School Improvement in Maryland

Science Grade K State Curriculum

January 2008
K All Content Areas with WSS Alignment (Acrobat 381k)  
K Fall Exemplars (Acrobat 383k)  
K Spring Exemplars (Acrobat 374k)  
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The Pencil icon represents key indicators of the MMSR Kindergarten Assessment.

Standard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Constructing Knowledge

Indicator

  • 1. Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
  • AssessedWSS IV A1 Seeks information through observation, exploration, and descriptive investigations.
  • AssessedWSS IV A2 Uses simple tools and equipment to extend senses and gather data.

Objectives

  1. Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
  2. Seek information through reading, observation, exploration, and investigations.
  3. Use tools such as thermometers, magnifiers, rulers, or balances to extend their senses and gather data.
  4. Explain that when a science investigation is done the way it was done before, we expect to get a very similar result.
  5. Participate in multiple experiences to verify that science investigations generally work the same way in different places.
  6. Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet's water bowl).
  7. Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.

Topic

B. Applying Evidence and Reasoning

Indicator

  • 1. People are more likely to believe your ideas if you can give good reasons for them.
  • WSS IV A3 Forms explanations and communicates scientific information.

Objectives

  1. Provide reasons for accepting or rejecting ideas examined.
  2. Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others' ideas.
  3. Explain why it is important to make some fresh observations when people give different descriptions of the same thing.

Topic

C. Communicating Scientific Information

Indicator

  • 1. Ask, "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
  • WSS IV A3 Forms explanations and communicates scientific information.

Objectives

  1. Describe things as accurately as possible and compare observations with those of others.
  2. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
  3. Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).
  4. Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.
  5. Recognize that everybody can do science and invent things and ideas.

Topic

D. Technology

Indicator

  • 1. Design and make things with simple tools and a variety of materials.

Objectives

  1. Make something out of paper, cardboard, wood, plastic, metal, or existing objects that can actually be used to perform a task.
  2. Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.
  3. Assemble, describe, take apart and reassemble constructions using interlocking blocks, erector sets and the like.
  4. Recognize that some kinds of materials are better than others for making any particular thing, for example, materials that are better in some ways (such as stronger and cheaper) may be worse in other ways (such as heavier and harder to cut).
  5. Explain that sometimes it is not possible to make or do everything that is designed.

Indicator

  • 2. Practice identifying the parts of things and how one part connects to and affects another.

Objectives

  1. Investigate a variety of objects to identify that most things are made of parts
  2. Explain that something may not work if some of its parts are missing.
  3. Explain that when parts are put together, they can do things that they couldn't do by themselves.

Indicator

  • 3. Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.

Objectives

  1. Explain that a model of something is different from the real thing but can be used to learn something about the real thing.
  2. Realize that one way to describe something is to say how it is like something else.


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.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Materials and Processes That Shape A Planet

Indicator

  • 1. Investigate objects and materials in the environment.
  • WSS IV D1 Explores and identifies properties of rocks, soil, water, and air.

Objectives

  1. Observe and describe a variety of natural and human-made objects found in familiar environments (school, neighborhood, etc.).
  2. Examine and describe Earth materials.
  3. Using examples, describe that objects and materials, such as trees, rocks, and hills on Earth's surface can change.

Topic

D. Astronomy

Indicator

Objectives

  1. Identify and describe the sun, moon and stars.
  2. Describe ways in which the daytime and nighttime skies are different.

Topic

E. Interactions of Hydrosphere and Atmosphere

Indicator

  • 2. Investigate and gather information about changes in weather.
  • WSS IV D2 Begins to observe and describe simple seasonal and weather changes.

Objectives

  1. Observe and describe different weather conditions using senses.
  2. Record observations using pictures, pictographs, or written/oral language.
  3. Describe qualitative changes in weather, such as temperatures, precipitation, wind, etc


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.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Diversity of Life

Indicator

  • 1. Observe a variety of familiar animals and plants (perhaps on the school grounds, in the neighborhood, and at home) to discover patterns of similarity and difference among them.

Objectives

  1. Identify and describe features (observable parts) of animals and plants that make some of them alike in the way they look and the things they do.
  2. Compare descriptions of the features that make some animals and some plants very different from one another.
  3. Identify a feature that distinguishes animals that fly (as an example) from animals that cannot and examine a variety of animals that can fly to discover other similar features they might share.
  4. Compare ideas about how the features of animals and plants affect what these animals are able to do.

Indicator

  • 2. Gather information and direct evidence that humans have different external features, such as size, shape, etc., but that they are more like one another than like other animals.

Objectives

  1. Organize data collected and draw conclusions about similarities and differences among humans.
  2. Explain ways in which humans are more like one another than like other animals.
  3. Describe similarities in what both humans and other animals are able to do because they possess certain external features.

Topic

C. Genetics

Indicator

  • 1. Observe, describe and compare the life cycles of different kinds of animals and plants.
  • AssessedWSS IV C1 Observes and describes characteristics, basic needs, and life cycles of living things.

Objectives

  1. Identify and draw pictures that show what an animal (egg to frog) and a plant (seed to tree) looks like at each stage of its life cycle.
  2. Describe and compare the changes that occur in the life cycle of two different animals, such as a frog and a puppy and two different plants, such as a rosebush and a maple tree.
  3. Identify and describe the changes that occur in humans as they develop.

Topic

Indicator

  • 1. Recognize that living things are found almost everywhere in the world and that there are somewhat different kinds of living things in different places.

Objectives

  1. Observe, describe, and give examples and describe the many kinds of living things found in different places in Maryland.
  2. Using pictures, films and illustrated texts identify, describe and compare living things found in other states such as Texas and Alaska to those found in Maryland.
  3. Explain that the external features of plants and animals affect how well they thrive in different kinds of places.

Topic

E. Flow of Matter and Energy

Indicator

  • 1. Develop an awareness of the relationship of features of living things and their ability to satisfy basic needs that support their growth and survival.
  • AssessedWSS IV C1 Observes and describes characteristics, basic needs, and life cycles of living things.

Objectives

  1. Make observations of the features and behaviors of many different kinds of animals within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, air, etc.
  2. Describe ways that people and other animals manage to bring the things they need from their environment into their bodies.
  3. Make observations of the features of many different kinds of plants within an environment to identify and begin building a list of some of the basic needs these organisms share, such as water, light, etc.
  4. Describe the way that most plants manage to bring water from the environment into the plant.

Topic

F. Ecology

Indicator

  • 1. Investigate a variety of familiar places where plants and animals live to describe the place and the living things found there.

Objectives

  1. Describe observations using drawings, oral or written text of the place and some of the living things found there.
  2. Based on the observations collected at each place compare the plants and animals found there.
  3. Describe ways that animals and plants found in each place interact with each other and with their environment.


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.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Structure of Matter

Indicator

  • 1. Compare the observable properties of a variety of objects and the materials they are made of using evidence from investigations.
  • AssessedWSS IV B1 Identifies, describes, and compares properties of objects.

Objectives

  1. Examine and describe various objects in terms of the materials, such as clay, cloth, paper, etc. from which they are made.
  2. Based on data, describe the observable properties, such as size, shape, color, and texture of a variety of objects.
  3. Identify and compare the properties of materials objects are made of and the properties of the objects.


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
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Mechanics

Indicator

  • 1. Compare the different ways objects move.

Objective

  1. Given many different objects, make them move and describe and compare how they move.

Indicator

  • 2. Explain that there must be a cause for changes in the motion of an object

Objectives

  1. Observe and describe the ways in which a variety of objects' motion can be changed.
  2. Based on observations, identify what caused the changes in an object's motion.

Topic

B. Thermodynamics

Indicator

  • 1. Describe that sunlight warms the land, air, and water using observations and age appropriate tools.

Objective

  1. Recognize and describe temperature changes of the land, air, and water before and after the sun warms them using senses and thermometers.

Topic

Indicator

  • 3. Observe and gather information from the explorations to describe how magnets affect some objects.

Objectives

  1. Observe and describe what happens when magnets are placed on or near objects made of different materials.
  2. Raise and seek answers to questions about what happened to the objects investigated and/or to the magnet.

Topic

D. Wave Interactions

Indicator

  • 2. Observe and describe that sound is produced by vibrating objects.

Objectives

  1. Observe and relate the vibrations of objects that make sounds (drums, guitar strings, and tuning forks) to the sounds felt and heard.
  2. Based on information from observations identify the source of vibrations in familiar objects that produce sounds.


Standard 6.0 Environmental 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.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

B. Environmental Issues

Indicator

  • 1. Identify aspects of the environment that are made by humans and those that are not made by humans.

Objectives

  1. Identify features of the natural environment, such as parks, zoos, buildings, etc. that are made by humans.
  2. Identify features of the natural environment that are not made by humans.


Note: Highlighting identifies assessment limits. All highlighted Indicators will be tested on the Grades 5 and 8 MSA. The highlighted Objectives under each highlighted Indicator identify the limit to which MSA items can be written. Although all content standards are tested on MSA, not all Indicators and Objectives are tested. Objectives that are not highlighted will not be tested on MSA, however are an integral part of Instruction.

January 2008