Kinder Science Pacing Guide
Science 1st 9 weeks Earth and Space 2016-2017
Science Word Walls
Interactive Word Walls: An Incredible Tool for Science
Interactive Word Walls: More Than Just
Reading the Writing on the Walls
- Word walls are really popular in elementary classrooms.
The key learning concepts are clearly labeled and organized to support learning.
The students “enjoy drawing, writing, and bringing items from home to contribute” to the wall.
Student participation in creating and maintaining interactive word walls is crucial.
We ask students to supply the items (realia) and assign finding objects or examples for the wall as homework. Students can prepare labels, write definitions, create illustrations,
and suggest relevant connections and patterns. The connections that they make are insightful and often surprising. “Ooh!
Students with interactive word wall in class achieved higher scores on the application section of the test.
Journal of Adolescent & Adult Literacy 52(5)
February 2009
doi:10.1598/JAAL.52.5.4
© 2009 International Reading Association
(pp. 398–408)
Process Skills Primer Kindergarten
K.1A Safety
Fast Facts
Safety comes first in any science class, indoors or outdoors. In kindergarten, students are introduced to three specific behaviors that will help keep them safe during science class and outdoor investigations: wearing safety goggles, washing hands, and using materials appropriately. Just as community helpers, like firemen or ambulance drivers, use safety equipment to do their jobs, students will use safe practices to do their jobs with care.
Kindergarten students need to know that safety goggles protect them from things like splashes or little particles that could get inside their eyes. Inside or outside, safety goggles must be used whenever students use sharp objects, chemicals, or materials that could fly into someone’s face. Such simple chemicals as vinegar and salt, and objects such as rubber bands and toothpicks, could pose a potential risk of eye injury if students are not wearing safety goggles. To ensure the cleanliness of safety goggles, try to assign one pair of goggles to each student in the class. Label the goggles with students’ names, and insist that each student wear only his or her assigned pair. If students share goggles, clean and disinfect them after each use. Two options for sanitizing goggles are suggested below:
Place a little dish detergent in a dishpan or other large container. Fill it halfway with warm water. In a second dishpan, make a bleach solution using ¼ cup of bleach for each gallon of water. Swish the goggles in the soapy water, and then soak them in the bleach solution for 10 minutes. Rinse the goggles thoroughly in clean water and let the goggles air dry. This process cleanses and disinfects the lenses and straps, but it might eventually cause the lenses to turn yellow and cloudy.
Purchase individually wrapped alcohol pads from a local pharmacy. The pads are inexpensive and are available in boxes of 100. Use a fresh pad for each pair of goggles, and wipe down both the lenses and straps. Then dispose of the used pad in its original package. Allow the goggles to air dry.
Students must demonstrate how to use safety goggles during classroom and outdoor investigations. Goggles are worn over eyeglasses. The strap is placed behind the head and might need adjustment to fit snugly. Show students how to place goggles on their forehead and then slide them comfortably over their eyes. Practice taking goggles on and off and storing them after they have been disinfected.
Washing hands with warm, soapy water should be a routine for students after handling materials or live organisms in the laboratory or outdoors. Not all students know how to wash hands thoroughly. They will need practice in washing both sides of their hands and between their fingers, and rinsing off the soap properly. Provide plenty of time for this cleanup process. If students want to know why they should wash their hands, tell them that washing our hands keeps us free from harmful substances and bacteria, and helps us stay healthy. Be sure students show you they know how to wash properly. Provide alternate methods for cleaning hands when doing outdoor investigations.
Students will need guidelines for using materials appropriately, and those guidelines may vary depending on whether they are in a classroom or in an outdoor field investigation. How to pour liquids, how to measure materials, where to obtain materials, and where to store materials are a few of the procedures students will need to identify and demonstrate. At this young age, keeping students from playing with materials will be a special challenge. Communicate to the students that when in doubt, they should always ask a teacher for instructions.
K.1A Safety Assessment Answers
- First student: safety goggles on the forehead.
- Third student: washing hands.
- Second student: raising hand.
- Student should demonstrate: placing goggles and adjusting the strap; hands washed with warm water and soap on backs, fronts, and between fingers, and thoroughly dried; alternative hand-washing methods if outside.
Science Interactive Word Walls
Science Word Walls with realia
Setting Up your classroom
Kinder Year at Glance
Unit 1: Earth and Space
Setting up the Science Classroom
8/22/2016
8/26/2016
The Five Senses
8/29/2016
9/2/2016
Natural Resources: Rocks, Soil, and Water
9/6/2016
9/30/2016
Weather
10/3/2016
10/14/2016
Objects in the Sky
10/17/2016
11/4/2016
Unit 2: Matter and Energy
Properties of Objects
11/7/2016
12/9/2016
Assessment
CCA 1- Earth Science
(Score, Analyze, Enrich, Remediate, Intervene, and Reflect)
12/12/2016
12/16/2016
Unit 1 Rocks, Soil and Water
Student Expectation
The student is expected to observe, describe, compare, and sort rocks by size, shape, color, and texture; AND observe and describe physical properties of natural sources of water, including color and clarity; AND give examples of ways rocks, soil, and water are useful.
Key Concepts
Rocks can be described and sorted based on their properties, including size, shape, color, or texture.
Water in nature can be described and sorted according to its properties including color and clarity.
Rocks, soil, and water are useful for many purposes in our daily lives.
Fundamental Questions
What physical properties can we use to describe, compare, and sort rocks?
What physical properties can we use to describe natural sources of water?
How are rocks, soil, and water useful to us?
TEKS
Texas Essential Knowledge and Skills
Science
K.7ABC Observe, describe, compare, and sort rocks by size, shape, color, and texture. Observe and describe physical properties of natural sources of water, including color and clarity. Give examples of ways rocks, soil, and water are useful. (Supporting Standard.)
Engineering Connections: Science Concepts- Observe, describe, compare, and sort rocks by size, shape, color, and texture. (K.7A)
- Observe and describe physical properties of natural sources of water, including color and clarity. (K.7B)
- Give examples of ways rocks, soil, and water are useful. (K.7C)
ELPS
English Language Proficiency Standards
1A
Use prior knowledge and experiences to understand meanings in English.
1E
Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.
2C
Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.
3DE
Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency AND share information in cooperative interactions.
Lesson Plans Week 2
K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the enviornment.
ENGAGE: Teach the students the following song-
" I have 5 senses that I use
to help me each day.
See, hear, smell, taste, and touch.
See, hear, smell, taste, and touch,
See, hear, smell, taste, and touch.
I use them every day."
EXPLORE: Students will take turns touching items found in Science materials. Ask students if they are rough/smooth, hot/cold, hard/soft. Students will then do the "touch" page in their 5 senses book.
K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the enviornment.
EXPLORE: Students will taste salty, sweet, sour food items. Students will compare the different tastes and then do the "taste" page in 5 senses book.
Day 3
K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the enviornment.
EXTEND: Students will watch video on 5 senses from Discovery Education. Students will complete sight/hear page in 5 senses book.
Day 4/ 5
K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the enviornment.
EVALUATE: Students will talk about the different things they can smell. Students will complete their 5 senses book.