Casey County Schools- Kindergarten Science Curriculum Map
K. Forces and Interactions: Pushes and Pulls
Weeks
/Dates
Performance
Expectation
K-PS2-1
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.
K-PS2-2
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.
I Can Statements
I can demonstrate the difference
between pushing and pulling.
I can discuss why force controls
the distance.
I will observe the effect of two
objects colliding.
I can compare and contrast the
effect of different strengths or
different directions of pushes and
pulls on the motion of an object.
I can use objects within the
school to demonstrate forces.
I can demonstrate the difference
between pushing and pulling.
I can determine how the speed or
direction of an object changes
due to the push or pull placed
upon it.
I can determine the effects of a
push or pull on an object in
motion.
I can create a ramp and then
made changes to it to see if the
speed changes.
I can create a data analysis chart
and record the time it takes an
object to travel a given distance.
Lesson Ideas
Using tracks, students will attempt to push
a small car with balls of different mass
(marbles, golf balls, table tennis ball, or
rubber ball). Students will place a sticker
with initial/name on a chart to mark their
prediction.
Use different amounts of force to push an
object such as a car, and measure the
distance traveled.
Critical
Vocabulary
Force
Push
Pull
Objects
Energy
Resources
Tracks, cars, marbles, golf balls, table
tennis ball, or rubber ball
Students demonstrate equal and unequal
forces using ropes, each other, balls, etc.
On a separate chart, record data (which
ball, distance traveled) for each model.
Students can draw an illustration of the
track/ball/car setup, and then write a
sentence about the outcome of the
activity.
Use a chart to predict changes in the
distance an object travels when the slope
of an inclined plane is changed.
Push
Speed
Pull
Direction
Distance
Picture Perfect Science – Roller Coasters
Science A-Z: Things Move
Use dominoes to demonstrate direction
and motion.
June 2015
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Casey County Schools- Kindergarten Science Curriculum Map
K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
Weeks
/Dates
/Unit
Performance
Expectation
K-LS1-1
Use observations to
describe patterns of what
plants and animals
(including humans) need
to survive.
K-ESS2-2
Construct an argument
supported by evidence for
how plants and animals
(including humans) can
change the
environment to meet their
needs.
K-ESS3-1
I Can Statements
I can tell how both plants and
animals obtain energy in order to
survive.
I can compare and contrast the
needs of plants and animals.
I can tell how plants and animals
change their environment to meet
their needs.
I can observe various ways plants
and animals have changed their
environment and document the
reasons/effect of the change.
I can, given prompts of example
scenarios, predict how a
plan/animal will change its
environment in order to meet its
needs.
Lesson Ideas
Plant seeds and place in different
locations:
Direct sunlight, indirect light, darkness
Have students predict whether/not the
seeds in darkness will germinate.
Students can illustrate the changes they
observe in the plants.
Students use picture cards to create food
chains; then, predict what would happen to
the other organisms if one of the
components were removed.
Using flashcards, match animals with the
type of food and habitat needed for
survival.
Create a list of student generated ideas of
animal actions. While using debate
techniques, students will decide whether
the action is helpful or harmful to the
environment.
Using pictures of different ecosystems,
Critical
Vocabulary
Resources
Scholastic Read/Write Journals: Food Chains
Energy
Needs
Wants
Consume
Produce
Environment
Survive
Needs
Books
Videos
Environment
PRIDE Representative
June 2015
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Casey County Schools- Kindergarten Science Curriculum Map
Use a model to represent
the relationship between
the needs of different
plants or animals
(including humans)
and the places they live.
I can identify basic
needs/elements for plants and
animals to survive.
I can determine the difference
between living and non-living.
I can recognize the differences
between the needs of different
plants or animals and the places
they live.
I can create a poster to show a
habitat.
students will explain how each organism
depends on another for energy.
Use the organisms to create/illustrate a
food web for each ecosystem.
Create a habitat diorama for different
ecosystems.
Have students role play different
organisms in an ecosystem.
K-ESS3-3
Communicate solutions
that will reduce the impact
of humans on the land,
water, air, and/or other
living things in the local
environment.
I can identify solutions that will
reduce the impact of humans on
the land, water, air and/or other
living things in the local
environment.
I can recycle to help improve our
environment.
I can develop solutions that would
help make the environment
better.
I can design a product using
recycled material with family
involvement.
Have students generate ideas of what they
use each day that comes from nature
(water, food containers, paper, pencils,
energy…).
Next, have students discuss how they can
reduce the resources they use each day
(using both sides of paper to write, using a
reusable cup/glass rather than a water
bottle, walking instead of riding in a car…)
Students can create a poster emphasizing
reduce, reuse, recycle.
Habitat
Air
Water
Sun
Shelter
food
PRIDE Representative
Recycle
Reduce
Reuse
Garbage
Cans
Paper
4H Representative
Picture Perfect Science: Reduce, Reuse, Recycle
Earth Day – clean up day
June 2015
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Casey County Schools- Kindergarten Science Curriculum Map
K. Weather and Climate
Weeks
/Dates
/Unit
Sept. 2-5
Sept. 8-12
Performance
Expectation
I Can Statements
K-PS3-1
Use and share
observations of local
weather conditions to
describe patterns over
time.
I can predict if surfaces will
become warmer or cooler
based on how much sunlight
they get.
K-PS3-2
Use tools and materials to
design and build a
structure that will reduce
the warming effect of
sunlight on an area.
I can use tools and materials
that will reduce the warming
effect of sunlight on an area.
Lesson Ideas
Students will use 3 bowls of water placed
in different locations:
Direct sunlight, indirect light, darkness
Measure temperature of water in each
bowl and record data on a chart, along
with start time. After a set period of time,
measure temperature of water and record
data on the chart. Students can write a
sentence explaining why the temperature
changes occurred.
Chart temperature with focus on sunny
days compared to cloudy days.
Daily calendar activities
Use a lamp to simulate light/heat from the
sun, allowing the chocolate bar to soften.
Have students brainstorm ideas for
keeping a chocolate bar from melting on a
hot day. Use various materials (bubble
wrap, aluminum foil, plastic wrap, craft
foam sheets…) to wrap individual bars.
Again, use the lamp to soften the
chocolate bar.
Measure the time it takes for each bar to
soften, and record results on a chart.
Have students illustrate/write an
explanation of the experiment.
Use thermometers or objects to observe
the difference of temperatures in sunlight
Critical
Vocabulary
Resources
Temperature
Predict
Sample
Collect
Surface
Thermometer
On-going: to be determined
Predict
Temperature
Surface
Thermometer
Picture Perfect Science: Freezing and Melting
Structure, thermometer
On-going: to be determined
June 2015
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Casey County Schools- Kindergarten Science Curriculum Map
Sept.
15-19
K-ESS2 – 1
Make observations to
determine the effect of
sunlight on Earth’s
surface.
I can use weather
observations to describe
patterns over time.
or shade.
Chart daily weather information:
Temperature, Cloud cover, Precipitation –
amount & type
Analyze data, and determine patterns
precipitation/no precipitation or morning
temp/afternoon temp
(compare this to cloudy/sunny days)
Sunny
Cloudy
Rainy
Warm
Observations
Science A-Z: Weather
Guest Speaker: Meteorologist
View daily weather forecasts.
BrainPOP Jr.
Make a graph of using our daily
observations at the end of 4 weeks.
Sept.
22-30
K-ESS3-2
Ask questions to obtain
information about the
purpose of weather
forecasting to prepare for,
and respond to,
severe weather.
I can use weather forecasts
to determine what to wear
and possible activities for the
day.
Have students generate ideas of why
knowing what the weather will be helps
them prepare for the day:
Appropriate clothing, possible activities,
weather safety
Students create an illustration of safety
procedures for severe weather:
Tornado, lightning, floods
Tornado
Lightning
Warning
Watch
Scholastic Read/Write Journals: Wild, Windy
Weather
Daily Weather Forecasts
June 2015
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Casey County Schools- Kindergarten Science Curriculum Map
K-2 Engineering Design
Weeks
/Dates
/Unit
Performance
Expectation
Use this
in:
K-ESS3-3
K-PS2-2
K-ESS3-2
K-2-ETS1-1 Ask
questions, make
observations, and gather
information about a
situation people want to
change to define a simple
problem that can be
solved through the
development of a new or
improved object or tool.
I can observe a simple problem
that can be solved or improved
with a new object or tool.
Have students generate ideas for creating
a pencil box.
Observe
Class discussions
Use this
in:
K-ESS 3-2
K-ESS 3-3
K-2-ETS1-2 Develop a
simple sketch, drawing, or
physical model to illustrate
how the shape of an
object helps it function as
needed to solve a given
problem.
K-2-ETS1-3 Analyze data
from tests of two objects
designed to solve the
same problem to compare
the strengths and
weaknesses of how each
performs.
I can explain the function of an
object.
I can design a product using
recycled material with family
involvement.
Have students create a drawing of
changes they could make to the pencil
box.
Function
Structure
Paper, pencil
I can compare and contrast the
effect of different strengths or
different directions of pushes and
pulls on the motion of an object.
Using student designs create models to be
tested.
Have students compare the
strengths/weaknesses of each model, and
decide which model would work the best.
Strength
Weakness
Picture Perfect Science: Imaginative Inventions or
Problem Solvers
Use this
in:
K-PS 2-1
I Can Statements
Lesson Ideas
Critical
Vocabulary
Resources
June 2015
Page 6