The Standards

Kindergarten

Earth and Human Activity

Students who demonstrate understanding can:

Download

 

 

Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-ESS3-1

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.

Assessment Boundary: none

 

Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-ESS3-2

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on local forms of severe weather.

Assessment Boundary: none

 

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. K-ESS3-3

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.

Assessment Boundary: none

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

Ask questions based on observations to find more information about the designed world. (K-ESS3-2)

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Use a model to represent relationships in the natural world. (K-ESS3-1)

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. (K-ESS3-2)

Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3)

Crosscutting Concepts

Cause and Effect

Events have causes that generate observable patterns. (K-ESS3-2), (K-ESS3-3)

Systems and System Models

Systems in the natural and designed world have parts that work together. (K-ESS3-1)

Connections to Engineering, Technology, and Applications of Science

Influence of Science, Engineering, and Technology on Society and the Natural World

People depend on various technologies in their lives; human life would be very different without technology. (K-ESS3-2)

Interdependence of Science, Engineering, and Technology

People encounter questions about the natural world every day. (K-ESS3-2)

Common Core State Standards Connections

ELA/Literacy
  • RL.K.1 - With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
  • SL.K.3 - Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
  • SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
  • W.K.2 - Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3)
Mathematics
  • K.CC - Counting and Cardinality (K-ESS3-1), (K-ESS3-2)
  • MP.2 - Reason abstractly and quantitatively. (K-ESS3-1)
  • MP.4 - Model with mathematics. (K-ESS3-1), (K-ESS3-2)

Model Course Mapping

First Time Visitors