| (a) Introduction.
(1) In Kindergarten, students observe and describe
the natural world using their senses. Students do science as inquiry
in order to develop and enrich their abilities to understand scientific
concepts and processes. Students develop vocabulary through their
experiences investigating properties of common objects, earth materials,
and organisms.
(A) A central theme throughout the study of scientific
investigation and reasoning; matter and energy; force, motion, and
energy; Earth and space; and organisms and environment is active engagement
in asking questions, creating a method to answer those questions,
answering those questions, communicating ideas, and exploring with
scientific tools. Scientific investigation and reasoning involves
practicing safe procedures, asking questions about the natural world,
and seeking answers to those questions through simple observations
used in descriptive investigations.
(B) Matter is described in terms of its physical properties,
including relative size, weight, shape, color, and texture. The importance
of light, thermal, and sound energy is identified as it relates to
the students' everyday life. The location and motion of objects are
explored.
(C) Weather is recorded and discussed on a daily basis
so students may begin to recognize patterns in the weather. Other
patterns are observed in the appearance of objects in the sky.
(D) In life science, students recognize the interdependence
of organisms in the natural world. They understand that all organisms
have basic needs that can be satisfied through interactions with living
and nonliving things. Students will investigate the life cycle of
plants and identify likenesses between parents and offspring.
(2) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process."
(3) Recurring themes are pervasive in sciences, mathematics,
and technology. These ideas transcend disciplinary boundaries and
include patterns, cycles, systems, models, and change and constancy.
(4) The study of elementary science includes planning
and safely implementing classroom and outdoor investigations using
scientific processes, including inquiry methods, analyzing information,
making informed decisions, and using tools to collect and record information,
while addressing the major concepts and vocabulary, in the context
of physical, earth, and life sciences. Districts are encouraged to
facilitate classroom and outdoor investigations for at least 80% of
instructional time.
(5) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student
conducts classroom and outdoor investigations following home and school
safety procedures and uses environmentally appropriate and responsible
practices. The student is expected to:
(A) identify, discuss, and demonstrate safe and healthy
practices as outlined in Texas Education Agency-approved safety standards
during classroom and outdoor investigations, including wearing safety
goggles or chemical splash goggles, as appropriate, washing hands,
and using materials appropriately; and
(B) demonstrate how to use, conserve, and dispose of
natural resources and materials such as conserving water and reusing
or recycling paper, plastic, and metal.
(2) Scientific investigation and reasoning. The student
develops abilities to ask questions and seek answers in classroom
and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events
observed in the natural world;
(B) plan and conduct simple descriptive investigations;
(C) collect data and make observations using simple
tools;
(D) record and organize data and observations using
pictures, numbers, and words; and
(E) communicate observations about simple descriptive
investigations.
(3) Scientific investigation and reasoning. The student
knows that information and critical thinking are used in scientific
problem solving. The student is expected to:
(A) identify and explain a problem such as the impact
of littering and propose a solution;
(B) make predictions based on observable patterns in
nature; and
(C) explore that scientists investigate different things
in the natural world and use tools to help in their investigations.
(4) Scientific investigation and reasoning. The student
uses age-appropriate tools and models to investigate the natural world.
The student is expected to:
(A) collect information using tools, including computing
devices, hand lenses, primary balances, cups, bowls, magnets, collecting
nets, and notebooks; timing devices; non-standard measuring items;
weather instruments such as demonstration thermometers; and materials
to support observations of habitats of organisms such as terrariums
and aquariums; and
(B) use the senses as a tool of observation to identify
properties and patterns of organisms, objects, and events in the environment.
(5) Matter and energy. The student knows that objects
have properties and patterns. The student is expected to:
(A) observe and record properties of objects, including
bigger or smaller, heavier or lighter, shape, color, and texture;
and
(B) observe, record, and discuss how materials can
be changed by heating or cooling.
(6) Force, motion, and energy. The student knows that
energy, force, and motion are related and are a part of their everyday
life. The student is expected to:
(A) use the senses to explore different forms of energy
such as light, thermal, and sound;
(B) explore interactions between magnets and various
materials;
(C) observe and describe the location of an object
in relation to another such as above, below, behind, in front of,
and beside; and
(D) observe and describe the ways that objects can
move such as in a straight line, zigzag, up and down, back and forth,
round and round, and fast and slow.
(7) Earth and space. The student knows that the natural
world includes earth materials. The student is expected to:
(A) observe, describe, and sort rocks by size, shape,
color, and texture;
(B) observe and describe physical properties of natural
sources of water, including color and clarity; and
(C) give examples of ways rocks, soil, and water are
useful.
(8) Earth and space. The student knows that there are
recognizable patterns in the natural world and among objects in the
sky. The student is expected to:
(A) observe and describe weather changes from day to
day and over seasons;
(B) identify events that have repeating patterns, including
seasons of the year and day and night; and
(C) observe, describe, and illustrate objects in the
sky such as the clouds, Moon, and stars, including the Sun.
(9) Organisms and environments. The student knows that
plants and animals have basic needs and depend on the living and nonliving
things around them for survival. The student is expected to:
(A) differentiate between living and nonliving things
based upon whether they have basic needs and produce offspring; and
(B) examine evidence that living organisms have basic
needs such as food, water, and shelter for animals and air, water,
nutrients, sunlight, and space for plants.
(10) Organisms and environments. The student knows
that organisms resemble their parents and have structures and processes
that help them survive within their environments. The student is expected
to:
(A) sort plants and animals into groups based on physical
characteristics such as color, size, body covering, or leaf shape;
(B) identify basic parts of plants and animals;
(C) identify ways that young plants resemble the parent
plant; and
(D) observe changes that are part of a simple life
cycle of a plant: seed, seedling, plant, flower, and fruit.
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