Kindergarten Learning Experiences Elementary School Services
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- Evolution and Biodiversity
- Living Things and Their Environment
- Physical Sciences (Chemistry and Physics)
- States of Matter
Heredity4. By the end of grade 2, students will describe ways in which many plants and animals closely resemble their parents in observed appearance.Kindergarten children will describe ways in which animals resemble their parents, and will identify that there are differences in appearances among individual humans, animals, and/or plants. Children can observe and compare similarities and differences among similar species (e.g., all birds have wings and feathers, but the colors of their feathers can vary; most trees have bark and leaves, but the leaves of different kinds of trees have different shapes). Children can investigate other variations and differences within species (e.g., breeds of dogs and cats. bird species). Evolution and Biodiversity5. By the end of grade 2, students will recognize that fossils provide us with information about living things that inhabited the earth years ago.Kindergarten children will recognize genuine fossils or pictures of fossils. Children can press leaves, shells, and branches into wet sand and play dough; examine the imprints when they dry; and talk about what the imprints tell us about the objects. Children can listen to/read books about fossils and discuss in small groups what they learned (e.g., Fossil by Claire Ewart, Fossils Tell of Long Ago by Aliki). Tips for Teachers: Field trips to natural history or science museums, or sites with fossils, would be a good introduction to the topic.Living Things and Their Environment6. By the end of grade 2, students will recognize that people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and taste.Kindergarten children will discriminate among various objects and materials based on sensory experiences, and will use appropriate vocabulary to describe characteristics of objects and materials. Children can record data about the sights, sounds, textures, and smells at different times of the day or in different areas of the classroom or on a field trip, and compare data. Children can read and discuss books about the senses (e.g., The Five Senses by Keith Faulkner; The Listening Walk by Paul Showers; Sounds All Around by Wendy Pfeffer; Night Sounds, Morning Colors by Rosemary Wells). Tips for Teachers: These activities are particularly important for children needing sensory integration experiences (e.g., children with sensory-related disabilities).7. By the end of grade 2, students will recognize changes in appearance that animals and plants go through as the seasons change.Kindergarten children will identify some ways that people, animals, and plants change to adapt to the seasons (e.g., dress, appearance, behavior). Children can visit a garden, park, or yard at least once each season to observe and document seasonal changes in plants and animals, using as many senses as possible; then describe or record seasonal changes in animals and plants and seasonal effects on their life cycle (e.g., hibernation, breeding, color, behavior, feeding) and compare with the changes that people make seasonally (e.g., dress, activities, lifestyle). Children can read stories about seasonal animal behaviors/appearances (e.g., Summer Coat, Winter Coat: The Story of a Snowshoe Hare by Doe Boyle) and retell the stories through dramatization or illustrations. 8. By the end of grade 2, students will identify the ways in which an organism's habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).Kindergarten children can describe or represent ways that various habitats supply basic needs for plants and animals. Children can experiment with disrupting a plant’s habitat (e.g., “What would happen if a plant was placed in a dark closet?”), then record the results. Children can listen to/read books about habitats of animals and humans around the world (e.g., Wildlife Refuge: A Classroom Adventure by Lorraine Ward; Animal Habitats: Discovering How Animals Live in the Wild by Tony Hare). Tips for Teachers: Conduct experiments with care for the well-being of animals and plants. This can provide an opportunity to talk about respect for living things.Physical Sciences (Chemistry and Physics)Observable Properties of Objects1. By the end of grade 2, students will sort objects by observable properties such as size, shape, color, weight, and texture.Kindergarten children will recognize that objects have different observable properties (size, weight, color, texture) and are made of different materials. Children can collect objects that have a common property (e.g., things that are soft, rough, small, or heavy) and share their collections with the class. The teacher can assemble a basket of objects that could be categorized in different ways; small groups of children could put objects in categories and explain their thinking, or use hoops to create Venn diagrams to compare, sort, discuss, and label the properties of sorted items. Connections: The concept of sorting is also addressed in Patterns, Relations, and Algebra standards K.P.1 and K.P.2 of Mathematics (chapter 3) and in Language standards K.L.4.1 and K.L.4.2 of English Language Arts (chapter 2). States of Matter2. By the end of grade 2, students will identify objects and materials as solid, liquid, or gas, and will recognize that solids have a definite shape and that liquid and gas take the shape of their container.Kindergarten children will describe and represent materials as liquids and solids. Children can categorize different substances as liquid or solid (e.g., rocks, wood, oil, water, sand, ice, snow). Children can observe and talk about the characteristics of materials in different states when playing with water, snow, or ice, and can listen to and use correct vocabulary to describe solids and liquids (e.g., frozen, melted, hot, slippery, runny, breakable). 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