness of their environment. |
Rookie Readers, AIMS
“Slide into Winter”, “Only the Nose Knows”, Maine Audubon Society, use of literature,
Lets Read & Find Out Science (Stage 1) – Harper Collins Pub., center 52
Science Centers – Scholastic, Wright Group science materials, Songbox series |
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Physical
Science I. Students will understand that matter has
physical properties that can undergo changes which can be observed and
described (ice cubes melting, water freezing). These observations should be communicated
through spoken, drawn, and teacher-modeled written forms. |
AIMS “Polar Bear Pie”
activity, water table activities, weather observations, bread making, cooking
activities, snow melting and re-freezing, making butter, popcorn, Kids and
Science Pre K-2 (Ideal) |
Structure of Matter: E. Students will understand
the structure of matter and the changes it can undergo. |
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II.
Students will understand that the sun provides light and heat energy. |
Use of literature, as part
of plant unit, 52 Science Centers activities, weather observations |
Energy: H. Students will understand
concepts of energy. |
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III.
Students will understand that the motion of an object can be
described in various ways (forward, backward, straight, zigzag, up, down,
fast, slow, etc.) |
Physical Education
coordination, Bill Nye videos, motor activities, language development
activities, experiments |
Energy: I. Students will understand
the motion of objects and how forces can change that motion. |
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Earth
and Space I. Students will understand that changes in
weather occur from day to day and across seasons, affecting earth and its inhabitants. |
Weather observations,
graphing, use of literature, observations of outside (tree), migration |
The Earth: F. Students will gain
knowledge about the earth and the processes that change it. |
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II. Students will understand that
day/night and seasons occur in predictable cycles. |
Use of literature, change
from EST to DST and DST to EST, A Year at Maple Farm, The Seasons
of Arnold’s Apple Tree |
The Earth: F. Students will gain
knowledge about the earth and the processes that change it. |
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III. Students will
understand the sun is one of many stars in the universe and is the closest
star to earth. |
Northstar Lab Planetarium, The
Sun, shadows |
The Universe: G. Students will gain
knowledge about the universe and how humans have learned about it, and about
the principles upon which it operates. |
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I.
Students will be able to make accurate observations using appropriate
tools and units of measure. ● II.
Students will be able to ask questions and propose strategies and
materials to use in seeking answers to questions. ● III.
Students will be able to use
results in a purposeful way, which includes making predictions based on
patterns they have observed. ● IV.
Students will be able to identify
products, which were invented to solve a problem. ● |
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Inquiry and Problem
Solving J. Students will apply inquiry and problem-solving
approaches in science. |
● This objective should be integrated throughout
each unit of study.
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I.
Students will be able to examine strengths and weaknesses of simple
arguments. ● II.
Students will be able to distinguish between important and
unimportant information in simple arguments.
● III.
Students will be able to make observations. ● IV.
Students will be able to participate in brainstorming
activities. ● V.
Students will be able to use various forms of simple logic. ● VI.
Students will be able to discover relationships and patterns. ● |
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Scientific Reasoning K. Students will learn to formulate and
justify ideas and to make informed decisions. |
● This objective should be integrated throughout
each unit of study.
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I.
Students will be able to describe and compare things in terms of
number, shape, texture, size, weight, color, and behavior. ● II.
Students will be able to read and write instructions to be followed
or instructions, which explain procedures.
● III.
Students will be able to ask clarifying questions. ● IV.
Students will be able to explain problem-solving processes using
verbal, pictorial, and written methods.
● V.
Students will be able to make and read simple graphs. ● VI.
Students will be able to use objects and pictures to represent
scientific and technological ideas. ● |
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Communication L. Students will communicate effectively in
the application of science. |
● This objective should be integrated throughout
each unit of study.
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I.
Students will be able to describe how legends, stories, and
scientific explanations are different ways in which people attempt to explain
the world. ●● II.
Students will be able to describe at least two inventions, what they
do, how they work, and how they have made life easier. ●● III.
Students will be able to identify
commonly used resources, their resources, and where waste products go. ●● IV.
Students will be able to
demonstrate some practices for recycling and care of resources. ●● V.
Students will be able to explain
how their lives would be different without specific inventions or scientific
knowledge. ●● |
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Implications of Science
and technology M. Students will understand the historical,
social, economic, environment, and ethical implications of science. |
●● This
objective may also be covered in some Social Studies units. It is the responsibility of the Science
educator to insure that this objective is being taught.
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Life
Science
IV.
Students will understand that animals are classified according to
their characteristics (mammals, amphibians, insects, birds, fish, reptiles). |
National Geographic tapes
& books, Wonders of Learning Kits, Weekly Reader, Scholastic News,
www.enchanted
learning (website), Modern Curriculum Press materials, Ranger Rick, Chewonki “Fur, Feathers, Feet” program, Zoo Books, cheap
charts (Frank Schaefer), |
Classifying Life Forms: A. Students will understand
that there are similarities within the diversity of all living things. |
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II. Students will understand that
animals have adaptive characteristics, which allow them to survive in their
environment. |
www.abcteach
(website), www.primaryzone.com,
Arboretum programs,, “Animal Habitats”, Reading Rainbow |
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III. Students will
understand that all animals need food, water, and gases to survive. |
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Cells: C. Students will understand
that cells are the basic units of life. |
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Life
Science (continued) |