ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT … · Science Curriculum FrameworkScience Curriculum Framework KindergartenKindergarten ... Strand TEKS Objective: ... rabbits---holes in

revised: 10/05

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ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICTALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT Science Curriculum FrameworkScience Curriculum FrameworkScience Curriculum FrameworkScience Curriculum Framework

KindergartenKindergartenKindergartenKindergarten

Inquiry and Research: Science and Language Arts

Every nine weeks prior to research

Strand TEKS Objective: The student is expected to Resources/Activities LISTENING/\

SPEAKING/

PURPOSES

K. 1

The student listens

attentively and

engages actively in a

variety of oral

language experiences.

(A) determine the purpose for listening

• Questioning strategies

READING/

COMPREHENSION

K.9

The student uses a

variety of strategies to

comprehend selections

read aloud.

(A) use prior knowledge to anticipate meaning and make

sense of text.

(B) establish purposes for reading or listening such as to be

informed.


revised: 10/05

2

Strand TEKS Objective: The student is expected to Resources/Activities READING/

INQUIREY AND

RESEARCH

K.12

The student generates

questions and conducts

research about topics

introduced through

selections read aloud

and from a variety of

other sources.

(A) identify relevant questions for inquiry such as “Why did

knights wear armor?

• Library books related to

science

WRITING/

INQUIRY AND

RESEARCH

K.16

The student uses

writing as a tool for

learning and research.

(A) record or dictate questions for investigating.


revised: 10/05

3

Strand TEKS Objective: The student is expected to Resources/Activities SCIENCE/

SCIENTIFIC

PROCESSES

K.2

The student develops

abilities necessary to

do scientific inquiry in

the field and

classroom.

K.3

The student knows

that information and

critical thinking are

used in making

decisions.

(A) ask questions about organisms, objects, and events.

(B) plan simple descriptive investigations.

(C) explain a problem in his/her own words and propose a

solution.

• Individual teacher

resources for

experiments/investigatio

ns: 1-2 per nine weeks

° FOSS kit: Animals

2x2

° FOSS kit: Trees

° FOSS kit: Fabric

° FOSS kit: Wood

° STC Insights Balls

and Ramps kit

° Chick hatching

° Butterfly hatching

° Plant growing

° “Growing Grass

Head”

° Color Mixing

° Egg Experiments

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revised: 10/05

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Every nine weeks during research

Strand TEKS Objective: The student is expected to Resources/Activities LISTENING/\

SPEAKING/

PURPOSES

K. 1

The student listens

attentively and

engages actively in a

variety of oral

language experiences.

(D) listen critically to interpret and evaluate.

LISTENING/SPEAKING/

AUDIENCES/

ORAL GRAMMAR

K.3

The student speaks

appropriately to

different audiences

for different purposes

and occasions.

(C) ask and answer relevant questions and make

contributions in small or large group discussions.


READING/

INQUIREY AND

RESEARCH

K.12

The student generates

questions and

conducts research

about topics

introduced through

selections read aloud

and from a variety of

other sources.

(B) use pictures, print, and people to gather information

and answer questions.

(C) draw conclusions from information gathered.

(D) locate important areas of the library/media center.


• Librarian and library

books/periodicals

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5


SCIENTIFIC

PROCESSES

K.1

The student

participates in

classroom and field

investigations

following home and

school safety

procedures.

K.2

The student develops

abilities necessary to

do scientific inquiry

in the field and

classroom.

(A) demonstrate safe practices during classroom and field

investigations.

(B) learn how to use and conserve resources and materials.

(B) conduct simple descriptive investigations.

(C) gather information using simple equipment and tools

to extend the senses.

(D) construct reasonable explanations using information.

• Individual teacher

resources

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6


SCIENTIFIC

PROCESSES

K.4

The student uses age-

appropriate tools and

models to verify that

organisms and

objects and parts of

organisms and

objects can be

observed, described,

and measured.

(A) identify and use senses as tools of observation.

(B) make observations using tools, including hand lenses,

balances, cups, bowls, and computers.

• Power Point: Five

Senses

• Discovery/Science

Centers

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Every nine weeks responding to completed research

Strand TEKS Objective: The student is expected to Resources/Activities LISTENING/

SPEAKING/

AUDIENCES/

ORAL GRAMMAR

K.3

The student speaks

appropriately to

different audiences

for different

purposes and

occasions.

(A) choose and adapt spoken language appropriate to the

audience, purpose, and occasion, including use of

appropriate volume and rate.

(E) gain increasing control of grammar when speaking such as

using subject-verb agreement, complete sentences, and

correct tense.

• Teacher observation

and guidance

LISTENING/

SPEAKING/

COMMUNICAITON

K.4

The student

communicates

clearly by putting

thoughts and

feelings into spoken

words.

(B) use vocabulary to describe clearly ideas, feelings, and

experiences.

(C) clarify and support spoken messages using appropriate props

such as objects, pictures, or charts.

(D) retell a spoken message by summarizing or clarifying.

• Teacher observation

and guidance

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Strand TEKS Objective: The student is expected to Resources/Activities WRITING/

INQUIRY AND

RESEARCH

K.16

The student uses

writing as a tool for

learning and

research.

(B) record or dictate his/her own knowledge of a topic in various

ways such as by drawing pictures, making lists, and showing

connections among ideas.

• Kid Pix

SCIENCE/

SCIENTIFIC

PROCESSES

K.2

The student

develops abilities

necessary to do

scientific inquiry in

the field and

classroom.

K.3

The student knows

that information

and critical thinking

are used in making

decisions.

(E) communicate findings about simple investigations.

(A) make decisions using information.

(B) discuss and justify the merits of decisions.


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Life Science

Animal Units: Mammals, Reptiles, Amphibians, Fish, Birds, Insects/Bugs

TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities

revised: 10/05

10

Obj. 2 K.5

The student knows

that organisms,

objects, and events

have properties

and patterns.

(A) describe properties of objects and

characteristics of organisms.

(B) observe and identify patterns including

growth and predict what happens next.

(C) recognize and copy patterns seen in charts

and graphs.

• Animals need water and food

to live.

• Some animals (rabbits) eat

plants.

• Some animals (lions) eat meat.

• Some animals (bears) eat both

plants and meat.

• Animals need safe homes (i.e.,

rabbits---holes in the ground;

eagles---nests on mountains or

tall trees)

• Some animals are tame; some

animals are wild.

• Wild animals can take care of

themselves, but pets need

special care.

• Some animal parents take

special care of their babies.

• FOSS kit: Animals

2.x2

• Library Books

• Activities

° Hatching chicks

° Hatching butterflies

° Pet visits

° Zoo field trip

° Farm visit

• Teacher-developed

units

° Bugs

° Insects

° Ocean Animals


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K.6

The student knows

that systems have

parts and are

composed of

organisms and

objects.

K.8

The student knows

the difference

between living

organisms and

nonliving objects.

K.9

The student knows

that living

organisms have

basic needs.

(A) sort organisms and objects according to

their parts and describe how the groups are

formed.

(C) record observations about parts of animals

including wings, feet, heads, and tails.

(A) identify a particular organism or objects as

living or nonliving.

(B) group organisms and objects as living or

nonliving.

(A) identify basic needs of living organisms.

(B) give examples of how living organisms

depend on each other.

(C) identify ways that the Earth can provide

resources for life.

• Animals have identifiable

characteristics and behaviors

(body covering, reproduction).

• Animals may be grouped

according to their

characteristics and behaviors.

• Power Points

° Animal Pictures and

Stories

° Habitats

° Mammals

° Pets

° In the Pet Shop

° Egg to Chick

° Goats

° Horses

° Monkeys

° Caribou

° Zebra

° Amphibians

° Fish

° Octopuses

° Butterflies

° Spider Names

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revised: 10/05

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Life Science

Plants Units

TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities Obj. 2

K.5

The student knows

that organisms,

objects, and events

have properties

and patterns.

(A) describe properties of objects and

characteristics of organisms.

(B) observe and identify patterns including

seasons and growth and predict what

happens next.

(C) recognize and copy patterns seen in charts

and graphs.

• Plants are living things that

grow and change.

• Thousands of different kinds of

plants grow all around the

world.

• Plants can be sorted into

groups: flowers, vegetables,

grasses, weeds, trees, shrubs,

and vines.

• Some plants grow only in

steamy jungles; some plants

grow where it’s hot and dry,

and some plants grow just

about anywhere.

• We couldn’t live without the

plants in our world.

• FOSS kit: Trees

• Library Books

• Power Points

° Pumpkins

° Edible Plant Parts

° Plants

• Activities

° Pumpkin Patch Field

Trip

° “Growing Grass

Head”


Units

° Apples

° Plants

° Pumpkins

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K.6

The student knows

that systems have

parts and are

composed of

organisms and

objects.

K.8

The student knows

the difference

between living

organisms and

nonliving objects.

K.9

The student knows

that living

organisms have

basic needs.

(A) sort organisms and objects into groups

according to their parts and describe how

the groups are formed.

(A) record observations about parts of plants

including leaves, roots, stems, and flowers.

(D) identify parts that, when separated from the

whole, may result in the part or the whole

not working, such as plants without roots.

(A) identify a particular organism or object as

living or nonliving.

(A) identify basic needs of living organisms.

(B) give examples of how living organisms

depend on each other.

(C) identify ways that the Earth can provide

resources for life.

• Food that we eat comes from

plants. We eat animals that eat

plants.

• Plants have identifiable

structures and shapes.

• Parts of plants include leaves,

roots, stems, and flowers.

• The flowers form seeds to grow

new plants.

• To make their food, plants need

air, light, water, and minerals.

• The plant’s leaves take in air

and sunlight.

• Leaves have identifiable

structures.

• Leaf shapes can be compared

to geometric shapes.

• Leaves can be identified by

their shapes.

• Plants soak up water and

minerals through the roots.

• Food travels through the plant

stem.

• Some seeds can be eaten: corn,

wheat, peas, green beans,

peanuts.

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• We eat roots, like radishes,

onions, and carrots.

• We eat stems, like celery.

• We eat leaves, like lettuce and

cabbage.

• We eat flowers, like broccoli.

• We eat fruits of many plants,

lie apples, pears, and oranges.

• Many of the fruits and

vegetables at the grocery store

grew on plants at farms and

orchards.

• Many of your favorite foods

come from plants:

° French fries (potatoes)

° sugar (sugarcane plants)

° cereal (wheat, oats, corn, rice)

° maple syrup (maple trees)

° chocolate (cocoa trees)

° bananas (banana trees)

revised: 10/05

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Earth Science

Earth and Sky Unit

Time Frame: 1-2 weeks


K.7

The student knows

that many types of

changes occur.

(A) observe, describe, and record changes

in size, mass, color, position, quantity,

time, temperature, sound, and

movement.

(B) identify that heat causes change, such

as ice melting or the Sun warming the

air and compare objects according to

temperature.

(C) observe and record weather changes

from day to day and over seasons.

• A year is divided into four parts,

called the four seasons. They are

spring, summer, fall (autumn),

and winter.

• What each season is like depends

on where you live.

• The temperature changes with

the seasons.

• When the sun comes up, it

warms the air and the

temperature goes up.

• When the sun goes down, the air

gets cooler and the temperature

goes down.

• Clouds are made of very tiny

drops of water or tiny bits of ice.

• Units in the Library

° Rock

° Volcano


units

° Day and Night

° Seasons

° Weather

° Water Cycle

• Power Points

° Rainbows

° Rocks and Minerals

• Library Books

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• Clouds come in different shapes,

sizes, and colors.

• Fog is a cloud that forms close to

the ground.

• The wind is moving air.

• You can’t see the wind, but you

can see the way the wind moves

things.

• Rain falls from clouds and soaks

into the earth, filling up the lakes

and streams. It helps the plants

grow.

• Rain can fall in fine droplets

called mist or drizzle.

• If it rains too much, it can cause

a flood.

• Rainbows appear when sunlight

shines through raindrops in the

sky.

• Hail is made up of small lumps

of ice.

• Sleet is frozen rain.

• Snow is ice crystals which fall

because they are too heavy to

float in the air.

revised: 10/05

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K.8

The student knows the

difference between

living organisms and

nonliving objects.

K.10

The student knows

that the natural world

includes rocks, soil,

and water.

(A) a particular organism or object as living

or nonliving.

(A) observe and describe properties of

rocks, soil, and water.

(B) give examples of ways that rocks, soil,

and water are useful.

• There are many different types of

rocks.

• Rocks have attributes that make

them easy to sort and classify

(color, size, shape, texture,

weight, hardness).

• Rocks are used to make many

things---jewelry, chalk,

arrowheads.

• Rocks may be found deep in the

ocean, on the moon, on other

planets, and on the Earth’s

surface.

• Hot, liquid rock called lava

comes out of volcanoes.

• Soil is made mostly of tiny bits

of rock of different sizes. It has

in it tiny pieces of plants and

animals that have died along

with air and water.

• Clay is a special kind of soil used

to make bricks, pots, and dishes.

• The earth has only so much fresh

water for us to drink and use, so

it’s important not to waste water.

revised: 10/05

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Physical Science

Fabric Unit


TAKS TEKS Objective: The student is expected to Key Concepts Resources/Activities Obj.3

K.7

The student

knows that

many types of

change occur.

(A) observe, describe, and record changes

in size, mass, color, and quantity.

(B) identify and test ways that heat may

cause change.

• Fabric is a manufactured material.

• Different fibers make different types

of fabric.

• Different kinds of fabric have

identifiable characteristics that set

them apart from each other.

• Fabric is used for many things in our

everyday lives.

• Fabrics are made by weaving threads

together using an over-under,

alternating pattern.

• More than one piece of fabric can be

joined together using a needle and

thread through the process of sewing.

• FOSS kit: Fabric

• Library Books

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• Some fabrics absorb water; others

repel water.

• Some fabric that has been soiled can

be cleaned by washing it.

• Fabric can be permanently dyed a

wide variety of colors.

• Different properties of fabrics make

them useful for different purposes;

i.e., summer wear, winter wear.

revised: 10/05

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Physical Science

Simple Machines Unit

Time Frame: 2 weeks


K.5

The student knows

that organisms,

objects, and events

have properties and

patterns.

K.6

The student knows

that systems have

parts and are

composed of organisms

and objects.

(A) describe properties of objects.

(A) sort objects into groups and describe how

the groups are formed.

(D) identify parts that, when separated from the

whole, may result in the part or the whole

not working, such as cars without wheels.

• Balls have

characteristics that

determine how they

move, roll, and bounce.

• The weight, size,

material, and structure

of balls affect how they

move.

• Gravity pulls objects

downward.

• The steeper the incline,

the more speed the ball

will have as it rolls

downward.

• STC Insights Balls and

Ramps Kit (library)

• Activities

° Construction Sets

° Marble Works/Maze

° HEB Tree House

° Children’s Museum

• Library Books

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K.7

The student knows

that many types of

changes occur.

(E) manipulate parts of objects such as toys,

vehicles, or construction sets that, when

put together, can do things they cannot do

by themselves.

(A) observe, describe, and record changes in

size, mass, position, quantity, time, and

movement.

• The heavier the ball and

the faster it is going, the

more momentum it has

to knock something

heavier over.

• All objects fall at the

same speed when

dropped from a vertical

position.

• Changing variables in

an investigation leads to

more informed

conclusions.

revised: 10/05

23



Physical Science

Wood Unit



revised: 10/05

24


Obj. 3

K.7

The student knows

that many types of

change occur.

K.8

The student knows

the difference

between living

organisms and

nonliving objects.

(A) observe, describe, and record

changes in size, mass, color,

quantity, and time.

(B) identify that heat causes change.

(A) identify an object as living or

nonliving.

• Wood can be changed into a variety of

products.

• Different kinds of wood have

identifiable characteristics that set them

apart from each other.

• Wood is used for many things in our

everyday lives.

• Different kinds of wood come from

different kinds of trees.

• Some woods (like plywood and

particleboard) are processed and

transformed by people.

• Some woods absorb water faster than

others.

• Most wood floats in water.

• Wood can be made to sink by adding

weight to it.

• FOSS kit: Wood

• Library Books

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• The shape of wood can be changed by

sanding it.

• Wood that is waterlogged sinks.

• Different woodworking tools produce

different kinds and sizes of shavings or

sawdust.

• Sawdust can be made into a usable

wood when it is combined with an

adhesive.

• Gluing several thin sheets of wood

together produces a much stronger

wood.

• Wood can be held together with nails.

• Stains can be used to change the color

of wood.

• Wood can be used to make artistic

structures.

revised: 10/05

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ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT … · Science Curriculum FrameworkScience Curriculum Framework KindergartenKindergarten ... Strand TEKS Objective: ... rabbits---holes in