Science - Kindergarten
Content Vocabulary
Verbs / Bloom's
Taxonomy Level
Science Processes
S.IP.E.1
Develop an understanding that scientific
inquiry and reasoning involves observing,
questioning, investigating, recording, and
developing solutions to problems.
S.IP.00.11
*AssessSkills Needed & Sequencing Of Skills
Learning Targets I can…
Inquiry involves generating
questions, conducting
investigations, and developing
solutions to problems through
reasoning and observation.
Resourses
Assessment
BCS Assessments
Make purposeful observation of Make - Synthesis
the natural world using the
appropriate senses.
Observation - An act of
noticing
What the 5 senses are
I can use my senses to make observations.
BCS Assessments
Differentiate between a question and
a statement
I can ask questions about what I observe.
BCS Assessments
Follow directions
Work with others
I can follow the steps to do an
investigation.
BCS Assessments
Fine motor skills
I can use science tools to help with
observations and getting information.
BCS Assessments
What an observation is
Natural - Existing in or
formed by nature
H
Senses - Sight, smell, hear,
touch, taste
S.IP.00.12
S.IP.00.13
S.IP.00.14
Generate questions based on
observations.
Generate Synthesis
Plan and conduct simple
investigations.
Plan - Synthesis
Conduct Applicat.
Manipulate simple tools (for
Manipulate - App.
example: hand lens, pencils,
balances, non-standard objects
for measurement) that aid
observation and data collection.
H
InvestigationsStatements about what
is seen
H
Hand lens - a magnifying
glass designed to be
held in the hands
Thermometer - an
instrument used for
measuring temperature
Rain Gauge - an
instrument used for
measuring rainfall
H
Balances - instruments
used for measuring
mass
Nonstandard - not
standard
*High Matrix Representation (H)
Moderate Matrix Representation)
Low Matrix Representation (L)
O:\Elementary Curriculum\Working\Science\Kindergarten\Kinder Science Learning Targets.FINAL. 5.11.2011.xlsx
1
Science - Kindergarten
Content Vocabulary
Verbs / Bloom's
Taxonomy Level
Science Processes
S.IP.00.15
Manipulate simple tools (for
Manipulate - App.
example: hand lens, pencils,
balances, non-standard objects
for measurement) that aid
observation and data collection.
*AssessSkills Needed & Sequencing Of Skills
Hand lens - a magnifying
glass designed to be
held in the hands
Learning Targets I can…
Resourses
Assessment
Fine motor skills
I can use science tools to help with
observations and getting information.
BCS Assessments
How to read a chart
I can make charts with information and
observations.
BCS Assessments
Thermometer - an
instrument used for
measuring temperature
Rain Gauge - an
instrument used for
measuring rainfall
H
Balances - an instrument
used for measuring
mass
Nonstandard - not
standard
S.IP.00.16
Construct simple charts from
data and observations.
Construct Synthesis
Charts - A sheet
containing information
Data - Items of
information
H
Inquiry Analysis & Communication
S.IA.E.1
Develop an understanding that scientific
inquiry and investigations require analysis
and communication of findings, using
appropriate technology.
S.IA.00.12
S.IA.00.13
S.IA.00.14
*High Matrix Representation (H)
Moderate Matrix Representation)
Low Matrix Representation (L)
Inquiry includes an analysis and
presentation of findings that lead
to future questions, research,
and investigations.
BCS Assessments
Share ideas about science
through purposeful
conversation.
Share - Knowledge
Ideas - thoughts,
conceptions, or notions
Communicate and present
findings of observations.
Communicate Knowledge
Present - Know.
Findings - discoveries
Develop strategies for
information gathering (ask an
expert, use a book, make
observations, conduct simple
investigations, and watch a
video).
Develop Synthesis
Strategies - plans or
methods for obtaining a
specific goal and result
How to communicate (speaking and listening)
I can talk about science.
BCS Assessments
How to communicate (speaking and listening)
I can share what I know and have learned
with others.
BCS Assessments
Know how to research
BCS Assessments
H
H
I can gather information.
H
O:\Elementary Curriculum\Working\Science\Kindergarten\Kinder Science Learning Targets.FINAL. 5.11.2011.xlsx
2
Science - Kindergarten
Content Vocabulary
Verbs / Bloom's
Taxonomy Level
Science Processes
*AssessSkills Needed & Sequencing Of Skills
Learning Targets I can…
Resourses
Assessment
Reflection and Social Implications
S.RS.E.1
Develop an understanding that claims
and evidence for their scientific merit
should be analyzed. Understand how
scientists decide what constitutes
scientific knowledge. Develop an
understanding of the importance of
reflection on scientific knowledge and its
application to new situations to better
understand the role of science in society
and technology.
S.RS.00.11
Reflecting on knowledge is the
application of scientific
knowledge to new and different
situations. Reflecting on
knowledge requires careful
analysis of evidence that guides
decision making and the
application of science
throughout history and within
society.
Demonstrate scientific concepts Demonstrate through various illustrations,
App.
performances, models, exhibits,
and activities.
BCS Assessments
Illustrations - a comparison
or example intended for
explanation
Draw and label (nonfiction)
How to communicate (speaking and
listening)
I can show what I know by drawing
pictures, putting on plays, making a
model…
BCS Assessments
Performances - musical
dramatic or other
entertainment presented
before an audience
Models - a standard or
example for imitation or
comparison
H
Exhibits - a display
Activities - things to do
Physical Science
P.FM.E.1
Develop an understanding that the
position and/or motion of an object is
relative to a point of reference.
Understand forces affect the motion and
speed of an object and that the net force
on an object is the total of all of the forces
acting on it. Understand the Earth pulls
down on objects with a force called
gravity. Develop an understanding that
some forces force called gravity. Develop
an understanding that some forces direct
contact with objects.
P.FM.00.11
*High Matrix Representation (H)
Moderate Matrix Representation)
Low Matrix Representation (L)
A position of an object can be
described by locating the object
relative to other objects or a
background.*
Describe the position of an
Describe - Comp.
object (for example: above,
below, in front of, behind, on) in
relation to other objects around
it. )*
BCS Assessments
Position - where something
is
Prepositions, Location
I can identify where an object is using
prepositions.
BCS Assessments
M
O:\Elementary Curriculum\Working\Science\Kindergarten\Kinder Science Learning Targets.FINAL. 5.11.2011.xlsx
3
Science - Kindergarten
Content Vocabulary
Verbs / Bloom's
Taxonomy Level
Science Processes
P.FM.00.12
P.FM.E.2
P.FM.00.21
P.FM.E.3
P.FM.00.31
Describe the direction of a
moving object (for example:
away from or closer to) from
different observers’ views. *
*AssessSkills Needed & Sequencing Of Skills
Describe - Comp.
Direction words
P.FM.00.33
P.FM.00.34
*High Matrix Representation (H)
Moderate Matrix Representation)
Low Matrix Representation (L)
BCS Assessments
M
Observe how objects fall toward Observe the earth.
Application
Observe - using the senses
to look closely
A force is either a push or a
pull. The motion of objects can
be changed by forces. The size
of the change is related to the
size of the force. The change is
also related to the weight (mass)
of the object on which the force
is being exerted. When an
object does not move in
response to a force, it is
because another force is being
applied by the environment.
M
Understand that objects don't float in the
I can
air observe objects fall and land on the
ground.
BCS Assessments
BCS Assessments
M
Demonstrate - App. Push - a move away
Observe that objects initially at Observe rest will move in the direction of Application
the push or pull.
Observe how pushes and pulls
can change the speed or
direction of moving objects.
Assessment
BCS Assessments
Pull - a move toward
P.FM.00.32
I can identify the direction an object is
moving.
Resourses
M
Earth pulls down on all objects
with a force called gravity. With
very few exceptions, objects fall
to the ground no matter where
the object is on the Earth.
Demonstrate pushes and pulls
on objects that can move.
Learning Targets I can…
can observe that objects move when they
Differentiate between a push and a Ipull
What is speed?
Direction words
What is a cone, cylinder, and sphere
Mass - how much
something weighs
M
BCS Assessments
are pushed or pulled.
M
M
BCS Assessments
objects.
M
Rest - not moving
Observe Application
Observe how shape (for
Observe example: cone, cylinder, sphere) Application
and mass of an object can affect
motion.*
can show others how I push and pull
Differentiate between a push and a Ipull
I can change the speed or direction of an
object by pushing or pulling it in different
ways.
BCS Assessments
I can observe how the shape of an object
effects how it moves.
BCS Assessments
I can observe how the mass of an object
effects how it moves.
O:\Elementary Curriculum\Working\Science\Kindergarten\Kinder Science Learning Targets.FINAL. 5.11.2011.xlsx
4
Science - Kindergarten
Content Vocabulary
Verbs / Bloom's
Taxonomy Level
Science Processes
*AssessSkills Needed & Sequencing Of Skills
Learning Targets I can…
Resourses
Assessment
Life Science
L.OL.E.1
Develop an understanding that plants
and animals (including humans) have
basic requirements for maintaining life
which include the need for air, water and a
source of energy. Understand that all life
forms can be classified as producers,
consumers, or decomposers as they are
all part of a global food chain where
food/energy is supplied by plants which
need light to produce food/energy.
Develop an understanding that plants and
animals can be classified by observable
traits and physical characteristics.
Understand that all living organisms are
composed of cells and they exhibit cell
growth and division. Understand that all
plants and animals have a definite life
cycle body parts, and systems to perform
specific life functions.
L.OL.00.11
Life Requirements - Organisms
have basic needs. Animals and
plants need air, water, and food.
Plants also require light. Plants
and animals use food as a
source of energy and as a
source of building material for
growth and repair.
Identify that living things have
basic needs.
BCS Assessments
Identify - Knowledge Needs - something
and Comprehension required to live
Define living thing, define needs
I can list the basic needs of living needs.
BCS Assessments
L
L.OL.00.12
Identify and compare living and
nonliving things.
Identify - Knowledge Compare - how things
and Comprehension are the same and
Differentiate living and nonliving things I can describe how living and nonliving
things are alike and different.
BCS Assessments
different
Living - alive
L
Nonliving - not alive
Earth Science
SE.E.1
Develop an understanding of the
properties of earth materials and how
those properties make materials useful.
Understand gradual and rapid changes in
earth materials and features of the
surface of Earth. Understand magnetic
properties of Earth.
*High Matrix Representation (H)
Moderate Matrix Representation)
Low Matrix Representation (L)
Earth materials that occur in
nature include rocks, minerals,
soils, water, and the gases of
the atmosphere. Some Earth
materials have properties which
sustain plant and animal life.
BCS Assessments
L
O:\Elementary Curriculum\Working\Science\Kindergarten\Kinder Science Learning Targets.FINAL. 5.11.2011.xlsx
5
Science - Kindergarten
Content Vocabulary
Verbs / Bloom's
Taxonomy Level
Science Processes
E.SE.00.11
E.SE.00.12
*High Matrix Representation (H)
Moderate Matrix Representation)
Low Matrix Representation (L)
Identify Earth materials that
occur in nature (sand, rocks,
soil, water).
*AssessSkills Needed & Sequencing Of Skills
Identify - Knowledge
and Comprehension
Describe how Earth materials
Describe - Comp.
contribute to the growth of plant
and animal life.
Learning Targets I can…
Resourses
Assessment
Define nature and earth materials
I can list natural materials.
BCS Assessments
What plants and animals need
I can describe what plants and animals
need in order to live.
BCS Assessments
L
Contribute - to add to
L
O:\Elementary Curriculum\Working\Science\Kindergarten\Kinder Science Learning Targets.FINAL. 5.11.2011.xlsx
6