The School District of Palm Beach County Kindergarten Science Scope & Sequence

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1 Knowledge: Life Science Big : Organization and Development of Living Organisms The School District of Palm Beach County Kindergarten Science Scope & Sequence Establishing Classroom Environment & Lab Safety: August SC.K.L..1 Recognize the five senses and related body parts. (Also covered as benchmark SC.K.N.1.2 in The Practice of Science.) (Low) SC.K.N.1.1 Collaborate with a partner to collect information. (Low) Nature of Science/Life Science: touch smell hear see taste observe compare measure sort hand lens thermometer measuring cup balance ruler beside above below behind in front of August 27 - September 4 Recognize the senses of sight, hearing, and smell and related body parts September 5 - September 21; December 5 - December 12 Collect Information with Partners Accurate Records I can identify and describe the five senses. I can use the five senses to observe and learn about the world. I can observe many properties of one thing. I can identify the sensory organ associated with each sense. I can observe and describe things. I can identify science processes. I can pose questions about things and surroundings. What are sense organs? Body structures that take in information from the environment and send it to the brain. What are your body sense organs? Eyes, ears, tongue, nose and skin. What is data? Any evidence gathered in an investigation. What are some tools that can help us collect data? Ruler, hand lens, balance, thermometer, magnet. Unit 1, Lesson 1 Unit 1, Lessons 1, 2, 3 Unit 2, Lessons 4, 5, 6, 7, 8 Unit 3, Lessons 9, 10, 11, 12 The Magic School Bus: Inside the Human Body (by Joanna Cole) Reader, "What is It?" Making Observations I can demonstrate how science processes can be used to describe things and investigate questions. I can identify science tools. I can recognize how science tools help in investigations. I can use a hand lens, a Unit 4, Lessons 13, Unit 5, Lessons 15, 16, 17 Unit 6, Lessons 18, 19, 20 Unit 7, Lessons 21, 22, 23, 24

2 Knowledge: The Nature of Science Big 1: The Practice of Science SC.K.N.1.3 Keep records as appropriate -- such as pictorial records -- of investigations conducted. (Moderate) I can use a hand lens, a measuring cup, a thermometer, a balance, and a ruler to help analyze things. How do scientists record observations? With pictures, words, numbers with units. Unit 1, Lessons 1, 2, 3 Unit 2, Lessons 4, 5, 6, 7, 8 Unit 3, Lessons 9, 10, 11, 12 Unit 4, Lessons 13, Readers, "We Can Share" & "We Like It" What Is Science? by Rebecca Kai Dotlich, Henry Holt, Unit 5, Lessons 15, 16, 17 Unit 6, Lessons 18, 19, 20 SC.K.N.1.5 Recognize that learning can come from careful observation. (Moderate) What skill helps scientists learn? Careful observations. Unit 7, Lessons 21, 22, 23, 24 Unit 1, Lessons 1, 2, 3 Unit 2, Lessons 4, 5, 6, 7, 8 Readers, "We Pick Food" & "Look at the Pig" Unit 3, Lessons 9, 10, 11, 12 Unit 4, Lessons 13, Unit 5, Lessons 15, 16, 17 Unit 6, Lessons 18, 19, 20 Unit 7, Lessons 21, 22, 23, 24 Review and Teacher Created Test/Quiz (September 24 - September 25)

3 Knowledge: Physical Science Big 8: Properties of Matter SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture. (Moderate) Physical Science: observe compare measure sort matter heat cool September 27 - October 8; October 17 - October 24 Sort Objects: Size Shape Color Temperature Weight Texture I can tell if matter is a solid, a liquid, or a gas. I can observe and tell about properties of things. I can compare the shape, sizes, and colors of things. I can compare and sort things by color, size, and shape. I can compare how things are alike and different. I can compare and sort things by temperature. I can compare and sort things by how they are alike and different. What are some observable properties? Size, shape, color, texture (smooth/rough) etc. How can a materials temperature be described? Hot (warm), cold (cool), room temperature. How can a materials weight be described? Heavy or light. Unit 1, Lesson 2 Unit 2, Lessons 4, 6 Unit 5, Lessons 15, 17 Reader, "Soft or Hard" More Picture Perfect Science, "If You Find a Rock", Chapter 16 Is It Hard or Soft? by Victoria Parker, Raintree, Heating by Patricia Whitehouse, Heinemann, I can observe, record, and discuss how matter can be changed by heating. I can observe, record, and discuss how matter can be changed by cooling.

4 Knowledge: Physical Science Big 9: Changes in Matter SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling. (Low) Physical Science: change October 9 - October 16 Change of Shape: Cutting Tearing Crumpling Smashing Rolling I can tell how paper and clay can be changed. I can recognize that the shape of things can be changed. I can tell when matter has changed. I can tell how paper and other things can be changed. I can recognize that the shape of materials can be changed by cutting, tearing, crumpling, smashing, or rolling. What are physical properties? The materials physical and/or structural features. How can you physically change the shape of paper or clay? Cutting, tearing, crumpling, smashing or rolling. What is a physical change? A change from one form to another without turning into a new substance. Unit 5, Lesson 16 Readers, "Made of Clay", "Matter Changes", & "Melting Snow" I can recognize physical changes of matter. Review and Teacher Created Test/Quiz (October 25 - October 26)

5 Knowledge: Physical Science Big 10: Forms of Energy SC.K.P.10.1 Observe that things that make sound vibrate. (Low) Physical Science: sound vibrate October 29 - November 2 Sound: Vibration of Objects I can observe that sound is made when objects vibrate. I can identify sounds and the sources of their vibrations. I can identify the ear as the receiver of vibrations that produce sound. I can compare sounds for loudness. I can compare sounds for pitch and rhythm. What is sound? A type of energy you can hear. How are sounds made? When materials vibrate. What is vibration? When a material moves quickly back and forth. How are sounds different? Some are loud and others soft. Some have a high pitch; some a low pitch. What are musical instruments? Objects people use to make sound (music). Unit 6, Lesson 18 Picture Perfect Science, "Sounds of Science", Chapter 15. Oscar and the Bat: A Book About Sound by Geoff Waring, Candlewick, Alexander Graham Bell by Lola M. Schaefer, Capstone Press, Why do musical instruments sound different? Because instruments vibrate in different ways (i.e. wind, string, striking). 2nd Trimester What are some common materials that can be used to make musical instruments? Rubber-band, drinking straw, balloon, bottle, comb etc.

6 Knowledge: The Nature of Science Big 1: The Practice of Science SC.K.N.1.2 Make observations of the natural world and know that they are descriptors collected using the five senses. (Moderate) Nature of Science: touch smell hear see taste observe measure compare sort hand lens thermometer measuring cup balance ruler beside above below behind in front of November 7 - November 30; December 5 - December 12 Five Senses I recognize the sun as Earth s source of light. I can identify human-made sources of light. I can recognize how the paper can be changed by exposure to sunlight. I recognize that sound, light, and heat are all types of energy. I can identify human-made sources of heat. I can identify natural and human-made sources of heat. I can identify sources of heat and other types of energy. What are observations? Data you can see, hear, smell, touch, or taste. Which senses help us make observations? Sight (eyes), hearing (ears), smell (nose), touch (hands), and taste (mouth). Unit 1, Lessons 1, 2, 3 Unit 2, Lessons 4, 5, 6, 7, 8 Unit 3, Lessons 9, 10, 11, 12 Unit 4, Lessons 13, Unit 5, Lessons 15, 16, 17 Unit 6, Lessons 18, 19, 20 Unit 7, Lessons 21, 22, 23, 24 Readers, "We Painting", "Can You See It?", "Helen Keller", & "Tig Can See" Make Sense! By Jean Haddon, Millbrook Press, Review and Teacher Created Test/Quiz (December 3 - December 4)

7 Knowledge: Physical Science Big 12: Motion of Objects SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc. (High) Physical Science: zigzag round and round straight up and down back and forth December 13 - January 9 Motion of Objects: Fast Slow I can observe and describe the ways things can move. I can observe and compare movements as being fast or slow. What is motion? The change in the position of an object caused when a force is applied. How can force change the motion of an object? A force can speed up, slow down or change the direction of an object. Unit 7, Lesson 22 More Picture Perfect Science, "Wiggling Worms", Chapter 10. Readers, "It Can Go", "I am Quick", "How They Go", "Fast or Slow", "Animals on the Move", "Cat Can Jump" (Grade 1), & "Swim Like a Dolphin" (Grade 1). Fast and Slow by Sue Barraclough, Heinemann, Roll, Slope, and Slide: A Book About Ramps by Michael Dahl, Picture Window, 2006.

8 Knowledge: Physical Science Big 13: Forces and Changes in Motion SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving. (Low) Physical Science: push pull magnets attract January 10 - January 28 Push and Pull I can identify push and pull as ways to move things. I can observe that a push or a pull can change the way a thing is moving. What is a force? Force is a push or pull. Unit 7, Lessons 23, 24 Readers, "Pigs on Wheels", "What can Magnets Do", & "Push and Pull" (Grade 1) I can identify gravity as a force. I can understand that gravity pulls things down to the ground. I can observe and describe how magnets react to objects made of iron and steel. I can sort objects according to whether or not a magnet attracts them. I can observe that magnets can cause some objects to move without toughing them. Picture Perfect Science, "Sheep in a Jeep", Chapter 11 More Picture Perfect Science, "The Magnetic Dog", Chapter 13. Push and Pull by Hollie J. Enders, Capstone Press, Review and Teacher Created Test/Quiz (January 29 - January 30)

9 Space Science and Time SC.K.E.5.1 Physical Science: Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds push them up. (Moderate) pull January 31 - February 15 Objects Fall to the Ground Day and Night Sun I can observe and describe what the sky looks like during the day. I recognize that the sun can only be seen in the daytime. What is gravity? A force that pulls objects towards the ground and each other. (Earth s gravity pulls objects toward the ground.) Unit 4, Lessons 13, Unit 7, Lesson 23 More Picture Perfect Science Lessons Chapter Roller Coasters Moon Observation of Distant Objects I can recognize that things can be big and things can be small as observed from Earth. SC.K.E.5.2 Recognize the repeating pattern of day and night. (Low) Earth and Space: sky Sun clouds stars Moon I can recognize that things are pulled toward the ground unless something holds them up. I can recognize that the sun is only visible during the day. I can observe that objects in the sky can be big or small. I can describe the night sky. I can identify objects in the night sky. I can observe that the moon can be seen at night and sometimes during the day. What causes day and night? The Earth rotates (east) toward the sun into day and (west) away from the sun into night. Unit 4, Lessons 13, Picture Perfect Science, "Day and Night", Chapter 18 Sunshine, Moonshine by Jennifer Armstrong, Random House, 1997.

10 Knowledge: Earth and S Big 5: Earth in Space a SC.K.E.5.3 Recognize that the Sun can only be seen in the daytime. (Low) What objects can be seen Unit 4, Lesson 13 in the day time sky? The sun, clouds and sometimes the moon. Reader, "The Sun" (Grade 1) More Picture Perfect Science, "Sunshine on My Shoulders", Chapter 17. The Sun Is My Favorite Star by Frank Asch, Voyager/Harcourt, SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes during the day. (Moderate) What objects can be seen in the night sky? Moon, stars, planets and sometimes other objects (i.e. comets). Which object is never seen in the night sky? The sun. Why? Because the sun in the sky causes day time. Unit 4, Lesson Picture Perfect Science, "The Changing Moon", Chapter 17. The Moon by Martha E.H. Rustard, Capstone Press, Neil Armstrong by Dana Meachen Rau, Children's Press, SC.K.E.5.5 Observe that things can be big and things can be small as seen from Earth. (High) Why do objects in the sky (outer space) seem small from Earth? Because they are far away. Unit 4, Lessons 13, More Picture Perfect Science, "Stargazers", Chapter 18 What is the biggest object in the sky (solar system)? The sun.

11 dge: Life Science Development of Living Organisms SC.K.E.5.6 Observe that some objects are far away and some are nearby as seen from Earth. (High) What tool helps Unit 4, Lessons 13, More Picture astronomers observe objects in the sky from Earth? They use telescopes to make far distant objects appear larger. Perfect Science, "Stargazers", Chapter 18 3rd Trimester Review and Teacher Created Test/Quiz (February 20 - February 21) SC.K.L..3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. (Moderate) Life Science: living things nonliving things tree shrub grass light air soil space to grow water leaf fruit flower roots stem seeds sprout seedling adult plant food shelter life cycle fur feathers scales February 25 - February 28; March 13 - April 19 Identify differences in characteristics of plants and animals I can classify things as living and nonliving. I can describe characteristics of living and nonliving things. I can sort living and nonliving things. I can describe the characteristics of living things. I can compare animals by size, shape, or body coverings. I can observe and describe the similarities and differences in the appearance of animals. I can describe similarities and differences in the appearance of animals. I can identify and name body parts of animals. I can identify the way animals move. I can compare animals by size, shape, body coverings, and how they move. What do animals need to grow and develop? Food (plants or other animals), fresh water, air (oxygen) and shelter. How are animals alike? They all need to adapt and make more of their own kind to survive. What do plants need to grow and develop? Sunlight, water, air (carbon dioxide) and soil (nutrients). How are most green plants alike? They can make their own food (photosynthesis). Unit 2, Lessons 4, 6, 7, 8 Unit 3, Lessons 9, 10, 11, 12 Readers, "Insects", "From Seed to Plant", "From Seed to Flower", "Animal Families", "Animals and their Babies", & "All About Animals" Biggest, Strongest, Fastest by Steve Jenkins, Houghton Mifflin, Seeds by Vijaya Khisty Bodach, Capstone Press, Let's Look at a Garden by Angela Royston, Heinemann, Someday a Tree by Eve Bunting, Clarion/Houghton Mifflin, 1993.

12 Knowled Big : Organization and D SC.K.L..2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life. (Moderate) Life Science: real pretend March 1 - March 12 Identify a behavior of a plant or animal that is not real I can recognize that some books and other media portray animals and plants with characteristics that they do not have in real life. I can identify characteristics of real animals and plants and pretend animals and plants. I can compare real animals and plants and pretend animals and plants. Which type of books can give false (or incorrect) pictures or information about plants or animals? Fiction story books (as opposed to non-fiction, narrative, non-narrative or dual-purpose books). Unit 2, Lesson 5 More Picture Perfect Science Lessons Chapter 11 Over in the Ocean Chapter 12 Be a Friend to a Tree Little Gorilla, by Ruth Bornstein, Houghton Mifflin Harcourt, Wag! by Patrick McDonnell, Little, Brown, Review and Teacher Created Test/Quiz (April 22 - April 23)

13 Knowledge: The Nature of Science Big 1: The Practice of Science SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features. (High) April 25 - May 29 Create Visual Representation of Objects I can identify trees, shrubs, and grasses as kinds of plants. I can observe, describe, and draw conclusions about different kinds of plants. I can sort plants into groups based on their properties. I can find differences among members of the same kind of plant. What is a major feature? The one observation that is most noticeable (prominent). Children create visual representations of objects in every lesson of this program. For examples see the following Teacher Edition pages: Unit 1, p. 18 Unit 2, p. 51 Reader, "Reading as We Grow" I can compare different plants, and describe how they are alike and how they are different. I can draw conclusions about different kinds of plants. I can see differences among members of the same kind of plant. I can know that plants need water, air, light, soil, and space to grow. Unit 3, p. 92 Unit 4, p. 133 Unit 5, p. 157 Unit 6, p. 190 Unit 7, p. 247 I can tell how a plant will grow if it is getting what it needs. I can observe and compare how plants grow. I can figure out why plants are healthy or not healthy. I can observe and compare the growth of plants. I can tell how a plant will grow if it is getting what it needs. I can know the parts of plants. I can observe and tell about the parts of a plant. I can tell how plant parts help a plant live. I can tell the stages of a plant s life in order. I can observe the stages of a plant's life.

14 Human Growth and Development (May 13-17) Review and Teacher Created Test/Quiz (May 30 - May 31)