Science Instructional Plan
Kindergarten
2015-2016
Seminole County Public Schools
Key Changes for 2015-2016
*Resources have been reduced to just essentials. Previous Instructional Plans are still
available to teachers online for additional resources. Big Books are available for teacher
check-out through Dr Rachel Hallett-Njuguna. Page Keeley probes and Content
Literacy examples are available for teachers through the online portal. ScienceSaurus
(K-1) would need to be purchased by schools as it was not part of the district adoption
(new release)
*Units have been organized by Topic and standards have been grouped to support the
topic. In some cases, this means an overlap of content (ex. Earth Science with Physical,
Life Science with Earth, etc…)
*Separate time and units for Nature of Science have been removed. The Nature of
Science benchmarks have been incorporated within Topics for which they align.
*Each Unit is followed by an associated Scale. Each Scale has a Level 4 Task which
incorporates a Science or Engineering Practice to determine deeper understanding of
content. Teachers are encouraged to allow all students to attempt the Level 4 task as it
will prepare them for more rigorous standards.
* Any Textbook pages or resources that are not included in the plan,
are beyond content limits and standards, and should be skipped or
viewed as extensions after all required content has been taught.
Unit: Scientific Observations
Benchmarks
SC.K.N.1.2 Make
observations of the
natural world and
know that they are
descriptors collected
using the five senses.
SC.K.L.14.1
Recognize the five
senses and related
body parts.
SC.K.N.1.3 Keep
records as
appropriate -- such
as pictorial records -of investigations
conducted.
Fusion
Resources
 Fusion pg 1-4
(Senses)
 Fusion pg 5-8
(Observations)
 Fusion pg 9-12
(Tools)
Additional
Resources
 CPALMS SC.K.L.14.1
Weeks 2-6
Key Ideas and
Misconceptions
Misconceptions

 ScienceSaurus
pg 2-3

 Page Keeley probe

Senses Primary Vol 1
Science Skills
Children may believe that we
use only our sense of sight
to observe.
Some children may think
that a hand lens makes an
item bigger
Key Ideas

 TE pg 21 Use
Children may think that
tongues are only used to taste.
(ex. snakes use to smell)

Doing science begins with
observations
At this grade, matter can be
defined as equivalent to
“materials,” “objects,” etc…
Vocabulary
 Taste (mouth)
 Smell (nose)
 Touch (fingers)
 Hear (ears)
 Sight (eyes)
Subject: Kindergarten Science
Standard: SC.K.N.1.2 (observation using 5 senses), K.L.14.1 (5 senses), K.N.1.3 (keep records)
Topic (Keywords): Scientific Observations
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Collect data through investigation of how easily objects can be identified when a sense other than sight is used.
(ex. how many objects can you name just by using touch? just by using smell?)
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to make observations using the five senses and recognize the related body part.
3.0


Make observations of common and unusual objects both inside and outside of the classroom.
Recognize what types of observations can be made with which body part.
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0





Taste (mouth)
Smell (nose)
Touch (fingers)
Hear (ears)
Sight (eyes)
The student will:

Recognize that senses can be used to make observations.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Properties of Matter
Weeks 7-11
Fusion
Resources
Key Ideas and
Misconceptions
Benchmarks
SC.K.P.8.1 Sort objects
by observable
properties, such as size,
shape, color,
temperature (hot or
cold), weight (heavy or
light) and texture.
SC.K.N.1.1
Collaborate with a
partner to collect
information.
SC.K.N.1.3 Keep
records as appropriate - such as pictorial
records -- of
investigations
conducted.
 Fusion pg 61-64
Additional
Resources

Big Books
 TE pg 161
Compare Objects
Key Ideas
 At this stage, temperature
is simply hot vs cold (no
reading of thermometers
is needed)
 TE pg 163
Writing and Math
(connections)
 CPALMS SC.K.P.8.1
 Digital Lesson
Our Senses
Misconceptions
 Students may believe that
bigger objects are always
heavy

 ScienceSaurus pg 93-
94
 Digital Lab
 Content Literacy:
How Can We Use
Sorting Animals CRQ
our Senses
At this stage, weight is
simply heavy of light (no
scales/balances are
needed)
Vocabulary








Size
Shape
Color
Temperature (Hot, Cold)
Weight (Heavy, Light)
Texture
Properties
Observe
Subject: Kindergarten Science
Standard: SC.K.P.8.1 (properties), K.N.1.1 (collaborate), K.N.1.3 (keep records)
Topic (Keywords): Properties of Matter
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Conduct an investigation to create a rule for how objects can be sorted.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to sort objects by observable properties (ex. size, shape, color, temperature, weight, texture).
3.0


Record temperature as hot or cold
Record weight as heavy or light
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0








Size
Shape
Color
Temperature (Hot, Cold)
Weight (Heavy, Light)
Texture
Properties
Observe
The student will:

Observe properties of objects.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Changes in Matter
Fusion
Resources
Benchmarks
SC.K.P.9.1 Recognize
that the shape of
materials such as
paper and clay can
be changed by
cutting, tearing,
crumpling, smashing,
or rolling.
SC.K.N.1.3 Keep
records as
appropriate -- such
as pictorial records -of investigations
conducted.

Fusion pg 65-68

TE pg 169 Tell
Ways to Change
Objects

Additional
Resources
Big Books
Weeks 12-16
Key Ideas and
Misconceptions
Misconceptions
 Some students may not
consider shape and size
changes as changes to
matter
Key Ideas
 At this stage, these
changes do NOT need to
be identified as Physical
Changes or differentiated
from Chemical changes
Vocabulary
 CPALMS SC.K.P.9.1
 ScienceSaurus pg 100






Cutting
Tearing
Crumpling
Smashing
Rolling
Materials
Subject: Kindergarten Science
Standard: SC.K.P.9.1 (changing shape of materials), K.N.1.3 (keep records)
Topic (Keywords): Changes in Matter
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Investigate ways to change the shape of materials.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will: be able to recognize that the shape of materials can be changed.
 Identify ways to change materials by cutting, tearing, crumpling, smashing, and rolling.
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
 Cutting
 Tearing
 Crumpling
 Smashing
 Rolling
 Materials
The student will:

Recognize the shape of materials.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Sound
Fusion
Resources
Benchmarks
SC.K.P.10.1 Observe
that things that make
sound vibrate.

Fusion pg 73-76

TE pg 195 Social
Studies
connection

SC.K.N.1.5 Recognize
that learning can
come from careful
observation.
Weeks 17-19
Digital Lesson
Sound slides 1-3
(slide 4 as extension)
Additional
Resources

Big Books
Key Ideas and
Misconceptions
Misconceptions
 (none identified)
Key Ideas
 Sound is vibrations
 CPALMS SC.K.P.10.1
 ScienceSaurus pg 106107
 PhET Sound (good
visual of vibrations)
Vocabulary
 Vibrate
 Sound
Subject: Kindergarten Science
Standard: SC.K.P.10.1 (Sound), K.N.1.5 (learning from observations)
Topic (Keywords): Sound
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Develop a tool that makes sound through vibrations.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will: be able to observe that things that make sound, vibrate.
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Vibrate
 Sound
The student will:
2.0


Identify items that make sound.
Recognize by sight or touch, when an object is vibrating.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Motion
Benchmarks
Weeks 20-24
Fusion
Resources
SC.K.E.5.1 Explore the Law  Fusion pg 97-100
of Gravity by investigating
(Push and Pull
how objects are pulled
and Gravity)
toward the ground unless
something holds them up.
 Fusion pg 94-95
SC.K.P.12.1
(Fast and Slow)
Investigate that things
move in different ways,
such as fast, slow, etc.
 TE pg 246 PE
SC.K.P.13.1 Observe that a
Connection
push or a pull can change
the way an object is
 TE pg 247 PE
moving.
Connection
SC.K.N.1.1
Collaborate with a partner
to collect information.
SC.K.N.1.3 Keep records as
appropriate -- such as
pictorial records -- of
investigations conducted.
Additional
Resources

Big Books

CPALMS SC.K.E.5.1
SC.K.P.12.1
SC.K.P.13.1

ScienceSaurus pg 111

STEM Kits
Ron’s Ramp Adventure

KS2 BiteSize
Pushes and Pulls
Key Ideas and
Misconceptions
Misconceptions
 Students may believe that
heavier objects always fall
faster (provide examples
of small objects that
would fall as fast as large
objects)
 Students may believe that
gravity is a “thing” rather
than a force
 Students may not
recognize motions like
lifting or kicking as
examples of a push or pull
Key Ideas
 All motion is the result of
either a push or a pull
 Gravity is a force that
pulls
Vocabulary
 Gravity
 Push
 Pull
 Motion
Subject: Kindergarten Science
Standard: SC.K.E.5.1 (Gravity), P.12.1 (how things move), P.13.1 (push or pull), K.N.1.1 (collaborate), K.N.1.3 (keep records)
Topic (Keywords): Motion
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 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.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will: be able to observe how things move.
 Observe that objects are pulled toward the ground by gravity unless something holds them up. (E.5.1)
 Investigate that things move in different ways. (P.12.1)
 Observe that a push or pull can change the way an object is moving. (P.13.1)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Gravity
 Push
 Pull
 Motion
2.0
The student will:



Recognize that everything falls down toward the ground.
Recognize when an object is moving or not moving.
Demonstrate a push or pull.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Earth, Moon, and Sun
Fusion
Resources
Benchmarks
SC.K.E.5.2 Recognize the repeating
pattern of day and night.
SC.K.E.5.3 Recognize that the Sun
can only be seen in the daytime.
SC.K.E.5.4 Observe that sometimes
the Moon can be seen at night and
sometimes during the day.
SC.K.E.5.5 Observe that things can
be big and things can be small as
seen from Earth.
SC.K.E.5.6 Observe that some
objects are far away and some are
nearby as seen from Earth.
SC.K.N.1.3 Keep records as
appropriate -- such as pictorial
records -- of investigations
conducted.
SC.K.N.1.5 Recognize that learning
can come from careful observation.




Fusion pg 51-58
Additional
Resources

SC.K.E.5.2, E.5.3,
E.5.4
TE pg 135 How
does the day
sky change?
TE pg 143
Compare Day
and Night Sky
CPALMS
Key Ideas and
Misconceptions
Misconceptions
 Some students may think that

SC.K.E.5.5, E.5.6

ScienceSaurus pg
74-75 (some extra)

StarLab (contact Dr
Hallett-Njuguna to
reserve it)
Digital Lesson
Day Sky (skip slide 2)
Weeks 25-29

Content Literacy:
Day and Night


the Moon can only be seen at
night
Some children may think that
the Earth is larger than the
Sun and that the Sun and the
Moon are the same size.
Children may think that at
night the Sun “goes out” at
night like a light.
Students may not realize that
the Earth’s spin causes day
and night
Key Ideas
 Moon can be seen both day



and night
The Sun can only be seen in
the daytime
Day and night is caused by
Earth’s rotation
Sun and Moon are far away
from Earth and look smaller
than they are
Vocabulary
 Sun
 Moon
 Daytime
 Nighttime
Subject: Kindergarten Science
Standard: SC.K.E.5.2 (Day and Night), E.5.3 (Sun only in day), E.5.4 (Moon at night and day), E.5.5 (size seen from Earth),
E.5.6 (distance of things from Earth), K.N.1.3 (keep records), K.N.1.5 (learning from observations)
Topic (Keywords): Earth, Moon, and Sun
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Research and explain why the Sun and Moon appear to be almost the same size in the sky.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to observe and recognize objects in the day and night skies.





3.0
Recognize the repeating pattern of day and night (E.5.2)
Recognize that the Sun can only be seen in the daytime (E.5.3)
Observe that the Moon can be seen sometimes in the day and the night. (E.5.4)
Observe that things we see in the sky (like the Sun and Moon) are big or small (E.5.5)
Observe that things we see in the sky (like the Sun and Moon) are far away or nearby (E.5.6)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Sun
 Moon
 Daytime
 Nighttime
2.0
The student will:


Identify the Sun and the Moon in the sky
Identify daytime and nighttime
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Animals and Plants
Fusion
Resources
Benchmarks
SC.K.L.14.2 Recognize that
some books and other media
portray animals and plants
with characteristics and
behaviors they do not have in
real life.
SC.K.L.14.3 Observe plants
and animals, describe how
they are alike and how they
are different in the way they
look and in the things they
do.
SC.K.N.1.4 Observe and
create a visual representation
of an object which includes
its major features.
SC.K.N.1.5
Recognize that learning can
come from careful observation.





Fusion pg 17-20 (Real
vs Pretend)

Big Books

CPALMS SC.K.L.14.2
SC.K.L.14.3
Fusion pg 21-26
(Observing animals)
Fusion pg 35-38
(Observing plants)

TE pg 53 Real or
Pretend

TE pg 63 Sort Animals

TE pg 95 How are
Plants alike and
different

Additional
Resources


Weeks 30-36
Key Ideas and
Misconceptions
Misconceptions
 Some students bring
misconceptions of talking
animals and plants based
on TV shows.
 Some students believe
that trees and grasses are
not plants
Key Ideas
 Trees, grasses, and
bushes (shrubs) are all
ScienceSaurus pg 20,
types of plants
29
 Animals and plants do not
have human
Content Literacy:
characteristics such as
Real vs Pretend DBQ
talking.
Vocabulary
 Media
 Characteristics
 Behavior
 Real (real-life)
 Pretend
TE pg 96-97 Writing
and Math Connections,
Take it Home!

Page Keeley Probes
Is it an Animal, Primary
Is it a Plant, Primary
Subject: Kindergarten Science
Standard: SC.K.L.14.2 (real vs pretend animal and plants), L.14.3 (plant and animal characteristics), K.N.1.4 (create visuals),
K.N.1.5 (learning from observations)
Topic (Keywords): Animals and Plants
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Choose an animal or plant from a book, movie, or TV show and write a sentence explaining using evidence whether that animal or plant is
real or not.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to compare plants and animals in real life to those in books and other media.
3.0


Recognize that some books and other media show animals and plants with characteristics they do not have in real life. (L.14.2)
Describe how plants and animals are alike and how they are different. (L.14.3)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
 Media
 Characteristics
 Behavior
 Real (real-life)
 Pretend
The student will:


Observe plants and animals
Identify an example of a real animal or plant and an example of that animal or plant in a book (or TV show, or movie, etc…)
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex
ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated