Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• Constancy and Change: Although most things are in the process of changing, some properties remain constant (i.e. the speed of light). (Earth/Space Science)

• Constancy and Change: Physical properties of earth materials change over time. (Earth/Space Science)

• Interdependence: Living things interact with one another and their environment for existence and balance.

• Interdependence: Plants and animals form closely-knit systems that are independent. (Life Science)

• Order and Organization of Systems: A system consists of components/parts that interact. (Physical Science)

• Order and Organization of Systems: Components of a system have specific physical properties. Solids and liquids have specific properties.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• Why are predictions an important part of the scientific process? How can we make better predictions? Why should we follow a plan when conducting an investigation? What tools are available to gather data when conducting an investigation? How does data help us explain our investigation? What are some of the ways we can collect data? How can we communicate the results of our investigation to others? How can we make sure an investigation is done the same way each time? How can data accuracy be determined? How can errors in data be discovered? How can data be visually represented? How does data help make better predictions? How can models help complete a scientific investigation? What do we have to do or make sure we do not do in order to be safe during science? What tools are available to help gather data?

• How can we use our senses to learn about the world around us? What are some ways objects can be classified? How can different materials be mixed and sorted? How can we use our senses to learn about the world around us? What are some ways objects can be classified?

• Where do plants get heat and light to enable them to grow? How can we determine plants are growing? How can we record plant growth? What predictions can we make about how external influences produce changes? What do plants need in order to survive? Why do plants need sunlight to grow?

• What is the difference between living and nonliving things? What are some specific characteristics organisms have and how to those characteristics set them apart from other organisms. What is necessary for all organisms within a system to survive? What are different land and water habitats.

• What do woodland organisms eat? What do aquarium organisms eat? What needs to be included in a nutritious diet? How are the members of a population alike and different? What are some specific characteristics organisms have that allow them to adapt and survive? What characteristics are common to a species? (e.g. bean plant, snail, guppy, beetle, pill bug) How can we learn about living things that we in existence long before us? How can we learn about living things that we in existence long before us? What is the life cycle of a bean plant, snail, guppy, beetle, and/or a pill bug?

• What are the physical properties of rocks, soils, and minerals? What are some uses for rocks, soils, and minerals?

• What are the different states in which water can be found?

• What are some building materials we get from the earth?

• How has technology changed our lives? What are some careers that use science and technology?

Standards
Highest Frequency Standards High Frequency Standards Other Standards & E-skills

Standard 1: Students apply the process of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
Standard 1 Benchmarks:     Grades K-2
1. use their senses to make and describe careful observations 
2. ask questions and make predictions 
3. conduct simple experiments using tools and technology (for example: computers, thermometers, magnifiers, rulers, balances)
4. record data, report on findings and explain with reasons   

Standard 2: Physical Science: Student know and understand common properties, forms, and changes in matter and energy. (Focus: Physics and Chemistry)
Standard 2 Benchmarks:      Grades K-2 
1.  solids and liquids (matter) can be identified, compared, sorted/classified by their physical properties  (for example: size, shape, texture, flexibility, temperature, color and patterns)
2.  mixtures can be created and separated based on physical properties (for example: salt and sand, iron filings and soil, oil and water)
3.  the only way to change the motion of an object is by pushing or pulling on it (force)

Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment. (Focus: Biology – anatomy, Physiology, Botany, Zoology, Ecology)
Standard 3 Benchmarks:     Grades K-2
1.  an organism (plant, animal) is a living thing that has physical characteristics that help it to survive 
2.  offspring have characteristics that are similar to but not exactly like their parents 
3.  fossil evidence helps identify organisms that once lived on Earth but have completely disappeared  (for example: dinosaurs, dodo bird, woolly mammoth and saber tooth tiger)
4.  there are similarities and differences in growth and development of organisms (for example: insect, plant, mammal)
5.  organisms interact with each other and with nonliving parts of their habitat to meet their basic needs  (for example: food, water, air, shelter, space)

Standard 4: Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. (Focus: Geology, Meteorology, Astronomy, Oceanography)
Standard 4 Benchmarks:     Grades K-2
1.  there are different types of Earth’s materials that come in different shapes and sizes (for example: rocks and soil ) 
2.  there are major features of Earth's surface (for example: mountains, rivers, plains, hills, oceans, plateaus)
3.  the Earth’s materials (rocks, soil, water) provide many of the resources that humans use and reuse 
4.  our activities are affected by the daily weather and changing seasons (for example: types of clothing, travel plans, recreational activity)
5.  the Sun is the source of Earth's heat and light 
6.  objects can be readily observed in the daytime and nighttime sky ( for example: the Sun, Moon, stars )   

Standard 5: Students understand that the nature of science involves a particular way of building knowledge and making meaning of the natural world.
Standard 5 Benchmarks:     Grades K-2
1.  basic observable patterns and changes in the world can help to predict future events based on those patterns (for example: seasonal weather patterns, day/night)

Other Essential Skills: Students are expected to:
Observe and describe the characteristics of seeds and plants
Plant seeds and observe and record their growth
Observe and describe the characteristics of a variety of plants and animals in woodland and freshwater environments
Record observations in words and drawings
Make comparisons among a variety of plants and animals
Communicate ideas through writing and drawing, and discussion
Read to enhance the understanding of the basic needs of organisms and the diversity of life
Apply what they know about plants and animals to what they know about themselves
Maintain plants and animals outside their natural environments

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Science Leveled Readers Full Library in online audio format