kindergarten: objects and materials science unit · pdf filekindergarten: objects and...

Kindergarten:ObjectsandMaterials ScienceUnit

Lesson1–ISpyEngage/Explore/explainGrade:K

LessonObjectivesStudentswillidentifyanobjectandmaterialintheirsurroundings

Backgroundinfo:Materialsareusedforcreatingobjects

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmentb.Identifydifferentmaterialsthatmakeupfamiliarobjectsfoundintheirlearningenvironment(e.g.,classroom,school,andplayground).

MaterialsMaterials:

• Tape• Spy‐scopepatternreproducedforindividualstudents• Crayons,markers• Scissors• worksheet

Resources

Procedure:Set:10minutesAskstudentsquestionsaboutmetals,woods,clothsandothermaterialsthattheyrecognizearoundtheplaygroundandotherplacesoutsideofschoolDevelopment:20minutesTellstudentsthattheywillbeexploringtolookformaterialsthatmakeupobjectsaroundtheroom.Havestudentspretendtodressasanexplorerputtingonimaginaryhat,gloves,jacket,bootsandtellthemtheyneedtomaketheirtelescopeneededforexploring.Explaintostudentsthattheywillbemakingascopeanddemonstratehowtodothisbyshowingthemthespyscopepatternandwalkingthemthroughthenecessarysteps(seeworksheetforthislesson)1.Modeltheactivity:Lookthroughyourscope,focusononeobject.Thinkofwhatmaterialtheobjectismadeof.Say“Ispywithmylittleeyesomethingmadeof(nameofamaterial)2.Studentslookthroughtheirscopes,pointingtheminthesamedirectionasyours.Theyguesswhatyouarelookingat.3.Repeattheactivitywithnewspiers.Closure:10minutesAskstudentswhyanobjectismadeofaparticularmaterial.Forexample,‘Whyarecurtainsmadeofcloth?”ClothcanbendwhenthecurtainsarepulledItkeepstheroomquieterItlookspretty

ClassroomManagement

Showstudentsstepbystephowtoputtheirspyscopestogether.Youmayneedtowalkaroundandhelpthemtotapethemtogether.Allowstudentstocolortheirspyscopesbeforetheyaretapedtogether

AssessmentAstheobjectsareguessed,havestudentschecktoconfirmthattheobjectsarereallymadeofthenamedmaterials.Formativepeer/selfassessment

ItcanbecutindifferentlengthsandsewnonasewingmachineWhyareourclothesnotmadeofmetal?Whyisatablemadeofwoodandnotcloth?Howwouldyoufeelusingabathtowelthatismetalorwood?


Lesson2–FamiliarObjectsEngage/ExploreGrade:K

LessonObjectives• Studentswillbeabletorecognizeandidentifyfamiliarobjectsintheirsurroundingsandbeabletorecognizewhattheirmainpropertyis.

Backgroundinfo:Knowwhatisreferredtowhenteachertalksaboutobjectsandmaterials

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmenta.Posequestionsaboutcharacteristicsofobjectsandmaterialthatleadtoexplorationandinvestigation.

Materials• scavengerworksheettomarkdownobjectsmadeofcloth,wood,metal

Resources• Attachedpowerpoint•

Procedure:Set:10minutesTellstudentsthattheywillbegoingonascavengerhuntontheplayground.Explaintothemwhatobjectsare(seeteachersheet)andtellthemthattheywillbelookingforobjectsthataremadeofcloth,wood,metaloramixtureofallofthem.ShowstudentsanexampleofeachusingfamiliarmaterialsPowerPoint.(seepowerpointforthislesson)Explaintostudentsthattheywillbelookingforthingsthatarenotliving.Askstudentstolookaroundtheroomandwithashowofhandstheycangiveanexampleofitemsthattheysee

AssessmentFormativeassessmentusinganecdotalnotestoassessgroupworkandunderstandingofconcepts.Adaptteachingmethodsaccordingly.

aroundtheclassroomthathavetheseproperties.Development:20minutesPlacethestudentsintogroupsofthreeorfourandgiveeachgroupascavengerhuntsheet.Givestudentsboundariesforwheretheyareallowedtogo,andshowthemtheymainmeetingpointtocometowhentheyhearyoublowthewhistle.Tellstudentswhentheyhearthewhistleblowtheywillneedtocomebacktothemeetingpoint.Asstudentsfindobjectstheyshoulddrawapictureofwhattheyareseeingandtrytolabelit.Theyshouldputtheobjectintheappropriateboxonthescavengerhuntsheet.Closure:10minutesCallstudentsbacktothemeetingpointandgobacktotheclassroom.Tellstudentstojoinupwithanothergrouptoshoweachotherwhattheyfoundontheirscavengerhuntsheetsandletthemdiscussthem.Tellstudentstohandyouthesheetsbecausetheywillbeusingthemforthenextscienceclass.


Lesson3–FamiliarObjects(parttwo)–Extend/Explain

Grade:K

LessonObjectives• Studentswillbeabletorecognizeandidentifyfamiliarobjectsintheirsurroundingsandbeabletorecognizewhattheirmainpropertyis.

Backgroundinfo:Knowwhatisreferredtowhenteachertalksaboutobjectsandmaterials.Learnwhatpropertiessomeobjectsaremadeof,suchaswood,cloth,metal

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmenta.Posequestionsaboutcharacteristicsofobjectsandmaterialthatleadtoexplorationandinvestigation.f.Sequenceorgroupobjectsandmaterialsaccordingtooneormorestudent‐selectedcriteria

Materials• scavengerworksheetthatwasusedinlessonone,scissors,glue• largepostersizechartofthethreedifferentcategories,

markersforwritingthatmayneedtobedone.

Resources• •

Procedure:Set:10minutesAskstudentstotellyouwhatkindsofmaterialsanobjectcanbemadeoutof.Lookforquiethands.Reviewthatobjectscanbemadefromdifferentmaterialsandsometimesmorethanonematerial.Showexamplesofobjectsintheclassroomandaskstudentstotellyouwhattheythinktheyaremadeof.Development:20minutesGivestudentstheirscavengerhuntsheetsfromthelastlessonandaskthemtocutouttheirwordsandpictures.Haveapostersizechartreadyofthethreepropertycategorieswood,metalandclothandtellstudentscutouttheirpicturesandwordsfromtheirscavengerhuntpapersandgluethemontothechartintheappropriatebox.Closure:10minutesDiscusswiththeclassthereasonswhytheythoughtthoseitemsshouldgointothosecategories.Bringattentiontotheitemsthatcouldfitintomorethanonecategory.

AssessmentFormativeassessmentusinganecdotalnotestoassessgroupworkandunderstandingofconcepts.Assessfinalposterforaformativeassessmentforoverallunderstandingconceptsbytheclass.Adaptteachingmethodsaccordingly.


Lesson4–MysteryObjects–Engage/ExploreGrade:K

LessonObjectives• Studentswillbecomefamiliarwithsometermsusedtodescribematerialsbyhowtheyfeel.

Backgroundinfo:Knowwhatisreferredtowhenteachertalksaboutobjectsandmaterials.Reviewdescriptivewordssuchashard,soft,smooth,rough

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmentd.Identifyobservablecharacteristicsofmaterials,suchascolor,texture,andodor,andobservablecharacteristicsofobjects,suchasshape,size,andweight.

Materials• paperbags,objectsthataresoft,hard,smooth,rough,worksheetsforlesson

Resources• •

Procedure:Set:10minutesTellstudentsthatmaterialsareusedtomakeobjects.Showexamplesofthiswithitemsaroundtheroom.Forexamplepaperisanobjectthatweusetowrapgiftsortocoloron,butitisalsoamaterialthatcanbeusedtomakeahat.Givevariousexamplesandaskstudentstocontributetheirownexamples.Development:20minutesPutstudentsintogroupsofthreeorfour.Haveapaperbagwithoneitemeachofsomethingthatissoft,hard,smooth,rough.Makesuretherearefourpapersackspergroup.Studentswillwithoutlooking,reachintothepaperbagandfeeltheiteminside.Theywilldecideiftheitemissoft,hard,smoothorroughandwillrecordtheirresultsontheirworksheet.Studentswillcomparetheirresultswithstudentsintheirgroupanddiscusswhattheythinktheitemsare.Thiscanbeextendedintoalessonaboutopposites.Closure:10minutesDiscusswiththeclassthatwecansortobjectsbysimilarcharacteristicsthattheyhave.Askstudentstosharetheirresultsbyraisingtheirhand.

AssessmentCollectworksheetsanddoadiagnosticassessmenttoseeifstudentsareunderstandingtheconceptsthatarebeingtaught.

Lesson5and6–PlayDoughFunEngage/Explore/Extend/Evaluate

Grade:K

LessonObjectivesToallowstudentstodiscoverthateverydaysubstancesarecomposedofpartsthatmakeauniquewhole.

Backgroundinfo:

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmenta.Posequestionsaboutcharacteristicsofobjectsandmaterialthatleadtoexplorationandinvestigation.

Thiswillbeacreativeandinstructiveprocessinhelpingstudentstounderstandthatindividualpartsmayhavedifferentpropertiesthanthecombinedsubstance.Thisisimportantbecausechildrendonotappreciatethatpartscometogethertomakeawholethathaspropertiesthatthepartsdonot.Forchildren,wholesareliketheirparts.

Materials• playdoughrecipe(haveenoughingredientsfortheclass),

Resources• playdoughrecipe(seeteachersheet)•

Procedure:Set:10minutesBeforebeginningthisactivity,placetheingredientsonatablethatisviewablebystudents.AskStudents: Does anyone recognize these items I have placed on the table? Allow response time. What if I told you that we could take these ingredients and make something that is completely different than the individual ingredients? Do you think that we could do that? Do any of you know what we could make with these ingredients? Development:2classesHave pre-measured and labeled ingredients arranged on the table. Warn students that they are not making something they can eat. Remind them that although the ingredients are food ingredients, it does not mean that they should be able to eat them. First, allow students to approach the table and observe each of the ingredients being used. Once all students have looked at the ingredients, have groups of four or five students be responsible for one ingredient and allow them to take it back to their desks. Say to students: Now you need to look at your ingredient. What does it look like? What does it smell like? How does it feel? Do you think that once we combine it with the other ingredients it will be different or the same? Allow different students to describe each of the ingredients. You might

ClassroomManagementTeacherchoosegroups,pre‐measureallingredients,talkaboutsafetyandnoteatingtheingredients,studentsneedtoshareplaydoughtools.

Playdoughcanbeusedforfutureactivitiesintheclassroom

AssessmentFormativeassessmentusinganecdotalnotestoassessgroupworkandunderstandingofconcepts.

want to write their responses on a flipchart or blackboard. Discuss responses together. With help from students, combine all the ingredients in the pan and allow the students to make observations about the combined ingredients. Discuss observations together. Cook ingredients until the mixture has the consistency of mashed potatoes. Students may help, but make sure that they are wearing hot-mitts and eye protection. Turn the dough out onto waxed paper. When dough is cool enough to handle, allow students to take turns kneading it. Divide the dough among the groups so that all students are able to feel the consistency of it. Ask students:

• What does it feel like? • What do you think we have made? • Is this like any of the starting ingredients? Why or why not? • How is this substance different? • What would happen if we left out the water? Oil? Flour? • What do you think would happen if we added an extra cup of

flour? • How do you think we could find out? • Do you think that each of the parts or ingredients that we added

was important? • Do you see, smell, or feel any evidence of the original parts? • Do you think that we could divide the play dough back to the

original ingredients? Why or why not? • Has anyone ever seen parts put together to make a whole

substance that is different? Where and what? Be sure to record students' observations on a worksheet and discuss their responses to these questions with them. ExtendAllow students to play with the play dough and make their own creations. As students are working ask them questions such as.

• Was your creation unique? • How did using different parts allow you to make your creature

different than others? • How do the different parts or places on the island allow you to

make you creation unique? Closure:10minutesreviewanddiscusshowpartscanmakeawhole.

Evaluate • Would your creation change if you added a new part? • Would your creation change if you took a part away? • Are the parts that make up your creation needed to make it

special?


Lesson7–MarbleArt,EngageGrade:K

LessonObjectives

Backgroundinfo:Studentsshouldbegintounderstandthedifferencebetweenmaterialsandobjects.

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmentc.Differentiatebetweenobjectsandthematerialsusedtoconstructtheobject.

Materials• Tinfoilpans(oneperstudent),paper,threeorfourmarbles

perstudents,variouscolorsofpaint,stickytac

Resources• •

Procedure:Set:10minutesShowstudentsallofthematerialsthatwillbeused.Talkabouteachoneandaskthemiftheywouldconsiderthemanobjectormaterial.Continuewithexamplesuntilitseemslikeconceptisunderstood.Development:20minutesEachstudentwillbegivenatinplate,pieceofpaper,marbles.Attachthepapertothebottomofplatewithstickytac.Putafewdabsofpaintofvariouscolorsontothepaper.Givestudentsmarblesandtellthemtorollthemarblesaroundontheplatesothattheygothroughthepainttomakedesigns.Oncepaperiscoveredwithdesignsstudentscanplacetheirprojecttothesidetodry.Allowstudentstomakeoneortwomarblepaintings.Closure:10minutesTalktostudentsaboutthematerialstheyusedtomaketheirartwork.Askthemifartworkisanobjectthatpeoplecanuse.Whataretheusesforartwork.Whatkindofeverydaymaterialsdidweusetomaketheobject?Cananyofthesematerialsalsobeconsideredobjects?

ClassroomManagementStudentswillonlyanswerquestionsoncetheyraisetheirhandandtheyarecalledon.Callonstudentsbyname.Don’tgivestudentsthematerialsuntiltheprojectisbeingstarted.Allowstudentstocomeforwardtogettheirpaint.Oneatatime.Playmusicinthebackgroundwhilestudentsareworking.

AssessmentFormativeassessmentduringquestiontimetoseeifconceptsareunderstood.


Lesson8–PopcornTree/POEGrade:K

LessonObjectivesStudentswillpredict,observeandexplainwhattheythinkwillhappenthroughouttheprocess.

Backgroundinfo:Thislessonwillcarryforwardtothenextlesson.

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmente. Explore how materials may change as a result of processes such as cutting, gluing together, heating, cooling, folding, and pouring them into different containers.

MaterialsMaterials:

• PopcornByAlexMoran• papertowels• plasticbagthatzipsforeachchild• unpoppedkernelsofpopcorn• tape• planterpot• soil• POEworksheet

Resources• PopcornAlexMoran•

Procedure:Set:10minutesReadstudentthebook“Popcorn”ByAlexMoran,Talktostudentsaboutpopcornandwhereitcomesfrom.Askthemiftheyknowwherethepopcornseedcomesfrom.Giveeachstudentaseedofpopcorntolookatwhilethediscussionishappening.Development:20minutes

1. Tell the children they are going to grow their own popcorn plant. 2. Put a few paper towels in a plastic bag and soak them with water. 3. Place a few kernels in the bag so they sit on top of the paper

towels. 4. Zip the bag up and tape it to an object where it can get plenty of

sunlight. (Window, fence outside, etc.) 5. Keep an eye on the kernels over the next week. 6. If the towels get too dry, water them again. 7. Once you see small plants growing, plant them into a pot with

soil. 8. Keep the soil moist. 9. You can do this at school or have the children take them home

and do this. Tell students that we will be watching the popcorn plants over the next week. Have them fill out their POE sheet by drawing the appropriate

ClassroomManagementStudentswillonlyanswerquestionsoncetheyraisetheirhandandtheyarecalledon.Callonstudentsbyname.Giveeachstudentoneortwokernelsofpopcorn.

AssessmentHavestudentshandintheirPOEchartsanddoaformativeassessmentoftheirunderstanding.

pictures

Closure:5minutesTalktostudentsasalargegroupaboutwhattheirpredictionswillbefortheirpopcornplants.


Lesson9–PopcornTimeExplore/ExtendGrade:K

LessonObjectivesStudentswillrecognizenon‐reversiblechangesthatcanhappenwithanobject

Backgroundinfo:Thislessonisanextensionofthepopcorntreelesson


MaterialsMaterials:

• ThePopcornDragon• Popcornseeds• Popper• Bowls• Butter• Salt• Popcornsong,byBarenakedLadies–CDSnacktime• POEworksheetsfrompreviouslesson• Characteristicsworksheets

Resources• PopcornDragonbyJaneThayer• CDSnacktime–by,BarenakedLadies

Procedure:Set:10minutesReadstudentsthebook“ThePopcornDragon”by,JaneThayer.Talktostudentsabouthowheatmakesthekernelspopintofluffypopcorn.PlaypopcornsongonSnackTimeCD,byTheBarenakedLadiesStudentswillpretendthattheyarepiecesofpopcornwhilelisteningtothissong.Development:20minutesStudents will check their popcorn plants and continue filling in their POE worksheets. Give students some popcorn seeds and ask them to describe what they are seeing, feeling, smelling, and what characteristics the popcorn seed has. Have students practice writing characteristic words on worksheet provided. Teacher should write the words down on the board or on chart paper so students can copy them. Take some popcorn seeds and ask students to predict what they think will happen when we heat the kernels. Pop enough popcorn for the class and have them complete the second side of their charts with descriptive words describing what the kernel looks like once its popped. Ask questions: How did the kernel of popcorn change? Why do you think the kernel changed?

ClassroomManagementStudentswillonlyanswerquestionsoncetheyraisetheirhandandtheyarecalledon.Callonstudentsbyname.Giveeachstudentoneortwokernelsofpopcorn.

AssessmentAssessstudentsworksheetsforunderstandingofcharacteristicsandchangesthatcannotbereversed.

Can the popped kernel be changed back into its original state? Closure:10minutesDistributepopcorntoeachstudentandletthemeatit.Talkaboutplacesthatstudentslikepopcornin.


Lesson10–EggsperimentEngage/Explore/explain

Grade:K

LessonObjectivesStudentswillexplorethechangingstatesofmatterwhichtransformaneggfromrawtosofttohard‐boiled.

Backgroundinfo:Conceptofchangingstatesfromoneformtoanother.


MaterialsMaterials:

• Threewholeeggspergroup• Threebowlspergroup• Largepotwithboilingwater• Kitchentimer• Resultsworksheets

Resources

Procedure:Set:10minutesShowstudentstheeggsandaskthemtotellyousomedescriptivewordstodescribethecharacteristicsoftheegg.Development:20minutes

1. Tellstudentsthattheywillexploresomebasicprinciplesabouteggsandhowtheycanchange.Startbycheckingtheirunderstanding:whatwillhappenifyouleaveanegginabowlanddon’ttouchit?What’sinside?Whathappensifyouputtheegginboilingwater?(Warning:bepreparedtoexplainthattheeggsyoubuyatthestorearenotthekindwithrealchicksinside,soifyouboilthemyouaren’thurtinganycreatures!)

2. Invitestudentstohelpyoucrackoneeggintoonebowl,andobservewhathappens.Nametheparts—yolkandwhite—ifstudentsdon’talreadyknowthemwell.Leavethemonthecounterduringyournextphase,butcheckbacknowandthen:hasanythingchanged?

3. Nowheatupyourboilingwater,andgentlyplacetheothertwoeggsintoit.Studentsshouldwatchyou,andobservetheeggswhilestayingasafedistancefromtheheat.Studentscanalsohelpyousetthetimerforthreeminutes.

ClassroomManagementStudentswillonlyanswerquestionsoncetheyraisetheirhandandtheyarecalledon.Callonstudentsbyname.Allowstudentstofeeltheeggsintheirbowlswhiledescribingthecharacteristics

AssessmentAssessstudentsworksheetsforunderstandingofcharacteristicsandchangesthatcannotbereversed.

4. Afterthreeminutes,leaveoneeggtoboillonger(settheclockforanothertwelveminutes),andpullouttheotheregg.Askstudents,"WhatdoyouthinkthiseggwilllooklikeifIopenit?Willitlookliketheoneinthebowl?"(Youcantellyourchildthatthateggisa“control”inthisexperiment.)

5. Sincetheeggishot,you’llneedtohelpwiththenextstep.Takeaknife,andsplittheeggintoasecondbowl.Itwillbea“softboiled”egg—theeggwhitewillhaveturnedanopaqueclearwhite,andtheyolk,whilestillsoft,willbemorefirm!Andallthishappenedwithjusttheadditionofheat.

6. Bynow,youshouldbereadytopulloutthefinalegg.Again,askyourscientiststomakeahypothesisaboutwhatsheexpectsmighthavehappened.Thensplitthefinalegg.Presto!It'sahard‐boiledegg!Workingtogether,observewhathaschangednow.

7. Whathappened?Heatchangedthe“state”oftheegg,anditwillneverchangeback.Why?They’restillthesamesubstancesthatstartedintheegg—nothingcameoutandnothingwasadded—buttheheatchangedhowtheywereputtogether.

Havestudentswriteontheirworksheetstheresultsfromtheeggexperiment.Closure:10minutesTalkaboutotherwaystheyhaveseenthestateofaneggchange.

Lesson11–SoakItUpEngage/Explore/explain

Grade:K

LessonObjectivesStudentswilltestcommonitemstofindoutwhichonesabsorbwater

Backgroundinfo:

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmenta.Pose questions about characteristics of objects and materials that lead to exploration and investigation.

MaterialsMaterials:

• Straws• Toothpicks• Cloth• Paperclips• Foil• Wire• Plasticties• Bags• Eyedroppers• Pencilorcrayon• Smallcontainersofwater• Sheetofplastic,tray,ortoweltouseasworkarea• Sortingmatreproducibleforeachgroup• Cardboard• Yarn• Paperstripsofhardwood• Rubberbands• Plastictubing• Styrofoam• Hairpintape

Resources

Procedure:Set:10minutesDividestudentsintogroupsofthreeorfour.TellthemtheywillbeexploringobjectstofindoutwhichonesabsorbwaterDevelopment:20minutes1.Giveeachgroupabagcontaining8to10objectsfromyourmaterialscollection,acontainerofwater,andeyedropper,andacopyofthesortingmat.2.Studentstakeanobjectfromthebagandpredictwhetheritwillabsorbthewater.3.Studentscantapetheobjectstothesortingmatordraworwritethenamesoftheobjectsinthecorrectareas.

ClassroomManagement


Havestudentsreporttheresultsoftheirexperiment.Recordthematerialthatabsorbwateronalargechart.Closure:10minutesAskstudentstofindotherobjectsintheclassroomthatabsorb.Ask,“Whyisitimportantforsomematerialstoabsorb?Whatthingsdoyouuseeverydaythatabsorb?Whyisitimportantthatsomethingsdon’tabsorb?”

AssessmentAssessthelargerchartoncestudentshaveplacedtheirresultsonit.Checkforunderstandingofconcepts.Assessanswersforifstudentsunderstandabsorptionandtypesofobjectsthatcandothis.


Lesson12and13–TheThreeLittlePigsEngage/Explore/Explain

Grade:K

LessonObjectivesStudentswillbecomeawareofthetypesofmaterialsthatmanusestobuildsturdyobjects

Backgroundinfo:Knowdifferentstrengthsofcertainmaterials

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmentg. Discuss how familiar objects are designed to meet human needs. h. Identify and explore ways to use appropriate tools (e.g., balance, funnel, stapler, hammer, glue, scissors, and containers) safely to help carry out a variety of useful tasks such as stapling, measuring, Hammering, gluing, and cooking. i. Explain how tools and other objects are designed to meet human needs.

Materials• Straw• Popsicle sticks• Bricks/Lego• Hair dryer • Cardboard• Toilet paper rolls• Tape• Copy of three little pigs story (see PowerPoint)

ResourcesThreeLittlePigsbookorpowerpoint

Procedure:Set:20minutesPickanobjectintheroomandaskstudentsiftheyknowwhatitismadefrom.Helpthemtodifferentiatebetweensturdyandweakmaterials.Readthestory“TheThreeLittlePigs”askquestionsaboutthechoicesthepigsaremakingwhenbuildingtheirhouses.Development:2days1.AskstudentsaboutSaskatchewanandthekindsofweatherthatwehave.Talkaboutthestrengthofourhomesandwhatcouldhappenifourhomeswerenotbuiltinasturdyway.2.Dividestudentsintogroupsof4.Tellstudentsthattheywillbemakingareplicaofoneofthehousesinthethreelittlepigs.3.Givestudentsthematerialsneededforbuildingtheirhousesandallowthemtobuildassturdyofahouseaspossiblewiththematerialsthattheyaregiven.4.OnegroupwillbegivenLego,onepopsiclesticksandtheotherstraw.5.Askstudentstomakepredictionsaboutthestrengthoftheir

ClassroomManagement


AssessmentAnecdotalassessmentofgroupworkandprocess.HavestudentsdrawapictureshowingtheorderoftheThreePigsBook

housesDay26.Studentsshouldwriteontheirsheetswhattheythinkwillhappenwhenthehairdryer(wind,wolf)blowsattheirhouse7.Studentsshouldblowthehairdryerateachofthehousestoseeiftheirpredictionsarecorrect.StudentsshoulddrawapictureofthekindsofhousesbuiltinTheThreeLittlePigsstoryClosure:10minutesStudentsshouldcleanuptheirworkareasAskquestionsWhydoyouthinkthatthestrawhouseblewover?Whyisitimportanttousesturdymaterialsforthingslikehousesandbuildings?Whatkindsofmaterialswouldyouusetobuildahouse?Afortinyourlivingroom?Haveadiscussionaboutthetypesoftoolsusedtobuildahouseoranothersturdyobject.

Lesson14and15–SandcastleScienceExplore/Extend/Evaluate

Grade:K

LessonObjectivesStudentswillusesoftermaterialstomixandcreateahardersubstanceusedtobuildanobject.

Backgroundinfo:Agoodleadinforchangingstatesofmatterlessonsinhighergrades

CurriculumConnectionMOK.1Investigateobservablecharacteristicsoffamiliarobjectsandmaterialsintheirenvironmentc. Differentiate between objects and the materials used to construct the object. d. Identify observable characteristics of materials, such as color, texture, and odor, and observable characteristics of objects, such as shape, size, and weight.

MaterialsMaterials:

• Sand(aboutacupperstudents)• Cornstarch(2boxes)• Water• OldPot• Stirstick• Shells(fordecorating)• Pieceofsquareflatcardboardoneperstudents• Bowlofwater

ResourcesYoutubevideohttp://www.youtube.com/watch?v=v0BzfN3FZzc&feature=related

Procedure:Set:10minutesShowstudentssomedrysand.Askthemiftheycouldusethatdrysandtomakesomethingsturdylikeasandcastle.Askstudentswhattheywouldneedtodosothattheycouldusethesandtomakeasturdyobject.Canthesandreturnbacktoitsoriginalstate?How?Usepartofthisvideotoshowthescienceofsandcastlebuildinghttp://www.youtube.com/watch?v=v0BzfN3FZzc&feature=relatedDevelopment:2days

1. Mixthesandandcornstarchinanoldpot.Makesureit'sonethatyouwon'tuseanymoretocookyourfamily’smeals,becausethesandandcornstarchcanreallyscratchupagoodpot.

2. Pourthewaterintothesandandcornstarchmixtureandheatonthestoveoverlowheat.(Thisstepmaybebestforgrown‐upsonly.)Doonlyafewportions

ClassroomManagement

Don’tpassoutmaterialsuntilafterdiscussion.

atatime.3. Keepstirringuntilthesandisclosetotheconsistency

ofverythickmud.4. Coolthemixtureinanotherbowl.Laysome

newspaperdowninanareawhereyourchildwillworkwiththesand.Keepthepieceofcardboardhandyforwhenstudentsarereadytobuildhercastle.

5. Oncethemixturehascooled,dumpitontothenewspaper.Makesurethemixtureiscompletelycooledbeforelettingthestudentsdigin.

6. ExplaintostudentsthattheyshouldkneadthemixtureinherhandsuntilitfeelslikePlay‐doh.Ifthesandstartstodryout,wetherhandsandlethercontinuetoworkwiththemixture.(Keepabowlofwaterhandyforthispurpose.)

7. Andnowtherealfunbegins:havestudentsfree‐formacastleontoherpieceofcardboard.Talktostudentsaboutcreatingdifferentforms–asquarecastleperhaps,oratallandpointyone.Encouragethemtousetheirimaginationwhenbuilding.Anddon'tbeafraidtomakeyourownsandcastlealongwiththem!

8. Beforethesanddries,applyshellsaroundthecastletogiveitanextra,beachytouch.

Closure:10minutesAllowtimeforclean‐upReviewwithstudentsthateverydayobjectsaremadefromoneormorematerials.Askstudentswhatmaterialswereusedtomakethesandcastles.Reviewthatsomeobjectscanbechangedfromonestatetoanotherandcannotbechangedbacktotheoriginalstate.Explainthatsomesubstancescanbechangedfromonestatetoanotherandcanbechangedback.Example,drysandtowetsandtodryagain.

AssessmentAskstudentsquestionsandmarkonthechecklistiftheyunderstandtheconceptsaddressedinthisunit.UsethisasasummativeassessmentUsechecklistattachedwiththisunit.

Coversandwithplasticandputitincontainerstousethenextdayifstudentshavenotquitefinishedthefirstday.Assessment:

Assessifstudentsunderstandtheconceptofpartsmakingawhole.Goaroundandaskstudentsquestionstoassesstheirunderstanding.Useachecklist.

kindergarten: objects and materials science unit · pdf filekindergarten: objects and...

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