Curriculum Map: K Science
Course: K Science
Sub-topic: Uncategorized
Grade(s): Kindergarten
Unit: Physical Science-Matter
Subject: Science
Timeline: 3 Weeks
Purpose:
Students will know the three states of matter and be able to identify examples of each state in real life. Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
1. Patterns exist in the universe.
1. How are changes in states of matter related to a pattern?
2. Systems interact and influence each other.
3. Tools and technology helps us collect
information.
4. Science uses specific methods and design
processes to solve problems.
​
Learning Targets:
1. I can classify the states of matter.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.2.K.A1 (Advanced)
Identify and classify objects by observable properties of matter. Compare different kinds of
materials and discuss their uses.
3.2.K.A3 (Advanced)
Describe the way matter can change.
3.2.K.A5 (Advanced)
CONSTANCY AND CHANGE Recognize that everything is made of matter.
3.2.1.A1 (Advanced)
Observe and describe the properties of liquids and solids. Investigate what happens when
solids are mixed with water and other liquids are mixed with water.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
2-PS1-1 (Advanced)
Plan and conduct an investigation to describe and classify different kinds of materials by
their observable properties.
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Unit: Environmental Science-Earth Day/ PA Plants and Animals
Subject: Science
Timeline: 4 Weeks
Purpose:
Purpose 1: Students will know that the Earth’s resources are limited and be able to identify ways to conserve limited resources.
Purpose 2: Students will be able to identify plants and animals common to the state of PA and explain why they are specific to this region.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
-Systems interact and influence each other.
1. How do humans rely on their environment?
-Tools and technology help us collect information.
2. How do local actions have a global effect?
-Science uses specific methods and design processes to solve
3. How does the environment affect biological diversity? problems.
Learning Targets:
1. I can identify renewable and nonrenewable resources.
2. I can identify ways to reduce, reuse, recycle
3. I can identify ways humans can reduce their carbon footprint on the environment.
4. I can identify plants and animals that can be found in PA.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
4.1.K.A (Advanced)
Identify the similarities and differences of living and non-living things within the immediate and surrounding environment.
4.1.K.D (Advanced)
Observe and describe what happens to living things when needs are met.
4.1.1.E (Advanced)
Describe the seasons and describe how the change of the season affects living things.
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Unit: Biological Sciences-Life Cycles
Subject: Science
Timeline: 4 Weeks
Purpose:
Purpose 1: Students will know and be able to identify the life cycle of a butterfly.
Purpose 2: Students will be able to make observations to construct an evidence based account that young plants and animals are like but
not exactly like their parents.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
-Patterns exist in the universe
1. How do life cycles affect living things?
-Structure determines function
2. How does the structure of the butterfly influence its function?
-Systems interact and influence each other.
3. How does variation in traits impact survival?
-Science uses specific methods and design processes to solve
problems.
Learning Targets:
1. I can sequence the life cycle of a butterfly.
2. I can label the body parts of a butterfly.
3. I can verbalize how young butterflies and adult butterflies are similar and different. STANDARDS
STATE: Pennsylvania Learning Standards for Early Childhood - Kindergarten (2007)
SC.3.3.B (Advanced)
Identify the life processes of living things
SC.3.3.F (Advanced)
Know that some organisms have similar external characteristics
SC.3.3.H (Advanced)
Explore characteristics that can be inherited
SC.3.3.J (Advanced)
Describe changes in living things over time
SC.3.3.K (Advanced)
Record changes in life processes
SC.4.6.B (Advanced)
Begin to understand the concept of cycles
SC.4.7.B (Advanced)
Explain how specific adaptations can help a living organism to survive
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Unit: Biological Sciences-Living and Non-Living
Subject: Science
Timeline: 2 Weeks
Purpose:
Purpose 1: Students will be able to identify the characteristics of living and nonliving organisms so they can classify organism as living and
nonliving. Purpose 2: Students will be able to describe what plants and animals need to survive.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
1. How do changes in the environment impact living organisms?
Patterns exist in the universe.
2. How are structures, patterns, and behaviors related to the
Systems interact and influence each other.
differences in living and nonliving things?
Tools and technology help us collect information.
Science uses specific methods and design processes to solve
problems.
Learning Targets:
1. I can distinguish the characteristics between living and non-living organisms.
2. I can describe basic needs of living organisms.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.1.K.A1 (Advanced)
Identify the similarities and differences of living and nonliving things.
3.2.K.B6 (Advanced)
ENERGY Recognize that light from the sun is an important source of energy for living and
nonliving systems and some source of energy is needed for all organisms to stay alive and
grow.
4.1.K.A (Advanced)
Identify the similarities and differences of living and non-living things within the immediate
and surrounding environment.
4.1.K.D (Advanced)
Observe and describe what happens to living things when needs are met.
NATIONAL: NGSS - US Next Generation Science Standards (April 2013)
K-LS1-CC (Advanced)
Crosscutting Concepts
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Unit: Earth Science-Weather and Seasons throughout the Year
Subject: Science
Timeline: Week 36
Purpose:
Purpose 1: Students will know that weather changes throughout the seasons.
Purpose 2: Students will describe how changes in weather effect plants, animals, and humans.
Purpose 3: Students will use weather instruments to record and interpret data and then make predictions about the weather.
Stage One - Desired Results
Enduring Understandings:What will students understand (about
Essential Questions:What arguable, recurring, and thoughtwhat big ideas) as a result of the unit? "Students will understand
provoking questions will guide inquiry and point toward the big ideas
that..."
of the unit?
Patterns exist in the universe.
1. How do patterns in nature affect the local ecosystems and its
inhabitants?
Systems interact and influence each other.
2. How are tools used to predict weather patterns?
Tools and technology help us collect information.
Science uses specific methods and design processes to solve
problems.
Learning Targets:
1. I can identify the four seasons and name one major characteristic of each season.
2. I can identify the clothing we wear throughout the four seasons.
3. I can tell how people, plants and animals adapt throughout the seasons.
4. During the month of March, I can observe weather and record it on a graph and then make predictions
5. I can identify and understand the use of a thermometer and rain gauge.
STANDARDS
STATE: Pennsylvania SAS Academic Standards (2009-2013)
3.2.K.B3 (Advanced)
Describe how temperature can affect the body.
4.1.K.E (Advanced)
Identify how the changes of seasons affect their local environment.
4.1.1.E (Advanced)
Describe the seasons and describe how the change of the season affects living things.
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