space.template.Science+2012

__**This unit is for 15 days with 2-3 days given for assessment opportunities.**__

August 27, 2012- September 14, 2012

= Unit 1: Getting Started = 1.1 A Recognize and demonstrate **__Safety Practices__** 1.1 B Recognize the importance of safe practices to **__keep self and others safe and healthy__**. 1.1 C Identify and learn how to use __**natural resources and materials**__ 1.2 A __**Ask questions**__ about organisms, objects, and events observed in the natural world. 1.2 B **__Plan and conduct simple descriptive investigations__** such as ways objects move. 1.2 C **__Collect data and make observations__** using simple equipment such as 1.2 D **__Record and organize data__** using pictures, numbers, and words. 1.2 E **__Communicate observations and provide reasons for explanations__** using student-generated data from simple descriptive investigations.
 * wearing safety googles,
 * washing hands, and
 * using materials appropriately.
 * including conservation and reuse or recycling of paper, plastic, and metals.
 * hand lenses,
 * primary balances, and
 * non-standard measurement tools.

= Assessment: = Record pre-assessment and post-assessment data into common assessment chart.


 * [|Details]
 * [[file:tvefirstscience/Safety and Tools Assessment.docx|Download]]
 * 73 KB

= ‍Unit Vocabulary: = = = Generalizations
 * [|Details]
 * [[file:tvefirstscience/Introduction.doc|Download]]
 * 1 MB
 * __Week One and Two (August 27-Sept 7)__**

1.3C 1.3C
 * Scientists study many different things such as animals, plants, soil, rocks, weather, and space.
 * Scientists follow safe practices when conducting scientific investigations.
 * Scientists record their thinking in science notebooks.
 * What do scientists study?
 * What do scientists do to be safe during scientific investigations?
 * How do scientists record their thinking and findings?

__**Lesson One**__** : What do we know about science? **


 * K-W-L **What is science?

Ask what students know, what they want to know about what science is. If needed classify picture icons as science topics, not science topics using a T-chart.

Ask: What do these pictures have in common? I wonder if a scientist studies_?

Option 2, read science related books and add words to a science "concept cloud" on a chart tablet.




 * __Lesson 2__ : Who is a scientist?**

Review T-chart. Pose the question: What types of people study science? Record answers using science terminology and have students brainstorm types of scientists.

Model creating a scientist of choice (ex:zoologist) or Scientist poster. Which of these words might we use with a zoologist?


 * Show [[file:tvefirstscience/Scientists.docx|Scientists.docx]] [[file:tvefirstscience/Scientist labels.doc|Scientist labels.doc]] [[file:tvefirstscience/Pictures of Science.docx|Pictures of Science.docx]] or books of types of scientists.
 * Group students into groups of two or three. Assign each group a topic such as plants, animals, soil, water, weather, Moon and stars.
 * Each group must illustrate a poster showing what a scientist would do to study the assigned topic. For example, students may illustrate a scientist using a telescope to study the Moon and stars or a meteorologist reporting the weather on TV.
 * Each group presents and explains what their scientist is doing.
 * Students tell what they have done that is like a scientist (whole group, small group, or partners). Ask and discuss:
 * How can you use your thinking like a scientist?
 * What are some words we can use to describe what scientists do?

Give each student a scientist cut out with lab coat to open. Students will write what type of scientist they are creating and record science words on the insides.

Have students share their scientist "draft"



Review words related to science: Question/Problem - Investigate, Ask Questions Hypothesis - Predict Procedure - Research Observation - Collect Data, Measure Data - Record findings, Compare Conclusion - Communicate
 * __Lesson__** __3__ : Science vocabulary



Conduct a simple investigation and model the parts of the scientific process. (Ex: How many breaths can this balloon hold?) Identify the parts of the scientific method using a chart. (make sure to review any safety concerns)

If on the next day, review chart and have students decide which of their scientists might use the scientific method. If difficult, give another example of a simple investigatiion (Ex: How many days will it take this seed to grow?)


 * Add scientific method words to our Scientist draft. **
 * Introduce vocabulary such as observe, compare, research, ask questions, collect data, record findings, communicate, measure, and investigate.
 * Teacher records student vocabulary on chart to refer back to throughout the year (ongoing).
 * Ask students to draw themselves as a scientist.
 * Check for the scientist and evidence that the scientist is studying something in their field. For example, if a student draws a scientist studying plants, there may be plants drawn around that scientist.


 * __Week__ __Three:__ (September 10-14)**

1.1A Safe practices include wearing safety goggles, washing hands, and using materials appropriately. 1.1A What safe practices are important to follow during classroom and outdoor investigations? 1.1B Following safe practices keeps you and others safe and healthy. 1.1B Why is it important to follow safe practices during classroom and outdoor investigations?

Questions (Practicing active listening, if taught week one):
 * __Lesson__ __One__; How do scientists record their thinking?**
 * Materials **
 * Examples of science notebooks
 * Notebooks for each student
 * [|Student expectations contract] (primary)
 * [[file:Sciencenotebook.docx]]


 * 1) Ask and discuss: How do we record our thinking? and What are some ways that scientists record their thinking and investigations?
 * 2) List students’ ideas and discuss how they think they should record their discoveries and thinking this year during science.
 * 3) Lay out different science notebooks. These may be past student notebooks, pictures or slides of past notebook entries, or actual entries from an actual scientist.
 * 4) Allow time for students to browse through the examples and ask them to identify at least one thing they think should be in their own science notebooks.
 * 5) Ask and discuss:
 * What do you see in the science notebooks? pictures, diagrams, notes, labels, sentences, dates, titles, numbers, writing that is easy to read, or legible
 * Why do you think the scientist wrote these things down?
 * How would a scientist use this information?

Since science notebooks are a way for scientists to record their thinking, students will also create their own science notebooks to use throughout the school year.
 * Ask and discuss:
 * Based on what you have already observed, what do think we should include in our science notebooks


 * Discuss non-negotiables for setting up science notebook. Students will maintain a notebook or composition book that will reflect the students’ understandings. **__Students must include a date and title for each activity__**. The safety contract will be added later. Other options include: title page, table of contents, notebook rules/guidelines, and page numbers. Allow time for students to set up their notebook and to decorate the title page. Students may also attach a copy of the primary [|science notebook expectations].
 * Ask and discuss:
 * What have we learned that scientists do? They study rocks, soil, plants, animals, weather, space, etc…
 * When you study about ___ (rocks, soil, plants, etc…), how are you going to use your science notebook? To show understanding/thinking about what we are studying.
 * Why is the notebook important to your learning? It keeps information for us to go back to later.


 * Ask and discuss:
 * Why will your notebook be important to you this year?


 * Students record this as the first entry in their science notebook. Check for title, date, and reflection.
 * If the class has decided on other non-negotiables, check for these as well.
 * Continue to evaluate students’ use of notebooks throughout the year.


 * __ Lesson Two __ : What do scientists, as leaders, do to make sure they are safe? What tools do they use? **


 * Materials **
 * [|Safety contract]
 * [|Safety contract] (Spanish)
 * Goggles
 * Hand lenses
 * Primary balances
 * Thermometers
 * Science notebooks
 * Flip camera or camera with video capability

Take the students to the science lab.
 * Ask and discuss:
 * Why are rules important when doing science?


 * Ask students to brainstorm rules they think are necessary to follow during a science investigation.
 * Set up tools that students will be using during the first unit such as a hand lens, primary balance, and goggles.
 * Students explore each tool and predict how they might use these tools during an investigation.
 * Students model correct handling of the tools for the class.
 * How will you use these tools safely? Explain that the equipment is meant to be used as tools, NOT toys.
 * Why is it important to be safe while doing an investigation?
 * Where are places that the class will be doing science? Safe practices must be followed in all areas such as the classroom, science lab, outside, and on field trips.


 * Discuss class expectations for conducting scientific investigations in all settings. Post the class expectations in areas where students will be doing investigations and on the teacher website for parents to see.
 * Pick 1 or 2 students to act out “safe” and “unsafe” practices in the classroom, in the science lab, and outside. Record students’ skits using a Flip camera or camera with video capability.
 * Students must point out which practices are safe and which are not while viewing each video. Students will record safe and unsafe practices in their science notebooks.
 * Refer to the tools list to create a word wall of tool vocabulary, including words, pictures, and tools. Students will record words, pictures, and explanations in their science notebooks. Students may want to keep the back few pages of their notebooks reserved for word walls/glossaries. Students may also use graphic organizers to record their vocabulary.
 * Students read and sign the [|safety contract] and then take home to get parent signatures. Attach safety contracts to the science notebook.
 * Finish Unit I by giving Post Assessment
 * After passing assessment, students get a scientist badge to put on during investigations (optional):

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