Catlin Gabel

Science K

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Units

Unit	Essential Questions	Habits Of Mind	Content	Skills and Processes	Assessment	Resources	Multicultural Dimension
Exploring Nature	•What can I learn about and do with the natural materials I find at school? •What makes color in nature? •How does a pumpkin seed know to grow into a pumpkin?	Sense of wonder through discovery Appreciation of the beauty of nature Working collaboratively Interdependence Perseverance Flexibility in thinking and actions	The kind of environment affects the types of natural materials found Natural materials have many unique shapes, colors, and textures Each of us can develop hypotheses and theories about how natural materials occur, grow, and change Natural materials can be used to help represent an idea Natural materials can be used to create works of art Natural materials can be observed closely and appreciated for their uniqueness and beauty *Strategies for working collaboratively with classmates	Collect natural materials in a variety of environments on campus Create arrangements of natural materials with a partner Articulate ideas, memories, and questions Think by analogy Listen to and consider the ideas of classmates Draw observations Represent ideas and theories through drawing Participate in group projects Demonstrate scientific thinking: -observing carefully -comparing -contrasting -exploring with 5 senses -sorting Collaborate effectively with classmates -listen carefully -ask questions -share thoughts/ideas -negotiate -debate ideas Use comments of others to challenge and modify previous thinking Develop theories and hypotheses and articulate them Demonstrate developing skills with clay Demonstrate developing skills in representing thinking through drawing, constructions, and the like	Teacher observation Reflection by children and the teacher Documentation of group and individual projects Tapes and transcriptions of conversations that trace the exploration and evolution of ideas *Discussions with teaching colleagues	Children of Clay: A Family of Pueblo Potters, by R. Swentzell The Pottery Place, by G. Gibbons Time, by Andy Goldsworthy Hand to Earth, by Andy Goldsworthy Teacher resources: The Geography of Childhood, by G. Nabhad, S. Trimble Beautiful Stuff! Learning with Found Materials, by C. Topal, L. Gandini Children, Clay and Sculpture, by C. Topal Sometimes I Can Be Anything: Power, Gender, and Identity in A Primary Classroom, by K. Gallas Observation Drawing with Children, N. Smith The Private Eye: Looking and Thinking by Analogy, K. Reuf Making Learning Visible, Project Zero, Reggio Children Reflections on the Reggio Emilia Approach, Katz & Cesarone Talking Their Way Into Science: Hearing Children's Questions and Theories, Responding with Curricula, by K. Gallas Bringing Reggio Home, by Caldwell Engaging Children's Minds: The Project Approach, by Katz & Chard First Steps Toward Teaching the Reggio Way, by Hendrick The Hundred Languages of Children, by Edwards, Gandini, Forman	Awareness of how Native American nations revere and respect nature Awareness of how Southwestern Native Americans obtain and use clay
Eagles	• What makes an eagle an eagle? • How do eagles move and live?	*Cooperation	Types of eagles (bald, golden) Parts of the eagle body (talon, beak, wing, etc) Eagle habitat Nest: size, materials used to make it, etc. *Life cycle, hunting & eating habits	*Represent eagle in line drawings, costume creation, movement, sound	Teacher observation Conversations Detail in eagle drawings indicate level of knowledge about eagle parts. Anecdotal notes	Children's literature Nonfiction books Mr. Science - speaker Charts and posters of eagles	*Native American stories are read
Spring/Life Cycles	What is a life cycle? (plants, chicks, ducks, butterflies, frogs...) How do life cycles begin and transform and change over time? *What does each life need to survive and thrive?	Questioning and posing problems Gathering data Be accurate Plan Identify and use resources Respond to feedback	Life cycle sequence for... Understand that the life cycle involves change and transformation over time *Know optimal environment for survival and growth	Represent life cycle of chick, butterfly, plants, frog Predict changes that occur *Articulate changes that occur	*Can the child sequence the story of the different life cycles studied?	Carolina Biological Supply Local Feed Stores *Uncle Milton's Ant Farm	*Diversity exists in all living things
The Fall Season	• What makes fall -- fall? • What do animals do in the fall? • How does the fall change how the outdoors looks? • What local foods can we harvest in the fall?	Creating and imagining Gathering data through all the senses *Responding with wonderment and awe	Nature and the outdoors change in fall Fall can look different in different parts of the world Weather changes in the fall where we live Animals get ready for winter What happens 'above the ground' and 'below the ground' Fall is a time for harvest *Holidays happen in the fall	Represent fall through collections, close observations, drawings, and paintings Create fall habitats for mice and squirrels Celebrate fall through costume and parade Cook with apples, fruits, nuts and berries that they have harvested	Teacher observation Anecdotal records	Fall field trips -Campus -apple orchard -berry farm -farm to harvest corn -pumpkin patch	*Cultural celebrations begin in the fall: -Halloween -Thanksgiving -The Day of the Dead -Election Day