Kindergarten Science

Essentials Guide

Sioux Falls Public School District 49-5

Elementary Science Kindergarten Curriculum Outline

I. Mission Statement:

The Sioux Falls School District will provide the opportunity for students to participate in science through inquiry to help prepare them to live in a changing world.

The Sioux Falls School District will provide the opportunity for students to be health conscious.

II. Kindergarten Grade Level Description:

The kindergarten science curriculum will provide a developmentally appropriate learning atmosphere, where students will explore, observe and learn about physical science, life science and earth/space science concepts. The health curriculum will provide the opportunity for students to obtain, interpret and understand basic health information and services; and the competence to use such information and services in ways, which enhance their own health.

III. Learning Standards:

Upon completion of the course, the student will be able to:

SOUTH DAKOTA Content Standards	SFSD Additional Standards/Information
Physical Science Standards K.P.1.1. Use senses to describe solid objects in terms of physical attributes. · Explain how larger objects are made of smaller pieces. · Identify similarities/differences of various objects. K.P.1.2. Identify water in its solid and liquid forms. · Observe ice in the environment. · Observe water in the environment. K.P.2- · Identify things that move.
Life Science Standards K.L.1.1. Sort living from non-living things. · Discuss the basic needs of plants and animals. · Compare size and shape of living things. K.L.1- · Recognize similarities and differences between animal offspring and their parents.
Earth/Space Science Standards K.E.1.1. Describe simple earth patterns in daily life (weather, seasons, night and day). · Explore rocks, sands, water and soil.

Science, Technology, Environment and Society K.S.- · Care for the environment around the school. · Recognize ways to reuse various materials.

Health K.H.1.1- Understand health promotion and disease prevention concepts and practices. · Discuss personal safety and injury prevention strategies. K.H.1.2- Access and evaluate health information, products and services. · Identify health care professionals and services. K.H.1.3- Understand the benefits of practicing health-enhancing behaviors, which reduce health risks. · Understand functions and care routines for five senses. · Understand the importance of healthful food choices. · Practice safe fitness routines to promote a healthful life style. K.H.1.4- Use interpersonal communication skills to enhance personal growth. · Respect self and others. · Practice self care and healthy habits. K.H.1.5- Contribute to the health of their families, peers, schools, communities and the environment. · Identify feelings and ways to help others.

Police Safety Programs- Crossing Streets, Officer Recognition, Stranger Awareness Fire Department Safety Programs- Firefighter recognition, Smoke Safety Unit

IV. District Approved Instructional Materials

Text(s): Science, A Closer Look- Grade Kindergarten

Macmillan/McGraw Hill, 2008

V. Grading Standards

The kindergarten report card outlines standards that must be taught

	Standard	Essentials Skills	Important to Know and Do	Worth Being Familiar With
Health Standards	K.H.1.1- Understand health promotion and disease prevention concepts and practices. · Discuss personal safety and injury prevention strategies.	*Model and recognize the importance of hand washing. *Role play teeth brushing two times a day. *Explain the need for exercise and sleep. *Identify where and how germs can be spread. *Compose a list of reasons why you stay away from strangers . *Create a plan for fire safety.		*Develop a classroom plan for stress management.
	K.H.1.4- Use interpersonal communication skills to enhance personal growth. · Respect self and others. · Practice self care and healthy habits.	*Describe and model the pillars of Character Counts.

Specific Health Standards-Quarter 1
Specific Health Standards-Quarter 1

	Resources			Assessment
	Text	Support Materials	Value Added/ 21^st Century Skills
Health Standards	Disease Prevention Unit C/Chapter 5- “A Clean and Fit You” 5.1 pp. 64-65 “Healthful Habits” 5.2 pp. 66-67 “Set Health Goals” 5.3/5.4/5.6 pp. 68-71, 74-75 “Caring for your Teeth” “Why Do You Need to Exercise?” “Why Do You Need to Rest?” 5.5 pp. 72-73 “Staying Safe When You Exercise” Vocab Words: grooming, grooming product, teeth, gums, brush, floss, exercise, warm up, cool down, safety gear, sleep, rest Unit D/Chapter 8- “Staying Well” 8.1 pp. 112-113 “How can Germs Make You Sick?” 8.4 pp.118-119 “When You Get Sick” 8.5 pp.120-121 “Help Yourself Stay Well Right Now” Vocab Words: health helper, health product Personal Safety and injury prevention strategies Unit C/Chapter 6: “Staying Safe” 6.1/6.7 pp.80-81, 92-93 “Say “No”” “Staying Safe from Others” 6.2 pp.82-83 “Staying Safe from Fire” 6.3 pp.84-85 “Staying Safe Inside” 6.4/6.5 pp.86-89 “Staying Safe on the Go” “Staying Safe from Weather” 6.6 pp.90-91 “Staying Safe During Play” Vocab Words: fire drill, warning, caution, symbol, bully gang, stranger, emergency, first aid	HBI=Health Big Ideas Book HM=Health Masters LS=Life Skills Book TB=Transparency Book Unit C/Chapter 5 HBI pp. 26-29 HM pp.53-66 TB pp. 21, 23, 24 Poster 2A (Lesson 2) Puppets (Lesson 5) Foldables, Giant Folded Book, pp. 66-67 Children’s Dental Care Unit D/Chapter 8 HBI pp. 42-43 HM pp. 95-96, 101-104 TB p. 37 Puppets (Lesson 1 & 4) Unit C/Chapter 6 HBI pp. 30-39 HM pp. 67-84 TB pp. 27, 29, 31-33, 35 LS pp. 14-15 Poster 4A (Lesson 1) Puppets (Lesson 7) Foldables, Giant Pocket, pp. 80-81 Music CD *Police Department-Safety Program *Fire Station trip	Problem Solving: -Describe what germs are and how we can prevent their spread to others -Make appropriate healthy choices, such as brushing teeth, washing hands, exercising, getting enough sleep. Analytical Thinking: -Identify who strangers are, identify similarities and differences of strangers and people we know -Make a plan of what to do in case of a fire	Performance Assessment: p. 76 *HM-pp. 65-66 Performance Assessment p. 124 *HM-pp. 107-108 Performance Assessment p. 96 *HM-pp. 83-84
	Unit A/Chapter 1: “You Feel and Think” 1.5 pp. 12-13 “You Can Show Good Character” 1.6 pp. 14-15 “Communicate” Vocab Words: good character, communicate Unit B/Chapter 3: “You Grow and Change: 3.4 pp. 42-43 “Practice Healthful Habits” Vocab Words: healthful habit	Unit A/Chapter 1 HBI pp. 10-11 HM pp. 9-12 LS pp. 4-5 TB pp. 1-6 Poster 1A (Lesson 6) Foldables, Giant Folded Table pp. 14-15 Unit B/Chapter 3 LS pp. 8-9 HM pp. 35-36 Poster 2B Foldables, Giant Four Tab Foldable, pp. 42-43	Problem Solving: -Determine relationships of showing respect to self and others Analytical Thinking: -Use advanced organizers to help describe and understand each of the pillars of Good Character Collaborating: -Value contributions of others while communicating -Guide others to be kid’s of good character -Work together as a team to show good character Communicating: -Speak so others can understand what you want -Listen actively as others communicate with you	Performance Assessment p. 16 *HM-pp. 13-14 Performance Assessment p. 44 *HM-pp. 37-38

Earth/Space Science – Quarter 1

	Standard	Essentials Skills	Important to Know and Do	Worth Being Familiar With
Earth/Space Science	K.E.1.1 Describe simple earth patterns in daily life (weather, seasons, night and day). Explore rocks, sands, water and soil.	*Describe and graph the weather. *Identify and sketch parts of each season. *Differentiate between night and day. *Explore rocks, sands, water, and soil.		*Reduce, reuse, recycle plastic, paper, and cans.

Earth/Space Science – Quarter 1

	Resources			Assessment
	Text	Support Materials	Value Added/ 21^st Century Skills
Earth/ Space Science	Unit C-Our Earth Our Home (Rocks, sands, soil, water) C.1 pp. 126-131 “Soil Under Your Feet” C.2 pp. 132-137 “Rocks” Vocab Words: soil, dirt, earth, rocks, pebbles, sand Unit D-Weather and Sky D.1 pp. 170-177 “Exploring Weather” D.3 pp.184-189 “The Seasons” D.4 pp.190-197 “Night and Day” D.5 pp. 198-203 “Sun and Shadows” Vocab Words: rainy, windy, snowy, sunny, winter, spring, summer, fall, day, night, moon, sun, stars, patterns, shadows, shade, heat	Flipbook p. 29-30; Science Resource Book p. 40-41; A-Z Activity Book pp. 8-9, 36-37; Leveled Reader: What’s In the Soil?; Unit C Literature Book; Leveled Reader: Rocks; Materials Kits “to-go cart” Flipbook pp. 38-39, 41-44; G1 (Graphic Organizer); S8 & S9 (Song CD tracks 15-16 and 17-18); Science Resource Book pp. 46, 48-50; A-Z Activity Book pp. 28-29, 42-43, 52-53, 38-39, 42-43; Leveled Reader: What is the Weather?; Photo Sorting cards 31-40; Unit D Literature Big Book; Science on the Go pp. 79-82; Leveled Reader: Seasons; Leveled Reader: The Night Sky; Science on the Go pp. 83-86; Materials Kits “to-go cart”	Communicating: Make a graph of daily weather patterns. Analytical Thinking: -Identify similarities and differences of soil and sand. -Differentiate between the four seasons.	Formative: pp. 129, 135, Portfolio: p. 167 Formative: pp. 175, 187, 195, 201 Performance: p. 204 Summative: p. 205 Portfolio: p. 205

Physical Science-Quarter 2

	Standard	Essentials Skills	Important to Know and Do	Worth Being Familiar With
Physical Science	K.P.1.1 Use senses to describe solid objects in terms of physical attributes. · Explain how larger objects are made of smaller pieces. · Identify similarities/differences of various objects. · .	*Describe attributes of a solid object. *Describe physical attributes of paper, wood, cloth, metal, and clay.		*Introduce magnets.
	K.P.1.2 Identify water in its solid and liquid forms. · Observe ice in the environment. · Observe water in the environment.	*Identify ice, snow, and water. *Discuss the terms solid, liquid, and gas.	*Describe the changes from solid, liquid, and gas.	*Classify what objects float and sink.
	K.P.2- Identify things that move	*Explore movements. -slide, roll, push, pull *Compare/Contrast wheels and how and/or what they move.	*Recognize that magnets can move things.	*Describe the concept of gravity.

Physical Science-Quarter 2

	Resources			Assessment
	Text	Support Materials	Value Added/ 21^st Century Skills
Physical Science	Unit E- E.1 pp. 212-217 “Paper and Cloth” E.2 pp. 218-223 “Wood and Metal” E.3 pp.224-229 “Working w/Clay” Vocab Words: bend, fold, tear, cut, paper, cloth, wood, metal, clay	Flipbook p. 47-50; Physical Science Big book; Unit E/F floor puzzle; Activity A-Z book; Leveled Readers; Photo Sorting Cards; Science Resource Book; Materials Kits “to-go cart”	Analytical Thinking: *Identify similarities and differences of a variety of solid objects. Problem Solving: Generate/test hypothesis of magnetism.	Formative- pp. 215, 221, 227, 235 Performance-p. 238 Summative-p. 239 Portfolio-p.239
	Unit E- E.4 pp. 230-237 “Investigate Water” Vocab Words: solid, liquid, gas Unit C- C.4 pp. 146-151 “Water All Around” Vocab Words: river, stream, lake, ocean	Flipbook p. 51-52, S10 (Song CD track 19-20); Unit E Literature Big Book; A-Z Activity book p. 4-5, 46-47; Leveled Reader: I Like Ice; Leveled Reader: Matter Changes; Materials Kits “to-go cart” Flipbook p. 22, S7 (Song CD track 13-14); Science Resource Book, p. 43; A-Z Activity book pp.46-47; Leveled Reader: Our Land; Photo sorting cards 21-30; Materials Kits “to-go cart”	Problem Solving: *Describe the problem and its variables. -liquid to solid -solid to liquid Collaborating: Working together as a team to melt an ice cube the fastest.	Ice Cube Game Formative- pp. 215, 221, 227, 235, 149 Performance-pp. 238, 166 Summative-pp. 239,167 Portfolio-pp.239, 167
	Unit F- F.1 pp. 242-247 “Wheels” F.2 pp. 248-255 “How Things Move” F.3 pp. 256-261 “Ups and Downs” F.5 pp. 268-273 “Magnets” Vocab Words: wheel, pulley, slide, roll, push, pull, force, gravity, magnet	Flipbook pp. 54-57,59; S11-12 (Songs CD tracks 21-22); Graphic Organizer (G1); Science Resource book p. 55-57,59; A-Z Activity Book pp. 26-27, 40-41; Unit F Literature Big Book; Leveled Reader: Working with Clay; Photo Sorting Cards 51-60; Science on the Go cards p. 105-106, 107-109, 113-114; Leveled Reader: Toys That Move; Leveled Reader: What Can a Magnet Do?; Materials Kits “to-go cart”	Problem Solving: Generate and test hypothesis of objects and how they move.	Formative- pp. 245, 253, 259, 271 Performance-p. 274 Summative-p. 275 Portfolio-p.275

Health-Quarter 3

	Standard	Essentials Skills	Important to Know and Do	Worth Being Familiar With
Health	K.H.1.2- Access and evaluate health information, products and services. Identify health care professionals and services.	*Recognize Community Helpers (Social Studies). *Locate and analyze food labels. *Identify warning signs.		*Explain how to use health professionals.
	K.H.1.3- Understand the benefits of practicing health-enhancing behaviors, which reduce health risks. · Understand functions and care routines for five senses. · Understand the importance of healthful food choices. · Practice safe fitness routines to promote a healthful life style.	*Describe the five senses. *Develop and encourage healthy habits. *Identify healthy foods. Analyze the new food pyramid.
	K.H.1.5- Contribute to the health of their families, peers, schools, communities and the environment. Identify feelings and ways to help others.	*Identify and use words to express feelings.

Health-Quarter 3

	Resources			Assessment
	Text	Support Materials	Value Added/ 21^st Century Skills
Health	Unit E/Chapter 9: “Health Helpers” 9.1 pp. 126-129 “People Who Can Help You” 9.4 pp. 134-135 “Put Your Health First” Vocab Words: health helpers, health product	Unit E/Chapter 9 HBI pp. 26-27, 44-45 HM pp. 109-110, 115-116	Communicating: -Draw and/or use developmental writing to tell about a community helper’s job Analytical Thinking: -Classify community helpers as health care professionals or not health care professionals	Performance Assessment p. 136 *HM-pp. 117-118
	Unit B/Chapter 3: “You Grow and Change” 3.4 pp. 42-43 “Practice Healthful Habits” 3.3 pp. 40-41 “Your Senses” Vocab Words: healthful habit, senses, checkup Unit B/Chapter 4: “Food For Health” 4.1/4.2 pp.48-51 “Many Kinds of Foods” “Are All Foods Healthful?” 4.3 “Eating Right” *See new pyramid websites Vocab Words: label, Food Guide Pyramid, food group, serving, meal, snack Unit C/Chapter 5: “A Clean and Fit You” 5.4/5.6 pp. 70-71, 74-75 “Why Do You Need to Exercise?” 5.5 pp. 72-73 “Staying Safe When You Exercise” Vocab Words: exercise, warm up, cool down, safety gear, sleep, rest	Unit B/Chapter 3 HBI pp. 20-21 HM pp. 33-36 LS pp. 8-9 Poster 2B (Lesson 4) Foldables, Giant Four Tab Foldable, pp. 42-43 Unit B/Chapter 4 HBI pp. 22-23, 24-25 HM pp. 39-44 TB p. 15, 17, 18 Poster 6A (Lesson 2) Power Panther Websites: *New Food Guide Pyramid mypyramid.gov teamnutrition.usda.gov nationaldairycouncil.org Unit C/Chapter 5 HBI pp.26-29 HM pp. 59-64 TB p. 24 Puppets (Lesson 5)	Analytical Thinking: -Use advanced organizers to help describe and understand each of the 5 senses Analytical Thinking: -Identify similarities and differences of healthy and non-healthy foods Communicating: In a picture or kid writing share ideas about what they do for exercise and to stay healthy	Performance Assessment p. 44 *HM-pp. 37-38 Performance Assessment p. 60 *HM-pp. 51-52 Performance Assessment p. 76 *HM-pp. 65-66
	Unit D/Chapter 8: “Staying Well” 8.1 pp. 112-113 “How Can Germs Make You Sick?” 8.4/8.5 pp.118-121 “When You Get Sick” “Help Yourself Stay Well Right Now” Vocab Words: symptom, asthma, allergy, vaccine, health record Unit A/Chapter 1: “You Feel and Think” 1.2 pp.6-7 “Everyone Has Feelings” 1.3 pp.8-9 “What Do You Do About Your Feelings?” Vocab Words: feelings	Unit D/Chapter 8 HBI pp. 42-43 HM pp. 95-96, 101-104 TB p. 37 Puppets (Lesson 4) Foldables, Giant Layered Book, pp. 116-117 Unit A/Chapter 1 HBI pp. 6-9 HM pp. 3-6 TB p. 44 Poster 8B (Lesson 2) Puppets *Counselor/I-Care Cat	Problem Solving: -Describe why germs are a problem and how we can get rid of germs -Determine relationships between germs and getting sick -Makes appropriate decisions about keeping clean and healthy (washing hands, brushing teeth) Analytical Thinking: -Identify similarities and differences between feelings Communicating: -Speak so others can understand while describing how you feel -Listen actively as others share their feelings -In a picture or kid writing share ideas about how they feel	Performance Assessment p. 124 *HM-pp. 107-108 Performance Assessment p. 16 *HM-pp. 13-14

Life Science-Quarter 4

	Standard	Essentials Skills	Important to Know and Do	Worth Being Familiar With
Life Science	K.L.1.1 Sort living from non-living things. · Discuss the basic needs of plants and animals. · Compare size and shape of living things.	*Identify characteristics of living/nonliving organisms. -do they change, grow or need water? *Recognize attributes of size and shape of living things.	*Discuss the parts of a plant.
	K.L.1- Recognize similarities and differences between animal offspring and their parents.	*Compare offspring to their parents. *Discuss how animals grow and change.	*Describe what animals need to live.

Life Science- Quarter 4

	Resources			Assessment
	Text	Support Materials	Value Added/ 21^st Century Skills
Life Science	Unit A- A.1 pp. 26-31 “Parts of Plants” A.2 pp. 32-39 “What Plants Need” A.3 pp. 40-45 “How Plants Grow” A.4 pp. 46-53 “Look at Leaves and Flowers” A.5 pp. 54-59 “Plants we use” Vocab Words: root, stem, leaf, air, light, water, soil, seed, seedling, fruit, flower, vegetable Unit B- B.2 pp. 72-77 “Needs of Animals” Vocab Words: air, water, shelter, food, space, grow, change	Flipbook pp. 7-8, 10-13; S2 & S3 (Song CD); Science Resource Book p. 27-31; A-Z Activity book pp. 8-9, 14-15; Leveled Reader: Plant Parts ; Photo Sorting Cards 1-10; Leveled Reader: Where Do Plants Live?; Leveled Reader: Small Plants, Tall Plants; Leveled Reader: From Seed to Sunflower; Floor Puzzle: Pond Life; Leveled Reader: All Kinds of Plants; Unit A Literature Big Book; Materials Kits “to-go cart” Flipbook pp. 16-17, S4 (Song CD tracks 7-8); Science Resource Book p. 33; A-Z Activity book pp. 12-13, 16-17; Photo sorting cards 11-20; Materials Kits “to-go cart”	Problem Solving: Describe the problem and its variables by removing sunlight and water from seedlings. Communicating: Convey ideas graphically or in Kid writing by sequencing seed growth. Analytical Thinking: Planning what you would need for a classroom pet.	Formative: pp. 29, 37, 43, 51, 57 Performance: p. 60 Summative: p. 61 Portfolio: p. 61 Formative: p. 75
	Unit B- B.7 pp. 104-111 “Grow and Change” Vocab Words: grow, change	Flipbook pp. 23-24; Science Resource Book p. 38; Leveled Reader: Animals Grow;A-Z Activity Book pp. 10-11, 24-25, 50-51; Photo sorting cards 11-20; Materials Kits “to-go cart”; Hatching butterflies	Analytical Thinking: Classifying pictures of parents and offspring.	Formative: p. 109

	Community Connections
Quarter 1 Earth & Space Science
Quarter 2 Physical Science	Washington Pavilion Demonstrations Science of Sound Keeping Your Balance Exhibit Stairway of Sound
Quarter 3 Health
Quarter 4 Life Science	Great Plains Zoo Zoo Mobile Programs · Super Senses Animal Wrappers Survival of the Fittest The, Big, The Bad, The Biting	Outdoor Campus Programs Terrific Trees Furry Animals (Fall, Winter, Spring) Animal Babies (Spring)	Butterfly House Programs SBH 101 A Bug’s Life Insect Choir