COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

Spring 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: My Body-The Outside

Cooperating Teacher: Mrs. Inger Archer Theme: All About Me

Grade: 1C2 Integrated: Math

Week: One (1)

Objectives/Goals Content Methodology Student Activities Assessment Resources

(Process
Skills/Strategies)
At the end of this unit students should be able to: The body is made up of many Power point Observe Visual Individual Work Blank Diagram
1. Discover the external parts of the human parts some parts on the outside of Presentation Aids: PowerPoint (Worksheet) LCD Projector
body. our body which include: The eyes, presentation Worksheet
2. Inquire the functions of various body parts. nose, ear, mouth fingers, knee, Communication Group Work Visual aid:
3. Comprehensively experiment by matching hand, feet, shoulders and head. Discussion Demonstration Eyes
body parts to diagram. These body parts have a job that Oral Report Ear
4. On a blank diagram, classify the parts of allows our body to do various Experimentation Worksheet Head
the body. things like our eyes help us to see, Questioning Mouth
5. Interpret at least two/three functions of our ears helps us to hear/listen, Interpretation Hide and seek Nose
various body parts. our nose helps us to smell, our (Hidden Body Feet
6. Categorize which body parts are grouped mouth helps us to eat food. Our Discovery Parts) Speakers
with particular functions. fingers help us to grip or hold
7. Communicate their understanding of things like an ice cream. Inquiry
external parts of the body.
 COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

Spring 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: My Body-The Inside

Cooperating Teacher: Mrs. Inger Archer Theme: All About Me

Grade: 1C2 Integrated: English/Music/Math

Week: Two (2)

Objective/Goal Content Methodology Student Activities Assessment Resources

At the end of this unit students should be able The body is made up of parts on the Observation Observe visual aids Oral Report LCD Projector
to: on the inside of the body. There are
1. Communicate stating the inside parts of the four major organs inside the body Diagram Labeling Diagram
body including the brain, heart, lung and and they are called the Brain, heart,
lung and stomach. The Brain works Communication Illustration Group Work Poster
stomach.
like a computer. It takes in
2. Categorize the riddles of the various information you learn and sort it for
Teacher Exposition Heart Beat Organ cutouts
internal body parts functions through an you to remember. It has different
activity. Discovery Learning Memory Activity Questioning Speakers
places to store what you see, hear,
3. Produce a completed diagram, labeling the smell, feel and taste. Without it the Riddles Worksheet Comb, Brush,
internal body parts. rest of the body cannot work. The
4. Inquire which parts helps the body to Heart is the size of your. It pumps Inquiry Model pen, bag,
conduct certain body function for example your blood through your body. It is
important to exercise the heart. The PowerPoint watch, water,
“How do we digest our food?-through the
Stomach.” lungs help your body to breathe in
oxygen and breathe out carbon
Presentation Individual Work bottle, keys,
5. Predict answers for questions surrounding
dioxide. There is an exchange that Prediction ruler, Kisses
“what would happen if we didn’t have an takes place in the lungs. The
organ (Brain, Heart, Lung, and Stomach)?” Stomach helps us to digest our food. Investigation table cloth,
6. Draw inferences through cooperative It mixes up food it receives and
grouping whether or not the labeling of the breaks it down into liquid the body stethoscope
diagram is correct (positioning of organs). can use.
7. Observe the internal functions of the body.
8. Investigate how to function without organs.
 COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

Spring 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: My Growth & Development

Cooperating Teacher: Mrs. Inger Archer Theme: All About Me

Grade: 1C2 Integrated: Art

Week: Three (3)

Objective/Goal Content Methodology Student Activities Assessment Resources

(Process
Skills/Strategies)
1. Classify the different stages in growth and All living things go through various Pictures Observe pictures Group Work Picture Cutouts
development. stages in life. As a human we Questioning
2. Hypothesize the growth & development Question/Answer Oral Reports Newspapers
grow and development in each Discovery
stages (baby, child, teenager, and adult).
Picture Booklet Magazines
3. Using newspapers and magazine stage. The stages of growth Experimentation
experiment by creating a growth and include: Baby Stage, Child Stage, Classification Scissors
development booklet.
Teenager Stage and Adult Stage. Measurement
4. Measure physical abilities of each stage. Glue
5. Communicate how each stage is different Communication
(baby, child, teenager and adult). Hypotheses
6. Investigate stages needed in group’s work
booklet.

COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

 Spring 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: Taking Care of the Body

Cooperating Teacher: Mrs. Inger Archer Theme: All About Me

Grade: 1C2 Integrated: English

Week: Four (4)

Objectives/Goals Content Methodology Student Activities Assessment Resources

(Process
Skills/Strategies)
1. Communicate ways to take care of the There are many ways we can Skit Reciting Motto Individual Work Pictures of
body. take care of body. We can Demonstration Illustration Group Work clean teeth,
2. Draw inferences of how to take care of brush our teeth, drink lots of dirty teeth,
Communication Sentence Questioning
the body. water, take baths, go to sleep Clean
3. Predict what happens if you do not take on time, eat healthy foods like Inferences Construction individual, dirty
care of your body. fruits. Interpretation Worksheet- “I care for individual,
4. Interpret by drawing ways to take care If you do not take care of your fruits, junk
Hypotheses My Body”.
of the body. body like brush your teeth, food (candy)
5. Categorizes how to take care of the they will become rotten. If you Categorize Pillow
body with eating, sleeping and cleaning do not take baths you will not Prediction Tooth paste
of our body. be fresh and clean and your Tooth brush
Visual Aids
6. Hypothesize what will help or harm our will have plenty of germs and Soap
body. germs makes us sick. Recorder
 COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

SPRING 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: Living Things

Cooperating Teacher: Mrs. Inger Archer Theme: Living Things

Grade: 1C2 Integrated: English

Week: Five (5)

 Objectives/Goals Content Methodology Student Activities Assessment Resources
(Process
Skills/Strategies)
At the end of this unit students should be able There are many different things in • Communication Worksheet on living Individual Work Science Book
to:
the world. Some of them are • Observation and non-living
1. Observe the traits of living things. Group Work
living and some are non-living. • Critical Thinking things
2. Communicate the traits of living
Living things eat, breathe, grow
things. • Hypothesis
and reproduce. Non-living things Interactive
3. Categorize the two main groups of • Interpretation
do not eat, breathe, grow or PowerPoint
living things. • Categorization
reproduce. Living things can be students will
4. Hypothesize living and non-living • Drawing
plants, animals or people. determine what is
things Inferences
living or non-living
5. Drawing inferences about living and • Power Point
non-living things.
• Visual Aid
Demonstration
6. Interpret by completing a worksheet
on living and non-living things.

COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

SPRING 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: Needs of living things

Cooperating Teacher: Mrs. Inger Archer Theme: Living Things

Grade: 1C2 Integrated:

 Week: Six (6)

Objective/Goal Content Methodology Student Activities Assessment Resources

At the end of this unit students should be able In order to survive, animals • Prediction • Make a • Oral report Baggies
to:
need air, water, food, and • Observation biome baggie • Experiment Soil
1. Predict the needs of living and non
shelter (protection from • Investigation to determine • Group work Seeds
living things.
predators and the environment); whether Water
2. Discover the needs of living and non • Experimentation
plants need air, water, nutrients, plants 2.5 liter
living things. • Hypothesis
and light. Every organism has its survive on
3. Investigate the needs of living and non • Investigation
own way of making sure its basic needs.
living things • Discovery
basic needs are met. It is
4. Observe the needs of living and non
important that young children be
living things
given the opportunity to
5. Experiment on the needs of plants.
recognize these needs by
6. Hypothesize whether the plants and
observing and then describing
animals survive with basic needs.
the natural world.
COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

SPRING 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: Differences between Plant & Animal

Cooperating Teacher: Mrs. Inger Archer Theme: Living Things

Grade: 1C2 Integrated: English

Week: Seven (7)

 Objective/Goal Content Methodology Student Activities Assessment Resources
(Process
Skills/Strategies)
At the end of the lesson, students will be able • QAR Strategy Students would Group Work • Plants
to: observe visual aids of
• Observation Oral Report • Animals
1. Discover the difference between
• Investigation plants and animals and • Internet
plants and animal
2. Predict the difference between plants discover their
• Prediction
and animals. differences. Through
3. Investigate the differences between • Communication:
PowerPoint the
plants and animals. response
4. Compare plants and animals. students will be able to
• Hypothesis
5. Communicate how plants and animals observe the differences
differ. • Discovery
of students and test if
6. Hypothesize how plants and animals
differ, there prediction was
correct.

COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

SPRING 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: Uses of Plants & Animals

Cooperating Teacher: Mrs. Inger Archer Theme: Living Things

Grade: 1C2 Integrated:

 Week: Eight (8)

Objectives/Goals Content Methodology Student Activities Assessment Resources

(Process
Skills/Strategies)
At the end of the lesson, students will be • Prediction Each group (zebra, • Presentation Box
able to: giraffe, monkey, Picture Cut-
• Discovery • Individual
1. Discover plants that people eat. lady bug and outs
2. Predict animals that are used to • Communication elephant) will be Work PowerPoint
make food and clothes. • Hypothesis discovering, making LCD Projector
3. Categorize animals that help predictions and
people work and those that are • Categorizing categorizing the
pets. following:
4. Draw Inferences to the uses of Plants people eat,
plants and animals. animals that are
5. Communicate the uses of plants used to make food,
and animals. animals used as
6. Hypothesize the uses of plants and clothes, animals that
animals. help people to work
and that are used as
pets.
 COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

SPRING 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: Homes of Plants and Animals

Cooperating Teacher: Mrs. Inger Archer Theme: Living Things

Grade: 1C2 Integrated:

Week: Nine (9)

 Objective/Goal Content Methodology Student Activities Assessment Resources
(Process
Skills/Strategies)
At the end of the lesson, students will be able • Observation The whole class will • Worksheet Box
to: PowerPoint
• Communication complete in groups on
1. Observe homes of plants and animals. • Group work
• Categorization Worksheet
2. Communicate the homes of plants and
categorizing which • Oral report
animals. Picture Cut-out
• Discovery
3. Categorize plants and animals that live plants and animals live Poster
on land, sea, etc. • Investigation
4. Discover that some plants live in the sea. • Evaluation either on land or sea.
5. Investigate how animals can live in the
sea. The students must work
6. Evaluate the habitats plants and animal
cooperatively to
live.
discover the answer.

COLLEGE OF THE BAHAMAS

EDU 363- TEACHING SCIENCE IN PRIMARY SCHOOL

SPRING 2010

Name: Alicia Armbrister Subject: Science

School: Gerald Cash Primary School Topic: Homes of Plants & Animals

Cooperating Teacher: Mrs. Inger Archer Theme: Home of living things

Grade: 1C2 Integrated:

 Week: Ten (10)

Objectives/Goals Content Methodology Student Activities Assessment Resources

(Process
Skills/Strategies)
At the end of the lesson, students will be able People make changes: • Communication Students will • Individual PowerPoint
to: Littering harms the places Poster
• Prediction complete a work
1. Communicate the ways plants and where animals and plants Visual Aid
animals help each other. • Observation worksheet. • Whole-
live. Markers
2. Predict whether plants are more
important than animals. • Drawing class Crayons
3. Draw inferences on the importance of group Worksheet
inferences
both plants and animals.
4. Investigate the ways plants and • Discovery
animals help each other.
5. Discover the ways plants and • Experiment
animals help each other.
6. Experiment ways plants and animals
help each other.