| 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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Suggested Activities
Topics, or Materials |
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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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Suggested Activities
Topics, or Materials |
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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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Suggested Activities
Topics, or Materials |
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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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Suggested Activities
Topics, or Materials |
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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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Suggested Activities
Topics, or Materials |
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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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Suggested Activities
Topics, or Materials |
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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.
Grade
1
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Suggested Activities
Topics, or Materials |
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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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Suggested Activities
Topics, or Materials |
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Life
Science (continued) IV. Students will understand that
changes in an animal’s environment can affect its chances for survival
(threatened, endangered, extinct animals). |
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Ecology: B. Students will understand how livings things depend on one another an don non-living aspects of the environment. |
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V. Students will understand that all animals
change through predictable life cycles. |
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Continuity and Change: D. Students will understand
the basis for all life and that all living things change over time. |
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VI. Students will understand that within
a habitat animals are dependent upon other living things for survival (food
chain). |
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Cells: C.
Students will understand that cells are the basic units of life. B. Students will understand how
living things depend on one another and on non-living aspects of the
environment. |
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Suggested Activities
Topics, or Materials |
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Physical
Science I. Students will understand that materials
have properties that can be observed, described, sorted and grouped (size,
weight, color, shape, texture). These
observations should be communicated through spoken, drawn, and written forms. |
Science logs for observations,
AIMS units, cheap charts (Frank Schaefer), experiments, Weekly Reader,
Scholastic News, Wonders of Learning kits, sorting & classifying
candy bars activity, Reading Rainbow, Science on a Shoestring |
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 water
can be a liquid or a solid and can change back and forth from one form to
another, and that the amount of water before and after the change remains
constant. |
Bob the Snowman |
Structure of Matter: E. Students will understand the structure of matter and the changes
it can undergo. |
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III.
Students will understand that all animals and other living things
need light and heat energy to survive. |
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Energy: H. Students will understand concepts of
energy. |
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IV.
Students will understand that the motion of an object can be changed
in various ways, for example by pushing or pulling. |
Toys in Space |
Motion: I. Students will understand
the motion of objects and how forces can change that motion. |
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Suggested Activities
Topics, or Materials |
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Earth
and Space I. Students will understand that the weather
changes from day to day but that trends in temperature and amounts of rain
and snow tend to be predictable during a season. Students will recognize the importance of
weather predictions in daily lives. |
www.primaryzone.com,
Northstar Lab Planetarium, Modern Curriculum Press
materials, Saxon class meetings, Me & My Shadow, Hello Sun, You Light Up
My Life |
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
changes in weather affect earth and its inhabitants (hibernation, migration,
etc.) |
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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. |
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The Universe: G. Students will gain
knowledge about the universe and how humans have learned about it. |
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Suggested Activities
Topics, or Materials |
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V.
Students will be able to make accurate observations using appropriate
tools and units of measure. ● VI.
Students will be able to ask questions and propose strategies and
materials to use in seeking answers to questions. ● VII.
Students will be able to use
results in a purposeful way, which includes making predictions based on
patterns they have observed. ● VIII.
Students will be able to identify
products, which were invented to solve a problem. ● |
|
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.
|
Suggested Activities
Topics, or Materials |
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VII.
Students will be able to examine strengths and weaknesses of simple
arguments. ● VIII.
Students will be able to distinguish between important and
unimportant information in simple arguments.
● IX.
Students will be able to make observations. ● X.
Students will be able to participate in brainstorming
activities. ● XI.
Students will be able to use various forms of simple logic. ● XII.
Students will be able to discover relationships and patterns. ● |
|
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.
|
Suggested Activities
Topics, or Materials |
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VII.
Students will be able to describe and compare things in terms of
number, shape, texture, size, weight, color, and behavior. ● VIII.
Students will be able to read and write instructions to be followed
or instructions, which explain procedures.
● IX.
Students will be able to ask clarifying questions. ● X.
Students will be able to explain problem-solving processes using
verbal, pictorial, and written methods.
● XI.
Students will be able to make and read simple graphs. ● XII.
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.
|
Suggested Activities
Topics, or Materials |
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VI.
Students will be able to describe how legends, stories, and
scientific explanations are different ways in which people attempt to explain
the world. ●● VII.
Students will be able to describe at least two inventions, what they do,
how they work, and how they have made life easier. ●● VIII.
Students will be able to identify
commonly used resources, their resources, and where waste products go. ●● IX.
Students will be able to
demonstrate some practices for recycling and care of resources. ●● X.
Students will be able to explain
how their lives would be different without specific inventions or scientific
knowledge. ●● |
|
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.
Grade
2
|
Suggested Activities
Topics, or Materials |
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Life
Science
V.
Students will understand that each part of a plant serves a specific
function, to ensure survival of the plant (roots, stem, leaves, flower). |
a.
Field trip to Morris Farm b.
AIMS Plants c.
Microscope activities d.
Learn About Life Science –plants CD e.
Experiments |
Cells: C. Students will understand that cells are the
basic units of life. |
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II. Students will understand that all
plants need water, nutrients, light, and gases to survive. |
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Classifying Life Forms: A. Students will understand
that there are similarities within the diversity of all living things. |
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III. Students will
understand that plants change through predictable life cycles. |
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Cells: C. Students will understand
that cells are the basic units of life. |
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IV. Students will understand that most
food webs originate with plants. |
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Ecology: B. Students will understand
how living things depend on one another and on non-living aspects of the
environment. |
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Suggested Activities
Topics, or Materials |
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V. Students will understand that one change
in an ecosystem can affect other parts of the ecosystem. |
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Ecology: B. Students will understand
how living things depend on one another and on non-living aspects of the
environment. |
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VI. Students will understand that
fossils show the existence of past life. |
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Continuity and Change: D. Students will understand
the basis for all life and that all living things change over time. |
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Suggested Activities
Topics, or Materials |
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Physical
Science I. Students will understand that materials
have properties that can be observed, described, sorted, grouped, measured (size,
weight, color, shape, texture, function, temperature). These observations should be communicated
through spoken, drawn, and written forms. |
|
Structure of Matter: E. Students will understand the
structure of matter and the changes it can undergo. |
|
VI.
Students will understand that the properties of substances can change
when the substances are mixed, cooled or heated). But that not all materials respond the
same way to what is done to them. |
a.
Experiments b.
Cooking c.
Water cycle d.
AIMS e.
Bill Nye Video – Matter f.
Lab Pack Learn About Physical Science, Matter, Measurement, Mixtures
CD |
Energy: H. Students will understand concepts of
energy. |
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VII.
Students will understand that all plants and other living things need
light and heat energy to survive. |
a.
Experiments |
Structure of Matter: E. Students will understand
the structure of matter and the changes it can undergo. |
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VIII.
Students will understand that the motion of an object can be changed
in various ways, and that the size of the change is related to the strength
of the force used. |
a.
Simple machines kit (library) b.
Gross motor experiments c.
Dr. DeSoto Books d.
I Can’t Said the Ant |
Motion: I.
Students will understand that motion of an object and how forces can
change that motion. |
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Suggested Activities
Topics, or Materials |
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Earth
and Space I. Students will understand that changes
caused by water, sun, wind, and ice affect the earth in helpful or harmful
ways. |
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Earth: F. Students will gain
knowledge about the earth and the processes that change it. |
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II. Students will understand that water
changes form in the water cycle and can affect our patterns of weather
(evaporation, condensation, precipitation, accumulation). |
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III. Students will
understand that scientific tools are used to measure weather conditions and
predict changes in weather. |
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IV. Students will understand that the
shadows of objects change based on where light is coming from, and that this
related to the position of the earth and sun. |
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Suggested Activities
Topics, or Materials |
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V. Students will understand that rock, water,
plants, and soil provide many resources including food, fuel, and building
materials that humans use. |
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VI. Students will understand that many
resources can and should conserved, recycled and re-used |
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Suggested Activities
Topics, or Materials |
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IX.
Students will be able to make accurate observations using appropriate
tools and units of measure. ● X.
Students will be able to ask questions and propose strategies and
materials to use in seeking answers to questions. ● XI.
Students will be able to use
results in a purposeful way, which includes making predictions based on
patterns they have observed. ● XII.
Students will be able to identify
products, which were invented to solve a problem. ● |
|
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.
|
Suggested Activities
Topics, or Materials |
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XIII.
Students will be able to examine strengths and weaknesses of simple
arguments. ● XIV.
Students will be able to distinguish between important and
unimportant information in simple arguments.
● XV.
Students will be able to make observations. ● XVI.
Students will be able to participate in brainstorming
activities. ● XVII. Students will be able to
use various forms of simple logic. ● XVIII.Students will be able to discover relationships
and patterns. ● |
|
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.
|
Suggested Activities
Topics, or Materials |
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XIII.
Students will be able to describe and compare things in terms of
number, shape, texture, size, weight, color, and behavior. ● XIV.
Students will be able to read and write instructions to be followed
or instructions, which explain procedures.
● XV.
Students will be able to ask clarifying questions. ● XVI.
Students will be able to explain problem-solving processes using
verbal, pictorial, and written methods.
● XVII. Students will be able to
make and read simple graphs. ● XVIII.Students will be able to use objects and pictures
to represent scientific and technological ideas. ● |
|
Communication L. Students will communicate effectively in
the application of science. |
● This objective should be integrated throughout
each unit of study.
|
Suggested Activities
Topics, or Materials |
|
|
XI.
Students will be able to describe how legends, stories, and
scientific explanations are different ways in which people attempt to explain
the world. ●● XII.
Students will be able to describe at least two inventions, what they
do, how they work, and how they have made life easier. ●● XIII.
Students will be able to identify
commonly used resources, their resources, and where waste products go. ●● XIV.
Students will be able to
demonstrate some practices for recycling and care of resources. ●● XV.
Students will be able to explain
how their lives would be different without specific inventions or scientific
knowledge. ●● |
|
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.
Grade
3
|
Suggested Activities
Topics, or Materials |
|
|
Life
Science
IX.
Students will understand that different types of plants and animals
inhabit the earth. As a basis for understanding this concept: |
AIMS “Budding Botanists”
and “primary Plants” Bill Nye tapes, Reading
Rainbow tapes, animal structure activities, brainpop.com and |
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a. students will understand how to
observe and describe similarities and differences in the appearance and
behavior of animals. |
Crayola.com websites |
Group the same organisms in
different ways using different characteristics. |
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b. students will understand how to
identify major structures of animals
(arms, wings, legs). |
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Compare and contrast the
life cycles, behavior, and structure of different organisms. |
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c. students will be able to classify
organisms as fish, reptile, bird, mammal or amphibian and note the
similarities and differences amongst them. |
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Design and describe a
classification system for organisms. |
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II. Students will understand that plants
and animals meet their needs in different ways. As a basis for understanding this concept: |
Chewonki, At Home in the
Rainforest (LEAP), Life in the Rainforest (Newbridge),
Wonders of the Rainforest, Magic Schoolbus
tapes, |
|
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a. students will understand that
different plants and animals inhabit different kinds of environments and have
external features that help them thrive in the rain forest biome. |
National Geographic tapes,
Scholastic Teacher’s Resource Book on the Rainforest, Mammals: Multimedia
Encyclopedia CD, resource report, Destination: Rainforest CD |
Compare and contrast
physical and living components of different biomes – i.e., regions
characterized by their climate. |
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b. students will understand that
animals eat plants and other animals for food and may also use plants or even
other animals for shelter or nesting. |
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Describe a food web and
the relationships within a given ecosystem. |
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Suggested Activities
Topics, or Materials |
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Life
Science (continued) III. Students will understand that plants
and animals have predictable life cycles.
As a basis for understanding this concept: |
Frogs (Newbridge) |
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a. students will understand that
organisms reproduce offspring of their own kind and that the offspring
resemble their parents and one another.. |
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Describe ways in which organisms
may be similar to and different from their parents and explore the possible
reasons for this. |
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b. students will understand that
sequential stages of life cycles are different for different animals, such as
butterflies, frogs, and mice. |
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Compare and contrast the
life cycles, behavior, and structure of different organisms. |
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c. students will understand that many
different characteristics of an organism are inherited from the parents, some
characteristics are caused or influenced by the environment. |
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Describe ways in which
organisms may be similar to and different from their parents and explore the
possible reasons for this. |
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d. students will understand that
there is variation among individuals of one kind within a population. |
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Describe ways in which
organisms may be similar to and different from their parents and explore the
possible reasons for this. |
|
e. students will understand that flowers and
fruits are associated with reproduction in plants. |
|
Compare and contrast the
life cycles, behavior, and structure of different organisms. |
|
Suggested Activities
Topics, or Materials |
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Life
Science (continued) IV.
Students will understand that adaptations in physical structure or
behavior may improve an organism’s chance for survival. As a basis for understanding this concept: |
Jungle in the Pantry
(Copycat), integration with Social Studies, National Geographic “The Flooded
Forest” video |
|
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a. students will understand that
organisms have structures that serve different functions in growth, survival,
and reproduction. |
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Explain how adaptations,
in response to change over time, may increase a species’ chances of survival. |
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b. students will understand examples of
diverse life forms in different biomes, such as oceans, deserts, tundra,
forests, grasslands, and wetlands with emphasis on the rain forest. |
|
Compare and contrast
physical and living components of different biomes – i.e., regions characterized
by their climate. |
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c. students will understand that
livings things cause changes in the environment in which they live: some of
these changes are detrimental to the organism or other organisms, and some
are beneficial. |
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Investigate the connection
between major living and non-living components of a local ecosystem. |
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d. students will understand that when
the environment changes, some plants and animals survive and reproduce;
others die or move to new locations. |
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Explain how adaptations,
in response to change over time, may increase a species’ chances of survival. |
|
e. students will understand that some kinds
of organisms that once lived on Earth have completely disappeared and that some
of those resemble others that are alive today. |
|
Identify present day
organisms that have not always existed, and past life forms that have become
extinct. |
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Suggested Activities
Topics, or Materials |
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Life
Science (continued) V. Students will understand all
organisms need energy and matter to live and grow. As a basis for understanding this concept: |
Food chain activity |
|
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a. students will understand that plants
are at the beginning of most food chains. |
|
Describe a food web and
the relationships within a given ecosystem. |
|
b. students will understand that
producers and consumers are related in food chains. |
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Explain the difference
between producers (e.g., green plants), consumers (e.g., those that eat green
plants), and decomposers (e.g., bacteria that break down the “consumers” when
they die) and identify examples of each. |
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VI. Students will understand that living
organisms depend on one another and on their environment for survival. As a basis for understanding this concept: |
Feed the jays activity,
integration with Social Studies |
|
|
a. students will understand that in
any particular environment, some kinds of plants and animals survive well,
some survive less well, and some cannot survive at all. |
|
Explain how adaptations,
in response to change over time, may increase a species’ chances of survival. |
|
b. students will understand that plants
depend on animals for pollination and seed dispersal, and animals depend on
plants for food and shelter. |
|
Compare and contrast the
life cycles, behavior, and structure of different organisms. |
|
VII. Students will understand the structure
and function of the skeletal and muscular systems. |
A Book About Your Skeleton (Scholastic), Book of
Bones (Pocket Book Press), Body Scope CD |
Describe the functions of
the major human organ system. |
|
Suggested Activities
Topics, or Materials |
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|
Physical
Science I. Students will understand that properties
of materials can be observed, measured and predicted. As a basis for understanding this concept: |
AIMS “Water Precious
Water”, Bill Nye tapes |
|
|
a. students will understand that
objects can be described in terms of the materials they are made of (e.g.,
clay, cloth, paper) and their physical properties (e.g., color, size, shape,
weight, texture). |
|
Describe how the physical
properties of objects sometimes change when one object chemically combines
with another. |
|
b. students will understand that water
can be a liquid or a solid and can be made to change back and forth from one
form to another. |
|
Explain how matter changes
in both chemical and physical ways. |
|
c. students will understand that
water left in an open container evaporates (goes into the air) but water in a
closed container does not. |
|
Explain how matter changes
in both chemical and physical ways. |
|
II. Students will understand that
materials come in different forms (states), including solids, liquids, and
gases. As a basis for understanding
this concept: |
“States of Matter”
computer program, rocket activity, goop |
|
|
a. students will understand that
solids, liquids, and gases have different properties. |
|
Describe how the physical
properties of objects sometimes change when one object chemically combines
with another. |
|
c. students will understand that the
properties of substances can change when the substances are mixed, cooled, or
heated. |
|
Explain how matter changes
in both chemical and physical ways. |
|
Suggested Activities
Topics, or Materials |
|
|
Physical
Science (continued) III. Students will
understand that light has a source and travels in a direction. As a basis for understanding this concept: |
Measuring flagpoles’
shadow at different times of day |
|
|
a. students will understand that
sunlight can be blocked to create shadows. |
|
Explain ways different
forms of energy can be produced. |
|
b.
students will understand that the color of light striking an object
affects the way the object is seen |
|
Explain ways different
forms of energy can be produced. |
|
c. students will understand that an
object is seen when light traveling from the object enters the eye. |
Seeing, Bill Nye tapes, “Look at
Your Eye” in Reading and Writing Sourcebook |
Explain ways different
forms of energy can be produced. |
|
IV. Students will
understand that electricity has many useful applications in everyday
life. As a basis for understanding
this concept: |
Experiments, AIMS “Popping
with Power” |
|
|
a. students will understand that
electricity flows through a closed circuit. |
|
Describe the effects of
different types of forces (e.g., mechanical, electrical, magnetic) on motion. |
|
V. Students will understand that the elements
and their combinations account for all the varied types of matter in the
world. As a basis for understanding
this concept: |
|
|
|
a. students will understand that all
matter is made of atoms. |
|
Explain how matter changes
in both chemical and physical ways. |
|
b. students will understand the
simple properties of solid, liquid, and gaseous substances. |
|
Explain how matter changes
in both chemical and physical ways. |
|
Suggested Activities
Topics, or Materials |
|
|
Earth
and Space I. Students will understand that objects in
the sky move in regular and predictable patterns. As a basis for understanding this concept: |
NASA website, Southworth Planetarium, Norstar
Lab Planetarium, Lost in Space, Magic Schoolbus,
“Zoom Astronomy” – Enchanted Learning website |
|
|
a. students will understand the way
in which the moon’s appearance changes during the four week lunar cycle. |
|
Explore the relationship
between the earth and its moon. |
|
b. students will understand that
telescopes magnify the appearance of some distant objects in the sky,
including the moon and the planets.
The number of stars that can be seen through telescopes is
dramatically greater than the number that can be seen by the unaided eye. |
|
Make accurate observations
using appropriate tools and units of measure. |
|
c. students will understand that the
earth is one of several planets that orbit the sun and that the moon orbits
the earth. |
|
Illustrate the relative
positions of the sun, moon, and planets. |
|
d students will understand that the
position of the sun in the sky changes during the course of the day and from
season to season. |
|
Describe earth’s rotation
on its axis and its revolution around the sun. |
|
Suggested Activities
Topics, or Materials |
|
|
Earth and Space II. Students will understand that the
solar system consists of planets and other bodies that orbit the sun in
predictable paths. As a basis for
understanding this concept: |
|
|
|
a. students will understand that the
sun, an average star, is the central and largest body in the solar system. |
|
Illustrate the relative
positions of the sun, moon, and planets. |
|
b. students will understand that the
solar system includes the planet earth, the moon, the sun, eight other
planets and their satellites, and smaller objects, such as asteroids and
comets. |
|
Illustrate the relative
positions of the sun, moon, and planets. |
|
c. students will understand that the path of a
planet around the sun is due to the gravitational attraction between the sun
and the planet. |
|
Describe earth’s rotation
on its axis and its revolution around the sun. |
|
Suggested Activities
Topics, or Materials |
|
|
I.
Students will be able to make accurate observations using appropriate
tools and units of measure. ● II.
Students will be able to conduct scientific investigations: make
observations, collect and analyze data, and do experiments. ● III.
Students will be able to use results in a purposeful way: design fair
tests, make predictions based on observed patterns, and interpret data to
make further predictions. ● IV.
Students will be able to design an activity. ● V.
Students will be able to explain how differences in time, place, or
experimenter can lead to different data.
● VI.
Students will be able to explain how different conclusions can be
derived from the same data. ● |
|
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.
|
Suggested Activities
Topics, or Materials |
|
|
I.
Students will be able to give alternative explanations for observed
phenomena. ● II.
Students will be able to describe how feelings can distort
reasoning. ● III.
Students will be able to draw conclusions about observations. ● IV.
Students will be able to use various types of evidence (e.g.,
logical, quantitative) to support a claim.
● V.
Students will be able to demonstrate an understanding that ideas are
more believable when supported by good reasons. ● VI.
Students will be able to practice and apply simple logic, intuitive
thinking, and brainstorming. ● |
|
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.
|
Suggested Activities
Topics, or Materials |
|
|
I.
Students will be able to record results of experiments or activities
(e.g., interviews, discussions, field work) and summarize and communicate
what they have learned. ● II.
Students will be able to ask clarifying and extending questions. ● III.
Students will be able to reflect on work in science and technology
using such activities as discussions, journals, and self-assessment. ● IV.
Students will be able to make and/or use sketches, tables, graphs,
physical representations, and manipulatives to
explain procedures and ideas. ● V.
Students will be able to gather and effectively present information,
using a variety of media including computers (e.g., spreadsheets, word
processing, programming, graphics, modeling). ● VI.
Students will be able to cite examples of bias information sources
and question the validity of information from varied sources. ● VII.
Students will be able to function effectively in groups within
various assigned roles (e.g., reader, recorder). ● |
|
Communication L. Students will communicate effectively
in the application of science. |
● This
objective should be integrated throughout each unit of study.
|
Suggested Activities
Topics, or Materials |
|
|
I.
Students will be able to explore how cultures have found different
technological solutions to deal with similar needs or problems (e.g.,
construction, clothing, agricultural tools and methods). ●● II.
Students will be able to investigate and describe the role of
scientists and inventors. ●● III.
Students will be able to explore how technology (e.g.,
transportation, irrigation) has altered human settlement. ●● IV.
Students will be able to explain practices for conservation in daily life,
based on a recognition that renewable and
non-renewable resources have limits. ●● |
|
Implications of Science and Technology M. Students will understand the historical,
social, environmental, 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.
Grade
4
|
Suggested Activities
Topics, or Materials |
|
|
Life
Science – Cell Biology (Fall, 3
weeks)
X.
All living organisms are composed of cells, from just one to many
trillions, whose details usually are visible only through a microscope. As a basis for understanding this concept: a.
students will understand that cells are the basic unit of
all living things. b.
students will understand that cells function similarly in
all living organisms. c.
students will understand the characteristics that
distinguish plant cells from animal cells, including chloroplasts and cell
walls. d.
students will understand that the nucleus is the
information center in plant and animal cell. e.
students will know the main parts of the cell (nucleus,
cell wall, cell membrane, cytoplasm). f.
students will understand cells divide to increase their
numbers through a process of mitosis. |
Model of cell (snack-size
baggie with jelly and disks/cork), AIMS onion skin activity, Eastern White
Pine needles with magiscopes, comparing cell to
something else (school building), Bill Nye Video, Bodyscope
computer program, Cells Are Among Us |
C1-Demosntrate an understanding that a cell is the basic unit of
living organisms. C2-Describe how single-celled organisms exist. C3-Explore how the use of a microscope allows one to see cells in a
variety of organisms. C4-Describe the functions of the major human organ system. |
|
Suggested Activities
Topics, or Materials |
|
|
Life Science (continued)
XI.
Students will understand that plants and animals meet their needs in
different ways. As a basis for
understanding this concept: a.
students will understand that roots are associated with
the intake of water and soil nutrients and green leaves are associated with
making food from sunlight. b.
students will understand how sugar, water, and minerals
are transported in a vascular plant. c.
students will understand that plants use carbon dioxide
(CO2) and energy from sunlight to build molecules of sugar and release
oxygen. d.
students will understand that plant and animal cells break
down sugar to obtain energy. e.
students will understand the concept of photosynthesis. |
Celery with food coloring Yeast activity “Does Yeast
Grow Without Food?” Plants in and out of light experiment, play |
B1-Describe a food web and
the relationships within a given ecosystem. B2-Explain the difference between
producers (e.g., green plants), consumers (e.g., those that eat green
plants), and decomposers (e.g., bacteria that break down the “consumers” when
they die), and identify examples of each. |
|
Suggested Activities
Topics, or Materials |
|
|
Life
Science – Animals (1st
week in December, 3 weeks)
XII.
Students will understand that plants and animals have structures for
respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: |
Bill Nye video, American
Lung Association materials, American Heart Association materials, Bodyscope program, “large intestine” activity, Pyramid
Exploration play, circulatory system video, AIMS activity “I’ve Got Rhythm” |
C4-Describe the functions of the major human organ systems. |
|
a. students will understand that many
multi-cellular organisms have specialized structures to support the transport
of materials. |
|
|
|
b. students will understand how blood
circulates through the heart chambers, lungs, and body and how carbon dioxide
(CO2) and oxygen (O2) are exchanged in the lungs and tissues (circulatory and
respiratory systems). |
|
|
|
c. students will understand that the
sequential steps of digestion and the roles of teeth and the mouth,
esophagus, stomach, small intestine, large intestine, and colon in the
function of the digestive system. |
|
B4-Investigate the
connection between major living and non-living components of a local
ecosystem. |
|
Suggested Activities
Topics, or Materials |
|
|
IV. Students will understand that all
organisms need energy and matter to live and grow. As a basis for understanding this concept: |
Maine animals and what
they eat, adaptations, food chains in computer lab, Rotten Banana activity,
food chains, food webs, Bill Nye video, “Ways animals Get Food” filmstrip |
B1-Describe a food web and the
relationships within a given ecosystem. B2-Explain the difference between producers (e.g., green plants),
consumers (e.g., those that eat green plants), and decomposers (e.g.,
bacteria that break down the “consumers” when they die), and identify
examples of each. |
|
a. students will understand that
plants are the primary source of matter and energy entering most food chains. |
|
B3-Compare and contrast physical and living components of different
biomes- i.e., regions characterized by their climate. |
|
b. students |