Bring Science Alive! Grade K Sample

Grade K TCI’s Grade K program includes three units. Each unit has a Science Journal, complete with hands-on investigations, text with notes, and checks for understanding.

Grade K

Unit 3

Unit 1 Plants and Animals 1 What Do Plants Need?

5 How Do Plants and Animals Change Earth?

2 What Do Animals Need?

6 How Do People Change Earth?

3 What Do People Need?

7 How Can People Take Care of Earth?

4 Where Are Plants and Animals Found?

Performance Assessment: Keeping the Park Clean

Weather Science Journal

Performance Assessment: Making a Place for Animals to Live

Unit 2 Pushes and Pulls 1 How Do Things Move?

4 What Happens When Objects Bump?

2 What Do Pushes and Pulls Do?

5 How Do People Design Things That Move?

3 How Do Pushes and Pulls Move Things?

Performance Assessment: Making a Marble Playground

Unit 3 Weather 1 What Is Weather?

Performance Assessment: Keeping Cool at the Park

2 When Does Weather Change?

5 What Makes Storms on Earth?

3 What Keeps Earth Warm?

6 How Can People Prepare for Storms?

4 How Can People Stay Cool in Hot Weather?

Performance Assessment: Planning for Storms

Engineering

Name:

Grade K Bring Science Alive!

Unit 3

Weather Some days it is sunny all day. Other days, it’s cloudy.

Sometimes we get big storms. The weather forecast lets us know it’s coming. What is it like where you live?

How do you keep safe in a storm?

1 What Is Weather?...................................................................6 2 When Does Weather Change?...........................................26 3 What Keeps Earth Warm?....................................................46 4 How Can People Stay Cool in Hot Weather?

...............60

Performance Assessment: Keeping Cool at the Park...........74 5 What Makes Storms on Earth?............................................80 6 How Can People Prepare for Storms?...............................100 Performance Assessment: Planning for Storms...................118 Engineering

2

Anchoring Phenomenon

Think about this unit’s Anchoring Phenomenon: Weather is not the same everywhere. Complete the chart.

• List what you know about this unit’s phenomenon.

• Write questions you wonder about this phenomenon.

Know

Wonder

3

Unit Checkpoints As you complete each lesson, look for this icon

and return to

record what you’ve learned in the lesson.

Lesson

What I Learned

1 What Is Weather?

2 When Does Weather Change?

3 What Keeps Earth Warm?

4 How Can People Stay Cool in Hot Weather?

5 What Makes Storms on Earth?

6 How Can People Prepare for Storms?

4

Unit 3 Weather

© Teachers’ Curriculum Institute

Using what you’ve learned, explain the unit’s Anchoring Phenomenon: Weather is not the same everywhere.

Claim

Evidence

Reasoning

© Teachers’ Curriculum Institute

Unit 3 Weather

5

Lesson 3

What Keeps Earth Warm?

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Lesson 3 What Keeps Earth Warm?

© Teachers’ Curriculum Institute

INVESTIGATION

Observing Phenomena

Discuss: Have you ever seen snow on a tree in the morning? Was there less of it in the afternoon?

Observe this phenomenon: The sun makes the snow melt.

Try It!

On a sunny day, head to a shady spot.

Now move to a sunny spot. Which spot is warmer?

Think of what you already know about snow melting. Write questions you have.

© Teachers’ Curriculum Institute

Lesson 3 What Keeps Earth Warm?

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INVESTIGATION

Recording Predictions

Put a cup of sand, water, soil, or rocks in the sun and in the shade. Which do you predict will be warmer? Circle the cup.

We are going to wait 30 minutes. Then, we will check our cups again.

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Lesson 3 What Keeps Earth Warm?

© Teachers’ Curriculum Institute

INVESTIGATION

Which do you predict will be warmer? Circle the cup. sun

© Teachers’ Curriculum Institute

shade

Lesson 3 What Keeps Earth Warm?

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INVESTIGATION

Recording Results

It is time to test our cups.

• Wait 30 minutes.

• Compare the cup in the sun with the cup in the shade. Find out if the material in one of the cups is warmer.

• Circle the cup.

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Lesson 3 What Keeps Earth Warm?

© Teachers’ Curriculum Institute

INVESTIGATION

Is the material in one of the cups is warmer?

Circle the cup. sun

© Teachers’ Curriculum Institute

shade

Lesson 3 What Keeps Earth Warm?

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INVESTIGATION

Vocabulary Match the term to the picture.

Word Bank Earth

sun

My Science Concepts Reflect on your understanding. Draw an X along each line.

The sun is far away, but it is very hot. It keeps Earth warm. still learning

know it

Sand, rocks, soil, and water are Earth materials. still learning

know it

Materials left in the sun get warmer because the sun warms Earth. still learning

52

Lesson 3 What Keeps Earth Warm?

know it

Š Teachers’ Curriculum Institute

TEXT WITH

NOTES

You live on Earth.

Earth is not too hot.

It is not too cold.

Why is Earth warm?

Warmth from the Sun The sun is far away.

But it is very hot.

The sun keeps Earth warm.

It warms the land and water. © Teachers’ Curriculum Institute

Lesson 3 What Keeps Earth Warm?

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TEXT WITH

NOTES

Circle two words that tell about the sun.

hot

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Lesson 3 What Keeps Earth Warm?

cold

near

far

© Teachers’ Curriculum Institute

TEXT WITH

NOTES

Exploring the World You feel the sand on your feet.

The sand feels warm.

You put your feet in water.

The water feels cooler.

© Teachers’ Curriculum Institute

Lesson 3 What Keeps Earth Warm?

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TEXT WITH

NOTES

You compare.

You ask questions.

You try to find out why.

This is science!

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Lesson 3 What Keeps Earth Warm?

© Teachers’ Curriculum Institute

TEXT WITH

NOTES

Draw a picture of yourself acting like a scientist. Show what you would do to find out more about Earth.

© Teachers’ Curriculum Institute

Lesson 3 What Keeps Earth Warm?

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CHECK

FOR

UNDERSTANDING

Show What You Know

Tell a story about what you may discover when you see the snowman later in the day.

Word Bank snow

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cold

Lesson 3 What Keeps Earth Warm?

warm

melt

sun

© Teachers’ Curriculum Institute

CHECK

FOR

UNDERSTANDING

Making Sense of the Phenomenon Let’s revisit the phenomenon: The sun makes the snow melt.

Think about: • Why does the sun melt the snow?

Use your findings from the investigation to answer this question: Why is the ground warm in the summer?

Claim Evidence

Reasoning

Go back to page 4 and fill out the unit checkpoint for this lesson.

© Teachers’ Curriculum Institute

Lesson 3 What Keeps Earth Warm?

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Lesson 4

How Can People Stay Cool in Hot Weather?

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Lesson 4 How Can People Stay Cool in Hot Weather?

© Teachers’ Curriculum Institute

INVESTIGATION

Observing Phenomena

Discuss: Have you ever seen someone using an umbrella on a sunny day? Why do you think someone would use an umbrella on a sunny day?

Observe this phenomenon: Sometimes people use umbrellas on sunny days.

Try It!

On a very hot day, what activities help you stay cool? Swimming? Eating an icy treat? Going somewhere with air conditioning?

Think of what you already know about how people stay cool on warm days. Write questions you have.

Š Teachers’ Curriculum Institute

Lesson 4 How Can People Stay Cool in Hot Weather?

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INVESTIGATION

Building Your Shade Maker

In this investigation, you are going to build a shade maker to keep you cool in the sun.

Look at the materials. Talk with your partner.

• What materials will you use for shade?

• What materials will you use to hold up your shade maker?

• How will you build your shade maker?

• How will you make sure your shade maker is big enough to shade the sand?

Decide who will go to the Materials Center to get the materials.

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Lesson 4 How Can People Stay Cool in Hot Weather?

© Teachers’ Curriculum Institute

INVESTIGATION

Testing the Shade Maker

Draw your shade maker.

© Teachers’ Curriculum Institute

Lesson 4 How Can People Stay Cool in Hot Weather?

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INVESTIGATION

What tools and materials did you use?

Circle the pictures.

Tools

Materials

Test your shade maker. Which sand was cooler?

Circle it. shade 64

Lesson 4 How Can People Stay Cool in Hot Weather?

no shade © Teachers’ Curriculum Institute

INVESTIGATION

Vocabulary Which object is used to make shade? Circle it.

My Science Concepts Reflect on your understanding. Draw an X along each line.

Shade can help people stay cool in hot weather. still learning

know it

It is cooler in the shade than in the sun because the sun cannot reach things in the shade. still learning

know it

Engineers make models of the structures they are going to build and test them to see if they work. still learning

know it

The shape of a structure will affect how well it meets its goal. still learning Š Teachers’ Curriculum Institute

know it Lesson 4 How Can People Stay Cool in Hot Weather?

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TEXT WITH

NOTES

The sun is bright.

It is very hot.

Where can you go to cool off?

Shade from the Sun You could sit under a tree.

You could go under a bridge.

It is cooler in the shade.

Not as much sun reaches you.

66

Lesson 4 How Can People Stay Cool in Hot Weather?

© Teachers’ Curriculum Institute

TEXT WITH

NOTES

Where can you go to cool off?

Complete the sentences.

I could go under a

.

I could .

I could .

© Teachers’ Curriculum Institute

Lesson 4 How Can People Stay Cool in Hot Weather?

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TEXT WITH

NOTES

Making Shade There are many ways to stay cool in hot weather.

People wear hats for shade.

They use umbrellas, too.

68

Lesson 4 How Can People Stay Cool in Hot Weather?

© Teachers’ Curriculum Institute

TEXT WITH

NOTES

What could you make to keep you cool?

What materials will you use?

What tools will you need?

© Teachers’ Curriculum Institute

Lesson 4 How Can People Stay Cool in Hot Weather?

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TEXT WITH

NOTES

Which of these things could help you make shade? Circle it.

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Morning

Afternoon

Night

Cool

Warmer

Cold

Lesson 4 How Can People Stay Cool in Hot Weather?

© Teachers’ Curriculum Institute

CHECK

FOR

UNDERSTANDING

Show What You Know

Draw a shady place for the puppies.

The puppies like to play in the sun.

They like to sleep in the shade.

© Teachers’ Curriculum Institute

Lesson 4 How Can People Stay Cool in Hot Weather?

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CHECK

FOR

UNDERSTANDING

Making Sense of the Phenomenon Let’s revisit the phenomenon: Sometimes people use umbrellas on sunny days.

Think about: • How do you keep cool on hot days?

Use your findings from the investigation to answer this question: How does the shade keep people cool?

Claim Evidence

Reasoning

Go back to page 4 and fill out the unit checkpoint for this lesson.

72

Lesson 4 How Can People Stay Cool in Hot Weather?

© Teachers’ Curriculum Institute

NOTES

© Teachers’ Curriculum Institute

Lesson 4 How Can People Stay Cool in Hot Weather?

73

Performance Assessment:

Keeping Cool at the Park Find out about the weather where you live. Help a friend pack for a trip to your town. Find a way to help others keep cool at the park.

You will: • describe the weather where you live.

• tell a friend what to pack for a trip to your town.

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Performance Assessment: Keeping Cool at the Park

© Teachers’ Curriculum Institute

PERFORMANCE ASSESSMENT

Describing Your Weather

Find out about weather where you live.

Record data each day.

Look at your weather data. Count days for each kind of weather. Write numbers in the blanks.

Warm days:

Cool days:

© Teachers’ Curriculum Institute

Performance Assessment: Keeping Cool at the Park

75

PERFORMANCE ASSESSMENT

What does the air feel like most days?

Circle words to finish the sentence.

In the morning, it feels

warm cool.

In the afternoon, it feels

76

warmer

cooler

Performance Assessment: Keeping Cool at the Park

the same.

© Teachers’ Curriculum Institute

PERFORMANCE ASSESSMENT

Is your weather the same all year long?

Choose different times of the year. Draw weather for each time. Label your pictures.

© Teachers’ Curriculum Institute

Performance Assessment: Keeping Cool at the Park

77

PERFORMANCE ASSESSMENT

Talking About Weather

You found out about the weather where you live.

• Is it warm or cool most of the time?

• Is it sunny or cloudy most of the time?

• Is it rainy or snowy?

Tell Cassie about the weather where you live.

Write where you live in the blank. Circle pictures to show Cassie what to bring.

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Performance Assessment: Keeping Cool at the Park

© Teachers’ Curriculum Institute

NOTES

Dear Cassie, I found out about weather where I live in .

Bring these things with you when you visit!

Š Teachers’ Curriculum Institute

To: Cassie Jacksonville, Florida

Performance Assessment: Keeping Cool at the Park

79

Grade K TCI’s Grade K program includes three units. Each unit has a Science Journal, complete with hands-on investigations, text with notes, and checks for understanding.

Grade K

Unit 3

Unit 1 Plants and Animals 1 What Do Plants Need?

5 How Do Plants and Animals Change Earth?

2 What Do Animals Need?

6 How Do People Change Earth?

3 What Do People Need?

7 How Can People Take Care of Earth?

4 Where Are Plants and Animals Found?

Performance Assessment: Keeping the Park Clean

Weather Science Journal

Performance Assessment: Making a Place for Animals to Live

Unit 2 Pushes and Pulls 1 How Do Things Move?

4 What Happens When Objects Bump?

2 What Do Pushes and Pulls Do?

5 How Do People Design Things That Move?

3 How Do Pushes and Pulls Move Things?

Performance Assessment: Making a Marble Playground

Unit 3 Weather 1 What Is Weather?

Performance Assessment: Keeping Cool at the Park

2 When Does Weather Change?

5 What Makes Storms on Earth?

3 What Keeps Earth Warm?

6 How Can People Prepare for Storms?

4 How Can People Stay Cool in Hot Weather?

Performance Assessment: Planning for Storms

Engineering

Name: