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SCIENCE INSTRUCTIONAL GUIDE
Grade 4
2009-2010
PHYSICAL SCIENCE EARTH AND SPACE SCIENCE
Inquiry
Experimentation
Design
TECHNOLOGY/ENGINEERING LIFE SCIENCE
Springfield Public Schools
Springfield, Massachusetts
1
Central Office
P.O. Box 1410
195 State Street
Springfield, MA
01102-1410
T H E P U B L I C S C H O O L S of S P R I N G F I E L D , M A S S A C H U S E T T S
Ronald P. St. Amand Voice Mail: (413) 787-7631
Director of science Fax: (413) 787-6713
Deanna Suomala Email: stamandr@sps.springfield.ma.us
Supervisor of Science suomalad@sps.springfield.ma.us
September 24, 2009
All Elementary School Principals and Science Instructional Staff:
The newly developed Elementary School Science Instructional Guides are based upon
the October, 2006 version of the MA Science and Technology/Engineering Framework.
These new district documents define the science content and standards that must be
instructed at each grade level, direct teachers to the supporting curricular materials,
provide science instructional strategies, and include pacing guides and science learning
walk guides.
Good science curriculum provides students with opportunities for inquiry,
experimentation and design within the strands of the Framework: Earth and Space
Science, Life Science, Physical Science and Technology/ Engineering. Student skills in
observation, communication, data collection and interpretation, forming hypothesis, and
science writing are developed in a science classroom while students master the science
content.
The Elementary School Science Instructional Guides provide detailed instructions to
accomplish these objectives. The Guides define which content and standards should be
taught at the elementary school level and provide additional support for the
implementation of the science inquiry kit-based program.
The science department appreciates the hard work and input from district-based science
resource teachers, and the teaching staff in the production of these documents. Without
their expertise and hard work, these comprehensive guides could not have been produced.
The services of the Science Department are available to the schools and teaching staff as
you implement the Elementary Science Curriculum. Two district science resource
teachers, Renee Lodi and Martha Manzi (ILS) also support the work of science
instruction in elementary schools. We are pleased to assist all of your efforts in
implementing the Springfield Elementary School Science Curriculum.
Sincerely,
Ronald St. Amand, Deanna Suomala
2
Elementary Science
Table of Contents
Page
1. The Big Picture 4
2. Guiding Principles 6
3. Grade Level Standards 7
4. Elementary Science Classroom 10
5. Classroom Management
a. Materials 12
b. Students 13
6. Modes of Instruction 15
7. How to use the Learning Walk Guides 17
a. Environment 18
b. Specific Lesson 20
c. Classroom Instruction 22
8. Pacing Guide for Elementary Science Instruction 24
9. MONTHLY PLANBOOK for Science Instruction 27
10. APPENDIX
A. Supporting Science Content in Language Arts 61
B. Special Education Strategies 62
C. English Language Learner Strategies 64
D. Classroom Safety 65
E. Science Resource Center Overview 66
F. Sample Record Sheet 67
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Elementary Science
The Big Picture
From the Massachusetts Science and Technology/Engineering Curriculum Framework,
October 2006.
Earth and Space
In Earth and Space science, students study the origin, structure, and physical phenomena
of the earth and the universe. Earth and Space science studies include concepts in
geology, meteorology, oceanography and astronomy. Within this strand, students conduct
tests to classify materials by observed properties, make and record sequential
observations, note patterns and variations and look for factors that cause change. They
observe weather phenomena and describe them quantitatively using simple tools. They
study the water cycle, including the forms and locations of water. The focus is on having
students generate questions, investigate possible solutions, make predictions, and
evaluate their conclusions.
Life Science
The Life sciences investigate the diversity, complexity, and interconnectedness of life on
earth. Over time, students refine their intuitive understanding to include in their definition
of “living” such behaviors as eating, growing and reproducing. Young children learn to
use their senses to observe and then describe the natural world. Noticing differences and
similarities and grouping organisms based on some common features is fundamental to
the life science curriculum at the elementary level. As children move through the
elementary grades, they expand the range of observations they make of the living world.
In particular, the children record details of the life cycles of plants and animals and
explore how organisms are adapted to their habitat. In the elementary grades, children
move beyond using their senses to gather information. They begin to use measuring
devices to gather quantitative data that they record, examine, interpret and communicate.
Physical Science
The Physical sciences (physics and chemistry) examine the physical world around us.
Using the methods of the physical sciences, students learn about the composition,
structure, properties, and the reactions of matter, and the relationships between matter
and energy. Students are best able to build understanding of the physical sciences through
hands-on exploration of the physical world. Tools play a key role in the study of the
physical world, helping students to detect physical phenomena that are beyond the range
of their senses. Young children’s curiosity is engaged when they observe physical
processes and sort objects by different criteria. During these activities, children learn
basic concepts about how things are alike or different. As they push, pull, and transform
objects by acting upon them, children see the results of their actions and begin to
understand how part of their world works. As students gain understanding of ordinary
things they can make the intellectual connections necessary for understanding how the
physical world works. Older students are able to design simple comparative tests, carry
out the tests, collect and record data, analyze results, and communicate their findings to
others.
4
Technology/Engineering
Technology/Engineering works in conjunction with science to expand our capacity to
understand the world. Students are experienced technology users before they enter
school. Their natural curiosity about how things work is clear to any adult who has ever
watched a child doggedly work to improve the design of a paper airplane, or to take apart
a toy to explore its insides. They are also natural engineers and inventors, builders of
sand castles at the beach and forts under furniture. In the classroom, students learn how
appropriate materials, tools and machines extend their ability to solve problems. They
identify materials used to accomplish a design; a task based on a specific property, and
explains which materials and tools are appropriate to construct a given prototype. They
achieve a higher level of engineering design skill by recognizing a need or a problem,
learn different ways that the problem can be represented, and work with a variety of
materials and tools to create a product or system to address it.
5
Elementary Science
Guiding Principles
From the Massachusetts Science and Technology/Engineering Curriculum Framework,
October 2006.
1. A comprehensive science and technology/engineering education program enrolls
all students from Pre-K through grade 12.
2. An effective science and technology/engineering program builds students’
understanding of the fundamental concepts of each domain of science, and their
understanding of the connections across these domains and to basic concepts in
technology/engineering.
3. Science and technology are integrally related to mathematics.
4. An effective program in science and technology/engineering addresses students’
prior knowledge and misconceptions.
5. Investigation, experimentation, and problem solving are central to science and
technology/engineering education.
6. Students learn best in an environment that conveys high academic expectations
for all students.
7. Assessments in science and technology/engineering serve to inform student
learning, guide instruction, and evaluate student progress.
8. An effective program in science and technology/engineering gives students
opportunities to collaborate in scientific and technological endeavors and to
communicate their ideas.
9. A coherent science and technology/engineering program requires district-wide
planning.
10. Implementation of an effective science and technology/engineering program
requires collaboration with experts, appropriate materials, support from parents
and community, ongoing professional development, and quantitative and
qualitative assessment.
6
Elementary Science
Standards for Grade 4
Unit 1: Reading the Environment
Pre-K-2 E.S. #1 Recognize that water, rocks, soil, and living organisms can be found on
the Earth’s surface.
3-5 E.S. #3 Identify the three categories of rocks (metamorphic, igneous, and
sedimentary) based on how they are formed, and explain the natural and physical
processes that create these rocks.
3-5 E.S. #4 Explain and give examples of the ways in which soil is formed (the
weathering of rock by water and wind and from the decomposition of plant and animal
remains).
3-5 E.S. #5 Recognize and discuss the different properties of soil, including color, texture
(size of particles), the ability to retain water, and the ability to support the growth of
plants.
3-5 E.S. #12 Give examples of how the surface of the Earth changes due to slow
processes such as erosion and weathering, and rapid processes such as landslides,
volcanic eruptions, and earthquakes.
Pre-K-2 L.S. #5 Recognize that fossils provide us with information about living things
that inhabited the Earth years ago.
3-5 L.S. #6 Give examples of how inherited characteristics may change over time as
adaptations to changes in the environment that enable organisms to survive, e.g., shape of
beak or feet, placement of eyes on head, length of neck, shape of teeth, color.
3-5 L.S. #7 Give examples of how changes in the environment (e.g., drought, cold) have
caused some plants and animals to die or move to new locations (migration).
Pre-K-2 T.E. #1.1 Identify and describe characteristics of natural materials (e.g., wood,
cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
Pre-K-2 T.E. #1.2 Identify and explain some possible uses for natural materials (e.g.,
wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property, i.e., weight, strength, hardness, and flexibility.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented, e.g.,
sketches, diagrams, graphic organizers, and lists.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a reasonable
explanation for the results of an investigation or experiments.
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3-5 Record data and communicate findings to others using graphs, charts,
maps, models, and oral and written reports.
*These Skills of Inquiry run through the whole fourth grade curriculum from
September to June.
Unit 2: Rocks and Minerals
3-5 E.S. #1 Give a simple explanation of what a mineral is and some examples, e.g.,
quartz, mica.
3-5 E.S. #2 Identify the physical properties of minerals (hardness, color, luster, cleavage,
and streak) explain how minerals can be tested for these different physical properties.
3-5 E.S. #3 Identify the three categories of rock (metamorphic, igneous, and sedimentary)
based on how they are formed, and explain the natural and physical processes that create
these rocks.
3-5 P.S. #1 Differentiate between properties of objects (e.g., size, shape, weight) and
properties of materials (e.g., color, texture, hardness).
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
3-5 P.S. #9 Recognize that magnets have poles that repel and attract each other.
3-5 P.S. #10 Identify and classify objects and materials that a magnet will attract and
objects and materials that a magnet will not attract.
3-5 P.S. #12 Recognize that light travels in a straight line until it strikes an object or
travels from one medium to another, and that light can be reflected, refracted, and
absorbed.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property (e.g., weight, strength, hardness, and flexibility).
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for building a
prototype of a solution to a given problem.
Unit 3: Weather
Pre-K-2 E.S. #2 Understand that air is a mixture of gases that is all around us and that
wind is moving air.
Pre-K-2 E.S. #3 Describe the weather changes from day to day and over the seasons.
Pre-K-2 E.S. #5 Identify some events around us that have repeating patterns, including
the seasons of the year, day and night.
3-5 E.S. #6 Explain how air temperature, moisture, wind speed and direction, and
precipitation make up the weather in a particular place and time.
3-5 E.S. #7 Distinguish among the various forms of precipitation (rain, snow, sleet, and
hail), making connections to the weather in a particular place and time.
3-5 E.S. #8 Describe how global patterns such as jet stream and water currents influence
local weather in measurable terms, such as temperature, wind direction and speed, and
precipitation.
3-5 E.S. #9 Differentiate between weather and climate.
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3-5 E.S. #10 Describe how water cycles in different forms and in different locations,
including underground and in the atmosphere.
3-5 E.S. #11 Give examples of how cycling of water, both in and out of the atmosphere,
has an effect on climate.
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
Pre-K-2 T.E. #1.1 Identify and describe characteristics of natural materials (e.g., wood,
cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
Pre-K-2 T.E. #1.2 Identify and explain some possible uses for natural materials (e.g.,
wood, cotton, fur, wool) and human-made materials (e.g., plastic and Styrofoam).
Pre-K-2 T.E. #1.3 Identify and describe the safe and proper use of tools and materials
(e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple
structures.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property, e.g., strength, hardness, and flexibility.
3-5 T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for building a
prototype of a solution to a given problem.
Unit 4: Changes of State
Pre K-2 E.S. #2 Understand that air is a mixture of gases that is all around us and that
wind is moving air.
3-5 E.S. #10 Describe how water cycles in different forms and in different locations,
including underground and in the atmosphere.
Pre-K-2 P.S. #2 Identify objects and materials as solid, liquid, or gas. Recognize that
solids have a definite shape and that liquids and gases take the shape of the container.
3-5 P.S. #2 Compare and contrast solids, liquids, and gases based on the basic properties
of each of these states of matter.
3-5 P.S. #3 Describe how water can be changed from one state to another by adding or
taking away heat.
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
3-5 P.S.#5 Give examples of how energy can be transferred from one form to another.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property (e.g., weight, strength, hardness, and flexibility).
3-5 T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
3-5 T.E. #2.1 Identify a problem that reflects the need for shelter, storage, or
convenience.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for building a
prototype of a solution to a given problem.
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Elementary Science
Classroom
Elementary Science Lab
Water and slop sink
Small tables (4 students) or flat topped desks that can be clustered for group work
White or chalk boards
Flip chart and stand
Bulletin board space for science word wall and science charts
Space
minimally, have storage for current 6 kits being taught
ideally, storage for kits for all units and all science equipment
enough room for both student instructional space (tables) and working space
for aquaria, grow lights, microscopes, etc.
Shelves for science artifacts, science models, student projects
Windows for plant growth desirable
File cabinets
Tile floor desirable for easy clean-up
Overhead projector and screen
Access to refrigerator including freezer
Library-type display shelves for nonfiction, grade level books related to science unit
Access to TV/VRC/DVD
Computer with Internet access
Regular Elementary Classrooms
Science planning time teacher brings the science lesson and materials to the homeroom
classroom
Manageable size cart with wheels for planning time teacher
Available chalk or white board
Flip chart and stand
Designated and visible bulletin board space for charts and science word wall
Kit material space (counter, table)
Available classroom supplies, pencils, crayons, scissors, glue, paper
Overhead projector and screen
Sufficient space for science teacher (and materials) to present science lesson
10
Regular Elementary Classroom
Classroom teacher delivers the science instruction
Requirements for multiple-subject classrooms which include science
Designated science area within the classroom – a science center
Water and a sink
Small tables (4 students) or flat topped desks
White or chalk board
Flip chart and stand
Bulletin board, designated for science, for science charts and science word wall
Storage space for the kit and materials currently in use
Sufficient space for both student instruction (tables) and working space for aquaria, grow
lights, microscopes, etc.
Access to a refrigerator with freezer
Access to TV/VCR/DVD, and overhead projector and screen
Computer with Internet access
Library-type shelves for nonfiction, grade level science books, related to science units
Storage for current kits within the classroom
Science center including student supplies, science artifacts and projects
11
Elementary Science
Classroom Management – Materials
1. Locate both the kit and teacher’s edition for the unit you will be teaching well in
advance of the anticipated start date.
2. Inventory the contents of the kit to verify that everything you need is there,
particularly materials that should have been ordered after the last use (soil, cotton
balls, etc.). Materials are listed on the inventory sheet that came with the new kit,
or a refurbishment sheet can be used for this purpose.
3. Consider how you will distribute materials to students. In some cases, it is easiest
to use the cafeteria method as suggested in many STC lessons. Other times, it is
easiest for teachers to simply pass out materials. Containers of many different
sizes and shapes may be used as well. Whatever method you use, materials need
to be organized before students come to class. Materials for each class should be
counted out and ready for quick and efficient distribution.
4. Set and enforce rules for safe and appropriate use of kit materials. It is the
responsibility of the school to replace non-consumable materials that are broken
or misplaced from the kit.
5. At the close of the lesson, materials should be counted carefully – before the
students are dismissed from class. Missing objects (minerals? magnets?
penlights?) are easier to recover while students are still in the room.
6. Allow time to teach the use of new materials before students are expected to use
them in their work. For example, all students do not know how to hold and move
a hand lens to bring an object into clear focus. Tuning forks are tapped against
the heel of a hand, or on a desk that’s protected by a rubber pad – never on the
uncovered top of a desk or table.
7. Live specimens – both plants and animals – must be treated with respect.
Consider the unintended lesson students learn when we leave mealworms without
food or leave fish and snails in water so contaminated that they cannot be seen.
Specific instructions for the care of animals are included in this appendix.
8. At the end of the unit, complete a refurbishment sheet which reflects materials
you have used up and need to replace. Every kit has its own refurbishment sheet,
which lists what should be in the kit and what can be ordered. Refurbishment
sheets are sent to the Science Resource Center and materials will be shipped to
you to complete the kit for its next use.
9. Please count, clean and repack all kit materials at the conclusion of the unit.
From time to time, it may be necessary to empty the entire kit, wash out the empty
box and then repack materials so they are ready for your next use.
10. There are some circumstances where the Science Resource Center can loan you a
kit for a particular unit. Speak with your resource teacher, if a loan kit is needed.
12
Elementary Science
Classroom Management – Students
1. Science lessons are intended to be hands-on, inquiry based investigations. It is a
rare lesson where one would see the teacher lecturing on a topic, or demonstrating
a concept with no active student participation.
2. Homeroom teachers who also teach science already know names of the students
in their class. Science prep teachers need to know the names of many students in
many different classes. It is helpful to have assigned seats and a seating chart for
each class. Both the science teacher and a substitute will find class management
easier when students can be addressed by name.
3. If the science prep teacher has a science lab, consider creating a template of the
existing furniture, i.e., tables, desks, shelves. Make a number of blank copies of
this template and then the names of individual students from different classes can
be filled in.
4. If the science prep teacher travels from room to room, roughly sketching the
furniture arrangement as set up by the homeroom teacher, and filling in the names
of students where they are assigned to sit, will serve the same purpose. However
the goal is accomplished, knowing individual students by name makes class
management a much easier task.
5. Being prepared for the lesson, before students arrive, is critical. Gather, count out,
cut, whatever is necessary to organize materials you will need and have them
ready and accessible.
6. Start the class by taking attendance. It is a clear signal to students that the period
has begun, and can provide you with important data for conferences and grading.
7. Many teachers use cooperative groups in science. Students have assigned tasks as
the materials manager, experiment manager, recorder, reporter, and so on. These
jobs rotate through the group so jobs are shared. This type of organization
eliminates the arguments over who will pick up and return materials from the
distribution center, and whose turn it is to report their group work to the larger
group.
8. Classroom behavior rules, phrased in the affirmative, should be large and posted
in clear view. It’s helpful to review these expectations from time to time, and to
consistently enforce them.
9. In the same way, the scoring rubric for student work in science should be clear
and posted for students to see and use in their work. The clear expectation of what
excellent work looks like takes the guesswork out of grading and makes the
students responsible for the grades they earn.
10. The younger the students are, the shorter their attention spans. It may be helpful to
plan 2 or 3 different science activities within the scheduled 40 minute period,
especially in kindergarten and the beginning of grade 1.
11. When it’s necessary to redirect behavior, say what it is you want the student to
do, for example, “please sit correctly on your chair,” and “remember to raise your
hand and wait to be called on.”
13
12. After materials have been counted, cleaned up and safely put away, do a quick
review of the main point of the lesson – the big idea you want students to
remember for the next class.
13. Dismissing the class in an orderly way should be a continuation of the way the
entire class period has been structured. If the class is returned to the homeroom
teacher’s responsibility, make it a clear change of leadership. “Thank you; now
turn your attention back to Ms. Torres.” Or if the students are leaving your room,
have them stand in a safe and orderly line to wait for their teacher. Calling them
into line table by table avoids the stampede to the door and the resulting pushing
and shoving. Varying the way they are asked to line up encourages listening right
up to the last moment, ex. “Walk into line if you’re wearing a belt. Now walk into
line if you are wearing shoes that do not tie.” and so on. The key here is a well
mannered line to await pick up and to leave your room.
14. Probably the single biggest key to class management is the teacher being prepared
before students arrive.
15. If you anticipate being absent the following should be part of your classroom
management.
Substitute Plans
Include daily schedule of times and specific classes (room and grade)
Plans may include:
alternate plans that support the Standards without using kit materials
location and use of kit materials for unit
directions for keeping materials secure
fire drill directions
seating charts
classroom routines (i.e., attendance, rest rooms, materials distribution)
special instructions for classes with students needing additional services (SPED)
14
Elementary Science
Modes of Instruction
What does a quality science lesson look like?
Materials are prepared in advance and are ready for distribution, including kit materials
and charts.
Standard(s) being taught are posted and are large enough for students to read.
Teacher Guided Instruction:
During this time, the teacher is instructing around a clearly stated science mastery
objective.
Purpose/focus: to inform students of a targeted learning outcome(s)
Mode: teacher directed, teacher modeling, cooperative pairs, small groups
Could include:
a quick review of or connection to previous learning
activator to access students’ prior knowledge
modeling use of materials
helping students understand the targeted learning outcome
introducing a new concept embedded in an application, problem or an
investigation
Guided Inquiry:
During this time, the students are actively engaged in practice related to the
mastery objective. The teacher is circulating and checking for student
understanding; redirecting and reinforcing as needed.
Purpose/focus: engage students in active learning, exploration based on the
targeted science learning outcome.
Mode: cooperative pairs/groups, teacher observation/redirection
Could include:
inquiry based lesson
hands on science activity with materials
review of data collection and analysis
Group Processing:
During this time, teacher and students are communicating about their practice
work and summarizing the mastery objective.
Purpose/focus: to review, reinforce and summarize the targeted learning outcome
Mode: whole group, teacher directed
Could include:
students and/or group presentation
class discussion with a focus question
questions
review and comparison of inquiry and results
15
Assessment:
Purpose: to assess whether or not the students have mastered the science concept
Could include:
an open response question
a journal entry
test or quiz
teacher observation
end of kit assessment
This student work will be used to plan re-teaching and further instruction.
Additional Time:
This additional period of time could be used for the following instructional
purposes:
developing writing skills specific to science
practicing science MCAS review questions
reading science unit specific non-fiction texts
providing additional small group support (of science concepts) for
ELL and SPED students
16
Elementary Science
How to Use the Learning Walk Guides
The purpose of the Guides to Classroom Visits is to provide a tool for teachers and
administrators to understand what constitutes a good science classroom and effective
science instruction.
All science instruction should follow the Massachusetts Science and
Technology/Engineering Curriculum Framework, the Springfield Science Pacing
Guide and the Springfield Science Instructional Guide for the specific grade level.
Time on learning in science should conform to the requirements of the Pupil
Progression Plan (minimum of 175 minutes per week).
These Learning Walk Guides can be a true asset to teachers and administrators. They
provide a common language for improving the teaching and learning of science. These
guides can be used as check lists when designing lessons. As teachers develop lessons
they should consider the standard(s) being taught, the organization of the room, the
mastery objective(s) for the lesson, instructional practices, mode(s) of instruction,
curricular and supporting materials, and assessments.
17
The purpose of the Guides to Classroom Visits is to align the district curriculum by
monitoring the classroom environment, instruction, and learning.
Elementary Science Guide to Classroom Visits
Classroom Environment Walk
As prescribed in the district Pupil Progression Plan, elementary science instruction
should occur for a minimum of 175 minutes per week. Elementary science instruction
should be connected to the MA Science and Technology/Engineering Framework, the
Springfield Pacing Guide, and the Springfield Science Instructional Guide.
Name: ________________________School: _____________ Classroom:___________
Class Size: ______ Grade/Subject: ___________________ Date/Time: ___________
SPED/ELL: ______
Learning Walk Focus: ___________________________
Standard(s) Addressed/ Science Kit Being Evidence
Implemented
Classroom Environment: Evidence
The classroom environment invites curiosity
in science.
There is evidence of advanced planning by
the teacher in provisioning for science
instruction.
Charts, visuals and artifacts represent student
science thinking and the standard(s) being
taught.
The physical classroom is organized,
materials and supplies are readily available
and accessible for instruction.
Mastery objectives for the lesson are posted
in the room and are clearly defined and
explained.
Physical Set-up of the Classroom: Evidence
The classroom is arranged to support group
work and science inquiry.
Samples of student thinking and written work
are available in the classroom.
Unit specific materials including a working
science word wall and charts are visible.
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Curriculum Materials: Evidence
Science kit materials are visible in the room
and are being used in science investigations.
Non-fiction literature related to the grade
level science concepts is available for student
use.
The science classroom materials are
organized for effort.
Teacher Resource Materials: Evidence
MA Science and Technology/Engineering
Framework
Teacher Manuals
Science Instructional Guides
Teacher generated assessments
District Science End of Unit Assessments
What questions do you have?
What are the next steps?
19
The purpose of the Guides to Classroom Visits is to align the district curriculum by
monitoring the classroom environment, instruction, and learning.
Elementary Science Guide to Classroom Visits
Specific Lesson Walk
As prescribed in the district Pupil Progression Plan, elementary science instruction
should occur for a minimum of 175 minutes per week. Elementary science instruction
should be connected to the MA Science and Technology/Engineering Framework, the
Springfield Pacing Guide, and the Springfield Science Instructional Guide.
Name: _________________________School: ___________ Classroom: ___________
Class Size: ______ Grade/Subject: ___________________ Date/Time: ___________
SPED/ELL: ______
Learning Walk Focus: _______________________________________
Standard(s) Addressed/ Science Kit Being Evidence
Implemented
Possible Mode(s) of Instruction: Evidence
Activating prior knowledge
Presenting a standards-based lesson
Modeling scientific inquiry and problem
solving
Providing general instruction and support
of the science inquiry
Student inquiry
Small group instruction
Direct teacher instruction
Summarizing/reviewing the science lesson
Assessing student understanding
Mastery Objectives of the Science Lesson: Evidence
Student mastery objectives are connected
to the science standard of the lesson.
Student mastery objectives are connected
to the grade level science curriculum
guides.
Student mastery objectives are posted and
clearly understood by all students.
Students are able to verbalize the goals of
the lesson.
Lesson is aligned with the District Science
Pacing Guide.
20
Lesson Assessment: Evidence
Teacher observations
Performance tasks
Science accountable talk
Science journals/portfolios
Open Response questions
District Science End Of Unit Assessments
Teacher generated assessments
Formative assessments (ticket to leave, 3-
2-1, etc)
Summative assessments
What questions do you have?
What are the next steps?
21
The purpose of the Guides to Classroom Visits is to align the district curriculum by monitoring
the classroom environment, instruction, and learning.
Elementary Science Guide to Classroom Visits
Classroom Instruction Walk
As prescribed in the district Pupil Progression Plan, elementary science instruction should
occur for a minimum of 175 minutes per week. Elementary science instruction should be
connected to the MA Science and Technology/Engineering Framework, the Springfield
Pacing Guide, and the Springfield Science Instructional Guide.
Name: _______________________ School: ______________ Classroom: ___________ Class
Size: ______ Grade/Subject: ___________________ Date/Time: ___________
SPED/ELL: _________
Learning Walk Focus: ___________________________________________
Standard(s) Addressed/ Science Kit Being Evidence
Implemented
Instructional Environment: Evidence
The classroom environment invites curiosity in
science.
There is evidence of advanced planning by the
teacher in provisioning for science instruction.
Unit specific materials are visible in the room
including a working word wall and charts.
Samples of student thinking and written work
are in the classroom.
Science kit materials are present in the room
and are being used in science investigations.
Science artifacts connected to the lesson are
visible in the classroom.
Non-fiction science books that relate to science
unit being taught are visible and available for
student use.
The classroom is arranged to support group
work and science inquiry.
22
Possible Modes of Instruction: Evidence
Activating prior knowledge
Modeling scientific inquiry and problem
solving techniques
Providing general instruction of science inquiry
Student inquiry
Small group instruction
Direct teacher instruction
Students engaged in the use of appropriate
technology resources
Summarizing/reviewing the science lesson
Assessing student understanding
Instructional Practice: Evidence
The mastery objective(s) and basic agenda are
posted and clearly understood by students.
A standards based lesson that is aligned with
the district pacing guide is being implemented.
Students are reading and writing in the science
content area.
Student journals/notebooks/portfolios are
expected.
Student work exemplars that are graded on a
rubric are posted with specific feedback for
improvement.
Ideas are being shared both orally and in
writing.
Correct scientific vocabulary is being used by
teachers and students.
Questions are being formulated around science
concepts.
Student thinking is validated.
Differentiated instruction is used to meet the
needs of all students.
Assignments are clear and given in a timely
fashion.
Additional Classroom Support: Evidence
Paraprofessional in the classroom
ELL teacher in the classroom
SPED teacher supports science instruction
Other
What questions do you have?
What are the next steps?
23
Elementary Science
Pacing Guide
The Elementary Science Pacing Guide has been developed as a means of defining the
implementation of the grades K-5 science program. The program is based upon hands-on
science where students apprentice as scientists to develop conceptual understanding,
science content knowledge and scientific skills. The science curriculum at each
elementary grade level is based upon the science strands of Earth and Space Science, Life
Science, and Physical Science, and Technology/Engineering. Specific content units have
been chosen for each grade level to address the science standards.
The Elementary Pacing Guide indicates when during the academic year each of the kits
should be taught to students. Elementary science instruction can be delivered according
to the following models:
All of the science curriculum is taught by the science planning time
teacher.
The science curriculum is shared by the science planning time teacher and
the classroom teacher.
The entire science curriculum is taught by the elementary classroom
teacher.
Regardless of the model of implementation, the Elementary Science Pacing Guide
should be followed as closely as possible. This provides a continuity of implementation
for the elementary science curriculum throughout the district. Should students transfer
from school to school during the school year, the receiving school is able to anticipate the
science instruction previously received by the new student.
Individual schools are responsible for the purchase and maintenance of the science kits in
the building so as to implement the Elementary Science Pacing Guide. The Elementary
Science Resource Center is responsible for providing consumable supplies that are
required from year to year to support instruction.
24
Elementary Science Curriculum Pacing Guide
Science Kit - Based Program
September October November December January
Senses Senses Myself and Others Myself and Others Myself and Others
-garten
Kinder
Physical traits Inherited traits Graphing
Seeing and hearing Smell Physical characteristics Grouping Comparing
Touching Taste
Balls and Ramps Balls and Ramps Solids and Liquids Solids and Liquids Solids and Liquids
Gr. 1
Properties of balls Variables Properties of solids Properties of liquids Comparing/describing
Bounciness Properties of ramps Sorting Grouping Solids vs. liquids
Life Cycles Life Cycles Changes Changes Changes
Mid Year Exam
Gr. 2
Needs Life cycles Solids Gases Physical change
Characteristics Metamorphosis Liquids Separating solids Chemical change
Plant Growth and Plant Growth and Solar System Solar System Solar System
Development Development/Best
of Bugs: Rotation Movement of bodies Reflecting light
Gr. 3
Life cycle Revolution Gravity Shadows
Designing Hand
Variables Pollinators
Needs of plants
Harvesting
Engineering Design
Reading the Reading the Rocks and Rocks and Rocks and
Gr. 4
Environment Environment Minerals Minerals Minerals
Change Geologic time Properties Minerals Field tests
Weathering Erosion Rock cycle Field tests Comparing
Bones and Bones and Bones and Lifting Heavy Lifting Heavy
Gr. 5
Skeletons Skeletons Skeletons Things Things
Major bone groups Joints Comparison Moving objects Inclined plane
Teeth Movement Adaptation Matching tools/purpose Pulleys and Levers
25
Elementary Science Curriculum Pacing Guide
Science Kit - Based Program
February March April May June
Weather Weather Living Things Living Things Living Things
Kinder-
garten
Measuring Wind Water cycle Variables Sun (grow light) Common needs
Thermometers Weather instruments Living/nonliving Reproduction Inherited traits
Growing Things Growing Things Organisms Organisms Organisms
Gr. 1
Seeds Needs of plants Comparing water/land Comparing water/land Common needs of living
Germination Plant structure plants animals things
Needs of plants Needs of animals
Sound Sound Sound Balancing and Balancing and
Gr. 2
Final Exam
Weighing Weighing
Vibration Sound-energy Describing sound
Pitch Travels through solid- Making simple Observable properties Design features
liquid-gas instruments Comparing Appropriate materials
Circuits and Circuits and Habitats and Habitats and Habitats and
Pathways Pathways Animal Animal Animal
Gr. 3
Simple circuits Classification Classification Classification
Series circuits, Parallel circuits Basic needs Adaptations Food chains
Conductors and Electromagnets Classifying Physical factors Changing environments
Nonconductors
Weather Weather/Catching Weather/Catching Changes of State Changes of State
the Wind: the Wind:
Gr. 4
Components of weather Designing Designing Solid Liquid Gas Insulation
Weather vs. climate Matter Design Tasks
Windmills Windmills
Water cycle Global patterns
Weather instruments Repeating patterns
Engineering Design
Lifting Heavy Light/ MCAS Light/ MCAS Microworlds Microworlds
Gr. 5
Things Review Review
Screw, wedge, wheel Forms of energy Solar System Living/nonliving Growth/reproduction
Simple/complex Energy transformation Electricity and Sound Microscopes Need for food, air, and
machines water
26
Elementary science
MONTHLY PLANBOOK
September
Reading the Environment
Strands: Earth and Space Science, Life Science, and Technology & Engineering
Big Ideas/Scientific Concepts: change and weathering
Learning Standards:
Pre-K-2 E.S. #1 Recognize that water, rocks, soil, and living organisms are found
on the earth’s surface.
3-5 E.S. #3 Identify the three categories of rocks (metamorphic, igneous, and
sedimentary) based on how they are formed, and explain the natural and physical
processes that create these rocks.
3-5 E.S. #4 Explain and give examples of the ways in which soil is formed (the
weathering of rock by water and wind and from the decomposition of plants and
animal remains).
3-5 E.S. #5 Recognize and discuss the different properties of soil, including color,
texture (size of particles), the ability to retain water, and the ability to support the
growth of plants.
3-5 E.S. #12 Give examples of how the surface of the earth changes due to slow
processes such as erosion and weathering, and rapid processes such as landslides,
volcanic eruptions, and earthquakes.
Pre-K-2 L.S. #5 Recognize that fossils provide us with information about living
things that inhabited the earth years ago.
3-5 L.S. #6 Give examples of how inherited characteristics may change over time
as adaptations to changes in the environment that enable organisms to survive,
e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of
teeth, color.
3-5 L.S. #7 Give examples of how changes in the environment (e.g., drought,
cold) have caused some plants and animals to die or move to new locations
(migration).
Pre-K-2 T.E. #1.1 Identify and describe characteristics of natural materials (e.g.,
wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
Pre-K-2 T.E. #1.2 Identify and explain some possible uses for natural materials
(e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic,
Styrofoam).
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a
specific property, e.g. weight, strength, hardness, and flexibility.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented, e.g.,
sketches, diagrams, graphic organizers, and lists.
27
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order
to extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of
an investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a
reasonable explanation for the results of an investigation or
experiments.
3-5 Record data and communicate findings to others using graphs,
charts, maps, models, and oral and written reports.
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in Insights Reading the Environment Kit
writing using appropriate science materials
vocabulary and language. Insights Reading the Environment
2. give examples of how the diversity teacher’s manual
of living things and their interaction Supplementary Lesson on Compost Bags
with their environment may change Reminder, the science center should include non-
over time due to changes in their fiction age appropriate books (for student use)
related to unit.
environment.
3. explain that rocks form in a variety
Introductory Questionnaire
of ways which classifies them into
M.O. # 1 (optional)
three main groups: igneous,
metamorphic, and sedimentary. Supplementary Lesson on Compost
4. explain that soils of the earth are bags provided by the Science
composed of organic and inorganic resource teacher
materials. M.O. # 1, 2, 4, 5, 6, 11
5. experience decomposition through 1 class period
simple composting in a container to set up, on going investigation
(trash bag, Zip lock bags, etc.). (optional)
6. describe how natural environments Learning Experience #1
are constantly changing over time. What is Change?
7. explain the rock cycle. M.O. # 1, 2, 6
8. explain that weathering and erosion 1 class period
are slow agents of change and Learning Experience #2
landslides, volcanic eruptions, and What is Evidence?
earthquakes are rapid agents of M.O. # 1, 2, 6
28
change. 1 class period
9. compare naturally occurring rocks Learning Experience #3
(conglomerate) and manmade Evidence on the Sidewalk?
(concrete). M.O. # 1, 2, 6, 8, 13
10. give examples of how fossils are 1 class period
evidence of a changed environment. Learning Experience #4
11. recognize that some kinds of The Change Scavenger Hunt
organisms that once lived on earth M.O. # 1, 2, 6, 8, 9, 13
have disappeared. 2 class periods
12. compare fossils to one another and Learning Experience #5
to other living organisms according Nonhuman Causes of Change
to their similarities and differences. M.O. # 1, 2, 6, 8, 9, 10, 11,13
13. investigate how invasive species 1 class period
out-compete native plants (e.g. Learning Experience #6
phragmites and purple loose strife, Changes over Time
bittersweet, violets). Discuss how M.O. # 1, 2, 6, 8
some native plants die as a result. 1 class period
Learning Experience #7
The Class Site
M.O. # 1, 2, 4, 6, 8, 9, 10, 13
2 class periods
Learning Experience #8
Geologist for a Day
M.O. # 1, 3, 7
1 class period
Vocabulary:
acid experiment inorganic material quartz
acid rain fossil invasive research
assumption geologic time investigation rock
bedrock geologist metamorphic rock scale mapping
crystal geology mineral sedimentary rock
crystalline granite observation simulate
decomposition hypothesis organic material site
environment hypothesize paleontologist soil
erosion igneous rock predict time line
evidence inference prehistoric weathering
29
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of students understanding District made assessment for Reading the
might include: short answer work on the Environment given at the end of the unit.
student notebook page, journal writing,
performance assessments, observation,
informal teacher made assessments, and
answers to open response questions
(MCAS).
30
October
Reading the Environment
Strands: Earth and Space Science, Life Science, and Technology & Engineering
Big Ideas/Scientific Concepts: geologic time and erosion
Learning Standards:
Pre-K-2 E.S. #1 Recognize that water, rocks, soil, and living organisms can be
found on the earth’s surface.
3-5 E.S. #3 Identify the three categories of rocks (metamorphic, igneous, and
sedimentary) based on how they are formed, and explain the natural and physical
processes that create these rocks.
3-5 E.S. #4 Explain and give examples of the ways in which soil is formed (the
weathering of rock by water and wind and from the decomposition of plants and
animal remains).
3-5 E.S. #5 Recognize and discuss the different properties of soil, including
color, texture (size of particles), the ability to retain water, and the ability to
support the growth of plants.
3-5 E.S. #12 Give examples of how the surface of the earth changes due to slow
processes such as erosion and weathering, and rapid processes such as
landslides, volcanic eruptions, and earthquakes.
Pre-K-2 L.S. #5 Recognize that fossils provide us with information about living
things that inhabited the earth years ago.
3-5 L.S. #6 Give examples of how inherited characteristics may change over
time as adaptations to changes in the environment that enable organisms to
survive, e.g., shape of beak or feet, placement of eyes on head, length of neck,
shape of teeth, color.
3-5 L.S. #7 Give examples of how changes in the environment (e.g., drought,
cold) have caused some plants and animals to die or move to new locations
(migration).
Pre-K-2 T.E. #1.1 Identify and describe characteristics of natural materials (e.g.,
wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a
specific property e.g., weight, strength, hardness, and flexibility.
Pre-K-2 T.E. #1.2 Identify and explain some possible uses for natural materials
(e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic,
Styrofoam).
3-5 T.E. #2.2 Describe different ways in which a problem can be represented,
e.g., sketches, diagrams, graphic organizers, and lists.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in
order to extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments. 31
3-5 Conduct multiple trials to test a prediction. Compare the result of
an investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a
reasonable explanation for the results of an investigation or
experiments.
3-5 Record data and communicate findings to others using graphs,
charts, maps, models, and oral and written reports.
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in Insights Reading the Environment Kit
writing using appropriate science materials
vocabulary and language. Insights Reading the Environment
2. give examples of how the diversity teacher’s manual
of living things and their interaction Reminder, the science center should include non-fiction
with their environment may change age appropriate books (for student use) related to unit.
over time due to changes in their
environment. Learning Experience #9
3. explain that rocks form in a variety What is Geologic Time? Many
of ways which classifies them into Years Ago…
three main groups: igneous, M.O. # 1, 2, 6, 8, 10, 11, 12
metamorphic, and sedimentary. 2 class periods
4. explain that soils of the earth are Learning Experience #10
composed of organic and inorganic Geologist for Another Day: The
materials. Formation of Rocks
5. experience decomposition through M.O. # 1, 2, 3, 6, 7, 8, 10, 11, 12
simple composting in a container 2 class periods
(trash bag, Zip lock bags, etc.). Learning Experience #11
6. describe how natural environments More Evidence of Geologic Change
are constantly changing over time. M.O. # 1, 2, 3, 6, 7, 8,10, 11, 12
7. explain the rock cycle. 1 class period
8. explain that weathering and erosion Learning Experience #12
are slow agents of change and Changing Rocks
landslides, volcanic eruptions, and M.O. # 1, 2, 6, 8
earthquakes are rapid agents of 2 class periods
change. Learning Experience #13
9. compare naturally occurring rocks Back to the Sites
(conglomerate) and manmade M.O. # 1, 2, 4, 6, 8, 13
(concrete). 2 class periods
10. give examples of how fossils are Learning Experience #14
evidence of a changed environment. More Evidence: Rock to Sand and
32
Sand to Soil
11. recognize that some kinds of M.O. # 1, 2, 3, 4, 6, 7, 8, 9
organisms that once lived on earth 2 class periods
have disappeared. Learning Experience #15
12. compare fossils to one another and Evidence of Geologic Change: Fossils
to other living organisms according M.O. # 1, 10, 11, 12
to their similarities and differences. 2 class periods
13. investigate how invasive species Learning Experience #16
out-compete native plants (e.g., Biography of a Rock
phragmites and purple loosestrife, M.O. # 1, 2, 6, 7, 8, 9
bittersweet, violets). Discuss how 2 class periods
some native plants die as a result. Learning Experience #17
The Last Site Visit
M.O. # 1, 2, 4, 6, 7, 8, 9, 10, 11, 13
2 class periods
Vocabulary:
acid experiment inorganic material quartz
acid rain fossil invasive research
assumption geologic time investigation rock
bedrock geologist metamorphic rock scale mapping
crystal geology mineral sedimentary rock
crystalline granite observation simulate
decomposition hypothesis organic material site
environment hypothesize paleontologist soil
erosion igneous rock predict time line
evidence inference prehistoric weathering
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of students understanding District made assessment for Reading the
might include: short answer work on the Environment given at the end of the unit.
student notebook page, journal writing, The students’ raw score should be recorded
performance assessments, observation, on her/his Record Sheet. Item analysis
informal teacher made assessments, and sheets to analyze student work for the
answers to open response questions School Improvement Plan are available
(MCAS). through the Science Resource Center.
33
November
Rocks and Minerals
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: properties and field tests
Learning Standards:
3-5 E.S. #1 Give a simple explanation of what a mineral is and some examples, e.g.,
quartz, mica.
3-5 E.S. #2 Identify the physical properties of minerals (hardness, color, luster,
cleavage, and streak), and explain how minerals can be tested for these different
physical properties.
3-5 E.S. #3 Identify the three categories of rocks (metamorphic, igneous, and
Learning Outcomes:
sedimentary) based
Students will be able to: on how they are formed, and explain the natural and physical
Resources:
processes that create these rocks.
3-5 P.S. #1 Differentiate between properties of objects (e.g., size, shape, weight) and
properties of materials (e.g., color, texture, hardness).
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
3-5 P.S. #9 Recognize that magnets have poles that repel and attract each other.
3-5 P.S. #10 Identify and classify objects and materials that a magnet will attract
and objects and materials that a magnet will not attract.
3-5 P.S. #12 Recognize that light travels in a straight line until it strikes an object or
travels from one medium to another, and that light can be reflected, refracted, and
absorbed.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a
specific property , e.g. weight, strength, hardness, and flexibility.
3-5 T.E. # 2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. # 2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a reasonable
explanation for the results of an investigation or experiments.
3-5 Record data and communicate findings to others using graphs, charts,
maps, models, and oral and written reports.
34
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in STC Rocks and Minerals Kit materials
writing using appropriate science STC Rocks and Minerals teacher’s
vocabulary and language. manual
2. explain that different types of rocks Reminder, the science center should include non-
or minerals have different physical fiction age appropriate books (for student use)
related to unit.
properties, such as hardness, color,
shape, and texture.
3. compare naturally occurring rocks Lesson #1
Sharing What We Know about
(conglomerate) and manmade
Rocks
(concrete).
M.O. # 1, 2, 3
4. collect detailed data based on
1 class period
observation of properties and tests
of rocks and mineral samples. Lesson #2
5. recognize that rocks form in a Observing Rocks: How Are They
variety of ways which classifies the Same and Different?
them into three main groups: M.O. # 1, 2, 4
igneous, sedimentary, and 2 class periods
metamorphic. Lesson #3
6. explain that the earth’s surface is Learning More about Rocks
composed of rocks and soils, water, M.O. # 1, 2, 4, 5, 6, 9, 11
and living organisms. 2 class periods
7. explain that the soils of the earth are Lesson #4
composed of organic and inorganic Discovering Minerals
materials. M.O. # 1, 2, 4
8. describe how natural environments 2 class periods
are constantly changing over time. Lesson #5
9. identify and explain the processes Sharing What We Know about
that determine the origin of Minerals
metamorphic, igneous, and M.O. # 1, 4, 17
sedimentary rocks. 1 class period
10. recognize ways in which fossils
provide evidence of the earth’s
history and show how plants,
animals, and environments have
changed over time.
11. show an understanding of the rock
cycle.
12. explain the difference between
transparent, translucent, and opaque
minerals.
13. describe the luster of an object.
14. explain the hardness test and Mohs
scale for identifying hardness.
35
15. identify minerals that a magnet will
attract and minerals that a magnet
will not attract.
16. use data gathered on minerals to
decide the most suitable
construction materials.
17. recognize that each mineral is
composed of only one substance,
and that substance is the same in all
samples of the mineral.
Vocabulary:
cleavage magma plutonic
dull magnetic properties
extrusive massive pure
field guide metallic rock cycle
field test metamorphic sediment
fossils microcrystalline sedimentary
fracture mineral silicate group
glassy Mohs scale substance
identifying color nonmetallic sulfide group
igneous observable color translucent
intrusive opaque transparent
luster physical properties waxy
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of student’s District-made assessment for Rocks and
understanding might include: short answer Minerals given at the end of the unit.
work on the student notebook, journal
writing, performance assessments,
observation, informal teacher-made
assessments, and answers to open response
questions (MCAS).
36
December
Rocks and Minerals
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: rock cycle and properties
Learning Standards:
3-5 E.S. #1 Give a simple explanation of what a mineral is and some examples, e.g.,
quartz, mica
3-5 E.S. #2 Identify the physical properties of minerals (hardness, color, luster,
cleavage, and streak), and explain how minerals can be tested for these different
physical properties.
3-5 E.S. #3 Identify the three categories of rocks (metamorphic, igneous, and
sedimentary) based on how they are formed, and explain the natural and physical
Learning Outcomes:
processes able to:
Students will be that create these rocks. Resources:
3-5 P.S. #1 Differentiate between properties of objects (e.g., size, shape, weight) and
properties of materials (e.g., color, texture, hardness).
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
3-5 P.S. #9 Recognize that magnets have poles that repel and attract each other.
3-5 P.S. #10 Identify and classify objects and materials that a magnet will attract and
objects and materials that a magnet will not attract.
3-5 P.S. #12 Recognize that light travels in a straight line until it strikes an object or
travels from one medium to another, and that light can be reflected, refracted, and
absorbed.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property, e.g. weight, strength, hardness, and flexibility.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for building a
prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a reasonable
explanation for the results of an investigation or experiments.
3-5 Record data and communicate findings to others using graphs, charts,
maps, models, and oral and written reports.
37
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in STC Rocks and Minerals Kit
writing using appropriate science STC Rocks and Minerals teacher’s
vocabulary and language. manual
2. explain that different types of rocks Reminder, the science center should include non-
or minerals have different physical fiction age appropriate books (for student use)
related to unit.
properties, such as hardness, color,
shape, and texture.
3. compare naturally occurring rocks Lesson #6
Observing Minerals: How Are They
(conglomerate) and manmade
the Same and Different?
(concrete).
M.O. # 1, 2, 4, 17
4. collect detailed data based on
2 class periods
observation of properties and tests
of rocks and mineral samples. Lesson #7
5. recognize that rocks form in a Describing the Color of Minerals
variety of ways which classifies M.O. # 1, 2, 4, 17
them into three main groups: 1 class period
igneous, sedimentary, and Lesson #8
metamorphic. Shining a Light on the Minerals
6. explain that the earth’s surface is M.O. # 1, 2, 4, 12, 17
composed of rocks and soils, water, 1 class period
and living organisms. Lesson #9
7. explain that the soils of the earth are Exploring the Luster of Minerals
composed of organic and inorganic M.O. # 1, 2, 4, 13, 17
materials. 1 class period
8. describe how natural environments Lesson #10
are constantly changing over time. Exploring the Hardness of Minerals
9. identify and explain the processes M.O. # 1, 2, 4, 14, 16, 17
that determine the origin of 1 class period
metamorphic, igneous, and Lesson #11
sedimentary rocks. Testing the Minerals with a Magnet
10. recognize ways in which fossils M.O. # 1, 2, 4, 15, 17
provide evidence of the earth’s 1 class period
history and show how plants,
animals, and environments have
changed over time.
11. show an understanding of the rock
cycle.
12. explain the difference between
transparent, translucent, and opaque
minerals.
13. describe luster of an object.
14. explain the hardness test and Mohs
scale for identifying hardness.
38
15. identify minerals that a magnet will
attract and minerals that a magnet
will not attract.
16. use data gathered on minerals to
decide the most suitable
construction materials.
17. recognize that each mineral is
composed of only one substance,
and that substance is the same in all
samples of the mineral.
Vocabulary:
cleavage magma plutonic
dull magnetic properties
extrusive massive pure
field guide metallic rock cycle
field test metamorphic sediment
fossils microcrystalline sedimentary
fracture mineral silicate group
glassy Mohs scale substance
identifying color nonmetallic sulfide group
igneous observable color translucent
intrusive opaque transparent
luster physical properties waxy
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of students District-made assessment for Rocks and
understanding might include: short Minerals given at the end of the unit.
answer work on the student notebook
page, journal writing, performance
assessments, observation, informal
teacher made assessments, and answers to
open response questions (MCAS).
39
January
Rocks and Minerals
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: minerals and field tests
Learning Standards:
3-5 E.S. #1 Give a simple explanation of what a mineral is and some examples, e.g.,
quartz, mica.
3-5 E.S. #2 Identify the physical properties of minerals (hardness, color, luster,
cleavage, and streak) and explain how minerals can be tested for these different
physical properties.
3-5 E.S. #3 Identify the three categories of rocks (metamorphic, igneous, and
Learning Outcomes:
sedimentary) based on how they are formed, and explain the natural and physical
processes able to:
Students will be that create these rocks. Resources:
3-5 P.S. #1 Differentiate between properties of objects (e.g., size, shape, weight) and
properties of materials (e.g., color, texture, hardness).
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
3-5 P.S. #9 Recognize that magnets have poles that repel and attract each other.
3-5 P.S. #10 Identify and classify objects and materials that a magnet will attract
and objects and materials that a magnet will not attract.
3-5 P.S. #12 Recognize that light travels in a straight line until it strikes an object or
travels from one medium to another, and that light can be reflected, refracted, and
absorbed.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property, e.g. weight, strength, hardness, and flexibility.
3-5 T.E. # 2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a reasonable
explanation for the results of an investigation or experiments.
3-5 Record data and communicate findings to others using graphs, charts,
maps, models, and oral and written reports.
40
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in STC Rocks and Minerals Kit materials
writing using appropriate science STC Rocks and Minerals teacher’s
vocabulary and language. manual
2. explain that different types of rocks Reminder, the science center should include non-
or minerals have different physical fiction age appropriate books (for student use)
related to unit.
properties, such as hardness, color,
shape, and texture.
3. compare naturally occurring rocks Lesson #12
Describing the Shape of Minerals
(conglomerate) and manmade
M.O. # 1, 2, 17
(concrete).
1 class period
4. collect detailed data based on
observation of properties and tests Lesson #13
of rocks and mineral samples. Comparing Samples of the Same
5. recognize that rocks form in a Mineral
variety of ways which classifies M.O. # 1, 2, 12, 13, 14, 15, 16, 17
them into three main groups: 1 class period
igneous, sedimentary, and Lesson #14
metamorphic. Identifying the Minerals
6. explain that the earth’s surface is M.O. # 1, 2, 12, 13, 14, 15, 16, 17
composed of rocks and soils, water, 2 class period
and living organisms. Lesson #15
7. explain that the soils of the earth are Exploring New Minerals
composed of organic and inorganic M.O. # 1, 2, 4, 12, 13, 14, 15, 16, 17
materials. 3 class periods
8. describe how natural environments Lesson #16
are constantly changing over time. How Are Rocks and Minerals Used?
9. identify and explain the processes M.O. # 1, 2, 3, 5, 9, 10, 11, 14, 16,
that determine the origin of 17
metamorphic, igneous, and 2 class periods
sedimentary rocks.
10. recognize ways in which fossils
provide evidence of the earth’s
history and show how plants,
animals, and environments have
changed over time.
11. show an understanding of the rock
cycle.
12. explain the difference between
transparent, translucent, and opaque
minerals.
13. describe luster of an object.
14. explain the hardness test and Mohs
scale for identifying hardness.
41
15. identify minerals that a magnet will
attract and minerals that a magnet
will not attract.
16. use data gathered on minerals to
decide the most suitable
construction materials.
17. recognize that each mineral is
composed of only one substance,
and that substance is the same in all
samples of the mineral.
Vocabulary:
cleavage magma plutonic
dull magnetic properties
extrusive massive pure
field guide metallic rock cycle
field test metamorphic sediment
fossils microcrystalline sedimentary
fracture mineral silicate group
glassy Mohs scale substance
identifying color nonmetallic sulfide group
igneous observable color translucent
intrusive opaque transparent
luster physical properties waxy
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of student’s District-made assessment for Rocks and
understanding might include: short answer Minerals given at the end of the unit. The
work on the student notebook, journal students’ raw score should be recorded on
writing, performance assessments, her/his Record Sheet. Item analysis sheets
observation, informal teacher-made to analyze student work for the School
assessments, and answers to open response Improvement Plan are available through the
questions (MCAS). Science Resource Center.
42
February
Weather
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: components of weather and weather vs. climate
Learning Standards:
Pre-K-2 E.S. #2 Understand that air is a mixture of gases that is all around us and
that wind is moving air.
Pre-K-2 E.S. #3 Describe the weather changes from day to day and over seasons.
Pre-K-2 E.S. #5 Identify some events around us that have repeating patterns,
including the seasons of the year, day and night.
3-5 E.S. #6 Explain how air temperature, moisture, wind speed and direction, and
precipitation make up the weather in a particular place and time.
3-5 E.S. #7 Distinguish among the various forms of precipitation (rain, snow, sleet,
Learning Outcomes: connections to the weather in a particular place and time.
and hail), making
3-5 E.S. #8 Describe Resources:
Students will be able to: how global patterns such as the jet stream and water currents
influence local weather in measurable terms, such as temperature, wind direction
and speed, and precipitation.
3-5 E.S. #9 Differentiate between weather and climate.
3-5 E.S. #10 Describe how water on earth cycles in different forms and in different
locations, including underground and in the atmosphere.
3-5 E.S. #11 Give examples of how the cycling of water, both in and out of the
atmosphere, has an effect on climate.
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
Pre-K-2 T.E. #1.3 Identify and describe the safe and proper use of the tools and
materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to
construct simple structures.
3-5 T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
3 – 5 E.S>
construct a given prototype safely.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
43
3-5 Conduct multiple trials to test a prediction. Compare the result of
an investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a
reasonable explanation for the results of an investigation or
experiments.
3-5 Record data and communicate findings to others using graphs,
charts, maps, models, and oral and written reports.
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in District created Weather Kit materials
writing using appropriate science District created Weather teacher’s manual
vocabulary and language. Reminder, the science center should include non-
2. explain the relationship between the fiction age appropriate books (for student use) related
to unit.
four components of weather (water,
air, sun, and earth).
Lesson #1
3. explain the difference between
Ingredients of Weather
weather and climate.
M.O. # 1, 2, 3
4. explain the seasonal changes in the
1 class period
weather, evaluate weather patterns,
integrate weather data, and read Lesson #2
weather maps. Data Collection: Weather Log
5. analyze and evaluate M.O. # 1, 2, 4, 5, 7, 11, 13
national/international weather Repeat for atleast 3 class periods
broadcasts. Discuss the relationship Lesson #3
between precipitation, temperature, Mini Water Cycle
and location on the globe. M.O. # 1, 6, 7, 8, 9, 10, 13
6. describe how water can be changed 2 class periods
from one state to another by adding or Lesson #4
taking away heat. Water Cycle 2
7. explain how the water cycle operates M.O. # 1, 6, 7, 8, 9, 10
and is related to Earth’s weather. 1 class period
8. recognize that water flows downhill in Lesson #5
streams and rivers or accumulates in Graphing and Comparing
lakes and puddles and seeps into the Temperature
ground. M.O. # 1, 3, 4, 5
9. draw and label a diagram of the water 1 class period
cycle. followed by at least 6 weeks of data
10. investigate evaporation, freezing, and collection
melting.
11. recognize the tools used to measure
weather.
44
12. construct and use a variety of simple
weather instruments (e.g., barometer,
rain gauge and anemometer) that
could be used to measure weather.
Explain how the constructed
instruments suit their purpose.
13. recognize that air is a mixture of
gases.
14. use a thermometer and a barometer to
compare conditions indoors and
outdoors.
15. construct a weather station, record
data, and make conclusions based on
data.
16. explain how global patterns such as
the jet stream and water currents
influence local weather in measurable
terms, such as temperature, wind
direction and speed, and precipitation.
Vocabulary:
accumulation condensation humidity stratus
anemometer cumulonimbus ice temperature
barometer cumulus melt thermometer
Celsius evaporation meteorologist transpiration
cirrus Fahrenheit nimbus warm front
climate freezing precipitation water cycle
cloud fog rain gauge weather map
cold front heat satellite wind vane
compass heat energy
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative
Daily assessment of students understanding District made assessment for Weather
might include: short answer work on the given at the end of the unit.
student notebook page, journal writing,
performance assessments, observation,
informal teacher made assessments, and
answers to open response questions
(MCAS).
45
March
Weather
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: water cycle and global patterns
Learning Standards:
Pre K-2 E.S. #2 Understand that air is a mixture of gases that is all around us and
that wind is moving air.
Pre K-2 E.S. #3 Describe the weather changes from day to day and over seasons.
Pre K-2 E.S. #5 Identify some events around us that have repeating patterns,
including the seasons of the year, day and night.
3-5 E.S. #6 Explain how air temperature, moisture, wind speed and direction, and
precipitation make up the weather in a particular place and time.
Learning Outcomes:
3-5 E.S. #7 Distinguish among the various forms of precipitation (rain, snow, sleet,
Students will be able to: Resources:
and hail), making connections to the weather in a particular place and time.
3-5 E.S. #8 Describe how global patterns such as the jet stream and water currents
influence local weather in measurable terms, such as temperature, wind direction
and speed, and precipitation.
3-5 E.S. #9 Differentiate between weather and climate.
3-5 E.S. #10 Describe how water on earth cycles in different forms and in different
locations, including underground and in the atmosphere.
3-5 E.S. #11 Give examples of how the cycling of water, both in and out of the
atmosphere, has an effect on climate.
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
Pre-K-2 T.E. #1.3 Identify and describe the safe and proper use of the tools and
materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to
construct simple structures.
3 – E.S> T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
5 3-5
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
46
3-5 Conduct multiple trials to test a prediction. Compare the result of
an investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a
reasonable explanation for the results of an investigation or
experiments.
3-5 Record data and communicate findings to others using graphs,
charts, maps, models, and oral and written reports.
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in District created Weather Kit materials
writing using appropriate science District created Weather teacher’s
vocabulary and language. manual
2. explain the relationship between Reminder, the science center should include non-
the four components of weather fiction age appropriate books (for student use)
related to unit.
(water, air, sun, and earth).
3. explain the difference between
Lesson #6
weather and climate.
Formation of Clouds
4. explain the seasonal changes in the
M.O. # 1, 6, 7
weather, evaluate weather patterns,
1 class period
integrate weather data, and read
weather maps. Lesson #7
5. analyze and evaluate Types of Clouds
national/international weather M.O. # 1, 2, 4, 5, 6, 7
broadcasts. Discuss the relationship 2 class periods
between precipitation, temperature, Lesson #8
and location on the globe. Weather Instruments – Rain Gauge
6. describe how water can be changed M.O. # 1, 2, 8, 12, 15
from one state to another by adding 2 class periods
or taking away heat. Lesson #9
7. explain how the water cycle Weather Instruments – Barometer
operates and is related to Earth’s M.O. # 1, 2, 12, 13, 14, 15
weather. 1 class period with ongoing
8. recognize that water flows observations
downhill in streams and rivers or Lesson #10
accumulates in lakes and puddles Weather Instruments –
and seeps into the ground. Anemometer
9. draw and label a diagram of the M.O. # 1, 2, 12, 13, 14, 15
water cycle. 2 class periods
10. investigate evaporation, freezing,
and melting.
11. recognize the tools used to measure
weather.
12. construct and use a variety of
47
simple weather instruments (e.g.,
barometer, rain gauge and
anemometer) that could be used to
measure weather. Explain how the
constructed instruments suit their
purpose.
13. recognize that air is a mixture of
gases.
14. use a thermometer and a barometer
to compare conditions indoors and
outdoors.
15. construct a weather station, record
data, and make conclusions based
on data.
16. explain how global patterns such as
the jet stream and water currents
influence local weather in
measurable terms, such as
temperature, wind direction and
speed, and precipitation.
Vocabulary:
accumulation condensation humidity stratus
anemometer cumulonimbus ice temperature
barometer cumulus melt thermometer
Celsius evaporation meteorologist transpiration
cirrus Fahrenheit nimbus warm front
climate freezing precipitation water cycle
cloud fog rain gauge weather map
cold front heat satellite wind vane
compass heat energy
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of students understanding District made assessment for Weather
might include: short answer work on the given at the end of the unit.
student notebook page, journal writing,
performance assessments, observation,
informal teacher made assessments, and
answers to open response questions
(MCAS).
48
April
Weather
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: weather instruments and repeating patterns
Learning Standards:
Pre-K-2 E.S. #2 Understand that air is a mixture of gases that is all around us and
that wind is moving air.
Pre-K-2 E.S. #3 Describe the weather changes from day to day and over seasons.
Pre-K-2 E.S. #5 Identify some events around us that have repeating patterns,
including the seasons of the year, day and night.
3-5 E.S. #6 Explain how air temperature, moisture, wind speed and direction, and
Learning Outcomes:
precipitation make particular place and time.
Students will be able to: up the weather in aResources:
3-5 E.S. #7 Distinguish among the various forms of precipitation (rain, snow, sleet,
and hail), making connections to the weather in a particular place and time.
3-5 E.S. #8 Describe how global patterns such as the jet stream and water currents
influence local weather in measurable terms, such as temperature, wind direction
and speed, and precipitation.
3-5 E.S. #9 Differentiate between weather and climate.
3-5 E.S. #10 Describe how water on earth cycles in different forms and in different
locations, including underground and in the atmosphere.
3-5 E.S. #11 Give examples of how the cycling of water, both in and out of the
atmosphere, has an effect on climate.
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
Pre-K-2 T.E. #1.3 Identify and describe the safe and proper use of the tools and
materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to
3 – 5 E.S>
construct simple structures.
3-5 T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
49
3-5 Recognize simple patterns in data and use data to create a
reasonable explanation for the results of an investigation or
experiments.
3-5 Record data and communicate findings to others using graphs,
charts, maps, models, and oral and written reports.
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in District created Weather Kit materials
writing using appropriate science District created Weather teacher’s
vocabulary and language. manual
2. explain the relationship between the Reminder, the science center should include non-
four components of weather (water, fiction age appropriate books (for student use)
related to unit.
air, sun, and earth).
3. explain the difference between
Lesson #11
weather and climate.
Global Patterns Influencing Our
4. explain the seasonal changes in the
Weather
weather, evaluate weather patterns,
M.O. # 1, 2, 3, 4, 5, 7, 16
integrate weather data, and read
2 class periods
weather maps.
5. analyze and evaluate Lesson #12
national/international weather Reading and Interpreting Weather
broadcasts. Discuss the relationship Maps
between precipitation, temperature, M.O. # 1, 2, 4, 5, 11
and location on the globe. 1 class period
6. describe how water can be changed Lesson #13
from one state to another by adding Analysis of Data Collection
or taking away heat. M.O. # 1, 2, 3, 4, 5, 11, 16
7. explain how the water cycle 1 class period
operates and is related to Earth’s Lesson #14
weather. Graphing and Comparing
8. recognize that water flows downhill Temperatures, Part 2
in streams and rivers or accumulates M.O. # 1, 2, 3, 4, 5, 6, 7, 11, 13, 15,
in lakes and puddles and seeps into 16
the ground. 1 class period
9. draw and label a diagram of the
water cycle.
10. investigate evaporation, freezing,
melting.
11. recognize the tools used to measure
weather.
12. construct and use a variety of simple
weather instruments (e.g.,
50
barometer, rain gauge and
anemometer) that could be used to
measure weather. Explain how the
constructed instruments suit their
purpose.
13. recognize that air is a mixture of
gases.
14. use a thermometer and a barometer
to compare conditions indoors and
outdoors.
15. construct a weather station, record
data, and make conclusions based
on data.
16. explain how global patterns such as
the jet stream and water currents
influence local weather in
measurable terms, such as
temperature, wind direction and
speed, and precipitation.
Vocabulary:
accumulation condensation humidity stratus
anemometer cumulonimbus ice temperature
barometer cumulus melt thermometer
Celsius evaporation meteorologist transpiration
cirrus Fahrenheit nimbus warm front
climate freezing precipitation water cycle
cloud fog rain gauge weather map
cold front heat satellite wind vane
compass heat energy
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of students understanding District made assessment for Weather
might include: short answer work on the given at the end of the unit. The students’
student notebook page, journal writing, raw score should be recorded on her/his
performance assessments, observation, Record Sheet. Item analysis sheets to
informal teacher made assessments, and analyze student work for the School
answers to open response questions Improvement Plan are available through the
(MCAS). Science Resource Center.
51
Weather Addendum
Catching the Wind
Strands: Earth and Space Science and Technology & Engineering
Big Ideas/Scientific Concepts: wind speed, properties of objects and materials, and
Technology/Engineering Design Process
Learning Standards:
Pre-K-2 E.S. #2 Understand that air is a mixture of gases that is all around us and
that wind is moving air.
3-5 E.S. #6 Explain how air temperature, moisture, wind speed and direction, and
precipitation make up the weather in a particular place and time.
3-5 E.S. #8 Describe how global patterns such as the jet stream and water currents
Learning Outcomes:
influence able to: terms, such
Students will be local weather in measurable Resources: as temperature, wind direction
and speed, and precipitation.
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
Pre-K-2 T.E. #1.1 Identify and describe characteristics of natural materials (e.g.,
wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).
Pre-K-2 T.E. #1.2 Identify and explain some possible uses for natural materials
(e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic and
Styrofoam).
Pre-K-2 T.E. #1.3 Identify and describe the safe and proper use of the tools and
materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to
construct simple structures.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property, e.g., strength, hardness, and flexibility.
3-5 T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
3 – 5 E.S>
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented (e.g.,
sketches, diagrams, graphic organizers, and lists).
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
52
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
17. examine everyday examples of EiE Catching the Wind kit materials
technology and identify how these EiE Catching the Wind teacher’s manual
objects were designed to solve Reminder, the science center should include non-
problems. fiction age appropriate books (for student use)
related to unit.
18. recognize that air is a mixture of
gases.
19. explain how global patterns such as Preparatory Lesson
What are Engineering and
the jet stream and water currents
Technology?
influence local weather in
M.O. # 1, 17
measurable terms, such as
1 class period
temperature, wind direction and
speed, and precipitation. Lesson 1
20. idenifty common objects that are Leif Catches the Wind
machines. M.O. # 1, 17, 18, 19, 21
21. identify objects that catch the wind. 2-3 class periods
22. observe and analyze the action and Lesson 2
reaction required for different Who are Mechanical Engineers?
machines to function. M.O. # 1, 20, 22, 23, 24
23. identify ways in which machines 1 class period
help complete a given task more Lesson 3
efficiently than without the Testing Sail Designs
machine. M.O. # 1, 17, 21, 25, 26
24. explain the role of mechanical 2-3 class periods
engineers in designing machines. Lesson 4
25. predict and describe how different Designing a Windmill
materials and shapes will be best to M.O. # 1, 17, 18, 19, 20, 21, 22,
catch the wind when used as a sail. 23, 24, 25, 26, 27, 28, 29, 30
26. describe the properties of materials 2-3 class periods
used to make sails and how those
properties affect how the sails catch
wind.
27. design and construct windmill
blades.
28. use wind energy to do work.
29. test and improve blade designs.
30. apply the engineering design
process to design and construct a
windmill.
53
Vocabulary:
action predict
blade problem
design property
efficiency purpose
energy react
engineering redesign
goal rotor
hub sail
machine solution
mast technology
material test
mechanical engineer windmill
motion
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative:
Daily assessment of students understanding Technology and Engineering Addendum to
might include: short answer work on the the district made assessment for Weather
student notebook page, journal writing, given at the end of the unit. The students’
performance assessments, observation, raw score for both Weather and Catching
informal teacher made assessments, and the Wind should be calculated together to
answers to open response questions get the raw score for the complete Weather
(MCAS). assessment. The combine raw score should
be recorded on her/his Record Sheet. Item
analysis sheets to analyze student work for
the School Improvement Plan are available
through the Science Resource Center
54
May
Changes of State
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: solid ↔ liquid ↔ gas and matter
Learning Standards:
Pre-K-2 E.S. #2 Understand that air is a mixture of gases and that is all around us
and that wind is moving air.
3-5 E.S. #10 Describe how water cycles in different forms and in different locations,
including underground and in the atmosphere.
Pre-K-2 P.S. #2 Identify objects and materials as solid, liquid, or gas. Recognize
that solids have a definite shape and that liquids and gases take the shape of their
container.
3-5 P.S. #2 Compare and contrast solids, liquids, and gases based on the basic
properties of each of these states of matter.
3-5 P.S. #3 Describe how water can be changed from one state to another by adding
or taking away heat.
Learning Outcomes:
3-5 P.S. #4 Identify energy (light,
Students will be able to: the basic forms ofResources: sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
3-5 P.S.# 5 Give examples of how energy can be transferred from one form to
another.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property e.g., weight, strength, hardness, and flexibility.
3-5 T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
3-5 T.E. #2.1 Identify a problem that reflects the need for shelter, storage, or
convenience.
3-5 T.E. #2.2 Describe different ways in which a problem can be represented, e.g.,
sketches, diagrams, graphic organizers, and lists.
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
3 – 5 of Inquiry:
SkillsE.S>
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a reasonable
explanation for the results of an investigation or experiments.
3-5 Record data and communicate findings to others using graphs, charts,
55
maps, models, and oral and written reports.
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in Insights Changes of State Kit materials
writing using appropriate science Insights Changes of State teacher’s
vocabulary and language. manual
2. describe how a liquid can be Reminder, the science center should include non-
changed from one state to another fiction age appropriate books (for student use)
related to unit.
by adding or taking away heat.
3. investigate evaporation, freezing, Ice Reminder- Be aware that ice is required for
condensation, and melting. many lessons, so be sure to plan ahead. Hint*
4. design, construct, and explain an Making ice cubes half the size will allow them to
insulated container to keep an ice melt in 40 minutes.
cube from melting. List the Introductory Questionnaire
materials used, and draw and label M.O. # 1
the container. 1 class period, optional
5. compare and contrast solids, liquids, Learning Experience #1
and gases based on their basic What Are the States of Matter?
properties. M.O. # 1, 2, 10
6. create a device to distill water and 2 class periods
explain how it works. List the Learning Experience #2
materials used, and draw and label Melting: Changing from a Solid to a
the container. Liquid
7. explain that during evaporation, M.O. # 1, 2, 3, 10
water changes to a gas and solid 1 class period
materials remain. Learning Experience #3
8. explain how the water cycle Melting: How Fast Can Ice Change
operates and is related to Earth’s State?
weather. M.O. # 1, 2, 3, 5, 10
9. construct a soda bottle terrarium to 2 class periods
demonstrate the water cycle and Learning Experience #4
explain how it works. List the Keeping the Heat Out
materials used, and draw and label M.O. # 1, 2, 3, 4, 5, 10, 11
the container. 2 class periods
10. use a variety of graphic organizers Learning Experience #5
to present data. What Does the Heat Do?
11. describe how surface area effects M.O. # 1, 2, 3, 5, 10, 11
the rate of evaporation. 15 minute setup, plus 1 class period
Learning Experience #6
Why Do the States of Matter,
Matter? What If …
M.O. # 1, 2
1 class period, optional
Learning Experience #7
56
What Happens Next? Evaporation
M.O. # 1, 2, 3, 5, 10, 11
1 class period
Learning Experience #8
More Evaporation
M.O. # 1, 2, 3, 5, 10, 11
1 class period
Learning Experience #9
Why Do the States of Matter,
Matter? Our Bodies
M.O. # 1, 2, 3
1 class period
Learning Experience #10
Going Back: Condensation
M.O. # 1, 2, 3, 5, 10
2 class period
Vocabulary
Celsius frost perspiration
cloud gas precipitation
condensation heat property
data heat energy solid
dew humidity solidify
distillation ice states of matter
energy insulation surface area
evaporation liquid temperature
evidence liquid starch terrarium
Fahrenheit matter thermometer
fog melt water cycle
freeze
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of students District made assessment for Changes of
understanding might include: short answer State given at the end of the unit.
work on the student notebook page,
journal writing, performance assessments,
observation, informal teacher made
assessments, and answers to open response
questions (MCAS).
57
June
Changes of State
Strands: Earth and Space Science, Physical Science, and Technology & Engineering
Big Ideas/Scientific Concepts: insulation and design tasks
Learning Standards:
Pre-K-2 E.S. #2 Understand that air is a mixture of gases that is all around us and
that wind is moving air.
3-5 E.S. #10 Describe how water cycles in different forms and in different locations,
including underground and in the atmosphere.
Pre-K-2 P.S. #2 Identify objects and materials as solid, liquid, or gas. Recognize
that solids have a definite shape and that liquids and gases take the shape of their
container.
3-5 P.S. #2 Compare and contrast solids, liquids, and gases based on the basic
Learning Outcomes:
properties of each of these states of matter.
Students will be able to: Resources:
3-5 P.S. #3 Describe how water can be changed from one state to another by adding
or taking away heat.
3-5 P.S. #4 Identify the basic forms of energy (light, sound, heat, electrical, and
magnetic). Recognize that energy is the ability to cause motion or create change.
3-5 P.S. #5 Give examples of how energy can be transferred from one form to
another.
3-5 T.E. #1.1 Identify materials used to accomplish a design task based on a specific
property i.e., weight, strength, hardness, and flexibility.
3-5 T.E. #1.2 Identify and explain the appropriate materials and tools (e.g., hammer,
screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to
construct a given prototype safely.
3-5 T.E. #2.1 Identify a problem that reflects the need for shelter, storage, or
convenience.
3-5 T.E. #2.2Describe different ways in which a problem can be represented, e.g.,
3 – 5 E.S>sketches, diagrams, graphic organizers, and lists.
3-5 T.E. #2.3 Identify relevant design features (e.g., size, shape, weight) for
building a prototype of a solution to a given problem.
Skills of Inquiry:
3-5 Ask questions and make predictions that can be tested.
3-5 Select and use appropriate tools and technology (e.g., calculators,
computers, balances, scales, meter sticks, graduated cylinders) in order to
extend observations.
3-5 Keep accurate records while conducting simple investigations or
experiments.
3-5 Conduct multiple trials to test a prediction. Compare the result of an
investigation or experiment with the prediction.
3-5 Recognize simple patterns in data and use data to create a reasonable
explanation for the results of an investigation or experiments.
3-5 Record data and communicate findings to others using graphs, charts,
maps, models, and oral and written reports.
58
Mastery Objectives (M.O.):
Students will know and be able to: Resources:
1. explain their thinking orally and in Insights Changes of State Kit materials
writing using appropriate science Insights Changes of State teacher’s
vocabulary and language. manual
2. describe how a liquid can be Reminder, the science center should include non-
changed from one state to another fiction age appropriate books (for student use)
related to unit.
by adding or taking away heat.
3. investigate evaporation, freezing,
condensation, and melting. Learning Experience #11
Cleaning Dirty Water
4. design, construct, and explain an
M.O. # 1, 2, 3, 5, 6, 7
insulated container to keep an ice
1 class period plus ongoing
cube from melting. List the
observation time
materials used, and draw and label
the container. Learning Experience #12
5. compare and contrast solids, liquids, Freezing
and gases based on their basic M.O. # 1, 2, 3, 5, 10
properties. 2 class periods
6. create a device to distill water and Learning Experience #13
explain how it works. List the Sublimation and Condensation to a
materials used, and draw and label Solid (omit lesson)
the container. Learning Experience #14
7. explain that during evaporation, Why Do the States of Matter,
water changes to a gas and solid Matter? The Weather
materials remain. M.O. # 1, 8, 10
8. explain how the water cycle 2 class periods plus observation
operates and is related to Earth’s time
weather. Learning Experience #15
9. construct a soda bottle terrarium to Beyond the States of Matter:
demonstrate the water cycle and Terraria
explain how it works. List the M.O. # 1, 2, 3, 5, 7, 9,10
materials used, and draw and label 2 class periods
the container.
10. use a variety of graphic organizers
to present data.
11. describe how surface area effects
the rate of evaporation.
59
Vocabulary:
Celsius frost perspiration
cloud gas precipitation
condensation heat property
data heat energy solid
dew humidity solidify
distillation ice states of matter
energy insulation surface area
evaporation liquid temperature
evidence liquid starch terrarium
Fahrenheit matter thermometer
fog melt water cycle
freeze
Interventions
SPED: ELL:
See appendix See appendix
Assessments:
Formative: Summative:
Daily assessment of students District made assessment for Changes of
understanding might include: short answer State given at the end of the unit. The
work on the student notebook page, students’ raw score should be recorded on
journal writing, performance assessments, her/his Record Sheet. Item analysis sheets
observation, informal teacher made to analyze student work for the School
assessments, and answers to open response Improvement Plan are available through
questions (MCAS). the Science Resource Center.
60
Supporting Science Content in the Language Arts
Instructional Block
Some suggestions for making connections:
Directed mini-lesson:
Use a Language Arts extension from the science teacher’s manual.
Read aloud non-fiction science books related to current science unit, including
non-fiction and poetry.
Think aloud, making connections between text and science concepts previously
taught.
Be aware of the science opportunities in reading series and discuss connections.
Teach word attack skills using science vocabulary.
Word Study Skills:
Use science vocabulary words as spelling challenge words.
Teach vocabulary skills and strategies with science vocabulary.
Teach common prefixes, suffixes, Greek and Latin roots to determine meaning
using science vocabulary (geology, meteorology).
Display science word walls or science glossaries.
Play vocabulary games using science vocabulary.
Create science vocabulary centers.
Writing:
Model writing lessons using various types of writing (recount, procedure, report,
explanation, expository, poetry and MCAS open response) using science topics.
Science writing rubric (which focuses on the science content, correct use of
vocabulary, organization of ideas, etc.) should apply to science writing including
open response questions.
Examine student exemplars to strengthen skills.
Include frequent use of journal writing focused on science with teacher feedback.
Other strategies:
Create book boxes within the classroom library to correlate with ongoing science
units.
Include science content in your morning message and morning meeting to
review concepts.
Teach guided reading groups using leveled science readers or other science texts
where available.
Use non-fiction science books to teach the text structure of non-fiction (e.g.,
table of contents, glossary, titles, captions, etc.).
Use science MCAS release questions to practice writing open response
questions.
61
Elementary Science
Special Education Strategies
Students with learning disabilities need assistance to succeed in the science classroom.
Students with learning disabilities need to learn communication skills, problem-solving
skills, basic language skills and vocabulary, social skills, organizational skills and study
skills. The following strategies (borrowed from The Springfield Public Schools District
Curriculum Accommodation Plan) can help students with learning disabilities to succeed
in the science classroom.
Learning Environment:
Create a structured environment (consistency, routine, preparation for change,
visual cues and reminders).
Reduce distractions.
Teach/ promote/ allow the use of technological aids (spell checkers, recorders,
computers and appropriate software including word processing).
Limit transitions.
Instructional Techniques:
Teach organizational techniques/study skills (color code/highlight materials and
assignments, break down long term assignments into small steps, create a daily
assignment notebook, use summarizing and paraphrasing, teach note-taking
skills).
Provide clear, concise directions, expectations, and rules (repeat directions, model
directions, demonstrate task, use a multi-sensory approach, teach routines and
create clear concise rules that are limited in number).
Allow for movement.
Promote use of peer helpers and improved peer relationships (create cooperative
learning groups with appropriate peers, peer tutoring, facilitate peer acceptance).
Present the same information and directions through various modalities (utilize
materials such as charts, maps, tapes, overheads, flannel boards, VCR’s, video
cameras and hands-on materials to present information).
Color code written materials provided to students when appropriate.
Give directions in both oral and written formats.
Provide opportunities for active learning.
Establish relevance so the student can relate learning to real life experiences.
Provide outlines, study guides, and graphic organizers prior to and during
instruction.
Modify assignments based on individual I.E.P.’s.
Give students more time and support to process information and complete
assignments.
Check frequently to ascertain student understanding.
Provide accommodations for any physical disabilities.
62
Assessment Strategies:
Allow for a variety of assessments (portfolios, daily work, observations, self and
peer evaluations, demonstrations and projects, oral tests, and cooperative group
assessments)
Ensure that the language used during instruction time is consistent with the
language used on the assessments.
Consider the student’s needs when determining the content of assessments.
Design assessment procedures and accommodations to meet individual student
needs.
Allow flexibility in the time and scheduling of assessments.
63
Elementary Science
ELL Strategies
ELL students need support to integrate language learning into the content area of science. The
goal is to increase comprehension, interaction, thinking/study skills, and connections to students’
lives and culture. The use of the following techniques and strategies (borrowed from Enhancing
English Language Learning in Elementary Classrooms, an inservice program by Allene Grognet
and others) can help ELL students be successful in science.
Helping the ELL Student Adjust to the Classroom
Post and explain the lesson’s objective’s and activities
Print legibly (teacher)
Develop and maintain routines
List, display and review instructions step by step
Present information in varied ways
Provide frequent summaries of important points in the lesson
Adjusting Teaching Style
Develop a student centered approach to teaching and learning
Encourage the use of accountable talk by students and teachers
Increase the percentage of inferential and higher-order thinking questions asked
Recognize that students will make language mistakes
Teaching Multilevel classes
Use cooperative learning
Incorporate peer coaching
Teach process writing
Use inquiry learning
Include background information where gaps exist
Motivating Students and Providing Background Knowledge
Use multi-media-illustrations, maps, photos, and etc.
Organize students into small work groups and then share with the whole class
Include discussion of student experience
Adapting Traditional ESL Techniques to the Content Classrooms
Use filmstrips, videotapes, audiocassettes with books
Having the students do hands-on activities
Design lessons with music and jazz chant activities where appropriate
Meeting the Students’ Cognitive Academic Needs
Be conscious of different learning style
Teach study skills /incorporate graphic organizers
Have students write in science frequently
64
Elementary Science
Safety Practices
Teachers
1. Teachers need to familiarize themselves, in advance of the lesson, with equipment
and explorations to anticipate problems.
2. Provide close supervision of students at all times while they are in science.
3. Safety rules should be posted clearly in the room and should be reviewed
frequently.
4. Learn about any allergies or special health or safety issues regarding your
students.
5. See unit-specific safety concerns listed in the electronic unit plans.
6. Arrange for extra adults to accompany your class on any outside explorations.
You must stay on school grounds unless you have your principal’s permission and
signed parental permission slips beforehand.
7. Locate and learn how to use fire extinguisher, fire blanket and eye wash before
they are needed.
8. Teach students safe materials handling, e.g., carrying materials from supply tables
to work tables.
9. Be attentive to lessons where the use of safety goggles is recommended. If they
are needed, they will be provided in the kit and are non-consumable.
10. Exercise care in the use of hotplates – have a fire blanket available.
11. Store breakable and other potentially hazardous materials in a secure cabinet.
12. Hand washing, or the equivalent (waterless sanitizer) should be included at the
end of lessons where appropriate.
13. Clean up spills promptly to avoid additional accidents.
Students
14. Follow all written and verbal directions carefully. Listen to and/or read all
directions before beginning any task.
15. Never eat or taste anything during science class, unless directed to do so by the
science teacher.
16. Appropriate behavior and use of equipment is expected at all times.
17. Keep your work space clean and neat. Keep aisles clear – push in chairs when not
in use.
18. Allow time at the end of each lesson for complete, careful clean up.
19. Accidents happen. Report all accidents and/or injuries to the teacher immediately.
Teachers must report accidents and injuries to the office and complete an accident
report form.
20. Follow directions for the disposal of materials. Clean up both yourself and your
area completely.
65
The Science Resource Center
233 Allen Street
Springfield, MA 01108
1. What is the SRC?
The Science Resource Center (SRC) is the location where elementary science
materials are housed. Those materials include all the loaner kits and materials,
living things like guppies, snails, Bess Beetles and mealworms, as well as all the
plant material that go with the various units. Additionally, the SRC stores
manuals, assessments and keeps track of what has been borrowed by each school.
All consumable materials needed to refurbish a kit after use can be requested from the
center.
2. What are “refurb” sheets and how are they used?
“Refurb” is short for refurbishment sheets. Each kit has its own refurb sheet.
The sheets list everything that should be in a kit the first time you use it.
The refurb sheets are in 2 parts: consumables and nonconsumables. The SRC
provides supplies to restock your kits with the consumables. There is no district
budget to replace nonconsumables. Any lost or damaged nonconsumable items must
be replaced by the individual school. With care, most nonconsumables get cleaned
and put back into the kit to be used over and over. However, some materials do get
used up in the course of teaching a unit. Those are the consumables which we order
and can send you to re-supply your building’s kit for the next use.
Refurb sheets should be completed when you finish a unit. The completed
refurb sheet should be sent to the SRC immediately. It can take as long as a
couple of weeks for the materials to arrive at your school. You will receive a
package with those consumables selected from the refurb sheet to replace in the used
kit. That way the kit will be complete and ready for the next use. This also avoids
those moments of panic when you’re ready to teach a lesson and discover you’re
missing an essential material!!
3. Who does all this work?
The SRC is staffed by a manager – Pauline Abert, and a paraprofessional, Renee
Boshuyzen.Renee also helps resource teachers with some classroom lessons.
4. How do I access the SRC?
Materials and services of the SRC are available only through Ron St.Amand,
Director of Science, Deanna Suomala the Supervisor of Science or the Elementary
Science Resource Teacher(s). Do not call the Science Resource Center directly with
your requests. The most efficient way to get materials from the SRC is to send in the
refurb sheets in a timely manner – or to call the Science Department @ 7631.
66
SCIENCE RECORD SHEET
Refer to the science rubric for scoring the test.
Record student’s actual score and the name of the teacher who taught the unit.
____________________________
Student’s Name
KINDERGARTEN Actual Score Total Score Date Teacher School
Senses 10
Myself and Others 5
Weather 10
Living Things 10
GRADE 1 Actual Score Total Score Date Teacher School
Balls and Ramps 10
Solids and Liquids 10
Growing Things 20
Organisms 10
GRADE 2 Actual Score Total Score Date Teacher School
Life Cycles 20
Changes 20
Sound 20
Balancing and Weighing 10
GRADE 3 Actual Score Total Score Date Teacher School
Plant Growth and Development 28
Solar System 20
Circuits and Pathways 22
Habitats and Animal Classification 10
GRADE 4 Actual Score Total Score Date Teacher School
Reading the Environment 20
Rocks and Minerals 10
Weather 28
Changes of State 20
GRADE 5 Actual Score Total Score Date Teacher School
Bones and Skeletons 20
Lifting Heavy Things 20
Light 12
Microworlds 20
67
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