Kindergarten Reading Street/Science Correlation (PreK-2 Science Curriculum Frameworks) Scott Foresman Reading Street Unit 1, Week 2 Fix-it Duck

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1 Kindergarten Reading Street/ Correlation (PreK-2 Curriculum Frameworks) Scott Foresman Reading Street Unit 1, Week 2 Fix-it Duck Does It Page 85 Physical Identify objects and Float? 2: States of Matter materials as solid, Tools We Use To Help Others Page 98 Physical 4: Position and Motion of Objects liquid, or gas. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or pull). page 149 Animal Traits Page 107 Tech/Engineering 1.3: Materials and Tools (Biology) 2: Characteristics of Identify and describe the safe and proper use of tools and material living and non-living things. Group both living and non-living things according to the characteristics they What Do I Look Like? Page 115 4: Heredity Physical 1: Observable Properties of Objects Describe ways in which many plants and animals closely resemble their parents in observed appearance. Sort objects by observable properties such as size, shape, color, weight, and texture. page xxxiii 2: Characteristics of living and non-living things All About Platypuses Scott Foresman Reading Street Unit 1, Week 3 Plaidypus Lost Page 162 1: Characteristics of Recognize that animals and plants are living things that grow, reproduce, and need food, air, and water.

2 Animal Needs Scott Foresman Reading Street Unit 1, Week 5 Julius Page 288 1: Characteristics of Recognize that animals and plants are living things that grow, reproduce, and need food, air, and water. Properties of Rocks, Soil, and Water Scott Foresman Reading Street Unit 1, Week 6 Dig Dig Digging Page 337 Earth and Space 1: Earth s surfaces Machines and People How Do Things Move? Page 350 Page 359 Physical s 4: Position and Motion of Objects Technology and Engineering Design 2.1 Simple machines Pipeline Page 367 Physical s 3: Motion of Objects Recognize that water, rocks, soil, and living organisms are found on the earth s surface Demonstrate that the way to change the motion of an object is to apply a force (give it a push or pull). The greater the force, the greater the change in the motion of the object. Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley or lever Describe the various ways that objects can move, such as in a straight line, zigzag, backand-forth, round-andround, fast, and slow Scott Foresman Reading Street Unit 2 Week Standard Big Idea Activity 1 What is an Ocean Earth Environment?

3 2 - Habitats 3 Habitats 4 Habitats, Earth, Physical 5 Life science, Earth Who lives in an orange grove? Who lives in the grasslands? Where does a bear hibernate? What kind of home does a mouse need in winter? Swimming Fish p 189 Animal Walk p 309 Keeping warm: Coats p 103 What is the weather like today? p 91 6 Whose Garden Is It? Life science Earth science Who lives in the garden? Where do Seeds Come From? p 259 Scott Foresman Reading Street Unit 3 Week Standard Big Idea Activity 1 Little Panda How do people, plants and animals change? Seeds to Plants 2 Little Quack 3 See How We Grow 4 Farfallink and Marcel Physical science What new things can you do as you change and grow? P269 Balancing Me p 137 How do children Sort pictures to change as they grow? show human life cycle Life cycles Have students glue pictures to show stages in life cycle of a butterfly 5 Seeds Life science What do seeds become?

4 6 Hide Clyde How do chameleons change? Soaking Seeds p 267 Seeds to Plants p 269 Critter Camouflage P 193 Scott Foresman Reading Street Unit 4, Week 1 Bunny Day Page 21 2: Characteristics of Animal Characteristics Tools and Machines Page 34 Technology /Engineering 2.1: Engineering Design living and nonliving things. Group both living and nonliving things according to the characteristics they Identify tools and simple machines used for a specific purpose Expand on p. 3 by talking about other simple tools Camouflage Plant Characteristics Page 51 4: Heredity Page 61 2:Characteristics of Describe ways in which many plants and animals closely resemble their parents in observed appearance. living and nonliving things. Group both living and nonliving things according to characteristics that they pages , 253 pages , 253

5 Scott Foresman Reading Street Unit 4, Week 2 My Lucky Day Our Senses Page 83 6: The Senses People and other animals interact with the environment through their senses. Tasting on p.29 Cause and Effect With Growing Things Page 98 1: Characteristics of Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Activities on pages 1-59 pages , 253 Animal Characteristics Scott Foresman Reading Street Unit 4, Week 3 One Little Mouse Page 147 Animals: Similarities and Differences Animal Habitats Similarities and Differences Page 160 Page 169 Page 177 2: Characteristics of 2: Characteristics of 1: Characteristics of 2: Characteristics of living and nonliving things. Group living and nonliving things according to characteristics that they living and nonliving things. Group living and nonliving things according to characteristics that they Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. living and nonliving things. Group living and nonliving things according to 323

6 Animal Movement Page 187 4: Heredity characteristics that they Describe ways in which many plants and animals closely resemble their parents in observed appearance. Also p 149 and 153 Scott Foresman Reading Street Unit 4, Week 4 Goldilocks and the Three Bears Page 241 6: The Senses The Five Senses People and other animals interact with the environment through their senses. Smelly Cans p 33 Activities on pages 1-59 Scott Foresman Reading Street Unit 4, Week 5 If You Could Go to Antarctica Weather Page 273 Dressing For The Day Page 273 Earth and Space 3:Weather Earth and Space 5: Periodic Phenomena Icy Cold Page 286 Physical s 2: States of Matter Page 295 A Trip To Antarctica Earth and Space 3:Weather Temperature Page 313 Earth and Space 3:Weather Describe the weather changes from day to day and over the seasons. Identify some events around us that have repeating patterns, including the seasons of the year, day and night. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape. Describe the weather changes from day to day and over the seasons. Describe the weather changes from day to day and over the seasons

7 Scott Foresman Reading Street Unit 4, Week 6, Fun in a City Page 233 Physical s, Technology Building with Blocks p 145 Scott Foresman Reading Street Unit 5, Week 4, The Little Engine That Could Motion Page 233 Physical s 4: Position and Motion of Objects Demonstrate that the way to change the motion of an object is to apply a force (give it a push or pull). What Do I Wear? Scott Foresman Reading Street Unit 5, Week 5, On The Move! Page 313 Earth and Space Describe the weather changes from day to day 3:Weather and over the seasons Scott Foresman Reading Street Unit 5, Week 6, This is the Way We Go To School Mountain and Valley Page 335 Earth and Space 1: Earth s surfaces Recognize that water, rocks, soil, and living organisms are found on the earth s surface

8 Suggested Activities for Grade K These activities are all from the book: A Head Start on : Encouraging Sense of Wonder. All K teachers received a copy in the spring of See your IRS if you do not have a copy. The Introduction of this text is very informative, and sets the groundwork for these activities. The activities have actually been used by hundreds of Head Start teachers across the country. The activities involve: Cultivating the sense of wonder already present in the minds of young children A reminder that participating in science activities comes naturally to young children Teachers being facilitators of science experience and knowledge exploration as the key component of lessons rather than right or wrong answers The role of questioning is clearly explained. questions might include: How would you describe it? What does it look like? What does it sound like? Can you think of another way? What makes you think so? What would happen if? The text introduction suggests that a developmentally appropriate way to experience science for kindergarten students involves: Observing Communicating Comparing Organizing or classifying Each activity has these components: Investigation Process skills Materials Procedure There is a center connection within each activity. For example, the importance of making materials available to the students to continue to discover on their own might include the use of art materials to paint the trees seen on a nature walk, or the use of magnifying glasses to observe rocks or leaves collected on that nature walk.

9 Graphing strategies for young children are well-done in the introduction of the text, and are practical for use in the kindergarten classroom. MASSACHUSETTS SCIENCE AND TECHNOLOGY FRAMEWORKS CONNECTION (PreK 2) Strand: Earth and Space Learning Standard 1. Water, rocks, soil, and living organisms are found on the earth s surface. Suggested Activities: My Favorite Rock (page 125) All Kinds of Rocks (page 129) Looking Through Water (page 213) Absorbing Water (page 219) Nature Bracelets (page 301) Strand: Earth and Space Learning Standard 5. Events around us have repeating patterns, including the seasons of the year, day, and night. Suggested Activities: Adopting A Tree (page 313) Leaves: Falling For You! (page 323) Snow Tracks and Traces (page 95) My Shadow (page 79) Strand: (Biology) Learning Standard 1. Animals and plants are living things that grow, reproduce, and need food, air, and water. * There is a caution that teachers and students must be aware that there is a safety component in working with living things. Suggested Activities: Section Four of the text- Critters: Mealworms (page 175) Critters: Observing Earthworms (page 177) Critters: Snails (page 181) Critters: Jumping Crickets (page 185) Critter Camouflage (page 193) Making A Giant Spiderweb ( page 201) Looking For Birds (page 203)

10 Feeding The Birds (page 207) Building Birds Nests (page 209) Suggested Activities: Section Six of the text Seeds In Our Food (page 255) Where Do Seeds Come From? (page 259) Sorting Seeds (page 261) How Are Seeds Alike? (page 265) Soaking Seeds (page 267) Seeds To Plants (lima bean seeds) (page 269) Terrariums (page 273) Pondering Pumpkins (page 291) Adopting A Tree (page 313) Leaves: Falling For You! (page 323) Strand: (Biology) Learning Standard 6. People and other animals interact with the environment through their senses. Suggested Activities: Section One of the text- Useful Hand Lenses (Page 3) Looking At Me (page 7) Color Walk (page 13) Shape Walk (page 17) Light To See (page 21) Scavenger Hunt (page 25) Tasting (page 29) Smelly Cans (page 33) Sound: Shake, Rattle, and Roll (page 41) A Sound Walk (page 45) A Touch Collage (page 55) Matching By Touch (page 59) Strand: Physical s (Chemistry) Learning Standard 1. Observable properties of objects include size, shape, color, weight and texture. Suggested Activities: A Touch Collage (page 55) Matching By Touch (Page 59) My Favorite Rock (page 125) All Kinds of Rocks (page 129)

11 Balance (page 133) Balancing Me (page 137) Towers (page 141) Building With Blocks (page 145) Strand: Physical s (Introductory Physics) Learning Standard 3. Objects can move in various ways. Suggested Activities: Balance (page 133) Balancing Me (page 137) Towers (page 141) Will It Roll? (page 149) Ramps (page 153) Roller Coasters (page 153) Marble Painting (Page 161) Bubbles Raising Raisins (page 165) In addition to the suggested activities aligned with MA Curriculum Frameworks, section two in the text includes activities that are very do-able, very inexpensive, with little or no materials. They include: A Wind Walk (page 65) A Windy Day (page 69) My Shadow (page 79) Shadows On My Playground (page 83) Where Did The Shadows Go? (page 87) What Is The Weather Like Today? (page 91) Snow Tracks and Traces (page 95) Snow On The Go (page 99) Discovery videos and Reading Street non-fiction books are an additional resource you may use.