# Science Curriculum Guide

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Division of Teaching and Learning – Science Curriculum Guide 2011-2012

J.Woods Jan. 27-Feb.1, 2014

Oak View Elementary Kindergarten Department
January 27. Feb. 1, 2014
Part A: The Weekly Overview
Weekly Lesson Overview: Motion can be described, measured, and predicted. Objects can be moved by forces.
Subject Area: Science
Unit: How Things Move
Big Idea: Objects can move in many ways.
Instructional Objectives - GPS/Elements for the Week:
SKP2 Students will investigate different types of motion.
a. Sort objects into categories according to their motion (straight, zigzag, round and round, back and forth, fast and slow, and motionless).
b. Push, pull, and roll common objects and describe their motions.
SKP3 Students will observe and communicate effects of gravity on objects.
a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth.
b. Recognize that the sun, moon, and stars are in the sky, but don’t come down.
c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped
Essential Questions:
• How do objects move?
• How can you make an object move?
• What kinds of objects roll?
• Why do some objects move slowly and some move quickly?
• How can you stop an object from moving?
• What happens when you drop an object?
• Why do some objects fall to the ground?

Enduring Understandings
1. There are different ways that objects can move, like rolling, sliding and zig-zagging.
2. Objects can move fast and slow.
3. Objects around me fall to the ground unless something holds them up.
4. Things that go in the sky from the ground, like birds and airplanes, come back to the ground.
5. The sun, stars and moon do not come down to the ground

Critical Experiences

1. Push and pull things that roll.
2. Push and pull things that don’t roll.
3. Push and pull things on different surfaces.
4. Push or pull objects into one another
5. Push or pull objects on a slope.
6. Observe objects that move in different ways (e.g. wind-up toys, pinwheel, fan, swing).
7. Toss or drop objects and describe what happens.
8. Observe common objects not falling and describe what is holding them up (e.g a book on a table).
9. Contrast the sun (or moon) setting with an object falling to the ground.
Resources and Materials:
Science Experiments for Young Learners
Science Big Book, activity sheets, classroom objects, crayons, pencils, index cards, markers

Children’s Literature
• Fixman, Jennifer, Gravity, Science Songs With Miss Jenny, EduTunes
• Cobb, Vicki, (2004), I Fall Down, New York: Harper Collins
• The Magic School Bus Plays Ball, Scholastic

Teacher Resources
• Breckenridge, Judy, (1993), Simple Physics Experiments with Everyday Materials
• Teaching Physical Science with Toys

Internet Resources
• www.terrificscience.org/freeresources/presentations
• http://science.nsta.org/earlyyearsblog/
• http://www2.scholastic.com/browse/subarticle.jsp?id=2819

Adaptations for Special Learners/All Learners: Extensions and remediation
Extensions are additional activities to expand the learning on the lesson content.
Remediation activities include methods to develop skills or re-teach the learning for students who need more.

Assessment/Evaluation: Evaluate the students’ work for their achievement of the lesson’s objectives.

Moving outside
Part B: The Daily Instructional Procedures
Monday
REVIEW
Before the Learning - Lesson Set (10% of the Instructional Time):
(Input – Modeling – Guided Practice – Checking for Understanding)
Read and discuss Big Book page 116.
Questions you can use to check for understanding: What does the big picture show? How does the toy work? What do the smaller pictures show? Why do the smaller pictures have arrows on them? How can the marble move? What do you think is