Kindergarten

Document Sample
Kindergarten Powered By Docstoc
					Kindergarten                                                                                         Austin ISD Instructional Planning Guide
Week 26                                                                                            Major Concept: Living and Nonliving Things
                                                                                          Guiding question/s for discovery: What things move and grow?
                     TEKS Knowledge and Skill                                                                               Student Work Products
                                                                                             ELPS                                                                                  Resources
                       Student Expectation                                                                                    And Assessments

K.(9) Organisms and environments. The student knows that plants and        ELPS: The approved 19 TAC §74.4                 Interactive Notebook and/or SF Student   Literature Resources:
animals have basic needs and depend on the living and nonliving things     English Language Proficiency                    Workbook, page 3
around them for survival. The student is expected to:                      Standards (ELPS), present standards                                                        Jennie’s Hat, by Ezra Jack Keats ISBN:
                                                                           that outline the instruction that school        Students identify a variety of nonliving   0-06-443072-3
(A) differentiate between living and nonliving things based upon whether   districts must provide to ELLs in order         things and are able to classify living and Do You Want to Be My Friend? by Eric
they have basic needs and produce offspring;                               for them to have the full opportunity to        nonliving things.                          Carle
                                                                           learn English and to succeed                                                               ISBN: 0-690-24276-X
                                                                           academically. The rule also clarifies that      Teacher observation/Checklist              Tanya Steps Out, by Patricia Lee Gauch
                                                                           the ELPS are to be implemented as an                                                       ISBN: 0-399-22936-1
                                                                           integral part of the instruction in each        Evaluation of Student Work Products
Differentiation                                                            foundation and Enrichment subject of
                                                                           the TEKS. Please review the standards
ESL Strategy:                                                              at:                                             Vocabulary                               Technology Resources:
Read aloud and tape record labels or sentences that students dictated.     http://ritter.tea.state.tx.us/curriculum/bili   move / mover
Have students follow along as they play back the recording.                ng/elps.html                                    talk / hablar                            www.sfscience.com
                                                                                                                           play / jugar
Sp Ed. Strategy:                                                                                                           grow / crecer
Make a class book about living things. Have students draw a picture of                                                     eat / comer
a favorite living thing. Have them finish the sentence orally – “It’s a                                                    drink / beber
living thing because ______.” (See SF TE page A9b Writing)                                                                 breathe / respirar
                                                                                                                           data / data
ENRICHMENT Strategy:                                                                                                       living/ que viven
Action Rhyme: Have students create their own movements (ex: The                                                            nonliving / no vivientes
scarecrow stands, with hanging arms, beside the farmer’s stile. He
scares the jay and crow away with just a painted smile.) (Bodily-
Kinesthetic




http://www.austinschools.org/matrix                                                                                                                                                              August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                               Page 1
Kindergarten                                                                                    Austin ISD Instructional Planning Guide
Week 26                                                                                       Major Concept: Living and Nonliving Things
                                                                                     Guiding question/s for discovery: What things move and grow?
Day 1                                   Day 2                                  Day 3                                Day 4                                         Day 5


Explore:                                Explain:                               Explore:                                 Explain:                                  Evaluate:
Place a rock, a plant, and a pill bug   Make a T chart of Living and Non-      In groups of four, students will         Explain that living things have basic     Vocabulary - assess by illustrating,
on a table.                             Living things from yesterday. Ask      participate in a scavenger hunt          needs like food, water, and shelter for   labeling, creating charts, defining, etc.
Have students gather around and         students to use complete sentences     around the playground. Give them a       animals and air, water, nutrients,
brainstorm what they observe.           as they discuss the following:         grocery bag or large baggie to collect   sunlight, and space for plants. (Draw
Make a class list of the similarities    What nonliving things do you         objects. They will gather ten items:     a picture of each to place with the       Explain/Evaluate:
and differences between the three           observe in our classroom?          some living things and some non-         word on the chart or word map page.       Students identify a variety of nonliving
objects.                                 How do you know that they are        living things. (Some of the items will                                             things and are able to classify living
 How are the plant and the                 nonliving?                         consist of taking or drawing pictures    Make a word map ahead of time for         and nonliving things. If something is
     animal alike?                      Have students use correct vocabulary   of what they see.)                       students to place in their                living ask students to tell you what
                                                                                                                        Interactive Notebook. Have                evidence they have for thinking this
 How are these two different           as they answer the following:
     from the rock?                      What living things do you observe    Explain:
                                                                                                                        students draw their own pictures          way. They should tell at least one
                                            in this classroom?                                                          in the word map to show what              need that has to be met. (Have
 What makes something                  How do you know that they are
                                                                               Once students have collected the
                                                                                                                        living things need to stay alive.         students use the word map from
     living? What makes                                                        objects, they will return to the
                                        living?                                                                                                                   Thursday as an anchor of support.)
     something non-living?                                                     classroom and categorize the items
                                                                               into two piles, living and non-living.
                                        Use the following sentence frames:                                                                                        If you like cut use your die-cut
                                                                               Have students show the class the
SF Science, Unit A - Life Science,                                                                                                                                machine to cut out a plant (one color)
                                                                               pictures they took or drew from
Chapter 1: Living and Nonliving,        Living things I observe in our                                                                                            or animal to represent a living thing.
                                                                               objects they saw in the schoolyard.
Topic 2: Nonliving Things, page A6      classroom are__________.                                                                                                  Cut out a geometric shape in a
                                                                               Ask: Why did you select those
                                                                                                                                                                  different color like a square or triangle
                                                                               pictures? What makes those objects
                                        I know they are living because                                                                                            to represent a nonliving thing. Make
                                                                               living or non-living?
                                        ________________.                                                                                                         one for each student to hold up.
                                                                                                                                                                  Students will hold up one or the other
                                        Nonliving things I observe in our                                                                                         as you show pictures of
                                        classroom are__________.                                                                                                  living/nonliving. Take notes on
                                                                                                                                                                  students not mastering this concept.
                                        I know they are nonliving because
                                        ________________.                                                                                                         Students then make a t-chart in their
                                                                                                                                                                  notebook. Students glue die cuts at
                                                                                                                                                                  the top and write living and nonliving
                                                                                                                                                                  in each column, and then draw
                                                                                                                                                                  pictures of things that are classified
                                                                                                                                                                  as such.




http://www.austinschools.org/matrix                                                                                                                                                           August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                            Page 2
Kindergarten                                                                                              Austin ISD Instructional Planning Guide
Week 27                                                                                                Major Concept: Living and Nonliving Things
                                                                                            Guiding question/s for discovery: What things move and grow?
                     TEKS Knowledge and Skill                                                                                     Student Work Products
                                                                                                ELPS                                                                                 Resources
                       Student Expectation                                                                                           And Assessments
                                                                           ELPS: The approved 19 TAC §74.4
K.(9) Organisms and environments. The student knows that plants and        English Language Proficiency                   Interactive Notebook and/or SF Student       Literature Resources:
animals have basic needs and depend on the living and nonliving things     Standards (ELPS), present standards            Workbook, pages 5, 7, 8
around them for survival. The student is expected to:                      that outline the instruction that school                                                    Jennie’s Hat, by Ezra Jack Keats ISBN:
                                                                           districts must provide to ELLs in order        Living/Nonliving Comparison Book,            0-06-443072-3
(A) differentiate between living and nonliving things based upon whether   for them to have the full opportunity to       adapted from writing activity, page A7b      Do You Want to Be My Friend? by Eric
they have basic needs and produce offspring;                               learn English and to succeed                                                                Carle
                                                                           academically. The rule also clarifies that Graph                                            ISBN: 0-690-24276-X
                                                                           the ELPS are to be implemented as an                                                        Tanya Steps Out, by Patricia Lee Gauch
Differentiation                                                            integral part of the instruction in each       Students identify a variety of nonliving     ISBN: 0-399-22936-1
Sp Ed. Strategy:                                                           foundation and Enrichment subject of           things and are able to classify living and
Make a class book about living things. Have students draw a picture of     the TEKS. Please review the standards          nonliving things.
a favorite living thing. Have them finish the sentence orally – “It’s a    at:
living thing because ______.”                                              http://ritter.tea.state.tx.us/curriculum/bili  Teacher observation/Checklist                Technology Resources:
                                                                           ng/elps.html
ENRICHMENT Strategy:                                                                                                      Evaluation of Student Work Products          United Streaming Video:
Action Rhyme: Have students create their own movements (ex: The                                                                                                        Living and Nonliving Things
scarecrow stands, with hanging arms, beside the farmer’s stile. He                                                       Student Assessment Package page 5-6
scares the jay and crow away with just a painted smile.) (Bodily-
Kinesthetic)                                                                                                                                                           Living/non-living video
                                                                                                                         Vocabulary                                    http://www.youtube.com/watch?v=lB0W
                                                                                                                         move / mover                                  F6P7sSk
                                                                                                                         talk / hablar
                                                                                                                         play / jugar
                                                                                                                         grow / crecer
                                                                                                                         eat / comer
                                                                                                                         drink / beber
                                                                                                                         breathe / respirar
                                                                                                                         data / data
                                                                                                                         living/ que viven
                                                                                                                         nonliving / no vivientes




http://www.austinschools.org/matrix                                                                                                                                                                  August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                                   Page 3
Kindergarten                                                                                  Austin ISD Instructional Planning Guide
Week 27                                                                                     Major Concept: Living and Nonliving Things
                                                                                   Guiding question/s for discovery: What things move and grow?
Day 1                                    Day 2                               Day 3                                Day 4                                   Day 5


Engage:                                  Explore:                            Engage:                              Explore:                                Evaluate:
Ask: What do living things need to       SF TE, Explore Activity, page A7a   United Streaming Video: Living and   Activity SF TE page A9a                 Vocabulary - assess by illustrating,
stay alive? Do non-living things need    Explore growing sprouts.            Nonliving Things 12 min.             Exploring Soil                          labeling, creating charts, defining, etc.
any of these?
                                         SF Student Workbook, page 5         Explore:                             Explain:                                Explain/Evaluate:
Explore:                                                                     SF TE page A9 Identify nonliving     Student workbook page 9                 SF Student Workbook, page 8
Students create a real graph placing                                         things.
the items or pictures of items on a                                                                               Explain                                 Student Assessment Package page
piece of chart or butcher paper. The                                         Explain:                             A7b Students make a class book          5-6
students will count how many items                                           SF Student workbook page 7           about living things/nonliving things.
are living and how many are non-
living on the real graph.

Students will use the data to create a
pictograph by gluing cut-outs of trees
(to represent living) and cars (to
represent non-living) on the sheet of
butcher paper.

Explain:
Help students write true statements
about their data. They are drawing
conclusions based on the data.
Explain that scientists use evidence
to draw conclusions. For example:
We saw 18 living things on a field
investigation of our schoolyard.
Students pair share from the class
data.

SF Text TE page 7 Reading Assist.

Evaluate:
Student workbook page 3




http://www.austinschools.org/matrix                                                                                                                                                   August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                    Page 4
Kindergarten                                                                                         Austin ISD Instructional Planning Guide
Week 28                                                                                              Major Concept: Needs of Living Things
                                                                             Guiding question/s for discovery: What do ladybugs look like? What do ladybugs eat?
                      TEKS Knowledge and Skill                                             ELPS                           Student Work Products and                                   Resources
                        Student Expectation                                                                                      Assessments

K.(9) Organisms and environments. The student knows that plants and         ELPS: The approved 19 TAC §74.4                 Gems Guide-Ladybugs:                       Literature Resources:
animals have basic needs and depend on the living and nonliving things      English Language Proficiency                    Activity 1 – Getting to Know Ladybugs,     What About Ladybugs? By Celia
around them for survival. The student is expected to:                       Standards (ELPS), present standards             page 18                                    Godkin
                                                                            that outline the instruction that school        Gems Guide-Ladybugs: Activity 1 –          Flit, Flutter, Fly! Poems About Bass and
 (B) examine evidence that living organisms have basic needs such as        districts must provide to ELLs in order         Symmetry, pages 19-22                      Other Crawly Creatures selected by
food, water, and shelter for animals and air, water, nutrients, sunlight,   for them to have the full opportunity to                                                   Lee Bennett Hopkins
and space for plants.                                                       learn English and to succeed                    Gems Guide: Ladybugs: Activity 2 –         The Grouchy Ladybug by Eric Carle
                                                                            academically. The rule also clarifies that      Ladybugs Eating Aphids, pages 33-41        Ladybug, Ladybug,
                                                                            the ELPS are to be implemented as an            Model of ladybugs showing symmetry.        by Ruth Brown
                                                                            integral part of the instruction in each        Role play ladybug defenses                 Ladybug at Orchard Avenue, by
Differentiation                                                             foundation and Enrichment subject of            The Ladybug Model, page 23                 Kathleen Weidner-Zoehfeld.
When observing live aphids and ladybugs, students will use                  the TEKS. Please review the standards           Models of leaves and aphids                A Ladybug’s Life, by John Henshaw
observation, communicating, and conclusions as they determine the           at:                                             Role play ladybugs eating aphids
basic needs of the ladybug.                                                 http://ritter.tea.state.tx.us/curriculum/bili   Model of ladybug eggs and larvae           Technology Resources:
                                                                            ng/elps.html                                    Role play 1st two stages of life cycle
ESL/Sp Ed. Strategy:                                                                                                        Evaluation of student work products        Ladybug Diagram
To introduce the concept of “a model,” show students a variety of
examples (ex: a toy car – talk about that the car is a model of a normal-                                                                                              Ganme and other activities:
sized car).                                                                                                                 Vocabulary                                  http://webtech.kennesaw.edu/jcheek3/l
                                                                                                                            head / cabeza                               adybugs.htm
ENRICHMENT Strategy:                                                                                                        thorax / tórax
Have students make “lady bugs” on leaves by providing construction                                                          legs / piernas                             Photo of ladybug spreading its wings.
paper leaves. The lady bugs can be made by using paint and making a                                                         abdomen / abdomen
thumb print for the lady bug’s body. Label it “My Ladybug.” (Spatial)                                                       antennae / antenas
                                                                                                                            adult / adulto(a)                          Ladybug Song
                                                                                                                            spots /manchas
                                                                                                                            defenses / defensas
                                                                                                                            leaf / hoja
                                                                                                                            predator / depredador
                                                                                                                            prey / presa
                                                                                                                            scale / escala, báscula
                                                                                                                            cover wings / alas protectoras
                                                                                                                            flying wings / alas voladoras
                                                                                                                            symmetry / simetría
                                                                                                                            aphid / áfido, pulgón
                                                                                                                            tree branch / rama de árbol
                                                                                                                            helpful/harmful / benéfico(a) -nocivo(a)




http://www.austinschools.org/matrix                                                                                                                                                                 August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                                  Page 5
Kindergarten                                                                                           Austin ISD Instructional Planning Guide
Week 28                                                                                                Major Concept: Needs of Living Things
                                                                               Guiding question/s for discovery: What do ladybugs look like? What do ladybugs eat?
                 Day 1                                    Day 2                                    Day 3                                 Day 4                                    Day 5


Engage:                                    Engage:                                                                                                                 Explore:
Ask students if they have ever seen a      Activate prior knowledge SF TE,          Explore:                              Explore:                                Gems Guide-Ladybugs:
ladybug. Ask: Is it living or nonliving?   page A16.                                Gems Guide-Ladybugs:                  Gems Guide-Ladybugs:                     Activity 2 – Ladybugs Eating Aphids,
How can you prove that it is alive?                                                 Activity 1 Session 2 – Symmetry,      Activity 1 Session 4, page 26-27         pages 33-41
                                           Explore:                                 pages 19-22                           Ladybug Defenses.                        (Orange juice is not supplied for
Explore;                                   Gems Guide-Ladybugs:                                                           Students role play (kinesthetic)         popsicles.)
Gems Guide-Ladybugs:                       Activity 1 Session 3, pages 23-25        Student Sheet, page 28 “Ladybug
Activity 1 Session 1 – Getting to                                                   Spots”                                Photo of ladybug spreading its wings.   Evaluate:
Know Ladybugs, pages 13-18                 Students make a model of a ladybug.                                                                                    When observing live aphids and
                                                                                    Elaborate:                            Explain:                                ladybugs, students will use
Explain:                                   Explain:                                 http://webtech.kennesaw.edu/jcheek3   Students understand predator/prey       observation, communicating, and
With a partner, students observe live      Review basic needs of all animals.       /ladybugs.htm                         relationship and are able to use        conclusions as they determine the
specimen using hand lens and               Flip Chart page A16-17. (Food,                                                 correct science vocabulary. How         basic needs of the ladybug.
referring to a large diagram to identify   water, and air) Discuss the lady bug                                           does the ladybug’s body help it
body parts. Explain that these are         and ask students to be observing                                               defend itself? What behavior helps it   Vocabulary - assess by illustrating,
physical characteristics. Ask students     how the ladybug meets its needs in                                             survive?                                labeling, creating charts, defining,
to describe the physical                   the next few weeks. What structures                                                                                    etc.
characteristics of other matter they       on its body help it meet its needs?                                            Ladybug Song
have studied this year to reinforce the                                                                                                                           Evaluation of Student Work Products
concept. (Rocks)
                                                                                                                                                                  Students make a leaf and aphid,
Evaluate:                                                                                                                                                         TE, page 41
Students label a diagram of a                                                                                                                                     Glue ladybug model on leaf.
ladybug.
http://www.ladybug-life-cycle.com/1-
lb-coloring-picture.html

Explain:
Inquiry Chart: During entire ladybug
unit, as a fact book is read, students
dictate new facts to teacher, who
writes them down on a post-it. Then
students add to chart, sorting into
categories (anatomy, habitat, diet, life
cycle, interesting facts.) Students
refer to chart daily for review,
explanation, and elaboration.

Explain:
Students are familiar with ladybug
structure and behavior as they
discuss their observations.




http://www.austinschools.org/matrix                                                                                                                                                          August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                           Page 6
Kindergarten                                                                                    Austin ISD Instructional Planning Guide
Week 29                                                                                              Major Concept: Animal Parts
                                                                   Guiding question/s for discovery: What do baby ladybugs look like? What is the ladybug life cycle?
                       TEKS Knowledge and Skill                                                                          Student Work Products and                                       Resources
                                                                                             ELPS
                         Student Expectation                                                                                    Assessments

(10) Organisms and environments. The student knows that                      ELPS: The approved 19 TAC §74.4                 Teacher Observation/Checklist               Before starting unit, refer to
                                                                             English Language Proficiency                                                                Background Knowledge on TE, pages
organisms resemble their parents and have structures and                     Standards (ELPS), present standards             Evaluation of student work products         72-74
processes that help them survive within their environments.                  that outline the instruction that school
The student is expected to:                                                  districts must provide to ELLs in order         Inquiry Chart                               Literature Resources:
(A) sort plants and animals into groups based on physical                    for them to have the full opportunity to                                                    Grub To Ladybug by Melvin and Gilda
                                                                             learn English and to succeed                    Model of ladybug eggs and larvae            Berger
characteristics such as color, size, body covering, or leaf                  academically. The rule also clarifies                                                       Ladybug by David M. Schwartz
shape;                                                                       that the ELPS are to be implemented             Flip book labeling life cycle in order.     Ladybugs Red, Fiery, and Bright by
 (D) observe changes that are part of a simple life cycle of                 as an integral part of the instruction in                                                   Mia Posada
a plant: seed, seedling, plant, flower, and fruit.                           each foundation and Enrichment                  Gems Guide: Ladybugs                        Ten Little Ladybugs by Melanie Gerth
                                                                             subject of the TEKS. Please review the          Activity 3 – Eggs and Baby ladybugs,        What About Ladybugs by Celia Godkin
Differentiation                                                              standards at:                                   pages 43-63                                 Ladybug At Avenue Orchard by
ESL/Sp Ed. Strategy:                                                         http://ritter.tea.state.tx.us/curriculum/bili                                               Kathleen Weidner-Zoehfeld
Students practice a ladybug poem, emphasizing rhymes, word families.         ng/elps.html                                                                                A Ladybug’s Life by John Henshaw
                                                                                                                             Students show an understanding of the
ENRICHMENT Strategy:                                                                                                         1st two stages of the ladybug life cycle.   An author study of Eric Carle’s The
Students write a letter to the Grouchy Ladybug, telling her how to be                                                                                                    Grouchy Ladybug can be integrated
friendly.                                                                                                                                                                into Language Arts with this unit. Use
                                                                                                                                                                         the story for plot recall and retell, story
                                                                                                                                                                         sequence character development, and
                                                                                                                                                                         make a new story by adding new
                                                                                                                             Vocabulary                                  characters for the Ladybug to meet.
                                                                                                                             eggs / huevos
                                                                                                                             larva / larva                               Technology Resources:
                                                                                                                             pupa / crisálida                            Lifecycle Diagram
                                                                                                                             life cycle / ciclo vital


                                                                                                                                                                         Additional resources are located on
                                                                                                                                                                         TE, pages 75-76




http://www.austinschools.org/matrix                                                                                                                                                                     August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                                      Page 7
Kindergarten                                                                                    Austin ISD Instructional Planning Guide
Week 29                                                                                               Major Concept: Animal Parts
                                                                   Guiding question/s for discovery: What do baby ladybugs look like? What is the ladybug life cycle?
                Day 1                                     Day 2                                 Day 3                                Day 4                                                Day 5


Engage:                                  Explore:                                     Explain:                                 Evaluate:                                  Evaluate:
Gems Guide: Ladybugs                     Gems Guide: Ladybugs                       Interactive Notebook:                      Student Sheet (TE, page 61) as             Vocabulary - assess by illustrating,
Activity 3 and 4, pages 43-63            Activity 3-Eggs and Baby Ladybugs,         Using arrows, draw the                     students create a flip book labeling       labeling, creating charts, defining,
                                         pages 46-51                                life cycle of the ladybug.                 life cycle (egg, larva, pupa, and adult)   etc.
Intro life cycle as one process. Make                                                                                          in order.
a large diagram (TE, page 63) with       Daily review of life cycle chart, read a   Evaluate:                                  Students show an understanding of          Teacher observation/Checklist
each stage on Velcro as students         fact book, and students add                Students use correct vocabulary as         the 1st two stages of the ladybug life
place pieces in order.                   information to inquiry chart.              they label the lifecycle of the ladybug.   cycle.                                     Evaluation of Student Work Products
                                                                                    Lifecycle Diagram
Evaluate:                                Students add eggs (yellow hole                                                                                                   Give Students a diagram of a
When observing live aphids and           punches) to leaf / ladybug model                                                                                                 ladybug and using a word page, have
ladybugs, students will use              made during Week 1.                                                                                                              them cut out the words and match
observation, communicating, and                                                                                                                                           with the ladybug part.
conclusions as they determine the life   Evaluate:
cycle of the ladybug.                    Encourage the students to use
                                         correct vocabulary as they role play
                                         the life cycle of the ladybug.




http://www.austinschools.org/matrix                                                                                                                                                                 August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                                  Page 8
Kindergarten                                                                                 Austin ISD Instructional Planning Guide
Week 30                                                                                        Major Concept: Animals are helpful
                                                                                   Guiding question/s for discovery: How are ladybugs helpful?
                     TEKS Knowledge and Skill                                                                        Student Work Products and                                  Resources
                                                                                        ELPS
                       Student Expectation                                                                                 Assessments

(K. 10) Organisms and environments. The student knows                   ELPS: The approved 19 TAC §74.4                Interactive Notebook                       Literature Resources:
that organisms resemble their parents and have structures and           English Language Proficiency
                                                                        Standards (ELPS), present standards                                                       Before starting unit, refer to
processes that help them survive within their environments. The
                                                                        that outline the instruction that school       Gems Guide: Ladybugs:                      Bacckground Knowledge on TE,
student is expected to:                                                 districts must provide to ELLs in order        Activity 5-Ladybugs Rescue the             pages 72-74
(A) sort plants and animals into groups based on physical               for them to have the full opportunity to       Orange Trees, pages 65-71
characteristics such as color, size, body covering, or leaf shape;      learn English and to succeed                                                              Grub To Ladybug by Melvin and Gilda
 (D) observe changes that are part of a simple life cycle of a plant:   academically. The rule also clarifies          Gems Guide; Ladybugs:                      Berger
seed, seedling, plant, flower, and fruit.                               that the ELPS are to be implemented            Activity 5-Ladybugs Rescue the             Ladybug by David M. Schwartz
                                                                        as an integral part of the instruction in      Orange Trees, page 68                      Ladybugs Red, Fiery, and Bright by
Differentiation                                                         each foundation and Enrichment                                                            Mia Posada
                                                                        subject of the TEKS. Please review the         Role play complete life cycle of a         Ten Little Ladybugs by Melanie Gerth
                                                                        standards at:                                  ladybug.                                   What About Ldybugs by Celia Godkin
ESL/Sp Ed. Strategy:                                                    http://ritter.tea.state.tx.us/curriculum/bil                                              Ladybug At Avenue Orchard by
Students practice a ladybug poem, emphasizing rhymes, word              ing/elps.html                                  Ladybug Fact book                          Kathleen Weidner-Zoehfeld
families.                                                                                                                                                         A Ladybug’s Life by John Henshaw

ENRICHMENT Strategy:
Research question: A ladybug is an insect. What other insects                                                          Vocabulary                                 Technology Resources:
can you name? Choose one, find a live specimen, then bring it to                                                       eggs / huevos                              Scale Picture:
                                                                                                                       larva / larva                              http://commons.wikimedia.org/wiki/File
school for an entomologist’s laboratory. Present facts about your
                                                                                                                       pupa / crisálida                           :Scale_insect.jpg
insect to the class.                                                                                                   adult / adulto(a)                          Ladybug Poetry
                                                                                                                       leaf / hoja                                http://www.kinderkorner.com/ladybugs.
                                                                                                                       tree branch / rama de árbol                html
                                                                                                                       life cycle / ciclo vital
                                                                                                                       helpful/harmful / benéfico(a), nocivo(a)
                                                                                                                       cover wings / alas protectoras             Additional Resources are located on
                                                                                                                       flying wings / alas voladoras              TE, pages 75-76.
                                                                                                                       spots / manchas
                                                                                                                       defenses / defensas
                                                                                                                       predator / depredador
                                                                                                                       prey / presa
                                                                                                                       scale / escala, báscula




http://www.austinschools.org/matrix                                                                                                                                                          August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                           Page 9
Kindergarten                                                                                 Austin ISD Instructional Planning Guide
Week 30                                                                                        Major Concept: Animals are helpful
                                                                                   Guiding question/s for discovery: How are ladybugs helpful?
               Day 1                                 Day 2                                 Day 3                                 Day 4                                     Day 5


Engage:                               Explain:                               Engage:                                 Evaluate:                             Evaluate:
Daily review of Ladybug Inquiry       Daily review of Ladybug Inquiry        Observe live specimen and record in     Gems Guide: Ladybugs                  Students show an understanding of
Chart, reading more fact books, and   Chart, reading more fact books, and    journal.                                Activity 5-Ladybugs Rescue the        ladybug life cycle, body, symmetry,
adding to chart.                      adding to chart.                                                               Orange Trees, page 68                 defenses, diet, and habitat.
                                                                             Explore:
Explain:                              Explore:                               Gems Guide: Ladybugs,                   Teacher observation/Checklist         Evaluate:
Students write a poem about           Students formulate their own           Activity 5-Ladybugs Rescue the                                                Students write/dictate and illustrate 5
ladybugs                              investigation with the ladybugs. Use   Orange Trees, page 65-71                Evaluation of Student Work Products   or more facts about ladybugs.
                                      the Ostlund inquiry chart with         Students understand that ladybugs                                             Assemble into individual student
Ladybug Poetry                        students.                              are helpful.                            Evaluate:                             books.
http://www.kinderkorner.com/ladybug                                                                                  To assess comprehension of how the    Students will synthesize the following,
s.html                                                                       Picture of scale insect and aphids to   ladybugs helped the orange trees,     using what they have learned about
                                                                             project:                                have students work in small groups    ladybugs:
                                                                             http://commons.wikimedia.org/wiki/Fil   and retell the story.                 “What would it be like if
                                                                             e:Scale_insect.jpg                                                            __________?”
                                                                                                                                                           “What would it be like to live _____?”
                                                                                                                                                           “Design your own ladybug house,
                                                                             Explain:                                                                      and tell what materials would be
                                                                             Ladybug Story page 68.                                                        used.”
                                                                                                                                                           “Pretend you are a ladybug, and
                                                                                                                                                           ______.”
                                                                                                                                                           What would happen if you were a
                                                                                                                                                           ladybug?




http://www.austinschools.org/matrix                                                                                                                                                   August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                   Page 10
Kindergarten                                                                                 Austin ISD Instructional Planning Guide
Week 31                                                                                          Major concept: Kinds of Animals
                                                                             Guiding question/s for discovery: What kinds of animals live in the world?
                   TEKS Knowledge and Skill                                                                        Student Work Products
                                                                                    ELPS                                                                                   Resources
                     Student Expectation                                                                              And Assessments

(10) Organisms and environments. The student knows that            ELPS: The approved 19 TAC §74.4                  Observation Journal                      Safety Note:
organisms resemble their parents and have structures and           English Language Proficiency                                                              SF TE, page A15a
                                                                   Standards (ELPS), present standards              Book of Animal
processes that help them survive within their environments.
                                                                   that outline the instruction that school         Coverings, adapted from activity on      Home/School Connection – Family
The student is expected to:                                        districts must provide to ELLs in order          page A15b                                Activity pages from Student Workbook,
(A) sort plants and animals into groups based on physical          for them to have the full opportunity to                                                  pages 11, 12
characteristics such as color, size, body covering, or leaf        learn English and to succeed                     Animals on the Move Book, page A15b
shape;                                                             academically. The rule also clarifies that                                                Initiate students to name some animals
(B) identify parts of plants such as roots, stem, and leaves and   the ELPS are to be implemented as an             SF Student Workbook, pages 13, 14, 15    they know and tell about them.
parts of animals such as head, eyes, and limbs;                    integral part of the instruction in each
                                                                   foundation and Enrichment subject of             SF Science, Unit A - Life Science,       Students will use predicting and
                                                                   the TEKS. Please review the standards            Chapter 2: Animals, Topic 1: Kinds Of    observing skills.
Differentiation
                                                                   at:                                              Animals, page A14
                                                                   http://ritter.tea.state.tx.us/curriculum/bilin                                            The students will use observing
ESL Strategy:                                                      g/elps.html                                      SF Flip Chart page A14                   process skills.
Model an animal movement, such as hop, as you say the word
aloud. Have students echo your activity and words.                                                                  SF Science, Unit A - Life Science,       These activities can be done with the
                                                                                                                    Chapter 2: Animals, Topic 1: Explore     whole class or individually.
Sp Ed. Strategy:                                                                                                    Feathers, page A15a
Have students cut out magazine pictures that show animals                                                                                                    Use words to create a word web.
                                                                                                                    Students demonstrate understanding of
moving. Have the child dictate a sentence that tells why each
                                                                                                                    animal body coverings, body parts, and
animal might be moving.                                                                                             how they move.
                                                                                                                                                             Technology Resoures:
ENRICHMENT Strategy:                                                                                                Teacher Observation/ Checklist
Have students make a big poster of magazine pictures of                                                                                                      http://www.tenet. edu/teks/science/
animals. Students can dictate captions for their pictures. Have                                                     Evaluation of Student Work Products      stacks/instruct/ vista_elem.html
them point to their animal and say, “My horse runs.” The fish                                                                                                www.sfscience.com
swims.” (Spatial-Linguistic)                                                                                        SF TE, Assessment rubric, page A21

                                                                                                                    Vocabulary
                                                                                                                    feathers / plumas
                                                                                                                    fur / pelo
                                                                                                                    scales / escamas
                                                                                                                    wings / alas
                                                                                                                    tail / cola
                                                                                                                    shell / concha




http://www.austinschools.org/matrix                                                                                                                                                      August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                      Page 11
Kindergarten                                                                                       Austin ISD Instructional Planning Guide
Week 31                                                                                                Major concept: Kinds of Animals
                                                                                   Guiding question/s for discovery: What kinds of animals live in the world?
                Day 1                                  Day 2                                   Day 3                                 Day 4                                     Day 5


Engage:                                 Explore:                                 Engage:                                Explore:                               Explain:
Print out the Animal ABC pages at:      A-15 How Animals Move                    SF TE page A15, Animal Coverings,      SF Science, Unit A - Life Science,     With the help of the students,
http://funschool.kaboose.com/presch                                              Use pictures of animals from the       Chapter 2: Animals, Topic 1: Explore   construct a compare and contrast
ool/amazing-                            Explain:                                 internet, or on the Flip chart.        Feathers, page A15a                    chart of two animals.
animals/printables/index.html           Students model and act out how
                                        certain animals move.                    Explore:                               SF Student Workbook, page 14           Evaluate:
Have students color and review the                                               Invite students to sort pictures of
different animals.                      Evaluate:                                animals based on body covering.        Explain:                               Vocabulary - assess by illustrating,
                                        Have students fold a piece of paper in   [scales, hair, feathers]               SF Student Workbook, page 15           labeling, creating charts, defining,
SF Science, Unit A - Life Science,      4ths. On each square, have them                                                                                        etc.
Chapter 2: Animals, Topic 1: Kinds Of   write one of the following: walk, fly,   Explain:
Animals, page A14                       swim, crawl. Students will draw an       To guide further inquiry, ask: “What                                          Students demonstrate understanding
                                        animal in each square that moves in      are some ways body coverings help                                             of animal body coverings, body parts,
Explain:                                that way. (See Student Workbook          animals?” “What are other ways                                                and how they move.
Students sort pictures of animals by    page 13.)                                body coverings may put animals in
color. Students sort pictures of                                                 danger at times?”                                                             Teacher Observation/Checklist
animals by size.
                                                                                                                                                               Evaluation of Student Work Products

                                                                                                                                                               SF TE, Assessment rubric, page A21




http://www.austinschools.org/matrix                                                                                                                                                       August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                       Page 12
Kindergarten                                                                                      Austin ISD Instructional Planning Guide
Week 32                                                                                                Major concept: Animal Babies
                                                                                  Guiding question/s for discovery: How are adult and baby animals alike?
                                                                                                 How are adult and baby animals different?
                     TEKS Knowledge and Skill                                                                                    Student Work Products
                                                                                             ELPS                                                                                Resources
                       Student Expectation                                                                                         And Assessments

                                                                                                                          Observation Journal                      Literature Resources:
K (10) Organisms and environments. The student knows that                 ELPS: The approved 19 TAC §74.4                                                          Crinkleroot’s Guide to Knowing the
                                                                          English Language Proficiency                                                             Birds, by Jim Arnosky
organisms resemble their parents and have structures and
                                                                          Standards (ELPS), present standards             SF Student Workbook pages 21, 22,        ISBN: 0-027-05857-3
processes that help them survive within their environments. The           that outline the instruction that school        23                                       The Salamander Room, by Anne Mazer
student is expected to:                                                   districts must provide to ELLs in order                                                  ISBN:0-679-86187-4
 (D) observe changes that are part of a simple life cycle of a            for them to have the full opportunity to        Book of Animals and their Babies,
plant: seed, seedling, plant, flower, and fruit.                          learn English and to succeed                    adapted from activity, page A19b.
                                                                          academically. The rule also clarifies that                                               Technology Resources:
                                                                          the ELPS are to be implemented as an            SF Student Workbook, page 22
Differentiation                                                           integral part of the instruction in each                                                 What Will I be When I Grow Up? Slide
ESL/Sp Ed. Strategy:                                                      foundation and Enrichment subject of            SF Science, Unit A - Life Science,       Show
Using the Flip Chart, have ESL students say sentences such as: “This is   the TEKS. Please review the standards           Chapter 2: Animals, Topic 3: Animal
a calf. A calf is a baby ___.” Use the chart to make other sentences.     at:                                             Babies page A18, A19a                    Baby Animals
                                                                          http://ritter.tea.state.tx.us/curriculum/bili                                            Frog Life Cycle
ENRICHMENT Strategy:                                                      ng/elps.html                                    SF Flip Chart                            Coloring Page-Life Cycle of a Butterfly
Have the students sing Old MacDonald Had a Farm and call out the
baby animal name instead of the usual adult animal mentioned in the                                                       SF Student Workbook, page 21, 22, 23     United Streaming:
lyrics. Encourage children to imitate the sound each animal makes.                                                                                                 Life Cycles Video 14 min
(Musical)                                                                                                                 Teacher Observation/ Checklist

                                                                                                                          Students demonstrate understanding of
                                                                                                                          the basic needs of a particular animal
                                                                                                                          and animals in general.

                                                                                                                          Evaluation of Student Work Products

                                                                                                                          SF TE, Assessment Rubric, page A21


                                                                                                                          Vocabulary
                                                                                                                          adult / adulto
                                                                                                                          baby / bebé
                                                                                                                          grow / crecer




http://www.austinschools.org/matrix                                                                                                                                                             August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                             Page 13
Kindergarten                                                                                    Austin ISD Instructional Planning Guide
Week 32                                                                                              Major concept: Animal Babies
                                                                                Guiding question/s for discovery: How are adult and baby animals alike?
                                                                                               How are adult and baby animals different?
Day 1                                 Day 2                                     Day 3                                Day 4                                      Day 5


Engage:                               Explain:                                  Explain:                                  Explore:                              Evaluate:
SF Science, Unit A - Life Science,    SF Student Workbook, page 22              SF TE, Book of Animals and Their          SF Flip Chart, page A19a
Chapter 2: Animals, Topic 3: Animal                                             Babies, adapted from activity,                                                  Vocabulary - assess by illustrating,
Babies page A18                       Observation Journal                       page A19b.                                Explain:                              labeling, creating charts, defining, etc.
                                      Have students                                                                       SF Student Workbook, page 23
SF Flip Chart                         explore picture books                     Students understand that living things                                          Teacher Observation/ Checklist
                                      to discover which                         (organisms) have basic needs and          Elaborate:
SF Student Workbook, page 21          baby animals grow up and look like        one of these needs is to reproduce        Have students share their ideas of    Students demonstrate understanding
                                      their parents and which do not.           and leave children to grow into adults.   their nest (SF Student Workbook,      of the basic needs of a particular
Explain:                                                                        What other needs do animals have?         page 23). Encourage use of            animal and animals in general.
What Will I be When I Grow Up?        Ask: How are animals like their           Make a web on chart paper with            descriptive language, such as size,
Slide Show                            parents/different than their parents?     pictures for students to use as an        color, shape, etc.                    Evaluation of Student Work Products
                                      Show pictures and remind students         anchor.
                                      these animals are all born live and                                                                                       SF TE, Assessment Rubric, page
                                      look just like their parents. Ask: What   United Streaming:                                                               A21
                                      other animals have different stages       Life Cycles Video 14 min.
                                      they go through to become an adult?
                                      Baby Animals
                                      Frog Life Cycle
                                      Coloring Page-Life Cycle of a
                                      Butterfly




http://www.austinschools.org/matrix                                                                                                                                                         August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                         Page 14
Kindergarten                                                                             Austin ISD Instructional Planning Guide
Week 33                                                                                           Major Concept: Plants
                                                                             Guiding question/s for discovery: What is the life cycle of a plant?
                      TEKS Knowledge and Skill                                                                    Student Work Products and
                                                                                      ELPS                                                                                    Resources
                        Student Expectation                                                                               Assessments

(10) Organisms and environments. The student knows that               ELPS: The approved 19 TAC §74.4                 SF Student Workbook                       Literature Resources:
organisms resemble their parents and have structures and              English Language Proficiency                    Interactive Notebook                      The Berenstain Bears, Grow-It! By Stand
processes that help them survive within their environments. The       Standards (ELPS), present standards                                                       and Jan Berenstein
                                                                      that outline the instruction that school        SF Student Workbook, pages 27, 31         ISBN: 0-679-87315-5
student is expected to:
                                                                      districts must provide to ELLs in order                                                   The Carrot Seed, by Ruth Krauss
 (C) identify ways that young plants resemble the parent plant;       for them to have the full opportunity to        SF Student Workbook, pages 33, 34,        ISBN: 0-06-023351-6
(D) observe changes that are part of a simple life cycle of a         learn English and to succeed                    35                                        Growing Vegetable Soup, by Lois Ehlert
plant: seed, seedling, plant, flower, and fruit.                      academically. The rule also clarifies that                                                ISBN: 0-15-232580-8
                                                                      the ELPS are to be implemented as an            Growth of Plant Book, adapted from        Jack and the Beanstalk illustrated by
                                                                      integral part of the instruction in each        activity, page A32                        Benrei Huang
Differentiation                                                       foundation and enrichment subject of                                                      ISBN: 0-448-40857-0
                                                                      the TEKS. Please review the standards           Plant Needs Book, adapted from            A Tree is Nice, by Janice May Udry
ENRICHMENT Strategy:                                                  at:                                             activity on page A36                      ISBN: 0-06-443147-9
Have students draw pictures of plants and talk about their picture.   http://ritter.tea.state.tx.us/curriculum/bili                                             Planting a Rainbow, by Lois Ehlert
(Linguistic-Spatial)                                                  ng/elps.html                                    SF Student Workbook, page 31              ISBN:0-15-2626019-7

Make a life size scaffold for ELLS and SP Ed students                                                                 Life Cycle of a Plant Graphic Organizer

                                                                                                                                                                Technology Resources:
                                                                                                                                                                Life Cycle Diagram of a green bean
                                                                                                                                                                http://www.norman.k12.ok.us/092/techs
                                                                                                                                                                cope/Image15.gif

                                                                                                                                                                Plant Life Cycles
                                                                      Vocabulary                                                                                BBC Growing Plants
                                                                      seed / semilla
                                                                      plant / plantar, planta                                                                   Graphic Organizer
                                                                      grow / crecer, cultivar
                                                                      develop /desarrollar
                                                                      air / aire
                                                                      light / luz
                                                                      soil / tierra
                                                                      water / agua
                                                                      leaf / hoja
                                                                      root / raíz
                                                                      stem / tallo
                                                                      sprout / brote, retoño
                                                                      seedling / plántula
                                                                      protective coat / cubierta protectora
                                                                      growth cycle/ ciclo de crecimiento




http://www.austinschools.org/matrix                                                                                                                                                        August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                        Page 15
Kindergarten                                                                                   Austin ISD Instructional Planning Guide
Week 33                                                                                                 Major Concept: Plants
                                                                                   Guiding question/s for discovery: What is the life cycle of a plant?
                Day 1                                      Day 2                                 Day 3                                  Day 4                                      Day 5


Engage:                                   Explain:                                 Explore:                                   Explain:                             Evaluate:
KWL Chart on plants                       SF Student Workbook, page 27             Using digital cameras, take a field trip   Complete research and life cycles    Use Wall Chart page 15 to review
                                                                                   on your campus to take pictures of         from yesterday.
Explore:                                  Explore:                                 plants in various stages of growth.                                             Vocabulary - assess by illustrating,
SF Science, Chapter 3: Plants,            SF Science, Unit A-Life Science,         Add the pictures to a life cycle poster,   Elaborate:                           labeling, creating charts, defining,
Topic 1: How Plants Grow, Explore         Chapter 3: Plants, Topic 2: What         and then look up and print pictures on     United Streaming Video- Plant Life   etc.
Activity pages A24-25                     Plants Need, Explore Activity,           the internet of these same plants at       Cycles 20 min.
                                          page A28-29                              other stages of growth.                                                         SF Student Workbook, page 31
Explain: Life Cycle Diagram of a
plant. Graphic Organizer                  Evaluate:                                Explain:                                                                        SF TE, Assessment rubric, page A33
                                          Have students fold a paper into          Glue the pictures to the chart to
Have students draw the stages as          fourths or use Student workbook          complete the life cycle stages for that                                         Teacher observation/Checklist
you model drawing that stage.             page A27.                                plant. Have students orally tell what
                                                                                   each stage is.                                                                  Evaluation of Student Work Products
Draw pictures that show the stages of     See Wall Chart Page 13 add flower.                                                  .
how a seed grows on index cards.          Have the students draw a picture to                                                                                      Elaborate:
Then help children arrange the            represent what plants need to stay                                                                                       BBC Growing Plants
pictures in order and discuss them.       alive.

Students draw the life cycle of a plant   (sunlight, water, air, soil) These are
in their Interactive Notebook. (Note:     different than what a plant needs to
You have 5 stages according to the        sprout!
SE: seed, seedling, plant, flower, and
fruit.)




http://www.austinschools.org/matrix                                                                                                                                                          August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                          Page 16
                                                                                                   Austin ISD Instructional Planning Guide
Kindergarten
                                                                                                            Major Concept: Plants
Week 34
                                                                        Guiding question/s for discovery: What is the life cycle of a plant? Why do plants have parts?
                      TEKS Knowledge and Skill                                                                             Student Work Products and
                                                                                             ELPS                                                                                      Resources
                        Student Expectation                                                                                        Assessments

(10) Organisms and environments. The student knows that                       ELPS: The approved 19 TAC §74.4                 SF Science, Unit A –                      Literature Resources:
organisms resemble their parents and have structures and                      English Language Proficiency                    Life Science, Chapter 3: Plants, Topic
processes that help them survive within their environments. The               Standards (ELPS), present standards             3: Parts of Plants page A30-A33           Garden by Robert Maass
                                                                              that outline the instruction that school                                                  Red Leaf, Yellow Leaf by Lois Ehlert
student is expected to:
                                                                              districts must provide to ELLs in order         SF Science, Chapter 3: Plants, Topic 3,   Flower Garden by Eve Bunting
                                                                              for them to have the full opportunity to        Parts of Plants, Explore Activity, page
(A) sort plants and animals into groups based on physical                     learn English and to succeed                    A31                                       Technology Resources:
characteristics such as color, size, body covering, or leaf shape;            academically. The rule also clarifies that                                                United Streaming Video:
(B) identify parts of plants such as roots, stem, and leaves and              the ELPS are to be implemented as an            SF Student Workbook                       Plant Parts and Their Uses 12 min.
parts of animals such as head, eyes, and limbs;                               integral part of the instruction in each
 (C) identify ways that young plants resemble the parent plant;               foundation and enrichment subject of            SF Flip Chart                             The Great Plant Escape in E/SP
(D) observe changes that are part of a simple life cycle of a                 the TEKS. Please review the standards                                                     http://urbanext.illinois.edu/gpe/case1/c1
                                                                              at:                                             Interactive Notebook                      facts2a.html
plant: seed, seedling, plant, flower, and fruit.
                                                                              http://ritter.tea.state.tx.us/curriculum/bili
                                                                              ng/elps.html                                    Student Workbook,                         Plant Part Diagram
Differentiation                                                                                                               pages 37, 38, 39
                                                                                                                                                                        Leaf Shapes
ESL Strategy:                                                                                                                 Plant Parts Bag Book, page A31b
Use the parts of plants to help children learn color words. Point to a leaf
and say, “This is a leaf. What color is it?” Use pictures if real fruit and   Vocabulary                                      Students identify three main parts of
vegetables are not available.                                                 seed / semilla                                  plants and describe their function.
                                                                              plant / planta                                                                            Field Trips:
Sp Ed. Strategy:                                                              grow / crecer, cultivar                         Teacher Observation/ Checklist            Plant Nursery
Have students make observations of different parts of a plant. Use a          develop / desarrollar                                                                     Flower Shop
hand lens to observe leaves. Give the students leaves to make leaf            air / aire                                      Evaluation of students’ Work Products     Guest Speaker – Gardner, Landscaper,
rubbings with crayons.                                                        light / luz                                                                               or Architect
                                                                              soil / humus, mantillo                          Students understand the needs of
ENRICHMENT Strategy:                                                          water / agua                                    plants and understand how people help
Create a group story that shows what plants need to grow. Have                leaf / hoja                                     to meet these needs.
students draw pictures. The teacher can write the text on the children’s      root / raíz
art and bind the pages. (Linguistic)                                          stem / tallo
                                                                              sprout / brote, retoño                          SF TE, Assessment rubric, page A33
                                                                              seedling / plántula
                                                                              protective coat / cubierta protectora
                                                                              growth cycle / ciclo de crecimiento




http://www.austinschools.org/matrix                                                                                                                                                                  August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                                  Page 17
                                                                                                Austin ISD Instructional Planning Guide
Kindergarten
                                                                                                         Major Concept: Plants
Week 34
                                                                     Guiding question/s for discovery: What is the life cycle of a plant? Why do plants have parts?
                Day 1                                    Day 2                                  Day 3                                  Day 4                                         Day 5


Engage:                                  Explore:                               Explore:                               Explore:                                      Evaluate:
SF Science, Chapter 3: Plants,           SF Text Identify Parts of Plants,      SF Flip Chart, Explore Parts of        Using digital cameras, take a field trip on   Vocabulary - assess by illustrating,
Topic 3, Parts of Plants, Explore        page A31                               Plants, page A31a                      your campus to take pictures of leaves or     labeling, creating charts, defining,
Activity, page A31                                                                                                     make leaf rubbings of various leaves.         etc.
                                                                                                                       Notice the size, shape, color, texture, and
                                         Explain:                               Have students identify fruits and      the location of the plant. Have students
Explain:                                 SF Student Workbook, pages 37-38       vegetables we eat that are each part   take field notes about the smell.             Using SF Flip Chart, discuss the job of
Encourage students to use                                                       of a plant.                                                                          each plant part and relate these jobs to
accountable talk as they explore parts                                                                                 Explain:                                      the needs of plants.
of plants. (A31a)                                                               Evaluate:                              Have students classify plants as to their
                                                                                SF Student Workbook, page 39           leaf shape. Have students classify plants     Essential questions for students?
United Streaming Video:                                                                                                by other criteria. Have them draw the leaf    1. Does every plant start as a seed?
                                                                                                                       shapes.
Plant Parts and Their Uses 12 min.                                                                                                                                   2. What would happen if a plant had no
                                                                                                                       Print out this document to help students         stem?
                                                                                                                       see all the different leaf shapes.

                                                                                                                                                                     SF TE, Assessment rubric, page A33

                                                                                                                                                                     SF Student Workbook page 39

                                                                                                                                                                     Teacher observation/Checklist

                                                                                                                                                                     Evaluation of Student Work Products




http://www.austinschools.org/matrix                                                                                                                                                             August 2010
Austin ISD CAC Science Curriculum Team                                                                                                                                                             Page 18
Kindergarten                                                                                            Austin ISD Instructional Planning Guides
Week 35                                                                                                  Major Concept: Growing and Changing
                                                                                            Guiding question/s for discovery: What parts make up our bodies?
                            TEKS Knowledge and Skill                                                                               Student Work Products
                                                                                                      ELPS                                                                               Resources
                              Student Expectation                                                                                    And Assessments

(10) Organisms and environments. The student knows that organisms resemble ELPS: The approved 19 TAC §74.4                          SF Science, Unit D – Human Body,         Literature Resources:
their parents and have structures and processes that help them survive within their English Language Proficiency                    Chapter 2; Growing and Changing,         Stella and Roy, by Ashley Wolff
environments. The student is expected to:                                           Standards (ELPS), present standards             Topic 1: parts of the Body, pages D16-   ISBN: 0-525-45081-5
(A) sort plants and animals into groups based on physical characteristics such as that outline the instruction that school          D17a.                                    Louanne Pig, in the Talent Show by
color, size, body covering, or leaf shape;                                          districts must provide to ELLs in order                                                  Nancy Carlson
(B) identify parts of plants such as roots, stem, and leaves and parts of animals   for them to have the full opportunity to        Observation Journal                      ISBN: 0-82614-284-6
such as head, eyes, and limbs;                                                      learn English and to succeed                                                             Jump! By Steve Lavis
                                                                                    academically. The rule also clarifies that      Lab Project                              ISBN: 0-525-67578-7
                                                                                    the ELPS are to be implemented as an
  Differentiation                                                                   integral part of the instruction in each        SF Student Workbook, pages 141-143 Technology Resources:
  Have the students use standards and rubrics that are posted in the room about foundation and enrichment subject of
the standard for a “quality” journal.                                               the TEKS. Please review the standards           SF Observation Journal page D17          www.sfscience.com
                                                                                    at:                                                                                      www.kidzone.org
  ESL Strategy:                                                                     http://ritter.tea.state.tx.us/curriculum/bili   SF A picture drawing, page D17           www.tryscience.com
  Model identifying body parts by touching your head and saying: “This is my        ng/elps.html
  head.” Have students repeat after you. Continue by identifying other body parts,                                                  SF Student Workbook, pages 141,
  such as arm, leg, foot, and hand.                                                                                                 142, 143

 Sp Ed Strategy:                                                                                                                    Teacher Observation/Checklist
 Introduce the Language Development Action Rhyme, SF D16, by using pictures
 of hands, feet, eyes, ears, noses, mouths, and teach the rhyme.                                                                    SF Journal Rubric –Topic 1, page D23

 ENRICHMENT Strategy:                                                                                                               Evaluation of Student Work Products
 Have the students tell of all the body parts they use when reading a book aloud.
                                                                                                                                    SF Class Fitness Guide page D34

                                                                                                                                    Vocabulary
                                                                                                                                    function of: /función de:
                                                                                                                                    hand / mano
                                                                                                                                    leg / pierna
                                                                                                                                    arm / brazo
                                                                                                                                    toe / dedo del pie
                                                                                                                                    knee / rodilla
                                                                                                                                    eye / ojo
                                                                                                                                    ear / oreja
                                                                                                                                    nose / nariz
                                                                                                                                    body / cuerpo
                                                                                                                                    parts / partes
                                                                                                                                    mouth / boca




 http://www.austinschools.org/matrix                                                                                                                                                                  August 2010
 Austin ISD CAC Science Curriculum Team                                                                                                                                                                  Page 19
Kindergarten                                                                                      Austin ISD Instructional Planning Guides
Week 35                                                                                            Major Concept: Growing and Changing
                                                                                      Guiding question/s for discovery: What parts make up our bodies?
                 Day 1                                  Day 2                                  Day 3                                 Day 4                                        Day 5


 Engage:                                Explore:                                 Explore:                                Explore:                                 Evaluate:
 SF Science, Unit D-Human Body          SF, Identify the Functions of the Body   Explore Balance and Body Parts,         SF Hand Print Art: Identify and          Teacher Observation/Checklist
 Chapter 2: Growing and Changing.       Parts, page D17                          page D17a                               Compare Hand Prints
 Topic 1: Parts of the Body page D16                                                                                                                              SF Journal Rubric Topic 1, page D23
                                        Explain:                                 SF Flip Chart – D17a, Explore           Elaborate:
 Explore:                               SF Student Workbook, page 142            Balance and Body Parts                  Students expand their learning and       Evaluation of Student Work Products
 SF, Identify Parts of the Body, page                                                                                    further their interest about this
 D17                                    SF Observation Journal page D17          Explain:                                concept.                                 SF Class Fitness Guide page D34
                                                                                 SF Student Workbook, page 143
 SF, Flip Chart, page D16 – How can     SF A picture drawing, page D17                                                   Explain:                                 Vocabulary - assess by illustrating,
 you use your body?                                                                                                      Encourage students to use the            labeling, creating charts, defining,
                                                                                 Observation Journal                     vocabulary introduced during this unit   etc.
 Explain:                                                                        Have students name                      of study when they discuss the
 SF Student Workbook, page 141                                                   other words that name parts of the      activities and when they explain or      leg / pierna
                                                                                 body.                                   clarify their ideas.                     arm / brazo
                                                                                 Establish a criteria for a “quality”                                             toe / dedo del pie
                                                                                 picture drawing and labeling with the                                            knee / rodilla
                                                                                 help of the class.                                                               eye / ojo
                                                                                                                                                                  ear / oreja
                                                                                 Explore:                                                                         nose / nariz
                                                                                 Ask questions such as the following                                              body / cuerpo
                                                                                 to further inquiry. “What are some                                               parts / partes
                                                                                 things you do with your right hand?                                              mouth / boca
                                                                                 Your left hand?”




 http://www.austinschools.org/matrix                                                                                                                                                        August 2010
 Austin ISD CAC Science Curriculum Team                                                                                                                                                        Page 20
Kindergarten                                                                                         Austin ISD Instructional Planning Guides
Week 36                                                                                               Major Concept: Growing and Changing
                                                                                     Guiding question/s for discovery: What are patterns of growth and change?
                        TEKS Knowledge and Skill                                                                               Student Work Products
                                                                                                ELPS                                                                                    Resources
                          Student Expectation                                                                                    And Assessments

                                                                                 ELPS: The approved 19 TAC §74.4                   SF Science, Unit D – Human Body,       Literature Resources:
(10) Organisms and environments. The student knows that                          English Language Proficiency                      Chapter 2; Growing and Changing,       You’ll Soon Grow Into Them, Titch, by
                                                                                 Standards (ELPS), present standards               Topic 2: Ways People Change and        Pat Hutchins
organisms resemble their parents and have structures and
                                                                                 that outline the instruction that school          Grow, pages D18-D22.                   ISBN: 0-688-01770-3
processes that help them survive within their environments.                      districts must provide to ELLs in order for                                              The Big Surprise, by Melissa Leighton.
The student is expected to:                                                      them to have the full opportunity to learn        Observation Journal                    ISBN: 0-478-20406-3
(A) sort plants and animals into groups based on physical                        English and to succeed academically.              Lab Projects                           New Shoes for Silvia, by Johanna
                                                                                 The rule also clarifies that the ELPS are                                                Hurwitz
characteristics such as color, size, body covering, or leaf                      to be implemented as an integral part of          SF, Student Workbook, page 145-147     ISBN: 0-688-05286-X
shape;                                                                           the instruction in each foundation and                                                   You’ll Soon Grow Into Them, Titch, by
(B) identify parts of plants such as roots, stem, and leaves                     enrichment subject of the TEKS. Please            Teacher Observation/ Checklist         Pat Hutchings;
and parts of animals such as head, eyes, and limbs;                              review the standards at:                                                                 The Big Surprise, by Melissa Leighton
                                                                                 http://ritter.tea.state.tx.us/curriculum/biling   Rubrics (SF), page D23
                                                                                 /elps.html                                        Topic 2: Evaluation of Student Work
Differentiation
                                                                                                                                   Products - Growing and Changing Flap  Technology Resources:
                                                                                                                                   Books (SF), page D22                  www.sfscience.com
ESL/Sp Ed Strategy:
                                                                                                                                                                         www.kidzone.org
To activate prior knowledge, invite the students to recall times that clothing
                                                                                                                                   Students communicate an understanding www.tryscience.com
or shoes have grown too tight.
                                                                                                                                   of ways humans change from infancy to
                                                                                                                                   adulthood.
Help students understand what they can do by asking: “Can you hop?”
Have children hop as they say, “Yes, I can hop.” Repeat with the actions the
                                                                                                                                   Vocabulary
students can do.
                                                                                                                                   grow / crecer
                                                                                                                                   change /cambiar, cambio
ENRICHMENT Strategy:
                                                                                                                                   different / diferente
Have the students create a “Healthy Teeth” booklet that includes tips on
                                                                                                                                   child / niño(a)
taking care of your teeth.
                                                                                                                                   infant / infante
                                                                                                                                   alike / semejante
                                                                                                                                   baby / bebé
                                                                                                                                   adult / adulto(a)




 http://www.austinschools.org/matrix                                                                                                                                                                  August 2010
 Austin ISD CAC Science Curriculum Team                                                                                                                                                                  Page 21
Kindergarten                                                                                    Austin ISD Instructional Planning Guides
Week 36                                                                                          Major Concept: Growing and Changing
                                                                                Guiding question/s for discovery: What are patterns of growth and change?
                Day 1                                   Day 2                                  Day 3                                 Day 4                                       Day 5


 Engage:                                 Explore:                               Explore:                               Explore:                                 Evaluate:
 Teachers activate students’ prior       Students construct meaning             Students construct meaning             Students construct meaning
 knowledge and motivate students to      regarding this concept using hands-    regarding this concept using hands-    regarding this concept using hands-      BBC Labeling Our Parts
 investigate this concept.               on investigations.                     on investigations.                     on investigations.
                                                                                                                                                                Teacher Observation/ Checklist
 SF Science, Unit D-Human Body,          SF, Observe Childhood Changes,         SF Science, Unit D-Human Body          SF Explore Teeth, page D19a
 Chapter 2: Growing and Changing,        page D19                               Chapter 2, Identify Three Stages of                                             SF TE Rubric, page D23
 Topic 2: Ways People Change and                                                Life, page D19                         SF Flip Chart – Explore Teeth,
 Grow, page D18                          Explain:                                                                      page D19a                                SF TE, Topic 2: Evaluation of Student
                                         Students read informational text and   Explain:                                                                        Work
 SF Flip Chart, page D18                 reflect in their Observation Journal   Students read informational text and   Explain:
 How do People Grow and Change?          regarding this concept.                reflect in their Observation Journal   Students read informational text and     SF TE Products Growing and
                                                                                regarding this concept.                reflect in their Observation Journal     Changing Flip Books, page D22
 Explain:                                SF Student Workbook, page 145                                                 regarding this concept.
 Have the students bring baby pictures                                          SF Student Workbook, page 146                                                   Students communicate an
 of themselves and compare the           Explain:                                                                      SF Student Workbook, page 147            understanding of ways humans
 pictures of them now. Encourage         Ask students to tell how they know                                                                                     change from infancy to adulthood.
 and scaffold language acquisition and   they are growing and changing.         Observation Journal                    Elaborate:
 development.                                                                   Encourage the use of                   Students expand their learning and       Vocabulary - assess by illustrating,
                                                                                vocabulary to discuss,                 further their interest about this        labeling, creating charts, defining, etc.
                                                                                explain and clarify                    concept.
                                                                                ideas.                                                                          grow / crecer
                                                                                                                       Explain:                                 change / cambiar, cambio
                                                                                                                       Use a chart to record predictions that   different / diferente
                                                                                                                       the students will make about what will   child / niño(a)
                                                                                                                       happen with the cola and the egg         infant / infante
                                                                                                                       shells. Have them confirm their          alike / semejante
                                                                                                                       statements as they make                  baby / bebé
                                                                                                                       observations of the eggshells using a    adult / adulto(a)
                                                                                                                       hand lens.




 http://www.austinschools.org/matrix                                                                                                                                                        August 2010
 Austin ISD CAC Science Curriculum Team                                                                                                                                                        Page 22

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:153
posted:10/5/2011
language:English
pages:22