KINDERGARTEN SCIENCE

Alaska Content Standards

 

Standard A.  A student should understand scientific facts, concepts, 

                        principles, and theories.

Standard B.  A student should possess and understand the skills of

                        scientific inquiry.

Standard C.  A student should understand the nature and history of

                        science.

Standard D.  A student should be apply scientific knowledge and skills

                        to make reasoned decisions about the use of science and

                        scientific innovations.

 

Kindergarten students will investigate tree and parts of trees, observe and describe the structures of an organism, and physical properties of objects.  Students will utilize the skills of observation, communication, and classification through hands-on experiences.

·        Generate questions about familiar objects/events

·        Develop ideas about what is happening in an event based on their experience

·        Identify likeness and differences among objects or events

·        Follow directions for getting, safely using, and putting away designated equipment

·        Participate in groups to gather and record data

·        Understand that everybody can do science and invent things and ideas

 

Alaska Science Performance Standards

 

A 1.  Students use models to represent structures and identify different scale relationships.

A 2.  Students observe physical properties of substances and observe that a substance maintains many of the same properties whether it is big or small.

A 3.  Students make observations of the daytime and nighttime sky over a period of time and chart the movement of objects.

A 4.  Students observe natural events and identify patterns in the weather and the seasons.

A 5.  Students show how objects can be moved without being touched, and how shadows are formed by light.

A 6.  Students observe and record changes in an object’s position and motion when applying a push or pull.

A 7.  Students observe and describe earth materials such as clay, silt, sand, rocks, and pebbles that exist in a variety of sizes, shapes, colors, and hardness.

A 8a.  Students observe and describe changes in matter and identify some changes that are easily reversible, and some that are not.

A 8b.  Students observe that the sun warms the land, air and water.

A 8c.  Students observe that there are many ways to produce heat and other forms of energy.

A 9.  Students identify examples of living and non-living things in their environment and demonstrate understanding that things change over time.

A 10.  Students use a hand lens to observe minute details of living things.

A 11.  Students identify similarities and differences between offspring and their parents.

A 12.  Students sort plants and animals into groups using consistent criteria, and describe how some characteristics are for the survival of the plant or animal.

A 13.  Students describe organisms that once lived on earth, but have completely disappeared.

A 14a.  Students identify those things which plants and animals need in order to survive and reproduce.

A 14b.  Students identify local animals that live together in groups.

A 14c.  Students listen to a story (from the past or present) that describes how a shortage or surplus of resources affects the survival of plants and animals.

A 15.  Students identify local landforms and resources.

B 1.  Students observe and describe their world.

B 2.  Students use appropriate measuring and observation instruments to explore the natural world around them.

B 3.  Students ask questions about the natural world.

B 4.  Students collaborate to investigative the natural world.

B 5.  Students differentiate between what they observe with their senses and what they interpret about those observations.

B 6.  Student learn classroom safety procedures, identify consequences or unsafe behavior, and practice safe behavior in the classroom and laboratory.

C 1.  Students will use observations to collect and identify facts.

C 2.  Students will compare observations and/or repeat observations to check for validity of results.

C 3.  Students recite a tribal folk lore describing a scientific event.

C 4.  Students observe a phenomenon and record a personal (non-scientific) belief about that phenomenon.

C 5.  Students work together to explore and share scientific discoveries about their environment.

C 6.  Students share information about their world that they have learned through observation.

C 7.  Students examine inventions and describe the human efforts required to produce it.

C 8.  Students observe and discuss phenomena that conflict with common sense.

D 1.  Students use science knowledge to describe everyday events.

D 2.  Students role-play and discuss the positive and negative consequences of a single scientific or technological event.

D 3.  Students propose and discuss solutions to simple problems.

D 4.  Students describe simple technology used in everyday life.

D 5.  Students discuss how tools are used to observe, measure, and make things that help us.

D 6.  Students retell examples of consequences that have resulted from their actions.

 

 

CORE CONCEPTS

 

 

Life Science

·        The body is made up of many parts, each with its own function A.8,9; B.1,2,6; C. 2;

·        Plants need light, water, and nutrients to grow A.11; B.1,4,5

·        We are able to investigate the world around us through the use of our five senses: sight, touch, smell, taste, and sound A. 15;

·        Observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects) A. 8,9; B. 1,3,4; C. 4,8; D.6;

·        Know stories sometimes give plants and animals attributes they do not really have A.9; B.1;

·        Identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs) A. 12;

·        Compare different animals and observe that different mouth parts help them eat different kinds of food A.4

·        Name some common animals that no longer exit (e.g., dinosaurs and mammoths) A.8,9,11; B.1,3; C. 2; D.6;

·        Compare a variety of animals that live on the earth A.4

·        Compare and record how children are similar to their parents A. 8; B.1,4,6;

·        Name foods animals and humans eat A.10, 14;

Physical Science

·        Objects can be classified according to their physical attributes: size, shape, and color A. 2,9; B. 1,2,5,6;  C.2,4;

·        Objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to magnets, floating, sinking)

A. 2,9; B. 1,2,4; C. 2

·        Water can be a liquid or a solid and can be made to change back and forth from one to the other A.2; B.1,5;

·        Water left in an open container evaporates (goes into the air) but water in a closed container does not A.2; B.1

·        Use simple equipment (microscopes), age appropriate tools (rulers, thermometers), skills (describing and writing), technology (computers) and mathematics in scientific investigations B.2;

·        Explore energy changes (e.g. know the effects of sun and shade on the same object) A.8;

·        Explore properties, types, and uses of magnets (e.g., learn through play that magnets stick to some objects and that magnets move by push and pull) A.2,6; B.1,2,3,4,5; C. 2,4,8; D. 6;

·        Create solutions by adding salt or sugar to water A.2; B.1,2,5; C.2;

·        Blow bubbles with a variety of instruments A.2,4; B.1,2,3,4,5; C.2;

Earth/Space Science

·        Weather changes with the seasons A.4, 15; B.1,6; D. 6;

·        Describe major features of the earth’s surface and how it is affected by natural changes (e.g., name stormy conditions such as rain, sleet, and snow) A.2,4,15; B.1,6; C.8; D.6;

·        Know that the sun changes positions during the day A.4;B.1;C.8; D.6

·        Earth is composed of land, air, and water A.1;

·        Earth and its atmosphere are affected by human activity D.1;

·        Identify the outline map of Alaska A.2,15; B.1,6; C.4; D.3,6;

·        Identify resources from Earth that are used in everyday life and understand that many resources can be observed A.11; B.1,4;

·        Pollution

·        Identify types of pollution.  A.12; B.1

·        Observe and classify pollution in the community. A.12,15,16;

B.1,3,4; C.4; D. 6

·        Brainstorm ideas for protecting the environment A.11,12,15; B.1,3,4; C. 4; D. 6

·        Create art from recycled materials A.2; B.1,2,5; D.2;

World of Work

·        Invite scientists as guest speakers  B. 7; C. 4,8; D. 6

·        Survey parents on how they use science at home and at work  B. 1,2,7;

     C. 4; D. 6

·        Develop questions to ask about job responsibilities in science related areas  B. 1,4,6,7; C.4,8; D.6

·        Keep a journal of occupations that use science B. 1,6,7;

·        List the qualities of a good worker B. 1,4,7;

·        Identify reasons why people work B. 1,4,7; C. 8; D. 6;

·        Describe how friends can help each other B.4;

·        Identify science activities students like to do  B. 4;

Textbook:
ISBN#:
Publisher:
Animals 2X2 4A-742-5296 Foss
Trees Complete 4A-742-5384 Foss
Fabric Complete 4A-742-5329 Foss
Wood Complete 4A-742-5395 Foss
Paper Complete 4A-742-0478 Foss