Kindergarten Science

NECAP Standards
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Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

Grade Kindergarten Science
Scope and Sequence


Students will be actively involved in learning experiences focused on:
  • Life Cycle of the Butterfly
  • Water
  • Coastal Studies/Tidepools

YORK SCHOOL DEPARTMENT
SUBJECT AREA: SCIENCE 
GRADE: K

Science and Technology Crosswalk
Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. UNIFYING THEMES - Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A1 SYSTEMS Students recognize that parts w ork together, and make up whole man-made and natural objects.
a. Explain that most man-made and natural objects are made of parts.

b. Explain that when put together, parts can do things they could not do separately.
A2 Models Students identify models and use the objects they represent to learn about their features.
a. Describe ways in which toys and pictures are like the real things they model.
Illustrate the life cycle of the monarch butterfly.
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b. Use a model as a tool to describe the motion of objects or the features of plants and animals.
Explain the  life cycle of a butterfly using a model.
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A3 Constancy and Change Students observe that in the physical setting, the living environment, and the technological world some things change over time and some things can stay the same.
a. Describe the size, weight, color, or movements of things over varying lengths of time, and note qualities that change or remain the same.
Observe and explain the life cycles of the pumpkin and monarch butterfly.
Describe the daily weather.
Describe weather changes.

Draw life cycle of butterfly.
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A4 Scale Students observe differences in scale.
a. Compare significantly different sizes, weights, ages, and speeds of objects
Compare /Contrast weights of classroom items using a pan balance( EM Lesson)
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B. THE SKILLS AND TRAITS OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN - Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
B1 Skills and Traits of Scientific InquiryStudents conduct and communicate results of simple investigations.
a. Ask questions and make observations about objects, organisms, and events in the environment.
Conduct water experiments.
Observe life cycles of butterfly and chick.
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b. Safely conduct a simple investigation to answer questions.
Conduct and discuss water experiments.
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c. Use simple instruments with basic units of measurement to gather data and extend the senses.
Estimate, weigh and record the weight of pumpkins.
Read daily temperature using Everyday Math color codes.
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d. Know what constitutes evidence that can be used for construct a reasonable explanation.
Participate in water experiments and make predictions about outcomes
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e. Use writing, speaking, and drawing to communicate investigations and explanations.
Conduct and discuss water experiments.
Draw life cycle of butterfly.
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  • informational meetings
B2 Skills and Traits of Technological Design Students use a simple design process, and basic tool and materials to solve a problem or create a product.
a. Describe a design problem in their own words.
b. Propose a way to build something or cause something to work better.
c. Use suitable tools, materials, safe techniques, and measurements to implement a proposed solution to a design problem.
d. Judge how well a product or design solved a problem.
e. Present a design or solution to a problem, using oral, written, or pictorial means of communication.


C. The Scientific and Technological Enterprise - Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment. 
C1 Understandings of Inquiry Students describe the use of questions, and accurate communication in scientists' work.
a. Describe how scientific investigations involve asking and answering a question.
Use K-W-L strategies to examine a water droplet and list observations. 
Conduct water experiments, observe and describe results.
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b. Point out the importance of describing things and investigations accurately so others can learn about them or repeat them.
C2 Understandings About Science and Technology Students recognize that people have always engaged in science and technology, and that there is a difference between the natural and designed worlds.
a. Recognize that people have always had problems and invented tools and ways of doing things to solve problems.
b. Distinguish between objects that occur in nature and objects that are man-made.
C3 Science, Technology, and Society No performance indicator
Although no performance indicators are stated, students are expected to have instructional experiences that describe influences of science and technology on their own lives.
C4 History and Nature of Science No performance indicators
Although no performance indicators are stated, students are expected to have instructional experiences that describe how people use science in their lives.
D. The Physical Setting - Students understand the universal nature of matter, energy, force and motion, and identify how these relationships are exhibited in Earth Systems, in the solar system and throughout the universe.
D1 Universe and Solar System Students describe the movement of objects across the sky, as seen from Earth.
a. Describe how the sun and moon seem to move across the sky.
b. Describe the changes in the appearance of the moon from day to day.
D2 Earth Students describe Earth's weather and surface materials and the different ways they change.
a. Explain that the sun warms the air, water and land.
Explain impact of sun on the water cycle .
Participate in weather discussions.
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b. Describe the way in which weather changes over months.
Describe and record the daily weather.
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c. Describe what happens to water left in open container as compared to water left in a closed container.
Recount results of water experiments
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D3 Matter and Energy Students use observable characteristics to describe objects and materials and changes to physical properties of materials.
a. Describe objects in terms of what they are made of and their physical properties.
Report changes to objects when they are immersed in water
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b. Describe changes in properties of materials when mixed, heated, frozen, or cut.
D4 Force and Motion Students describe how objects move in different ways.
a. Describe different ways things move and what it takes to start objects moving, keep objects moving, or stop objects.
b. Give examples of things that make sound by vibrating.
E. The Living Environment - Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand their similarities and differences between humans and other organisms and the interconnections of these interdependent webs.
E1 Biodiversity Students describe similarities and differences in the observable behaviors, features, and needs of plants and animals.
a. Describe similarities and differences in the way plants and animals look and the things that they do.
Compare and contrast living and nonliving components of tide pool.

Compare and contrast the various animals in a tide pool.
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b. Describe some features of plants and animals that help them live in different environments.
Describe adaptive features of tide pool life.
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c. Describe how organisms change during their lifetime.
Illustrate life cycle of a butterfly.
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E2 Ecosystems Students understand how plants and animals depend on each other and the environment they live in.
a. Explain that animals use plants and other animals for food, shelter and nesting.
b. Compare different animals and plants that live in different environments of the world.
Compare and contrast animals and plants that live in desert and rainforest as part of Mexico unit
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E3 Cells Students describe parts and wholes of living things, their basic needs, and the structures and processes that help them stay alive.
a. List living things and their parts.

b. Explain that parts of living things are so small we can only see them using magnifiers.
 
c. List the basic things that most organisms need to survive
Describe monarch butterfly lifecycle
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d. Identify structures that help organisms do things to stay alive.
Describe monarch butterfly life cyle
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E4 Heredity & Reproduction Students describe the cycle of birth, development, and death in different organisms and the ways in which organisms resemble their parents.
a. Give examples of how organisms are like their parents and not like them.
Discuss characteristics of Monarch butterfly

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b. Describe the life cycle of a plant or animal (including being born, growing, reproducing, and dying).
Report on life cycle of Monarch butterfly
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E5 Evolution Students describe similarities and differences between present day and past organisms that helped the organisms live in their environment.
a. Describe some organisms' features that allow the organisms to live in places others cannot.
Compare and contrast tidepool creatures and their habitat needs


  • rubrics
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b. Explain how some kinds of organisms that once lived on Earth have completely disappeared, although they are similar to some that are alive today.



469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.