Curriculum Map

Common Core Standards

Fulton Independent School District

Subject/Course: / Science
Grade: / Kindergarten
Revision Date:
Timeline
(Days or weeks/dates) / Kentucky Core Assessment
Standard / Learning Target / Introduce
Progressing
Master
Review
On Going
(all must get to “M”) / Assessment / Lesson/Content / Common Core Standard(s) from an Earlier Grade/course that Was/Were no Part of Core content 4.1
Weeks 3-4 / K.LS1-1: Students will use observations to describe patterns of what plants and animals (including humans) need to survive. / I can tell the difference in living or nonliving objects. / I / Quick write / Harcourt Science: Unit B Plants
Weeks 5-7 / K.ESS2-2: Students will construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K.ESS3-1: Students will use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. / I can sort animals by their sizes, shapes, and body coverings. / I / Sorting of animal pictures; response cards / Harcourt Science: Unit A Animals; Informational text on animals
Weeks 8-10 / K-ESS2-1: Students will use and share observations of local weather conditions to describe patterns over time. / I can describe parts of fall. / I / TE: spider; verbal / Informational text about fall
Weeks 11-12 / K-LS1-1: Students will use observations to describe patterns of what plants and animals (including humans) need to survive. / I can tell the basic needs of a plant.
I can name the parts of a plant.
I can describe a plant life cycle. / I / TE: concept map; sequence activity / Thematic unit: Pumpkins, informational text: Life Cycle of a Pumpkin
Week 13-14 / K.ESS3-1: Students will use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. / I can identify the features of a spider.
I can discuss the purpose of my bones. / I
I / TE: spider,
TE: graphic organizer (fist) / Thematic unit: spiders
Skeleton models, Our Skeletons
Week 15-16 / K-ESS3-1: Students will use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. / I can describe a bat and its needs.
I can explain that sound travels through our ears and that it’s caused by vibrations. / I / Fact/opinion activity, flying bats booklet / Thematic unit on bats using informational text
Weeks 17 / K-PS2-1: Students will plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. / I can demonstrate and explain how magnets work. / I / Performance activity, teacher observation / Center activities, Newbridge Unit:Magnets
Week 18 / K-LS-1: Students will use observations to describe patterns of what plants and animals (including humans) need to survive. / I can use my senses to survive. / I / Story details worksheet / Thematic Unit: Polar Express, Evergreens, Smell Jars
Weeks 19-20 / K-ESS2-1: Students will use and share observations of local weather conditions to describe patterns over time. / I can explain the ways winter affects me. / I / Verbal
TE:
Tic-tac-toe;
TE: Three’s a Crowd / Thematic unit: Winter, informational texts
Weeks 21-22 / K-ESS2-1: Students will use and share observations of local weather conditions to describe patterns over time.
K-ESS3-2: Students will ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. / I can list the elements of weather.
I can recognize tools in gathering weather information. / I / Teacher observation: weather chart
TE: See It, Say It, Show It(elements) / Thematic unit: weather; daily calendar weather activities; Big Book-Checking the Weather from Houghton Mifflin (theme 6); video called “What Makes Weather?”
Week 23 / K-PS3-1: Students will make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2: Students will use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. / I can explain what causes shadows.
I can construct a cover to protect from the sun. / I / Sunny day playground activities(shadows)
Constructing sunglasses / Informational texts on the sun; Groundhog Unit
Weeks 24-25 / K-PS3-2: Students will use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. / I can show the water cycle on a concept map to describe the warming effect of sunlight.
I can discuss the three forms of water. / I / Verbal explanation using concept map / Ice and snow experiments; concept map project; Sophie the Snowflake
Week 26 / K-LS1-1: Students will use observations to describe patterns of what plants and animals (including humans) need to survive. / I can explain how to take care of my teeth.
I can discuss why my teeth are important to me. / I / Verbal / Dental Health Kit from Colgate; visit from a dentist; coke/egg experiment
Weeks 27-28 / K-PS2-2: Students will analyze data to determine if a design solution works as intended to change the speed or direction of an object with push and pull. / I can demonstrate the concepts of push, pull, balance and motion. / I / Demonstrations / Science Big Book units; Push and Pull; Simple Machines
Week 29 / K-ESS3-1: Students will use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. / I can draw and describe a food chain. / I / Student generated food chain / Informational texts on food chains; United Streaming video on food chains and how energy is transferred.
Week 30-31 / K-PS3-1: Students will make observations to determine the effect of sunlight on Earth’s surface. / I can recognize that light travels in a straight line. / I / Verbal; Teacher observation/ questioning during prism experiment / Prisms for experiment with outside light; Magic School Bus on how light travels; informational texts on rainbows
Week 32-33 / K-PS3-1: Students will make observations to determine the effect of sunlight on Earth’s surface. / I can describe the difference between night and day.
I can list other objects in the sky. (planets, clouds) / I / TE: compare/contrast night and day; illustrate the sun and all planets / Magic School Bus on the planets and solar system; power point on planets
Week 33-34 / K-ESS3-3: Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. / I can explain ways to recycle. / I / Sorting activity: recyclable and non-recyclable / Informational texts; Magic School bus video on recycling
Weeks 35-36 / K-LSS1-1: Students will use observations to describe patterns of what plants and animals (including humans) need to survive. / I can define what a fossil is and what it can tell us from long ago. / I / Teacher questioning; teacher observation during fossil experiment / Book: Fossils Tell of Long Ago; make a clay fossil