Kindergarten Unit Pacing and Sequence
Unit 1 Be A Scientist
1st MP
Unit Abstract
In this science unit children begin to explore the concept of science
and are given the opportunity to practice the skills of observation,
classification, investigation, and communication. These skills are
used not only throughout kindergarten but will be built upon in
grades first through fourth. Children are lead through the science
inquiry process including asking questions, making observations, investigating scientific
phenomena, and making sense of the world around them.
Grade Level Content Expectations
Students will:
•
make purposeful observation of the natural world using the appropriate senses (S.IP.00.11).
•
generate questions based on observations (S.IP.00.12).
•
share ideas about science through purposeful conversation (S.IA.00.12).
•
communicate and present findings of observations (S.IA.00.13).
•
develop strategies for information gathering (ask an expert, use a book, make observations,
conduct simple investigations, and watch a video) (S.IA.00.14).
•
demonstrate scientific concepts through various illustrations, performances, models,
exhibits, and activities (S.RS.00.11).
Unit 2 Push and Pull
2nd & 3rd MP’s
Unit Abstract
In this physical science unit children investigate the forces of push and pull, how these forces cause
objects to change in speed and/or direction, and the concept of gravity. Through the manipulation of
various objects they examine how pushes and pulls can start an
object moving, stop an object from moving, and change its speed
and/or direction of motion. This experimentation assists children in
gaining the knowledge that the position and motion of objects can
be changed by pulling or pushing and that the size of the change is
related to the strength of the pull or push. They explore the relative
position of objects in relation to other objects, such as below, above,
next to, in front of, to the right, on, and behind. Thus come to
understand that the position of an object is described in relation to
another object, therefore improving their ability to communicate directions effectively. Children observe
various objects falling towards the earth, such as balls, balloons, paper, feathers, and pennies. Through
interactive activities, they model how the force of gravity pulls an object to the earth, unless the object
is held up by an opposite force.
Grade Level Content Expectations
Children will:
•
observe how pushes and pulls can change speed or direction of moving objects
(P.FM.00.33).
•
observe that objects initially at rest will move in the direction of the push or pull
(P.FM.00.32).
•
demonstrate pushes and pulls on objects that can move (P.FM.00.31).
•
observe how shape (e.g., cone, cylinder, sphere) and mass of an object can affect motion
(P.FM.00.34).
•
observe how objects fall toward the earth (P.FM.00.21).
•
describe through purposeful conversation, the direction of a moving object (e.g., away from
or closer to) from different observers’ views (P.FM.00.12, S.IA.00.12).
•
describe the position of an object (e.g., above, below, in front of, behind, on) in relation to
other objects around it (P.FM.00.11).
•
make accurate measurement with appropriate (non-standard) units for the measurement
tool (S.IP.00.15).
•
plan and conduct simple push and pull investigations (S.IP.00.13).
Unit 3 Plants and Animals
4th MP
Unit Abstract
In this life and earth science unit children begin to explore
the natural world around them by determining the
differences between living and non-living things. As a
group they identify the characteristics of living things and
of non-living things. Children come to understand
that certain life functions are common to all living
things, which include using energy, obtaining or
making food, moving or responding, producing
waste, growing, and reproducing. They identify the basic needs (e.g., air, water, soil, food) that living
things need to survive. Children gain an understanding of this concept through the exploration and
investigation of the needs of both plants and animals. They plant seeds and observe their growth,
identifying the earth materials necessary for the plants to survive. Children also explore how basic earth
materials are used to grow food/plants and in turn are used as a food source for animals and humans.
They investigate the needs of animals through the observation of classroom pets (e.g., pill/sow bugs,
turtles, hamsters, hermit crabs), pets at home (e.g., cat, dog, fish, reptiles, rabbits), and animals
outdoors (e.g., birds, rabbits, deer).
Grade Level Content Expectations
Students will:
•
identify and compare living and non-living things (L.OL.00.12).
•
identify that living things have basic needs (L.OL.00.11).
•
identify earth materials that occur in nature (sand, rocks, soil, water) (E.SE.00.11).
•
describe how earth materials contribute to the growth of plant and animal life (E.SE.00.12).
•
•
•
•
generate questions based on observations of the needs of plants and animals (S.IP.00.12).
manipulate simple tools (e.g., hand lens, pencils, balances, non-standard objects for
measurement) that aid in observation and data collection when exploring living and nonliving things (S.IP.00.14).
develop strategies for information gathering (e.g., ask an expert, use a book, make
observations, conduct simple investigations, and watch a video) (S.IA.00.14).
demonstrate the needs of living things through various illustrations, performances, models,
exhibits, and activities (S.RS.00.11).