Science
Curriculum
Unit Planner
Grade: K
Strand: Scientific Investigation, Reasoning, and Logic
SOL: K.1
The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
a) basic characteristics or properties of objects are identified by direct observation;
b) observations are made from multiple positions to achieve different perspectives;
c) a set of objects is sequenced according to size;
d) a set of objects is separated into two groups based on a single physical
characteristic;
e) nonstandard units are used to measure the length, mass, and volume of
common objects;
f) observations and predictions are made for an unseen member in a sequence of
objects;
g) a question is developed and predictions are made from one or more
observations;
h) observations are recorded;
i) picture graphs are constructed;
j) unusual or unexpected results in an activity are recognized; and
k) objects are described both pictorially and verbally.
Time: Continued throughout the year
1. Desired Results
Enduring Understandings (BIG Ideas)
Scientists use investigation, reasoning and logic to understand the world around them.
Essential Questions

How do scientists use observations to describe, organize, categorize, sequence, and measure objects?

How do scientists develop questions, make predictions, record observations and identify unusual results?

How do scientists construct graphs and display and share observations?

Why do scientists conduct experiments?
Understanding the Standard

The nature of science refers to the foundational
concepts that govern the way scientists formulate
explanations about the natural world. The nature of
science includes the following concepts:
a) the natural world is understandable;
b) science is based on evidence, both
observational and experimental;
c) science is a blend of logic and innovation;
d) scientific ideas are durable yet subject to
change as new data are collected;
e) science is a complex social endeavor; and
f) scientists try to remain objective and engage in
peer review to help avoid bias.
In kindergarten, an emphasis should be placed on
concepts a, b, and e.
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Essential Knowledge, Skills and Processes
Students will:

observe objects and describe their basic properties.
These properties include color, shape (circle, triangle,
square, and rectangle), size (big, little, large, small),
texture (rough, smooth, hard, soft), and weight
(heavy, light).

observe an object or objects from multiple positions
to achieve different perspectives. In order to
accomplish this, the student should look at the object
from top, bottom, front, and back, and describe what
he/she sees.

arrange a set of objects in sequence according to size.

separate a set of objects into two groups based on a
single physical characteristic, including color, shape,



Science assumes that the natural world is
understandable. Scientific inquiry can provide
explanations about nature. This expands students’
thinking from just a knowledge of facts to
understanding how facts are relevant to everyday life.
Science demands evidence. Scientists develop their
ideas based on evidence and they change their ideas
when new evidence becomes available or the old
evidence is viewed in a different way.
Science is a complex social endeavor. It is a complex
social process for producing knowledge about the
natural world. Scientific knowledge represents the
current consensus as to what is the best explanation for
phenomena in the natural world. This consensus does
not arise automatically, since scientists with different
backgrounds from all over the world may interpret the
same data differently. To build a consensus, scientists
communicate their findings to other scientists and
attempt to replicate one another’s findings. In order to
model the work of professional scientists, it is essential
for kindergarten students to engage in frequent
discussions with peers about their understanding of
their investigations.

Observation is an important skill that enables us to
learn about the world. Observations are expressed as
descriptive statements about natural phenomena that
are accessible to the senses either directly or with the
use of technology. Through observation one can learn to
compare, contrast, and note similarities and
differences.

An object can appear very different depending on how it
is oriented. To describe an object fully and accurately, it
should be observed from several different positions.

Putting objects in a sequence allows one to understand
how things are related. A sequence can illustrate
incremental changes over time.

A nonstandard unit of measure, such as the length of a
paper clip, can be used to describe and communicate
the dimensions of an object. For the nonstandard unit
to be most useful, it should be consistent and easily
applied.

Sequenced objects or events can show patterns over
time. Occasionally, items are missing in a sequence, but
observations of patterns in the sequence can offer clues
to predict the item(s) that are missing.

Observations about familiar objects or events often lead
to the development of predictions and important
questions that can spark further investigation.

Observations that are made can be recorded in a variety
of ways. Picture graphs are useful ways to display and
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size, texture, and weight.

measure common objects with nonstandard units.
Examples of nonstandard units include hands,
pennies, and paper clips for determining length;
holding and comparing two different objects for
determining mass; and liquids put in drinking cups
for determining volume.

Predict an unseen member in a sequence of objects to
complete a pattern.

Develop a question from one or more observations
about the natural world.

Make a prediction based on observations.

Record observations using pictures.

Construct picture graphs using 10 or fewer units.

Identify unusual or unexpected results in an activity.

Describe objects both pictorially and verbally.
Science Vocabulary
observe, measure, properties (color, size — big, little, large,
small, shape — circle, triangle, square, rectangle, texture –
rough, smooth, hard, soft, weight – heavy, light), sequence,
picture graph, predict, scientific method, pattern, question,
result, top, bottom, front, back, describe
report information.


It is important to observe the results of an investigation
carefully. Results that are unexpected or unusual may
be of interest for further study.
Observations can be communicated through pictures
and discussions.
2. Assessment Evidence
Prior Knowledge
Throughout the Unit

Students know what color, size, shape, texture, and
weight are.

Students know what scientists are and what they do.

Students have practice with measuring in non-standard
units, sequencing, graphing, predicting, and organizing.
Formative Assessment:
 Teacher observation /anecdotal records of students
engaged in cooperative learning investigations.
 KWL
 Science notebook (questions, predictions, observations,
summaries, charts, drawings)
 Conduct simple experiments using appropriate tools
 Record data on scientific investigations performed
 Standard K.1 does not require a discrete unit be taught
on scientific investigation and the nature of science
because the skills that make up the standard should be
incorporated in all the other kindergarten science
standards.
Summative Assessment:
 Test/assessment
 These objectives will be incorporated throughout
all kindergarten standards. As students participate
they will develop skills and achieve an
understanding of scientific inquiry
3. Learning Plan
References to Adopted Materials:
Science Fusion – Unit 1 ―Doing Science‖
 Lesson 2 ―How Do We Use Science Skills?‖
 Lesson 3 ―How Do We Use Science Tools?‖
AIMS – Under Construction (K-2)

AIMS – Fall in to Math and Science (K-1)
 You Can Count on Us, p. 1-4
 An Eyefull of Color, p. 5-10
 How Tall Are You? P. 11-17
 A Weigh We Go, p. 18-21
Suggested Activities:
 Students will participate in activities in the other kindergarten strands. A science journal should be used throughout the
year. This can be something as simple as a notebook or individual ones can be made for each unit of study.

Give each student an index card and have him/her walk around the room and find an item that is larger than their index
card. Next have them find an item that is smaller than the index card. Ask students how they could work together to
find out the length of the table (they need to put their cards together).
Review Activities:
 Bingo with related vocabulary
 Matching –vocabulary words with their definitions and/or pictures
Outdoor Connections:
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
Draw, classify, and describe various objects in the schoolyard, such as different kinds of leaves, seeds and nuts, and
other miscellaneous objects such as bird feathers, pieces of bark, etc. If your schoolyard has a pond, observe the pond
and describe the objects in the pond. How do they compare with the rest of the schoolyard?
 Have students circle various trees in the schoolyard and determine how many students it takes to measure the
circumference. Record the results.
 Watch for clouds and have students say what pictures they see in the clouds. Do some clouds make better pictures than
others? Can you sort clouds into different groups?
4. Resources
Trade books:
 None specified
Web Sites:

www.brainpopjr.com

Rockingham County PS – power points and SmartBoard lessons plus review games:
http://www.rockingham.k12.va.us/resources/elementary/kscience.htm
Videos:
 None specified
Discovery Education:
 Peep and the Big Wide World: There’s no Place Like Home. (Gr. K-2). Run time: 10:18
Field Trips:
 None specified
Other:
 Project Clarion Unit: Water Works (Your RTG has correlating curriculum documents and materials.)
 Project WET: K-12 Curriculum and Activity Guide
 Project WILD: K-12 Curriculum and Activity Guide
 Project WILD – Aquatic: K-12 Curriculum and Activity Guides
 Environmental Education Activity Guide: PreK-8, Project Learning Tree
 Growing Up Wild: Exploring Nature with Young Children (Ages 3-7), Project WILD
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