• GLE-SciK

    Kindergarten Grade Level Expectations
    Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
    By the end of kindergarten, students will be able to:
    1a. Ask questions and state predictions that can be addressed through scientific investigation
    find answers to questions the teacher poses
    begin to anticipate possible outcomes
    1b. Use simple devices to gather observational data
    use an assortment of tools to do things
    uses senses to observe things
    1d. Communicate about investigations and explanations
    use descriptive words
    draw or tell about what they saw
    Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
    By the end of kindergarten, students will be able to:
    2.1a. Examine, describe, and classify tangible objects in terms of common physical properties
    use observations to describe the properties (size, shape, texture, color) of an object
    sort objects by using sight, sound, smell, and touch
    sort the same group of objects in different ways using one property at a time (for example, sort first by color, then by shape, followed by size)
    2.2b. Make observations and gather data associated with movement
    use location words to describe the position of an object (for example, “up,” “in front of”)
    move an object in a variety of ways (for example, push, pull, turn, bounce)
    describe their own movement (for example, jump high, run fast)
    Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
    By the end of kindergarten, students will be able to:
    3.3a. Describe human body parts
    identify which body part is used for each sense
    identify which sense they are using when they observe something
    describe what each sense tells us (for example, touch tells us about things such as size, shape, texture, and temperature)
    3.4a. Identify characteristics that are common to all individuals of species
    explain that people have senses that help us find out about the world
    name examples of physical features that people have in common
    describe their own features (“I have . . .”)
    3.4b. Recognize that there are differences in appearance among individuals of the same group
    compare two students and name ways they look the same and ways they look different
    realize that people are alike in many ways, and yet each person is unique
    Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
    By the end of kindergarten, students will be able to:
    4.2a. Recognize that the Sun is the principal source of Earth’s heat and light
    use more than one sense to find a sunny place *
    describe a sunny place (for example, light, bright, hot, warm) *
    tell how sunny and shady places differ (for example, a shady place has less light and is not as warm) *
    4.2b. Recognize how our daily activities are affected by the weather
    describe what to wear when given a specific weather condition (for example, shorts and a sleeveless top on a hot day)
    name things they might do when given a specific weather condition (for example, sledding when it is snowy)
    4.2c. Describe existing weather conditions by collecting and recording weather data
    use senses to describe weather conditions (for example, cloudy, hot, rainy, windy) *
    choose a picture card that shows the daily weather and place it on a class graph or chart (for example, a picture of a snowflake might indicate a snowy day)
    Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
    5b. Invent a device that addresses an everyday problem (or task), and communicate the problem (or task), design, and solution
    In kindergarten, students should be provided with opportunities to use a variety of tools to accomplish an assortment of tasks. Instead of inventing devices, they need to become familiar with a variety of devices and talk about why the device is useful.
    Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
    Note: This standard is not addressed as a separate unit; rather, it should be integrated where appropriate into the units at each grade level.
    6c. Identify observable patterns
    In kindergarten, students should be encouraged to look for patterns whenever appropriate (for example, in weather data, in shapes, in appearance of animals).
    * Students may benefit from using the outdoors as a classroom when they are working on these expectations.