Unit: Two

Lessons KinderScience
1-5 Lesson1: Natural & Manmade Lesson 2: Uses of Land
Introduction: Introduction:
Unit Big Idea: Students Objective: Access students’ prior Objective: Identify the use for
will describe how the Earth knowledge on resources. each natural resource.
supports life and why it is
Hold up each resource card and ask
important that we keep Show the students each natural
students if they think a person made it.
Earth clean. Sort the pictures based on the resource card and ask them what
students’ answers. that resource can be used for.
Week Theme: Earth
Science Lesson: Science Lesson:

Main Text: Our Earth Lesson One Objective: Students Lesson Two Objective: Students
(Included) will listen and explore to will identify and label the uses of
differentiate between natural and land.
Science Skill Focus: man-made resources.
Research and Hypothesis 1. Reread page 5 in “Our Earth.”
1. Read “Our Earth.” Stop at 2. Discuss each type of land use
Vocabulary: natural, each “Stop and Ask” to assess and why it is important. Ask
resource, cycle, man-made students’ learning. questions like: “Why do we
Encourage students to answer need to ______?” “What
Essential Questions: and reflect on each question would happen if we couldn’t
*How do you know that the through thinking aloud, turn ______?” “How do you use the
Earth supports life? and talks, and calling on land?”
individual students. 3. Next, go into more detail
2. Refer back to your card piles about how we use the land by
*Why is it important to take and give students an creating a “Ways We Use the
care of our Earth? How can opportunity to correct any Land” anchor chart.
we help take care of it? mistakes. 4. Have students help you add
3. Have students record their the pictures to the chart.
understanding of natural and 5. Call on additional ideas and
Week “I can chart those as well.
man-made resources into
statements”: their science journals. 6. Students will record their
* I can identify natural findings in their science
resources. journals.
Experiment/Activity: Experiment/Activity:
Gather the natural and man-made Gather the students and their milk
*I can explain why we cartons at the carpet.
labeling cards.
need to take of the Earth 1. Model finding a natural resource and 1. Discuss how the milk carton is made
and how. a man-made resource in the room (trees, which are a natural resource).
and use tape or sticky tack to put Discuss the risks of throwing them
Needed Materials: your labels on the object. away each day.
• 1 Milk carton per student 2. Give each student one of each 2. Tell students that they will be
helping you reuse the milk cartons
(Tuesday) labeling card and two pieces of
to make a bee.
• Heat lamp sticky tack or tape.
3. Each student will need access to
3. Encourage students to find two
• Cling wrap objects in the room to label.
scrap yellow, black, and red paper, 2
• Clear tub/container google eyes, and 1 black pipe
cleaner. Students will cover the out-
• Water • Natural = wood table, metal table side of the milk carton with yellow
• Blue, white, and clear legs, water in the sink, etc. paper. Add black stripes,
beads googly eyes and a pipe
• Man-made = tile, carpet, whiteboard, cleaner for antennae.
• Pipe cleaners or string smartboard, etc. Students will trace and
• Included printables cut their hands to create
the bee’s wings.
Independent Practice: Independent Practice:
“Sort it Out” Cut and glue the words to “Label it!” Label the ways that we
show natural and man-made resources. can use the land.
 Unit 2: Earth Science ©Tara West

Lesson 3: Water Cycle Lesson 4: Water Cycle Lesson 5: Caring for Earth
Introduction: Introduction: Introduction:
Objective: Recall natural resources. Objective: Review the water cycle. Objective: Identify the importance of our
Earth and it’s resources.
Ask: What did we learn about yesterday? Then,
Ask: What is a natural resource? Why are review the water cycle and teach hand motions
natural resources important? What if we Ask: How does Earth help us live? Why
to show it. Evaporation – palms up, wiggle
woke up and all the trees were gone? fingers and you move your hand up. is the water cycle important to us? How
Then, encourage students to recall other Condensation – slowly bring your hands together do we use natural resources to better
natural resources. and squeeze your fists tight. Precipitation – our lives?
palms down, wiggle your fingers as you move
your hands back down.
Science Lesson: Science Lesson: Science Lesson:
Lesson Three Objective: Students will Lesson Four Objective: Students will
listen and explore to understand the teach the water cycle. Lesson Five Objective: Students
water cycle. *Before starting this lesson put on will describe effective ways to
1. Tell students that you would like to your very own water cycle bracelet. care for the Earth.
teach them about the water cycle.
2. Then, explain that scientists also 1. Present the water cycle poster to 1. Transition from the
do research before experimenting. the students. Have the students introduction by explaining
3. Reread pages 6-9 to conduct your assist you in labeling each of the that it is crucial we take care
research on the water cycle. stages. Students can write each of the Earth because it is so
4. Set up the experiment by putting onto an index card.
important to us.
¼ cup of water into a clear 2. Draw attention to your bracelet
container along with dirt to and tell students that it has 2. Challenge the students to
represent the land. Cover the special powers. help you think of ways that
container with cling wrap and place 3. Explain that anyone who is we can take care of the
it under the heat lamp. Ensure that wearing your special bracelet Earth.
students are watching as you set can remember the water cycle. 3. Reread pages 10-12 in “Our
up. Reread pages 6-9 in “Our Earth,” Earth.”
5. Explain to students that scientists stopping at each stage of the 4. Discuss the ways we can take
form a hypothesis. water cycle and showing the care of the Earth. Allow
6. Encourage students to make a bead that symbolizes that stage.
students to turn and teach
hypothesis about what they will 4. Call a few students up to put on
observe today with the water cycle the bracelet and demonstrate it’s their partners the different
in a box. Remind them to use what special powers. ways to care for the Earth.
they learned during their research. 5. Have students write about their 5. Have students record the
Then, allow them to record their bracelets in their journals. ways to take care of the
hypothesis in your journals. Earth in their journals.
Experiment/Activity: Experiment/Activity: Experiment/Activity:
*If possible, take the students
1. Call students in small groups to 1. Gather pipe cleaners (or string), outside to pick up trash.
come observe the water cycle in white beads, clear beads, and
a box. Ask each group: “What blue beads. 1. Gather items that can be
part of the water cycle are all of 2. Lead students in making their recycled, reused, and reduced.
these drops of water on the top bracelets by putting on a bead Also, bring 3 hula-hoops if you
showing?” “How did the water for each step in the water cycle. have them. You will also need
get to the top?” “What do you They can whisper it as they the “recycle, reuse, and reduce”
think the heat lamp represents in make their bracelet. labels that are included.
real life?” “Did you see that *Evaporation (clear bead) - You can’t 2. Use the labels to label each hoop
water droplet fall? What is that see the water when it is evaporating. or sorting area.
called?” Condensation (white bead) - The 3. Lead students in a sorting
2. After each group has come to water is forming clouds. activity of the items. After
make observations, encourage Precipitation (blue bead) - The water placing each item, talk about
them to write and draw what is now falling into rivers, lakes, how it can be recycled, reused,
they saw on their worksheet. oceans, and ponds which are blue. or reduced.

Independent Practice: Independent Practice: Independent Practice:

“Capture This!” Illustrate the “Sequence it!” Cut and paste the “Connect to it” Illustrate and
water cycle observed. water cycle. write about how you will help
take care of the Earth.
Unit: Two
Lessons KinderScience
6-10 Lesson 6: Summer Lesson 7: Fall
Introduction: Introduction:
Objective: Access students' prior knowledge Objective: Access students' prior knowledge about
about summer. fall/autumn.
Unit Big Idea: Students
Engage the students in a conversation about fall.
will identify each season Engage the students in a conversation about Ask: What do you wear in the fall? What type of
summer. Ask: What do you wear in the summer?
and the weather that is What type of activities do you do in the
activities do you do in the fall? How does it feel
outside during the fall? What does it look like in the
associated with each one. summer? How does it feel outside during the fall? How much light is there in the fall? Are the
summer? How much light is there during the days long or shorter than in the summer? Continue
summer? On chart paper start a living bubble to add to your season bubble chart.
Week Theme: Earth chart about seasons.
Science Lesson: Science Lesson:

Main Text: Seasons Lesson Six Objective: Students will Lesson Seven Objective: Students
and Weather (included) ask and answer questions to will ask and answer questions to
gather knowledge about summer. gather knowledge about fall.

1. In “Seasons and Weather,” read 1. In “Seasons and Weather,”

Science Skill Focus:
to page 3. Stop at each “Stop read to page 5. Stop at each
Research and Hypothesis and Ask” to assess students “Stop and Ask” to assess
learning. Encourage students students learning. Encourage
Vocabulary: season,
to answer and reflect on each students to answer and
weather, storm question through thinking reflect on each question
aloud, turn and talks, and through thinking aloud, turn
Essential Questions:
calling on individual students. and talks, and calling on
*How does the sun change 2. Refer back to the bubble chart individual students.
through the seasons? and add any new information. 2. Refer back to the bubble
3. Have students write in their chart and add any new
*What are different types of journal about summer. They information.
weather that occurs can write about their favorite 3. Have students write about
through out the seasons? summer activity, what the fall. They could write about
weather is like, or even what the same topics from
they did last summer. yesterday or compare fall to
Week “I can summer.
statements”:
* I can identify seasons and
the effect of the sun in Experiment/Activity: Experiment/Activity:
each. 1. Gather the included flipbook. 1. Model finding the fall tab in the
2. Model finding the summer tab and flipbook and illustrate fall.
*I can describe different illustrating summer. Make sure to Make sure to include expected
include expected summer weather in fall weather in your illustration
types of weather.
Needed Materials: your illustration (hot, sunny). (windy, cool).
• Tornado tube bottle 3. Pass out flipbooks to students. 2. Pass student flipbooks out and
connector Insure that they all put their name give them time to illustrate fall.
• Two 2-liter bottles on their flipbooks. 3. Choose a few students to share
4. When students finish illustrating their work and explain why
• Food coloring (optional) summer, collect the flipbooks for use they illustrated the season the
• Water tomorrow. way they did.
• Glitter (optional)
• Chart paper
• Included printables

Independent Practice: Independent Practice:

“Search and Color!” Color the “Search and Color!” Color the
items you would find in summer. items you would find in fall.
 Unit 2: Earth Science ©Tara West

Lesson 8: Winter Lesson 9: Spring Lesson 10: Storms

Introduction: Introduction: Introduction:
Objective: Access students' prior knowledge about Objective: Access students' prior knowledge about
winter.
Objective: Recall during what season a
spring.
specific type of storm is likely to occur.
Engage the students in a conversation about winter. Engage the students in a conversation about spring.
Ask: What do you wear in the winter? What type of Ask: What do you wear in the spring? What type of Show students one storm card at a time.
activities do you do in the winter? How does it feel activities do you do in the spring? How does it feel Ask them questions about each card:
outside during the winter? What does it look like in outside during spring? What does it look like in
the winter? How long is daylight in the winter? Is spring? How much sunlight is there during the What type of storm is this? How do you
there more or less than in the summer and fall? spring? How does the amount of sunlight compare know? What season would this storm
Continue to add to your season bubble chart. to the other seasons? Continue to add to your most likely happen during?
bubble chart.
Science Lesson: Science Lesson: Science Lesson:

Lesson Eight Objective: Students Lesson Nine Objective: Students Lesson Ten Objective: Students
will ask and answer questions to will ask and answer questions to will describe multiple types of
gather knowledge about winter. gather knowledge about spring. storms.

1. In “Seasons and Weather,” 1. In “Seasons and Weather,” 1. Reread “Seasons and

read page 7. Stop at each read page 9. Stop at each Weather,” paying close
“Stop and Ask” to assess “Stop and Ask” to assess attention to the storms that
students learning. Encourage students learning. Encourage are mentioned during each
students to answer and students to answer and season. Use a highlighting
reflect on each question reflect on each question function or highlighter tape
through thinking aloud, turn through thinking aloud, turn to highlight the storm words
and talks, and calling on and talks, and calling on in the text.
individual students. individual students. 2. Engage students in a turn
2. Refer back to the bubble 2. Refer back to the bubble and talk about each storm.
chart and add any new chart and add any new Have them teach their
information. information. partner what the storm is
3. Have students write in their 3. Have students write in their and when it most likely
journals about winter. journals about spring. occurs.
3. Have students write in their
journals about storms. You
can assign them a storm to
write about or they can
choose.
Experiment/Activity:
Experiment/Activity: Experiment/Activity:
1. Gather a pitcher of water, food
1. Model finding the winter tab in 1. Model finding the spring tab in coloring (optional), glitter (optional),
the flipbook and illustrate the flipbook and illustrate two empty 2 liter bottles, and a
winter. Make sure to include spring. Make sure to include tornado tube bottle connector.
expected winter weather in expected spring weather in 2. Talk to students about how a tornado
your illustration (cold, snowy, your illustration (rainy, tornado, is formed. Tell them that today you
icy, blizzard, etc.). thunderstorm, hurricane, etc.). are going to make tornadoes
2. Pass student flipbooks out and 2. Pass student flipbooks out and together.
give them time to illustrate 3. Pour the water into one of the 2 liter
give them time to illustrate
bottles. You will get the best results
winter. spring. if you fill it about ¾ full. Add food
3. As students work ask them 3. Model sharing and teaching coloring and glitter if you want.
about how fall and winter are with the flipbook. Then, allow 4. Use the tornado tube connector to
the same and how they are students to share with and connect the two bottles together.
different. teach their partners using their 5. Demonstrate how to spin the bottles
flipbooks. to make the tornado.
6. Engage students in a discussion
about their observations.

Independent Practice: Independent Practice: Independent Practice:

“Compare it!” Cut and glue “Color and Sort” Cut, paste, “Connect to it” Illustrate and
items to compare and contrast and sort to show which items write about a storm that you
winter and summer. belong to each season. have been in.