quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] describe and record the weather and to notice patterns over time. (K-ESS2-1) (students mark on a monthly calendar using cut out pictures to represent words). Monthly the teacher leads them in making a graph of weather patterns using their monthly calendars. After: The student will be evaluated using a rubric based on the essential questions on their collection of weather charts and graphs. Students should show improvement from their first to last chart. Rainy Recall Record Region Snowy Sunlight Sunny Temperature Warm Warmer Weather Wind Monthly Calendars to keep weather records on: Cutouts for students to cut out and glue to their monthly weather calendars for record keeping: Kindergarten Weather Songs on You-tube will help kindergarteners with learning by putting weather put to music and rhyme. Incorporate Literacy Trade Books with seasons, and weather, include an art activity with the book. Books: DePaola, Tomie. . Holiday House. ISBN 9780823405312. 1984.9 Fowler, Allan. Grolier Publishing Company. ISBN 9780516264790. 1999. Rockwell, Anne. . Walker & Co. ISBN 9780802788832. 2004. Gibbons, Gail. . Aladdin Paperbacks. ISBN 9780689716836. 1993. Gibbons, Gail. . Holiday House. ISBN 9780823409525. 1992. Dewitt, Lynda. Trophy Press.
the world. (K-PS3-1) Science Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. (K-ESS2-1) categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.] ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2) ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to What local severe weather do we have to prepare for and how do we prepare? Before: Create a class list of weather, define severe. During: Students will create pictures after the teacher models the weather. After: Project- the class will create an emergency preparedness book with pictures and dictated sentences from students to teacher or teacher helpers, using a rubric which addresses the Bar graph Emergency Forms Gather information Key details Local Model Observation Pattern Picture graph Preparedness Region Severe weather Weather forecasting Science Journals. KWL Chart. Kindergarten Weather Activities: Kindergarten Science Projects on Weather: Books: Branley, Franklyn M. . Trophy Press. ISBN 9780064450942. 1990. Fowler, Allan. . Children’s Press. ISBN 9780516460352. 1995. Tornado in a Bottle Experiment:
Science Pacing Guide Time Frame: December – February Kindergarten Unit 3: Physical Science (Forces and Interactions: Pushes & Pulls) Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1) Connections to the Nature of Science Scientific Investigations Use a Variety of Methods Scientists use different ways to study the world. (K-PS2-1) Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. (K-PS2-1),(K-PS2-2) RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-PS2-2) W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1) SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. MP.2 Reason abstractly and quantitatively. (K-PS2-1) K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1) K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: PS2.A: Forces and Motion Pushes and pulls What happens if you push or pull an object Before: Have students act out with a partner Attribute Change motion Clarify Science Journals. KWL Chart.
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. (K-PS2-1) PS3.C: Relationship Between Energy and Forces A bigger push or pull makes things speed up or slow down more quickly. (secondary to harder? What happens if two moving objects run into each other? pushing hands together and describe what happens when the applied more pressure. During: Give students opportunities with toy cars, swings, balls, etc to demonstrate and explain the effects of push and pull. After: Students will draw a picture representing a push and pull; they will dictate to an adult what is happening in each picture bases on a rubric which addresses the essential questions. Collide Common Describe Difference Express ideas Investigate Key details Length Less of Measureable attributes More of More quickly Motion of an object Plan Pressure Provide data Pulls Pushes Reason Slow down Speed Touch Weight Worksheet: Push or Pull Be Forceful Rope(play tug of war to represent effect of pull) Swing Set, Toy cars, and various size and weighted balls (to represent push and pull) Marbles (Experiment with interactions of two objects) More Ideas on Motion Books: Shaw, Nancy M. Sheep in a Jeep. Houghton Mifflin. ISBN 9780395470305. 1988. Brubaker Bradley, Kimberly. Forces Make Things Move. Harper Collins. ISBN 9780064452144. 2005. Murphy, Patricia J. Push And Pull. Scholastic Library Publishing. ISBN 9780516225517. 2002. Mason, Adrienne. Move it! Forces, Motion, and you! Kids Can Press. ISBN 9781553377597. 2005.
Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. (K-LS1-1) evidence. (K-LS1-1) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.] LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1) What is the same and different on what is needed for plants and animals to survive? Before: Students will create a picture on what they think they need to live. During: Students will compare and contrast the things plants and animals need to live. After: Students will create a final drawing and journal entry comparing and contrasting what humans and plants need to survive. Analyze Animals needs Common Compare Describe Difference Evidence Food Grow Human designed world Humans Key details Less of Light Live Living things Measurable attributes More of Natural world Needs Obtain Order Science Journals. KWL Chart T-Charts of Essential Question Lesson based on Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. Lesson Based on Eric Carle's books A House for Hermit Crab and The Very Hungry Caterpillar What do Plants need to grow Activities Worksheets: Animal Homes Feed Me: Living Things need food Animal Homes that are just right
informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS2-2) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.] ESS2.E: Bio-geology Plants and animals can change their environment. What do humans and animals do to change their environment, and what do they effect when they do this? Before: Teacher will show pictures of before and after of different construction sites, or environments. Students will comment on the differences. During: Students will be observed through various activities that explore changes to the environment to meet needs. After: Students will draw a picture and write a description on how the chosen environment was changed and why. Analyze Change Common Compare Construct Describe Designed world Difference Effect Environment Evidence Key details Less of Measurable attributes More of Natural world Opinion Order Patterns Systems Topic Science Journals. KWL Chart. T-Chart and Venn-diagrams to make comparisons. Virtual Field Trip Visit a Zoo and Farm Books: *Use as introductions, have students choose an animal, draw a picture and write a sentence about the effects of their animal in the house. Pinder, Eric. If all the Animals Came Inside. Little, Brown Books for Young Readers ISBN 9780316098830. 2012. *Use to discuss how animals change their environment to meet their needs, create a picture chart of some animals and list items used and changes. What’s inside animal homes? Exodusbooks.com Bostrom, Kathleen Long. The View at the Zoo Ideals Publications. ISBN 9780824956295. 2011.
Duskey Rinker, Shelly. Good Night, Goodnight Construction Site. Chronicle Books, LLC. ISBN 9780811877824. 2011. Science Pacing Guide Time Frame: March – June Kindergarten Unit 4: Life Science (Interdependent Relationships in Ecosystems: Animals, Plants, & their Environments) Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) Cause and Effect Events have causes that generate observable patterns. (K-ESS3-3) Systems and System Models Systems in the natural and designed world have parts that work together. W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3) MP.2 Reason abstractly and quantitatively. (K-ESS3-1) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But What impacts do people (humans) have on the world around them? How can people Before: Think-pair-share about the vocabulary. During: Students will make observations about the world around them and Affect Air Animals Communicate solutions Convey Events Explanatory Science Journals. KWL Chart. Books: Dr. Seuss. The Lorax. Random House Children’s Books. ISBN 9780394823379. 1971.
live. [Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.] K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.] they can make choices that reduce their impacts on the land, water, air, and other living things. ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to (humans) help the world around them? the impacts humans have on the world around them. After: Students will create posters to promote helping the world around them. Human designed Impact Informative Land Living things Model Natural Needs Observable patterns People (humans) Places to live Plants Reason Reduce Represent Solutions Systems Water Klienberg, Naomi. Plant a Tree For Me. Random House Children’s Books. ISBN 9780375854859. 2010. Child, Lauren. Charlie and Lola: We Are Extremely Very Good Recyclers. Dial Books for Young Readers. ISBN 9780803733350. 2009. Parr, Todd. The Earth Book. Little Brown & Co. ISBN 9780316042659. 2010. Asch, Frank. The Earth and I. Sandpiper. ISBN 9780152063955. 2008. Inches, Allison. I can save the Earth. Little Simon. ISBN 9781416967897. 2008.