chapter 2 transitional kindergartenchapter 2 transitional kindergarten 2016 science framework ......

Chapter 2Transitional Kindergarten

2016 Science FrameworkFOR CALIFORNIA PUBLIC SCHOOLSKindergarten Through Grade Twelve

Adopted by the California State Board of Education November 2016

Published by the California Department of Education Sacramento, June 2018

To view the remaining sections of the 2016 California Science Framework on the CDE website, go to: https://www.cde.ca.gov/ci/sc/cf/cascienceframework2016.asp

www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp

https://www.cde.ca.gov/ci/sc/cf/cascienceframework2016.asp

Items in this document that relate to crosscutting concepts

are highlighted in green and followed by the abbreviation

CCC in brackets, [CCC] , with a number corresponding to the

concept. The same items that correspond to the science and

engineering practices are highlighted in blue and followed

by the abbreviation SEP in brackets, [SEP] , with a number

corresponding to the practice.

The Web links in this document have been replaced with

links that redirect the reader to a California Department

of Education (CDE) Web page containing the actual Web

addresses and short descriptions. Here the reader can access

the Web page referenced in the text. This approach allows

CDE to ensure the links remain current.

2CHAPTER

71Chapter 22016 California Science Framework

CHAPTER 2

Transitional Kindergarten

Introduction to Transitional Kindergarten . . . . . . . . . . . . . . 73

Aligning Key Instructional Shifts of the CA NGSS with TK . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Phenomena-Driven Learning . . . . . . . . . . . . . . . . . . . . . . . 74

Coherent Instruction Across the Curriculum . . . . . . . . . . . . . . . . 74

Learning Relevant to Student Experience and Community Needs . . . . . . 75

The California Preschool Learning Foundations and the CA NGSS . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Science and Engineering Practices in TK . . . . . . . . . . . . . . . . . 78

Disciplinary Core Ideas and Crosscutting Concepts in TK . . . . . . . . . . 79

Other Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Alignment Tables Linking California Preschool Learning Foundations to the CA NGSS . . . . . . . . . . . . . . . . . . . . 80

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

This page intentionally blank.

Chapter 22016 California Science Framework 73

Introduction to Transitional Kindergarten

Young children are natural explorers and builders; they are innately

curious about the world, motivated to learn about it, and anxious

to find ways to make it better . Early childhood educators are

charged with helping direct that energy toward activities that cultivate

curiosity, patience, perseverance, and a love of learning . The overall goal

of the California Next Generation Science Standards (CA NGSS) in early

childhood education is not to produce “little scientists” that act and talk

like professionals, but instead put students on a track to become “big

scientists .” This process is gradual and the CA NGSS lay out a progression of

practices and understandings that unfold in a developmentally appropriate

manner . The CA NGSS define a set of science and engineering practices

(SEPs) , disciplinary core ideas (DCIs) , and crosscutting concepts

(CCCs) and describe how the implementation and expression of these ideas

and activities change as students progress from kindergarten through high

school (appendix 1 of this framework) .

Recognizing the importance of early childhood education, California’s

Education Code Section 48000(d) defines transitional kindergarten (TK)

as “the first year of a two-year kindergarten program that uses a modified

kindergarten curriculum that is age and developmentally appropriate .” The

CA NGSS do not have grade-specific expectations for early childhood or TK,

so this chapter outlines key elements of developmentally appropriate science

at this level . As with all learning at this developmental level, teaching

science in TK requires supporting children’s development in language

(including primary language and English for dual language/English learners),

analysis and reasoning, symbolization or representation, and the emotional

and social skills needed to learn and work with others .

74


Chapter 2 2016 California Science Framework

Aligning Key Instructional Shifts of the CA NGSS with TK

Teaching science at the TK level should follow the same overarching principles of the

CA NGSS outlined in the “Overview” chapter of this framework (chapter 1) where students

engage in doing science, thinking about science, and understanding science . The California

Preschool Curriculum Framework (CA Preschool Framework) (California Department of

Education [CDE] 2012b) provides guidance to teachers on teaching strategies, setting up

environments, and planning curriculum in a way that is also developmentally appropriate

for science learning for TK students . However, the CA Preschool Framework predates the

adoption of the CA NGSS . What needs to change? Chapter 1 of this framework describes

three key instructional shifts in the CA NGSS, and these align closely with best practices of

early childhood education in science from the CA Preschool Framework .

Phenomena-Driven LearningEvents in the natural and constructed world, or phenomena, are at the heart of

instruction in the CA NGSS . Young children learn by directly experiencing these phenomena .

Teachers can intentionally set up materials and learning environments that promote rich

engagement and hands-on experiences . Learning through experience takes sustained

engagement with the same ideas over weeks, months, and even years (National Research

Council [NRC] 2007, 3); this means that students need ongoing access to the same set of

materials and conversations rather than jumping from one idea to the next too quickly .

Science is driven by curiosity about the natural world, so a primary objective is to cultivate

curiosity at the TK level . Teachers are essential for setting up the environment, scaffolding

the exploration, and guiding language development around the phenomena . But teachers

also play the role of “explorer in chief”; students ask more questions [SEP-1] and explore

more boldly when their teacher demonstrates his or her own curiosity (Engel 2013) .

One of the best ways to encourage engagement with phenomena and cultivate curiosity

is to present anomalies, ask for explanation, and encourage informal learning through play

(Gopnik 2012) . Play not only allows for socio-emotional development, but it is also deeply

cognitive and designed to help children learn . Outdoor play allows children to direct their

own exploration and investigation while dramatic or pretend play is a method of processing

and communicating information .

Coherent Instruction Across the CurriculumMaking discoveries through authentic exposure to rich real-world experiences in science

and other domains such as language development, beginning early literacy, music, and


mathematics, prepares children in the TK classroom for the CA NGSS they will be mastering

in kindergarten . TK is a particularly critical time for language development that sets the

foundation for all future learning, including science and engineering . Science activities

should therefore include scaffolding for language and vocabulary acquisition through rich

discourse prompted by teacher questioning and through teacher-student and student-

student interactions . Experiential learning in science is a key opportunity to learn new

vocabulary because new words are needed to communicate about the explorations . The

teacher or another child introduces words because they are relevant to the discourse .

Repeated use of new words in relevant contexts underpins all language development for

children of this age . Note that the emphasis in TK is not on science-specific terminology but

rather the use of science as a platform to learn everyday and academic language .

As stated in the California Preschool Learning Foundations (CDE 2012a), “Language is a

tool of communication used in all developmental domains . Children who are English learners

need to be supported not only in activities focused on language and literacy, but across

the entire curriculum .” All children, particularly children at the beginning and middle levels

of English-language acquisition, may show knowledge and skills in other domains such as

science and engineering using their home language . Hands-on activities therefore support

the growth of skills in these domains and should be designed so that they promote the

language development of all students .

Learning Relevant to Student Experience and Community NeedsThe CA NGSS brings two new opportunities to science learning that make it more

relevant to science and the future needs of communities: engineering and environmental

literacy . These elements were added to prepare students to be future citizens and leaders

capable of making informed decisions to address key issues facing modern society . This

broader goal is an endpoint that develops gradually over the entire TK–12 span . The child-

centered, local focus of TK serves as an important first step on this progression .

California’s Environmental Principles and Concepts (EP&Cs) are a fundamental component

of the CA NGSS that stress human relationships with the natural world . Transitional kinder-

garten students begin building this relationship by spending time outdoors, and observing and

appreciating the world around them (even when that world is entirely urban) . A school with a

creek has a clear advantage over an urban one at providing access to the natural world, but

all California students should experience the world around them (whatever it may be) . There

are opportunities to make this happen in all school settings that build foundations of environ-

mental literacy . In addition to observing all forms of life (ranging from weeds growing in

76



cracks to coyotes leaping schoolyard fences), students can experience patterns in weather,

shadows and light, and feel the range of different materials that make up their environment .

Engineering concepts and practices at this early age are grounded in solving problems .

One aspect of engineering involves physically creating things such as building structures with

blocks, toy construction sets, or other three-dimensional construction materials and exploring

the properties of materials . However, engineering is not only about physical solutions but

includes developing processes and procedures that solve a range of real-world problems .

Many of the problems students will face in the next generation are related to human-induced

changes to the environment . Engineering can create solutions that reduce human impacts .

The California Preschool Learning Foundations and the CA NGSS

This section discusses learning progressions that bridge from the California Preschool

Learning Foundations for science (CDE 2012a) to the CA NGSS for kindergarten . Students

develop the interest, curiosity, language, and habits of mind needed to pursue science when

TK teachers support students’ development of both fundamental abilities for analysis and

reasoning and for graphic and symbolic representation of their ideas .

Unlike preschool or kindergarten, TK does not have grade-specific content standards .

The guidelines in this section reflect the range of abilities students may possess in the

period between preschool and kindergarten, but are not specific to a grade-level standard .

The Preschool Learning Foundations for science describe the behaviors and skills children

typically exhibit “at around 48 months of age” and “at around 60 months of age” (CDE

2012a) . Transitional kindergarten teachers commonly use these foundations to guide

curriculum development, as children are not yet 60 months when they enter TK . Transitional

kindergarten students are not expected to master the kindergarten standards until the end

of kindergarten .

The California Preschool Learning Foundations were designed for all children, including

dual language learners and children with disabilities . However, dual language learning children

may understand more quickly through instruction in their home language, and children with

disabilities or other special needs may require adaptations or modifications (CDE 2012a) .

The California Preschool Learning Foundations for science are organized in four strands:

1 . Scientific Inquiry

2 . Physical Sciences

3 . Life Sciences

4 . Earth Sciences


Within these foundations, the Scientific Inquiry strand focuses on developing the skills

and language of science . In the CA NGSS, similar skills are called science and engineering

practices (SEPs) . One shift of the CA NGSS is that the SEPs are not separated from

the other strands but are tools for acquiring understanding of core ideas within each

discipline . The term three-dimensional learning in the CA NGSS refers to this integration of

the science and engineering practices, disciplinary core ideas, and crosscutting concepts .

The CA NGSS define disciplinary core ideas (DCIs) in physical, life, Earth and space

sciences and engineering . Students engage in the science and engineering practices to

understand the DCIs .The third dimension, crosscutting concepts (CCCs) help students

explore connections across the four domains of science (physical science, life science,

Earth and space science, and engineering design) . These ideas, DCIs, SEPs, and CCCs, are

fundamental ways of thinking about and asking questions that tie together all disciplines or

strands of science . Even though the California Preschool Learning Foundations do not directly

include CCCs, young children can explicitly consider the CCCs as they explore phenomena .

For example, children can observe that sorting objects by color or size reveals an underlying

set of patterns [CCC-1] in the classification of the objects . Or, children can do something

to an object (pushing a ball on a table) and then observe what happens next (the ball may

fall off the table) . The understanding of this cause and effect [CCC-2] mechanism enables

them to make predictions about future events .

The California Preschool Learning Foundations predate the adoption of the CA NGSS and

therefore do not correlate directly to them . The tables in this chapter show one possible

alignment between these two documents .

78



Science and Engineering Practices in TKThe SEPs, like all three dimensions of CA NGSS, build in complexity in an age-appropriate

manner and look very different in TK–2 than they do in high school . Table 2 .1 shows one

way to interpret the SEPs for kindergarten through grade two . It serves as a simplified guide

to the practices .

Table 2.1. Age Appropriate Science and Engineering Practices

AS STATED IN STANDARDS ADAPTED FOR TK–2

Asking questions (science)/Defining problems (engineering)

Wondering (science)/Deciding the “rules” (engineering)

Developing and using models Drawing diagrams, building models, and discovering ways to think about how things work

Planning and carrying out investigations Doing “exploriments”

Analyzing and interpreting data Comparing and looking for patterns

Using mathematical and computational thinking

Counting and measuring

Constructing explanations (science)/ designing solutions (engineering)

Describing what happened (science)/ Tinkering (engineering)

Engaging in argument from evidence "I think ____ because I see or know ____ ."

Obtaining, evaluating, and communicating information

Writing, drawing, or talking (acting out) about what we know, read, and understand about new discoveries (things) (ELA connections)

Table 2 .2 outlines connections between the scientific inquiry strand of the California

Preschool Learning Foundations and the SEPs from the CA NGSS . The table illustrates what

the SEPs might look like at the TK level . The table also includes ideas for how teachers can

prompt or question children to further develop these practices in the context of children’s

spontaneous activities and observations . The descriptors for the kindergarten SEPs in table

2 .2 come directly from appendix 1 of this framework for grade span K–2 .

Two SEPs from the CA NGSS are not included in table 2 .2 but are a part of TK

instruction . There are many activities that can develop TK mathematical thinking [SEP-5] ,

including counting and measuring . For example, cooking (which is full of measurement) has

been shown to be an effective strategy to improve science learning (Saçkes et al . 2011) .

The other CA NGSS SEP missing from the table is developing models [SEP-2] . Foundations



for modeling in TK include making representational drawings and diagrams (pictorial

models) . Making a drawing that represents a block structure a child has built as described

above, or a chart that represents the growing of a plant week after week through a series of

drawings of the plant at different stages are two examples . Students also develop internal

mental models through play and interaction with the world . They actively apply these

models to predicting outcomes . They slowly develop the language skills necessary to

articulate their mental models (turning them into conceptual models that can be shared and

refined as a community) .

Disciplinary Core Ideas and Crosscutting Concepts in TKTable 2 .3 shows example connections between the California Preschool Learning

Foundations for science and the DCIs in physical science, life science, and Earth and space

science . Each foundation topic also includes a suggested link to an appropriate CCC .

Teachers deepen and extend a child’s thinking about the concept by using age-appropriate

versions of the questions associated with each CCC presented in the overview chapter .

Other ResourcesTo ensure that TK meets the instructional and developmental needs of young learners,

ongoing collaboration between instructional experts and curriculum developers at both the

school and district levels is necessary to develop a coherent articulation across preschool to

TK and to kindergarten .

The CDE has published a document, The Alignment of the California Preschool Learning

Foundations with Key Early Education Resources1 https://www .cde .ca .gov/ci/sc/cf/

ch2 .asp#link1 that connects the California Infant/Toddler Learning and Development

Foundations, Head Start Child Development and Early Learning Framework, California

Preschool Learning Foundations (CDE 2012a), and the California Common Core State

Standards . This resource and others presented in the Mathematics Framework for California

Public Schools: Kindergarten Through Grade Twelve and the English Language Arts/English

Language Development Framework for California Public Schools: Kindergarten Through

Grade Twelve provide additional opportunities to create a more interdisciplinary curriculum .

The frameworks and other early childhood education resources can be downloaded from the

California Department of Education Web site: https://www.cde.ca.gov/ci/sc/cf/ch2 .asp#link2 .

1 . The Alignment of the California Preschool Learning Foundations with Key Early Education Resources predates the adoption of the CA NGSS . The standards listed in the alignment document are now-outdated standards from 1998 .

https://www.cde.ca.gov/ci/sc/cf/ch2.asp#link1




80



Alignment Tables Linking California Preschool Learning Foundations to the CA NGSS

Table 2.2. Alignment of California Preschool Learning Foundations to the Science and Engineering Practices

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82



SC

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C I

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At a

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d 48

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ths

of a

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-1 A

skin

g qu

esti

ons

and

defi

nin

g pr

oble

ms

• D

efin

e a

sim

ple

prob

lem

tha

t ca

n be

sol

ved

thro

ugh

the

deve

lopm

ent

of a

new

or

impr

oved

ob

ject

or

tool

.

1.3

Beg

in t

o id

enti

fy a

nd

use

, wit

h ad

ult

su

ppor

t, s

ome

obse

rvat

ion

and

mea

sure

men

t to

ols.

1.3

Ide

nti

fy a

nd

use

a g

reat

er v

arie

ty

of o

bser

vati

on a

nd

mea

sure

men

t to

ols.

M

ay s

pon

tan

eou

sly

use

an

app

ropr

iate

to

ol, t

hou

gh m

ay s

till

nee

d ad

ult

su

ppor

t.

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ions

Tha

t C

an E

licit

Stu

dent

Act

ions

• W

hile

exp

lorin

g, s

tudy

ing,

or

exam

inin

g le

aves

, us

es a

mag

nify

ing

glas

s, w

ith t

he t

each

er’s

ass

ista

nce,

to

obs

erve

a le

af c

lose

ly .

• U

sing

a m

easu

ring

cup,

hel

ps t

he

teac

her

mea

sure

tw

o cu

ps o

f flo

ur

durin

g a

cook

ing

activ

ity .

• U

ses

age-

appr

opria

te t

ools

to

pick

up

and

grou

p to

geth

er s

mal

l thi

ngs

foun

d in

so

il .•

Whi

le p

repa

ring

doug

h, c

hild

use

s a

mea

surin

g cu

p to

pou

r on

e cu

p of

flo

ur .

• Po

se d

esig

n pr

oble

ms

in t

he c

onte

xt o

f bu

ildin

g an

d sa

ndbo

x pl

ay a

ctiv

ity, e .

g .,

”How

cou

ld y

ou

mak

e yo

ur b

lock

bui

ldin

g m

ore

stab

le?”

• In

trod

uce

sim

ple

tool

s fo

r m

easu

rem

ent,

ob

serv

atio

n, o

r m

anip

ulat

ion

of m

ater

ials

and

en

cour

age

child

ren

to u

se t

hem

in a

ctiv

ities

suc

h as

coo

king

or

sort

ing .


SC

IEN

TIFI

C I

NQ

UIR

Y S

TRA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

CA

NG

SS

SC

IEN

CE

& E

NG

INEE

RIN

G P

RA

CTI

CES

By t

he e

nd o

f ki

nder

gart

en

SEP

-3 P

lan

nin

g an

d ca

rryi

ng

out

inve

stig

atio

ns

• M

ake

obse

rvat

ions

(fir

stha

nd o

r fr

om m

edia

) an

d/or

m

easu

rem

ents

to

colle

ct d

ata

that

can

be

used

to

mak

e co

mpa

rison

s . S

EP-4

An

alyz

ing

and

inte

rpre

tin

g da

ta

• An

alyz

e da

ta f

rom

tes

ts o

f tw

o ob

ject

s de

sign

ed t

o so

lve

the

sam

e pr

oble

m t

o co

mpa

re t

he s

tren

gths

and

w

eakn

esse

s of

how

eac

h pe

rfor

ms .

1.4

Com

pare

an

d co

ntr

ast

obje

cts

and

even

ts a

nd

begi

n t

o de

scri

be

sim

ilari

ties

an

d di

ffer

ence

s.

1.4

Com

pare

an

d co

ntr

ast

obje

cts

and

even

ts a

nd

desc

ribe

si

mila

riti

es a

nd

diff

eren

ces

in

grea

ter

deta

il.

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Co

mpa

res

a hu

mm

ingb

ird e

gg

to a

chi

cken

egg

(w

hile

obs

ervi

ng

pict

ures

or

actu

al o

bjec

ts)

and

desc

ribes

the

ir si

mila

ritie

s: “

They

are

ro

und

and

whi

te a

nd lo

ok t

he s

ame .

”•

Usi

ng d

iffer

ent

sens

es, ob

serv

es a

w

ater

mel

on, co

ntra

sts

the

insi

de a

nd

outs

ide,

and

com

mun

icat

es, “T

he

outs

ide

is g

reen

and

har

d, a

nd t

he

insi

de is

red

and

sof

t .”

• O

bser

ves

and

desc

ribes

wha

t th

e sk

y lo

oks

like

on a

fog

gy d

ay a

nd

how

it is

diff

eren

t on

a s

unny

day

.•

Com

pare

s cr

ease

s in

the

pa

lm o

f hi

s ha

nd t

o a

leaf

and

co

mm

unic

ates

, “T

hey

both

hav

e st

ripes

all

over

. So

me

lines

are

tin

y,

and

som

e ar

e lo

ng, lik

e th

is o

ne .”

• Pr

ovid

e op

port

uniti

es t

o ob

serv

e na

tura

l phe

nom

ena

over

an

exte

nded

per

iod

of t

ime .

• En

cour

age

stud

ents

to

reco

rd o

bser

vatio

ns t

hrou

gh

draw

ings

and

ver

bally

, an

d di

scus

s th

ose

obse

rvat

ions

.•

Ask

ques

tions

tha

t en

cour

age

furt

her

obse

rvat

ions

and

in

trod

uce

wor

ds a

nd la

ngua

ge n

eede

d fo

r th

e si

tuat

ion .

• M

ake

clas

s ch

arts

rec

ordi

ng im

port

ant

wor

ds o

r id

eas

that

stu

dent

s in

trod

uced

in t

heir

obse

rvat

ions

with

ac

com

pany

ing

pict

ures

.

84



SC

IEN

TIFI

C I

NQ

UIR

Y S

TRA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

CA

NG

SS

SC

IEN

CE

& E

NG

INEE

RIN

G P

RA

CTI

CES

By t

he e

nd o

f ki

nder

gart

en

SEP

-3 P

lan

nin

g an

d ca

rryi

ng

out

inve

stig

atio

ns

• Pl

an a

nd c

ondu

ct a

n in

vest

igat

ion

colla

bora

tivel

y to

pr

oduc

e da

ta t

o se

rve

as t

he b

asis

for

evi

denc

e to

ans

wer

a

ques

tion .

• M

ake

pred

ictio

ns b

ased

on

prio

r ex

perie

nces

. S

EP-4

An

alyz

ing

and

inte

rpre

tin

g da

ta

• Co

mpa

re p

redi

ctio

ns (

base

d on

prio

r ex

perie

nces

) to

w

hat

occu

rred

(ob

serv

able

eve

nts)

.

1.5

Mak

e pr

edic

tion

s an

d ch

eck

them

, wit

h a

dult

su

ppor

t, t

hro

ugh

con

cret

e ex

peri

ence

s.

1.5

Dem

onst

rate

s an

incr

ease

d ab

ility

to

mak

e pr

edic

tion

s an

d ch

eck

them

(e.

g., m

ay m

ake

mor

e co

mpl

ex p

redi

ctio

ns,

off

er w

ays

to

test

pre

dict

ion

s, a

nd

disc

uss

wh

y pr

edic

tion

s w

ere

corr

ect

or in

corr

ect)

.

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Af

ter

mak

ing

a pr

edic

tion

abou

t w

hich

blo

ck is

hea

vier

, us

es t

he b

alan

ce s

cale

to

test

her

pre

dict

ion .

• Lo

oks

thro

ugh

the

win

dow

on

a w

indy

day

and

pre

dict

s,

“Mor

e le

aves

will

fal

l dow

n .”

• Br

ings

an

obje

ct t

o th

e w

ater

tab

le a

nd

pred

icts

whe

ther

it w

ill s

ink

or f

loat

. Th

en

puts

the

obj

ect

in w

ater

and

obs

erve

s w

hat

happ

ens .

Com

men

ts t

o hi

s fr

iend

, “Y

es, I

knew

it!

It is

flo

atin

g .”

• In

res

pons

e to

the

que

stio

n, “

Wha

t do

yo

u th

ink

will

hap

pen

if w

ater

is a

dded

to

the

flo

ur?”

Pre

dict

s, “

The

flour

will

fee

l st

icky

and

will

not

look

like

flo

ur a

ny m

ore .

Th

e w

ater

and

the

flo

ur w

ill m

ix t

oget

her .”

An

othe

r ch

ild s

ugge

sts,

“Le

t’s p

our

som

e w

ater

and

see

wha

t ha

ppen

s .”

• As

k qu

estio

ns t

hat

prom

pt c

ompa

rison

s or

pre

dict

ions

.•

Whe

n st

uden

ts o

ffer

s pr

edic

tions

, as

k th

em t

o ex

plai

n w

hy t

hat

is t

heir

expe

ctat

ion .

• Ca

rry

out

inve

stig

atio

ns t

o fo

llow

up

on p

redi

ctio

ns .

• Fo

ster

dis

cuss

ion

of r

esul

ts, bo

th w

hen

the

outc

ome

is

as e

xpec

ted

and

whe

n it

is n

ot, fo

ster

ing

furt

her

ques

tions

an

d ob

serv

atio

ns o

r re

vise

d pr

edic

tions

for

a n

ew b

ut

rela

ted

situ

atio

n .


SC

IEN

TIFI

C I

NQ

UIR

Y S

TRA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

CA

NG

SS

SC

IEN

CE

& E

NG

INEE

RIN

G P

RA

CTI

CES

By t

he e

nd o

f ki

nder

gart

en

SEP

-6 C

onst

ruct

ing

expl

anat

ion

s an

d de

sign

ing

solu

tion

s •

Mak

e ob

serv

atio

ns (

first

hand

or

from

med

ia)

to c

onst

ruct

an

evi

denc

e-ba

sed

acco

unt

for

natu

ral p

heno

men

a . S

EP-7

En

gagi

ng

in a

rgu

men

t fr

om e

vide

nce

•

Iden

tify

argu

men

ts t

hat

are

supp

orte

d by

evi

denc

e .•

Cons

truc

t an

arg

umen

t w

ith e

vide

nce

to s

uppo

rt a

cla

im .

1.6

Mak

e in

fere

nce

s an

d fo

rm g

ener

aliz

atio

ns

base

d on

evi

den

ce.

1.6

Dem

onst

rate

an

incr

ease

d ab

ility

to

mak

e in

fere

nce

s an

d ge

ner

aliz

atio

ns

base

d on

evi

den

ce.

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• N

otic

es t

hat

a pl

ant

is

wilt

ed a

nd s

ays

that

it n

eeds

so

me

wat

er .

• Lo

oks

outs

ide

the

win

dow

an

d ob

serv

es t

he t

rees

m

ovin

g . I

nfer

s th

at it

is

win

dy o

utsi

de:

“Loo

k at

the

tr

ees;

it is

win

dy!”

• O

bser

ves

a pi

ctur

e of

an

unfa

mili

ar

anim

al . N

otic

es t

he w

ings

and

co

mm

unic

ates

, “I

t is

a b

ird . I

know

it

beca

use

it ha

s w

ings

.”•

Obs

erve

s a

pict

ure

of a

chi

ld d

ress

ed in

a

jack

et, a

scar

f, m

itten

s an

d a

hat

and

com

mun

icat

es t

hat

it m

ust

have

bee

n ve

ry

cold

out

side

.

• En

cour

age

child

ren

to d

iscu

ss a

nd e

labo

rate

on

obse

rvat

ions

and

con

clus

ions

.•

Ask

ques

tions

to

elic

it an

alys

is a

nd r

easo

ning

and

to

enco

urag

e st

uden

ts t

o pr

ovid

e ev

iden

ce f

rom

obs

erva

tion

to s

uppo

rt c

oncl

usio

ns (

or c

laim

s) .

• En

cour

age

stud

ent

grou

p ta

lk t

o ar

rive

at a

com

mon

un

ders

tand

ing

or e

xpla

natio

n of

a p

heno

men

on .

86



SC

IEN

TIFI

C I

NQ

UIR

Y S

TRA

ND

2.0

Doc

um

enta

tion

an

d C

omm

un

icat

ion

CA

NG

SS

SC

IEN

CE

& E

NG

INEE

RIN

G P

RA

CTI

CES

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

SEP

-2 D

evel

opin

g an

d u

sin

g m

odel

s •

Dev

elop

and

/or

use

a m

odel

to

repr

esen

t am

ount

s,

rela

tions

hips

, re

lativ

e sc

ales

(bi

gger

, sm

alle

r), an

d/or

pa

tter

ns in

the

nat

ural

and

des

igne

d w

orld

(s) .

S

EP-4

An

alyz

ing

and

inte

rpre

tin

g da

ta

• Re

cord

info

rmat

ion

(obs

erva

tions

, tho

ught

s, a

nd id

eas)

.•

Use

and

sha

re p

ictu

res,

dra

win

gs, an

d/or

writ

ings

of

obse

rvat

ions

. S

EP-8

Obt

ain

ing,

eva

luat

ing,

an

d co

mm

un

icat

ing

info

rmat

ion

• O

btai

n in

form

atio

n us

ing

vario

us t

exts

, te

xt f

eatu

res,

an

d ot

her

med

ia t

hat

will

be

usef

ul in

ans

wer

ing

scie

ntifi

c qu

estio

ns a

nd/o

r su

ppor

ting

a sc

ient

ific

clai

m .

2.1

Rec

ord

obse

rvat

ion

s or

fi

ndi

ngs

in v

ario

us

way

s, w

ith

adu

lt a

ssis

tan

ce, i

ncl

udi

ng

pict

ure

s, w

ords

(di

ctat

ed

to a

dult

s), c

har

ts, j

ourn

als,

m

odel

s, a

nd

phot

os.

2.1

Rec

ord

info

rmat

ion

mor

e re

gula

rly

and

in g

reat

er d

etai

l in

vari

ous

way

s, w

ith

adu

lt a

ssis

tan

ce,

incl

udi

ng

pict

ure

s, w

ords

(di

ctat

ed

to a

dult

s), c

har

ts, j

ourn

als,

mod

els,

ph

otos

, or

by t

ally

ing

and

grap

hin

g in

form

atio

n.

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• “R

ecor

ds”

in h

er jo

urna

l wha

t th

e pu

mpk

in lo

oks

like

on t

he

insi

de a

nd d

raw

s an

ora

nge

oval

w

ith m

any

dots

on

the

insi

de .

The

teac

her

writ

es d

own

the

child

’s o

bser

vatio

n: it

is s

oft

insi

de a

nd h

as lo

ts o

f se

eds .

• In

col

labo

ratio

n w

ith f

riend

s,

crea

tes

a co

llage

with

roc

ks a

nd

leav

es c

olle

cted

dur

ing

a w

alk

arou

nd t

he y

ard

or n

eigh

borh

ood

and

refe

rs t

o it

whe

n de

scrib

ing

the

item

s co

llect

ed o

n th

eir

wal

k .

• Co

llect

s in

form

atio

n by

usi

ng t

ally

m

arks

to

find

out

how

man

y ch

ildre

n ha

ve p

ets

and

how

man

y do

not

hav

e pe

ts .

• Af

ter

com

ing

back

fro

m a

wal

k in

th

e ne

ighb

orho

od, cr

eate

s w

ith o

ther

ch

ildre

n a

mod

el o

f th

e bu

ildin

g th

ey

have

obs

erve

d us

ing

diff

eren

t m

ater

ials

su

ch a

s bo

xes

of d

iffer

ent

size

s, p

aper

ro

lls, an

d pl

astic

bot

tles .

• En

cour

age

draw

ing

activ

ity t

o re

pres

ent

obse

rvat

ions

and

id

eas .

• As

k st

uden

ts t

o m

ake

a di

agra

m s

how

ing

how

the

y bu

ilt

a bl

ock

stru

ctur

e .•

Enco

urag

e ch

ildre

n to

bui

ld p

atte

rns

or s

truc

ture

s fo

llow

ing

a de

sign

dia

gram

.•

Dev

elop

sim

ple

char

ts o

r ba

r gr

aphs

to

reco

rd s

tude

nt

obse

rvat

ions

and

hav

e ch

ildre

n di

scus

s th

em .

• As

k ch

ildre

n to

sug

gest

how

the

tea

cher

sho

uld

repr

esen

t in

form

atio

n or

obs

erva

tions

tha

t th

ey a

re g

athe

ring .


SC

IEN

TIFI

C I

NQ

UIR

Y S

TRA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

CA

NG

SS

SC

IEN

CE

& E

NG

INEE

RIN

G P

RA

CTI

CES

By t

he e

nd o

f ki

nder

gart

en

SEP

-4 A

nal

yzin

g an

d in

terp

reti

ng

data

•

Use

obs

erva

tions

(fir

stha

nd o

r fr

om m

edia

) to

des

crib

e pa

t-te

rns

and/

or r

elat

ions

hips

in th

e na

tura

l and

des

igne

d w

orld

(s)

in o

rder

to

answ

er s

cien

tific

que

stio

ns a

nd s

olve

pro

blem

s .•

Com

pare

pre

dict

ions

(ba

sed

on p

rior

expe

rienc

es)

to

wha

t oc

curr

ed (

obse

rvab

le e

vent

s) .

SEP

-6 C

onst

ruct

ing

expl

anat

ion

s an

d de

sign

ing

solu

tion

s •

Mak

e ob

serv

atio

ns (

first

hand

or

from

med

ia)

to c

onst

ruct

an

evi

denc

e-ba

sed

acco

unt

for

natu

ral p

heno

men

a .

SEP

-7 E

nga

gin

g in

arg

um

ent

from

evi

den

ce

• D

istin

guis

h be

twee

n op

inio

ns a

nd e

vide

nce

in o

ne’s

ow

n ex

plan

atio

ns .

• Li

sten

act

ivel

y to

arg

umen

ts t

o in

dica

te a

gree

men

t or

di

sagr

eem

ent

base

d on

evi

denc

e, a

nd/o

r to

ret

ell t

he m

ain

poin

ts o

f th

e ar

gum

ent .

S

EP-8

Obt

ain

ing,

eva

luat

ing,

an

d co

mm

un

icat

ing

in

form

atio

n •

Com

mun

icat

e in

form

atio

n or

des

ign

idea

s an

d/or

so

lutio

ns w

ith o

ther

s in

ora

l and

/or

writ

ten

form

s us

ing

mod

els,

dra

win

gs, w

ritin

g, o

r nu

mbe

rs t

hat

prov

ide

deta

il ab

out

scie

ntifi

c id

eas,

pra

ctic

es, an

d/or

des

ign

idea

s .

2.2

Sh

are

fin

din

gs a

nd

expl

anat

ion

s, w

hic

h m

ay

be c

orre

ct o

r in

corr

ect,

w

ith

or

wit

hou

t ad

ult

pr

ompt

ing.

2.2

Sh

are

fin

din

gs a

nd

expl

anat

ion

s,

wh

ich

may

be

corr

ect

or in

corr

ect,

mor

e sp

onta

neo

usl

y an

d w

ith

gre

ater

det

ail.

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Re

cord

s th

e gr

owth

of

a pl

ant

in t

he g

arde

n, a

nd

com

mun

icat

es, “T

he p

lant

gr

ew f

rom

a s

eed,

just

like

th

e flo

wer

in t

he s

tory

.”•

Whe

n as

ked,

“W

hat

happ

ened

to

the

wat

er?”

Ex

plai

ns, “I

t is

har

d no

w

beca

use

we

put

it in

the

fr

eeze

r .”

• W

hen

aske

d w

heth

er a

pup

pet

can

eat,

ex

plai

ns, “A

pup

pet

cann

ot e

at b

ecau

se it

do

es n

ot h

ave

a re

al m

outh

. Yo

u ca

n dr

aw

him

a m

outh

, bu

t it

is n

ot r

eal l

ike

this

.” (p

oint

s to

ow

n m

outh

) .•

Whe

n ta

lkin

g w

ith c

hild

ren

abou

t w

hy

som

e th

ings

slid

fast

er a

nd o

ther

s sl

ower

w

hen

lett

ing

go o

f the

m a

t th

e to

p of

the

sl

ide,

chi

ldre

n co

me

up w

ith d

iffer

ent

expl

a-na

tions

: “I

t go

t st

uck

beca

use

it is

hea

vy,”

“It

is s

lippe

ry,”

“It

is b

umpy

,” “I

t ha

s w

heel

s .”

• Pr

ompt

ana

lysi

s an

d re

ason

ing

from

evi

denc

e th

roug

h qu

estio

ning

str

ateg

ies .

• Pr

ovid

e op

port

uniti

es a

nd e

ncou

rage

men

t fo

r st

uden

ts

to r

espo

nd t

o th

e id

eas

of o

ther

s w

ith q

uest

ions

or

elab

orat

ions

.

88



Table 2.3. Connections Between the California Preschool Learning Foundations Science Domain Strands and the CA NGSS

PH

YS

ICA

L S

CIE

NC

E S

TR

AN

D

1.0

Pro

pert

ies

and

Ch

arac

teri

stic

s of

Non

livin

g O

bje

cts

and

Mat

eria

ls

PH

YS

ICA

L S

CIE

NC

E –

CA

NG

SS

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

1.1

Obs

erve

, in

vest

igat

e, a

nd

iden

tify

th

e ch

arac

teri

stic

s an

d ph

ysic

al p

rope

rtie

s of

ob

ject

s an

d of

sol

id a

nd

non

solid

mat

eria

ls (

size

, w

eigh

t, s

hap

e, c

olor

, tex

ture

, an

d so

un

d).

1.1

Dem

onst

rate

incr

ease

d ab

ility

to

obse

rve,

inve

stig

ate,

an

d de

scri

be in

gr

eate

r de

tail

the

char

acte

rist

ics

and

phys

ical

pro

pert

ies

(siz

e, w

eigh

t, s

hap

e,

colo

r, t

extu

re, a

nd

sou

nd)

of

obje

cts

and

of s

olid

an

d n

onso

lid m

ater

ials

.

Su

ppor

t fo

r K

-PS

3-1

M

ake

obse

rvat

ions

to

dete

rmin

e th

e ef

fect

of

sun

light

on

Eart

h’s

surf

ace .

[C

lari

fica

tion

S

tate

men

t: E

xam

ples

of

Eart

h’s

su

rfac

e co

uld

in

clu

de s

and,

soi

l, ro

cks,

an

d w

ater

.]

(PS3

.B -

Su

nlig

ht

war

ms

Eart

h’s

su

rfac

e.)

Su

ppor

t fo

r K

-2-E

TS1

-2D

evel

op a

sim

ple

sket

ch, dr

awin

g, o

r ph

ysic

al

mod

el t

o ill

ustr

ate

how

the

sha

pe o

f an

obj

ect

help

s it

func

tion

as n

eede

d to

sol

ve a

giv

en

prob

lem

. P

atte

rns

[CC

C-1

]

Sca

le, P

ropo

rtio

n, a

nd

Qu

anti

ty [

CC

C-3

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• H

olds

a w

ood

bloc

k an

d a

foam

blo

ck . Re

fers

to

the

woo

d bl

ock

whe

n as

ked

whi

ch o

ne is

he

avie

r .•

Trie

s to

pus

h a

toy

car

thro

ugh

a m

aze

and

real

izes

tha

t th

e ca

r is

too

big

and

can

not

go

thro

ugh .

Get

s a

smal

ler

car

and

trie

s ag

ain .

• U

ses

a ba

lanc

e sc

ale

to f

ind

out

whi

ch o

f tw

o ba

lls is

hea

vier

.•

Dur

ing

a co

okin

g ac

tivity

, ex

plor

es s

ugar

, flo

ur, sa

lt, p

owde

red

gela

tin, or

cor

nsta

rch

by u

sing

the

sen

ses

(tou

ch, sm

ell,

tast

e) .

Child

ren

com

mun

icat

e th

eir

obse

rvat

ions

: “A

ll of

the

m a

re w

hite

,” “T

he f

lour

is v

ery

soft

,” “T

he s

ugar

look

s m

ore

like

salt,

but

it

tast

es s

wee

t .”

• Se

t up

opp

ortu

nitie

s fo

r st

uden

ts t

o in

vest

igat

e, r

ecor

d, a

nd d

iscu

ss t

he e

ffec

ts a

nd

patt

erns

of

sun

and

shad

e in

the

pla

ygro

und .

• Pr

ompt

dis

cuss

ion,

obs

erva

tion,

and

ana

lysi

s of

the

rel

atio

nshi

p of

sha

pe t

o us

e fo

r to

ols

and

othe

r ob

ject

s us

ed in

eve

ryda

y ac

tiviti

es in

th

e cl

assr

oom

(in

clud

ing

body

par

ts, ar

t to

ols,

co

okin

g to

ols,

etc

.)


PH

YS

ICA

L S

CIE

NC

E S

TR

AN

D

2.0

Ch

ange

s in

Non

livin

g O

bje

cts

and

Mat

eria

ls

PH

YS

ICA

L S

CIE

NC

E –

CA

NG

SS

K-P

S2

Mot

ion

an

d S

tab

ility

: Fo

rces

an

d In

tera

ctio

ns

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

2.1

Dem

onst

rate

aw

aren

ess

that

obj

ects

an

d m

ater

ials

can

ch

ange

, exp

lore

an

d de

scri

be

chan

ges

in o

bjec

ts a

nd

mat

eria

ls (

rear

ran

gem

ent

of

part

s; c

han

ge in

col

or, s

hap

e,

text

ure

, tem

pera

ture

).

2.1

Dem

onst

rate

an

incr

ease

d aw

aren

ess

that

obj

ects

an

d m

ater

ials

can

ch

ange

in

vari

ous

way

s. E

xplo

re a

nd

desc

ribe

in g

reat

er

deta

il ch

ange

s in

obj

ects

an

d m

ater

ials

(r

earr

ange

men

t of

par

ts;

chan

ge in

col

or,

shap

e, t

extu

re, f

orm

, an

d te

mpe

ratu

re).

Sup

port

for

K-P

S3-1

Mak

e ob

serv

atio

ns t

o de

term

ine

the

effe

ct

of s

unlig

ht o

n Ea

rth’

s su

rfac

e . [

Cla

rifi

cati

on

Stat

emen

t: E

xam

ples

of

Eart

h’s

su

rfac

e co

uld

in

clu

de s

and,

soi

l, ro

cks,

an

d w

ater

.]

PS3

.B –

Su

nlig

ht

war

ms

Eart

h’s

su

rfac

e.

En

ergy

an

d M

atte

r [C

CC

-5]

Sta

bilit

y an

d C

han

ge [

CC

C-7

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Pa

rtic

ipat

es in

mak

ing

guac

amol

e an

d de

mon

stra

tes

how

tea

cher

can

mak

e it

soft

by

pres

sing

and

mix

ing

the

avoc

ado

with

a f

ork .

• W

hile

pla

ying

with

blu

e an

d ye

llow

sof

t cl

ay, ob

serv

es t

hat

the

mix

ture

bec

ame

gree

n an

d co

mm

unic

ates

, “H

ey, te

ache

r, I

mad

e gr

een .

”•

Not

ices

tha

t th

e ic

e in

the

cu

p m

elte

d in

to w

ater

. Pu

ts

his

finge

rs in

the

wat

er, an

d ge

stur

es t

o th

e te

ache

r to

com

e ov

er a

nd f

eel t

he w

ater

.

• W

hile

mak

ing

lem

onad

e, m

ixes

wat

er w

ith le

mon

ju

ice

and

mak

es a

pre

dict

ion

abou

t ho

w it

is g

oing

to

tas

te .

• Af

ter

putt

ing

diffe

rent

col

ored

cra

yons

on

a pi

ece

of a

lum

inum

foil

and

plac

ing

it in

the

sun

, the

te

ache

r as

ked,

“W

hat

do y

ou t

hink

mig

ht h

appe

n?”

Child

ren

pred

ict,

“It

will

get

bur

ned,

” “I

t w

ill g

et h

ot,

and

then

the

y w

ill m

ix .”

• Re

cord

s in

her

jour

nal h

ow t

he ic

e in

the

bow

l m

elte

d: “

I to

uche

d it

with

my

finge

r, an

d it

was

ver

y co

ld a

nd v

ery

hard

.” Th

e te

ache

r as

ks, “W

hat

hap-

pene

d to

the

ice

afte

r lu

nch

was

ove

r?”

The

child

de

scrib

es h

er d

raw

ing:

“Th

e ic

e w

as v

ery

smal

l, an

d th

ere

was

wat

er in

the

bow

l .” T

he t

each

er

writ

es t

he c

hild

’s w

ords

dow

n an

d re

phra

ses

the

child

’s d

escr

iptio

n: “

Yes,

the

ice

has

mel

ted .

”

• Pr

ovid

e op

port

uniti

es t

o ob

serv

e an

d di

scus

s ch

ange

s in

mat

ter

(ice

mel

ting,

cak

e co

okin

g,

etc .

) .•

Prom

pt in

divi

dual

and

gro

up e

ffor

ts t

o di

scus

s an

d re

cord

wha

t oc

curr

ed .

90



PH

YS

ICA

L S

CIE

NC

E S

TR

AN

DP

HY

SIC

AL

SC

IEN

CE

– C

A N

GS

S

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

2.2

Obs

erve

an

d de

scri

be

the

mot

ion

of

obje

cts

(in

term

s of

spe

ed, d

irec

tion

, th

e w

ays

thin

gs m

ove)

, an

d ex

plor

e th

e ef

fect

of

own

act

ion

s (e

.g.,

push

ing,

pu

llin

g, r

ollin

g, d

ropp

ing)

on

mak

ing

obje

cts

mov

e.

2.2

Dem

onst

rate

an

incr

ease

d ab

ility

to

obs

erve

an

d de

scri

be in

gre

ater

de

tail

the

mot

ion

of

obje

cts

(in

ter

ms

of s

peed

, dir

ecti

on, w

ays

thin

gs m

ove)

, an

d to

exp

lore

th

e ef

fect

of

own

act

ion

s on

th

e m

otio

n o

f ob

ject

s, in

clu

din

g ch

ange

s in

spe

ed a

nd

dire

ctio

n.

K-P

S2

-1. P

lan

and

cond

uct

an in

vest

igat

ion

to c

ompa

re

the

effe

cts

of d

iffer

ent

stre

ngth

s or

diff

eren

t di

rect

ions

of

push

es a

nd p

ulls

on

the

mot

ion

of a

n ob

ject

. [C

lari

fica

tion

S

tate

men

t: E

xam

ples

of

push

es o

r pu

lls c

ould

incl

ude

a

stri

ng

atta

ched

to

an o

bje

ct b

ein

g pu

lled,

a p

erso

n pu

shin

g an

ob

ject

, a p

erso

n s

topp

ing

a ro

llin

g b

all,

and

two

obje

cts

colli

din

g an

d pu

shin

g on

eac

h o

ther

.]

K-P

S2

-2. A

naly

ze d

ata

to d

eter

min

e if

a de

sign

sol

utio

n w

orks

as

inte

nded

to

chan

ge t

he s

peed

or

dire

ctio

n of

an

obje

ct w

ith a

pus

h or

a p

ull .*

[C

lari

fica

tion

Sta

tem

ent:

Ex

ampl

es o

f pr

oble

ms

requ

irin

g a

solu

tion

cou

ld in

clu

de

hav

ing

a m

arbl

e or

oth

er o

bjec

t m

ove

a ce

rtai

n d

ista

nce

, fo

llow

a p

arti

cula

r pa

th, a

nd

knoc

k do

wn

oth

er o

bjec

ts.

Exam

ples

of

solu

tion

s co

uld

incl

ude

too

ls s

uch

as

a ra

mp

to in

crea

se t

he

spee

d of

th

e ob

ject

an

d a

stru

ctu

re t

hat

w

ould

cau

se a

n o

bjec

t su

ch a

s a

mar

ble

or b

all t

o tu

rn.]

Pat

tern

s [C

CC

-1]

S

cale

, Pro

port

ion

, an

d Q

uan

tity

[C

CC

-3]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Bl

ows

thro

ugh

a st

raw

on

a pi

ng p

ong

ball

and

disc

over

s it

mak

es t

he b

all m

ove .

• A

child

with

a n

ew w

heel

-ch

air

dem

onst

rate

s to

her

pe

ers

how

she

use

s th

e ra

mp

to g

o up

and

dow

n in

stea

d of

usi

ng t

he s

tairs

.

• Pl

aces

tw

o to

y ca

rs a

t th

e to

p of

a r

amp

and

rele

ases

the

m a

t th

e sa

me

time .

O

bser

ves

whi

ch o

ne r

each

es t

he b

otto

m

first

.•

A ch

ild in

a n

ew w

heel

chai

r di

scov

ers

that

it is

mor

e di

ffic

ult

to m

ove

on c

arpe

t th

an o

n th

e flo

or a

nd t

hat

he c

anno

t ro

ll on

sa

nd:

“If

I ro

ll in

to t

he s

and,

I’ll

get

stu

ck .”

• Pr

ompt

ana

lysi

s of

situ

atio

ns w

here

a p

ush

or a

pul

l can

ch

ange

mot

ion

(e .g

., pu

shin

g a

swin

g, p

ullin

g a

cart

) .

• Pr

ompt

dis

cuss

ion

and

obse

rvat

ions

abo

ut h

ow a

rol

ling

ball

or a

toy

car

sto

ps o

n di

ffer

ent

surf

aces

. Le

ad c

hild

ren

to d

iscu

ss w

hat

is t

he s

ame

and

wha

t is

diff

eren

t in

eac

h te

st (

e .g .

, w

heth

er y

ou c

an g

ive

the

sam

e pu

sh a

nd s

ee

diff

eren

t ou

tcom

es a

nd o

f ho

w o

utco

mes

cha

nge

with

typ

e or

slo

pe o

f su

rfac

e) .

*The

per

form

ance

exp

ecta

tions

mar

ked

with

an

aste

risk

inte

grat

e tr

aditi

onal

sci

ence

con

tent

with

eng

inee

ring

thro

ugh

a Pr

actic

e or

Dis

cipl

inar

y Co

re I

dea .


LIFE

SC

IEN

CE

ST

RA

ND

1.0

Pro

pert

ies

and

Ch

arac

teri

stic

s of

Liv

ing

Thin

gs

LIFE

SC

IEN

CE

– C

A N

GS

S

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

1.1

Ide

nti

fy c

har

acte

rist

ics

of a

va

riet

y of

an

imal

s an

d pl

ants

, in

clu

din

g ap

pear

ance

(in

side

an

d ou

tsid

e) a

nd

beh

avio

r, a

nd

begi

n t

o ca

tego

rize

th

em.

1.1

Ide

nti

fy c

har

acte

rist

ics

of a

gre

at-

er v

arie

ty o

f an

imal

s an

d pl

ants

, an

d de

mon

stra

te a

n in

crea

sed

abili

ty t

o ca

tego

rize

th

em.

Su

ppor

t fo

r K

-LS

1-1

.U

se o

bser

vatio

ns t

o de

scrib

e pa

tter

ns o

f w

hat

plan

ts

and

anim

als

(incl

udin

g hu

man

s) n

eed

to s

urvi

ve .

[Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

patt

erns

cou

ld

incl

ude

that

ani

mal

s ne

ed t

o ta

ke in

foo

d bu

t pl

ants

do

not

; th

e di

ffer

ent

kind

s of

foo

d ne

eded

by

diff

eren

t ty

pes

of a

nim

als;

the

req

uire

men

t of

pla

nts

to h

ave

light

; an

d, t

hat

all l

ivin

g th

ings

nee

d w

ater

.]

Pat

tern

s [C

CC

-1]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Lo

oks

at a

n in

form

atio

nal b

ook

and

iden

tifie

s w

hich

ani

mal

s ca

n fly

.•

Obs

erve

s a

cact

us a

nd t

ells

a

frie

nd, “T

hey

have

nee

dles

. I

got

poke

d on

ce .”

• W

hen

talk

ing

abou

t pl

ant

root

s th

at w

e ea

t, o

ne c

hild

say

s, “

pota

toes

,” an

othe

r sa

ys, “

taro

s,”

and

anot

her

says

, “ya

ms .

”•

Obs

erve

s pl

ants

and

iden

tifie

s th

e di

ffer

ent

part

s (e

.g .,

root

, st

em, bu

ds,

leav

es) .

• H

ave

child

ren

grow

pla

nts

and

smal

l ani

mal

s in

the

cl

assr

oom

and

obs

erve

and

rec

ord

obse

rvat

ions

abo

ut

them

. •

Prom

pt d

iscu

ssio

n of

pla

nt a

nd a

nim

al n

eeds

for

gr

owth

and

hea

lth .

• Pr

ompt

dis

cuss

ion

of h

uman

foo

d ne

eds

and

heal

th .

92



LIFE

SC

IEN

CE

ST

RA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

LIFE

SC

IEN

CE

– C

A N

GS

S

By t

he e

nd o

f ki

nder

gart

en

1.2

Beg

in t

o in

dica

te k

now

ledg

e of

bod

y pa

rts

and

proc

esse

s (e

.g.,

eati

ng,

sle

epin

g,

brea

thin

g, w

alki

ng)

in h

um

ans

and

oth

er a

nim

als.

1.2

In

dica

te g

reat

er k

now

ledg

e of

bod

y pa

rts

and

proc

esse

s (e

.g.,

eati

ng,

sle

epin

g, b

reat

hin

g, w

alki

ng)

in

hu

man

s an

d ot

her

an

imal

s.

Sup

port

for

K-L

S1-1

.U

se o

bser

vatio

ns t

o de

scrib

e pa

tter

ns o

f w

hat

plan

ts

and

anim

als

(incl

udin

g hu

man

s) n

eed

to s

urvi

ve .

[Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

patt

ern

s co

uld

incl

ude

th

at a

nim

als

nee

d to

tak

e in

foo

d b

ut

plan

ts d

o n

ot;

the

diff

eren

t ki

nds

of

food

nee

ded

by

diff

eren

t ty

pes

of a

nim

als;

th

e re

quir

emen

t of

pla

nts

to

hav

e lig

ht;

an

d, t

hat

all

livin

g th

ings

nee

d w

ater

.]

Pat

tern

s [C

CC

-1]

S

tru

ctu

re a

nd

Fun

ctio

n [

CC

C-6

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Af

ter

runn

ing,

tou

ches

his

che

st

to f

eel h

is h

eart

bea

ting .

• M

akes

the

con

nect

ion

betw

een

faci

al p

arts

and

sen

ses

(eye

s fo

r vi

sion

, ea

rs f

or h

earin

g) . Fo

r ex

ampl

e, c

over

s he

r ey

es a

nd

says

, “N

ow I

can

’t se

e .”

• Ex

plai

ns, “W

e ca

n w

alk

with

our

legs

an

d bi

rds

fly w

ith t

heir

win

gs .”

• Pa

rtic

ipat

es in

dis

cuss

ion

abou

t th

e ou

tsid

e an

d in

side

of

the

body

. To

uche

s hi

s ar

ms

and

com

mun

icat

es, “I

can

fee

l m

y sk

in, an

d in

side

my

body

I c

an f

eel

my

mus

cles

and

bon

es .”

• Pr

ompt

obs

erva

tion

and

disc

ussi

on o

f ho

w h

uman

s an

d an

imal

s us

e th

eir

body

par

ts t

o m

eet

thei

r ne

eds .


LIFE

SC

IEN

CE

ST

RA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

LIFE

SC

IEN

CE

– C

A N

GS

S

By t

he e

nd o

f ki

nder

gart

en

1.3

Ide

nti

fy t

he

hab

itat

s of

pe

ople

an

d fa

mili

ar a

nim

als

and

plan

ts in

th

e en

viro

nm

ent

and

begi

n t

o re

aliz

e th

at li

vin

g th

ings

hav

e h

abit

ats

in d

iffe

ren

t en

viro

nm

ents

.

1.3

Rec

ogn

ize

that

livi

ng

thin

gs

hav

e h

abit

ats

in d

iffe

ren

t en

viro

n-

men

ts s

uit

ed t

o th

eir

un

iqu

e n

eeds

.

K-E

SS2

-2. C

onst

ruct

an

argu

men

t su

ppor

ted

by

evid

ence

for

how

pla

nts

and

anim

als

(incl

udin

g hu

man

s) c

an c

hang

e th

e en

viro

nmen

t to

mee

t th

eir

need

s . [

Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

plan

ts

and

anim

als

chan

gin

g th

eir

envi

ron

men

t co

uld

in

clu

de a

squ

irre

l dig

s in

th

e gr

oun

d to

hid

e it

s fo

od

and

tree

roo

ts c

an b

reak

con

cret

e.]

K-E

SS3

-1. U

se a

mod

el t

o re

pres

ent

the

rela

tions

hip

betw

een

the

need

s of

diff

eren

t pl

ants

or

anim

als

(incl

udin

g hu

man

s) a

nd t

he p

lace

s th

ey li

ve .

[Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

rela

tion

ship

s co

uld

incl

ude

th

at d

eer

eat

buds

an

d le

aves

, th

eref

ore,

th

ey u

sual

ly li

ve in

for

este

d ar

eas;

an

d, g

rass

es n

eed

sun

ligh

t so

th

ey o

ften

gro

w in

mea

dow

s. P

lan

ts,

anim

als,

an

d th

eir

surr

oun

din

gs m

ake

up

a sy

stem

.]

Sys

tem

s an

d Sy

stem

Mod

els

[CC

C-4

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• A

child

hol

ds a

wor

m a

nd s

ays,

“W

here

is t

he d

irt?

I w

ant

to p

ut

him

bac

k .”

• W

hile

look

ing

at a

pic

ture

boo

k of

di

ffere

nt a

nim

als,

chi

ld d

emon

stra

tes

with

his

bod

y ho

w t

he f

ish

and

the

dolp

hins

sw

im in

the

oce

an .

• Pa

rtic

ipat

es in

bui

ldin

g a

nest

. Usi

ng

twee

zers

col

lect

s tw

igs

and

leav

es in

the

ya

rd:

“Jus

t lik

e bi

rds

use

thei

r be

aks .

”•

Sort

s ph

otos

of

anim

als

acco

rdin

g to

th

ose

livin

g in

wat

er, th

ose

livin

g on

la

nd, an

d th

ose

who

can

live

in b

oth

the

wat

er a

nd o

n th

e la

nd .

• Pr

ovid

e op

port

uniti

es t

o va

ry c

ondi

tions

for

pla

nts

bein

g gr

own

and

supp

ort

child

ren

to o

bser

ve a

nd

disc

uss

diff

eren

ces

in c

ondi

tions

and

in o

utco

mes

for

th

e pl

ants

.

94



LIFE

SC

IEN

CE

ST

RA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

LIFE

SC

IEN

CE

– C

A N

GS

S

By t

he e

nd o

f ki

nder

gart

en

1.4

In

dica

te k

now

ledg

e of

th

e di

ffer

ence

bet

wee

n a

nim

ate

obje

cts

(an

imal

s, p

eopl

e) a

nd

inan

imat

e ob

ject

s. F

or e

xam

ple,

ex

pect

an

imat

e ob

ject

s to

in

itia

te m

ovem

ent

and

to h

ave

diff

eren

t in

side

s th

an in

anim

ate

obje

cts.

1.4

In

dica

te k

now

ledg

e of

th

e di

ffer

ence

bet

wee

n a

nim

ate

and

inan

imat

e ob

ject

s,

prov

idin

g gr

eate

r de

tail,

an

d re

cogn

ize

that

livi

ng

thin

gs

(hu

man

s, a

nim

als,

an

d pl

ants

) u

nde

rgo

biol

ogic

al p

roce

sses

su

ch a

s gr

owth

, illn

ess,

hea

ling,

an

d dy

ing.

Sup

port

for

K-L

S1-1

. Use

obs

erva

tions

to

desc

ribe

patt

erns

of

wha

t pl

ants

and

ani

mal

s (in

clud

ing

hum

ans)

nee

d to

su

rviv

e . [

Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

patt

ern

s co

uld

incl

ude

th

at a

nim

als

nee

d to

tak

e in

foo

d b

ut

plan

ts

do n

ot;

the

diff

eren

t ki

nds

of

food

nee

ded

by

diff

eren

t ty

pes

of a

nim

als;

th

e re

quir

emen

t of

pla

nts

to

hav

e lig

ht;

an

d,

that

all

livin

g th

ings

nee

d w

ater

.]

Pat

tern

s [C

CC

-1]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Co

mm

unic

ates

, “M

y pu

ppy

is

goin

g to

get

big

, bu

t th

is o

ne

(sho

win

g to

y) w

on’t .

”•

Whi

le in

the

yar

d, p

oint

s to

a

lady

bug

and

tel

ls h

is f

riend

, “I

t is

a

real

one

! Lo

ok, it’

s m

ovin

g .”

• Co

mm

unic

ates

, “I

had

a

gold

fish,

but

one

day

it g

ot v

ery

sick

and

die

d .”

• W

hile

pla

ying

in t

he y

ard,

a c

hild

hi

ts a

bus

h an

d a

flow

er f

alls

off .

Th

e ch

ild c

omm

unic

ates

, “I

t w

ill

grow

aga

in .”

• U

ses

stor

ies

and

activ

ities

to

prom

pt d

iscu

ssio

n of

pat

tern

s an

d di

ffer

ence

s be

twee

n liv

ing

and

non

livin

g th

ings

, an

d be

twee

n re

al a

nd im

agin

ed a

bilit

ies

of o

bjec

ts a

nd a

nim

als .

•

Expa

nds

on c

hild

ren’

s in

tere

st in

bab

ies

(ani

mal

or

hum

an),

an

d ob

serv

atio

ns o

f fa

mily

mem

bers

as

wel

l as

of t

he p

lant

s an

d an

imal

s in

the

cla

ssro

om t

o pr

ompt

ana

lysi

s of

gen

eral

fe

atur

es o

f lif

e cy

cles

.


LIFE

SC

IEN

CE

ST

RA

ND

LIFE

SC

IEN

CE

– C

A N

GS

S

2.0

Ch

ange

s in

Liv

ing

Thin

gsK

-LS

2

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

2.1

Obs

erve

an

d ex

plor

e gr

owth

an

d ch

ange

s in

h

um

ans,

an

imal

s, a

nd

plan

ts a

nd

dem

onst

rate

an

un

ders

tan

din

g th

at li

vin

g th

ings

ch

ange

ove

r ti

me

in

size

an

d in

oth

er c

apac

itie

s as

th

ey g

row

.

2.1

Obs

erve

an

d ex

plor

e gr

owth

an

d ch

ange

s in

hu

man

s, a

nim

als,

an

d pl

ants

an

d de

mon

stra

te a

n in

crea

sed

un

der-

stan

din

g th

at li

vin

g th

ings

ch

ange

as

they

gro

w a

nd

go t

hro

ugh

tra

nsf

orm

a-ti

ons

rela

ted

to t

he

life

cycl

e (f

or e

xam

-pl

e, f

rom

a c

ater

pilla

r to

bu

tter

fly)

.

Sup

port

for

K-L

S1-1

. Use

obs

erva

tions

to

desc

ribe

patt

erns

of

wha

t pl

ants

and

ani

mal

s (in

clud

ing

hum

ans)

ne

ed t

o su

rviv

e . [

Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

pat

tern

s co

uld

incl

ude

th

at a

nim

als

nee

d to

tak

e in

foo

d b

ut

plan

ts d

o n

ot;

the

diff

eren

t ki

nds

of

food

n

eede

d b

y di

ffer

ent

type

s of

an

imal

s; t

he

requ

irem

ent

of p

lan

ts t

o h

ave

ligh

t; a

nd,

th

at a

ll liv

ing

thin

gs n

eed

wat

er.]

Str

uct

ure

an

d Fu

nct

ion

[C

CC

-6]

Sta

bilit

y an

d C

han

ge [

CC

C-7

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• O

bser

ves

the

bean

s sh

e is

gro

win

g an

d m

akes

a

pred

ictio

n ab

out

how

tal

l the

y w

ill g

row

.•

Whi

le s

ingi

ng a

nd a

ctin

g ou

t a

song

abo

ut “

grow

th,”

pret

ends

she

is a

pla

nt a

nd

dem

onst

rate

s w

ith h

er b

ody

how

the

litt

le s

eed

grew

into

a

seed

ling

and

the

seed

ling

grew

in

to a

tre

e .

• O

bser

ves

tadp

oles

clo

sely

and

co

mm

unic

ates

, “T

hey

are

so m

uch

bigg

er

now

. La

ter,

the

legs

will

com

e ou

t . T

hey

will

be

frog

s .”

• Lo

oks

at t

he p

ictu

re b

ook

The

Tiny

See

d an

d re

tells

the

sto

ry in

his

hom

e la

ngua

ge

and

som

e En

glis

h, r

efer

ring

to p

ictu

res

and

desc

ribin

g ho

w t

he s

eed

grew

into

a p

lant

.•

Obs

erve

s ho

w a

cat

erpi

llar

mak

es a

ch

rysa

lis a

nd t

hen

emer

ges

as a

but

terf

ly .

• Su

ppor

t st

uden

t to

dev

elop

way

s to

rep

rese

nt

chan

ge o

ver

time

for

a si

ngle

org

anis

m o

bser

ved

in t

he

clas

sroo

m .

• Pr

ompt

dis

cuss

ion

of p

atte

rns

of c

hang

e in

the

life

of

a p

artic

ular

typ

e of

pla

nt o

r an

imal

or

of a

hum

an .

Enco

urag

e st

uden

ts t

o an

alyz

e th

e si

mila

ritie

s an

d di

ffer

ence

s be

twee

n va

rious

spe

cies

’ life

cyc

les .

96



LIFE

SC

IEN

CE

ST

RA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

LIFE

SC

IEN

CE

– C

A N

GS

S

By t

he e

nd o

f ki

nder

gart

en

2.2

Rec

ogn

ize

that

an

imal

s an

d pl

ants

re

quir

e ca

re a

nd

begi

n t

o as

soci

ate

feed

ing

and

wat

erin

g w

ith

th

e gr

owth

of

hu

man

s, a

nim

als,

an

d pl

ants

.

2.2

Dev

elop

a g

reat

er u

nde

rsta

ndi

ng

of t

he

basi

c n

eeds

of

hu

man

s, a

ni-

mal

s, a

nd

plan

ts (

e.g.

, foo

d, w

ater

, su

nsh

ine,

sh

elte

r).

K-L

S1-1

. Use

obs

erva

tions

to

desc

ribe

patt

erns

of

wha

t pl

ants

and

ani

mal

s (in

clud

ing

hum

ans)

ne

ed t

o su

rviv

e . [

Cla

rifi

cati

on S

tate

men

t:

Exam

ples

of

patt

ern

s co

uld

incl

ude

th

at a

nim

als

nee

d to

tak

e in

foo

d bu

t pl

ants

do

not

; th

e di

ffer

ent

kin

ds o

f fo

od n

eede

d by

dif

fere

nt

type

s of

an

imal

s; t

he

requ

irem

ent

of p

lan

ts t

o h

ave

ligh

t; a

nd,

th

at a

ll liv

ing

thin

gs n

eed

wat

er.]

Pat

tern

s [C

CC

-1]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• O

bser

ves

diff

eren

t ty

pes

of s

eeds

and

w

ith t

he h

elp

of t

he t

each

er p

lant

s th

em

in d

irt a

nd w

ater

s th

em .

• W

hile

wor

king

in t

he g

arde

n, n

otic

es

the

dry

soil

and

trie

s to

wat

er t

he f

low

ers .

• Co

mm

unic

ates

, “M

y ba

by s

iste

r w

as

very

litt

le, bu

t no

w s

he is

big

bec

ause

she

ea

ts c

erea

l .”

• In

an

expe

rimen

t w

ith p

lant

s,

child

ren

desc

ribe

thei

r ob

serv

atio

ns:

“The

pla

nts

near

the

win

dow

gre

w, bu

t th

e pl

ants

with

no

light

bec

ame

yello

w .”

• Fe

eds

the

clas

s pe

t fis

h, w

ith a

dult

assi

stan

ce, an

d ex

plai

ns, “W

e gi

ve

them

spe

cial

foo

d ju

st f

or f

ish

but

not

too

muc

h .”

• Pr

ompt

dis

cuss

ion

of a

nim

al n

eeds

and

of

hum

an n

eeds

and

wan

ts (

dist

ingu

ishi

ng a

nee

d fr

om a

des

ire) .


EA

RT

H S

CIE

NC

ES

ST

RA

ND

EA

RT

H A

ND

SP

AC

E S

CIE

NC

ES

– C

A N

GS

S

1.0

Pro

pert

ies

and

Ch

arac

teri

stic

s of

Ear

th M

ater

ials

an

d O

bje

cts

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

1.1

In

vest

igat

e ch

arac

teri

stic

s (s

ize,

wei

ght,

sh

ape,

col

or, t

ex-

ture

) of

ear

th m

ater

ials

su

ch a

s sa

nd,

roc

ks, s

oil,

wat

er, a

nd

air.

1.1

Dem

onst

rate

incr

ease

d ab

ility

to

inve

stig

ate

and

com

pare

ch

arac

teri

stic

s (s

ize,

wei

ght,

sh

ape,

col

or, t

extu

re)

of e

arth

m

ater

ials

su

ch s

and,

roc

ks, s

oil,

wat

er, a

nd

air.

Su

ppor

t fo

r K

-PS

3-1

. Mak

e ob

serv

atio

ns t

o de

term

ine

the

effe

ct o

f su

nlig

ht o

n Ea

rth’

s su

rfac

e . [

Cla

rifi

cati

on

Stat

emen

t: E

xam

ples

of

Eart

h’s

su

rfac

e co

uld

incl

ude

sa

nd,

soi

l, ro

cks,

an

d w

ater

.]

PS3

.B –

Su

nlig

ht

war

ms

Eart

h’s

su

rfac

e. P

atte

rns

[CC

C-1

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Ex

plai

ns t

hat

sand

and

wat

er a

re

need

ed t

o m

ake

a sa

nd c

astle

.•

Play

s w

ith r

ocks

and

dis

cove

rs

that

she

can

use

a r

ock

to d

raw

on

a si

dew

alk .

• In

exp

lora

tions

of

air,

obse

rves

a

kite

fly

ing

and

com

mun

icat

es, “T

he

win

d bl

ows

real

ly h

ard

and

the

kite

go

es h

igh

into

the

clo

uds .

”

• Pr

ompt

obs

erva

tion

and

anal

ysis

of

how

sun

light

and

sh

ade

have

diff

eren

t ef

fect

s on

diff

eren

t su

rfac

es .

• U

se d

iscu

ssio

n of

obs

erva

tions

of

varie

d m

ater

ials

to

help

st

uden

ts d

evel

op r

ich

desc

riptiv

e la

ngua

ge a

nd t

erm

inol

ogy

to d

escr

ibe

mat

ter

prop

ertie

s

98



EA

RT

H S

CIE

NC

ES

ST

RA

ND

2.0

Ch

ange

s in

th

e Ea

rth

EA

RT

H A

ND

SP

AC

E S

CIE

NC

ES

– C

A N

GS

S

K-E

SS

2 E

arth

’s S

yste

ms

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

2.1

Obs

erve

an

d de

scri

be

nat

ura

l obj

ects

in t

he

sky

(su

n, m

oon

, sta

rs, c

lou

ds)

and

how

th

ey a

ppea

r to

mov

e an

d ch

ange

.

2.1

Dem

onst

rate

an

incr

ease

d ab

ility

to

obse

rve

and

desc

ribe

n

atu

ral o

bjec

ts in

th

e sk

y; b

egin

to

not

ice

how

th

ey a

ppea

r to

m

ove

and

chan

ge.

Su

ppor

t fo

r K

-ES

S2

-1. U

se a

nd s

hare

obs

erva

tions

of

loca

l w

eath

er c

ondi

tions

to

desc

ribe

patt

erns

ove

r tim

e .

[Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

qual

itat

ive

obse

rvat

ion

s co

uld

incl

ude

des

crip

tion

s of

th

e w

eath

er

(su

ch a

s su

nn

y, c

lou

dy, r

ain

y, a

nd

war

m);

exa

mpl

es o

f qu

anti

tati

ve o

bse

rvat

ion

s co

uld

incl

ude

nu

mb

ers

of s

un

ny,

w

indy

, an

d ra

iny

days

in a

mon

th. E

xam

ples

of

patt

ern

s co

uld

incl

ude

th

at it

is u

sual

ly c

oole

r in

th

e m

orn

ing

than

in

the

afte

rnoo

n a

nd

the

nu

mb

er o

f su

nn

y da

ys v

ersu

s cl

oudy

da

ys in

dif

fere

nt

mon

ths.

] P

atte

rns

[CC

C-1

]

Sta

bilit

y an

d C

han

ge [

CC

C-7

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• Re

cord

s hi

s ob

serv

atio

n of

the

sk

y by

dra

win

g a

pict

ure .

Ref

ers

to h

is d

raw

ing

and

indi

cate

s or

po

ints

to,

the

sun

and

the

clo

uds .

• G

estu

res

tow

ard

the

sky

and

com

mun

icat

es in

the

hom

e la

ngua

ge, “L

ast

nigh

t I

look

ed a

t th

e sk

y an

d I

saw

the

moo

n .”

• Co

mm

unic

ates

, “W

hen

I lo

oked

at

the

sky

with

my

dad,

I s

aw t

he

moo

n an

d it

was

rou

nd a

nd b

ig . I

saw

the

sta

rs, to

o .”

• Co

mm

unic

ates

, “So

met

imes

whe

n I

look

at

the

sky

at n

ight

, I

see

only

the

moo

n, a

nd s

omet

imes

I

see

the

moo

n an

d th

e st

ars .

”

• Pr

ovid

e a

rich

envi

ronm

ent

with

mul

tiple

opp

ortu

nitie

s fo

r ch

ildre

n to

bec

ome

inte

rest

ed in

, ob

serv

e, a

nd d

escr

ibe

phen

omen

a in

the

nat

ural

wor

ld .

• Pr

ompt

stu

dent

dis

cour

se a

nd c

omm

unic

atio

n ab

out

thei

r ob

serv

atio

ns .


EA

RT

H S

CIE

NC

ES

ST

RA

ND

EA

RT

H A

ND

SP

AC

E S

CIE

NC

ES

– C

A N

GS

S

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

2.2

Not

ice

and

desc

ribe

ch

ange

s in

wea

ther

.2

.2 D

emon

stra

te a

n in

crea

sed

abili

ty t

o ob

serv

e, d

escr

ibe,

an

d di

scu

ss c

han

ges

in w

eath

er.

K-E

SS2

-1. U

se a

nd s

hare

obs

erva

tions

of

loca

l wea

ther

co

nditi

ons

to d

escr

ibe

patt

erns

ove

r tim

e . [

Cla

rifi

cati

on

Sta

tem

ent:

Exa

mpl

es o

f qu

alit

ativ

e ob

serv

atio

ns

cou

ld

incl

ude

des

crip

tion

s of

th

e w

eath

er (

such

as

sun

ny,

clo

udy

, ra

iny,

an

d w

arm

); e

xam

ples

of

quan

tita

tive

ob

serv

atio

ns

cou

ld in

clu

de n

um

ber

s of

su

nn

y, w

indy

, an

d ra

iny

days

in a

m

onth

. Exa

mpl

es o

f pa

tter

ns

cou

ld in

clu

de t

hat

it is

usu

ally

co

oler

in t

he

mor

nin

g th

an in

th

e af

tern

oon

an

d th

e n

um

-b

er o

f su

nn

y da

ys v

ersu

s cl

oudy

day

s in

dif

fere

nt

mon

ths.

]

Pat

tern

s [C

CC

-1]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• A

child

who

is h

earin

g im

paire

d lo

oks

thro

ugh

the

win

dow

and

co

mm

unic

ates

in s

ign

lang

uage

, “I

t is

rai

ning

.”•

Com

mun

icat

es, “I

t is

win

dy .

The

win

d is

blo

win

g m

y ha

ir .”

• O

bser

ves

the

wea

ther

and

mak

es a

pr

edic

tion,

“Th

e sk

y is

gra

y . I

thi

nk it

is

goi

ng t

o ra

in .”

• O

bser

ves

the

char

t w

ith t

he d

aily

re

cord

ings

of

the

wea

ther

and

com

-m

unic

ates

, “T

his

wee

k, it

was

sun

ny

ever

y da

y .”

• Pr

ompt

obs

erva

tions

, re

cord

s, a

nd d

iscu

ssio

ns o

f w

eath

er .

100



EA

RT

H S

CIE

NC

ES

ST

RA

ND

EA

RT

H A

ND

SP

AC

E S

CIE

NC

ES

– C

A N

GS

S

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

By t

he e

nd o

f ki

nder

gart

en

2.3

Beg

in t

o n

otic

e th

e ef

fect

s of

w

eath

er a

nd

seas

onal

ch

ange

s on

th

eir

own

live

s an

d on

pla

nts

an

d an

imal

s.

2.3

Dem

onst

rate

an

incr

ease

d ab

ility

to

not

ice

and

desc

ribe

th

e ef

fect

s of

wea

ther

an

d se

ason

al

chan

ges

on t

hei

r ow

n li

ves

and

on

plan

ts a

nd

anim

als.

Sup

port

for

K-E

SS3

-2. A

sk q

uest

ions

to

obta

in

info

rmat

ion

abou

t th

e pu

rpos

e of

wea

ther

fo

reca

stin

g to

pre

pare

for

, an

d re

spon

d to

, se

vere

w

eath

er .*

[C

lari

fica

tion

Sta

tem

ent:

Em

phas

is is

on

loca

l for

ms

of s

ever

e w

eath

er.]

Sup

port

for

K-P

S3-1

. Mak

e ob

serv

atio

ns t

o de

term

ine

the

effe

ct o

f su

nlig

ht o

n Ea

rth’

s su

rfac

e .

[Cla

rifi

cati

on S

tate

men

t: E

xam

ples

of

Eart

h’s

su

rfac

e co

uld

incl

ude

san

d, s

oil,

rock

s, a

nd

wat

er.]

Pat

tern

s [C

CC

-1]

S

tabi

lity

and

Ch

ange

[C

CC

-7]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• In

the

dra

mat

ic p

lay

area

, pr

eten

ds it

is

a r

ainy

day

, pu

ts o

n bo

ots

and

a co

at,

and

carr

ies

an u

mbr

ella

.•

Whi

le p

layi

ng o

utsi

de o

n a

sunn

y da

y,

touc

hes

the

slid

e an

d co

mm

unic

ates

, “T

he s

un m

akes

it h

ot, ve

ry h

ot .”

• O

n ar

rival

in t

he m

orni

ng,

com

mun

icat

es, “I

t w

as s

o fo

ggy .

We

coul

dn’t

see

thro

ugh

the

win

dow

.”•

Com

mun

icat

es, “I

n th

e w

inte

r I

wea

r a

jack

et a

nd in

the

sum

mer

w

hen

it is

hot

, I

wea

r sh

orts

.”

• W

hen

stud

ents

mak

e sp

onta

neou

s ob

serv

atio

ns

or a

sk q

uest

ions

abo

ut t

he w

eath

er o

r ot

her

natu

ral

even

ts, pr

ovid

e op

port

uniti

es f

or e

labo

ratio

ns, an

d fo

llow

up

with

opp

ortu

nitie

s to

inve

stig

ate

and

disc

uss

the

phen

omen

a fu

rthe

r th

roug

h ac

tiviti

es o

r st

orie

s .

*The

per

form

ance

exp

ecta

tions

mar

ked

with

an

aste

risk

inte

grat

e tr

aditi

onal

sci

ence

con

tent

with

eng

inee

ring

thro

ugh

a Pr

actic

e or

Dis

cipl

inar

y Co

re I

dea .


EA

RT

H S

CIE

NC

ES

ST

RA

ND

At a

roun

d 48

mon

ths

of a

geAt

aro

und

60 m

onth

s of

age

EA

RT

H A

ND

SP

AC

E S

CIE

NC

ES

– C

A N

GS

S

By t

he e

nd o

f ki

nder

gart

en

2.4

Dev

elop

aw

aren

ess

of t

he

impo

rtan

ce o

f ca

rin

g fo

r an

d re

spec

tin

g th

e en

viro

nm

ent,

an

d pa

rtic

ipat

e in

act

ivit

ies

rela

ted

to it

s ca

re.

2.4

Dem

onst

rate

an

incr

ease

d aw

aren

ess

and

the

abili

ty t

o di

scu

ss

in s

impl

e te

rms

how

to

care

for

th

e en

viro

nm

ent,

an

d pa

rtic

ipat

e in

ac

tivi

ties

rel

ated

to

its

care

.

K-E

SS3

-3. C

omm

unic

ate

solu

tions

tha

t w

ill r

educ

e th

e im

pact

of

hum

ans

on t

he la

nd, w

ater

, ai

r, an

d/or

oth

er

livin

g th

ings

in t

he lo

cal e

nviro

nmen

t .*

[Cla

rifi

cati

on

Sta

tem

ent:

Exa

mpl

es o

f h

um

an im

pact

on

th

e la

nd

cou

ld in

clu

de c

utt

ing

tree

s to

pro

duce

pap

er a

nd

usi

ng

reso

urc

es t

o pr

odu

ce b

ottl

es. E

xam

ples

of

solu

tion

s co

uld

in

clu

de r

eusi

ng

pape

r an

d re

cycl

ing

can

s an

d b

ottl

es.]

Sys

tem

s an

d Sy

stem

Mod

els

[CC

C-4

]

Exam

ple

Stu

den

t A

ctio

ns

Exam

ple

Stu

den

t A

ctio

ns

Teac

her

Act

ion

s Th

at C

an E

licit

Stu

den

t A

ctio

ns

• H

elps

the

tea

cher

to

sort

re

cycl

able

item

s su

ch a

s pa

pers

, bo

ttle

s, a

nd c

ans .

• Tu

rns

off

the

fauc

et a

fter

w

ashi

ng h

is h

ands

.

• U

ses

recy

clin

g bi

ns m

ore

inde

pend

ently

. M

ay r

emin

d an

othe

r ch

ild t

o pu

t a

pape

r to

wel

in t

he b

lue

recy

clin

g bo

x .•

Rem

inds

a fr

iend

to

turn

off

the

fauc

et,

“so

we

do n

ot w

aste

wat

er .”

• U

se t

he c

lass

room

, ou

tsid

e pl

ay a

reas

, an

d ne

arby

par

ks

as p

lace

s w

here

stu

dent

s ob

serv

e, d

iscu

ss, an

d m

ake

deci

sion

s ab

out

actio

ns t

o m

aint

ain

a he

alth

y an

d at

trac

tive

envi

ronm

ent

for

them

selv

es a

nd f

or o

ther

s .•

Enga

ge s

tude

nts

in d

iscu

ssio

ns o

f th

e re

sour

ces

they

use

an

d w

here

the

y co

me

from

.

*The

per

form

ance

exp

ecta

tions

mar

ked

with

an

aste

risk

inte

grat

e tr

aditi

onal

sci

ence

con

tent

with

eng

inee

ring

thro

ugh

a Pr

actic

e or

Dis

cipl

inar

y Co

re I

dea .

102



ReferencesCalifornia Department of Education (CDE) . 2012a . California Preschool Learning Foundations .

Sacramento: California Department of Education . https://www .cde .ca .gov/ci/sc/cf/ch2.asp#link3

——— . 2012b . California Preschool Curriculum Frameworks . Sacramento: California Department of Education . https://www .cde .ca .gov/ci/sc/cf/ch2 .asp#link4

Engel, Susan . 2013 . “The Case for Curiosity .” Educational Leadership 70 (5): 36–40 . https://www .cde .ca .gov/ci/sc/cf/ch2 .asp#link5

Gopnik, Alison . 2012 . “Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications .” Science 337 (6102): 1623–1627 .

National Research Council (NRC) . 2007 . Taking Science to School: Learning and Teaching Science in Grades K–8 . Washington, DC: The National Academies Press .

Saçkes, Mesut, Kathy Cabe Trundle, Randy L . Bell, and Ann A . O’Connell . 2011 . “The Influence of Early Science Experience in Kindergarten on Children’s Immediate and Later Science Achievement: Evidence from the Early Childhood Longitudinal Study .” Journal of Research in Science Teaching 48 (2): 217–235 . https://www .cde .ca .gov/ci/sc/cf/ch2 .asp#link6






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