Hanoi International School
Elementary School Curriculum
Science 2014-2015
Adapted from: IBO PYP Science
The IB learner profile
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We
learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and
ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in
making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively,
listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people
everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and
evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the
lives of others and in the world around us.
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and
innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve wellbeing for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in
order to support our learning and personal development.
Elementary School Curriculum
Science Curriculum
Adapted from: IBO PYP Science
Philosophy
It is the mission of our school to provide a stimulating, balanced and challenging education for our students, as well as encouraging them
to be independent, life long learners, critical thinkers and responsible citizens. We therefore structure all our teaching in the Primary
School to achieve these aims, so that our students not only learn skills and knowledge, but also the bigger ideas and concepts which will
allow them to transfer their skills and knowledge to solve real life problems. Our students will learn in an integrated environment where
subject matter, attitudes, skills and behaviour are all valued equally so that they develop their complete potential as enthusiastic, well
balanced, creative and reflective thinkers, ready to accept the challenges of their secondary education and of their future lives.
The role of Science
In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the
relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP
leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and
ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to
develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. Inquiry is central to scientific
investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining
scientific knowledge with reasoning and thinking skills. Scientific knowledge is made relevant through its innumerable applications in the
real world. The science process, by encouraging hands-on experience and inquiry, enables the individual to make informed and
responsible decisions, not only in science but also in other areas of life. The importance of science in an international curriculum is
recognized as universal and transcends the boundaries of gender, cultural, linguistic and national biases. The inclusion of science within
the curriculum develops an understanding of, and competence in using, the facilities of a rapidly changing scientific and technological
world while gaining a positive image of science and its contribution to the quality of life today. It also involves the development of an
appreciation for the scientific contributions of people from various cultures and backgrounds. The IB learner profile is integral to teaching
and learning science in the PYP because it represents the qualities of effective learners and internationally minded students. The learner
profile, together with the five essential elements of the programme—knowledge, concepts, skills, attitudes and action—informs planning,
teaching and assessing in science.
Science Reception (5 - 6 years)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the
relationships within and between them; access to equal opportunities; peace and conflict resolution.
Science Strand(s)
Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and
relationships between and among them, and with their environment.
Related concept(s): Plants, Interdependence, Responsibility
Science Skill(s)
Observe carefully in order to gather data (for example, students will examine objects and living things to find out more about them; observe and
manipulate objects by using all their senses as appropriate; observe changes in living things, objects and events over a period of time; distinguish
between significant and less significant observations; record observations in a systematic way).
Use a variety of instruments and tools to measure data accurately (for example, students will use a range of tools and techniques with
increasing competency; use standard and non-standard units for measurement; measure, compare and record data including mass, weight, time and
temperature; select appropriate tools and measurement units).
Central Idea
Plants are a life
sustaining
resource for us
and for living
things.
Concepts
What plants provide for us and for other living
things
Structure of a plant
Caring for plant life
What do plants provide for living things? (Form)
How does a plant grow? (Change)
How can we care for plant life? (Connection)
Resources
Images of different plants and garden
types, especially for timelapse clips.
Artifacts (eg watering can, compost bins,
garden tools). Materials for experiments
and garden, planting (including seeds,
containers, soil, sand, stones, etc)
www.youtube.com/watch?v=EPJ_HUcg8
L0&feature=related,
http://www.youtube.com/watch?v=OlKfpa
SOuBM&feature=related,
www.youtube.com/watch?v=fxs970FMYI
o&feature=related,
www.youtube.com/watch?v=thuViaxRd_
w&feature=related,
www.youtube.com/watch?v=EKx4ZwoJq
XY&feature=related Magic school bus
story,
www.youtube.com/watch?v=MOKB6B6R
OZE&feature=related,http://www.youtube
.com/watch?v=C1_uez5WX1ohttp://www
.youtube.com/watch?v=hwwQU8DBaY8
&feature=related The tiny seed
story,www.youtube.com/watch?v=ls6wTe
T2cKA&feature=related, Plants around
us by Dixon and Smith; The Flower
Seeds by Hankin; How a seed grows by
Jordan;The plant lifecycle by akab;Plants
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Know: Students will know the different parts of a plant
and make connect ions that all plants have a similar
structure
Understand:
Do: Students will learn to care for plants by keeping
their plants as well as growing plants from seeds,
cuttings and sprouts.
Students will conduct experiments on seedlings and
plants in order to observe changes and distinguish
between useful care practices.
Identifies the parts of plants that are used by other
living things (for example, for food, shelter, tools)
be aware of the role of plants in sustaining life (for
example, providing oxygen, food)
Shows responsibility when caring for plants.
Observes and describe the characteristics of living
and non-living things
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by N Edwards, From a tree by Haydon.
Observes the needs of living things that enable them
to stay healthy
Students will present their plant to the class, "Explain
how you grew your plant."
Review plant journal and "Growing a Plant." Students
will choose from home two items that exemplify plant
products and present to the class. In their
presentation, students will demonstrate understanding
of plants as living things that produce many products
that are important to humans. Present plant journal
including observations, changes and reflections.
Science Grade 1 & 2 (6-7, 7-8 years)
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans
use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment
Science Strand(s)
Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific
understanding through inventions and machines.
Related concept(s): Forces and energy
Science Skill(s)
Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect
information and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to an
investigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations
and their effectiveness).
Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured
situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple
theories
Central Idea
People apply
their
understanding of
forces to invent
and create.
Concepts
Inventions that impact people’s lives
How circumstances lead to the creation of
important inventions
How understanding forces helps inventors
How have different inventions impacted people’s
lives? (Reflection)
Resources
Library books, internet, foss
web.com experiments, toys, lab,
fan, hairdryer, magnets, ballooms,
art materials, manipulatives.
Favorite books: Young Discoverers
Flying and Floating; Experiment
with Air.
Science kit on Forces
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
KNOW: What a force (push/pull) is; That force creates
movement: the simple machines that are often used ot
solve problems; Know what force, movement, invent
and create mean
UNDERSTAND: Understand that that inventing and
creating sometimes require understanding of force:
That people invent and create for personal and
problem solving reasons.; understand that
understandings of scientific principles can be used to
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How have inventions been created and changed?
(Change)
How does the understanding of forces help
inventors? (Causation)
Library books, internet,
fossweb.com experiments, toys,
lab, fan, hairdryer, magnets,
ballooms, art materials,
manipulatives. Favorite books:
Young Discoverers Flying and
Floating; Experiment with Air.
make new things.
DO: Students will
Identify problems or reasons people and or may
create
Demonstrate how force creates movement.
Investigate common items, games and arts that use
force.
Identify the connections between need/ problem and
action using scientific understandings.
Observe carefully in order to gather data students
will examine objects to find out more about them;
observe and manipulate objects by using all their
senses as appropriate; observe changes in movement
because of force, distinguish between significant and
less significant observations; record observations
using ICT.
Use a variety of instruments and tools to measure
data accurately students will use
a range of tools and techniques with to gather
information about force, movement and their
connection to problem solving, creation and invention.
Use scientific vocabulary to explain their
observations and experiences students
will talk about what is observed; describe simple
features of objects and events; describe what is
happening using an increasing scientific vocabulary;
record and present findings and conclusions
using a variety of strategies and appropriate scientific
vocabulary.
Identify or generate a question or problem to be
explored (for example, students will ask
questions or show the scientific pronciples of
movement and force and how it can be applied to
creation or invention of new things.
Make and test predictions students will identify a
problem or idea, collect information and about its
connection to force and invention
and test ideas by planning a new invention.
Science Grade 1 & 2 (6-7, 7-8 years)
6
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the
relationships within and between them; access to equal opportunities; peace and conflict resolution.
Science Strand(s)
Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and
relationships between and among them, and with their environment.
Related concept(s): Relationships, Adaptation, Animals
Science Skill(s)
Identify or generate a question or problem to be explored (for example, students will ask questions or show curiosity about the natural and
physical environment; ask questions or identify problems that may lead to investigations; pose questions and define problems that will facilitate
effective investigations or inquiries).
Central Idea
Animals and
people interact
in different ways
in different
contexts.
Concepts
The different roles animal’s play in peoples’ lives
Adaptations humans and animals make to share
our world
Resources
Variety of library books, videos
(Bindi the Jungle Girl), animal
menagerie, KidPix, Kidspiration,
guest speakers, visit to zoo.
Impact of peoples’ behavior on the relationships
between humans and animals
Books: Myriad of library books.
Emmulate mystery animal clues
aka “What am I” by Anne Giulieri.
Why do animals have different roles in peoples’
lives? (Causation)
Websites:
http://www.activesciencegsk.com/module2/home.html ,
http://www.endangeredspecie.com
, http://www.worldwildlife.org ,
http://www.kidsplanet.org ,
http://www.kidinfo.com ,
http://www.fws.gov ,
http://www.earthsendangered.com
,
http://kids.nationalgeographic.com,
amnh.org
How humans and animals make adaptations to
share our world? (Connection)
What impact can peoples’ behavior have on the
relationships between humans and animals?
(Responsibility)
Skills, Attitudes and Assessment
(How will we know what students have learned?)
KNOW: The roles animals and people have in
different context; know that humans are animals;
know what interaction means; Know at a simple level
what sustainable means and its connection to a role;
Responsible actions needed to care for an animal;
Know what wellbeing is.
UNDERSTAND: That all living things are
interconnected in a bigger system; Within systems
different living things have different roles and
responsibilities to play; That all actions and roles must
be sustainable and that carers are accountable for
their actions.
DO:
Identify the role different living things have within a
system or community.
Describe and represent the connection between role,
community, non-human animal and carer.
Identify and develop a set of guidelines that state the
responsibilities carers of non-human animals have
and explain the cause effect relationship of this
responsibility.
Observe carefully in order to gather data students
will examine living
things to find out more about them; observe and
gather data about the roles non-human animals have
in a community; Ask others about their observations
and experiences in order to draw comparisons, depth
understanding and identify significant information and
7
ideas.
Use scientific vocabulary to explain their
observations and experiences students
will talk about what is observed; describe simple
features of events, responsibilities and roles; describe
what is happening using an increasing scientific
vocabulary; record and present findings and
conclusions using a variety of strategies and
appropriate scientific vocabulary.
Identify or generate a question or problem to be
explored students will ask
questions or show curiosity about the living things, in
particular animals and ask questions or identify
problems that may lead to investigations; pose
questions and define problems that will facilitate
effective investigations or inquiries).
Make and test predictions students will observe
similarities and differences; guess and
suggest what will happen next in structured situations;
based on prior learning and/or observations.
Science Grade 1 & 2 (6-7, 7-8 years)
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends,
communities, and cultures; rights and responsibilities; what it means to be human.
Science Strand(s)
Living Things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and
among them, and with their environment.
Related concept(s): Lifestyle choices
Science Skill(s)
Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed; describe simple features of
objects and events; describe what is happening using an increasing scientific vocabulary; record and present findings and conclusions using a variety of strategies
and appropriate scientific vocabulary).
Central Idea
Making
balanced
choices about
daily routines
enables us to
have a healthy
Concepts
Daily habits and routines (hygiene, sleep, play
eating)
Balanced choices
Consequences of choices
Resources
Books/postershttp://www.eatwellbe
well.org/kids/games.php
http://kidshealth.org/kid/closet/gam
es/mission_nutrition.html,
http://kidshealth.org/kid/closet/gam
es/candy_game.html,
Skills, Attitudes and Assessment
(How will we know what students have learned?)
KNOW: What balanced choices can look like; Cause
and effect relationships with diet and exercise; Food
groups, exercise routines, relaxation techniques and
hygiene practices; Daily routine
UNDERSTAND: That choice making is an active
process that has a cause effect relationship on our
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lifestyle.
How do people develop daily habits?
(Perspective)
Why people make balanced choices? (Causation)
What are the consequences of choices?
(Change)
http://kidshealth.org/kid/closet/gam
es/bed_game.html eating and
lifestyle quizzes.
Posters of healthy/unhealthy foods
on display. Shared healthy
morning tea. Selections of healthy
eating choices from local menus.
Visit to the local market to buy fruit.
“You Are What You Eat” “The
Very Hungry Caterpillar” “The
Human Body” Yoga, deep ujaya
breathing, parents host healthy
food art, fieldtrip to Linh Lang
Market and Ha’s Happy Mart for
comparison shopping.
health and wellbeing;
DO:
Identify and issue that others need to be alert to in
order to stay healthy.
Identify the connection between choice and
consequence in connection to one of the elements of
a healthy lifestyle.
Develop and share ideas about the relative quantities
of different actions and choices in order to stay
healthy and well.
Apply what they have discovered about the cause
effect relationship of choice making to another
dimension of their life.
Use a variety of instruments and tools to measure
data accurately students will use a range of tools and
techniques with increasing competency; use standard
and non-standard units for measurement; measure,
compare and record data including mass, heart rate
and find accurate and efficient ways of recording this
information. Students will examine how this
information can be used to inform their choices.
Use scientific vocabulary to explain their
observations and experiences students
will talk about what is observed; describe simple
features of objects and choices describe what
attributes can be group or used to make an informed
choice; using an increasing scientific vocabulary;
record and present findings and conclusions.
Identify or generate a question or problem to be
explored students will ask questions or show curiosity
about the effects different choices (within the 4
elements of a healthy lifestyle) have on our ability to
have a healthy lifestyle.
Plan and carry out systematic investigations,
manipulating variables as necessary students will
identify variables; collect information and data from a
range of sources in PE and
suggest approaches and methods using this
information to make healthy choices that will help
them stay healthy and well.
9
Science Grade 1 & 2 (6-7, 7-8 years)
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their
understanding of scientific principles; the impact of scientific and technological advances on society and on the environment
Earth and space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape
the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Related concepts: Climate and weather
Science Skill(s)
Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect information and data from a
range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to an
investigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations and their
effectiveness).
Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based
on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple theories.
Central Idea
Weather and
climate influence
decisions
concerning
human activity.
Concepts
The concept of weather and climate
The impact of climatic zones on human activity
How people adapt to different climatic zones
How does climate and weather work? (Function)
What impact do climatic zones have on people?
(Change)
How do people adapt to different climatic zones?
(Connection)
Resources
http://esminfo.prenhall.com/scie
nce/geoanimations/animations/
01_EarthSun_E2.html
http://www.brainpop.com/scienc
e/weather/seasons/http://www.s
heppardsoftware.com/sciencefo
rkids/seasons/paintandmake/pa
intandmakesnowmen.htm
http://www.neok12.com/php/wat
ch.php?v=zX764d5f644162746
14f5e63&t=Seasons
http://www.neok12.com/php/wat
ch.php?v=zX0b0d62416f6b527
9704106&t=Seasons
Weather Watch by Rob
Morrison; Weather and Climate
by Barbra Taylor; Weather and
Climate by Toni Albert;
Interview parents and teachers
on experiences living in various
climates, maps, globes
Skills, Attitudes and Assessment
(How will we know what students have learned?)
KNOW: What is weather; Different weather systems or
experiences; what climate; decisions and activity are;
Different choices people can and do make because of
weather.
UNDERSTAND: That external factors such as
weather will influence what, why and how we do
things in our everyday life
DO:
Identify different weather patterns and the impact they
may have on simple daily choices.
Extend this understanding to bigger broader activities
humans do that are influenced or impacted on by
weather.
Explore, identify and explain the adaptations people
make in their activities and routines because of
weather.
Observe carefully in order to gather data; Students
will examine weather patterns and what happens to
the actions of living things to find out more about
them; observe and manipulate in order to examine
and predict the possible impacts of weather on
activities and choice making.
Use a variety of instruments and tools to measure
data accurately students will use
a range of tools and techniques with increasing
competency to measure, compare and record data
10
about temperature and other weather phenomenon;
select appropriate tools and measurement units).
Use scientific vocabulary to explain their
observations and experiences students will talk
about what is observed; describe simple features of
objects and events; describe what is happening using
an increasing scientific vocabulary; record and
present findings and conclusions using a variety of
strategies and appropriate scientific vocabulary
Identify or generate a question or problem to be
explored students will ask questions or show curiosity
about the natural and physical environment; ask
questions or identify problems that may lead to
investigations; pose questions and define problems
that will facilitate
effective investigations or inquiries.
Science Grade 1 & 2 (6-7, 7-8 years)
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans
use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment
Earth and space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and
systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Related concepts: Resources, Sustainability
Science Skill(s)
Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect information
and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to an
investigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations
and their effectiveness).
Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured
situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple
theories.
Central Idea
People can
create ways to
sustain and
maintain the
Earth’s
Concepts
Limited nature of the Earth’s resources
Personal choices that can sustain the environment
Resources
http://children.recycleforlincolns
hire.org.uk/interactive.asp?catid
=23 Recycling supermarket
game and factory game.
http://www.youtube.com/watch?
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
KNOW: What sustain, finite and infinite, sustain,
resource, create and Earth mean; Know that
resources are not infinite; Systems and actions one
can take to sustain resources at an age/ responsibility
appropriate way. Examining needs and wants
11
resources.
Ways to main the Earth’s resources
What are the Earth’s resources? (Change)
Why are our Earth’s resources limited? (reflection)
What can we do to sustain and maintain the
environment? (responsibility)
v=kSfK689hkes Forest/wood
video (Music and images)
UNDERSTAND: That one action has an influence on
http://www.youtube.com/watch? many other systems and resources and communities;
v=7q4YTpa3Bwg&feature=relat Understand that resources are limited; Understand
ed (Angel Falls)
that sustainability requires action and commitment
http://www.youtube.com/watch? and sometimes personal sacrifice; understand that
v=PCbVpHfAB_4 (Fresh Water) action and choice are connected to needs and wants.
http://www.youtube.com/watch?
DO: Reflect on and self assess your personal use of
v=aXmfQLC8ju4 (Pollution
Animation)
natural resources: Write or draw what you know.
Jack Johnson go recycleLimited nature of the Earth’s resources: Can list a
http://www.youtube.com/watch? number of ways the Earth’s Resources are limited.
v=uSM2riAEX4U
Listening to student’s responses and taking anecdotal
Earth’s resources
notes.
http://www.youtube.com/watch? Personal choices that can sustain the environment:
v=yosDloXybb4
Can create a visual representation of one or more
Michael Michael Go Recycle
ways that they will sustain the environment at home or
http://www.mp3rocket.me/game at school.
s/71_16588/Michael-MichaelWays to maintain the Earth’s resources:
go-recycle/Michael-Michael-goPlan and carry out systematic investigations,
recycle.htm
manipulating variables as necessary
Recycle Zone
http://www.recyclezone.org.uk/h Students will identify variables that may impact on the
ome_fz.aspx.html
way we use resources and the possible effects of not
American Museum of natural
making sustainable choices.; collect information and
history: Biodiversity: OLOGY
data about resources and sustainability from a range
games
of sources; Explore approaches and methods for
http://www.amnh.org/ology/inde solving problems and choice making they can make in
x.php?channel=climatechange# relation to sustain the finite resources on the planet.
features/goinggoinggone?TB_if
rame=true&height=500&width=
750
Reef Game
http://www.ausarabexplore.info/
interactives/coral/coral.html
BBC Coral Reef
http://www.youtube.com/watch?
v=cbN161yBBGA&feature=fvsr
http://www.youtube.com/watch?
v=5d3qie3jbHk
cute video wasting energy:
http://ses.jrc.ec.europa.eu/index
.php?option=com_content&view
=article&id=114&Itemid=150
http://www.epa.gov/recyclecity/
mainmap.htm - Recycling City.
12
Navigate to different pars of the
town to find out how they
recycle. Lots of reading.
Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families,
friends, communities, and cultures; rights and responsibilities; what it means to be human.
Science Strand(s)
Living Things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and
relationships between and among them, and with their environment.
Related concept(s): Body systems
Science Skill(s)
Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed; describe simple
features of objects and events; describe what is happening using an increasing scientific vocabulary; record and present findings and conclusions
using a variety of strategies and appropriate scientific vocabulary).
Central Idea
The effective
interactions
between human
body systems
contribute to
health and
survival.
Concepts
Resources
Body systems and how they work
How body systems are interdependent
Impact of lifestyle choices on the body
How do the systems in our body work? (Function)
Models of body parts, eg
skeleton from science dept
Knows and understands how the body works and can
explain or show it to others
Magic School Bus book and
dvd
Discusses and list parts of the human body, label and
sketch the parts you know on body outline.
Posters from library
KWL -What we already know? List of ideas. What do
we want to find out – questions?
Books from library, non fiction
How are body systems interdependent? (Connection)
What is the impact of lifestyle choices on the body? (
Responsibility)

Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Websites, ICT support (youtube
and brainpop videos collected
on human body)
Field trip to SOS Hospital, visit
from local doctor, lesson from
Mr Warren, Talks from Parents
with biology background(cells)
Students are able to write sentences/ paragraph about
body parts and how systems work. Text typeInformation report.
Students present learning to others, and reflect on the
process for themselves.
Each group creates visual text to shows other the
importance of their life system. Students reflect on
how they learned about the system. Self assessment
checklist or rubric
Students can explain the body system that they have
become an expert on.
Students understand the impact of lifestyle choices on
the body. Show different peoples lifestyles.
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Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans
use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Science Strand(s)
Materials and matter The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made
materials and how they are manipulated to suit a purpose.
Related concept(s): Properties and uses of materials, states of matter
Science Skill(s)
Identify or generate a question or problem to be explored (for example, students will ask questions or show curiosity about the natural and
physical environment; ask questions or identify problems that may lead to investigations; pose questions and define problems that will facilitate
effective investigations or inquiries).
Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect
information and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to an
investigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations
and their effectiveness).
Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured
situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple
theories that may be explored or tested).
Central
Idea
Materials
behave and
interact in
certain ways,
which
determine
how people
use them.
Concepts
Resources
Behaviour of materials
Science lab – making Oobleck
(Dr Seuss)
Changing properties of materials
‘The Paper Skyscraper’ Big
Book
Manipulation and application of materials to new
purposes
How do different materials behave? (Function)
Display of different materials,
Art – wire, aluminium foil
models, plasticene pictures,
How do materials change their properties? (Change)
Science equipment
How can materials be manipulated to suit a purpose?
(Causation)
Candles
Flour/water/starch
Marshmallows
Skills, Attitudes and Assessment
(How will we know what
students have learned?)
Uses senses to describe observable properties
of familiar materials (including solids, liquids, gases)
Describes observable changes (including changes of
state) that occur in materials
Recognizes that materials can be solid, liquid or gas
Aware of how to change water into a solid, liquid
and gas
Applies understanding of basic properties of materials
in order to match materials to purpose (for example,
waterproofing, insulating).
Collection of different materials with different
properties – grouping, using the correct terminology
Predictions and conclusions in experiments
Observation, listening to the use of correct
terminology. Students plan a science investigation
showing how mater can change from one state to
another.
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Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things
Science Strand(s)
Living things The study of the characteristics, systems and behaviours of humans and with their environment.
Related concept(s): Balance, Biodiversity, Interdependence
Science Skill(s)
Interpret and evaluate data gathered in order g. to draw conclusions (for example, students will sort and classify according to observable
features or selected criteria; look for and recognize patterns in observations; compare results of different investigations; interpret information and offer
explanations).
Central
Idea
Biodiversity
relies on
maintain
independent
balance of
organisms
Concepts
How living and non-living components of an
ecosystem are interdependent
How humans interaction with the environment can
affect ecosystems
The consequences of imbalance within ecosystems
How are living and non-living components of an
ecosystem interdependent? (Connection)
What impact do humans have on ecosystems?
(Causation)
What are the consequences of imbalance within
ecosystems? (Responsibility)
Resources
Articles and newspapers, National
Geographic, levelled books, Kyoto
agreement, Science Kit, Mangrove
ecosystem, Special readings, laptop
cart, Time for Kids
Interaction with local environment
with visits to different ecosystems,
river, lake, park etc to collect data
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
“Who can name a plant/animal in this biome.” The
yarn is given to the person who calls out the
plant/animal and this is continued creating a biome
web. To assess student’s knowledge of the
interdependence of components of a system, students
will create a drawing of a food chain and food web of
their choice.
Write a descriptive paragraph about an ecosystem.
Students will make a brochure on how humans have
made a positive impact on an ecosystem. Students
will create a newspaper article to describe and explain
how a specific animal interacts with living and nonliving things within its biome. Students can choose to
write as if they are a reporter within the ecosystem or
as if they are the animal. The article should include: a
definition of an ecosystem, a description of how the
animal interacts with one non-living thing, and an
explanation of how this animal interacts with 2-3 other
living things in its environment (food chain, food web,
energy transfer, humans, etc.). Finally, students will
express the various viewpoints regarding our
responsibility towards the preservation of this animal
and its environment.
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Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things
Science Strand(s)
Living things The study of the characteristics, systems and behaviours of humans and with their environment.
Related concept(s): Wealth, Power, Access
Science Skill(s)
Interpret and evaluate data gathered in order eg. to draw conclusions (for example, students will sort and classify according to observable
features or selected criteria; look for and recognize patterns in observations; compare results of different investigations; interpret information and offer
explanations).
Central
Idea
People have
unequal
access to
finite
resources.
Concepts
The importance of finite resources
Reasons for unequal access to finite resources
The impact of unequal access to finite resources
What are considered important finite resources?
(Form)
What are the reasons for unequal access to finite
resources? (Causation)
What is the impact of unequal access to finite
resources? (Reflection)
Resources
posters from library about
greenhouse gages, The Lorax book/DVD, An Actic Tale & An
Inconvenient Truth - section thereof
the DVD
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Reflects on and self-assesses his or her personal use
of resources
Investigates ways that familiar materials can be
reused
Groups materials on the basis of properties for the
purpose of recycling
Describes how a particular material is recycled
Explores the role of living things in recycling energy
and matter.
Students to explore what resources we use.
Categorise which are natural resources or
manufactured resources. Which were finite and
renewable resources? Then, to explain how we use
these resources.
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Science Grade 4 (9-10 years)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things
Science Strand(s)
Materials and matter The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made
materials and how they are manipulated to suit a purpose.
Related concept(s): Design, Technology, Sustainability
Science Skill(s)
Interpret and evaluate data gathered in order g. to draw conclusions (for example, students will sort and classify according to observable
features or selected criteria; look for and recognize patterns in observations; compare results of different investigations; interpret information and offer
explanations).
Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed; describe simple
features of objects and events; describe what is happening using an increasing scientific vocabulary; record and present findings and conclusions
using a variety of strategies and appropriate scientific vocabulary).
Central Idea
The design of
buildings and
structures is
dependent upon
the environment
and available
materials.
Concepts
Considerations to take into account when building a
structure
How building impacts the environment
Local architecture and its connections with the
needs of the community and availability of materials.
What considerations need to ne taken into account
when building a structure? (Form)
How do buildings impact the environment (Function)
How does the availability of materials affect local
architecture? (Connection)
Resources
Learning spaces
Antonio Gaudi documentary
(You Tube)
http://weburbanist.com/2011/04
/11/7-man-made-architecturalwonders-of-the-ancient-world
/http://dornob.com/design/archit
ecture/green/
Google SketchUp
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
investigate how buildings and other structures stand
up (for example, piles, buttresses, I‑beam girders)
Investigates the construction of a building or structure
and identify the materials used
Critiques the impact of a structure on the natural
environment
Explains people’s responsibility regarding the use of
materials from the environment.
Please note: Design a blueprint of a building or
structure of your choice, it can be used for work or
play, to live in to admire, it can be historical or modern
or provide a service. Students play the role of an
architect and their task is to draw a blueprint on
Google Sketch for a building or structure of their
choice. Their building or structure can take any form;
it can be an historical structure, a modern building, a
building or structure to live, play or work in or a
structure that provides a service. Students will need
to think about different things before building your
structure. Think of at least 6 things to think about.
17
Science Grade 5 (10-11 years)
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans
use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Science Strand(s)
Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific
understanding through inventions and machines.
Related concept(s): Forces and energy
Science Skill(s)
Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect information
and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to an
investigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations
and their effectiveness).
Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured
situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple
theories
Central Idea
Advances in
science and
technology have
had an impact on
people, society
and the
environment.
Concepts
What leads to advances in scientific knowledge
The role of technology in scientific understanding
Resources
“Investigating Forces” – Nes Arnold, wooden
ramps, springs, wooden cars, balls, fabrics,
string, paper, plastic, bamboo etc
The effects of scientific advances on people, society
and the environment
How will the classroom environment, local
environment, and/or the community be used
to facilitate the inquiry?
What factors lead to advances in scientific
knowledge? (Change)
Practical activities using different forces in
classroom, corridor,
What is the role of technology in scientific
understanding? (Connection)
How do scientific advances effect people and the
environment? (Responsibility)
EAL – central idea etc translated into mother
tongue of EAL Level 1 students. Vocabulary
list translated. Spelling/, meaning activities
using vocabulary
Skills, Attitudes and Assessment
(How will we know what
students have learned?)
Students write own definition of energy
before whole class discussion to make
a general definition. Model standard
definition.
Observe students during practical
activities, especially those activities that
require reflecting and improving a
model. Review students’ writing about
different activities – are they gaining a
more thorough knowledge through
experimentation? Is their knowledge
building on what they have learned
before? Students also add to their own
post-its on posters around classroom –
posters pose questions based on key
concepts and teacher questions before,
during and after the unit.
Observations, class discussions about
student questions, video recording of
students’ responses and queries.
Student will understand the scientific
18
progress used in the resources folder
Task: Students to design a science
experiment showing:
Group summative task – design a
scientific experiment that demonstrates:
Evidence: Students experiments are
written and presented to the rest of the
group.
19