Kindergarden


 * K indergarten **
 * Core Content Comittee Representative - Rosemarie Kuharick rkuharick@pccsd.net **

ODE Revised Science Standards
 * Standards & Model Curriculum **

**Inquiry Focus:** //(cut & paste from standards doc)// During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas: • Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations: and • Review and ask questions about the observations and explanations of others . 1. Students observe and record changes to a shadow observed at 2 hour intervals (10:00, 12:00, 2:00) This can be revisited 3 or 4 times per year for each season 2. Students will each write their name and record the time and length of their shadow on a sidewalk with chalk. 3.Students will see that the length of their shadow changes daily/seasonally.
 * Science Inquiry and Application**
 * Sample Student Inquiry Investigation**
 * Topic:** Earth and Space Science - Daily and Seasonal Changes
 * Question** - What happens to the length of a shadow throughout the day?
 * Procedure**
 * Question** - What else do you want to know about shadows?

**Units** Teaching Sequence: Fall Kit [|Wood and Paper]

Spring Kit [|Animals Two by Two]

Earth and Space Science
 * Materials**
 * Delta Science First Readers -Weather, Earth, Sky**
 * Daily and Seasonal Changes** - This topic focuses on observing, exploring, describing and comparing weather changes, patterns in the sky and changes, seasons.
 * Content Statement**
 * The moon,sun and stars can be observed at different times of the day or night.**


 * I Can Staments**
 * I can make a weather chart or graphic that documents,observed weather changes on a regular basis throughout the year. As a class compare changes in temperature, precipitation, and wind. (done as part of math daily meeting)
 * I can experiment with different tools to measure precipitation amounts
 * I can observe and document the position of the sun at different times of the day.
 * I can experiment with shadows from the sun (see inquiry sample lesson)
 * I can name what time of day the stars are most visible.
 * I can examine and document the changes in the shape of the moon.

Physical Science
 * Materials**
 * Foss Kit # 1 Wood and Paper**
 * Delta Science First Readers- How Do We Learn?, Sorting, Matter**
 * Properties of Everyday Objects and Materials** -This Topic focuses on the production of sound and on observing, exploring, describing and comparing the properties of objects and materials with which the student is familiar
 * Content Statement**
 * Objects and materials can be sorted and described by their properties.**
 * I Can Statements**
 * I can use observable information to sort and describe objects by color, size, shape or texture.
 * I can look at an object and match its construction to its function (e.g. the wheel and axel for a toy car allow it to move, various boxes are used for different purposes)
 * Content Statement**
 * Some objects and materials produce sound.**
 * I Can Statements**
 * I can produce sound by touching, blowing or tapping objects.
 * I can produce sound by creating vibrations in objects.
 * I can change the pitch of a sound by adjusting the speed of the vibration. (objects that vibrate quickly produce high notes and objects that vibrate slowly produce low sounds)
 * Support for this standard from music curriculum

Life Science
 * Materials**
 * Foss Kit # 2 Animals Two by Two**
 * Delta Science First Readers- Animals, Plants**
 * Physical and Behavioral Traits of Living Things** - This topic focuses on observing, exploring, describing and comparing living things in Ohio.
 * Content Statement**
 * Living things are different from nonliving things.**
 * I Can Statements**
 * I can name a variety of things that are living.
 * I can model how to care for a pet or plant.
 * I can draw and label the physical traits of living things (e.g.; a bird has wings, a tree has a trunk and leaves)
 * Content Statement**
 * Living things have physical traits and behaviors, which influence their survival**
 * I Can Statements**
 * I can describe the function of specific parts of plants and animals (e.g., plant leaves are where food is made, plant roots take in water, animal teeth are for chewing, ears are for hearing)
 * I can compare a variety of living things (e.g.'birds,mammels,insects, arachnids, grasses, trees) that are similar, but not the same species and make a list of similarities and differences.

**Additional Instructional Resources (Lessons, Assessments, Video, Content Information, etc.):** **[|Foss Kit Correlations to Standards]**

Science Formative Assessment Strategies & Probes by Unit (Page Keeley)

‍Life:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title,Volume,Page)** ||< **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||
 * Physical and Behavioral Traits of Living Things || Uncovering Student Ideas in Science, Volume 2, page 94 ||<  ||   ||

‍Earth:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||

‍Physical:

 * **Topic** ................. || **Assessment Probe** .....................
 * (Title/Volume/Page)** || **Assessment Strategy** .......
 * (Name, #, Page)** || **Teaching Ideas** ................................................ ||

=**Literature Integration (Reading Streets, etc.):**=