CURRICULUM FRAMEWORK



ROCHESTER CITY SCHOOL DISTRICT

ELEMENTARY SCIENCE CURRICULUM

KINDERGARTEN

Notes to the Teacher

• This document was based on New York State Core Curriculum K-4 Elementary Science and designed for teachers to use in their development of lessons for standards focused instruction.

• Collaboration in lesson design, instructional delivery, assessment development, and resource application is strongly encouraged across and through the grade levels to establish collegiality, consistency, and continuity.

• In a standards-based educational system lesson development should begin with the content and skills (major understandings and performance Objectives) and integrated with assessment. This framework should be used to articulate the design and activities of the lesson.

• This document should be used to design standards focused instruction that would increase students’ understanding and skills in science as well as improve student preparation and performance on state assessments.

CURRICULUM FRAMEWORK

This curriculum should be used as a lesson planning guide/instructional design for teachers.

The Key Ideas

The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.

The Performance Objectives

The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.

The Major Understanding

The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.

Suggested Assessments

These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.

Vocabulary/Visuals

The essential vocabulary was listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.

The Suggested Activities

The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.

The Conceptual Question

The Conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.

SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING

Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.

Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.

Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.

Presenting Results — using a variety of media to present the solution and to communicate the results.

General Science Process Skills

i. follow safety procedures in the classroom, laboratory, and field

ii. safely and accurately use the following tools:

• hand lens

• ruler (metric)

• balance

• gram weights

• spring scale

• thermometer (C(, F(()

• measuring cups

• graduated cylinder

• timepiece(s)

iii. develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.)

iv. manipulate materials through teacher direction and free discovery

v. use information systems appropriately

vi. select appropriate standard and nonstandard measurement tools for measurement activities

vii. estimate, find, and communicate measurements, using standard and nonstandard units

viii. use and record appropriate units for measured or calculated values

ix. order and sequence objects and/or events

x. classify objects according to an established scheme

xi. generated scheme for classification

xii. utilize senses optimally for making observations

xiii. observe, analyze, and report observations of objects and events

xiv. observe, identify, and communicate patterns

xv. observe, identify, and communicate cause-and-effect relationships

xvi. generate appropriate questions (teacher and student based) in response to observations, events, and other experiences

xvii. observe, collect, organize, and appropriately record data, then accurately interpret results

xviii. collect and organize data, choosing the appropriate representation:

• journal entries

• graphic representations

• drawings/pictorial representations

xix. make predictions based on prior experiences and/or information

xx. compare and contrast organisms/objects/events in the living and physical environments

xxi. identify and control variables/factors

xxii. plan, design, and implement a short-term and long-term investigation based on a student-or teacher-posed problem

xxiii. communicate procedures and conclusions through oral and written presentations

SCIENCE PROCESSING SKILLS

Observing

• Using one or more of your senses to gather information about objects or events

• Seeing, hearing, touching, smelling, or tasting or combinations of these

• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.

• Scientific observations are always recorded

• Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.

Classifying

• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.

• Based on an identification process objects or events can be grouped according to similarities and differences

• Objects or events are placed into categories based on their identifiable characteristics or attributes.

• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information

Comparing and Contrasting

• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems

• Using specific criteria to establish similarities and /or differences between two or more objects or events.

• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.

Inferring

• A statement, reasonable judgment or explanation based on an observation or set of observations

• Drawing a conclusion based on past experiences and observations

• Inferences are influenced by past experiences

• Inferences often lead to predictions

• Taking previous knowledge and linking it to an observation

• An untested explanation

Predicting

• Making a forecast of future events or conditions expected to exist

• Forecasting an expected result based on past observations, patterns, trends, data, or evidence

• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted

• Using an inference to tell what will happen in the future

• Interpolated prediction is made between two known data points

• Extrapolated prediction is made outside or beyond known data points

Measuring

• Making direct and indirect comparisons to a standard unit

• Each measurement has a number and a unit

• Making quantitative observations or comparisons to conventional or non-conventional standards

• Instruments may be used to make reliable, precise, and accurate measurements

Communicating

• Verbal, graphic or written exchange of information

• Describing observations, procedures, results or methods

• Sharing information or observations with charts, graphs, diagrams, etc.

Hypothesizing

• Making a possible explanation based on previous knowledge and observations

• Making an “educated” guess

• Proposing a solution to a problem based on some pertinent information on the problem

• Constructing an explanation based on knowledge of the condition

• Tells how one variable will affect the other variable

• A logical explanation that can be tested

• Identifying variables and their relationship(s)

• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)

Testing a Hypothesis/ Experimenting

• Following a procedure to gather evidence to support or reject the hypothesis

• Applying the scientific method to gather supportive or non-supportive evidence

• Testing variables and drawing conclusions based on the results

• Designing investigations to test hypotheses

• Testing how one variable affects the other

• Following a precise method to test a hypothesis

• Forming conclusions based on information collected

• Controlling variables to isolate how one will affect the other.

• Answering a research question

Making Models

• Creating representations of objects, ideas or events to demonstrate how something looks or works

• Models may be physical or mental representations

• Models can be computer generated

• Displaying information, using multi-sensory representations

Constructing graphs

• Identifying dependent and independent variables and showing relationships

• Showing comparisons between two or more , objects or events

• Distribution of percentages

• Producing a visual representative of data that shows relationships, comparisons or distribution

• Labeling and scaling the axis

• Descriptive data – bar graph

• Continuous data – line graph

• Converting discreet data into pictures

Collecting and Organizing Data

• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems

• Categorizing and tabulating the information to illustrate patterns or trends

• Recording measurements, male drawings, diagrams, lists or descriptions

• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.

• Sorting, organizing and presenting information to better display the results

• Using titles, tables, and units for columns

Analyzing and Interpreting Data

• Looking for patterns, trends or relationships in the arrangement of data

• Deciding what the collection of information means

• Looking at pieces of data to understand the whole

• Looking at the independent and dependent variables and their relationship

• Looking for consistency and discrepancies in the data

• Making sense of the observations, data, etc.

Forming Conclusions

• Making final statements based on the interpretation of data

• Making a decision or generalization based on evidence supported by the data

• Telling whether the data supports the hypothesis or not

• A factual summary of the data

Researching Information

• Asking questions and looking for relevant information to answer it

• Using various methods and sources to find information

• Identifying variables and asking questions about it followed by gathering relevant information.

• Research questions may focus on one variable or the relationship between two variables.

• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem

Formulating Questions

• Asking the who, what, where, when, why, how, what if, of the problem, information, or even

• Using the given information to search for further understanding

• Asking textually explicit questions that can be answered by the text.

• Asking textually implicit questions that are inferential and cannot be answered by the text alone

Estimating

• Making a judgment about the size or number of an item, or attribute without actually measuring it

• Making a judgment based on past experiences or familiarity

Identifying Variables

• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships

• Showing the cause and effect relationship in respect to the variables

• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.

• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).

Controlling Variables

• Keeping variables consistent or constant throughout and experiment

• Controlling the effect or factors that influence the investigation

Forming Operational Definitions

• Tell how an object, item, idea, or model functions works or behaves

• Tells the purpose or the use of the object or model

• Tells what the term means and how to recognize it

Reading scales and instruments

• Identifying the intervals and scales

• Reading or counting the total number of scales , graduations or points

• Identifying initial and final measurements, counts or increments

Calibrating instruments

• Setting the instrument to zero before beginning to use it

• Adjusting the instrument to measure exact with known copies

• Setting the instrument measures to a known standard

Following procedures

• Following a given set of oral or written directions to accomplish a specific task to obtain desired results

Applying formulas

• Using theoretical formulas to a concrete or abstract situation

• Applying a theoretical measurement to a model

• Gathering information from a known condition or situation and substituting the elements or variables into a formula.

Interpreting scientific illustrations

• Looking for connections, sequences and relationships amongst the components

• Identifying individual and multiple relationships

• Categorizing groups and individual entities

• Reading the label or description of the illustration

Sequencing

• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria

• Identifying the elements and organizing them chronologically

Conduct an Investigation

• Identify the question or problem

• Conduct some preliminary research

• Identify the variables

• Develop and follow the procedures

• Make observations and collect data

• Analyze the information and report the results

Identifying Properties

• Selecting items, conditions or events based on specific attributes or features

Evaluating

• Making a judgment of worth or merit based on a set of criteria

• Deciding to approve or disapprove a based on some standard

• Asking how the data was obtained or how the information was collected

• Asking how the investigation was done

Seeking and Providing Evidence

• Searching for and sharing factual information

• Identifying relationships or proofs that support an argument

• Stating specific and significant or relevant information to support an idea, decision or argument

Making decisions

• Gathering relevant information, or evidence to support a choice between alternatives

Manipulating materials

• Handling materials and equipment in a safe, skillfully and in an appropriate manner

Generalizing

• Making a general statements from specifics, particulars, or components

Identifying cause and effect relationships

• Recognizing the influence of the independent variable on the dependent variable

• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome

Constructing tables

• Placing similar information into categories

• Ordering discrete information into groups to develop patterns, trends, etc

• Using columns and rows to distinguish elements and components of the information

Analyzing Results

• Determine the meaning of the data collected

• Identifying specific patterns from the information or effects

• Separating the information to understand the components

Interpreting Graphs

• Identify the variables and categories

• Look for relationships and patterns

• Look for sources of errors

• Asking what is evident from the information

• Can interpolations and extrapolations be made from the data

Interpreting Diagrams

• Tell what the objects, or items represents

• Tell what the diagram is a model of, or represents

• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes

• Tell the sequence of events or the chronology of the elements

• Construct an explanation from the interrelated parts or components

STANDARD 1

ANALYSIS, INQUIRY, AND DESIGN

MATHEMATICAL ANALYSIS

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

ELEMENTARY SCIENCE

Kindergarten

RCSD CURRICULUM

Standard 1: Analysis, Inquiry, and Design – Mathematical Analysis

KEY IDEA 1: Abstraction and symbolic representation are used to communicate mathematically.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|M1.1 Use special mathematical notation and symbolism to communicate |Use plus, minus, greater than, less than, equal to, multiplication, and |Tally categories, items or events and construct bar graphs. |

|in mathematics and to compare and describe quantities, express |division signs. |Tabulate data and develop mathematical representations of the |

|relationships, and relate mathematics to their immediate environment. |Select the appropriate operation to solve mathematical problems |information |

| |Apply mathematical skills to describe the natural world. | |

|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |

| | | |

|Greater than |Categorize and count various objects, events and/or condition and |How can information be represented numerically? |

|Less than |construct bar graphs and tables from the information. | |

|Equal |Measure and group various objects and represent them with mathematical | |

|Equivalent |(in) equalities. | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Standard 1: Analysis, Inquiry, and Design – Mathematical Analysis

KEY IDEA 2: Deductive and inductive reasoning are used to reach mathematical conclusions.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|M2.1 Use simple logical reasoning to develop conclusions, recognizing|Explain verbally, graphically, or in writing the reasoning used to |Compare the numerical values of two sets of objects, conditions, |

|that patterns and relationships present in the environment assist them |develop mathematical conclusions. |situations, or events and describe the comparison. |

|in reaching these conclusions. |Explain verbally, graphically, or in writing patterns and relationships |Explain mathematical relationship between two or more conditions. |

| |observed in the physical and living environment. | |

|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |

| | | |

|Reason |Practice developing explanation of numerical information. |How can numbers be used to represent events, conditions, or |

|Conclusion |Develop a set of steps in presenting numerical information |situations? |

|Relationships | | |

|Patterns | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Standard 1: Analysis, Inquiry, and Design – Mathematical Analysis

KEY IDEA 3: Critical thinking skills are used in the solution of mathematical problems.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|M3.1 Explore and solve problems generated from school, home, and |Use appropriate scientific tools, such as metric rulers, spring scale, |Demonstrate measuring skills by accurately measuring items with |

|community situations, using concrete objects or manipulative materials |pan balance, graph paper, thermometers [Fahrenheit and Celsius], |specific instruments. |

|when possible. |graduated cylinder to solve problems about the natural world. | |

| | | |

|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |

| | | |

|Scientific instrument |Familiarize students with various instruments and how they are used. |Why are instruments used in science to measure? |

|Accurate |Practice measuring objects. | |

|Measurement | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

SCIENCE

STANDARD 6

INTERCONNECTEDNESS

AND

COMMON THEMES

Kindergarten

RCSD CURRICULLUM

Standard 6 - Interconnectedness: Common Themes - Systems Thinking

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|K.I. 6.1 |Observe and describe interactions among components of simple systems. |Identify the key elements in systems. |

|Through systems thinking, people can recognize the commonalities that | |Describe the interactions and relationships of the key elements/ |

|exist among all systems and how parts of a system interrelate and |Identify common things that can be considered to be systems (e.g., a |components. |

|combine to perform specific functions. |plant, a transportation system, and human beings). |List and describe the common characteristics of various systems. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|Interaction | | |

|Relationships |Observe the composition, structure, and operation of various systems and|How are systems designed? |

|Feedback |identify commonalities. |What is a system? |

|Interrelate |Design and build systems to understand how they function. | |

|systems | | |

| | | |

Standard 6 - Interconnectedness: Common Themes - Models

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|K.I. 6.2 |Analyze, construct, and operate models in order to discover attributes |Construct various models to represent objects, structures, or systems |

|Models are simplified representations of objects, structures, or |of the real thing. |Analyze models, diagrams, charts, graphs, etc. for their accuracy in |

|systems, used in analysis, explanation, or design. |Discover that a model of something is different from the real thing but |representing the real world. |

| |can be used to study the real thing. |Use various models to explain various aspects of systems, objects, |

| |Use different types of models, such as graphs, sketches, diagrams, and |conditions or situations. |

| |maps, to represent various aspects of the real world. | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|Model |Engage students in constructing quantitative, qualitative and structural|Why are models used to represent real-world objects or situations? |

|Quantity |models of various objects, situations or events. | |

|Quality |Present models and have students analyze the content or representation. | |

|Representation | | |

| | | |

Standard 6 - Interconnectedness: Common Themes - Magnitude and Scale

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|K.I. 6.3 |Observe that things in nature and things that people make have very |Arrange various objects according to magnitude, size, age, etc. |

|The grouping of magnitudes of size, time, frequency, and pressures or |different sizes, weights, and ages |Develop and explain the criteria for categorizing the various |

|other units of measurement into a series of relative order provides a | |magnitudes. |

|useful way to deal with the immense range and the changes in scale that |Recognize that almost anything has limits on how big or small it can be.|Establish categorical ranges for various measurements. |

|affect behavior and design of systems. | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|Categories |Develop categorical ranges, criteria, and/or orders to group various |In what way do objects, events, situations or conditions relate to |

|Ranges |magnitudes and measured values. |each other? |

|Magnitude | |How can we explain changes in various objects, conditions, events, |

|Scales | |etc.? |

|Ordering | | |

|Ranking | | |

| | | |

Standard 6 - Interconnectedness: Common Themes - Equilibrium and Stability

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|K.I. 6.4 |Observe that things change in some ways and stay the same in some ways. |Identify static equilibrium (constant stability). |

|Equilibrium is a state of stability due either to a lack of changes |Recognize that things can change in different ways such as size, weight,|Identify dynamic equilibrium (stability with change). |

|(static equilibrium) or a balance between opposing forces (dynamic |color, and movement. Some small changes can be detected by taking |Identify equilibrium in various systems. |

|equilibrium). |measurements. |Describe positive feedback (intensify condition). |

| | |Describe negative feedback (regresses or stops condition). |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|Positive feedback (increase/intensify) |Observe how certain conditions stabilize after change. |Why is maintaining equilibrium important? |

|Negative feedback (reverse/stop) |Observe how certain events can influence change. | |

|Stability |Observe how equilibrium is maintained in various systems. | |

|Instability | | |

|Equilibrium | | |

Standard 6 - Interconnectedness: Common Themes - Patterns of Change

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|K.I. 6.5 |Use simple instruments to measure such quantities as distance, size, and|Measure the differences of an object or condition over time to collect|

|Identifying patterns of change is necessary for making predictions about|weight and look for patterns in the data. |changes in dimensions. |

|future behavior and conditions. |Analyze data by making tables and graphs and looking for patters of |Construct graphs, charts, and tables of the measurements to observe |

| |change. |changes. |

| | |Analyze the charts, graphs, and tables for patterns and changes in |

| | |patterns. |

| | |Analyze behaviors, events, and conditions that have patterns of |

| | |change. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|Predictions |Review tables, and graphs that represent data collected over time. |What is a pattern? |

|Patterns |Observe and describe any patterns that are noticeable. |How are patterns developed? |

|Patterns of change |Observe various events (sunrise, sunset, temperature changes, etc.) to | |

|Data |establish patterns. | |

|Observe | | |

|Collect data | | |

Standard 6 - Interconnectedness: Common Themes - Optimization

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|K.I. 6.6 |Choose the best alternative of a set of solutions under given |Identify choices and alternatives for decision making |

|In order to arrive at the best solution that meets criteria within |constraints. |Establish cause and effect based on decision/ choices. |

|constraints, it is often necessary to make trade-offs. |Explain the criteria used in selecting a solution orally and in writing |Select choices/ alternative and give reasons for the choices selected.|

| | |Identify the most significant reasons for making decisions/ choices. |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|Decision |Provide situations and conditions under which choices are to be made and|Why are choices sometimes difficult to make? |

|Choice |develop the concept of criteria for selection. | |

|Alternatives |Establish criteria for making decisions and have student apply to | |

|Input |various situations to determine reliability. | |

|Process | | |

|Output | | |

Standard 1: Analysis, Inquiry and Design — Scientific Inquiry.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|S.1.1 Ask "why" questions in attempts to seek greater understanding |Observe and discuss objects and events. |Record observations (qualitative and quantitative). |

|concerning objects and events they have observed and heard about. | | |

| |Record observations. |Record and articulate appropriate questions based on observations. |

| | | |

| |Construct appropriate questions based on observations |Develop a list of why questions found on an object or event. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|shape |Given an object, create a list of qualitative and quantitative |How many properties can you list about this object? |

|texture |observations about it. | |

|volume |After watching a demonstration of a science experiment have students |How does this object look, feel, smell, sound, etc.? |

|weight |formulate “why” questions about what they observed. | |

| | |Why do we need to describe objects or events? |

| | | |

Standard 1: Analysis, Inquiry and Design

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|S.1.2 Question explanations they hear from others and read about, |Identify similarities and differences between explanations received from|Ask students to compare what they hear, see and read. |

|seeking clarification and comparing them with their own observations and|others or in print and personal observations or understandings. | |

|understandings. | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

|explanation | | |

|similar |Have students compare properties of similar objects. |Why do certain things resemble each other? |

|different | | |

| |Read about demonstration and results and compare the literature with an |How can we tell differences? |

| |actual demonstration. | |

| | | |

| | | |

STANDARD 4

LIVING ENVIRONMENT AND THE PHYSICAL SETTING

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

ELEMENTARY SCIENCE

Kindergarten

RCSD CURRICULLUM

STANDARD 4: Living Environment

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1: Describe the characteristics of and variations between living and nonliving things.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|1.1b Plants require air, water, nutrients, and light in order to live and|Explain why a plant needs air, water, nutrients, and light. |List the items a plant needs in order to grow and survive. |

|thrive. |Explain why a plant is considered a living thing. |Compare the needs of a plant to a non-living thing. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|nutrient |Observe plants in various conditions for growth by limiting some or|Why are plants living things? |

|similar |all of the essential elements. |What are the essential items for plants to live? |

|different |Investigate plant growth under different conditions. | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

STANDARD 4: Living Environment

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1: Describe the characteristics of and variations between living and nonliving things.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|1.1a Animals need air, water, and food in order to live and thrive. |Explain why living things need air, water and food. |List the essential needs of living things. |

| |Compare the need of living things with non-living things. |Identify which items are needed by living things. |

| | |Identify life activities. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|living |Observe the behavior of a living organism (bugs, fish, dogs, etc.) and|What things are necessary to sustain life? |

|non-living |list their activities. |How can we identify living from non-living things? |

| | |What do I need to stay alive? |

| | | |

| | | |

| | | |

| | | |

| | | |

STANDARD 4: Living Environment

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1: Describe the characteristics of and variations between living and nonliving things.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|1.1c Non-living things do not live and thrive. |Compare living and non-living entities based on the criteria of |Classify entities as living or non-living. |

| |breathing, feeding and energy needs. |Identify the behavior(s) of entities and tell whether they are |

| | |living or non-living. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|behavior |Observe non-living things for breathing, feeding, and obtaining |How are non-living things different from living things? |

|non-living |nutrients. | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

STANDARD 4: Living Environment

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1: Describe the characteristics of and variations between living and nonliving things.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|1.1d Non-living things can be human-created or naturally occurring. |Identify the origin of non-living things. |Describe how a non-living thing was made. |

| |Describe some common characteristics of non-living things. |List some human-made non-living things. |

| | |Identify common characteristics of non-living things. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|human-made |Using a sorting of criteria on examples tell whether |Where do non-living things come from? |

|naturally-occurring |Is it alive? | |

|similar |and | |

|different |Where did it come from? | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

STANDARD 4: Living Environment

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1: Describe the relationship among air, water, and land on Earth.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|2.1a Weather is the condition of the outside air at a particular |Describe the outside weather conditions. |Give an example of a weather forecast. |

|moment. |Describe typical weather for each season in Rochester. |Tell how the weather is different in the winter than in the fall. |

| | |List several words used to describe the weather. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|weather |Chart the weather for a week. |What is weather? |

|forecast |Keep track of local weather conditions over a period of time. |Can you describe today's weather? |

|temperature |Interpret a chart to determine the temperature or precipitation for a | |

|thermometer |particular day. | |

|season |Classify the picture according to the season. | |

| | | |

| | | |

| | | |

STANDARD 4: The Physical Setting

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

Performance Indicator 1.1: Describe patterns of daily, monthly, and seasonal changes in their environment.

|Major Understanding |Performance Objectives |Suggested Assessment |

|1.1a Natural cycles and patterns include: | | |

|Earth spinning around once every 24 hours (rotation), resulting in day |Describe the pattern of the moon as it goes through a complete cycle. |Arrange in order pictures of the moon phases as it goes through a |

|and night |Explain how the tilt of the Earth on its axis results in seasons. |complete cycle. |

|Earth moving in a path around the Sun (revolution), resulting in one |Explain how the Earth’s rotation on its axis causes day and night. |Demonstrate how the tilt of the Earth changes from fall to spring |

|Earth year | |causing the seasons. |

|the length of daylight and darkness varying with the seasons | |Draw a picture of the Earth and label the day and night sides. |

|weather changing from day to day and through the seasons | |Label the day and night episodes on the Earth as it rotates. |

|the appearance of the Moon changing as it moves in a path around Earth | | |

|to complete a single cycle | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|natural cycle |Observe and record how the shape of the moon changes over a month’s time.|Why does the weather change from season to season? |

|rotation |Observe how the weather changes over the course of a week, month, and |Why is the daylight long in summer and short in winter? |

|axis |season. | |

|orbit |Chart the amount of daylight on the first day of each month. | |

|revolution |Use a globe and a flashlight to demonstrate: | |

|solar system |The rising and setting of the sun | |

|pattern |The rays of the sun striking the Earth during the four seasons. | |

|weather | | |

|season | | |

|moon phases | | |

STANDARD 4: The Physical Setting

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) |Describe an object using the different senses. |Explain how a pickle is similar to and different from a piece of |

|that can be observed through the senses. |Compare and contrast two given objects. |celery. |

| |Categorize a group of objects based on their physical properties. |Classify eight objects based on their (color, hardness, texture, |

| | |shape, etc.). |

| | |Identify the properties that can be observed through the senses. |

| | |List the properties we use to classify matter. |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | |How can we describe matter? |

|hard |Separate a group of objects based on different characteristics: color, | |

|soft |size, shape, odor, hardness, etc. | |

|odor |Describe the properties of a plant. | |

|properties |Compare a sponge to a chalkboard eraser. | |

|heavy |Identify and apply properties to classify various objects. | |

|light | | |

|parts | | |

|pieces | | |

|whole | | |

|rough | | |

|smooth | | |

|size | | |

|color | | |

|solid | | |

|liquid | | |

|gas | | |

STANDARD 4: The Physical Setting

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|3.1g Some properties of an object are dependent on the conditions of |Describe the change in color that occurs when little or no light is |Pair together pictures of the same objects taken in bright and low |

|the present surroundings in which the object exists. For example: |present compared to a brightly lit room. |light. |

|temperature – hot or cold |Describe how the properties of a liquid change when heat is added or |Explain how snow is different from water. |

|lighting – shadows, color |removed. |Compare the characteristics of items when they are wet and when they |

|moisture – wet or dry | |are dry. |

| | | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|reflectiveness of light |Match descriptions of various objects taken with and without the lights |How can lighting change the way an object looks? |

|moisture |on to the appropriate items. |How do the properties of water change as it freezes? |

|states of matter |Compare and contrast ice and liquid water. | |

|dependent | | |

|independent | | |

| | | |

| | | |

| | | |

| | | |

STANDARD 4: The Physical Setting

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator 3.1: Observe and describe properties of materials, using appropriate tools.

|Major Understanding |Performance Objectives |Suggested Assessment |

| | | |

|3.1f Objects and/or materials can be sorted or classified according to |Describe the relationship between various objects that are grouped |Identify three properties that a group of objects have in common. |

|their properties. |together. |Name two objects and list their similarities/differences. |

| |Describe how objects can be sorted based on different |Identify the large properties that separate similar objects. |

| |properties/criteria. | |

| | | |

| | | |

| | | |

| | | |

|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |

| | | |

|sorting |Classify a group of objects based on one or more characteristic(s). |What properties do objects have in common? |

|properties |Categorize a group of materials in three different ways. |How can we tell the difference or similarities between objects? |

|states of matter | | |

|solid | | |

|liquid | | |

|gas | | |

| | | |

| | | |

| | | |

| | | |

| | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download