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revised: 10/05
1
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Inquiry and Research: Science and Language Arts
Every nine weeks prior to research
Strand TEKS Objective: The student is expected to Resources/Activities LISTENING/\
SPEAKING/
PURPOSES
K. 1
The student listens
attentively and
engages actively in a
variety of oral
language experiences.
(A) determine the purpose for listening
• Questioning strategies
READING/
COMPREHENSION
K.9
The student uses a
variety of strategies to
comprehend selections
read aloud.
(A) use prior knowledge to anticipate meaning and make
sense of text.
(B) establish purposes for reading or listening such as to be
informed.
• Questioning strategies
revised: 10/05
2
Strand TEKS Objective: The student is expected to Resources/Activities READING/
INQUIREY AND
RESEARCH
K.12
The student generates
questions and conducts
research about topics
introduced through
selections read aloud
and from a variety of
other sources.
(A) identify relevant questions for inquiry such as “Why did
knights wear armor?
• Library books related to
science
WRITING/
INQUIRY AND
RESEARCH
K.16
The student uses
writing as a tool for
learning and research.
(A) record or dictate questions for investigating.
• Questioning strategies
revised: 10/05
3
Strand TEKS Objective: The student is expected to Resources/Activities SCIENCE/
SCIENTIFIC
PROCESSES
K.2
The student develops
abilities necessary to
do scientific inquiry in
the field and
classroom.
K.3
The student knows
that information and
critical thinking are
used in making
decisions.
(A) ask questions about organisms, objects, and events.
(B) plan simple descriptive investigations.
(C) explain a problem in his/her own words and propose a
solution.
• Individual teacher
resources for
experiments/investigatio
ns: 1-2 per nine weeks
° FOSS kit: Animals
2x2
° FOSS kit: Trees
° FOSS kit: Fabric
° FOSS kit: Wood
° STC Insights Balls
and Ramps kit
° Chick hatching
° Butterfly hatching
° Plant growing
° “Growing Grass
Head”
° Color Mixing
° Egg Experiments
ALAMO HEIGHTS INDEPENDENT SCHOOL ALAMO HEIGHTS INDEPENDENT SCHOOL ALAMO HEIGHTS INDEPENDENT SCHOOL ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTDISTRICTDISTRICTDISTRICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Inquiry and Research: Science and Language Arts
revised: 10/05
4
Every nine weeks during research
Strand TEKS Objective: The student is expected to Resources/Activities LISTENING/\
SPEAKING/
PURPOSES
K. 1
The student listens
attentively and
engages actively in a
variety of oral
language experiences.
(D) listen critically to interpret and evaluate.
LISTENING/SPEAKING/
AUDIENCES/
ORAL GRAMMAR
K.3
The student speaks
appropriately to
different audiences
for different purposes
and occasions.
(C) ask and answer relevant questions and make
contributions in small or large group discussions.
• Questioning strategies
READING/
INQUIREY AND
RESEARCH
K.12
The student generates
questions and
conducts research
about topics
introduced through
selections read aloud
and from a variety of
other sources.
(B) use pictures, print, and people to gather information
and answer questions.
(C) draw conclusions from information gathered.
(D) locate important areas of the library/media center.
• Questioning strategies
• Librarian and library
books/periodicals
revised: 10/05
5
Strand TEKS Objective: The student is expected to Resources/Activities SCIENCE/
SCIENTIFIC
PROCESSES
K.1
The student
participates in
classroom and field
investigations
following home and
school safety
procedures.
K.2
The student develops
abilities necessary to
do scientific inquiry
in the field and
classroom.
(A) demonstrate safe practices during classroom and field
investigations.
(B) learn how to use and conserve resources and materials.
(B) conduct simple descriptive investigations.
(C) gather information using simple equipment and tools
to extend the senses.
(D) construct reasonable explanations using information.
• Individual teacher
resources
revised: 10/05
6
Strand TEKS Objective: The student is expected to Resources/Activities SCIENCE/
SCIENTIFIC
PROCESSES
K.4
The student uses age-
appropriate tools and
models to verify that
organisms and
objects and parts of
organisms and
objects can be
observed, described,
and measured.
(A) identify and use senses as tools of observation.
(B) make observations using tools, including hand lenses,
balances, cups, bowls, and computers.
• Power Point: Five
Senses
• Discovery/Science
Centers
revised: 10/05
7
ALAMO HEIGHTS INDEPENDENT SCHOOL ALAMO HEIGHTS INDEPENDENT SCHOOL ALAMO HEIGHTS INDEPENDENT SCHOOL ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTDISTRICTDISTRICTDISTRICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Inquiry and Research: Science and Language Arts
Every nine weeks responding to completed research
Strand TEKS Objective: The student is expected to Resources/Activities LISTENING/
SPEAKING/
AUDIENCES/
ORAL GRAMMAR
K.3
The student speaks
appropriately to
different audiences
for different
purposes and
occasions.
(A) choose and adapt spoken language appropriate to the
audience, purpose, and occasion, including use of
appropriate volume and rate.
(E) gain increasing control of grammar when speaking such as
using subject-verb agreement, complete sentences, and
correct tense.
• Teacher observation
and guidance
LISTENING/
SPEAKING/
COMMUNICAITON
K.4
The student
communicates
clearly by putting
thoughts and
feelings into spoken
words.
(B) use vocabulary to describe clearly ideas, feelings, and
experiences.
(C) clarify and support spoken messages using appropriate props
such as objects, pictures, or charts.
(D) retell a spoken message by summarizing or clarifying.
• Teacher observation
and guidance
revised: 10/05
8
Strand TEKS Objective: The student is expected to Resources/Activities WRITING/
INQUIRY AND
RESEARCH
K.16
The student uses
writing as a tool for
learning and
research.
(B) record or dictate his/her own knowledge of a topic in various
ways such as by drawing pictures, making lists, and showing
connections among ideas.
• Kid Pix
SCIENCE/
SCIENTIFIC
PROCESSES
K.2
The student
develops abilities
necessary to do
scientific inquiry in
the field and
classroom.
K.3
The student knows
that information
and critical thinking
are used in making
decisions.
(E) communicate findings about simple investigations.
(A) make decisions using information.
(B) discuss and justify the merits of decisions.
• Questioning strategies
revised: 10/05
9
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Life Science
Animal Units: Mammals, Reptiles, Amphibians, Fish, Birds, Insects/Bugs
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
revised: 10/05
10
Obj. 2 K.5
The student knows
that organisms,
objects, and events
have properties
and patterns.
(A) describe properties of objects and
characteristics of organisms.
(B) observe and identify patterns including
growth and predict what happens next.
(C) recognize and copy patterns seen in charts
and graphs.
• Animals need water and food
to live.
• Some animals (rabbits) eat
plants.
• Some animals (lions) eat meat.
• Some animals (bears) eat both
plants and meat.
• Animals need safe homes (i.e.,
rabbits---holes in the ground;
eagles---nests on mountains or
tall trees)
• Some animals are tame; some
animals are wild.
• Wild animals can take care of
themselves, but pets need
special care.
• Some animal parents take
special care of their babies.
• FOSS kit: Animals
2.x2
• Library Books
• Activities
° Hatching chicks
° Hatching butterflies
° Pet visits
° Zoo field trip
° Farm visit
• Teacher-developed
units
° Bugs
° Insects
° Ocean Animals
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
revised: 10/05
11
K.6
The student knows
that systems have
parts and are
composed of
organisms and
objects.
K.8
The student knows
the difference
between living
organisms and
nonliving objects.
K.9
The student knows
that living
organisms have
basic needs.
(A) sort organisms and objects according to
their parts and describe how the groups are
formed.
(C) record observations about parts of animals
including wings, feet, heads, and tails.
(A) identify a particular organism or objects as
living or nonliving.
(B) group organisms and objects as living or
nonliving.
(A) identify basic needs of living organisms.
(B) give examples of how living organisms
depend on each other.
(C) identify ways that the Earth can provide
resources for life.
• Animals have identifiable
characteristics and behaviors
(body covering, reproduction).
• Animals may be grouped
according to their
characteristics and behaviors.
• Power Points
° Animal Pictures and
Stories
° Habitats
° Mammals
° Pets
° In the Pet Shop
° Egg to Chick
° Goats
° Horses
° Monkeys
° Caribou
° Zebra
° Amphibians
° Fish
° Octopuses
° Butterflies
° Spider Names
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
revised: 10/05
12
Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Life Science
Plants Units
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities Obj. 2
K.5
The student knows
that organisms,
objects, and events
have properties
and patterns.
(A) describe properties of objects and
characteristics of organisms.
(B) observe and identify patterns including
seasons and growth and predict what
happens next.
(C) recognize and copy patterns seen in charts
and graphs.
• Plants are living things that
grow and change.
• Thousands of different kinds of
plants grow all around the
world.
• Plants can be sorted into
groups: flowers, vegetables,
grasses, weeds, trees, shrubs,
and vines.
• Some plants grow only in
steamy jungles; some plants
grow where it’s hot and dry,
and some plants grow just
about anywhere.
• We couldn’t live without the
plants in our world.
• FOSS kit: Trees
• Library Books
• Power Points
° Pumpkins
° Edible Plant Parts
° Plants
• Activities
° Pumpkin Patch Field
Trip
° “Growing Grass
Head”
• Teacher-developed
Units
° Apples
° Plants
° Pumpkins
revised: 10/05
13
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
K.6
The student knows
that systems have
parts and are
composed of
organisms and
objects.
K.8
The student knows
the difference
between living
organisms and
nonliving objects.
K.9
The student knows
that living
organisms have
basic needs.
(A) sort organisms and objects into groups
according to their parts and describe how
the groups are formed.
(A) record observations about parts of plants
including leaves, roots, stems, and flowers.
(D) identify parts that, when separated from the
whole, may result in the part or the whole
not working, such as plants without roots.
(A) identify a particular organism or object as
living or nonliving.
(A) identify basic needs of living organisms.
(B) give examples of how living organisms
depend on each other.
(C) identify ways that the Earth can provide
resources for life.
• Food that we eat comes from
plants. We eat animals that eat
plants.
• Plants have identifiable
structures and shapes.
• Parts of plants include leaves,
roots, stems, and flowers.
• The flowers form seeds to grow
new plants.
• To make their food, plants need
air, light, water, and minerals.
• The plant’s leaves take in air
and sunlight.
• Leaves have identifiable
structures.
• Leaf shapes can be compared
to geometric shapes.
• Leaves can be identified by
their shapes.
• Plants soak up water and
minerals through the roots.
• Food travels through the plant
stem.
• Some seeds can be eaten: corn,
wheat, peas, green beans,
peanuts.
revised: 10/05
14
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
• We eat roots, like radishes,
onions, and carrots.
• We eat stems, like celery.
• We eat leaves, like lettuce and
cabbage.
• We eat flowers, like broccoli.
• We eat fruits of many plants,
lie apples, pears, and oranges.
• Many of the fruits and
vegetables at the grocery store
grew on plants at farms and
orchards.
• Many of your favorite foods
come from plants:
° French fries (potatoes)
° sugar (sugarcane plants)
° cereal (wheat, oats, corn, rice)
° maple syrup (maple trees)
° chocolate (cocoa trees)
° bananas (banana trees)
revised: 10/05
15
ALAMO HEIGHTS ALAMO HEIGHTS ALAMO HEIGHTS ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTINDEPENDENT SCHOOL DISTRICTINDEPENDENT SCHOOL DISTRICTINDEPENDENT SCHOOL DISTRICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Earth Science
Earth and Sky Unit
Time Frame: 1-2 weeks
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities Obj. 4
K.7
The student knows
that many types of
changes occur.
(A) observe, describe, and record changes
in size, mass, color, position, quantity,
time, temperature, sound, and
movement.
(B) identify that heat causes change, such
as ice melting or the Sun warming the
air and compare objects according to
temperature.
(C) observe and record weather changes
from day to day and over seasons.
• A year is divided into four parts,
called the four seasons. They are
spring, summer, fall (autumn),
and winter.
• What each season is like depends
on where you live.
• The temperature changes with
the seasons.
• When the sun comes up, it
warms the air and the
temperature goes up.
• When the sun goes down, the air
gets cooler and the temperature
goes down.
• Clouds are made of very tiny
drops of water or tiny bits of ice.
• Units in the Library
° Rock
° Volcano
• Teacher-developed
units
° Day and Night
° Seasons
° Weather
° Water Cycle
• Power Points
° Rainbows
° Rocks and Minerals
• Library Books
revised: 10/05
16
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
• Clouds come in different shapes,
sizes, and colors.
• Fog is a cloud that forms close to
the ground.
• The wind is moving air.
• You can’t see the wind, but you
can see the way the wind moves
things.
• Rain falls from clouds and soaks
into the earth, filling up the lakes
and streams. It helps the plants
grow.
• Rain can fall in fine droplets
called mist or drizzle.
• If it rains too much, it can cause
a flood.
• Rainbows appear when sunlight
shines through raindrops in the
sky.
• Hail is made up of small lumps
of ice.
• Sleet is frozen rain.
• Snow is ice crystals which fall
because they are too heavy to
float in the air.
revised: 10/05
17
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
K.8
The student knows the
difference between
living organisms and
nonliving objects.
K.10
The student knows
that the natural world
includes rocks, soil,
and water.
(A) a particular organism or object as living
or nonliving.
(A) observe and describe properties of
rocks, soil, and water.
(B) give examples of ways that rocks, soil,
and water are useful.
• There are many different types of
rocks.
• Rocks have attributes that make
them easy to sort and classify
(color, size, shape, texture,
weight, hardness).
• Rocks are used to make many
things---jewelry, chalk,
arrowheads.
• Rocks may be found deep in the
ocean, on the moon, on other
planets, and on the Earth’s
surface.
• Hot, liquid rock called lava
comes out of volcanoes.
• Soil is made mostly of tiny bits
of rock of different sizes. It has
in it tiny pieces of plants and
animals that have died along
with air and water.
• Clay is a special kind of soil used
to make bricks, pots, and dishes.
• The earth has only so much fresh
water for us to drink and use, so
it’s important not to waste water.
revised: 10/05
18
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT
Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Physical Science
Fabric Unit
Time Frame: 3-4 weeks
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities Obj.3
K.7
The student
knows that
many types of
change occur.
(A) observe, describe, and record changes
in size, mass, color, and quantity.
(B) identify and test ways that heat may
cause change.
• Fabric is a manufactured material.
• Different fibers make different types
of fabric.
• Different kinds of fabric have
identifiable characteristics that set
them apart from each other.
• Fabric is used for many things in our
everyday lives.
• Fabrics are made by weaving threads
together using an over-under,
alternating pattern.
• More than one piece of fabric can be
joined together using a needle and
thread through the process of sewing.
• FOSS kit: Fabric
• Library Books
revised: 10/05
20
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
• Some fabrics absorb water; others
repel water.
• Some fabric that has been soiled can
be cleaned by washing it.
• Fabric can be permanently dyed a
wide variety of colors.
• Different properties of fabrics make
them useful for different purposes;
i.e., summer wear, winter wear.
revised: 10/05
21
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRALAMO HEIGHTS INDEPENDENT SCHOOL DISTRALAMO HEIGHTS INDEPENDENT SCHOOL DISTRALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTICTICTICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Physical Science
Simple Machines Unit
Time Frame: 2 weeks
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities Obj. 3
K.5
The student knows
that organisms,
objects, and events
have properties and
patterns.
K.6
The student knows
that systems have
parts and are
composed of organisms
and objects.
(A) describe properties of objects.
(A) sort objects into groups and describe how
the groups are formed.
(D) identify parts that, when separated from the
whole, may result in the part or the whole
not working, such as cars without wheels.
• Balls have
characteristics that
determine how they
move, roll, and bounce.
• The weight, size,
material, and structure
of balls affect how they
move.
• Gravity pulls objects
downward.
• The steeper the incline,
the more speed the ball
will have as it rolls
downward.
• STC Insights Balls and
Ramps Kit (library)
• Activities
° Construction Sets
° Marble Works/Maze
° HEB Tree House
° Children’s Museum
• Library Books
revised: 10/05
22
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
K.7
The student knows
that many types of
changes occur.
(E) manipulate parts of objects such as toys,
vehicles, or construction sets that, when
put together, can do things they cannot do
by themselves.
(A) observe, describe, and record changes in
size, mass, position, quantity, time, and
movement.
• The heavier the ball and
the faster it is going, the
more momentum it has
to knock something
heavier over.
• All objects fall at the
same speed when
dropped from a vertical
position.
• Changing variables in
an investigation leads to
more informed
conclusions.
revised: 10/05
23
ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework
KindergartenKindergartenKindergartenKindergarten
Physical Science
Wood Unit
Time Frame: 3-4 weeks
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
revised: 10/05
24
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
Obj. 3
K.7
The student knows
that many types of
change occur.
K.8
The student knows
the difference
between living
organisms and
nonliving objects.
(A) observe, describe, and record
changes in size, mass, color,
quantity, and time.
(B) identify that heat causes change.
(A) identify an object as living or
nonliving.
• Wood can be changed into a variety of
products.
• Different kinds of wood have
identifiable characteristics that set them
apart from each other.
• Wood is used for many things in our
everyday lives.
• Different kinds of wood come from
different kinds of trees.
• Some woods (like plywood and
particleboard) are processed and
transformed by people.
• Some woods absorb water faster than
others.
• Most wood floats in water.
• Wood can be made to sink by adding
weight to it.
• FOSS kit: Wood
• Library Books
revised: 10/05
25
TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities
• The shape of wood can be changed by
sanding it.
• Wood that is waterlogged sinks.
• Different woodworking tools produce
different kinds and sizes of shavings or
sawdust.
• Sawdust can be made into a usable
wood when it is combined with an
adhesive.
• Gluing several thin sheets of wood
together produces a much stronger
wood.
• Wood can be held together with nails.
• Stains can be used to change the color
of wood.
• Wood can be used to make artistic
structures.
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