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Kindergarten Science Curriculum Map
The Kindergarten Science Curriculum Map is aligned to the Thematic Scope and Sequence (see below).
The Kindergarten Science Curriculum Map outlines the following information:
- Recommended pacing, scope, and sequence for each unit.
- Alignment with standards, conceptual understandings, and performance indicators
- Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides
- Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements
- Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations
NOTE TO TEACHERS:
Kindergarten Science is sequenced in a thematic manner with different standards being covered through integrated units focused around central themes. It is important to use the thematic unit scope and sequence to figure out which standards, lessons, and activities from each standard should be addressed in each thematic unit and at what point throughout the school year.
Standards
- K.L.2A.4 Analyze and interpret data to describe how humans use their senses to learn about the world around them.
Learning Focus
- The focus of the learning experience is for students to use their senses to gather data from observations in order to describe how humans use different parts of their bodies and their senses to learn about the world. Students will use their experiences and observations to connect their senses with the different parts of the body and explain how those senses allow them to explore their world.
Thematic Units
- 5 Senses
- 1st NW/1 week
- Apples
- 1st NW/1-2 weeks
- Pumpkins
- 2nd NW/1-2 weeks
- Fall Weather
- 2nd NW/1-2 weeks
- Thanksgiving
- 2nd NW/1 week
- Snow/Winter Weather
- 3rd NW/2-3 weeks
- Plants
- 4th NW/2 weeks
- Spring Weather
- 4th NW/2 weeks
- Summer Weather
- 4th NW/1 week
Standards
- K.P.4A.1 Analyze and interpret data to compare the qualitative properties of objects (such as size, shape, color, texture, weight, flexibility, attraction to magnets, or ability to sink or float) and classify objects based on similar properties.
- K.P.4A.2 Develop and use models to describe and compare the properties of different materials (including wood, plastic, metal, cloth, and paper) and classify materials by their observable properties, by their uses, and by whether they are natural or human-made.
- K.P.4A.3 Conduct structured investigations to answer questions about which materials have the properties that are best suited to solve a problem or need.
Learning Focus
- The focus of the learning experience is for students to use their senses to gather, analyze, and interpret data in order to describe and compare the physical properties and uses of of different objects and materials. Students will use their senses to describe the different physical properties of objects and will compare and classify them based on their observations.
Thematic Units
- Transportation/Neighborhood
- 1st or 3rd NW/1 week
- Apples
- 1st NW/1-2 weeks
- Pumpkins
- 2nd NW/1-2 weeks
- Wood and Paper
- 2nd NW/2-3 weeks
- Thanksgiving
- 2nd NW/1 week
- Snow/Winter Weather
- 3rd NW/2-3 weeks
- Dr. Seuss
- 3rd NW/1 week
- Sifting Through Science
- 4th NW/1-2 week
Standards
- K.L.2A.1 Obtain information to answer questions about different organisms found in the environment (such as plants, animals, or fungi).
- K.L.2A.3 Develop and use models to exemplify how animals use their body parts to (1) obtain food and other resources, (2) protect themselves, and (3) move from place to place.
- K.L.2A.5 Construct explanations from observations of what animals need to survive and grow (including air, water, nutrients, and shelter).
- K.L.2A.6 Obtain and communicate information about the needs of organisms to explain why they live in particular areas.
Learning Focus
- The focus of the learning experience is for students to obtain information in order to construct explanations and develop models illustrating how animals use their body parts to meet their needs in their particular habitats. Students will ask questions about animals that lead to investigations about how animals meet their needs from the habitats they live in. Students will develop and use models that show how different animals use their body parts to meet these needs.
Thematic Units
- Tree Homes
- 1st NW/2-3 weeks
- Arctic Animals
- 3rd NW/2 weeks
- Oviparous Animals
- Zoo Animals
- Insects
- Ocean Animals
- 4th NW/4 week
Standards
- K.L.2A.1 Obtain information to answer questions about different organisms found in the environment (such as plants, animals, or fungi).
- K.L.2A.2 Conduct structured investigations to determine what plants need to live and grow (including water and light).
- K.L.2A.6 Obtain and communicate information about the needs of organisms to explain why they live in particular areas.
Learning Focus
- The focus of the learning experience is for students to grow plants in order to conduct investigations into what plants need to survive and how those needs are met in their particular habitats. Students will ask questions about plants and fungi that will lead to investigations in which students will grow plants in order to figure out what plants need in terms of light and water to live and grow and how they get these from their habitats.
Thematic Units
- Apples
- 1st NW/1-2 weeks
- Tree Homes
- 1st NW/2-3 weeks
- Pumpkins
- 2nd NW/1-2 weeks
- Plants
- 4th NW/2 weeks
Standards
- K.E.3A.1 Analyze and interpret local weather condition data (including precipitation, wind, temperature, and cloud cover) to describe weather patterns that occur from day to day, using simple graphs and pictorial weather symbols.
- K.E.3A.2 Develop and use models to predict seasonal weather patterns and changes.
- K.E.3A.3 Obtain and communicate information to support claims about how changes in seasons affect plants and animals.
- K.E.3A.4 Define problems caused by the effects of weather on human activities and design solutions or devices to solve the problem.
Learning Focus
- The focus of the learning experience is for students to gather, analyze, and interpret local weather data in order to describe and predict daily and seasonal conditions and describe how weather affects plants, animals, and people. Students will gather local weather data from observations and use that data to describe and predict day to day weather conditions as well as seasonal changes. Students will describe how plants, animals, and people are affected by the weather.
Thematic Units
- SMART Math Weather Introduction
- 1st NW/1 week
- Weather data collecting, recording, and analyzing occurs throughout the entire year
- 1st NW/1 week
- Tree Homes
- 1st NW/2-3 weeks
- Fall Weather
- 2nd NW/1-2 weeks
- Snow/Winter Weather
- 3rd NW/2-3 weeks
- Spring Weather
- 4th NW/2 weeks
- Summer Weather
- 4th NW/1 week
Harbor Seal, Volcano, Flowers, and Robot Banner Images Courtesy of National Science FoundationHurricane Banner Image Courtesy of National Oceanic and Atmospheric AdministrationGalaxy Banner Image Courtesy of NASA
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