Kindergarten Exploring the World with Our Senses

Scope and Sequence

Suggested Time Frame: 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:

    1. Recommended pacing, scope, and sequence for each unit.
    2. Alignment with standards, conceptual understandings, and performance indicators
    3. Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides
    4. Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements
    5. Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations
      • Thematic Units: Elements of these standards are addressed during the following 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 and Vertical Alignment

Science Standards, Conceptual Understandings, and Indicators

Prior Learning Experiences

    • This is the first time this content is introduced
    • This content overlaps with the following Health Education standards:
      • G-K.1.1 Name the major body parts.
      • G-K.1.2 Name the five senses and describe what they do.

Future Learning Experiences

    • This content is not revisited during K-5 science
    • This content overlaps with the following Health Education standards:
      • G-K.1.1 Name the major body parts.
      • G-K.1.2 Name the five senses and describe what they do.

Learning Goals, Skills, and Concepts

Learning Goals

    • Students will conduct observations using their five senses and will describe how they use their senses to learn about the world around them.

Skills and Concepts

Cross Cutting Concepts

  • Structure and Function: Students should be able to equate the structure of a body part with the function of that body part in terms of gathering information through their five senses.

Science Concept Storyboard

This link will take you to a print-friendly version of the science concept storyboard.

Essential Learning

Core Essential Learning Experience(s)

    • It is ESSENTIAL that students use their senses to gather observational data about their world and describe how they use their senses to learn.

Essential Questions

    • How do we know about the world around us?
    • How does my body help me learn about the world?

Essential Vocabulary

    • Eyes
    • See
    • Nose
    • Smell
    • Ears
    • Hear
    • Tongue
    • Taste
    • Skin
    • Touch
    • Senses

Lessons and Activities

Potential Instructional Strategies/Lessons/Examples

Lessons and Activities:

    • How Do We Learn (DSM Kit) Investigation 1
    • Insights (Kendall Hunt Kit: from 2005 standards Adoption)
      • Learning Experiences
        • Introduction to the Senses
        • Seeing
        • Making Things Bigger (hand lens)
        • Observing Outdoors (nature walk)
        • Mystery Bags (Feely Box)
        • A Touching Walk (texture)
        • Hearing
        • Mystery Sounds
        • Sound Walk (listening carefully)
        • The Sense of Smell
        • Mystery Smells (scent jars)
        • Tasting (sweet, salty, sour)
        • Popcorn (Using all the senses)
    • Pearson SC Interactive Science Textbook:
      • Chapter 2 Lesson 7
      • Chapter 4 Lesson 1 & 2
    • AIMS Activities: 2005 SC Science AIMS Kindergarten
      • Parts
      • The Eyes Have It
      • Seeing is Not Always Believing
      • The Art of Tasting
      • Canned Scents
      • The Napping Nose
      • Making Sense of What You Smell
      • Big Ears
      • Secret Sounds
      • Walk, Stop, and Listen
      • Touch and Tell
  • SCDE Model Kindergarten Unit Activities
    • Activities on the Five Senses:
      • Taste Test (Page 21)
      • Scent Activity (Page 22)
      • Sight/Touch Activities (Page 23)
      • Sound Activities (Page 24)
    • Mr. Potato Head activities
    • Hearing
      • Anatomy of the ear & how it works
      • Listening Bingo
      • Make musical instruments
    • Sight
      • Anatomy of the eye and how pupils work
      • Blindfold obstacle course
      • Sensory (feely) box
      • Magnifying glasses activities
    • Smell
      • Scent jars (guess the smell activities)
      • Cooking activities
    • Taste
      • Anatomy of the taste buds on your tongue
      • Taste test sweet, sour, salty, bitter items
      • Apple investigation
    • Touch
      • Skin & nerves produce describable feelings (ie. pain, hot, cold)
      • Sensory (feely) box
      • Shaving cream activities
      • Texture walk
      • Make a feely hand craft with different textures glued on

Experiments, Field Studies, Visitors:

    • Apple exploration investigation
      • 5 senses exploration
      • Sort by color,
      • Taste & graph favorites
      • Make applesauce (smell as it cooks)
      • Sink / float
    • Popcorn exploration
      • Pop popcorn in air popper & discuss smell, taste, sound, texture and sight of it flying up into the air out of the popper
    • Sesqui park
    • Camp Discovery
    • Nature Walk around campus
    • Ophthalmologist
    • Audiologist
    • Dermatologist
    • Service Dog Visit

Workshop and Centers Integration:

Projects and Experiential Learning:

    • Cooking
    • Pals Service Dogs

Assessment Ideas

Formative

    • SCDE Sample Formative Assessment Tasks (Page 8)
      • (K.L.2A.4) Students will be given a description of events taking place around them (example: smell something burning, see dark grey smoke, hear a siren). They must analyze and evaluate the information to draw conclusions about what is happening and what they need to do in order to remain safe.
      • Exit slip using checkpoints in the text
      • Fist to five
      • Turn & Talk
      • Think/Pair/ share
      • Observations during investigations
      • Observations during centers and workshop
      • Observations during Dramatic Play
      • Vocabulary Smart Cards Games
      • Discussions

Summative

      • Teacher observation check sheets from workshop and center activities

Additional Resources

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