IST science scope and sequence - The International School ... · PDF fileresources!of!the!planet.!! Materials’and ... Sharing!the!Planet!! ... IST science scope and sequence

Adapted from IB Science Scope and Sequence

International School of Turin

Science Scope and Sequence

Science Strands

Living things The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

Earth and space The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural

phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

Materials and matter

The study of the properties, behaviours and uses of materials, both natural and human-‐made; the origins of human-‐made materials and how they are manipulated to suit a purpose

Forces and energy The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Science skills a. Observe carefully in order to gather data (for example, students will examine objects and living things to find out more about them;

observe and manipulate objects by using all their senses as appropriate; observe changes in living things, objects and events over a period of time; distinguish between significant and less significant observations; record observations in a systematic way).

b. Use a variety of instruments and tools to measure data accurately (for example, students will use a range of tools and techniques with increasing competency; use standard and non-‐standard units for measurement; measure, compare and record data including mass, weight, time and temperature; select appropriate tools and measurement units).

c. Use scientific vocabulary to explain their observations and experiences (for example, students will talk about what is observed;

describe simple features of objects and events; describe what is happening using an increasing scientific vocabulary; record and present findings and conclusions using a variety of strategies and appropriate scientific vocabulary).

d. Identify or generate a question or problem to be explored (for example, students will ask questions or show curiosity about the natural and physical environment; ask questions or identify problems that may lead to investigations; pose questions and define problems that will facilitate effective investigations or inquiries).

e. Plan and carry out systematic investigations, manipulating variables as necessary (for example, students will identify variables; collect

information and data from a range of sources; suggest approaches and methods for solving problems; identify one or two variables relevant to an investigation; recognize the way in which an experiment is unfair if the relevant variables are not controlled; reflect on methods used in investigations and their effectiveness).

f. Make and test predictions (for example, students will observe similarities and differences; guess and suggest what will happen next in

structured situations; based on prior learning and/or observations, suggest outcomes of an investigation; make justified predictions; propose ideas or simple theories that may be explored or tested).

g. Interpret and evaluate data gathered in order g. to draw conclusions (for example, students will sort and classify according to

observable features or selected criteria; look for and recognize patterns in observations; compare results of different investigations; interpret information and offer explanations).

h. Consider scientific models and applications of these models (including their limitations) (for example, students will share findings with

peers informally; represent findings using pictures and models; reflect on and build upon their own current scientific theories and applications; apply scientific knowledge to reconstruct or refine their understandings of the physical, chemical and biological worlds; assess their understanding in light of new data or reconsideration of existing data).

Overall expectations in Science for 3-‐5 year olds (Nursery – Pre-‐k)

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary.

Learning will include the development of the following knowledge, concepts and skills

Possible learning outcomes in science

Transdisciplinary theme: (Nursery and Pre-‐K) Who we are Central Idea: Awareness of our characteristics, abilities and interests informs our learning and development Lines of Inquiry: -‐Our physical and social characteristics -‐Similarities and differences between ourselves and others -‐Personal abilities and interests Key concepts: Form and change Related concepts: growth, identity, similarities and differences

Science strand(s) Living things Science skills

a. Observe carefully in order to gather data.

b. Use a variety of instruments and tools to measure data accurately

c. Use scientific vocabulary to explain their observations and experiences

d. Identify or generate a question or problem to be explored

e. Plan and carry out systematic investigations, manipulating variables as necessary.

f. Make and test predictions g. Interpret and evaluate data gathered

in order to draw conclusions h. Consider scientific models and

applications of these models (including their limitations)

The students will be able to: • Observe and describe physical

characteristics of the human body • Observe and describe the actions

humans can do. • Compare and contrast the physical

similarities and differences of humans • Interpret and evaluate class data

collected on physical characteristics, abilities and interests.



Transdisciplinary theme: (Nursery and Pre-‐K) Sharing the Planet Central Idea: Animals and people interact in different ways, in different contexts Lines of Inquiry: -‐The different roles animals play in people’s lives. -‐Suitability of particular animals for specific functions. -‐ Our responsibility for the well being of animals Key concepts: function, causation and responsibility Related concepts: Characteristics, needs, relationships







f. Make and test predictions g. Interpret and evaluate data

gathered in order to draw conclusions

h. Consider scientific models and applications of these models (including their limitations)

The students will be able to: • Observe and describe the

characteristics of different animals. • Observe and explore the suitability of

animals for specific functions • Interpret and evaluate class data

gathered regarding pets. • Observe the needs of animals that

enable them to stay healthy. • Take responsibility of animals found in

his/her environment.



Transdisciplinary theme: (Nursery and Pre-‐K) How the World Works Central Idea: The Earth’s natural cycles influence the activity of living things. Lines of Inquiry: -‐Natural light cycles (night and day, weather patterns and seasons) -‐Actions people take in response to the Earth’s natural cycles -‐ Patterns of behaviour in living things related to the Earth’s natural cycles. Key concepts: function, connection Related concepts: cycles and behaviour

Science strand(s) Living things Earth and Space Science skills









The students will be able to: • Recognise the light cycles of night and

day and describe using relevant vocabulary.

• Identify the activities that living things do during night and day

• Identify the seasons of the year and the activities people do in the seasons.

• Make simple predictions about the temperature during the daytime in different seasons.

• Use thermometers to measure the temperature during the daytime.

• Predict what different living things do during night and day and according to the seasons and weather.

** Please also see Social Studies Scope and Sequence for this unit.

Overall expectations in Science for 5-‐7 year olds (Kindergarten – Grade 1)

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.



Transdisciplinary theme: (Kindergarten) Who we are Central Idea: We explore the world through our senses Lines of Inquiry: -‐The five senses and how we use them -‐How our senses help us find out about the world -‐How people with sensory impairments compensate. Key concepts: Form and function Related concepts: exploration, role, behaviour

Science strand(s) Living things Science skills:









The students will be able to: • Identify the fives senses and explain

how they are used. • Identify and generate questions to be

explored regarding senses. • Plan and carry out investigations on

the five senses (taste, sight, hearing and touch).

• Make predictions about how we use our senses.

• Interpret data collected from senses investigations.

• Identify sensory impairments and how people compensate.



Transdisciplinary theme: (Kindergarten) How the World Works Central Idea: Weather is constantly changing and it affects the world around us and our daily lives. Lines of Inquiry: -‐ Weather changes we can observe -‐Predicting and recording weather changes -‐ How weather affects life Key concepts: change and connection Related concepts: patterns, sequences, impact and behaviour

Science strand(s) Earth and Space Science skills









The students will be able to: • Identify the different types of

weather. • Identify the seasons of the year and

connect them with weather types. • Identify activities that they carry out

during different seasons. • Identify how humans make choices

regarding clothing and activities according to the weather.

• Compare and contrast weather and seasons around the world.

• Explore extreme weather around the world and how it affects life.

• Use thermometers to measure and record the daily temperature.

• Make predictions of daily weather and temperature.

• Interpret and evaluate weather data collected and observed on weather sites.




Transdisciplinary theme: (kindergarten) Sharing the Planet Central Idea: Plants sustain life in Earth and play a role in our lives Lines of Inquiry: -‐Caring for plants -‐Products we derive from plants -‐ How and why plants are important to life on Earth Key concepts: causation and responsibility Related concepts: characteristics, growth interdependence










The students will be able to: • Identify what plants are and describe

their characteristics. • Identify and observe what

plants/living things need to grow and be healthy.

• Plan and carry out experiments to show what plants need to grow (e.g. give plants/seeds different amounts of water or different amounts of light).

• Make predictions about what plants will need to grow and be healthy.

• Interpret the results from the investigations and make conclusions.

• Identify why plants are important to life on Earth.

• Show responsibility when caring for plants

• Identify and observe what plants are used for and what products we derive from plants.



Transdisciplinary theme: (Grade 1) Who we are Central Idea: Although the human body looks different from one person to another, it works in the same way. Lines of Inquiry: -‐The parts of the human body. -‐Human’s physical similarities and differences -‐ How our body works (body systems) Key concepts: form and function Related concepts: systems, identity, similarities and differences










The students will be able to: • Identify the parts of the human body • Observe and identify physical

similarities and differences. • Show an appreciation that everybody

has unique physical features and that the differences are natural.

• Identify and explore body systems (use scientific models of body systems)

• Identify and generate questions to be investigated about the human body and its systems.

• Plan and carry out simple investigations regarding how the body works e.g. lung capacity and heart rate, muscles.

• Make predictions. • Interpret data collected and draw

conclusions.



Transdisciplinary theme: (Grade 1) How the World Works Central Idea: Materials behave and interact in certain ways that determine how they are used Lines of Inquiry: -‐Materials and where they come from -‐Behaviour of materials -‐Changing properties of materials -‐How materials are used in relation to their properties Key concepts: form, causation and change Related concepts: properties, transformation, similarities and differences.

Science strand(s) Materials and matter Science skills









The students will be able to: • Identify the different types of

materials and where they come from. • Explore and identify the properties of

materials. • Make and test predictions about

properties of materials. • Plan and carry out investigations to

find out the properties of materials • Plan and carry out investigations to

find out how the properties of materials can change e.g. heating, freezing.

• Know how materials can change into a solid, liquid and gas.

• Describe observable changes (including changes of state) that occur in materials

• Interpret data collected and draw conclusions.

• Apply understanding of properties of materials in order to match materials to purpose.



Transdisciplinary theme: (Grade 1) Sharing the Planet Central Idea: People make choices to support the sustainability of the Earth Lines of Inquiry: -‐The choices people make regarding their waste. -‐The impact of waste on the environment -‐Balance between meeting human needs and the environment Key concepts: form and function Related concepts: systems, identity, similarities and differences

Science strand(s) Living things Earth and Space Science skills









The students will be able to: • Identify the different ways people

generate and dispose of waste. • Describe the impact of waste on the

environment. • Carry out waste surveys in the local

community (home, school, Chieri) • Interpret survey data and draw

conclusions. • Identify/generate a question or

problem to explore in relation to waste, humans and the environment.

• Take responsible action with regards to personal waste and the environment.

** Please also see Social Studies Scope and Sequence for this unit

Overall expectations in Science for 7-‐9 year olds (Grade 2 – 3)

Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-‐related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.



Transdisciplinary theme: (Grade 2) Who we are Central Idea: Eating well, exercising, rest and practicing good hygiene are important for good health. Lines of Inquiry: -‐A balanced diet and good hygiene -‐The importance of exercise and rest -‐Our personal health Key concepts: connection and responsibility Related concepts: health, choice and balance










The students will be able to: -‐ identify the food groups and what

makes a balanced diet (food pyramid). -‐ Identify the role exercise and rest

plays in a healthy lifestyle -‐ Make and test predications about the

amount of sugar found in certain drinks and food.

-‐ Plan and carry out a simple investigation to find out how much sugar is in certain drinks and food.

-‐ Plan and carry out simple investigations to find out the effects of exercise on the body (pulse rate, fitness tests)

-‐ Apply their understanding of good health (diet, exercise, hygiene and rest) to make personal choices.



Transdisciplinary theme: (Grade 2) How the World Works Central Idea: Understanding the properties of air, allow people to use it. Lines of Inquiry:

-‐ The evidence of the existence of air -‐ What air can do and how we use it -‐ The relationship between air, light and

sound. Key concepts: connection and function Related concepts: flight, energy and relationships

Science strand(s) Forces and Energy Science skills:









The students will be able to: -‐ Investigate and identify the properties

of air. -‐ Make and test predictions about the

properties of air and what it can do. -‐ Interpret and evaluate findings from

investigations on air. -‐ Draw conclusions from air

investigations. -‐ Explore the different uses of air (e.g.

transportation, recreation). -‐ Reflect on the impact of air on living

things. -‐ Apply understanding about the

properties of air (e.g. make a windmill, a model aeroplane, a seed spinner).

-‐ Explore links between air, light and sound.



Transdisciplinary theme: (Grade 2) Sharing the Planet Central Idea: Habitats provide all living things with what they need to survive. Lines of Inquiry: -‐Habitats and the plants and animals that live there. -‐How habitats change -‐The impact of changes on habitats Key concepts: change and perspective Related concepts: adaptation and survival










The students will be able to: -‐ Identify different habitats and their

distinguishing features including the plants and animals that live there.

-‐ Identify how habitats provide living things with what they need to survive

-‐ Generate questions or problems regarding habitats and changes.

-‐ Make links between different features of habitats and the specific needs of living things.

-‐ Explore and identify the reasons why habitats change.

-‐ Assess the impact of changes on habitats on living things.

-‐ Explore how living things adapt to changing habitats.

-‐ Consider all points of view when evaluating the reasons why habitats change.




Transdisciplinary theme: (Grade 3) How the World Works Central Idea: The physical features of Earth have been formed over time and are still changing Lines of Inquiry: -‐The different features that make up planet earth and how they affect one another. -‐How and why the earth changes and the impact this has; natural disasters -‐The evidence that the earth has changed and is continuing to change Key concepts: connection and change Related concepts: formation

Science strand(s) Earth and Space Materials and Matter Science skills:









The students will be able to: -‐ Identify the physical features of the

earth. -‐ Identify and locate on a map the

physical features of Italy and their characteristics including flora and fauna (rivers, mountains, hills and plains) Italian objectives

-‐ Describe how natural phenomena shape the planet

-‐ Make connections between the physical features of the earth and how they affect one another.

-‐ Generate questions regarding how and why physical features change and the impact this has.

-‐ Identify the evidence that the Earth has changed and will continue to change (landforms, erosion, rivers and their paths)

-‐ Reflect on a range of sources and explanations as the why the Earth changes.




Transdisciplinary theme: (Grade 3) How we organize ourselves Central Idea: Inventions and technology change the way society is organized and functions Lines of Inquiry: -‐inventions and technology (present, past and future) -‐How inventions and technology work (scientific principles – forces, simple machines). -‐The impact of inventions and technology on the organization of society and the environment. Key concepts: function and change Related concepts: technology, forces and ingenuity

Science strand(s) Forces and Energy Science skills:









The students will be able to: -‐ Identify inventions and technology

from the past and present and the reasons why they were invented.

-‐ Describe the impact of technology and inventions on the organization of society and the environment (positive and negative affects)

-‐ Explore how inventions and technology work.

-‐ Plan and carry out investigations on forces and simple machines (e.g. pulleys, levers, wheel and axle)

-‐ Make predictions on how inventions work.

-‐ Interpret and develop an understanding of how inventions work from simple investigations and considering scientific models.

-‐ Make predictions about future inventions and technology based on future needs.



Transdisciplinary theme: (Grade 3) Sharing the Planet Central Idea: The earth has natural resources that are unevenly distributed and overused. Lines of Inquiry: -‐The distribution of natural resources (water, fertile soil and clean air) -‐How we use these resources and the implications of overuse. -‐Our responsibility for protecting these resources Key concepts: responsibility and reflection Related concepts: distribution and conservation


Science strand(s) Earth and Space Science skills:









The students will be able to: -‐ Identify the earth’s natural resources and

locate their distribution on a world map (fresh water, sea water, fertile soils, desert, clean air, polluted air).

-‐ Describe the problems that arise with uneven distribution of natural resources (starvation, ill health, wealth, conflict).

-‐ Explore and reflect on how the resources are used by humans and the implications of overuse. (pollution e.g. acid rain, water and soil pollution) drought, soil erosion, infertile soil.

-‐ Plan and carry out investigations/simulation models of the water cycle to understand the cycle of fresh water (evaporation and condensation)

-‐ Make predictions and test them. -‐ Reflect on scientific models and

hypothesis of the overuse of natural resources e.g. pollution.

-‐ Propose solutions to overuse and uneven distribution of natural resources.

-‐ Take responsible action locally to help protect the natural resources

Overall expectations in Science for 9-‐12 year olds (Grade 4 – 5)

Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and they will recognize that change may be affected by one or more variables. Students will reflect on the impact that the application of science, including advances in technology, has had on themselves, society and the environment. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will examine ethical and social issues in science-‐related contexts and express their responses appropriately. They will use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.



Transdisciplinary theme: (Grade 4) How the World Works Central Idea: All living things have life cycles characterized by physical change. Lines of Inquiry:

-‐ The characteristics of living things -‐ The significant phases of life cycles -‐ Factors which can cause variability in a

life-‐cycle Key concepts: form and change Related concepts: cycles and sequences










The students will be able to: -‐ Identify the characteristics of living

things -‐ Use microscopes to identify the

features of cell from different living things

-‐ Plan and carry out investigations to find out what is necessary for plants and seeds to grow (change one variable at a time e.g. water, sunlight, temperature).

-‐ Make predictions -‐ Interpret the results and draw

conclusions form the findings. -‐ Compare findings to scientific models

of what plants need to grow. -‐ Identify, describe and compare the life

cycles of a variety of living things (use vertebrate and invertebrate classification key)

-‐ Investigate the factors that can cause variability in a plant and animal lifecycle.



Transdisciplinary theme: (Grade 4) Sharing the Planet Central Idea: Our actions can affect ecosystems and the organisms living in them Lines of Inquiry:

-‐ The different kinds of ecosystems and their components

-‐ The relationships between the components of an ecosystem.

-‐ Significant events that affect the balance of an ecosystem

-‐ Actions we can take to protect ecosystems.

Key concepts: Responsibility and reflection Related concepts: relationships, balance and interdependence

Science strand(s) Living Things Earth and Space Science skills:









The students will be able to: -‐ Identify the different biomes and

where they are located -‐ Observe different ecosystems locally

and globally and identify their components.

-‐ Describe the interactions between the different components of an ecosystem.

-‐ Describe how events can impact an ecosystem both positively and negatively e.g. waste disposal and agriculture, sustainable farming procedures, building on land)

-‐ Propose actions that can be taken to protect ecosystems (locally and globally)

-‐ Organize a food chain which explains the producers, consumers, and decomposers.




Transdisciplinary theme: (Grade 4) Who we are Central Idea: Learning is a fundamental characteristic of humans that connect them to the world. Lines of Inquiry:

-‐ What learning is -‐ The functions of the brain -‐ Similarities and differences in our

learning styles. Key concepts: form, function and reflection Related concepts: behaviour, similarities and differences.

Science strand(s) Living Things Science skills:









The students will be able to: -‐identify and explain what learning is and recognize the different learning styles. -‐ Carry out an experiment for each of the senses and reflect on results. -‐Explore their own preferred learning styles and observe how others learn best. -‐ carry out personal learning style surveys -‐identify and explain the functions of the brain and make connections between the brain and the learning styles. -‐ Plan and carry out learning style investigations to help others discover their preferred learning style. -‐ Interpret the results considering scientific models of learning to draw conclusions about learning.



Transdisciplinary theme: (Grade 5) How the world works Central Idea: Energy may be converted, transformed and used to support human progress. Lines of Inquiry:

-‐ Different forms of energy (renewable and non-‐renewable)

-‐ How energy is used (transformation) -‐ The impact of energy use on society

and the environment. -‐ Sustainable energy practices

Key concepts: function and responsibility Related concepts: conservation, resources and transformation

Science strand(s) Forces and Energy Earth and Space Science skills:









The students will be able to: -‐Identify and describe what energy is and the different forms of energy. -‐ Explain the differences between renewable and non-‐renewable forms of energy. -‐ Demonstrate and explain how different forms of energy are used/transformed -‐Observe how water is used to create energy at the hydro-‐electric plant. -‐ investigate how energy can be transformed and converted into electrical energy to light up our houses, power our utensils etc. -‐ Interpret findings and consider scientific principles to make conclusions. -‐Explain the impact of energy on society and the environment both positive and negative. -‐ Examine the sustainable ways in which the community (locally and globally) uses energy sustainably. -‐ Take action (suggest ways) to improve the sustainable use of their personal energy use as well as their local community (school)




Transdisciplinary theme: (Grade 5) Who we are Central Idea: Adolescence is a natural transition from childhood to adulthood. Lines of Inquiry:

-‐ Physical, emotional and social changes.

-‐ Increased responsibility for personal hygiene and nutritional choices.

-‐ Making informed choices about our well-‐being.

Key concepts: change and responsibility Related concepts: reproduction, maturity and well-‐being

Science strand(s) Living Things Science skills:









The students will be able to: -‐ Identify and explain the stages in the

lifecycle of the human. -‐ Identify and explain the physical

changes that adolescents experience. -‐ Generate questions to be explored

regarding physical, emotional and social changes adolescents experience.

-‐ Identify and explain the human reproductive system.

-‐ Explain the process of human fertilization, the stages of pregnancy and birth giving.

-‐ Explore the importance of personal hygiene and nutritional choices.

-‐ Investigate healthy food choices. -‐ Explore the effects of substance

abuse. -‐ Make informed choices about their

well-‐being by considering scientific models and information.

Documents

IST science scope and sequence - The International School ... · PDF fileresources!of!the!planet.!! Materials’and ... Sharing!the!Planet!! ... IST science scope and sequence