Science Overview Grades K 5

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Science OverviewGrades K 5

• Trumbull Public Schools
• Floria N. Mallozzi
• K 5 Science Program Leader
• Curriculum Department

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(No Transcript)
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Trumbull Public Schools K-12 Science
PhilosophyIncluding Literacy, Numeracy, Inquiry

• Science is both a body of knowledge and a way of
  learning. We recognize and reinforce the tenet
  that science education is an integral element of
  life long learning and is necessary for an
  individual to make a positive, creative and
  responsible contribution to society. In Trumbull
  Public Schools we strive to develop science
  literacy within students.
• A scientifically literate person is aware that
  science, mathematics, and technology are
  interdependent human enterprises with strengths
  and limitations. The understanding of the
  scientific process leads to the ability to think
  critically about problems and work independently
  to solve them.

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SCIENCE STANDARDS

• The Connecticut State Standards for science
  education have been updated and revised in 2004
  and again in 2005. The new standards are
  grade-level specific based on a spiraling of
  concepts developmentally introduced, practiced,
  and mastered at various grade levels.
• Focus on the upcoming Science CMT (piloted this
  March and official in 2008) has provided a
  catalyst for curriculum to be revised and aligned
  with the new standards.
• Along with the Science CMT, the state has
  provided grade-level Embedded Tasks that assure
  student learning using an inquiry-based approach.
  The nine embedded tasks were developed for grades
  3 to 10 as a common assured lab activity and
  formative assessment that every child in the
  State of Connecticut will experience.

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The structure for inquiry-based tasks follows a
LEARNING CYCLE model. One such model, the 5-E
Model, engages students in experiences that allow
them to observe, question, and make tentative
explanations before formal instruction and
terminology is introduced.

• Engagement stimulate students interest,
  curiosity and preconceptions

The HOOK
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The 5 Es ---- Exploration Explanation

• Exploration
• first-hand experiences
• with concepts without direct instruction
• Explanation
• students explanations
• followed by
• introduction of formal
• terms and
• clarifications

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The 5 Es Elaboration Evaluation

• Elaboration applying knowledge to solve a
  problem. Students frequently develop and complete
  their own well-designed investigations
• Evaluation students and teachers reflect on
  change in conceptual understanding and identify
  ideas still under development.

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Trumbulls K-5 Science Curriculum

• Third Grade
• Life Sciences Ecosystems, Food Chains etc
  (energy)
• Life Sciences Human Body Skeletal, Muscular,
  Nervous
• Earth Science Rocks, Minerals, Earth
  Materials-(energy)
• Fourth Grade
• Physical Science Properties of Light (energy)
• Life Science The Human Eye
• Physical Science Simple Machines
• Physical Science Forces and Motion (energy)
• Life Science Plant energy through
  photosynthesis
• Fifth Grade
• Scientific Method-Using inquiry Standards
• Earth Sciences Moon, Sun, Earth Astronomy
  Unit
• Physical Science Sound Energy
• Life Science The Human Ear
• Physical Science Electrical Energy
• Life Science Health

• Kindergarten
• Introduction to Science Tools and ideas
• Physical Science Magnets (energy)
• Earth Science Seasons
• Life Science Living Things (animals plants)
• First Grade
• Life Science New Plants,
• Life Science Insects
• Physical Science Properties of Sound (energy)
• Physical Science Light and Color (energy)
• Life Science Human Body - 5 Senses
• Second Grade
• Life Science Characteristics and Needs of
  Living Things (Habitats, survival)
• Life Science Animal Adaptations
• Physical Science Properties of Matter (energy)

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What are we doing to prepare our children?

• Revising our pacing guides to align with the
  state standards including embedding tasks
  developed by the State Department of Education,
  Bureau of Curriculum and Instruction
• Providing hands on investigation opportunities
  using supplements to the curriculum such as DELTA
  FOSS modules to assure inquiry based experiences
• Administering formative assessments to evaluate
  the districts science program in grades 4 and 5
  CASAP
• Providing science readers for students to enhance
  content knowledge of individual units of study
• Promote non-fiction informational reading and
  writing in science

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Curriculum Preparation

• Curriculum-embedded performance tasks are
  examples of teaching and learning activities that
  engage students in using inquiry process skills
  (5-E model) to deepen their understanding of
  concepts described in the science frameworks. (CT
  Standards)
• The tasks provide a context for CMT questions
  assessing students ability to do scientific
  inquiry.

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Embedded Tasks Soggy Paper 3rd

• FRAMEWORK CONTENT STANDARD(S)
• 3.1 Materials have properties that can be
  identified and described through the use of
  simple tests
• Soggy Paper allows students to investigate some
  of the properties of paper. Although absorbency,
  or the ability to hold water, is the property
  focused on in the investigations.
• 3.2 Organisms can survive and reproduce only in
  environments that meet their basic needs. Plants
  and animals have structures and behaviors that
  help them survive in different environments.
• A unit on plant adaptations may focus on the
  study of trees. In the context of learning about
  the parts of trees (roots, trunks, leaves, bark)
  and how they help the tree survive, students may
  learn that people use the parts of trees to make
  things such as paper, furniture or houses.
• 3.4 Earth materials provide resources for all
  living things, but these resources are limited
  and should be conserved.
• Soil, water and air are all earth materials
  that support the growth of plants. In this
  learning unit, students will be learning that
  people use plants for food, shelter, fabrics,
  medicines and other useful materials such as
  paper.

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Embedded Task CATCH IT Fourth Grade

• FRAMEWORK CONTENT STANDARD(S) Catch It relates
  conceptually to the following content standard.
  It should be used as one of several experiences
  during the learning unit that contribute to
  student understanding of how the sense organs
  perceive sights, sounds, smells, tastes and
  physical characteristics. Catch It provides a
  good opportunity for students to learn how the
  sense organs are connected to the brain and the
  spinal cord to comprise the nervous system.
• 5.2 - Perceiving and responding to information
  about the environment is critical to the survival
  of organisms.
• The sense organs perceive stimuli from the
  environment and send signals to the brain through
  the nervous system.

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Embedded Task Go with the Flow Fifth Grade

• FRAMEWORK CONTENT STANDARD(S) Go with the Flow
  relates conceptually to the following learning
  unit
• 4.4 - Electrical and magnetic energy can be
  transferred and transformed.
• Electricity in circuits can be transformed into
  light, heat, sound and magnetic effects.
• This learning unit is an informal introduction to
  ideas related to energy. Students will
  experiment with bell wire, light bulbs, and
  batteries to create open and closed circuits
  demonstrating the flow of electrons.

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Inquiry, Literacy, Numeracy Skills for Embedded
Tasks

• KEY INQUIRY SKILLS
• Make scientific observations and recognize the
  difference between an observation and an opinion,
  a belief, a fact or a name.
• Formulate an investigable question based on
  observations.
• Identify steps to make a scientifically fair
  test.
• Use a metric ruler to collect accurate data.
• Use a magnifying lens to make close observations.
• Use a graduated cylinder to accurately measure
  the metric volume of a liquid (in milliliters).
• Read and interpret a table of statistics.
• Record data in an organized way.
• Use addition, subtraction, multiplication or
  division to process data.
• Seek relevant information in books, magazines and
  electronic media.
• Use oral and written language to describe
  observations, ideas, procedures and conclusions.

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Science Module Kits

• Provide materials and lessons for teachers to
  supplement and enhance their units of study
• Trumbull Public Schools presently owns eight
  levels of the FOSS (Full Option Science System)
  modules with kits in each of the six elementary
  schools
• Other hands on materials are being inventoried
  new modules and material kits are being
  investigated for future purchase.

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CASAP ASSESSMENTSWRITTEN AND PERFORMANCE

• The written assessment for fifth grade is
  directly aligned with the 11 content area
  standards from the CT Science Standards which
  include Scientific Inquiry, Literacy, and
  Numeracy content and expected performances.
• Questions pertain to states of matter
  adaptations properties of rocks and minerals
  forces and motion food chains land and water
  interactions electricity and magnetism sound
  and light responses to stimuli earth, moon, and
  sun.

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Who wants to be a millionaire Science Brain?

• Simple things to do as a parent to help your
  child with inquiry
• Play strategic games cards, checkers/chess,
  dominoes board games with several directions
• Have them create with building blocks, Legos,
  and other construct or robotic type educational
  toys
• List ingredients or materials when cooking or
  putting something together
• Answer their questions with more questions
• Have them use their senses to notice what is
  happening around them be aware of their
  surroundings - environmentally, geographically,
  socially, etc.
• Ask their opinion based on what they know of a
  situation how would they react
• Have them explain how to do things. How do you
  actually ride a bike? Explain how they choose
  their clothes in the morning weather?
  Temperature? Gym? Etc.
• Make predictions then later discuss the
  outcome what made the difference in whether
  they were correct or not?
• Outdoor play physical activity a must!
• And most of all read with them, to them, and/or
  set a reading time aside when reading is done
  quietly on their own AND includes non-fiction
  materials

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Thank you for your time! Floria N.
Mallozzi K-5 Science Program Leader Trumbull
Public Schools Time for a quiz?
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Who wants to be a millionaire science brain?

• Earth Science
• (3rd grade)
• Metamorphic rocks form by
• osmosis
• oxidation
• heat and pressure
• weathering

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Who wants to be a millionaire science brain?

• Earth Science Energy
• (3rd grade)
• Resources that cannot be easily replaced once
  they are used are called
• nonrenewable
• organic
• natural
• nuclear

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Who wants to be a millionaire science brain?

• Earth Science
• (4th Grade)
• Hydroelectric power plants depend on what energy
  source?
• hot springs
• moving air
• moving water
• natural gas

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Who wants to be a millionaire science brain?

• Earth Science
• (3 rd Grade)
• Which of these is not a main layer of soil
• unweathered rock
• subsoil
• topsoil
• sand dunes

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Who wants to be a millionaire science brain?

• Earth and Space
• (5th Grade)
• One rotation of a planet is equal to
• an hour
• a day
• a week
• a year

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Who wants to be a millionaire science brain?

• Earth and Space
• (5th Grade)
• Which two gases make up most of Earths
  atmosphere?
• Hydrogen and helium
• Oxygen and helium
• Hydrogen and carbon dioxide
• Oxygen and nitrogen

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Who wants to be a millionaire science brain?

• Earth and Space
• (5th Grade)
• A meteorite is a meteoroid that has
• formed from stone
• traveled from another planet
• landed on Earth
• orbited Earth

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Who wants to be a millionaire science brain?

• Life Science
• (3rd Grade)
• The organs of a skeletal system are the
• muscles
• ligaments
• bones
• joints

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Who wants to be a millionaire science brain?

• Life Science
• (3rd Grade)
• What part of the skeleton keeps body organs from
  moving down when you stand up?
• skull
• pelvis
• rib cage
• spine

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Who wants to be a millionaire science brain?

• Physical Science Force and Motion
• (4th Grade)
• The gravitational force between two objects
  depend on their
• colors
• masses
• shapes
• temperature

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Who wants to be a millionaire science brain?

• Physical Science Simple Machines
• (4th Grade)
• Which of these is a simple machine that allows
  you to lift things by pulling down on a rope?
• inclined plane
• lever
• pulley
• wedge

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Who wants to be a millionaire science brain?

• Physical Science
• (2nd Grade)
• What would be three examples of
• physical properties of a solid?
• rough, rigid, hard
• bubbly, viscous, translucent
• foamy, flat, smooth

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Answers Who wants to be a

• 1. C heat and pressure
• 2. A non renewable
• 3. C moving water
• 4. D sand dunes
• 5. D oxygen and nitrogen
• 6. B a day
• 7. C landed on earth
• 8. C bones
• 9. B pelvis
• 10. B masses
• 11. C pulley
• 12. A rough, rigid, hard