TABLE OF CONTENTS - Lindbergh School District

. Plan and conduct a simple investigation
(fair test) to answer a question.
C1
C8
b. Students will place a plant in the sun and a
plant in a dark place. They will observe over
several days to see what happens to the two
plants. (3.1; 3.3; 3.4; 2.1)
b. Students will draw and write about what
happened to the two plants.
Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills and scientific
knowledge in combination with scientific investigation, reasoning, and critical thinking
Major Objectives IS Suggested Activities Suggested Assessments
Concept B: Scientific inquiry relies upon
gathering evidence from qualitative and
quantitative observations
a. Make qualitative observations using the
five senses
C1
a. Students will pop popcorn and discuss how
they use each of the five senses when making
and eating popcorn. (1.2, 1.5)
a. Show students three objects. Students will
have them draw/write which senses they
would use to observe each object.
b. Observe using simple tools and
equipment (e.g., magnifiers/hand lenses,
magnets, equal arm balances,
thermometers).
C3
b. Demonstrate to children how to use a balance.
Provide blocks of different masses and
students will find blocks that are equal in
mass. (1.2, 1.3)
b. Students will place a block on each side of
the balance so that the balance is equal.
Students will draw a picture of what they
see.
c. Measure length, mass, and temperature
using standard and non-standard units.
C1
C2
C3
c. Students will work with a partner. Each child
draws three lines on a piece of paper. Students
will guess how many inches and centimeters
long the lines are and then use a ruler to
measure each line. They will record
measurements and compare differences in
lengths. Then they will switch papers with
their partner and measure to see if both
student’s measurements are the same.(1.2, 1.7)
c. Students will have one object to measure
using paper clips, an inch ruler, and
centimeter ruler. Students will document
their measurements and discuss the
differences in measurements.
d. Compare amounts/measurements.
C1
C8
d. Students will measure the difference between
the temperature of a cold juice box and a warm
juice box. They will place the thermometer in
the cold juice box and record the temperature.
Then they will repeat using the warm juice.
Illustrate the two thermometers showing the
difference in temperatures (1.1,1.3)
d. Show the class two thermometers with
different temperatures. Students will write
the temperatures and tell what the difference
is between the measurements.
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