WHCSD Scope and Sequence
Kindergarten
Science
2016-2017
Kindergarten Science Scope and Sequence
COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of the units/topics across the entire school year.
Unit
Unit Length
Unit 1:
Daily and Seasonal Changes (Earth and Sky)
1st Quarter
Unit 2:
Daily and Seasonal Changes (Earth and Sky)
2nd Quarter (Early)
Unit 3:
Properties of Everyday Objects and Materials (Objects)
2nd Quarter (Late)
Unit 4:
Properties of Everyday Objects and Materials (Objects)
3rd Quarter (early)
Unit 5:
Physical and Behavioral Traits of Living Things (Living and Nonliving Things/Plants and
Animals)
3rd Quarter (late)
Unit 6:
Physical and Behavioral Traits of Living Things (Living and Nonliving Things/Plants and
Animals)
4th Quarter
OVERALL COURSE TIMING
This section is designed to help you compare the number of available instructional days to the number of days accounted for in
the Scope and Sequence.
Course Length
Total number of instructional days in school year:
Total number of instructional days for all units included in Scope and Sequence:
176
99
Science Inquiry and Application (SIA)
During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with
appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
SIA 1. Observe and ask questions about the natural environment.
SIA 2. Plan and conduct simple investigations.
SIA 3. Employ simple equipment and tools to gather data and extend the senses.
SIA 4. Use appropriate mathematics with data to construct reasonable explanations.
SIA 5. Communicate about observations, investigations and explanations.
SIA 6. Review and ask questions about the observations and explanations of others.
WHCSD Scope and Sequence
Kindergarten
Science
2016-2017
First Quarter: Daily and Seasonal Changes
Resources
This topic focuses on observing, exploring, describing and comparing weather changes,
patterns in the sky and changing seasons. During this unit scholars will learn about the four
seasons and how the weather patterns change for each season. Scholars will experiment with
different methods or make/use tools to collect precipitation amounts (rain, snow or ice) and
measure the speed (faster or slower) and direction of wind (which way is the wind blowing?).
UNIT 1 LENGTH:
Days/Weeks
27
UNIT 1 STANDARDS

K.ESS.1 Weather changes are long term and short term.
Weather changes occur throughout the day and from day to day.
Air is a nonliving substance that surrounds Earth and wind is air that is moving.
Wind, temperature and precipitation can be used to document short-term weather changes that are
observable.
Yearly weather changes (seasons) are observable patterns in the daily weather changes.
(Tie into math meeting graphing weather. Create graphs and discuss finding and observations).
SIA: SIA.2, SIA.4, SIA.5, SIA.6
(Chapters 1 and 2)

Pearson Interactive
Science Chapter 4 Earth
and Sky
ODE Model Curriculum
Wonders Resources
Rainy Weather- audio
stream
Levelled Readers
Associated with WeatherAn Arctic Life for Us, Heat
Wave, Kate and Tuck,
(weather appropriate
clothing), Weather All
Around, Weather is Fun,
Bad Weather
Weekly Opener VideoWeather Together- How
can weather affect us?
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*During this unit set up systems and routines about working in pairs and collaborative groups.
Spiraling
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RI.K.1 - With prompting and support, ask and answer questions about key details in a text.
RI.K.5 - Identify the front cover, back cover, and title page of a book.
RI.K.6 - Name the author and illustrator of a text and define the role of each in presenting the ideas or
information in a text.
RI.K.10 - Actively engage in group reading activities with purpose and understanding.
SECOND QUARTER: Daily and Seasonal Changes
This topic focuses on observing, exploring, describing and comparing weather changes, patterns in
the sky and changing seasons. During this unit scholars will learn about the four seasons and how the
weather patterns change for each season. Scholars will also learn about the different objects in the
sky and how they change in appearance during different times of the day.

Resources
UNIT 2 LENGTH:
Days/Weeks
10
UNIT 2 STANDARDS

K.ESS.2 The moon, sun and stars are visible at different times of the day or night.
The moon, sun and stars are in different positions at different times of the day or night. Sometimes
the moon is visible during the night, sometimes the moon is visible during the day and at other
times the moon is not visible at all. The observable shape of the moon changes in size very slowly
throughout each day of every month. The sun is visible only during the day.
The sun’s position in the sky changes in a single day and from season to season. Stars are visible
at night, some are visible in the evening or morning and some are brighter than others.
(Observe the sun’s position during different times of the day. Discuss/experiment with how
shadows are formed. Use question starter prompts to get scholars thinking about asking
questions. Great opportunity for anchor charts for asking questions).
SIA: SIA.1
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SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10
Spiraling
SECOND QUARTER: Properties of Everyday Objects and Materials
This topic focuses on the production of sound and on observing, exploring, describing and comparing the
properties of objects and materials with which the student is familiar. Students will know learn about the
composition and characteristics of objects.
Pearson Interactive
Science Chapter 4 Earth
and Sky
ODE Model Curriculum
Leveled Readers
Mouse’s Moon Party,
Our Sun is a Star, How
the Sun and the Moon
Found Home
Interactive Read AloudA View from the Moon
The Foxes Build a
Home- scientific facts
about sunrise and
sunset.
Resources
UNIT 3 LENGTH:
Days/Weeks
10
UNIT 3 STANDARDS

K.PS.1 Objects and materials can be sorted and described by their properties.
Objects can be sorted and described by the properties of the materials from which they are made.
Some of the properties can include color, size and texture.
(Standard and nonstandard measuring tools can give additional information about the
environment and can be used to make comparisons of objects and events. Magnifiers can
be used to see detail that cannot be seen with the unaided eye. Familiar objects from home,
the classroom or the natural environment can be explored and investigated).
SIA: SIA. 3
Spiraling

SIA. 1, SIA. 2, SIA. 4, SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10

RI.K.7 With prompting and support, describe the relationship between illustrations and the
text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
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Pearson Interactive
Science Chapter 5
Objects
ODE Model Curriculum
Wonders Resources:
Sort it Out, GO#17Illustrations and What
They Show, GO#16Learning from
Illustrations
WHCSD Scope and Sequence
Kindergarten
Science
THIRD QUARTER: Properties of Everyday Objects and Materials
This topic focuses on the production of sound and on observing, exploring, describing and comparing the
properties of objects and materials with which the student is familiar. Students will know learn about the
composition and characteristics of objects.
2016-2017
Resources
UNIT 4 LENGTH:
Days/Weeks
12
UNIT 4 STANDARDS

K.PS.2 Some objects and materials can be made to vibrate to produce sound.
Sound is produced by touching, blowing or tapping objects. The sounds that are produced vary
depending on the properties of objects. Sound is produced when objects vibrate.
(Integrate art by having scholars create multiple musical instruments and then compare and
contrast the sounds they make. Discuss the materials each instrument is made of and how that
affects the sound).
Spiraling
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

Pearson Interactive
Science Chapter 5
Objects
ODE Model Curriculum
SIA. 1, SIA. 2, SIA. 3, SIA. 4, SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K.10
THIRD QUARTER: Physical and Behavioral Traits of Living Things
This topic focuses on observing, exploring, describing and comparing living things in Ohio. Students will
learn about the needs of living things and ways animals and plants are alike and different.
UNIT 5
LENGTH:
Days/Weeks
10
Resources
UNIT 5 STANDARDS
Spiraling

K.LS.1 Living things are different from nonliving things.
Living things include anything that is alive or has ever been alive. Living things have specific
characteristics and traits. Living things grow and reproduce. Living things are found almost
everywhere in the world. There are somewhat different kinds in different places.
(The focus is on the traits and behaviors of living things not on attributes of nonliving
things).
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SIA. 1, SIA. 2, SIA. 3, SIA. 4, SIA.5, SIA.6, RI.K.1, RI.K.5, RI.K.6, RI.K. 7, RI.K.10
RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
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FOURTH QUARTER: Physical and Behavioral Traits of Living Things
This topic focuses on observing, exploring, describing and comparing living things in Ohio. Students will
know that living things are made up of a variety of structures. Some of these structures and behaviors
influence their survival.
UNIT 6
LENGTH:
Days/Weeks
30
Pearson Interactive
Science Chapter 3
Living and Nonliving
Things
ODE Model Curriculum
Wonders Resources:
Story ElementsGO# 47, 48, 49, 54
Unit 5 Week 1 Growing
Plants
Unit 5 Week 2- The Pine
Tree
Resources
UNIT 6 STANDARDS

K.LS.2 Living things have physical traits and behaviors, which influence their survival.
Living things are made up of a variety of structures. Some of these structures and behaviors
influence their survival.
(The focus is not on naming the parts of living things, but associating through interaction
and observation that living things are made of parts, and because of those parts, living
things can do specific things).
Spiraling

SIA. 1, SIA. 2, SIA. 3, SIA. 4, SIA.5, SIA.6, RI.K.1,RI.K. 2, RI.K.5, RI.K.6, RI.K. 7, RI.K.10


Pearson Interactive
Science Chapter 3
Living and Nonliving
Things
ODE Model Curriculum