# SCI-00 "I can ... statements"

 All categories Categories All categories Not categorized Prioritized Expectation [ESS] Earth Space Science [LS] Life Science [PS] Physical Science

Page:  1  2  3  (Next)
ALL

# Earth's Systems

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.ESS2.01

Kindergarten (SCI) Science Standards
[ESS2] Earth's Systems

##### SCI-00.ESS2.01 Use and share observations of local weather conditions to describe patterns over time.

Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of 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.
Disciplinary Core Ideas
ESS2.D: Weather and Climate -Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

## Student Learning Targets:

### Knowledge Targets

• I know words to describe weather.

### Reasoning Targets

• I can reason about weather patterns I notice.

### Skills (Performance) Targets

• I can use observations of the weather to describe patterns over time.
• I can use the number of days the same weather has happened over time to determine patterns.
• I can describe the weather.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• use and share observations of local weather conditions to describe weather for the current day only.
• describe the weather today.
• know words to describe the weather.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• use and share observations of local weather conditions to describe short term weather changes
• (ex: describe weather changes within a 3 day period)
• use observations of the weather to describe patterns over a few days.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use and share observations of local weather conditions to describe patterns over time.
• use observations of the weather to describe patterns over time (months, seasons)
• use the number of days the same weather has happened over time to determine patterns.
• reason about weather patterns noticed.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• sunny
• cloudy
• rainy
• snowy
• windy
• partly
• cloudy
• seasons
• winter
• spring
• summer
• fall
• sleet
• overcast
• hot
• cold
• warm
• cool
• freezing
• meteorologist
• temperature
• thermometer
• weather
• pattern

### Websites

• Title of website with a URL to open in a new window

# Earth and Human Activity

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.ESS3.01

Kindergarten (SCI) Science Standards
[ESS3] Earth and Human Activity

##### SCI-00.ESS3.01 Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.

Clarification Statement: 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.
Disciplinary Core Ideas
ESS3.A: Natural Resources -Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

## Student Learning Targets:

### Knowledge Targets

• I can tell living things from non-living things.
• I know the basic needs of living things.
• I can identify where living things live.

### Reasoning Targets

• I can understand the relationship between the needs of living things and the area they live in.

### Skills (Performance) Targets

• I can use a model to show the relationship between the needs of living things and where they live.

### Product Targets

• I can construct a model that represents a relationship between the needs of a living thing and its environment.

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• demonstrates beginning understanding of the needs of living things and where they live.
• tell living things from non living things.
• know some of the basic needs of living things.
• explain where some living things live.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• understands the needs of living things and knows where they live, but is unable to understand the relationship between the two.
• explain what different living things need to survive and explain where they live.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use a model to represent the relationship between the needs of different plants and animals (including humans)and the places they live.
• understand the relationship between the needs of living things and the area they live in.
• construct and use a model to show the relationship between the needs of living things and where they live.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• living
• nonliving
• needs
• wants
• shelter
• habitat
• temperature
• relationships
• environment
• survive

### Websites

• Title of website with a URL to open in a new window

# From Molecules to Organisms:Structures and Processes

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.LS1.01

Kindergarten (SCI) Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

##### SCI-00.LS1.01 Describe patterns, through observation, 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 make food; 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.
Disciplinary Core Ideas
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.

## Student Learning Targets:

• I can

• I can

### Skills (Performance) Targets

• I can observe and describe what living things need to survive.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• make observations of what plants and animals (including humans) need to survive, but need assistance describing.
• observe living things.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• use observations to minimally describe patterns of what plants and animals (including humans) need to survive.
• observe and tell 1 fact living things need to survive.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use observations to describe patterns of what plants and animals (including humans) need to survive.
• observe and tell 2 or more facts living things need to survive.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• living
• nonliving
• needs
• wants
• shelter
• types of food
• types of animals

### Websites

• Title of website with a URL to open in a new window

# Motion and Stability: Forces and Interaction

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.PS2.01

Kindergarten (SCI) Science Expectation
[PS2] Motion and Stability: Forces and Interaction

##### SCI-00.PS2.01 Conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

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.

Disciplinary Core Ideas
PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing and pulling 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 one another and can change motion.
PS3.C: Relationship between Energy and Forces A bigger push or pull makes things speed up or slow down more quickly.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare what happens when objects are pushed and pulled.
• I can explain what happens when objects are pushed and pulled in differently.

### Skills (Performance) Targets

• I can plan and do my own investigation on objects being pushed or pulled.
• I can pull and push objects to make them move.

• I can

## Proficiency Scale

##### 1 Beginning
• with guidance, conduct an investigation of pushes and pulls on the motions of an object.
• pull and push objects to make them move.
##### 2 Developing
• with guidance, conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motions of an object.
• pull and push objects to make them move and explain what happened.
##### 3 Proficient
• 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.
• compare what happens when objects are pushed and pulled.
• explain what happens when objects are pushed and pulled in differently.
• plan and do their own investigation on objects being pushed or pulled.
• demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

## Resources

• push
• pull
• direction
• collide
• motion
• speed
• compare
• effect

### Websites

• Title of website with a URL to open in a new window

# Energy

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.PS3.01

Kindergarten (SCI) Science Standards
[PS3] Energy

##### SCI-00.PS3.01 Make observations to determine the effect of sunlight on Earth’s surface.

Clarification Statement: Sunlight warms the Earth's surface (e.g. sand, soil, rocks, or water).
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer -Sunlight warms Earth’s surface.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can determine the effect of sunlight on Earth’s surface.

### Skills (Performance) Targets

• I can observe and explain how sunlight changes the earth’s surface.
• I can answer questions about how sunlight changes the earth’s surface.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• make observations about the effect of sunlight on Earth’s surface.
• observe how sunlight changes the earth’s surface.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• make observations and answer questions on the effect of sunlight on Earth’s surface.
• observe and answer questions about how sunlight changes the earth’s surface.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• make observations to determine the effect of sunlight on Earth’s surface.
• observe and explain how sunlight changes the earth’s surface.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• warmer
• cooler
• evaporation
• surface
• sunny
• observation
• effect
• record
• data
• heat

### Websites

• Title of website with a URL to open in a new window

# Earth's Systems

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.ESS2.01

Kindergarten (SCI) Science Standards
[ESS2] Earth's Systems

##### SCI-00.ESS2.01 Use and share observations of local weather conditions to describe patterns over time.

Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of 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.
Disciplinary Core Ideas
ESS2.D: Weather and Climate -Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

## Student Learning Targets:

### Knowledge Targets

• I know words to describe weather.

### Reasoning Targets

• I can reason about weather patterns I notice.

### Skills (Performance) Targets

• I can use observations of the weather to describe patterns over time.
• I can use the number of days the same weather has happened over time to determine patterns.
• I can describe the weather.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• use and share observations of local weather conditions to describe weather for the current day only.
• describe the weather today.
• know words to describe the weather.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• use and share observations of local weather conditions to describe short term weather changes
• (ex: describe weather changes within a 3 day period)
• use observations of the weather to describe patterns over a few days.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use and share observations of local weather conditions to describe patterns over time.
• use observations of the weather to describe patterns over time (months, seasons)
• use the number of days the same weather has happened over time to determine patterns.
• reason about weather patterns noticed.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• sunny
• cloudy
• rainy
• snowy
• windy
• partly
• cloudy
• seasons
• winter
• spring
• summer
• fall
• sleet
• overcast
• hot
• cold
• warm
• cool
• freezing
• meteorologist
• temperature
• thermometer
• weather
• pattern

### Websites

• Title of website with a URL to open in a new window

#### SCI-00.ESS2.02

Kindergarten (SCI) Science Standards
[ESS2] Earth's Systems

##### SCI-00.ESS2.02 Construct an argument supported by evidence for how plants and animals (including humans) can change their 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
Disciplinary Core Ideas
ESS2.E: Biogeology -Plants and animals can change their environment.
ESS3.C: Human Impacts on Earth Systems -Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• to construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# Earth and Human Activity

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.ESS3.01

Kindergarten (SCI) Science Standards
[ESS3] Earth and Human Activity

##### SCI-00.ESS3.01 Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.

Clarification Statement: 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.
Disciplinary Core Ideas
ESS3.A: Natural Resources -Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

## Student Learning Targets:

### Knowledge Targets

• I can tell living things from non-living things.
• I know the basic needs of living things.
• I can identify where living things live.

### Reasoning Targets

• I can understand the relationship between the needs of living things and the area they live in.

### Skills (Performance) Targets

• I can use a model to show the relationship between the needs of living things and where they live.

### Product Targets

• I can construct a model that represents a relationship between the needs of a living thing and its environment.

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• demonstrates beginning understanding of the needs of living things and where they live.
• tell living things from non living things.
• know some of the basic needs of living things.
• explain where some living things live.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• understands the needs of living things and knows where they live, but is unable to understand the relationship between the two.
• explain what different living things need to survive and explain where they live.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use a model to represent the relationship between the needs of different plants and animals (including humans)and the places they live.
• understand the relationship between the needs of living things and the area they live in.
• construct and use a model to show the relationship between the needs of living things and where they live.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• living
• nonliving
• needs
• wants
• shelter
• habitat
• temperature
• relationships
• environment
• survive

### Websites

• Title of website with a URL to open in a new window

#### SCI-00.ESS3.02

Kindergarten (SCI) Science Standards
[ESS3] Earth and Human Activity

##### SCI-00.ESS3.02 Ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to weather.

Clarification Statement: Emphasize ways to prepare for severe weather (e.g. local weather: tornado sirens, blizzard warnings).
Disciplinary Core Ideas
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.
ETS1.A: Defining and Delimiting an Engineering Problem -Asking questions, making observations, and gathering information are helpful in thinking about problems.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-00.ESS3.03

Kindergarten (SCI) Science Standards
[ESS3] Earth and Human Activity

##### SCI-00.ESS3.03 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.
Disciplinary Core Ideas
ESS3.C: Human Impacts on Earth Systems -Things that people do to live comfortably can affect the world around them. But 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.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# From Molecules to Organisms:Structures and Processes

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.LS1.01

Kindergarten (SCI) Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

##### SCI-00.LS1.01 Describe patterns, through observation, 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 make food; 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.
Disciplinary Core Ideas
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.

## Student Learning Targets:

• I can

• I can

### Skills (Performance) Targets

• I can observe and describe what living things need to survive.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• make observations of what plants and animals (including humans) need to survive, but need assistance describing.
• observe living things.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• use observations to minimally describe patterns of what plants and animals (including humans) need to survive.
• observe and tell 1 fact living things need to survive.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use observations to describe patterns of what plants and animals (including humans) need to survive.
• observe and tell 2 or more facts living things need to survive.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

• living
• nonliving
• needs
• wants
• shelter
• types of food
• types of animals

### Websites

• Title of website with a URL to open in a new window

# Motion and Stability: Forces and Interaction

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.PS2.01

Kindergarten (SCI) Science Expectation
[PS2] Motion and Stability: Forces and Interaction

##### SCI-00.PS2.01 Conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

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.

Disciplinary Core Ideas
PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing and pulling 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 one another and can change motion.
PS3.C: Relationship between Energy and Forces A bigger push or pull makes things speed up or slow down more quickly.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare what happens when objects are pushed and pulled.
• I can explain what happens when objects are pushed and pulled in differently.

### Skills (Performance) Targets

• I can plan and do my own investigation on objects being pushed or pulled.
• I can pull and push objects to make them move.

• I can

## Proficiency Scale

##### 1 Beginning
• with guidance, conduct an investigation of pushes and pulls on the motions of an object.
• pull and push objects to make them move.
##### 2 Developing
• with guidance, conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motions of an object.
• pull and push objects to make them move and explain what happened.
##### 3 Proficient
• 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.
• compare what happens when objects are pushed and pulled.
• explain what happens when objects are pushed and pulled in differently.
• plan and do their own investigation on objects being pushed or pulled.
• demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

## Resources

• push
• pull
• direction
• collide
• motion
• speed
• compare
• effect

### Websites

• Title of website with a URL to open in a new window

#### SCI-00.PS2.02

Kindergarten (SCI) Science Standards
[PS2] Motion and Stability: Forces and Interaction

##### SCI-00.PS2.02 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects.
Disciplinary Core Ideas
PS2.A: Forces and Motion -Pushes and pulls 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.
ETS1.A: Defining Engineering Problems -A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
• demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# Energy

## Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

• What happens if you push or pull an object harder?
• Where do animals live and why do they live there?
• What is the weather like today?
• How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-00.PS3.01

Kindergarten (SCI) Science Standards
[PS3] Energy

##### SCI-00.PS3.01 Make observations to determine the effect of sunlight on Earth’s surface.

Clarification Statement: Sunlight warms the Earth's surface (e.g. sand, soil, rocks, or water).
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer -Sunlight warms Earth’s surface.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can determine the effect of sunlight on Earth’s surface.

### Skills (Performance) Targets

• I can observe and explain how sunlight changes the earth’s surface.
• I can answer questions about how sunlight changes the earth’s surface.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• make observations about the effect of sunlight on Earth’s surface.
• observe how sunlight changes the earth’s surface.
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• make observations and answer questions on the effect of sunlight on Earth’s surface.
• observe and answer questions about how sunlight changes the earth’s surface.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• make observations to determine the effect of sunlight on Earth’s surface.
• observe and explain how sunlight changes the earth’s surface.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• warmer
• cooler
• evaporation
• surface
• sunny
• observation
• effect
• record
• data
• heat

### Websites

• Title of website with a URL to open in a new window

#### SCI-00.PS3.02

Kindergarten (SCI) Science Standards
[PS3] Energy

##### SCI-00.PS3.02 Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.

Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer -Sunlight warms Earth’s surface.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.
• demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

Page:  1  2  3  (Next)
ALL