KINDERGARTEN LESSON PLAN ON CHANGES IN HEAT

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Kindergarten - Science

Unit 3: Matter and Energy. (16 days: 10/3 – 10/24

Week of October 3 –October 11, 2016

K.5: The student knows that objects have properties and patterns. The student is expected to:

Properties of Objects: (7 days: 10/3 – 10/11

(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture

Vocabulary of the week

· Size

· Shape

· Mass

· Color

· texture

LaMarque Primary Cubs 2016 – 2017

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	Monday	Tuesday	Wednesday	Thursday	Friday
Engage	Ask students if they can name some of the things that they can find in their outdoor classroom (plants, insects, animals, rocks). Review the expectations of being in the outdoor classroom.	Hand lenses (one per student) Discuss with students, “What does a scientist do?” Explain that there are many different kinds of scientists who study many different things, but one thing all scientists do is make observations. Today you will be using your senses of sight, touch, and smell to make observations. Clap out the four syllables as you say “ob-ser-va-tions”. Ask students to repeat.	Next 3 days mini lessons Present a bag of mixed objects. Have children sort by size. Use chart if necessary	Next 3 days mini lessons Present a bag of mixed objects. Have children sort by shape. Use chart if necessary	Next 3 days mini lessons Present a bag of mixed objects. Have children sort by color. Use chart if necessary
Explore	Take students outside to look for different kinds of rocks (activity will work best if they are taken to an area with a variety of stones). Give them some time to simply explore without having to do any collecting. Bring students back together to share some of the different kinds of rocks that they saw. Were they all the same? How were they different? Ask students to return to looking for rocks, but this time they should each choose 3 rocks that are different from one another. To avoid having students choose any that are too large, the stones should be ones that they can hold with one hand.	Allow students to explore the outdoor classroom freely, using their hand lenses. It is not important at this time that they focus on earth materials, but rather that they have an opportunity to practice using their hand lenses to observe any objects that are of interest. Gather students and discuss any interesting observations they made as scientists.	Observe different groups bags and objects,	Observe different groups bags and objects,	Observe different groups bags and objects,
Explain	Pull group back together with their rocks. Have them look at their rocks and think of how they could describe them. Have whole class share with partners some words they could use: big, small, rough, round, curvy, spikey, gray, white, etc.	Explain that geologists are scientists who study rocks and soil. A hand lens is a good tool for helping a geologist look at rocks and soil more closely. Geologists also observe using their sense of touch. How something feels to the touch is called texture.	Bring students back together to share some of the different kinds of objects that they saw	Bring students back together to share some of the different kinds of objects that they saw	Bring students back together to share some of the different kinds of objects that they saw
Elaborate	Ask students to think of another way that they could sort their rocks (lead them to sort by either texture or color).	Instruct each student to find a small rock or pebble that can fit in the palm of his or her hand and return to the gathering area. Once you have the students gathered, prompt them to use hand lenses to make observations of their rocks. Study size, shape, and color and solicit observations. Some rocks, such as granite will have lustrous, little pieces of minerals such as mica and quartz that fascinate students.
Evaluate Exit Ticket	Invite students to choose one of their three rocks that they can sketch and label (smooth, white, round, sharp, etc.) in their journals. Ask students put their rocks back close to where they found them before going back inside..	Engage students in discussion. What do scientists do? What is a tool that a scientist uses to help him or her see things more closely? Show me what a scientist looks like when he or she makes an observation with a hand lens. Are all rocks the same color? How are their colors and shapes different? What are some words we can use to describe the texture of rocks? Start a center that includes collected rocks and books about rocks.