Students in kindergarten begin their science studies using their five senses
to observe animals, earth materials, weather, and other objects. The class setting
should provide a stimulating atmosphere in which students are intellectually
challenged to explore the physical world around them. Young students' natural
curiosity leads them to investigate the world by observing and manipulating
common objects and materials in their environment. Students learn to interpret
their observations by collecting data on which they base their scientific explanations.
Student learning of all four goals is guided by the unifying concepts of evidence,
exploration, and measurement. The following explanations characterize the strands
at the kindergarten level
The Nature of Science Strand is designed to help students develop an understanding
of the human dimensions of science, the nature of scientific thought, and the
role of science in society. Science education in kindergarten serves as the
earliest foundation for students to experience science in a form that engages
them in active construction of ideas and explanations. Young students always
have questions about themselves and their world. Science is one way of finding
answers to their questions and enabling them to make sense of the natural world.
Teaching science as inquiry increases students' opportunities to develop the
abilities to do science. Their natural curiosity leads them to explore the world
by observing and manipulating common objects and materials in their environment.
They make observations using their senses to collect data and to obtain evidence
for their scientific explanations.
Research shows that young students work well in small groups or pairs to construct
and share ideas. Students in kindergarten should employ simple equipment and
tools to gather data and extend their senses. Students develop simple skills
such as how to observe, measure using(nonstandard) units, use numbers, sort
(using own rules) cut, connect, switch, turn on and off, pour, hold, tie, and
hook. They begin to ask questions that they can answer with scientific knowledge
combined with their own observations and simple predictions. In the earliest
years, investigations are largely based on systematic observations. Through
the observation and manipulation of common objects students reflect on their
similarities and differences. This leads to simple sketches and single-word
descriptions which in turn lead to increasingly more detailed drawings, richer
verbal descriptions, and connections to writing.
Young students' abilities in technological problem-solving can be developed
by first hand experiences in doing tasks with a technological purpose. They
can study technological products and systems in their world, such as zippers,
coat hooks, can openers, tricycles and other tools. Students can engage in projects
that are appropriately challenging for their developmental level, ones in which
they must design ways to connect, move, or communicate.
Students in kindergarten
should have a variety of experiences that provide initial understandings for
personal care and that enable them to take responsibility for their own health.
Student understandings should include following safety rules for all their school
experiences as well as at home, preventing abuse and neglect, avoiding injury,
and when and how to say no.
The focus for kindergarten students is on using the five senses to make observations
of events in both indoor and outdoor settings that make up their world. The
observations that students make provide evidence and data on which to base their
scientific explanations. Guide student learning of all goals on the unifying
concepts of evidence, explanation, and measurement. The strands provide a context
for teaching the content throughout all goals.
Strands: Nature of Science, Science as Inquiry, Science and
Technology, Science in Personal and Social Perspectives
| Competency Goal 1:
The learner will make observations and build an understanding of similarities
and differences in animals. |
| Objectives 1.01 Observe and describe the similarities
and differences among animals including:
- Structure.
- Growth.
- Changes.
- Movement.
1.02 Observe how animals interact with their surroundings.
1.03 Observe the behaviors of several common animals.
1.04 Demonstrate how to care for a variety of animals.
1.05 Observe the similarities of humans to other animals including:
- Basic needs.
- Growth and change.
- Movement.
|
| Competency Goal 2: The learner
will make observations and build an understanding of weather concepts. |
| Objectives 2.01 Observe and report daily weather changes
throughout the year.
2.02 Identify different weather features including:
- Precipitation.
- Wind.
- Temperature.
- Cloud
cover.
2.03 Identify types of precipitation, changes in wind, force, direction
and sky conditions.
2.04 Observe and determine the effects of weather on human activities.
2.05 Use common tools to measure weather. |
| Competency Goal 3: The learner
will make observations and build an understanding of the properties of common
objects. |
| Objectives 3.01 Observe and describe the properties
of different kinds of objects (clay, wood, cloth, paper, other) and how
they are used.
3.02 Develop and use a vocabulary associated with the properties of materials:
- Color.
- Size.
- Shape.
- Texture.
3.03 Describe how objects look, feel, smell, taste, and sound using their
own senses.
3.04 Observe that objects can be described and sorted by their properties.
3.05 Identify some common objects and organisms that are considered to
be natural resources in our world. |
| Competency Goal 4: The learner
will use appropriate tools and measurements to increase their ability to describe
their world. |
| Objectives 4.01 Describe how tools can be used to
make comparisons.
4.02 Observe and describe how various tools and units of measure are
useful:
- Scissors.
- Pencils.
- Crayons.
- Paper clips.
-
Hammers.
4.03 Use nonstandard units of measure to describe and compare objects.
4.04 Demonstrate the use of standard units of measure and compare with
nonstandard units of measure. (Teacher demonstration)
4.05 Demonstrate that standard units of measure produce more consistent
results than nonstandard units, allowing information to be shared.(Teacher
demonstration) |
