Content Standards and Expected
Performances
Core Science for Grades PreK-2
THE STANDARDS FOR SCIENTIFIC INQUIRY,
LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH
GRADE LEVEL IN THIS CLUSTER.
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Grades PreK-2 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated? |
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Content Standards |
Expected Performances |
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SCIENTIFIC INQUIRY
SCIENTIFIC LITERACY
SCIENTIFIC NUMERACY
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A INQ.1 Make observations and ask questions about objects,
organisms and the environment. A INQ.2 Use senses and simple measuring tools to collect
data. A INQ.3 Make predictions based on observed patterns. A INQ.4 Read, write, listen and speak about observations of
the natural world. A INQ.5 Seek information in books, magazines and pictures. A INQ.6 Present information in words and drawings. A INQ.7 Use standard tools to measure and describe physical
properties such as weight, length and temperature. A INQ.8 Use nonstandard measures to estimate and compare the
sizes of objects. A INQ.9 Count, order and sort objects by their properties. A INQ.10 Represent information in bar graphs. |
GRADE: Kindergarten
TOPIC: Properties of Objects (K.1)
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme II : Properties of Matter How does
the structure of matter affect the properties and uses of materials? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
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K.1 - Objects have properties that can be observed and used to
describe similarities and differences. Every object has properties. Properties of objects can be observed using senses or tools. Objects can be classified based on properties. We use our senses to make observations and gather information about
our surroundings. |
How do we use our
senses as tools to gather information and describe objects? What is a property? How can objects be
similar and different? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… Common objects can be observed and grouped by attributes
related to appearance, properties of matter and number. Some properties can be observed with the senses, and
others can be discovered by using simple tools or tests. |
Students will be able to… Use their senses and simple non-standard
measuring tools to observe common objects and sort them into groups based on
size, weight, shape or color. Sort objects made of wood, paper and
metal into groups based on properties, such as flexibility, attraction to
magnets and whether they float or sink in water. Count objects in a group and use mathematical terms to
describe quantitative relationships such as: more than, less than, equal,
etc. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You work in a recycling plant. Your boss has asked you to sort all objects in a container into groups based on the materials they are made of. You will count the objects in each group, noting the greatest amount, the least, etc. When you are finished, your boss will check your groups for accuracy. You have many tasks at the recycling plant. Today you will sort the objects based on their properties: flexibility, attraction to magnets, and whether they float or sink in water. You will count each group again, noting which group has the most, more than, less than, the same as, etc. Your boss will check your work when it is complete! |
Teacher Observations Daily Work Center Work Homework |
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SUGGESTED
RESOURCES: |
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Houghton-Mifflin Science Discovery Works – “Exploring with the Senses” Science In a Nutshell - Class Packs & Clusters |
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TOPIC: Characteristics of Living Things (K.2)
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme VII : Heredity and Evolution What are the processes responsible for life’s unity and diversity? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
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K.2 - Many different kinds of living things inhabit the Earth. Living things have basic needs. Adults and their offspring have similar and different
characteristics. |
What do living things have in common? What do non-living
things have in common? Do all living things
behave in the same way? How are parents and
their babies similar and different? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… The characteristics of living
and non-living things. How animals, plants and insects
are similar and different. How adults and their offspring are similar and different. Living things have certain
characteristics that distinguish them from non-living things, including
growth, movement, reproduction and response to stimuli. |
Students will be able to… Describe the similarities and
differences in the appearance and behaviors of plants, birds, fish, insects
and mammals (including humans). Describe the similarities and
differences in the appearance and behaviors of adults and their offspring. Distinguish characteristics of living
and nonliving things. Organize and categorize living things by comparing a
variety of common features (i.e. mammals, fish, birds and insects). Compare and group living and non-living materials for
similarities and differences. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You work at the local science center. You are receiving a shipment today of living things. The Science Coordinator has asked you to sort them into the following categories: animals, plants, fish and insects. Your work will be checked for accuracy. Your little brother attends The Friendship School. His teacher has asked you to create an exhibit for his class which displays living and non-living things. Use magazines and newspaper pictures to create a display and make sure each picture is identified as living or non-living. You volunteer at the local park helping the ranger take care of the animals. The ranger forgot to close the gate last night and the animals are on the loose! He needs you to help him match the mother animals with their babies. Use pictures of the animals to reunite the correct pairs. (Students can explain why they made the pairs they did.) |
Teacher Observations Daily Work Center Work Homework Topic Assessments |
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SUGGESTED
RESOURCES: |
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Houghton-Mifflin Discovery Works – “Kinds of Living Things” and “Characteristics of Living Things” Science In a Nutshell – Class Packs & Clusters |
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TOPIC: Weather Patterns (K.3)
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme IX: Energy & the Earth’s Systems How do external and internal sources of energy affect the Earth’s systems? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
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K.3 - Weather conditions vary daily and seasonally. Weather
occurs in patterns and affects our lives in many ways. Seasons occur
in patterns and affect our lives. |
What is weather? How do weather and the seasons affect our lives? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… Daily weather conditions are observable and can be
recorded. Clothing and activities are often influenced by weather
conditions. Daily and seasonal weather conditions affect what we
do, what we wear and how we feel. |
Students will be able to… Describe and record daily weather
conditions. Relate seasonal weather patterns to appropriate choices of
clothing and activities. Describe weather by seasons in Investigate patterns and features of seasons. Identify the thermometer as the instrument used for
measuring temperature. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You are a TV weatherperson. Prepare a weather report for the day, which should include reference to temperature (warm, cold), seasonal information (spring, summer, fall, winter), and suggestions for appropriate clothing and activities. Be sure to place the appropriate symbol: sun, raindrop, cloud, snowflake, etc., on the daily calendar as part of your report. You are a parent. Taking the season and weather into consideration, please tell your child whether the outfit and planned activity (look at pictures: bathing suit and pool, snowsuit and snow, etc.) are appropriate for the day. |
Teacher Observations Daily Work Center Work Homework |
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SUGGESTED
RESOURCES: |
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Houghton-Mifflin Discovery Works: “Weather and Seasons” and “Looking at the Earth and Sky” Science in a Nutshell – Class Packs and Clusters |
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TOPIC: Shelters (K.4)
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations
about what students should know and be able to do |
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Established Goals: State Conceptual Theme XI: Science & Technology in Society How do science
and technology affect the quality of our lives? Scientific Inquiry, Literacy & Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry
used to explore generalizations |
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K.4 - Some objects are natural, while others have been designed and
made by people to improve the quality of life. Different
types of houses are useful to people in different geographical areas. |
How does technology improve our lives? What materials should we use to build our houses? How does where we live affect the materials we use to build our
houses? |
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Knowledge and Skills What
students are expected to know and be able to do |
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Students will know… Humans choose to build homes out of various materials. Certain materials are appropriate for building human
shelters. Humans select both natural and man-made materials to build
shelters based on regional climate conditions, properties of the materials
and their availability in the environment. |
Students will be able to… Describe the types of materials used
by people to build houses, and the properties that make the materials useful. Identify which materials are best for building in various environmental conditions. |
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic
application in new context to evaluate student achievement of desired results
designed according to GRASPS (Goal, Role, Audience, Setting Performance,
Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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You are a Daisy Scout or Cub Scout and you are trying to earn a patch for building a shelter. Your task is to build a mini-shelter with your group that will withstand wind and/or water. Decide which material you will use and be prepared to tell your troop leader why you made that choice. You are a builder. You will be given photographs/drawings of houses made with various materials. You must decide if the materials used would withstand the weather in a variety of locations. If you are successful, you will make the people living in the house very happy. |
Teacher Observations Daily Work Center Work Homework |
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SUGGESTED
RESOURCES: |
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Science in a Nutshell – Class Packs and Clusters |
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