Embedded Files
Our science curriculum is Discovery Ed. This is access through Clever.
Our Social Studies curriculum is Open Social Studies. This can also be accessed through Clever. The KINDERGARTEN Social Studies unit is being developed this year. Only the first seven lessons are currently uploaded. The estimated date to finish is September 1. We will update the website accordingly. Please re-arrange units as needed!
Science: Plant and Animal Needs
Science: Plant and Animal Needs
Anchor Phenomenon - New Puppy
Before getting a new pet, it’s important to know what it needs to live and grow. A puppy needs what all living things need. Plants are also living things and have needs. By the end of this unit, you will be able to describe what living things need. You will also be able to match living things to the places where they should live
Guiding Questions
What things do animals need to live and grow?
What things do plants need to live and grow?
How does the place where something lives give it what it needs?
Unit Project: Needs of Living Things
In this activity, students use tools and materials to design and build a wet or dry habitat that can meet the needs of a few specific plants and animals.
Unit Concepts
Unit Concepts
CA_STB_Print_TE_GKU1_3R-DEdelivery_Pacing Options.pdfAnimal Needs
Animal Needs
Student Outcomes
All animals need things to live and grow. The place where they live must have what they need.
Guiding Question
What do living things need?
Student Learning Objectives
By the end of this concept,
I can use evidence to describe how pets meet their needs.
I can use evidence to describe animals that live near me and how they meet their needs.
I can explain how different environments meet the needs of animals.
Link to Concept Lessons and Materials
TEPDF_GKU1C2_CP_84-87.pdfPlant Needs
Plant Needs
Student Outcomes
Plants need things to live and grow. The place where they live must have what they need.
Guiding Question
How can you tell if a plant is healthy?
Student Learning Objectives
By the end of this concept,
I can investigate to find patterns in how plants near me meet their needs.
I can interpret data to find patterns in how plants that live in other places meet their needs.
I can look at a model of a habitat and see how it meets the needs of plants
Link to Concept Lessons and Materials
Social Studies: Families
Social Studies: Families
Synopsis
Students are introduced to families as a basic unit of communities. They examine families that vary in size and composition, as well as beliefs, customs, and traditions.
Content
Communities are made of families and families vary in size and composition.
Families have different beliefs, customs, and traditions based on racial, ethnic, religious, national origins.
Thinking Skills
Describe your own family’s beliefs, customs, and traditions.
Compare your family’s beliefs, customs, and traditions to others’ families. Explain how different families living together make our communities.
Project
Project 1: Our Holidays To extend on lessons K-1 to K-3, students will engage in projects related to holidays.
NOTE: While it is common to see a “holiday curriculum” at the Kindergarten-level, these types of curriculum usually focus heavily on of cial U.S. holidays and holidays generally celebrated by white Americans, such as Thanksgiving, Christmas, Halloween, Martin Luther King Day, St. Patrick’s Day, and Valentine’s Day. This project should re-envision the holiday curriculum as a way to teach about the many diverse cultures that make up the United States and world. Suggested holidays to learn about may include: Labor Day, Mid-Autumn Moon Festival, Ramadan and Eid al-Fitr, Rosh Hashanah, Yom Kippur, Indigenous Peoples’ Day, Diwali/ Deepavali, Day of the Dead/Día de los Muertos, Kwanzaa, Hanukkah, New Year’s Day, Oshogatsu/Japanese New Year, Three Kings Day/El Día de los Reyes, Lunar New Year, Mardi Gras, Cesar Chavez Day, May Day, Children’s Day, Juneteenth, Independence Day, and Obon Season. Additionally, teachers should never have students act as or dress as a particular culture that they are not a member of. This can be disrespectful or hurtful to members of those communities. Rather, nd ways to bring members from those communities into your classroom, such as guest speakers or eld trips to cultural centers. There are also many children’s books written by people from the communities that celebrate these holidays and they would nicely compliment student projects.
Unit Lessons
Unit Lessons
Lessons - Clickable Links
LESSON K-1 Lesson Title: My Caregivers
Inquiry Question: What important things do caregivers do?
LESSON K-2 Lesson Title: My Family
Inquiry Question: What is something that makes your family special?
LESSON K-3 Lesson Title: Different Types of Families
Inquiry Question: How are families different?
Student Work Book
Student Source Book
kinder SS workbook.pdfkinder SS sourcebook.pdfScience: Living Things and the Environment
Science: Living Things and the Environment
Anchor Phenomenon - Newspaper Pile
Wow. Look at all that paper. Where does paper come from? People used it. Now they do not want it any more. What will we do with it now? In this unit, you will learn about how plants and animals, including humans, change their environment. You will also learn about how we can help protect the environment we live in.
Guiding Questions
How do plants and animals change their habitat?
How do people change the environment they live in?
What can people do to not damage the environment they live in?
Unit Project: Protecting the Environement
In this activity, students will obtain information to identify how their use of an object or material (such as glass, plastic, water, or paper) affects the environment, and then they will use one or more of the 3Rs (reduce, reuse, and recycle) to propose a solution that reduces their impact.
Unit Concepts
Unit Concepts
TEPDF_GKU2C1_CP_22-24.pdfLiving things Affect the Environment
Living things Affect the Environment
Student Outcomes
Plants and animals change their environment in different ways .
Standards
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Student Learning Objectives
By the end of this concept,
I can look at how plants cause changes to the environment.
I can look at how animals cause changes to the environment.
I can tell how humans change the environment.
I can tell why humans change the environment.
Link to Concept Lessons and Materials
TEPDF_GKU2C2_CP_86-87.pdfUsing Natural Resources
Using Natural Resources
Student Outcomes
People get things from the environment to meet their needs. .
Standards
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Student Learning Objectives
By the end of this lesson:
I can investigate patterns in how natural and human-made resources meet human needs.
I can tell how natural resources are changed for human use.
I can see patterns in the way natural resources are used and the effect on the environment
Link to Concept Lessons and Materials
Social Studies: Jobs and Work
Social Studies: Jobs and Work
Synopsis
Students are introduced to the world of work and the role of jobs inside and outside their home. They examine how people are paid for their work.
Content
There are many different jobs that people have in our families and neighborhoods.
Some people work inside their home and some people work outside their homes.
People work to get paid and pay for things.
Thinking Skills
Describe different jobs that people may have and how those jobs make our communities better.
Compare the difference between a need and want.
Understand how families buy, sell, and trade items.
Project
Project 2: Our Jobs
To extend on lessons K-4 to K-7, students will engage in projects on different types of jobs and discuss how those jobs help our communities.
Unit Lessons
Unit Lessons
Lessons - Clickable Links
LESSON K-4 Lesson Title: A World of Workers
Inquiry Question: What job might I do when I grow up?
LESSON K-5 Lesson Title: How Much Is That?: Buying and Selling
Inquiry Question: How do we get the things that we need and want?
LESSON K-6 Lesson Title: From Farm to Table
Inquiry Question: How do we get our food?
LESSON K-7 Lesson Title: Building Cities
Inquiry Question: How do they build our cities?
Student Work Book
Student Source Book
kinder SS workbook.pdfkinder SS sourcebook.pdfScience: Weather and Shelter
Science: Weather and Shelter
Anchor Phenomenon - Changing Weather
What is the weather like? Is it sunny? Is it rainy? Do you see the people on the beach? What do you think they should do? How can we know when the weather will change? What can we do to be ready for it?
Guiding Questions
How does the weather change?
How can we know what the weather will be like?
How does the sun affect Earth and all who live on it?
What kind of shelter can protect us from sun and weather?
Unit Project: A Sturdy Shelter
In this activity, students interpret a weather forecast and use their interpretations to create design specifications for a sturdy shelter. According to the forecast, the shelter should be able to withstand wind and rain. Students plan, test, and analyze their model shelters.
Unit Concepts
Unit Concepts
TEPDF_GKU3C1_CP_20-24.pdfWeather Patterns
Weather Patterns
Student Outcomes
The way that weather changes has a pattern. We can use the patterns to predict weather.
Standards
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather
Student Learning Objectives
By the end of this concept:
I can make and look at data about weather over time.
I can study data about weather over time to find patterns.
I can collect data to show patterns of temperature during different times of the day.
Link to Concept Lessons and Materials
TEPDF_GKU3C2_CP_106-110.pdfSunshine and Shade
Sunshine and Shade
Student Outcomes
The sun’s energy warms everything on Earth. We can protect ourselves and others from sun by building a shelter
Standards
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Student Learning Objectives
By the end of this concept:
I can investigate how sunlight can change the temperature of things.
I can find evidence that the change in outside temperature from day to night is caused by the sun.
I can design a solution to help someone stay cool in the sun.
Link to Concept Lessons and Materials
Social Studies: Past and Present
Social Studies: Past and Present
Synopsis
Students begin to understand how humans were different in the past than the present. Students understand that they will be a part of making the future. Students are introduced to the subjects of history, civics, geography, and economics.
Content
The past was different than the present. Humans change over time.
People can make a difference in their communities.
Buying, selling, and trading are ways to get the things that we need and want.
Thinking Skills
Understand how some events happened before other events.
Examine different accounts of people from past and present events.
Identify local problems and synthesize possible solutions.
Compare different places around the world or nation.
Understand how buying and selling works.
Unit Lessons
Unit Lessons
LESSON K-8 Lesson Title: Past and Present: How Have People Changed?
Inquiry Question: How was life different 100 and 500 years ago?
LESSON K-9 Lesson Title: Traveling Around the World
Inquiry Question: Where in the world would you like to travel?
LESSON K-10 Lesson Title: Making a Difference in My Community
Inquiry Question: What problem in my community should we help make better?
Student Work Book
Student Source Book
kinder SS workbook.pdfkinder SS sourcebook.pdfScience: Motion and Change
Science: Motion and Change
Anchor Phenomenon - Cars, Trains, and Boats
Cars and trucks seem to move without another object touching them. Other objects stay still until another object touches them. By the end of this unit, you will be able to explain why objects like cars, trains, sleds, and boats move. You will know how to change the way things move.
Guiding Questions
What causes motion?
How can we control motion to meet our needs?
Unit Project: Investigating Motion
In this activity, students will use what they know about force and motion to design something that will help them move a heavy box from a lower position to a higher position. Project Materials and Lessons
Unit Concepts
Unit Concepts
TEPDF_GKU4C1_CP_20-23.pdfPush and Pull
Push and Pull
Student Outcomes
Motion is caused by a push or a pull. The stronger the push or pull, the faster an object moves
Standards
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
Student Learning Objectives
.By the end of this concept:
I can look and study to tell whether an object moves because of a push or a pull.
I can test how a strong push or pull moves an object differently than a weak push or pull.
I can test what changes the speed of an object.
Link to Concept Lessons and Materials
TEPDF_GKU4C2_CP_96-98.pdfControlling Motion
Controlling Motion
Student Outcomes
To change the motion of an object, you have to push or pull it in a different direction. You can use force to stop an object.
Standards
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Student Learning Objectives
By the end of this concept:
I can test how a pull or push can change the speed of an object.
I can test how a pull or push can change the direction of an object.
I can solve problems by changing an object’s motion and make my solutions better.
Link to Concept Lessons and Materials
Page updated
Report abuse