Kindergarten Science Missouri standards Standards

Earth's Place in the Universe

Earth and the Solar System

Earth's Systems

Weather and Climate

Biogeology

Earth and Human Activity

Natural Resources

Natural Hazards

Engineering Design

Defining and Delimiting Engineering Problems

Developing Possible Solutions

Optimizing the Solution Process

Make observations during different seasons to relate the amount of daylight to the time of year.

Use and share observations of local weather conditions to describe patterns over time.

With prompting and support, construct an argument using evidence for how plants and animals (including but not limited to humans) can change the environment to meet their needs.

Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Use observations to describe patterns of what plants and animals (including humans) need to survive.

Make qualitative observations of the physical properties of objects (i.e., size, shape, color, mass).

Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Describe ways to change the motion of an object (i.e., how to cause an object to go slower, go faster, go farther, change direction, stop).

Make observations to determine the effect of sunlight on Earth's surface.

With prompting and support, use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area

From Molecules to Organisms: Structure and Processes

Organization for Matter and Energy Flow in Organisms

Matter and Its Interactions

Structure and Properties of Matter

Motion and Stability: Forces and Interactions

Forces and Motion

Energy

Definitions of Energy

Conservation of Energy and Energy Transfer

Safety, Law & Ethics

Social Interactions

Culture

Impacts of Computing

Program Development

Control

Variables

Algorithms

Algorithms & Programming

Inference & Models

Collection, Visualization & Transformation

Storage

Data & Analysis

Cybersecurity

Network Communication & Organization

Networks & the Internet

Troubleshooting

Hardware & Software

Devices

Computing Systems

With guidance, model daily processes and follow algorithms (sets of step‐by‐step instructions) to complete tasks verbally, kinesthetically, with robot devices or a programing language.

With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device or unplugged activity that includes sequencing (i.e., emphasizing the beginning, middle and end).

With guidance, create a grade‐ level appropriate artifact to illustrate thoughts, ideas or sequence of events (step‐by‐step) manner (e.g., story map, storyboard, sequential graphic organizer).

Independently or with guidance give credit to ideas, creations and solutions of others while developing algorithms.

With guidance, independently or collaboratively debug algorithms using a programming language and/or unplugged activity that includes sequencing.

Use correct terminology (beginning, middle, end) in the development of an algorithm to solve a simple problem.

With guidance, recognize that computers represent different types of data using numbers or other symbols.

With guidance, follow directions and make appropriate choices to use computing devices to perform a variety of tasks.

Use appropriate terminology in naming and describing the function of common computing devices and components (e.g., mouse is used to control the cursor, desktop computer, laptop computer, tablet device, monitor, keyboard, mouse, printer).

With guidance, choose appropriate software to perform a variety of tasks.

Recognize that computing systems might not work as expected and learn to use accurate terminology to identify simple hardware or software problems (e.g., volume turned down on turned down on headphones, monitor turned off, keyboard not working, mouse not working).

With guidance, collect data and present it visually.

With guidance, draw conclusions and make predictions based on picture graphs or patterns (e.g., make predictions based on weather data presented in a picture graph or complete a pattern).

With guidance, locate, open, modify and save an existing file with a computing device.

Discuss different ways in which types of technologies are used in daily life.

With guidance, identify appropriate manners while participating in an online environment and online behaviors.

Exhibit good digital citizenship using technology safely, responsibly and ethically.

Discuss what passwords are and why we do not share them with others. With guidance, use passwords to access technological devices, apps, etc.

Discuss that computing devices can be connected together. (e.g., printers connect to devices, phone/tablet share information).