Georgia Science Learning Standards — Grade K


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SKCS6

Students will understand the important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

SKCS6a

In doing science, it is often helpful to work with a team and to share findings with others.

SKCS6b

Tools such as rulers, magnifiers, and balance scales often give more information about things than can be obtained by just observing things without help.

SKCS6c

Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (classroom pets).

SKP1

Students will describe objects in terms of the materials they are made of and their physical properties.

SKP1a

Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).

SKP1b

Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).

SKCS1

Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

SKCS1a

Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.

SKCS2

Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

SKCS2a

Use whole numbers for counting, identifying, and describing things and experiences.

SKCS2b

Make quantitative estimates of nonstandard measurements (blocks, counters) and check by measuring.

SKCS3

Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

SKCS3a

Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils).

SKCS3b

Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models)

SKCS4.

Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

SKCS4.a

Use a modelsuch as a toy or a pictureto describe a feature of the primary thing.

SKCS4.b

Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same. (For example, playing Follow the Leader and noting the changes.)

SKCS4.c

Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things.

SKCS5

Students will communicate scientific ideas and activities clearly.

SKCS5a

Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

SKCS5b

Begin to draw pictures that portray features of the thing being described.

SKE1.

Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.

SKE1a

Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.

SKE1b

Classify objects according to those seen in the day sky and those seen in the night sky.

SKE1c

Recognize that the Sun supplies heat and light to Earth.

SKE2

Students will describe the physical attributes of rocks and soils.

SKE2a

Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc.

SKE2b

Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size.

SKE2c

Recognize earth materials soil, rocks, water, air, etc.

SKL1

Students will sort living organisms and non-living materials into groups by observable physical attributes.

SKL1a

Recognize the difference between living organisms and nonliving materials.

SKL1b

Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)

SKL1c

Group plants according to their observable features such as appearance, size, etc.

SKL2

Students will compare the similarities and differences in groups of organisms.

SKL2a

Explain the similarities and differences in animals. (color, size, appearance, etc.)

SKL2b

Explain the similarities and differences in plants. (color, size, appearance, etc.)

SKL2c

Recognize the similarities and differences between a parent and a baby

SKL2d

Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.)

SKL2e

Recognize that you are similar and different from other students. (senses, appearance)

SKP2

Students will investigate different types of motion.

SKP2a

Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless)

SKP2b

Push, pull, and roll common objects and describe their motions.

SKP3

Students will observe and communicate effects of gravity on objects.

SKP3a

Recognize that some things, such as airplanes and birds, are in the sky, but return to earth.

SKP3b

Recognize that the sun, moon, and stars are in the sky, but dont come down.

SKP3c

Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped.