1

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

1 Safety in Our

School and Community

2 weeks

2 Special Me/Our

Five Senses

2 Weeks

CCS: SCI 3.4.1(DOK 2), SCI 3.4.2, SCI 3.4.3(DOK 2), SCI 3.4.4(DOK 2)

Five senses, hand, eye, arm, mouth, tongue, nose, stomach, leg, feet, sight, touch, hear, taste, smell, loud, soft, visually-impaired, sweet, sour, bitter, salty, Braille, needs, life-cycle, adult

I can explain and identify the basic needs of a person.

I can explain the differences between living and non-living.

I can identify my body parts.

I can identify my five senses and the matching body part.

I can explain the life- cycle of a person.

*www.littlegiraffes.com/

fivesenses KY School for the Blind (KSB), KY School for the Deaf (KSD), body chart Books: What Smells?, My Five Senses, The Ear Book, The Eye Book, The Foot Book, The Hand Book, The Nose Book (Dr. Seuss), In the Tall, Tall Grass

FORMATIVE tea. observation, checklist, oral questioning student participation SUMMATIVE OR-My Five Senses ODW-Lunchroom letter MC-Match the Senses

2

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

3 Fall is in the Air

*Apples, Apples Everywhere

2 weeks

CCS: SCI 2.3.2(DOK 2), SCI 3.4.4(DOK2), SCI 4.6.1(DOK 2)

Fall/Autumn, weather, hibernation, migrate, needs, wants, leaf, tree, environment, harvest, seeds, living, non-living, seasons , life-cycle, experiment, predict, conclusion

I can identify signs of fall.

I can identify the weather changes that happen during fall and predict what the weather will be for the season.

I can explain the life cycle of a tree and identify the parts of a tree.

I can explain and illustrate the changes of a tree during the seasons.

I can describe ways that people and animals get ready for cold weather.

I can distinguish the difference between needs and wants.

I can predict the outcome of an experiment and record the conclusion.

I can complete the steps in a simple experiment.

I can identify foods that are made from apples.

*www.holidays.kaboose. com/fall US Forestry Department, US Department of Fish and Wildlife, Fire Department HARCOURT Science Books: Red Leaf, Yellow Leaf, Smokey Bear, Trees, Ten Apples Up on Top, A Nature Walk, The Apple Pie Tree

FORMATIVE tea. observation, checklist, oral questioning, student participation SUMMATIVE OR-Signs of Fall ODW-Smokey Bear’s Fire, Safety letter MC-Fall Is Here OR-How an Apple Tree Changes

3

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

4 People in Our

Community Around My Town

3 Weeks

CCS: SCI 1.2.1(DOK 2), SCI 1.2.2(DOK 2), SCI 1.2.3(DOK 2), SCI 1.2.4, SCI 4.6.3(DOK 2)

transportation, non-motor, simple machines , recycle, reduce, reuse, predict, force, right, left,

I can identify motor and non-motor vehicles and how they move.

I can demonstrate how magnets are useful.

I can predict how far a vehicle will travel by using force on it.

I can identify the position of an item as related to another.

I can identify and draw simple machines.

I can explain how electricity is being used to save energy.

I can explain how electricity is being used to cut down on pollution (vehicles).

I can identify items that can be recycled and what the items can be recycled into.

*www.enchantedlearning .com/themes/transportation KY Highway Department HARCOURT Science Books: The Little Engine That Could, Go, Dog, Go!, The Wheels on the Bus, Freight Train

FORMATIVE tea. observation, checklist, oral questioning, student participation SUMMATIVE OR-Recycling My World ODW-Thank You letter MC-Simple Machines Project-My Dream Vehicle

4

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

5 Dinosaur Days

*Columbus Day

2 Weeks

CCS: SCI 3.4.1(DOK 2), SCI 3.4.2, SCI 3,4,3(DOK 2), SCI 3.4.4(DOK 2), SCI 3.5.1(DOK 2), SCI 4.7.1(DOK 2), *SCI 1.1.1(DOK 3)

dinosaur extinct fossils ”dig” paleontologist carnivore herbivore omnivore Venn Diagram volcano, meteor theories characteristics **sink/float

I can identify the life-cycle of dinosaurs. I can identify characteristics of dinosaurs.

I can identify the basic needs of dinosaurs.

I can use a Venn Diagram to compare herbivores and carnivores.

I can explain differences in types of dinosaurs and the food each ate.

I can explain what a fossil is and match them to the animal from which they came.

I can compare dinosaurs to modern-day animals.

I can explain ideas of why dinosaurs are extinct (theories).

I can discuss why some items will sink or float.

*www.dinosaurfact.net

*www.enchanted learn

ing.com King’s Island (Dinosaur World) HARCOURT Science Books Dazzle the Dinosaur, Some Dinosaurs, Dancing Dinosaurs, Don’t Go Dancing with a Dinosaur, Dinosaur Bones, the Land Before Time (video) **Christopher Columbus

FORMATIVE tea. observation, checklist, oral questioning, student participation SUMMATIVE OR-What Do Dinosaurs Eat? OR-Why are They Gone? ODW-Can I have a Dinosaur? MC-Feed the Dinosaurs MC-Will It Sink or Float?

5

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

6 Halloween

Happenings

2 Weeks

CCS: SCI 1.1.1(DOK 3), SCI 1.1.2, SCI 3.4.1(DOK 2), SCI 3.4.3(DOK 2), SCI 3.4.4(DOK 2)

Pumpkin vine jack-o-lantern carve living & non-living echo-location sonar fantasy real & make-believe skeleton arachnids (spiders) insects abdomen thorax characteristics Venn Diagram

I can identify the characteristics of a pumpkin.

I can identify and illustrate the life-cycle of a pumpkin.

I can compare pumpkins and apples.

I can compare bats and birds.

I can distinguish between items that are real and make-believe (living and non-living).

I can compare spiders and insects by comparing their characteristics using a Venn Diagram.

*www.history.com/topics/

halloween HARCOURT Science Books The Party, Stellaluna, The Ghost Who Was Not Afraid of Halloween, The Very Busy Spider, Dress Up, Monsters Come In Many colors, Mrs. Muddle-Mud-Puddle and the Haunted House, There Was an Old Lady that Swallowed a Ghost

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE ODW-Halloween Safety MC-Is It Living?

7 Healthy Me

2 Weeks

CCS: SCI 3.4.1(DOK 2), SCI 3.4.3(DOK 2), SCI 3.4.4(DOK 2)

food pyramid exercise vegetables fruit, healthy germs fats grains needs survive

I can describe some of the things a person needs to survive.

I can demonstrate exercises that are good for my body.

I can identify the life-cycle of a person (baby to adult).

I can distinguish between foods that are good or bad for my body.

I can identify 2 foods from each of the Food Pyramid levels.

I can explain where some healthy foods came from.

I can identify the major organs of the body.

*www.medtropolis.com/ vbody.asp *www.mypyramid.gov KRMC, Health Dept. Books In My Garden, Stone Soup, The Very Hungry Caterpillar, Lunchtime, The Potluck Supper, Bread and Jam for Francis, Fruit Salad, More Spaghetti I Say!

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-Healthy Me OR-How Our Bodies Change OR-Eating Right ODW-Keeping My Family Healthy MC-Food Groups

6

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

I can identify ways to keep from spreading germs.

Gregory the Terrible Eater, If You Give a Pig a Pancake, Growing Vegetable Soup

8 A Time for Giving Thanks 2 Weeks

CCS: SCI 1.1.2, SCI 3.4.1(DOK 2), SCI 3.4.3(DOK 2)

Pilgrims, needs, survive

I can identify the basic needs of the Pilgrims during their journey to America.

*www.sciencenetlinks.

com/lessons.php Books The Pilgrims and Us, Pocahontas (video)

FORMATIVE tea. observation, oral questioning, student participation MC-Mayflower Sink or Float

9 Winter Festivals Around the World *Christmas at Home 3 Weeks

CCS: SCI 3.4.1(DOK 2), SCI 3.4.2 (DOK 2), SCI 3.4.4(DOK 2)

reindeer, habitat, holly, evergreens, sequence

I can identify where reindeer live and what they eat.

I can explain the difference between evergreens and other trees.

I can identify the sequence of a Christmas tree (growth to disposal).

I can explain the sequence in baking a cookie.

*www.wikipedia.org/wiki

/evergreen *www.wonderclub.com/

*wildlife/mammals/

reindeer Books Rudolph, The Littlest Christmas Tree, The Gingerbread Man

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-Reindeer Habitats

7

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

10 Winter Fun

*Black History

4 Weeks

CCS: SCI 1.1.3(DOK 2), SCI 2.3.1(DOK 2), SCI 2.3.2(DOK 2), SCI 3.4.1(DOK 2), SCI 3.4.3 (DOK 2), SCI 4.6.2(DOK 2)

Winter, snow, ice, freeze, sleet, hail, hibernate, solid, liquid, gas, precipitation, migrate, habitat

I can identify the signs of winter. I can identify the best clothing to wear for winter.

I can explain how snow and ice are formed and why it melts.

I can identify the forms of precipitation.

I can explain and give examples of the different states of matter.

I can identify the weather changes that happen during winter and predict what the weather will be for the season.

I can explain how some people and animals survive in the winter.

I can describe the habitat of polar bears and penguins.

*www.nsidc.org/snow

*www.cco.caltech.edu/~

atomic/snowcrystals HARCOURT Science

Books A Snowy Day, The Mitten, Frosty the Snowman, Polar Bear, Polar Bear, Frosty, the Snowman (video)

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-How Winter Affects Us ODW-A Letter to Mom/Dad/Guardian MC-Seasonal Changes

8

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

11 Bedtime

*Exploring Space **Groundhog Day

3 Weeks

CCS: SCI 2.3.1(DOK 2), SCI 2.3.3(DOK 2), SCI 2.3.4(DOK 2), SCI 2.3.5, SCI 3.4.1(DOK 2), SCI 3.4.3 (DOK 2), **SCI 2.3.4(DOK 2), SCI 4.6.2(DOK 2)

nocturnal, quilt, habitat *space, astronaut, rocket, launch, planets, comets, Earth, solar system, gravity, moon phases, orbit, robot, dehydrated, constellations, star, twinkle, Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, inner planets, outer planets, alien, planetarium **shadows

I can identify animals that sleep during the day and move around at night.

I can identify the term and demonstrate the effects of gravity.

I can predict the outcome of an experiment and record the conclusion.

I can complete the steps in a simple experiment.

I explain why the moon shines at night and some phases of the moon.

I can explain why the sun and the moon seem to move.

I can demonstrate the Earth’s orbit around the sun, causing day and night.

I can identify and demonstrate some ways astronauts stay in good shape (food and exercises).

I can identify and demonstrate the steps in a rocket launch.

I can predict the outcome of an experiment and record the conclusion.

I can complete the steps in a simple experiment.

I can explain the differences between a star and a planet in the nighttime sky.

*www.kids.msfc.nasa.

gov *www.its,guilford,k12.nc

.us/webquests/planets *www.starchld.gsfc.nas

a.gov/docs/statchild/ solarsystemlevel1 East KY Science Center Challenger Center – Hazard Hummel Planetarium (EKU) Exploratorium of Lexington HARCOURT Science

Books The Napping House, Where the Wild Things Are, Five Little Monkeys Jumping on the Bed, Ira Sleeps Over *Dogs In Space, Our Friend the Sun, Papa, Please Get the Moon for Me, The Planets in Our Solar System, Magic School Bus Lost in the Solar System (video)

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-Our Sun is Important to Us OR-Landforms ODW-Traveling to the Moon MC-A Day of Delights Project-Making a Robot

9

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

I can identify some major constellations in the nighttime sky.

I can identify ways the planet Earth is different from other planets.

I can identify the “inner planets” and the “outer planets.”

I can discuss the ideas related to aliens in space and on earth.

I can describe how a shadow is formed.

I can demonstrate how to make a shadow.

12 Valentine’s

*100th Day of School

1 Week

CCS: SCI 3.4.1(DOK 2), SCI 3.4.3(DOK 2)

heart, stethoscope, beats, exercise, pumps

I can identify where my heart is.

I can identify ways to keep my heart healthy.

*www.sciencekids.co.nz

/gamesactivities/keep healthy local doctor, KRMC, Health Dept. Books Heart to Heart, Mouse’s First Valentine, Too Many Valentines Valentine’s Day Grump

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-How to Keep Our Heart Healthy

13 Presidents’ Day

*Famous Americans

1 Week

10

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

14 Dr. Seuss is Loose! 1 Week

CCS: SCI 1.1.2, SCI 1.1.3(DOK 2)

hard-boiled sequence

I can sequence the steps in making green deviled eggs.

I can explain the change in the egg yolk from a solid to a liquid.

*www.seussville.com

Books Green Eggs and Ham

FORMATIVE tea. observation, oral questioning, student participation

15 The African

Rainforest

3 weeks

CCS: SCI 3.4.1(DOK 2), SCI 3.4.2(DOK 2), SCI 3.4.3(DOK 2), SCI 3.4.4(DOK 2), SCI 4.6.1(DOK 2), SCI 4.6.2(DOK 2), SCI 4.7.1(DOK 2)

needs rainforest survival Emergent Layer Canopy Layer Understory Layer Forest Floor chameleon camouflage environment habitat reptiles, mammals, amphibians arachnids insects unique sequence extinct endangered species food chain

I can describe how the sun and ran effect the growth of plants and animals in the rainforest.

I can identify the basic need s of some of the plants and animals living in the rainforest.

I can identify the layers of the rainforest and tell some plants and animals that live in each layer.

I can identify and illustrate the life-cycle of several rainforest plants and animals.

I can compare and contrast people to some rainforest animals.

I can identify common characteristics of several rainforest animals.

I can identify the characteristics of insects.

I can explain the sequence in making Ants on a Log.

I can describe and illustrate a rainforest food chain.

I can identify some changes in the rainforest and ways the

*www.kidzone.ws/anim

als/animalclasses.htm *www.kiddyhouse.com/

rainforest *www.rainforestanimals.

net *www.christiananswers.

net/kids/sounds.html Possible fieldtrips: The Louisville Zoo The Cincinnati Zoo HARCOURT Science Books The Great Kapok Tree, Rumble in the Jungle, Verdi, Tubb the Cub, Why Do Mosquitoes Buzz in People’s Ears?

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-Animals of the Rainforest OR-African Animals OR-Animals Every-where ODW-Let’s Help the Rainforest MC-Who Lives in the Rainforest?

11

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

changes are affecting it.

I can explain ways to help protect the rainforest environment.

16 St. Patrick’s Day

*Spring Has Sprung!

2 Weeks

CCS: SCI 1.1.3(DOK 2), SCI 2.3.2(DOK 2), SCI 2.3.3, SCI 2.3.4, SCI 3.4.1(DOK 2), SCI 3.4.2, SCI 3.4.3(DOK 2), SCI 4.7.1(DOK 2)

potato, rainbow *spring, wind, insects, hatchery, larva, caterpillar, chrysalis (pupa), germinate, tadpole, froglet,

Nature, experiment

I can describe the sequence in making potato salad.

I can explain how a rainbow is formed.

I can identify the change in foods from a solid to a liquid (ice-cream/banana to milk shake-rainbow shake).

I can predict the outcome of an experiment and record the conclusion.

I can complete the steps in a simple experiment.

I can identify the colors in a rainbow.

I can predict the new color that results from mixing two or more colors.

I can identify the signs of spring.

I can identify how the weather changes in spring and how the sun plays a role in the changes.

I can identify and illustrate the life-cycle of a butterfly.

I can identify and illustrate the life-cycle of a flower.

I can identify and illustrate the

*www.theteachersguide. com/stpatricksday.htm *www.kidsbutterfly.org/ life-cycle *www.brainpopjr.com/ science/plants/plantlife cycle *www.tooter4kids.com/bf rogs/lifecycleoffrogs.htm *www.harcourtschool.co m/activity/scienceupclose HARCOURT Science Books The Shamrock, The Little Leprechaun, The Boy Who Did Not Believe in Spring, I Love Bugs, The Tiny Seed

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-Living Things OR-How Trees Help Us ODW-Why Should We Plant Trees? ODW-Signs of Spring MC-How Does Weather Change? MC-spring assessment

12

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

life-cycle of a frog.

I can identify items in nature that are living and non-living.

I can explain ways to help protect our environment.

17 Barnyard Wonder *Easter/ Egg - Ceptional Fun

CCS: SCI 1.1.3, SCI 3.4.1(DOK 2), SCI 3.4.3(DOK 2), SCI 3.4.4(DOK 2)

vegetables/fruits, sunflower, marigold, height, Venn Diagram, *predict, prediction, result, outcome, conclusion, yolk

I can identify the basic needs of some animals on a farm.

I can identify the characteristics of several farm animals.

I can compare and contrast fruits and vegetables.

I can identify farm animals and match them to their families.

I can identify and illustrate the life-cycle of a chicken.

I can identify items we get from some farm animals.

I can use a Venn Diagram to compare ducks and chickens.

I can describe and illustrate the change of a liquid to a solid (from milk to butter).

I can predict the outcome of an experiment and record the conclusion.

I can complete the steps in a simple experiment.

*www.yourdiscovery.co web/animalplanet/farm- life *www.theteachersguide. com/onthefarm.htmfe/ HARCOURT Science Books Old McDonald, Moo, Moo Brown Cow, Mr. Rooster, Chickens Aren’t the Only Ones, Peg’s Ducklings, Three Billy Goats Gruff, Peter Cottontail,

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-Life Cycles OR-Let’s Rescue It! ODW-Let’s Clean the Earth MC-Science Review

13

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment

18 Splashing in the

Ocean

3 week

CCS: SCI 1.1.1(DOK 3), SCI 1.1.2, SCI 1.1.3(DOK 2), SCI 1.2.3(DOK 2), SCI 2.3.2(DOK 2), SCI 3.4.1(DOK 2), SCI 3.4.2, SCI 3.4.3(DOK 2), SCI 4.6.1(DOK 2), SCI 4.6.4(DOK 2), SCI 4.7.1(DOK 2),

ocean, fin, gills, water cycle, evaporation, precipitation, condensation, solid, liquid, gas, tributary, food chain, Venn Diagram,

I can predict the outcome of an experiment and record the conclusion.

I can complete the steps in a simple experiment.

I can explain and illustrate the stages in the water cycle.

I can identify and illustrate an ocean food chain.

I can identify the role the sun plays in ocean life.

I can identify characteristics of some ocean creatures.

I can discuss the needs of some ocean creatures.

I can explain how the ocean environment is changing.

I can explain ways to help protect the ocean environment.

I can use a Venn Diagram to compare and contrast fish and mammals.

I can use a Venn Diagram to compare whales and sharks.

I can explain how waves are formed.

I can explain how ocean weather can affect the ocean and land.

I can distinguish between real and make-believe items.

I can discuss how motion changes in water.

*www.kidzone.ws/water *science.pppst.com/wat ercycle.html *kids.nationalgeographic/ com/kids/animals/creaturefeature *www.teachingfirst.net/oc ean.htm True Value/Pet World Newport Aquarium HARCOURT Science Books Rainbow Fish, Fish is Fish, Splash in the Ocean, The Tickly Octopus, House F or a Hermit Crab, The Little Mermaid, Grandma and the Pirates, Finding Nemo (video),

FORMATIVE tea. observation, oral questioning, student participation SUMMATIVE OR-What Lives in the Ocean? OR-Sink or Float Using Salt Water ODW-Dad (guardian), May I have a Fish? MC-Food Chain

14

KINDERGARTEN SCIENCE CURRICULUM Unit/Time Needed Standard Key Vocabulary Learning Target Resources Assessment