STANDARD 1: ANALYSIS, INQUIRY AND DESIGN
RESOURCE – STC Kit “Balancing and
Weighing”
Students
will use mathematical analysis, scientific inquiry, and engineering designs, as
appropriate, to pose questions, seek answers, and develop solutions.
Scientific
Inquiry:
The Scientific
Method is the way scientists get from asking a question to finding an
answer.
Students should:
·
define/identify a problem
·
form a hypothesis
·
follow a procedure of experiments
·
make observations throughout experiment
·
gather results
·
draw a conclusion using a written and/or
verbal responses
·
communicate results
For a more detailed list of process skills refer to pages 10
and 15 of the New York State Elementary Science Core Curriculum at http://www.emsc.nysed.gov/ciai/mst/pub/elecoresci.pdf
.
STANDARD 4: LIVING
ENVIRONMENT
Plant
Studies
RESOURCES:
Books -
Strange
Plants
From Seed to
Plant by Gail Gibbons
Plants Heinemann Series
How Monkey
Makes Chocolate: Foods and Medicines from the Rainforest by Adrian Forsyth
*see pages 123-125 in the
back of the TE of Plant Growth and Development STC Kit Manual
Videos –
“The Biology of
Plants” Video Series
“Pollination”
National Geographic
“All About
Plants”
“Goes to
Seed” Magic School Bus
“Gets
Planted” Magic School Bus
Websites –
http://www.aea11.k12.ia.us/prodev/science/stc/pldev.html
http://www.naturegrid.org.uk/plant/index.html
http://www.mbgnet.net/bioplants/
Other –
Nasco
Budget Giant Flower Dicot Model (5th grade)
SB33511MB 1 x
$182.00 = $182.00
OR
Flower Model
SB31406MB 1 x
$65.00 = $65.00
STANDARD 4: LIVING ENVIRONMENT - Plant Studies
RESOURCES:
Science Kit -
The
following Content may be taught using the STC Kit “Plant Growth and Development”
|
NYS Science Standard |
Content |
STC Kit Lesson Number |
Vocabulary |
|
1.1b |
Plants
require air, water, nutrients, and light in order to live and thrive |
4 |
germination,
pollination, (plant parts), dispersed, energy, abdomen, anther, bee, bud,
cotyledon, cross-pollination, embryo, fertilization, growth spurt, nectar,
ovary, ovule, petal, , pistil, plant, pod, pollen, pollination, germination, root,
seed, seed coat,
seed leaf, seedling, seed scar, shoot, stamen, stem, stigma, thinning,
thorax, transplant, true leaves |
|
1.2a |
Living
things grow, take in nutrients, breathe, reproduce, eliminate waste and die |
4 |
|
|
2.1a |
Some
traits of living things have been inherited
(i.e., number of limbs…) |
10 |
|
|
2.1b |
Some
characteristics result from an individual’s interactions with the environment
and cannot be inherited by the next generation (i.e., having scars; riding a
bicycle) |
7 |
|
|
3.1b |
Plants
have different structures that serve different functions in growth, survival
and reproduction -
roots help support the plant and take in water and nutrients - leaves help plants utilize sunlight to make food for the plant - stems, stalk, trunks and other similar
structures provide
support for the plant - some plants have flowers - flowers are reproductive structures of
plants that produce
fruit which contains seeds - seeds contain stored food that aids in germination and the
growth of young plants |
3, 6, 10, 11,
12 additional resources needed to teach
germination |
|
|
3.1c |
In
order to survive in their environment, plants must be adapted to that
environment. -
seeds disperse by a plant’s own mechanism and/or in a variety of ways that can include wind,
water and animals -
leaf, flower, stem and root adaptations may include variations in size, shape, thickness,
color, smell and texture |
2, 10 ,11 |
|
|
4.1a |
Plants
have life cycles. These may include
beginning of a life, development into an adult, reproduction as an adult and
eventually death |
6 |
STANDARD 4: LIVING ENVIRONMENT - Plant Studies
|
NYS Science Standard |
Content |
STC Kit Lesson Number |
Vocabulary |
|
4.1b |
Each
kind of plant goes through its own stages of growth and development that may
include seed, young plant and mature plant |
5, 6, 7 |
life cycle,
life span, predator, prey, producer, consumer, food chain, energy |
|
4.1c |
The
length of time from beginning of development to death of the plant is called
its life span |
15 |
|
|
4.1d |
Life
cycles of some plants include changes from seed to mature plant |
6 |
|
|
4.2a |
Growth
is the process by which plants increase in size |
5, 7 |
|
|
4.2b |
Food
supplies the energy and materials necessary for growth and repair |
4 |
|
|
5.1a |
All
living things grow, take in nutrients, breathe, reproduce and eliminate waste |
4 |
|
|
5.2a |
Plants
respond to changes in their environment.
For example, the leaves of some green plants change position as the
direction of light changes; the parts of some plants undergo seasonal changes
that enable the plant to grow; seeds germinate, and leaves form and grow |
4, 7, 8, 9 |
|
|
6.1b |
All
animals depend on plants. Some animals
(predators) eat other animals (prey) |
8, 9 |
|
|
6.1a |
Green
plants are producers because they
provide the basic food supply for themselves and animals |
10 |
|
|
6.1f |
When
the environment changes some plants survive and reproduce and other die or
move to new locations |
4 |
Additional Resources
Needed to teach the following Performance Indicators
|
NYS Science Standard |
Content |
Teacher Resource |
Vocabulary |
|
6.2a |
Plants
manufacture food by utilizing air, water and energy from the Sun |
|
chlorophyll, photosynthesis,
phototropism, inherited
trait, energy |
|
6.2b |
The
Sun’s energy is transferred on Earth from plants to animals through the food
chain |
|
STANDARD 4: LIVING
ENVIRONMENT
Health and
Nutrition
RESOURCES:
Books -
Videos –
Websites –
|
NYS Science Standard |
Content |
Teacher Resources |
Vocabulary |
|
5.3a |
Humans
need a variety of healthy foods, exercise and rest in order to grow and
maintain good health |
Discuss at appropriate times throughout
the school day and/or year |
|
|
5.3b |
Good
health habits include hand washing and personal cleanliness; avoiding harmful
substances; eating a balanced diet; engaging in regular exercise |
RESOURCES:
Books -
Videos –
Websites –
Human
decisions and activities have had a profound impact on the physical and living
environments.
|
NYS Science Standard |
Content |
Teacher Resources |
Vocabulary |
|
7.1a |
Humans
depend on their natural and constructed environments |
The following
performance indicators should be integrated with the Social Studies
curriculum where appropriate. |
|
|
7.1b |
Over
time humans have changed their environment by cultivating crops and raising
animals, creating shelter, using energy, manufacturing goods, developing
means of transportation, changing populations, and carrying out other
activities |
||
|
7.1c |
Humans,
as individuals or communities, change environments in ways that can be either
helpful or harmful for themselves and other organisms |
STANDARD 4: PHYSICAL
SETTING
Water
Cycle
RESOURCES:
Books – Cloud Book by Tomie DePaola
Magic School Bus Wet All Over by Pat
Relf and Carolyn Bracken
Videos –
“
Websites –
http://www.epa.gov/safewater/kids/flash/flash_watercycle.html
Additional Resources are
Needed
|
NYS Science Standard |
Content |
Teacher
Resources |
Vocabulary |
|
2.1c |
Water
is recycled by natural processes on Earth: -
evaporation: changing of water (liquid) into water vapor
(gas) -
condensation: changing of water vapor (gas) into water (liquid) -
precipitation: rain, sleet, snow, hail -
runoff: water flowing on Earth’s surface -
groundwater: water that moves downward into the ground |
|
evaporation,
condensation, precipitation, runoff, groundwater, water cycle, erosion, water vapor |
|
2.1d |
Erosion and deposition result
from the interaction among air, water and land. -
interaction between air and water breaks down earth materials -
pieces of earth material may be moved by air, water, wind and gravity -
pieces of earth material will settle or deposit on land or in the water in different places -
soil is composed of broken-down pieces of living and nonliving earth material |
|
|
|
2.1e Can
be integrated in Social Studies |
Extreme
natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes,
and other sever storms) may have positive or negative impacts on living
things |
|
|
|
4.1d |
Energy
and matter interact: water is evaporated by the Sun’s heat; dark colors may
absorb light, light colors may reflect light |
|
|
|
4.2a |
Everyday
events involve one form of energy being changed into another. -
the Sun’s energy warms the air and water |
|
|
|
Living
Environment 6.2c |
Heat
energy from the sun powers the water
cycle |
|
STANDARD 4: PHYSICAL SETTING
Matter
RESOURCES:
Books -
Solids,
Liquids and Gases by
Heinemann Series
Matter
(Science All Around Me) by
Mir Tamim Ansary
Videos –
Websites –
Additional Resources are
Needed
*Tasks need to be given that assess weighing
and measuring matter using grams.
Please see your science coordinator if you need resources for these
tasks.
|
NYS Science Standard |
Content |
Teacher Resources |
Vocabulary |
|
|
3.1a |
Matter
takes up space and has mass. Two
objects cannot occupy the same place at the same time |
|
properties, buoyancy, displacement, increase, decrease,
mass, grams, volume, milliliter, liter, beaker, graduated cylinder, pan
balance, thermometer |
|
|
3.1b |
Matter
has properties (color, hardness,
odor, sound taste…) that can be
observed through the senses |
|
||
|
3.1c |
Objects
have properties that can be
observed, described and/or measured:
length, width, volume, size, shape, mass or weight, temperature, texture, flexibility and reflectiveness of light |
|
||
|
Shen |
The
mass of a material is conserved whether it is together, in parts or in a
different state (i.e., water) |
|
||
|
3.1d |
Measurements
can be made with standard metric units and nonstandard units |
|
||
|
3.1e |
The
materials an object is made up of determine some specific properties of the
object (sink/float). Properties can be
observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, and graduated
cylinders |
|
||
|
3.1g |
Some
properties of an object are dependent on the conditions of the present
surroundings in which the object exists.
For example: -
temperature (hot or cold) -
lighting (shadows, color) -
moisture (wet or dry) |
|
||
STANDARD 4: PHYSICAL SETTING – Matter continued
|
NYS Science Standard |
Content |
Teacher Resources |
Vocabulary |
|
3.2a |
Matter exists in three
states: solid, liquid, gas -
solids have a definite shape and volume -
liquids do not have a definite shape but have a definite volume - gases do not hold
their shape or volume |
|
three states
of matter, temperature |
|
Shen |
Things
can be done to materials to change some of their properties but not all
materials respond in the same way to what is done to them |
|
|
|
3.2b |
Temperature can affect the state
of matter of a substance |
|
|
|
3.2c |
Changes
in the properties or materials of objects can be observed and described |
|
STANDARD 4: PHYSICAL SETTING
Sound
RESOURCES:
Books -
A World of
Sound Ranger Rick
Videos –
“In The Haunted
House” Magic School Bus Series
Websites –
Science Kit - The following Content may be taught using the
|
NYS Science Standard |
Content |
BOCES Science Kit Lesson |
Vocabulary |
|
4.1a |
Energy
exists in various forms: heat,
electric, SOUND, chemical, mechanical, light |
|
sound
energy, vibrations, decibels, frequency, sound waves, pitch, volume |
|
Shen |
Properties
of sound such as pitch and loudness can be altered by changing the properties
of the sound’s source (i.e., changing the rate of vibrations) |