Standards Alignment... 5 Safe Science Scientific Inquiry Fast or Slow, Watch It Go How Things Move Move, Move, Move...

Transcription

1 Standards Alignment... 5 Safe Science Scientific Inquiry Processes Earth Keepers Recycle Hop Planet Pals Just a Little Drip Physical Science Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Juice-sicles Melting Pots Hot or Cold? Lights Out Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregor s Garden Fast or Slow, Watch It Go How Things Move Move, Move, Move Earth Science Find and Sort Waterscapes Nature s Gifts Weather Windows Weather Changes Ring Around the Seasons Changes: Day and Night The Sun and the Moon Where Is The Sun? Spatter Paint Stars Cloud Cover Life Science Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place Plant Doctors Nothin but Needs Survivors We Have Needs Fruit Groups Under Cover All Sorts of Leaves Plant Portraits Plant Parts Body Shop Find the Family Little Brown Seeds Sunflower Stages Family Letter Materials List The AIMS Program Model of Learning Chinese Proverb Core Curriculum/Texas AIMS Education Foundation

2 TM Texas Essential Knowledge and Skills for Science Kindergarten Science, Grade K. (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: (A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately; Safe Science Lights Out (B) discuss the importance of safe practices to keep self and others safe and healthy; and Safe Science Shapes on the Bus Lights Out (C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal. Earth Keepers Recycle Hop Planet Pals Just a Little Drip (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world; Cool Changes Melting Pots Hot or Cold? Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Fast or Slow, Watch It Go Find and Sort Living or Nonliving? Plant Doctors (B) plan and conduct simple descriptive investigations such as ways objects move; Cereal Sorters Gummy Bears Touch and Tell Touch Tells Much Cool Changes Melting Pots Hot or Cold? Vibration Vibration Stations Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go Living or Nonliving? Core Curriculum/Texas AIMS Education Foundation

3 (C) collect data and make observations using simple equipment such as hand lenses, primary balances, and nonstandard measurement tools; Whoa That s Heavy Plant Doctors All Sorts of Leaves Plant Portraits (D) record and organize data and observations using pictures, numbers, and words; and Just a Little Drip Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Touch and Tell Touch Tells Much Hot or Cold? Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go Changes: Day and Night Living or Nonliving? Mixed Up Triplets Fruit Groups Under Cover (E) communicate observations with others about simple descriptive investigations. Cereal Sorters Gummy Bears Cool Changes Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: (A) identify and explain a problem such as the impact of littering on the playground and propose a solution in his/ her own words; Earth Keepers (B) make predictions based on observable patterns in nature such as the shapes of leaves. Changes: Day and Night (4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums; and Whoa That s Heavy Cool Changes Magnets: A Sticky Business Discovery Bottle Can We Sort? Plant Doctors Core Curriculum/Texas AIMS Education Foundation

4 (B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment. Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Hot or Cold? Find and Sort Plant Doctors (5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Shapes on Location Putting Shapes in Their Place Under Cover (B) observe, record, and discuss how materials can be changed by heating or cooling. Cool Changes Juice-sicles Melting Pots (6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: (A) use the five senses to explore different forms of energy such as light, heat, and sound; Melting Pots Hot or Cold? Lights Out Vibration Vibration Stations The Beat of the Drum Direction Detection (B) explore interactions between magnets and various materials; Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man (C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregors Garden (D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. Fast or Slow, Watch It Go How Things Move Move, Move, Move (7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to: (A) observe, describe, compare, and sort rocks by size, shape, color, and texture; Find and Sort (B) observe and describe physical properties of natural sources of water, including color and clarity; and Waterscapes Core Curriculum/Texas AIMS Education Foundation

5 (C) give examples of ways rocks, soil, and water are useful. Nature s Gifts (8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (A) observe and describe weather changes from day to day and over seasons; Weather Windows Weather Changes (B) identify events that have repeating patterns, including seasons of the year and day and night; and Ring Around the Seasons Changes: Day and Night (C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun. Changes: Day and Night The Sun and the Moon Where Is the Sun? Spatter Paint Stars Cloud Cover (9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: (A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape; Fruit Groups Under Cover All Sorts of Leaves (B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs; All Sorts of Leaves Plant Portraits Plant Parts Body Shop (C) identify ways that young plants resemble the parent plant; and Find the Family (D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. Fruit Groups Little Brown Seeds Sunflower Stages (B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. Plant Doctors Nothin but Needs Survivors We Have Needs Core Curriculum/Texas AIMS Education Foundation

6 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C Safe Science Earth Keepers Recycle Hop Planet Pals Just a Little Drip Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Juice-sicles Melting Pots Hot or Cold? Lights Out 9 A B 10 A B C D Core Curriculum/Texas AIMS Education Foundation

7 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregor s Garden Fast or Slow, Watch It Go How Things Move Move, Move, Move Find and Sort Waterscapes Nature s Gifts Weather Windows Weather Changes Ring Around the Seasons 9 A B 10 A B C D Core Curriculum/Texas AIMS Education Foundation

8 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C A B A B C D Changes: Day and Night The Sun and the Moon Where Is the Sun? Spatter Paint Stars Cloud Cover Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place Plant Doctors Nothin but Needs Survivors We Have Needs Fruit Groups Under Cover All Sorts of Leaves Plant Portraits Plant Parts Body Shop Find the Family Little Brown Seeds Sunflower Stages Core Curriculum/Texas AIMS Education Foundation

9 Topic Properties of rocks Key Question How would you describe your rock? Learning Goal Students will describe various properties of their rocks. Texas Essential Knowledge and Skills for Science K.7A Observe, describe, compare, and sort rocks by size, shape, color, and texture K.5A Observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture K.2A Ask questions about organisms, objects, and events observed in the natural world K.2B Plan and conduct simple descriptive investigations such as ways objects move K.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools K.2D Record and organize data and observations using pictures, numbers, and words K.4A Collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment Math Measurement non-customary units linear mass Science Earth science rocks Integrated Processes Observing Collecting and recording data Comparing and contrasting Communicating Materials Rocks Unifix cubes Balances Teddy Bear Counters Hand lenses Containers with water Paper towels Student pages Background Information Rocks shape much of our Earth. They form the mountains and hills. We do not see many of the rocks because they are covered with water, soil, and vegetation. Rocks consist of one or more minerals. The minerals give color, hardness, and sparkle to rocks. For young students, opportunities need to be given for them to carefully examine a variety of rocks and to gain practice describing the characteristics they observe, including size, shape, color, and texture. Management 1. Encourage each student to bring a special rock from home. Emphasize that the rock should be a size that can be carried in one hand, preferably the size of an egg. 2. Have extra rocks for students who don t bring any or for those who bring unsuitable rocks. 3. Set up the balances and have Teddy Bear Counters available for use as non-customary masses. 4. Unifix cubes are suggested as non-customary length measures, but you may use other materials as well, such as paper clips. 5. Balances (item number 1917), Teddy Bear Counters (item number 1924), Unifix cubes (item number 1919), and hand lenses (item number 1977) are available from AIMS. Core Curriculum/Texas AIMS Education Foundation

10 Procedure 1. Have students get out their rocks, and allow students who did not bring rocks to choose one from your collection of extras. 2. Tell students that they are going to observe their rocks very carefully, taking note of size, shape, color, texture, etc. 3. Distribute hand lenses and allow time for students to carefully examine their rocks. 4. Provide time for them to describe their rocks. Have them describe colors, shapes, and textures. Record their descriptive words on the board or a piece of chart paper to create a word bank. 5. Hand out the first student page and have students record their observations. Have them begin by drawing their rocks and then use the word bank to write words that describe their rocks colors, shapes, and textures. 6. Distribute the containers of water and paper towels. Have the students submerge their rocks in water and place them on the paper towels. Allow time for them to examine their rocks wet. 7. Have them again share their descriptions and add any new words to the word bank. 8. Distribute the second student page. Allow time for students to record their observations of how the wet rock looks and feels. 9. Give students several Unifix cubes and have them find the lengths and heights of their rocks and record them on the page. Set up the balances and allow students to find how many Teddy Bear Counters it takes to balance their rocks. 10. When they are done recording, ask students to find other rocks that are similar to theirs and explain the ways the rocks are alike. Urge them to try to find at least two ways that the rocks are the same and two ways they are different. 11. Direct students to put their rocks in a large group. Collect the recording pages and hand them out so that students do not have their own papers. Have students try to identify the rocks described by the papers they have been given. 5. Were you able to find someone else s rock based on the description on the paper? Why or why not? 6. When we had all of the rocks together, what kinds of things did you notice? 7. How many different colors were found in all the rocks? Were any rocks just one color? 8. Which rock is the biggest? Is it also the heaviest? the longest? the tallest? 9. What makes your rock different from the others? 10. What are you wondering now? Extension Discuss with the students all the words that can be used to classify rocks (big, small, long, heavy, etc.). Play a game of show me using the following suggestions or others of your choosing. 1. Show me a big rock. 2. Show me a small rock. 3. Show me a black rock. (white, gray, red, yellow) 4. Show me a tiny rock. 5. Show me a rock with stripes. 6. Show me a long rock. 7. Show me a flat rock. 8. Show me a round rock. 9. Show me a shiny rock. 10. Show me a rough rock. 11. Show me a smooth rock. 12. Show me a heavy rock. 13. Show me a sparkly rock. 14. Show me a bumpy rock. 15. Show me a speckled rock. 16. Show me a rock with more than one color. 17. Show me a rock shaped like an egg. 18. Show me a rock that comes to a point. Home Link Suggest to the parents that the students collect rocks around the home and sort them into a collection. Connecting Learning 1. How would you describe your rock? What colors do you see? What shape is it? Is it rough, smooth, shiny, etc.? 2. How did your rock change when it was wet? What things stayed the same? 3. How long was your rock? high? How many Teddy Bear Counters did it take to balance your rock? 4. Were you able to find someone with a rock that is like yours? How are they alike? How are they different? Core Curriculum/Texas AIMS Education Foundation

11 Draw your rock. Describe your rock. Colors: Shape: Texture: Core Curriculum/Texas AIMS Education Foundation

12 Draw your rock. My rock measures: cubes high cubes long Describe your rock. Colors: Shape: Texture: Teddy Bear Counters balance my rock. Core Curriculum/Texas AIMS Education Foundation

13 Standards Alignment... 5 Safe Science Scientific Inquiry Processes Earth Keepers Recycle Hop Planet Pals Just a Little Drip Physical Science Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Juice-sicles Melting Pots Hot or Cold? Lights Out Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregor s Garden Fast or Slow, Watch It Go How Things Move Move, Move, Move Earth Science Find and Sort Waterscapes Nature s Gifts Weather Windows Weather Changes Ring Around the Seasons Changes: Day and Night The Sun and the Moon Where Is The Sun? Spatter Paint Stars Cloud Cover Life Science Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place Plant Doctors Nothin but Needs Survivors We Have Needs Fruit Groups Under Cover All Sorts of Leaves Plant Portraits Plant Parts Body Shop Find the Family Little Brown Seeds Sunflower Stages Family Letter Materials List The AIMS Program Model of Learning Chinese Proverb Core Curriculum/Texas AIMS Education Foundation

14 TM Texas Essential Knowledge and Skills for Science Kindergarten Science, Grade K. (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: (A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately; Safe Science Lights Out (B) discuss the importance of safe practices to keep self and others safe and healthy; and Safe Science Shapes on the Bus Lights Out (C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal. Earth Keepers Recycle Hop Planet Pals Just a Little Drip (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world; Cool Changes Melting Pots Hot or Cold? Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Fast or Slow, Watch It Go Find and Sort Living or Nonliving? Plant Doctors (B) plan and conduct simple descriptive investigations such as ways objects move; Cereal Sorters Gummy Bears Touch and Tell Touch Tells Much Cool Changes Melting Pots Hot or Cold? Vibration Vibration Stations Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go Living or Nonliving? Core Curriculum/Texas AIMS Education Foundation

15 (C) collect data and make observations using simple equipment such as hand lenses, primary balances, and nonstandard measurement tools; Whoa That s Heavy Plant Doctors All Sorts of Leaves Plant Portraits (D) record and organize data and observations using pictures, numbers, and words; and Just a Little Drip Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Touch and Tell Touch Tells Much Hot or Cold? Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go Changes: Day and Night Living or Nonliving? Mixed Up Triplets Fruit Groups Under Cover (E) communicate observations with others about simple descriptive investigations. Cereal Sorters Gummy Bears Cool Changes Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: (A) identify and explain a problem such as the impact of littering on the playground and propose a solution in his/ her own words; Earth Keepers (B) make predictions based on observable patterns in nature such as the shapes of leaves. Changes: Day and Night (4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums; and Whoa That s Heavy Cool Changes Magnets: A Sticky Business Discovery Bottle Can We Sort? Plant Doctors Core Curriculum/Texas AIMS Education Foundation

16 (B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment. Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Hot or Cold? Find and Sort Plant Doctors (5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Shapes on Location Putting Shapes in Their Place Under Cover (B) observe, record, and discuss how materials can be changed by heating or cooling. Cool Changes Juice-sicles Melting Pots (6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: (A) use the five senses to explore different forms of energy such as light, heat, and sound; Melting Pots Hot or Cold? Lights Out Vibration Vibration Stations The Beat of the Drum Direction Detection (B) explore interactions between magnets and various materials; Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man (C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregors Garden (D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. Fast or Slow, Watch It Go How Things Move Move, Move, Move (7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to: (A) observe, describe, compare, and sort rocks by size, shape, color, and texture; Find and Sort (B) observe and describe physical properties of natural sources of water, including color and clarity; and Waterscapes Core Curriculum/Texas AIMS Education Foundation

17 (C) give examples of ways rocks, soil, and water are useful. Nature s Gifts (8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (A) observe and describe weather changes from day to day and over seasons; Weather Windows Weather Changes (B) identify events that have repeating patterns, including seasons of the year and day and night; and Ring Around the Seasons Changes: Day and Night (C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun. Changes: Day and Night The Sun and the Moon Where Is the Sun? Spatter Paint Stars Cloud Cover (9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: (A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape; Fruit Groups Under Cover All Sorts of Leaves (B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs; All Sorts of Leaves Plant Portraits Plant Parts Body Shop (C) identify ways that young plants resemble the parent plant; and Find the Family (D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. Fruit Groups Little Brown Seeds Sunflower Stages (B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. Plant Doctors Nothin but Needs Survivors We Have Needs Core Curriculum/Texas AIMS Education Foundation

18 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C Safe Science Earth Keepers Recycle Hop Planet Pals Just a Little Drip Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Juice-sicles Melting Pots Hot or Cold? Lights Out 9 A B 10 A B C D Core Curriculum/Texas AIMS Education Foundation

19 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregor s Garden Fast or Slow, Watch It Go How Things Move Move, Move, Move Find and Sort Waterscapes Nature s Gifts Weather Windows Weather Changes Ring Around the Seasons 9 A B 10 A B C D Core Curriculum/Texas AIMS Education Foundation

20 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C A B A B C D Changes: Day and Night The Sun and the Moon Where Is the Sun? Spatter Paint Stars Cloud Cover Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place Plant Doctors Nothin but Needs Survivors We Have Needs Fruit Groups Under Cover All Sorts of Leaves Plant Portraits Plant Parts Body Shop Find the Family Little Brown Seeds Sunflower Stages Core Curriculum/Texas AIMS Education Foundation

21 Topic Parts of animals Key Question Where are the heads, eyes, and limbs of our animals? Learning Goals Students will: identify the parts of animals in pictures, and make paper bag animal puppets showing animal heads, eyes, and limbs. Texas Essential Knowledge and Skills for Science K.10B Identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs Science Life science animals parts Integrated Processes Observing Comparing and contrasting Identifying Materials Animal Parts book pages (see Management 2) Crayons Paper lunch bags Glue sticks Scissors Animal patterns (see Management 3) Background Information Living things have parts that have special functions. At a very early age, most children can identify their eyes, head, arms, and legs, along with other body parts. When asked to apply this knowledge to other animals, it is often not so easy. The TEK for this activity emphasizes that students identify animal heads, eyes, and limbs. To help waylay any misconceptions, we have included some animals that don t have all three of these parts. Management 1. The lesson is introduced with the students singing or learning the song Head, Shoulders, Knees, and Toes. The website listed in Internet Connections has wonderful accompanying accordion music that can be used for a sing-along. Be sure that the volume on your computer is turned up loud enough for students to hear. 2. The pages of the Animal Parts book can be used on a projection device for whole class participation. If it s not possible to draw lines to the heads, eyes, and limbs using this device, have students merely point to these body parts. 3. Patterns are provided for students to make paper bag puppets. However, for a greater variety of animals, students can design their own animal puppets. In this case, provide construction paper, yarn, chenille stems, etc., in appropriate colors. 4. Prior to doing the activity, make a paper bag animal puppet to use as a model for students. Procedure Part One 1. Tell the students that you are going to teach them a song. Sing Head, Shoulders, Knees, and Toes (see Internet Connections), using appropriate actions as you sing. 2. Invite students to put their hands on their heads. Ask them what animals they know that also have heads. Do the same thing for eyes. 3. Ask students to show you their limbs. Explain that limbs are their arms and legs. Invite them to share animals they know that have limbs. 4. Project the pages of the Animal Parts book. Read the text aloud. Have students either draw lines connecting the words to the parts or point to the listed body parts. Part Two 1. Show students the paper bag puppet you made. Ask them if the puppet has a head, eyes, and limbs. 2. Tell students how they will make their own puppets. 3. Distribute the paper bags, patterns, scissors, and glue sticks. Help students make their own puppets, by gluing the head of the animal to the paper bag flap. The legs and wings are then glued on the lower portion of the bag. Core Curriculum/Texas AIMS Education Foundation

22 4. Conclude with a discussion about animal parts, letting students use their puppets to answer the questions. The students hands are used to move the paper bag flap to pretend that the animals are speaking the answers. Connecting Learning 1. Why do animals have eyes? 2. Why do they need to see? [to find food, to watch out for danger, etc.] 3. Why do animals have limbs? [to move, to help them eat, to defend themselves, etc.] 4. Do all animals have the same number of limbs? Explain. 5. What are some other parts that animals have on their heads? [ears, noses, mouths] 6. Did you learn anything surprising in this lesson? Explain. 7. What are you wondering now? Internet Connections Core Curriculum/Texas AIMS Education Foundation

23 Do all animals have a head, eyes, and limbs? What? Limbs? Trees have limbs. Do animals really have limbs? Animal limbs don t look like tree limbs. Animal limbs can be legs. Animal limbs can be arms. Animal limbs can be wings. This can t be right! Limbs on me? Core Curriculum/Texas AIMS Education Foundation

24 Here is a child. Draw lines from each body part word to her head, eyes, limbs. Core Curriculum/Texas AIMS Education Foundation

25 Here is an elephant. Draw lines from each body part word to its head, eyes, limbs. Core Curriculum/Texas AIMS Education Foundation

26 Here is a bear. Draw lines from each body part word to its head, eyes, limbs. Core Curriculum/Texas AIMS Education Foundation

27 Here is a bird. Draw lines from each body part word to its head, eyes, limbs. Core Curriculum/Texas AIMS Education Foundation

28 Here is a frog. Draw lines from each body part word to its head, eyes, limbs. Core Curriculum/Texas AIMS Education Foundation

29 Some animals don t have all three parts. Look at these animals. A sea star does not have a head. It does not have eyes. It has lots of limbs. A snake has a head. It has eyes. It does not have limbs. A worm has a head. It does not have eyes. It does not have limbs. Core Curriculum/Texas AIMS Education Foundation

30 Core Curriculum/Texas AIMS Education Foundation

31 Core Curriculum/Texas AIMS Education Foundation

32 Core Curriculum/Texas AIMS Education Foundation

33 Standards Alignment... 5 Safe Science Scientific Inquiry Processes Earth Keepers Recycle Hop Planet Pals Just a Little Drip Physical Science Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Juice-sicles Melting Pots Hot or Cold? Lights Out Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregor s Garden Fast or Slow, Watch It Go How Things Move Move, Move, Move Earth Science Find and Sort Waterscapes Nature s Gifts Weather Windows Weather Changes Ring Around the Seasons Changes: Day and Night The Sun and the Moon Where Is The Sun? Spatter Paint Stars Cloud Cover Life Science Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place Plant Doctors Nothin but Needs Survivors We Have Needs Fruit Groups Under Cover All Sorts of Leaves Plant Portraits Plant Parts Body Shop Find the Family Little Brown Seeds Sunflower Stages Family Letter Materials List The AIMS Program Model of Learning Chinese Proverb Core Curriculum/Texas AIMS Education Foundation

34 TM Texas Essential Knowledge and Skills for Science Kindergarten Science, Grade K. (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: (A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately; Safe Science Lights Out (B) discuss the importance of safe practices to keep self and others safe and healthy; and Safe Science Shapes on the Bus Lights Out (C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal. Earth Keepers Recycle Hop Planet Pals Just a Little Drip (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world; Cool Changes Melting Pots Hot or Cold? Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Fast or Slow, Watch It Go Find and Sort Living or Nonliving? Plant Doctors (B) plan and conduct simple descriptive investigations such as ways objects move; Cereal Sorters Gummy Bears Touch and Tell Touch Tells Much Cool Changes Melting Pots Hot or Cold? Vibration Vibration Stations Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go Living or Nonliving? Core Curriculum/Texas AIMS Education Foundation

35 (C) collect data and make observations using simple equipment such as hand lenses, primary balances, and nonstandard measurement tools; Whoa That s Heavy Plant Doctors All Sorts of Leaves Plant Portraits (D) record and organize data and observations using pictures, numbers, and words; and Just a Little Drip Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Touch and Tell Touch Tells Much Hot or Cold? Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go Changes: Day and Night Living or Nonliving? Mixed Up Triplets Fruit Groups Under Cover (E) communicate observations with others about simple descriptive investigations. Cereal Sorters Gummy Bears Cool Changes Magnets: A Sticky Business Can We Sort? Fast or Slow, Watch It Go (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: (A) identify and explain a problem such as the impact of littering on the playground and propose a solution in his/ her own words; Earth Keepers (B) make predictions based on observable patterns in nature such as the shapes of leaves. Changes: Day and Night (4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums; and Whoa That s Heavy Cool Changes Magnets: A Sticky Business Discovery Bottle Can We Sort? Plant Doctors Core Curriculum/Texas AIMS Education Foundation

36 (B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment. Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Hot or Cold? Find and Sort Plant Doctors (5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Shapes on Location Putting Shapes in Their Place Under Cover (B) observe, record, and discuss how materials can be changed by heating or cooling. Cool Changes Juice-sicles Melting Pots (6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: (A) use the five senses to explore different forms of energy such as light, heat, and sound; Melting Pots Hot or Cold? Lights Out Vibration Vibration Stations The Beat of the Drum Direction Detection (B) explore interactions between magnets and various materials; Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man (C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregors Garden (D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. Fast or Slow, Watch It Go How Things Move Move, Move, Move (7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to: (A) observe, describe, compare, and sort rocks by size, shape, color, and texture; Find and Sort (B) observe and describe physical properties of natural sources of water, including color and clarity; and Waterscapes Core Curriculum/Texas AIMS Education Foundation

37 (C) give examples of ways rocks, soil, and water are useful. Nature s Gifts (8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (A) observe and describe weather changes from day to day and over seasons; Weather Windows Weather Changes (B) identify events that have repeating patterns, including seasons of the year and day and night; and Ring Around the Seasons Changes: Day and Night (C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun. Changes: Day and Night The Sun and the Moon Where Is the Sun? Spatter Paint Stars Cloud Cover (9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: (A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape; Fruit Groups Under Cover All Sorts of Leaves (B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs; All Sorts of Leaves Plant Portraits Plant Parts Body Shop (C) identify ways that young plants resemble the parent plant; and Find the Family (D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. Fruit Groups Little Brown Seeds Sunflower Stages (B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants. Plant Doctors Nothin but Needs Survivors We Have Needs Core Curriculum/Texas AIMS Education Foundation

38 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C Safe Science Earth Keepers Recycle Hop Planet Pals Just a Little Drip Stand Up! Line Up! Whoa That s Heavy Shapes on the Bus Cereal Sorters Gummy Bears Rainbow Round My Room Touch and Tell Touch Tells Much Cool Changes Juice-sicles Melting Pots Hot or Cold? Lights Out 9 A B 10 A B C D Core Curriculum/Texas AIMS Education Foundation

39 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C Vibration Vibration Stations The Beat of the Drum Direction Detection Magnets: A Sticky Business Discovery Bottle Can We Sort? Magnet Man Clowning Around: Positional Words Shapes on Location Putting Shapes in Their Place The McGregor s Garden Fast or Slow, Watch It Go How Things Move Move, Move, Move Find and Sort Waterscapes Nature s Gifts Weather Windows Weather Changes Ring Around the Seasons 9 A B 10 A B C D Core Curriculum/Texas AIMS Education Foundation

40 At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Kindergarten AIMS Activity A B C A B C D E A B A B A B A B C D A B C A B C A B A B C D Changes: Day and Night The Sun and the Moon Where Is the Sun? Spatter Paint Stars Cloud Cover Living or Nonliving? Mixed Up Triplets Living and Nonliving Things Putting Pictures in Place Plant Doctors Nothin but Needs Survivors We Have Needs Fruit Groups Under Cover All Sorts of Leaves Plant Portraits Plant Parts Body Shop Find the Family Little Brown Seeds Sunflower Stages Core Curriculum/Texas AIMS Education Foundation

41 Fast or Go Slow, Watch It Topic Motion Key Question How do various objects move when released on a ramp? Learning Goal Students will release various objects on a ramp and compare how they move. Texas Essential Knowledge and Skills for Science K.6D Observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow K.2A Ask questions about organisms, objects, and events observed in the natural world K.2B Plan and conduct simple descriptive investigations such as ways objects move K.2D Record and organize data and observations using pictures, numbers, and words K.2E Communicate observations with others about simple descriptive investigations Science Physical science force and motion Integrated Processes Observing Investigating Comparing and contrasting Communicating Materials Tables for ramps (see Management 3) Books (see Management 3) Classroom objects (see Management 1) 12" x 18" construction paper Pictures of objects (see Management 2) Glue Background Information Students need to have lots of experience to strengthen their understanding of motion and forces. Many students have an intuitive sense of the physical world and how various objects will behave when placed on a ramp. Observing a variety of moving objects and asking questions about what they see reinforces this knowledge. Management 1. Prior to doing the activity, select various objects to use on the ramps. Suggestions include marbles, pencils, glue sticks, blocks, water bottles, and toy cars of various sizes. Each group should have four or five objects, but different groups need not have the same objects. 2. If you are using objects pictured on the page provided, cut those pictures apart for students to use in Part Two. For objects that are not pictured, students can illustrate the objects themselves or use pictures cut from magazines. 3. Make one ramp for each group by elevating one end of a long table. Use books under the legs of the end being raised. Raise that end about four inches. Make sure the tables are not wobbly. Procedure Part One 1. Ask the students if they have ever seen anything roll down a hill. Discuss whether the object went down the hill fast or slow and whether it went straight down the hill or changed direction. 2. Show the students the raised tables. 3. Choose one of the selected objects and ask how they think it will move down the ramp. Encourage various students to share predictions. 4. Put the object on the ramp and observe what it does. 5. Ask the students to describe how the object moved. 6. Explain that each group will have a table to use as a ramp and some objects to use on the ramp. 7. Urge the groups to include everyone in the activity. Each person should have a turn putting something on the ramp. Core Curriculum/Texas AIMS Education Foundation

42 8. When students have had time to investigate the way various objects move on the ramp, collect the objects and lower the ramps. Part Two 1. Distribute a piece of construction paper to all students and instruct them to fold the papers in half. Have them write the word Fast at the top of one half and the word Slow at the top of the other half. 2. Give students pictures of the objects they rolled, or have them draw their own pictures. Instruct them to glue the pictures to the side of the paper that corresponds to how the object moved down the ramp fast or slow. 3. Discuss the activity and students observations. Connecting Learning 1. Did all of the objects move down the ramp? Did they all move in the same way? Explain. 2. Compare the objects you used on the ramp. Did some move faster than others? Which was the fastest? the slowest? 3. Did it matter how you placed the object on the ramp? Explain. [Some objects, such as pencils or glue sticks might slide slowly down the ramp if oriented in one way relative to the table, but would roll very quickly when oriented the other way.] 4. Did other groups who used the same objects get the same results? Why or why not? 5. Describe some of the other ways the objects moved. 6. What else would you like to try on your ramp? How do you think it would move? 7. What do you think would happen if we made the ramp even steeper? 8. What are you wondering now? Core Curriculum/Texas AIMS Education Foundation

43 Fast or Slow, Watch It Go Core Curriculum/Texas AIMS Education Foundation