GRADES KINDERGARTEN,
FIRST, & SECOND
COURSE DESCRIPTION
In the grades K, 1, and 2, the curriculum science units of life, earth, and physical sciences are taught. All concepts taught are applied to daily life through a variety of activities and will sequentially build for future learning in the area of science.
Science curriculum in grades K, 1, and 2 covers the life, earth, and physical sciences. This curriculum will provide the fundamental skills needed for future academic and life experiences.
Grade and/or Class: Kindergarten
Last Revision: 2001-2002
Writer: Ruth Ann Kite
By the end of grade 2, all students should be able to
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District Skill Competency |
Frameworks Alignment |
Activities |
Assessment |
Content Standards |
Performance Standards |
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1. Identify physical properties of objects and sort according to specific properties. (See Resource Guide – Exploring with the Senses or Looking at the Earth and Sky.) |
III, A, 1a |
Student will sort various objects (such as buttons, blocks, rock, leaves, etc) by specific physical properties, identifying and explaining the reasons for the groupings. |
Under teacher’s observation, the individual student will sort objects and answer questions about the reasons for the groupings; the student will identify 1 physical property of objects for each grouping |
1 |
1.3, 2.4, 4.1 |
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2. Identify physical properties of objects that are detected by using the senses. (See Resource Guide – Exploring with the Senses or Looking at the Earth and Sky |
I, A, 2a; I, A, 3a; III, A, 1b |
Student will explore objects within a feely box and identify specific physical properties of objects that are detected. |
Under teacher’s observation and answering teacher’s questions orally, the individual student will explore objects within a feely box and identify 2 properties of the felt objects. |
1, 7 |
1.3, 2.4 |
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3. Describe the position of an object relative to another object. (See Resource Guide – Pushes and Pulls) |
II, C, 1a; IV, A, 1a |
Student will describe the position of an object such as the student’s desk or a toy in relation to another object such as the teacher’s desk, another student’s desk, or another object using positional words (above, below, beside, etc). |
Under teacher’s observation and answering teacher’s questions, the student will describe an object in relation to another object using positional words to describe the position. |
2, 8 |
1.8 |
4. Use senses to gather information about the day sky and through regular discussions, document observations. (See Resource Guide – Looking at the Earth and Sky.) |
I, A, 3a V, B, 1a |
Student will use his/her senses (sense of sight) to observe the day sky and gather information of things seen at the early morning and at noon and document observations through discussion. |
Based on information gathered about the sky through sense of sight at early morning and at noon, student will document through drawing and labeling things that he/she observed. |
6, 7 |
1.3, 2.4 |
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5. Sort common objects based on color and/or shape and use this skill to sort common organisms. (See Resource Guide – Characteristics of Living and Non-living Things.) |
VII, A, 1a |
In large group discussion student will sort organisms by observing and comparing the similarities and differences in the fully developed (adult) and the developing (baby) form of the organism . . . dogs/puppies, frogs/tadpoles, trees/saplings. |
Teacher will observe individual student as he/she sorts pictures of organisms based on what they have learned in large group discussion, sorting adults from their babies. |
3 |
1.5 |
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6. Observe and evaluate patterns and relationships of living organisms. (See Resource Guide – Characteristics of Living and Non-living Things.) |
I, B, 1a VII, A, 1b |
In large and/or small group discussion, student will observe and evaluate patterns and relationships of adult vs. baby forms of organisms. |
Teacher will observe individual student as he/she observes and evaluates patterns and relationships of adult vs. baby forms of organisms. |
3, 7 |
1.2, 1.6 |
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7. Group organisms according to identified similar and different specific structures. (See Resource Guide – Body Parts) |
VII, C, 1a |
In a large group activity, students will group classmates by identified similar hair color, eye color, gender, etc. and identify classmates with different structures. |
Teacher will observe individual student as he/she groups organisms (classmates) by selecting a partner who is similar to the student in some ways and different in others, stating one similarity and one difference. |
3 |
1.6 |
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8. Observe and record environmental changes and the reactions of organisms to these changes over time. (See Resource Guide – Looking at the Earth and Sky.) |
I, B, 2a II, A, 1a VIII, B, 1a |
Student will observe and record environmental changes in the outdoor classroom . . . such as water conditions of the pond . . . noting the effects on the pond’s animal and plant life. |
Teacher will observe individual student as he/she records observations in the form of drawn pictures of a pond at different intervals over the year and then states one difference |
7, 8 |
3.1, 4.1 |