Science - 2019-20

K.1 - Scientific and Engineering Practices

The student will demonstrate an understanding of scientific and engineering practices by 

a) asking questions and defining problems

  • ask questions based on observations     Bloom's Level:  Understand
  • identify a problem based on need  Bloom's Level: Understand
  • make predictions based on observations Bloom's Level:  Apply

b) planning and carrying out investigations

  • make observations to collect data  Bloom's Level:  Understand

  • identify characteristics and properties of objects by observation  Bloom's Level:  Understand

  • measure relative length and weight of common objects  Bloom's Level:  Apply

  • record information from an investigation  Bloom's Level: Understand

c) interpreting, analyzing, and evaluating data

  • describe patterns.  Bloom's Level: Understand

  • classify and/or sequence objects based on a single physical characteristic or propertyBloom's Level:  Analyze

  • organize and represent data  Bloom's Level:  Apply

  • read and interpret  data in object graphs, picture graphs, and tables  Bloom's Level:  Understand / Analyze

d)  constructing and critiquing conclusions and explanations

  • make simple conclusions based on data or observations Bloom's Level:  Understand / Apply / Analyze

e) developing and using models

  • distinguish between a model and an actual object Bloom's Level:  Analyze

f)  obtaining, evaluating, and communicating information

  • communicate comparative measures (e.g., heavier, lighter, longer, shorter, more, less, hotter, colder) Bloom's Level:  Understand / Apply

  • communicate observations using pictures, drawings, and/or speech  Bloom's Level:   Understand / Apply




Adopted: 2018

BIG IDEAS

Students will develop skills in posing simple questions, conducting simple investigations, observing, classifying, and communicating information about the natural world.

UNDERSTANDING THE STANDARD

Essential Questions

•  How do scientists use observations to describe, organize, categorize, sequence, and      measure objects?

•  How do scientists develop questions, make predictions, record observations and identify unusual         results

•  How do scientists construct graphs and display and share observations?

•  Why do scientists conduct experiments?


  • The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts:
    1. the natural world is understandable;
    2. science is based on evidence, both observational and experimental;
    3. science is a blend of logic and innovation;
    4. scientific ideas are durable yet subject to change as new data are collected;
    5. science is a complex social endeavor; and
    6. scientists try to remain objective and engage in peer review to help avoid bias.
    In kindergarten, an emphasis should be placed on concepts a, b, and e.
  • Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just a knowledge of facts to understanding how facts are relevant to everyday life.
  • Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a different way.
  • Science is a complex social endeavor. It is a complex social process for producing knowledge about the natural world. Scientific knowledge represents the current consensus as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the same data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another’s findings. In order to model the work of professional scientists, it is essential for kindergarten students to engage in frequent discussions with peers about their understanding of their investigations.
  • Observation is an important skill that enables us to learn about the world. Observations are expressed as descriptive statements about natural phenomena that are accessible to the senses either directly or with the use of technology.Through observation one can learn to compare, contrast, and note similarities and differences.
  • An object can appear very different depending on how it is oriented. To describe an object fully and accurately, it should be observed from several different positions.
  • Putting objects in a sequence allows one to understand how things are related. A sequence can illustrate incremental changes over time.
  • A nonstandard unit of measure, such as the length of a paper clip, can be used to describe and communicate the dimensions of an object. For the nonstandard unit to be most useful, it should be consistent and easily applied.
  • Sequenced objects or events can show patterns over time. Occasionally, items are missing in a sequence, but observations of patterns in the sequence can offer clues to predict the item(s) that are missing.
  • Observations about familiar objects or events often lead to the development of predictions and important questions that can spark further investigation.
  • Observations that are made can be recorded in a variety of ways. Picture graphs are useful ways to display and report information.
  • It is important to observe the results of an investigation carefully. Results that are unexpected or unusual may be of interest for further study.
  • Observations can be communicated through pictures and discussions.

ESSENTIALS

In order to meet this standard, it is expected that students will

  • 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 mass; and liquids put in drinking cups for determiningvolume.
  • 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.

KEY VOCABULARY

describe - to provide details about an object

observe - a fact NOT an opinion; a statement you make using one of your five senses.'

measure - the act or process of determining the length, mass, or volume of an object

pattern- a repeated form or design

picture graph - graphs that use pictures to represent data; used to share data.

predict- a  guess about what will happen in the future

properties -(color, size — big, little, large, small, shape — circle, triangle, square, rectangle, texture – rough, smooth, hard, soft, weight – heavy, light)

question - a problem you are trying to solve during an investigation

result - how something ended or the outcome

sequence - a specific order of objects (large to small, lighter to darke

Updated: Jan 12, 2020