Kindergarten Learning Experiences Elementary School Services
Earth and Space Science Earth’s Materials
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- The Weather
- The Sun as a Source of Light and Heat
- Periodic Phenomena
- Life Science (Biology)
- Characteristics of Living Things
Earth and Space ScienceEarth’s Materials1. By the end of grade 2, students will recognize that water, rocks, soil and living organisms are found on the earth’s surface.Kindergarten children will use some appropriate vocabulary to describe and classify natural materials. Children can play word games to describe and classify various forms and attributes of water, rocks, soil, and living organisms. Children can make charts of plants and animals found locally, and hear vocabulary for common objects, organisms, and events in the environment. 2. By the end of grade 2, students will understand that air is a mixture of gases that is all around us and that wind is moving air.Kindergarten children will talk about a few properties of air: that wind is moving air, and that air can move things. Children can observe, discuss, and document the effects of air/wind on objects (e.g., leaves, flags, clouds, smoke from a chimney, bubbles), and can participate in additional experimentation based on using a fan. Children can represent wind in movement, with or without music. Children can use tools (paper fans, straws, hand pumps) and/or their own breath to move air by inflating and deflating beach balls, paper bags, or bubbles. The Weather3. By the end of grade 2, students will describe the weather changes from day to day and over the seasons.Kindergarten children will know some vocabulary for weather, will observe, record, and represent weather conditions (temperature, rain) that change daily; and will observe, record, and represent weather patterns over seasons. Children can create a class journal listing descriptions and/or depictions of daily weather characteristics (e.g., temperature, amount of precipitation, different cloud conditions). Children can compare the appearances of different types of clouds. The Sun as a Source of Light and Heat4. By the end of grade 2, students will recognize that the sun supplies heat and light to the earth and is necessary for life.Kindergarten children will learn some properties of the sun and its impact on life on earth. Children can observe the properties of the sun in various ways (e.g., melting of ice or snow, heating of playground equipment or tools in the sun, drying of water in a puddle). Children can observe and compare the growth of plants in sunny and deeply shaded places to learn the impact of the sun on plant life. Periodic Phenomena5. By the end of grade 2, students will identify some events around us that have repeating patterns, including the seasons of the year, day and night.Kindergarten children will identify some natural events that have repeating patterns, based on personal experience and observation. Children can choose a natural pattern (e.g., phases of the moon, where and in what phases the moon appears during the day, daily cycle of the sun) from a book they have listened to, learn where to find accurate information about that object or phenomenon, and chart the pattern (where in the sky the sun is when they arrive, at lunch, and when they go home). Children can listen to and retell stories, folk tales, or creation stories about night and day, and about objects in the sky (e.g., One Small Square: The Night Sky by Donald M. Silver; Happy Birthday, Moon by Frank Asch; Papa, Please Get the Moon for Me by Eric Carle). Life Science (Biology)Learning about plants and animals is most effective when taught in their natural settings. Observations and questions can be extended through dramatic play, narrative, books, and visual art. A return to the natural world can then stimulate more accurate observations, make connections, and integrate children’s learning. Characteristics of Living Things1. By the end of grade 2, students will recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.Kindergarten children will understand that living things have similar needs (including humans). Children can talk about needs they have (e.g., food, water, air) in common with plants and animals, then observe and care for plants and small animals (e.g., fish, guinea pigs, salamander) as the teacher provides information about appropriate care for each animal or plant. Children can plant different seeds, then create science notebooks with simple charts and drawings that record observations of plant growth. They could bring pictures of themselves as younger children to class and talk about ways in which they have grown and changed. 2. By the end of grade 2 students will differentiate between living and nonliving things, and will group both living and nonliving things according to the characteristics that they share.Children can make a class chart listing characteristics of living and non-living things, then create a class mural or individual artwork of living and non-living things. Children can go on a nature walk, collect or take photographs of living and non-living things that are discovered on the walk, then sort the objects or photographs into the categories of “living,” “once living (dead),” and “never-living” categories (e.g., plastic). 3. By the end of grade 2, students will recognize that plants and animals have life cycles, and that life cycles vary for different living things.Kindergarten children will differentiate some familiar living things that come from seeds or eggs, or that are born live, and identify infant and adult forms of some living things. Children can match pictures of adult animals with their babies, and listen to stories and informational books about the life cycles of animals, birds, and/or plants (e.g., hatching eggs; growth of kitten to cat, puppy to dog, caterpillar to butterfly; tadpole to frog), according to expressed interests and curiosity. Children can use correct vocabulary for phases of the life cycle and for the processes of growth. Children can describe seasonal changes in animals and plants, and the effects of seasons on life cycles (e.g., hibernation, breeding, changes in color or coat, behavior, feeding), then talk about changes that humans make seasonally (e.g., dress, activities, lifestyle). 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