The Bridge To Excellence!

K.2 Students will investigate and understand that humans have senses that allow one to seek, find, take in, and react or respond to information in order to learn about one’s surroundings. Key concepts include

a) five senses and corresponding sensing organs (taste – tongue, touch – skin, smell – nose, hearing – ears, and sight – eyes

b) sensory descriptors (sweet, sour, bitter, salty, rough/smooth, hard/soft, cold, warm, hot, loud/soft, high/low, bright/dull

Length

Released Test Items

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Key Assessment Vocabulary

4 Weeks

2009

26. Which of these senses lets Dora know when a skunk has been close to her house?

30. Which of these best describes the way a feather feels?

Textbook:

Unit 1 Learn About Your World:

Topic 1:Use Your Eyes (p.2-7)
Topic 2: Use Your Ears (p.8-13)
Topic 3: Smell, Touch and Taste (p.14-19)
Topic 5: Same or Different (p.26-31)

Enhanced Scope and Sequence:

The Five Senses

Vocabulary:

Senses

Touch

Taste

Smell

Hearing

Sight

Eyes

Ears

Nose

Tongue

Skin

Quarter 1

K.4 The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include

a) colors (red, orange, yellow, green, blue, purple), white, and black

b) shapes (circle, triangle, square, and rectangle) and forms (flexible/stiff, straight/curved)

c) textures (rough/smooth) and feel (hard/soft)

d) relative size and weight (big/little, large/small, heavy/light, wide/thin, long/short

Length

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Key Assessment Vocabulary

4 Weeks

2009

2. Which of these is most likely the hardest to bend?

4. Which shape is most like the one made by connecting the bases on the baseball field?

Textbook:

Unit 1 Learn About Your World:

Topic 3: Smell, Touch and Taste (p.14-19)
Topic 4: Tell All About It (p.20-25)
Topic 5: Same or Different (p.26-31)

Unit 6 Make Things Move:

Topic 1: Move Along (p.192-197)

Enhanced Scope and Sequence:

Vocabulary:

Circle

Triangle

Square

Flexible

Stiff

Straight

Curved

Rough

Smooth

Hard

Soft

Big

Biggest

Little

Large

Small

Smallest

Heavy

Heaviest

Light

Lightest

Fat

Thin

Long

Short

Over

Under

Out

Above

Below

Left

Right

Fast

Fastest

Slow

Slowest

Quarter 1
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K.7 The student will investigate and understand that shadows occur when light is blocked by an object. Key concepts include

a) shadows occur in nature when sunlight is blocked by an object

b) shadows can be produced by blocking artificial light sources

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

1 Week

2009

12. The best way to make a shadow on a living room wall is to…

Textbook:

Unit 1 Learn About Your World:

Topic 1:Use Your Eyes (p.2-7)

Enhanced Scope and Sequence:

Sun and Shadows

Vocabulary:

Light

Shadow

Block

Quarter 2

K.1 The student will conduct investigations in which

c) objects are described both pictorially and verbally

e) set of objects is separated into two groups based on a single physical attribute

f) nonstandard units are used to measure common objects

h) picture graphs are constructed using 10 or fewer units

i) an unseen member in a sequence of objects is predicted

j) unusual or unexpected results in an activity are recognized

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

8 Weeks

2009

16. Which kind of work is made easier by the wheels of a wagon?

32. Which of these is the best sign that the fall season has begun?

Textbook:

Unit 6 Make Things Move:

Topic 3: Slide and Roll (p. 204-209)
Topic 4: Wheels (p.210-215)
Topic 5: Magnets (p.216-221)
Topic 6: Float or Sink (p.222-227)

Unit 5 Weather and Seasons:

Topic 1: All Kinds of Weather (p.154-159)
Topic 2: Hot and Cold (p.160-165)
Topic 3: The Sun (p.166-171)
Topic 4: The Wind (p.172-177)
Topic 5: Watch the Weather (p.178-183)
Topic 6: The Seasons (p.184-189)

Enhanced Scope and Sequence:

Vocabulary:

Shorter

Shortest

Longer

Longest

Taller

Tallest

Same

Different

Graph

Quarter 2

b) sensory descriptors (sweet, sour, bitter, salty, rough/smooth, hard/soft, cold, warm, hot, loud/soft, high/low, bright/dull

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

1 Week

Textbook:

Unit 5 Weather and Seasons:

Topic 2: Hot and Cold (p.160-165)

Enhanced Scope and Sequence:

The Five Senses

Vocabulary:

Senses

Touch

Taste

Smell

Hearing

Sight

Eyes

Ears

Nose

Tongue

Skin

Quarter 2

K.3 The student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts include

a) attraction/nonattraction, push/pull, attract/repel, and metal/nonmetal

b) useful applications (refrigerator magnet, can opener, magnetized screwdriver, and magnetic games)

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

1 Week

Textbook:

Unit 6 Make Things Move:

Topic 5: Magnets (p.216-221)

Enhanced Scope and Sequence:

Magnet Madness

Vocabulary:

Attraction

Non-attraction

Push

Pull

Attract

Repel

Metal

Non-Metal

Quarter 2

K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include

a) water occurs in different states (solid, liquid, gas

c) some materials float in water, while others sink

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

2 Weeks

Textbook:

Unit 6 Make Things Move:

Topic 6: Float or Sink (p.222-227)

Unit 5 Weather and Seasons:

Topic 3: The Sun (p.166-171)

Enhanced Scope and Sequence:

Vocabulary:

Solid

Liquid

Gas

Sink

Float

Downhill

Quarter 2

K.8 The student will investigate and understand simple patterns in his/her daily life. Key concepts include

a) weather observations

c) home and school routines

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

4 Weeks

2009

17. Both hurricanes and tornadoes always…

Textbook:

Unit 5 Weather and Seasons:

Topic 1: All Kinds of Weather (p.154-159)
Topic 2: Hot and Cold (p.160-165)
Topic 5: Watch the Weather (p.178-183)
Topic 6: The Seasons (p.184-189)

Enhanced Scope and Sequence:

Vocabulary:

Pattern

Weather

Temperature

Thermometer

Seeds

Cones

Leaves

Quarter 2
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K.9 The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include

a) natural and human-made things may change over time

b) changes can be noted and measured

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

2 Weeks

2009

36. Which cause the greatest change in a grassy field over time?

Textbook:

Unit 5 Weather and Seasons:

Topic 2: Hot and Cold (p.160-165)
Topic 5: Watch the Weather (p.178-183)

Enhanced Scope and Sequence:

Vocabulary:

Change

Quarter 3

K.1 The student will conduct investigations in which

c) objects are described both pictorially and verbally

e)a set of objects is separated into two groups based on a single physical attribute

g)a question is developed from one or more observations

h)picture graphs are constructed using 10 or fewer units

i)an unseen member in a sequence of objects is predicted

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

9 Weeks

2009

9. How are a tree and grass alike?

Textbook:

Unit 3 Learn About Animals:

Topic 1: Our Pets (p.78-83)
Topic 2: Animals That Fly (p.84-89)
Topic 3: Animals That Swim (p.90-95)
Topic 4: Animals That Walk (p. 96-101)
Topic 5: Animal Babies (p.102-107)
Topic 6: People and Animals (p. 108-113)

Unit 4 A Home Called Earth:

Topic 1: Look Around You (p.116-121)
Topic 2: Rock Everywhere (p.122-127)
Topic 3: The Soil Under Your Feet (p.128-133)

Enhanced Scope and Sequence:

Vocabulary:

Shorter

Shortest

Longer

Longest

Taller

Tallest

Same

Different

Graph

Quarter 3

K.6 The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include

a) living things change as they grow, and they need food, water, and air to survive

b) plants and animals live and die (go through a life cycle

c) offspring of plants and animals are similar but not identical to their parents and to one another

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

6 Weeks

2009

40. Which of the following best shows the order of events in the life cycle of a bean plant?

39. Which of these animals is best able to live in water?

Textbook:

Unit 3 Learn About Animals:

Topic 1: Our Pets (p.78-83)
Topic 2: Animals That Fly (p.84-89)
Topic 3: Animals That Swim (p.90-95)
Topic 4: Animals That Walk (p. 96-101)
Topic 5: Animal Babies (p.102-107)
Topic 6: People and Animals (p. 108-113)

Enhanced Scope and Sequence:

Vocabulary:

Food

Water

Air

Survive

Living

Non-Living

Birth

Born

Death

Fish/Water

Birds/Air

Wild Animal/Forest

Body Covering

Gills

Fins

Roots

Seeds

Leaves

Wings

Feet

Paws

Pads

Claws

Pods

Quarter 3

K.8 The student will investigate and understand simple patterns in his/her daily life. Key concepts include

c) animal and plant growth

d). home and school routines

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

6 Weeks

2009

38. A plant is put in a pot of soil and placed under a table. The plant is given water every week, but it stops growing. The plant most likely needs…

Textbook:

Unit 3 Learn About Animals:

Topic 1: Our Pets (p.78-83)
Topic 2: Animals That Fly (p.84-89)
Topic 3: Animals That Swim (p.90-95)
Topic 4: Animals That Walk (p. 96-101)
Topic 5: Animal Babies (p.102-107)
Topic 6: People and Animals (p. 108-113)

Enhanced Scope and Sequence:

Vocabulary:

Pattern

Weather

Temperature

Thermometer

Seeds

Cones

Leaves

Quarter 3
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K.9 The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include

a) natural and human-made things may change over time

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

6 Weeks

2009

18. In picture 4, what will take place of the flowers in picture 3?

Textbook:

Unit 3 Learn About Animals:

Topic 2: Animals That Fly (p.84-89)
Topic 3: Animals That Swim (p.90-95)
Topic 4: Animals That Walk (p. 96-101)
Topic 5: Animal Babies (p.102-107)
Topic 6: People and Animals (p. 108-113)

Enhanced Scope and Sequence:

Vocabulary:

Change

Quarter 4

K.1 The student will conduct investigations in which

c) objects are described both pictorially and verbally

d) a set of objects is sequenced according to size

f) nonstandard units are used to measure common objects

h) picture graphs are constructed using 10 or fewer units

i) an unseen member in a sequence of objects is predicted

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

9 Weeks

2009

7. Which would help conserve water?

Textbook:

Unit 4 A Home Called Earth

Topic 4: Water All Around (p. 134-139)
Topic 5: What Living Things Get From Earth (p.140-145)\
Topic 6: Take Care of Earth (p.146-151)

Unit 2 Learn About Plants

Topic 1: Living Things (p.40-45)
Topic 2: Parts of Plants (p.46-51)
Topic 3: Plants with Flowers (p.52-57)
Topic 4: Seeds, Seeds, Seeds (p.58-63)
Topic 5: How Plants Grow (p.64-69)
Topic 6: Plants We Use (p.70-75)

Enhanced Scope and Sequence:

Vocabulary:

Shorter

Shortest

Longer

Longest

Taller

Tallest

Same

Different

Graph

Quarter 4

K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include

b. the natural flow of water is downhill

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

1 Week

2009

27. A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?

Textbook:

Unit 4 A Home Called Earth

Topic 4: Water All Around (p. 134-139)

Enhanced Scope and Sequence:

Vocabulary:

Solid

Liquid

Gas

Sink

Float

Downhill

Quarter 4

K.6 The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include

d) living things change as they grow, and they need food, water, and air to survive

e) plants and animals live and die (go through a life cycle

f) offspring of plants and animals are similar but not identical to their parents and to one another

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

5 Weeks

2009

6. What causes fewer plants to grow on the rocky side of the river?

Textbook:

Unit 2 Learn About Plants

Topic 1: Living Things (p.40-45)
Topic 2: Parts of Plants (p.46-51)
Topic 3: Plants with Flowers (p.52-57)
Topic 4: Seeds, Seeds, Seeds (p.58-63)
Topic 5: How Plants Grow (p.64-69)

Enhanced Scope and Sequence:

Vocabulary:

Food

Water

Air

Survive

Living

Non-Living

Birth

Born

Death

Fish/Water

Birds/Air

Wild Animal/Forest

Body Covering

Gills

Fins

Roots

Seeds

Leaves

Wings

Paws

Pads

Claws

Quarter 4

K.8 The student will investigate and understand simple patterns in his/her daily life. Key concepts include

b) the shapes and forms of many common natural objects including seeds, cones, and leaves

c) animal and plant growth

d) home and school routines

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

6 Weeks

2009

11. What type of plant is most likely described?

Textbook:

Unit 2 Learn About Plants

Topic 1: Living Things (p.40-45)
Topic 2: Parts of Plants (p.46-51)
Topic 3: Plants with Flowers (p.52-57)
Topic 4: Seeds, Seeds, Seeds (p.58-63)
Topic 5: How Plants Grow (p.64-69)
Topic 6: Plants We Use (p.70-75)

Enhanced Scope and Sequence:

Vocabulary:

Pattern

Weather

Temperature

Thermometer

Seeds

Cones

Leaves

Quarter 4

K.9 The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include

a) natural and human-made things may change over time

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

5 Weeks

2009

3. Which of these lists has only products that come from plants?

Textbook:

Unit 2 Learn About Plants

Topic 1: Living Things (p.40-45)
Topic 3: Plants with Flowers (p.52-57)
Topic 4: Seeds, Seeds, Seeds (p.58-63)
Topic 5: How Plants Grow (p.64-69)

Enhanced Scope and Sequence:

Vocabulary:

Change

Quarter 4

K.10 The student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts include

a) materials and objects can be used over and over again

b) everyday materials can be recycled

c) water and energy conservation at home and in school helps preserve resources for future use

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

1 Week

2009

29. Which of these activities makes the most air pollution?

35. An old T-shirt can be ripped into smaller pieces and used as rags. An empty milk jug can be used to water household plants. Both of these are examples of how…

Textbook:

Unit 4 A Home Called Earth

Topic 6: Take Care of Earth (p.146-151)

Enhanced Scope and Sequence:

Recycling

Vocabulary:

Reuse

Recycle

Air

Conservation

Conserve

Litter

Environment

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