Kindergarten Science
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SCI-00.ESS2.01
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.
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SCI-00.ESS2.02
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 Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-00.ESS3
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SCI-00.ESS3.01
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.
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SCI-00.ESS3.02
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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-00.ESS3.03
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-00.LS1
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SCI-00.LS1.01
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.
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SCI-00.PS2
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SCI-00.PS2.01
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 | |
SCI-00.PS2.02
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-00.PS3
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SCI-00.PS3.01
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).
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SCI-00.PS3.02
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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