| OUTCOME/
ESSENTIAL
QUESTION |
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How
does my body move?
How do bones help my body?
Why are joints important?
Why are opposable thumbs important?
How do muscles move bones?
How are muscles attached to bones?
What is coordination?
How does coordination affect movement? |
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Human
Body
Body Movement
Skeleton
Muscles
Coordination |
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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)
2. The
student will observe a body in motion. (S3,
B1, In. 1)
3. The
student will count the bones in a human body.
4. The
student will compare and contrast the bones of a
human and other animals. (S3,
B2, In.1)
5. The
student will investigate the importance of an
articulated skeleton. (S3,
B1, In.1)
6. The
student will identify the different types of joints.
7. The
student will observe muscles in use.
8. The
students will design a model to represent how
muscles and tendons move the body. (S3,
B1, In. 1)
9. The
student will compare foot response time to hand
response time in response to a visual stimulus. (S3,
B1, In. 3)
10. The
student will read all Science stories relating to
the FOSS Module. |
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Teacher
Observations
Student sheets
Response sheets
Unit assessment |
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What makes a magnet stick?
Can we measure the force between magnets?
How does electricity work?
What is a circuit?
How does an
electromagnet work?
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Magnetism and Electricity
Force
Circuits
Simple
Parallel
Series
Electromagnet
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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)
2. The
student will investigate what objects are attracted
to magnets. (S2, B1, In.
1,4: S2, B4, In.1, 2)
3.
The student will define attract, repel,
force, insulator, conductor and circuit.
4. The
student will identify and measure the force of
magnets. (S2, B1, In.1)
5.
The student will construct a variety of
circuits using a variety of methods. (S2,
B4, In. 3)
6. The
student will investigate what objects are insulators
and conductors. (S2, B1,
In. 3, 4)
7. The
student will identify properties of an
electromagnet. (S2,
B1, In.1)
8. The
student will construct and communicate using an
electromagnet. (S2,
B4, In. 1, 2)
9. The
student will predict and alter the strength of an
electromagnet. (S2,
B4, In. 1, 2)
10.
The student will read all Science stories
relating to the FOSS Module. |
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Teacher Observations
Student sheets
Response sheets
Unit assessment |
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What is rubbing?
What can rubbing and carbon printing reveal about an
object?
How else can we use the rubbing and carbon printing
techniques?
What is pigment?
What can you see using a mirror? |
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Ideas and Inventions
Rubbings
Carbon Printing
Color Writing
Reflecting |
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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)
2. The
student will use the rubbing process and carbon
printing to identify surface patterns in a variety
of objects. (S2,
B1, In. 1, 3)
3. The
student will design and build a product using the
rubbing technique, carbon printing and mirrors.
(S5, B1, In. 1:
S5, B2, In. 1, 2)
4.
The student will define pigment and
chromatography.
5. The
student will construct a chromatogram to determine
the original color. (S1,
B1, In. 1,2,3,4)
6.
The student will investigate how mirrors
manipulate light and images.
(S1, B1, In.
1,2,3,4)
7. The
student will explore how images are reflected from
one mirror to another.
(S1, B1, In.
1,2,3,4)
8.
The student will read all Science stories
relating to the FOSS Module. |
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Teacher Observations
Student sheets
Response sheets
Unit assessment |
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What are the properties of rocks?
How can the ingredients of rocks be determined?
What are the properties of minerals?
Can I determine the hardness of a mineral?
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Earth Materials
Mock Rocks
Scratch Test
Calcite Quest
Take it for Granite |
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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)
2. The
student will identify the properties of real and
mock rocks. (S2,
B 1, In. 1: S4, B1, In. 1, 2, 4: S5, B3, In.1, 2)
3. The
student will identify the ingredients in rocks.
(S2, B1, In.2: S4, B1, In. 1, 4)
4. The
student will identify the properties of minerals.
(S4, B1, In. 1, 2)
5. The
student will compare the property of hardness in
minerals. (S4,
B1, In. 1, 2)
6. The
student will investigate the properties of calcite
and granite in rocks.
(S4, B1, In. 1, 2)
7. The
student will read all Science stories relating to
the FOSS Module. |
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Teacher Observations
Student sheets
Response sheets
Unit assessment |
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