Grade K Version: CPS06-07


 
Scholastic Area that Course Is Active In: Science

Strand: Characteristics of Science -- Habits of Mind


 
SKCS1 Ask Questions
Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
Element: SKCS1a Raise Questions About World Around You
Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.
 

 
SKCS2 Uses Numbers to Quantify
Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
Element: SKCS2a Whole Numbers
Use whole numbers ofr counting, identifying, and describing things and experineces.
Element: SKCS2b Make Quantitative Estimates
Make quantitative estimates of nonstandard measurements (blocks, counters) and check by measuring.
 

 
SKCS3 Uses Tools to Measure and View
Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
Element: SKCS3a Ordinary Hand Tools and Instruments
Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils).
Element: SKCS3b Make Something To Be Used To Perform a Task
Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects (for example: paper plate day and night sky models).
 

 
SKCS4 System, Model, Change, and Scale
Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
Element: SKCS4a Use a Model
Use a model - such as a toy or a picture - to describe a feature of the primary thing.
Element: SKCS4b Describe Changes
Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same (for example, playing "Follow the Leader" and noting the changes).
Element: SKCS4c Compare Different Sizes
Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things.
 

 
SKCS5 Communicate Scientific Ideas
Students will communicate scientific ideas and activities clearly.
Element: SKCS5a Describe and Compare In Terms of Number, Shape, etc.
Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
Element: SKCS5b Begin to Draw Pictures
Begin to draw pictures that portray features of the thing being described.
 

Strand: Charcteristics of Science -- The Nature of Science


 
SKCS6 Scientific Inquiry
Students will understand the important features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

Element: SKCS6a Work With a Team
In doing science, it is often helpful to work with a team and to share findings with others.
Element: SKCS6b Tools Often Give More Information
Tools such as rulers, magnifiers, and balance scales often give more information about things than can be obtained by just observing things without help.
Element: SKCS6c Know the Needs of Living Things
Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (classroom pets).
 

Strand: Earth and Space Science


 
SKE1 Day and Night Sky
Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.
Element: SKE1a Changes In the Sky During Day and Night
Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.
Element: SKE1b Classify Objects According to Day and Night
Classify objects according to those seen in the day sky and those seen in the night sky.
Element: SKE1c Sun Supplies Heat and Light
Recognize that the Sun supplies heat and light to the Earth.
 

 
SKE2 Rocks and Soil
Students will describe the physical attributes of rocks and soils.
Element: SKE2a Use Senses to Observe and Group Rocks
Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc.
Element: SKE2b Use Senses to Observe Soils by Physical Attributes
Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size.
Element: SKE2c Earth Materials
Recognize earth materials - soil, rocks, water, air, etc.
 

Strand: Physical Science


 
SKP1 Physical Properties of Objects
Students will describe objects in terms of the materials they are made of and their physical properties.
Element: SKP1a Compare and Sort Materials of Different Composition
Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).
Element: SKP1b Use Senses to Classify Common Materials
Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).
 

 
SKP2 Motion
Students will investigate different types of motion.
Element: SKP2a Sort Objects According to Motion
Sort objects into categories according to their motion (straight, zigzag, round and round, back and forth, fast and slow, and motionless).
Element: SKP2b Push, Pull, and Roll Common Objects
Push, pull, and roll common objects and describe their motions.
 

 
SKP3 Gravity
Students will observe and communicate effects of gravity on objects.
Element: SKP3a Some Things Are in the Sky But Return to Earth
Recognize that some things, such as airplanes and birds, are in the sky, but return to earth.
Element: SKP3b Sun, Moon, and Stars Don't Come Down
Recognize that the sun, moon, and stars are in the sky, but don't come down.
Element: SKP3c Gravity of Books
Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped.
 

Strand: Life Science


 
SKL1 Living Organisms and Non-Living Materials
Students will sort living organisms and non-living materials into groups by observable physical attributes.
Element: SKL1a Difference Between Living Organisms and Non-living Materials
Recognize the difference between living organisms and nonliving materials.
Element: SKL1b Group Animals According to Observable Features
Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (for example: A green frog has four legs and hops. A rabit also hops.).
Element: SKL1c Group Plants According to Observable Features
Group plants according to their observable features such as appearance, size, etc.
 

 
SKL2 Similarities and Differences of Organisms
Students will compare the similarities and differences in groups of organisms.

TEACHER NOTE: Be sensitive to the fact that some children have parents who are not their biological parents.

Element: SKL2a Similarities and Differences in Animals
Explain the similarities and differences in animals (color, size, appearance, etc.).
Element: SKL2b Similarities and Differences in Plants
Explain the similarities and differences in plants (color, size, appearance, etc.).
Element: SKL2c Similarities and Differences Between Parent and Baby
Recognize the similarities and differences between a parent and a baby.
Element: SKL2d Match Pictures of Animal Parents and Offsprings
match pictures of animal parents and their offspring explaining your reasoning (for example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.).
Element: SKL2e You and Other Students
Recognize that you are similar to and different from other students (senses, appearance).
 

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save