Kindergarten Curriculum Matrix
Introductory definitions and information
Investigate and Understand - Many of the Nebraska K-12 Science Standards contain the words investigate and understand. These words were chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard. Limiting a standard to one observable behavior, such as “describe” or “explain,” would have narrowed the interpretation of the rich, highly rigorous, and inclusive content standard.
"Investigate" refers to scientific methodology and implies systematic use of the following inquiry skills:
Observing; Classifying and sequencing; Communicating; Measuring; Predicting; Hypothesizing; Inferring; Defining; Controlling, and manipulating variables in experimentation; Designing, constructing, and interpreting models; and Interpreting, analyzing, and evaluating data
“Understand” refers to various levels of knowledge application. In the Nebraska K-12 Science Standards these knowledge levels include the ability to:
- Recall or recognize important information, key definitions, terminology, and facts.
- Explain the information in one’s own words, comprehend how the information is related to other key facts, and suggest additional interpretations of its meaning or importance.
- Apply the facts and principles to new problems or situations, recognize what information is required for a particular situation, explain new phenomena with the information, and determine when there are exceptions.
- Analyze the underlying details of important facts and principles, and recognize the key relations and patterns that are not always readily visible.
- Synthesize arrange and combine important information, facts, and principles to produce a new idea, plan, procedure, or product.
- Evaluate make judgments about information in terms of accuracy, precision, consistency, or effectiveness.
The level of achievement in investigation and understanding will vary based on the average developmental level of students in grades 1, 4, 8, and 12. This also allows flexibility in establishing the scope and sequence of investigative skills and understanding. Therefore, the use of “investigate” and “understand” allows each content standard to become the basis for a broad range of teaching objectives, which the local school will develop and refine to meet the intent of the Nebraska K-12 Science Standards
In the primary grades, students should learn science at their developmental level. Young children develop concepts, vocabulary, and inquiry skills by observing common materials and organisms. When engaged in science inquiry, they develop the ability to ask questions, investigate the world around them, and use their observations to create reasonable explanations for their questions.
Organizational Categories |
Nebraska Science Standards Grades K-12 Adopted by the State Board of Education May 8, 1998 |
Nebraska Suggested Outcomes
/ Indicators |
Concepts, Facts, and Generalizations |
Instructional Sequences
and Assessment Activities |
Evaluation Levels |
Unifying Concepts and Processes | 1.1 Unifying Concepts and Processes Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world. |
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Systems, order, and organization | 1.1.1 By the end of first grade, students will develop an understanding of systems, order, and organization. |
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SystemsA system is an organized group of related objects or components that form a whole. Systems can consist, for example, of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. The goal is to help students think and analyze in terms of systems. | Most things are made of parts |
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OrderOrder is the behavior of units of matter, objects, organisms, or events in the universe. The goal is to help students develop knowledge about factors influencing objects, organisms, systems, or events. | Sort objects by their characteristics. | Objects can be ordered by their properties | |||
OrganizationOrganization is a hierarchic and systematic way of thinking about the world. The goal is to help students describe physical and living systems at different levels of organization. | Use one or more of the five senses to observe and describe objects. | Objects are identified and described by their properties. Objects have more than one property |
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Evidence, models, and explanations / reasoning | 1.1.2 By the end of first grade, students will develop an understanding of evidence, models, and explanation. |
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EvidenceEvidence consists of observations and data on which to base scientific explanations. The goal is to help students use evidence to understand interactions and predict changes | . | Observation helps us learn. Inquiry starts with observation. Practice helps us to be better observers. |
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ModelsModels are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. The goal is to help students learn how to make and use many models, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. | Describe how a model (e.g., photos, maps, globes, illustrations, stuffed animals, toys, and building blocks) can represent an object, living thing, or an event. | Toys have similarities and differences to their real counterparts. | |||
ExplanationsExplanations provide interpretation, meaning, or sense to objects, organisms, or events. Explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements, such as hypotheses, laws, principles, and theories. The goal is to help students create explanations which incorporate a scientific knowledge base, logic, and higher levels of analysis. | Observation Objects can change and stay the same. Objects are located relative to other objects. Objects can be compared to other objects. |
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Constancy, change, and measurement | 1.1.3 By the end of first grade, students will develop an understanding of change, constancy, and measurement. |
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ConstancyConstancy is uniformity in nature, value, and extent. The goal is to help students recognize those conditions or values that cannot change or be changed. | Describe how things change in some ways and stay the same in others. | Objects can change and stay the same. |
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ChangeChange denotes making something different. Changes in systems vary in rate, scale, and pattern, including trends and cycles. The goal is for students to identify and measure changes in properties of materials, positions of objects, motion, and form and function of systems. | Observe and measure change. Describe how things change in some ways and stay the same in others. |
Objects can change and stay the same. Objects can be compared to other objects. |
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MeasurementMeasurement makes quantitative observations about objects, events, or systems. The goal is to help students use tools of measurement and measurement systems and to achieve understandings of scales and rates. | Observe and measure change. Compare two or more objects using direct comparisons of measurement (e.g., shorter, longer, taller, heavier, and lighter). Use both standard units of measurement (e.g., inches and centimeters Use appropriate measurement systems for different purposes. |
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Form and function | 1.1.4 By the end of first grade, students will develop an understanding of form and function. |
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FormForm is the shape of an object. The goal is for students to use form to explain function. | Demonstrate how the shape of a tool is related
to its use. Explain how specific characteristics of living things influence how they interact with their environment (e.g., how the long neck of the giraffe and webbed feet on a duck help |
Shapes of objects affect how they work. |
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FunctionFunction is the normal or characteristic action of anything. The goal is for students to use function to explain form. | Demonstrate how the shape of a tool is related
to its use. Explain how specific characteristics of living things influence how they interact with their environment (e.g., how the long neck of the giraffe and webbed feet on a duck help |
Shapes of objects affect how they work. | |||
Evolution and equilibrium | |||||
EvolutionEvolution is a series of changes, some gradual and some sporadic, that account for the present form and function of objects, organisms, and natural and designed systems. | The goal is for students to recognize that objects and systems change over time. |
Some things change slow and others fast. |
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Equilibrium- Equilibrium is the physical state in which forces and changes occur in opposite and off-setting directions. | The goal is for students to recognize systems that are in equilibrium. | ||||
Science as Inquiry | 1.2 Science as Inquiry |
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1.2.1 By the end of first grade, students will develop the abilities needed to do scientific inquiry. | Ask questions about their surroundings. Collect scientific information from careful observation. Use simple equipment and tools (e.g., rulers, magnifiers to extend the senses. Share findings with classmates, families, or community members. |
Asking questions helps us learn. Changing objects can help us answer questions and learn. Communication helps us learn from other people. Pictures can be used to represent objects and events. |
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Physical Science | 1.3 Physical science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use. | ||||
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1.3.1 By the end of first grade, students will develop an understanding of the characteristics of materials. | Observe and describe characteristics of common materials (e.g., paper, wood, metal, and wool). Observe and describe properties of common materials (e.g., how they will float, sink, mix, dissolve, or not dissolve in various liquids). Observe and classify materials as a solid, liquid, or gas. |
Matter Objects have many properties. Objects are identified and described by their properties. Magnets attract some metal objects. |
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Position, motion, and force | |||||
Energy | |||||
Life Science | 1.4 Life Science Life science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use. |
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1.4.1 By the end of first grade, students will develop an understanding of the characteristics of living things. | Differentiate between living and nonliving things. Investigate how living things need food, water, and air to survive. Describe how roots, stems, and leaves serve different functions for plants. Compare and contrast animals by specific characteristics (e.g., body covering, diet, and locomotion). Observe and match organisms to their distinct habitats. |
Organisms - reproduction, life cycles, heredity, regulation, behavior, Organisms have needs. Different organisms live in different places. Organisms reproduce similar organisms. |
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1.4.2 By the end of first grade, students will develop an understanding of the life cycles of organisms. | Describe how living things change as they grow. Describe how offspring resemble their parents. |
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Human anatomy | |||||
Environments - population, ecosystems, diversity, adaptations | |||||
Earth Science | 1.5 Earth and Space Science Earth and space science focuses on science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use. |
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1.5.1 By the end of first grade, students will develop an understanding of the characteristics of earth materials. | Observe and identify a variety of materials (e.g., rock, soils, and water) that makes up the earth’s surface. Identify materials of earth (e.g., water) support life. |
Properties or Earth, earth materials, earth history Rocks and soil make up the Earth. Soil is important for plants. Different soils have different properties. |
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1.5.2 By the end of first grade, students will develop an understanding of the objects in the sky. | Recognize objects in the sky (e.g., the sun, moon, and stars). Investigate that the sun provides heat and light. |
Space The moon, sun, and stars are objects in the sky. |
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1.5.3 By the end of first grade, students will develop an understanding of the changes in the earth and sky. | Describe and record daily weather changes. Describe and record seasonal weather changes. |
Atmosphere - water cycles, weather Weather changes from day to day and season to season. |
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Technology | 1.6 Science and Technology An understanding of science and technology establishes connections between the natural and designed world, linking science and technology. |
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1.6.1 By the end of first grade, students will develop an understanding of technological design. | Explain how the use of common household tools is determined by their design. | A tools design and the purpose of the tool are closely related. |
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1.6.2 By the end of first grade, students will develop an understanding of science and technology. | Use various tools (e.g., magnifiers, thermometers, or rulers ) to improve observations and measurements. Identify the technology used in different occupations. |
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Personal and Social | 1.7 Science in Personal and Social
Perspectives |
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1.7.1 By the end of first grade, students will develop an understanding of personal health. | Identify safety rules for home and school. Engage in personal care that will maintain and improve health. Describe a healthy diet. Explain that substances can benefit or damage the way the body functions. |
People need to take care of themselves. |
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1.7.2 By the end of first grade, students will develop an understanding of resources. | Observe and describe how reducing, reusing, and recycling help our environment. | ||||
History and Nature of Science | 1.8 History and Nature of Science The history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role that science has played in the development of various cultures. |
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1.8.1 By the end of first grade, students will develop an understanding of science as a human endeavor. | Recognize the contributions to science made by men and women from many places. Conduct an investigation as part of a team. |
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Skills Actions
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Pushing to Slide, Roll, Jump, Skip, Walk, Run, Hop, Throw, Splash, Spill, Smash, Mash, Throw, Press, Scratch, Pluck, Shout, Blow Pulling - to Slide, Roll, Lift, Splash, Spill, Squeeze, Smash, Mash, Suck Balance to Hold, Drop, Stop, Still Balance and push and pull to Support, Carry, Pour, Wet, Water, Fill, Empty, Stir, Mix, Soak, Rip, Open, Dig, Shake Smell, listen, taste, look, Talk to shout, cry, giggle, whine, whisper, hiccup |
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Attitudes |
I can learn about the world around me by asking questions, making careful observations, and trying things. |
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Coordination with Mathematics Science requires the use of mathematics in the collection and treatment of data and in the reasoning used to develop concepts, laws, and theories. The mathematics that students should understand and use in the study of science are listed below. |
Kindergarten - First Grade
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Dr. Robert Sweetland's Notes ©