Kindergarten Science Scope and Sequence
WHCSD Scope and Sequence
Kindergarten
Science
2016-2017
Unit 1: Unit 2: Unit 3: Unit 4: Unit 5:
Unit 6:
Kindergarten Science Scope and Sequence
COURSE OVERVIEW & TIMING This section is designed to help you see the flow of the units/topics across the entire school year.
Unit
Unit Length
Daily and Seasonal Changes (Earth and Sky)
1st Quarter
Daily and Seasonal Changes (Earth and Sky)
2nd Quarter (Early)
Properties of Everyday Objects and Materials (Objects)
2nd Quarter (Late)
Properties of Everyday Objects and Materials (Objects)
3rd Quarter (early)
Physical and Behavioral Traits of Living Things (Living and Nonliving Things/Plants and Animals)
3rd Quarter (late)
Physical and Behavioral Traits of Living Things (Living and Nonliving Things/Plants and Animals)
4th Quarter
OVERALL COURSE TIMING This section is designed to help you compare the number of available instructional days to the number of days accounted for in
the Scope and Sequence.
Total number of instructional days in school year:
Course Length 176
Total number of instructional days for all units included in Scope and Sequence:
99
Science Inquiry and Application (SIA)
During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
SIA 1. Observe and ask questions about the natural environment. SIA 2. Plan and conduct simple investigations. SIA 3. Employ simple equipment and tools to gather data and extend the senses. SIA 4. Use appropriate mathematics with data to construct reasonable explanations. SIA 5. Communicate about observations, investigations and explanations. SIA 6. Review and ask questions about the observations and explanations of others.
WHCSD Scope and Sequence
Kindergarten
Science
2016-2017
First Quarter: Daily and Seasonal Changes This topic focuses on observing, exploring, describing and comparing weather changes, patterns in the sky and changing seasons. During this unit scholars will learn about the four seasons and how the weather patterns change for each season. Scholars will experiment with different methods or make/use tools to collect precipitation amounts (rain, snow or ice) and measure the speed (faster or slower) and direction of wind (which way is the wind blowing?).
UNIT 1 LENGTH: Days/Weeks 27
Resources
UNIT 1 STANDARDS
Spiraling
K.ESS.1 Weather changes are long term and short term.
Pearson Interactive
Weather changes occur throughout the day and from day to day.
Science Chapter 4 Earth
Air is a nonliving substance that surrounds Earth and wind is air that is moving.
and Sky
Wind, temperature and precipitation can be used to document short-term weather changes that are
ODE Model Curriculum
observable.
Wonders Resources
Yearly weather changes (seasons) are observable patterns in the daily weather changes.
Rainy Weather- audio
(Tie into math meeting graphing weather. Create graphs and discuss finding and observations). SIA: SIA.2, SIA.4, SIA.5, SIA.6 (Chapters 1 and 2)
stream Levelled Readers
*During this unit set up systems and routines about working in pairs and collaborative groups.
Associated with WeatherAn Arctic Life for Us, Heat
Wave, Kate and Tuck,
(weather appropriate
RI.K.1 - With prompting and support, ask and answer questions about key details in a text.
clothing), Weather All
RI.K.5 - Identify the front cover, back cover, and title page of a book.
Around, Weather is Fun,
RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or
Bad Weather
information in a text.
Weekly Opener Video-
RI.K.10 - Actively engage in group reading activities with purpose and understanding.
Weather Together- How
can weather affect us?
SECOND QUARTER: Daily and Seasonal Changes This topic focuses on observing, exploring, describing and comparing weather changes, patterns in the sky and changing seasons. During this unit scholars will learn about the four seasons and how the weather patterns change for each season. Scholars will also learn about the different objects in the sky and how they change in appearance during different times of the day.
UNIT 2 LENGTH: Days/Weeks 10
Resources
UNIT 2 STANDARDS
Spiraling
K.ESS.2 The moon, sun and stars are visible at different times of the day or night.
Pearson Interactive
The moon, sun and stars are in different positions at different times of the day or night. Sometimes
Science Chapter 4 Earth
the moon is visible during the night, sometimes the moon is visible during the day and at other
and Sky
times the moon is not visible at all. The observable shape of the moon changes in size very slowly ODE Model Curriculum
throughout each day of every month. The sun is visible only during the day.
Leveled Readers
The sun's position in the sky changes in a single day and from season to season. Stars are visible
Mouse's Moon Party,
at night, some are visible in the evening or morning and some are brighter than others.
Our Sun is a Star, How
(Observe the sun's position during different times of the day. Discuss/experiment with how
the Sun and the Moon
shadows are formed. Use question starter prompts to get scholars thinking about asking
Found Home
questions. Great opportunity for anchor charts for asking questions).
Interactive Read Aloud-
SIA: SIA.1
A View from the Moon
SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10
The Foxes Build a Home- scientific facts
about sunrise and
sunset.
SECOND QUARTER: Properties of Everyday Objects and Materials This topic focuses on the production of sound and on observing, exploring, describing and comparing the properties of objects and materials with which the student is familiar. Students will know learn about the composition and characteristics of objects.
UNIT 3 LENGTH: Days/Weeks 10
Resources
UNIT 3 STANDARDS
Spiraling
K.PS.1 Objects and materials can be sorted and described by their properties.
Objects can be sorted and described by the properties of the materials from which they are made.
Some of the properties can include color, size and texture.
(Standard and nonstandard measuring tools can give additional information about the
environment and can be used to make comparisons of objects and events. Magnifiers can
be used to see detail that cannot be seen with the unaided eye. Familiar objects from home,
the classroom or the natural environment can be explored and investigated).
SIA: SIA. 3
SIA. 1, SIA. 2, SIA. 4, SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10 RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
Pearson Interactive Science Chapter 5 Objects
ODE Model Curriculum Wonders Resources: Sort it Out, GO#17Illustrations and What They Show, GO#16Learning from Illustrations
WHCSD Scope and Sequence
Kindergarten
Science
2016-2017
THIRD QUARTER: Properties of Everyday Objects and Materials This topic focuses on the production of sound and on observing, exploring, describing and comparing the properties of objects and materials with which the student is familiar. Students will know learn about the composition and characteristics of objects.
UNIT 4 LENGTH: Days/Weeks 12
Resources
UNIT 4 STANDARDS
K.PS.2 Some objects and materials can be made to vibrate to produce sound. Sound is produced by touching, blowing or tapping objects. The sounds that are produced vary depending on the properties of objects. Sound is produced when objects vibrate. (Integrate art by having scholars create multiple musical instruments and then compare and contrast the sounds they make. Discuss the materials each instrument is made of and how that affects the sound).
Pearson Interactive Science Chapter 5 Objects
ODE Model Curriculum
Spiraling
SIA. 1, SIA. 2, SIA. 3, SIA. 4, SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10
THIRD QUARTER: Physical and Behavioral Traits of Living Things This topic focuses on observing, exploring, describing and comparing living things in Ohio. Students will learn about the needs of living things and ways animals and plants are alike and different.
UNIT 5 LENGTH: Days/Weeks
10
Resources
UNIT 5 STANDARDS
Spiraling
K.LS.1 Living things are different from nonliving things.
Living things include anything that is alive or has ever been alive. Living things have specific
characteristics and traits. Living things grow and reproduce. Living things are found almost
everywhere in the world. There are somewhat different kinds in different places.
(The focus is on the traits and behaviors of living things not on attributes of nonliving
things).
SIA. 1, SIA. 2, SIA. 3, SIA. 4, SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K. 7, RI.K.10
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
Pearson Interactive Science Chapter 3 Living and Nonliving Things
ODE Model Curriculum Wonders Resources: Story ElementsGO# 47, 48, 49, 54 Unit 5 Week 1 Growing Plants Unit 5 Week 2- The Pine Tree
FOURTH QUARTER: Physical and Behavioral Traits of Living Things This topic focuses on observing, exploring, describing and comparing living things in Ohio. Students will know that living things are made up of a variety of structures. Some of these structures and behaviors influence their survival.
UNIT 6 LENGTH: Days/Weeks
30
Resources
UNIT 6 STANDARDS
K.LS.2 Living things have physical traits and behaviors, which influence their survival. Pearson Interactive
Living things are made up of a variety of structures. Some of these structures and behaviors
Science Chapter 3
influence their survival.
Living and Nonliving
(The focus is not on naming the parts of living things, but associating through interaction
Things
and observation that living things are made of parts, and because of those parts, living things can do specific things).
ODE Model Curriculum
Spiraling
SIA. 1, SIA. 2, SIA. 3, SIA. 4, SIA.5, SIA.6, RI.K.1,RI.K. 2, RI.K.5, RI.K.6, RI.K. 7, RI.K.10
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