; K Science Map HC Ele Curriculum Mapping Overnight Position
Documents
User Generated
Resources
Learning Center
Your Federal Quarterly Tax Payments are due April 15th

# K Science Map HC Ele Curriculum Mapping Overnight Position

VIEWS: 12 PAGES: 20

K Science Map HC Ele Curriculum Mapping Overnight Position

• pg 1
```									Pysical Science – Green         Earth Science – Yellow                        Life Science - Fuscia

Whitesville Elementary

Course/Subject Name: Science              Grade Level Targeted: Kindergarten_

Kentucky               Student Outcomes               Key/Common                     Activities         Resources               Date       Date
Core Content                                            Vocabulary                        and                                    Taught     Assessed
Version 4.1                                                                         Assessments
PHYS ICAL SCIENC E:   Students will                     States of matter        DOK 1                    http://sln.fi.edu/qa9   Unit 1
STRUCTURE AND         • use senses to observe and       So lid                  Identify the materials   8/attic12/attic12.ht    “Matter”
TRANSFORMATION        describe properties of            Liquid                  a group of objects are   ml                       August
OF MATTER             material objects (color, size,    Gas
shape, texture,                   Properties of
SC-EP-1.1.2           flexibility, magnetism)           Matter                                              der.com/history/inv
Students will         • use appropriate tools (e.g.,    Mass                    DOK 2                    entions/story074.ht
balance, metric ruler,            Vo lu me                Sort magnets             m
objects have many                                       Density                 according to strength    http://www.ushistor
cylinder) to measure
Vacuum                 of magnetism             y.net/electricity.ht
observable            and record length, width,
Observing position
properties such as    volume, temperature and                                                               ml
Changes in
size, mass, shape,    mass of material objects and                                 DOK 3                    Invention of the
position
to answer                                                    Identify and graph       lightbulb
color, temperature,   questions about objects and
(motion)
magnetism, and                                          Push                    objects that
materials
Pull                    vibrate/does not
the ability to        • investigate the physical
Drop
interact and/or to    properties of water as a solid,
 Vibrat ion
vibrate
liquid and gas
react with other                                        Sound
• classify water and other
substances. Some                                        Light
matter using one or more
properties can be                                       Heat
physical properties
Electricity
measured using        • observe and predict the
Definition of
tools such as         properties of mat erial objects
electricity
• work with others to
metric rulers,                                          Static
balances, and         properties of mat erials,         electricity
thermometers.                                           Electric current
Pysical Science – Green                 Earth Science – Yellow                 Life Science - Fuscia

Kentucky                     Student Outcomes             Key/Common                Activities    Resources   Date       Date
Core Content                                                Vocabulary                  and                    Taught     Assessed
Version 4.1                                                                        Assessments
documenting and               Electric circuit                                   Unit 1
SC-EP-1.1.1 Students           communicating observations,   Simp le                                            “Matter”
will classify material         designs, procedures and       circuitbattery,                                       August
objects by their               results                       wire,
properties providing                                         light bulb,
evidence to support                                          filament,
their classifications.                                       switch, fuse)
Closed circuit
Objects are made of one or                                   Open circu it
more materials such as                                       Short circu it
paper, wood, and metal.
Objects can be described by                                  Conductors
the properties of the                                        and insulators
materials from which they                                    Electro magnets
and measurements of the                                      safety
objects can be u sed to                                      Magnetism
separate or classify objects
or materials. DOK 3
Students will
understand that
SC-EP-1.1.3 Students
will describe the
of one or more
properties of water
materials and
as it occurs a s a
investigating the
solid, liquid or gas.
properties of those
Matter (water) can exist                                     materials
in different states--                                        helps in sorting and
solid, liquid and gas.                                       describing them.
Properties of those                                          • tools such as
states of matter can be                                      thermometers,
used to describe and                                         magnifiers, rulers
classify them. DOK 2                                         and balances can
give more
Pysical Science – Green       Earth Science – Yellow              Life Science - Fuscia

Kentucky              Student Outcomes         Key/Common               Activities    Resources   Date     Date
Core Content                                     Vocabulary                 and                    Taught   Assessed
Version 4.1                                                            Assessments
objects than can be
obtained by just
making
observations.
• things can be
done to materials
to change some of
their properties, but
not all materials
respond
the same way to
what is done to
them.
• water can be a
liquid, solid, or gas
and can go back
and forth from one
form to anot her.
• in science, it is
work with a team
and to share
findings with
others. All team
members should
reach their own
individual
conclusions,
what the findings
mean.
Pysical Science – Green             Earth Science – Yellow                   Life Science - Fuscia

Kentucky                  Student Outcomes                Key/Common                  Activities              Resources   Date        Date
Core Content                                                Vocabulary                    and                              Taught      Assessed
Version 4.1                                                                          Assessments

PHYS ICAL SCIENC E:       Students will                     Students will           DOK 4                                     Unit 2
MOTION AND                • identify points of              understand that         Conduct an                                “Motion
FORCES                    reference/ reference objects in   • things move in
SC-EP-1.2.1 Students      order to describe the position    many different
investigation to                          and
will describe and         of objects                        ways (e.g., fast and    determine that matter                     Forces”
make inferences           • observe and describe (e. g.,    slow, back and          can exist in three                        September
about the                 using words, pictures,            forth, straight, zig    different states
interactions of           graphs) the change in             zag, etc.).             Test objects with a
magnets with other        position over time                • forces (pushes or     magnet to determine
magnets and other         (motion) of an object             pulls) can cause        which of the objects can
matter (e.g., magnets     • make qualitative (e.g., hard,   objects to start        be attracted by the
can make some             soft, fast, slow) descriptions    moving, go faster,      magnet.
things move without       of pushes/pulls and motion        slow down, or           Discuss the properties
touching them).           • use tools (e.g., timer, meter   change the              of objects that are
stick, balance) to collect data   direction they are      attracted to
Magnets have              about the position and motion     going.                  magnets.
observable properties     of                                • the position of an    Use a compass and
that allow them to        objects in order to predict       object can be
attract and repel each                                                              show how the compass
changes resulting from            described by            needle is
other and attract
certain kinds of other    pushes and pulls                  locating it relative    attracted to the north part
materials (e.g., iron).   • explore differences in          to another object or    of the compass just as
Based on the              sounds (high and low pitch)       the background.         metal objects are attracted
knowledge of the basic    produced by vibrations (e.g.,     • vibration is a type   to magnets.
properties of magnets,    making musical                    of motion that is       Brainstorm how
predictions can be        instruments that have moving      responsible for         magnets are used in real
made and conclusions      parts that vibrate to produce     making sound.           life.
drawn about their         sound)                            • magnetism is a
interactions with other
• observe interactions of         force that can
common objects. DOK
3                         magnets with other magnets        make some things
and with other matter (e.g.,      move without
magnets have a                    touching them.
Pysical Science – Green               Earth Science – Yellow                     Life Science - Fuscia

Kentucky                    Student Outcomes                Key/Common                 Activities    Resources   Date        Date
Core Content                                                  Vocabulary                   and                    Taught      Assessed
Version 4.1                                                                           Assessments
SC-EP-1.2.2 Students        force that can make some          • discovering                                          Unit 2
will describe the           things move without touching      patterns through                                       “Motion
change in position          them; larger size of a magnet     investigation/obser
and
over time (motion) of       does not                          vation allows
an object.                  have to mean it has greater       predictions, based                                     Forces”
force) in order to make           on that                                                September
An object’s motion can be   generalizations about the         evidence, to be
compared an d graphed by    magnets                           events.
measuring its change in
• use standard units of           Magnetism
position over time. DOK 2
measurement (e.g., meters,        demonstrates that
inches, seconds) during           there are forces we
SC-EP-1.2.3 Students        investigations to
will describe the
cannot see that act                                    Unit 2
evaluate/compare results          upon objects.                                          “Motion
of objects and              magnetism and sound and           contain
and
predict changes in          use a variety of print and non-   iron.                                                  Forces”
position and motion         print                             Magnetic poles are                                  September
as related to the           sources to gather and             north-seeking and
strength of pushe s         synthesize information            south-seeking poles
and pulls.                                                    Magnetic fields are
strongest at the poles.
The position and
The law of
motion of objects can
be changed by pushing                                         magnetic
or pulling, and can be                                        attraction is that
explored in a variety of                                      unlike poles attract
ways (such as rolling                                         and like poles repel.
different objects down                                        The earth behaves as
different ramps). The                                         if it were a huge
amount of change in                                           magnet: north and
position and motion is                                        south magnetic poles.
related to the strength
(They are near but
of the push or pull
(force). The force with                                       not
Pysical Science – Green         Earth Science – Yellow                 Life Science - Fuscia

Kentucky                Student Outcomes         Key/Common                  Activities    Resources   Date        Date
Core Content                                       Vocabulary                    and                    Taught      Assessed
Version 4.1                                                                 Assessments
which a ball is hit                                the same as,
illustrates this                                   geographic North
principle. By examining                            Pole
cause and effect
and South Pole.)
relationships related to
forces and motions,
consequences of
change can be
predicted. DOK 2

SC-EP-1.2.4 Students
Unit 2
will understand that
the position of an                                                                                         “Motion
object can be                                                                                              and
described by locating it                                                                                   Forces”
relative to another                                                                                        September
object or the
back ground. The
position can be
described using
phrases such as to the
right, to the left, 50 cm
from the other object.

SC-04-1.2.3 Students
will:                                                                                                      Unit 6
 explain that                                                                                             “Energy”
sound i s a result                                                                                     February
of vibrations, a
type of motion;
 describe pitch
(high, low) as a
difference in
Pysical Science – Green       Earth Science – Yellow       Life Science - Fuscia

Kentucky              Student Outcomes        Key/Common         Activities    Resources   Date        Date
Core Content                                    Vocabulary           and                    Taught      Assessed
Version 4.1                                                     Assessments
sounds that are
produced and
relate that to the
rate of vibration.

Vibration is a type of
motion that can be
observed, described,
measured and
compared. Sound is
produced by vibrating
objects. The pitch of
the sound can be
varied by changing the
rate of vibration. The
relationship between
rates of vibration and
produced sounds can
be described and
graphed. DOK 3

SC-EP-1.2.1 Students                                                                           Unit 2
will describe and                                                                              “Motion
make inferences                                                                                and
interactions of                                                                                September
magnets with other
magnets and other
matter (e.g., magnets
can make some
things move without
touching them).

Magnets have
observable properties
Pysical Science – Green             Earth Science – Yellow                    Life Science - Fuscia

Kentucky                  Student Outcomes               Key/Common                  Activities             Resources              Date      Date
Core Content                                               Vocabulary                    and                                        Taught    Assessed
Version 4.1                                                                         Assessments
that allow them to
attract and repel each
other and attract
certain kinds of other
materials (e.g., iron).
Based on the
knowledge of the basic
properties of magnets,
predictions can be
interactions with other
common objects. DOK
3

EARTH/SPACE               Students will                    The four seasons     Play Four Seasons         http://www2.world      Unit 3
SCIENCE: THE              • use senses and scientific      Characteristics of   Lotto (co mmercially         book.com/features/f    “Earth
EARTH AND THE             tools (e.g., hand                local                   made game).
UNIV ERS E                lens/magnifier, metric ruler,    weather patterns        Paint a picture of a
eatures.asp?feature    and
SC-EP-2.3.1 Students      balance, etc.) to observe,       during                  deciduous tree in each       =seasons&page=ht       Space”
will describe earth       describe and classify earth      the different seasons   season and label.            ml/seasons.htm&di      October
materials (solid          materials (solid rocks, soils,   The sun: source of   Incorporate weather       rect=no
rocks, soils, water       water and air) using their       light and warmth        terminology at calendar      Seasons
and gases of the          physical                         Daily weather        time.
atmosphere) using         properties                       changes                 Take the outside
Earth A Changing
their properties.         • explore how earth materials    Temperature:         temperature and inside       Planet
are used for cert ain things     thermo meters are       temperature. Discuss why
Earth materials include   because of their properties      used to measure         they are different.          Science
solid rocks and soils,    • observe weather conditions     temperature             Take the temperature in   http://ltpwww.gsfc.
water and the gases of
the atmosphere.
and record weather dat a over    Clouds               the morning and
nasa.gov/ltp/soil.ht
Minerals that make up
time using appropriate tools     Rainfall: how the    afternoon. Discuss why
(e.g.,                           condition of the        they are different.          ml
rocks have properties
of color, luster and      thermometer, wind vane, rain     ground varies with      Draw a water cycle.       http://www.isric.or
hardness. Soils ha ve     gauge, etc.)                     rainfall; rainbow       Make rain by doing an     g/UK/About+Soils/
Pysical Science – Green               Earth Science – Yellow                    Life Science - Fuscia

Kentucky                    Student Outcomes                Key/Common                   Activities              Resources                Date      Date
Core Content                                                  Vocabulary                     and                                           Taught    Assessed
Version 4.1                                                                             Assessments
properties of color,        • use weather data to             Thunderstorms         experiment. Pour warm         Introduction+to+So
texture, the capacity to    describe weather conditions       lightning and            water into one glass jar
retain water and the                                                                                                 ils/
and mak e simple predictions      thunder, hail,           about 1/3 full and cold
ability to support plant                                                                                             Soils
based on patterns                 safety during            water into another jar.
growth. Water on Earth
and in the atmosphere       observed (e. g., daily, weekly,   thunderstorms            Place a p lastic bag of ice
can be a solid, liquid or   seasonal patterns)                Snow and              cubes into pie pans and       http://www.window
gas. DOK 2                  • observe the locations and       snowflakes,              put on top of the jars.       s.ucar.edu/cgi-
real or apparent movements        blizzard                Write a poem               bin/tour_map.cgi?li
SC-EP-2.3.2 Students        of the sun and the moon           Conservation:         describing a weather
• investigate evidence of                                  word. (WP Literary)
nk=/earth/moons_a        Unit 3
will describe                                                 Some
interaction between the sun       natural resources are    Use the Internet to        nd_rings.html&sw=        “Earth
patterns in weather
and weather data in         and the Earth (e.g., shadows,     limited, so people       research local, national,     false&sn=367719&         and
order to make simple        position of sun                   must be careful not to   and world weather             d=/earth&edu=ele         Space”
predictions ba sed on       relative to horizon) to support   use too much of them     patterns.                     m&br=graphic&cd          October
inferences about movements        (e.g., logging and       Choose a tree and
those patterns                                                                                                       =false&fr=f&tour=
discovered.                 in the Earth/Sun system           reforestation).          photograph it in each
• communicate observations,       Practical measures    season. Discuss the           http://starchild.gsfc.
Weather changes from        investigations and                for                      changes.                     nasa.gov/docs/Star
day to day and over         conclusions orally and with       conserving energy        Brainstorm ways to         Child/solar_system
seasons. Weather can        written words, charts             and                      save the Earth (e.g. take     _level1/moon.html
be described using          and diagrams                      resources (e.g.,         showers instead of baths,
observations and
http://www.frontier
turning of lights,       turn off unused lights,
measurable quantities                                         tightly turning off      turn off water wh ile         net.net/%7Ekidpow
such as temperature,                                                                   brushing teeth, use both      er/moon.html
faucets, etc.)
wind direction, wind
speed and                                                     Some materials can    sides of your paper, pick     Moon
precipitation. Simple                                         be                       up litter.).
predictions can be                                            recycled (e.g.,          Make recycled bird
feeders out of clean half-
http://www.window
made by analyzing                                             alu minu m, glass,
collected data for                                            paper)                   gallon milk cartons. Cut a    s.ucar.edu/cgi-
patterns. DOK 2                                               Pollution (e.g.,      window in one or two          bin/tour_map.cgi?li
littering, smog, and     sides of the carton. Cut a    nk=/earth/earth.htm
water pollution) can     hole on each side of the      l&sw=false&sn=36
be harmful, but if       carton about 3/4 of the
7719&d=/earth&ed
Pysical Science – Green        Earth Science – Yellow                   Life Science - Fuscia

Kentucky               Student Outcomes         Key/Common                     Activities              Resources                Date        Date
Core Content                                      Vocabulary                       and                                           Taught      Assessed
Version 4.1                                                                   Assessments
SC-EP-2.3.3 Students                              people are carefu l        way down. Slide a dowel       u=elem&br=graphi         Unit 3
will describe the                                 they                       rod through the holes.        c&cd=false&tour=         “Earth
properties, locations                             can help reduce            Punch two holes through
&fr=f                    and
and real or apparent                              pollution.                the top roof of the carton.
movements of                                                                 Thread string or yarn         http://starchild.gsfc.   Space”
objects in the sky                                                           through the holes to hang.    nasa.gov/docs/Star       October
(Sun, moon).                                      Students will              Put birdseed in the           Child/solar_system
understand that            bottom of the                 _level1/earth.html
Objects in the sky ha ve                          • people use a             feeder and hang it up
properties, locations                             variety of earth           outside.
Earth
and real or apparent                              materials for              Sort objects in the
movements that can be                                                                                      http://www.dustbun
different purposes         classroom recycle bo x.
observed and
described.                                        because of their           Make a graph to represent     ny.com/afk/
Observational data,                               different properties.      the contents.                 Astronomy for
people use                 playground.
Kids
should be used to
describe real or                                  somehow come               Plant a tree in the
apparent movements.                               from the Eart h.           schoolyard. (Outdoor          http://www.bbc.co.
DOK 2                                             • some events in           Education)                    uk/schools/gcsebite
nature have a              Make recycled paper.       size/chemistry/geol
SC-EP-2.3.4 Students                              repeating pattern.         Soak old newspaper
ogy/rockcyclerev1.
will describe the                                 Weather changes            overnight in bucket.
movement of the sun                               from day to day,           Drain the water. Mash up      shtml                    Unit 3
in the sky using                                  but things                 the paper with hands in       http://www.escamb        “Earth
evidence of                                       such as                    the bucket. Add water to      ia.k12.fl.us/schscnt     and Space
interactions of the                               temperature or             paper                         s/scee/oldsite/Curr/     Science”
sun with the earth                                precipitation tend to      to make a mushy pulp.
rockcyc/rockcyc.ht       October
position of sun                                   medium or low) in          even layer of the pulp on     m
relative to horizon) to                           the same months            a wire mesh and let dry.      Rock Cycles
identify patterns of                              every year.                Carefully remove and use
movement.                                         • the sun, moon            paper.
and stars appear to
Pysical Science – Green       Earth Science – Yellow             Life Science - Fuscia

Kentucky              Student Outcomes        Key/Common                 Activities          Resources   Date      Date
Core Content                                    Vocabulary                   and                          Taught    Assessed
Version 4.1                                                             Assessments
Changes in movement                              move slowly across
of objects in the sky                            the sky at different
have patterns that can                                                  DOK 1
speeds and we can
be observed and                                                         Recall the four
see patterns in
described. The Sun                                                      seasons
appears to move                                  their movement
across the sky in the                            with careful
same way every day,                              observation.           DOK 2
but the Sun’s apparent                           • the sun can only     Specify and explain
path changes slowly                              be seen in the
over seasons.                                    daytime. The moon
the relationship
Recognizing                                      can sometimes be       between the sun and
relationships between                            seen during the        the earth’s rotation
movements of objects
day and
and resulting
phenomena, such as                               sometimes be seen      DOK 3
shadows, provides                                at night and its
shape changes in a
Interpret a weather
information that can be
used to make                                     predictable pattern.   graph
predictions and draw                             • observable
conclusions about                                interactions of the    DOK 4
those movements. DOK                             sun, moon and the
Earth can be used
investigation of the
to identify the
SC-EP-2.3.5/SC-04-                               apparent               earth’s position                     Unit 3
2.3.5 Students will                              pattern of their       relative to the sun at               “Earth
understand that the                              movement.              a 3 specific times of                and
moon moves across                                • raising questions    the day.                             Space”
the sk y on a daily                              about the Earth
basis much lik e the                             and the Universe
October
Sun. The observable                              and seeking
shape of the moon can                            answers to some of
be described as it                               them (by
changes from day to                              careful observation
day in a cycle that                              and/or
Pysical Science – Green                   Earth Science – Yellow                     Life Science - Fuscia

Kentucky                      Student Outcomes                   Key/Common                  Activities              Resources              Date       Date
Core Content                                                       Vocabulary                    and                                         Taught     Assessed
Version 4.1                                                                                 Assessments
lasts about a month.                                                investigation) is
what science is all

LIFE SCI ENCE:                Conceptual                            Animals need food,   Conduct an experiment      http://www.bbc.co.     Unit 4
UNITY AND                     Understandi ngs Patterns,             water, and space to     to conclude what animals      uk/scotland/educati    “Life
DIVERSITY                     Systems, Scale and Models,            live and grow.          need. Fill a jar with
Constancy, and Change Over            Offspring are very   alternating layers of sand
on/bitesize/standard   Science”
SC-EP-3.4.2/SC-04-            Ti me (2.2 -2.6)                      much (but not           and soil. Punch holes into    /biology/animal_su     November
3.4.2 Students will                                                 exactly) like their     the lid. Place vegetable      rvival/index.shtml
understand that things              Program of Studies              parents.                scrapings in the jar and      Animal Survival
in the environment are                                              Most animal babies   sprinkle with water. Put
classified as living,         S-P-LS-1 organisms have basic         need to be fed and      in two earthworms. Keep
nonliving and once                                                  cared for by their      the jar away fro m light.
http://www.bbc.co.
needs (e.g., air, water, nutrients,
living. Living things         light) and can only survive when      parents: human          Make predictions about        uk/scotland/educati
differ from nonliving         these needs are met.                  babies are especially   what the earthworms will      on/bitesize/standard
things. Organisms are                                               in need of care when    do. Put food and spray        /biology/animal_su
classified into groups        S-P-LS-2 behavior of individual       young.                  with water daily. Draw a      rvival/index.shtml
by using various              organisms is influenced by            Pets have special    picture of the jar. Observe
characteristics (e.g.,        stimuli (e.g., touch, hunger).        needs and must be       the worms for a week.
body coverings, body                                                cared for by their      Draw a p icture of the jar
structures).                  S-P-LS-3 organisms have               owners.                on the last day.              http://oncampus.ric
different structures that serve                               Cut out pictures of        hmond.edu/academ
SC-EP-3.4.1 Students          different functions. These                                    animals and match with        ics/education/proje    Unit 4
will explain the basic                                                                      offspring.
needs of organi sm s.
structures are used to sort
 View a v ideo on
organisms into groups.
mammals and how they          tions/                 Science”
Organisms have basic                                                                        take care of their young.     Animals on             November
needs. For example,                                                                         Observe a classroom
animals need air, water
Defense
animal for examp le a
and food; plants need air,                                                                  hamster, fish aquariu m,
water, nutrients and light.
gerbil, or turtle. Discuss
http://www.cotf.ed
Organisms can survive
only in environments in                                                                     what the animal needs to      u/ete/modules/mses
Pysical Science – Green        Earth Science – Yellow       Life Science - Fuscia

Kentucky              Student Outcomes        Key/Common          Activities              Resources             Date       Date
Core Content                                    Vocabulary            and                                        Taught     Assessed
Version 4.1                                                      Assessments
which their needs can be                                         survive and the class'        e/earthsysflr/natural
met. DOK 2                                                       responsibility as the
SC-EP-3.4.3 Students
.html
owner of the class pet.
Make a booklet and
basic structure s and                                            illustrate animals and        Environment           Unit 4
related functions of                                             their needs. (WP                                    “Life
plants and animals                                               Transactive piece)            http://www.desertu Science”
that contribute to                                               Research animals and
growth, reproduction
sa.com/animal.html November
their needs on the Internet
and survival.                                                    field trip to zoo or farm
desert animals and
wildlife
Each plant or animal
has observable
structures that serve                                            DOK 1                         http://www.enchant
different functions in                                           Identify the basic            edlearning.com/sub
growth, survival and                                                                           jects/birds/
reproduction. For                                                needs of living things
example, humans have                                                                           All About Birds
distinct body                                                    DOK 2
structures for walking,                                                                        http://www.wwfus.
holding, seeing and                                              Classify animals into
talking. These                                                   their kingdoms                org/endangered/ind
observable structures                                                                          ex.cfm
should be explored to                                                                          Endangered
sort, classify, compare                                          DOK 3
and describe                                                     Create a chart by             Species
organisms. DOK 2
Identifying and
sorting living, non-          http://www.mbgnet
SC-EP-3.4.4 Students                                                                           .net/                 Unit 4
will describe a                                                  living and once living
variety of plant and                                             organisms                     biomes of the world   “Life
animal life cycles to                                                                                                Science”
understand patterns                                                                                                  November
of the growth,
development,
Pysical Science – Green              Earth Science – Yellow                  Life Science - Fuscia

Kentucky                   Student Outcomes               Key/Common                  Activities        Resources   Date         Date
Core Content                                                Vocabulary                    and                        Taught       Assessed
Version 4.1                                                                         Assessments
reproduction and                                                                   DOK 4
death of an                                                                        Students will use clay
organism.
and outside items to
Plants and animals                                                                 create their own
have life c ycles that                                                             fossil. After creating
include the beginning
of life, growth and
the fossil, students
development,                                                                       will categorize their
reproduction and                                                                   fossils into once
death. The details of a
life cycle are different
living or non-living.
for different organisms.
Observations of
different life cycles
order to identify
patterns and recognize
similarities and
differences. DOK 2

LIFE SCI ENCE:             Students will                    Students will                                               Unit 5
BIOLOGICAL                 • describe the basic needs of    understand that                                             “Fossils/D
CHANGE                     organisms and explain how        • most living things
these survival needs can be      need wat er, food
inosaurs”
SC-EP-3.5.1 Students       met only in                      and air, while                                              January
will describe fossil s     certain environments             nonliving things
as evidence of             • identify the characteristics   can continue to
organism s that lived      that define a habitat            exist without
long ago, some of          • investigate adaptations that   any requirements.
which may be similar       enable animals and plants to     • plants and
to others that are         grow, reproduce and survive      animals have
alive today.               (e.g.,                           features that help
movements, body coverings,       them live in
Pysical Science – Green             Earth Science – Yellow                   Life Science - Fuscia

Kentucky                  Student Outcomes                 Key/Common              Activities    Resources   Date     Date
Core Content                                                 Vocabulary                and                    Taught   Assessed
Version 4.1                                                                       Assessments
Fossils found in Earth    method of reproduction)            different
materials provide         • analyze structures of plants
evidence about            and animals to make
organisms that lived
long ago and the nature
of the environment at     environments for
that time.                which they are suited              environments.
Representations of        • use scientific tools (e.g.,      • some animals are
fossils provide the       hand lens/magnifier, met ric       alike in the way
basis for describing      ruler, balance) to observe         they look and in the
and drawing               and mak e                          things they do, and
conclusions about the     comparis ons of organisms;         others are very
organisms and basic       and to classify organisms          different from one
environments
using one or more of their         another.
represented by them.
DOK 3                     external                           • the offs pring all
characteristics (e.g., body        living things are
coverings, body structures)        very much like their
• analyze and compare a            parents, but not
variety of plant and animal life   exactly alike.
cycles in order to uncover         • organisms may
patterns of                        not be able to
growth, development,               survive if some of
reproduction and death of an       their parts are
organism                           missing.
• ask questions that can be        Students will
investigated, plan and             understand that
conduct ‘fair tests,’ and          • fossils found in
communicate (e.g.,                 Earth materials
write, draw, speak, multi-         indicate that
media) findings to others          organisms and
Students will                      environmental
• identify and describe            conditions may
evidence of organisms that         have
no longer exist (fossils)          been different in
Pysical Science – Green          Earth Science – Yellow                  Life Science - Fuscia

Kentucky              Student Outcomes                Key/Common               Activities    Resources   Date     Date
Core Content                                            Vocabulary                 and                    Taught   Assessed
Version 4.1                                                                   Assessments
• examine                          the past.
fossils/represent ations of        • living things are
fossils and make                   found almost
comparis ons bet ween              everywhere on our
organisms that lived               planet, but
long ago and organisms of          organisms living in
today (e.g., compare a fern to     one place may be
a fossil of a fern-like plant)     different from those
• make inferenc es about the       found somewhere
basic environments                 else.
represented by fossils found       • some changes
in earth materials                 are so slow or so
(e.g., fossils of fish skeletons   fast that they are
represent an aquatic               hard to see.
environment)                       • things change in
• investigate and describe         some ways and
occurrences in the                 stay the same in
environment that illustrate        some ways.
change (e.g., erosion,
earthquakes, weather
phenomena, human
intrusion)
• compare fossils, plants and
animals from similar
environments in different
geographic locations
• describe in words, pictures
and/or meas urements,
changes that occur quickly
(e.g., puddles
forming from rain, cutting
hair, burning paper) and
changes that occur more
Pysical Science – Green             Earth Science – Yellow                    Life Science - Fuscia

Kentucky                  Student Outcomes                 Key/Common               Activities    Resources   Date       Date
Core Content                                                 Vocabulary                 and                    Taught     Assessed
Version 4.1                                                                        Assessments
slowly (e.g., hair
growing, water evaporating in
an open cont ainer, growing in
height), noting the factors that
influence the change

UNIFYING IDEAS :          Students will                      Students will                                        Unit 6
ENERGY                    • identify examples and            understand that                                      “Energy”
TRANSFORMA TIONS          sources of energy                  • energy makes
February
• create or interpret sketches,    things move, grow
SC-EP-4.6.1 Students      diagrams, 3-dimensional            or work. E verything
will describe basic       constructions and concept          that changes uses
relationships of          maps as models                     energy to make
plants and animals in     that can be used to represent      those
an ecosystem (food        things that can be seen,           changes happen.
chains).                  cannot be seen, or cannot be       Sometimes
seen easily                        evidence of thes e
Plants make their own     or in their entirety               changes can be
food. All animals         • observe, illustrate and          seen, but not
depend on plants.         explain basic relationships of     always.
Some animals eat          plants and animals in an           • almost all kinds of
plants for food. Other
animals eat animals       ecosystem (e.g.,                   food that animals
that eat the plants.      use simple food chains and         eat can be traced
Basic relationships and   webs to explain how plants         back to plants.
connections between       and animals get food/energy        Food chains/webs
organisms in food         to live and                        are
chains can be used to     grow)                              useful models of
discover patterns         • observe and describe             these relationships.
within ecosystems.        evidence of the sun providing      • the sun warms                                      Unit 6
DOK 2                     light and heat to the Earth        the air, land and                                    “Energy”
• demonstrat e open and            water, and lights                                    February
SC-EP-4.6.2 Students
closed circuits using              the Earth.
will describe
Pysical Science – Green                   Earth Science – Yellow                     Life Science - Fuscia

Kentucky                      Student Outcomes                  Key/Common                Activities    Resources   Date       Date
Core Content                                                      Vocabulary                  and                    Taught     Assessed
Version 4.1                                                                              Assessments
evidence of the sun            batteries, bulbs and wires          • light can be
providing light and            and analyze models of               observed to
heat to the Earth.             basic electrical circuits in        determine how it
order to determine whether a        travels and how it
Simple observations and        simple circuit is open or           interacts with
investigations begin to        closed                              different mat erials
reveal that the Sun            • investigate light traveling in    (e.g.
provides the light and heat
a straight line until striking an   reflects, is
necessary to maintain the
temperatu re of Earth.
object by observing the             absorbed, passes
Based on those                 shapes of the                       through).
experiences, the conclusion    shadows that are produc ed          • electricity can
can be drawn that the          • explore a variety of models       only flow when it
Sun’s light and heat are       (e.g., food chains, webs,           has a closed pat h
necessary to sustain life on   circuit diagrams) to infer          (circuit) to follow.
Earth. DOK 2                   whet her the                        Closed electric
representation is complete or       circuits can
SC-EP-4.6.3 Students           only part of the actual             produce light and                                     Unit 6
will analyze models            event/object                        sound.                                                “Energy”
of basic electrical
circuits usi ng
February
batteries, bulbs and
wires, in order to
determine whether a
simple circuit i s
open or closed.

Electricity in circuits
can produce light.
Describing and
comparing models
demonstrates basic
understanding of
circuits. DOK 2
Pysical Science – Green                 Earth Science – Yellow                   Life Science - Fuscia

Kentucky                   Student Outcomes                 Key/Common               Activities    Resources   Date         Date
Core Content                                                   Vocabulary                 and                    Taught       Assessed
Version 4.1                                                                          Assessments
SC-EP-4.6.4                                                                                                          Unit 6
Students will                                                                                                        “Energy”
describe light as                                                                                                    February
traveling in a
straight line until it
strikes an object.

Light can be observed
and described as it
travels in a straight line
until it strikes an
object. DOK 2

UNIFY ING IDEAS:             Students will                       Students will                                       Unit 7
NTERDEPENDENCE               • identify the characteristics of   understand that                                     “Habitats”
an ecosystem                        • the world has
SC-EP-4.7.1 Students         • observe, document and             many different
April
will describe the            explain how organisms               environments.
cause and effect             depend on their environments        Distinct
relationships                • describe and explain how          environments
existing between             the environment can be              support the lives of
organism s and their         affected by the organisms           different
environments.                living there                        types of organisms.
• describe how changes in an        • when the
The world has many           environment might affect            environment
different environments.      plants’ and animals’ ability to     changes, some
Organisms require an         survive                             plants and animals
environment in which
• ask questions that can be         survive and
their needs can be met.
When the environment
explored using a variety of         reproduce, and
changes some plants          appropriate print and non-          others die
and animals survive          print resourc es                    or move to new
and reproduce and            (e.g., why certain plants can       locations.
Pysical Science – Green          Earth Science – Yellow        Life Science - Fuscia

Kentucky                Student Outcomes          Key/Common         Activities    Resources   Date     Date
Core Content                                        Vocabulary           and                    Taught   Assessed
Version 4.1                                                         Assessments
others die or move to   not survive in a particular
new locations. DOK 2    area; why some animals are
endangered
or extinct; why some areas
are ‘protected’)

```
To top