Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Unit 7: Using Objects and Materials
Kindergarten Science
Unit Overview
The focus of learning for this spiraling unit involves students investigating how the properties of objects and materials make them useful. It is
essential that students be given hands-on opportunities to investigate the properties of objects and materials using scientific tools and
instruments including hand lenses, magnets, and balance scales (or pan scales). Students should use these observations to describe how the
properties of objects and materials make them useful.
In unit 2 and 4 of this school year, students learned about using their senses to make observations of objects and materials. Prior knowledge
should include an ability to describe the size, weight, color, texture, and felxibility of objects and materials. Students should also demonstrate an
ability to identify objects that float, sink, or are magentic. This current unit of instruction serves to reinforce students understanding of properties
of objects by helping them make connections between the properties of objects/materials and their usefulness in our daily lives.
The focus of learning in this current unit of instruction is on students identifying how objects and materials can be useful in our daily lives, and
wether these objects and materials are natrual or human-made. Students who demonstrate mastery of this unit will be able to construct
explanations (writen and oral) of how the properties of specific objects/materials make them useful and to classify objects as natural or humanmade.
Instruction should require students to be actively engaged in observing a variety of objects and materials to identify their properties and
determining how these properties make objects/materials useful. This could include, but is not limited to, having students choose the best type
of paper from a variety of types (such as tissue, cardboard, printer, or construction paper) to construct a tower. Students could also determine
which shape of wood would be best suited for ballancing a specific object. Studnets can investgate using magnets to find hidden objects or
objects that are located in hard to reach places.
The timing of this unit could provide opportunities for students to investigate different types of material to determine which would be best suited
for keeping warm or dry in the winter. The Valetine’s Day Mailbox Engineering Challenge (ACPSD Science Resources Unit 7) could be
implemented towards the end of this unit to reinforce student learning and provide formative assessment data.
While instructional opportunities must actively engage students in making observations, comparing properties, organizing data, and designing
solutions, mastery of learning is demonstrated through explanations. It is essential that students be required to construct explanations that
demonstrate how the properties of an object are directly related to the usefulness of the object. This must include students identifying specific
properties of an object that are beneficial for a specific use, but should also include students explaining which properties are not beneficial for a
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
specific use or why an object is not best suited for a specific use. Students should use words such as stronger, harder, heavier, more flexible,
lighter, softer, thinner, or thicker when comparing the attributes of multiple objects and materials.
In quarter three math students will continue working with sorting and representing data in object and pictures graphs. Additionally, quarter three
math includes students investigating the measurable attributes of length and weight. This provides opportunities for students to esxperience
integrated math and science. Green italized font included in the Know-Understand-Do (KUD) section of this document indicate occasions where
math standards can and should be integrated.
Integration of ELA standards for this includes having students use words and pictures to describe how properties of objects/materials make them
useful (W.2.1). This should include having students create and label models that demonstrate the relationship between properties of
objects/materials and their usefulness, and crafting sentences to describe this phenomenon. These models and sentences could be used to
support students’ ability to make connections between illustrations and text (RL.6.1). As with instruction of all science content, students should be
provided with opportunities to act like scientists. This includes encouraging students to extend their learning by asking and answering their own
questions, developing and using models, conducting structured investigations, analyzing and interpreting data, using mathematics and
computational thinking, engaging in argument from evidence, obtaining, evaluating, and communicating information, constructing explanations,
and designing solutions.
2014 SC Academic Standards
K.P.4: The student will demonstrate an understanding of the observable properties of matter.
Targeted Learning Indicators
K.P.4A.3: Conduct structured investigations to answer questions about which materials have the properties that are best suited to solve a
problem or need.
Recurring Learning Indicators
K.L.2A.4: Analyze and interpret data to describe how humans use their senses to learn about the world around them.
K.P.4A.1: Analyze and interpret data to compare the qualitative properties of objects (such as size, shape, color, texture, weight, flexibility,
attraction to magnets, or ability to sink or float) and classify objects based on similar properties.
K.P.4A.2: Develop and use models to describe and compare the properties of different materials (including wood, plastic, metal, cloth, and paper)
and classify materials by their observable properties, by their uses, and by whether they are natural or human-made.
What students must know, understand, and do
Know
Understand
Do
 Tasting in science should only Clear directions for a scientific investigation may include instructions
 Use scientific tools (hand lenses,
be done with the permission to:
magnets, balance scales/pan
 Develop a testable question.
scales) to make observations.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0






of the teacher under
controlled conditions.
There are five senses, each
with specific parts of the
body (sensory organs)
responsible for each of the
five senses.
Eyes: The sensory organs that
see.
o They take in information
(for example, shapes,
colors, size or movements)
about the world.
Nose: The sensory organ that
smells odors and is a big part
of why a person is able to
taste things.
Ears: The sensory organs that
collect sounds.
o The part of the ear that
can be seen collects the
sounds a person hears.
o There are other parts
inside that help with
hearing.
Tongue: The sensory organ
responsible for taste.
Skin: The sensory organ that
is responsible for the sense of
touch (including shape,
texture, and hardness).





Predict possible outcomes.
Identify appropriate tools, instruments, materials, and procedures.
Make quantitative observations (see K.P.4A.1).
Record and represent data and observations
Communicate observations (for example through verbal discussion,
pictures, diagrams, note-booking, etc.)
To make a prediction:
 Make observations and think about what is known about the object
or event.
 Tell what will happen next.
 For example, using processes described above, have students
determine which material would best keep your head dry when it is
raining outside (i.e. size, shape, and composition).
The following is information that was presented to students in Unit 2
and 4 of this school year. This knowledge serves as a foundation for
learning in this current unit and students should apply this prior
knowledge as they conduct structured investigations on using objects
and materials.
 Making observations is a way of learning about the world around us.
 A scientific observation is one that anyone can make and the result
will always be the same.
o Example: the plant is green, has three leaves, and feels smooth.
 An observation that is not scientific, or an opinion, is one that not
everyone may agree on.
o Example: the flower is pretty.
 Observing helps to find out about objects (their characteristics,
properties, differences, similarities) and events (what comes first or
last, or what is happening at a particular moment).
 Conduct structured investigations
to determine which properties of
an object are best suited for a
specific purpose. (K.MDA.1)
 Construct explanations to describe
why the properties of a given
object make it useful (W.2.1).
 Compare the properties of various
objects to identify the most useful
object for a given purpose.
 Compare different types of paper
(or wood, plastic, or metal) to
determine which would be best
suited for a given purpose.
 Construct explanations to describe
how magnets can be used to
retrieve metal objects (W.2.1).
 Develop models (object and
picture graphs) to organize and
display data from observations.
(K.MDA.4)
 Develop and label models to
demonstrate the relationship
between the properties of objects
and materials and their usefulness
(RL.6.1)
 Construct explanations to compare
the relative weight and length of
objects. (K.MDA.2) (W.2.1)
 Conduct structured investigations
to describe and compare the
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0




o It covers and protects
everything inside the body.
o The skin holds everything
together.
o It also helps keep the body
at just the right
temperature.
Qualitative (observable)
properties are properties that
can be distinguished through
observing with the senses.
Materials can be natural (e.g.,
sticks or twigs) or humanmade (e.g., plastic bottles).
Materials have a variety of
uses (e.g., wood---furniture,
toys, pencils)
Domain specific vocabulary.
 Observing does not mean just looking at something. It involves the
use of one or more of the five senses.
 Objects are made of different materials.
 Different materials have different properties.
 Properties that can be used to describe, compare, and classify
objects are size, shape, color, texture, weight, flexibility, attraction
to magnets, or the ability to sink or float in water.
 Size: Objects can be classified by size when compared with other
objects.
 Shape: Objects can be classified according to their basic shape
including triangle, rectangle, circle, hexagon, and square.
 Color: Objects can be classified by their color.
 Texture: Describes the way something feels to the touch. Examples
of texture words include soft, hard, rough, and smooth.
 Weight: At this level, students can compare the weight (quantity of
mass) of one object to another by using a pan balance
o They are not required to actually measure the weight of the
objects, but can explain that one object is heavier/lighter than
another.
 Flexibility: the ability of an object to bend, especially without
breaking.
o Objects can be classified by their flexibility.
 Magnetic attraction
o Magnets are attracted to objects that contain iron.
o Magnets ARE NOT attracted to all metallic-looking objects.
o Objects can be classified as magnetic or not magnetic based on
whether or not a magnet is attracted (sticks) to it.
 Sinking: when an object placed in a liquid stays near the bottom of
the liquid.
 Floating: when an object placed in a liquid stays near the top of the
liquid.
properties (size, shape, color,
weight, texture, flexibility,
attraction to magnets, and ability
to sink or float) of objects and
materials including wood, plastic,
metal, cloth, and paper.
 Use mathematical (graphs/charts)
thinking to collect, organize, and
analyze observations of
objects/materials. K.MDA.4
NOTE TO TEACHER: This may be an
appropriate opportunity for students
to sort and classify data into 2 or 3
categories with data not to exceed 20
items in each category.
 Analyze and interpret data from
observations of properties to
describe, compare, or classify
objects/ materials. K.MDA.4
 Develop and use models (drawings
and graphic organizers) to
describe, compare, and classify
objects/materials based on
observed properties.
 Engage in scientific argument
using evidence to describe how
the properties of objects or
materials make them useful.
 Read about, write about, and
discuss properties of objects and
materials.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
 Materials from which objects are made can include wood, plastic,
 Ask questions about the properties
metal, cloth, and paper.
of objects/materials.
 Similarities and differences between these materials can be made
based on their properties, uses, and how they are made (i.e. made
naturally or made by humans).
SCIENTIFIC TOOLS used to describe observable properties include a
hand lens, a balance, and magnets.
Enduring Understanding
Overarching Essential Questions
Different properties of objects are suited for different
The overarching questions are based on the targeted learning indicators for this
purposes.
unit. Students should be able to answer these questions by the end of this
instructional unit.
testable
prediction
tools
record
question
outcomes
instrument
represent
materials
shape
magnetic
magnifying lens
hexagon
charts
metal
models
objects
color
float
triangle
circle
wood
paper
classify
Overarching Questions:
What properties of objects and materials make them useful?
Domain - Specific Vocabulary
scientific
predict
data
test
procedures
quantitative
communicate
Recurring Domain-Specific Vocabulary
properties
size
texture
weight
sink
observe
rectangle
square
data
graphs
plastic
cloth
natural
human-made
investigation
patterns
Cross Cutting Concepts (CCCs)
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the
boundaries of disciplines and serve to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs
should not be isolated, but rather teachers must plan to include intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Objects can be classified based on the patterns of their properties.
Structure and Function: The properties of objects and materials make them useful for different purposes.
* Other CCCs are intentionally omitted from this unit.
Resources
Content Resources:
Valentine Mailbox Engineering Challenge (ACPSD Curriculum Map resource)
Paper Building Blocks (recommended use with a variety of types of paper)
Building with Paper (recommended use with a variety of types of paper)
Literature:
Granowsky, A. (2001). Big and Small. Connecticut: Copper Beech Books.
ISBN 0-7613-2457-7
This book explains “big” and “small” and give examples.
Granowsky, A. (2001). Colors. Connecticut: Copper Beech Books.
ISBN 0-7613-2458-5
Colors are taught through pictures and text.
Granowsky, A. (2001). Shapes. Connecticut: Copper Beech Books.
ISBN 0-7613-2462-3
Shapes are described and examples shown.
Hoban, T. (1984). Is it Rough? Is it Smooth? Is it Shiny? New York: Greenwillow Books.
ISBN 0-688-03823-9
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Reidy, H. (2005). All Sorts of Shapes. Minnesota: Picture Window Books.
ISBN 1-40481-061-7
Compares a variety of objects to others with the same shape, such as bubbles and scoops of ice cream, bricks and ice cubes, and bicycle wheels
and pizza.
Sargent, B. (2005). How Heavy is It? New York: Children’s Press.
ISBN 0-516-25368-9
Lexile Level 480
This book explains how much things weigh.
Career Connections
Scientist
A person who uses specific practices and systems to study the world around us. There are many different kinds of scientists that specialize in a
specific field such as environmental, chemical, biological, or physical science.
Engineer
A person who uses specific practices and systems to design solutions and devices to solve problems. There are many different kinds of
engineers that specialize in specific fields such as electrical, biological, and mechanical engineering.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.