Standards Curriculum Map
Bourbon County Schools
Level: Kindergarten
Grade and/or Course: Science
Updated: June, 2015
Days
Unit/Topic
Classifying
organisms,
basic needs
of
organisms,
life cycles
e.g. = Example only
Standards
Activities
Learning Targets (“I
Can” Statements)
Vocabulary
*Bolded words
K-LS1-1. Use observations to
describe patterns of what plants and
animals (including humans) need to
survive. [Clarification Statement: Examples of
patterns could include that animals need to take in
food but plants do not; the different kinds of food
needed by different types of animals; the requirement
of plants to have light; and that all living things need
water.]
Unit 1 (week 2)
Unit 2 (week 3)
Unit 5
Unit 7
K-ESS2-2. Construct an argument
supported by evidence for how
plants and animals (including
humans) can change the
environment to meet their needs.
[Clarification Statement: Examples of plants and
animals changing their environment could include a
squirrel digs in the ground to hide its food and tree
roots can break concrete.]
Unit 1 (week 2)
Unit 2 (week 3)
Unit 5
Unit 7
Identify students’ basic
needs through class
discussion. Record
findings in a class
chart.
Draw a simple food
chain based on a
school lunch (e.g.,
People drink milk that
comes from cows.
Cows eat grass.
Sunlight helps grass to
grow.). Draw the food
chain on class chart.
Observe plant and
animal characteristics
to discover how these
organisms are adapted
to effectively obtain
water and food (e.g.,
ducks have webbed
feet to be good
swimmers because
they eat fish from a
pond).
embedded in
Reading Wonders
I can name the
basic needs of
plants and animals.
I can draw and
describe a simple
food chain.
I can tell how an
animal adapts to
changes in its
environment.
air, animal,
basic need,
food, living,
nonliving,
organism,
parent, plant,
water,
classify
(sort),
communicate,
observe,
order,
predict,
appearance,
behavior,
exercise
habitat, food
chain,
adapts,
migrate, wild
1
K-ESS3-1. Use a model to represent the
relationship between the needs of
different plants or animals (including
humans) and the places they live.
[Clarification Statement: Examples of relationships could
include that deer eat buds and leaves, therefore, they
usually live in forested areas, and grasses need sunlight
so they often grow in meadows. Plants, animals, and
their surroundings make up a system.]
Unit 1 (week 2)
Unit 2 (week 3)
Unit 5
Unit 7
Identify, observe,
and describe plants
and animals in
classroom aquaria or
habitats.
I can choose an
animal and build a
model habitat for it.
nature
Describe what each
organism’s basic
needs are in the
fresh water aquaria
or other classroom
pet’s habitat.
habitats of many
local plants and
animals (e.g., trees,
weeds, worms,
insects, birds found
on the playground)
to determine feeding
relationships.
Process
Identify the
organisms of a
simple food chain in
a fresh-water
aquarium
according to
environments where
they live (e.g., bear,
deer, bird in forest;
dolphin, whale,
starfish in ocean;
cow, sheep, horse on
I can sort animals
based on their
habitat.
2
farm).
variety of
local habitats and the
plants or animals
associated with
them.
I can name a plant
and animal for a
given habitat.
habitats and the
plants or animals
associated with
them.
K-ESS3-3. Communicate solutions that
will reduce the impact of humans on
the land, water, air, and/or other living
things in the local environment.*
[Clarification Statement: Examples of human impact on
the land could include cutting trees to produce paper and
using resources to produce bottles. Examples of solutions
could include reusing paper and recycling cans and
bottles.]
Units 9.3 and 10.3
connect human
impacts on the
environment. (Ex:
I can describe one
negative impact
humans have on the
environment.
The Lorax)
na
classroom or school
wide recycling
program.
impact,
negative,
recycle,
reduce, reuse,
natural
resource,
environment,
protect
I can describe ways
to help the
environment.
3
Days
Unit/Topic
Weather and
climate
Standards
K-PS3-1. Make observations to
determine the effect of sunlight on
Earth’s surface. [Clarification Statement: Examples
of Earth’s surface could include sand, soil, rocks, and
water] [Assessment Boundary: Assessment of
temperature is limited to relative measures such as
warmer/cooler.]
Calendar, Unit 6 and Unit 8.3
K-PS3-2. Use tools and materials to
design and build a structure that will
reduce the warming effect of sunlight
on an area.* [Clarification Statement: Examples of
structures could include umbrellas, canopies, and tents
that minimize the warming effect of the sun.
Activities
Use senses to
gather data about
weather.
describe different
types of weather.
Discuss the kinds
of clothing you
might wear in
different kinds of
Weather.
Explore ways we can
use materials to
decrease the
temperature of an area
from the sun.
Learning
Targets (“I Can”
Statements)
Vocabulary
I can use my senses
to describe the
weather.
day, season,
weather,
predict,
temperature,
drought,
storm, senses,
space
I can choose my
clothes based on the
weather.
I can make a
structure to shield
myself from the sun.
tools,
materials
4
K-ESS2-1. Use and share observations
of local weather conditions to describe
patterns over time. [Clarification Statement:
Examples of qualitative observations could include
descriptions of the weather (such as sunny, cloudy, rainy,
and warm); examples of quantitative observations could
include numbers of sunny, windy, and rainy days in a
month. Examples of patterns could include that it is
usually cooler in the morning than in the afternoon and
the number of sunny days versus cloudy days in different
months.] [Assessment Boundary: Assessment of
quantitative observations limited to whole numbers and
relative measures such as warmer/cooler.]
Graph weather over a
period of time several
times throughout the
year.
I can graph daily
weather and use it to
compare patterns.
patterns,
graph,
compared,
similar
Compare weather
patterns using graphing
data.
Calendar
K-ESS3-2. Ask questions to obtain
information about the purpose of
weather forecasting to prepare for, and
respond to, severe weather.* [Clarification
Discuss the importance of
school wide drills due to
severe weather.
I can show how to
stay safe during
severe weather.
safe, prepare
Sort pictures of
examples of push and
pull.
I can demonstrate a
push and a pull on an
Push, pull,
speed
transportation,
vehicle,
distance
Statement: Emphasis is on local forms of severe
weather.]
Unit 6.3
K-PS2-1. Plan and conduct an
investigation to compare the effects of
different strengths or different
directions of pushes and pulls on the
motion of an object. [Clarification Statement:
Examples of pushes or pulls could include a string
attached to an object being pulled, a person pushing an
object, a person stopping a rolling ball, and two objects
colliding and pushing on each other.] [Assessment
Boundary: Assessment is limited to different relative
strengths or different directions, but not both at the same
time. Assessment does not include non-contact pushes or
pulls such as those produced by magnets.]
Units 3.3 and 8.1
object.
Use different
materials (Ex: ball or
wagon) to show the
effects of pushes and
pulls on an object.
5
K-PS2-2. Analyze data to determine if a
design solution works as intended to
change
the speed or direction of an object with
a push or a pull.* [Clarification Statement:
Examples of problems requiring a solution could include
having a marble or other object move a certain distance,
follow a particular path, and knock down other objects.
Examples of solutions could include tools such as a ramp
to increase the speed of the object and a structure that
would cause an object such as a marble or ball to turn.]
[Assessment Boundary: Assessment does not include
friction as a mechanism for change in speed.]
Explore the effects
ramps have on the
speed of an object.
Explore ways to stop
an object in motion.
I can describe the
effect a ramp has on
an object’s speed.
I can describe ways
to stop an object.
Units 3.3 and 8.1
6
7