Hanoi International SchoolElementary School Curriculum

Science 2014-2015

Adapted from: IBO PYP Science

The IB learner profileInquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We

learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Elementary School Curriculum Science Curriculum Adapted from: IBO PYP Science

Philosophy

It is the mission of our school to provide a stimulating, balanced and challenging education for our students, as well as encouraging them to be independent, life long learners, critical thinkers and responsible citizens. We therefore structure all our teaching in the Primary School to achieve these aims, so that our students not only learn skills and knowledge, but also the bigger ideas and concepts which will allow them to transfer their skills and knowledge to solve real life problems. Our students will learn in an integrated environment where subject matter, attitudes, skills and behaviour are all valued equally so that they develop their complete potential as enthusiastic, well balanced, creative and reflective thinkers, ready to accept the challenges of their secondary education and of their future lives.

The role of Science

In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world. Reflection on scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. Inquiry is central to scientific investigation and understanding. Students actively construct and challenge their understanding of the world around them by combining scientific knowledge with reasoning and thinking skills. Scientific knowledge is made relevant through its innumerable applications in the real world. The science process, by encouraging hands-on experience and inquiry, enables the individual to make informed and responsible decisions, not only in science but also in other areas of life. The importance of science in an international curriculum is recognized as universal and transcends the boundaries of gender, cultural, linguistic and national biases. The inclusion of science within the curriculum develops an understanding of, and competence in using, the facilities of a rapidly changing scientific and technological world while gaining a positive image of science and its contribution to the quality of life today. It also involves the development of an appreciation for the scientific contributions of people from various cultures and backgrounds. The IB learner profile is integral to teaching and learning science in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the five essential elements of the programme—knowledge, concepts, skills, attitudes and action—informs planning, teaching and assessing in science.

Science Reception (5 - 6 years)Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Science Strand(s)Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and

relationships between and among them, and with their environment.Related concept(s): Plants, Interdependence, Responsibility

Science Skill(s)Observe carefully in order to gather data (for example, students will examine objects and living things to find out more about them; observe and manipulate objects by using all their senses as appropriate; observe changes in living things, objects and events over a period of time; distinguish

between significant and less significant observations; record observations in a systematic way).Use a variety of instruments and tools to measure data accurately (for example, students will use a range of tools and techniques with

increasing competency; use standard and non-standard units for measurement; measure, compare and record data including mass, weight, time and temperature; select appropriate tools and measurement units).

Central Idea Concepts ResourcesSkills, Attitudes and Assessment

(How will we know what students have learned?)

Plants are a life sustaining resource for us and for living things.

What plants provide for us and for other living things

Structure of a plant

Caring for plant life

What do plants provide for living things? (Form)

How does a plant grow? (Change)

How can we care for plant life? (Connection)

Images of different plants and garden types, especially for timelapse clips. Artifacts (eg watering can, compost bins, garden tools). Materials for experiments and garden, planting (including seeds, containers, soil, sand, stones, etc)www.youtube.com/watch?v=EPJ_HUcg8L0&feature=related, http://www.youtube.com/watch?v=OlKfpaSOuBM&feature=related, www.youtube.com/watch?v=fxs970FMYIo&feature=related, www.youtube.com/watch?v=thuViaxRd_w&feature=related, www.youtube.com/watch?v=EKx4ZwoJqXY&feature=related Magic school bus story, www.youtube.com/watch?v=MOKB6B6ROZE&feature=related,http://www.youtube.com/watch?v=C1_uez5WX1ohttp://www.youtube.com/watch?v=hwwQU8DBaY8&feature=related The tiny seed story,www.youtube.com/watch?v=ls6wTeT2cKA&feature=related, Plants around us by Dixon and Smith; The Flower Seeds by Hankin; How a seed grows by Jordan;The plant lifecycle by akab;Plants by N Edwards, From a tree by Haydon.

Know: Students will know the different parts of a plant and make connect ions that all plants have a similar structure

Understand:

Do: Students will learn to care for plants by keeping their plants as well as growing plants from seeds, cuttings and sprouts.Students will conduct experiments on seedlings and plants in order to observe changes and distinguish between useful care practices.

Identifies the parts of plants that are used by otherliving things (for example, for food, shelter, tools)

be aware of the role of plants in sustaining life (for example, providing oxygen, food)

Shows responsibility when caring for plants.

Observes and describe the characteristics of livingand non-living things

Observes the needs of living things that enable them to stay healthy

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Students will present their plant to the class, "Explain how you grew your plant."

Review plant journal and "Growing a Plant." Students will choose from home two items that exemplify plant products and present to the class. In their presentation, students will demonstrate understanding of plants as living things that produce many products that are important to humans. Present plant journal including observations, changes and reflections.

Science Grade 1 & 2 (6-7, 7-8 years)How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment

Science Strand(s)Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific

understanding through inventions and machines.Related concept(s): Forces and energy

Science Skill(s) Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect

information and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to aninvestigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations

and their effectiveness). Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple

theoriesCentral Idea Concepts Resources

Skills, Attitudes and Assessment (How will we know what students have

learned?)People apply their understanding of forces to invent and create.

Inventions that impact people’s lives

How circumstances lead to the creation of important inventions

How understanding forces helps inventors

How have different inventions impacted people’s lives? (Reflection)

How have inventions been created and changed? (Change)

Library books, internet, foss web.com experiments, toys, lab, fan, hairdryer, magnets, ballooms, art materials, manipulatives. Favorite books: Young Discoverers Flying and Floating; Experiment with Air.

Science kit on Forces

Library books, internet, fossweb.com experiments, toys,

KNOW: What a force (push/pull) is; That force creates movement: the simple machines that are often used ot solve problems; Know what force, movement, invent and create meanUNDERSTAND: Understand that that inventing and creating sometimes require understanding of force: That people invent and create for personal and problem solving reasons.; understand that understandings of scientific principles can be used to make new things.DO: Students willIdentify problems or reasons people and or may

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How does the understanding of forces help inventors? (Causation)

lab, fan, hairdryer, magnets, ballooms, art materials, manipulatives. Favorite books: Young Discoverers Flying and Floating; Experiment with Air.

createDemonstrate how force creates movement.Investigate common items, games and arts that use force.Identify the connections between need/ problem and action using scientific understandings.Observe carefully in order to gather data students will examine objects to find out more about them; observe and manipulate objects by using all their senses as appropriate; observe changes in movement because of force, distinguish between significant and less significant observations; record observations using ICT.

Use a variety of instruments and tools to measure data accurately students will usea range of tools and techniques with to gather information about force, movement and their connection to problem solving, creation and invention.

Use scientific vocabulary to explain their observations and experiences studentswill talk about what is observed; describe simple features of objects and events; describe what ishappening using an increasing scientific vocabulary; record and present findings and conclusionsusing a variety of strategies and appropriate scientific vocabulary.

Identify or generate a question or problem to be explored (for example, students will askquestions or show the scientific pronciples of movement and force and how it can be applied to creation or invention of new things.

Make and test predictions students will identify a problem or idea, collect information and about its connection to force and inventionand test ideas by planning a new invention.

Science Grade 1 & 2 (6-7, 7-8 years)Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Science Strand(s)Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and

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relationships between and among them, and with their environment.Related concept(s): Relationships, Adaptation, Animals

Science Skill(s)Identify or generate a question or problem to be explored (for example, students will ask questions or show curiosity about the natural and physical environment; ask questions or identify problems that may lead to investigations; pose questions and define problems that will facilitate

effective investigations or inquiries).

Central Idea Concepts ResourcesSkills, Attitudes and Assessment

(How will we know what students have learned?)Animals and people interact in different ways in different contexts.

The different roles animal’s play in peoples’ lives

Adaptations humans and animals make to share our world

Impact of peoples’ behavior on the relationships between humans and animals

Why do animals have different roles in peoples’ lives? (Causation)

How humans and animals make adaptations to share our world? (Connection)

What impact can peoples’ behavior have on the relationships between humans and animals? (Responsibility)

Variety of library books, videos (Bindi the Jungle Girl), animal menagerie, KidPix, Kidspiration, guest speakers, visit to zoo.

Books: Myriad of library books. Emmulate mystery animal clues aka “What am I” by Anne Giulieri.

Websites: http://www.activescience-gsk.com/module2/home.html , http://www.endangeredspecie.com , http://www.worldwildlife.org , http://www.kidsplanet.org , http://www.kidinfo.com , http://www.fws.gov , http://www.earthsendangered.com , http://kids.nationalgeographic.com, amnh.org

KNOW: The roles animals and people have in different context; know that humans are animals; know what interaction means; Know at a simple level what sustainable means and its connection to a role; Responsible actions needed to care for an animal; Know what wellbeing is.

UNDERSTAND: That all living things are interconnected in a bigger system; Within systems different living things have different roles and responsibilities to play; That all actions and roles must be sustainable and that carers are accountable for their actions.

DO:Identify the role different living things have within a system or community.Describe and represent the connection between role, community, non-human animal and carer.Identify and develop a set of guidelines that state the responsibilities carers of non-human animals have and explain the cause effect relationship of this responsibility.Observe carefully in order to gather data students will examine livingthings to find out more about them; observe and gather data about the roles non-human animals have in a community; Ask others about their observations and experiences in order to draw comparisons, depth understanding and identify significant information and ideas.

Use scientific vocabulary to explain their observations and experiences studentswill talk about what is observed; describe simple features of events, responsibilities and roles; describe

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what is happening using an increasing scientific vocabulary; record and present findings and conclusions using a variety of strategies and appropriate scientific vocabulary.

Identify or generate a question or problem to be explored students will askquestions or show curiosity about the living things, in particular animals and ask questions or identifyproblems that may lead to investigations; pose questions and define problems that will facilitateeffective investigations or inquiries).

Make and test predictions students will observe similarities and differences; guess andsuggest what will happen next in structured situations; based on prior learning and/or observations.

Science Grade 1 & 2 (6-7, 7-8 years)Who We Are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Science Strand(s)Living Things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and

among them, and with their environment.Related concept(s): Lifestyle choices

Science Skill(s)Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed; describe simple features of

objects and events; describe what is happening using an increasing scientific vocabulary; record and present findings and conclusions using a variety of strategies and appropriate scientific vocabulary).

Central Idea Concepts ResourcesSkills, Attitudes and Assessment

(How will we know what students have learned?)Making balanced choices about daily routines enables us to have a healthy lifestyle.

Daily habits and routines (hygiene, sleep, play eating)

Balanced choices

Consequences of choicesHow do people develop daily habits? (Perspective)

Why people make balanced choices? (Causation)

What are the consequences of choices?

Books/postershttp://www.eatwellbewell.org/kids/games.phphttp://kidshealth.org/kid/closet/games/mission_nutrition.html, http://kidshealth.org/kid/closet/games/candy_game.html, http://kidshealth.org/kid/closet/games/bed_game.html eating and lifestyle quizzes.Posters of healthy/unhealthy foods on display. Shared healthy

KNOW: What balanced choices can look like; Cause and effect relationships with diet and exercise; Food groups, exercise routines, relaxation techniques and hygiene practices; Daily routineUNDERSTAND: That choice making is an active process that has a cause effect relationship on our health and wellbeing; DO:Identify and issue that others need to be alert to in order to stay healthy.Identify the connection between choice and consequence in connection to one of the elements of

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(Change) morning tea. Selections of healthy eating choices from local menus. Visit to the local market to buy fruit.

“You Are What You Eat” “The Very Hungry Caterpillar” “The Human Body” Yoga, deep ujaya breathing, parents host healthy food art, fieldtrip to Linh Lang Market and Ha’s Happy Mart for comparison shopping.

a healthy lifestyle.Develop and share ideas about the relative quantities of different actions and choices in order to stay healthy and well.Apply what they have discovered about the cause effect relationship of choice making to another dimension of their life.Use a variety of instruments and tools to measure data accurately students will use a range of tools and techniques with increasing competency; use standard and non-standard units for measurement; measure, compare and record data including mass, heart rate and find accurate and efficient ways of recording this information. Students will examine how this information can be used to inform their choices.

Use scientific vocabulary to explain their observations and experiences studentswill talk about what is observed; describe simple features of objects and choices describe what attributes can be group or used to make an informed choice; using an increasing scientific vocabulary; record and present findings and conclusions.

Identify or generate a question or problem to be explored students will ask questions or show curiosity about the effects different choices (within the 4 elements of a healthy lifestyle) have on our ability to have a healthy lifestyle.

Plan and carry out systematic investigations, manipulating variables as necessary students will identify variables; collect information and data from a range of sources in PE and suggest approaches and methods using this information to make healthy choices that will help them stay healthy and well.

Science Grade 1 & 2 (6-7, 7-8 years)How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment

Earth and space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

Related concepts: Climate and weather

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Science Skill(s) Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect information and data from a

range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to aninvestigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations and their

effectiveness). Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based

on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple theories.Central Idea Concepts Resources

Skills, Attitudes and Assessment (How will we know what students have learned?)

Weather and climate influence decisions concerning human activity.

The concept of weather and climate

The impact of climatic zones on human activity

How people adapt to different climatic zones

How does climate and weather work? (Function)

What impact do climatic zones have on people? (Change)

How do people adapt to different climatic zones? (Connection)

http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.htmlhttp://www.brainpop.com/science/weather/seasons/http://www.sheppardsoftware.com/scienceforkids/seasons/paintandmake/paintandmakesnowmen.htm http://www.neok12.com/php/watch.php?v=zX764d5f64416274614f5e63&t=Seasonshttp://www.neok12.com/php/watch.php?v=zX0b0d62416f6b5279704106&t=SeasonsWeather Watch by Rob Morrison; Weather and Climate by Barbra Taylor; Weather and Climate by Toni Albert; Interview parents and teachers on experiences living in various climates, maps, globes

KNOW: What is weather; Different weather systems or experiences; what climate; decisions and activity are; Different choices people can and do make because of weather.UNDERSTAND: That external factors such as weather will influence what, why and how we do things in our everyday lifeDO:Identify different weather patterns and the impact they may have on simple daily choices.Extend this understanding to bigger broader activities humans do that are influenced or impacted on by weather.Explore, identify and explain the adaptations people make in their activities and routines because of weather.

Observe carefully in order to gather data; Students will examine weather patterns and what happens to the actions of living things to find out more about them; observe and manipulate in order to examine and predict the possible impacts of weather on activities and choice making.

Use a variety of instruments and tools to measure data accurately students will usea range of tools and techniques with increasing competency to measure, compare and record data about temperature and other weather phenomenon;select appropriate tools and measurement units).

Use scientific vocabulary to explain their observations and experiences students will talk about what is observed; describe simple features of objects and events; describe what is happening using an increasing scientific vocabulary; record and present

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findings and conclusions using a variety of strategies and appropriate scientific vocabulary

Identify or generate a question or problem to be explored students will ask questions or show curiosity about the natural and physical environment; ask questions or identify problems that may lead to investigations; pose questions and define problems that will facilitateeffective investigations or inquiries.

Science Grade 1 & 2 (6-7, 7-8 years)How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment

Earth and space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

Related concepts: Resources, SustainabilityScience Skill(s)

Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect information and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to an

investigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations and their effectiveness).

Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple

theories.Central Idea Concepts Resources

Skills, Attitudes and Assessment (How will we know what students have

learned?)People can create ways to sustain and maintain the Earth’s resources.

Limited nature of the Earth’s resources

Personal choices that can sustain the environment

Ways to main the Earth’s resources

What are the Earth’s resources? (Change)

Why are our Earth’s resources limited? (reflection)

What can we do to sustain and maintain the

http://children.recycleforlincolnshire.org.uk/interactive.asp?catid=23 Recycling supermarket game and factory game.http://www.youtube.com/watch?v=kSfK689hkes Forest/wood video (Music and images)http://www.youtube.com/watch?v=7q4YTpa3Bwg&feature=related (Angel Falls)http://www.youtube.com/watch?v=PCbVpHfAB_4 (Fresh Water)

KNOW: What sustain, finite and infinite, sustain, resource, create and Earth mean; Know that resources are not infinite; Systems and actions one can take to sustain resources at an age/ responsibility appropriate way. Examining needs and wants

UNDERSTAND: That one action has an influence on many other systems and resources and communities; Understand that resources are limited; Understand that sustainability requires action and commitment and sometimes personal sacrifice; understand that action and choice are connected to needs and wants.

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environment? (responsibility)http://www.youtube.com/watch?v=aXmfQLC8ju4 (Pollution Animation)Jack Johnson go recycle- http://www.youtube.com/watch?v=uSM2riAEX4UEarth’s resourceshttp://www.youtube.com/watch?v=yosDloXybb4Michael Michael Go Recyclehttp://www.mp3rocket.me/games/71_16588/Michael-Michael-go-recycle/Michael-Michael-go-recycle.htmRecycle Zonehttp://www.recyclezone.org.uk/home_fz.aspx.htmlAmerican Museum of natural history: Biodiversity: OLOGY gameshttp://www.amnh.org/ology/index.php?channel=climatechange#features/goinggoinggone?TB_iframe=true&height=500&width=750Reef Gamehttp://www.ausarabexplore.info/interactives/coral/coral.htmlBBC Coral Reefhttp://www.youtube.com/watch?v=cbN161yBBGA&feature=fvsrhttp://www.youtube.com/watch?v=5d3qie3jbHkcute video wasting energy:http://ses.jrc.ec.europa.eu/index.php?option=com_content&view=article&id=114&Itemid=150http://www.epa.gov/recyclecity/mainmap.htm - Recycling City. Navigate to different pars of the town to find out how they recycle. Lots of reading.

DO: Reflect on and self assess your personal use of natural resources: Write or draw what you know.Limited nature of the Earth’s resources: Can list a number of ways the Earth’s Resources are limited. Listening to student’s responses and taking anecdotal notes.Personal choices that can sustain the environment: Can create a visual representation of one or more ways that they will sustain the environment at home or at school.Ways to maintain the Earth’s resources:

Plan and carry out systematic investigations, manipulating variables as necessary Students will identify variables that may impact on the way we use resources and the possible effects of not making sustainable choices.; collect information and data about resources and sustainability from a range of sources; Explore approaches and methods for solving problems and choice making they can make in relation to sustain the finite resources on the planet.

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Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)Who We Are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Science Strand(s)Living Things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and

relationships between and among them, and with their environment.Related concept(s): Body systems

Science Skill(s)Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed; describe simple

features of objects and events; describe what is happening using an increasing scientific vocabulary; record and present findings and conclusionsusing a variety of strategies and appropriate scientific vocabulary).

Central Idea Concepts ResourcesSkills, Attitudes and Assessment

(How will we know what students have learned?)

The effective interactions between human body systems contribute to health and survival.

Body systems and how they work

How body systems are interdependent

Impact of lifestyle choices on the body

How do the systems in our body work? (Function)

How are body systems interdependent? (Connection)

What is the impact of lifestyle choices on the body? ( Responsibility)

Models of body parts, eg skeleton from science dept

Magic School Bus book and dvd

Posters from library

Books from library, non fiction

Websites, ICT support (youtube and brainpop videos collected on human body)

Field trip to SOS Hospital, visit from local doctor, lesson from Mr Warren, Talks from Parents with biology background(cells)

Knows and understands how the body works and can explain or show it to others

Discusses and list parts of the human body, label and sketch the parts you know on body outline.

KWL -What we already know? List of ideas. What do we want to find out – questions?

Students are able to write sentences/ paragraph about body parts and how systems work. Text type- Information report.

Students present learning to others, and reflect on the process for themselves.

Each group creates visual text to shows other the importance of their life system. Students reflect on how they learned about the system. Self assessment checklist or rubric

Students can explain the body system that they have become an expert on.

Students understand the impact of lifestyle choices on the body. Show different peoples lifestyles.

Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)How the World Works

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An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Science Strand(s)Materials and matter The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made

materials and how they are manipulated to suit a purpose.Related concept(s): Properties and uses of materials, states of matter

Science Skill(s)Identify or generate a question or problem to be explored (for example, students will ask questions or show curiosity about the natural and physical environment; ask questions or identify problems that may lead to investigations; pose questions and define problems that will facilitate

effective investigations or inquiries).Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect

information and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to aninvestigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations

and their effectiveness).Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple

theories that may be explored or tested).

Central Idea Concepts Resources

Skills, Attitudes and Assessment (How will we know whatstudents have learned?)

Materials behave and interact in certain ways, which determine how people use them.

Behaviour of materials

Changing properties of materials

Manipulation and application of materials to new purposesHow do different materials behave? (Function)

How do materials change their properties? (Change)

How can materials be manipulated to suit a purpose? (Causation)

Science lab – making Oobleck (Dr Seuss)

‘The Paper Skyscraper’ Big Book

Display of different materials,

Art – wire, aluminium foil models, plasticene pictures,

Science equipment

Candles

Flour/water/starchMarshmallows

Uses senses to describe observable propertiesof familiar materials (including solids, liquids, gases)Describes observable changes (including changes of state) that occur in materialsRecognizes that materials can be solid, liquid or gasAware of how to change water into a solid, liquidand gas Applies understanding of basic properties of materials in order to match materials to purpose (for example, waterproofing, insulating).Collection of different materials with different properties – grouping, using the correct terminology

Predictions and conclusions in experiments

Observation, listening to the use of correct terminology. Students plan a science investigation showing how mater can change from one state to another.

Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)

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Sharing the PlanetAn inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things

Science Strand(s)Living things The study of the characteristics, systems and behaviours of humans and with their environment.

Related concept(s): Balance, Biodiversity, InterdependenceScience Skill(s)

Interpret and evaluate data gathered in order g. to draw conclusions (for example, students will sort and classify according to observable features or selected criteria; look for and recognize patterns in observations; compare results of different investigations; interpret information and offer

explanations).

Central Idea Concepts Resources

Skills, Attitudes and Assessment (How will we know what students have

learned?)Biodiversity relies on maintain independent balance of organisms

How living and non-living components of an ecosystem are interdependent

How humans interaction with the environment can affect ecosystems

The consequences of imbalance within ecosystemsHow are living and non-living components of an ecosystem interdependent? (Connection)

What impact do humans have on ecosystems? (Causation)

What are the consequences of imbalance within ecosystems? (Responsibility)

Articles and newspapers, National Geographic, levelled books, Kyoto agreement, Science Kit, Mangrove ecosystem, Special readings, laptop cart, Time for Kids

Interaction with local environment with visits to different ecosystems, river, lake, park etc to collect data

“Who can name a plant/animal in this biome.” The yarn is given to the person who calls out the plant/animal and this is continued creating a biome web. To assess student’s knowledge of the interdependence of components of a system, students will create a drawing of a food chain and food web of their choice.

Write a descriptive paragraph about an ecosystem. Students will make a brochure on how humans have made a positive impact on an ecosystem. Students will create a newspaper article to describe and explain how a specific animal interacts with living and non-living things within its biome. Students can choose to write as if they are a reporter within the ecosystem or as if they are the animal. The article should include: a definition of an ecosystem, a description of how the animal interacts with one non-living thing, and an explanation of how this animal interacts with 2-3 other living things in its environment (food chain, food web, energy transfer, humans, etc.). Finally, students will express the various viewpoints regarding our responsibility towards the preservation of this animal and its environment.

Science Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)

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Sharing the PlanetAn inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things

Science Strand(s)Living things The study of the characteristics, systems and behaviours of humans and with their environment.

Related concept(s): Wealth, Power, AccessScience Skill(s)

Interpret and evaluate data gathered in order eg. to draw conclusions (for example, students will sort and classify according to observable features or selected criteria; look for and recognize patterns in observations; compare results of different investigations; interpret information and offer

explanations).

Central Idea Concepts Resources

Skills, Attitudes and Assessment (How will we know what students have

learned?)People have unequal access to finite resources.

The importance of finite resources

Reasons for unequal access to finite resources

The impact of unequal access to finite resources

What are considered important finite resources? (Form)

What are the reasons for unequal access to finite resources? (Causation)

What is the impact of unequal access to finite resources? (Reflection)

posters from library about greenhouse gages, The Lorax - book/DVD, An Actic Tale & An Inconvenient Truth - section thereof the DVD

Reflects on and self-assesses his or her personal use of resources

Investigates ways that familiar materials can be reused

Groups materials on the basis of properties for thepurpose of recycling

Describes how a particular material is recycledExplores the role of living things in recycling energyand matter.

Students to explore what resources we use.

Categorise which are natural resources or manufactured resources. Which were finite and renewable resources? Then, to explain how we use these resources.

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Science Grade 4 (9-10 years)Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living thingsScience Strand(s)

Materials and matter The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.Related concept(s): Design, Technology, Sustainability

Science Skill(s)Interpret and evaluate data gathered in order g. to draw conclusions (for example, students will sort and classify according to observable

features or selected criteria; look for and recognize patterns in observations; compare results of different investigations; interpret information and offerexplanations).

Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed; describe simple features of objects and events; describe what is happening using an increasing scientific vocabulary; record and present findings and conclusions

using a variety of strategies and appropriate scientific vocabulary).

Central Idea Concepts ResourcesSkills, Attitudes and Assessment

(How will we know what students have learned?)

The design of buildings and structures is dependent upon the environment and available materials.

Considerations to take into account when building a structure

How building impacts the environment

Local architecture and its connections with the needs of the community and availability of materials.

What considerations need to ne taken into account when building a structure? (Form)

How do buildings impact the environment (Function)

How does the availability of materials affect local architecture? (Connection)

Learning spaces

Antonio Gaudi documentary (You Tube)

http://weburbanist.com/2011/04/11/7-man-made-architectural-wonders-of-the-ancient-world /http://dornob.com/design/architecture/green/

Google SketchUp

investigate how buildings and other structures standup (for example, piles, buttresses, I-beam girders)Investigates the construction of a building or structure and identify the materials used Critiques the impact of a structure on the natural environmentExplains people’s responsibility regarding the use of materials from the environment.Please note: Design a blueprint of a building or structure of your choice, it can be used for work or play, to live in to admire, it can be historical or modern or provide a service. Students play the role of an architect and their task is to draw a blueprint on Google Sketch for a building or structure of their choice. Their building or structure can take any form; it can be an historical structure, a modern building, a building or structure to live, play or work in or a structure that provides a service. Students will need to think about different things before building your structure. Think of at least 6 things to think about.

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Science Grade 5 (10-11 years)How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Science Strand(s)Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific

understanding through inventions and machines.Related concept(s): Forces and energy

Science Skill(s) Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect information

and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to aninvestigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations

and their effectiveness). Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in structured situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple

theoriesCentral Idea Concepts Resources

Skills, Attitudes and Assessment (How will we know what

students have learned?)Advances in science and technology have had an impact on people, society and the environment.

What leads to advances in scientific knowledge

The role of technology in scientific understanding

The effects of scientific advances on people, society and the environment

What factors lead to advances in scientific knowledge? (Change)

What is the role of technology in scientific understanding? (Connection)

How do scientific advances effect people and the environment? (Responsibility)

“Investigating Forces” – Nes Arnold, wooden ramps, springs, wooden cars, balls, fabrics, string, paper, plastic, bamboo etc

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Practical activities using different forces in classroom, corridor,

EAL – central idea etc translated into mother tongue of EAL Level 1 students. Vocabulary list translated. Spelling/, meaning activities using vocabulary

Students write own definition of energy before whole class discussion to make a general definition. Model standard definition.Observe students during practical activities, especially those activities that require reflecting and improving a model. Review students’ writing about different activities – are they gaining a more thorough knowledge through experimentation? Is their knowledge building on what they have learned before? Students also add to their own post-its on posters around classroom – posters pose questions based on key concepts and teacher questions before, during and after the unit.

Observations, class discussions about student questions, video recording of students’ responses and queries.

Student will understand the scientific

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progress used in the resources folder

Task: Students to design a science experiment showing:

Group summative task – design a scientific experiment that demonstrates:

Evidence: Students experiments are written and presented to the rest of the group.

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