Talk:Free Direct Instruction Curriculum and Training/Science 1

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Baltimore Curriculum:
 * Notes: Lessons can be used in conjunction with the Direct Instruction programs in reading, language, writing, and math. Adapt these lessons for your state/local standards.
 * Subject: Science
 * Overview: September science lessons deal with taking care of the body through cleanliness, rest, and healthy eating. The teacher can develop healthy habits at the beginning of the year and assist children in following procedures all year long that are developed in September. It is strongly suggested that the teacher request children wash their hands prior to any food consumption. Review proper ways to cover the mouth and nose when coughing and sneezing and to wash after sneezing and coughing. Provide opportunity to eat healthy foods at snack time. Emphasize the importance of rest and how the body requires time to 'recharge' if nap time is a part of your day. October science lessons deal with investigating the five senses of the human body. Each lesson is designed to be "hands-on" for the kindergarten-age child. The lessons are sequential, and therefore it is required that they be taught in the sequence written.
 * Suggested Books: Berger, Melvyn. Germs Make Me Sick. New York: HarperCollins, 1985, 1995.
 * Grade: K
 * Lesson Number: 1
 * Topic (sub subject): The Human Body
 * Objectives:
 * Recognize that the whole body is covered by skin.
 * Understand the importance of washing the skin as protection against germs.
 * Materials
 * Paper towels
 * Two peeled potatoes, soaking in water to prevent discoloration
 * Two paper plates
 * A book to read aloud about skin, germs, and cleanliness
 * Procedure (Music, Movement, Art): Read a book to the children that talks about skin, germs, and cleanliness. It is very important to keep our skin clean and healthy with soap and water. Say: We are going to do an experiment to see whether there is dirt on our hands right now. Probably every one of you washed your hands and face, and maybe even your whole bodies before coming to school today. You wash your hands every time you finish going to the bathroom and after you eat your meals. You may think your hands are clean enough.

Hybrid:
 * Grade
 * Overview
 * Lesson Number
 * Subject: Science
 * Topic: Human Body
 * Objective
 * Materials
 * Procedure
 * Music & Movement
 * Suggested Books
 * Alerts or Forms

Vocabulary Task - Section? Review Exercise - Topic Track Activity

Presentation -> Lessons -> Tracks (sequences of exercises) -> Exercises (topics)

Oregon Links
Oregon k-5/6 Approved science curriculum: Oregon Content and Assessment Panels
 * McGraw Hill Science c. 2000, 2002
 * SRA Real Science c. 2000
 * Delta Education, FOSS, c. 1995, 2000, 2001, 2002
 * Harcourt School Publishers, Harcourt Science, c. 2002
 * Simply Science, Simply Science, c. 2001

Oregon Science Abbreviated Standards (newspaper)

Project 2061 Advancing Science, Serving Society (AAAS) Science Standards (Oregon uses this)

Oregon Science

Oregon Science Curriculum

Science Grade-level Map of Oregon's Common Curriculum Goals and Content Standards

Oregon Benchmarks
Search Science Standard (starts at 3rd grade Oregon 3rd grade science standards: Content Standard
 * 1) Understand structure and properties of matter.
 * 2) *Describe objects according to their physical properties.
 * 3) *Identify substances as they exist in different states of matter.
 * 4) **Distinguish among solids, liquids, and gases.
 * 5) **Identify unique properties of each state of matter.
 * 6) *Compare properties of specific substances.
 * 7) **Describe how to measure characteristic properties including boiling and melting points, solubility, and density.
 * 8) **Recognize that substances may be grouped by their physical properties.
 * 9) **Use the concept of density to evaluate which objects will float or sink in water.
 * 10) *Describe properties of elements and their relationship to the periodic table.
 * 11) **Explain atoms and their base components (protons, neutrons, and electrons) as a basis for all matter.
 * 12) **Read and interpret the periodic table, recognizing the relationship of the chemical and physical properties of the elements to their position on the periodic table.
 * 13) *Recognize that the historical development of atomic theory demonstrates how scientific knowledge changes over time, and how those changes have had an impact on society.
 * 14) Describe and analyze chemical and physical changes.
 * 15) *Describe changes that occur in matter.
 * 16) *Describe the ability of matter to change state by heating and cooling.
 * 17) **Recognize that heating and cooling cause changes in states of matter.
 * 18) **Identify changes in states of matter seen in the environment.
 * 19) *Compare physical and chemical changes.
 * 20) **Distinguish between examples of chemical changes and physical changes.
 * 21) **Describe processes that will separate the components of physical mixtures.
 * 22) **Describe events that accompany chemical changes, but not physical changes.
 * 23) **Explain how our understanding of the nature of matter and chemical reactions has changed over time.
 * 24) *Analyze the effects of various factors on physical changes and chemical reactions.
 * 25) **Describe how transformations among solids, liquids, and gases occur (change of state).
 * 26) **Identify factors that can influence change of state, including temperature, pressure, and concentration.
 * 27) **Describe chemical reactions in terms of reactants and products.
 * 28) **Describe the factors that affect the rate of chemical reactions.
 * 29) **Recognize examples that show when substances combine or break apart in a chemical reaction, the total mass remains the same (conservation of mass).
 * 30) Describe fundamental forces and the motions resulting from them.
 * 31) *Describe an object's position and how to affect its movement.
 * 32) *Describe and compare the motion of objects.
 * 33) **Recognize and describe the motion of an object in terms of one or more forces acting on it.
 * 34) *Identify examples of magnetism and gravity exerting force on an object.
 * 35) **Recognize that magnets attract and repel each other and other materials.
 * 36) **Recognize that things on or near Earth are pulled toward it by Earth's gravity.
 * 37) *Explain interactions between force and matter and relationships among force, mass, and motion.
 * 38) **Recognize and describe the motion of an object based on its mass and the force exerted on it.
 * 39) **Predict the change in direction or speed of an object by changing the forces acting on it.
 * 40) **Explain inertia.
 * 41) *Recognize that every object exerts gravitational force on every other object.
 * 42) **Describe the effect of gravitational force on objects at the Earth's surface.
 * 43) *Describe and explain the effects of multiple forces acting on an object.
 * 44) **Understand and apply the relationship F=ma in situations in which one force acts on an object.
 * 45) **Recognize that equal and opposite forces occur when one object exerts a force on another.
 * 46) **Describe the forces acting on an object, based on the motion of that object.
 * 47) *Recognize that gravity is a universal force.
 * 48) **Describe the relationship of mass and distance to gravitational force.Describe fundamental forces and the motions resulting from them.
 * 49) Explain and analyze the interaction of energy and matter.
 * 50) *Identify common types and uses of energy.
 * 51) *Identify forms of various types of energy and their effects on matter.
 * 52) **Identify various forms of energy including heat, light, sound, and electricity.
 * 53) *Describe examples of energy transfer.
 * 54) **Identify the direction of heat transfer on a diagram showing objects at different temperatures.
 * 55) **Identify ways to produce heat including light, burning, electricity, friction, and as a by-product of mechanical and electrical machines.
 * 56) **Identify examples of energy transfer in the environment.
 * 57) *Compare forms and behaviors of various types of energy.
 * 58) **Distinguish between the forms of energy including heat, chemical, mechanical, and gravitational potential energy.
 * 59) *Describe and explain various energy transfers and resulting transformations.
 * 60) **Trace the flow of energy transformations in a system.
 * 61) **Explain the principle that energy is conserved, neither created nor destroyed.
 * 62) **Identify how technological advances have changed humankind's use of energy.
 * 63) *Describe differences and similarities between kinds of waves, including sound, seismic, and electromagnetic, as a means of transmitting energy.
 * 64) **Recognize that waves of all kinds have energy that can be transferred when the waves interact with matter.
 * 65) **Apply the concepts of frequency, wavelength, amplitude, and energy to electromagnetic and mechanical waves.
 * 66) *Describe and analyze examples of conservation of energy.
 * 67) **Recognize that heat energy is a by-product of most energy transformations.
 * 68) **Describe ways in which energy can be transferred, including chemical reactions, nuclear reactions, and light waves.
 * 69) **Explain the difference between potential and kinetic energy.
 * 70) **Analyze the flow of energy through a system by applying the law of conservation of energy.