Kindergarten Science Pacing by Week

Kindergarten Science Pacing by Week

Updated 9/25/07

Week / Concepts / SOLs
1 – 2 / Scientific investigation; Patterns / K.1, K.8
3 – 5 / Senses / K.2
6 – 9 / Changes; Physical properties / K.9, K.4
10 – 15 / Changes; Physical properties / K.9, K.4
16 – 18 / Water / K.5
19 – 22 / Shadows / K.7
23 – 25 / Magnets / K.3
26-27 / Life needs and processes / K.6
28 – 30 / Life needs and processes / K.6
31 – 33 / Earth Day; Reuse, recycle, conserve / K.10
34 – 36 / Review and Assess

SCIENCE PACING – STANDARD K.1

Essential Question(s):
How am I a scientist?

The student will conduct investigations in which:

a)basic properties of objects are identified by direct observation;

b)observations are made from multiple positions to achieve different perspectives;

c)objects are described both pictorially and verbally;

d)a set of objects is sequenced according to size;

e)a set of objects is separated into two groups based on a single physical attribute;

f)nonstandard units are used to measure common objects;

g)a question is developed from one or more observations;

h)picture graphs are constructed using 10 or fewer units;

i)an unseen member in a sequence of objects is predicted; and

j)unusual or unexpected results in an activity are recognized.

Essential Knowledge and Skills
Students should be able to: / Verbs / Student Terms/
Vocabulary / I Can . . . / Instructional Activities
The student will . . . / Related SOLs / Evidence of Mastery (Assessment) / Related Books/ Materials/ Resources
BULLET A
A. Observe objects and describe their basic properties. These include color, shape (circle, triangle, square, and rectangle). / Observe
Describe / Circle
Triangle
Square
Rectangle
Black
White
Blue
Red
Green
Yellow
Orange
Pink
Purple / I can look at things and tell about their color and shape. / Sort objects by color; model using words to tell about the sort
T-chart of circle/ not (include multiple sizes)
T-chart of triangle/ not (multiple sizes, shapes, positions)
T-chart of square/ not (multiple sizes, positions)
T-chart of rectangle/ not (multiple sizes, positions)
Sort objects by all shapes
Venn diagram rings for color and shape / Math K.11 / Checklist/ performance assessment – tell about color and shape of die-cut objects OR attribute blocks
Color/ shape checklist
Describe: (Constructed)
Tell me about______.
What color is this shape?
What is this shape?
Observe: (5 shapes)
(Performance)
Hand me the ______
Point to the ______
Show me the ______
Touch the ______/ Attribute blocks
Venn diagram
BULLET B
B. Observe an object or objects from multiple positions to achieve different perspectives. In order to accomplish this, the student should look at the object from top, bottom, front and back. / Observe
Look / Object
Top
Bottom
Front
Back / I can tell you when something is on the…
top
bottom
front
back. / *Free exploration with blocks
*Use children for front and back / Math K.3
HSS K.2 / Checklist/Performance Assessments
Teacher Observation
Performance-Using manipulatives
*Put the block in front of the ______
*Put the block at the bottom of the ______
*Put the block in front of the ______
*Put the block at the back of the ______/ *Math Big Book: Up, Down, and Around
*Blocks
*Children
BULLET C
H. Describe objects both pictorially and verbally. / Describe / Picture
Speaking / I can describe pictures with pictures and words. / *Bring in an object and have children describe it (ie “Feely” bag)
*Children draw an object and then describe it to the class (ie draw their Halloween costume)
*Compare a pumpkin and apple and describe their attributes / LA K.2 / Checklist/Performance Assessments
Teacher Observation
Constructive-performance
*Child will draw a picture of ______and describe it. Teacher will take dictation of child’s description.
Mastery=picture would have to have 5 specifics
Venn Diagram
Apples/ Pumpkins
How things are different / *Different objects
*Crayons
*Paper
*Pumpkins
*Apples
BULLET D
C. Arrange a set of objects in sequence according to size. / Arrange
Sequence / Sequence
Size
Order / I can put objects in order from… little to big, tall to short, etc. / *Children order themselves from tallest to shortest
*Children order themselves using number cards 1-10
*Give them objects, small to large and children put them in order (ie nesting dolls, attribute blocks) / Math K.3, K.12, K.13 / Checklist/Performance Assessments
Teacher Observation
Construct/Task
Sequence-given 3 or more objects, student can manipulate sequence by teacher choice.
Checklist Given 3 or more objects, student will manipulate objects and put them in order according to size.
Use graduated manipulatives for exploration
* sort by size / *Math Big Book:
Everything in Order
*Children
*Number cards
*Different objects
*Attribute blocks
BULLET E
D. Separate a set of objects into two groups based on a single physical attribute, including size, color, texture and weight. / Separate
Sort / Color
Compare
Size
Sort
Texture
Weight / I can sort objects. / *T-chart sort: size, color, texture, weight / Math K.3, K.12, K.13 / Checklist/Performance Assessments
Teacher Observation
Performance w/checklist
Using a set of objects, student will sort into 2 groups by one physical attribute
Attribute blocks: Make class list on how to sort objects / *Math Big Books:
-What’s the
Shape?
-Short, Tall, Big
or Small
-Sort it Out
-Solid Shapes
*Attribute blocks
*Pattern blocks
*Counters
*Any objects that have texture
BULLET F
F. Measure common objects with nonstandard units. Examples of nonstandard units include hands, pennies, and paper clips. / Measure / Measure
Objects
Unit / I can measure using things. / *Measure height of…
chairs, children, tabletops, etc. / Math
K.8
K.10 / Checklist/Performance Assessments
Teacher Observation
Using teacher choice of non-standard units of measurement, the student will measure objects in the classroom. / *Math Big Book:
Units of Measure
*Paperclips
*Unifix cubes
*Pennies
*Tiles
*Children’s hands and feet
*String/Yarn
BULLET G
F. Develop a question from one or more observations. / Develop / Observation
Question / I can ask a question by what I see. / *K-W-L chart
*Observe a caterpillar cycle
*Paint with two colors
*Observe measurement with unifix cubes vs. pennies
*Observe a penny in a coke
*Observe ice melting
*Observe apples cooking / LA K.13 / Checklist/Performance Assessments
Teacher Observation
Develop/checklist
Students will generate questions based on observing a penny placed in a coke.
Group activity: Generate 3-4 questions to be answered by investigation. / *Caterpillar
*Paint
*Unifix cubes
*Pennies
*Vinegar
*Ice cube
*Apples
BULLET H
E. Construct picture graphs using 10 or fewer units. / Construct / Build
Construct
Graph
Unit / I can build a graph. / *Graph…
-weather
-eye color
-ways to/from school
-taste test / Math K.13 / Checklist/Performance Assessments
Teacher Observation
Construct/checklist
Graph-How do you get to school?
*Walk
*Car
*Bus
Child will place their symbol on the graph in the correct place. / *Math Big Book:
-More or Less
*Science Big Book:
-Design It! Build It!
*Graph chart
BULLET I
G. Predict an unseen member in a sequence of objects to complete a pattern. / Predict
Complete / “Guess”timate
Pattern
Predict
Sequence / I can guess what the next object will be. / *Calendar patterns
*Children (boy vs. girl)
*Life cycles
*Seasons / LA K.1
Math K.17
Math K.18 / Checklist/Performance Assessments
Teacher Observation
Predict and then complete checklist
The child will predict and then continue an ABC pattern created by the teacher. / *Math Big Books:
-Patterns
Everywhere
-Give It a Guess
-What Comes
Next?
*Science Big Books:
-What Is a
Cycle?
-Growing
Pumpkins
-The Four
Seasons
*Calendar
BULLET J
I. Identify unusual or unexpected results in an activity. / Identify / Identify
Unusual
Results / I can tell you what is different. / *K-W-L chart
*Life cycles disrupted (ie chrysalis doesn’t turn into a butterfly)
*Planting activities
(seeds-light/dark, water, no water) / Math K.16
K.18 / Checklist/Performance Assessments
Teacher Observation
Identify/Checklist
The children will identify the differences between two plants;
One placed in the dark and one placed in sunlight.
The child will verbally or non-linguistically identify at least 1 difference. / *Math Big Books:
-Give It a Guess
-Solve It
*Caterpillars & etc.
*Seeds & etc.

SCIENCE PACING – STANDARD K.2

Essential Question(s):
How do my senses teach me about the world around me?

The student will investigate and understand that humans have senses that allow one to seek, find, take in, and react or respond to information in order to learn about one’s surroundings. Key concepts include:

a) five senses and corresponding sensing organ (taste – tongue, touch – skin, smell – nose, hearing – ears, and sight – eyes); and

b)Sensory descriptors (sweet, sour, bitter, salty, rough/smooth, hard/soft, cold, warm, hot, loud/soft, high/low, bright/dull).

SCIENCE PACING – STANDARD K.3

Essential Question(s):
1. What are magnets, what do they do, and how do they help us?

The student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts include:

a)attraction/non-attraction, push/pull, attract/repel, and metal/nonmetal; and

b)useful applications (refrigerator magnet, can opener, magnetized screwdriver, and magnetic games).

SCIENCE PACING – STANDARD K.4

Essential Question(s):
1. How can I use words/pictures to show what I know about the things around me?

The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include:

a)colors (red, orange, yellow, green, blue, purple), white, and black;

b)shapes (circle, triangle, square, and rectangle) and forms (flexible/stiff, straight/curved);

c)textures (rough/smooth) and feel (hard/soft);

d)relative size and weight (big/little, large/small, heavy/light, wide/thin, long/short); and

e)position (over/under, in/out, above/below, left/right) and speed (fast/slow).

Essential Knowledge and Skills
Students should be able to: / Verbs / Student Terms/
Vocabulary / I Can . . . / Instructional Activities
The student will . . . / Related SOLs / Evidence of Mastery (Assessment) / Related Books/ Materials/ Resources
BULLET A
A. identify and name eight basic colors, including red, orange, yellow, green, blue, and purpose. (Indigo and violet are not required at the kindergarten level.) Black and white are not spectral colors, but students should recognize them by name. / Identify
Name / Red
Orange
Yellow
Green
Blue
Purple
Black
White / I can look at things and tell about their color. / Create individual color books.
Participate in color days.
Collect objects by color.
Sort objects by color, model using words to tell about the sort. / Science
K.1 / Checklist/performance assessment-correctly identifies colors. / Brown Bear by Bill Martin
A Color of HisOwn-Leo Lionni
Rigby:
What Can You See?
Mixing Colors
BULLET B
B. identify and name a circle, triangle, square, and rectangle. / Identify
Name / Circle
Triangle
Square
Rectangle / I can look at things and tell about their shape. / Create individual shape books.
Participate in shape days.
Collect/Sort objects by shape.
Shape collage / Science
K.1
Math
K.11
K.12
K.13 / Checklist/performance assessment-correctly identifies shapes.
Scavenger hunt for colors and shapes. / The Shape of Things-Doyle Dodds
Newbridge Links:
What’s Round
Squares Everywhere
The Shape of Me Dr. Seuss
C. compare and contrast objects that are flexible, stiff, straight and curved. / Compare
Contrast / Flexible
Stiff
Straight
Curved / I can sort things that are
flexible/stiff and straight/curved. / Help create a T-chart.
Sort objects by these attributes. / Science
K.1
K.2
Math
K.15 / Checklist/performance assessment-correctly sort objects. / Various objects to compare and contrast.
BULLET C
D. compare and contrast objects that are rough, smooth, hard, and soft. / Compare
Contrast / Rough
Smooth
Hard
Soft / I can sort things that are rough/smooth and hard/soft. / Help create a T-chart.
Sort objects by these attributes. / Science
K.1
K.2
Math
K.15 / Checklist/performance assessment-correctly sort objects. / Various objects to compare and contrast.
BULLET D
E. compare objects using the concepts of heavy/light, long/short, wide/thin, big/little, and large/small. / Compare / Heavy/light
Long/short
Wide/thin
Big/little
Large/small / I can use the words ______to tell about things. / Sort items.
Use T-chart with magazine pictures or drawings. / Science
K.1
Math
K.10
K.13
K.15 / Checklist/performance
assessment-correctly sort using correct terms. / Rigby:
Big and Little
Math Start Series: The Best Bug Parade
F. measure objects, using nonstandard units. / Measure / Nonstandard / I can measure things in lots of difference ways. / Measure a variety of objects using nonstandard units of measure. / Science
K.1
Math
K.10
K.13 / Checklist/performance
assessment- correctly count units of nonstandard measure. / Inch By Inch by Lionni
BULLET E
G. identify the position of an object, using position words over/ under, in/out, above/below, and left/right. / Identify / Over/under
In/out
Above/below
Left/right / I can tell where things are by using these positional words. / Play “I Spy” using the positional words.
Demonstrate an understanding of the positional words through movement activities and by using various manipulatives. / Math
K.3
K.12 / Checklist/performance assessment-correctly demonstrate knowledge of positional words. / Various manipulatives.
H. group objects according to their speed—fast or slow. / Group / Speed
Fast/slow / I can group objects by how fast or slow they travel/move. / Use picture sorts.
Venn diagram.
Use a “discovery box” to explore and sort objects.
Compare/contrast various music selections. / Science
K.1 / Checklist/performance
assessment-correctly sort objects according to their speed. / Various music.

SCIENCE PACING – STANDARD K.5