Aiken County Public Schools
Division of Instruction and Accountability
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Unit 2: Making Observations
Kindergarten Science
Unit Overview
This is an introductory unit to making scientific observations with a focus on using senses to describe objects and materials. Students have
personal experiences with using their senses and making observations. However, this may be the first time students have been engaged in using
their senses to make scientific observations in a structured manner. Knowledge and understanding gained in this unit will serve as a foundation for
students’ learning this school year. Indicators included in this unit will reoccur in multiple units this year, offering students opportunities to
progressively develop their level of understanding.
The focus of instruction for this introductory unit is for students to make scientific observations using their five senses. Making observations is an
essential practice of science. This unit will introduce students to what scientific observations are, and how scientists use their senses to help them
make observations. It is essential for students to identify the five senses (see, hear, smell, taste, and touch) and the organs (eyes, ears, nose,
tongue, and skin) that are used for each sense. Students should be actively engaged in naming the organs, naming the senses, identifying which
organ is used for which sense, and using these senses to describe objects or materials.
While indicator K.P.4A.1 identifies specific qualitative properties that students should understand by the end of Kindergarten, this is an
introductory unit to those properties. Instruction for this unit should emphasize the basic properties of size, shape, color, and texture. Natural
opportunities to extend students learning by discussing other properties may occur, but are not essential for this unit. Instructional focus on these
other properties will occur in units 4, 7, and 11 of this school year.
Indicators K.L.2A.4 and K.P.4A.1 require students to analyze and interpret data. This should include students making and recording observations
(data) about objects or materials. Teachers will use this data to guide students in discovering that senses are essential for making observations.
Opportunities for students to practice using one specific sense/organ at a time to make observations will help students gain a conceptual
understanding of how each sense can be used to provide specific observational data. It is essential for students to engage in using magnifying
lenses to make observations. Additionally, students should experience reading about, writing about, and discussing how scientist use their senses
to make scientific observations.
Data collected in these observations should also be analyzed to introduce and compare “scientific” observations to nonscientific observations
(opinion based; “the block is pretty”). Facilitating whole group discussions that involve scientific argument from evidence can guide students in
establishing a conceptual understanding of “scientific” observations.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
As with instruction of all science content, students should be provided with opportunities to act like scientists. This includes encouraging students
to extend their learning by asking and answering their own questions, developing and using models, conducting structured investigations,
analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, obtaining, evaluating, and
communicating information, constructing explanations, and designing solutions.
2014 SC Academic Standards
K.P.4: The student will demonstrate an understanding of the observable properties of matter.
Targeted Learning Indicators
K.L.2A.4: Analyze and interpret data to describe how humans use their senses to learn about the world around them.
K.P.4A.1: Analyze and interpret data to compare the qualitative properties of objects (such as size, shape, color, texture, weight, flexibility,
attraction to magnets, or ability to sink or float) and classify objects based on similar properties.
Recurring Learning Indicators
This is an introductory unit. Recurring indicators begin in unit 5.
What students must know, understand, and do
Know
Understand
Do
 Making observations is a way of learning
 There are five senses, each with specific parts of
 Identify the five senses (see, hear, smell,
about the world around us.
the body (sensory organs) responsible for each of
taste, and touch)
 Tasting in science should only be done
the five senses.
 Identify the organs associated with each
with the permission of the teacher under
 Eyes: The sensory organs that see.
sense (eyes, ears, tongue, nose, and
controlled conditions.
o They take in information (for example, shapes,
skin).
 A scientific observation is one that anyone
colors, size or movements) about the world.
 Use each sense to make and record
can make and the result will always be the  Nose: The sensory organ that smells odors and is a
observations of objects and materials.
same. For example, the plant is green, has
big part of why a person is able to taste things.
 Use hand lens to make observations.
three leaves, and feels smooth.
 Ears: The sensory organs that collect sounds.
 Analyze and interpret observations to
 An observation that is not scientific, or an
o The part of the ear that can be seen collects the
determine which sense/organs were
opinion, is one that not everyone may
sounds a person hears.
utilized.
agree on. For example, the flower is
o There are other parts inside that help with
 Analyze and interpret observations to
pretty.
hearing.
identify scientific observations.
 Observing helps to find out about objects
 Tongue: The sensory organ responsible for taste.
 Engage in scientific argument using
(their characteristics, properties,
 Skin: The sensory organ that is responsible for the
evidence to identify scientific
differences, similarities) and events (what
sense of touch (including shape, texture, and
observations.
comes first or last, or what is happening at
hardness).
 Read about, write about, and discuss
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
a particular moment).
 Qualitative (observable) properties are
properties that can be distinguished
through observing with the senses,
including:
 Weight: At this level, students can
compare the weight of one object to
another by using a pan balance.
*They are not required to actually measure
the weight of the objects.
 Domain specific vocabulary.






o It covers and protects everything inside the
body.
o The skin holds everything together.
o It also helps keep the body at just the right
temperature.
Objects are made of different materials. These
materials have different properties.
Observing does not mean just looking at
something. It involves the use of one or more of
the five senses.
Size: Objects can be classified by size when
compared with other objects.
Shape: Objects can be classified according to their
basic shape.
Color: Objects can be classified by their color.
Texture: Describes the way something feels to the
touch. Examples of texture words include soft,
hard, rough, and smooth.
senses and making observations.
Additionally, students should have
opportunities to experience the following
Science and Engineering Practices through
teacher modeling, guided instruction,
and/or active participation.




Ask questions about science
Develop and use models
Conduct structured investigations
Construct explanations using evidence
*SCIENTIFIC TOOLS used to describe observable
properties include a magnifier.
Enduring Understanding
Overarching Essential Questions
Humans use their senses to describe properties of objects and
The overarching questions are based on the targeted learning indicators for
materials.
this unit. Students should be able to answer these questions by the end of this
instructional unit.
Overarching Questions:
How can we use our senses to make scientific observations?
Domain - Specific Vocabulary
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
senses
tongue
touch
size
properties
eye
nose
taste
shape
magnifying lens
ear
see
smell
color
skin
hear
observe
texture
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the
boundaries of disciplines and serve to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs
should not be isolated, but rather teachers must plan to include intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Objects can be classified based on the patterns of their properties.
* Other CCCs are intentionally omitted from this unit.
Resources
Content Resources:
Trade Books:
Career Connections
Scientist
A person who uses specific practices and systems to study the world around us. There are many different kinds of scientists that specialize in a
specific field such as environmental, chemical, biological, or physical.
Biologist
A biologist is a scientist who studies living organisms. Some Biologist may do all of their work in a laboratory, while others work outdoors. They
make observations and collect data in different environments to learn more about how living organisms survive. Sometimes they focus on specific
organisms, but often they study the relationships between different organisms in a specific environment.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.