Kindergarten Science

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[ESS] EARTH SPACE SCIENCE

SCI-00.ESS2

BPSS-SCI logo DCI Earth Space Science ESS2

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

Earth Space Science LogoKindergarten (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.

Product Targets

  • I can

Proficiency Scale

The Student ...
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.
4 Advanced
... 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

Earth Space Science LogoKindergarten (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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
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.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-00.ESS3

BPSS-SCI logo DCI Earth Space Science ESS3

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

Earth Space Science LogoKindergarten (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

The Student ...
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.
4 Advanced
... 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

Earth Space Science LogoKindergarten (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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
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.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

SCI-00.ESS3.03

Earth Space Science LogoKindergarten (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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
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.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

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

[LS] LIFE SCIENCE

SCI-00.LS1

BPSS-SCI logo DCI Life Science LS1

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

Life Science LogoKindergarten (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:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

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

Product Targets

  • I can

Proficiency Scale

The Student ...
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.
4 Advanced
... 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

[PS] PHYSICAL SCIENCE

SCI-00.PS2

BPSS-SCI logoDCI Physical Science PS2

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.

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