MADISON PUBLIC SCHOOLS
Kindergarten Science
Authored by: Kelly Dacey
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Thomas Paterson,
Supervisor of Science and Technology
Adopted by the Board: January, 2013
Members of the Board of Education: Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The kindergarten science program is a full year course taught within the general education kindergarten
classroom. There is a two-cycle rotation schedule which allows the students to be actively involved in units of
study in Physical Science and Life Science. The curriculum is inquiry-based and is taught using science modules
which provide enough materials for all students to actively participate in experiments and activities. This
approach maximizes skill and conceptual growth in all students. The major topics covered during the year
include: Investigating Water (Winter) and From Seed to Plant (Spring).
II. RATIONALE
The Madison Public School science curriculum is designed to provide students with experiences in all aspects
of science. Science is best learned through collaboration and problem-solving, in an environment that leads
students to construct their own knowledge of scientific principles. Attitudes such as curiosity, open-mindedness,
and a thirst for knowledge - all essential to scientific inquiry - will be stressed. Within all fields of study, activities
are provided for students to meet future challenges with an inquiring mind and a foundation of scientific
knowledge. The science curriculum is aligned with the NJ Core Content Curriculum Standards and is taught
with an awareness of its connection to other subjects and the needs of society.
III. STUDENT OUTCOMES (Linked to N.J. Core Curriculum Standards listed below)
Investigating Water
The students will:
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
▫
IV.
raise questions about the world around them and be willing to seek answers through making careful
observations and experimentation (5.1.4.A.1)
keep records and describe observation, carefully distinguish actual observations from ideas and
speculations (5.1.4.A.2)
recognize that when a science investigation is replicated, very similar results are expected (5.1.4.A.3)
know that when solving a problem it is important to plan and get ideas and help from other people
(5.1.4.D.2)
recognize that conducting science activities requires an awareness of potential hazards and the need for
safe practices (5.1.4.D.3]
understand and practice safety procedures for conducting science investigations (5.1.4.D.4)
identify patterns when observing the natural and constructed world (5.3.4.A.1)
select and use simple tools and materials to complete a task (5.1.4.B.2)
make a plan in order to design a solution to a problem (5.1.4.B.1)
sort objects according to the materials from which they are made or their physical properties, and give a
rational for sorting (5.3.2.A.1)
use magnifiers to observe materials, then draw and describe what more can be seen using the tools
(5.1.4.B.2)
observe that water can be a liquid or a solid and can change from one form to the other (5.4.4.G.4)
recognize that water can disappear (evaporate) and collect on cold surfaces (condense) (5.4.2.G.1)
understand how a drop of water travels through the water cycle [5.4.4.G.4]
ESSENTIAL QUESTIONS AND CONTENT
A.
What are the properties of water?
2
o
o
o
V.
Qualities or traits of water
No color, no smell, no taste, wet, no sound of its own
Does not move on its own, does not have a shape of its own
B.
Can water be absorbed?
o Yes, because water drops stick together
C.
What shape is water?
o No shape of its own
o Takes on the shape of the container or surrounding borders
D.
Why will objects float or sink?
o Float- objects will rest on the surface
o Sink- objects will drop to the bottom
o Water pushes the object back to the surface
o Heavier objects cannot be pushed back up
E.
What is a bubble?
o Liquid (soapy water) surrounding a gas (air)
F.
What shape is a bubble?
o Always round regardless of the shape of the wand
G.
Does a substance disappear when it dissolves?
o No, it breaks up and floats around it the water
H.
How does water change to ice?
o It freezes and becomes a solid
o It will expand
I.
What is evaporation?
o When water becomes tiny particles and escapes into the air
J.
What is condensation?
o The opposite of evaporation
o Gas changing to a liquid
o Moisture coming out of the air and settling on a surface
K.
How can water be cleaned?
o With a filter
STRATEGIES
A.
B.
C.
The science activities will require advance preparation. The Teacher’s Guide is very explicit. It not
only guides you through each activity, it is a guide to prepare for each activity. In lieu of using the
“stations” for distributing materials, you may distribute the materials yourself.
Prior to the start of the unit, make a science journal for each student. The journal should include all
of the copy masters found at the end of the guide. For the journal cover, make a photo copy of the
science reader’s cover, add a space for each student to write his/her name.
A large “scientific” vocabulary will be introduced. It is helpful to write the words ahead of time on
sentence strips (each word cut apart). At the conclusion of each activity, put the words on a word
wall so they can be reviewed and used.
3
D.
VI.
There are excellent extension activities provided in the Teacher’s Guide. If there is time, they are
beneficial extensions to the core activities.
EVALUATION
A. On going assessment of knowledge and behavior of the students will be a part of each activity.
Assessment will include teacher observation, journal entries, class discussions and performance on a
written test.
B. Since none of the assessments provided by Delta seemed appropriate for kindergarten students, a
revised version will be used. This is a page of multiple choice questions which is included in an
appendix to this curriculum.
VI.
REQUIRED RESOURCES
A. Delta Science Module and Teacher’s Guide: Investigating Water
B. Delta Science Reader: Investigating Water
C. Related fiction and nonfiction readers will be an added resource.
VII.
SCOPE AND SEQUENCE
Activity 1:
Properties of Water
1 day
A large amount of vocabulary will be introduced in this lesson.
Activity 2:
Water Drops
1 day
The students found the pipets difficult to drop just one drop. They also had some degree of difficulty separating the
drop. Patience is the word for the day.
Activity 3:
Climbing Water
1 day, 2 parts
Leaving the demonstration cup until the end of the school day was interesting – the students were able to see just how
high the water would climb.
Using a white carnation for the second part of this activity may be better than the celery stalk.
Activity 4:
What Shape is Water?
1 day
Activity 5:
Sink or Float?
1 day
Activity 6:
Making Bubbles
Most students found the homemade wands difficult to use.
1 day, 2 parts
Activity 7:
1 day
What Dissolves in Water?
Activity 8:
Thick and Thin
1 day
The red paper provided by the kit does not work because it absorbs the liquid. A slicker surfaced paper needs to be used
instead.
The copper pellets fall too fast for the students to see that it falls more slowly in the thicker liquid. Use other small
objects (paper clips etc.) for the students to judge this better.
Activity 9:
Water as Ice
2 days, 2 parts each day
Activity 10:
Where Does Water Go?
2 days
4
The cups will need to be left for an extended period of time or the amount of evaporation is not significant. When I did
this, there wasn’t a difference between the cups in a cool spot and the cups in the warmer spot. That’s science!
Activity 11:
Water Out of Nowhere
1 day
This did not work well. Try using a real glass or a soda can.
Activity 12:
Cleaning Water
1 day
III. STUDENT OUTCOMES (Linked to N.J. Core Curriculum Standards listed below)
From Seed to Plant
Students will:
▫ raise questions about the world around them and be willing to seek answers through making careful
observations and experimentation (5.1.4.A.2)
▫ keep records and describe observation, carefully distinguish actual observations from ideas and
speculations (5.1.4.A.3)
▫ recognize that when a science investigation is replicated, very similar results are expected (5.1.4.A.3)
▫ know that when solving a problem it is important to plan and get ideas and help from other people
(5.1.4.D.2)
▫ recognize that conducting science activities requires an awareness of potential hazards and the need for
safe practices (5.1.4.D.3)
▫ understand and practice safety procedures for conducting science investigations (5.1.4.D.4)
▫ use a variety of measuring instruments and record measured quantities using appropriate units (5.1.4.B.2)
▫ select and use simple tools and materials to complete a task (5.1.4.B.2)
▫ investigate the basic needs of humans and other organisms (5.3.2.C.2)
▫ recognize that humans and other organisms resemble their parents (5.3.4.A.1)
▫ sort objects according to the materials from which they are made or their physical properties, and give a
rational for sorting (5.3.2.A.1)
▫ associate organisms’ basic needs with how they meet those needs within their surroundings (5.3.4.A.1)
▫ describe requirements for the proper care of plants [5.3.2.B.3]
▫ describe the function of each plant part [5.3.2.B.3]
▫ communicate ways that humans can protect, improve, or harm conditions for plant growth [5.3.2.C.3]
IV. ESSENTIAL QUESTIONS AND CONTENT
A.
What is a seed?
o Something that will grow into a plant
B.
What is inside a seed?
o Embryo to grow a new plant
o Food for the new plant
C.
How does water affect the seed?
o Softens the seed coat allowing water to absorb into the seed and activates the seed to grow
D.
What is a sprout?
o The new plant when it begins to grow
o Will become the stem
5
E.
What are the parts of a plant?
o Roots, stem, leaves, flower, seed pod
F.
What is the function of the roots?
o First part of the plant to break through the seed
o Grows downward
o Brings moisture and minerals up through the soil
o Anchors the plant and helps it to stand upright
G.
What is the function of the stem?
o Transports water and nutrients to all parts of the plant
o Transports food produced by the leaves to the roots
o Holds the plant up to get sunlight
H.
What is the function of the leaf?
o Shape, size and arrangement differs between plants
o Produces food by photosynthesis
o Veins carry food and water to and away from the leaf
I.
What are the plant’s needs?
o Water, sun, soil, air
J.
Can a plant get too much or too little water?
o Yes, both can affect the growth and health of the plant
K.
Why does a plant need sunlight?
o For the plants good health and good growth
o The plant’s stem and leaves turn towards the light
o Photosynthesis
o For warmth
L.
What is the importance of a seed pod?
o Produces seeds to grow new plants
M. What is the life cycle of a plant?
o The stages the plant goes through during its life time
V. STRATEGIES
A.
B.
C.
D.
The science activities will require advance preparation. The Teacher’s Guide is very explicit. It not
only guides you through each activity, it is a guide to prepare for each activity. In lieu of the
“stations” for distributing materials, you might wish to distribute the materials yourself.
Prior to the start of the unit, make a science journal for each student. The journal should include all
of the copy masters found at the end of the guide. For the journal cover, make a photo copy of the
science reader’s cover, add a space for each student to write his/her name.
A large “scientific” vocabulary will be introduced. It is helpful to write the words ahead of time on
sentence strips (each word cut apart). At the conclusion of each activity, put the words on a word
wall so they can be reviewed and used.
There are excellent extension activities provided in the Teacher’s Guide. If there is time, they are
beneficial extensions to the core activities.
6
VI. EVALUATION
A. On going assessment of knowledge and behavior of the students will be a part of each activity.
Assessment will include teacher observation, journal entries, class discussions and performance on a
written test.
B. The written test for this unit will be for the children to complete the Sunflower Life Cycle, provided
in the Teacher’s Guide. This is two pages; cut and glue the pieces in order.
VII.
REQUIRED RESOURCES
A. Delta Science Module and Teacher’s Guide: From Seed to Plant
B. Delta Science Reader: From Seed to Plant
C. Related fiction and nonfiction readers will be an added resource.
VIII. SCOPE AND SEQUENCE
Activity 1:
What is a Seed?
1 day
Activity 2:
Planting Day
2 days
Another option is to plant the seeds by type into clear plastic cups with holes in the bottom for drainage. I had the
students plant their own marigold seeds in their individual cups at this time. This way, the plants were more
mature when the students take them home (following Activity #14, Caring for Plants). It also will give you a chance
to add more seeds to student’s cups if their seeds do not appear to be growing.
Activity 3:
Inside a Seed
1 day
It was difficult for the students to see the small plant inside the seed. The overhead drawing provided in the kit was
helpful.
Activity 4:
Growing Underground
1 day
Activity 5:
Watching Them Sprout
2 days
Activity 6:
Which Way Do They Grow?
2 days
Activity 7:
How Big Are They?
2 days
Activity 8:
How Much Water?
2 days
Activity 9:
What Is a Stem For?
2 days
It may be better to use a white carnation instead of the celery.
Activity 10:
Looking at Leaves
1 day
Activity 11:
Plants and Sun
2 days
This can also be demonstrated when the plants are growing on the window sill. Simply turn the cup containing the
plant so it is facing a different direction and within a couple of days the stem will lean towards the sun.
Activity 12:
Roots Underground
Activity 13:
The Life Cycle of Plants
1 day
1 day
7
Activity 14:
Caring for Plants
1 day
If the plants were previously planted, they should have grown nicely by this time. This activity can be a review of
how to care for the plants and how to transplant the plant into their own home garden.
8