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Science in Kindergarten

Performance Assessment of Science in Kindergarten

Life Science: Characteristics of Living Things


Sample Task: Local Finds
Chart

Physical Science: Properties of Objects and Materials


Sample Task: Mystery Boxes
Chart

Earth and Space Science: Surroundings


Sample Task: Winter Walk
Chart
Perfor mance A ssessment of Sci ence in Ki nd ergar ten
Kindergarten students bring varying background knowledge and experiences to the
classroom. As is the case with the BC Performance Standards, to honour our youngest
students, performance standards for science have not been developed for Kindergarten.
Kindergarten students need regular and ongoing science experiences in the classroom,
learning what it means to be a scientist. For the most part, these experiences in
kindergarten are collaborative in nature, with students often working in small groups,
providing opportunities for formative assessment that informs the teacher’s instructional
planning.

By the end of the school year, kindergarten students may be evaluated in relation to the
skills and processes of science, after having a year’s worth of experiences. Content
knowledge is best assessed during the time of focused concentration on the particular
content, for example, during a study of local plants. When planning classroom
experiences, opportunities should be provided for students to apply the skills and
processes of science that they have been practicing.

The following sections provide examples of performance tasks in Science for


Kindergarten classrooms.
Life Scienc e
Prescribed Learning Outcomes
The following prescribed learning outcomes for Kindergarten Life Science are from the
Science K to 7 Integrated Resource Package (2005).

Processes and Skills of Science


It is expected that students will:
• use the five senses to make observations
• share with others information obtained by observing

Life Science: Characteristics of Living Things


It is expected that students will:
• describe features of local plants and animals (e.g., colour, shape, size, texture)
• compare local plants
• compare common animals

Sample Task: Loc al Fi nd s


Go for a walk outside and have students observe or collect “local finds” such as a bird’s
feather, a pinecone or a fallen leaf. Have students work in small groups (3 or 4) to
observe on of the objects. Encourage students to use all their senses, except the sense
of taste. Have them take turns sharing a characteristic of the object. Use the “say
something” strategy so that even repeating someone else’s observation is okay.
Students can also observe plants or animals in their natural environment and bring
clipboards or science notebooks to draw a local plant or animal. Remind students to
wash their hands with soap and water upon return to the classroom.
Chart for Planning or Ob servati o ns: Ki nd ergar ten Life Sci enc e
Aspect Fully Meets Expectations

Skills and • can observe for colour, form, texture,


Processes smell, and other features and details
• observing • with some prompting, is able to orally
• communicating describe observations
(sharing) • is able to identify the different senses
and associated body parts that can
be used to make observations
• with some prompting, is able to orally
share observations with a classmate,
teacher or group of students using
learned vocabulary
• is able to record observations in a
way that can assist the oral sharing of
observations with others (drawing,
labeling a diagram)
Attitudes and • show an interest in science activities
Dispositions • demonstrates curiosity and a sense of
• has a positive wonder
attitude towards • sees science in many places
science
• demonstrates
the habits of
mind of science
• recognizes and
uses science

Making • if prompted, can provide personal


Connections examples of similar events
• connections to • if prompted, is able to make some
personal connections to the world or to other
experience and science experiences
prior knowledge

Knowledge and • is able to orally describe and


Understanding of compare features of local plants and
Science animals after experiences involving
Concepts making observations
Physical Sci enc e
Prescribed Learning Outcomes
The following prescribed learning outcomes for Kindergarten Life Science are from the
Science K to 7 Integrated Resource Package (2005).

Processes and Skills of Science


It is expected that students will:
• use the five senses to make observations
• share with others information obtained by observing

Physical Science: Properties of Objects and Materials


It is expected that students will:
• describe properties of materials, including colour, shape, texture, size, and
weight
• identify materials that make up familiar objects
• describe ways to rethink, refuse, reduce, reuse, and recycle

Sample Task: Myst ery Bo xes


Using closed boxes or “feely socks”, place a mystery object inside. Have each student
only use their sense of touch to reach in and feel the object. This works best in a small
group, possibly during centre time. After each student has felt the object, go around the
circle and have each student orally describe the properties of the object (size, texture,
materials used, weight, shape) before having the students guess what the mystery
object is.
Chart for Planning or Observations: Kindergarten Physical Science
Aspect Fully Meets Expectations

Skills and • can observe for colour, form, texture,


Processes smell, and other features and details
• observing • with some prompting, is able to orally
• communicating describe observations
(sharing) • is able to identify the different senses
and associated body parts that can
be used to make observations
• with some prompting, is able to orally
share observations with a classmate,
teacher or group of students using
learned vocabulary
• is able to record observations in a
way that can assist the oral sharing of
observations with others (drawing,
labeling a diagram)
Attitudes and • show an interest in science activities
Dispositions • demonstrates curiosity and a sense of
• has a positive wonder
attitude towards • sees science in many places
science
• demonstrates
the habits of
mind of science
• recognizes and
uses science

Making • if prompted, can provide personal


Connections examples of similar events
• connections to • if prompted, is able to make some
personal connections to the world or to other
experience and science experiences
prior knowledge

Knowledge and • is able to identify and describe


Understanding of materials based on their properties
Science (colour, size, texture)
Concepts
Eart h and S pac e Sci enc e
Prescribed Learning Outcomes
The following prescribed learning outcomes for Kindergarten Life Science are from the
Science K to 7 Integrated Resource Package (2005).

Processes and Skills of Science


It is expected that students will:
• use the five senses to make observations
• share with others information obtained by observing

Earth and Space Science: Surroundings


It is expected that students will:
• demonstrate the ability to observe their surroundings
• describe features of their immediate environment

Sample Task: Wi nt er Walk


Students go outside for a winter walk and observe signs of winter using their senses.
Have students consider how the environment, weather and local plants and animals
may have changed since the fall. Back in the classroom, the students each draw a
picture of something they observed outside and tell a partner about it.
Chart for Planning or Observations: Kindergarten Earth and Space Science

Aspect Fully Meets Expectations

Skills and • can observe for colour, form, texture,


Processes smell, and other features and details
• observing • with some prompting, is able to orally
• communicating describe observations
(sharing) • is able to identify the different senses
and associated body parts that can
be used to make observations
• with some prompting, is able to orally
share observations with a classmate,
teacher or group of students using
learned vocabulary
• is able to record observations in a
way that can assist the oral sharing of
observations with others (drawing,
labeling a diagram)
Attitudes and • show an interest in science activities
Dispositions • demonstrates curiosity and a sense of
• has a positive wonder
attitude towards • sees science in many places
science
• demonstrates
the habits of
mind of science
• recognizes and
uses science

Making • if prompted, can provide personal


Connections examples of similar events
• connections to • if prompted, is able to make some
personal connections to the world or to other
experience and science experiences
prior knowledge

Knowledge and • is able to orally describe or use


Understanding of drawings to share observations of
Science features and changes in the local
Concepts environment

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