Science
	The Lower School Science curriculum is designed to build on a child’s natural wonder and curiosity about the world in which they live. The hope is to inspire a lifelong commitment to the Earth by educating for environmental responsibility, fostering a sense that the Earth must be respected and nurtured.  Inquiry based, hands-on activities allow students to question and to test their ideas and formulate answers through experimentation, “model” building and direct observation.  Following the National Science Teachers Association (NSTA) standards, the kindergarten through the fifth grades are introduced to earth, physical and life sciences, including units in design technology and human body systems.  While this step-wise program prepares students for more advanced courses in the Middle and Upper School by introducing young learners to important scientific concepts, its main goal is to keep their excitement and interest in science “alive” for years to come.

	Kindergarten In kindergarten science students study four main units during the year: “Treasure Boxes,” “Trees,” “Animal Tracking”, and  “Water and Steam and Ice.”  This course begins with students making treasure boxes with collected materials.  Kindergarteners decide how to sort, classify and categorize this collection so that they can use their boxes for further activities.  Students learn to make distinctions between natural and man-made materials, as well as how to group by size, color, shape and texture.  Once objects are sorted into individual boxes, students play “games” with their treasures. In addition, we will sort objects that come from trees and complete a book about the parts and functions of trees. One of the highlights of our tree unit is to sort and classify our apples, which are grown on GFA property. We then use the apples to make cider. During the physical science unit, students become familiar with the properties of water and simple experiments are carried out.  In our unit on sifting and separating, students learn to separate “sinkers and floaters,” magnetic and not-magnetic objects and beans and sand. As part of our winter life science unit, we study local animal tracks and identify tracks in the Audubon property during our annual winter walk. During our spring life science unit we explore signs of spring and record them in our science journals. Zinnia seeds will be started in pots and flowers are taken home for a garden. Grade One In the first grade there are three units studied: “Forest and Fields,” “Light and Sound” and “Our Senses.”  In the fall our natural science unit compares forests and fields.  Plants and animals from each ecosystem are observed in their natural environment and studied in the lab. We will watch as a Monarch Butterfly goes through a complete metamorphosis and analyze the stages of its life. Later, sources and properties of light and sound are explored, along with our senses of seeing and hearing.  The function and structure of these organs are examined using classroom models.  Students test their own senses, including smell, taste and touch, by following simple experiments and recording results in their science journals.  Sunflower seeds are sprouted in our windowsills.  When growth appears, roots and leaves are studied and measured.  Plants are transplanted at the end of the unit to start a sunflower house in the field we have studied at the beginning of the year.

	Grade Two In second grade there are three main units studied: “Ocean Life,” “Air and Flight” and “Nutrition and Digestion.”  The second grade starts the year exploring the question, “What Do Scientists Do?”  During this unit students discover the properties of bubbles.  Through hands-on experiments using different tools and kitchen utensils lessons are learned about the different sizes, shapes and colors of bubbles, as well as, the elasticity of a bubble solution.  The earth science unit investigates the ocean and Long Island Sound.  Key concepts include plant and animal adaptations and factors, which effect these environments, such as tides, currents and pollution.  Sand from different beaches around the world is studied using microscopes to try to determine what can be learned about nearby land.  Students dissect a Bluefish caught locally to see, touch and smell the external and internal organs of a local marine species.  The moon, its influence on tides and its phases, are also studied in this unit. Air is examined as part of the physical science unit. Air is measured using thermometers and wind gauges, and its properties are discussed and tested.  Students design and build a wind or balloon-powered vehicle out of wood and present their cars at the annual Renewable Energy Fair. This is an introduction to the importance of renewable vs. non-renewable resources. The human body’s digestive system and the importance of eating a nutritious diet are studied as part of the spring life science unit and nasturtium seeds are planted as part of the life science unit of this course.

	Grade Three In the third grade we study: “The Salt Marsh,” “Magnetism and Electricity” “Solar Power and Cooking” and “Our Heart and Lungs.” Third graders also start the year exploring the question, “What Do Scientists Do?” by trying to determine the properties of an unknown substance (Oobleck)—cornstarch, water and green food coloring.  The earth science unit focuses on estuaries and the wetland natural community.  Students learn about the natural community members in the salt marsh. Key concepts include marsh ecology, man’s impact on our environment and conservation.  The school’s salt marsh provides students with a natural laboratory to study changes in salinity, tides, pollution and their effects on plant and animal life.  The physical science unit in third grade examines magnetism and electricity. To help students solidify open and closed electrical systems, third graders practice wiring series and parallel circuits using batteries, bulbs, lights and buzzers. Students wire a dollhouse and place lights and fans on the ceilings of the rooms. As part of the Renewable Energy unit, third graders study the benefits of solar power and design and build their own solar cooker to display at the Renewable Energy Fair.  The life science section unit involves planting a pumpkin and squash garden, and studying the human respiratory and circulatory systems.  By planting and growing organic fruits and vegetables and studying about the structure and function of our heart and lungs, students learn the importance of eating a healthy diet and getting regular exercise. Grade Four The fourth grade studies: “Geology: Rocks and Minerals,” “Simple Machines” and “Standing Tall: Muscles and Bones.” In the fall, fourth graders will examine fingerprints as part of their unit on “What Do Scientists Do?”  The earth science unit focuses on geology with emphasis on rocks and minerals.  The main concepts covered are earth’s history, plate tectonics and the rock cycle.  Samples of rocks and minerals are examined in class to help students determine various properties and different ways each are formed.  Field trips to our school beach allow students to hunt for and to find stones for their own rock collection. A highlight of our geology study is learning about geode formation. Each student has the experience of cracking a geode open, exposing the inside of a lava bubble never seen by a human eye. The physical science unit of this course explores simple machines and why they make-work easier for us.  Key concepts include potential and kinetic energy and friction and force. After the basic machines are investigated in depth, pairs of students created a devise incorporating three simple machines to pop a balloon.  At the annual Renewable Energy Fair student continue their study of wind power and create a wind turbine in order to power a light bulb.  In the spring, vegetables and herbs are planted outside the classroom to be harvested in the fall when students return as fifth graders.  The human skeletal and muscular systems are studied as fourth graders by make life size drawings of their own bones and muscles. Grade Five   In the fifth grade we explore five units which include: “Metric Measurement,” “Water, Rivers and Floodplains,” “Mystery Powders,” Photovoltaic Cells,” and “Chick Eggs and Seeds.”  Fifth graders start the year becoming familiar with the metric measurement system. During the fall we discuss the question, “What Do Scientists Do?” while conducting an experiment to determine the amount of water in a carrot.  The scientific method is used to carry out this investigation and a lab report is written.  The earth science unit explores water, rivers and floodplains.  Key concepts investigated are watershed systems, hydroelectric power, water pollution and the importance of conserving wetlands.  River models are used to simulate the work of flowing water and experiments are conducted to determine man’s impact on rivers. Local rivers and water sources are tested to find out their health.  In chemistry students analyze  “Mystery Powders” and use different tests to figure out each substance.  During the physical science unit, students will analyze renewable energy sources and learn how photovoltaic cells convert the suns energy into usable electricity. Students will design and build a solar powered car for the Renewable Energy Fair.  The spring’s life science unit includes incubating chicken eggs and planting a garden with vegetables.  Important concepts studied are egg fertilization, development of chick from embryo to adult and plant pollination.