Alexander County Schools 2012-2013

Unit: Earth Systems, Structures and Processes

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: K.E.1 Understand change and observable patterns of weather that occur from day to day and throughout the year. K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one of more of the senses. K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year. K.E.1.3 Compare weather patterns that occur from season to season.

Transfer: Students will be able to independently use their learning to… Describe and observe the weather using one or more of their senses.

Understand that change is a constant.

Meaning

Understandings: Students will understand that…

Weather patterns associated with seasons occur in a particular order

Essential Question(s):

How does weather affect daily choices? How do changes in your environment affect you?

Acquisition

Students will know:

Weather changes from day to day

Students will be skilled at:

Summarize

Communicate (journaling)

Compare/contrast

Infer

Predict

Observe

Essential Vocabulary:

Sunny, rainy, windy, cloudy, snowy, stormy, seasons, spring, summer, winter, fall.

IT Standards: K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

IT Strategies: Use web-based resources to observe/track the weather

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Weather patterns associated with seasons occur in a particular order.

Essential Questions:

How does weather affect daily choices?

How do changes in your environment affect you?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Daily weather observations Science journal Dress character for weather Sort clothing for weather Sort seasonal pictures

Summative Assessment

Write about changes in seasons. Create a diorama on a particular season Create a technology piece on seasons and or weather.

STAGE 3

Approximate number of days spent on unit: Ongoing

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Prepared science kits (wind socks, rain gauge, thermometer) Weather bug Online Window Nonfiction and fiction books on weather National Geographic Kids Online Sorting materials

Strategies:

Daily weather observations, use online sources to track weather (ongoing) Daily weather journal Read about weather Write about weather Compare weather in other regions Pen pal class in another region to compare weather

Alexander County Schools 2012-2013

Unit: Matter: Properties and Change

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: K.P.2 Understand how objects are described based on their physical properties and how they are used. K.P.2.1 Classify objects by observable physical properties (including size, color, texture, weight and flexibility). K.P.2.1 Compare the observable physical properties of different kinds of material (clay, wood cloth, paper, etc) from which objects are made and how they are used.

Transfer: Students will be able to independently use their learning to… Determine appropriate use of materials based on objects properties.

Meaning

Understandings: Students will understand that…

An object’s properties determine its usage.

Objects can be classified / grouped / sorted based on physical properties.

Essential Question(s):

How do the properties of objects determine their use? How do we classify the things around us?

Acquisition

Students will know:

Objects have different properties.

Students will be skilled at:

Describing and communicating

Sorting / classifying

Predicting

Observing

Essential Vocabulary:

Color, size, shape, weight, texture, flexibility, magnetic attraction, floating, sinking

IT Standards: K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

IT Strategies: Use a variety of technology tools (word processor, graphic organizer, etc…) to organize data and information.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Students will understand that . . .

An object’s properties determine its usage.

Objects can be classified / grouped / sorted based on physical properties.

Essential Questions:

How do the properties of objects determine their use?

How do we classify the things around us?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility). Create a labeled diagram that supports information being learned. Organize information with various graphic organizers for clarity, coherence and emphasis. Describe objects using their

physical properties (for example: color, texture, size, shape, flexibility, temperature, and patterns) Sort objects according their physical properties (for example: color, texture, size, shape, flexibility, temperature, and patterns) Identify similarities and differences of objects based on physical properties (for example: color, texture, size, shape, flexibility, temperature, and patterns)

Summative Assessment

Construct structures using various materials… bricks, sticks, straw, etc… Experiment to test strength of each material and evaluate material to determine best usage. Extend story by choosing different ending to coincide with different materials. Construct a structure to keep an animal warm, dry, safe, etc…

STAGE 3

Approximate number of days spent on unit: Ongoing

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

“The Three Little Pigs” “Goldilocks and the Three Bears” “Three Billy Goats Gruff” Various sensory materials. Vary size, texture, smell, weight, etc.. Nonfiction text on senses, matter

Strategies:

Why do we sort objects? How do our senses help us sort objects? How are objects’ materials different from one another? How can we describe the way objects feel? Sink and float activities Magnetic activities Senses activities Seasonal activities

Alexander County Schools 2012-2013

Unit: Personal and Consumer Health

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: K.PCH.1 Apply measures for cleanliness and disease prevention. K.PCH.1.1 Use steps of correct hand washing at appropriate times throughout the day. K.PCH.1.2 Illustrate proper tooth brushing techniques. K.PCH.1.3 Explain rationale for not sharing hygiene products (combs, brushes, toothbrushes).

Transfer: Students will be able to independently use their learning to… Exhibit good hygiene habits.

Meaning

Understandings: Students will understand that…

Good hygiene prevents disease and spread of germs

Essential Question(s):

How does good hygiene affect our classroom health?

Acquisition

Students will know:

How to prevent disease and spread of germs by practicing good hygiene.

Students will be skilled at:

Practicing good hygiene.

Essential Vocabulary:

Comb, brush, tongue, teeth, soap, germs, disease, clean

IT Standards:. K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

IT Strategies: Use technology tools to present data and information.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Students will understand that . . .

Good hygiene prevents disease and spread of germs

Essential Questions:

How does good hygiene affect our classroom health?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Apply black light responsive

lotion/powder (contact school

nurse for more details) to

classroom objects, allow students

to play with objects. Observe

“germs” with black light. Allow

students to wash hands.

Observe hands again under

black light to determine

effectiveness of hand washing.

Observe if students wash hands

without prompting after toileting,

sneezing, coughing, etc…

Summative Assessment

This is a life skill. Summative assessment does not apply.

STAGE 3

Approximate number of days spent on unit: Ongoing

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

School nurse Kim Lee Colgate dental kits

Strategies:

Invite guest speakers such as the school nurse, dental

Alexander County Schools 2012-2013

Unit: Personal and Consumer Health - Safety

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: K.PCH.2 Understand necessary steps to prevent and respond to unintentional injury. K.PCH.2.1 Recognize the meaning of traffic signs and signals K.PCH.2.2 Explain the benefits of wearing seat belts and bicycle helmets. K.PCH 2.3 Illustrate how to get help in an emergency. K.PCH 2.4 Identify appropriate responses to warning signs, sounds, and labels.

Transfer: Students will be able to independently use their learning to… Stay safe in real world situations.

Meaning

Understandings: Students will understand that…

To prevent injury safety signs, signals, sounds and laws must be obeyed.

Essential Question(s):

Why are safety rules important and necessary?

Acquisition

Students will know:

How to get help in an emergency. Basic safety laws. How to recognize emergency situations

Students will be skilled at:

Following basic safety rules

Essential Vocabulary:

Emergency, stop sign, rules, laws, respect, 911, address, phone number

IT Standards: K.SE.1 Remember safety and ethical issues related to the responsible use of information and technology resource.

IT Strategies: Remember internet safety rules.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

To prevent injury safety signs, signals, sounds and laws must be obeyed.

Essential Questions:

Why are safety rules important and necessary?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Teacher observations Class poll Fire drill participation

Summative Assessment

Practice city with signs / pedestrians Address

Phone number

STAGE 3

Approximate number of days spent on unit:

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

PE teacher Guidance Counselor Firefighter Police officer

Rescue squad

Strategies:

Guest speaker Smoke house Safety videos

Alexander County Schools 2012-2013

Unit: Structures and Functions of Living Organisms

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences within a particular type of animal. K.L.1.2 Compare characteristics of living and non-living things in terms of their:

Structure

Growth

Changes

Movement

Basic needs

Transfer: Students will be able to independently use their learning to… Classify objects / organisms as living or nonliving.

Meaning

Understandings: Students will understand that…

Living things grow and change / develop over time.

Animals share some common characteristics.

Essential Question(s):

What are the life cycles of living things? How do we classify the things around us? How do the characteristics of organisms enable them to survive?

Acquisition

Students will know:

Living and nonliving things have distinct structures and basic needs. Characteristics of living things.

Students will be skilled at:

Compare / contrast

Classify

Describe / communicate

Observe

Essential Vocabulary:

Living, nonliving, life cycle, needs, air, water, food, shelter, survive

IT Standards: K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

IT Strategies: Use a variety of technology tools to gather data and information.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Students will understand that . . .

Living things grow and change / develop over time.

Animals share some Common characteristics.

Essential Questions:

What are the life cycles of living things? How do we classify the things around us? How do the characteristics of organisms enable them to survive?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Sort common living and nonliving things (rock, flower, car, deer) Use a graphic organizer to display basic needs of living things. Match babies to the adult.

Role-play animal characteristics

Summative Assessment

Design / produce a life cycle diagram / model. Research and create a PowerPoint presentation with teacher assistance reflecting knowledge of different types of the same animal. Sort animals with common characteristics. (structure, growth, movement, changes)

STAGE 3

Approximate number of days spent on unit: Ongoing

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Webkins Syms pets Nonfiction and fiction books on animals including breeds of animals Zoobooks National Geographic Kids World Book .com / NC Wise Owl Cooperative Extension Office Prepared Science Kit Catawba Science Center – field trip or in school outreach Plastic animals Animals pictures

Strategies:

Units: Pets, Farm, Forest, Zoo, Polar, Rainforest, Ocean, Non-living – Living Collage Venn Diagrams T Chart Bubble Maps Role Playing Sorting and classifying Mural

Alexander County Schools 2012-2013

Unit: Forces and Motion

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: K.P.1 Understanding the position and motions of objects and organisms observed in the environment. K.P.1.1 Compare the relative position of various objects in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below and beside. K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped): straight, zigzag, round and round, back and forth, fast and slow.

Transfer: Students will be able to independently use their learning to… Describe and observe the natural world using the five senses. Use appropriate positional and directional vocabulary to describe location. Use appropriate vocabulary to describe movement.

Meaning

Understandings: Students will understand that…

Senses are used to make observations and learn about environment.

Recognize that objects can move in different directions and at different speeds.

Recognize that location of an object or organism is relative to another object, fixed point or background

Essential Question(s):

Why do objects move? What causes objects and organisms to move in different ways? How does movement affect an object’s or organism’s location?

Acquisition

Students will know:

Location and movement of an object can be described. Movement of objects and organisms can be observed and described.

Students will be skilled at:

Predicting

Communicating observations (speaking, drawing, questioning)

Observing

Essential Vocabulary:

In front of, behind, between, on top of, under, above, below, beside Straight, zigzag, round and round, back and forth, fast, slow, sight, hearing, touch, taste, feel, weight, heavy, light

IT Standards: IT Strategies:

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Students will understand that…

Senses are used to make observations and learn about environment.

Recognize that objects can move in different directions and at different speeds.

Recognize that location of an object or organism is relative to another object, fixed point or background

Essential Questions:

Why do objects move? What causes objects and organisms to move in different ways? How does movement affect an object’s or organism’s location?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments

(Evidences)

Science journal

Demonstrate positional words (In

front of, behind, between, on top

of, under, above, below, beside

Describe movement of objects or

organisms using appropriate

vocabulary.

Observe and compare the

movement of objects or

organisms. (Straight, zigzag,

round and round, back and forth,

fast, slow)

Summative Assessment

Exert force on an object to

cause movement.

Hypothesize, observe,

report, explain movement.

Observe the movement of

organisms. Explain

movement based on body

structure.

Design container to hold

egg and keep safe during a

variedheight drop.

STAGE 3

Approximate number of days spent on unit: Ongoing

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Prepared science kit

National Geographic Kids Website

Nonfiction text on animals and movement (wheels, wind, push,

pull)

BrainPop Jr website

Sid the Science Kid

Discovery Education

Cars, trains, paper airplanes, lego vehicles, balls (tennis, cotton,

playground)

AIMS books

Strategies:

Windy day activities

5 senses activities

Motion experiments