Kinder Annual Scope and Sequence – Science2017-2018

Essential Elements – TEKS Knowledge & Skills Embedded throughout each quarter

DCS / TEKS / NGSS / Knowledge & Skills - Description
SRA
1a-c, 2a-c, 3a,b / K.1 / Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student
(A)Identifies and demonstrates safe practices as described in the Texas Safety Standard during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.
(B)Discusses the importance of safe practices to keep self and others safe and healthy.
(C)Demonstrates how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.
SRB
1,2,3a-c,4,5 / K.2 / Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations, Scientific Method. The student
(A) Asks questions about organisms, objects, and events observed in the natural world.
(B)Plans and conducts simple descriptive investigations such as ways objects move.
(C)Collects data and makes observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.
(D)Records and organizes data and observations using pictures, numbers, and words.
(E)Communicates observations with others about simple descriptive investigations.
SRC
1-3 / K.3 / The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student
(A) Identifies and explains a problem such as the impact of littering on the playground and proposes a solution in his/her own words.
(B)Makes predictions based on observable patterns in nature such as the shapes of leaves.
(C)Explores that scientist investigate different things in the natural world and use tools to help in their investigations.
SRD
1,2 / K.4 / Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student
(A)Collects information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums.
(B)Uses senses as a tool of observation to identify properties and patterns of organisms and objects, and events in the environment.
K.ME.1 / K.5A / Matter and energy. The student observes and records properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture.
K.ME.2 / K.5B / Matter and energy. The student observes, records, and discusses how materials can be changed by heating or cooling.
K.FME.1 / K.6A / Matter and energy. The student uses the five senses to explore different forms of energy such as light, heat, and sound.
K.FME.2 / K.6B / Matter and energy. The student explores interactions between magnets and various materials.
K.FME.3 / K.6C / Matter and energy. The student observes and describes the location of an object in relation to another such as above, below, behind, in front of, and beside.
K.FME.4 / K.6D / Matter and energy. The student observes and describes the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, fast and slow, left and right.
K.FME.5 / Matter and energy. The student compares patterns of movement of objects, such as sliding, rolling and spinning.
K.FME.6 / PS2-1 / Matter and energy. The student plans and conducts investigations to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K.FME.7 / PS3-C / Matter and energy. The student understands that a bigger push or pull makes things go faster.
K.FME.8 / PS2-2 / Matter and energy. The student analyzes data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull.
K.FME.9 / PS2-B / Matter and energy. The student plans and conducts investigations to show that when objects touch or collide, they push on one another and can change motion.
K.FME.10 / CC-2; ETS1-A / Matter and energy. The student designs simple tests to gather evidence to support or refute students’ ideas about causes and how problems have many acceptable solutions.
K.ES.1 / K.7A / Earth and space. The student observes, describes, compares, and sorts rocks by size, shape, color, and texture.
K.ES.2 / K.7B / Earth and space. The student observes and describes physical properties of natural sources of water, including color and clarity.
K.ES.3 / K.7C / Earth and space. The student gives examples of ways rocks, soil, and water are useful.
K.ES.4 / K.8A / Earth and space. The student observes and describes weather changes from day to day and over seasons.
K.ES.4a / PS3-2 / Earth and space. The student observes and records the effect of sunlight on the Earth’s surface.
K.ES.4b / PS3-2 / Earth and space. The student uses tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
K.ES.5 / K.8B / Earth and space. The student identifies events that have repeating patterns, including seasons of the year, and day and night.
K.ES.6 / K.8C / Earth and space. The student observes, describes, and illustrates objects in the sky such as the clouds, Moon, and stars, including the Sun.
K.ES.7 / ESS2-D / Earth and space. The student measures, records and graphs weather information, including temperature, wind conditions, precipitations, and cloud coverage in order to identify patterns in the data; understands that people measure these conditions to describe and record the weather and to notice patterns over time.
K.ES.8 / ESS3-B / Earth and space. The student asks questions and provides evidence to show that some kinds of severe weather are more likely than others in a given region (i.e. hurricanes); understands that weather scientists forecast severe weather so that the communities can prepare for and respond to these events.
K.OE.1 / K.9A / Organisms and environments. The student differentiates between living and nonliving things based upon whether they have basic needs and produce offspring.
K.OE.2 / K.9B / LS1-C, LS1-1 / Organisms and environments. The student examines evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
K.OE.3 / K.10A / Organisms and environments. The student sorts plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape.
K.OE.4 / K.10B / Organisms and environments. The student identifies parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs.
K.OE.5 / K.10C / Organisms and environments. The student identifies ways that young plants resemble the parent plant.
K.OE.5 / K.10D / Organisms and environments. The student observes changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.
Quarter / Description / Academic Vocabulary
Quarter 1 / Integrate Knowledge and Skills K.1-4 throughout each quarter.
K.ME. 1,2Matter and energy. The student knows that objects have properties and patterns.
(1) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and
(2) observe, record, and discuss how materials can be changed by heating or cooling. /
  • Inquiry
  • Laboratory
  • Plan and implement
  • Solve problems
  • Collect data
  • Observe
  • Recognize
  • Analyze
  • Organize
  • Interpret
  • Inference
/
  • Record
  • Matter
  • Energy
  • Object
  • Property
  • Size
  • Mass
  • change

Cross-Curricular
Connections / Language Arts / Social Studies / Math / Religion / Art/Drama/Music / Real World/Tech/PE
  • Share a story relating to a change that has happened in the environment (e.g. a puppy is lost, snow has fallen).
  • Discuss how you think then change happened and whether you can change it back.
  • Talk about your feelings with others.
/
  • Group objects according to criteria (e.g. living or non-living, will float or will not float).
/
  • Share materials and work together in small groups, listen to the ideas of others.
/
  • Draw a set up for a simple experiment (e.g. tub of water with floating and singing objects in it).
/
  • Use a meter stick and measure how far you can jump.

Quarter 2 / Integrate Knowledge and Skills K.1-4 throughout each quarter.
K.FME.1-10 Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life.
(1) use the five senses to explore different forms of energy such as light, heat, and sound;
(2) explore interactions between magnets and various materials;
(3) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and
(4) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.
(5) compare patterns of movement of objects, such as sliding, rolling, and spinning.
(6) plan and conduct investigations to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
(7) understand that a bigger push or pull makes things go faster.
(8) analyze data to determine if a design solution works as intended to change the speed or direction of an object and a push or pull.
(9) plan and conduct investigations to show that when objects touch or collide, they push on one another and can change motion.
(10) design simple tests to gather evidence to support or refute students ideas about causes and how problems have many acceptable solutions. /
  • Force
  • Motion
  • Energy
  • Five senses
  • Light energy
  • Heat energy
  • Sound energy
  • Interactions
  • Magnet
  • Location
  • movement

Cross-Curricular
Connections / Language Arts / Social Studies / Math / Religion / Art/Drama/Music / Real World/Tech/PE
  • Use a thermometer and a clock to measure the temperature each day at a specific time.
/
  • Discuss how Jesus is the “Light of the World.”
/
  • Make homemade play dough; discuss how the ingredients combine to make a different substance.
/
  • Take a tour of your school and identify simple machines.
  • Using a ball, identify the many outcomes of bouncing, throwing, etc.

Quarter 3 / Integrate Knowledge and Skills K.1-4 throughout each quarter.
K.ES.1-3Earth and space. The student knows that the natural world includes earth materials.
(1) observe, describe, compare, and sort rocks by size, shape, color, and texture;
(2) observe and describe physical properties of natural sources of water, including color and clarity; and
(3) give examples of ways rocks, soil, and water are useful.
K.ES.4-8 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky.
(4) observe and describe weather changes from day to day and over seasons;
(4a) observe and record the effects of sunlight on the Earth’s surface.
(4b) use tools and materials to design and build a structure that reduce the warming effect of sunlight on an area.
(5) identify events that have repeating patterns, including seasons of the year and day and night;
(6) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.
(7) measure, record and graph weather information, including temperature, wind conditions, precipitations, and cloud coverage in order to identify patterns in the data; understand that people measure these conditions to describe and record the weather and to notice patterns over time.
(8) ask questions and provide evidence to show that some kinds of severe weather are more likely than others in a given region (i.e. hurricanes); understand that weather scientists forecast severe weather so that the communities can prepare for and respond to these events. /
  • earth
  • space
  • natural world
  • materials
  • sort
  • compare
  • size
  • shape
  • color
  • texture
  • physical property
  • natural sources
/
  • clarity
  • rock
  • soil
  • water
  • pattern
  • sky
  • weather
  • season
  • day/ night
  • cloud
  • moon
  • star
  • sun

Cross-Curricular
Connections / Language Arts / Social Studies / Math / Religion / Art/Drama/Music / Real World/Tech/PE
  • Retell steps of a story by telling what happened first, second and third.
/
  • Identify shapes found both outside and inside the classroom.
/
  • Create a bar graph showing the number of shapes that students can identify in a given area such as the playground or gym.
/
  • Practice the sign of the cross in order.
  • Discuss the order of mass.
/
  • Create art using rocks.
  • Role play a trip to outer space and what you would see, do, hear, etc.

Quarter 4 / Integrate Knowledge and Skills K.1-4 throughout each quarter.
K.OE.1,2Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival.
(1) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and
(2) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
K.OE.3-6 Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.
(3) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;
(4) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs;
(5) identify ways that young plants resemble the parent plant; and
(6) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. /
  • Organism
  • Environment
  • Plant
  • Animal
  • Basic needs
  • Survive
  • Living
  • Nonliving
  • Produce
  • Offspring
  • Food
  • Water
  • Shelter
  • Air
  • Nutrients
  • Sunlight
/
  • Parents
  • Physical characteristics
  • Color
  • Size
  • Body covering
  • Shape
  • Root
  • Stem
  • Leaves
  • Head
  • Eyes
  • Limbs
  • Young plant/ parent plant
  • Plant life cycle
  • Seed
  • Seedling
  • Flower
  • Fruit

Cross-Curricular
Connections / Language Arts / Social Studies / Math / Religion / Art/Drama/Music / Real World/Tech/PE
  • Make a book about baby animals growing up.
/
  • Bring family photos to class and identify resemblances between parents and children. (Consider other similarities for children who are adopted or in foster care.)
/
  • Measure differences in the growth of plants that have been grown under different conditions.
/
  • Talk about how God created humans in his image and likeness.
  • Discuss reverence for all living things.
  • Discuss how humans differ from other living things in their ability to think, make choices, and love.
/
  • Participate in a teacher –led activity in which you pretend to be a caterpillar. Wrap in a blanket (cocoon) and then fly around as butterflies with wings you have made in advance.
  • Play different types of music and do movements that fit the music.
/
  • Demonstrate, individually or as a group, how to move fast, slow, backward, forward, and so on.