Greene County Public Schools 2016-17

Greene County Public Schools 2016-17 Kindergarten Integrated Science and Social Studies and Health Pacing 1st Quarter Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level Vertical Alignment Vocabulary Cross-curricular Connections Aug. 16 Ongoing

HK. 6 abc, SSK.8 a-g Rules, Safety and Citizenship The student will identify expectations for personal behavior in school and social settings. Key concepts/skills include: a)acceptable behavior in classrooms and during play; b)respect for the property and rights of others; c)respect for the personal space of others.R

The student will demonstrate being a good citizen involves:a)taking turns and sharing; b)taking responsibility for certain classroom chores; c)taking care of personal belongings and respecting what belongs to others; d)following rules and understanding the consequence of breaking rules; e)practicing honesty, self-control, and kindness to others; f)participating in decision making in the classroom; g)participating successfully in group settings.Ap, U Essential Questions: In what ways are good citizens involved in their homes, schools, and communities? What actions show examples of being a good citizen at school? What are examples of rules? What are the consequences of breaking rules? What are ways to be good citizens when working with classmates in groups? Essential Skills: • Explain cause-and-effect relationships. • Participate in groups and democratic society. PBIS School Rules Take turns, share, good citizen, responsibility, class helpers, respect, rules, consequence, honesty, self-control, kindness, decision making, choices, behavior These classroom rules are used in every subject, class books, read alouds Aug. 16 ongoing SCK.9a Weather The student will investigate and understand that there are simple repeating patterns in his/her daily life. Key concepts include: a) weather observations. Ap, U, R Essential Skills: • Observe and identify daily weather conditions — sunny, rainy, cloudy, snowy, windy, warm, hot, cool, and cold. • Predict daily weather based on basic observable conditions. • Chart daily weather conditions. Weather Observations Sunny, rainy, cloudy, snowy, windy, warm, hot, cool, cold, predict Calendar, graphing, measurement, temperature, predictions, read alouds, writing, patterns

Aug.16 ongoing SSK.9 American Symbols The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United States. R Essential Questions: What does the American flag look like? What is the name of the pledge to the American flag? What is the name given to the leader of the United States? Essential Skills: • Participate in groups and democratic society. Pledge of Allegiance, American Flag Pledge of Allegiance, American Flag, President, leader, United States Reading pledge, student books, read alouds, 13 stripes, 50 stars, more and less (stars/stripes) August 22-Sept. 2

SSK.3,4abc; SCK.1a-k,2ab Location The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.U, C Essential Questions: What words are used to describe the location of people, places, and things? Essential Skills: • Describe the location of people, places, • and things, using positional words. • Develop beginning map skills through the manipulation of objects. • Develop fluency in the use of directional words. The student will use simple maps and globes to: a)develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b)describe places referenced in stories and real-life situations; c)locate land and water features.Ap, R, U Essential Questions: What can be used to show a model of the Earth? How can maps be used to locate areas referenced in stories and real life? How are land and water features shown on maps and globes? Essential Skills: • Identify and locate features on maps and • globes. • Use resource materials. • Differentiate colored symbols on maps and globes. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which: a)basic characteristics or properties of objects are identified by direct observation; b)observations are made from multiple positions to achieve different perspectives; c)a set of objects is sequenced according to size; d)a set of objects is separated into two groups based on a single physical characteristic; e)nonstandard units are used to measure the length, mass, and volume of common objects; f)observations and predictions are made for an unseen member in a sequence of objects; g)a question is developed and predictions are made from one or more observations; h)observations are recorded; i)picture graphs are constructed; j)unusual or unexpected results in an activity are recognized; and k)objects are described both pictorially and verbally.Ap, R, An, E, U, C Essential Skills: • Observe objects and describe their basic properties. These properties include color, shape (circle, triangle, square, and rectangle), size (big, little, large, small), texture (rough, smooth, hard, soft), and weight (heavy, light). • Observe an object or objects from multiple positions to achieve different perspectives. In order to accomplish this, the student should look at the object from top, bottom, front, and back, and describe what he/she sees. Arrange a set of objects in sequence according to size. Separate a set of objects into two groups based on a single physical characteristic, including color, shape, size, texture, and weight. • Measure common objects with nonstandard units. Examples of nonstandard units include hands, pennies, and paper clips for determining length; holding and comparing two different objects for determining. • Predict an unseen member in a sequence of objects to complete a pattern. • Develop a question from one or more observations about the natural world. • Make a prediction based on observations. • Record observations using pictures. • Construct picture graphs using 10 or fewer units. • Identify unusual or unexpected results in an activity. Describe objects both pictorially and verbally.

The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include: a)the five senses and corresponding sensing organs; and b)sensory descriptors used to describe common objects and phenomena.Ap,U, R Essential Skills: • Identify and describe the five senses: taste, touch, smell, hearing, and sight. • Match each sensing organ (eye, ear, nose, tongue, and skin) with its associated sense. • Match sensory descriptors with the senses (taste: sweet, sour, bitter, salty; touch: rough, smooth, hard, soft, cold, warm, hot; hearing: loud, soft, high, low; sight: bright, dull, color, black, white; smell: strong, faint, bad, and good.) Gingerbread Man People, place, location, near, far, above, below, left, right, behind, in front, map, seek, find, take in, react Position words, student books, creative dramatics, writing, graphing, sequencing Sept.6-16

SCK. 7 abcd Life cycles The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: a)animals need adequate food, water, shelter, air, and space to survive; b)plants need nutrients, water, air, light, and a place to grow to survive; c)plants and animals change as they grow, have varied life cycles, and eventually die; and d)offspring of plants and animals are similar but not identical to their parents or to one another.Ap, U, R, An Essential Skills: • Describe the life needs of animals. The life needs are food, water, shelter, air, and space. • Describe the life needs of plants. The life needs are nutrients, water, air, light, and a place that has adequate space for them to grow. • Predict what will happen to animals and plants if life needs are not met. • Describe some simple changes animals undergo during their life cycles. This may include changes in their body size, color, covering, or shape. • Describe some simple changes that plants undergo during their life cycles. This may include size, presence of leaves and branches, fruits, and seeds. • Compare and contrast young plants and animals with their parents, using pictures and/or live organisms. Butterflies Egg, caterpillar, chrysalis, butterfly, metamorphosis, pupa, insect, plant, animal, change, needs, food, water, shelter, air, life cycle, grow patterns, measurement, counting, student books, read alouds, sequencing Sept. 19- Sept. 30 ongoing SCK.10 ab Seasons The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include: a)natural and human- made things may change over time; and b)changes can be observed and measured.Ap, U, R, E Essential Skills: • Identify some changes that people experience over time (e.g., height, weight, and color of hair). • Predict how their own height will change over the school year. • Measure and graph the information. • Describe how people cause things to change (e.g., demolition of buildings, construction of buildings, cutting down trees, planting trees, and building highways). • Describe how things change naturally. This includes seasonal changes, the growth in seeds and common plants, the growth of common animals, and the weather. • Identify examples of fast changes and slow changes. Slow changes should be the kinds of familiar changes that occur over weeks, months, or seasons. (Students are not responsible for long- term changes.) Fall fall, autumn, season, change. leaves, colors, weather, day, night, temperature Patterns, sequencing, time of year, student books, read alouds, temperature, graph weather Oct. 3-7 SCK. 7 abcdPlant Lifecycles The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: a)animals need adequate food, water, shelter, air, and space to survive; b)plants need nutrients, water, air, light, and a place to grow to survive; c)plants and animals change as they grow, have varied life cycles, and eventually die; and d)offspring of plants and animals are similar but not identical to their parents or to one another. Ap, U, R, E Essential Skills: • Describe the life needs of animals. The life needs are food, water, shelter, air, and space. • Describe the life needs of plants. The life needs are nutrients, water, air, light, and a place that has adequate space for them to grow. • Predict what will happen to animals and plants if life needs are not met. • Describe some simple changes animals undergo during their life cycles. This may include changes in their body size, color, covering, or shape. • Describe some simple changes that plants undergo during their life cycles. This may include size, presence of leaves and branches, fruits, and seeds. • Compare and contrast young plants and animals with their parents, using pictures and/or live organisms. Apples Apples, blossom, tree, fruit, plant, life cycle, root, stem, seed, leaves, soil, food Patterns, sequencing, time of year, student books, read alouds, graph apples, sort by color, measurement activities Oct. 3-7 SSK.5 abc Maps and Globes The student will develop an awareness that maps and globes: a) show a view from above; b) show things in smaller size; c) show the position of objects.C, Ap Essential Questions: Why are maps and globes important? Essential Skills: • Develop concepts of space by actively • exploring the environment. • Develop beginning map skills through manipulation of objects. • Use maps of familiar objects or areas. Christopher Columbus map, globe, ocean, water, land, river, mountains, lakes, view, position Sequence, position words, read alouds, student books, whole and parts (Hearts across America) Oct. 10-14 HK.3 abc,4 ab, SSK.6 Community Helpers The student will explain the concept of being safe. Key concepts/skills include: a)the need for safety rules and practices; b)the differences between emergency and non-emergency situations; c)the choices that prevent injuries (e.g., wearing helmets, using seat belts and safety seats, tying shoelaces).U The student will identify sources of health and safety information. Key concepts/skills include: a)a variety of information sources such as product- safety symbols, television, radio, print materials, and electronic media; b)individuals, including school nurses, family members, health care personnel, teachers, school counselors, and public safety officials.R

The student will match simple descriptions of work that people do with the names of those jobs. R, U, Ap Essential Questions: What are examples of jobs? Essential Skills: • Gather and classify information. • Use and explain simple charts. Fire Safety Fire, firefighter, fire truck, fire drill, safety, hose Read alouds, student books, writing, sequence, numbers (911, phone number)

• Pumpkins Pumpkin, seed, stem, leave, blossom, fruit, vine, food, plant Patterns, sequencing, time of year, student books, read alouds, graph pumpkins, count seeds, measurement activities

Greene County Public Schools 2016-17 Kindergarten Integrated Science and Social Studies and Health Pacing 2nd Quarter Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level Vertical Alignment Vocabulary Cross-curricular Connections Oct. 17-28 SCK. 7 abcdPlant Lifecycles The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: a)animals need adequate food, water, shelter, air, and space to survive; b)plants need nutrients, water, air, light, and a place to grow to survive; c)plants and animals change as they grow, have varied life cycles, and eventually die; and d)offspring of plants and animals are similar but not identical to their parents or to one another.Ap, U, R, E Essential Skills: • Describe the life needs of animals. The life needs are food, water, shelter, air, and space. • Describe the life needs of plants. The life needs are nutrients, water, air, light, and a place that has adequate space for them to grow. • Predict what will happen to animals and plants if life needs are not met. • Describe some simple changes animals undergo during their life cycles. This may include changes in their body size, color, covering, or shape. • Describe some simple changes that plants undergo during their life cycles. This may include size, presence of leaves and branches, fruits, and seeds. • Compare and contrast young plants and animals with their parents, using pictures and/or live organisms. Pumpkins Pumpkin, seed, stem, leave, blossom, fruit, vine, food, plant Patterns, sequencing, time of year, student books, read alouds, graph pumpkins, count seeds, measurement activities Oct. 31-Nov. 4 SCK. 7 abcd Animal Lifecycles

The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: a)animals need adequate food, water, shelter, air, and space to survive; b)plants need nutrients, water, air, light, and a place to grow to survive; c)plants and animals change as they grow, have varied life cycles, and eventually die; and d)offspring of plants and animals are similar but not identical to their parents or to one another.Ap, U, R, E Essential Skills: • Describe the life needs of animals. The life needs are food, water, shelter, air, and space. • Describe the life needs of plants. The life needs are nutrients, water, air, light, and a place that has adequate space for them to grow. • Predict what will happen to animals and plants if life needs are not met. • Describe some simple changes animals undergo during their life cycles. This may include changes in their body size, color, covering, or shape. • Describe some simple changes that plants undergo during their life cycles. This may include size, presence of leaves and branches, fruits, and seeds. • Compare and contrast young plants and animals with their parents, using pictures and/or live organisms. Nocturnal Animals Animal, night, day, nocturnal, awake, asleep, work, play, mammals, diurnal Time, sequence, comparing differences, read alouds, student books Nov. 9-11

SSK.8 Citizenship (Community)

The students will demonstrate being a good citizen in their community.Ap, U Essential Questions: In what ways are good citizens involved in their homes, schools, and communities? What actions show examples of being a good citizen at school? What are examples of rules? What are the consequences of breaking rules? What are ways to be good citizens when working with classmates in groups? Essential Skills: • Explain cause-and-effect relationships. • Participate in groups and democratic society. Election Day (Voting) Veteran’s Day Vote, right, responsibility, election, elect, holiday, Veteran, soldier, protect, serve

Read alouds, student books, tallying, more, fewer, and same Nov. 14-22

SSK.1 b Holidays The student will recognize that history describes events and people of other times and places by: b)identifying the people and events honored by the holidays of Thanksgiving DayR, U, An Essential Questions: What can we learn about people and events from long ago? Who are the people that we remember on these holidays? Why do we celebrate these holidays? Essential Skills: • Use information from print and non-print sources. • Separate fact from fiction. • Identify primary ideas expressed in data. • Use a calendar. Thanksgiving Present Day – Long Ago Thanksgiving, pilgrim, Indians, Mayflower, harvest, November, American Indians, celebrate, share, feast, harvest Graphing, sort, sequence, cycles, read alouds, student books, writing, calendar Nov. 14-22

SSK. 1 a Powhatan/ Pocahontas The student will recognize that history describes events and people of other times and places by: a)identifying examples of past events in legends, stories, and historical accounts of Powhatan, PocahontasR, U, An Essential Questions: What can we learn about people and events from long ago? Who are the people that we remember on these holidays? Why do we celebrate these holidays? Essential Skills: • Use information from print and non-print sources. • Separate fact from fiction. • Identify primary ideas expressed in data. • Use a calendar. Important People Past, present, long ago, today, American Indian, princess, settlers, Jamestown Read alouds, student books, writing, time Nov. 28-Dec. 2 HK.1a Nutrition The student will explain that the body is a living and growing organism. Key concepts/ skills include: a)the importance of making healthy food choices (e.g., eating a variety of foods from all food groups, eating breakfast, choosing healthy snacks, eating at least five fruits and vegetables a day) R Stone Soup Healthy, food, choices Read alouds, adding food into pot, more, fewer, same, writing, sequence, ordinal numbers Dec. 5-9 SSK.7ab Wants and Needs

The student will: a) recognize that people make choices because they cannot have everything they want; b)explain that people work to earn money to buy the things they want.R, U Essential Questions:Why do people have to make choices? How do people earn money to buy the things they want? Essential Skills: • Gather and classify information. • Explain simple charts. Wants and Needs Wants Needs Choices Food, shelter, air, clothing, money, working, bills, coins, earn, buy Sort, more, fewer, and same, student book, read alouds, writing Greene County Public Schools 2016-17 Kindergarten Integrated Science and Social Studies and Health Pacing 3rd Quarter Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level Vertical Alignment Vocabulary Cross-curricular Connections Jan. 4-13 SCK.10 ab Seasons The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include: a)natural and human- made things may change over time; and b)changes can be observed and measured.Ap, U, R, E Essential Skills: • Identify some changes that people experience over time (e.g., height, weight, and color of hair). • Predict how their own height will change over the school year. • Measure and graph the information. • Describe how people cause things to change (e.g., demolition of buildings, construction of buildings, cutting down trees, planting trees, and building highways). • Describe how things change naturally. This includes seasonal changes, the growth in seeds and common plants, the growth of common animals, and the weather. • Identify examples of fast changes and slow changes. Slow changes should be the kinds of familiar changes that occur over weeks, months, or seasons. (Students are not responsible for long- term changes.) Winter Winter, season, snow, cold, temperature, bare, hibernate Read alouds, student books, writing, patterns, sequencing, time of year, calendar, temperature, graphs Jan. 4-13 SCK.10 ab Seasons The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include: a)natural and human- made things may change over time; and b)changes can be observed and measured.Ap, U, R, E Essential Skills: • Identify some changes that people experience over time (e.g., height, weight, and color of hair). • Predict how their own height will change over the school year. Measure and graph the information. • Describe how people cause things to change (e.g., demolition of buildings, construction of buildings, cutting down trees, planting trees, and building highways). • Describe how things change naturally. This includes seasonal changes, the growth in seeds and common plants, the growth of common animals, and the weather. • Identify examples of fast changes and slow changes. Slow changes should be the kinds of familiar changes that occur over weeks, months, or seasons. (Students are not responsible for long- term changes.)

Arctic Animals- Penguins Penguins, warm-blooded, birds Read alouds, student books, writing, patterns, sequencing, time of year, calendar, temperature Jan. 17-20 SSK. 1b People in History The student will recognize that history describes events and people of other times and places by: b)identifying the people and events honored by the holidays of Martin Luther King, Jr., DayR, U, An Essential Questions: What can we learn about people and events from long ago? Who are the people that we remember on these holidays? Why do we celebrate these holidays? Essential Skills: • Use information from print and non-print sources. • Separate fact from fiction. • Identify primary ideas expressed in data. • Use a calendar. Martin Luther-King Jr. Martin Luther-King Jr., equality, peace, January, African American, fair, holiday, birthday Read alouds, student books, songs, poems, writing, equality, calendar Jan. 23-27

SCK.4 abcdeMatter The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include: a)colors of objects; b)shapes and forms of objects; c)textures and feel of objects; d)relative sizes and weights of objects; and e)relative positions and speed of objects.Ap, U, R, An, E Essential Skills: • Identify and name six basic colors, including red, orange, yellow, green, blue, and purple; and identify and name black and white. • Identify and name a circle, triangle, square, and rectangle. • Compare and contrast objects that are flexible, stiff, straight, and/or curved. • Compare and contrast objects that are rough, smooth, hard, and/or soft. • Compare objects using the concepts of heavy/light, long/short, wide/thin, big/little, and large/small. • Measure objects, using nonstandard units, and direct comparisons. • Identify the position of an object, using position words over/under, in/out, above/below, and left/right. • Group objects according to their speed — fast or slow. Matter Solid, liquid, gas Read alouds, student books, poems, sort, labeling Jan. 30-Feb. 3

SCK8.ab Shadows The student will investigate and understand that shadows occur when light is blocked by an object. Key concepts include: a)shadows occur in nature when sunlight is blocked by an object; and b)shadows can be produced by blocking artificial light sources.Ap, U, R Essential Skills: • Identify a shadow. • Describe how shadows occur. • Identify and describe sources of light — sun, electric lights, and flashlights — that can produce shadows. • Match objects with the shadow they would create. • Demonstrate that shadows change as the direction of the light source changes. Shadows Predictions Groundhog Day Light, shadow, predict, legend, proof, conclusion Read alouds, student books, graphs, poems, predictions, songs, calendar, more, fewer, and same Feb. 6-10 SSK.5 Maps and Globes The student will develop awareness that maps and globes.C, U Essential Questions: Why are maps and globes important? Essential Skills: • Develop concepts of space by actively exploring the environment. • Develop beginning map skills through manipulation of objects. • Use maps of familiar objects or areas. Hearts Around the World Location, position, direction Calendar, position words, size words Feb. 13-16 SSK.6 Community Helpers The student will match descriptions of work that people do with the names of those jobsR, U Essential Questions: What are examples of jobs? Essential Skills: • Gather and classify information. • Use and explain simple charts. Post Office Postal Worker Post office, stamp, envelope, address, mail Read alouds, student books, writing, counting money, sorting letters for mail Feb. 22-28 SSK.1 ab Holidays The student will recognize that history describes events and people of other times and places by: a)identifying examples of past events in legends, stories, and historical accounts of George Washington, and Abraham Lincoln; b)identifying the people and events honored by the holidays of Presidents’ Day. R, U, An Essential Questions: What can we learn about people and events from long ago? Who are the people that we remember on these holidays? Why do we celebrate these holidays? Essential Skills: • Use information from print and non-print sources. • Separate fact from fiction. • Identify primary ideas expressed in data. • Use a calendar.

President’s Day Abraham Lincoln George Washington Father of our Country, soldier, general, penny, quarter, dollar bill, 5 dollar bill, president Read alouds, student books, poems, songs, coins, coin books and poems, calendar, sort March 1-10 HK4 ab; SSK.6 Community Helpers The student will identify sources of health and safety information. Key concepts/skills include: a)a variety of information sources such as product- safety symbols, television, radio, print materials, and electronic media; b)individuals, including school nurses, family members, health care personnel, teachers, school counselors, and public safety officials.

The student will match descriptions of work that people do with the names of those jobsR, U Essential Questions: What are examples of jobs? Essential Skills: • Gather and classify information. • Use and explain simple charts. Dental Health Dentist Dentist, cavity, toothbrush, toothpaste, floss, healthy foods Read alouds, student books, compare baby to adult teeth, counting, graphing who lost a tooth

Greene County Public Schools Kindergarten Integrated Science and Social Studies and Health Pacing 4thQuarter Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level Vertical Alignment Vocabulary Cross-curricular Connections Mar. 13-24 HK.1c, SCK.2 ab 5 Senses The student will explain that the body is a living and growing organism. Key concepts/ skills include: c)the five senses (sight, sound, smell, taste, touch) and major body parts (e.g., head, trunk, arms, legs, hands, feet).U

The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include: a)the five senses and corresponding sensing organs; and b)sensory descriptors used to describe common objects and phenomena.Ap, U, R Essential Skills: • Identify and describe the five senses: taste, touch, smell, hearing, and sight. • Match each sensing organ (eye, ear, nose, tongue, and skin) with its associated sense. • Match sensory descriptors with the senses (taste: sweet, sour, bitter, salty; touch: rough, smooth, hard, soft, cold, warm, hot; hearing: loud, soft, high, low; sight: bright, dull, color, black, white; smell: strong, faint, bad, and good.) 5 Senses Seeing, hearing, smelling, tasting, touching Read alouds, student books, poems, more, fewer, and same discussing which sense is used, graphing Mar. 27-31 SCK, 3ab Magnets The student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts include: a)magnetism and its effects; and b)useful applications of magnetism.Ap, U, R Essential Skills: • Predict and test which common objects will be attracted to magnets and which will not be attracted to magnets. • Classify objects as being attracted or not attracted to magnets, such as an iron nail, an iron-bearing paper clip, cereal, and a book. • Explain in their own words how an object such as an iron nail, an iron-bearing paper clip, cereal, or a book is affected by a magnet. • Identify items in the home or school that contain a magnet or magnets, such as can openers, magnetized screwdrivers, magnetic games, magnetic cabinet door latches, refrigerator magnets, and magnetic letters. Magnets North pole, South pole, magnetism, attract, repel Read alouds, student books, coins, graph, data collecting, tally marks, shapes April 10-14 SCK. 5 abcWater

The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include: a) water occurs in different phases; b) water flows downhill; and c) some materials float in water, while others sink. Ap, U, R Essential Skills: • Classify examples of the different phases of water (solid, liquid, and gas). • Describe the natural flow of water. • Predict where a stream of water will flow. • Predict whether items will float or sink when placed in water. Items to use include wood, metal, paper, and plastics. solid, liquid and gas Solid, liquid, gas, downhill Read alouds, student books, writing, poems, position, sorting, labeling, more and less April 17-21 SCK. 10 ab Seasons The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include: a)natural and human- made things may change over time; and b)changes can be observed and measured.Ap, U, E, R Essential Skills: • Identify some changes that people experience over time (e.g., height, weight, and color of hair). • Predict how their own height will change over the school year. • Measure and graph the information. • Describe how people cause things to change (e.g., demolition of buildings, construction of buildings, cutting down trees, planting trees, and building highways). • Describe how things change naturally. This includes seasonal changes, the growth in seeds and common plants, the growth of common animals, and the weather. • Identify examples of fast changes and slow changes. Slow changes should be the kinds of familiar changes that occur over weeks, months, or seasons. (Students are not responsible for long- term changes.) Spring Blossoms, leaves, buds, grass Read alouds, student books, writing, patterns, sequencing, time of year, calendar, temperature, graphs April 17-21 SCK,5 a,b,c Water The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include: a)water occurs in different phases; b)water flows downhill; and c)some materials float in water, while others sink. Ap, U, R Essential Skills: • Classify examples of the different phases of water (solid, liquid, and gas). • Describe the natural flow of water. • Predict where a stream of water will flow. • Predict whether items will float or sink when placed in water. Items to use include wood, metal, paper, and plastics. sink, float, flow Solid, liquid, gas, downhill, sink, flow Position words, read alouds, sorting, predicting, tally, graph April 24-28 SSK.1a Important people in History The student will recognize that history describes events and people of other times and places by:a)identifying examples of past events in legends, stories, and historical accounts of, Betsy Ross. R, U, An Essential Questions: What can we learn about people and events from long ago? Essential Skills: • Use information from print and non-print sources. • Separate fact from fiction. • Identify primary ideas expressed in data. • Use a calendar. Betsy Ross Flag, star, rectangle, state, stripe, red, white, blue, George Washington, Father of our Country Read Alouds, calendar, shapes, colors, writing May 1-5 SSK.9 American Symbols The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United States. Ap, U Essential Questions: What does the American flag look like? What is the name of the pledge to the American flag? What is the name given to the leader of the United States? Essential Skills: • Participate in groups and democraticsociety.

American Flag Flag, star, rectangle, state, stripe, red, white, blue, George Washington, Father of our Country Read alouds, student books, calendar, shapes, colors, patterns, writing May 8-12

SCK.11 a,b,c Reuse, Recycle, Conserve The student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts include: a)materials and objects can be used over and over again; b)everyday materials can be recycled; and c)water and energy conservation at home and in school helps ensure resources are available for future use.. Ap, U, R Essential Skills: • Give examples of objects, such as paper, plastic containers, and glass containers, that can be recycled. Identify materials that can be reused. • Describe the difference between recycle and reuse. • Name ways to conserve water and energy. • Describe how to properly dispose of a given material — paper, oil, aluminum, glass and plastics — by recycling. • Predict what would happen if recycling and reusing were not practiced. Earth Day Recycle, reuse, conserve, resources Calendar, read alouds, cycle (patterns), sorting, sequencing, writing May 15-19

SCK.7 abcdLife Processes The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: a)animals need adequate food, water, shelter, air, and space to survive; b)plants need nutrients, water, air, light, and a place to grow to survive; c)plants and animals change as they grow, have varied life cycles, and eventually die; and d)offspring of plants and animals are similar but not identical to their parents or to one another.Ap, U, R, An Essential Skills: • Describe the life needs of animals. The life needs are food, water, shelter, air, and space. • Describe the life needs of plants. The life needs are nutrients, water, air, light, and a place that has adequate space for them to grow. • Predict what will happen to animals and plants if life needs are not met. • Describe some simple changes animals undergo during their life cycles. This may include changes in their body size, color, covering, or shape. • Describe some simple changes that plants undergo during their life cycles. This may include size, presence of leaves and branches, fruits, and seeds. • Compare and contrast young plants and animals with their parents, using pictures and/or live organisms. Plants and Animals Food, water, shelter, air, space Sort, cycle, sequence, read alouds, writing, compare and contrast animal classifications May 22-26 SSK.1b Holidays The student will recognize that history describes events and people of other times and places by: b)identifying the people and events honored by the holidays of Independence Day (Fourth of July).R, U, An Essential Questions: What can we learn about people and events from long ago? Who are the people that we remember on these holidays? Why do we celebrate these holidays? Essential Skills: • Use information from print and non-print sources. • Separate fact from fiction. • Identify primary ideas expressed in data. • Use a calendar. Independence Day 4th of July, birthday of our country, fireworks, parade Calendar, ordinal numbers, colors, read alouds, season, characteristics, writing May 22-26 HK.3abc, 4ab; SSK.6 Community Helpers The student will explain the concept of being safe. Key concepts/skills include: a)the need for safety rules and practices; b)the differences between emergency and non-emergency situations; c)the choices that prevent injuries (e.g., wearing helmets, using seat belts and safety seats, tying shoelaces).U

The student will identify sources of health and safety information. Key concepts/skills include: a)a variety of information sources such as product- safety symbols, television, radio, print materials, and electronic media; b)individuals, including school nurses, family members, health care personnel, teachers, school counselors, and public safety officials.R

The student will match simple descriptions of work that people do with the names of those jobs.R, U Essential Questions: What are examples of jobs? Essential Skills: • Gather and classify information. • Use and explain simple charts. First Responders Emergency, 911, stop-drop-roll, smoke detector, uniform Read alouds, student books, songs, poems, numbers, sorting, classifying, writing RESOURCES: Examples may include VDOE Curriculum Framework, VDOE Rubrics, Brainpop jr.,

COMMON ASSESSMENTS: N/A

COMMON UNIT PLANS: Science Unit plan with a focus on Matter SOL