kindergarten science curriculum table of...

Kindergarten Science Curriculum

Table of Contents:Course Description:.................................................................................................................1Course Essential Questions: ....................................................................................................1Unit Sequence and Timeline: ..................................................................................................2Science Process Skills Lessons................................................................................................4Unit 1 Weather ...................................................................................................................9Unit 2 Seasons..................................................................................................................11Unit 3 Earth, Sun and Moon .............................................................................................13Unit 4 Matter and Properties.............................................................................................15Unit 5 Movement .............................................................................................................17Unit 6 Living and Nonliving.............................................................................................19Unit 7 Plants: Needs and Growth......................................................................................21Unit 8 Plants: Life Cycle/ Reproduction ...........................................................................23Unit 9 Plants- Adaptation and Survival.............................................................................25Unit 10 Animals – Needs and Growth ............................................................................27Unit 11 Animals – Life Cycle and Reproduction.............................................................29Unit 12 Animals – Survival ............................................................................................31Unit 13 All About Me.....................................................................................................33Unit 14 Humans and their Environment..........................................................................35

Course Description:Kindergarten General Science is designed as an introduction to Life Science, Physical

Science, Earth Science and Space. Kindergarten General Science serves as the foundation forestablishing basic scientific concepts to be built upon in future grades.Beginning of the year skills include proper handling of materials, data gathering and introductionto scientific inquiry. Earth Science skills are incorporated into daily weather and seasondiscussions and introduction to Sun and Moon are included as well. Movement, Properties andMass are explored throughout the year. Life Sciences are introduced with defining living andnonliving, plants and animals, their needs, life cycles and adaptations. Kindergarten instructionis highly cross-curricular and many scientific principles are explored and reincorporated ininstruction throughout the year.

Kindergarten General Science Concepts are explored daily throughout the year.

Course Essential Questions:How is data collected, recorded and analyzed?What is daily weather and what are the seasons?What are the Earth, the Sun and the Moon?How can we describe matter?What forces cause movement?What is living? What is nonliving?What do plants and animals need to survive?What are good health habits for humans?What are helpful and harmful ways humans use natural resources?

Unit Sequence and Timeline:

Science Process Skills LessonsIncludes: Observing, Communicating, Classifying, Estimation, Inferring, Predicting, Collecting

Data, ExperimentingLength: OngoingTimeframe: Ongoing

Unit 1 – WeatherIncludes: general sky conditions, definition and types of precipitation, weather changes dailyLength: ~ 4 weeksTimeframe: Early September to early October (and ongoing)

Unit 2 – SeasonsIncludes: differences in weather patterns from season to season, length of daylight and darkness

changesLength: ~ 2 weeksTimeframe: Early to mid-October (and ongoing)

Unit 3 – Earth, Sun and MoonIncludes: rotation and revolution, phases of the Moon, stars move in recognizable patternsLength: ~ 2 weeksTimeframe: Mid- to late October

Unit 4 – Matter and PropertiesIncludes: identification of properties, classification, solid, liquid and gas, evaporation and

observation of changes in propertiesLength: ~ 6 weeksTimeframe: Late October to Winter Break

Unit 5 – MovementIncludes: positional words, gravity and magnetism, pushing and pullingLength: ~ 4 weeksTimeline: Early to late January

Unit 6 – Living\NonlivingIncludes: growth, differences between living and nonliving, definitions of living and nonlivingLength: ~ 1 weekTimeline: Early February

Unit 7 – Plants – Needs and GrowthIncludes: needs of plants, growthLength: ~ 1 weekTimeline: Mid-February

Unit 8 – Plants – Life Cycle and ReproductionIncludes: seed to plant life cycle, definition of life span and life cycle, offspring resemble

parents, seed dispersion, growth and developmentLength: ~ 1 weekTimeline: Late February

Unit 9 – Plants – Adaptation and SurvivalIncludes: adaptation to environmental factors, function of plant structuresLength: ~ 1 weekTimeline: Early March

Unit 10 – Animals – Needs and GrowthIncludes: needs of animals, growthLength: ~ 2 weeksTimeline: Early to mid-March

Unit 11 – Animals – Life Cycle and ReproductionIncludes: animal life cycles, definition of life span and life cycle, offspring resemble parents,

growth and developmentLength: ~ 2 weeksTimeline: Mid-March to early April

Unit 12 – Animals – Adaptation and SurvivalIncludes: adaptation to environmental factors, functions of body structures and sensesLength: ~ 2 weeksTimeline: Early to mid-April

Unit 13 – All About My BodyIncludes: good health habits, avoidance of harmful substances

Length: ~ 3 weeksTimeline: Late April to mid-May (ongoing throughout year)

Unit 14 – Humans and Their EnvironmentIncludes: definition of natural resources, helpful\harmful uses of natural resources, recycling and

conservationLength: ~ 4 weeksTimeline: Mid-May to mid-June

Science Process Skills LessonsLength: OngoingTimeframe: Ongoing

State Standards:The tables below show the Scientific Inquiry key ideas, performance indicators, and majorunderstandings for Grades K – 4. First grade teachers are responsible to ensure that students canperform the major understandings identified by a check () in the Grade 1 column over thecourse of the year.

Standard 1:It should be a goal of the instructor to foster the development of science process skills. The

application of these skills allows students to investigate important issues in the worldaround them.

Inquiry-based units will include many or most of the following process skills. These processskills should be incorporated into students’ instruction as developmentally appropriate.

Classifying – arranging or distributing objects, events, or information representing objects orevents in classes according to some method or system

Communicating – giving oral and written explanations or graphic representations ofobservations

Comparing and contrasting – identifying similarities and differences between or amongobjects, events, data, systems, etc.

Creating models – displaying information, using multi-sensory representationsGathering and organizing data – collecting information about objects and events which

illustrate a specific situationGeneralizing – drawing general conclusions from particularsIdentifying variables – recognizing the characteristics of objects or factors in events that are

constant or change under different conditionsInferring – drawing a conclusion based on prior experiencesInterpreting data – analyzing data that have been obtained and organized by determining

apparent patterns or relationships in the dataMaking decisions – identifying alternatives and choosing a course of action from among the

alternatives after basing the judgment for the selection on justifiable reasonsManipulating materials – handling or treating materials and equipment safely, skillfully, and

effectivelyMeasuring – making quantitative observations by comparing to a conventional or

nonconventional standardObserving – becoming aware of an object or event by using any of the senses (or extensions of

the senses) to identify propertiesPredicting – making a forecast of future events or conditions expected to exist

Scientific Inquiry (Standard 1)Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural

phenomena in a continuing, creative process.Performance Indicator S1.1: Ask "why" questions in attempts to seek greater understandingconcerning objects and events they have observed and heard about.Major understandings: K 1 2 3 4S1.1a Observe and discuss objects and events and recordobservations

S1.1b Articulate appropriate questions based on observations

Performance Indicator S1.2: Question the explanations they hear from others and read about,seeking clarification and comparing them with their own observations and understandings.Major understandings: K 1 2 3 4S1.2a Identify similarities and differences betweenexplanations received from others or in print and personalobservations or understandings

Performance Indicator S1.3: Develop relationships among observations to construct descriptionsof objects and events and to form their own tentative explanations of what they have observed.Major understandings: K 1 2 3 4S1.3a Clearly express a tentative explanation or descriptionwhich can be tested

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing ofproposed explanations involving the use of conventional techniques and procedures andusually requiring considerable ingenuity.

Performance Indicator S2.1: Develop written plans for exploring phenomena or for evaluatingexplanations guided by questions or proposed explanations they have helped formulate.Major understandings: K 1 2 3 4S2.1a Indicate materials to be used and steps to follow toconduct the investigation and describe how data will berecorded (journal, dates and times, etc.)

Performance Indicator S2.2: Share their research plans with others and revise them based ontheir suggestions.Major understandings: K 1 2 3 4S2.2a Explain the steps of a plan to others, actively listeningto their suggestions for possible modification of the plan,seeking clarification and understanding of the suggestionsand modifying the plan where appropriate

Performance Indicator S2.3: Carry out their plans for exploring phenomena through directobservation and through the use of simple instruments that permit measurement of quantities,such as length, mass, volume, temperature, and time.Major understandings: K 1 2 3 4S2.3a Use appropriate "inquiry and process skills" to collectdata

S2.3b Record observations accurately and concisely

Key Idea 3: The observations made while testing proposed explanations, when analyzed usingconventional and invented methods, provide new insights into phenomena.

Performance Indicator S3.1: Organize observations and measurements of objects and eventsthrough classification and the preparation of simple charts and tables.Major understandings: K 1 2 3 4S3.1a Accurately transfer data from a science journal ornotes to appropriate graphic organizer

Performance Indicator S3.2: Interpret organized observations and measurements, recognizingsimple patterns, sequences, and relationships.Major understandings: K 1 2 3 4S3.2a State, orally and in writing, any inferences orgeneralizations indicated by the data collected

Performance Indicator S3.3: Share their findings with others and actively seek theirinterpretations and ideas.Major understandings: K 1 2 3 4S3.3a Explain their findings to others, and actively listen tosuggestions for possible interpretations and ideas

Performance Indicator S3.4: Adjust their explanations and understandings of objects and eventsbased on their findings and new ideas.Major understandings: K 1 2 3 4S3.4a State, orally and in writing, any inferences orgeneralizations indicated by the data, with appropriatemodifications of their original prediction/explanation

S3.4b State, orally and in writing, any new questions thatarise from their investigation

General Skills (Standard 4)Skill: K 1 2 3 4i. follow safety procedures in the classroom, laboratory, and

field

ii. safely and accurately use the following tools:• hand lens

• ruler (metric)

• balance

• gram weights

Skill: K 1 2 3 4• spring scale

• thermometer (C°, F°)

• measuring cups

• graduated cylinder

• timepiece(s)

iii. develop an appreciation of and respect for all learningenvironments (classroom, laboratory, field, etc.)

iv. manipulate materials through teacher direction and freediscovery

v. use information systems appropriatelyvi. select appropriate standard and nonstandard measurement

tools for measurement activities

vii. estimate, find, and communicate measurements, usingstandard and nonstandard units

viii. use and record appropriate units for measured orcalculated values

ix. order and sequence objects and/or events

x. classify objects according to an established scheme

xi. generate a scheme for classification

xii. utilize senses optimally for making observations

xiii. observe, analyze, and report observations of objects andevents

xiv. observe, identify, and communicate patterns

xv. observe, identify, and communicate cause-and-effectrelationships

xvi. generate appropriate questions (teacher and studentbased) in response to observations, events, and otherexperiences

xvii. observe, collect, organize, and appropriately recorddata, then accurately interpret results

xviii. collect and organize data, choosing the appropriaterepresentation:

• journal entries

• graphic representations

• drawings/pictorial representations

xix. make predictions based on prior experiences and/orinformation

xx. compare and contrast organisms/objects/events in theliving and physical environments

xxi. identify and control variables/factors

xxii. plan, design, and implement a short-term and long-terminvestigation based on a student- or teacher-posedproblem

Skill: K 1 2 3 4xxiii. communicate procedures and conclusions through oral

and written presentations

Big Ideas:Students will use science materials appropriately and follow directions.Students will recognize that there are different ways to report observations (drawing,

discussion, graphs and tables).Students will demonstrate a working knowledge of scientific terms as they are instructed.

Essential Questions:How are science materials to be handled?How is data collected, organized, recorded?What can we learn from our data?

Prior knowledge:None identified

Unit Objectives:Students will know or be able

to use science materials appropriately and follow directions.to recognize that there are different ways to report observations (drawing, discussion,

graphs and tables).to demonstrate a working knowledge of scientific terms as they are instructed.

Resources:Scott Foresman Science Textbook: pp. viii – xii

Weekly Reader

Websites:www.weeklyreader.com (weekly reader)www.kz.comwww.sfscience.com (scott foresman)www.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.org

BOCES Science Kit – Senses – ES201

Vocabulary:observation classification inferring predictingexperiment

Unit 1 WeatherLength: ~ 4 weeksTimeframe: Early September to early October (and ongoing)

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 1: The Earth and celestial phenomena can be described by principles of relative

motion and perspective.The universe is made up of many different objects. Students should

observe and describe the motions of the Sun, Moon, and stars. The movement ofthese objects through space can be traced and measured over various timesegments.

By keeping daily records, students will learn to identify sequences ofchanges and look for patterns; this skill will be useful throughout their study ofthe natural world. Younger students should draw what they see. Older studentsshould be encouraged to keep journals and use instruments to measure and recordtheir observations.

Note: Students at this age are concrete thinkers; therefore, only the effectsof gravity they can directly observe should be discussed. Drawing models thatshow size and position and discussing phenomena based on gravity are tooabstract and may lead to misconceptions.

4.K-4.PS1.1 Describe patterns of daily, monthly, and seasonal changes in theirenvironment.

4.K-4.PS1.1a Natural cycles and patterns include:• weather changing from day to day and through the seasons (I, M)

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions amongcomponents of air, water, and land.

The water cycle, weather, erosion, deposition, and extreme natural eventsinvolve interactions among air, water, and land. Students should observe anddescribe naturally occurring changes in their world involving these phenomena.They can also investigate these phenomena in classroom experiments.

Younger (K-2) students should be engaged in observation of theirimmediate surroundings with emphasis on recognizing change around them. Asstudents mature (3 - 4), they can begin to recognize cycles and identify theprocesses and natural events which are causing the changes they are observing.

4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth.4.K-4.PS2.1a Weather is the condition of the outside air at a particular moment (I, M)4.K-4.PS2.1b Weather can be described and measured by:

• form and amount of precipitation (I – form only)• general sky conditions (cloudy, sunny, partly cloudy) (I)

Also see Process skills

Big Ideas:Weather is what is happening outside, can change everyday and affects us.

Essential Questions:What is weather and why do we care?

Prior knowledge: (introduced through home experiences and early childhood educationprograms)

Students will be ableto recognize that weather patterns change dailyto recognize that weather occurs outside, not insideto recognize pictorial representations of weather conditions


to describe current and pictured weather conditions.to draw pictures of or describe the major characteristics of each seasonsto identify current seasonto identify items or pictures of items related to a particular season

Resources:Scott Foresman Text: Unit C Chp 2

Weekly Reader

Websites:www.weeklyreader.com (weekly reader)www.kz.comwww.sfscience.com (scott foresman)www.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.cstone.net activities/gameswww.teachers.net lessons/themeswww.anamporg/nescp_curriculum/gradeK_seasons.html

Vocabulary:sky precipitation weather cloudyrainy snowy sunny windy

Unit 2 SeasonsLength: ~ 2 weeksTimeframe: Early to mid-October (and ongoing).


motion and perspective.(See Unit 1 for additional detail on Key Idea 1)


4.K-4.PS1.1a Natural cycles and patterns include:• the length of daylight and darkness varying with the seasons (I)• weather changing from day to day and through the seasons (I, M)


Big Ideas:Our weather and even the amount of daylight in the day vary with the seasons.

Essential Questions:How is weather different from season to season? The amount of daylight?What weather pattern occurs most in each season?


Students will be ableto recognize that weather patterns change with the season


to identify the current season.to name major characteristics of the seasons.to identify predominate weather for each season.to identify activities associates with each season


Weekly Reader

Websites:www.weeklyreader.comwww.kz.comwww.sfscience.com scott foresmanwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.org

www.kathimitchell.com/seasons.htmwww.first-school.ws/theme/cpseasons.htm theme/lessonsgriswoldschool.org

Vocabulary:spring summer fall winterseason daylight darkness

Unit 3 Earth, Sun and MoonLength: ~ 2 weeksTimeframe: Mid- to late October


motion and perspective.(See Unit 1 for additional detail on Key Idea 1)


4.K-4.PS1.1a Natural cycles and patterns include:• Earth spinning around once every 24 hours (rotation), resulting in day

and night (I)• Earth moving in a path around the Sun (revolution), resulting in one

Earth year (I)• the appearance of the Moon changing as it moves in a path around Earth

to complete a single cycle (I)4.K-4.PS1.1c The Sun and other stars appear to move in a recognizable pattern both

daily and seasonally. (I – sun)Also see Process skills

Big Ideas:The Earth is a planet that revolves around the sun while the moon revolves around the

Earth.

Essential Questions:Is there a difference between rotation and revolution? What is a path?Why does the moon appear to change shape?What is the sun?


None identified.


to physically demonstrate rotation and revolution using their bodies and manipulatives.to recognize the different phases of the moon.to identify the sun as a star.to recognize that the sun appears to move throughout the daytime sky.


Weekly Reader

Websites:www.weeklyreader.comwww.kz.comwww.sfscience.com scott foresmanwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.yahooligans.com – Spacewww.starchild.gsfc.nasa.gov outerspacewww.myschoolonline.com

Vocabulary:earth sun moon revolutionrotation path cycle stars

Unit 4 Matter and PropertiesLength: ~6 weeksTimeframe: Late October to Winter Break

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 2: Many of the phenomena that we observe on Earth involve interactions among

components of air, water, and land.(See Unit 1 for additional detail on Key Idea 2)

4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth.4.K-4.PS2.1c Water is recycled by natural processes on Earth.

• evaporation: changing of water (liquid) into water vapor (gas) (I)Key Idea 3: Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.Students should describe, categorize, compare, and measure observable

physical properties of matter and objects.Students’ initial efforts in performing these processes may yield simple

descriptions and sketches, which may lead to increasingly more detailed drawingsand richer verbal descriptions. Things can be done to materials to change theirproperties, but not all materials respond in the same way to what is done to them.Younger students emphasize physical properties while older students willrecognize chemical changes. Appropriate tools can aid students in their efforts.

4.K-4.PS3.1 Observe and describe properties of materials, using appropriate tools.4.K-4.PS3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can

be observed through the senses. (I)4.K-4.PS3.1c Objects have properties that can be observed, described, and/or

measured: length, width, volume, size, shape, mass or weight,temperature, texture, flexibility, reflectiveness of light. (I)

4.K-4.PS3.1f Objects and/or materials can be sorted or classified according to theirproperties. (I)

4.K-4.PS3.2 Describe chemical and physical changes, including changes in states ofmatter.

4.K-4.PS3.2a Matter exists in three states: solid, liquid, gas. (I)4.K-4.PS3.2c Changes in the properties of materials or objects can be observed and

described. (I)Also see Process skills

Big Ideas:Objects have physical properties that we can observe, describe and use to group them.

Essential Questions:How can we group and describe objects?What are the possible states of matter?


Students will be ableto use adjectives (e.g., hard, soft, smooth, big, etc.) to describe objects


to sort and classify objects according to their assigned properties.to identify objects that are solid, liquid, and gas.to identify that properties of an object can change and be observed (melt, evaporation,

condensation)

Resources:Scott Foresman Text: Unit B Chp 1Scott Foresman Text: Unit B Chp 2

Weekly Reader

Websites:www.weeklyreader.comwww.kz.comwww.sfscience.comwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.ed.gov/pubs/CompactforReading/index.html

BOCES Science Kit – Beginning – ES101BOCES Science Kit – Observing – ES161

Vocabulary:matter properties solid gasliquid evaporation

Unit 5 MovementLength: ~ 4weeksTimeframe: Early to late January

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 5: Energy and matter interact through forces that result in changes in motion.

Students should be able to observe and describe relative positions betweenobjects in their world. Exploring the observable effects of gravity and magnetismmay help students develop an understanding of the reason for the direction of anobject’s motion. Manipulation and application of simple tools and machines mayhelp students learn about the relationships between forces and motion.

4.K-4.PS5.1 Describe the effects of common forces (pushes and pulls) on objects, such asthose caused by gravity, magnetism, and mechanical forces.

4.K-4.PS5.1a The position of an object can be described by locating it relative toanother object or the background (e.g., on top of, next to, over, under,etc.). (I, M)

4.K-4.PS5.1b The position or direction of motion of an object can be changed bypushing or pulling. (I, M)

4.K-4.PS5.1c The force of gravity pulls objects toward the center of Earth. (I)4.K-4.PS5.1e Magnetism is a force that may attract or repel certain materials. (I)

4.K-4.PS5.2 Describe how forces can operate across distances.4.K-4.PS5.2b The force of magnetism on objects decreases as distance increases. (I)


Big Ideas:Objects cannot move with a force being applied.

Essential Questions:How can we describe where an object is positioned?What makes something move?


Students will be ableNone identified.


to describe the relative position of objects using positional words.to demonstrate pushing and pullingto demonstrate gravityto demonstrate magnetic attraction and repulsionto demonstrate that magnetic attraction weakens with distance

Resources:

Scott Foresman Text: Unit B Chp 3

Weekly Reader

Websites:www.weeklyreader.comwww.kz.comwww.sfscience.comwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.ed.gov/pubs/CompactforReading/index.html

BOCES Science Kit – Beginnings – ES101BOCES Science Kit – Waterplay – ES158

Vocabulary:position gravity magnetism attractrepel force push pull

Unit 6 Living and NonlivingLength: ~ 1 weekTimeframe: Early February

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 1: Living things are both similar to and different from each other and from

nonliving things.There are basic characteristics, needs, and functions common to all living

things. Nonliving things are present in nature or are made by living things.Younger students’ ideas about the characteristics of organisms develop

from their basic concepts of living and nonliving things. As students are givenopportunities to observe and classify living and nonliving things, they should bereminded that living and nonliving things are sometimes given attributes they donot really have.

Understanding the variety and complexity of life and its processes canhelp students develop respect for their own and for all life. It should also leadthem to better realize the value of all life on this fragile planet.

4.K-4.LE1.1 Describe the characteristics of and variations between living and nonlivingthings.

4.K-4.LE1.1c Nonliving things do not live and thrive. (I)4.K-4.LE1.1d Nonliving things can be human-created or naturally occurring. (I)

4.K-4.LE1.2 Describe the life processes common to all living things.4.K-4.LE1.2a Living things grow, take in nutrients, breathe, reproduce, eliminate

waste, and die. (I)Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

Students need many opportunities to observe a variety of organisms forthe patterns of similarities and differences of the life functions used to sustain life.All organisms carry out basic life functions in order to sustain life. These lifefunctions include growing, taking in nutrients, breathing, reproducing, andeliminating waste. Students need many opportunities to observe and comparethese similarities and differences in a variety of organisms. Specimens that couldprovide these opportunities may include guppies, mealworms, and gerbils, as wellas fish, insects, mammals, birds, amphibians, reptiles, plants, and fungi.

4.K-4.LE5.1 Describe basic life functions of common living specimens (e.g., guppies,mealworms, gerbils).

4.K-4.LE5.1a All living things grow, take in nutrients, breathe, reproduce, andeliminate waste. (I)


Big Ideas:Living things are both similar to and different from each other and from nonliving things.

Essential Questions:What are the differences between living and nonliving things?


None identified


to differentiate between living and nonliving things.to identify that all living things grow, take in nutrients, breathe, reproduce, and eliminate

waste.to identify that nonliving things do not live and thrive and can be human-created or

naturally occurring.

Resources:Scott Foresman Text: Unit A Chp 1

Weekly Reader

Websiteswww.weeklyreader.comwww.kz.comwww.sfscience.comwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.org

Vocabulary:living nonliving grow breathenutrients reproduce elimination diemanmade naturally occurring

Unit 7 Plants: Needs and GrowthLength: ~ 1 weekTimeframe: Mid-February


nonliving things.(See Unit 6 for additional detail on Key Idea 1)


4.K-4.LE1.1b Plants require air, water, nutrients, and light in order to live and thrive.(I)

Key Idea 4: The continuity of life is sustained through reproduction and development.It is essential for organisms to produce offspring so that their species will

continue. Patterns of reproduction, growth, and development of an organism arestages in its life cycle. Life cycle stages are sequential and occur throughout thelife span of the organism. The characteristics of the cycle of life vary fromorganism to organism.

Note: Younger students may have difficulty in recognizing the continuityof life. Using organisms with a short life cycle as examples will be important ingetting the concept across. It is important for younger students to observe lifecycle changes in selected animals.

4.K-4.LE4.2 Describe evidence of growth, repair, and maintenance, such as nails, hair,and bone, and the healing of cuts and bruises.

4.K-4.LE4.2a Growth is the process by which plants and animals increase in size. (I)4.K-4.LE4.2b Food supplies the energy and materials necessary for growth and

repair. (I)Also see Process skills

Key Ideas:Plants and animals depend on each other and their physical environment.Living things are both similar to and different from each other and from nonliving things.

Essential Questions:What do plants require?What is growth?


None identified.


to identify the basic needs of plants (air, water, nutrients, and light)to draw pictures illustrating the basic needs of plants.

to define growth.


Weekly Reader

Websites:www.weeklyreader.comwww.kz.comwww.sfscience.comwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.kinderplans.com

BOCES Science kit – Classroom Plants – ES 109

Vocabulary:air water nutrients lightenergy growth

Unit 8 Plants: Life Cycle/ ReproductionLength: ~ 1 weekTimeframe: Late February

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 2: Organisms inherit genetic information in a variety of ways that result in

continuity of structure and function between parents and offspring.As students investigate the continuity of life, emphasis should be placed

on how plants and animals reproduce their own kind.Teachers should lead students to make observations about how the

offspring of familiar animals compare to one another and to their parents.Students know that animals reproduce their own kind—rabbits have rabbits (butyou can usually tell one baby from another), cats have kittens that have differentmarkings (but cats never have puppies), and so forth. This idea should bestrengthened by a large number of examples, both plant and animal, upon whichthe students can draw.

Students should move from describing individuals directly (e.g., she hasblue eyes) to naming traits and classifying individuals with respect to those traits(e.g., eye color: blue). Students can be encouraged to keep lists of things thatanimals and plants get from their parents, things that they don’t get, and thingsthat the students are not sure about either way.

4.K-4.LE2.2 Recognize that for humans and other living things there is genetic continuitybetween generations.

4.K-4.LE2.2a Plants and animals closely resemble their parents and other individualsin their species. (I)

4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspring whenthey reproduce (I)

Key Idea 3: Individual organisms and species change over time.Throughout time, plants and animals have changed depending on their

environment. In learning how organisms have been successful in their habitats,students should observe and record information about plants and animals.

They should begin to recognize how differences among individuals withina species can help an organism or population to survive. Students at this level willidentify the behaviors and physical adaptations that allow organisms to survive intheir environment.

4.K-4.LE3.1 Describe how the structures of plants and animals complement theenvironment of the plant or animal.

4.K-4.LE3.1c In order to survive in their environment, plants and animals must beadapted to that environment.• seeds disperse by a plant’s own mechanism and/or in a variety of ways

that can include wind, water, and animals (I)Key Idea 4: The continuity of life is sustained through reproduction and development.

(See Unit 7 for additional detail on Key Idea 4)4.K-4.LE4.1 Describe the major stages in the life cycles of selected plants and animals.

4.K-4.LE4.1a Plants and animals have life cycles. These may include beginning of alife, development into an adult, reproduction as an adult, and eventuallydeath. (I)

4.K-4.LE4.1b Each kind of plant goes through its own stages of growth anddevelopment that may include seed, young plant, and mature plant. (I)

4.K-4.LE4.1c The length of time from beginning of development to death of the plantis called its life span. (I)

4.K-4.LE4.1d Life cycles of some plants include changes from seed to mature plant.(I)


Big Ideas:Plants progress through different stages as they grow.When it matures, the offspring of a plant will resemble its parent.

Essential Questions:What is the life cycle of a plant?If you plant a seed, what will the plant look like when it grows?


None identified.


to illustrate the life cycle of a plant from seed to mature plant.to identify that plant offspring resemble the parent plant.


Weekly Reader



Vocabulary:environment stem root leafflower adaptation survival

Unit 9 Plants- Adaptation and SurvivalLength: ~ 1 weekTimeframe: Early March

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 3: Individual organisms and species change over time.

(See Unit 8 for additional detail on Key Idea 3)4.K-4.LE3.1 Describe how the structures of plants and animals complement the

environment of the plant or animal.4.K-4.LE3.1b Each plant has different structures that serve different functions in

growth, survival, and reproduction. (I)• roots help support the plant and take in water and nutrients• leaves help plants utilize sunlight to make food for the plant• stems, stalks, trunks, and other similar structures provide support for

the plant• some plants have flowers• flowers are reproductive structures of plants that produce fruit which

contains seeds• seeds contain stored food that aids in germination and the growth of

young plants4.K-4.LE3.1c In order to survive in their environment, plants and animals must be

adapted to that environment.• leaf, flower, stem, and root adaptations may include variations in size,

shape, thickness, color, smell, and texture (I)Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

(See Unit 6 for additional detail on Key Idea 5)4.K-4.LE5.2 Describe some survival behaviors of common living specimens.

4.K-4.LE5.2a Plants respond to changes in their environment. For example, the leavesof some green plants change position as the direction of light changes;the parts of some plants undergo seasonal changes that enable the plantto grow; seeds germinate, and leaves form and grow. (I)

4.K-4.LE5.2g The health, growth, and development of organisms are affected byenvironmental conditions such as the availability of food, air, water,space, shelter, heat, and sunlight. (I)


Big Ideas:Plants have different parts and each is important to the plant.Plants can adapt to changes in their environment.

Essential Questions:What are the major parts of a plant and what does each one do?How do plants respond to changes in their environment and in the seasons?


Students will be ableNone identified.


to identify major parts of a plantsto give a basic description of the function of each major plant partto describe how plants change during the different seasons throughout the year.to describe how environmental conditions can affect the health, growth, and development

of plants.


Weekly Reader



Vocabulary:seed/young plant/mature plant dispersal life cyclelife span offspring traits resembleadult growth reproduce

Unit 10 Animals – Needs and GrowthLength: ~ 2 weeksTimeframe: Early to mid-March


nonliving things.(See Unit 6 for additional detail on Key Idea 1)


4.K-4.LE1.1a Animals need air, water, and food in order to live and thrive. (I)Key Idea 4: The continuity of life is sustained through reproduction and development.

(See Unit 7 for additional detail on Key Idea 4)4.K-4.LE4.2 Describe evidence of growth, repair, and maintenance, such as nails, hair,

and bone, and the healing of cuts and bruises.4.K-4.LE4.2a Growth is the process by which plants and animals increase in size. (I)4.K-4.LE4.2b Food supplies the energy and materials necessary for growth and

repair. (I)Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

(See Unit 6 for additional detail on Key Idea 5)4.K-4.LE5.2 Describe some survival behaviors of common living specimens.

4.K-4.LE5.2g The health, growth, and development of organisms are affected byenvironmental conditions such as the availability of food, air, water,space, shelter, heat, and sunlight. (I)


Big Ideas:Animals need at the very least food, water, air and sleep to survive and grow. Shelter andheat may also be necessary.

Essential Questions:What do animals need to survive?What happens when animals don’t have their basic needs met?What is growth?


None identified.


to describe the basic needs of animals.to describe characteristics of growth.to describe how the lack of basic needs affect animals.


Weekly Reader

Websites:www.weeklyreader.comwww.kz.comwww.sfscience.comwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.kinderplans.comwww.pbs.org/teachersource/sci_tech.htmwww.yahooligans.yahoo.com/content/animals

BOCES Science kit – Animal Survival – ES 194

Vocabulary:air water food energygrowth environment shelter heatsunlight

Unit 11 Animals – Life Cycle and ReproductionLength: ~ 2 weeksTimeframe: Mid-March to early April

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 2: Organisms inherit genetic information in a variety of ways that result in

continuity of structure and function between parents and offspring.(See Unit 8 for additional detail on Key Idea 2)

4.K-4.LE2.2 Recognize that for humans and other living things there is genetic continuitybetween generations.

4.K-4.LE2.2a Plants and animals closely resemble their parents and other individualsin their species. (I)

4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspring whenthey reproduce (I)

Key Idea 4: The continuity of life is sustained through reproduction and development.(See Unit 7 for additional detail on Key Idea 4)

4.K-4.LE4.1 Describe the major stages in the life cycles of selected plants and animals.4.K-4.LE4.1a Plants and animals have life cycles. These may include beginning of a

life, development into an adult, reproduction as an adult, and eventuallydeath. (I)

4.K-4.LE4.1e Each generation of animals goes through changes in form from youngto adult. This completed sequence of changes in form is called a lifecycle. Some insects change from egg to larva to pupa to adult. (I)

4.K-4.LE4.1f Each kind of animal goes through its own stages of growth anddevelopment during its life span. (I)

4.K-4.LE4.1g The length of time from an animal’s birth to its death is called its lifespan. Life spans of different animals vary. (I)


Big Ideas:Animals progress through different stages as they grow.When it matures, the offspring of an animal will resemble its parent.

Essential Questions:What is a life cycle?What is a life span?What traits can an offspring inherit from a parent?What changes can animals go through during its life span?


None identified.


to describe animal life cycles.to define life span.to recognize that animal offspring resemble parents.


Weekly Reader



Vocabulary:life cycle life span offspring adultgrowth traits resemble reproduce

Unit 12 Animals – SurvivalLength: ~ 2 weeksTimeframe: Early to mid-April

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 3: Individual organisms and species change over time.

(See Unit 8 for additional detail on Key Idea 3)4.K-4.LE3.1 Describe how the structures of plants and animals complement the

environment of the plant or animal.4.K-4.LE3.1a Each animal has different structures that serve different functions in

growth, survival, and reproduction. (I)• wings, legs, or fins enable some animals to seek shelter and escape

predators• the mouth, including teeth, jaws, and tongue, enables some animals to

eat and drink• eyes, nose, ears, tongue, and skin of some animals enable the animals

to sense their surroundings• claws, shells, spines, feathers, fur, scales, and color of body covering

enable some animals to protect themselves from predators andother environmental conditions, or enable them to obtain food

• some animals have parts that are used to produce sounds and smells tohelp the animal meet its needs

• the characteristics of some animals change as seasonal conditionschange (e.g., fur grows and is shed to help regulate body heat;body fat is a form of stored energy and it changes as the seasonschange)

4.K-4.LE3.1c In order to survive in their environment, plants and animals must beadapted to that environment.• animal adaptations include coloration for warning or attraction,

camouflage, defense mechanisms, movement, hibernation, andmigration (I)

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.(See Unit 6 for additional detail on Key Idea 5)

4.K-4.LE5.1 Describe basic life functions of common living specimens (e.g., guppies,mealworms, gerbils).

4.K-4.LE5.1b An organism’s external physical features can enable it to carry out lifefunctions in its particular environment. (I)

4.K-4.LE5.2 Describe some survival behaviors of common living specimens.4.K-4.LE5.2b Animals respond to change in their environment, (e.g., perspiration,

heart rate, breathing rate, eye blinking, shivering, and salivating). (I)4.K-4.LE5.2c Senses can provide essential information (regarding danger, food,

mates, etc.) to animals about their environment. (I)4.K-4.LE5.2d Some animals, including humans, move from place to place to meet

their needs. (I)

4.K-4.LE5.2e Particular animal characteristics are influenced by changingenvironmental conditions including: fat storage in winter, coat thicknessin winter, camouflage, shedding of fur. (I)

4.K-4.LE5.2f Some animal behaviors are influenced by environmental conditions.These behaviors may include: nest building, hibernating, hunting,migrating, and communicating. (I)


Big Ideas:Animals use a variety of means to survive.

Essential Questions:How do an animal’s body parts, covering, and movement help it survive?


None identified.


to identify animal’s body covering, parts, and movement.to describe how animals respond to environmental changes and changing of the seasons.


Weekly Reader



Vocabulary:survival adaptation hibernation migrationcamouflage environment defense mechanisms senses

Unit 13 All About MeLength: ~ 3 weeksTimeframe: Late April to mid-May (ongoing throughout year)

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

(See Unit 6 for additional detail on Key Idea 5)4.K-4.LE5.3 Describe the factors that help promote good health and growth in humans.

4.K-4.LE5.3a Humans need a variety of healthy foods, exercise, and rest in order togrow (I)

4.K-4.LE5.3b Good health habits include hand washing and personal cleanliness;avoiding harmful substances (including alcohol, tobacco, illicit drugs);eating a balanced diet; engaging in regular exercise and maintain goodhealth. (I)


Big Ideas:People must be healthy to grow and thrive.

Essential Questions:Why is exercise good for your health?Why is choosing healthy foods important for good health?Why is hand washing important for personal cleanliness?What tools are needed for good dental health?Why are harmful substances dangerous to our bodies?


None identified.


to list the tools for good health (choosing healthy foods, exercising, and proper rest)to list good health habits (hand washing, personal cleanliness, and dental health)to identify harmful substances as a danger to their health (alcohol, tobacco, and illicit

drugs)

Resources:Scott Foresman Text: Unit D

Weekly Reader

Websites:www.weeklyreader.comwww.kz.com

www.sfscience.comwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.kinderplans.com- Nutritionwww.pbs.org/teachersource/sci_tech.htmwww.yahooligans.yahoo.com/content/animalswww.kidshealth.org

School NurseColgate Dental Kit

Vocabulary:healthy exercise rest growthharmful balanced diet habits variety

Unit 14 Humans and their EnvironmentLength: ~ 4 weeksTimeframe: Mid-May to mid-June

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 7: Human decisions and activities have had a profound impact on the physical and

living environments.Humans are dependent upon and have an impact on their environment.

Students should recognize how human decisions cause environmental changes tooccur.

Students should be given opportunities to identify and investigate thefactors that positively or negatively affect the physical environment and itsresources.

4.K-4.LE7.1 Identify ways in which humans have changed their environment and theeffects of those changes.

4.K-4.LE7.1a Humans depend on their natural and constructed environments. (I)4.K-4.LE7.1b Over time humans have changed their environment by cultivating crops

and raising animals, creating shelter, using energy, manufacturinggoods, developing means of transportation, changing populations, andcarrying out other activities. (I)

4.K-4.LE7.1c Humans, as individuals or communities, change environments in waysthat can be either helpful or harmful for themselves and other organisms.(I)


Big Ideas:Human decisions and activities have had a profound impact on the physical and living

environments.

Essential Questions:What are natural resources?How do humans use natural resources?How do humans use their environment?What is recycling?What are helpful/harmful ways humans change the environment?


None identified.


to list natural resources.to define recycling.to list helpful and harmful ways to change their environment.


Weekly Reader

Websites:www.weeklyreader.comwww.kz.comwww.sfscience.comwww.bbc.co.uk/schools/revisewise/science/www.trackstar.4teachers.orgwww.kinderplans.comwww.pbs.org/teachersource/sci_tech.htmwww.yahooligans.yahoo.com/content/animalswww.starfall.com Earth Daywww.kidport.com

Vocabulary:human natural resources recycling helpfulharmful manmade

kindergarten science curriculum table of...

Documents