|
Soil Habitats |
Shoreline Science |
Science Conceptual Knowledge |
Properties of Soil |
Properties of Sand |
Decomposition |
Erosion |
Habitat |
Elements of a Shoreline Ecosystem |
Adaptations |
Considering the Impact of Humans on the Environment |
Science Inquiry Abilities |
Making Predictions |
Making Inferences |
Posing Questions |
Sorting and Classifying |
Observing and Recording |
Using Models |
Making Explanations
from Evidence
Conducting Investigations |
Making Explanations
from Evidence |
Literacy Abilities |
Making Predictions |
Making Inferences |
Posing Questions |
Observing and Recording (Note Taking) |
Writing Informational Reports |
Creating and Using Features of Informational Text (diagrams, tables, glossaries, index) |
Creating and Using Features of Informational Text (table of contents, glossaries, index) |
Making Explanations
from Evidence |
Making Explanations
from Evidence |
Making Oral Presentations |
Making Oral Presentations |
Developing Language of Science |
Developing Language of Science |
|
Designing Mixtures |
Gravity and Magnetism |
Science Conceptual Knowledge |
Properties of Substances |
Forces |
| Dissolving |
Gravity |
| Mixtures |
Magnetism |
| Understandings about Science & Technology |
Static Electricity |
Science Inquiry Abilities |
Design Process |
Comparing and Contrasting |
| Evaluating and Applying Knowledge |
Making Explanations |
| Summarizing |
Accessing and Applying Prior Knowledge |
Making Explanations
from Evidence |
|
Literacy Abilities |
Summarizing |
Setting Goals |
| Writing Descriptive and Procedural Text |
Writing paragraphs; supporting main ideas with details. |
| Creating and Using Features of Procedural Text |
Creating and Using Features of Informational Text (headings, charts) |
Making Explanations
from Evidence |
Making Explanations from Evidence |
| Making Oral Presentations |
Comparing and Contrasting |
| Developing Language of Science |
Developing Language of Science |
