Frame Ask your students if they, or a family member, have a collection? If children are unfamiliar with what a collection is, explain that it is a group of items with similar qualities, often related to a hobby or special interest of a person. Ask your students if they could start a collection, what would it be? (Comic books? Dolls? Robots?)
Focus Tell your students you will be watching a clip from Dinosaur Train, ask them to watch and identify where Don finds the items that are part of his nature collection.
Follow-Up Ask your students:
“Did Don find all of the items in his space collection in the same location?” (No, he finds things for his collection in many locations when he travels the Dinosaur Train)
“Did he find all of the items in his space collection at the same time?” (No, Don finds items for his collection at different times)
“What types of items would you put into a nature collection?“ (Accept all answers and list on the board)
“Are there any items that don’t belong in a nature collection on the board?” (Ask student to explain why or why not)
Head Start Child Development and Early Learning Framework
1.1 ( Prekindergarten ): Uses senses and tools, including technology, to gather information, investigate materials, and observe processes and relationships.
1.3 ( Prekindergarten ): Participates in simple investigations to form hypotheses, gather observations, draw conclusions, and form generalizations.
1.4 ( Prekindergarten ): Collects, describes, and records information through discussions, drawings, maps, and charts.
1.5 ( Prekindergarten ): Describes and discusses predictions, explanations, and generalizations based on past experience.
2.1 ( Prekindergarten ): Observes, describes, and discusses living things and natural processes.
College and Career Readiness Standards for Adult Education
R.3.AE ( Level D (6-8) ): Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
R.3.AE ( Level E (9-12) ): Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Benchmarks for Science Literacy
12A/P1 ( Grades: K-2 ): Raise questions about the world and be willing to seek answers to these questions by making careful observations and trying things out.
12D/P2 ( Grades: K-2 ): Draw pictures that portray some features of the thing being described.
12E/P1 ( Grades: K-2 ): Ask "How do you know?" in appropriate situations and attempt reasonable answers when others ask the same question.
1A/P1 ( Grades: K-2 ): When a science investigation is done the way it was done before, we expect to get a very similar result.
1A/P2 ( Grades: K-2 ): When a science investigation is done again in a different place, we expect to get a very similar result.
1C/P3 ( Grades: K-2 ): A lot can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them in the classroom.
5A/P1 ( Grades: K-2 ): Some animals and plants are alike in the way they look and in the things they do, and others are very different from one another.
5C/P2 ( Grades: K-2 ): Most living things need water, food, and air.
5D/P2 ( Grades: K-2 ): Living things are found almost everywhere in the world. There are somewhat different kinds in different places.
5F/P1 ( Grades: K-2 ): Different plants and animals have external features that help them thrive in different kinds of places.
6A/P2 ( Grades: K-2 ): People need water, food, air, waste removal, and a particular range of temperatures in their environment, just as other animals do.
6B/P1 ( Grades: K-2 ): All kinds of animals have offspring, usually with two parents involved.
NSTA National Science Education Standards
2.1 ( Grades: K-12 ): Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems.
2.3 ( Grades: K-12 ): Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements. Different terms, such as "hypothesis," "model," "law," "principle," "theory," and "paradigm" are used to describe various types of scientific explanations. As students develop and as they understand more science concepts and processes, their explanations should become more sophisticated. That is, their scientific explanations should more frequently include a rich scientific knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criticism and uncertainty, and a clearer demonstration of the relationship between logic, evidence, and current knowledge.
5.1 ( Grades: K-12 ): Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function. Function frequently relies on form. Understanding of form and function applies to different levels of organization. Students should be able to explain function by referring to form and explain form by referring to function.
A.1.1.a ( Grades: K-4 ): This aspect of the standard emphasizes students asking questions that they can answer with scientific knowledge, combined with their own observations. Students should answer their questions by seeking information from reliable sources of scientific information and from their own observations and investigations.
A.1.2.a ( Grades: K-4 ): In the earliest years, investigations are largely based on systematic observations. As students develop, they may design and conduct simple experiments to answer questions. The idea of a fair test is possible for many students to consider by fourth grade.
A.1.3.a ( Grades: K-4 ): In early years, students develop simple skills, such as how to observe, measure, cut, connect, switch, turn on and off, pour, hold, tie, and hook. Beginning with simple instruments, students can use rulers to measure the length, height, and depth of objects and materials; thermometers to measure temperature; watches to measure time; beam balances and spring scales to measure weight and force; magnifiers to observe objects and organisms; and microscopes to observe the finer details of plants, animals, rocks, and other materials. Children also develop skills in the use of computers and calculators for conducting investigations.
A.2.1 ( Grades: K-4 ): Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world.
A.2.2 ( Grades: K-4 ): Scientists use different kinds of investigations depending on the questions they are trying to answer. Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
A.2.5 ( Grades: K-4 ): Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations.
C.1.1 ( Grades: K-4 ): Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.
C.1.2 ( Grades: K-4 ): Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking.
C.1.3 ( Grades: K-4 ): The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues.
C.2.1 ( Grades: K-4 ): Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms.
C.2.2 ( Grades: K-4 ): Plants and animals closely resemble their parents.
C.3.1 ( Grades: K-4 ): All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
C.3.2 ( Grades: K-4 ): An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
D.2.1 ( Grades: K-4 ): The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
E.1.2.a ( Grades: K-4 ): Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety.
E.2.5 ( Grades: K-4 ): Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
F.1.3 ( Grades: K-4 ): Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.