Kindergarten Science: |
Kindergarten Science: |
Student Requirements:
| Each student is required to complete one "Response to a Key Question"
for each topic studied.
Responses will include an illustration or a series of illustrations. Responses can be written or oral. (See Response to a Key Question Task Descriptionin in the document Science Task Descriptions Grades K-2) |
Each student is required to carry out two "Extended Investigations"
based on grade level topics. These investigations may be done as a class.
The results of the student participation in the investigation will be assessed
using the following task descriptions( see Science Task Descriptions
Grades K-2):
"Observation" "Data Collection and Analysis" |
| Each student will be assessed for process science skills by being evaluated by the "Teacher Observation of Science Skills" Task Description once a year. | Each student is required to keep a "Work Collection." Students will keep this collection of work in a notebook for the school year. This may be organized in several ways: a pocket a folder, a large envelope, a three ring binder, or other storage device. This notebook will store work from all the science topics studied. The teacher will help the students to learn to organize their notebooks and will decide how to evaluate the work collection. |
| Students will learn to use and master appropriate tools during the investigations carried out in each topic.(See Boston Public Schools Technology Connections) | Once during the year students should devote one activity to a majority
of the aspects of the design process as described in the Massachusetts
Science and Technology Frameworks and the Boston Public Schools Technology
Connections. These activities can be identified in the newly adopted science
instructional materials or supplemental materials that can be borrowed
from the science department. (Training in integrating technology into the
Science
Learning Standards will be provided over the next several years). |
| Students will study one particular technology device or process used in the real world for a specific purpose and investigate how and why it works.(See Boston Public Schools Technology Connections). | Students will study and explain at least one example that illustrates
how science, technology, and society influence each other.
This example can be identified in the newly adopted science instructional
materials or supplemental materials that can be borrowed from the science
department. (See Boston Public Schools Technology Connections)
Students will complete their homework. |
Important note:
All students are expected to complete the starred (*) products during
the 1998-1999 school year. Task descriptions are provided in a separate
document (Science Task Descriptions). Teachers, students, and parents may
use these Task Descriptions as students develop their products and as tools
to help them assess student work. The technology products (design process,
tools, technology device, and technology and society) are adapted from
the Massachusetts Science and Technology Frameworks and are further explained
in the document: The Boston Public Schools Technology Connections. (Part
of the professional development on the newly adopted materials will illustrate
how to make this connection.)
Content Objectives:
TOPIC: Our Five Senses
| Key Questions: What do peoples senses do?
Subquestions: What do animals senses do? How are different animals (including humans) senses the same? |
Key Concepts, Principles, Lessons, and Phenomena:
Students will understand...
|
Entry Points and Applications: A baseball game Pitch Visual acuity Grades of sandpaper Devices that heighten sensory awareness (hearing aids, glasses, binoculars) Perfumes/aroma therapy Blindfold walks |
TOPIC: The Local Natural Environment
| Key Question: What do we see in our local natural environment (schoolyard,
neighborhood,
classroom)? Subquestions: What natural objects (living, non living) can we observe in our local environment? What changes do you observe over the course of the school year? What similarities/differences can you observe among natural objects in your local environment? |
Key Concepts, Principles, Lessons, and Phenomena:
Students will understand... How to observe, compare and describe the characteristics of living and
non-living things
Some things change in nature and some things do not seem to change in nature. How to record what we learn about nature (words, drawings, photos, etc.).
|
Entry Points and Applications:
Your schoolyard Class walks in the neighborhood Trees in your neighborhood/schoolyard ò Collections of natural objects found locally Arnold Arboretum Local parks/open spaces Classroom pets and plants |
TOPIC: Characteristics of Water
| Key Question: What are the characteristics of water?
Subquestions: For what do people use water? Where is water in our lives? What happens when you put different things in water?
|
Key Concepts, Principles, Lessons, and Phenomena:
Students will understand... Water is a liquid and can change shape to fit the container it is in. Water flows, pours, squirts, etc. Some things sink in water, some things float |
Entry Points and Applications:
Charles River Washing dishes Rain Kitchen sink Bathing Drinking fountain Play at a water table Cooking |
Skill Objectives
Skills & Processes: Students will develop the
abilities necessary to do scientific inquiry by:
| 1. Planning and conducting a simple investigation, including:
A. Asking questions about objects, organisms, and events in the natural world, B. Employing simple equipment and tools to gather and extend the senses, C. Using evidence and simple reasoning skills to identify
patterns and draw
|
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2. Knowing how science helps to solve some social and personal issues but not others. |
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3. Technologies and Instruments: Students will be able to use... Hand lens Ruler Eye droppers |