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Web Resources Supporting the Maryland Voluntary State Curriculum
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Science - Kindergarten
Processes | Earth/Space | Life | Chemistry | Physics | Environment |
PROCESSES
Standard 1.0 Skills and Processes |
| Students will demonstrate the thinking and acting inherent in the practice of science. |
Topic
A. Scientific Inquiry |
Indicator
1.Seek information through observation, exploration, and descriptive investigations.
Objectives
a. Use their senses to observe and gather information from developmentally appropriate and scientifically accurate resources and investigations.
b. Communicate scientific information collected from resources and investigations in various ways, such as orally, drawing, graphing, and/or writing.
c. Use scientific information collected to assist in making further discoveries.
Indicator
2. Ask relevant questions when engaged in scientific investigations.
Objectives
a. Use their senses to observe and explore materials and natural phenomena. .
b. Ask questions about scientific investigations that can be answered through observations and further investigations.
Indicator
3. Use observations to make predictions about what may occur.
Objectives
a. Use information collected from observations and scientific investigations to make a prediction.
Indicator
5 Follow safety rules when participating in investigations or explorations.
Objectives
a. Identify, describe and use safe procedures for conducting investigations or explorations:
- Wearing eye protection, plastic gloves, and smocks
- Using science equipment and materials appropriately
- Following oral directions
- Using senses in appropriate and safe ways
Indicator
6. Use numbers and units when counting or measuring objects and recording data.
Objectives
a. Use the appropriate number when counting objects.
b. Use the appropriate non-standard or standard unit when measuring an object's weight, length, and height.
c. Use the appropriate number and standard or non-standard unit when recording data.
Indicator
7. Use simple tools/ equipment to extend the senses and gather data.
Objectives
a. Use simple tools, such as gears, pulleys, thermometers, hand lenses, simple microscopes, rulers, timers, funnels, and balances to collect data.
b. Record and describe data on charts, tables, and picture graphs.
Indicator
8. Compare data using observations, charts, or graphs.
Objectives
a. Identify and describe likenesses and differences in data collected through observations and investigations.
b. Identify and describe likenesses and differences in data displayed on charts or picture graphs.
Indicator
9. Communicate findings from observations and investigations.
Objectives
a. Use oral language, drawings or writing to describe observations and results of investigations.
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Topic
B. Critical Thinking |
Indicator
1. Describe the similarities and differences among objects and materials.
Objective
a. Use their senses to investigate objects and materials.
b. Use observations and investigations to describe likenesses and differences among objects and materials.
c. Use observations and investigations to compare objects or materials orally, in drawings, and/or in writing.
Indicator
2. Classify objects according to properties.
Objectives
a. Identify and describe the attributes and functions of objects.
b. Classify objects based on their attributes and functions.
c. Describe orally, in drawings, and/or in writing how objects were classified.
Indicator
3. Identify patterns found in the natural environment.
Objectives
a. Use oral language, drawings, or writing to identify and describe repeated sequences found in nature, such as designs (beehive), sounds (heartbeat), and events (day/night).
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Topic
C. Applications of Science |
Indicator
2. Use scientific knowledge to solve everyday, science-related problems.
Objective
a. Use prior knowledge and investigations to solve a given problem, such as determining needs for a classroom pet.
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Indicator
1. Identify models of real objects and compare the models to the real objects.
Objectives
a. Identify and describe models of real objects, such as toy trucks, toy kitchen appliances, dolls, and stuffed animals.
b. Use common classroom materials and equipment to construct models of real objects, such as paper flowers, clay animals, or a block bridge.
c. Describe how models of objects are similar to and different from the real object.
Indicator
2. Demonstrate how tools are used to observe and measure when collecting information.
Objectives
a. Make observations using magnifying instruments, such as hand lenses, binoculars, simple microscopes, other magnifiers and stethoscopes.
b. Make measurements using non-standard tools, such as paper clips, their fingers, their feet, and blocks.
c. Make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales and balances.
d. Describe how tools are used to collect information.
Indicator
3. Construct objects with simple tools using a variety of materials and describe the functions of those objects.
Objectives
a. Construct objects using common classroom materials, such as paper tubes, boxes, Styrofoam packing material, wood, and yarn, and simple tools, such as scissors, paper fasteners, hammers, staplers, and hole punchers.
b. Use oral language, drawing or writing to describe objects they have constructed.
c. Use oral language, drawings, and/or writing to explain the use of objects they have made.
Indicator
5. Recognize that inventions allow new ways to solve problems and get work done.
Objectives
a. Examine related existing products, such as buttons, zippers, and Velcro to identify the materials used to make the products.
b. Identify the function of and problem solved by the products examined.
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Topic
E. History of Science |
Indicator
1. Describe how everyone can do science and invent things.
Objectives
a. Investigate and explore science concepts.
b. Describe the role that the student takes during investigations and explorations.
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EARTH / SPACE
Standard 2.0 Earth/Space Science |
| Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. |
Topic
A. Materials and Processes That Shape A Planet |
Indicator
1. Describe and classify Earth materials based on their physical properties.
Objectives
a. Observe and describe soils, rocks, and water using their senses of sight and touch and magnifying instruments.
b. Identify similarities and differences in the Earth materials they observed.
c. Classify types of soil and various rocks using the physical properties of texture, size, and color.
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Topic
D. Astronomy |
Indicator
4. Identify and describe celestial objects that appear in the day sky and in the night sky.
Objectives
a. Compare when the sun, moon, and stars are visible in the sky.
b. Recognize that the sun provides daylight and heat. (Students should not look directly at the sun during observations.)
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Topic
E. Interactions of Hydrosphere and Atmosphere
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Indicator
3. Describe the weather using observations and age-appropriate tools.
Objectives
a. Describe the weather using their senses and record weather data.
b. Describe qualitative changes in temperature using Celsius thermometers.
Indicator
4. Describe weather changes for each season.
Objectives
a. Use observations and qualitative weather data to compare seasonal changes in weather.
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LIFE
Standard 3.0 Life Science |
| The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
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Indicator
1. Identify and describe living and non-living things
Objectives
a. Observe and describe living things, such as plants, insects, and animals and once-living things, such as fallen leaves, sticks, and animal hide.
b. Identify and describe non-living things, such as rocks, water, and soil.
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Topic
B. Genetics |
Indicator
1. Identify and describe a variety of animals and their offspring.
Objectives
a. Observe and describe the similarities and differences among a variety of animals and their offspring.
b. Describe how offspring are like their parents.
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Topic
D. Biochemistry |
Indicator
1. Observe and describe characteristics, basic needs, and life cycles of living things.
Objectives
a. Use characteristics to classify things as living or non-living.
b. Identify the basic needs of living things.
c. Observe and describe how living things change from offspring to adult (life cycles).
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CHEMISTRY
Standard 4.0 Chemistry |
| Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. |
Topic
A. Properties of Matter |
Indicator
1. Identify, describe, and compare properties of objects.
Objectives
a. Use their senses to identify numerous physical properties of objects including size, shape, color, texture, and weight.
b. Use their senses to describe the physical properties of objects.
c. Identify the similarities and differences of objects based on their physical properties.
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PHYSICS
Standard 5.0 Physics |
| Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur |
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Indicator
1. Identify and describe the different ways objects move.
Objectives
a. Identify the similarities and differences in the way objects move.
- Straight
- Round and round
- Back and forth
- Zig zag
b. Identify ways to make objects move.
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Topic
B. Thermodynamics |
Indicator
1. Describe the way the sun warms the land, air, and water using observations and age appropriate tools.
Objectives
a. Recognize and describe, using senses and thermometers, temperature changes of the land, air, and water before and after the sun warms them.
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Topic
D. Wave Interactions |
Indicator
2. Recognize and describe that objects vibrate and make sounds.
Objecitves
a. Observe and describe the vibration of objects that make sounds, such as drums, rubber bands on a shoebox guitar, and tuning fork.
Indicator
3. Identify and describe the materials that light passes through and materials that block light.
Objectives
a. Identify and describe the physical properties of materials that light passes through and materials that block light.
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ENVIRONMENT
Standard 6.0 Evironmental Science |
| Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. |
Topic
B. Interdependence of Organisms |
Indicator
1. Observe and recognize that animals depend on plants for food and shelter.
Objectives
a. Recognize the way animals, such as squirrels, beavers, and deer use plants for food.
b. Recognize the ways animals, such as squirrels, beavers, and deer use plants for shelter.
Indicator
2. Observe and recognize that humans depend on plants for food, shelter, and clothing.
Objectives
a. Recognize that humans use plants, such as wheat, corn, tomatoes, etc. for food.
b. Recognize that humans use plants such as trees, for shelter.
c. Recognize that humans use plants, such as cotton for clothing.
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Topic
D. Environmental Issues |
Indicator
1. Recognize that learning about the environment is an important human activity.
Objectives
a. Describe and compare the kinds of living and nonliving things that are found indoors with those found outdoors.
b. Recognize and describe that individual and group actions, such as recycling help the environment, and other actions, such as littering have consequences that harm the environment.
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