Unit 00: Introduction: Working Like a Scientist

(3 classes for the entire unit)

Students immediately begin the process of working like a scientist and performing descriptive investigations to set the stage for scientific inquiry throughout the year. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding_K” for more information. Students demonstrate safe practices as described in the Texas Education Agency-approved safety standards and collect and record weather data by observing, measuring, organizing, and graphing it using pictures, numbers, and words.

The introduction unit is an opportunity to introduce the course through the lens of the Overarching Understandings (big ideas). Students need to continually look at instances of natural phenomena through the big ideas of systems, classifications, properties, patterns, models, constancy, and change throughout the school year. These terms are included in the Key Content Vocabulary, and students should be questioned throughout each unit for instances of these big ideas. Additionally, students need to be continually aware of the processes involved in their “doing” and “making sense” of science.

The scientific processes are very similar throughout every science course, beginning in Kindergarten. Students may need some direct instruction on the purpose and properties of scientific processes; however, it is intended for students to develop a deep understanding of the scientific processes by using them in the context of the content of this course, throughout every unit of this course. There are no Performance Assessments or assessment items associated with the introduction.

The purpose of measuring, recording, and graphing weather data at this time is to give a purpose and context for setting up and using the notebook. The actual content of weather will be addressed in Unit 05, Exploring Weather. Collecting data on a regular basis over time allows students to begin to recognize patterns in our natural world. Students collect data for relative air temperature, precipitation, wind conditions, and cloud coverage using appropriate equipment.

Note that rain gauges use inches or millimeters to measure rainfall. Students in Kindergarten Mathematics have only been introduced to measurement using the comparison of common attributes of objects, including length, capacity, and weight. As incoming Kindergarten students, they may need assistance collecting data.

According to the introductory material of the TEKS,

• “Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather.”

• “The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary in the context of Physical, Earth, and Life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time.”

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.3C, K.4A, K.4B, K.8A

Unit 01: Exploring Properties of Objects

(20 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to begin understanding how their senses can be used as a tool of observation to identify properties and patterns of objects. They describe matter in terms of its physical properties, including relative weight (heavier or lighter) and size (bigger or smaller), shape, color, and texture. Students learn the foundations of the concept of relative weight by assessing how light or heavy an item feels due to the pull of gravity (weight) or by placing the items on a primary balance. Furthermore, students distinguish between ‘heavy’ and ‘light’ as relative weight by using their sense of touch and by measuring and comparing objects and using non-standard measurements. They distinguish between bigger and smaller by comparing objects and using non-standard measurements. Finally, in this unit, students observe, record, and discuss how materials can be changed by heating and cooling. Students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: K.1A, K.1B, K.2A, K.2B, K.2C, K.2D, K.2E, K.3C, K.4A, K.4B, K.5A, K.5B

Unit 02: Exploring Energy

(10 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to explore different forms of energy, such as light, sound, and thermal. Students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

At this age, students do not formally understand the concept of energy as the ability to cause change or do work, and it is not necessary that they do. It is important to relate the idea that light, sound, and thermal energy can cause a change or do something for us in our everyday lives.

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.2E, K.3C, K.4A, K.4B, K.6A

Unit 03: Exploring Position and Motion

(10 classes for the entire unit)

Students gain an awareness of how force and motion are a part of everyday life. They demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to explore interactions of magnets and various materials. Students investigate the movement of objects and describe their location. Furthermore, students communicate and discuss their observations, and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.2E, K.3B, K.3C, K.4A, K.4B, K.6B, K.6C, K.6D

Unit 04: Exploring Earth Materials

(16 classes for the entire unit)

This unit introduces students to their natural environment. They demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations to observe, describe, and sort rocks by size, shape, color, and texture. They also observe and describe physical properties of natural sources of water, including color and clarity. Students give examples of ways rocks, soil, and water are useful. Additionally, students identify a problem and propose a solution, in the context of this unit. Furthermore, students communicate and discuss their observations, and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: K.1A, K.1B, K.2A, K.2B, K.2C, K.2D, K.2E, K.3A, K.3C, K.4A, K.4B, K.7A, K.7B, K.7C

Unit 05: Exploring Weather

(6 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They use their senses to observe, describe, and illustrate clouds and the Sun in relation to weather. Additionally, students to learn to collect information using tools, including weather instruments such as demonstration thermometers and wind socks, as well as their senses to continue observing and describing weather changes from day to day. Over time, students begin to recognize patterns in weather changes and objects in the sky related to weather. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

According to the Introduction of the Kindergarten TEKS (a)(C), “Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather.”

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.2E, K.3B, K.4A, K.4B, K.8A, K.8C

Unit 06: Observing Objects in the Sky

(20 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They observe, describe, and illustrate objects in the sky such as the Moon and stars, including the Sun. Additionally, students identify events that have repeating patterns, including day and night. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

Note: The suggested duration of this unit is to allow time for students to observe repeating patterns over time.

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.2E, K.3B, K.3C, K.4A, K.4B, K.8B, K.8C

Unit 07: Describing Seasons

(5 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They observe and describe weather changes over seasons, and identify the repeating patterns in the cycling of the seasons of the year. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations

TEKS in this unit: K.1A, K.2A, K.2D, K.3B, K.4A, K.4B, K.8A, K.8B

Unit 08: Exploring Organisms and Environments

(20 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They use their senses as a tool of observation to identify properties of organisms in the environment. They differentiate between living and nonliving things based upon whether they have basic needs and produce offspring. Additionally, students 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. This unit lends itself to students identifying and explaining a problem, such as the impact of littering and proposing a solution (K.3A). Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.2E, K.3A, K.3C, K.4A, K.4B, K.9A, K.9B

Unit 09: Exploring Physical Characteristics of Organisms

(14 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They sort plants and animals into groups based on their physical characteristics. Students also identify basic parts of plants and animals. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.2E, K.3C, K.4A, K.4B, K.10A, K.10B

Unit 10: Exploring Plant Life Cycles

(10 classes for the entire unit)

Students demonstrate safe and healthy practices as outlined in the Texas Education Agency-approved safety standards while engaging in simple descriptive investigations. They observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. Students also identify ways that young plants resemble the parent plant. Furthermore, students communicate and discuss their observations and record data in their notebooks. Students consider environmentally appropriate and responsible practices with resources during investigations.

TEKS in this unit: K.1A, K.2A, K.2B, K.2C, K.2D, K.2E, K.3B, K.3C, K.4A, K.4B, K.10C, K.10D