Kindergarten Science Scope and Sequence

WHCSD Scope and Sequence

Kindergarten

Science

2016-2017

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

Unit 1:

Daily and Seasonal Changes (Earth and Sky)

1st Quarter

Unit 2:

Daily and Seasonal Changes (Earth and Sky)

2nd Quarter (Early)

Unit 3:

Properties of Everyday Objects and Materials (Objects)

2nd Quarter (Late)

Unit 4:

Properties of Everyday Objects and Materials (Objects)

3rd Quarter (early)

Unit 5:

Physical and Behavioral Traits of Living Things (Living and Nonliving Things/Plants and

Animals)

3rd Quarter (late)

Unit 6:

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.

Course Length

Total number of instructional days in school year:

Total number of instructional days for all units included in Scope and Sequence:

176

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

Resources

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

UNIT 1 STANDARDS

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K.ESS.1 Weather changes are long term and short term.

Weather changes occur throughout the day and from day to day.

Air is a nonliving substance that surrounds Earth and wind is air that is moving.

Wind, temperature and precipitation can be used to document short-term weather changes that are

observable.

Yearly weather changes (seasons) are observable patterns in the daily weather changes.

(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)

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Pearson Interactive

Science Chapter 4 Earth

and Sky

ODE Model Curriculum

Wonders Resources

Rainy Weather- audio

stream

Levelled Readers

Associated with WeatherAn Arctic Life for Us, Heat

Wave, Kate and Tuck,

(weather appropriate

clothing), Weather All

Around, Weather is Fun,

Bad Weather

Weekly Opener VideoWeather Together- How

can weather affect us?

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*During this unit set up systems and routines about working in pairs and collaborative groups.

Spiraling

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RI.K.1 - With prompting and support, ask and answer questions about key details in a text.

RI.K.5 - Identify the front cover, back cover, and title page of a book.

RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or

information in a text.

RI.K.10 - Actively engage in group reading activities with purpose and understanding.

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.

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Resources

UNIT 2 LENGTH:

Days/Weeks

10

UNIT 2 STANDARDS

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K.ESS.2 The moon, sun and stars are visible at different times of the day or night.

The moon, sun and stars are in different positions at different times of the day or night. Sometimes

the moon is visible during the night, sometimes the moon is visible during the day and at other

times the moon is not visible at all. The observable shape of the moon changes in size very slowly

throughout each day of every month. The sun is visible only during the day.

The sun¡¯s position in the sky changes in a single day and from season to season. Stars are visible

at night, some are visible in the evening or morning and some are brighter than others.

(Observe the sun¡¯s position during different times of the day. Discuss/experiment with how

shadows are formed. Use question starter prompts to get scholars thinking about asking

questions. Great opportunity for anchor charts for asking questions).

SIA: SIA.1

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SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10

Spiraling

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.

Pearson Interactive

Science Chapter 4 Earth

and Sky

ODE Model Curriculum

Leveled Readers

Mouse¡¯s Moon Party,

Our Sun is a Star, How

the Sun and the Moon

Found Home

Interactive Read AloudA View from the Moon

The Foxes Build a

Home- scientific facts

about sunrise and

sunset.

Resources

UNIT 3 LENGTH:

Days/Weeks

10

UNIT 3 STANDARDS

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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

Spiraling

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SIA. 1, SIA. 2, SIA. 4, SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10

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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).

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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

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.

2016-2017

Resources

UNIT 4 LENGTH:

Days/Weeks

12

UNIT 4 STANDARDS

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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).

Spiraling

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Pearson Interactive

Science Chapter 5

Objects

ODE Model Curriculum

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

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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).

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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.

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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

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

Resources

UNIT 6 STANDARDS

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K.LS.2 Living things have physical traits and behaviors, which influence their survival.

Living things are made up of a variety of structures. Some of these structures and behaviors

influence their survival.

(The focus is not on naming the parts of living things, but associating through interaction

and observation that living things are made of parts, and because of those parts, living

things can do specific things).

Spiraling

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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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Pearson Interactive

Science Chapter 3

Living and Nonliving

Things

ODE Model Curriculum

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