2012 Charlotte-Mecklenburg Schools
Kindergarten Science
North Carolina Essential Standards Resource Guide
Overview of Kindergarten Science
Unit
Suggested Pacing *
Staggered Entry and “Be a Scientist”
4 weeks
Forces and Motion
7 weeks
Matter: Properties and Change
7 weeks
Earth Systems, Structures and Processes
7 weeks
Structures and Functions of Living Organisms
7 weeks
Review and Assessment
4 weeks
* Suggested pacing is not continuous weeks.
Please note that each unit should be 7 weeks. However, it does not show up that way on the printed
curriculum guide. This is because topics are introduced early in the year, but expanded within other areas.
For example for Force and Motion, after teaching the concepts and vocabulary where designated, the
concepts are further developed in later studies of animal movements.
2012 Charlotte-Mecklenburg Schools – Kindergarten Science
Earth Systems, Structures and Processes
Essential Standard:
K.E.1 Understand change and observable patterns of weather that occur from day to day and throughout the year.
Clarifying Objective:
K.E.1.1 Infer that change is something that happens to many things in the environment based on observations made using one or
more of their senses.
I can observe changes by using the 5 senses.
K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day throughout the year.
I can show daily weather conditions.
K.E.1.3 Compare weather patterns that occur form season to season.
I can compare weather patterns from season to season.
Unpacking: What does this standard mean that a student will know and be able to do?
K. E.1.1
Student knows how to use observation skill to note characteristics of their environment on a daily basis. Students know that the
weather may be sunny one day and cloudy another day. Students know how to compare their observations and describe how each
observation is similar to or different form a previous observation
K.E.1.2
Students know that weather changes from day to day. Students know how to maintain a daily weather journal and describe how the
weather changes daily.
K.E.1.3
Students build on the concept that change is something that happens t many things in the environment to include weather. Change
can happen quickly or slowly. By observing daily weather changes, students can infer patterns that occur form season to season.
Some weather patterns include sunny days, rainy days, windy or cloudy days, snowy days and stormy days. Students compare the
weather patterns associated with each season: winter, spring, summer and fall (autumn). Students know seasons occur in a
particular order and therefore the weather patterns associated with seasons occurs in a particular order.
Essential Vocabulary: (K)
Weather, Precipitation, Temperature, Rain, Snow, Hail, Fog, Wind, Hot, Cold, Seasons, Spring, Summer, Fall/Autumn, and
Winter.
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2012 Charlotte-Mecklenburg Schools – Kindergarten Science
Essential Questions
K. E.1.1. What can observations tell you
about the environment?
K. E.1.1 What weather changes do you
observe?
Criteria for Success: “I Will…”
-Observe my environment each day. Ex: Go outside at the
same time each day and notice temperature and weather.
-Record characteristics of my environment each day: Hot/Cold,
Sunny, Cloudy, Rainy, Foggy. Ex: Keep a journal of the weather
conditions each day with pictures and /or words.
-Explain how the weather changes every day using my
notes/pictures. Ex: Use journal to tell others how the weather
changes and can be different each day.
K. E.1.1 What patterns in weather changes -Use my words to describe ways that the weather was similar or
different over a period of time. Ex: Use journal to describe ways
do you observe?
that the weather was the same and ways it was different over
time.
K. E.1.2 Why does weather change from
day to day?
-Explain how weather can be different every day. Ex: Describe
different types of weather they have observed.
K. E.1.2 How can you record daily
changes in weather?
-Record the temperature and weather everyday in my weather
journal to describe how weather changes daily. Ex: Keep a
journal of weather conditions using pictures and words:
Hot/Cold, Sunny, Cloudy, Rainy, Foggy
K. E.1.3 Why does weather change quickly
or slowly at times?
-Describe how weather changes happen quickly or slowly. Ex;
Sunny day->sudden afternoon storm Cloudy/Rainy day>suddenly clears quickly, Tornadoes! (very quick!)
K. E.1.3 How can you decide that weather
is different from season to season?
-Know the four seasons. Ex: Use pictures and words to
describe each season.
-Explain what type of weather patterns happen in each season.
Ex. Use pictures and words to show the weather patterns that
happen in each season.
K. E.1.3 What is the connection between
weather patterns and each season?
-Explain how each season’s weather is different or similar. Ex:
Use my words to describe to others how the weather patterns
are similar or different across seasons.
K. E.1.3 Explain why seasons as well as
weather patterns occur in order?
-Demonstrate the order of the seasons. Ex: Explain the
order/cycle of seasons.
-Describe the order of the weather patterns and how they
connect to the seasons. Ex: Use my words to describe how
weather patterns and seasons are connected.
Suggested Resources/Activities
Unit D: Weather and Sky
Lesson # 1. Exploring Weather pp.D2-D
Read; The jacket I Wear in The Snow
Lesson # 2. Look at Clouds pp.D10-D15
Read; It Looked Like Spilled Milk by Charles G
Shaw; Clouds by Gail Gibbons; or The Cloud
Book by Tomie DePaola
Books: “I Like the Rain” a sing along book; Water
by Canizares & Chanko; Rain by Kalan; Shine
Sun! by Greene; What Will the Weather Be Like
Today? By Rogers; I am Water by Marzollo.
Lesson # 4. Sun and shadows pp D22-D27
Read: Bear Shadow by Asch; Shadows by
Zimmerman; and Nothing Sticks Like a Shadow.
Lesson # 3. The Seasons pp. D16- D21
When Spring (Autumn, Winter, Summer) Comes
by Bruce Macmillan; It’s Spring! (Fall, Winter,
Summer) by Berger.
Read: Sadie and The Snowman
Helpful Websites:
http://scholasticlfo.com- with magazine subscriptions.
Formative Assessment: Guide to Keeley’s Formative Probes- Dress Me Up! This probe elicits ideas about how weather impacts daily life.
Why is it important to observe the weather? Why do we make weather predictions?
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2012 Charlotte-Mecklenburg Schools – Kindergarten Science
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