Kindergarten – Earth Science (ES)
Daily and Seasonal Changes
Focus: observing, exploring, describing and comparing weather changes, patterns in the sky and changing seasons.
Big Idea 1: Weather changes over time and patterns can be observed (seen).
Future Application of these concepts
Grades 1-2: The properties of water and air are explored as they relate to the weather observations and measurement from kindergarten.
Enduring Understandings
Content Statements
Essential Questions
Student Inquiry and Application
Students will understand and demonstrate…
Academic Vocabulary
Students will know that…
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Weather changes are long term and short term.
● Weather changes occur throughout the day and
from day to day.
● Air is a nonliving substance that surrounds Earth
and wind is air that is moving.
● Wind, temperature and precipitation can be
used to document short-term weather changes
that are observable.
● Yearly weather changes (seasons) are observable
patterns in the daily weather changes
Essential Questions:
● What changes do we
notice in the
weather?
● What patterns in
weather (daily/
yearly) do you
notice?
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(Knowledge/Recall) Identify the four seasons.
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(Product/Design/Engineer) Make a portable weather
station that can measure wind, temperature, and
precipitation amounts (i.e., windmills, windsocks, rain
gauges, dowel rod to measure snow, thermometer –
test and select best location so that accurate readings
are collected)
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(Performance Skill/Demonstrate) Experiment with
different methods or make/use tools to collect
temperature, precipitation (rain, snow, ice), and wind
direction/speed.
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(Reason/Interpret) Make a weather chart. Observe
weather patterns of seasons. Collect/record data on a
regular basis and explain patterns.
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(Reason/Interpret) Use technology to compare
classroom data to local data, study weather events,
communicate and share data with other classrooms,
and record classroom data.
Resources:
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● Weather Wiz for Kids: http://www.weatherwizkids.com/
Common misconceptions of weather and seasons: http://pwg.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html
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winter
spring
summer
fall
sun
moon
day
night
weather
temperature
precipitation
wind
seasons
patterns
Kindergarten – Earth Science (ES)
Daily and Seasonal Changes
Focus: observing, exploring, describing and comparing weather changes, patterns in the sky and changing seasons.
Big Idea 2: The moon, sun and stars are in different positions at different times of the day or night.
Future Application of these concepts
Grades 1-2: The sun is introduced as a primary source of energy that relates to long-and short-term weather changes.
Enduring Understandings
Content Statements
Essential Questions
Student Inquiry and Application
Students will understand and demonstrate…
Academic Vocabulary
Students will know that…
Changes in the position of the moon, sun and stars can
be seen, measured, and recorded at different times of
the day or night.
▪ Sometimes the moon is visible during the night,
sometimes the moon is visible during the day and at
other times, the moon is not visible at all.
▪ The observable shape of the moon changes in size
very slowly throughout each day of every month.
▪ The sun is visible only during the day.
▪ The sun’s position in the sky changes in a single day
and from season to season.
▪ Stars are visible at night, some are visible in the
evening or morning and some are brighter than
others.
Essential Questions:
● What changes can
we see in the moon,
sun, stars at ____
time of day?
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(Performance Skill/Demonstrate) Demonstrate
(either 3-D or virtual) and test/experiment (through
kits or models) to explain the changing positions (in
the sky) of the sun, starts and moon.
(Product/Design/Engineer) As a class, design and
make a sun garden. The garden may contain rocks or
other objects that reflect or react to sunlight, such as
sundials, solar-powered lights or chimes that require
sunlight for movement.
(Performance Skill/Demonstrate) Experiment with
shadows from the sun. Questions to explore include:
What happens to a shadow throughout the day? Can
the length of a shadow be measured? How does the
shape of the shadow change? Can shadows be made
inside?
(Reason/Interpret) Collect and record sun-shadow
data on a regular basis throughout the school day and
school year. Interpret the changes (length, position) in
the shadows. Discuss the changes that are observed,
the relationship between the changes in the shadows,
and the different positions of the sun during the day
and in the different seasons. Present findings orally
and/or graphically.
(Knowledge/Recall) Recognize that the sun changes
position in the sky during the day.
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sun
moon
stars
visible
shadow
Kindergarten - Life Science (LS)
Physical and Behavioral Traits of Living Things
Focus is on observing, exploring, describing and comparing living things in Ohio.
Big Idea: Living things are different from nonliving things.
Prior Knowledge (base knowledge)
Enduring Understandings
Content Statements
Grade 2
this unit
Future Application of these concepts
Grades 1-2: Living things use the environment to acquire what they need in order to
survive.
Essential
Questions
Student Inquiry and Application
Students will understand and demonstrate…
Academic Vocabulary
Students will know that…
Living things are different from nonliving things.
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Living things include anything that is alive or has ever
been alive. Living things have specific characteristics
and traits. Living things grow and reproduce. Living
things are found almost everywhere in the world.
There are somewhat different kinds in different
places.
(Performance/Demonstrate) Investigate by growing a
flower garden and keeping accurate records of which
types of animals visit each chosen type of flower. Ask:
Which type of flower attracts more birds, butterflies,
bees or moths?
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(Reasoning/Interpret) Explain a way to determine if
something is alive (e.g., are plants alive?)
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(Product/Design/Engineer) Design an environment
that will support a classroom pet. Provide for all of its
needs including but not limited to food, water, air,
shelter, cleanliness and safety.
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(Knowledge/Recall) Provide an example of how
plants and animals interact with one another for food,
shelter and nesting.
What does it mean
to be living?
How do living
things respond to
stimuli? (it moves,
it grows, it eats or
make food…)
Resources:
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http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/
● living – organisms
that move, grow,
eat
● physical traits
● behavioral traits
● living things
● non-living things
● characteristics
● reproduce
● organisms
● stimuli- able to
cause a physical
response
● observe
● environment
Physical and Behavioral Traits of Living Things
Focus is on observing, exploring, describing and comparing living things in Ohio
Enduring Understandings
Content Statements
Essential
Questions
Student Inquiry and Application
Students will understand and demonstrate…
Academic Vocabulary
Students will know that…
Living things have physical traits and behaviors, which
influence their survival.
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Living things are made up of a variety of structures.
Some of these structures and behaviors influence
their survival.
How do living
things traits and
behaviors
influence their
survival?
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(Performance/Demonstrate) Plan an investigation to
count the number of an insect pollinator that visits
one type of plant (e.g., count the number of bees that
visit bee balm flowers).
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(Reasoning/Interpret) Compare a variety of living
things (e.g., birds, mammals, insects, arachnids,
grasses, trees) that are similar but not the same
species and make a list of differences and similarities.
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(Product/Design/Engineer) Design an environment
that will support a classroom pet. Provide for all of its
needs including but not limited to food, water, air,
shelter, cleanliness and safety.
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(Knowledge/Recall) Identify the function of specific
parts of plants and animals (e.g., plant leaves are
where food is made, plant roots take in water, animal
teeth are for chewing, flowers are for reproduction,
ears are for hearing.
● influence
● survive, live
● variety
● structures
Resources:
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http://mythfolklore.net/aesopica/milowinter/48.htm
http://www.youtube.com/watch?v=gALSQsAzXRM@edufilter=Cj_nfBGd0o5thjXe3N6R6g
Big Idea: Living things have traits and behaviors that help them survive
Prior Knowledge (base knowledge)
Grade 2
this unit
Future Application of these concepts
Grades 1-2: The physical environment is identified as the source for what organisms
need to survive.
Kindergarten - Physical Science (PS)
Properties of Everyday Objects and Materials
Focuses on the production of sound and on observing, exploring, describing and comparing the properties of objects and materials with which the student is
familiar.
Big Idea: Objects have properties that can be described, compared, and sorted.
Prior Knowledge (base knowledge)
Grade K
Future Application of these concepts
Pre-K:
this unit
Grades 1-2: Changes in objects are investigated, including
temperature changes, solid-liquid phase changes and
possible changes in amount of liquid water in open and/or
closed containers. Comparisons of objects are a precursor
to measurement.
Essential
Questions
Student Inquiry and Application
Students will understand and demonstrate…
Enduring Understandings
Content Statements
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Students will know that…
Objects can be sorted and described by the
properties of the materials from which they are
made. Some of the properties can include color,
size, and texture.
Objects can be sorted and described by the
properties of the materials from which they are
made. Some of the properties can include color, size,
and texture. Other properties to explore include
odor, shape, and flexibility. Temperature
observations must be limited to descriptors such as
hot, warm, and cold. Weight observations: heavy or
light. Familiar objects from home, the classroom or
the natural environment must be explored and
investigated.
Note: Using the sense of taste should be
prohibited in the classroom. Discussions of taste
can be limited to experiences outside the
classroom.
Academic Vocabulary
● Senses: see, hear, smell,
What are the 5
senses?
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What are objects
made of?
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What can you tell
about objects?
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How can you sort
objects?
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(Knowledge/Recall) Use observable (touch, see, hear,
smell) information to categorize items by creating a
system of organization (e.g., objects can be identified
by color, shape, texture, and smell).
(Reasoning/Interpreting/Communicating) Create a
visual representation of various objects and present
findings orally.
(Performance/Demonstrate) Use simple tools to
extend the system created for classification (e.g.,
classification based on length or weight, details
observed with magnification or through a telescope).
(Product/Design/Engineer) Evaluate the design of an
object and attribute its construction to its function
(e.g. the wheel and axle for a toy car allows it to move,
the separate and bendable straw makes a broom able
to sweep; narrow tubing for drinking straws enables
liquid to flow).
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taste, touch
Wood
Plastic
Metal
Glass
Size
Shape
Describe
Compare
Alike
Same
Different
Sort
Property
Attributes
Texture
Color
Temperature
Odor
Flexibility
Weight
Soft
Hard
Heavy
Light
Big, bigger, biggest
Small, smaller, smallest
Big Idea: Sound produced by objects varies depending on the properties of the objects.
Prior Knowledge (base knowledge)
Grade K
Future Application of these concepts
Pre-K:
this unit
Grades 1-2: Exploring sound provides an experiential basis for the concepts of
motion and energy. A variety of motions is explored. Forces are needed to change
the motion of objects.
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Enduring Understandings
Content Statements
Students will know that…
Some objects and materials can be made to vibrate to
produce sound.
Sound is produced by touching, blowing or tapping
objects. The sounds that are produced vary depending
on the properties of objects. Sound is produced when
objects vibrate.
Note: Wave descriptions of sound and the
propagation of sound energy are not appropriate at this
grade.
The connection between sound energy and the vibration
of an object must be made. Vibrations can be made
visible when water splashes from a cymbal or triangle
placed in water or rice vibrates on top of a banging
drum.
The concepts of pitch (low vs. high notes) and loudness
are introduced. The pitch of sound can be changed by
changing how fast an object vibrates. Objects that
vibrate slowly produce low pitches; objects that vibrate
quickly produce high pitches. Sound must be
experienced, investigated and explored through
observations and experimentation. Standard, virtual and
student-constructed instruments must be used to
explore sound.
Essential
Questions
What are the
different sounds
that objects can
make?
How can an
object be
changed to make
a different
sound?
Student Inquiry and Application
Students will understand and demonstrate…
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How is sound
made?
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(Knowledge/Recall) ) Investigate sounds made with
homemade instruments. Identify three ways to make
sounds from objects.
Investigating how the stretch of a plucked rubber band
affects the sound. Recall that objects that vibrate quickly
produce high notes and objects that vibrate slowly
produce low notes.
(Reasoning/Interpreting/Communicating) Investigate
sounds made with homemade instruments. Compare
different ways to make loud and soft sounds by tapping,
blowing or plucking objects.
Investigating how the stretch of a plucked rubber band
affects the sound. Use graphics (e.g. digital photographs
virtually composed graphics) to represent the observations
from the experiment. Compare the notes made from
rubber bands that are stretched different amounts.
Compare the relative speed of vibration (faster/slower) to
the pitch (higher/lower notes) of the sound produced.
(Performance/Demonstrate) Investigate sounds made
with homemade instruments. Experiment to determine
how many different ways sounds can be made from an
object (e.g., horn, cymbals, rubber band, guitar, plastic
bottle).
Investigating how the stretch of a plucked rubber band
affects the sound. Use questions to investigate and
experiment pitch: Ask: how are pitch (higher and lower
notes) and vibration changed as a rubber band is stretched
further and further?
(Product/Design/Engineer) ) Investigate sounds made
with homemade instruments. Design and make an
instrument that can make different sounds by tapping,
plucking or blowing. Give suggestions to other students
about how their instruments may make different types of
sounds.
Academic
Vocabulary
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Vibrate
Pitch
Soft
Loud
Sound
Resources:
● Sound shakers (teacher made): Fill 12 or more small boxes or plastic eggs with small items such as paper clips, rice, pebbles, pennies, and marbles. Each
box should have a "partner" with the exact same items in it. Children can shake the boxes or eggs and listen carefully to find each egg's partner. If
possible, find another material for the box or a larger egg (more space) and see if the sound is different using the same objects.
● Sound Shakers (student made): paper plates, staplers, kidney beans, pasta, cotton balls, rice, pennies, small paper clips, pebbles, or marbles. Invite
each child to decorate the backs of two plates and create sound shakers. Staple students’ sets of plates together, leaving a 2-in opening for inserting
small items. Encourage students to test their sound shakers. Compare sounds from different shakers. Which items in the shakers produce the loudest,
softest, highest, and lowest sounds?
● Music tie-in: Work with music teacher to have students explore instruments and the different sounds that are made. Good place to explore ‘pitch’.
Demonstrations with different tuning forks and a bowl of water can show students how the energy changes from one length of tuning fork to another.
Also, different energy levels based on how hard the tuning fork is struck (strong strike against the table results in a bigger splash of water out of the
bowl).
● Student made Instruments: students can make instruments that make sound by tapping on it, plucking something on it, shaking it, or blowing into it.
http://www.makingfriends.com/musical_instruments.htm
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Math tie in: Students can make patterns of sound beats as they explore their sound-making devices.
BrainPop “Sound” Movie : http://www.brainpopjr.com/science/energy/sound/ (Need subscription to view)
BrainPop – Sound Using Cups of Water Activity: http://www.brainpopjr.com/science/energy/sound/activity/ (You don’t need subscription to view/print
the activity.)
BrainPop – Write About It – Sound in a Concert (cooperative writing or independent writing
activityhttp://www.brainpopjr.com/science/energy/sound/writeaboutit/ (You don’t need subscription to view/print the prompt.)