Our science program engages the innate curiosity that kinder brings them to school.
Students will work together and observe, compare, measure, classify, communicate, and put things in
order. Students will learn through this curriculum how to infer, make a model, predict and investigate.
The children will do many hands on experiments and be able to draw conclusions from them. An
example science classroom program provides ideas and suggestions for creating a well-organized and
well -equipped classroom that enforces scientific exploration as well as discovery. Our program offers
all of this to meet the needs of each and every child and help them grow and learn.
Unit A. Life Science
Informational Knowledge Objectives
Living and Nonliving
Students will know the basic needs of all living
things.
Students will know how to apply knowledge
about life processes to distinguish between
living and nonliving things.
Students will know that animals and plants
change and grow.
Students will know that grown animals can
have baby animals.
Students will know that animals can move on
their own.
Suggested activities
Students will read books about plants and
animals and know that they can grow and
change and write post it comment notes in the
books about them.
Students will ask each other questions about
living and nonliving things and write and draw
answers in their science notebooks.
Students will plant grass and other vegetables
in the classroom and take notes and watch as
they grow. Students will be in charge of taking
care of the plants.
What Plants Need?
Students will know that plants need food,
water, space, and shelter to survive.
Students will understand why living things
must have water, food, shelter, and space to
survive.
Suggested activities
Students will draw their favorite plant in their
science journal and be able to draw about it
starting from a seed and be able to say all of
the things it needs in order to survive.
Students will act out how a plant grows and
record it with a camera… the plant dance.
Students will use chalk to draw all different
kinds of plants on the sidewalk.
What do Animals Need?
Students will know that animals need food,
shelter, and space in order to survive.
Suggested activities
Students will look through all kinds of books
about animals and what they need to survive.
They will make a chart graphing animals’
needs.
Students will write about their favorite pet and
if they don’t have one they will make one up
and discuss all that they need in order to keep
the pet alive.
Students will draw various types of shelters
that animals need in order to survive and write
about it.
What are nonliving things?
Students will know that environments have
living and nonliving parts.
Students will know that some nonliving things
are found in nature.
Students will know that some nonliving things
move and look like living things.
Students will know how to sort and count living
and nonliving things.
Suggested activities
During this unit students will plant and observe
plants. Students will be in charge of taking
care of the plants and making sure they are
healthy all the time recording what they do to
make this happen in their science journals.
Students will use magnifying glasses to look
very closely at plants and record their findings.
Students will use science tools to measure
and work on experiments in their science
center.
Habitats Chapter 2
Students will know that animals and plants
are connected to their environment by an
examination of their structural
characteristics.
Students will know that they place where
animals live is its habitat.
Students will know that a forest is a habitat
with many trees and plants
Students will know that plants and animals
who live a particular habitat (example
ducks in wetlands, bears in the forest.)
Students will know that environments have
living and nonliving parts.
Students will know that some
characteristics of different environments
and some animals and some plants are
found there
Students will know plants and animals that
have a particular habitat
Students will know that environments have
living and nonliving parts.
Students will know what kind of water
whales live in.
Students will know that many animals and
plants meet their needs in the ocean.
Suggested activities
Students will watch BBC all about the ocean
and its habitat.
Students will write stories about various
animals in the ocean and pretend that they are
one of them living there with them undersea.
Students will graph and chart animals that live
underwater and on land.
What is a desert habitat?
Students will know that a desert if a habitat
and it is very dry and receives much sunlight.
Students will learn about various animals and
plants that live in the desert.
Suggested activities
Students will make a chart and tally all the
animals and plants in their home.
Students will look at books about animals as
well as plants and write comments on post it
notes about things they have learned.
How Plants and Animals live?
Students will know that structures of living
things are adapted to their function in specific
environments.
Students will know the vocabulary terms
antennae, camouflage, root, stem, leaf, and
flower.
Students will know that in some ways animals
and plants are adapted to living in different
areas.
Students will learn that animals can be
associated with their environment by an
examination of their structural characteristics.
Students will learn things that can help protect
animals.
Students will understand that different kind of
plants live in different kinds of environments.
Students will know that spines can protect
plants.
Life Cycles
Students will identify and know the vocabulary
terms: tadpole, life cycle, larva, pupa, seed
coat, and seedling.
Students will know ways organisms change as
they grow and mature.
Students will know and be able to describe
how a butterfly grows.
Students will know that young animals look
similar to their parents when they grow up.
Suggested activities
Students will make posters to show what
dentists and doctors do to keep us safe and
help us stay healthy.
Students will keep a science journal and take
a nature walk and draw all the different kinds
of plants that they see.
Students will read books about seeds to plants
and write post it notes as comments about
things they have learned or questions they
have.
Students will watch a BBC program about
plants.
Food Chains
Students will know the basic needs of all living
things.
Students will know that plants and animals are
dependant on each other for survival.
Students will know that plants produce oxygen
and food for animals.
Students will learn how living things get food in
a rain forest.
Students will understand that living things are
part of a food chain.
Students will know that oxygen is a gas that
living things need to live.
Students will know that all living things are
connected through food chains.
Suggested activities:
Students will choose a plant or animal and
illustrate and draw about the life cycle of it.
Students will watch BBC programs about life
cycles and take notes in their science journals.
Students will do a Venn diagram about plant
and meat eating animals.
Procedural Knowledge Objectives
Students will be able to classify things
as living and nonliving.
Students will be able to name living
things.
Students will be able to write about
living things and support in their writing
details.
Students will be able to graph different
plants under different categories.
Students will be able to grasp the
concept that plants need rain or water
to survive.
Students will be able to understand the
needs that animals need in order to
survive.
Students will be able to understand
how babies need their mothers in order
to survive.
Students will be able to classify things
as living and nonliving.
Students will be able to use simple
graphs, pictures, and written
statements, and numbers to observe,
describe, record and compare data.
Students will be able to record data
using concrete materials or pictures.
Students will be able to tell if animals
live on land or in the water.
Students will be able to observe
pictures and chart where different
animals live and why.
Students will be able to name
characteristics of different
environments and some plants and
animals that are found there.
Students will be able to draw different
characteristics of the climate in
different habitats.
Students will be able to draw images of
wetlands and various animals who live
there.
Students will be able to draw a picture
of the ocean and understand that it is a
habitat.
Students will be able to draw plants
and animals that live in the ocean and
know that they get everything they
need from their habitat.
Students will be able to name some
plants and animals that live in the
desert.
Students will be able to understand
how leaves hold water.
Students will be able to chart animals
that live in the desert and those that
live in the forest.
Students will be able to compare and
contrast plants and animals.
Students will be able to describe how
fur can keep animals warm.
Students will be able to describe the
habitat of a mountain goat.
Students will be able to describe how
various animals get food.
Students will be able to draw
adaptations that plants and animals
have in order to survive in their
environment.
Students will be able to compare and
describe structural characteristics of
plants and animals.
Students will be able to write and draw
about how mealworms change.
Students will be able to draw and write
about how frogs grow.
Students will be able to draw a
flowchart how trees grow.
Students will be able to describe and
draw how seeds change.
Students will be able to compare size
and age while taking notes and graphing it.
Students will be able to show through
drawing pictures that plants and
animals are dependent upon each
other.
Students will be able to group animals
according to what they eat.
Students will be able to tell and write
about how a plant makes food.
Unit B. Earth Science
Informational Knowledge Objectives
Land, Water, and Air
Students will know the vocabulary terms:
rocks, sand, natural resources, clay, humus,
weathering, erosion, and minerals.
Students will know how to use models as
representations of real things.
Students will know the major features of
Earth’s surface.
Students will extend and refine knowledge that
the surface of the Earth is composed of
different types of solid materials.
Students will know that rocks are nonliving
things that come from Earth.
Students will know that plants live and grow in
soil and that some animals live in the soil as
well.
Students will know that erosion and
weathering change the land which changes
the environment in where they live.
Students will know that people and animals
use water in different ways.
Students will begin to understand the term
hypothesis which is making inferences and
recording and exploring the natural world.
Weather
Students will understand what weather is and
be able to recognize patterns in weather.
Students will be able to recognize patterns in
weather.
Students will understand that wet weather can
be rain or sleet.
Students will know that weather can be
described by form and amount of precipitation.
Students will know that the seasons of the
year occur in natural patterns.
Suggested activities
Students will look at books that describe
different weather patterns around the world
and choose an area and write about the
weather.
Students will draw and write about the four
seasons of the year and choose a favorite
season.
Students will read books about the seasons
and write post it comments or questions on
them.
Students will act out various weather patterns
with their bodies.
Students will pretend they are meteorologists
and use self made tools to pretend to report
the weather.
Procedural Knowledge Objectives
Students will be able to name different
types of land and water and be able to
write about or say how living things
such as plants and animals, and
people use these parts of Earth.
Students will be able to make a model
of land and water using clay.
Students will be able to show they
know that Earth contains different
kinds of land and water.
Students will be able to draw and write
about ways they can care for the Earth.
Students will be able to draw various
minerals and know that they are
nonliving things that are found in the
soil.
Students will be able to make and read
a picture graph about items they have
recycled.
Students will be able to work with
others to complete an experiment or
solve a problem.
Students will be able to use the
senses, tools, and instruments to
obtain information from his or her
surroundings.
Students will be able to use tools to
measure weather on a daily basis.
Students will be able to understand
how the weather pattern can change
each day.
Students will be able to use a bar
graph to answer questions about
weather.
Unit C. Physical Science
Informational Knowledge Objectives
Observing Matter
Students will learn the following vocabulary
terms: matter, mass, solid, liquid, gas,
dissolve, and evaporate.
Students will learn how objects are made up of
parts that are too small to be seen without
magnifying them.
Students will learn that matter can be
identified by how it looks and feels and that
not all types of matter look and feel the same.
Students will know that liquids and gases are
kinds of matter and that a liquid can change
shape but not size.
Students will know the effects of heating and
cooling on solids, liquids, and gases.
Students will be aware that objects can be
grouped by their physical characteristics.
Students will learn how matter is on the moon
and that it weighs more than it does on Earth.
Movement and Sound
Students will grasp the concept that different
things move at different speeds.
Students will grasp the notion that there is a
relationship between force and motion.
Students will understand that forces make
things move and some forces are stronger
than others.
Students will know what magnets can do and
that magnetism is a force that may attract or
repel certain materials.
Students will know what kinds of sounds
surround us.
Students will know that many things in nature
can make sounds.
Suggested activities
Students will use a home weighing scale to
measure various objects for weight. They will
then measure the same objects in a different
location and be able to observe that they are
in fact the same weight no matter where they
are weighed.
Students will read books about astronauts and
matter on the moon and be a scientist taking
notes in their science journals.
Students will use various different objects to
compare and contrast height and weight.
They will write their thoughts down on a sticky
note.
Students will have two jars filled with water
and only one covered. They will take note that
over time the uncovered jar evaporates.
Students will make ice and then melt ice and
notice the changes.
Procedural Knowledge Objectives
Students will be able to use their five
senses to describe what is in two
different paper bags.
Students will know that a solid takes up
space and will be able to group objects
according to their shape.
Students will be able to understand
how matter changes, and that while
certain things change in some ways,
they stay the same in others.
Students will be able to experiment
with the physical properties of ice,
water, and steam.
Students will be able to experiment
other ways matter can change.
Students will be able to compare
height and weight using common
sense.
The students will be able to experience
and understand the effects of heating
and cooling on solids, liquids, and
gases.
The Students will be able to show how
sound is caused by vibrations (pulling
and pushing) to cause waves.
Students will be able to show that force
gravity and speed makes objects
move.
Students will be able to observe how
things move.
Students will be able to tell and
describe how sounds are made.
Unit D. Space and Technology
Informational Knowledge Objectives
Day and Night Sky
Students will know that the sun makes heat
and light and energy for Earth.
Students will learn that the Earth is 109 times
larger than the sun.
Students will learn what is in the day sky.
Students will know and differentiate objects
seen in the day and night sky.
Students will learn that the Earth’s rotation is
causes sunsets and sunrises.
Students will learn facts about the moon.
Students will use graphs, picture, and written
texts to observe describe and compare data.
Students will learn that Astronauts travel to
space in space shuttles.
Suggested Activities
Students will make a model of the Sun, Moon
and planets and be able to show how they
function in the universe. Students will take time during centers on multiple occasions to
complete this.
Students will read books and about the sky
and moon and universe and do a KWL chart
as a whole group focusing on what they have
learned.
Students will make posters showing the
rotation process and work as a team to write
down facts and add them on their poster.
Students will use chalk to draw different
planets and the Sun and Earth.
Students will act out rotation of the Sun using
peers from their center group.
Science in Our World
Students will learn that the activities of
humans affect plants and animals in many
ways.
Students will learn the vocabulary terms:
technology, simple machine, wedge, screw,
inclined plane, pulley, and lever and be able to
apply them into their oral vocabulary.
Students will learn that the way humans live
can affect plants in many ways and that
technology is the use of scientific knowledge
to solve problems.
Students will learn how builders get wood for a
house.
Students will learn what simple machines are
and how they are used to help workers make
things such as construction projects or farming
projects.
Students will understand the impact of
information technology on their daily lives.
Suggested activities
Students will work in groups during centers
and use given materials to make a strong
bridge.
The teacher will provide a table of all sorts of
different tools (child safe) and the students will
explore and use them and then write and draw
about their tool and its purpose.
Students will read books about tools and write
post it notes with comments or questions.
Students will make up the perfect tool of their
dreams and write about it in a story format
using writers’ workshop. Students will work on
their story throughout the week and share and
compare and read stories to each other and write comments and questions on Friday
(share day).
Students will use tools to stack various objects
around the classroom.
Students will write a how to book about the
process of how food gets from the farm to the
store. We will make these into a class book to
add to our class book library.
Students will write about all kinds of different
tools and what they are used for in their
science journal.
Students will cook pancakes using various
tools in small groups during centers.
Procedural Knowledge Objectives
Students will use standard and non
standard objects to measure things.
Students will be able to use their
bodies to show rotation of the Earth.
Students will use a telescope and be
able to understand that they make
things appear closer than they are.
Students will be able to draw and say
the planets.
Students will be able to read a
calendar and understand how the
moon looks at different times during
the year.
Students will be able to use simple
graphs, pictures, to compare and
contrast data.
Students will be able to explore how to
use tools.
Students will be able to make a list of
foods that you can eat from a farm.
Students will be able to use various
tools to help make things and some
things cannot be made without tools.
Students will be able to describe how
science and technology affect people’s
everyday lives.
Students will be able to understand
that screws, levers, pulleys, and
inclined planes are different types of
simple machines and they will be able
to explore using them.
Course Instructional Methods
Assessments
Relevant Minnesota State Standards
General Description
The first grade science curriculum focuses on the introduction and development of
scientific concepts and skills necessary for students to investigate , discover and
understand their world.
There are four major themes in the study of this course. Unit A : Life Science , where
in the students will learn about living things and non living things and their
characteristics. Second , Unit B : Earth Science, which focuses on the study of land
and water , weather and seasons. Third, Unit C : Physical Science , the understanding
of matter and energy . And Unit D : Space and Technology , this will help students to
develop an understanding of their world and respect all life on the planet.
Course Pre-Requisites
Satisfactory completion of Kindergarten.
Schedule
Monday to Friday : 2:15 pm – 3:00 pm
Course Learning Objectives
At the end of the course the student will be able to :
1. Explain the characteristics of living things and non livingthings .
2. Describe the different habitats and name the plants and animals that live in a
certain habitat.
3. Compare the structural characteristics of plants and animal and how do they
associated in their environment.
4. Discuss how plants and animals are dependent upon each other for survival.
5. Name the major features of earth’s surface.
6. Identify and describe the four seasons.
7. Explain how to use simple tools in measuring weather conditions.
8. Compare objects based on their composition and physical properties.
9. Name sources of energy.
10. Explain what cause day and night.
11. Name the eight planets in our solar system and their characteristics.
12. Identifies ways that science and technology affect people’s everyday lives.
13. State some ways on how technology used in our daily communication.
Course Content : Units / Themes / Topical Organization
Unit A: Life Science Chapter 1: Living and Non living
Lesson 1: What are living things? TE pages 6, 7, 8, 9
Lesson 2: What do plants need? TE pages 10, 11
Lesson 3: What do animals need? TE pages 12, 13
Lesson 4: What are nonliving things? TE pages 14, 15, 16, 17
Chapter 2: Habitats
Lesson 1: What is a forest habitat? TE pages 30, 31, 32, 33
Lesson 2: What is a wetland habitat? TE pages 34, 35
Lesson 3: What is an ocean habitat? TE pages 36, 37
Lesson 4: What is a desert habitat? TE pages 38, 39
Chapter 3: How Plants and Animals Live
Lesson 1: What helps animals live in their habitats? TE pages 54, 55, 56, 57
Lesson 2: How do animals get food? TE pages 58, 59, 60, 61
Lesson 3: What can help protect animals? TE pages 62, 63, 64, 65, 66, 67
Lesson 4: What are some parts of plants? TE pages 68, 69, 70, 71
Lesson 5: What helps protect plants? TE pages 72, 73
Chapter 4: Life Cycles
Lesson 1: How does a frog grow? TE pages 86, 87, 88, 89, 90, 91
Lesson 2: How does a butterfly grow? TE pages 92, 93
Lesson 3: How do animals grow and change? TE pages 94, 95,96, 97
Lesson 4: How does a daisy grow? TE pages 98, 99
Lesson 5: How do trees grow? TE pages 100, 101,102, 103
Lesson 6: How do plants grow and change? TE pages 104, 105
Chapter 5: Food Chains
Lesson 1: How do plants and animals get food? TE pages 118,119,120,121
Lesson 2: How do living things get their food in a rain forest? TE pages 122, 123,
124, 125
Lesson 3: How do living things get their food in a marsh? TE pages 126,127,128,129
Unit B: Earth Science Chapter 6: Land, Water, and Air
Lesson 1: What makes up earth? TE pages 150,151,152,153,
Lesson 2: What are rocks and soil? TE pages 154, 155,156,157,
Lesson 3: What changes land? TE pages 158,159
Lesson 4: How do living things use natural resources? TE pages 160,161,162,163,
164,165
Lesson 5: How can you reduce, reuse, and recycle? TE pages 166,167
Chapter 7: Weather
Lesson 1: How can you measure weather? TE pages 182,183,184,185,
Lesson 2: How do clouds form? TE pages 186, 187
Lesson 3: What are some kinds of wet weather? TE pages 188,189,190,191
Lesson 4: What are the four seasons? TE pages 192, 193,
Unit C: Physical Science Chapter 8: Observing Matter
Lesson 1: What is matter? TE pages 214, 215216,217
Lesson 2: What are solid, liquid and gas? TE pages 218, 219,220,221
Lesson 3: How does matter change ? TE pages 222, 223,224,225
Lesson 4: How can water change? TE pages 226,227,228,229
Lesson 5: What are other ways matter changes? TE pages 230,231
Chapter 9: Movement and Sound
Lesson 1: What makes things move? TE pages 246, 247, 248,249
Lesson 2: What is speed? TE pages 250, 251
Lesson 3: How do things move? TE pages 252,253,254, 255
Lesson 4: What do magnets do? TE pages 256, 257,258, 259
Lesson 5: How are sounds made? TE pages 260, 261,
Lesson 6: What sounds are around us? TE pages 262, 263,264,265
Chapter 10: Learning About Energy
Lesson 1: What gives off heat? TE pages 278, 279, 280, 281
Lesson 2: What can energy do? TE pages 282, 283
Lesson 3: What makes light and shadow? TE pages 284, 285, 286, 287,288,289
Lesson 4: What uses energy around us? TE pages 290, 291, 292, 293
Lesson 5: How do you get energy? TE pages 294, 295, 296, 297
Unit D: Space and Technology Chapter 11: Day and Night Sky
Lesson 1: What is in the day sky? TE pages 318, 319,320, 321
Lesson 2: What causes day and night? TE pages 322, 323
Lesson 3: What is in the night sky? TE pages 324, 325, 326, 327
Chapter 12: Science in Our World
Lesson 1: How do farmers use technology to grow food? TE pages 342, 343,344, 345
Lesson 2: How does food get from the farm to the store? TE pages 346, 347
Lesson 3: What tools can you use to make dinner? TE pages 348, 349,350, 351
Lesson 4: How do builders get wood for a house? TE pages 352, 353, 354, 355
Lesson 5: What are simple machines? TE pages 356, 357, 358, 359
Lesson 6: What can you use to communicate? TE pages 360, 361
Learning Activities
Class discussions to encourage students to share their ideas
Developing observational skills and expand vocabulary by learning appropriate
grade level scientific terms such as dissolving , melting, evaporating
Some art activity related to the lesson
Demonstration
Experiments (with safety considerations and instructions)
Assignments
Projects
Grading / Evaluation
Each grading period will be determined by a weighted average of :
Quizzes: 20%
Unit Test / Chapter Test : 25%
Class Participation (Recitation, Workbook, Seatwork) 25%
Homework / Assignment 10%
Projects (Experiments , Laboratory) 20%
TOTAL 100%
Weekly Informational Knowledge Overview - (Students will know...)
That environments have living and non living parts.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Classify things as living things and non living things.
Monday
Tuesday
Wednesday
Thursday
Friday
* FIRST DAY OF CLASS *
Learning Objective:
Language Objective:
Main Activity:
Meet and Greet the students and teachers.
Evaluation:
Vocabulary:
Homework:
Learning Objective:
At the end of the day, students will be able describe what living things are.
Book? plant? cat?
Language Objective:
At the end of the day, students will be able to Classify plants and animals.
Main Activity:
Explanation of the word living things. Citing an examples of living things.
Evaluation:
Is it living or not, say 'Yes' if it is living and 'No' if it is not.
Vocabulary:
living things
Homework:
None
Learning Objective:
Students will be able describe what living things are.
Language Objective:
At the end of the day, students will be able to give the characteristics of living things.
Main Activity:
Ask children why butterfly is a living things? And why people are living things? Write their answers on the board. And explain the characteristics of living things (some are given by the students) such as, it grows, it moves.
Evaluation:
Do living things change? YES
Do Living things grow?
Vocabulary:
Grow, change
Homework:
None
Learning Objective:
To make a list of the living things they see outside the classroom.
Language Objective:
To say living things they know.
Main Activity:
Ask students to say what living things they can give as an example.
Evaluation:
Living or non living?
Elephant / Plants / Girl
Vocabulary:
non living things
Homework:
None
Learning Objective:
Students will be able to name object which are non living things.
Language Objective:
Students will be able to differentiate living and non living things.
Main Activity:
Pictures are on the display board, ask children to say the names of each picture and tell whether it is non-living or living and why?
Evaluation:
Based on the main activity
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the lesson, the students will be able to name the different habitats.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the Chapter, the students will be able to describe each habitats and what kind of plants and animals live on it.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson, the students will be able to define the word habitat.
Language Objective:
After 45 minutes of discussion, the students will be able to enumerate the different habitats.
Main Activity:
Sing the song Habitats to the tune of Mary had a little lamb. Ask the children to close their eyes and think in their mind where plants and animals live. Let the children share their ideas. By showing the pictures of different habitats like forest, wetland, ocean, desert, let the children.
Say something about these pictures.
Evaluation:
Describe what a forest is.
What animals live in the forest
Vocabulary:
Habitat – is a place where plants and animals live.
Homework:
List the things a habitat gives to plants and animals.
Learning Objective:
At the end of the lesson, the students will be able to describe how forest looks like during summer and winter.
Language Objective:
After 45 minutes of discussion, the students will be able to enumerate the different habitats.
Main Activity:
Group the students into two, let each group go to the board and ask them to decorate the forest. During winter and summer (materials are laid on the table).
Explain what happen to the animals and plants that live in forest during winter.
Evaluation:
Name some living things in the forest.
Vocabulary:
Forest – land that is covered with trees and shrubs
Shrubs – small, low woody plant with several permanent stems
Homework:
Gather several pictures of different forest to show to the class, such as rain forest, deciduous forest.
Learning Objective:
At the end of the lesson, the students will be able to identify wetland habitat .
Language Objective:
After 45 minutes of discussion, the students will be able to enumerate the different habitats.
Main Activity:
Show a picture of wetland habitat.
From the group of pictures paste on the board, ask children to pick all the animals that they think live in wetland.
Evaluation:
Fill in the blank:
1. The ___________ (lion, duck) lives in the forest.
2. The ___________ (dragonfly, monkey) lives in the wetland.
Vocabulary:
Wetland habitat – are areas where water covered the soil.
Homework:
None
Learning Objective:
After the lesson, the students will be able to describe what is an ocean looks like.
Language Objective:
After 45 minutes of discussion, the students will be able to enumerate the different habitats.
Main Activity:
On the board are list of names of animals, ask the students where these animals live?
Ask two children to draw an ocean on the board and ask them what are the things they drew. Explain to them what kind of water does an ocean have.
Evaluation:
Match the animals on their habitats. (worksheet)
Vocabulary:
Ocean – is a habitat that has salt water and it is large and deep.
Homework:
None
Learning Objective:
Students will be able to describe a desert habitat.
Language Objective:
Students will be able to recall all the different habitats we discussed.
Main Activity:
Show the pictures of camel and cactus. Let the children think where did they see these living things. Explain to the children the physical features of a desert.
Evaluation:
Ask the children, if they will choose, which habitat they want to live and let them explain their answer. All answers are accepted, the logic is, if they understand all the different habitats.
Vocabulary:
Desert – is a dry habitat that receives little water but a lot of sunlight.
Homework:
Make a flip chart of different habitats and the animals that live on it.
Materials / Resources (including technology)
Scott Foresman Science 1
forestry.ky.gov
www.rainseason.net
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will be able to tell how animals live in their habitats.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to explain how different animals get their food and what helps protect plants.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
After 45 minutes of class discussion, the students will be able to name the four factors necessary for animals to survive.
Language Objective:
At the end of the lesson, the students will be able to.
Main Activity:
Ask the students about their ideas of the importance of home. Let them express themselves about different benefits of living in a home. Then tell them that animals have homes as well which is called a habitat and they also have some needs to be able to survive in their habitats.
Evaluation:
Have students name some needs of animals to survive.
After 45 minutes of class discussion, the students will be able to name the four factors necessary for animals to survive.
Language Objective:
The students will be able to describe how the tiger, cat, lions get their food.
Main Activity:
Show the pictures of the cat, lion, and tiger to the children, ask them what they can say about these animals. How do they look alike, possible answer, “they have claws". Explain to them how they use their claws to get food.
Evaluation:
Have children act as a tiger, lion in a forest wants to get food. And act as a cat to get its food.
Vocabulary:
claws, forest animals, carnivores
Homework:
How do birds get their food?
Learning Objective:
At the end of the lesson, the students will be able to describe the habitat of the kingfishers, hawks, pelicans.
Language Objective:
The students will be able to name the body part of these birds that they use in getting food.
Main Activity:
Have the children present their homework and explain what did they write. Show the pictures of the owls, hawks, kingfishers, pelican to the children. Discuss about their way of getting food.
Evaluation:
[true or false]
The kingfishers catch a fish by his powerful bills – TRUE
The pelicans use their feet to get their food - FALSE
Vocabulary:
carnivores
Homework:
None
* No Class, Local Holidays *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
* No Class, Local Holidays *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
The students will be able to compare and describe the structural characteristics of plants and animals.
Weekly Procedural Knowledge Overview - (Students will be able to...)
The students will be able to discuss that plants and animals have adaptation that help them survive in their environment.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
The students will be able to point out the parts of a hermit crab and clown fish that they used to protect themselves.
Language Objective:
The students will be able to explain how the hermit crabs protect themselves.
The students will be able to describe the sea anemones.
Main Activity:
Review about the ocean habitat. Ask the children what are the things they see in the ocean. Show also the sea anemones, Ask them what they think about these animals in this habitat, how they survive or live.
Evaluation:
Let the students identify what the hermit crab has to help him to live. And what the clown fish has .
Vocabulary:
anemones, antennae
Homework:
None
Learning Objective:
To compare which animal is safer in its habitat, the clown fish or the hermit crab?
Language Objective:
To explain the use and importance of the legs of the crabs.
To name some more animals with antennas.
Main Activity:
Show the picture of the crabs, aside from the hermit crabs, and ask children what they can say about the crabs? What do they think the legs are for? Discuss the use of the legs such as the first pair are called pincers and they have certain function. And mention also some animals with antennas.
Evaluation:
True or false worksheet.
Vocabulary:
anemones, antennae, feelers
Homework:
Write about two sentences about an animal and his home that is familiar to the students.
Learning Objective:
To describe the habitat of a mountain goat.
Language Objective:
To name the parts of a mountain goat that helps them live in their habitat.
To explain how does a mountain goat survive in a cold habitat.
Main Activity:
Ask the children that if they feel cold what do they do? What do they use to make themselves warm. From their answers the teacher can relate the lesson, and discuss about the goat’s fur and its other body parts .
Evaluation:
Hooves are used for? _____________
Does the mountain goat has thick or thin fur? ____________
Vocabulary:
fur, hooves
Homework:
None
Learning Objective:
To be able to make their own sea / ocean habitat in an empty shoe box.
Language Objective:
To be able to name all ocean creatures.
Main Activity:
Students will be given to use for their shoe box ocean activity or dayorama.
They will design their own ocean.
Evaluation:
Just check the finish outcome of their work.
Vocabulary:
sea horse, jellyfish, sea anemones, coral reefs
Homework:
None
Learning Objective:
To be able to state ways of how the cardinal, owl, giraffe, lion get their foods.
Language Objective:
To be able to explain how does lion, giraffe, owl, cardinals use their body parts to get their food.
Main Activity:
Let the students differentiate the animals that will be shown in the pictures or in the internet.
Evaluation:
Tell the different parts of the animals and let the students identify whose body parts are those.
Vocabulary:
Homework:
Materials / Resources (including technology)
Scott Foresman Science
ph.search.yahoo.com
animals.sandiegozoo.org
ehow.com
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to compare and describe the structural characteristics of plants and animals.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able explain some ways in which animals and plants are adapted to living in different environment.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson, the students will be able to describe how the camel helps it live in a desert. The students will be able to tell how the giraffe’s neck help it get food.
Language Objective:
At the end of the lesson, the students will be able to explain how does giraffe and camel adapted to their environment.
Main Activity:
Show a picture of a camel and ask children what can they say about this animal. Ask the students where do they see camel?in which habitat?
Present another picture, giraffe’s picture, Let the children describe the animal.
Ask children to pretend or act like a giraffe to show how they get their food.
Evaluation:
[Yes or No]
Giraffe eats leaves.
Camel live without food and water for a long time.
Vocabulary:
hump, chew
Homework:
Write a name of animals that blend into their surroundings.
Learning Objective:
At the end of the lesson, the students will be able to define what camouflage mean.
Language Objective:
The students will be able to explain how the camouflage help animals be safe .
Main Activity:
Show to the children the image of hare, how it looks like when it is in the woods and when it is in the snow. Let children say about their observation on the hare.
Evaluation:
Show them a picture of birds, hare, toad, let the children say if this animals use camouflage or not.
Vocabulary:
camouflage, hare
Homework:
None
Chapter Test
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson, the students will be able to compare a crocodile from an Alligator.
Language Objective:
The students will be able to explain the similarities of crocodile to a hippopotamus.
Main Activity:
From the images of alligator and crocodile let children say which is the crocodile, and which is the alligator. Another picture presented, which is the hippopotamus, let children say and share their ideas about this animal.
Evaluation:
[True or Not True]
A hippopotamus’ nose and ears close when it is under the water. [ True ]
A crocodile has long nose. [ True ]
Vocabulary:
similarities, alligator, hippopotamus, crocodile
Homework:
None
Learning Objective:
At the end of the lesson, the students will be able to Compare a crocodile from an Alligator.
Language Objective:
The students will be able to explain the similarities of crocodile to a hippopotamus.
Main Activity:
From the images of alligator and crocodile let children say which is the crocodile, and which is the alligator. Another picture presented, which is the hippopotamus, let children say and share their ideas about this animal.
Evaluation:
여기에 붙여넣기
Vocabulary:
Which sentence is true?
The giraffe eats leaves. How does it reach the leaves?
a. The giraffe stretches its neck to get food.
b. It climbs up the tree.
c. It takes food using its claws.
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week , the students will be able to Explain that animals and plants have
adaptations that help them survive in their environment (such as use of camouflage , teeth ,
spines)
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to Say and Label the different parts of a plant.
Monday
Tuesday
Wednesday
Thursday
Friday
* NO CLASS – Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
At the end of the day,the students will be able to describe how the deer,
kangaroo and peacock warn about danger.
Language Objective:
The students will be able to name the parts of the deer , kangaroo, and
peacock that they use to warn others of coming danger.
Main Activity:
Kangaroo, deer and peacock images are hang on the board.
Let children name the animals.
Tell the children that these animals also have their own way to communicate (not speaking / talking) with each other.
Explain what each body parts they used and how they use it to warn others of danger.
Demonstrate it to the children by body movements such as deer lifts its tail waves it.
Evaluation:
Ask each child to explain how the animals warn other animals of danger, Let them do body movements.
Vocabulary:
warn , danger
Homework:
Learning Objective:
At the end of the day , the students will be able to Name the parts of the Plants.
Language Objective:
The students will be able to point out and label the parts of the plants.
Main Activity:
On the board is a picture of a rose plant.
Point out each part and ask children name it, if they don’t know , help them to say the words.
Explain to the children what are those parts for.
Evaluation:
Point out the stem , roots , leaves, flower,and have the children name these parts.
Vocabulary:
Roots ,stem , leaves , flower
Homework:
Draw a plant and label its parts.
Learning Objective:
At the end of the lesson, the students will be able to explain the works of the
stem , roots , flower , leaves.
Language Objective:
The students will be able to point out and label the parts of the plants.
Main Activity:
Ask the children about the topic that we are talking about.
Have them guess what do the parts of the plants do to help plant survive.
Perform experiment to show them what will happen to plant without roots.
One plant without roots and another plants with roots, place them in separate pots or cans with soil in it.
Evaluation:
Have children answer the following sheets.
True or not true.
The leaves make food for the plants.
The roots take in water from the soil.
Vocabulary:
Homework:
Write down some plants that live in wetland.
Learning Objective:
At the end of the lesson, the students will be able to explain the works of the
stem , roots , flower , leaves.
Language Objective:
The students will be able to point out and label the parts of the plants.
The students will be able to name plants in wetland
Main Activity:
Children will match the name cards on the appropriate parts of the plant.
Restate the definition for each part as children label it.
From their homework , introduce new lesson which will be tackled next week. Let children
present their works in the class.
Evaluation:
Vocabulary:
wetland
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to:
-- Name plants that live in the desert and that may live in the forest.
-- Differentiate the sizes and shapes of the leaves of pine trees, cactus, and some rain forest plant’s leaves.
-- Name some parts of the plants that protects them.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the lesson the students will be able to explain how is the big, small, pointy leaves helps the plants to survive.
Monday
Tuesday
Wednesday
Thursday
Friday
* NO CLASS – Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson, the students will be able to compare the cactus leaves to a pine tree leaves.
Language Objective:
To describe how is the sizes and shapes of the leaves help the plants to grow and live.
Main Activity:
Show a picture of a desert, ask the children if they can still remember what habitat is it.
Have them describe the desert, Then explain to them that not only animals live in the desert. Plants do live also in the desert, and cactus is an example.
Show to them that cactus has spines, these are their leaves. And how it helps the cactus to grow.
Then show a picture of a forest. Let children identify what they see on the picture.
Explain that there are also pine trees in the forest and show how their leaves look like.
Tell children how this leaves help the pine tree grow and survive.
Evaluation:
A cactus lives in the __________.
A pine tree lives in the _________.
Write down some other plants that live in the rain forest, desert and wetland.
Learning Objective:
At the end of the lesson, the students will be able to compare the cactus leaves to a pine tree leaves.
Language Objective:
To describe how is the sizes and shapes of the leaves help the plants to grow and live.
Main Activity:
Let children present their homework. Ask them to talk about their works.
Leaf tracing.
Evaluation:
Show different sizes and shapes of leaves and let them name the plants that has these leaves.
Vocabulary:
Homework:
None
Learning Objective:
To name the parts of a certain plant that protects it.
Language Objective:
To identify the thistle plant from stone plants.
Main Activity:
Show from the internet a picture of a thistle plant ask the children what do they see on the plants. Let them guess why this plant has a spines. Explain to the children that these are to protect plants.
Show more example of plants with spines. Next image is the stone plants.
Ask the children to point out the plant, because it use camouflage. Ask them why they cannot point it out quickly, because it has almost the same color with the stones, and this is camouflage. a color or shape that makes animals or plants hard to see.
Evaluation:
Which plant use camouflage?the stone plant or the thistle plant?
Which plant has a spine?
Vocabulary:
camouflage, spines
Homework:
None
Learning Objective:
To demonstrate which leaf shape drips faster.
Language Objective:
To Describe how the water drips from leaf 1 and leaf 2.
Main Activity:
Investigate:
Which leaf shape drips faster?
Materials:
Real leaves of 2 different shapes, construction paper, scissor, clear tub.
What to do:
Cut out the leaf shapes, by tracing the real leaves. Label them leaf 1 and leaf 2.
Dip the leaf shapes in water, let the children have their own leaf shapes and dip it in the water. Hold up your leaf shapes over the tub. Observe how you leaf shapes drip. Assist the children to record their observation. Record it in their chart.
Evaluation:
Ask the children to summarize their activity, what do they found out.
Vocabulary:
drip
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will be able to explain how does a frog and butterfly grows.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to Draw the life cycle of frog and butterfly.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson, the students will be able to differentiate a tadpole from a froglet
Language Objective:
At the end of the lesson the students will be able to draw and label the cycle of a frog.
Main Activity:
Explain to the children what a life cycle means. Ask them if they already see a real frog.
Have them guess where do they think the frog came from, different answers will vary like, some will say in the water, in the wetland…
Explain to the children the life cycle of a butterfly. From egg → tadpole → froglet → adult frog. How does a tadpole looks like and a froglet?
Evaluation:
Have children say again the life cycle of a frog.
Vocabulary:
life cycle, tadpole, froglet, adult frog
Homework:
Draw the life cycle of a frog.
Learning Objective:
At the end of the lesson the students will be able to discuss the life cycle of a frog
Language Objective:
At the end of the lesson the students will be able to draw the life cycle of a frog, from egg to adult frog.
Main Activity:
Ask children about their homework. Let the children draw on the board the life cycle of a frog. After they drew it, have them explain their work.
Evaluation:
Match the picture of egg, tadpole, froglet, adult frog to their names.
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson the students will be able to Explain the life cycle of a butterfly.
Language Objective:
The students will be able to draw how a butterfly grows.
Main Activity:
Show a picture of a butterfly. Ask children if anybody knows how they grow?
From some children’s explanation connect the lesson about the butterfly life cycle
Evaluation:
Ask children individually how they understand the life cycle.
Vocabulary:
None
Homework:
What is a larva?
How many steps are there in a butterfly life cycle?
Learning Objective:
At the end of the lesson the students will be able to explain the life cycle of a butterfly.
Language Objective:
The students will be able to name the stages of the life cycle of a butterfly.
Main Activity:
Connect their homework to the lesson. Show again the life cycle of a butterfly.
Evaluation:
Ask children to draw on their own the stages of how the butterfly grows.
Vocabulary:
Homework:
None
* NO CLASS, Local Holiday *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to Discuss how do animals such as salamander, angelfish, cat, dogs, horses, chicken grow.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to Compare and differentiate the young animals from the grown animals.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson, the students will be able to Describe a young salamander and the grown up salamander.
Language Objective:
At the end of the lesson the students will be able to Compare the young salamander from the grown up salamander.
Main Activity:
Review about the characteristics of a living things like, they grow,they change their size, and shape.
From the internet. Show the picture of the salamander, ask the children if they know what kind of animal is it. Ask them if it is a living thing, then explain how the salamander grows. Discuss the characteristics of a full grown salamander from the young one.Show the life cycle below:
Evaluation:
Have the children say if it is a young salamander or grown up salamander.
It lives on land __________.
It lives in water __________.
Vocabulary:
salamander
Homework:
Write two ways that animals may change as they grow.
Learning Objective:
At the end of the lesson the students will be able to Say the difference of the young angelfish and the grown angelfish.
Language Objective:
At the end of the lesson the students can draw the young angelfish and the grown angelfish
Main Activity:
On their homework, ask the children the ways that animals may change, expected answers are, they change in size, shape, appearance. Then introduce the new animal which is the angel fish, show the two pictures, young and grown up.
Have them say what they see on the two pictures.
Evaluation:
From the pictures shown ask the children to point out which one is the young angelfish and the grown up.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson, the students will be able to Tell the changes of growing up animals such as cats, dogs, horses, chicken so on…
Language Objective:
At the end of the lesson, the students will be able Compare the baby animals to their mother animals.
Main Activity:
Show the picture of a cat and kitten.
Ask children to compare the two. Explain to the students how the kitten changed as it grows.
Evaluation:
Will young animals look exactly of their parents?
Vocabulary:
kitten
Homework:
Give children a picture of a dog and his puppy, then ask them write 2 sentences about these dogs, how do they look alike and different.
Learning Objective:
At the end of the lesson, the students will be able to Tell the changes of growing up animals such as cats, dogs, horses, chicken so on…
Language Objective:
At the end of the lesson, the students will be able Compare the baby animals to their mother animals.
Main Activity:
Discuss about their homework, ask the children about the similarities and differences of dog and puppy.
Evaluation:
Vocabulary:
puppy
Homework:
None
* HALLOWEEN PARTY *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to explain the life cycle of a plant such as daisy and a life cycle of a tree such as pine tree.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to differentiate how the plants grow and change from a tree.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to say the stages of the life cycle of a daisy.
Language Objective:
At the end of the lesson the students will be able to say the meaning of seed coat, seedling.
Main Activity:
Review the children about the past week lesson, about the life cycle of different animals.
Tell them that plants have life cycle too. Show a picture of a daisy, ask children if they knew this flower. Let them guess how does a daisy grows .
Then explain its life cycle to the children. Mention to them that a seed coat covers the seed, to protect it. And the seedling will grow from the seed.
Evaluation:
Ask each child to stand and tell the life cycle of a daisy.
Vocabulary:
seedling, seed coat
Homework:
Draw how a pine tree grows.
Learning Objective:
At the end of the lesson the students will be able to say the life cycle of a pine tree.
Language Objective:
The students will be able to differentiate how the plants grow and change from the tree.
Main Activity:
Show a picture of a pine tree. Explain to the children what does a tree bear, like pine cones. Then show by illustration on the board the life cycle of a pine tree. Ask children how do the tree is different from a plant.
Evaluation:
Tell whether it’s a tree or it’s a plant.
Daisy – plant
Mango – tree
Pine tree – tree
Rose -plant
Vocabulary:
pinecones
Homework:
None
*** END OF GRADING PERIOD 1 ***
Learning Objective:
At the end of the lesson, the students will be able to describe how a cherry tree grows.
Language Objective:
At the end of the lesson, the students will be able to draw the life cycle of a cherry tree.
Main Activity:
Show to the children a picture of a cherry through internet. Have them observe the season, then explain that during spring, the cherry tree has many flowers. And in summer the cherry grows on the tree all summer. During fall, the seed inside the cherry may grow to a new cherry tree.
Evaluation:
Test about life cycles.
Frog, butterfly, angelfish, salamander, cat, dog. horse, mosquito, daisy, pinetree, cherry tree.
Vocabulary:
spring, fall, summer
Homework:
None
* START OF GRADING PERIOD 2 *
Learning Objective:
At the end of the lesson, the students will be able to explain how do plants and animals get food?
Language Objective:
The students will be able to say what animals eat.
The students will be able to explain how plants make food.
Main Activity:
Tell children that animals need food like us. There are animals that eat plant, and others eat other animals.
On the board show to the children a picture of a plants.and explain to them that plants need food too.
Evaluation:
Vocabulary:
Homework:
Write in two sentences how plants make food.
Learning Objective:
At the end of the lesson, the students will be able to explain how do plants and animals get food?
Language Objective:
At the end of the lesson, the students will be able to say what animals eat. The students will be able to explain how plants make food.
Main Activity:
Look at all the homework of the children, read their answers aloud. Discuss about how plants make their food. How all its parts help the plant to make its food.
Evaluation:
Individually, ask the children the following questions:
What part of a plant takes in sunlight?
What part of the plant takes in water from the soil?
Vocabulary:
oxygen
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will be able to:
-- explain how plants make their own food.
-- Discuss that plants produce oxygen.
-- grouped animals according to what they eat.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to:
-- Demonstrate how plants make their food
-- Show how plants and animals are dependent upon each other for survival.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to explain how plants make their own food.
Language Objective:
The students will be able to write three things that the green leaves use to make food.
Main Activity:
Review about the parts of the plants.
Ask children if they have any idea on how plants make their food. (different answers will arise) Explain to the children how plants make their food.
Show a picture of a plant.
And explain how plants make food.
First, the roots take water and nutrients from the soil,
The water goes up to the stem, up to the leaves.Green leaves take in sun light, air and water to make food. This is called photosynthesis. Then green leaves produces oxygen.
Oxygen is a gas in the air that plants and animals including people needs to be able to live.
Evaluation:
What are the three things that a plant needs to make food.
What is an oxygen?
Vocabulary:
photosynthesis, oxygen
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to explain how plants make their own food.
Language Objective:
The students will be able to draw how plants make their food.
Main Activity:
Check the seeds that we planted last week. Have children write their data on their chart.
Review the past lesson, such as how plants make their own food. Have each child explain and demonstrate the steps in how plants make their food.
Evaluation:
Ask children to draw their own interpretation of how do plants make their own food.
Vocabulary:
Homework:
Cut and paste. Plant Sequence
Learning Objective:
At the end of the lesson, the students will be able to name what the animals in single food chain eats. The student will be able to describe what a rainforest is.
Language Objective:
The students will be able to explain what a food chain is.
Main Activity:
Remind children that plants uses sunlight, air and water to make food to live and grow.
Have them look at the diagram of a food chain in rain forest.
The katydid eats the leaves, the lizard will catch the katydid, the bird sees the lizard and eats it for its food. Tell the children that a food chain is a linked between how animals and plants provide food for each other.
Evaluation:
What does the katydid eats?
What does the lizard eat?
What does the bird eats?
Vocabulary:
food chain
Homework:
None
Learning Objective:
At the end of the lesson, the students will be able to name what the animals in single food chain eats.
Language Objective:
The students will be able to give their own examples of food chain.
Main Activity:
Review the lesson from Wednesday.
Ask children on what they can still recall on the previous lesson. Show again the food chain of katydid, lizard and bird. Site more examples of food chain in the rainforest.
Evaluation:
Give them seatwork and ask them to draw an arrow to show the right direction on the food chain.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson, the students will be able to name what the animals in single food chain eats.
Language Objective:
The students will be able to give their own examples of food chain.
Main Activity:
Present to the children the food chain of plants Katydid lizard bird tayra. Explain that plant makes food, the katydid eats plant, the lizard eats the katydid, the bird eats the lizard and the tayra eats the bird.
This is called a food chain…
Evaluation:
Ask the children how does the plant get food.
What are the animals in this food chain?
Vocabulary:
Homework:
From the food chain mentioned above. Answer the following questions.
1.What does the tyra eat for food?
2. Write a sentence about the the food chain in rain forest.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to:
-- Differentiate rainforest from marsh.
-- Create their own food chain.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
-- Explain and demonstrate how plants and animals connected in food chain.
-- Define herbivores, carnivores and omnivores.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson, the student will be able to describe a marsh.
Language Objective:
At the end of the lesson, the students will be able to identify the animals in the marsh food chain. The students will be able to define herbivores, carnivores and omnivores.
Main Activity:
Recall the previous lesson about a rain forest .
Ask children to describe what a rainforest looks like. Have them recall about the food chain in rainforest. Then introduce the new lesson, how living things get food in a marsh.
Show a picture of a marsh and a rainforest.
Ask children to identify which is a rainforest and which is a marsh?
Describe to the children what a marsh is..it is a wetland habitat. It is a place that is mostly soaked with water.
Ask them if they know some animals that live in marsh. If they mention rat and snake, connect the lesson from their answers. Tell the children how these living things get their food in marsh.
Evaluation:
What does the snake eat? How does food get from the plant to the snake?
Vocabulary:
marsh
Homework:
Show a marsh food chain.
Number the pictures from 1 to 4 to show the sequence of marsh food chain.
Learning Objective:
At the end of the lesson, the students will be able to Group animals according to what they eat.
Language Objective:
At the end of the lesson, the students will be able to identify the animals in the marsh food chain. The students will be able to define herbivores, carnivores and omnivores.
Main Activity:
Present the food chain of the .
Tell children that the animals that eat plants are called herbivores – plant eater.
The animals that eat other animals are called carnivores – meat eater
The animals that eat both plants and animals are omnivores.
So, from the diagram show them that the rat is a herbivore.
The snake is a carnivore. And the bird is also a carnivore.
Evaluation:
[Seatwork]
Draw a line to connect to the group where animal belongs.
1.herbivore
2. carnivore
3.omnivore
Vocabulary:
Homework:
Write down 3 names of animals in each group.
1. Herbivores:
2. Carnivores:
3. Omnivores:
Learning Objective:
At the end of the lesson the students will be able to name animals which are herbivores, carnivores, omnivores.
Language Objective:
The students will be able to explain the sequence in a food chain.
Main Activity:
From their homework ask children to say in the class what did they wrote.
Discuss the animals that the children will say in the class and what food do they eat.
Evaluation:
Match the animals with the food they eat.
1. Katydid -- rat
2. Bird -- plant
3. Snake -- lizard
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to make their own model of food chain.
Language Objective:
The students will be able to explain the sequence in a food chain.
Main Activity:
Making a model of a food chain.
Crayons or markers
Paper plates
Tape
Yarn
Template of rat, bird and snake
Instruction: on the first paper plate
The children will draw a plant and a sun.
Then on the second paper plate, they will trace the animal templates and color them.
Then they will connect their drawings with tape and yarn.
Evaluation:
Ask children to explain their work.
Vocabulary:
Homework:
Quiztomorrow. Review your food chain.
Textbook will be sent home.
Learning Objective:
At the end of the lesson the students will be able to make their own model of food chain.
Language Objective:
At the end of the lesson the students will be able to explain the sequence in a food chain.
Main Activity:
QUIZ.
Continuation of their food chain model.
Evaluation:
Vocabulary:
Homework:
Grouping Animals of what they eat.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to:
-- Explain how food passes from plants to animals in a marsh food chain.
-- Identify which animal in marsh is a carnivorous, herbivorous, and omnivorous.
-- Explain what makes up earth.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
-- Give some examples of carnivorous animals, herbivorous animals, omnivorous animals.
-- Differentiate land from water.
-- Describe each bodies of water and land forms.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to demonstrate how the food chain in marsh. The students will be able to identify which animal is a carnivorous, herbivorous, omnivorous in marsh food chain.
Language Objective:
At the end of the lesson the students will be able to describe a hawk as a carnivorous animal.
Main Activity:
Show the food chain of plants, rat, snake, hawk
Remind children that the plants use sunlight to make food. The rat will eat the plant. And the snake eats the rat, and when the hawk sees the snake, it will fly down and eat the snake.
Hawk is a carnivorous animal, it can also eat small birds, and rodents. The rat is a herbivorous animal because it eats plant.
Give some more examples of animals that can be found in marsh such as dragonflies, frogs, great blue heron, raccoon. Then explain to the children the food that these animals eat.
Evaluation:
What does the hawk do for food?
Does a rat belong to carnivores or herbivores?
Vocabulary:
Homework:
Review for a quiz about rain forest food chain and marsh food chain..
Books will be sent home.
Learning Objective:
At the end of the lesson, the students will be able to Point out on the globe the land part and the water part of the earth.
Language Objective:
The students will be able to describe a land and water.
Main Activity:
Show a globe to the children.
Tell children that this is how earth looks like.
The blue is the water on earth. The brown and green are the land on earth.
Ask children what do they think, is there more water or land on the earth?
On the board show a diagram about the important details of the earth.
진승, 아래는 아마도 그림이나 표 같은데... 인쇄본 보고 다시 잘 만들어야 해.
Blue is water There is more
Brown and green water than land
Are land on earth
EARTH
Evaluation:
Ask children to point out on the globe which part is the land.
And which part is the water.
Vocabulary:
globe, earth, land, water
Homework:
Make a list of different bodies of water.
Learning Objective:
At the end of the lesson, the students will be able name different land forms and bodies of water.
Language Objective:
The students will be able to describe a lake, river, sea.
Main Activity:
Review the previous lesson.
Show different bodies of water.
Lake iver sea
Describe to the children the bodies of water.
Evaluation:
Show again the pictures of sea, river and lake. Have children identify it.
Vocabulary:
sea, river, lake
Homework:
Name different land forms.
* AMERICAN THANKSGIVING *
Learning Objective:
At the end of the lesson, the students will be able name different land forms and bodies of water.
Language Objective:
At the end of the lesson, the students will be able to describe a hill, plain, mountain, cliff.
Main Activity:
Review the previous lesson.
Show the picture of a sea, river and lake. Have children identify each and describe it.
Now show the pictures of different land forms.
Hill plain mountain cliff
Describe to the children each land forms.
Evaluation:
Have the children identify each landforms.
Vocabulary:
hill, plain, mountain, cliff
Homework:
None
Learning Objective:
At the end of the lesson, the students will be able name different land forms and bodies of water.
Language Objective:
At the end of the lesson, the students will be able to describe a lake, river, and sea.
The students will be able to describe a hill, plain, mountain, and cliff.
Main Activity:
First show the pictures of different bodies of water that were discussed.
Let children identify each. Then show them the different landforms. Have them name it.
Evaluation:
QUIZ match the pictures with their names.
Example:
hill
plain
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will be able to:
-- Name the different landforms
-- Name the different bodies of water
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
-- Describe a hill, mountain, valley, plain, cliff
-- Describe an ocean, lake, ponds, river, waterfalls
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to identify and give the names of different landform.
Language Objective:
At the end of the lesson the students will be able to describe a mountain, hill, valley, plain, cliff.
Main Activity:
Show the pictures of different landforms.
Mountain valley hill plain cliff
Let the children master the names and the physical features of each landforms.
Describe each landform.
Mountain - is a part of Earth that is very wide, has a taller height than a hill and often has steep sides, or it is a large pile of something.
Hill - a usually rounded area of land that is higher than the land around it but that is not as high as a mountain
Valley - low area of land between hills or mountains, typically with a river or stream flowing through it.
Plain - a large area of flat land at low elevation.
Cliff - a steep rock face, especially at the edge of the sea.
Evaluation:
Match the pictures with their names.
plain
mountain
Vocabulary:
Homework:
How is a plain different from a cliff?
Learning Objective:
At the end of the lesson the students will be able to identify and give the names of different landform.
Language Objective:
At the end of the lesson the students will be able to describe a mountain, hill, valley, plain, and cliff.
Main Activity:
Ask the children to go on the board and name the different landforms.
Ask each child to give the name of the landform as the teacher says the characteristics.
What do we call a large area of flat land at low elevation?
What do we call a landform that has a taller height than a hill?
Evaluation:
Draw a line to match the sentence with the pictures.
1. a steep rock face, especially at the edge of the sea
2. low area of land between hills or mountains.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to name the different bodies of water.
Language Objective:
At the end of the lesson the students will be able to describe each body of water.
Main Activity:
Review all the landforms.
Remind children that the earth is made up of land and water.
Ask them if they can recognize the pictures again as it was shown last week.
Ocean lake river waterfalls pond
Describe each bodies of water
Ocean – the salt water that covers much of the Earth's surface.
Lake – a large body of water surrounded by land.
River - usually freshwater, flowing towards an ocean, a lake, a sea, or another river.
Waterfalls – are also called cascades. A cascade of water falling from a height.
Ponds - A pond is a small area of still, fresh water
Evaluation:
Match the names of the bodies of water to the pictures.
1. Ocean
2. Lake
3. River
Vocabulary:
ocean, lake, river, waterfalls, pond
Homework:
What is the difference between a pond and a river?
Learning Objective:
At the end of the lesson the students will be able to name the different bodies of water.
Language Objective:
At the end of the lesson the students will be able to describe each body of water.
Main Activity:
pond
Have children choose the words from the word cards pasted on the board and have them match each word to the pictures of bodies of water.
Make a model of the earth showing the land part and water part.
Evaluation:
Ask children individually to name the bodies of water as they point it out on the board.
Vocabulary:
Homework:
Review for a quiz tomorrow, Friday, Dec .5. topic : landforms and bodies of water.
Hand outs will be sent home.
Learning Objective:
At the end of the lesson the students will be able to:
-- Identify and give the names of different landform.
-- Name the different bodies of water.
Language Objective:
At the end of the lesson the students will be able to describe a mountain, hill, valley, plain, and cliff. The students will be able to describe each body of water.
Main Activity:
Review all the landforms and bodies of water.
Give the quiz. Guide each child to their questions.
Evaluation:
Answer the questions from the quiz.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science 1
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will be able to explain that the surface of the earth is composed of different types of solid materials.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to differentiate rocks, sand and boulders.
Monday
Tuesday
Wednesday
Thursday
Friday
* NO CLASS, FOUNDATION DAY *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
* NO CLASS, TYPHOON *
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson, students will be able to give the characteristics of rocks.
Language Objective:
The students will be able to differentiate rocks, sand and boulders.
Main Activity:
Have the children look at the rocks on the table.
Ask them what are those objects?
Ask their ideas about rocks.
Give the characteristics of rocks. Then show them the sand on the container, tell children that sand is tiny pieces of broken rock.
Show them a picture of boulder.
Ask if anyone from the class knows what is it?
Explain to the children that boulders are big rocks.
Evaluation:
Have children think of a place where they might see a boulder, rock, and a sand.
Ask them to draw a picture of the place where they can see rock, sand and boulder, then label the rock, sand and boulder.
Vocabulary:
sand, rock, boulder, natural resources
Homework:
Homework: How are sand and boulders alike?
Name one way people use rocks.
Learning Objective:
At the end of the lesson, students will be able to give the characteristics of rocks.
Language Objective:
The students will be able to differentiate rocks, sand and boulders.
Main Activity:
Review the previous lesson about rocks. Then as center activity, have children observe the rocks with a hand lens.
Have them think about how rocks are alike and different.
Ask children to sort the rocks into groups, then write a sentence about each group .
Evaluation:
Ask children what did they observe about the rocks. ( possible answer, different in size . different in color)
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson, students will be able to give the characteristics of rocks.
Language Objective:
The students will be able to name the three types of rocks.
Main Activity:
Show a picture of sedimentary, metamorphic and igneous rocks.
-- Sedimentary rocks are formed by sediment that is deposited over time, usually as layers at the bottom of lakes and oceans.
-- Metamorphic rocks have been changed over time by extreme pressure and heat.
-- Igneous rock is formed when magma cools and solidifies, it may do this above or below the Earth's surface.
Let the children watch the video in MAKE ME GENIUS. COM, types of rocks. This video will show the formation of sedimentary, igneous and metamorphic rocks.
Evaluation:
Which kind of rock formed when magma cools?
This kind of rock have been change by extreme pressure or heat?
These are rocks formed by sediment .
Vocabulary:
igneous, sedimentary, metamorphic, magma
Homework:
None
Materials / Resources (including technology)
Make me genius.com
science for kids
Scott Foresman
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will be able to recognize that the solid materials making up the earth come in all sizes, from boulders to grains of sand.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to name some of Earth’ s natural resources, including land, air and water.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to define Natural Resources.
Language Objective:
The students will be able to Identify renewable and non renewable resources.
Main Activity:
Recall the past lessons.
On the board, are list of examples with pictures of natural resources, such as sunlight, water, forest, oil, coal.
Ask children to read the words and get their ideas about these things.
Give them the clue that these things are, begins with N R, its two words…(children love guessing)
Ask the children how do they understand the word natural resources?
Then give the meaning of natural resources.
Explain to the children that oil, coal, trees, sunlight, water, are examples of natural resources.
And natural resources can be classified into renewable and non renewable.
Also, discuss what are renewable resources and what are non renewable.
Evaluation:
Ask each child to give the meaning of natural resources.
Then on their worksheets let them classify the things into renewable and non renewable resources
Vocabulary:
natural resources, renewable, non renewable
Homework:
What is a natural resources?
Write some examples of renewable resources and non renewable resources.
Learning Objective:
At the end of the lesson the students will be able to define natural resources.
Language Objective:
The students will be able to give the importance of natural resources like water, plants and their uses.
Main Activity:
Review the previous lesson about natural resources.
Ask children to give an examples of natural resources.
Tell them that sunlight, air and water are natural resources that can never be used up.
And water is very important. Ask them why it is important? (Accept all answers)the children will give its uses.
Explain to the children that both fresh water and salt water is a natural resources. And ¾ of the earth is covered by water.
And there are different freshwater sources, such as rivers, lakes, ponds and ground water.
And most salt water is found in the ocean.
Evaluation:
Ask the children, individually to name sources of fresh water.
Have them give the uses of water.
Vocabulary:
fresh water and salt water
Homework:
Give three uses of water. Name the different sources of fresh water.
Learning Objective:
At the end of the lesson, the students will be able to explain the importance of Air.
Language Objective:
The students will be able to give the uses of Air.
Main Activity:
From the student’s homework, recall the past lesson.
And ask them to name some examples of natural resources.
Relate the new lesson which is about air.
Ask them their ideas about air.
Definitely they will say that we use air to breathe in.
And tell them that Air is all around, wind is moving air.
Plants and animals need air to live.
We also need air to make things move like the hot air balloon.
We fill some things with air to make them bigger like a soccer ball and balloons.
Evaluation:
Ask each student to stand in front and explain the lesson about Air.
Vocabulary:
Ask each student to stand in front and explain the lesson about Air.
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to explain that the surface of earth is composed of different types of solid materials that come in all sizes.
Language Objective:
The students will be able to:
-- Give the similarities of boulders and sand.
-- Name examples of minerals.
Main Activity:
Show to the children the pictures under two columns on the board.
On the left column are boulders and sand.
On the right column are quartz, gold, silver, iron.
Have children express or share their ideas about these things.
Ask them if they think that these are also natural resources.
Then show them two words, “rocks“ and “minerals”.
Ask one child to take the words and paste them on the top of the columns which she/he thinks each word should be.
Then start the discussion about rocks.
Rocks are natural resources.
Rocks come in many shapes, sizes, color.
Boulder is a big rock.
Sand is made of tiny pieces of rocks.
Evaluation:
How are boulders and sand the same and different?
Vocabulary:
rocks, minerals, sand, boulders
Homework:
Think of a rocky, sandy place that you have been and write few sentences about your experiences in these places.
Learning Objective:
At the end of the lesson the students will be able to describe what a mineral is.
Language Objective:
The students will be able to name examples of minerals.
Main Activity:
Have the children read their homework in the class.
Then recall the lesson about rocks and minerals.
Show them again the chart of rocks and minerals.
Explain that minerals are natural resources.
Minerals are non living materials that come from earth.
Explain to the children what are quartz, copper, etc..
Evaluation:
Ask children to name some minerals.
Vocabulary:
minerals, quartz, copper, gold, silver
Homework:
Name at least two things that is made up of gold, things made up of silver, and things made up of copper.
Materials / Resources (including technology)
Scott Foresman Science 1
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to Explain that the earth is compose of different types of solid materials.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able to name the solid materials that compose the earth.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to:
-- give the meaning of natural resources.
-- describe rocks, sand, boulders, soil, clay, loam and humus.
Language Objective:
At the end of the lesson the students will be able to:
-- give the similarities of sand and boulders.
--Differentiate sand from boulders, sand and clay.
Main Activity:
Review the past week lessons on rocks and soil.
Refresh the mind of the children and recall the lessons.
Evaluation:
Write true if the sentence is correct and not true if the sentence is wrong.
1. The pieces of broken rock are called sand.
2. Sand feels sticky and soft.
3. Humus helps plant grow.
4. Soil is a natural resource.
5. Humus is made of parts of living things that died.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able Explain how weathering and erosion cause changes in the environment where they live.
Language Objective:
The students will be able name things that change land.
Main Activity:
On a tray, make a soil or sand hill by packing soil on a cookie sheet or any small plastic container.
Raise one end of the tray slightly and place a thick towel tissue under the other end.
Ask children to guess what might happen if we drip water onto the upper center of the tray.
Then discuss what the water does to the soil.
Explain to the children that most erosion is by water but wind can also cause erosion when it carries away soil.
Show also how wind moves the soil by blowing the sand hill model (let the children move away from the place where the models are).
Wind and water cause erosion.
Erosion can change land, its shape and size.
Evaluation:
Individually ask them to explain How Erosion change land.
Vocabulary:
weathering, erosion
Homework:
Name two things that cause Erosion. Give some other things that can also change land.
Learning Objective:
At the end of the lesson the students will be able to Explain how weathering and erosion cause changes in the environment where they live.
Language Objective:
The students will be able to name things that change land.
Main Activity:
Show a picture of a tree roots break the sidewalk as they grow.
Ask the children if they have ever seen plants growing up through sidewalks.
Tell them this is cause by weathering.
From the root word weather. Ask children to give some examples of weather…like hot, cold, windy, snowy and rainy.
Remind children that weathering and erosion often work together.
Evaluation:
Let children answer the question [Yes or No]
1. Weathering happens quickly.
2. Water and ice can cause weathering.
3. Weathering can change land.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to describe how people, plants and animals can change land.
Language Objective:
The students will be able to name some different things that change land.
Main Activity:
Show a plant planted on a soil placed in a basin or container.
Ask the children what do they think the importance of a plant to the soil.
Accept all answers.
Then pull the plant from the soil.
Let the children describe what happen to the soil.
Tell them that the roots of the plants help hold the soil in place.
Plants can slow down erosion.
Share the importance of planting trees and not to cut them.
Tell them that people can also be a cause to change land surface.
Same as through with the animals. They dig the soil and move the soil.
Evaluation:
Name some things that change land.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to describe how plants, animals, people can change land.
Language Objective:
The students will be able to name some different things that change land.
Main Activity:
Recall the whole week lessons.
Evaluation:
Have the children draw how plants, animals and people change land.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week, the students will be able to give the importance of air and water.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week, the students will be able explain how do living things use natural resources.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson, the students will be able to site an examples of natural resources.
Language Objective:
The students will be able to explain how people, plants, and animals use air.
Main Activity:
Review the meaning of natural resources.
Ask children to give an examples of natural resources as mentioned in the previous lesson, like air.
Then have children blow out on their palm or on their hands.
Let them feel the air. Explain that they cannot see air but they can feel it, as how they feel when they blow out to their hands…that is air.
And we breathe in the air. people, plants and animals need air.
Ask children how do people use air? Possible answer…TO BREATHE.
Yes, to breathe in.
And look at this picture. (picture of a sailboat)
Ask the children what can they say about the picture.
Explain to them that people use air to move the sailboat.
Air fills the sails to make the sailboats move. We also use air to make bubbles.
Show how air move the bubbles.
Tell them that everything that is alive needs and use air to live.
Evaluation:
Color the picture which shows use of air.
Vocabulary:
Homework:
List two ways that birds may use air. (breathe and fly)
Do you see air? [Yes, No]
How do you know that air exist? (we feel it)
Learning Objective:
At the end of the lesson the students will be able to give some things that make air dirty or polluted.
Language Objective:
The students will be able to explain the effect of dirty air.
Main Activity:
Ask them, do we need dirty or clean air? (definitely clean air)
Yes, we need clean air.
Explain to the children that to be able to live healthy we must breathe in fresh and clean air.
And tell them that there are some things that makes our air dirty. (soiled, unclean) polluted.
Have them give some things that makes our air dirty.
Smoking, car exhaust, chimney smoke, factory smoke.
Educate children how smoking, car exhaust , chimney smoke, factory smoke makes our air dirty.
Tell them that if we breathe in dirty air we might get sick.
Ask them to be away from the people who are smoking or cover their nose whenever they see smoke.
Have children understand that keeping cars in good running condition helps keep air clean.
Evaluation:
Ask the children individually to give some things that make air dirty.
Vocabulary:
polluted
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to give the importance and uses of water.
Language Objective:
The students will be able to name some sources of water.
Main Activity:
Recall the previous lesson.
Ask children to give or name again some natural resources.
Tell them that water is also one of very important natural resources.
Ask them, “Do you need water?”
Each child will say Yes.
Then ask the children, Why do you need water? (drinking, bathing, washing)
Show pictures of drinking, bathing, cooking, washing and watering the plants.
Explain to the children that these are the uses of water.
Educate them that we use water in taking shower or taking a bath to make ourselves clean.
If we are clean, we smells good, we must take a bath everyday..
Brush our teeth, wash our hands before eating.
Wash our hands after we use the toilet.
Evaluation:
Have children draw and label pictures showing different ways that people use water.
Vocabulary:
Homework:
What is the importance of clean water for people, animals and plants?
Learning Objective:
At the end of the lesson, the students will be able to Give ways to save water.
Language Objective:
The students will be able to:
-- Name sources of water.
-- Explain how to keep our water sources clean.
Main Activity:
Review the importance of water. Explain to the children that we need to save water.
We must not waste water.
Give them the idea that if we run out of water, we will not be able to live.
Mention also some ways to save water such as by turning off water when they are not using it.
Turning off or fix dripping faucets.
Don’t play or waste water.
We must conserve water, conserve means to protect something being used up. Avoid using them in wasteful or destructive ways.
Evaluation:
Worksheets.
Vocabulary:
Homework:
How can people save water?
Learning Objective:
At the end of the lesson the students will be able to give ways to save water.
Language Objective:
The students will be able to:
-- name sources of water.
-- explain how to keep our water sources clean.
Main Activity:
Recall the past lessons.
Ask children on their ideas about where water comes from.
Explain to them that the water we drink comes from sources beyond the sink faucet or drinking fountain.
Have them understand that the water from the tap often comes from rivers near, or sometimes far from city.
And some smaller cities get their water from deep well dug near their homes.
And the primary source of this water is rainfall.
Educate children about keeping our water sources clean by not pouring hazardous liquids down storm drains.
Not throwing rubbish or garbage in our rivers, lakes…
Explain to them that ship and boats may leak oil and make water dirty.
Evaluation:
Ask children individually to name sources if water.
How to make our water sources clean.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will be able to extends and refine knowledge of ways to care for the earth at home and in school.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to explain how people use land.
The students will be able to give the natural resources that come from land.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to give ways how people use land.
Language Objective:
The students will be able to name the uses of trees.
Main Activity:
Recall the previous lesson so to refresh children’s mind and to connect the new lesson.
Have them give examples of the natural resources that we had been studied.
Then on the board, show the children an image of land.
Tell children that land is an important natural resource.
Land is the ground soil, the surface of the earth that is not covered by water.
People, animals and plants, use land in different ways.
Ask them if they have any idea how do they use land.
Accept all answers….
Show them a picture of a tree.
Have children say something about a tree.
Then discuss that tree has many uses.
Let the children say some uses of the trees.
Explain to them that we use trees for building homes.
We use trees for shelter.
Trees also provide food for people and animals.
Let them give some examples of food that we eat which came from a tree or plants.
And recall the things about erosion, tell children that the roots of the tree slow down erosion.
Ask children, where do they found trees? Answers may be in the forest, garden, surroundings….
Ask them where does the tree grows? In the land.
Evaluation:
Have each child say the uses of the trees.
Vocabulary:
land
Homework:
Think about trees in a park.
What do the trees in the park provide for people and animals?
Give 5 examples of food that we eat grow in soil.
Learning Objective:
At the end of the lesson the students will be able to give ways how people use land.
Language Objective:
The students will be able to give an examples of minerals and their uses.
Main Activity:
Review the lesson about land and trees.
Then on the tv monitor show an image of copper, gold and silver.
Let children guess what are these., are they trees? Are they animals?
Tell them that these are minerals.
And minerals are natural resource.
They are non living things.
They come from land.
Gold, silver and coppers are minerals.
And we use minerals to make something like we use gold in making …..have children say some things that are made up of gold.
Then show them a penny…ask children what mineral do they think we used to make this coin…it is made up of copper.
Then show some images of things that are made of copper.
Next is the silver, it is also a kind of mineral.
Ask children if they know some things that are made of silver?
So these are the most common minerals that we used for making things.
And minerals can be found in land.
Evaluation:
Let the children name the minerals that will be flashed on the screen.
And have them name the minerals used for each object like necklace, spoon, cable wire, pennies….
Vocabulary:
minerals
Homework:
Where are minerals found?
Write 2 sentences that describes a mineral.
Learning Objective:
At the end of the lesson the students will be able to give the meaning of reduce, reuse, recycle.
Language Objective:
The students will be able to explain how to reduce, reuse and recycle things.
Main Activity:
Recall all the things that we discussed.
Then ask children that we used land in many ways.
Ask them if it is important to take care of our land . All answers is yes….
Then ask them how to make our land clean…possible answer is, don’t throw garbages…
Tell children that is correct, we can help keep the land clean, we can put trash in a trash can.
And tell them that from the things that we throw some are still good to use, like the cans, plastic bottles…
Then show the word RECYCLE on the board.
This means to make old things into new things.
We can help save the earth’s land, water and air by recycling things.
Like for example glass bottles, instead of throwing it we can decorate it to make a flower base.
Newspaper to make a box.
Plastic bottles to make a shaker....
Empty tissue rolls to use for some art craft…recall the Santa Claus that they did last December…
So, these are what we called recycled materials.
Evaluation:
Have children tell more about how to recycle things.
Have them give some more examples.
Vocabulary:
recycle
Homework:
Bring some things that can be recycled.
Learning Objective:
At the end of the lesson the students will be able to give the meaning of recycle, reduce and reuse.
Language Objective:
The students will be able to explain how to recycle, reuse and reduce things.
Main Activity:
Review the lesson from yesterday.
Collect all the things that the children brought for recycling.
Then ask children, if they bring any snack or food?
Some will say yes.
Ask them where did they put those foods?
In their bags.
And tell them that is a good example of reduce.
Write the word REDUCE on the board .
This means to use less.
So instead of using paper bags or plastic bags to carry food like sealed containers of milk, pack of biscuits, they can just put it on their bags.
In this way they are not going to throw any plastics or papers in the trash.
Next is REUSE. Ask children to read the word.
This means to use things again.
Like for example an old jug or plastic containers that was stocked for long time ago, we can use it to be a pot for plants.
Old clothes that we are not using can be use as a rug or cloth for cleaning,so mommy doesn’t need to buy.
Tell children that by doing these things we can lessen the garbages in our environment.
Evaluation:
Ask children to give the meaning if recycle, reuse, reduce.
Vocabulary:
recycle, reduce, reuse
Homework:
Review for a long test tomorrow. about what changes land, how do living things use natural resources, using water, air, land, recycle, reduce, reuse
* SEMESTER 1 EXAMS, END OF 1ST SEMESTER *
Learning Objective:
At the end of the day the students will be able to recall the previous lessons.
Language Objective:
The students will be able to:
-- Describe changes in land.
-- What are natural resources and their uses.
-- How to reduce, recycle and reuse.
Main Activity:
TEST
Evaluation:
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know:
-- What a weather is.
-- To differentiate the kinds of weather, sunny, snowy, cloudy and windy.
-- The simple tools to measure weather.
-- The difference between thermometer and wind vane.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
-- Give the meaning of weather.
-- Describe the different kinds of weather.
-- Explain the uses of weather tools.
-- Use the thermometer and read the weather temperature.
Monday
Tuesday
Wednesday
Thursday
Friday
* START OF 2nd SEMESTER *
Learning Objective:
At the end of the lesson the students will be able to define weather.
Language Objective:
The students will be able to describe each kind of weather.
Main Activity:
Ask children to look out the window.
Have them express what do they see outside….possible answers, car, trees, people, sun, clouds.
Then tell them that is it hot outside or cold? [Hot.]
Relate the topic by telling the children that its hot outside, that means it's sunny or snowy? [Snowy.]
Yes, sunny. And sunny is a kind of weather.
Weather is what it is like outside.
There are different kinds of weather, does anybody knows?Sunny, snowy, cloudy and windy.
Have children understand that weather may change day to day.
It can be wet or dry.
Sunny or cloudy, windy or still.
Ask children what do they feel if it's sunny? snowy? cloudy? windy?
Evaluation:
Have children do pantomime.
Call 2 children at a time and they will do pantomime on kinds of weather. And the rest who are seated will guess what the group are doing.
Vocabulary:
weather, sunny, cloudy, snowy, windy
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to name the different kinds of weather.
Language Objective:
The students will be able to describe each kind of weather and tell what activities they can do during sunny, snowy, cloudy and windy.
Main Activity:
Introduce a song about weather and sing it together, with actions…
WHAT’ s the weather, what’s the weather, what’s the weather like today?
Is it sunny, is it rainy is it windy out today?
Review the meaning of weather, kinds of weather.
Ask children to share their ideas about sunny, cloudy, windy and rainy.
Then have them tell in the class what are the activities they can do during sunny, snowy, cloudy and rainy.
Have children share their ideas on what to wear during sunny, windy, rainy and cloudy weather.
Ask them about the weather they have in their home countries.
And have them understand that in Philippines we don’t have snow but it rains a lot.
Show a chart to the children, tell them that for 1 week, they will record the weather for the day.
Evaluation:
Tell children that they will start to record what the weather like today.
Dress up the teddy bear for each weather kind.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to name the weather tools.
Language Objective:
The students will be able to describe the uses of weather tools.
Main Activity:
Recall the different kinds of weather.
Ask children how do they know if it’s hot or cold outside. Possible answers, they can feel it.
Introduce the weather tools like thermometer, wind vane and rain gauge.
Tell children that a thermometer measures weather temperature. show the image in the TV. and show a real thermometer.
And temperature means how hot or cold something is.
All thermometers have numbers show it and the red thing that they see is called a mercury.
Have each child hold and see the thermometer.
Then show them the reading that it is in 22 centigrade/celsius.
Ask children to make a guess, if they will bring thermometer outside, what will happen to the temperature? It will goes up or goes down? Accept all answers.
Bring the children outside for 5 minutes then place the thermometer under the shade.
After 5 minutes let children see the reading.
Ask them to look at the mercury the red thing inside the thermometer, it goes up or goes down?
To what number? It goes up to 33.
Explain that if it’s hot the temperature goes up and if it is cold it will goes down.
Evaluation:
Ask children to identify the tools we use to measure the weather temperature.
Have them explain how the thermometer shows if it is hot and it is cold.
Vocabulary:
temperature, thermometer
Homework:
Which weather tool that is used to measure weather temperature?
Learning Objective:
At the end of the lesson the students will be able to name the weather tools.
Language Objective:
The students will be able to describe the uses of weather tools such as the thermometer, wind vane, rain gauge.
Main Activity:
Review the previous lesson. And ask children what tool do we use to measure weather temperature? [thermometer]
Then tell them today we will study another tool that measures weather.
Then on the monitor show the image of wind vane.
There are days that are so windy.
Tell them that this tool shows the wind direction.
It points into where the wind blows.
Then another tool which is the rain gauge.
When the weather is rainy people use rain gauge to measure how much rain falls.
Show a video to the children on how a rain gauge is use.
Evaluation:
Have children identify what weather tools is it.
It measures temperature.
It tells us the direction of the wind.
It measures how much rain falls.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to name all the tools that measure weather.
Language Objective:
The students will be able to describe each tools.
Main Activity:
Recall all the kinds of weather, what are the activities the children can do during rainy, sunny, windy and snowy.
Then ask the children also what are the clothes they need to wear during sunny, rainy, snowy and windy.
Review also the weather tools and their usage.
Evaluation:
Ask individually to describe each kind of weather, the tools and how to use them to measure weather.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• That a thunderstorm is a kind of bad weather.
• The safety measures when there is thunderstorm.
• Some impacts of tornadoes.
• How is hurricane different from tornado?
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Describe a thunderstorm.
• Give some ways to be safe when there is a thunderstorm.
• Explain what a tornado is.
• Differentiate tornado from hurricane.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to describe thunderstorm.
Language Objective:
At the end of the lesson the student will be able to give ways how to be safe when there is a thunderstorm.
Main Activity:
Write the word thunderstorm on the board.
Then ask the children if they had seen a thunderstorm before.
Have them describe it if they seen it before.
Then have children guess, what comes first, lightning or thunder ? Accept all answers.
Describe what a thunderstorm is.
Give the meaning of lightning and thunder.
Tell children that they have to keep themselves safe when there is a thunderstorm.
Give ways to be safe during thunderstorm such as, find shelter in a car or building, stay away from water.
Evaluation:
Ask each child to describe a thunderstorm.
Have a volunteer name some ways to be safe when there is a thunderstorm.
Vocabulary:
Thunderstorm, lightning , thunder.
Homework:
What is a thunderstorm?
What things can happen during thunderstorm?
Why can thunderstorms be dangerous?
Learning Objective:
At the end of the lesson the students will be able to explain and describe a tornado.
Language Objective:
At the end of the lesson the students will be able to give safety measures when there is a tornado.
Main Activity:
Review about thunderstorm.
Then tell children that thunderstorms sometimes produce large funnel – shaped winds called tornadoes.
Describe what a tornado is.
Tell them that tornadoes often carry small pieces of metal or broken glass that travel very fast.
Show a video of tornado.
Evaluation:
Ask children to describe a tornado.
Vocabulary:
Tornado
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to describe a tornado.
Language Objective:
At the end of the lesson the students will be able to give ways how to be safe when there is a tornado.
Main Activity:
Review the lesson about tornado.
Then ask children what they must do if there is a tornado.
Have them share their ideas.
Then write on the board some safety measures when there is a tornado.
Like the following; Go to the basement or an inside hall, closet, or bathroom.
Sit under the stairs or near an inner wall.
Keep away from windows, water, metal and objects that use electricity.
Evaluation:
Have children write on their journal about tornado.
Vocabulary:
Homework:
What does a tornado have?
Why should you be inside during a tornado?
Learning Objective:
At the end of the lesson the students will be able to explain and describe what a hurricane is.
Language Objective:
At the end of the lesson the students will be able to give the impacts of a hurricane.
Main Activity:
Recall the previous lessons.
Ask children to give the kinds of bad weather that we already discussed.
Today they will learn another kind of bad weather which is the hurricane.
Explain to the class that the strongest part of the hurricane is the eye wall.
This is the region of strongest wind.
Show in the class how the eye of hurricane formed.
Show a glass half filled of water.
Stir with a stick until the eye is form in the middle.
Show the children that all the pressure is formed in the middle or around the eye.
Have them watch a video of hurricane.
Evaluation:
Teacher watches and monitors
Vocabulary:
Hurricane
Homework:
review for a quiz about kinds of bad weather.
Learning Objective:
At the end of the lesson the students will be able to explain and describe a hurricane.
Language Objective:
At the end of the lesson the students will be able to give the safety measures when there is a hurricane.
Main Activity:
Recall the lesson about hurricane.
Tell children that during hurricanes we also have to keep ourselves safe.
Give the ways on how to be safe during hurricane.
Give the quiz
Evaluation:
Checking of answers from their quiz.
Vocabulary:
Homework:
How is hurricane different from tornado?
Materials / Resources (including technology)
Scott Foresman Science textbooks, poster paper, paints, markers, pencils, youtube.com video of hurricane/ tornado
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. 1.1.3.2.1 Recognize that people, including scientists and engineers, to gather information and solve problems, use tools. For example: Magnifier, snowplow, and calculator.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• That rain and sleet are two kinds of wet weather.
• How rain change into sleet.
• How might wet weather be dangerous to people.
• The effect of too much rain and no rain to living things.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Differentiate rain and sleet.
• Describe a wet weather and dry weather.
• Explain the danger of having wet weather.
• Name some activities that they can do during dry weather and activities that they cannot do during wet weather.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able name the two kinds of wet weather.
Language Objective:
At the end of the lesson the students will be able to differentiate rain and sleet.
Main Activity:
Rain is one kind of wet weather.
Do we need rain? (Yes)
Do plants and animals need rain? (Yes)
Plants and animals get water from rain.
Have children describe wet weather- draw a picture and label.
Evaluation:
Weather pictures
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson, the students will be able to name the two kinds of weather.
Language Objective:
At the end of the lesson the students will be able to differentiate rain and sleet.
Main Activity:
Explain that when it is cold outside rain may change to sleet.
Sleet is frozen rain.
Ask them if they ever experienced sleet or icy conditions?
If yes, let the children share in the class their stories.
Tell them that sleet is another kind of wet weather.
Then show an image of sleet.
Evaluation:
Ask each child to differentiate rain from sleet.
Vocabulary:
Sleet.
Homework:
None
Field Trip
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science textbooks, paper, markers, pencils
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others. 1.1.3.2.1 Recognize that people, including scientists and engineers, to gather information and solve problems, use tools. For example: Magnifier, snowplow, and calculator.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• The two kinds of weather.
• That some activities are affected during wet weather.
• The difference between rain and sleet.
• What snow is and when does snow fall?
• How weather affects plants and animals.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Differentiate rain and sleet.
• Say some safety measures during wet weather.
• Tell when do we have snow.
• Describe a blizzard.
• Explain what happen during a blizzard.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to name two kinds of weather.
Language Objective:
At the end of the lesson the students will be able to differentiate rain from sleet.
Main Activity:
Recall the lesson last week about the rain.
Let the children share what activities they can do during rainy weather or wet weather.
Give them also safety measures such as to be careful when walking outside because the roads are slippery.
They have to use umbrella when it’s raining so they will not get wet and sick.
Evaluation:
Have children answer yes or no.
During wet weather I can play golf?
I can go camping?
I can stay inside the house and watch my favorite cartoons?
Vocabulary:
Homework:
Answer the questions below.
1. What happen to rain when it is cold outside?
2. How might wet weather be dangerous to people?
Learning Objective:
At the end of the lesson the students will be able to explain how snow falls.
Language Objective:
At the end of the lesson the students will be able to describe snowy weather.
Main Activity:
Relate the lesson by asking the children about the types of weather such as sunny , cloudy , rainy and snowy.
Show an image of a snow in the monitor.
Ask children what kind of weather is it? SNOWY.
Explain that snow is water that freezes high in the air.
Snow falls in very cold weather.
Ask children, what do they think a snow is a kind of wet or dry weather? Wet.
Evaluation:
Ask children when does snow falls, every cold or warm weather ?
Is a snow water that freezes high in the air?
Vocabulary:
Homework:
What kind of wet weather can happen when the temperature outside is very cold?
***NO CLASS, EDSA REVOLUTION ANNIVERSARY**
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson the students will be able to explain what a blizzard is.
Language Objective:
At the end of the lesson the students will be able to describe how snowy weather affects plants and animals.
Main Activity:
Show an image of snowstorm. Tell children that this is called a blizzard.
But there are animals that live where there is a lot of snow.
Show a picture of a bear.
What kind of bear do you see? Polar bears.
Point out that the polar bears are white like snow. These bears have thick fur to keep them warm.
There are also animals such as snowshoe hare, change color in the cold weather.
Remind them of camouflage animals.
And tell children that some animals adapt to cold weather such as by growing thicker fur, hibernating…
Evaluation:
Ask each child to draw a picture of the outdoors on a snowy day and on rainy day.
Ask them to include one plant or animal in each drawing.
Have them write sentences to describe what is happening to the plants and what animals or people are doing in each picture.
Vocabulary:
Blizzard
Homework:
How might the white color of a polar bear help it find food in snowy weather?
Learning Objective:
At the end of the lesson the students will be able to name the kinds of wet weather.
Language Objective:
At the end of the lesson the students will be able to differentiate rain, sleet , snow and blizzard.
Main Activity:
Show all the images of rain, sleet, snow and blizzard on the monitor. }
As you pointed out each images let the student identify it and describe each image.
Then group the children into groups.
Have them demonstrate by actions only- the activities for each wet weather that will be assigned to them.
And those who are seated can guess the activity and on which kind of wet weather it is done.
Evaluation:
Worksheets, matching type.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science textbooks, poster paper, paints, markers, pencils
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is
important in science because it enables people to compare their
observations with those of others. 1.4.2.1.2 Describe ways in which an animal's habitat provides for its basic needs. For example: Compare students' houses with animal habitats.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week , the students will know
• That weather may change from season to season.
• The cycle of the seasons so they will be aware of their order.
• That for every season the weather is different.
• How does the tree change in each season?
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week , the students will be able to
• Name the four seasons.
• Describe each seasons.
• Name some things that occur during each season.
• Name the coldest season and the warmest season.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to give the meaning of season.
Language Objective:
At the end of the lesson the students will be able to describe spring.
Main Activity:
Show images of spring season in the monitor. Read book pages related to spring. Ask children to decorate a tree to represents what spring is like. This week students will complete 4 trees, one for each season. They will write sentences to tell what is happening in each picture.
Evaluation:
Discussion, spring trees.
Vocabulary:
Season , spring
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to name the seasons in order.
Language Objective:
At the end of the lesson the students will be able to describe summer season.
Main Activity:
Recall the lesson about spring.
Then ask children what is the next season comes after spring? Summer
Have a volunteer to say something about summer.
All responses are accepted.
Then let them guess, which season is warmer, spring or summer?
The leaves of the trees during summer turn to green. Show an image of a tree during summer.
Ask children to compare the leaves of the tree during spring.
Decorate the summer tree and write about it.
Evaluation:
Writing about summer / tree project
Vocabulary:
Homework:
What season is it right now?
Describe the weather during this season.
Learning Objective:
At the end of the lesson the students will be able to name the seasons in order.
Language Objective:
At the end of the lesson the students will be able to describe fall or autumn season.
Main Activity:
Recall the two seasons that we studied, spring and summer.
Discuss the changes that take place in Fall.
Give the children some crepe paper to decorate the autumn tree and write about it.
Evaluation:
Autumn trees/ writing
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson the students will be able to name the four seasons in order.
Language Objective:
At the end of the lesson the students will be able to describe the winter season.
Main Activity:
Show on the monitor the spring, summer and fall season.
Have them describe the weather during winter.
Tell the children that this is the coldest season of the year.
Have them see the tree leaves during winter.
Students complete the series of trees with the winter tree. Display and discuss the changes that happen throughout the year.
.
Evaluation:
Tree projects
Vocabulary:
Homework:
How does the tree change in each season?
Name the coldest season.
Name the warmest season.
Learning Objective:
At the end of the lesson the students will be able to name the four seasons in order.
Language Objective:
At the end of the lesson the students will be able to differentiate each seasons.
Main Activity:
Students will complete any tree projects or writing they did not finish this week. Then they will present their projects to the class.
Evaluation:
Have them present their work in the class and explain it.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science textbooks, materials for tree project/posters; construction paper, poster paper, paints, markers, pencils, glue, tissue paper, etc
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is
important in science because it enables people to compare their
observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
That objects or things are composed of too small parts that cannot be seen without magnification.
What matter is?
How things take up space.
That objects can be classified, grouped according to their physical characteristics like their shapes , color , texture ,form and size.
That matter can be solid, liquid and gas.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
Discuss the shapes, sizes and colors of the things they see and describe.
Demonstrate how matter takes up space.
Give the meaning of matter and mass.
Compare and contrast things based on what they see, feel or touch.
Name solid objects.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to describe what matter is and give the meaning of mass.
Language Objective:
At the end of the lesson the students will be able to give examples of matter.
Main Activity:
On a table put a pitcher with water, one sachet of powder orange juice, sugar.
Then ask children to identify these things.
Mix the powder juice and sugar in a pitcher of water.
Then ask children if after mixing, can they still identify or see the sugar and powder orange juice? No.
Explain to the children that things are like the mixture of orange juice.
Things are made up of tiny parts that often we cannot see.
Anything that takes up space and has mass is matter.
Like the pitcher, does it take space? Yes.
The mixture of juice? Yes.it takes the space of the container or the pitcher and it has mass.
What is mass? This is the amount of matter in an object.
Then show another examples how a thing considered a matter.
Place a book on the table, ask the children, does it takes up space? Yes.
Evaluation:
Ask each child to say the meaning of matter.
Have them give some examples of matter.
Vocabulary:
Homework:
Write 5 examples of matter and how do you know if something is matter?
Learning Objective:
At the end of the lesson the students will be able to classify and group things according to their physical characteristics such as shape, color, texture, form and size.
Language Objective:
At the end of the lesson the students will be able use their senses to describe matter.
Main Activity:
Review the meaning of matter.
Have children give examples of matter.
Then on the table put different things like paper, basket, sand paper, masking tape so on…
Ask the children if these things are matter .YES, Why ? BECAUSE THEY TAKE UP SPACE.
But before they will touch and describe the things on the table tell children that they are going to use their senses to describe matter.
Ask if anybody knows their senses…hearing, smelling, seeing, tasting, and feeling.
But tell children that they will use only two senses, sense of seeing and touch or feeling.
Have each child go on the table and see and touch the things on the table.
After they see and touch, let them describe each object.
Explain to them that they can group object into two ways, write the color and how it feels like.
Evaluation:
Ask the children to fill up the chart.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to classify and group things according to their shapes , color , form,texture and size
Language Objective:
At the end of the lesson the students will be able to use their senses to describe matter.
The students will be able to write the similarities and differences of each object.
Main Activity:
Review the previous lesson about matter.
Then point out to the children that they can sort matter into groups using one description.
They can describe it according to shape, color, form, texture, and size.
Recall the word texture.
Texture, this is how an object feels when you touch it.
So we use our sense of _______________? Touch
Today we will compare the things that we put into group.
For example the tissue paper, what is the color? White
What is the texture? Smooth
How about the sand paper? What is the color? Black
What is the texture? Rough
Then give more example and ask children to group the objects according to color , texture.
Evaluation:
Write the objects under the right column.
Vocabulary:
Homework:
Group the objects below on the method you want to use.
Images provided.
Learning Objective:
At the end of the lesson the students will be able to give the characteristics of solids.
Language Objective:
At the end of the lesson the students will be able to name solid objects.
Main Activity:
Recall the lessons from the past days.
Then show the children a basin with some blocks on it.
Pour water in the basin.
Ask children to observe what happen to the blocks.
Do they change their shape? no
They did not change their shape.
How about the water? It takes the shape of the container.
Today, we are going to learn about solids.
Hold up a bag.
Ask children I will put the bag on the chair.
Does it take space? Yes
Does it has its own shape? Or it takes the shape of the chair? Has it’s own shape.
I will move the bag on the table. Does it change its shape? No.
Explain that solids take up space.
Solid does not change shape when it is moved from place to place.
Evaluation:
Ask Each child to give the characteristics of solids.
And give examples.
Vocabulary:
Homework:
Review for a test about four seasons and matter, describing and grouping objects,solids.
Learning Objective:
At the end of the lesson the students will be able to able to explain what matter is.
Language Objective:
At the end of the lesson the students will be able to
• Classify and group objects according to their physical characteristics.
• Describe matter.
• Give examples of solids.
Main Activity:
Test
Evaluation:
Test
Vocabulary:
Homework:
How can you know if something is solid?
Do you think matter can be solid if it does not have color? If so, give an example.
Materials / Resources (including technology)
Scott Foresman Science textbooks, tissue paper, sand paper, paper bag, powdered drink mix, water, picher
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is
important in science because it enables people to compare their
observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• The characteristics of liquid and gas.
• How a gas is alike and different from liquid.
• How heating and cooling affects solids, liquids and gases.
• How things change and be the same in some ways.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Give the characteristics of a liquid and a gas.
• Explain how is liquid different from gas.
• Observe and record data on how things change and be the same in some ways.
• Explain how are melting and freezing opposites.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to identify liquid and gas.
Language Objective:
At the end of the lesson the students will be able to give the characteristics of a liquid and a gas.
Main Activity:
Review the lesson about solids.
Show them a glass of water, bottle of water, water in a small basin.
Then ask children what do they see?
Ask if water is solid?
If they say No, let them give their ideas for their answer.
Tell them that water is not solid, it is liquid.
And liquid has mass and takes up space like solid but it does not have its own shape.
It only takes the shape of a container, show the 3 examples, glass of water, water in a bottle and basin.
Ask the children to give some examples of liquid.
Tell children that they can not drink all liquid.
And not all liquid can pour easily like the syrup and oil.
Evaluation:
Have children identify if it is solid or liquid.
Ask each child to give the characteristics of liquid.
Vocabulary:
liquid
Homework:
What will happen if you pour water that fills a large container into a smaller container?
How are solids and liquids alike and different?
Learning Objective:
At the end of the lesson the students will be able to identify liquid and gas.
Language Objective:
At the end of the lesson the students will be able to give the similarities and differences of liquids and gas.
Main Activity:
Review about liquid.
Show and hold up a balloon to the children.
Then ask children how can we make this balloon bigger ? Blow it.
What do we put to the balloon if we blow it? Air.
And do you see air? No
Air is a gas, and gas is another state of matter. Air is also matter.
Gas can change size and shape like what we did to the balloon.
Gas takes the shape of its container.
Give more examples of things where we use gas.
Evaluation:
Worksheet
Identify whether an object is a solid, liquid and a gas.
Vocabulary:
Homework:
How is a gas like a liquid?
How is a gas different from a liquid?
Learning Objective:
At the end of the lesson the students will be able to explain the effect of cooling and heating on solids, liquids and gas.
Language Objective:
At the end of the lesson the students will be able to record data on how matter changes such as solid to liquid, liquid to solid, liquid to gas.
Main Activity:
Review the characteristics of solid, liquid and gas.
Then tell children that today they are going to study how matter changes.
Give the each child a piece of paper, encourage them to be creative.
Ask them to change the paper, like they can fold, tear, and crumple.
After the activity ask each child what happen to the paper?
Does it change to another thing? No
Only the form or shape changes, it is still a paper.
Then put out some things on the table like straw, apple, and bread.
Apple cut into pieces, bread cut into small pieces, straw is bent.
Ask children to describe each object.
Matter can changed in many ways.
Evaluation:
Ask children how solid things changed based on the lesson and examples given.
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson the students will be able to explain how solid can change to liquid.
Language Objective:
At the end of the lesson the students will be able to give some ways that can change matter.
Main Activity:
Review the lesson from the other day.
Then show pieces of ice to the children.
What is this? Ice.
Is it solid, liquid or gas? Solid.
Yes, it is solid. Do you think this solid can change to liquid?
Give them an observation sheet.
Ask children to write their prediction on what will happen to the ice.
Then place the ice next to the window where there is too much sunlight.
Ask children to observe.
Then after few minutes, have children share what they see.
From solid it turns to liquid.
Explain that due to the heat of the sun, the ice that is in solid form melted. And it turns to liquid.
Evaluation:
Have children fill up their observation sheet
Vocabulary:
heating
Homework:
What are some ways you can change matter?
Learning Objective:
At the end of the lesson the students will be able to explain how solid can change to liquid.
Language Objective:
At the end of the lesson the students will be able to give some ways that can change matter.
Main Activity:
Repeat the ice experiment with a twist. Give children a cube of ice and ask them to melt it as fast as they can. They can do anything to melt it. So with out giving them direction, let them; take it outside, break it to pieces, rub it on the hot ground, hold it in their hand, etc. Write a table on chart paper or the white board with everyone’s name and start a stopwatch when the ice is distributed. As each child’s ice melts completely, record their time. Then discuss the differences in time and what students did that sped up the melting process. Write about this experiment in journals
Evaluation:
Observation, journal writing
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science textbooks, poster paper, paints, markers, pencils, balloons, straws, ice cubes for each student
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is
important in science because it enables people to compare their
observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• How heating and cooling affects, solid, liquid and gases.
• To describe how certain things change in some ways and stay the same in others.
• What a solution is and the parts of solution.
• How solid change to liquid and how liquid change to solid or gas.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Explain that liquid can freeze and solids can melt.
• Distinguish solid from liquid when mixed together.
• Observe that some solids dissolve and some are not.
• Explain the effect of heating and cooling to an object.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to explain that some solids when mix to liquid (water) can still be separated from it.
Language Objective:
At the end of the lesson, the students will be able to observe how some solids change in some ways and stay the same in other way.
Main Activity:
Recall the characteristics of the phases of matter, solid, liquid and gas.
Tell children today they will be going to see how solid changes or stays the same when mixed into a liquid.
They will be going to eat now their noodle soup which they are waited from last week.
Give them an observation form to write their prediction on which do they think from these solids will dissolve in liquid. Carrots, noodles, pepper, chicken broth.
As I stir the mixture let the children observe.
Next ask one child to add the chicken,
Then the noodles ,
Next the carrots
And lastly, the pepper.
Have them look and observe as I stir the mixture.
Evaluation:
Ask the children to write down on their observation form which solid dissolves and which solids are not.
Then give children the noodle soup in a cup for them to eat. And as they eat the noodle soup ask them can they still separate some solids from the liquid?
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson the students will be able to explain what a solution, solvent and solute is.
Language Objective:
At the end of the lesson the students will be able to name some solids that dissolve in water and solids that are not.
Main Activity:
On the table we have the powdered apple juice, we have salt, marbles , coins.
Ask children to record their observation as we are performing the experiment.
First, drop the marble to the water have children observe what will happen and record it in their observation sheet.
Then next, the salt in water.
Next, coins in water.
And last the powdered juice and water.
Tell children that water changes its color because the mix spreads throughout it.
We called this a solution,
On the board show the meaning of solution,
Solution is a mixture in which one substance dissolves in another.
And tell the children that solution has 2 parts, 1. Solvent – the substance in which it is dissolved.
The solute – the substance that is dissolved.
So in our juice mixture, our solute is the powdered juice and our solvent is the water.
How about in our salt solution? Which one is the solute? And which is the solvent?
Explain to the children but not all substances can be mixed together like the oil and water.
Demonstrate it to them.
Evaluation:
Ask children to give an example of a solution and identify which one is the solvent and which is the solute?
Vocabulary:
Dissolve , solution , solvent , solute
Homework:
From the list of the solutions below, identify which is the solvent and solute.
Coffee and water
Water and cocoa
Learning Objective:
At the end of the lesson the students will be able to explain the effect of heating and cooling to an object.
Language Objective:
At the end of the lesson the students will be able to observe and record datas how can water change to ice, and to water vapor.
Main Activity:
Review the lessons about mixing solids to liquids.
How do some solids changed.
Today they will learn about how can water change.
Tell the characteristics of water.
Show children some ice cubes.
Ask them where do they think the ice came from or made of? Water.
How do they know it is from water?
If somebody will explain about putting water in the freezer then it will become ice,
Elaborate the answer that when water freezes, it gets very cold.
The water changes to ice. From liquid to solid.
Ice is frozen water.
Then let children feel the ice.
Evaluation:
Ask children to explain how water change to ice.
Give other examples of liquid that will turn to solid when freezes.
Vocabulary:
Homework:
At home ask mommy to help you, put water in a container or ice molder then keep it in the freezer.
When you wake up in the morning before you go to school check the water that you place in the container.
Learning Objective:
At the end of the lesson the students will be able to explain the effects of cooling and heating to an object.
Language Objective:
At the end of the lesson the students will be able to describe how water can change to water vapor.
Main Activity:
Review about how water changed to ice.
Then tell children that today they will learn about how heat affects water.
How solids turn to liquid.
And how liquid turns to gas.
Remind children that we are using a gas stove.
They must be away from it.
They can just observe far from the boiling water.
First, show an ice cubes.
Then ask children, is an ice cube solid, liquid or gas? Solid
Let children observe, put the ice into a container then place it under the sun.leave it for few minutes.
While waiting for the result of the ice, perform the next experiment.
Show to the children that there is water in the pot.
Place it on the stove.
Then have children see what happen to water when its boiling.
Ask each child to explain what is happening while water is boiling.
Steam is coming out of the pot.
Steam is a water vapor.
Water vapor is a gas. We can not see water vapor.
What makes the water change to water vapor? Heat.
Take the ice in the container that we placed under the sun.
Have children explain what happen, what is the result?
The ice melted.
So the heat of the sun makes the ice turn to liquid.
Tell children that cooling and heating affects an object.
It can change the shape, form even the size of an object. And even the properties like solid turn to liquid , liquid to solid and liquid turn to gas .
Evaluation:
Cooling , heating
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to
• Describe how certain things change in some ways and stay the same in other ways.
• Explain how water change to solid, and gas.
Language Objective:
At the end of the lesson the students will be able to summarize the experiments that we did and what did they learned from each experiment.
Main Activity:
Ask children how does the solid look like in the soup that we made.
Did they able to still see and separate the solids in the soup?
Then ask them about the mixture of apple juice, salt solution.
Have a volunteer to explain how cooling affects objects or how liquid turn to solid.
How heating affects an object such as liquid to gas or solid to liquid.
Evaluation:
Worksheets to answer about mixing solids and liquids, how can water change?
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science textbooks, poster paper, paints, markers, pencils, ingredients for noodle soup, ice cubes
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is
important in science because it enables people to compare their
observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• That heating and cooling affects objects.
• How water evaporates.
• That when water evaporates it will turn to gas.
• That one kind of matter can change into another kind.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Describe how water evaporates and turn into gas.
• Explain that when matter change into another kind of matter , it will not change back to the way it was.
• Identify physical change and chemical change.
• Give examples of physical change and chemical change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to explain the effect of heat on the water.
Language Objective:
At the end of the lesson the students will be able to explain how water evaporates.
Main Activity:
AReview the states of matter.
Review all the activities that we did such as mixing solids and liquids.
How water (liquid) turn to ice (solid).
What happen to water when it is heated? It produces steam (water vapor, gas)
Tell children about of evaporation; it takes place at the surface of a liquid.
Liquid turns into gas. (Vaporization process)
Water in the lake, ponds, sea, and river can evaporate too.
Evaporate is a synonym for dry and dry up.
Today, the children will learn about how water can evaporate.
The children are going to do an experiment to prove that water can evaporate.
We will put water in an open container (label the level of water) and we will place it under the sun outside.
We will also wet a small cloth and place it under the sun.
After an hour we will check both the water and the cloth.
Evaluation:
Ask children to record their datas in their observation sheet.
Explain that water evaporates because of sun’s heat.
Vocabulary:
Homework:
Give some at least 5 examples of evaporation.
Learning Objective:
At the end of the lesson the students will be able to identify physical change and chemical change.
Language Objective:
At the end of the lesson the students will be able to give an example of physical change and chemical change .
Main Activity:
Review the previous lesson on evaporation.
Ask children what happened to the water that evaporates? It turns to a gas, which is the vapor.
Recall the lesson about liquid to solid – water to ice.
Then ask children can ice be water again? Or can solid be a liquid again? Yes
And the vapor, gas can it be liquid again? (Water cycle) yes.
Explain to the children that this change is called a physical change.
This involves the appearance (elaborate the word) or form of matter. There is no new substance formed.
Melting, freezing, boiling, evaporation, and condensation are examples of physical change.
Examples of physical change are boiling water, mixing sand and water, crushing a can, melting an ice cubes.
Evaluation:
Check the pictures below that show physical change.
Vocabulary:
Physical change
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to identify physical and chemical change.
Language Objective:
At the end if the lesson the students will be able to give an examples of physical and chemical change.
Main Activity:
Tell children that today, they will learn about chemical change in matter.
Explain what a chemical change means, one that changes the nature of matter. New substance formed.
Examples, paper can burn, ask the children if the paper will burn, what will happen to it? It turns into ashes,
Can we change ashes back to paper? No.
REMIND CHILDREN NOT TO BURN PAPER WITHOUT ADULTS SUPERVISION.
Explain that the paper completely change into something else, unlike in physical change, water change to ice but it is still water.
Site more examples like, when you bite or cut an apple the color turn to brown because it is exposed to air for a while, ask them, can you still make the apple change back to the way it was ? No
Evaluation:
Worksheet.
Write P if the pictures show physical change and C if it shows chemical change.
Vocabulary:
Chemical change.
Homework:
What change happens when a banana turns to brown? Physical or chemical?
How is the freezing of water different from burning paper?
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
None
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science textbooks, poster paper, paints, markers, pencils
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is
important in science because it enables people to compare their
observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• What are forces and gravity.
• The difference between pushing and pulling.
• That different things move at different speed when different forces are applied.
• How to recognize the different movements such as up and down, left and right, in a straight line or in a circle, and in zigzag.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Demonstrate push and pull by using an appropriate classroom objects.
• Name some activities that use a little force and a lot of force.
• Make a list of things that are fast and things that are slow.
• Demonstrate different movements.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to explain what force and gravity are.
Language Objective:
At the end of the lesson the students will be able to demonstrate in the class a push and pull by using appropriate objects.
Main Activity:
Tell them that today they will learn about force. That when we push and pull an object or a thing, we call it force.
Then demonstrate an example by exploring how you can move a toy car.
Explain the activity. Let the children write their prediction on their observation sheet, and Have them observe.
Have the children sit in one side of the floor.
Then call 2 volunteers to hold up two pencils (with a rubber band tied) on both sides.
Have one student stretch the rubber band between the 2 pencils.
Put the car next to the rubber band. Pull the rubber band back and let go.
Evaluation:
Ask children to record their observation.
What pushes the car?
Vocabulary:
Force, push, pull
Homework:
When do you use a lot of force?
How do you use force?
Learning Objective:
At the end of the lesson the students will be able to explain force and gravity.
Language Objective:
At the end of the lesson the students will be able to demonstrate in the class push or pull and give examples of gravity.
Main Activity:
Review the lesson about force.
Explain that we need to use more force to pull or push heavy things.
Then ask children to stand. Have them jump as high as they can.
Ask them, if they use any force when they jump? They will answer Yes.
Did somebody push or pull them? They will answer No.
Explain that they also used force, and that force is called gravity. Gravity is a force that pulls things toward the ground. Site examples like raindrops falling, leaves falling, and ball thrown up in the air coming back to earth.
Evaluation:
Show some activities and have children identify if it is a push, pull or gravity.
Vocabulary:
Gravity
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to explain that different things move when different forces are applied.
Language Objective:
At the end of the lesson the students will be able to demonstrate fast and slow speed.
Main Activity:
Review force and gravity.
Then write on the board the word speed.
Explain that speed is how quickly or fast and slow something moves.
Call two children to stand in front.
Ask one child to push the toy car with less force.
Have children observe.
Then second child will push the car with full force.
Ask the children which movement is faster, first or second?
Explain that the things move quickly or faster if we use greater force, and it will move slowly if we use less force. Distance is how far each object (car) travelled. Was there a difference in the distance?
Evaluation:
Workbook page 93
Vocabulary:
Speed, distance
Homework:
Review for a test tomorrow on solids, liquids and gases, chemical and physical changes
Learning Objective:
At the end of the lesson the students will be able to investigate by observing how things move in different ways.
Language Objective:
At the end of the lesson the students will be able to move things in different ways such as straight, zigzag, around and around and back and forth.
Main Activity:
Review force, gravity and speed.
Relate the lesson by asking the children when they pushed the toy car which direction it went through? Accept all answers.
Show some more examples of these movements.
Evaluation:
Ask children to identify the movements in the pictures. Workbook page 94.
Vocabulary:
Homework:
What is an example of an object that moves in a circle?
Draw two letters of the alphabet that are zigzags.
***END OF GRADING PERIOD 3***
Learning Objective:
At the end of the lesson the students will be able to recall the lessons about force, gravity, speed and different movements.
Language Objective:
At the end of the lesson the students will be able to give an examples on push and pull, speed, and identify movements.
Main Activity:
Ask each one of the children about what can the lessons that we studied.
Have each one of them to site an example as I name the topic.
Then have the children demonstrate the different movements by showing it in body language, which they like most and funny.
Each one will stand in front and one child will say what movement she or he will do.
Evaluation:
Worksheet about the topics we discussed.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Scott Foresman Science textbooks, poster paper, paints, markers, pencils
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• How do magnets work?
• That there are 2 poles in a magnet.
• That some objects which are made up of iron or metal can be attracted to magnet.
• That vibration of objects causes sounds.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to
• Demonstrate how magnets work.
• Tell what does N pole mean and S pole on a magnet mean.
• Name some objects that can be attracted to a magnet.
• Give examples of loud and soft sounds.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
At the end of the day the students will be able to describe a magnet.
Language Objective:
At the end of the day the students will be able to name some objects that are attracted to a magnet.
Main Activity:
Review the past lessons about force.
Then tell children that today they will learn that objects can also move without touching them.
Show them a U shape magnet.
Ask them if they know what it is.
Magnets attract- pull toward - some kinds of metal.
Then show to the children that magnet has 2 poles on both ends.
N for North pole and S for South pole.
Show some objects on the table, have children guess which objects will be attracted to the magnet.
Demonstrate how magnets work.
Give each child a turn to touch the magnet and use it to move objects.
Explain that these objects are attracted to magnet because they are made up of metals.
Evaluation:
Ask each child what a magnet is.
Have them give examples of objects that are attracted to magnet.
Vocabulary:
Attract , repel , magnet ,
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to differentiate attract and repel.
Language Objective:
At the end of the lesson the students will be able to show how two opposite poles work in a magnet.
Main Activity:
Review the previous lesson.
Tell children that today they will learn how the two poles in a magnet work.
Have them name the two poles.
Then demonstrate how two different poles attract each other and how two the same poles repel each other.
Write the word repel-to push away, on the board.
Give each child to feel the force when two poles attract each other and two poles repel each other.
Evaluation:
Have children demonstrate how two poles attract and repel each other and let them discuss the force.
Vocabulary:
Homework:
When do magnets attract each other?
What will happen it you put two South poles together?
Learning Objective:
At the end of the lesson the students will be able to able to explain that magnet can pull pull things that are made up of iron.
Language Objective:
At the end of the lesson the students will be able to sort out things that attract and repel to a magnet.
Main Activity:
Review the lessons about magnet.
Then have each child explain how a magnet works.
On the table put some objects such as paper clips, fastener, paper cup, plastic spoon, crayon, stapler etc.
Have children guess which among of these objects will attract the magnet.
Then have each child try each of the objects which will repel and which will attract.
Evaluation:
Ask the children what they discovered from the activity.
Have each child explain.
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson the students will be able to identify loud sounds and soft sounds.
Language Objective:
At the end of the lesson the students will be able to recognize an object that produces the sound.
Main Activity:
Recall the lessons from past three days.
Then introduce the new lesson which is about sound.
Ask the children about their ideas on what a sound is.
Then give some examples of sounds.
Ask the children what sense organs are they going to use to hear sounds. Ears
Ask them to sit quietly and listen as the teacher will play different sound and ask them which object produces that sound , and if it is loud sound or soft sound.
Evaluation:
Have children name things that produces loud sounds and soft sounds.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to describe the sounds that will be produced from the noisemaker they will make.
Language Objective:
At the end of the lesson the students will be able to record what they hear from the noisemakers.
Main Activity:
Review about sounds.
Then on the table , show to the children that these are the things ( plastic cup, paper clip, rubber band, string) they are going to use to make a noise maker.
Explain to them that they will listen to the sound that the noisemaker will produce.
Then they will record their observation and what they found out.
Evaluation:
Recording their data.
Vocabulary:
Homework:
Write 5 examples of things that produce loud sounds.
And 5 examples of things that produce soft sounds
Materials / Resources (including technology)
Scott Foresman Science textbooks, paper clips, fastener, paper cup, plastic spoon, crayon, stapler, magnets,
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know
• How to recognize sound from different sources.
• That sun supplies heat and light energy to earth.
• That heat can be produced in many ways.
• How heat moves.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the lesson the students will be able to
• Listen to different sounds from nature.
• Explain how heat affects objects.
• Name some ways where heat is produced.
• Discuss how heat moves or transferred.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to listen to the sounds from nature.
Language Objective:
At the end of the lesson the students will be able to name the things that produced the sounds.
Main Activity:
Review about soft and loud sounds.
Then today tell them they are going to learn the things in nature that produce sounds.
Play different animal sounds and have children name the animals as they listen to the sounds.
Have children identify the sounds of soft or loud sounds.
Evaluation:
Have children imitate the sounds and name the animals that they imitate.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to listen to the sounds from nature.
Language Objective:
At the end of the lesson the students will be able to name the things that produced the sounds from nature.
Main Activity:
Review the lessons on sounds.
Sounds that are loud and sounds that are soft.
Sounds that give us warning.
Tell children that there are also sounds that come from nature.
Play some sounds from nature such as chirping of birds, water in the ocean crashing the rocks, falling leaves, thunder, rain, water falling from the water falls.
Have children identify these sounds.
Evaluation:
Play the sounds again and have each child, which produces that sound.
Vocabulary:
Nature
Homework:
Learning Objective:
At the end of the lesson the students will be able to name the sources of heat.
Language Objective:
At the end of the lesson the students will be able to explain what gives off heat.
Main Activity:
Review the sounds. Ask children to rub their palms as fast and hard as they can.
Then ask them, if it produces loud or soft sound?
Tell children to rub them again, and ask them what they feel on both palms. (Warm)
Explain that rubbing their palms produces not only sound but also heat.
Explain that anything causes a cold object to warm up is heat. Light from the sun warms the land, water and air.
Get a small bucket and pour a little water in it. Have children feel the water.
Then explain that we will put it under the sun.
After few minutes, get it back and have them feel the water again.
Ask them to tell why they think the water gets warmer? What is heating it up? Discuss then write about it in journals.
Evaluation:
journal on heat experiment
Vocabulary:
Heat
Homework:
Which weather tool that is used to measure weather temperature?
Learning Objective:
At the end of the lesson the students will be able to name sources of heat.
Language Objective:
At the end of the lesson the students will be able to give the uses of heat.
Main Activity:
Recall the lessons on heat.
Explain to the children that heat also has some uses.
Like rubbing your hands together, make you warm…site example during winter.
Ask the children to give more sources of heat. Fire, lamps, stoves, toasters.
Show also a video where in fire or heat is produced when we rub stones, sticks.
Then ask children what will happen to earth without the sun?
Possible answers, the plants will die, animals will die, and the earth will become dark.
Ask each child to name sources of heat in their journal and explain how these sources of heat help us.
Evaluation:
Journal
Vocabulary:
Homework:
None
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Science textbooks, paper, crayons, pencils, youtube.com video of sources of heat
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know:
• That energy can change things.
• That dark colors absorb more light than the lighter color.
• That light can pass through some objects and not others.
• That many different things can make light.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
• Observe which will take in less light or more light, the darker color or the lighter color.
• Compare data by looking at the reading in a thermometer.
• Explain that light energy changes the temperature of objects.
• Give sources of light.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to give the meaning of Energy.
Language Objective:
At the end if the lesson the students will be able to explain that darker colors absorb more light than the lighter colors.
Main Activity:
Recall the previous lesson on heat.
Today, introduce the new lesson, which is about energy..
Explain what energy means, write the word on the board, have each child read the word.
Tell children that light is a form of energy. And energy can change things.
Show two different colors of a towel, dark color such as brown or black, and light color such as white.
Ask children to infer which will absorb more light?
Have them write it in their observation sheet.
Then show them a thermometer.
Insert the thermometer in the dark color towel. Then have children record the temperature.
Do the same in the light color towel, with the same amount of time.
Record their data.
Then put these two towels under the sun.
Ask children which they think will feel warmer- write it in their sheet.
After few minutes get the towels and have the children feel each towel and record their observation.
Evaluation:
Ask the children if they made the right guess.
Then have them retell the lesson, which color absorbs more light and less light.
Vocabulary:
Energy
Homework:
Which will take in less light, a black shirt or white shirt?
What is one way that light energy changes things?
Learning Objective:
At the end of the lesson the students will be able to name the different kinds of weather.
Language Objective:
At the end of the lesson the students will be able to identify which color clothes take in less light to wear during summer day.
Language Objective: At the end of the lesson the students will be able to explain that the sun has varying effects depending on the surface it strikes.
Main Activity:
Recall the activity about the dark and light colors.
Today, they will learn about what colors of the clothes they need to wear during sunny days.
Mention examples of light colors and dark colors.
They will make a t-chart to list the colors they would wear on a hot day and on a cold day.
The children will also perform an experiment to see the effect of sunlight to an object.
On a table, set up two containers of sand.
One will be placed in direct sunlight and the other will be kept shaded.
Have children infer which container of sand will become warmer.
While waiting for the result of the activity, allow children to see videos about what can energy from the sun do?
After half an hour take the containers.
Have children use their fingers to test the difference between the sand in the two containers.
Explain why the sand under the sunlight warmer than the one in the shade.
Then write their observation in their sheet.
Evaluation:
Ask the children about their works in t- chart.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to explain what makes light and shadow.
Language Objective:
At the end of the lesson the students will be able to name sources of light.
Main Activity:
Turn off the lights then switch on again. Have them look at the surroundings outside through the window. Is it dark or bright?
Ask them now where do they think light comes from?
Light comes from the sun, from light bulbs.
Ask children if they can name more sources of light, such as bulb, firefly, stars, candles, torch.
Show the images in the monitor for the children to see exactly what the words mean.
Explain in journal what sources of light you see everyday.
Evaluation:
Journals
Vocabulary:
Light, torch, firefly, bulbs, candles.
Homework:
Name 3 things you have at home that make light.
What makes the light that tells you it is daytime.
***NO CLASS, JOSE ABAD SANTOS DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to give the meaning of shadow.
Language Objective:
At the end of the lesson the students will be able to demonstrate how shadows
Main Activity:
Review about light, and where it comes from.
Today they are going to learn about shadows.
Then explain how light passes through an object or some things.
But it will not pass through everything. Light will not pass through us.
Then show a flashlight and a toy to the children. Then turn off the light in the classroom.
Turn on the flashlight. Shine the flashlight on the toy. Ask what they see. The toy blocks the light.
The toys make a shadow.
Then try to shine the light to each of them to show their shadow.
Turn on the lights.
Explain to the children that shadow is made when something blocks the light.
Write in journals-what is a shadow-how are shadows made?
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know:
• The uses of energy.
• Some forms of energy such as electrical energy, solar energy.
• Sources of energy such as electricity.
• Nutritional value of various foods for example, fruit, cereals, dairy, meat.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
• Name things around us that use energy.
• Explain how fuel, lights, batteries produce energy.
• Classify food groups.
• Explain how each food group works in our body.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to describe activities that use energy.
Language Objective:
At the end of the lesson the students will be able to explain the importance of energy.
Main Activity:
Energy is the ability to do work.
Living things use energy.
There are different forms of energy like solar energy, electrical energy, solar energy, kinetic, potential.
Ask the children, why there is light? Why the earth is not dark?
The sun gives us light.
And this energy is called a solar energy, the energy from the sun.
Have children watch a video on how solar energy works.
Have students draw a picture of how the sun gives us energy and label it.
Evaluation:
Pictures describing solar energy.
Vocabulary:
Energy, solar energy.
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to name things that use electrical energy.
Language Objective:
At the end of the lesson the students will be able to explain how electrical energy makes things work.
Main Activity:
Review the lesson about energy.
Show children the bulb, computer, tv, air conditioner.
Ask them their ideas why these things worked.
Explain that another kind of energy- electrical energy makes these things work.
Give the children a warning of not to play any electrical things especially when they were switched on.
Evaluation:
Have children give things that use electricity.
Vocabulary:
Circle the things that use electricity.
Homework:
None
Learning Objective:
At the end of the week the students will be able to name the 5 food groups.
Language Objective:
At the end of the lesson the students will be able to classify fruits and vegetables.
Main Activity:
Review the previous lessons.
Then ask the children, if things have some sources of energy, how about people?
Do we have energy? Where do we get our energy?
From the. Food we eat.
And our body needs different kind of foods to be able to be healthy and energetic.
Energetic means full of energy.
Show in the monitor group of fruits and vegetables.
Ask children which are fruits and vegetables in the picture?
Tell them that fruits and vegetables are the two groups of food that our body needs.
Evaluation:
Have them identify the fruits and vegetables as shown in the monitor.
Vocabulary:
temperature, thermometer
Homework:
Learning Objective:
At the end of the lesson the students will be able to name the five food groups.
Language Objective:
At the end of the lesson the students will be able to classify fruits and vegetables.
Main Activity:
Recall the lessons about energy.
Ask a volunteer to name some fruits.
Ask another volunteer to name some vegetables.
Then introduce the other 3 food groups, proteins, grains, dairy.
Then show examples of the foods that belong to each group.
Explain to them that protein helps our muscles to be strong and our body grow and repair themselves.
Dairy foods make our bones and teeth healthy.
Grains, bread and cereal give us more energy.
Fruits give us vitamins and minerals to make our body healthy and strong.
Evaluation:
Worksheet
Cut and paste the foods in the food web.
Paste the foods where it should belong.
Vocabulary:
Homework:
Circle the foods that belongs to grains and cereal group and box the foods that belong to meat or protein group
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Science textbooks, paper, crayons, pencils
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
1.4.2.1.1 Recognize that animals need space, water, food, shelter and air.
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know:
• Ways that human activities require and release energy.
• The nutritional value of various foods for examples, fruits, cereals.
• The objects that they can see in the day sky.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
• Use and read a picture graph to know how many servings of each food do they eat everyday.
• Name activities where they use energy.
• Describe the day sky.
• Describe the sun.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to Explain how living things get energy.
Language Objective:
At the end of the lesson the students will be able to name food groups that give us energy.
Main Activity:
Ask each child, how do plants get their energy?
How do animals get their energy?
How do people get their energy?
Discuss the food groups to the children.
Have them sort out and classify the foods into different groups.
They will make a plate of their food that consist of all the different food groups.
Cut and Paste Activity.
Evaluation:
Checking of their plate of food ( cut and paste )
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to Read picture graphs of food.
Language Objective:
At the end of the lesson the students will be able to use the picture graph to answer questions.
Main Activity:
Show the different food groups to the children.
Then show a picture graph, explain what a picture graph is.
Show how to count the objects across each row from left to right.
Then have children count the number of servings of each food group max should eat each day.
Evaluation:
Answer questions by the looking at the picture graph.
Vocabulary:
Picture graph
Homework:
Picture graph of maximum food servings they must eat each day.
Learning Objective:
At the end of the lesson the students will be able to name activities that require and release energy.
Language Objective:
At the end of the lesson the students will be able to explain how energy used up for every activity like when they read, sleep.
Main Activity:
Ask the children; did they eat their lunch/breakfast?
What did they have?
Do they think their lunch will give them energy? YES
We use energy all day long, when we move, play, sit, and even when you read a book.
Have students volunteer to give an activity and explain how energy is used.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
At the end of the lesson the students will be able to name activities that require and release energy.
Language Objective:
At the end of the lesson the students will be able to explain how energy used up for every activity like when they read, sleep. At the end of the lesson the students will be able to describe the sun.
Main Activity:
Review the previous lessons.
Then continue the discussion about how do we use energy.
Explain also that even when we sleep, we still use energy.
Tell children that their body is growing and changing even when they sleep.
Growing and changing takes energy.
Tell them that when they use energy, they do not have it anymore.
This is why they are often tired at the end of the day.
Evaluation:
Ask them to explain how energy is used when they are sleeping.
Vocabulary:
Homework:
How might your body use energy when you are asleep?
Learning Objective:
At the end of the lesson the students will be able to name the objects seen in the day.
Language Objective:
At the end of the lesson the students will be able to describe the sun.
Main Activity:
Recall the lesson about energy.
Ask the children when do they use more energy? Accept all answers and elaborate them.
Have the children describe or share their thoughts about the sun.
Discuss all the answers.
Sun is a star. And a star is a big ball of hot gas.
You can see the sun in the day sky.
Evaluation:
Ask individually to describe each kind of weather, the tools and how to use them to measure weather.
Vocabulary:
Homework:
None
Materials / Resources (including technology)
Science textbooks, paper, crayons, pencils
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others
Weekly Informational Knowledge Overview - (Students will know...)
At the end of the week the students will know:
• Why the sun is important to living things.
• The directional words like East, West, North, and South.
• The causes of day and night.
• How long does it take for earth to make one rotation?
• To differentiate objects seen in the day and night sky.
Weekly Procedural Knowledge Overview - (Students will be able to...)
At the end of the week the students will be able to:
• Describe the Sun and its importance to living things.
• Explain why and how do we have day and night.
• Describe the night sky.
• Name the eight planets orbiting the sun.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
At the end of the lesson the students will be able to describe the sun.
Language Objective:
At the end of the lesson the students will be able to name the directional words, EAST, WEST, NORTH, and SOUTH.
Main Activity:
Review the past lesson.
Then ask the children, is it day or night? Day.
And ask how do they know its daytime.
The sun lights earth.
Living things need the sun. Ask the reason why?
Describe the sun.
Introduce the words sunrise and sunset.
Explain that the sun seems moving and it seems it rises and sets but really it does not.
Show different images of how the sun seems to rise in the morning, moves across the sky during the day and set in the evening.
Introduce the directional words West, East, North, and South. Write it on the board.
East means the direction of the sunrise and west means the direction of the sunset.
Evaluation:
Have children identify East, West, North, and South.
Have children describe how is the sunlight early in the day, noon and late in the day.
Vocabulary:
Sunrise, sunset, east, west, north, south.
Homework:
Why is the sun important to living things?
The sun seems to be in the east in the morning. In which direction does the sun appear to move?
How can the sun help you know the time of the day?
Learning Objective:
At the end of the day the students will be able to tell what causes day and night.
Language Objective:
At the end of the day the students will be able to demonstrate how earth rotates and cause day and night.
Main Activity:
Review the previous lesson.
Then show children a globe and a flashlight.
Tell them that the flashlight will represent the sun.
The globe is the earth.
As the earth turns around and around it causes sunrise and sunset.
And this is rotation. Earth makes one rotation everyday.
Demonstrate how earth’s rotation causes day and night by using the flashlight and globe.
Then use a ball as the earth with label on it, Tokyo and Chicago.
Turn the ball to show which has daytime and which country has nighttime.
Evaluation:
Ask each child to come in front and tell whether it’s daytime or nighttime in the countries.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to name the objects that can be seen in the night sky.
Language Objective:
At the end of the lesson the students will be able to name the eight planets.
Main Activity:
Recall how do we have day and night.
Ask children to share their ideas what do they see in the night sky.
Then describe what a star is, and the planets.
Explain why stars look so tiny.
Name the eight planets in the solar system.
Explain how planets move.
Evaluation:
Ask an individual to describe the day sky.
Ask each child to name the eight planets in the solar system.
At the end of the lesson the students will be able to name the eight planets.
Language Objective:
At the end of the lesson the students will be able to name the planets for characters like mercury, the fleet footed…so on.
Main Activity:
Review the previous lesson.
Ask the children how do planets move.
Have them name the eight planets.
Then explain that the early astronomers named the planets for characters important to their culture.
Give the names for each planet.
Evaluation:
Individually ask the children to name the eight planets.
Have each one identify their names.
Vocabulary:
Homework:
None
Learning Objective:
At the end of the lesson the students will be able to
• Describe the sun
• Explain what causes day and night.
• Name the objects that can be seen in the night sky.
Language Objective:
At the end of the lesson the students will be able to
• Give the importance of sun to living things.
• Demonstrate earth’s rotation.
• Identify the planets and their names for characters.
Main Activity:
Test
Review of all lessons for the week.
Evaluation:
Checking the answers of the test.
Vocabulary:
Homework:
What can you see in the night sky?
Why does the sun look large while other stars look tiny?
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
The students will know the main elements of the solar system, sun, planets.
Weekly Procedural Knowledge Overview - (Students will be able to...)
The students will demonstrate understanding of the solar system by creating a visual representation that includes the sun and planets and is labeled appropriately.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Solar System
Language Objective:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Main Activity:
Work on solar system project this week. Create a diorama/ mobile of our sun and planets. Label each piece with a description.
Evaluation:
Project
Vocabulary:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Homework:
Learning Objective:
Solar System
Language Objective:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Main Activity:
Work on solar system project this week. Create a diorama/ mobile of our sun and planets. Label each piece with a description.
Evaluation:
Project
Vocabulary:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Homework:
None
Learning Objective:
Solar System
Language Objective:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Main Activity:
Work on solar system project this week. Create a diorama/ mobile of our sun and planets. Label each piece with a description.
Evaluation:
Project
Vocabulary:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Homework:
Learning Objective:
Solar System
Language Objective:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Main Activity:
Work on solar system project this week. Create a diorama/ mobile of our sun and planets. Label each piece with a description.
Evaluation:
Project
Vocabulary:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Homework:
None
Learning Objective:
Solar System
Language Objective:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Main Activity:
Work on solar system project this week. Create a diorama/ mobile of our sun and planets. Label each piece with a description.
Today projects should be completed and taken home. Allow time for each child to share his/her work.
Evaluation:
Project
Vocabulary:
Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Homework:
None
Materials / Resources (including technology)
Have students bring in shoeboxes for dioramas. If doing a mobile make sure they have string and a paper clip or hanger to use and paper plates. Other materials can vary, color paper, paint, markers, glue, scissors, tape, sequins, etc.
State of Minnesota Standards Covered
1.1.1.1.2 Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.