Science Activities Manual: K-8
Introduction: All Grade Levels

Four Components For Science Education Derived from a Unique Curricular
Concept And National Science Education Standards Based

SCIENCE ACTIVITIES MANUAL: K - 8

The Science Activities Manual K - 8, World Wide Web Edition (1997), was originally written to aid in the adaptation of a unique curricular concept to the elementary school classroom. Each content objective has been organized into a Tennessee Instructional Model-type classroom connector(s). The system of nomenclature for each content objective is dependent upon a number to indicate the grade level, a single letter which denotes the content topic represented, and finally a number which references the specific content objective.

SCIENCE ACTIVITIES MANUAL: K - 8
AND THE 21ST CENTURY

Since the publication of the Science Activities Manual K - 8, World Wide Web Edition in 1997 teachers from all over the world have expressed an interest in using SAM. The Four Components of Science Education introduced in 1997 will continue to be a bennefit to teachers of science as they adapt the classroom connectors included in SAM while constructing new and challenging curricular efforts.

A significant point in the consideration of employing SAM is the fact that the classroom connectors are based on the National Science Education Standards from a content standpoint and on the unique theme approach which was the basis for the 1997 version of the Design Foundation. Thus each classroom connector has a double focus. There is content to be delivered and an assigned delivery theme to carry out the act. An additional asset is that the classroom connectors because of the way they are written allow for a great deal of flexibility in grading up or down to meet the needs of a particular curricular design.

In this day and age of "high stakes testing" any curricular plan should begin with a bank of content objectives/learning expectations. Needless to say the bank should begin with those content objectives/learning expectations on which the State testing program is based. In reality the bank should then have additions reflecting the expectations of the local school system and individual school grade/benchmark teachers. In this way the expertise of all the players will be tapped.

Upon finishing the bank the next step is to locate the classroom connectors to make possible the achieving of the content objectives/learning expectations included in the bank. This is where the writers of SAM hope that the classroom connectors made available by this effort will make the work of the curricular planning committee more efficient. By using SAM classroom connectors that can be used as written or with minor modifications fewer connectors will have to be written anew to meet the requirements of the content objectives/learning expectations bank. The SAM classroom connectors are not copyrighted, but it would be appreciated if a reference to the Science Activities Manual: K-8 would be retained with the inclusion of SAM classroom connectors that are selected for use.



CURRICULAR EMPHASIS BY GRADE LEVEL

Content and Theme



CONTENT EMPHASIS K - 5

G R A D E
Kin 1st 2nd 3rd 4th 5th
PHYSICAL
SCIENCE
Simple Machines/Technology ____ 1A1 ____ 3A1 ____ 5A1
____ 1A2 ____ 3A2 ____ 5A2
____ 1A3 ____ 3A3 ____ ____
____ ____ ____ 3A4 ____ ____
____ ____ ____ 3A5 ____ ____
Electricity/Magnetism 0B1 ____ 2B1 ____ 4B1 ____
0B2 ____ 2B2 ____ 4B2 ____
0B3 ____ ____ ____ 4B3 ____
____ ____ ____ ____ 4B4 ____
____ ____ ____ ____ 4B5 ____
Energy/Light/Heat/Sound 0C1 1C1 2C1 ____ 4C1 5C1
0C2 1C2 2C2 ____ 4C2 5C2
0C3 1C3 2C3 ____ 4C3 5C3
____ ____ 2C4 ____ ____ ____
Matter ____ 1D1 ____ 3D1 ____ 5D1
____ 1D2 ____ 3D2 ____ 5D2
____ ____ ____ 3D3 ____ 5D3
LIFE
SCIENCE
Animals 0E1 1E1 2E1 ____ 4E1 ____
0E2 1E2 2E2 ____ 4E2 ____
____ 1E3 ____ ____ 4E3 ____
0E4 1E4 ____ ____ ____ ____
0E5 ____ ____ ____ ____ ____
Plants 0F1 1F1 2F1 3F1 ____ 5F1
0F2 1F2 ____ 3F2 ____ 5F2
____ ____ ____ 3F3 ____ 5F3
____ ____ ____ 3F4 ____ 5F4
____ ____ ____ 3F5 ____ ____
Anatomy 0G1 1G1 2G1 3G1 4G1 5G1
0G2 ____ 2G2 3G2 4G2 5G2
____ ____ ____ ____ 4G3 5G3
ENVIRONMENTAL
SCIENCE
Habitats/Ecosystems/Biomes ____ 1H1 ____ 3H1 4H1 5H1
____ 1H2 ____ ____ ____ ____
Environmental Education 0I1 ____ 2I1 3I1 4I1 5I1
0I2 ____ 2I2 3I2 4I2 5I2
____ ____ 2I3 ____ 4I3 5I3
____ ____ 2I4 ____ 4I4 ____
EARTH AND
SPACE SCIENCE
Space Science ____ 1J1 ____ 3J1 ____ ____
____ 1J2 ____ 3J2 ____ ____
____ 1J3 ____ 3J3 ____ ____
Meteorology 0K1 ____ 2K1 ____ 4K1 ____
0K2 ____ 2K2 ____ 4K2 ____
____ ____ ____ ____ 4K3 ____
Geology/Earth Structure 0L1 ____ ____ 3L1 ____ ____
0L2 ____ ____ 3L2 ____ ____
____ ____ ____ 3L3 ____ ____
____ ____ ____ 3L4 ____ ____
____ ____ ____ 3L5 ____ ____
Oceanography ____ ____ 2M1 ____ 4M1 5M1
____ ____ 2M2 ____ 4M2 5M2
____ ____ ____ ____ 4M3 5M3
____ ____ ____ ____ 4M4 ____



CONTENT EMPHASIS 6 - 8

G R A D E
6th 7th 8th
PHYSICAL
SCIENCE
Matter ___ 7A1 8A1
___ ___ 8A2
Motions and Forces 6B1 7B1 8B1
6B2 ___ ___
Transformation of Energy 6C1 7C1 8C1
6C2 ___ 8C2
6C3 ___ ___
6C4 ___ ___
6C5 ___ ___
6C6 ___ ___
6C7 ___ ___
LIFE
SCIENCE
Living Systems ___ 7D1 ___
___ 7D2 ___
___ 7D3 ___
___ 7D4 ___
Reproduction and Heredity 6E1 ___ 8E1
Regulation and Behavior ___ ___ 8F1
___ ___ 8F2
___ ___ 8F3
ENVIRONMENTAL
SCIENCE
Populations and Ecosystems 6G1 7G1 ___
6G2 ___ ___
6G3 ___ ___
6G4 ___ ___
Diversity and Adaptations of Organisms ___ 7H1 8H1
___ 7H2 8H2
___ 7H3 8H3
___ 7H4 8H4
EARTH AND
SPACE SCIENCE
Structure of the Earth 6I1 7I1 8I1
6I2 7I2 8I2
6I3 7I3 8I3
___ 7I4 8I4
___ 7I5 ___
___ 7I6 ___
Earth's History 6J1 7J1 ___
___ 7J2 ___
Solar System 6K1 ___ 8K1
___ ___ 8K2



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