Parent's Guide - Science

Science teachers your child to think, question and examine

Today's learning inspires tomorrow's investigation

Science education is meant to stimulate intellectual development and awaken in every child the joy and excitement of science. In an age of increasing dependence upon science and technology, it is imperative that students be scientifically literate citizens who understand and use knowledge and the
processes of science while recognizing the impact these have on their lives and on society.

A comprehensive science program offers handts-on minds-on explorations of natural phenomena while encouraging further questions. Whenever possible, it embeds exploration in the context of the natural environment. It includes not only a body of facts, but also methods of inquiry. These enable each student to ask thoughtful questions, predict, experiment, use technology, solve problems, evaluate and apply information, and make informed decisions. An effective science curriculum is always evolving in response to changes in our understanding of scientific phenomena. It encourages every student to approach the world outside the classroom with an open mind by nurturing scientific curiosity, flexible thinking, and a sensitivity to living things and their environments.

Finally, it illustrates that scientific investigation is an on-going process that can be applied to all aspects of life. Our science curriculum follows state and national standards The curriculum and instruction at Beecher Road School support national and Connecticut standards that identify what students should know and be able to do as a result of their K-6 science experience. In addition, they are aligned with the expectations of the Amity Regional School District.


A cohesive approach to the study of science significantly enriches the lives of students. It exposes them to the power and beauty of scientific understanding. Consequently, it prepares them both for the present and for the future, as today’s learning inspires tomorrow’s investigation.

What you can do to promote science learning

  • Encourage a positive view of science.
  • Encourage your child to share science learning.
  • Experience science with your child in everyday activities: garden, build with blocks, notice the weather and observe cloud changes, monitor weather forecasts, assist with cooking and notice how the appearance of ingredients changes during the process.
  • Expose your child to the natural world; for example, in addition to your neighborhood, take advantage of state and local parks and beaches, museums and science centers.
  • Encourage your child to explore the science of recreational activities such as sports, dance, hiking, fishing, etc.
  • Encourage predictive thinking by asking, “What do you think will happen if…” and, “Why do you think that will happen?”
  • Encourage exploration of science concepts by acknowledging, “I don’t know; let’s see if we can find out together.”
  • Read nonfiction and simple science experiment books to your child in addition to stories.
  • Provide regular exposure to science news in newspapers and magazines.
  • Provide materials to support your child’s exploration of science concepts: sketchbooks, journals, magnifiers, etc.
  • Select gifts that encourage exploration of science concepts.
  • Encourage your child to be involved in conservation efforts by reducing, reusing, and recycling at home.
  • Remember that people of any age and gender can think and work scientifically, especially when given the time, support and opportunity.

What your child learns about science

Kindergarten through grade six

GradeTopics For Reflection
K

Properties of matter

  • Sort objects based upon size,weight, shape or color using senses and simple measuring tools
  • Sort objects made of wood, paper, metal, etc. based on flexibility, magnetic properties, and whether they sink or float
  • Use math terms to describe sizes of groups after sorting: same as, more than, less than, equal, etc.

Diversity of living things

  • Identify similarities and differences of plants, birds, fish, insects, humans and other mammals
  • Identify similarities and differences of adults and their offspring
  • Identify characteristics that distinguish living from non-living things

Seasonal weather patterns

  • Describe and record daily weather conditions
  • Relate seasonal weather patterns to appropriate choices of clothing and activities

Properties of natural and man-made building materials

  • Describe materials used by people to build houses, and the properties that make them useful
1

Forces and motion

  • Explore the motion of objects
  • Explore the sun; its effect on shadows

Structure and function of organisms

  • Explore how animals and people obtain water and food
  • Explore the structures animal sand people use to move around

Life cycles

  • Study the life cycles of frogs, butterflies, and other organisms

Standard measuring tools

  • Estimate, measure and compare the sizes and weights of different items using standard and nonstandard measuring tools
2

Properties of matter

  • Describe differences in the physical properties of solids and liquids

Plant life cycles

  • Describe the life cycles of flowering plants as they grow from seeds through maturation and production of flowers and new seeds
  • Explore and describe some of the ways plants are pollinated and seeds are dispersed
  • Explore and describe the effects of light and water on seed germination and plant growth

Soils

  • Sort different soils by properties such as particle size, color and composition
  • Relate the properties of different soils to their capacity to retain water and support the growth of plants

Human nutrition

  • Identify the sources of common foods and classify them by their basic food groups
  • Describe how people in different cultures use different food sources to meet their nutritional needs
K-2Scientific inquiry, literacy, and numeracy:
  • Make observations and ask questions about objects, organisms, and the environment
  • Make predictions based on observed patterns
  • Count, order and sort objects based upon their properties
  • Use senses, and standard and non-standard measuring tools to: estimate and compare the sizes of objects; describe properties such as weight, length, and temperature; collect data
  • Present information in bar graphs, words and drawings
  • Seek information in books, magazines and pictures
  • Read, write, listen and speak about observations of the natural world
3

Properties and states of matter

  • Sort and classify materials based upon physical properties such as dissolving in water, sinking or floating, conducting heat and attraction to magnets
  • Describe the physical properties of different states of water
  • Describe the effects of heating and cooling on the melting, evaporation, condensation and freezing of water

Adaptations of organisms

  • Describe the physical and behavioral adaptations that help different plants and animals obtain air, water, a source of energy, and protected space in which to live.

Rocks and minerals

  • Explore the physical properties of minerals: color, luster, density, cleavage, hardness and streak
  • Recognize that rocks are made up of minerals
  • Describe the physical properties of rocks and relate them to their potential uses and the possible environmental conditions during their formation

Conservation of earth materials

  • Describe how earth materials can be conserved by reducing quantities used, and by reusing and recycling materials rather than discarding them
4

Forces and motion

  • Describe the effects of the strengths of pushes and pulls on the motion of objects.
  • Describe the effect of the mass of an object on its motion

Matter and energy in ecosystems

  • Describe how animals directly or indirectly depend upon plants to provide the food and energy they need for survival
  • Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants
  • Describe how organisms respond to environmental change

Water and land

  • Describe how the sun's energy impacts the water cycle
  • Describe the role of water in erosion and river formation

Magnetism and electricity

  • Describe the properties of magnets and how they maybe used to identify and separate mixtures of solid materials
  • Describe how batteries and wires can transfer energy to light a light bulb
  • Explain how simple electrical circuits may be used to determine which materials conduct electricity
5

Sound energy

  • Describe the factors that affect the pitch and loudness of sound produced by vibrating objects
  • Describe how sound is transmitted, reflected, and/or absorbed by different materials

Human senses

  • Describe the structure and function of the human senses and the signals they perceive
  • Describe how light absorption and reflection allow us to see the shapes and colors of objects
  • Investigate factors that affect human reaction time
  • Compare and contrast human and animal senses
  • Compare and contrast the structures of the human eye and those of the camera

Earth in the Solar System

  • Explain the cause of day and night based on the rotation of Earth on its axis
  • Describe the monthly changes in the appearance of the moon, based upon the moon's orbit around the Earth
  • Explain the causes of seasons, tides, and solar and lunar eclipses
  • Explain the length of a year

Light energy and technology that enhances vision

  • Explain how light energy travels
  • Describe how light is absorbed, refracted, and/or reflected by different materials
  • Describe the uses of different instruments such as lenses, eyeglasses, magnifiers, periscopes and telescopes to enhance our vision
  • Compare and contrast white light and LASER light
3-5Scientific inquiry, literacy, and numeracy:
  • Make observations and ask questions about objects, organisms and the environment
  • Design and conduct simple investigations
  • Use simple equipment, measuring tools and standard units (cm, m, g, kg) to gather data, to describe objects and materials, and to extend the senses
  • Use mathematics to analyze ,interpret, and present data
  • Use data to construct reasonable explanations
  • Analyze, critique, and describe investigations using words, graphs and drawings
  • Seek relevant science information in books, magazines, and on the Web
  • Read and write a variety of science-related fiction and non-fiction texts

 

6      

Cells and genetics

  • Describe the basic structures of cells, and explain how they function to support life
  • Explain the similarities and differences in cell division in somatic and germ cells
  • Explore the basic characteristics of inheritance

Human organ systems

  • Describe the structures of the human digestive, respiratory, and circulatory systems, and explain how they function to bring oxygen and nutrients to the cells and expel waste materials
  • Explain how the human muscular/skeletal system supports the body and allows movement

Food preservation

  • Describe how freezing, dehydration, pickling and irradiation prevent food spoilage caused by bacteria

Ecosystems

  • Describe how factors such as temperature, water and sunlight affect plants' abilities to create their own food through photosynthesis
  • Explain how populations are affected by predator-prey relationships
  • Describe common food webs in different Connecticut ecosystems
6-8Scientific inquiry, literacy, and numeracy:
  • Identify questions that can be answered through scientific investigation
  • Design and conduct appropriate scientific investigations to answer different questions
  • Identify constant, dependent, and independent variables when designing an investigation
  • Use appropriate tools and techniques to make observations and collect data
  • Use mathematics to analyze and interpret data
  • Identify and present relationships between variables in appropriate graphs
  • Draw conclusions and identify sources of error
  • Provide explanations to investigated problems or questions
  • Communicate about science in different formats, using relevant science vocabulary, evidence and clear logic
  • Read, interpret, and examine the credibility of scientific claims in different sources of information

Inquiry-based sicence provides a thoughtful and coordinated approach to seek, describe, explain and predit natural phenomena

At the heart of it all is scientific inquiry As the preceding matrix indicates, students involved in science in the Woodbridge School District are engaged in learning much more than just the content strands of life, earth, and physical science that spiral through the elementary years. In addition to developing an understanding of developmentally appropriate content, while they are engaged in practicing the processes and skills of inquiry-based science, students also
learn rigorous habits of mind. These higher-order thinking skills will support our children as they pursue their native curiosity, and carry them through problem solving beyond the elementary school classroom.

Inquiry-based science provides a thoughtful and coordinated approach to seek, describe, explain, and predict natural phenomena. It progresses through a process of questioning, predicting, designing, and carrying out an investigation, then collecting, analyzing and interpreting data. Finally, this approach involves students in sharing their findings and ideas with others for the purpose of critical review and synthesis.
The inquiry process also encourages students to develop group process skills as they work together on exploring scientific phenomena.

Science is not isolated from other curriculum areas

Whenever possible, teachers work with colleagues to integrate reading, writing, mathematics, technology, social studies, art, music, health and physical education into thematic science units. In particular, the development and application of skills in the areas of scientific literacy and numeracy provides opportunities to strengthen the basic skills of reading, writing, and mathematics while enhancing student understanding of science content.

The language of mathematics is key to data collection

Scientific numeracy involves the ability to use mathematical operations, procedures, and tools to measure, calculate, analyze, understand, and present scientific data and ideas. In applying mathematics to science, students will develop a deeper understanding of both the science content the data describe, and the practical use of mathematics as a language to describe and explain scientific phenomena in the world beyond the classroom.

Language skills are essential to scientific thinking

Scientific literacy specifically involves the development of communication skills as students engage in speaking, listening, presenting, interpreting, reading, and writing about science. At any grade level it can include reading and understanding nonfiction texts; recording scientific thinking in a science notebook or journal; creating a visual or oral presentation for the purpose of sharing results; and listening to and providing feedback to peers. In the intermediate grades,
scientific literacy also involves the ability to seek and assess the relevance of scientific information found in print and electronic sources. Students at every grade level will encounter a standard related to Science and Technology in Society (STS). In the context of exploring STS standards, students apply their literacy skills to gather, share, and discuss information about issues related to the possibilities and limits of science and technology as they impact modern society.

 

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