Kindergarten Science - Sanford Inspire Program Learning Library

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Kindergarten Science: Our Bodies and the World Around Us


Unit Name: Dates of Unit Implementation:

Kindergarten- Science

Our Bodies and the World Around Us

August 5th- August 30th

UNIT STANDARD(S) S4C1 PO 2. Name the following human body parts: head, shoulders, arms, elbows, wrists, hands, fingers, legs, hips, knees, ankles, feet, heels, and toes

Arizona Science Standard(s)

S4C1 PO 3. Identify the five senses and their related body parts: sight – eyes hearing – ears smell – nose taste – tongue touch – skin

S1C1 PO 1. Observe common objects using multiple senses S1C3 PO 1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics.

Copyright © 2017 Arizona Board of Regents, All rights reserved •

AZ Early Learning Standards: Science Standard: Strand 1: Inquiry and Application: Concept 1: Exploration, Observations and Hypotheses • • • •

Exhibits curiosity about objects, living things and other natural events in the environment by using one or more senses. Identifies attributes of objects, living things and natural events in the environment. Begins to describe the similarities, differences, and relationships between objects, living things, and natural events. Asks and responds to questions about relationships of objects, living things, and events in the natural environment.

Language and Literacy Standard: Strand 1: Language: Concept 1: Receptive Language Understanding •

(c) Demonstrates understanding and follows directions that involve: one step, two steps, and a series of unrelated sequences of action

Remedial Standards Language and Literacy Standard: Strand 1: Language: Concept 2: Receptive Language Understanding • • • •

Communicates needs, wants, ideas, and feelings through three to five word sentences. Speaks clearly and understandably to express ideas, feelings, and needs. Makes relevant responses to questions and comments from others Initiates, sustains, and expands conversations with peers and adults.

Language and Literacy Standard: Strand 1: Language: Concept 3: Vocabulary •

(a) With modeling and support, uses age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings with each area; e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs. (c) With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal, transportation, etc.

Copyright © 2017 Arizona Board of Regents, All rights reserved •

Science Grade 1: S1C1PO1. Compare common objects using multiple senses. S5C1PO1. Classify objects by the following observable properties: shape texture size color weight Enrichment Standards S4C1PO2. Compare the following observable features of living things: movement – legs, wings protection – skin, feathers, tree bark respiration – lungs, gills support – plant stems, tree trunks S4C1PO3. Identify observable similarities and differences (e.g., number of legs, body coverings, size) between/among different groups of animals. Informational Text My Five Senses by Aliki From Head to Toe by Eric Carle

Curricular Resources

The Best Part of Me by Wendy Ewald and M. Tingley What I Like About Me! Allia Zobel Nolan My Five Senses by Margaret Miller Head, Shoulders, Knees, Tasting by Rebecca Rissman The Five Senses books – Rebecca Rissman • Smelling • Seeing • Hearing • Touching

Copyright © 2017 Arizona Board of Regents, All rights reserved •