Hamilton County Department of Education. Science Curriculum Guide. Kindergarten. Embedded Inquiry and Technology

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1 Hamilton County Department of Education Science Curriculum Guide Kindergarten Embedded Inquiry and Technology Embedded Inquiry (This strand is ongoing throughout the year.) Conceptual Strand: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question: What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? GLE 0007.Inq.1 Observe the world of familiar objects using the senses and tools Inq.1 Use senses and simple tools to make observations. methods and tools used in a simple experiment. S-ID (24-27) Identify and/or use a simple (e.g. linear) mathematical relationship between data. Big Book of Science Dinah Zike Your Big Backyard Magazines Reading Series Read Aloud/ Videos: Magic School Bus videos Eye Witness Videos Websites: m aphic.com ms.com (may be used for all strands) Field Studies: Field Trip to the Science Theatre Creative Discovery Museum in house field * State CFU (Check for Understanding items are noted with state numbers) Page 1

2 GLE 0007.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data Inq.2 Communicate interest in simple phenomena and plan for simple investigations. S-EMIER: (20-23) Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or a model. GLE 0007.Inq.3 Explain the data from an investigation Inq.3 Communicate understanding of simple data using age-appropriate vocabulary Inq.4 Collect, discuss, and communicate findings from a variety of investigations. S-ID: (13-15) Select a single piece of data (numerical or non-numerical)from simple data presentations (e.g., a table or graph with two or three variables) S-ID: (16-19) Understand basic scientific terminology. * State CFU (Check for Understanding items are noted with state numbers) Page 2

3 Embedded Technology & Engineering (This strand is ongoing throughout the year.) Conceptual Strand: Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question: How do science concepts, engineering skills, and applications of technology improve the quality of life? GLE 0007.T/E.K-2.1 Recognize that both natural materials and human-made tools have specific characteristics that determine their use. GLE 0007.T/E.2 Apply engineering design and creative thinking to solve practical problems T/E.1 Explain how simple tools are used to extend the senses, make life easier, and solve everyday problems T/E.2 Invent designs for simple products T/E.3 Use tools to measure materials and construct simple products. methods and tools used in a simple experiment. methods and tools used in a simple experiment. Reading Series Themes 2 and 7 * State CFU (Check for Understanding items are noted with state numbers) Page 3

4 Hamilton County Department of Education Science Curriculum Guide Kindergarten Life Science Standard 1 Cells Conceptual Strand 1: All living things are made of cells that perform functions necessary for life. Guiding Question 1: How are plant and animals cells organized to carry on the processes of life? GLE Recognize that many things are made of parts Use puzzles to determine that there are many parts that make up a whole Use building blocks to create a whole from the parts Take apart an object and describe how the parts work together. HSP (Harcourt School Publishers) Chapter 1Lesson 1, 2, 4 Chapter 2 Lesson 1, 3 Houghton Mifflin Reading Themes 1, 8, 9, and 10 Read Aloud/Videos: Parts by Tedd Arnold Five Little Fiends by Sarah Dyer See How They Grow video Websites: keyword: animals, natural cycles, plants, plant adaptations * State CFU (Check for Understanding items are noted with state numbers) Page 1

5 Standard 2 Interdependence Conceptual Strand 2: All life is interdependent and interacts with the environment. Guiding Question 2: How do living things interact with one another and with the non-living elements of their environment? GLE Recognize that some things are living and some are not. GLE Know that people interact with their environment through their senses Categorize objects or images of objects as living or non-living according to their characteristics Use the senses to investigate and describe an object. methods and tools used in a simple experiment. HSP Chapter 1Lesson 1-4 Chapter 2 Lesson 1-3 Chapter 4 Lesson 3 Chapter 5 Lesson 1,2 Chapter 6 Lesson 1, 2 Chapter 7 Lesson 2, 3, 6 Chapter 8 Lesson 1, 2, 3 Chapter 9 Lesson 5 Reading Series Theme 1, 2, and 5 Explore Use of the Senses Read Aloud/Videos: Nature Spy by Shelly Rotner and Ken Kreiseer The Five Senses by Aliki Promethean Board Flips: Which Animals come from eggs? Things we on a farm! (Using the Five Sense) Animal Sorting Features of Living Things Weather Conditions A Study of Season A Tree for All Seasons Seasons * State CFU (Check for Understanding items are noted with state numbers) Page 2

6 Sun and Moon Living Things The Fabulous Five Night and Day Sorting Websites: keyword: animals, natural cycles, plants, plant adaptations, oceanography, climate, atmosphere, solar system, properties of matter, changes in matter, sun, light, human body, sounds Songs and poetry: hing.com/sciencesongs.h tm acher.com/poetry.html * State CFU (Check for Understanding items are noted with state numbers) Page 3

7 Standard 3 - Flow of Matter and Energy Conceptual Strand 3: Matter and energy flow through the biosphere. Guiding Question 3: What scientific information explains how matter and energy flow through the biosphere? GLE Recognize that living things require water, food, and air Observe plants and animals and make records of their similarities and differences Record information about the care, feeding, and maintenance of a living thing. S-SI: (20-23) Identify similarities and differences between experiments. HSP Chapter 1Lesson 1, 3 Chapter 2 Lesson 1, 2, 3 Chapter 3 Lesson 1, 2 Chapter 8 Lesson 3, 4 Reading Series Theme 1, 3, 4, 8, and 10 Read Aloud/Videos: See How They Grow videos Promethean Board Flips: Features of Living Things Living Things Websites: keywords: animals, plants, plant adaptations, animal adaptations, extinction, human body, Printable Poetry: her.com/poetry.html Science songs: hing.com/sciencesongs.h tm * State CFU (Check for Understanding items are noted with state numbers) Page 4

8 Standard 4 Heredity Conceptual Strand 4: Plants and animals reproduce and transmit hereditary information between generations. Guiding Question 4: What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring? GLE Observe how plants and animals change as they grow. GLE Observe that offspring resemble their parents Observe a plant to identify how it changes as it grows from a seed to the adult plant and record data using non-standard measurement devices Match pictures of seedlings to adult plants and a juvenile to the adult animal. HSP Chapter 1Lesson 4 Chapter 2 Lesson 3 Introduce heredity by creating a simple family tree including eye and hair color. Reading Series Themes 3, 4, and 9 Read Aloud/Videos: See How They Grow videos Promethean Board Flips: Animal Characteristics Websites: keywords: natural cycles, rocks, oceanography Printable Poetry: her.com/poetry.html Science songs: g.com/sciencesongs.html * State CFU (Check for Understanding items are noted with state numbers) Page 5

9 Standard 5 - Biodiversity and Change Conceptual Strand 5: A rich variety of complex organisms have developed in response to a continually changing environment. Guiding Question 5: How does natural selection explain how organisms have changed over time? GLE Compare the basic features of plants and animals Use a variety of representations to describe similarities and differences among plants and animals Create a mural of an ecosystem and compare the characteristics of animals and plants within that environment Match pictures of animal and plant characteristics needed for survival to appropriate environments. S-SI: (20-23) Identify similarities and differences between experiments. HSP Chapter 1 Lesson 2, 4 Chapter 2 Lesson 1 Reading Series Themes 8, 9, and 10 Read Aloud/Videos: See How They Grow videos Promethean Board Flips: Animal Sorting Living Things Brain Pop Jr. Parts of Plants Features of Living Things Websites: keywords: animals, natural cycles, plants Science Songs: hing.com/sciencesongs. html * State CFU (Check for Understanding items are noted with state numbers) Page 6

10 Hamilton County Department of Education Science Curriculum Guide Kindergarten Earth Science Standard 6 - The Universe Conceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles. Guiding Question 6: What big ideas guide human understanding about the origin and structure of the universe, Earth s place in the cosmos, and observable motions and patterns in the sky? GLE Know the different objects that are visible in the day and night sky Create a Venn diagram to compare the objects that can be seen in the day and night sky Observe, discuss, and draw objects found in the day and night sky. HSP Chapter 6 Lesson 1, 2 Everyday Math weather routines, charts, and graphs (ongoing throughout the year) Promethean Flip Charts Night and Day Sorting, Day and Night, Sun and Moon Websites keywords: atmosphere, solar system Read Alouds Grandpa Takes Me to the Moon by Timothy Gaffney Regards to the Man in * State CFU (Check for Understanding items are noted with state numbers) Page 1

11 the Moon by Ezra Jack Keats Standard 7 The Earth Conceptual Strand 7: Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change. Guiding Question 7: How is the earth affected by long-term and short term geological cycles and the influence of man? GLE Identify nonliving materials found on the surface of the earth. GLE Recognize that some objects are manmade and that some occur naturally Identify nonliving materials found on the school site and discuss how these materials are similar and different Investigate and compare a variety of nonliving materials using simple tools Observe familiar environments and make lists of natural and manmade objects. methods and tools in a simple experiment. HSP Chapter 1 Lesson 1 HSP Chapter 4 Lesson 1, 2, 3 Reading Series Theme 2 Promethean Flip Charts Features of Living Things, Living Things Websites keywords: animals, exploring space, rocks, oceanography om keyword: rocks * State CFU (Check for Understanding items are noted with state numbers) Page 2

12 Standard 8 - The Atmosphere Conceptual Strand 8: The earth is surrounded by an active atmosphere and an energy system that controls the distribution of life, local weather, climate, and global temperature. Guiding Question 8: How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth? GLE Collect daily weather data at different times of the year Collect, compare, and record daily weather data during different seasons Infer the relationship between temperature and seasonal change by maintaining a paper chain on which dates are recorded and temperature described according to different colors. methods and tools used in a simple experiment. HSP Chapter 5 Lesson 1, 2, 3 Reading Series Theme 6 and 9 Everyday Math weather routines, charts, and graphs (ongoing throughout school year) Number Corner (ongoing throughout school year) Promethean Flip Chart Weather Conditions, A Study of Seasons, A Tree for all Seasons, Seasons Websites keywords: climate, seasons * State CFU (Check for Understanding items are noted with state numbers) Page 3

13 Hamilton County Department of Education Science Curriculum Guide Kindergarten Physical Science Standard 9 Matter Conceptual Strand 9: The composition and structure of matter is known, and it behaves according to principles that are generally understood. Guiding Question 9: How does the structure of matter influence its physical and chemical behavior? GLE Describe an object by its observable properties. GLE Identify objects and materials as solids or liquids Observe, identify, and compare the properties of various objects such as color, shape, and size Observe, discuss, and compare characteristics of various solids and liquids. S-EMIER: (24-27) Identify similarities and differences between models. HSP Chapter 1 Lesson 2 HSP Chapter 7 Lesson 2, 3, 4, 5 Reading Series Themes 2 and 5 Websites keywords: animals, properties of matter, changes in matter *State CFU (Check for Understanding items are noted with state numbers) Page 1

14 Standard 10 Energy Conceptual Strand 10: Various forms of energy are constantly being transformed into other types without any net loss of energy from the system. Guiding Question 10: What basic energy related ideas are essential for understanding the dependency of the natural and human-made worlds on energy? GLE Identify the sun as the source of heat and light Place a thermometer in a sunny window and one in a shady area of the classroom and record the temperatures over time. Compare, discuss, and record any temperature differences. Standard 11 Motion Conceptual Strand 11: Objects move in ways that can be observed, described, predicted, and measured. Guiding Question 11: What causes objects to move differently under different circumstances? GLE Explore different ways that objects move Use a variety of objects to demonstrate different types of movement. (e.g., straight line/ zigzag, backwards/ forward, side to side, in circles, fast/slow). methods and tools used in a simple experiment. methods and tools used in a simple experiment. HSP Chapter 8 Lesson 1, 4 Reading - Theme 6 Websites keywords: sun, energy HSP Chapter 9 Lesson 1, 2, 3, 4 Websites keywords: motion, forces, gravity magnets Reading- Theme 7 Field Trips Creative Discovery Museum Simple Machines (in-house field trip) Standard 12- Forces in Nature Conceptual Strand 12: Everything in the universe exert a gravitational force on everything else; there is a interplay between magnetic fields and electrical currents. Guiding Question 12: What are specific principles that explain gravity and electromagnetism? This standard in not addressed in kindergarten. *State CFU (Check for Understanding items are noted with state numbers) Page 2

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