Kindergarten Science
Structure & Function of Organisms
The student will investigate the structure and function of plant and animal cells.
Recognize Living Things Are Made Up Of Smaller Parts
⎯assemble and take apart objects to determine that most things are made up of parts (K-S[MH/1,2,3] I /IT)
Smaller Parts Contribute to Operation and Well Being of Entire Organisms
⎯observe and describe what happens when an object is missing a part (K-S[MH/1,2,3] I /IT)
Checks for Understanding (Formative/Summative Assessment)
•Use senses and simple tools to make observations.
•Communicate interest in simple phenomenon and plan for simple investigations.
•Communicate understanding of simple data using age appropriate vocabulary.
•Collect, discuss, and communicate findings from a variety of investigations.
•Use puzzles to determine that there are many parts that make up a whole.
•Use building blocks to create a whole from the parts.
•Take apart an object and describe how the parts work together.
Ecology
The student will investigate how living things interact with one another and of nonliving elements of their environment.
Examine Interrelationships Among Plants, Animals, and Their Environment
⎯recognize the distinction between living and nonliving things (K-S[[MH/3,4]I/B)
⎯organisms use the senses to interact and explore the environment (K-S[MH/1] I/B )
⎯recognize that humans have five senses and be able to discriminate among these (K-S[[MH/1]I/B)
⎯know that different organisms tend to be found in different environments(K-S[[MH/2,3,4]I/B)
⎯examine the affect that pollution has on the environment and organisms (K-S[[MH/4,5]I/B)
⎯recognize the differences among plants and animals of the same kind (K-S[[MH/2,3]I/B)
⎯recognize that living things have features that help them to survive in different environments(K-S[[MH/2,3,4]I/B)
Checks for Understanding (Formative/Summative Assessment)
•Use senses and simple tools to make observations.
•Communicate interest in simple phenomenon and plan for simple investigations.
•Communicate understanding of simple data using age appropriate vocabulary.
•Collect, discuss, and communicate findings from a variety of investigations.
Motion & Forces, Forms of Energy
The student will investigate the effects of force on the movement of objects.
Understand Concept that Forces Move Objects (Push/Pull)
⎯recognize that objects can move in different directions and at different speeds (K-S[MH/6] I/IT )
⎯observe and predict how the weight of an object and its position affect balance(K-S[[MH/6]I/IT)
Check for Understanding (Formative/Summative Assessment)
•Use a variety of objects to demonstrate different types of movement.
Understand the Sun’s Purpose
⎯identify the sun as the source of earth’s heat and light energy (K-S[MH/6] I/IT )
Checks for Understanding (Formative/Summative Assessment)
•Place a thermometer in a sunny window and one in a shady area of the classroom and record the temperatures over time. Compare, discuss, and record any temperature differences.
•Investigate the temperature differences in various locations around the school. Discuss and record the results.
•Place a thermometer under pieces of different colored paper on a sunny window. Compare results and discuss possible causes.
Recognize How Sound Is Produced
⎯recognize that sound is produced when objects vibrate(K-S[MH/6] I/IT )
⎯identify different sounds and their sources (K-S[MH/6] I/IT )
Matter
The student will investigate the characteristic properties of matter.
Recognize that Objects Have Observable Properties That Can Change Over Time and Under Different Conditions
⎯describe an object according to its simple properties (K-S[MH/2] I/IT)
Checks for Understanding (Formative/Summative Assessment)
•Observe, identify, and compare the properties of various objects.
•Observe, discuss, and compare characteristics of a variety of solids and liquids.
Life Cycles & Biological Change
The student will investigate the life cycles of different animals and discover biological change.
Study The Life Cycles Of Different Organisms To Discover The Following:
⎯recognize the distinction between living and nonliving things (K-S[[MH/3,4]I/M)
⎯introduce that all living things come from other living things (K-S[MH/2] I /M)
⎯match offspring with their parents (K-S[MH/2] I/M )
⎯recognize that as an organism grows its appearance may change (K-S[MH/2]I /M)
⎯introduce that some plants and animals that formerly inhabited the earth are no longer present on earth (K-S[MH/2] I/M )
Checks for Understanding (Formative/Summative Assessment)
•Categorize objects or images of objects as living or non-living according to their characteristics.
•Use the senses to investigate and describe an object.
•Observe plants and animals and make records of their similarities and differences.
•Record information about the care, feeding, and maintenance of a living thing.
•Observe a plant to identify how it changes as it grows from a seed to the adult plant and record data using nonstandard measurement devices.
•Use a variety of representations to describe similarities and differences among plants and animals.
•Create a mural of an ecosystem and compare the characteristics of animals and plants within that environment.
•Match pictures of animal and plant characteristics needed for survival to appropriate environments.
Earth Features & Resources
The student will investigate the properties, uses, and conservation of earth’s resources as well as the structure of the universe.
Recognize Variety of Earth Materials with Observable and Measurable Properties
⎯recognize a variety of earth materials (e.g., rocks, pebbles, and sand)(K-S[MH/4] I/IT)
Realize Earth Materials Can Be Recycled or Conserved
⎯classify objects as natural or manmade (K-S[MH/4] I /IT)
⎯introduce various methods to conserve Earth’s resource (K-S[MH/4] I/IT )
Checks for Understanding (Formative/Summative Assessment)
•Identify non-living materials found on the school site and discuss how these materials are similar and different.
•Investigate and compare a variety of non-living materials using simple tools.
•Observe familiar environments and make lists of natural and manmade objects.
Space, Weather, & Climate
The student will investigate the relationships among atmospheric conditions, weather, and climate.
Recognize that Different Objects Appear in the Day and Nighttime Sky/Predictable Patterns Occur in the Universe
⎯identify objects that appear in the day and nighttime sky (K-S[MH/5] I/IT )
⎯classify pictures as representative of day or night (K-S[MH/5] I )
Recognize Daily and Seasonal Weather Changes
⎯identify daily weather conditions (e.g., hot, cool, sunny, snowy, and rainy) (K-S[MH/5] I/IT )
Realize that Weather is Associated with Temperature, Precipitation, and Wind Conditions and Can Be Measured using Tools and Instruments
⎯associate clothing and activity choices with various types of weather (K-S[MH/2] I/IT)
⎯introduce the seasons (K-S[MH/5] I/IT)
Checks for Understanding (Formative/Summative Assessment)
•Create a Venn diagram to compare the objects that can be seen in the day and night skies.
•Observe, discuss, and draw objects found in the day and night skies.
•Collect, compare, and record daily weather data during different seasons.
•Infer the relationship between temperature and seasonal change by maintaining a paper chain on which dates are recorded and temperature described according to different colors.
