Kindergarten
CPSD Science Curriculum Guide
Domain: Life Science
Unit 3: Structures and Functions of Living Systems
2015 – 2016
Unit Overview
Students learn that some objects are alive and others are not, and that many living things are classified as either plants or animals based on observable features
and behaviors. Plants and animals are further classified into smaller groups such as insects and trees. Even these groups can be further subdivided. Classification
provides a way to organize and find patterns in the amazing diversity of plants, animals, and the nonliving environment. Students learn that all living things have
basic needs, and they meet those needs in various ways. Just as humans have external body parts that perform different functions to meet their needs, animals
and plants also have body parts that perform different functions to meet their needs. A magnifier is a tool that reveals further details of plant and animal parts
that are not easily seen with the unaided eye. Learning about the diverse needs of plants and animals and the various ways they meet their needs will help to
prepare students to understand more detailed structures beginning at the 2-3 grade band.
NGSS Standards of Science and Engineering Practices
• Will be addressed in Science PD
NGSS Cross-Cutting Concepts
• Will be addressed in Science PD
Washington State Standards
Plants and Animal Parts
K-1 LS1A The human body is made up of various external parts.
K-1 LS1B All plants and animals have various external parts.
K-1 LS1C The parts of a plant or animal appear different under a magnifier compared with the unaided eye.
K-1 LS1D Different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place
K-1 LS1E Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water
K-1 LS1F Most plants have roots to get water and leaves to gather sunlight
Classifying Plants and Animals
K-1 LS3A Some things are alive and others are not.
K-1 LS3B There are many different types of living things on Earth. Many of them are classified as plants or animals.
K-1 LS3C External features of animals and plants are used to classify them into groups.
Unit 3: WA Life Science
Clover Park School District 8/20/2014
Page 1
Kindergarten
CPSD Science Curriculum Guide
Common Core State Standards Connections
2015 – 2016
Math::
MP 2. Reason abstractly and quantitatively.
MP 3. Construct viable arguments and critique the reasoning of others
MP 6. Attend to precision.
K.MD.B.3 Classify objects and count the number of objects in each category.
English Language Arts:
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and
supply some information about the topic.
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Unit 3: WA Life Science
Clover Park School District 8/20/2014
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Kindergarten
CPSD Science Curriculum Guide
Stage 1: Desired Results
Transfer Goals
Students will be able to independently use their learning to…
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Analyze the structures and functions of the diverse living organisms encountered in their world
Meaning Goals
ESSENTIAL QUESTIONS
UNDERSTANDINGS
Students will understand that…
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The world is made up of both living and non-living things.
Missing or damaged parts of a plant or animal system may change the level of
functioning or stop functioning completely.
• There are rules that can be used to determine if an object is living
or not living.
• Living things can be classified as plants or animals.
• Animals may use their parts in different ways
• An object may share a larger category with other objects while belonging to other
categories unique to them.
• Parts work together to perform functions no single part could do alone.
• Parts of living things perform different functions to meet their needs.
Acquisition Goals
Students will know…
Students will be skilled at…
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2015 – 2016
Some things are alive and others are not.
There are many different types of living things on Earth.
Many living things can be classified as plants or animals.
Plants and animals have various external parts that we
can observe.
The human body has various external parts.
Plants and animals can be classified by external features.
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Unit 3: WA Life Science
Is __________ a living or non-living thing?
What are the parts of _____________?
How do the parts of ____________help it live?
Can a living thing ever become a non-living thing?
What characteristics do plants/ animals have?
How can objects in the same category be different?
How do you know if something is alive?
How can we classify plants and animals?
How can plants/animals be compared?
Identifying the external parts of humans, plants, animals
Explaining the functions of each part.
Explaining how the parts all work together.
Use logical rules to sort objects into two groups, those that are alive and those that are not.
Classify living things as plants or animals.
Describe several external features and behaviors of animals that can be used to classify them.
Describe several external features of plants that can be used to classify them.
Giving examples to illustrate how pairs of plants and/or animals are similar to and different
from each other.
Determining if a thing is living or non-living.
Clover Park School District 8/20/2014
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Kindergarten
CPSD Science Curriculum Guide
2015 – 2016
Stage 1 Established Goals: WA State Standards
Plant and Animal Parts
K-1 LS1A
The human body is made up of various external parts.
Explanations, Examples, and Comments
Students learn that all living things have basic needs, and they meet those needs in various ways. Just as humans have external body parts that perform different
functions to meet their needs, animals and plants also have body parts that perform different functions to meet their needs. A magnifier is a tool that reveals further
details of plant and animal parts that are not easily seen with the unaided eye. Learning about the diverse needs of plants and animals and the various ways they
meet their needs will help to prepare students to understand more detailed structures beginning at the 2-3 grade band.
Plant and Animal Parts
K-1 LS1B
All plants and animals have various external parts.
Explanations, Examples, and Comments
A central feature of life is that organisms grow, reproduce, and die. They have characteristic structures (anatomy and morphology), functions (molecular-scale
processes to organism-level physiology), and behaviors (neurobiology and, for some animal species, psychology). Organisms and their parts are made of cells, which
are the structural units of life and which themselves have molecular substructures that support their functioning. Organisms range in composition from a single cell
(unicellular microorganisms) to multicellular organisms, in which different groups of large numbers of cells work together to form systems of tissues and organs
(e.g., circulatory, respiratory, nervous, musculoskeletal), that are specialized for particular functions.
Special structures within cells are also responsible for specific cellular functions. The essential functions of a cell involve chemical reactions between many types of
molecules, including water, proteins, carbohydrates, lipids, and nucleic acids. All cells contain genetic information, in the form of DNA. Genes are specific regions
within the extremely large DNA molecules that form the chromosomes. Genes contain the instructions that code for the formation of molecules called proteins,
which carry out most of the work of cells to perform the essential functions of life. That is, proteins provide structural components, serve as signaling devices,
regulate cell activities, and determine the performance of cells through their enzymatic actions.
Grade Band Endpoints
By the end of grade 2. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves,
move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them
survive, grow, and produce more plants.
By the end of grade 5. Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
(Boundary: Stress at this grade level is on understanding the macroscale systems and their function, not microscopic processes.)
Unit 3: WA Life Science
Clover Park School District 8/20/2014
Page 4
Kindergarten
Classifying Plants and Animals
K-1 LS3A
Some things are alive and others are not.
CPSD Science Curriculum Guide
2015 – 2016
K-1 LS3B
There are many different types of living things on Earth. Many of them are classified as plants or animals.
K-1 LS3C
External features of animals and plants are used to classify them into groups.
Explanations, Examples, and Comments
Students learn that some objects are alive and others are not, and that many living things are classified as either plants or animals based on observable features and
behaviors. Plants and animals are further classified into smaller groups such as insects and trees. Even these groups can be further subdivided. Classification
provides a way to organize and find patterns in the amazing diversity of plants, animals, and the nonliving environment.
Unit 3: WA Life Science
Clover Park School District 8/20/2014
Page 5
Kindergarten
Evaluative Criteria
WA STANDARD(S):
Plant & Animal Parts
K-1 LS1A
The human body is made up of
various external parts.
K-1 LS1B
All plants and animals have
various external parts.
CPSD Science Curriculum Guide
Stage 2 - Evidence
SAMPLE Assessment Evidence
**Some Keeley Assessment Probes address more than one standard.**
PERFORMANCE TASK(S):
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2015 – 2016
Identify the external parts of a human body (e.g., head, hands, feet, knees, and elbows).
Keeley Assessment Probes Volume 1-Uncovering Student Ideas in Primary Science K-2
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#4 Is It Made of Parts?
Identify the external parts of different plants and animals (e.g., legs on an insect, flowers, stems, and roots on many plants, feathers on birds, scales on
fish, eyes and ears on many animals).
Keeley Assessment Probes Volume 1-Uncovering Student Ideas in Primary Science K-2
Classifying Plants & Animals
K-1 LS3A
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#4 Is It Made of Parts?
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Use logical rules to sort objects into two groups, those that are alive and those that are not.
Keeley Assessment Probes Volume 1-Uncovering Student Ideas in Primary Science K-2
Some things are alive and
others are not.
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#4 Is It Made of Parts?
K-1 LS3B
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Given a list, illustrations, or actual plants or animals, classify them as plants or animals.
There are many different types
of living things on Earth. Many
of them are classified as plants
or animals.
K-1 LS3C
External features of animals
and plants are used to classify
them into groups.
Keeley Assessment Probes Volume 1-Uncovering Student Ideas in Primary Science K-2
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#1 Is It Living?
#2 Is It an Animal?
#3 Is It a Plant?
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Describe several external features and behaviors of animals that can be used to classify them (e.g., size, color, shape of body parts).
Describe several external features of plants that can be used to classify them (e.g., size, color, kinds of seeds, shapes, or texture of plant parts).
Give examples to illustrate how pairs of plants and/or animals are similar to and different from each other (e.g., cats and dogs both have four
legs, but many dogs have longer snouts than cats).
Keeley Assessment Probes Volume 1-Uncovering Student Ideas in Primary Science K-2
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#4 Is It Made of Parts?
Pre/Post Unit Assessment
Unit 3: WA Life Science
Clover Park School District 8/20/2014
Page 6
Kindergarten
CPSD Science Curriculum Guide
2015 – 2016
Stage 3 – Recommended Learning Activities
Choose from “pre-planned lessons”, or select individual activities to “build your own lessons” to best meet the needs of you and your students.
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In the “Pre-Planned” column you will find complete lessons that are options for you to use from start to finish as they are written.
In the “Build Your Own” column you will find numerous resources that may be used for you to design more personalized instruction
Pre-Planned Lessons
Build Your Own Lessons/ Extension
Text Based Resources
Foss Kits:
Read Well K Nonfiction:
Whole Group Books:
• Gentle Giant Octopus by Karen Wallace
• Lobster’s Secret by Kathleen M. Hollenbeck
• Wonderful Worms by Linda Glaser
Animals Two by Two
• Inv. 1, Part1, 4, pp. 10-17, 28-29 *
• Science Stories, pp. 5-7
• Inv. 3, Part 1, 3, pp. 8-12, 19-20 *
• Science Stories, pp. 13-14
• Inv. 4, Part 1, 2, pp. 8-15 *
• Science Stories, pp. 17-18
• Animals Two by Two by Larry Lowery
Small Group Stories:
• Unit 1: Spiders - Spider Facts, pp. 4-7 (Focus on body parts)
• Unit 3: Amazing Insects – Insect Facts, pp. 4-7
• Unit 15: Kangaroos – Kangaroo Facts, pp. 4-7
• Unit 18: Whales – What is a Whale?, pp. 4-7
More Picture Perfect Science Lessons
• Over in the Ocean, Chapter 11, p.99
Even More Picture Perfect Science Lessons
• Do You Know Which Ones Will Grow? Ch.11, p.141
Digital Resources
Interactive Whiteboard Lesson
• Sorting
Science 4 Us: Demo Modules
• Memory Match
• Checklist
• Plants
• Animals
Downloaded Resources
Science A-Z
Living/Non-Living Unit:
• Unit Guide – Complete Spark Activity
Non-fiction book
• Living and Non-Living Things (LOW)
Process Activity
• Living and Non-Living Things
Focus Book
• Babies and Parents
• Plastic
Concept Book
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Living and Non-Living Things
Animals Unit:
Quick Reads
• Fur, Feathers, and Scales
Concept Book
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Animals
Unit 3: WA Life Science
Clover Park School District 8/20/2014
Page 7
Kindergarten
CPSD Science Curriculum Guide
Stage 3 – Recommended Learning Activities
Plants Unit:
Non-Fiction Book
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Plants (LOW)
Process Activity
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Plants, Water, Sunlight
Quick Read
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Plant Parts
Concept Book
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Plants
2015 – 2016
Science Diagrams:
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Unit 3: WA Life Science
Parts of a Flower
Insect Body Parts
Parts of a Tomato Plant
Clover Park School District 8/20/2014
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