Curriculum Connection
K-5 Science and/or Social Studies -November 2020
Kindergarten Science
In this scope, students plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
Do 1: Scientific Investigation- Cross the Finish Line: Students determine which object requires more force to be pushed and moved across a finish line.
Do 2: Activity- Pull: Students determine which boxes are easy to pull and which are harder to pull.
In this scope, students investigate the relationship between energy and forces-a bigger push or pull makes things speed up or slow down more quickly.
Do 1: Scientific Investigation-Collision: Students discover what happens when a moving ball collides with balls that are stationary.
Do 2: Engineering Solution-Park the Car: Students problem-solve to determine how to move a toy car to the garage without pushing it.
1st Grade Science
Physical Science: Sound
In this scope, students learn that sound can make matter vibrate, and vibrating matter can make sound.
Do 1- Activity-Sound Stations, students rotate through four different sound stations to observe and record how sound is made.
Do 2: PBL- Rock Out, students show they understand that vibrating matter can make sound but designing and making an instrument that produces sound.
1st Grade Social Studies
Students will participate in a historically accurate study of Thanksgiving by learning about the contributions of the Pilgrims and Native Americans. Students will also learn about myths of the Pilgrims and Native Americans.
2nd Grade Social Studies
Inventions That Changed the Way People Lived
2nd Grade Science
In this series of scopes, students learn that some events happen very quickly, others occur very slowly, over a period of time much longer than one can observe.
Do 2: Activity- Land in Motion, students model how landforms can be shaped through various environmental factors.
Do 3: Engineering Solutions-Sturdy Structures, students create a structure designed to withstand various natural disasters.
3rd Grade Science
Unit 2: Life Science Part 2: Environmental Traits
Unit 2: Life Science Part 2: Adaptations
Claim-Evidence-Reasoning
Prompt: Write a scientific explanation for which environment would best allow the animal to survive.
Claim:
Sample Claim: The rainforest would be the best environment for the insect to survive in.
Sample Evidence: The insect is shaped more like the leaves in the rain forest. The insect has small claws it can use for climbing and clinging to trees. The insect has more places to camouflage itself in the rain forest.
4th Grade Science and Social Studies
Social Studies: Regions of the United States
In this unit students will explore the five regions of the United States--Midwest, Northeast, Southeast, West, Southwest. Within each region students will study a region’s natural resources, culture, and significant individuals. This work will be completed in research groups that mirror those established later in the year in the 4th grade nonfiction reading units (Reading Science, Reading the World and Reading History).
Science: Physical Science Part 2: Energy and Speed
PBL: Can the Third Little Pig Survive?
Students design a house that can withstand hurricane force winds. They use rubrics for 21st century skills and the PBL.
5th Grade Science
Matter is Everywhere
Dissolves sugar in water to show that it is there even though it cant be seen.
They then have to figure which water bottle has been contaminated.
Matter Changing States
Students will melt different materials to see if the change in the state of matter changes the weight.
They then make a cup of tea to see that the total mass of a solution or mixture is equal to the masses of the individual ingredients.
Claim-Evidence-Reasoning
Prompt: Lea thinks that matter does not exist if it cannot be seen. Paul thinks matter can exist even when it is not visible. What do you think? Use the data in the chart to make a claim, provide your evidence, and explain your reasoning.
Sample Claim: Matter that cannot be seen does exist.
Sample Evidence: The mass and volume of the plastic bag increased when we added “invisible air to it.
Jennifer Wiley
Email: wileyj@parkhill.k12.mo.us
Website: www.parkhill.k12.mo.us
Location: 7703 Northwest Barry Road, Kansas City, MO, USA
Phone: 816-359-6253
Twitter: @icjenwiley
Kim Fette
Email: fettek@parkhill.k12.mo.us
Website: parkhill.k12.mo.us
Location: 7703 Northwest Barry Road, Kansas City, MO, USA
Phone: 816-359-5750
Twitter: @kimElemCoach