Standard set
Kindergarten
Standards
Showing 91 of 91 standards.
PHYSICAL SCIENCE: Motion and Stability: Forces and Interactions
PHYSICAL SCIENCE: Energy
LIFE SCIENCE: From Molecules to Organisms: Structures and Processes
EARTH AND SPACE SCIENCES: Earth’s Systems
EARTH AND SPACE SCIENCES: Earth and Human Activity
K-PS2-1
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Engages in behavior to investigate consequences; notices cause and effect relationships in daily environment. (WMELS C.EL. 2)
K-PS3-1
Make observations to determine the effect of sunlight on Earth’s surface. Discriminates properties of nature, using a variety of senses. (WMELS C.EL.1)
K-PS3-2
Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. Makes plans for testing hypotheses to prove or disprove predictions. (WMELS C.EL.3)
CATHOLIC SOCIAL TEACHINGS (I Can Statements)
K-LS1-1
Use observation to describe patterns of what plants and animals (including humans) need to survive. Make reasonable explanations, using data gathered from observations and experiments. (WMELS C.EL.4) [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
K-LS1-1.i
CATHOLIC SOCIAL TEACHING (I Can Statements)
K-ESS2-1
Use and share observations of local weather conditions to describe patterns over time. Purposefully seeks information through observation to satisfy curiosity or need for answers (WMELS C.EL.1)
K-ESS2-2
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Show awareness of differences in their environment (WMELS C.EL.1)
K-ESS3-1
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Can be addressed in conjunction with K-LS1.1 and KESS2- 2. Ask simple scientific questions and draw conclusions based on previous experiences.(WMELS C.EL.3)
K-ESS3-2
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. Can be addressed in conjunction with K-ESS2-1. Ask simple scientific questions and draw conclusions based on previous experiences.(WMELS C.EL.3)
K-ESS3-3
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. Recognize and responds to differences in the environment (WMELS C.EL.1)
CATHOLIC SOCIAL TEACHINGS (I Can Statements)
LEARNING TARGETS
I CAN STATEMENTS
LEARNING TARGETS
I CAN STATEMENTS
LEARNING TARGETS
I CAN STATEMENTS
K-PS-CST
Work collaboratively with my classmates.
LEARNING STATEMENTS
I CAN STATEMENTS
K-LS-CSTa
Work cooperatively and respectfully with my classmates.
LEARNING TARGETS
I CAN STATEMENTS
LEARNING TARGETS
I CAN STATEMENTS
LEARNING TARGETS
I CAN STATEMENTS
LEARNING TARGETS
I CAN STATEMENTS
LEARNING TARGETS
I CAN STATEMENTS
K-ESS-CSTa
Work cooperatively and respectfully with my classmates.
K-ESS-CST-b
Explain that God created the world and I can do my part to take care of it.
K-PS2-1.a
Pushes and pulls can have different strengths and directions.
K-PS2-1.b
Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
K-PS2-1.c
Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.
K-PS2-1.d
Change the strength of pushes and pulls.
K-PS2-1.e
Change the direction of pushes and pulls.
K-PS2-1.f
Measure how different pushes and pulls change the motion of an object.
K-PS2-1.g
Work cooperatively and respectfully with my classmates.
K-PS2-1.h
Observe the effects of different strengths of pushes and pulls.
K-PS2-1.i
Measure the effects of different directions of pushes and pulls.
K-PS3-1.a
Sunlight warms Earth’s surface.
K-PS3-1.b
Explore that the Sun supplies heat to Earth.
K-PS3-1.c
We live on planet Earth.
K-PS3-1.d
Identify the sun as a supplier of heat.
K-PS3-1.e
Observe that the sun can warm the Earth.
K-PS3-1.f
Name different Earth surfaces (soil, sand, water, rocks, etc.)
K-PS3-2.a
Sunlight warms the Earth.
K-PS3-2.b
Plan how to make a model that blocks sun heat. (models may be similar to canopies, tents, umbrellas, etc.)
K-PS3-2.c
Follow a plan to make a model.
K-PS3-2.c
Test whether my model works.
K-LS1-1.a
All animals (including humans) need food in order to live and grow.
K-LS1-1.b
Animals (including humans) obtain their food from other plants or animals.
K-LS1-1.c
Plants need water and light to live and grow.
K-LS1-1.d
List that animals need food, water and protection for growth.
K-LS1-1.e
List that plants need sunlight, water and nutrients
K-LS1-1.f
Explain how animals get food.
K-LS1-1.g
Understand that plants make food.
K-LS1-1.h
Compare and contrast the needs of animals and plants.
K-ESS2-1.a
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time.
K-ESS2-1.b
People measure these conditions to describe and record the weather and to notice patterns over time.
K-ESS2-1.c
Discover that wind is moving air and has strength and direction
K-ESS2-1.d
Describe weather using the four conditions (wind, temperature, precipitation, cloud coverage)
K-ESS2-1.e
Measure weather conditions using a thermometer and other tools
K-ESS2-1.f
Draw conclusions of weather conditions dependent on seasons.
K-ESS2-1.g
Define wind as moving air
K-ESS2-1.h
Identify the impact of wind including strength and direction
K-ESS2-2.a
Plants and animals can change their environment.
K-ESS2-2.b
Things that people do to live comfortably can affect the world around them.
K-ESS2-2.c
List how animals in different habitats change their environment (Note: examples could include squirrels digging, woodpeckers pecking holes, weeds overtaking, trees roots can break concrete, taller plants blocking sunlight and growth below)
K-ESS2-2.d
Relate how my choices impact the environment
K-ESS3-1.a
Living things need water, air, and resources from the land, and they live in places that have the things they need.
K-ESS3-1.b
Humans use natural resources for everything they do.
K-ESS3-1.c
Explain how animals live where their needs are met
K-ESS3-1.d
View a model and explain how the environment helps an animal meet its needs.
K-ESS3-1.e
Classify different objects (including food) used daily and state what natural resource they come from.
K-ESS3-2.a
Some kinds of severe weather are more likely than others in a given region.
K-ESS3-2.b
Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.
K-ESS3-2.c
Describe the local severe weather (some ideas may include tornado, blizzard, flood, thunderstorm, heat and wind chill advisories)
K-ESS3-2.d
Understand that not all severe weather happens in our region
K-ESS3-2.e
Explain the importance of a weather scientist
K-ESS3-3.a
Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
K-ESS3-3.b
Relate how human choices impact the environment (example could be cutting trees for paper)
K-ESS3-3.c
Give examples of ways humans can impact the environment in positive ways.