Science and Treasures/Wonders Curriculum Correlation Guide Kindergarten
Physical Science, Life Science and Earth Science
Students in kindergarten are introduced to basic physical science, life science and earth science. The science program is built on three levels of
inquiry: directed, guided and full inquiry. All three engage students in activities that build a strong science foundation.
*This document was created for the purpose of helping teachers align the science and social studies programs with California Treasures. These
are only suggestions; feel free to use your professional judgment.
Unit Science Standards Supported In
Treasures Wonders Big Book
Lesson Title and TE page
Treasures Unit 1/Smart Start Week 2 Day 3
TE p. S48, Wonders Big Book Volume 1:
What Can a Magnet Do? p.3
Treasures Unit 1/Smart Start Week 3 Day
3TE p.77 , Wonders Big Book Volume 1: All
About Water
Treasures Unit 1 Week 1 Day 3 TE pp. 34,
Wonders Big Book Volume1:
A Favorite Season p. 13
Unit Science Standards Supported In Scott
Foresman
Kindergarten Science Standard
Unit A: Physical Science
Chapter: 1: Objects all around
Lesson 6: What objects does a magnet
attract? Pp.22-23
K PS 1.a- 1. Properties of materials can be observed,
Unit C: Earth Science
Chapter 7: Earth’s Resources
Lesson 3: How do we use water and air?
P.198
K ES 3- Earth is composed of land, air, and water. As a
Unit C: Earth Science
Chapter 6: Weather
Lessons 3,4,5,6: 3. What is Spring? 4. What is
summer? 5. What is fall? 6. What is winter?
Pp.168-175
Treasures Unit 1 Week 3 Day 3 TE pp.29-33 , Unit B : Life Science
Wonders Big Book Volume 1: Night Animals Chapter 3: Learning about plants and animals
p.30
Lesson 4: How are animals alike/ How are
animals different? Pp. 84-85
measured, and predicted. As a basis for
understanding this concept:
a. Students know objects can be described in terms of
the materials they are made of (e.g., clay, cloth, paper)
and their physical properties (e.g., color, size, shape,
weight, texture, flexibility, attraction to magnets,
floating, sinking).
basis for understanding this concept:
K ES 3.c Students know how to identify resources
from Earth that are used in everyday life and
understand that many resources can be conserved.
K ES 3.b Students know changes in weather occur
from day to day and across seasons, affecting Earth and
its inhabitants.
K LS 2 Different types of plants and animals inhabit the
earth. As a basis for understanding
this concept:
2.a. Students know how to observe and describe
similarities and differences in the
appearance and behavior of plants and animals (e.g.,
seed-bearing plants, birds,
fish, insects).
Treasures Unit 2 Week 3 Day 3 TE pp. 462,
Wonders Big Book Volume 1: What is
Matter? P. 41
Treasures Unit 3 Week 2 Day 3 TE pp. 638 ,
Wonders Big Book Volume1: Land High and
Low pp. 50-57
Treasures Unit 4 Week 2 Day 3 TE pp. 898,
Wonders Big Book Volume 2: Ripe and
Ready to Eat pp. 5-8
Unit A: Physical Science
Chapter 1: Objects All Around
Lesson 3,4,5: 3.What are these objects made
of? 4. How can you describe objects? 5. How
else can you describe objects? Pp. 16-21
K PS 1 Properties of materials can be observed,
Unit C: Earth Science
Chapter 5: Our Land, Air and Water
Lesson Direct Inquiry 1, 2 ,3: 1.What makes
up the Earth? 2. What are some of Earth’s
land forms? 3. Where is water found on
Earth?
Unit B: Life Science
Chapter 3: Learning About Plants and
Animals
Lesson 3: How are plants alike/ How are
plants different?
K ES3 Earth is composed of land, air, and water. As a
measured, and predicted. As a basis for
understanding this concept:
1.a a. Students know objects can be described in terms
of the materials they are made of
(e.g., clay, cloth, paper) and their physical properties
(e.g., color, size, shape, weight, texture, flexibility,
attraction to magnets, floating, sinking).
basis for understanding this concept:
3.a Students know characteristics of mountains,
rivers, oceans, valleys, deserts, and local landforms.
K LS2.a Students know how to observe and describe
similarities and differences in the
appearance and behavior of plants and animals (e.g.,
seed-bearing plants, birds,
fish, insects).
3.c. Students know how to identify major structures of
common plants and animals
(e.g., stems, leaves, roots, arms, wings, legs).
Treasures Unit 4 Week 3 Day 3 TE pp.982 ,
Wonders Big Book Volume 2: All Kinds of
Plants pp.11-16
Unit B : Life Science
Chapter 4: Plant and Animal Arts
Lesson Direct Inquiry & 1: What do plant
parts do? pp. 84-85
K LS2 Different types of plants and animals inhabit the
earth. As a basis for understanding
this concept
2.a Students know how to observe and describe
similarities and differences in the
appearance and behavior of plants and animals (e.g.,
seed-bearing plants, birds,
fish, insects).
2.c Students know how to identify major structures of
common plants and animals
(e.g., stems, leaves, roots, arms, wings, legs).
Treasures Unit 5 Week 1 Day 3 TE pp. 1074,
Wonders Big Book Volume2: Animals on the
move pp. 17-23
Unit B : Life Science
Chapter 4: Plant and Animal Parts
Lesson 2: What do animal parts do? pp. 106107
K LS2 Different types of plants and animals inhabit the
earth. As a basis for understanding
this concept
2.a Students know how to observe and describe
similarities and differences in the appearance and
behavior of plants and animals (e.g., seed-bearing
plants, birds,
fish, insects).
2.c Students know how to identify major structures of
common plants and animals
(e.g., stems, leaves, roots, arms, wings, legs).
Treasures Unit 5 Week 2 Day 3 TE pp. 1158,
Wonders Big Book Volume 2: “Tadpole,
Tadpole” p.24, “Insects and Fish” p.25
Unit B : Life Science
Chapter 4: Plant and animal parts
Lesson 3: How do plants and animals
change?
K LS 2 Different types of plants and animals inhabit the
earth. As a basis for understanding
this concept
2.c Students know how to identify major structures of
common plants and animals
(e.g., stems, leaves, roots, arms, wings, legs).
Treasures Unit 6 Week 2 Day 3 TE pp. 1418, Unit C: Earth Science
Wonders Big Book Volume 2: Made From
Chapter7: Earth’s Resources
Clay and Saving Natural Resources pp. 38-43 Lesson Direct Inquiry, 1-5: 1. How do we use
resources from Earth? 2. How do we use
land? 3. How do we use water? 4. How can
people care for natural resources? 5. How
can you help care for Earth?
K ES 3.c Students know how to identify resources
Treasures Unit 7 Week 1 Day 3 TE pp. 1594,
Wonders Big Book Volume 2: “The
Seasons”, “Rain on the Rooftops” and
Changing Weather pp. 40-52
K ES3.b Students know changes in weather occur
Unit C: Earth Science
Chapter 6: Weather
Lesson Direct Inquiry, 1 & 7: 1. How can
weather change pp. 164-165 & 7. What can
weather change pp. 176-177
from Earth that are used in everyday life
and understand that many resources can be conserved.
Investigation and Experimentation
4.a Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a
basis for understanding this concept and addressing the
content in the other three strands, students should
develop their own questions and perform
investigations. Students will:
a. Observe common objects by using the five senses.
4.e Communicate observations orally and through
drawings.
K PS1.a Students know objects can be described in
terms of the materials they are made of
(e.g., clay, cloth, paper) and their physical properties
(e.g., color, size, shape, weight, texture, flexibility,
attraction to magnets, floating, sinking).
from day to day and across seasons, affecting Earth and
its inhabitants.
K LS2.b Students know stories sometimes give plants
and animals attributes they do not really have.
Treasures Unit 7 Week 3 Day 3 TE pp. 1762 , Unit C: Earth Science
Wonders Big Book Volume 2: Let It Snow
Chapter 6: Weather
pp.59-62
Lesson : 6 What it Winter pp.174-175
*Review/reteach
Treasures Unit 8 Week 1 Day 3 TE pp. 1854,
Wonders Big Book Volume 3: Real and Fake
Plants p. 1
Treasures Unit 8 Week 2 Day 3 TE pp. 1938,
Wonders Big Book Volume3: In My Garden
pp. 2-4
KES3.b Students know changes in weather occur from
day to day and across seasons, affecting Earth and its
inhabitants.
K LS2.b Students know stories sometimes give plants
Unit B : Life Science
and animals attributes they do not really have.
Chapter 3: Learning about plants and animals
Lesson 5: How can you tell which plant and
animals are real? Pp. 86-87
K LS2.a Students know how to observe and describe
Unit B : Life Science
similarities and differences in the
Chapter 4: Plants and Animals
appearance and behavior of plants and animals (e.g.,
Lesson Guided Inquiry: How do seeds change seed-bearing plants, birds, fish, insects).
as they grow? Pp.114-115
2.c. Students know how to identify major structures of
common plants and animals
(e.g., stems, leaves, roots, arms, wings, legs).