Kindergarten Science B
Course Description:
In the kindergarten curriculum, students begin their science foundation. Much emphasis is placed on the 5 senses to help students become scientific observers. In the Life Science unit, students explore the concepts of the structures of birds, fish, snails, earthworms and isopods. Students learn what animals need to survive and the relationship between their needs and where they live. In the Physical Science unit, students begin with a study of natural resources and properties of materials and how those properties determine their use. Students come to understand that humans use natural resources for everything they do and that people affect the world around them. Students will use those materials to build structures, applying physical science core ideas of energy transfer. Students will then apply their knowledge of the materials to investigate pushes and pulls and explore variables to achieve a specific outcome In the Earth Science unit, students develop an understanding of what plants (and animals) need to survive and the relationship between their needs and where they live. Students will engage in observing weather over the course of the year, as well as the impact weather has on living things. As students monitor the local weather, they will experience the patterns and variations in weather and come to understand the importance of weather forecasts to prepare for severe weather. Throughout the course, students learn to engage in Science and Engineering Practices and Cross-Cutting Concepts that help them make connections across scientific concepts and broaden their scientific skills and processes for future problem solving. See attachment for the Next Generation of Science Standards Engineering Practices and Cross-Cutting Concepts.
Course Details:
| Course Title (District): | Kindergarten Science B | ||||||||||
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| Course Title (NCES SCED) : | Science (kindergarten) | ||||||||||
| Course Provider : | Novi Community School District | ||||||||||
| Content Provided By : | Novi Community School District | ||||||||||
| Online Instructor Provided By : | Novi Community School District | ||||||||||
| Standards Addressed : | |||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 03230 |
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How To Enroll:
| Email : | [email protected] |
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| Phone : | 248-675-3159 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- How do people use and affect natural resources?
- How do pushes and pulls affect the way things move?
- Where does wood come from?
- What is made of wood?
- What happens when wood gets wet?
- How can you sink wood?
- How many passengers can a wood raft hold?
- How can you change the shape of wood?
- How are sawdust shavings the same and different?
- How is particleboard made? How is plywood made?
- What is made of paper?
- What makes paper good for writing? What makes it easy to fold?
- What happens when water gets on paper?
- How can new paper be made from old paper?
- How can paper be made strong to form a bowl?
- How are fabrics different?
- What is made of fabric?
- What happens when water gets on fabric?
- How are different kinds of fabric used?
- How can we conserve natural resources?
- What happens to water in sunshine and shade?
- How can we design a structure to keep water cool in sunshine?
- What causes objects to move?
- What happens when objects collide?
- Where can balls roll on the schoolyard?
- How can we change how far a balloon rocket travels?
- What are the parts of a goldfish?
- What do goldfish need to live?
- What do goldfish do?
- How are guppies and goldfish different? How are they the same?
- What birds visit our schoolyard?
- What are the parts of a water snail?
- How can shells be grouped?
- What do land snails do?
- What are the parts of a redworm?
- What do redworms need to live?
- How are the redworms and night crawlers different? How are they the same?
- What are isopods?
- How are pill bugs and sow bugs different? How are they the same?
- How do isopods move?
- What do animals need to live?
- How do people use and affect natural resources?
- How do pushes and pulls affect the way things move?
- How do different organisms live, grow, and respond to their environment?
- A device with camera and microphone enabled
- Headphones/Earbuds
- Access to Google Chrome
- Access to web based learning management platform
Unit 2
Overarching Concepts
Investigation 1: Getting to Know Wood
Investigation 2: Getting to Know Paper
Investigation 3: Getting to Know Fabric
Investigation 4: Getting Things to Move
Unit 3
Overarching Concepts
How do different organisms live, grow, and respond to their environment?
More Detailed List
Investigation 1: Goldfish and Guppies
Investigation 2: Water and Land Snails
Investigation 3: Big and Little Worms
Investigation 4: Pill Bugs and Sow Bugs
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Fully Met | |
| F4. The course allows instructors to control the release of content.* | Fully Met | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Novi Community School District
Date of Review:
05/26/2022
Unit 2 Overarching Concepts
Investigation 1: Getting to Know Wood
Investigation 2: Getting to Know Paper
Investigation 3: Getting to Know Fabric
Investigation 4: Getting Things to Move
Unit 3 Overarching Concepts
Investigation 1: Goldfish and Guppies
Investigation 2: Water and Land Snails
Investigation 3: Big and Little Worms
Investigation 4: Pill Bugs and Sow Bugs
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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Students will need the following: