Energy - Curriculum Companions - Keystone Science Network

January 06, 2009

Grades K-4: Science as Inquiry - Content Standard A

As a result of the activities in grades K-4, all students should develop

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry

DEVELOPING STUDENT UNDERSTANDING

...as students focus on the processes of doing investigations, they develop the ability to ask scientific questions, investigate aspects of the world around them, and use their observations to construct reasonable explanations for the questions posed. Guided by teachers, students continually develop their science knowledge...

GUIDE TO THE CONTENT STANDARD

ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY

ASK A QUESTION ABOUT OBJECTS, ORGANISMS, AND EVENTS IN THE ENVIRONMENT.
PLAN AND CONDUCT A SIMPLE INVESTIGATION.
EMPLOY SIMPLE EQUIPMENT AND TOOLS TO GATHER DATA AND EXTEND THE SENSES.
USE DATA TO CONSTRUCT A REASONABLE EXPLANATION.
COMMUNICATE INVESTIGATIONS AND EXPLANATIONS.

UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY

Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world.
Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations.
Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations.
Scientists review and ask questions about the results of other scientists' work.

Kit-Specific Curriculum Connections

Note: Generally, all kits meet Content Standard A. Below are just a few specific examples of where the standard is met.

Science and Technology for Children

Note: The following excerpts are © National Academy of Sciences.

Grade 3: Sound

Skills

Describing the results of investigations with sound.
Communicating results through writing and with graphs.
Using the results of previous experiments with sound to predict outcomes in new situations.

Grade 4: Electric Circuits

Skills

Predicting, observing, describing, and recording results of experiments with electricity.
Drawing conclusions about circuits from the results of experiments.
Communicating results and ideas through writing, drawing, and discussion.

FOSS

Note: The following excerpts are © The Regents of the University of California.

Grades 3-4: Magnetism and Electricity Module

Purpose

Observe the interaction of permanent magnets with a variety of common materials.

Background Information for Magnets [ Read comments | Post comments ]
Discover that magnets display forces of attraction and repulsion.

Strange Attractor [ Read comments | Post comments ]

Grades 3-4: Physics of Sound Module

Purpose

Observe and compare sounds to develop discrimination ability.

An Introduction to Sound... [ Read comments | Post comments ]
Observe and compare how sound travels through solids, liquids, and air.
Collaborate in working on mini-activities.

Third Grade Science Lessons [ Read comments | Post comments ]

Insights

Note: The following excerpts are © the Education Development Center, Inc. and Kendall/Hunt Publishing Company. "Circuits and Pathways"

Summary of Learning Experiences

2. Students begin their focus on the elements of a complete circuit by exploring different ways to wire a motor to a battery.

How Stuff Works: Inside an Electric Motor [ Read comments | Post comments ]
4. Students observe the inner structure of the bulb and trace the pathway of the electric circuit.

"Sound"

Summary of Learning Experiences

4. Students generate and observe vibrations and sound using tuning forks, rubber bands, and homemade drums.

Sounds Like Science [ Read comments | Post comments ]
5. Students explore the relationship between pitch and tension as they are challenged to make four drums that have different pitches.

The Radio Game [ Read comments | Post comments ]
6. Students continue to explore the relationship between pitch and tensions using the rubber bands, pegboards, and golf tees from Learning Experience 4.

Changing Pitch By Changing Tension [ Read comments | Post comments ]

The Franklin Institute gratefully acknowledges the generous support of the National Science Foundation and Unisys Corporation.

The Franklin Institute is the Demonstration Site for the Eisenhower Mid-Atlantic Consortium, providing science and math resources for teachers.

This material is based upon work supported by the National Science Foundation under Grant No. 9819641.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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