SALLIE B HOWARD SCHOOL
Science – Grade K
Instructional Guide
TIME FRAME: FIRST GRADING PERIOD
SCOS GOALS AND OBJECTIVES
COMPETENCY GOAL 2: The learner
will make observations and build an
understanding of weather concepts.
2.01 Observe and report daily weather
changes throughout the year.
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
ESSENTIAL TASKS, STRATEGIES, PROJECTS,
CONNECTIONS
Investigable Questions:
1. Does the amount of salt have an effect
on how fast ice will melt?
2. What affect does temperature have on
the type of participation we get?
3. What affect does the weather have on
what we wear?
4. How does the change in force and
direction of the wind affect objects?
Essential Questions:
 How does weather change from day to
day?
http://www.ncpublicschools.org/curriculum/science/
units/elementary/
Benchmarks:
 Students will be able to describe
weather changes from one day to the
next.
Activities:
1. Look outside and tell the weather conditions
each day (cloudy, sunny, rainy)
2. Record data on a chart, table, or graph
3. Compare weather conditions today to
previously recorded conditions
4. Tally the number of days for each type of
weather.
Vocabulary: weather, cloudy, rainy, sunny, snowy,
2.02 Identify different weather features
including:
 Precipitation.
 Wind.
 Temperature.
 Cloud cover.
Essential Questions:
 What are the characteristics of different Activities:
1. Identify the current type of weather.
weather features?
2. Describe the characteristics of the current
season.
Benchmarks:
3. Predict changes as new seasons approach with
 Students will be able to identify
drawings
precipitation, wind temperature, and
4. Introduce the concept of a rain gauge and
cloud cover.
1
thermometer (4.02)
5. Include daily weather symbol in journal pages
Vocabulary: cloudy, windy, sunny, rainy, snowy,
temperature, hot, warm, cool, cold, thermometer, rain
gauge
2.03 Identify types of precipitation,
changes in wind, force, direction and sky
conditions.
Essential Questions:
 What are the different types of
precipitation?
Benchmarks:
 Students will be able to name types of
precipitation.
COMPETENCY GOAL 3: The learner Investigable Questions:
http://www.ncpublicschools.org/curriculum/science/
1. What will happen to an egg in soda
will make observations and build an
units/elementary/
and an egg in water?
understanding of the properties of
2. How many spoonfuls of water will a
common objects.
sponge hold before it drips?
3. Does size determine if an object will
sink or float?
4. Will a golf ball bounce higher on a
hard or soft surface?
3.02 Develop and use a vocabulary
Essential Questions:
associated with the properties of
 How can objects be described using the Activities:
materials:
1. Describe and sort various objects using their
five senses?
 Color.
senses
 Size.
2. Identify objects by color
Benchmarks:
 Shape.
3. Identify objects by size
 Students will describe and sort objects
 Texture.
4. Identify objects by shape
using their five senses.
3.03 Describe how objects look, feel,
5. Identify objects by texture
smell, taste, and sound using their own
6. Create sensory stations for students to rotate
senses.
through to examine objects by sight, smell,
3.04 Observe that objects can be described
taste, sound, feel
2
and sorted by their properties
7. Given properties of an object predict what the
object is (mystery in a bag)
8. Identify the five senses and correctly match to
the appropriate body part
9. Identify which sense would be used to describe
a particular object
10. Chose an object and write a description of the
object using the five senses
11. Sort various objects by their properties
2.03-H Recognize and describe the
meanings of traffic signs and signals.
Vocabulary: sight, sound, hearing, smell, odor, taste,
sweet, sour, salty
COMPETENCY GOAL 4: The learner
will use appropriate tools and
measurements to increase their ability
to describe their world.
4.02 Observe and describe how various
tools and units of measure are useful:
 Scissors.
 Pencils.
 Crayons.
 Paper clips.
 Hammers.
Investigable Questions:
1. Who is the tallest person in our room?
2. Using units of non conventional
measurement, who has the longest
foot?
Essential Questions:
 How are tools useful?
 What are the uses of various tools?
Benchmarks:
 Students will use tools properly.
 Students will be able to match tools
with their use.
http://www.ncpublicschools.org/curriculum/science/
units/elementary/
Activities:
1. Practice using various tools
2. Match tools with their uses
3. Describe tools used in the classroom and their
function
4. Use paperclips and crayons for nonstandard
measurement
5. Model how to perform different task without
using these tools to show their usefulness
Vocabulary: scissors, pencils, crayons, paperclips,
hammers, tools, measure, useful
TIME FRAME: SECOND GRADING PERIOD
SCOS GOALS AND OBJECTIVES
ESSENTIAL QUESTIONS, BENCHMARKS, AND
ESSENTIAL TASKS, STRATEGIES, PROJECTS,
3
COMPETENCY GOAL 1: The learner
will make observations and build an
understanding of similarities and
differences in animals.
1.02 Observe how animals interact with
their surroundings.
SKILLS
CONNECTIONS
Investigable Questions:
1. What effect does the placement of
seed in the feeder have on the birds?
2. How does the behavior of the goldfish
change if new objects are placed in its
bowl?
3. What is the behavior of a worm when
it is placed on the surface of a
container of soil?
Essential Questions:
 How do an animal’s surroundings
affect its behavior?
 Does an animal’s behavior change if
you change its surroundings?
Benchmarks:
http://www.ncpublicschools.org/curriculum/science
/units/elementary/
Activities:
1. Identify animals living environments as land,
air, water
2. Show and tell pet day
3. Sort animals by their habitats
4. Describe and compare various animals living
in the same habitat
5. Go on a nature walk and observe animals in
your local community.
6. Observe interactions between animals and their
surroundings (food, shelter, and protective
skills)
7. Animal matching of animal to habitats
Vocabulary: habitat, shelter, interact, environment,
surroundings, protection
1.03 Observe the behaviors of several
common animals.
Essential Questions:
 What are some of the behaviors of
animals seen in our school yard?
Benchmarks:
Activities:
1. Observe and discuss behaviors of animals
maintained in the classroom (fish, crayfish, butterflies,
tadpoles)
2. Identify basic behaviors of animals from your
environment (eating, sleeping, movement)
3. Sort animals behaviors by one attribute
4
4. Write one sentence and illustrate to tell about a
particular animal behavior
Vocabulary: animal behaviors, hibernation,
movement
1.04 Demonstrate how to care for a
variety of animals.
2.02-H Demonstrate proper technique for
brushing teeth and summarize reasons for
not sharing a toothbrush.
4.03-H Identify foods and beverages that
are healthy choices for teeth and bones.
Essential Questions:
 What are the needs of the animals in
our classroom / home?
Benchmarks:
 Students will describe how to care for
animals.
Activities:
1. List needs of classroom pets
2. List needs of home pets
3. Compare the needs of home and classroom
pets
4. Identify different types of foods that pets eat
5. Demonstrate proper care for a classroom pet
through role playing
6. Illustrate and write a sentence to tell how you
care for your pet at home.
7. Share weekend responsibilities of caring for a
class pet
Vocabulary: shelter
COMPETENCY GOAL 2: The learner
will make observations and build an
understanding of weather concepts.
Investigable Questions:
http://www.ncpublicschools.org/curriculum/science
1. Does the amount of salt have
/units/elementary/
an effect on how fast ice will
melt?
2. What affect does temperature
have on the type of
participation we get?
3. What affect does the weather
have on what we wear?
4. How does the change in force
and direction of the wind affect
objects?
5
2.04 Observe and determine the effects of
weather on human activities.
Essential Questions:
 How does weather affect what we do?
 What affect does the weather have on
what we wear?
Benchmarks:
 Students will be able to match
appropriate activities depending on the
weather conditions.
 Students will be able to sort clothing to
the weather condition.
Activities:
1. Identify human activities for current season
using pictures
2. Describe and classify activities according to
weather conditions (rainy, windy, snowy)
3. Students match appropriate clothing to the
current season
4. Create and appropriately dress figures for the
season.
5. Create collage of pictures from magazines that
illustrate the current season
6. Draw an outdoor scene with appropriate
actions to illustrate the current season
7. Identify human activities for current season
using pictures
8. Describe and classify activities according to
weather conditions (rainy, windy, snowy)
9. Students match appropriate clothing to the
current season
10. Create and appropriately dress figures for the
season.
11. Create collage of pictures from magazines that
illustrate the current season
12. Draw an outdoor scene with appropriate
actions to illustrate the current season
Vocabulary: winter
1.
Vocabulary: autumn, fall
COMPETENCY GOAL 3: The learner
will make observations and build an
understanding of the properties of
common objects.
Investigable Questions:
1. What will happen to an egg in soda
and an egg in water?
2. How many spoonfuls of water will a
6
sponge hold before it drips?
3. Does size determine if an object will
sink or float?
4. Will a golf ball bounce higher on a
hard or soft surface?
3.01 Observe and describe the properties
Essential Questions:
of different kinds of objects (clay, wood,
 What are the properties of various
cloth, paper, other) and how they are used.
objects?
 What are some of the uses of various
objects?
Benchmarks:
 Students will be able to give the
physical properties of various objects.
 Students will be able to give uses for
various objects.
COMPETENCY GOAL 4: The learner
will use appropriate tools and
measurements to increase their ability
to describe their world.
4.03 Use nonstandard units of measure to
describe and compare objects.
Investigable Questions:
1. Who is the tallest person in our room?
2. Using units of non conventional
measurement, who has the longest
foot?
Essential Questions:
 How can objects be compared and
described using nonstandard units of
measurement?
Benchmarks:
 Students will compare objects using
nonstandard units of measure.
Activities:
1. List various properties of different objects
(size, color, shape, texture)
2. List uses for various objects
3. Compare two objects by a particular property.
4. Describe objects in terms of the materials they
are made of (clay, metal, cloth, paper, etc.)
5. Sort a group of objects based on a particular
property
Vocabulary: texture, color, size, large, medium,
small, rough. smooth, shape
http://www.ncpublicschools.org/curriculum/science
/units/elementary/
Activities:
1. Compare various objects using nonstandard
units of measure
2. Take and record various objects
3. Use a nonstandard unit of measure to measure
two or more objects and tell how they compare
to each other
4. Identify various nonstandard units for length,
weight, and capacity
5. Predict nonstandard measurements of various
objects
7
Vocabulary: nonstandard units of measure, compare
TIME FRAME: THIRD GRADING PERIOD
SCOS GOALS AND OBJECTIVES
COMPETENCY GOAL 1: The learner
will make observations and build an
understanding of similarities and
differences in animals.
1.01 Observe and describe the similarities
and differences among animals including:
 Structure.
 Growth.
 Changes.
 Movement.
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
ESSENTIAL TASKS, STRATEGIES, PROJECTS,
CONNECTIONS
Investigable Questions:
1. What effect does the
placement of seed in the feeder
have on the birds?
2. How does the behavior of the
goldfish change if new objects
are placed in its bowl?
3. What is the behavior of a
worm when it is placed on the
surface of a container of soil?
Essential Questions:
 How can animals be grouped?
http://www.ncpublicschools.org/curriculum/science/
units/elementary/
Benchmarks:
 Students will be able to group by
similarities and differences.
Activities:
1. Identify major structures of animals (head,
body, wings, legs, etc.)
2. Observe and sort animals by one attribute
3. Create circle maps about various animals to
include body type, movement, changes, and
characteristics
4. Make clay animals with appropriate body
structure
5. Go on a nature hunt and identify animals that
are similar
6. Class pet observation
7. Observe, describe, and sequence how animals
grow and change
8. Tell how animals are alike and different
9. Compare two animals using structure,
movement, growth and changes
Vocabulary: fly, walk, jump, similar, different,
growth, change, movement, structure, antennae, wings
8
COMPETENCY GOAL 2: The learner
will make observations and build an
understanding of weather concepts.
2.03 Identify types of precipitation,
changes in wind, force, direction and sky
conditions.
COMPETENCY GOAL 4: The learner
will use appropriate tools and
measurements to increase their ability
to describe their world.
4.01 Describe how tools can be used to
make comparisons.
Investigable Questions:
1. Does the amount of salt have an effect
on how fast ice will melt?
2. What affect does temperature have on
the type of participation we get?
3. What affect does the weather have on
what we wear?
4. How does the change in force and
direction of the wind affect objects?
Essential Questions:
 How does the change in force and
direction of the wind affect objects?
 How does the sky change with
different weather conditions?
Benchmarks:
 The students will be able to determine
the direction on the wind using a wind
sock.
 Students will be able to show the
changes in sky conditions over a period
of time.
Investigable Questions:
1. Who is the tallest person in our room?
2. Using units of non conventional
measurement, who has the longest
foot?
Essential Questions:
 What tools would be used to measure
long objects? Short objects?
http://www.ncpublicschools.org/curriculum/science/
units/elementary/
Activities:
1. Identify different types of precipitation
2. Identify changes in the wind
3. Identify wind direction and the degree of force
4. Record a daily log of types of precipitation and
wind direction
5. Match types of precipitation with the correct
season in which it typically appears
Vocabulary: rain, sleet, snow, thunderstorm, tornado,
hurricanes
http://www.ncpublicschools.org/curriculum/science/
units/elementary/
Activities:
1. Select the best tools to measure particular
9
 How can we use tools to measure
objects of different size?
Benchmarks:
 Students will be able to select the best
tool for measuring different objects.
2.
3.
4.
5.
6.
7.
objects
Identify tools used at home and school
List the ways in which you can use tools to
make comparisons
Demonstrate how tools can be used as a
nonstandard unit to make comparisons
Use simple tools as nonstandard units
Make comparisons between various objects by
using nonstandard units
Use a tool and compare how it effects different
objects (scissors cut paper, but not wood)
Vocabulary: nonstandard units, measure
TIME FRAME: FOURTH GRADING PERIOD
SCOS GOALS AND OBJECTIVES
ESSENTIAL QUESTIONS, BENCHMARKS, AND
SKILLS
4.04 Demonstrate the use of standard units Essential Questions:
of measure and compare with nonstandard
 How can objects be compared and
units of measure. (Teacher demonstration)
described using standard units of
measurement?
Benchmarks:
ESSENTIAL TASKS, STRATEGIES, PROJECTS,
CONNECTIONS
Activities:
1. After watching the teacher measure the same
object with several nonstandard units of
measure and a standard unit of measure, tell
how the standard unit is more consistent
2. Determine appropriate tools needed to measure
length, weight, and capacity
3. Predict and measure various objects
Vocabulary: standard units of measure
4.05 Demonstrate that standard units of
measure produce more consistent results
than nonstandard units, allowing
information to be shared.(Teacher
Essential Questions:
 Do standard units of measurement
produce more consistent results than
nonstandard units of measure?
Activities:
1. After watching the teacher measure the same
object with several nonstandard units of
10
demonstration)
Benchmarks:
 Students will compare objects using
standard and nonstandard units of
measure.
measure and a standard unit of measure,
compare the process and results
2. Recognize standard units of measure
3. Describe which unit of measure is more
dependable in accurately measuring objects
4. Measure objects with nonstandard and
standard units and compare them to see the
usefulness of standard units
Vocabulary: accuracy, consistency
COMPETENCY GOAL 1: The learner
will make observations and build an
understanding of similarities and
differences in animals.
1.05 Observe the similarities of humans to
other animals including:
 Basic needs.
 Growth and change.
 Movement.
6.01-H Demonstrate non-locomotor
movements using different parts of the
body.
6.02-H Demonstrate a variety of beginner
locomotor and combination skills in a
movement pattern.
6.04-H Demonstrate rolling movements.
7.01-H Identify fundamental movement
patterns.
Investigable Questions:
1. What effect does the placement of
seed in the feeder have on the birds?
2. How does the behavior of the goldfish
change if new objects are placed in its
bowl?
3. What is the behavior of a worm when
it is placed on the surface of a
container of soil?
Essential Questions:
 How are our basic needs similar to
other animals?
 How does our growth compare to other
animals?
 Is the way we move the same as other
animals?
Benchmarks:
 Students will be able to describe the
basic needs that are the same between
humans and other animals.
 Students will be able to compare how
we move with other animals.
http://www.ncpublicschools.org/curriculum/science
/units/elementary/
Activities:
1. Compare the basic needs of animals and
humans (food, water, shelter)
2. Observe human baby pictures and human adult
pictures
3. Observe various baby animal pictures and
various adult animal pictures
4. Compare the movement of animals and
humans
5. Chart the growth of various animals and
compare it to the growth of humans.
6. Using venn diagrams, compare how we move
and how other animals can move
11
7. After seeing how various animals grow and
change, tell how this is similar and/or different
from humans
8. Sequence the growth pattern of animals and of
humans over time
Vocabulary: growth, change, movement
Vocabulary: changes, metamorphosis
COMPETENCY GOAL 2: The learner
will make observations and build an
understanding of weather concepts.
2.05 Use common tools to measure
weather.
Investigable Questions:
1. Does the amount of salt have an effect
on how fast ice will melt?
2. What affect does temperature have on
the type of participation we get?
3. What affect does the weather have on
what we wear?
4. How does the change in force and
direction of the wind affect objects?
Essential Questions:
 What kinds of tools are used to
measure the weather?
Benchmarks:
 Students will be able to name the tool
used to measure the various aspects of
weather.
 Students will be able to make various
weather measurement tools.
 Students will be able to use various
weather tools.
http://www.ncpublicschools.org/curriculum/science
/units/elementary/
Activities:
1. Identify tools to measure weather: pinwheels,
weather vanes, wind socks, rain gauges,
thermometers
2. Describe the function of these tools
3. Make simple measurement tools: rain gauges
from drink bottles, wind socks and pinwheels
from paper
4. Measure and record weather conditions each
day using thermometers, rain gauges, wind
vanes
5. Include in your daily journal entries a report of
the weather
Vocabulary: thermometer, rain gauge, wind vane
12
COMPETENCY GOAL 3: The learner
will make observations and build an
understanding of the properties of
common objects.
3.05 Identify some common objects and
organisms that are considered to be
natural resources in our world.
Investigable Questions:
1. What will happen to an egg in soda
and an egg in water?
2. How many spoonfuls of water will a
sponge hold before it drips?
3. Does size determine if an object will
sink or float?
4. Will a golf ball bounce higher on a
hard or soft surface?
Essential Questions:
 What makes something a natural
resource?
 What are some of our natural
resources?
Benchmarks:
 Students will be able to name common
natural resources.
http://www.ncpublicschools.org/curriculum/science
/units/elementary/
Activities:
1. Name common natural resources such as
water, air, land, plant
2. Identify the purpose of natural resources
 Water for drinking, washing, cooking,
swimming
 Air for breathing, flying kites, air conditioning
 Land for animals, growing plants
 Plants for eating, wood, decoration
3. Sort natural resources and man made resources
Vocabulary: natural resources, man made resources
13
Internet Sites:
www.zoobooks.com
www.gotpetsonline.com
www.animaldiscovery.com
www.oaklandzoo.org
www.science.mmhschool.com
www.timeforkids.com
www.carolina.com
www.weather.com
www.wral.com
www.unitedstreaming.com (search for different themes or vocabulary terms)
http://www.internet4classrooms.com/science_elem.htm#plants
http://atozteacherstuff.com/Themes/Plants
http://www.urbanext.uiuc.edu/gpe/case1/html
http://netvet.wust1.edu/ssi/htm
http://www.ncsu.edu/sciencejunction/terminal/imse/lowres/4/elementaryEd.htm
http://www.internet4classrooms.com/science_elem.htm#animals
www.fossweb.com
www.brainpop.com
www.howstuffworks.com
www.nasa.gov
www.ccsdschools.com
http://www.internet4classrooms.com/science_elem.htm#plants
www.csun.edu/science/ref/games/
http://www.science-teachers.com/
www.proteacher.com/110000.shtml
http://kidsource.com/kidsource/content/science.shoestring.html
http://www.exploratorium.edu/index.html
http://www.science-house.org
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