Troup County School System s8

Troup County School System Science Curriculum Map Kindergarten – First Quarter / Second Quarter **To be taught for 10 weeks 30 minutes a day August 22 –November 1

Underlined standards are linked to GKIDS assessment pages.

Pacing Rituals and Routines – about 8 days, What is Science? – about 10 days, Day and Night Sky – about 19 days, Rocks and Soils – about 15 days, Rocks and Soils (introduce 5 senses) – about 5 days What is Science? – about 10 days

This unit is an introduction to science for kindergarten. It is to be taught August 22 - September 2

What is Science?

Anchor Chart

I am a Scientist because … Craft

Troup County Schools 2016 - 2017 1 Kindergarten Science First Quarter / Second Quarter Earth Science Day and Night Sky (E1.a,b,c) – about 19 days GPS Standards Essential Questions Vocabulary System Resources SKE1 Students will describe time patterns (such as day to night and SKE1 SKE1 SKE1 night to day) and objects (such as Time Patterns BrainPopJr: -The Sun sun, moon, stars) in the day and night sky. E1 Day and Night Sky - A four week unit from Georgia Frameworks a. Describe changes that occur in the What happens to the sky as Day sky during the day, as day turns into day turns to night? Night Let’s Make Smores (using sun energy) night, during the night, and as night Change turns into day. What happens to the sky when Sky E1 Day and Nighttime Sky – poem night turns to day? E1 Comparing Day and Night – activity b. Classify objects according to those Can you name the objects in Sun seen in the day sky and those seen in the day sky? Moon HM Science: the night sky. Stars  E1.a Chapter 1, Lesson 5 Can you name the objects in Clouds  E1.b Chapter 1, Lesson 4 the night sky? Classify  E1.c Chapter 1, Lesson 3 What are the differences and similarities in the day and night Lab Experience: sky?  Pressed for Time Lab: Day and Night Sky – TE 39  Performance Task – TE 39 c. Recognize that the Sun supplies heat Why do we have a sun? Heat and light to the Earth. Light  Direct Inquiry Lesson: Hot Spot – TE 35  Additional labs are included in the Day and Night Sky unit from Georgia Frameworks.

Differentiation: HM Leveled Readers:  E1.b The Sky at Night Guided Reading Level B  E1.c I Can See Guided Reading Level A Harcourt Leveled Readers:  E1.a, E1.b Objects in the Sky Guided Reading Level I  E1.a, E1.b Look Up! Our Sky Guided Reading Level E

Resources continued on the next page

2 Day and Night Sky (E1.a,b,c) - continued GPS Standards Essential Questions Vocabulary System Resources SKE1 Students will describe time patterns (such as day to night and SKE1 SKE1 SKE1 night to day) and objects (such as Reading A-Z: sun, moon, stars) in the day and  When is Nighttime? Guided Reading Level C night sky.  Come Meet the Moon Click on Projectable Book

Discovery Education:  Night and Day (6:27)  The Night Sky and Sunrise (2:56)

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Troup County Schools 2016 - 2017 3 Kindergarten Science First Quarter / Second Quarter Rocks and Soils (E2.a,b,c) – about 15 days GPS Standards Essential Questions Vocabulary System Resources

SKE2 Students will describe the physical SKE2 SKE2 SKE2 attributes of rocks and soils. Physical attributes BrainPopJr: -Rocks and Minerals Rocks Soil E2 Rocks and Soil – A six week unit from GA Frameworks Five Senses a. Use senses to observe and group rocks How can we use our senses to Rock and Roll - A Unit from Kindergarten, by physical attributes such as large/small, sort things from earth? Rocks Kindergarten heavy/light, smooth/rough, dark/light, etc. Large E2 Rock and Roll - Materials for Kindergarten How are rocks alike and Unit Small different? If You Find a Rock – book for Rock and Roll Heavy Kindergarten Unit Dark Light Best Practices Earth Science Lesson - Rocks and Soil Smooth Rough E2 Rocks and Soil - Anchor Chart b. Use senses to observe soils by physical attributes such as smell, texture, color, How can my five senses help me Soil particle/grain size. learn about soil?  Smell HM Science:  Texture  E2.a Chapter 1, Lesson 1 How are soils alike and  E2.b Chapter 1, Lesson 2 different?  Grain  Particle  E2.c Chapter 1, Lessons 1 and 2  Color Lab Experience:  Texture  Pressed for Time Lab: Compare Rocks – TE 25  Color  Performance Task – TE 25  Particle  Direct Inquiry Lesson: Land Materials – TE 29  Grain Size  Additional labs are included in the Rocks and Soil unit from Georgia Frameworks Continued on the next page

Continued on next the page

4 Rocks and Soils (E2.a,b,c) - continued GPS Standards Essential Questions Vocabulary System Resources

SKE2 Students will describe the physical SKE2 SKE2 SKE2 attributes of rocks and soils. Differentiation: c. Recognize earth materials— soil, rocks, What are earth materials? Water HM Leveled Readers: water, air, etc. Air  E2.a, E2.c Rocks, Rocks, Rocks! Guided What are characteristics of earth Earth materials Reading Level E materials? Rocks Soil Reading A-Z: Rough  Rocks Guided Reading Level C Smooth Large  Rock Hunting Guided Reading Level G Small  Water Guided Reading Level A Medium Discovery Education:  Learning About Sorting and Grouping (15:00)  Junior Environmental Scientist: Our Special Place in Space (13:56)

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Rocks and Soils (introduce 5 senses) – about 5 days GPS Standards Essential Questions Vocabulary System Resources

SKE2 Students will describe the physical SKE2 SKE2 SKE2 attributes of rocks and soils. Introduce 5 senses Make anchor charts showing how to use What are my five senses? Taste each sense to observe, recognize, and Touch classify things. How can I use my sense to observe, Smell recognize, and classify things? Sight hearing Click here for other lessons and resources

Troup County Schools 2016 - 2017 5 Kindergarten Science First Quarter / Second Quarter Ongoing Standards Vocabulary SKCS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in Curiosity, honesty, openness, science and will exhibit these traits in their own efforts to understand how the world works. skepticism, five senses, a. Raise questions about the world around you and be willing to seek answers to some of the questions by observations making careful observations (5 senses) and trying things out SKCS2 Students will have the computation and estimation skills necessary for analyzing data and Computation, estimation, following scientific explanations. analyzing, data, scientific a. Use whole numbers for counting, identifying, and describing things and experiences. explanation, estimate, b. Make quantitative estimates of nonstandard measurements (blocks, counters) and check by measuring. Quantitative, nonstandard SKCS3 Students will use tools and instruments for observing, measuring, and manipulating objects in Tools, instruments, observing, scientific activities. measuring, manipulating, a. Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine balance scales, magnifiers heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils). b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects (for example: paper plate day and night sky models). SKCS4 Students will use the ideas of system, model, change, and scale in exploring scientific and System, model, change, scales, technological matters. size, weight, color, movement, a. Use a model—such as a toy or a picture—to describe a feature of the primary thing. speed b. Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same (for example, playing “Follow the Leader” and noting the changes). c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things. SKCS5 Students will communicate scientific ideas and activities clearly. Communicate, shape, texture, a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion. size, weight, color, motion, b. Begin to draw pictures that portray features of the thing being described. features SKCS6 Students will understand the important features of the process of scientific inquiry. Scientific inquiry, tools, rules, Students will apply the following to inquiry learning practices: magnifiers, balance scales, a. In doing science, it is often helpful to work with a team and to share findings with others. plants, animals b. Tools such as rulers, magnifiers, and balance scales often give more information about things than can be obtained by just observing things without help. c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (classroom pets)

6 Approaches to Learning Menu  Asks Questions  Self Selects Activities and Topics  Seeks Help When Needed  Shows creativity by appropriately using materials in unique ways

Troup County Schools 2016 - 2017 7 Kindergarten Science First Quarter / Second Quarter  Displays imagination in storytelling, writing, drawing, play, songs, etc.  Uses a variety of problem solving strategies  Pays attention  Demonstrates increasing task persistence  Displays motivation/enthusiasm for learning  Works independently

Personal and Social Development Menu  Demonstrates self confidence/positive attitude  Adjusts well to changes in routines and environments  Expresses emotions and needs through appropriate words and actions  Treats others with respect in words and actions  Shows caring for others  Follows directions and school rules  Respects the property of others  Works cooperatively with others