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SCIENCE PHILOSOPHY
Science education has historically been based on the notion of teaching abstract scientific facts out
of context. A child’s mastery was based on how well the facts were memorized and remembered
during the exam. The model of memorization has failed in preparing children to be college and career
ready. Just as the world continues to evolve, we believe that this educational model needs to change
as well.
It is short sighted to assume that science can be taught out of context and removed from other
subjects. Science is not that simple. It is how we think about the world, the way we question the
world, and what we communicate about the world. Science class is a perfect time to encourage
literacy, creativity, and communication. The STEAM project after each chapter encourages children to
connect science with other related subjects, thereby empowering them of their science abilities.
Science is not a mere set of abstract facts and concepts. Exploring science raises awareness of our
community and prompts communication with peers to build a set of common experiences. Through
group work and hands-on scientific investigations, children can personalize their knowledge and
connect with the world around them.
Children are naturally curious. Alpha Science is modeled after the Science Standards and encourages
children to listen to their natural curiosity and search for an answer to their questions. We believe that
children learn best through exploration and practical application that create real world connections.
Through student-driven practice, teachers can encourage children to drive the classroom learning
experience.
We want children to be reinvigorated to learn science. Encouraging children to explore their innate
curiosities is the key to learning. We hope our program encourages you to ask questions, take chances,
and get messy!
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5E INSTRUCTION MODEL
ENGAGE
The Warm-up question at the beginning of
each lesson piques children’s interest in the
lesson. This is an opportunity for teachers
to assess children’s prior knowledge and
get them personally involved. Children
will be introduced to new concepts and
vocabuary.
EXPLORE
Allows child to apply the scientific
concepts to hands-on activites. By
becoming involved in the topic, children
build their own understanding.
EXPLAIN
Provides an oppourtunity for children
to connect with their community to
communicate and share their discoveries
with others. Children will familiarize
themselves with the concept and new
vocabulary.
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5E INSTRUCTION MODEL
ENGAGE
Children will extend their
understanding through activities
that encourage children to continue
making explorations with other
related concepts and exploring the
implications.
EVALUATE
Children can access the knowledge
they just attained as teachers assess
how well the new concepts were
understood.
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CONNECTIONS
Focus Skill:
Compare and Contrast
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What Is Wate
Learning about reading skills help students to
understand what they’ve read. At the beginning of
each chapter, a specific reading skill is introduced.
Students practice this reading skill throughout the
chapter.
Here are the reading skills introduced in grade 1
student book:
• Picture clue
• Sequence
• Compare and Contrast
• Draw Conclusions
• Main Idea and Details
• Cause and Effect
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To compare things means to tell how things are alike. Words that
signal comparing include like, similar to, and as.
To contrast things, means to tell how things are different. Words that
signal contrasting include unlike, different from, but, and on the
other hand.
Apply Focus Skill: Orlando and Hollywood are two cities in Florida. Both
cities have temperatures around 60 degrees in the winter and 90
degrees in the summer. But the weather in Orlando is wetter than
90 degrees in Hollywood, so people feel hotter in Orlando than in
Hollywood.
Compare and Contrast
How is the weather in Orlando and Hollywood alike and different?
Different alike Different
Different Alike Different
WARM
Write Where do yo
V O C A
Glac
Co
Preci
Wate
Wind
Wind affects weather. Wind is moving air.
When air moves fast, it shakes trees, and it may push you.
Math skills are applied while learning science.
A wind vane is a tool that shows the direction that air is moving. The bird
above the wind vane looks at the direction where the wind comes from. Wind
also may blow from the north, south, east, or west. Wind also may blow from a
direction between any two directions, like northeast, or southwest.
Students will be introduced to the following skills:
• Estimate and Measure Mass
• Fractions
• Making Picture Graph
• Chart
• Table
• Bar Graphs
• Ranking
A wind sock also identifies the direction of the wind.
An anemometer is a tool that measures how fast the air is moving.
Apply Look at the picture on the right. What is the direction of the wind?
______________________________________________
_____________________________________________
____________________________________________
___________________________________________
• Multiplication and Division
• Reading Line Plots
Bar Graph
A bar graph is a tool used to represent data.
Apply Math
The table below shows the high temperature recorded in some
cities in December. Use data to make a bar graph.
Detroit, ME San Francisco, CA Seattle, WA San Diego, TX
33 o F 47 o F 57 o F 69 o F
Temperature
City
How much colder is Detroit than San Francisco?
_______________________________________________________________
Which city has the warmest temperature?
_______________________________________________________________
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Evaluate Imagine that last summer
was much hotter than usual. Is this a sign
of climate change? Why? Or why not?
______________________________________
______________________________________
______________________________________
______________________________________
World Connection places context around otherwise abstract
scientific concepts to connect them with the real world.
The Arctic
The Arctic is the region
that lies at the North Pole. It
is mostly an ocean. Large
glaciers float in the center
of the Arctic. This ice never
completely melts. Arctic
animals have a layer of fat
and a thick coat to keep
them warm.
Apply Ask a question about the Arctic, then answer it.
_________________________________________________
_________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Many people who practiced science changed the way we
live and think through their discoveries and inventions. It is
important for students to learn about their contributions in
science. Students will learn about these pioneers in science.
Thomas Edison
Thomas Edison is one of the
greatest inventors in history.
He made the first electric
light bulb. People use the
electric light bulbs to light
up homes and streets.
What did Thomas Edison Invent?
Lesson 1: What is Energy?
• Energy is something that makes th
change.
• People use energy every day.
Lesson 2: What is Heat?
• Heat is a kind of energy that make
• People get heat from sun and fire
Lesson 3: What is Heat?
• Light is a kind of energy that lets y
• There are many sources of light su
candles, lamps, and fire.
Lesson 4: How Does Light Move?
• Light moves in straight lines.
• Shadows are formed when light is
• Shiny objects can reflect light.
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1
What Is Water Cycle?
• Water cycle is the movement of wa
• Condensation and evaporation are
in the water cycle.
Understanding science is not the core spirit of teaching
science; it’s the application of science to fulfill societal
needs, desire, and fiction. Our modern life is built upon the
shoulders of scientists and science workers who apply the main
concepts of science for the prosperity of people.
Weather Observer
A weather observer collects information and
data about weather conditions. He/she works at
weather observation stations. He/she measures
temperature, air pressure, and humidity. He/she
gets data from satellite photographs and radar
scans. The weather observer is specially trained
to use many different instruments and tools. He/
she collects this data to help prepare weather
forecasts.
Apply What tools does a weather observer use to measure weather conditions?
________________________________________________________________________
________________________________________________________________________
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3
4
5
What Is Weather?
• Weather is created by air temperat
precipitation, and the wind.
• There are three types of clouds: cirru
• Precipitation, wind, and air pressure
conditions.
What Is Weather in a Local Area?
• The weather in a place depends on
• A weather map helps you know wh
an area.
What Is Climate?
• Climate is the average weather con
over many years.
• Latitude, altitude, and the ocean a
climate.
How Does Weather Change from Sea
• Seasons repeat every year. Each se
weather pattern. The amount of cha
season differs from place to place.
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5

DOING SCIENCE
As children learn science, they practice the scientific concepts to deepen their understanding.
MATERIALS
Sun Warms Water
4 Wait for one hour.
5 Observe the level of water in each cylinder. Record your
obervations.
6 Wait another two hours and observe the level of water in
each cylinder after each hour. Record your observations.
Directed practice is introduced at
two graduated
cylinders
jar of water
Ask a question: Where does water go
when the sun heats it up?
1 Fill each graduated cylinder halfway
with water.
2 Observe the level of water in each
cylinder. Record your observations.
3 Put one cylinder in a sunny spot
and the other in the shade.
The Level of Water In Cylinder
In Sun
In Shade
Time
(A)
(B)
First hour
Second hour
Third hour
7 How much less water is in cylinder A than in cylinder B?
____________________________________________________________
____________________________________________________________
8 Analyze and Conclude
Where did the water from the cylinder in the sun go?
____________________________________________________________
the beginning of each lesson to
help students explore and become
involved in the topic.
Teacher asks a question.
____________________________________________________________
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MATERIALS
Observe Condensation
4 Close the lid of the plastic cup and put it on a windowsill.
5 Observe the bowl for three days in the morning and in the
evening. Record your observations.
Guided practice is introduced
soil
Day 1
Day 2
Observations
Morning
Evening
after teaching the lesson to help
children elaborate or practice the
Teacher helps children
formulate a question.
plastic cup
with lid
seeds
Ask a question: How does
condensation occur?
1 Put a small amount of soil in a
plastic cup.
2 Plant the seeds in the soil.
3 Spray the soil until it is moist.
6 Analyze and Conclude
What happened to the water?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
newly learned science concepts.
water spray
bottle
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Climate in
Your Region
3 Make a plan.
____________________________________________________________
____________________________________________________________
4 List the materials you will use.
____________________________________________________________
____________________________________________________________
Full practice is introduced at the
end of each lesson to help children
Children ask a question.
The climate of a place can take many years to change. But
weather can change every day. Make a plan to compare
between the climate and the weather information recorded
in your place in one month.
5
Record your observations.
apply their knowledge.
1
Ask a question.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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DOING SCIENCE
In each lesson, there are three levels of practices: directed, guided, and full practice.
Teacher provides children steps and
materials needed to answer the
question.
Teacher instructs children
how to record their
observations and present
their data.
Teacher helps
children draw a
conclusion.
Teacher helps children with suggestions
and ideas for steps and materials
needed to answer the question.
Teacher provides children
ideas on how to record their
observations and present
their data.
Teacher helps
children draw a
conclusion.
Children write their own steps and
materials list they need to conduct their
investigation.
Teacher revises the steps and materials
list before conducting the investigation.
Children decide on their own
on how they would like to
record their observations and
present their data
.
Children draw a
conclusion on their
own.
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APPLYING SCIENCE TO SOLVE PROBLEMS
STEAM stands for science, technology, engineering, art and math.
STEAM projects are introduced by the end of each chapter to
help students connect their scientific knowledge with other related
subjects to solve practical problems through the design process.
DESIGN PROCESS
Identify The Problem Or The Task
Anemometer
Determining wind speed is important for many purposes. It helps pilots prepare
for weather conditions in flight. An anemometer is a tool used to measure the
wind speed. It is also used to predict where to place wind turbines.
1
2
Identify the Problem
What problem will you need to solve?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Determine what your device must do.
Make a plan to design and build an anemometer.
• How will it measure the wind?
• How will it record the data?
• Will the anemometer rotate?
Plan and Build the Design
3
What problems might you face?
• How much money do you have to make the anemometer?
_________________________________________________________________________
• When does the anemometer need to be finished?
_________________________________________________________________________
• What materials do you need?
_________________________________________________________________________
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4
Do Research
What is the difference between a windy day and a fair weather day?
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Develop Multiple Solutions
Think about different ideas to build your anemometer. Draw your ideas.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5
How do we measure wind speed?
6
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
How does an anemometer work?
_______________________________________________________________________
_______________________________________________________________________
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Which solution is better? Why?
Test the Model
_______________________________________________________________________
_________________________________________________________________________
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Where will you place your anemometer?
_________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
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Draw your anemometer and label its materials.
14 How can you build your anemometer?
_________________________________________________________________________
_________________________________________________________________________
Share and Evaluate
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What is the cost of these materials?
Try not to spend more money than you have!
Material Cost Amount You Want Cost
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Follow Your Plan
What is the height of your anemometer?
_________________________________________________________________________
_________________________________________________________________________
Test the First Attempt
Place your anemometer in different places in the playground.
1
2
_________________________________________________________________________
3
_________________________________________________________________________
Improve and Redesign
4
_________________________________________________________________________
Total
17 Measure the wind speed several times. In each time, calculate the
12 Why will you use these materials instead of others?
number of rotations per minute. Record your observations in the table
below.
_______________________________________________________________________
Trial Time Number of Rotations Per Minute
_______________________________________________________________________
1
13 Where will you place your anemometer?
2
_______________________________________________________________________
3
_______________________________________________________________________
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ASSESSMENTS
Assessment was designed to support the vision of NGSS to help children gradually develop a deep
understanding of science information.
There are multiple steps to assess children’ progress:
Assess Prior knowledge
Knowing what children know before they begin a new lesson helps teachers craft instructional
activities that address the children’s weakness points and enhance their strength points.
This program presents two methods to assess prior knowledge:
• Warm-up Question: a question is applied on a visual.
• KWL Chart: teacher helps children fill the chart with what they know, what they want to know and
what they learned.
Formative assessment
This is used to check children’s understanding, using scaffold questions developed according to the
revised Bloom’s Taxonomy that can take student thinking to a higher level. Formative assessment is
provided in three different forms:
Check Point questions
Throughout the lessons, there are Check Point questions that
children can answer quickly. These questions will help teachers
guage the children’s understanding and plan subsequent
instruction.
Sea Breezes and Land Breezes
The sun heats both land and water. But
land heats up faster than water. Land also
cools down faster than water. So in most
cases the temperature of the air over
water is different from the temperature of
air over the nearby land.
Weather Maps
A weather map helps us know the weather in
symbols to show the weather. The symbol of s
sunny, while the symbol of a cloud with rain m
The warm front is shown by a red line with ha
shown by a blue line with triangles. Weather
Recall What is a weather map?
___________________________________________
___________________________________________
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5 Compare and Contrast
How are winter and spring different?
This is located in the end of lessons to help determine
children’s readiness which the next lesson.
1
2
Vocabulary
_________________________ is a time of year that has a certain kind of
weather.
List
List the seasons in the order they occur.
___________________________________________________________________
Different
Alike
___________________________________________________________________
3
4
Describe
How do animals get ready for winter?
___________________________________________________________________
___________________________________________________________________
Explain
How does the weather change with the season?
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RESOURCES
Differentiated Instructions
• Introduce variety of techniques by educators to Bring Science concepts to the reach of all learners.
• Provide multiple tracks for students with different abilities.
• Include leveled strategies for English language learners.
• Unleash student’s passion and mix it with imagination to make the learning process interesting.
Anchor activities, Multiple intelligence cards, exit cards and Ell are examples of differentiated
instructions activities.
Anchor Activities
Students’ can work on specific ongoing activities when they finish their
assignments early to engage them in a meaningful way to help them
through the learning process. Engage students while you are working with
other groups. Students can choose from a variety of available activities.
Multiple Intelligence cards
Creating multiple activities which are focused on the main science
concepts of the lesson for students with different abilities and interests to
help them engage in the learning process.
Exit cards
At the end of class or the activity, did you ask yourself, are students getting it? You can check students
understanding through exit cards which are a written student response. You can use it as a quick
assessment.
ELL
Providing different appropriate partners activities for English language learners to engage them in
learning process with English speaking partners.
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OTHER RESOURCES
Power point
Powerpoint presentations help teachers organize ideas, activities, and information as an interactive
and effective way of teaching. These visuals are another way of engaging students.
Anchor Activities
Different technology resources for teacher and online support.
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NGSS
3.Weather and Climate
Students who demonstrate understanding can:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular
season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.]
[Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not
include climate change.]
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification
Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind
resistant roofs, and lightning rods.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12
Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
• Analyzing data in 3–5 builds on K–2
experiences and progresses to introducing
quantitative approaches to collecting data
and conducting multiple trials of qualitative
observations. When possible and feasible,
digital tools should be used.
• Represent data in tables and various
graphical displays (bar graphs and
pictographs) to reveal patterns that indicate
relationships. (3-ESS2-1)
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds
on K–2 experiences and progresses to critiquing
the scientific explanations or solutions proposed
by peers by citing relevant evidence about the
natural and designed world(s).
• Make a claim about the merit of a solution to
a problem by citing relevant evidence about
how it meets the criteria and constraints of
the problem. (3-ESS3-1)
------------------------------------------------------------------------
Obtaining, Evaluating, and Communicating
Information
Obtaining, evaluating, and communicating
information in 3–5 builds on K–2 experiences and
progresses to evaluating the merit and accuracy
of ideas and methods.
• Obtain and combine information from
books and other reliable media to explain
phenomena. (3-ESS2-2)
Connections to other DCIs in third grade: N/A
Disciplinary Core Ideas
ESS2.D: Weather and Climate
• Scientists record patterns of the
weather across different times
and areas so that they can make
predictions about what kind of
weather might happen next. (3-
ESS2-1)
• Climate describes a range of an
area’s typical weather conditions
and the extent to which those
conditions vary over years. (3-ESS2-
2)
ESS3.B: Natural Hazards
• A variety of natural hazards result
from natural processes.
• Humans cannot eliminate natural
hazards but can take steps to
reduce their impacts. (3-ESS3-1)
(Note: This Disciplinary Core Idea is
also addressed by 4-ESS3-2.
Crosscutting Concepts
Patterns
• Patterns of change can be used
to make predictions. (3-ESS2-1),(3-
ESS2-2)
Cause and Effect
• Cause and effect relationships are
routinely identified, tested, and used
to explain change. (3-ESS3-1))
--------------------------------------------
Connections to Engineering,
Technology, and Applications of
Science
Influence of Engineering, Technology,
and Science on Society and the Natural
World
• Engineers improve existing
technologies or develop new ones
to increase their benefits (e.g.,
better artificial limbs), decrease
known risks (e.g., seatbelts in cars),
and meet societal demands (e.g.,
cell phones). (3-ESS3-1)
--------------------------------------------
Connections to Nature of Science
Science is a Human Endeavor
• Science affects everyday life. (3-
ESS3-1)
Articulation of DCIs across grade-levels: K.ESS2.D (3-ESS2-1); K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS2.A (3-ESS2-1); 4.ESS3.B (3-ESS3-
1); 4.ETS1.A (3-ESS3-1);
5.ESS2.A (3-ESS2-1); MS.ESS2.C (3-ESS2-1),(3-ESS2-2); MS.ESS2.D (3-ESS2-1),(3-ESS2-2); MS.ESS3.B (3-ESS3-1)
Common Core State Standards Connections:
ELA/Literacy –
RI.3.1
RI.3.9
W.3.1
W.3.7
W.3.8
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-ESS2-2)
Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2)
Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3- ESS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2),(3-ESS3-1)
MP.4 Model with mathematics. (3-ESS2-1),(3-ESS2-2), (3-ESS3-1)
MP.5 Use appropriate tools strategically. (3-ESS2-1)
3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve
one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1)
3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less”
problems using information presented in bar graphs. (3-ESS2-1)
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