Syracuse City School District
Elementary Science
Grades Pre-K
Essential Question: How can you recognize living things?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
I.1
* Animals need air, water * Observe animals
and food to live and
* Identify common animals
thrive
* Sort or categorize
* Plants require air, water,
animals
nutrients, and light in
* Use plant/animal
order to live and thrive
computer programs
* Non-living things can be * Plant seeds
human-created or
* Water seeds
naturally occurring
* Manipulate needs of
plants
* Observe growth
* Listens to stories – retell
stories about
animals/plants
* Identify and name living
and non-livings things
* Sort and categorize living
and non-living things
I.2
* All living things grow,
* Mark growth charts
consume nutrients,
* Share stories about life
breathe, reproduce,
functions
eliminate waste and die
Vocabulary
air
water
food
light
name common animals
seeds
Use of Knowledge
* Compare
* Classify
* Decision making
* Observe
Assessment
* Group work and
discussion
* Teacher
observation (of
naming,
categorizing, and
sorting living and
non-living things)
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K
Essential Question: How is one generation similar to the previous or following one?
Benchmark
II.1
II.2
Declarative Knowledge:
To Know
* Some characteristics
result from an
individual’s interaction
with the environment
whereas some
characteristics are
inherited
* Plants and animals
closely resemble their
parents
Vocabulary
Common pets
Common farm animals
Zoo animals
Procedural Knowledge:
To Do
* Explain characteristics
you have that are similar
to those of your parents
and family
* Listen to literature about
families
* Retell stories about
families
Use of Knowledge
* Deduction
* Comparing
Assessment
* Group work and
discussion
* Teacher
observation (of
family matching
and common
characteristics)
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K
Essential Question: How do living things adapt to survive in their environment?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
To Know
To Do
III.1
* Each animal has
* Identify or name own
* Comparing
different structures that
body parts
* Classifying
serve different functions * Use their senses for a
in growth, survival, and
specific purpose
reproduction
* Manipulate animal props
* Each plant has different
* Point to and/or name a
structures that serve difvariety of animal body
ferent functions in
parts and coverings
growth, survival, and
* Plant and care for seeds
reproduction
* Match or name plant
Vocabulary
parts
scales
hands
* Find seeds in fruits and
wings
feet
flowers
legs
hair
* Listen to literature about
fins
teeth
plants and animals and
mouth
tongue
discuss functions
fur
neck
* Sequence growth of
feathers
back
plants
shells
fingers
spines
toes
claws
thumb
beak
stomach
tail
chest
eyes
chin
ears
cheek
nose
roots
arms
stem
legs
leaves
trunk
flowers
seeds
Assessment
Timeline
* Group work and
On going
discussion
* Teacher
observation
(of survival
discussion of
plants and animals)
* Draw pictures and
explain what is in
the picture that
helps living things
survive
Syracuse City School District
Elementary Science
Grade Pre-K
Essential Question: What sustains the continuity of life?
Benchmark
IV.1
IV.2
Declarative Knowledge:
To Know
* Each kind of plant and
animal goes through its
own stages of growth and
development
* Some plants grow from
seed to mature plant
* “Life span” is the length
of time from beginning
of development to death
* “Life cycle” describes
the complete sequence of
changes in form from
infancy to adulthood
* Growth is the process by
which plants and animals
increase in size
* Food supplies the energy
necessary for growth and
repair
Vocabulary
life span
life cycle
adult
growth
height – short, tall
width – thin, fat
insect
Procedural Knowledge:
To Do
* Observe the growth of plants
* Identify and name seeds,
sprouts, stem, leaves, flower
* Observe the growth of people
and animals
* Tell seed stories
* Hear and respond to the term
“life span” as length of time
from beginning of development
to death
* Create growth charts
* Observe and chart growth and
development of living things
* Hear and respond to the term
“life cycle”
* Understand that growth
includes changing sizes
* Name basic requirements for
plant growth
* Demonstrate and name how
animals move
Use of
Knowledge
* Comparing
* Classifying
* Induction
* Observation
Assessment
* Draw pictures of
plants and trees in
the four different
seasons
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K
Essential Question: How do plants and animals respond to their environment?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
Assessment
To Know
To Do
V.1
* All living things grow,
* Observe animals
* Comparing
* Group work and
consume nutrients,
* Create growth charts
* Classifying
discussion
breathe, reproduce, and
* Listen to literature about
* Inductive reasoning * Teacher
eliminate waste
animals and the
observation
environment
V.2
* Senses can provide
* Match and identify body
essential information to
parts
animals about their
* Identify objects by sight,
environment
sound, taste, touch and
* some animals including
smells
humans move from place * Share personal feelings and
to place to meet their
changes during different
needs
seasons
* Some animal behaviors
* Observe the environment
are influenced by
* Observe and color plants
environmental conditions,
* Observe and color trees
i.e., nest building,
outside throughout the year
hibernating, hunting,
* Collect and manipulate a
migrating, and
variety of seeds
communicating
* Compare and match leaves
Vocabulary
* Sing songs about animals
nest
in their environment
hibernating
hunting
migrating
sight
sound
taste
truck
smell
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K
Essential Question: Are human decisions and activities helpful or harmful?
Benchmark
VII.1
V.3
Declarative Knowledge:
To Know
* Humans depend on their
natural and constructed
environment
Vocabulary
recycle
food trays
* Good health habits
include hand washing
and personal cleanliness
Procedural Knowledge:
To Do
* Recycle food trays and
milk cartons
* Keep classroom and
school area clean and
litter free
* Will wash hands before
eating after using the
bathroom and whenever
else needed
Use of Knowledge
* Problem solving
Assessment
* Group work and
discussion
* Teacher
observation
Timeline
On going
Syracuse City School District
Elementary Science
Grade Pre-K
Physical Science
Essential Question: How can the movement of the Earth and celestial bodies be observed and measured over time?
What impact does this have on daily life?
Benchmark
I.1
Declarative Knowledge:
To Know
* The weather changes
from day to day and
through the seasons
* The sun appears every
day
* The moon can appear at
night or during the day
* The moon changes shape
Vocabulary
weather
day
night
sun
moon
Procedural Knowledge:
To Do
* Listen to stories and
discuss the effect of
weather
* Keep a daily weather
calendar
* Dress dolls with
appropriate clothing for
weather conditions
* Draw half, whole,
different moons
* Draw pictures of night
and day scenes; compare
Use of Knowledge
* Observation
* Compare
* Classify
* Deduction
Assessment
* Teacher
observation
(of student dress
for weather
conditions)
Timeline
On going
Syracuse City School District
Elementary Science
Grade Pre-K
Essential Question: How do air, water, and land interact?
Benchmark
II.1
II.2
Declarative Knowledge:
To Know
* Weather can be described
and measured by
temperature
* Weather can be described
by form of precipitation
and general sky conditions
Procedural Knowledge:
To Do
* Identify hot and cold
objects
* Categorize objects by
hot/cold, summer/winter
* Describes personal feelings
during different seasons
* Point to and/or label rain,
sleet, snow and clouds
* Collect and chart
precipitation
* Use computer programs
related to weather
* Categorize items as wet/dry
* Match clothing to weather
* Effects of air, water, and
natural disasters on living
things
* Identify effects of wind,
storms, tornadoes, fires,
earthquakes and floods
* Discuss stories (personal or
fictional) where people are
affected by the above
natural disasters
* Explain how they can
remain safe during natural
disasters
Vocabulary
temperature
soil
hot
cold
rain
sleet
wind
snow
clouds
wet
dry
rocks
pebbles
Use of Knowledge
Assessment
* Observation
* Classify
* Compare
* Experimental inquiry
* Teacher observation
* Student dress for
appropriate weather
* Student explanation
of different weather
conditions
* Observation
* Classify
* Compare
* Teacher observation
* Explanations of
student safety
* Demonstration of
stop, drop, and roll
and other safety
precautions for
related disasters
Timeline
On going
Syracuse City School District
Elementary Science
Grade Pre-K
Essential Question: How can matter be described?
Benchmark
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
III.1
* Matter has properties
* Objects can be sorted or
classified according to their
properties
* Measurement can be made
with standard and nonstandard units
* Observe with eyes and
magnifiers
* Classify objects by color,
hardness, weight, and size
* Match colors
* Categorize hard/soft
* Sort by shape
* Group by height and width
* Classify wet/dry, heavy/light
* Sort objects by sink/float
* Observe measurement with
standard and non-standard
units
* Experiment with rulers,
thermometers, balances,
magnets, and graduated
cylinders
III.2
* Matter can change
* Participate in baking
activities
* Observe snow melting
* Freeze water
* Help make play dough
Vocabulary
magnifying glass hard
soft
shape
color
wet
dry
heavy
light
sink
float
rulers
thermometer
balances
magnets
cylinders
big
little
Use of Knowledge
* Observation
* Classify
* Compare
* Induction
Assessment
* Teacher observation
(Student sort and
classification of
objects)
Timeline
On going
Syracuse City School District
Elementary Science
Grade Pre-K
Essential Question: How does energy change things?
Benchmark
IV.1
Declarative Knowledge:
To Know
* The sun provides heat
and light
* Electricity can be
dangerous
Vocabulary
heat
electricity
ice
melt
evaporate
plugs
cords
Procedural Knowledge:
To Do
* Observe the sun’s heat
* Observe and comment
on ice melting
* Observe water and
puddles evaporating
* Role-play safety with a
hot stove in dramatic
play area
* Avoid plugs and electric
cords
Use of Knowledge
Assessment
* Experimental inquiry
* Deduction
* Observation
* Teacher
observation
(of student use of
safety rules)
* Dialogue – explain
how energy
changes things
Timeline
On going
Syracuse City School District
Elementary Science
Grade Pre-K
Essential Question: How do energy and matter interact to create change in motion?
Benchmark
V.1
V.2
Declarative Knowledge:
To Know
*The position of an object
can be described by
locating it relative to
another object or the
background
* Position or direction of
an object can be changed
* Magnets may attract or
repel materials
* Forces of gravity and
magnetism can affect
objects through liquids
and solids
Vocabulary
magnet
on top of
under
next to
by
over
liquid
under
solid
around
push
in front of
pull
in back of
in
out of
Procedural Knowledge:
To Do
* Place objects in, under by,
on top of, next to, over and
under
* Describe the position of
objects
* Sort objects that are and
aren’t attracted to magnets
* Demonstrate pushing and
pulling
* Experiment with cars and
trucks
* Describe motion
* Manipulate magnets with
and through liquids and
solids
Use of Knowledge
* Classify
* Compare
* Observe
Assessment
* Teacher
observation
(Student
explanation of
how things move)
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Scientific Inquiry/Mathematical Analysis
Essential Question: What do I need to know? How can I find out?
Benchmark
I.1
II.1
Declarative Knowledge:
To Know
* Formatting of questions
who, what, where, when,
why
* Tools to record
observations
- graphs
- charts
- drawings and labeling
- narratives
* Recognize similarities
and differences
* Roles of cooperative
groups
- facilitator
- materials manager
- observer
- recorder
Procedural Knowledge:
To Do
* Develop and answer
appropriate questions to
seek greater
understanding of
observed objects and
events
* Record observations and
develop relationships
- graphs
- charts
- drawing & labeling
- narratives
* Compare and contrast
personal observations
with others
* Work in cooperative
groups
* Scientific tools used for
measuring
- thermometer
- beakers, cups, etc.
- linear measurement
- scales
- time
* Sequence of events of
the plan
* Create, share and carry
out plans for explaining
phenomena. Indicate
- materials
- procedure
- data collection
through observation and
use
of simple measurement
tools
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Investigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Comparison
* Classification
* Experimental inquiry
* Projective
investigation
* Invention
* Problem solving
* Induction
* Deduction
* Constructing support
Assessment
* Teacher
observation
* Performance
assessment
* Teacher made/or
program
assessment
* Records
* Graphs
* Charts
* Labs
Timeline
On going
407
Benchmark
III.1
Declarative Knowledge:
To Know
* The format of graphic
organizers
* Inferences gained from
data collection
- patterns
- sequences
* Oral presentation skills,
listening skills
* Editing and revising
Vocabulary
observe
label
graph
facilitator
recorder
compare
contrast
procedure
data
predict
conclusion
hypothesis
edit
revise
diagram
materials
materials manager
Procedural Knowledge:
To Do
* Organize observations
through use of simple
charts and tables
* Develop conclusions
based on interpretation of
data
* Share, listen and
compare findings with
others
* Modify findings if
necessary
* Write observations, data,
conclusions into lab
reports
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Ivestigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
Assessment
* Teacher
observation
* Performance
assessment
* Teacher program
assessment
* Records
* Graphs
* Charts
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How many? How much? How do you know?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
I.1
* Understand appropriate
* Select appropriate
concepts of addition,
operations and apply
subtraction,
mathematical skills
multiplication and
needed to solve problems
division
in the natural world and
in science
experiments/labs
II.1
* The process of inductive * Develop conclusions
and deductive reasoning
based on simple logical
reasoning
III.1
* The correct use of
scientific manipulative
materials
Vocabulary
addition
subtraction
multiplication
division
tool
thermometer
scale
ruler
measurement
* Select appropriate
scientific tool to solve
problems
- thermometer
- scale
- ruler
- microscope
- balance scale
- beaker
- anemometer
- meter stick
Use of Knowledge
* Compare
* Abstract
* Problem solving
* Experimental inquiry
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Abstracting
* Invention
* Experimental inquiry
* Deductive reasoning
* Compare
Assessment
* Teacher
observation
* Performance
assessment
* Teacher model or
program
assessment
* Teacher
observation
* Science labs
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How can matter be described?
Benchmark
PS III.1
PS III.2
Declarative Knowledge:
To Know
*Matter has properties
* Objects can be sorted or
classified according to
their properties
* Measurement can be
made with standard and
non-standard units
* Matter can change
Procedural Knowledge:
To Do
* Observe with eyes and
magnifiers
* Understand color hardness,
weight and size
* Match colors
* Categorize hard/soft
* Name colors
* Sort by shape
* Classify by color
* Seriate height
* Classify wet/dry, heavy/light
* Sort objects by sink/float
* Measure with standard and
non-standard units
* Use and observe rulers,
thermometers balances,
magnets and graduated
cylinders
* Participate in baking activities
* Observe snow melting
* Freeze water
* Help make play dough
* Dissolve
Use of
Knowledge
* Observe
* Classify
* Compare
* Induction
Assessment
* Teacher
observation
* Teacher
observation
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: What makes it work? How can I make it?
Benchmark
I.1-5
Declarative Knowledge:
To Know
* Attributes or features of
given object that could
be modified
* Process of researching
information
* Process of prioritizing
possible solutions
* Process of design,
construction, and model
building
Vocabulary
attribute
feature
research
design
construct
model
solution
efficient
Procedural Knowledge:
To Do
* Identify objects and their
features that could be
improved upon making
them more efficient;
construct model
* Research history behind
the design of an object;
write report
* Brainstorm possible
technical solutions,
evaluate each and select
best choice
* Create age appropriate
design, build and test
model and revise if
necessary
Use of Knowledge
* Decision making
* Investigation
* Experimental inquiry
* Invention
* Problem solving
Assessment
* Performance task
* Reports/charts/
graphs/designs
* Inventions
Timeline
On going