| OUTCOME/
ESSENTIAL
QUESTION |
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Why is a standard unit of measurement important?
What is length, mass volume, and temperature?
How can I improve my estimation skills?
How can I choose the most appropriate unit of
measure?
What tools do I use to measure length, mass, volume,
and temperature?
How can I share the information? |
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Measurement:
meters, centimeters
degrees Celsius
liter, milliliter
grams
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1. The student will
define and learn the need for a standard unit of
measurement. (S2, B1, In. 1)
2. The
student will define length, mass, volume, and
temperature. (S2, B1, In.
1)
3. The
student will learn the standard unit for length,
mass, volume, and temperature. (S2,
B1, In. 1)
4. The
student will estimate and measure length, mass,
volume, and temperature.(S2,
B1, In. 1)
5. The
student will measure and compare different objects.
(S2, B1, In. 1)
6. The
student will choose the correct tool to measure a
given object. (S2, B1,
In. 1)
7. The
student will use the scientific process to observe,
communicate (written and verbal) , compare, and
organize information. (S1,B1,
In.1,2,3,4; S5, B1, In. 1; S5,
B2, In. 3,5) |
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Teacher Observations
Student sheets
Response sheets
Unit assessment |
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Where do seeds come from?
Where are seeds found on plants?
What properties do different seeds have?
What things effect seed growth?
How do plants change over time?
What conditions do plants need in order to grow?
What is the sequence of a plant's life cycle?
What is the body structure of an animal?
How do animals react in different situations?
What is a habitat and what does it include?
How can I share my information? |
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Structures of Life:
Seeds
Plants
Animal behavior,
structure, and
function |
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1. The student will
learn the part of the plant that produces seeds. (S3,
B1, In. 1)
2. The
student will observe and communicate the properties
of different seeds.
(S2, B1, In. 1)
3. The
student will learn what is necessary for a seed to
grow. (S3,
B1, In.1)
4. The
students will describe and compare the properties of
germinated seeds. (S2,
B1, In.1)
5. The
student will plant a seed and make observations
throughout the life cycle of the plant. (S3,
B2, In.1)
6. The
student will identify and compare the body
structures of a crayfish. (S3,
B1, In.1)
7. The
student will observe the reactions and behaviors of
crayfish. (S3, B1, In.3)
8. The
student will define and create the habitat for a
crayfish. (S3, B1,
In.1,2,3)
9. The
student will use the scientific process to observe,
communicate (written and verbal), compare, and
organize information. (S1,B1,
In.1,2,3,4; S5, B1, In. 1; S5, B2, In. 3,5) |
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Teacher Observations
Student sheets
Response sheets
Unit assessment |
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What are the properties of water?
What variables effect the surface tension of water?
How does temperature affect the properties of water?
How does changing water temperature effect volume?
How can water change from a liquid to a gas?
How can I share the information?
What are the different uses of water?
What happens when water is poured onto different
earth materials? |
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Water:
Properties
Temperature change
Forms of water
Uses/Force |
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1. The student will
observe the properties of water. (S1,
B1, In. 1; S2, B1, In. 1)
2. The
student will describe how water reacts to different
materials. (S1, B1, In.1:
S2, B1, In. 3,4)
3. The
student will define surface tension.
4. The
student will compare the surface tension of tap
water, salt water, and soapy water.
(S2, B1, In.1,3,4)
5. The
student will define density.
6. The
student will observe how water temperature affects
density. (S2, B1, In.1,4)
7. The
student will predict, observe, and compare the mass
of water as a solid, liquid, and gas. (S2,
B1, In. 1,4,5)
8. The
student will define evaporation.
9. The
student will investigate how different air
temperature affects evaporation. (S2,
B2, In.1,4,5)
10. The student will investigate how the surface
area of water affects evaporation. (S2,
B2, In.1,4,5)
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Teacher Observations
Student sheets
Response sheets
Unit assessment |
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Third quarter skills continued--
11. The student will use the scientific process to
observe, communicate (written and verbal) , compare,
and organize information. (S1,B1, In.1,2,3,4; S5,
B1, In. 1; S5, B2, In. 3,5)
12. The student will design a waterwheel to lift
different objects.
13. The student will compare the different uses for
each form of water.
14. The student will observe and compare the effects
of water poured over different earth materials. (S4,
B1, In.1, 2) |
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How can I share my information?
What are the properties of sound?
How are sounds made?
What is sound used for?
What is pitch?
Can sound travel through different materials? |
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Sound:
Properties
Pitch
Volume
Sound-
source
receiver
Travel |
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1. The student will
use the scientific process to observe, communicate
(written and verbal) , compare, and organize
information. (S1,B1, In.1,2,3,4;
S5, B1, In. 1; S5, B2,
In. 3,5)
2. The
student will identify the properties of sound by
dropping different objects into a sound chamber. (S2,
B1, In.1; S2, B3, In.1)
3. The
student will identify the different uses for sound.
4. The
student will use different sound generators to learn
and describe how sound is made. (S2,
B3, In.1)
5. The
student will contrast and compare a sound source and
sound receiver. (S2, B3,
In.1)
6. The
student will define pitch and
volume.
7. The
student will investigate the effects of length,
vibration, tension, and size on pitch.
8. The
student will use different materials (ex. sound
tube, water, air) to compare how sound travels? |
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Teacher Observations
Student sheets
Response sheets
Unit assessment |
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