Grade+0+(K)+Map

Kindergarten Science Curriculum Map Topic: Erie- Water Play Kit Topic: Erie- Building Structures Kit mass. || I || Follow kit guide || Structures Kit || Informal question/answers and observations ||  || Topic: Monroe- Classroom Plants Kit
 * **NYS Standard ** || 4 The Physical Setting ||~ **Time Frame/Duration: **January ||
 * **Content Key Idea:** || Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. Matter is made of particles whose properties determine the observable characteristics of matter and its reactivity. Energy and matter interact through forces that result in changes in motion. ||
 * **Performance Indicator:** || 2.1, 3.1, 3.2, 5.1 ||
 * **Vocabulary** || temperature, weather, rain, snow, wind, cloud, freeze, melt, ice ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 2.1b Weather can be described and measured by form and amount of precipitation, wind speed and direction. || I || Follow kit guide || Water Play Science Kit || Informal questions/answers and observations ||  ||
 * 2.1c Water is recycled by natural processes on Earth: precipitation: rain, sleet, snow, hail. || I ||  ||   ||   ||   ||
 * 3.1e The material an object is made up of determines some properties of the object (sink/float) || I ||  ||   ||   ||   ||
 * 3.2a Matter exists in 3 states: solid, liquid gas. || I ||  ||   ||   ||   ||
 * 5.1b The direction of motion of an object can be changed by pushing or pulliing || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Physical Setting || **Time Frame/Duration: **September ||
 * **Content Key Idea:** || Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Energy and matter interact through forces that result in changes in motion. ||
 * **Performance Indicator:** || 3.1 ||
 * **Vocabulary** || structures, bridge, beam, arch ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 3.1a Matter takes up space and
 * 3.1b Matter has properties(color, hardness, odor, sound, taste) that can be observed through the senses. || I ||  ||   ||   ||   ||
 * 3.1c Objects have properties that can be observed, described, and/or measured. || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: **September - May ||
 * **Content Key Idea:** || Living things are both similar and different from each other and from non-living things. Individual organisms and species change over time. The continuity of life is sustained through reproduction and development. ||
 * **Performance Indicator:** || 1.1, 3.1, 4.1, 4.2 ||
 * **Vocabulary** || living, non-living, life cycle, leaves, stem, roots, flower, fruit, seed, soil ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 1.1b Plants require air, water, nutrients, and light in order to live and thrive. || I || Follow kit guide

Plant seeds and observe them grow || Classroom Plants kit || Informal question/answers and observations, label plant parts, sequence life cycle of a plant ||  || Topic: Monroe- Sunshine, Shadows and Silhouettes and observations ||  || Topic: Monroe- Senses Kit
 * 3.1b Each plant has different structures (parts of a plant). || I || Label parts of a plant ||  || Literatre ||   ||
 * 4.1a Plants have a life cycle. || I || sequence life cycle of a plant ||  ||   ||   ||
 * 4.1b Each plant goes through its own stage of growth and development. || I || look and different types of seeds ||  ||   ||   ||
 * 4.1d Life cycles of some plants include changes from seed to plant. || I ||  ||   || Magic School Bus Plants a Seed ||   ||
 * 4.2a Growth is the process by which plants increase in size || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Physical Setting || **Time Frame/Duration: **September - June ||
 * **Content Key Idea:** || Objects and events have distinctive properties. The properties of an event are determined by objects, space, and time. Energy and matter interact through forces that result in changes in motion. ||
 * **Performance Indicator:** || 1.1, 3.1, 3.2, 5.1 ||
 * **Vocabulary** || sunshine, shadow, silhouette ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 1.1c The sun and other stars appear to move in a pattern daily and seasonally || I || Follow kit guide || Sunshine, shadows, & silhouettes kit || Informal question/answers
 * 3.1b Matter has properties that can be observed through the senses. || I ||  ||   ||   ||   ||
 * 3.1c Objects have properties that can be observed, described, and/or measured. || I ||  ||   ||   ||   ||
 * 3.1 d Measurements can be made with standard and non-standard units. || I ||  ||   ||   ||   ||
 * 3.1e The material an object is made of determines specific properties of the object. || I ||  ||   ||   ||   ||
 * 3.1g Some properties of an object are dependent of the conditions of the surroundings in which the object exists. || I ||  ||   ||   ||   ||
 * 3.2c Changes in the properties or materials of objects can be observed and described. || I ||  ||   ||   ||   ||
 * 5.1a The position of an object can be described by locating it relative to another object or background. || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: **February – June ||
 * **Content Key Idea:** || Organisms maintain a dynamic equilibrium that sustains life. ||
 * **Performance Indicator:** || 5.2c ||
 * **Vocabulary** || eyes/sight, ears/hearing, mouth/taste, nose/smell, skin/touch ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Senses can provide essential information (regarding danger, food, mates, etc.) to animals and their environment. || I || Follow kit guide

touch boxes

senses walk

taste test || Senses kit

Magic School Bus Senses

My 5 Senses by Aliki || Informal question/answers and observations ||  || Topic: Earth and Sky (Weather/Seasons)
 * **NYS Standard ** || 4 The Physical Setting || **Time Frame/Duration: **Done Daily and Seasonally ||
 * **Content Key Idea:** || The Earth and celestial phenomena can be described by principles of relative motion and perspective. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. ||
 * **Performance Indicator:** || 1.1, 2.1 ||
 * **Vocabulary** || temperature, weather, freeze, rain, snow, wind, cloud/cloudy, melt ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 1.1a Natural cycles and patterns include: day/night, weather changes day to day and seasonally. || I || Discuss day/night and list activities done during each.

Daily calendar || Literature

Calendar || Informal question/answers

Draw each season ||  ||
 * 1.1b Humans organize time based on motion of Earth (second, minute, hour, week, month). || I || Daily calendar

Use analog clock to tell time to the hour. || Literature

Analog clock || Sequence seasons

Tell time to the hour on worksheet ||  ||
 * 2.1a Weather is the condition of the outside air at a particular moment. || I || Daily calendar

Graph weather || Weather calendar ||  ||   ||
 * 2.1b Weather can be described and measured. || I || Daily calendar

Describe weather for day or seasons || Weather calendar || Draw types of weather ||  || Kicks Up A Storm video ||  ||   || Topic: Dental Health
 * 2.1c Water is recycled by natural processes on Earth (rain, sleet, snow) || I || Discuss water cycle and make water cycle || Magic School Bus
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: **February ||
 * **Content Key Idea:** || Organisms maintain a dynamic equilibrium that sustains life. ||
 * **Performance Indicator:** || 5.3 ||
 * **Vocabulary** || dental health, dentist, plaque, incisors, canines, molars, cavities, gums, enamel, nerves, pulp ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 5.3a Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health. || I || Discuss healthy foods for teeth.

Discuss proper care for teeth || Goofy for Dental Health video

Literature

Visit dentist || Informal question/answers ||  ||
 * 5.3b Good health habits include hand washing and personal cleanliness; avoiding harmful substances, eating a balanced diet, and exercise. || I || Discuss things that are bad for teeth

Sort items that are good/bad for teeth

Label teeth on worksheet || Dental health songs

Model of mouth with teeth ||  ||   || Topic: Nutrition
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: **April ||
 * **Content Key Idea:** || Organisms maintain a dynamic equilibrium that sustains life ||
 * **Performance Indicator:** || 5.3 ||
 * **Vocabulary** || nutrition, healthy, food guide, grain, protein, dairy, vegetables, fruits, exercise ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 5.3a Human needs a variety of healthy foods, exercise, and rest in order to grow and maintain good health. || I || Taste foods from each food group

Food pyramid puzzle || Literature

Songs || Informal question/answers ||  || and glue on plate.
 * 5.3b Good health habits include hand washing, and personal cleanliness; avoiding harmful substances, eating a balanced diet and engaging in regular exercise. || I || Cut out healthy foods from magazines, ads, etc.

Do morning exercises each day || Magic School Bus Digestive System || Properly arrange Food Pyramid ||  || Topic: Hibernation, Migration, Staying Active Topic: Animals (Teacher may choose)
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: **November or December ||
 * **Content Key Idea:** || Individual organisms and species change over time. Organisms maintain a dynamic equilibrium that sustains life. Plants and animals depend on each other and their physical enviroment. ||
 * **Performance Indicator:** || 3.1, 5.2 ||
 * **Vocabulary** || hibernation, migration, staying active ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction. || I || Identify animals in each group and list similarities as well as differences || Literature || Informal question/answers ||  ||
 * 3.1c In order to survive in their environment, plants and animals must be adapted to that environment. || I || Sort/categorize animals into each specific group || Hibernation, Migration, Stay Active songs || Observations ||  ||
 * 5.2b Animals respond to change in their environment. || I || Make bear from construction paper and write fact ||  || Sort animals into specific group ||   ||
 * 5.2c Senses can provide essential information to animals about their environment. || I || Make bird from construction paper and write fact ||  ||   ||   ||
 * 5.2d Some animals move from place to place to meet their needs. || I ||  ||   ||   ||   ||
 * 5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage, winter coat, shedding) || I || Make moose from construction paper and write fact ||  ||   ||   ||
 * 5.2f Some animals behavior are influenced by environmental conditions. || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: **Throughout year ||
 * **Content Key Idea:** || Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. Individual organisms and species change over time. The continuity of life is sustained through reproduction and development. Organisms maintain a dynamic equilibrium that sustains life. ||
 * **Performance Indicator:** || 2.1, 3.1, 4.1 5.1 ||
 * **Vocabulary** || based on what animals are chosen ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 2.1a Some traits of living things have been inherited. || I || Animals and activities maybe chosen by individual teachers || See How They Grow videos || Informal question/answers ||  ||
 * 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction. || I ||  || Magic School Bus videos || Sort/Categorize animals into specific groups ||   ||
 * 4.1a Animals have life cycles. These may include beginning of life, development into adult, reproduction, and death. || I ||  || Different animal worksheets

Literature ||  ||   || Topic: Living/Nonliving Heller ||  ||   ||
 * 4.1e Each generation of animals goes through changes in form from young to adult. || I ||  ||   ||   ||   ||
 * 5.1a All living things grow, take in nutrients, breathe, reproduce, and eliminate waste. || I ||  || Visit a zoo, farm, pond, or S.P.C.A. ||   ||   ||
 * 5.1b An organism's external physical features can enable it to carry out life functions in its particular environment. || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: **November ||
 * **Content Key Idea:** || Living things are both similar to and different from each other and from nonliving things. ||
 * **Performance Indicator:** || 1.1 ||
 * **Vocabulary** || living, nonliving ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * 1.1a Animals need air, water, and food in order to live and thrive. || I || Sort/Categorize living and nonliving things into groups || Literature || Informal question/answers ||  ||
 * 1.1b Plants require air, water, nutrients, and light in order to live and thrive. || I ||  || Animal Born Alive and Well by Ruth
 * 1.1c Nonliving things do not live and thrive. || I ||  ||   ||   ||   ||
 * 1.1d Nonliving things can be human created or naturally occur. || I ||  ||   ||   ||   ||