chapter 2 transitional kindergartenchapter 2 transitional kindergarten 2016 science framework ......
TRANSCRIPT
Chapter 2Transitional Kindergarten
2016 Science FrameworkFOR CALIFORNIA PUBLIC SCHOOLSKindergarten Through Grade Twelve
Adopted by the California State Board of Education November 2016
Published by the California Department of Education Sacramento, June 2018
To view the remaining sections of the 2016 California Science Framework on the CDE website, go to: https://www.cde.ca.gov/ci/sc/cf/cascienceframework2016.asp
Items in this document that relate to crosscutting concepts
are highlighted in green and followed by the abbreviation
CCC in brackets, [CCC] , with a number corresponding to the
concept. The same items that correspond to the science and
engineering practices are highlighted in blue and followed
by the abbreviation SEP in brackets, [SEP] , with a number
corresponding to the practice.
The Web links in this document have been replaced with
links that redirect the reader to a California Department
of Education (CDE) Web page containing the actual Web
addresses and short descriptions. Here the reader can access
the Web page referenced in the text. This approach allows
CDE to ensure the links remain current.
2CHAPTER
71Chapter 22016 California Science Framework
CHAPTER 2
Transitional Kindergarten
Introduction to Transitional Kindergarten . . . . . . . . . . . . . . 73
Aligning Key Instructional Shifts of the CA NGSS with TK . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Phenomena-Driven Learning . . . . . . . . . . . . . . . . . . . . . . . 74
Coherent Instruction Across the Curriculum . . . . . . . . . . . . . . . . 74
Learning Relevant to Student Experience and Community Needs . . . . . . 75
The California Preschool Learning Foundations and the CA NGSS . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Science and Engineering Practices in TK . . . . . . . . . . . . . . . . . 78
Disciplinary Core Ideas and Crosscutting Concepts in TK . . . . . . . . . . 79
Other Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Alignment Tables Linking California Preschool Learning Foundations to the CA NGSS . . . . . . . . . . . . . . . . . . . . 80
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
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Chapter 22016 California Science Framework 73
Introduction to Transitional Kindergarten
Young children are natural explorers and builders; they are innately
curious about the world, motivated to learn about it, and anxious
to find ways to make it better . Early childhood educators are
charged with helping direct that energy toward activities that cultivate
curiosity, patience, perseverance, and a love of learning . The overall goal
of the California Next Generation Science Standards (CA NGSS) in early
childhood education is not to produce “little scientists” that act and talk
like professionals, but instead put students on a track to become “big
scientists .” This process is gradual and the CA NGSS lay out a progression of
practices and understandings that unfold in a developmentally appropriate
manner . The CA NGSS define a set of science and engineering practices
(SEPs) , disciplinary core ideas (DCIs) , and crosscutting concepts
(CCCs) and describe how the implementation and expression of these ideas
and activities change as students progress from kindergarten through high
school (appendix 1 of this framework) .
Recognizing the importance of early childhood education, California’s
Education Code Section 48000(d) defines transitional kindergarten (TK)
as “the first year of a two-year kindergarten program that uses a modified
kindergarten curriculum that is age and developmentally appropriate .” The
CA NGSS do not have grade-specific expectations for early childhood or TK,
so this chapter outlines key elements of developmentally appropriate science
at this level . As with all learning at this developmental level, teaching
science in TK requires supporting children’s development in language
(including primary language and English for dual language/English learners),
analysis and reasoning, symbolization or representation, and the emotional
and social skills needed to learn and work with others .
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Aligning Key Instructional Shifts of the CA NGSS with TK
Teaching science at the TK level should follow the same overarching principles of the
CA NGSS outlined in the “Overview” chapter of this framework (chapter 1) where students
engage in doing science, thinking about science, and understanding science . The California
Preschool Curriculum Framework (CA Preschool Framework) (California Department of
Education [CDE] 2012b) provides guidance to teachers on teaching strategies, setting up
environments, and planning curriculum in a way that is also developmentally appropriate
for science learning for TK students . However, the CA Preschool Framework predates the
adoption of the CA NGSS . What needs to change? Chapter 1 of this framework describes
three key instructional shifts in the CA NGSS, and these align closely with best practices of
early childhood education in science from the CA Preschool Framework .
Phenomena-Driven LearningEvents in the natural and constructed world, or phenomena, are at the heart of
instruction in the CA NGSS . Young children learn by directly experiencing these phenomena .
Teachers can intentionally set up materials and learning environments that promote rich
engagement and hands-on experiences . Learning through experience takes sustained
engagement with the same ideas over weeks, months, and even years (National Research
Council [NRC] 2007, 3); this means that students need ongoing access to the same set of
materials and conversations rather than jumping from one idea to the next too quickly .
Science is driven by curiosity about the natural world, so a primary objective is to cultivate
curiosity at the TK level . Teachers are essential for setting up the environment, scaffolding
the exploration, and guiding language development around the phenomena . But teachers
also play the role of “explorer in chief”; students ask more questions [SEP-1] and explore
more boldly when their teacher demonstrates his or her own curiosity (Engel 2013) .
One of the best ways to encourage engagement with phenomena and cultivate curiosity
is to present anomalies, ask for explanation, and encourage informal learning through play
(Gopnik 2012) . Play not only allows for socio-emotional development, but it is also deeply
cognitive and designed to help children learn . Outdoor play allows children to direct their
own exploration and investigation while dramatic or pretend play is a method of processing
and communicating information .
Coherent Instruction Across the CurriculumMaking discoveries through authentic exposure to rich real-world experiences in science
and other domains such as language development, beginning early literacy, music, and
75Chapter 22016 California Science Framework
mathematics, prepares children in the TK classroom for the CA NGSS they will be mastering
in kindergarten . TK is a particularly critical time for language development that sets the
foundation for all future learning, including science and engineering . Science activities
should therefore include scaffolding for language and vocabulary acquisition through rich
discourse prompted by teacher questioning and through teacher-student and student-
student interactions . Experiential learning in science is a key opportunity to learn new
vocabulary because new words are needed to communicate about the explorations . The
teacher or another child introduces words because they are relevant to the discourse .
Repeated use of new words in relevant contexts underpins all language development for
children of this age . Note that the emphasis in TK is not on science-specific terminology but
rather the use of science as a platform to learn everyday and academic language .
As stated in the California Preschool Learning Foundations (CDE 2012a), “Language is a
tool of communication used in all developmental domains . Children who are English learners
need to be supported not only in activities focused on language and literacy, but across
the entire curriculum .” All children, particularly children at the beginning and middle levels
of English-language acquisition, may show knowledge and skills in other domains such as
science and engineering using their home language . Hands-on activities therefore support
the growth of skills in these domains and should be designed so that they promote the
language development of all students .
Learning Relevant to Student Experience and Community NeedsThe CA NGSS brings two new opportunities to science learning that make it more
relevant to science and the future needs of communities: engineering and environmental
literacy . These elements were added to prepare students to be future citizens and leaders
capable of making informed decisions to address key issues facing modern society . This
broader goal is an endpoint that develops gradually over the entire TK–12 span . The child-
centered, local focus of TK serves as an important first step on this progression .
California’s Environmental Principles and Concepts (EP&Cs) are a fundamental component
of the CA NGSS that stress human relationships with the natural world . Transitional kinder-
garten students begin building this relationship by spending time outdoors, and observing and
appreciating the world around them (even when that world is entirely urban) . A school with a
creek has a clear advantage over an urban one at providing access to the natural world, but
all California students should experience the world around them (whatever it may be) . There
are opportunities to make this happen in all school settings that build foundations of environ-
mental literacy . In addition to observing all forms of life (ranging from weeds growing in
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Chapter 2 2016 California Science Framework
cracks to coyotes leaping schoolyard fences), students can experience patterns in weather,
shadows and light, and feel the range of different materials that make up their environment .
Engineering concepts and practices at this early age are grounded in solving problems .
One aspect of engineering involves physically creating things such as building structures with
blocks, toy construction sets, or other three-dimensional construction materials and exploring
the properties of materials . However, engineering is not only about physical solutions but
includes developing processes and procedures that solve a range of real-world problems .
Many of the problems students will face in the next generation are related to human-induced
changes to the environment . Engineering can create solutions that reduce human impacts .
The California Preschool Learning Foundations and the CA NGSS
This section discusses learning progressions that bridge from the California Preschool
Learning Foundations for science (CDE 2012a) to the CA NGSS for kindergarten . Students
develop the interest, curiosity, language, and habits of mind needed to pursue science when
TK teachers support students’ development of both fundamental abilities for analysis and
reasoning and for graphic and symbolic representation of their ideas .
Unlike preschool or kindergarten, TK does not have grade-specific content standards .
The guidelines in this section reflect the range of abilities students may possess in the
period between preschool and kindergarten, but are not specific to a grade-level standard .
The Preschool Learning Foundations for science describe the behaviors and skills children
typically exhibit “at around 48 months of age” and “at around 60 months of age” (CDE
2012a) . Transitional kindergarten teachers commonly use these foundations to guide
curriculum development, as children are not yet 60 months when they enter TK . Transitional
kindergarten students are not expected to master the kindergarten standards until the end
of kindergarten .
The California Preschool Learning Foundations were designed for all children, including
dual language learners and children with disabilities . However, dual language learning children
may understand more quickly through instruction in their home language, and children with
disabilities or other special needs may require adaptations or modifications (CDE 2012a) .
The California Preschool Learning Foundations for science are organized in four strands:
1 . Scientific Inquiry
2 . Physical Sciences
3 . Life Sciences
4 . Earth Sciences
77Chapter 22016 California Science Framework
Within these foundations, the Scientific Inquiry strand focuses on developing the skills
and language of science . In the CA NGSS, similar skills are called science and engineering
practices (SEPs) . One shift of the CA NGSS is that the SEPs are not separated from
the other strands but are tools for acquiring understanding of core ideas within each
discipline . The term three-dimensional learning in the CA NGSS refers to this integration of
the science and engineering practices, disciplinary core ideas, and crosscutting concepts .
The CA NGSS define disciplinary core ideas (DCIs) in physical, life, Earth and space
sciences and engineering . Students engage in the science and engineering practices to
understand the DCIs .The third dimension, crosscutting concepts (CCCs) help students
explore connections across the four domains of science (physical science, life science,
Earth and space science, and engineering design) . These ideas, DCIs, SEPs, and CCCs, are
fundamental ways of thinking about and asking questions that tie together all disciplines or
strands of science . Even though the California Preschool Learning Foundations do not directly
include CCCs, young children can explicitly consider the CCCs as they explore phenomena .
For example, children can observe that sorting objects by color or size reveals an underlying
set of patterns [CCC-1] in the classification of the objects . Or, children can do something
to an object (pushing a ball on a table) and then observe what happens next (the ball may
fall off the table) . The understanding of this cause and effect [CCC-2] mechanism enables
them to make predictions about future events .
The California Preschool Learning Foundations predate the adoption of the CA NGSS and
therefore do not correlate directly to them . The tables in this chapter show one possible
alignment between these two documents .
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Science and Engineering Practices in TKThe SEPs, like all three dimensions of CA NGSS, build in complexity in an age-appropriate
manner and look very different in TK–2 than they do in high school . Table 2 .1 shows one
way to interpret the SEPs for kindergarten through grade two . It serves as a simplified guide
to the practices .
Table 2.1. Age Appropriate Science and Engineering Practices
AS STATED IN STANDARDS ADAPTED FOR TK–2
Asking questions (science)/Defining problems (engineering)
Wondering (science)/Deciding the “rules” (engineering)
Developing and using models Drawing diagrams, building models, and discovering ways to think about how things work
Planning and carrying out investigations Doing “exploriments”
Analyzing and interpreting data Comparing and looking for patterns
Using mathematical and computational thinking
Counting and measuring
Constructing explanations (science)/ designing solutions (engineering)
Describing what happened (science)/ Tinkering (engineering)
Engaging in argument from evidence "I think ____ because I see or know ____ ."
Obtaining, evaluating, and communicating information
Writing, drawing, or talking (acting out) about what we know, read, and understand about new discoveries (things) (ELA connections)
Table 2 .2 outlines connections between the scientific inquiry strand of the California
Preschool Learning Foundations and the SEPs from the CA NGSS . The table illustrates what
the SEPs might look like at the TK level . The table also includes ideas for how teachers can
prompt or question children to further develop these practices in the context of children’s
spontaneous activities and observations . The descriptors for the kindergarten SEPs in table
2 .2 come directly from appendix 1 of this framework for grade span K–2 .
Two SEPs from the CA NGSS are not included in table 2 .2 but are a part of TK
instruction . There are many activities that can develop TK mathematical thinking [SEP-5] ,
including counting and measuring . For example, cooking (which is full of measurement) has
been shown to be an effective strategy to improve science learning (Saçkes et al . 2011) .
The other CA NGSS SEP missing from the table is developing models [SEP-2] . Foundations
79Chapter 22016 California Science Framework
Transitional Kindergarten
for modeling in TK include making representational drawings and diagrams (pictorial
models) . Making a drawing that represents a block structure a child has built as described
above, or a chart that represents the growing of a plant week after week through a series of
drawings of the plant at different stages are two examples . Students also develop internal
mental models through play and interaction with the world . They actively apply these
models to predicting outcomes . They slowly develop the language skills necessary to
articulate their mental models (turning them into conceptual models that can be shared and
refined as a community) .
Disciplinary Core Ideas and Crosscutting Concepts in TKTable 2 .3 shows example connections between the California Preschool Learning
Foundations for science and the DCIs in physical science, life science, and Earth and space
science . Each foundation topic also includes a suggested link to an appropriate CCC .
Teachers deepen and extend a child’s thinking about the concept by using age-appropriate
versions of the questions associated with each CCC presented in the overview chapter .
Other ResourcesTo ensure that TK meets the instructional and developmental needs of young learners,
ongoing collaboration between instructional experts and curriculum developers at both the
school and district levels is necessary to develop a coherent articulation across preschool to
TK and to kindergarten .
The CDE has published a document, The Alignment of the California Preschool Learning
Foundations with Key Early Education Resources1 https://www .cde .ca .gov/ci/sc/cf/
ch2 .asp#link1 that connects the California Infant/Toddler Learning and Development
Foundations, Head Start Child Development and Early Learning Framework, California
Preschool Learning Foundations (CDE 2012a), and the California Common Core State
Standards . This resource and others presented in the Mathematics Framework for California
Public Schools: Kindergarten Through Grade Twelve and the English Language Arts/English
Language Development Framework for California Public Schools: Kindergarten Through
Grade Twelve provide additional opportunities to create a more interdisciplinary curriculum .
The frameworks and other early childhood education resources can be downloaded from the
California Department of Education Web site: https://www.cde.ca.gov/ci/sc/cf/ch2 .asp#link2 .
1 . The Alignment of the California Preschool Learning Foundations with Key Early Education Resources predates the adoption of the CA NGSS . The standards listed in the alignment document are now-outdated standards from 1998 .
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Alignment Tables Linking California Preschool Learning Foundations to the CA NGSS
Table 2.2. Alignment of California Preschool Learning Foundations to the Science and Engineering Practices
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
1.0
Ob
serv
atio
n a
nd
Inve
stig
atio
n
CA
NG
SS
SC
IEN
CE
AN
D E
NG
INEE
RIN
G
PR
AC
TIC
ES
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
SEP
-1 A
skin
g qu
esti
ons
and
defi
nin
g pr
oble
ms
• As
k qu
estio
ns b
ased
on
obse
rvat
ions
to
find
mor
e in
form
atio
n ab
out
the
natu
ral a
nd/o
r de
sign
ed
wor
ld(s
) .
1.1
Dem
onst
rate
cu
rios
ity
and
rais
e si
mpl
e qu
esti
ons
abou
t ob
ject
s an
d ev
ents
in
th
eir
envi
ron
men
t.
1.1
Dem
onst
rate
cu
rios
ity
and
incr
ease
d ab
ility
to
rais
e qu
esti
ons
abou
t ob
ject
s an
d ev
ents
in t
hei
r en
viro
nm
ent.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• W
onde
ring
why
the
toy
ca
r do
es n
ot r
oll d
own
the
ram
p, p
icks
up
the
car
and
disc
over
s th
at it
is m
issi
ng
one
whe
el .
• Se
es a
sna
il an
d w
onde
rs,
Why
is it
hid
ing
insi
de?
Whe
n is
it c
omin
g ou
t?
• W
hen
play
ing
in t
he
bloc
k ar
ea c
reat
es a
slo
ped
ram
p w
ith b
lock
s an
d ro
lls
diff
eren
t to
y ca
rs d
own
the
ram
p . C
heck
s w
hich
car
goe
s th
e fa
rthe
st w
hen
rolli
ng
dow
n th
e ra
mp .
•
Whi
le s
ortin
g di
ffer
ent
rock
s, p
icks
up
one
of t
he
rock
s an
d w
ashe
s it
with
so
ap a
nd w
ater
. Th
en g
ets
the
mag
nify
ing
glas
s to
ob
serv
e it
mor
e cl
osel
y .
• Re
spon
d to
stu
dent
que
stio
ns w
ith q
uest
ioni
ng
to p
rom
pt f
urth
er in
vest
igat
ion
or a
naly
sis
of t
he
prob
lem
.•
Prov
ide
oppo
rtun
ities
and
mat
eria
ls f
or s
tude
nts
to f
ollo
w u
p on
the
ir qu
estio
ns a
nd in
tere
sts
abou
t na
tura
l or
engi
neer
ed p
heno
men
a .•
Choo
se a
nd r
ead
alou
d bo
oks
and
stor
ies
that
fo
llow
up
on s
tude
nt q
uest
ions
and
inte
rest
s .
81Chapter 22016 California Science Framework
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
CA
NG
SS
SC
IEN
CE
& E
NG
INEE
RIN
G P
RA
CTI
CES
By t
he e
nd o
f ki
nder
gart
en
SEP
-3 P
lan
nin
g an
d ca
rryi
ng
out
inve
stig
atio
ns
• M
ake
obse
rvat
ions
(fir
stha
nd o
r fr
om m
edia
) an
d/or
m
easu
rem
ents
to
colle
ct d
ata
that
can
be
used
to
mak
e co
mpa
rison
s . S
EP-4
An
alyz
ing
and
inte
rpre
tin
g da
ta
• U
se o
bser
vatio
ns (
first
hand
or
from
med
ia)
to d
escr
ibe
patt
erns
and
/or
rela
tions
hips
in t
he n
atur
al a
nd d
esig
ned
wor
ld(s
) in
ord
er t
o an
swer
sci
entif
ic q
uest
ions
. S
EP-6
Con
stru
ctin
g ex
plan
atio
ns
and
desi
gnin
g so
luti
ons
• M
ake
obse
rvat
ions
(fir
stha
nd o
r fr
om m
edia
) to
con
stru
ct
an e
vide
nce-
base
d ac
coun
t fo
r na
tura
l phe
nom
ena .
SEP
-8 O
btai
nin
g, e
valu
atin
g, a
nd
com
mu
nic
atin
g in
form
atio
n •
Des
crib
e ho
w s
peci
fic im
ages
(e .
g ., a
dia
gram
sho
win
g ho
w
a m
achi
ne w
orks
) su
ppor
t a
scie
ntifi
c or
eng
inee
ring
idea
. •
Use
info
rmat
ion
from
obs
erva
tions
to
cons
truc
t an
ev
iden
ce-b
ased
acc
ount
.•
Com
mun
icat
e in
form
atio
n in
ora
l for
m u
sing
mod
els
and
draw
ings
tha
t pr
ovid
e de
tail .
1.2
Obs
erve
obj
ects
an
d ev
ents
in t
he
envi
ron
men
t an
d de
scri
be t
hem
.
1.2
Obs
erve
obj
ects
an
d ev
ents
in t
he
envi
ron
men
t an
d de
scri
be t
hem
in
grea
ter
deta
il.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• A
child
with
a v
isua
l im
pairm
ent
touc
hes
the
bark
of
a t
ree
and
com
mun
icat
es,
“It
feel
s a
little
scr
atch
y w
hen
I to
uch
the
bark
.”•
Tast
es a
pie
ce o
f re
d ap
ple
and
a pi
ece
of g
reen
app
le
and
desc
ribes
wha
t th
ey
tast
e lik
e .
• W
hile
exp
lorin
g a
rain
stic
k, s
hake
s it
and
liste
ns t
o th
e so
und
it m
akes
. Ch
ildre
n sh
are
thei
r ob
serv
atio
ns:
“I c
an h
ear
som
ethi
ng in
side
, lik
e be
ans
or s
mal
l ro
cks”
; “I
t so
unds
like
rai
n”;
“It
look
s lik
e a
long
stic
k”;
“It
is m
ade
of w
ood”
; “I
t ha
s a
draw
ing
on it
with
man
y co
lors
.”•
Obs
erve
s th
e ca
terp
illar
(or
pic
ture
of
a ca
terp
illar
) cl
osel
y an
d dr
aws
a pi
ctur
e of
a
cate
rpill
ar . Co
mm
unic
ates
, “I
t ha
s st
ripes
-ye
llow
, w
hite
, an
d bl
ack-
like
a pa
tter
n .”
• Pr
ovid
e op
port
uniti
es t
o ob
serv
e na
tura
l and
eng
inee
red
phen
omen
a in
door
s an
d ou
t .•
Enco
urag
e st
uden
ts t
o re
cord
obs
erva
tions
thr
ough
dr
awin
gs a
nd v
erba
lly .
• As
k qu
estio
ns t
hat
enco
urag
e fu
rthe
r ob
serv
atio
ns a
nd
intr
oduc
e w
ords
and
lang
uage
nee
ded
for
the
situ
atio
n .•
Mak
e cl
ass
char
ts r
ecor
ding
impo
rtan
t w
ords
or
idea
s th
at s
tude
nts
intr
oduc
ed in
the
ir ob
serv
atio
ns w
ith
acco
mpa
nyin
g pi
ctur
es .
82
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Chapter 2 2016 California Science Framework
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
CA
NG
SS
SC
IEN
CE
& E
NG
INEE
RIN
G P
RA
C-
TIC
ES
By t
he e
nd o
f ki
nder
gart
en
SEP
-1 A
skin
g qu
esti
ons
and
defi
nin
g pr
oble
ms
• D
efin
e a
sim
ple
prob
lem
tha
t ca
n be
sol
ved
thro
ugh
the
deve
lopm
ent
of a
new
or
impr
oved
ob
ject
or
tool
.
1.3
Beg
in t
o id
enti
fy a
nd
use
, wit
h ad
ult
su
ppor
t, s
ome
obse
rvat
ion
and
mea
sure
men
t to
ols.
1.3
Ide
nti
fy a
nd
use
a g
reat
er v
arie
ty
of o
bser
vati
on a
nd
mea
sure
men
t to
ols.
M
ay s
pon
tan
eou
sly
use
an
app
ropr
iate
to
ol, t
hou
gh m
ay s
till
nee
d ad
ult
su
ppor
t.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ions
Tha
t C
an E
licit
Stu
dent
Act
ions
• W
hile
exp
lorin
g, s
tudy
ing,
or
exam
inin
g le
aves
, us
es a
mag
nify
ing
glas
s, w
ith t
he t
each
er’s
ass
ista
nce,
to
obs
erve
a le
af c
lose
ly .
• U
sing
a m
easu
ring
cup,
hel
ps t
he
teac
her
mea
sure
tw
o cu
ps o
f flo
ur
durin
g a
cook
ing
activ
ity .
• U
ses
age-
appr
opria
te t
ools
to
pick
up
and
grou
p to
geth
er s
mal
l thi
ngs
foun
d in
so
il .•
Whi
le p
repa
ring
doug
h, c
hild
use
s a
mea
surin
g cu
p to
pou
r on
e cu
p of
flo
ur .
• Po
se d
esig
n pr
oble
ms
in t
he c
onte
xt o
f bu
ildin
g an
d sa
ndbo
x pl
ay a
ctiv
ity, e .
g .,
”How
cou
ld y
ou
mak
e yo
ur b
lock
bui
ldin
g m
ore
stab
le?”
• In
trod
uce
sim
ple
tool
s fo
r m
easu
rem
ent,
ob
serv
atio
n, o
r m
anip
ulat
ion
of m
ater
ials
and
en
cour
age
child
ren
to u
se t
hem
in a
ctiv
ities
suc
h as
coo
king
or
sort
ing .
83Chapter 22016 California Science Framework
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
CA
NG
SS
SC
IEN
CE
& E
NG
INEE
RIN
G P
RA
CTI
CES
By t
he e
nd o
f ki
nder
gart
en
SEP
-3 P
lan
nin
g an
d ca
rryi
ng
out
inve
stig
atio
ns
• M
ake
obse
rvat
ions
(fir
stha
nd o
r fr
om m
edia
) an
d/or
m
easu
rem
ents
to
colle
ct d
ata
that
can
be
used
to
mak
e co
mpa
rison
s . S
EP-4
An
alyz
ing
and
inte
rpre
tin
g da
ta
• An
alyz
e da
ta f
rom
tes
ts o
f tw
o ob
ject
s de
sign
ed t
o so
lve
the
sam
e pr
oble
m t
o co
mpa
re t
he s
tren
gths
and
w
eakn
esse
s of
how
eac
h pe
rfor
ms .
1.4
Com
pare
an
d co
ntr
ast
obje
cts
and
even
ts a
nd
begi
n t
o de
scri
be
sim
ilari
ties
an
d di
ffer
ence
s.
1.4
Com
pare
an
d co
ntr
ast
obje
cts
and
even
ts a
nd
desc
ribe
si
mila
riti
es a
nd
diff
eren
ces
in
grea
ter
deta
il.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Co
mpa
res
a hu
mm
ingb
ird e
gg
to a
chi
cken
egg
(w
hile
obs
ervi
ng
pict
ures
or
actu
al o
bjec
ts)
and
desc
ribes
the
ir si
mila
ritie
s: “
They
are
ro
und
and
whi
te a
nd lo
ok t
he s
ame .
”•
Usi
ng d
iffer
ent
sens
es, ob
serv
es a
w
ater
mel
on, co
ntra
sts
the
insi
de a
nd
outs
ide,
and
com
mun
icat
es, “T
he
outs
ide
is g
reen
and
har
d, a
nd t
he
insi
de is
red
and
sof
t .”
• O
bser
ves
and
desc
ribes
wha
t th
e sk
y lo
oks
like
on a
fog
gy d
ay a
nd
how
it is
diff
eren
t on
a s
unny
day
.•
Com
pare
s cr
ease
s in
the
pa
lm o
f hi
s ha
nd t
o a
leaf
and
co
mm
unic
ates
, “T
hey
both
hav
e st
ripes
all
over
. So
me
lines
are
tin
y,
and
som
e ar
e lo
ng, lik
e th
is o
ne .”
• Pr
ovid
e op
port
uniti
es t
o ob
serv
e na
tura
l phe
nom
ena
over
an
exte
nded
per
iod
of t
ime .
• En
cour
age
stud
ents
to
reco
rd o
bser
vatio
ns t
hrou
gh
draw
ings
and
ver
bally
, an
d di
scus
s th
ose
obse
rvat
ions
.•
Ask
ques
tions
tha
t en
cour
age
furt
her
obse
rvat
ions
and
in
trod
uce
wor
ds a
nd la
ngua
ge n
eede
d fo
r th
e si
tuat
ion .
• M
ake
clas
s ch
arts
rec
ordi
ng im
port
ant
wor
ds o
r id
eas
that
stu
dent
s in
trod
uced
in t
heir
obse
rvat
ions
with
ac
com
pany
ing
pict
ures
.
84
Transitional Kindergarten
Chapter 2 2016 California Science Framework
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
CA
NG
SS
SC
IEN
CE
& E
NG
INEE
RIN
G P
RA
CTI
CES
By t
he e
nd o
f ki
nder
gart
en
SEP
-3 P
lan
nin
g an
d ca
rryi
ng
out
inve
stig
atio
ns
• Pl
an a
nd c
ondu
ct a
n in
vest
igat
ion
colla
bora
tivel
y to
pr
oduc
e da
ta t
o se
rve
as t
he b
asis
for
evi
denc
e to
ans
wer
a
ques
tion .
• M
ake
pred
ictio
ns b
ased
on
prio
r ex
perie
nces
. S
EP-4
An
alyz
ing
and
inte
rpre
tin
g da
ta
• Co
mpa
re p
redi
ctio
ns (
base
d on
prio
r ex
perie
nces
) to
w
hat
occu
rred
(ob
serv
able
eve
nts)
.
1.5
Mak
e pr
edic
tion
s an
d ch
eck
them
, wit
h a
dult
su
ppor
t, t
hro
ugh
con
cret
e ex
peri
ence
s.
1.5
Dem
onst
rate
s an
incr
ease
d ab
ility
to
mak
e pr
edic
tion
s an
d ch
eck
them
(e.
g., m
ay m
ake
mor
e co
mpl
ex p
redi
ctio
ns,
off
er w
ays
to
test
pre
dict
ion
s, a
nd
disc
uss
wh
y pr
edic
tion
s w
ere
corr
ect
or in
corr
ect)
.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Af
ter
mak
ing
a pr
edic
tion
abou
t w
hich
blo
ck is
hea
vier
, us
es t
he b
alan
ce s
cale
to
test
her
pre
dict
ion .
• Lo
oks
thro
ugh
the
win
dow
on
a w
indy
day
and
pre
dict
s,
“Mor
e le
aves
will
fal
l dow
n .”
• Br
ings
an
obje
ct t
o th
e w
ater
tab
le a
nd
pred
icts
whe
ther
it w
ill s
ink
or f
loat
. Th
en
puts
the
obj
ect
in w
ater
and
obs
erve
s w
hat
happ
ens .
Com
men
ts t
o hi
s fr
iend
, “Y
es, I
knew
it!
It is
flo
atin
g .”
• In
res
pons
e to
the
que
stio
n, “
Wha
t do
yo
u th
ink
will
hap
pen
if w
ater
is a
dded
to
the
flo
ur?”
Pre
dict
s, “
The
flour
will
fee
l st
icky
and
will
not
look
like
flo
ur a
ny m
ore .
Th
e w
ater
and
the
flo
ur w
ill m
ix t
oget
her .”
An
othe
r ch
ild s
ugge
sts,
“Le
t’s p
our
som
e w
ater
and
see
wha
t ha
ppen
s .”
• As
k qu
estio
ns t
hat
prom
pt c
ompa
rison
s or
pre
dict
ions
.•
Whe
n st
uden
ts o
ffer
s pr
edic
tions
, as
k th
em t
o ex
plai
n w
hy t
hat
is t
heir
expe
ctat
ion .
• Ca
rry
out
inve
stig
atio
ns t
o fo
llow
up
on p
redi
ctio
ns .
• Fo
ster
dis
cuss
ion
of r
esul
ts, bo
th w
hen
the
outc
ome
is
as e
xpec
ted
and
whe
n it
is n
ot, fo
ster
ing
furt
her
ques
tions
an
d ob
serv
atio
ns o
r re
vise
d pr
edic
tions
for
a n
ew b
ut
rela
ted
situ
atio
n .
85Chapter 22016 California Science Framework
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
CA
NG
SS
SC
IEN
CE
& E
NG
INEE
RIN
G P
RA
CTI
CES
By t
he e
nd o
f ki
nder
gart
en
SEP
-6 C
onst
ruct
ing
expl
anat
ion
s an
d de
sign
ing
solu
tion
s •
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
to c
onst
ruct
an
evi
denc
e-ba
sed
acco
unt
for
natu
ral p
heno
men
a . S
EP-7
En
gagi
ng
in a
rgu
men
t fr
om e
vide
nce
•
Iden
tify
argu
men
ts t
hat
are
supp
orte
d by
evi
denc
e .•
Cons
truc
t an
arg
umen
t w
ith e
vide
nce
to s
uppo
rt a
cla
im .
1.6
Mak
e in
fere
nce
s an
d fo
rm g
ener
aliz
atio
ns
base
d on
evi
den
ce.
1.6
Dem
onst
rate
an
incr
ease
d ab
ility
to
mak
e in
fere
nce
s an
d ge
ner
aliz
atio
ns
base
d on
evi
den
ce.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• N
otic
es t
hat
a pl
ant
is
wilt
ed a
nd s
ays
that
it n
eeds
so
me
wat
er .
• Lo
oks
outs
ide
the
win
dow
an
d ob
serv
es t
he t
rees
m
ovin
g . I
nfer
s th
at it
is
win
dy o
utsi
de:
“Loo
k at
the
tr
ees;
it is
win
dy!”
• O
bser
ves
a pi
ctur
e of
an
unfa
mili
ar
anim
al . N
otic
es t
he w
ings
and
co
mm
unic
ates
, “I
t is
a b
ird . I
know
it
beca
use
it ha
s w
ings
.”•
Obs
erve
s a
pict
ure
of a
chi
ld d
ress
ed in
a
jack
et, a
scar
f, m
itten
s an
d a
hat
and
com
mun
icat
es t
hat
it m
ust
have
bee
n ve
ry
cold
out
side
.
• En
cour
age
child
ren
to d
iscu
ss a
nd e
labo
rate
on
obse
rvat
ions
and
con
clus
ions
.•
Ask
ques
tions
to
elic
it an
alys
is a
nd r
easo
ning
and
to
enco
urag
e st
uden
ts t
o pr
ovid
e ev
iden
ce f
rom
obs
erva
tion
to s
uppo
rt c
oncl
usio
ns (
or c
laim
s) .
• En
cour
age
stud
ent
grou
p ta
lk t
o ar
rive
at a
com
mon
un
ders
tand
ing
or e
xpla
natio
n of
a p
heno
men
on .
86
Transitional Kindergarten
Chapter 2 2016 California Science Framework
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
2.0
Doc
um
enta
tion
an
d C
omm
un
icat
ion
CA
NG
SS
SC
IEN
CE
& E
NG
INEE
RIN
G P
RA
CTI
CES
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
SEP
-2 D
evel
opin
g an
d u
sin
g m
odel
s •
Dev
elop
and
/or
use
a m
odel
to
repr
esen
t am
ount
s,
rela
tions
hips
, re
lativ
e sc
ales
(bi
gger
, sm
alle
r), an
d/or
pa
tter
ns in
the
nat
ural
and
des
igne
d w
orld
(s) .
S
EP-4
An
alyz
ing
and
inte
rpre
tin
g da
ta
• Re
cord
info
rmat
ion
(obs
erva
tions
, tho
ught
s, a
nd id
eas)
.•
Use
and
sha
re p
ictu
res,
dra
win
gs, an
d/or
writ
ings
of
obse
rvat
ions
. S
EP-8
Obt
ain
ing,
eva
luat
ing,
an
d co
mm
un
icat
ing
info
rmat
ion
• O
btai
n in
form
atio
n us
ing
vario
us t
exts
, te
xt f
eatu
res,
an
d ot
her
med
ia t
hat
will
be
usef
ul in
ans
wer
ing
scie
ntifi
c qu
estio
ns a
nd/o
r su
ppor
ting
a sc
ient
ific
clai
m .
2.1
Rec
ord
obse
rvat
ion
s or
fi
ndi
ngs
in v
ario
us
way
s, w
ith
adu
lt a
ssis
tan
ce, i
ncl
udi
ng
pict
ure
s, w
ords
(di
ctat
ed
to a
dult
s), c
har
ts, j
ourn
als,
m
odel
s, a
nd
phot
os.
2.1
Rec
ord
info
rmat
ion
mor
e re
gula
rly
and
in g
reat
er d
etai
l in
vari
ous
way
s, w
ith
adu
lt a
ssis
tan
ce,
incl
udi
ng
pict
ure
s, w
ords
(di
ctat
ed
to a
dult
s), c
har
ts, j
ourn
als,
mod
els,
ph
otos
, or
by t
ally
ing
and
grap
hin
g in
form
atio
n.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• “R
ecor
ds”
in h
er jo
urna
l wha
t th
e pu
mpk
in lo
oks
like
on t
he
insi
de a
nd d
raw
s an
ora
nge
oval
w
ith m
any
dots
on
the
insi
de .
The
teac
her
writ
es d
own
the
child
’s o
bser
vatio
n: it
is s
oft
insi
de a
nd h
as lo
ts o
f se
eds .
• In
col
labo
ratio
n w
ith f
riend
s,
crea
tes
a co
llage
with
roc
ks a
nd
leav
es c
olle
cted
dur
ing
a w
alk
arou
nd t
he y
ard
or n
eigh
borh
ood
and
refe
rs t
o it
whe
n de
scrib
ing
the
item
s co
llect
ed o
n th
eir
wal
k .
• Co
llect
s in
form
atio
n by
usi
ng t
ally
m
arks
to
find
out
how
man
y ch
ildre
n ha
ve p
ets
and
how
man
y do
not
hav
e pe
ts .
• Af
ter
com
ing
back
fro
m a
wal
k in
th
e ne
ighb
orho
od, cr
eate
s w
ith o
ther
ch
ildre
n a
mod
el o
f th
e bu
ildin
g th
ey
have
obs
erve
d us
ing
diff
eren
t m
ater
ials
su
ch a
s bo
xes
of d
iffer
ent
size
s, p
aper
ro
lls, an
d pl
astic
bot
tles .
• En
cour
age
draw
ing
activ
ity t
o re
pres
ent
obse
rvat
ions
and
id
eas .
• As
k st
uden
ts t
o m
ake
a di
agra
m s
how
ing
how
the
y bu
ilt
a bl
ock
stru
ctur
e .•
Enco
urag
e ch
ildre
n to
bui
ld p
atte
rns
or s
truc
ture
s fo
llow
ing
a de
sign
dia
gram
.•
Dev
elop
sim
ple
char
ts o
r ba
r gr
aphs
to
reco
rd s
tude
nt
obse
rvat
ions
and
hav
e ch
ildre
n di
scus
s th
em .
• As
k ch
ildre
n to
sug
gest
how
the
tea
cher
sho
uld
repr
esen
t in
form
atio
n or
obs
erva
tions
tha
t th
ey a
re g
athe
ring .
87Chapter 22016 California Science Framework
SC
IEN
TIFI
C I
NQ
UIR
Y S
TRA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
CA
NG
SS
SC
IEN
CE
& E
NG
INEE
RIN
G P
RA
CTI
CES
By t
he e
nd o
f ki
nder
gart
en
SEP
-4 A
nal
yzin
g an
d in
terp
reti
ng
data
•
Use
obs
erva
tions
(fir
stha
nd o
r fr
om m
edia
) to
des
crib
e pa
t-te
rns
and/
or r
elat
ions
hips
in th
e na
tura
l and
des
igne
d w
orld
(s)
in o
rder
to
answ
er s
cien
tific
que
stio
ns a
nd s
olve
pro
blem
s .•
Com
pare
pre
dict
ions
(ba
sed
on p
rior
expe
rienc
es)
to
wha
t oc
curr
ed (
obse
rvab
le e
vent
s) .
SEP
-6 C
onst
ruct
ing
expl
anat
ion
s an
d de
sign
ing
solu
tion
s •
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
to c
onst
ruct
an
evi
denc
e-ba
sed
acco
unt
for
natu
ral p
heno
men
a .
SEP
-7 E
nga
gin
g in
arg
um
ent
from
evi
den
ce
• D
istin
guis
h be
twee
n op
inio
ns a
nd e
vide
nce
in o
ne’s
ow
n ex
plan
atio
ns .
• Li
sten
act
ivel
y to
arg
umen
ts t
o in
dica
te a
gree
men
t or
di
sagr
eem
ent
base
d on
evi
denc
e, a
nd/o
r to
ret
ell t
he m
ain
poin
ts o
f th
e ar
gum
ent .
S
EP-8
Obt
ain
ing,
eva
luat
ing,
an
d co
mm
un
icat
ing
in
form
atio
n •
Com
mun
icat
e in
form
atio
n or
des
ign
idea
s an
d/or
so
lutio
ns w
ith o
ther
s in
ora
l and
/or
writ
ten
form
s us
ing
mod
els,
dra
win
gs, w
ritin
g, o
r nu
mbe
rs t
hat
prov
ide
deta
il ab
out
scie
ntifi
c id
eas,
pra
ctic
es, an
d/or
des
ign
idea
s .
2.2
Sh
are
fin
din
gs a
nd
expl
anat
ion
s, w
hic
h m
ay
be c
orre
ct o
r in
corr
ect,
w
ith
or
wit
hou
t ad
ult
pr
ompt
ing.
2.2
Sh
are
fin
din
gs a
nd
expl
anat
ion
s,
wh
ich
may
be
corr
ect
or in
corr
ect,
mor
e sp
onta
neo
usl
y an
d w
ith
gre
ater
det
ail.
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Re
cord
s th
e gr
owth
of
a pl
ant
in t
he g
arde
n, a
nd
com
mun
icat
es, “T
he p
lant
gr
ew f
rom
a s
eed,
just
like
th
e flo
wer
in t
he s
tory
.”•
Whe
n as
ked,
“W
hat
happ
ened
to
the
wat
er?”
Ex
plai
ns, “I
t is
har
d no
w
beca
use
we
put
it in
the
fr
eeze
r .”
• W
hen
aske
d w
heth
er a
pup
pet
can
eat,
ex
plai
ns, “A
pup
pet
cann
ot e
at b
ecau
se it
do
es n
ot h
ave
a re
al m
outh
. Yo
u ca
n dr
aw
him
a m
outh
, bu
t it
is n
ot r
eal l
ike
this
.” (p
oint
s to
ow
n m
outh
) .•
Whe
n ta
lkin
g w
ith c
hild
ren
abou
t w
hy
som
e th
ings
slid
fast
er a
nd o
ther
s sl
ower
w
hen
lett
ing
go o
f the
m a
t th
e to
p of
the
sl
ide,
chi
ldre
n co
me
up w
ith d
iffer
ent
expl
a-na
tions
: “I
t go
t st
uck
beca
use
it is
hea
vy,”
“It
is s
lippe
ry,”
“It
is b
umpy
,” “I
t ha
s w
heel
s .”
• Pr
ompt
ana
lysi
s an
d re
ason
ing
from
evi
denc
e th
roug
h qu
estio
ning
str
ateg
ies .
• Pr
ovid
e op
port
uniti
es a
nd e
ncou
rage
men
t fo
r st
uden
ts
to r
espo
nd t
o th
e id
eas
of o
ther
s w
ith q
uest
ions
or
elab
orat
ions
.
88
Transitional Kindergarten
Chapter 2 2016 California Science Framework
Table 2.3. Connections Between the California Preschool Learning Foundations Science Domain Strands and the CA NGSS
PH
YS
ICA
L S
CIE
NC
E S
TR
AN
D
1.0
Pro
pert
ies
and
Ch
arac
teri
stic
s of
Non
livin
g O
bje
cts
and
Mat
eria
ls
PH
YS
ICA
L S
CIE
NC
E –
CA
NG
SS
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
1.1
Obs
erve
, in
vest
igat
e, a
nd
iden
tify
th
e ch
arac
teri
stic
s an
d ph
ysic
al p
rope
rtie
s of
ob
ject
s an
d of
sol
id a
nd
non
solid
mat
eria
ls (
size
, w
eigh
t, s
hap
e, c
olor
, tex
ture
, an
d so
un
d).
1.1
Dem
onst
rate
incr
ease
d ab
ility
to
obse
rve,
inve
stig
ate,
an
d de
scri
be in
gr
eate
r de
tail
the
char
acte
rist
ics
and
phys
ical
pro
pert
ies
(siz
e, w
eigh
t, s
hap
e,
colo
r, t
extu
re, a
nd
sou
nd)
of
obje
cts
and
of s
olid
an
d n
onso
lid m
ater
ials
.
Su
ppor
t fo
r K
-PS
3-1
M
ake
obse
rvat
ions
to
dete
rmin
e th
e ef
fect
of
sun
light
on
Eart
h’s
surf
ace .
[C
lari
fica
tion
S
tate
men
t: E
xam
ples
of
Eart
h’s
su
rfac
e co
uld
in
clu
de s
and,
soi
l, ro
cks,
an
d w
ater
.]
(PS3
.B -
Su
nlig
ht
war
ms
Eart
h’s
su
rfac
e.)
Su
ppor
t fo
r K
-2-E
TS1
-2D
evel
op a
sim
ple
sket
ch, dr
awin
g, o
r ph
ysic
al
mod
el t
o ill
ustr
ate
how
the
sha
pe o
f an
obj
ect
help
s it
func
tion
as n
eede
d to
sol
ve a
giv
en
prob
lem
. P
atte
rns
[CC
C-1
]
Sca
le, P
ropo
rtio
n, a
nd
Qu
anti
ty [
CC
C-3
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• H
olds
a w
ood
bloc
k an
d a
foam
blo
ck . Re
fers
to
the
woo
d bl
ock
whe
n as
ked
whi
ch o
ne is
he
avie
r .•
Trie
s to
pus
h a
toy
car
thro
ugh
a m
aze
and
real
izes
tha
t th
e ca
r is
too
big
and
can
not
go
thro
ugh .
Get
s a
smal
ler
car
and
trie
s ag
ain .
• U
ses
a ba
lanc
e sc
ale
to f
ind
out
whi
ch o
f tw
o ba
lls is
hea
vier
.•
Dur
ing
a co
okin
g ac
tivity
, ex
plor
es s
ugar
, flo
ur, sa
lt, p
owde
red
gela
tin, or
cor
nsta
rch
by u
sing
the
sen
ses
(tou
ch, sm
ell,
tast
e) .
Child
ren
com
mun
icat
e th
eir
obse
rvat
ions
: “A
ll of
the
m a
re w
hite
,” “T
he f
lour
is v
ery
soft
,” “T
he s
ugar
look
s m
ore
like
salt,
but
it
tast
es s
wee
t .”
• Se
t up
opp
ortu
nitie
s fo
r st
uden
ts t
o in
vest
igat
e, r
ecor
d, a
nd d
iscu
ss t
he e
ffec
ts a
nd
patt
erns
of
sun
and
shad
e in
the
pla
ygro
und .
• Pr
ompt
dis
cuss
ion,
obs
erva
tion,
and
ana
lysi
s of
the
rel
atio
nshi
p of
sha
pe t
o us
e fo
r to
ols
and
othe
r ob
ject
s us
ed in
eve
ryda
y ac
tiviti
es in
th
e cl
assr
oom
(in
clud
ing
body
par
ts, ar
t to
ols,
co
okin
g to
ols,
etc
.)
89Chapter 22016 California Science Framework
PH
YS
ICA
L S
CIE
NC
E S
TR
AN
D
2.0
Ch
ange
s in
Non
livin
g O
bje
cts
and
Mat
eria
ls
PH
YS
ICA
L S
CIE
NC
E –
CA
NG
SS
K-P
S2
Mot
ion
an
d S
tab
ility
: Fo
rces
an
d In
tera
ctio
ns
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
2.1
Dem
onst
rate
aw
aren
ess
that
obj
ects
an
d m
ater
ials
can
ch
ange
, exp
lore
an
d de
scri
be
chan
ges
in o
bjec
ts a
nd
mat
eria
ls (
rear
ran
gem
ent
of
part
s; c
han
ge in
col
or, s
hap
e,
text
ure
, tem
pera
ture
).
2.1
Dem
onst
rate
an
incr
ease
d aw
aren
ess
that
obj
ects
an
d m
ater
ials
can
ch
ange
in
vari
ous
way
s. E
xplo
re a
nd
desc
ribe
in g
reat
er
deta
il ch
ange
s in
obj
ects
an
d m
ater
ials
(r
earr
ange
men
t of
par
ts;
chan
ge in
col
or,
shap
e, t
extu
re, f
orm
, an
d te
mpe
ratu
re).
Sup
port
for
K-P
S3-1
Mak
e ob
serv
atio
ns t
o de
term
ine
the
effe
ct
of s
unlig
ht o
n Ea
rth’
s su
rfac
e . [
Cla
rifi
cati
on
Stat
emen
t: E
xam
ples
of
Eart
h’s
su
rfac
e co
uld
in
clu
de s
and,
soi
l, ro
cks,
an
d w
ater
.]
PS3
.B –
Su
nlig
ht
war
ms
Eart
h’s
su
rfac
e.
En
ergy
an
d M
atte
r [C
CC
-5]
Sta
bilit
y an
d C
han
ge [
CC
C-7
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Pa
rtic
ipat
es in
mak
ing
guac
amol
e an
d de
mon
stra
tes
how
tea
cher
can
mak
e it
soft
by
pres
sing
and
mix
ing
the
avoc
ado
with
a f
ork .
• W
hile
pla
ying
with
blu
e an
d ye
llow
sof
t cl
ay, ob
serv
es t
hat
the
mix
ture
bec
ame
gree
n an
d co
mm
unic
ates
, “H
ey, te
ache
r, I
mad
e gr
een .
”•
Not
ices
tha
t th
e ic
e in
the
cu
p m
elte
d in
to w
ater
. Pu
ts
his
finge
rs in
the
wat
er, an
d ge
stur
es t
o th
e te
ache
r to
com
e ov
er a
nd f
eel t
he w
ater
.
• W
hile
mak
ing
lem
onad
e, m
ixes
wat
er w
ith le
mon
ju
ice
and
mak
es a
pre
dict
ion
abou
t ho
w it
is g
oing
to
tas
te .
• Af
ter
putt
ing
diffe
rent
col
ored
cra
yons
on
a pi
ece
of a
lum
inum
foil
and
plac
ing
it in
the
sun
, the
te
ache
r as
ked,
“W
hat
do y
ou t
hink
mig
ht h
appe
n?”
Child
ren
pred
ict,
“It
will
get
bur
ned,
” “I
t w
ill g
et h
ot,
and
then
the
y w
ill m
ix .”
• Re
cord
s in
her
jour
nal h
ow t
he ic
e in
the
bow
l m
elte
d: “
I to
uche
d it
with
my
finge
r, an
d it
was
ver
y co
ld a
nd v
ery
hard
.” Th
e te
ache
r as
ks, “W
hat
hap-
pene
d to
the
ice
afte
r lu
nch
was
ove
r?”
The
child
de
scrib
es h
er d
raw
ing:
“Th
e ic
e w
as v
ery
smal
l, an
d th
ere
was
wat
er in
the
bow
l .” T
he t
each
er
writ
es t
he c
hild
’s w
ords
dow
n an
d re
phra
ses
the
child
’s d
escr
iptio
n: “
Yes,
the
ice
has
mel
ted .
”
• Pr
ovid
e op
port
uniti
es t
o ob
serv
e an
d di
scus
s ch
ange
s in
mat
ter
(ice
mel
ting,
cak
e co
okin
g,
etc .
) .•
Prom
pt in
divi
dual
and
gro
up e
ffor
ts t
o di
scus
s an
d re
cord
wha
t oc
curr
ed .
90
Transitional Kindergarten
Chapter 2 2016 California Science Framework
PH
YS
ICA
L S
CIE
NC
E S
TR
AN
DP
HY
SIC
AL
SC
IEN
CE
– C
A N
GS
S
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
2.2
Obs
erve
an
d de
scri
be
the
mot
ion
of
obje
cts
(in
term
s of
spe
ed, d
irec
tion
, th
e w
ays
thin
gs m
ove)
, an
d ex
plor
e th
e ef
fect
of
own
act
ion
s (e
.g.,
push
ing,
pu
llin
g, r
ollin
g, d
ropp
ing)
on
mak
ing
obje
cts
mov
e.
2.2
Dem
onst
rate
an
incr
ease
d ab
ility
to
obs
erve
an
d de
scri
be in
gre
ater
de
tail
the
mot
ion
of
obje
cts
(in
ter
ms
of s
peed
, dir
ecti
on, w
ays
thin
gs m
ove)
, an
d to
exp
lore
th
e ef
fect
of
own
act
ion
s on
th
e m
otio
n o
f ob
ject
s, in
clu
din
g ch
ange
s in
spe
ed a
nd
dire
ctio
n.
K-P
S2
-1. P
lan
and
cond
uct
an in
vest
igat
ion
to c
ompa
re
the
effe
cts
of d
iffer
ent
stre
ngth
s or
diff
eren
t di
rect
ions
of
push
es a
nd p
ulls
on
the
mot
ion
of a
n ob
ject
. [C
lari
fica
tion
S
tate
men
t: E
xam
ples
of
push
es o
r pu
lls c
ould
incl
ude
a
stri
ng
atta
ched
to
an o
bje
ct b
ein
g pu
lled,
a p
erso
n pu
shin
g an
ob
ject
, a p
erso
n s
topp
ing
a ro
llin
g b
all,
and
two
obje
cts
colli
din
g an
d pu
shin
g on
eac
h o
ther
.]
K-P
S2
-2. A
naly
ze d
ata
to d
eter
min
e if
a de
sign
sol
utio
n w
orks
as
inte
nded
to
chan
ge t
he s
peed
or
dire
ctio
n of
an
obje
ct w
ith a
pus
h or
a p
ull .*
[C
lari
fica
tion
Sta
tem
ent:
Ex
ampl
es o
f pr
oble
ms
requ
irin
g a
solu
tion
cou
ld in
clu
de
hav
ing
a m
arbl
e or
oth
er o
bjec
t m
ove
a ce
rtai
n d
ista
nce
, fo
llow
a p
arti
cula
r pa
th, a
nd
knoc
k do
wn
oth
er o
bjec
ts.
Exam
ples
of
solu
tion
s co
uld
incl
ude
too
ls s
uch
as
a ra
mp
to in
crea
se t
he
spee
d of
th
e ob
ject
an
d a
stru
ctu
re t
hat
w
ould
cau
se a
n o
bjec
t su
ch a
s a
mar
ble
or b
all t
o tu
rn.]
Pat
tern
s [C
CC
-1]
S
cale
, Pro
port
ion
, an
d Q
uan
tity
[C
CC
-3]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Bl
ows
thro
ugh
a st
raw
on
a pi
ng p
ong
ball
and
disc
over
s it
mak
es t
he b
all m
ove .
• A
child
with
a n
ew w
heel
-ch
air
dem
onst
rate
s to
her
pe
ers
how
she
use
s th
e ra
mp
to g
o up
and
dow
n in
stea
d of
usi
ng t
he s
tairs
.
• Pl
aces
tw
o to
y ca
rs a
t th
e to
p of
a r
amp
and
rele
ases
the
m a
t th
e sa
me
time .
O
bser
ves
whi
ch o
ne r
each
es t
he b
otto
m
first
.•
A ch
ild in
a n
ew w
heel
chai
r di
scov
ers
that
it is
mor
e di
ffic
ult
to m
ove
on c
arpe
t th
an o
n th
e flo
or a
nd t
hat
he c
anno
t ro
ll on
sa
nd:
“If
I ro
ll in
to t
he s
and,
I’ll
get
stu
ck .”
• Pr
ompt
ana
lysi
s of
situ
atio
ns w
here
a p
ush
or a
pul
l can
ch
ange
mot
ion
(e .g
., pu
shin
g a
swin
g, p
ullin
g a
cart
) .
• Pr
ompt
dis
cuss
ion
and
obse
rvat
ions
abo
ut h
ow a
rol
ling
ball
or a
toy
car
sto
ps o
n di
ffer
ent
surf
aces
. Le
ad c
hild
ren
to d
iscu
ss w
hat
is t
he s
ame
and
wha
t is
diff
eren
t in
eac
h te
st (
e .g .
, w
heth
er y
ou c
an g
ive
the
sam
e pu
sh a
nd s
ee
diff
eren
t ou
tcom
es a
nd o
f ho
w o
utco
mes
cha
nge
with
typ
e or
slo
pe o
f su
rfac
e) .
*The
per
form
ance
exp
ecta
tions
mar
ked
with
an
aste
risk
inte
grat
e tr
aditi
onal
sci
ence
con
tent
with
eng
inee
ring
thro
ugh
a Pr
actic
e or
Dis
cipl
inar
y Co
re I
dea .
91Chapter 22016 California Science Framework
LIFE
SC
IEN
CE
ST
RA
ND
1.0
Pro
pert
ies
and
Ch
arac
teri
stic
s of
Liv
ing
Thin
gs
LIFE
SC
IEN
CE
– C
A N
GS
S
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
1.1
Ide
nti
fy c
har
acte
rist
ics
of a
va
riet
y of
an
imal
s an
d pl
ants
, in
clu
din
g ap
pear
ance
(in
side
an
d ou
tsid
e) a
nd
beh
avio
r, a
nd
begi
n t
o ca
tego
rize
th
em.
1.1
Ide
nti
fy c
har
acte
rist
ics
of a
gre
at-
er v
arie
ty o
f an
imal
s an
d pl
ants
, an
d de
mon
stra
te a
n in
crea
sed
abili
ty t
o ca
tego
rize
th
em.
Su
ppor
t fo
r K
-LS
1-1
.U
se o
bser
vatio
ns t
o de
scrib
e pa
tter
ns o
f w
hat
plan
ts
and
anim
als
(incl
udin
g hu
man
s) n
eed
to s
urvi
ve .
[Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
patt
erns
cou
ld
incl
ude
that
ani
mal
s ne
ed t
o ta
ke in
foo
d bu
t pl
ants
do
not
; th
e di
ffer
ent
kind
s of
foo
d ne
eded
by
diff
eren
t ty
pes
of a
nim
als;
the
req
uire
men
t of
pla
nts
to h
ave
light
; an
d, t
hat
all l
ivin
g th
ings
nee
d w
ater
.]
Pat
tern
s [C
CC
-1]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Lo
oks
at a
n in
form
atio
nal b
ook
and
iden
tifie
s w
hich
ani
mal
s ca
n fly
.•
Obs
erve
s a
cact
us a
nd t
ells
a
frie
nd, “T
hey
have
nee
dles
. I
got
poke
d on
ce .”
• W
hen
talk
ing
abou
t pl
ant
root
s th
at w
e ea
t, o
ne c
hild
say
s, “
pota
toes
,” an
othe
r sa
ys, “
taro
s,”
and
anot
her
says
, “ya
ms .
”•
Obs
erve
s pl
ants
and
iden
tifie
s th
e di
ffer
ent
part
s (e
.g .,
root
, st
em, bu
ds,
leav
es) .
• H
ave
child
ren
grow
pla
nts
and
smal
l ani
mal
s in
the
cl
assr
oom
and
obs
erve
and
rec
ord
obse
rvat
ions
abo
ut
them
. •
Prom
pt d
iscu
ssio
n of
pla
nt a
nd a
nim
al n
eeds
for
gr
owth
and
hea
lth .
• Pr
ompt
dis
cuss
ion
of h
uman
foo
d ne
eds
and
heal
th .
92
Transitional Kindergarten
Chapter 2 2016 California Science Framework
LIFE
SC
IEN
CE
ST
RA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
LIFE
SC
IEN
CE
– C
A N
GS
S
By t
he e
nd o
f ki
nder
gart
en
1.2
Beg
in t
o in
dica
te k
now
ledg
e of
bod
y pa
rts
and
proc
esse
s (e
.g.,
eati
ng,
sle
epin
g,
brea
thin
g, w
alki
ng)
in h
um
ans
and
oth
er a
nim
als.
1.2
In
dica
te g
reat
er k
now
ledg
e of
bod
y pa
rts
and
proc
esse
s (e
.g.,
eati
ng,
sle
epin
g, b
reat
hin
g, w
alki
ng)
in
hu
man
s an
d ot
her
an
imal
s.
Sup
port
for
K-L
S1-1
.U
se o
bser
vatio
ns t
o de
scrib
e pa
tter
ns o
f w
hat
plan
ts
and
anim
als
(incl
udin
g hu
man
s) n
eed
to s
urvi
ve .
[Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
patt
ern
s co
uld
incl
ude
th
at a
nim
als
nee
d to
tak
e in
foo
d b
ut
plan
ts d
o n
ot;
the
diff
eren
t ki
nds
of
food
nee
ded
by
diff
eren
t ty
pes
of a
nim
als;
th
e re
quir
emen
t of
pla
nts
to
hav
e lig
ht;
an
d, t
hat
all
livin
g th
ings
nee
d w
ater
.]
Pat
tern
s [C
CC
-1]
S
tru
ctu
re a
nd
Fun
ctio
n [
CC
C-6
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Af
ter
runn
ing,
tou
ches
his
che
st
to f
eel h
is h
eart
bea
ting .
• M
akes
the
con
nect
ion
betw
een
faci
al p
arts
and
sen
ses
(eye
s fo
r vi
sion
, ea
rs f
or h
earin
g) . Fo
r ex
ampl
e, c
over
s he
r ey
es a
nd
says
, “N
ow I
can
’t se
e .”
• Ex
plai
ns, “W
e ca
n w
alk
with
our
legs
an
d bi
rds
fly w
ith t
heir
win
gs .”
• Pa
rtic
ipat
es in
dis
cuss
ion
abou
t th
e ou
tsid
e an
d in
side
of
the
body
. To
uche
s hi
s ar
ms
and
com
mun
icat
es, “I
can
fee
l m
y sk
in, an
d in
side
my
body
I c
an f
eel
my
mus
cles
and
bon
es .”
• Pr
ompt
obs
erva
tion
and
disc
ussi
on o
f ho
w h
uman
s an
d an
imal
s us
e th
eir
body
par
ts t
o m
eet
thei
r ne
eds .
93Chapter 22016 California Science Framework
LIFE
SC
IEN
CE
ST
RA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
LIFE
SC
IEN
CE
– C
A N
GS
S
By t
he e
nd o
f ki
nder
gart
en
1.3
Ide
nti
fy t
he
hab
itat
s of
pe
ople
an
d fa
mili
ar a
nim
als
and
plan
ts in
th
e en
viro
nm
ent
and
begi
n t
o re
aliz
e th
at li
vin
g th
ings
hav
e h
abit
ats
in d
iffe
ren
t en
viro
nm
ents
.
1.3
Rec
ogn
ize
that
livi
ng
thin
gs
hav
e h
abit
ats
in d
iffe
ren
t en
viro
n-
men
ts s
uit
ed t
o th
eir
un
iqu
e n
eeds
.
K-E
SS2
-2. C
onst
ruct
an
argu
men
t su
ppor
ted
by
evid
ence
for
how
pla
nts
and
anim
als
(incl
udin
g hu
man
s) c
an c
hang
e th
e en
viro
nmen
t to
mee
t th
eir
need
s . [
Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
plan
ts
and
anim
als
chan
gin
g th
eir
envi
ron
men
t co
uld
in
clu
de a
squ
irre
l dig
s in
th
e gr
oun
d to
hid
e it
s fo
od
and
tree
roo
ts c
an b
reak
con
cret
e.]
K-E
SS3
-1. U
se a
mod
el t
o re
pres
ent
the
rela
tions
hip
betw
een
the
need
s of
diff
eren
t pl
ants
or
anim
als
(incl
udin
g hu
man
s) a
nd t
he p
lace
s th
ey li
ve .
[Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
rela
tion
ship
s co
uld
incl
ude
th
at d
eer
eat
buds
an
d le
aves
, th
eref
ore,
th
ey u
sual
ly li
ve in
for
este
d ar
eas;
an
d, g
rass
es n
eed
sun
ligh
t so
th
ey o
ften
gro
w in
mea
dow
s. P
lan
ts,
anim
als,
an
d th
eir
surr
oun
din
gs m
ake
up
a sy
stem
.]
Sys
tem
s an
d Sy
stem
Mod
els
[CC
C-4
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• A
child
hol
ds a
wor
m a
nd s
ays,
“W
here
is t
he d
irt?
I w
ant
to p
ut
him
bac
k .”
• W
hile
look
ing
at a
pic
ture
boo
k of
di
ffere
nt a
nim
als,
chi
ld d
emon
stra
tes
with
his
bod
y ho
w t
he f
ish
and
the
dolp
hins
sw
im in
the
oce
an .
• Pa
rtic
ipat
es in
bui
ldin
g a
nest
. Usi
ng
twee
zers
col
lect
s tw
igs
and
leav
es in
the
ya
rd:
“Jus
t lik
e bi
rds
use
thei
r be
aks .
”•
Sort
s ph
otos
of
anim
als
acco
rdin
g to
th
ose
livin
g in
wat
er, th
ose
livin
g on
la
nd, an
d th
ose
who
can
live
in b
oth
the
wat
er a
nd o
n th
e la
nd .
• Pr
ovid
e op
port
uniti
es t
o va
ry c
ondi
tions
for
pla
nts
bein
g gr
own
and
supp
ort
child
ren
to o
bser
ve a
nd
disc
uss
diff
eren
ces
in c
ondi
tions
and
in o
utco
mes
for
th
e pl
ants
.
94
Transitional Kindergarten
Chapter 2 2016 California Science Framework
LIFE
SC
IEN
CE
ST
RA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
LIFE
SC
IEN
CE
– C
A N
GS
S
By t
he e
nd o
f ki
nder
gart
en
1.4
In
dica
te k
now
ledg
e of
th
e di
ffer
ence
bet
wee
n a
nim
ate
obje
cts
(an
imal
s, p
eopl
e) a
nd
inan
imat
e ob
ject
s. F
or e
xam
ple,
ex
pect
an
imat
e ob
ject
s to
in
itia
te m
ovem
ent
and
to h
ave
diff
eren
t in
side
s th
an in
anim
ate
obje
cts.
1.4
In
dica
te k
now
ledg
e of
th
e di
ffer
ence
bet
wee
n a
nim
ate
and
inan
imat
e ob
ject
s,
prov
idin
g gr
eate
r de
tail,
an
d re
cogn
ize
that
livi
ng
thin
gs
(hu
man
s, a
nim
als,
an
d pl
ants
) u
nde
rgo
biol
ogic
al p
roce
sses
su
ch a
s gr
owth
, illn
ess,
hea
ling,
an
d dy
ing.
Sup
port
for
K-L
S1-1
. Use
obs
erva
tions
to
desc
ribe
patt
erns
of
wha
t pl
ants
and
ani
mal
s (in
clud
ing
hum
ans)
nee
d to
su
rviv
e . [
Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
patt
ern
s co
uld
incl
ude
th
at a
nim
als
nee
d to
tak
e in
foo
d b
ut
plan
ts
do n
ot;
the
diff
eren
t ki
nds
of
food
nee
ded
by
diff
eren
t ty
pes
of a
nim
als;
th
e re
quir
emen
t of
pla
nts
to
hav
e lig
ht;
an
d,
that
all
livin
g th
ings
nee
d w
ater
.]
Pat
tern
s [C
CC
-1]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Co
mm
unic
ates
, “M
y pu
ppy
is
goin
g to
get
big
, bu
t th
is o
ne
(sho
win
g to
y) w
on’t .
”•
Whi
le in
the
yar
d, p
oint
s to
a
lady
bug
and
tel
ls h
is f
riend
, “I
t is
a
real
one
! Lo
ok, it’
s m
ovin
g .”
• Co
mm
unic
ates
, “I
had
a
gold
fish,
but
one
day
it g
ot v
ery
sick
and
die
d .”
• W
hile
pla
ying
in t
he y
ard,
a c
hild
hi
ts a
bus
h an
d a
flow
er f
alls
off .
Th
e ch
ild c
omm
unic
ates
, “I
t w
ill
grow
aga
in .”
• U
ses
stor
ies
and
activ
ities
to
prom
pt d
iscu
ssio
n of
pat
tern
s an
d di
ffer
ence
s be
twee
n liv
ing
and
non
livin
g th
ings
, an
d be
twee
n re
al a
nd im
agin
ed a
bilit
ies
of o
bjec
ts a
nd a
nim
als .
•
Expa
nds
on c
hild
ren’
s in
tere
st in
bab
ies
(ani
mal
or
hum
an),
an
d ob
serv
atio
ns o
f fa
mily
mem
bers
as
wel
l as
of t
he p
lant
s an
d an
imal
s in
the
cla
ssro
om t
o pr
ompt
ana
lysi
s of
gen
eral
fe
atur
es o
f lif
e cy
cles
.
95Chapter 22016 California Science Framework
LIFE
SC
IEN
CE
ST
RA
ND
LIFE
SC
IEN
CE
– C
A N
GS
S
2.0
Ch
ange
s in
Liv
ing
Thin
gsK
-LS
2
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
2.1
Obs
erve
an
d ex
plor
e gr
owth
an
d ch
ange
s in
h
um
ans,
an
imal
s, a
nd
plan
ts a
nd
dem
onst
rate
an
un
ders
tan
din
g th
at li
vin
g th
ings
ch
ange
ove
r ti
me
in
size
an
d in
oth
er c
apac
itie
s as
th
ey g
row
.
2.1
Obs
erve
an
d ex
plor
e gr
owth
an
d ch
ange
s in
hu
man
s, a
nim
als,
an
d pl
ants
an
d de
mon
stra
te a
n in
crea
sed
un
der-
stan
din
g th
at li
vin
g th
ings
ch
ange
as
they
gro
w a
nd
go t
hro
ugh
tra
nsf
orm
a-ti
ons
rela
ted
to t
he
life
cycl
e (f
or e
xam
-pl
e, f
rom
a c
ater
pilla
r to
bu
tter
fly)
.
Sup
port
for
K-L
S1-1
. Use
obs
erva
tions
to
desc
ribe
patt
erns
of
wha
t pl
ants
and
ani
mal
s (in
clud
ing
hum
ans)
ne
ed t
o su
rviv
e . [
Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
pat
tern
s co
uld
incl
ude
th
at a
nim
als
nee
d to
tak
e in
foo
d b
ut
plan
ts d
o n
ot;
the
diff
eren
t ki
nds
of
food
n
eede
d b
y di
ffer
ent
type
s of
an
imal
s; t
he
requ
irem
ent
of p
lan
ts t
o h
ave
ligh
t; a
nd,
th
at a
ll liv
ing
thin
gs n
eed
wat
er.]
Str
uct
ure
an
d Fu
nct
ion
[C
CC
-6]
Sta
bilit
y an
d C
han
ge [
CC
C-7
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• O
bser
ves
the
bean
s sh
e is
gro
win
g an
d m
akes
a
pred
ictio
n ab
out
how
tal
l the
y w
ill g
row
.•
Whi
le s
ingi
ng a
nd a
ctin
g ou
t a
song
abo
ut “
grow
th,”
pret
ends
she
is a
pla
nt a
nd
dem
onst
rate
s w
ith h
er b
ody
how
the
litt
le s
eed
grew
into
a
seed
ling
and
the
seed
ling
grew
in
to a
tre
e .
• O
bser
ves
tadp
oles
clo
sely
and
co
mm
unic
ates
, “T
hey
are
so m
uch
bigg
er
now
. La
ter,
the
legs
will
com
e ou
t . T
hey
will
be
frog
s .”
• Lo
oks
at t
he p
ictu
re b
ook
The
Tiny
See
d an
d re
tells
the
sto
ry in
his
hom
e la
ngua
ge
and
som
e En
glis
h, r
efer
ring
to p
ictu
res
and
desc
ribin
g ho
w t
he s
eed
grew
into
a p
lant
.•
Obs
erve
s ho
w a
cat
erpi
llar
mak
es a
ch
rysa
lis a
nd t
hen
emer
ges
as a
but
terf
ly .
• Su
ppor
t st
uden
t to
dev
elop
way
s to
rep
rese
nt
chan
ge o
ver
time
for
a si
ngle
org
anis
m o
bser
ved
in t
he
clas
sroo
m .
• Pr
ompt
dis
cuss
ion
of p
atte
rns
of c
hang
e in
the
life
of
a p
artic
ular
typ
e of
pla
nt o
r an
imal
or
of a
hum
an .
Enco
urag
e st
uden
ts t
o an
alyz
e th
e si
mila
ritie
s an
d di
ffer
ence
s be
twee
n va
rious
spe
cies
’ life
cyc
les .
96
Transitional Kindergarten
Chapter 2 2016 California Science Framework
LIFE
SC
IEN
CE
ST
RA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
LIFE
SC
IEN
CE
– C
A N
GS
S
By t
he e
nd o
f ki
nder
gart
en
2.2
Rec
ogn
ize
that
an
imal
s an
d pl
ants
re
quir
e ca
re a
nd
begi
n t
o as
soci
ate
feed
ing
and
wat
erin
g w
ith
th
e gr
owth
of
hu
man
s, a
nim
als,
an
d pl
ants
.
2.2
Dev
elop
a g
reat
er u
nde
rsta
ndi
ng
of t
he
basi
c n
eeds
of
hu
man
s, a
ni-
mal
s, a
nd
plan
ts (
e.g.
, foo
d, w
ater
, su
nsh
ine,
sh
elte
r).
K-L
S1-1
. Use
obs
erva
tions
to
desc
ribe
patt
erns
of
wha
t pl
ants
and
ani
mal
s (in
clud
ing
hum
ans)
ne
ed t
o su
rviv
e . [
Cla
rifi
cati
on S
tate
men
t:
Exam
ples
of
patt
ern
s co
uld
incl
ude
th
at a
nim
als
nee
d to
tak
e in
foo
d bu
t pl
ants
do
not
; th
e di
ffer
ent
kin
ds o
f fo
od n
eede
d by
dif
fere
nt
type
s of
an
imal
s; t
he
requ
irem
ent
of p
lan
ts t
o h
ave
ligh
t; a
nd,
th
at a
ll liv
ing
thin
gs n
eed
wat
er.]
Pat
tern
s [C
CC
-1]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• O
bser
ves
diff
eren
t ty
pes
of s
eeds
and
w
ith t
he h
elp
of t
he t
each
er p
lant
s th
em
in d
irt a
nd w
ater
s th
em .
• W
hile
wor
king
in t
he g
arde
n, n
otic
es
the
dry
soil
and
trie
s to
wat
er t
he f
low
ers .
• Co
mm
unic
ates
, “M
y ba
by s
iste
r w
as
very
litt
le, bu
t no
w s
he is
big
bec
ause
she
ea
ts c
erea
l .”
• In
an
expe
rimen
t w
ith p
lant
s,
child
ren
desc
ribe
thei
r ob
serv
atio
ns:
“The
pla
nts
near
the
win
dow
gre
w, bu
t th
e pl
ants
with
no
light
bec
ame
yello
w .”
• Fe
eds
the
clas
s pe
t fis
h, w
ith a
dult
assi
stan
ce, an
d ex
plai
ns, “W
e gi
ve
them
spe
cial
foo
d ju
st f
or f
ish
but
not
too
muc
h .”
• Pr
ompt
dis
cuss
ion
of a
nim
al n
eeds
and
of
hum
an n
eeds
and
wan
ts (
dist
ingu
ishi
ng a
nee
d fr
om a
des
ire) .
97Chapter 22016 California Science Framework
EA
RT
H S
CIE
NC
ES
ST
RA
ND
EA
RT
H A
ND
SP
AC
E S
CIE
NC
ES
– C
A N
GS
S
1.0
Pro
pert
ies
and
Ch
arac
teri
stic
s of
Ear
th M
ater
ials
an
d O
bje
cts
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
1.1
In
vest
igat
e ch
arac
teri
stic
s (s
ize,
wei
ght,
sh
ape,
col
or, t
ex-
ture
) of
ear
th m
ater
ials
su
ch a
s sa
nd,
roc
ks, s
oil,
wat
er, a
nd
air.
1.1
Dem
onst
rate
incr
ease
d ab
ility
to
inve
stig
ate
and
com
pare
ch
arac
teri
stic
s (s
ize,
wei
ght,
sh
ape,
col
or, t
extu
re)
of e
arth
m
ater
ials
su
ch s
and,
roc
ks, s
oil,
wat
er, a
nd
air.
Su
ppor
t fo
r K
-PS
3-1
. Mak
e ob
serv
atio
ns t
o de
term
ine
the
effe
ct o
f su
nlig
ht o
n Ea
rth’
s su
rfac
e . [
Cla
rifi
cati
on
Stat
emen
t: E
xam
ples
of
Eart
h’s
su
rfac
e co
uld
incl
ude
sa
nd,
soi
l, ro
cks,
an
d w
ater
.]
PS3
.B –
Su
nlig
ht
war
ms
Eart
h’s
su
rfac
e. P
atte
rns
[CC
C-1
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Ex
plai
ns t
hat
sand
and
wat
er a
re
need
ed t
o m
ake
a sa
nd c
astle
.•
Play
s w
ith r
ocks
and
dis
cove
rs
that
she
can
use
a r
ock
to d
raw
on
a si
dew
alk .
• In
exp
lora
tions
of
air,
obse
rves
a
kite
fly
ing
and
com
mun
icat
es, “T
he
win
d bl
ows
real
ly h
ard
and
the
kite
go
es h
igh
into
the
clo
uds .
”
• Pr
ompt
obs
erva
tion
and
anal
ysis
of
how
sun
light
and
sh
ade
have
diff
eren
t ef
fect
s on
diff
eren
t su
rfac
es .
• U
se d
iscu
ssio
n of
obs
erva
tions
of
varie
d m
ater
ials
to
help
st
uden
ts d
evel
op r
ich
desc
riptiv
e la
ngua
ge a
nd t
erm
inol
ogy
to d
escr
ibe
mat
ter
prop
ertie
s
98
Transitional Kindergarten
Chapter 2 2016 California Science Framework
EA
RT
H S
CIE
NC
ES
ST
RA
ND
2.0
Ch
ange
s in
th
e Ea
rth
EA
RT
H A
ND
SP
AC
E S
CIE
NC
ES
– C
A N
GS
S
K-E
SS
2 E
arth
’s S
yste
ms
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
2.1
Obs
erve
an
d de
scri
be
nat
ura
l obj
ects
in t
he
sky
(su
n, m
oon
, sta
rs, c
lou
ds)
and
how
th
ey a
ppea
r to
mov
e an
d ch
ange
.
2.1
Dem
onst
rate
an
incr
ease
d ab
ility
to
obse
rve
and
desc
ribe
n
atu
ral o
bjec
ts in
th
e sk
y; b
egin
to
not
ice
how
th
ey a
ppea
r to
m
ove
and
chan
ge.
Su
ppor
t fo
r K
-ES
S2
-1. U
se a
nd s
hare
obs
erva
tions
of
loca
l w
eath
er c
ondi
tions
to
desc
ribe
patt
erns
ove
r tim
e .
[Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
qual
itat
ive
obse
rvat
ion
s co
uld
incl
ude
des
crip
tion
s of
th
e w
eath
er
(su
ch a
s su
nn
y, c
lou
dy, r
ain
y, a
nd
war
m);
exa
mpl
es o
f qu
anti
tati
ve o
bse
rvat
ion
s co
uld
incl
ude
nu
mb
ers
of s
un
ny,
w
indy
, an
d ra
iny
days
in a
mon
th. E
xam
ples
of
patt
ern
s co
uld
incl
ude
th
at it
is u
sual
ly c
oole
r in
th
e m
orn
ing
than
in
the
afte
rnoo
n a
nd
the
nu
mb
er o
f su
nn
y da
ys v
ersu
s cl
oudy
da
ys in
dif
fere
nt
mon
ths.
] P
atte
rns
[CC
C-1
]
Sta
bilit
y an
d C
han
ge [
CC
C-7
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• Re
cord
s hi
s ob
serv
atio
n of
the
sk
y by
dra
win
g a
pict
ure .
Ref
ers
to h
is d
raw
ing
and
indi
cate
s or
po
ints
to,
the
sun
and
the
clo
uds .
• G
estu
res
tow
ard
the
sky
and
com
mun
icat
es in
the
hom
e la
ngua
ge, “L
ast
nigh
t I
look
ed a
t th
e sk
y an
d I
saw
the
moo
n .”
• Co
mm
unic
ates
, “W
hen
I lo
oked
at
the
sky
with
my
dad,
I s
aw t
he
moo
n an
d it
was
rou
nd a
nd b
ig . I
saw
the
sta
rs, to
o .”
• Co
mm
unic
ates
, “So
met
imes
whe
n I
look
at
the
sky
at n
ight
, I
see
only
the
moo
n, a
nd s
omet
imes
I
see
the
moo
n an
d th
e st
ars .
”
• Pr
ovid
e a
rich
envi
ronm
ent
with
mul
tiple
opp
ortu
nitie
s fo
r ch
ildre
n to
bec
ome
inte
rest
ed in
, ob
serv
e, a
nd d
escr
ibe
phen
omen
a in
the
nat
ural
wor
ld .
• Pr
ompt
stu
dent
dis
cour
se a
nd c
omm
unic
atio
n ab
out
thei
r ob
serv
atio
ns .
99Chapter 22016 California Science Framework
EA
RT
H S
CIE
NC
ES
ST
RA
ND
EA
RT
H A
ND
SP
AC
E S
CIE
NC
ES
– C
A N
GS
S
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
2.2
Not
ice
and
desc
ribe
ch
ange
s in
wea
ther
.2
.2 D
emon
stra
te a
n in
crea
sed
abili
ty t
o ob
serv
e, d
escr
ibe,
an
d di
scu
ss c
han
ges
in w
eath
er.
K-E
SS2
-1. U
se a
nd s
hare
obs
erva
tions
of
loca
l wea
ther
co
nditi
ons
to d
escr
ibe
patt
erns
ove
r tim
e . [
Cla
rifi
cati
on
Sta
tem
ent:
Exa
mpl
es o
f qu
alit
ativ
e ob
serv
atio
ns
cou
ld
incl
ude
des
crip
tion
s of
th
e w
eath
er (
such
as
sun
ny,
clo
udy
, ra
iny,
an
d w
arm
); e
xam
ples
of
quan
tita
tive
ob
serv
atio
ns
cou
ld in
clu
de n
um
ber
s of
su
nn
y, w
indy
, an
d ra
iny
days
in a
m
onth
. Exa
mpl
es o
f pa
tter
ns
cou
ld in
clu
de t
hat
it is
usu
ally
co
oler
in t
he
mor
nin
g th
an in
th
e af
tern
oon
an
d th
e n
um
-b
er o
f su
nn
y da
ys v
ersu
s cl
oudy
day
s in
dif
fere
nt
mon
ths.
]
Pat
tern
s [C
CC
-1]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• A
child
who
is h
earin
g im
paire
d lo
oks
thro
ugh
the
win
dow
and
co
mm
unic
ates
in s
ign
lang
uage
, “I
t is
rai
ning
.”•
Com
mun
icat
es, “I
t is
win
dy .
The
win
d is
blo
win
g m
y ha
ir .”
• O
bser
ves
the
wea
ther
and
mak
es a
pr
edic
tion,
“Th
e sk
y is
gra
y . I
thi
nk it
is
goi
ng t
o ra
in .”
• O
bser
ves
the
char
t w
ith t
he d
aily
re
cord
ings
of
the
wea
ther
and
com
-m
unic
ates
, “T
his
wee
k, it
was
sun
ny
ever
y da
y .”
• Pr
ompt
obs
erva
tions
, re
cord
s, a
nd d
iscu
ssio
ns o
f w
eath
er .
100
Transitional Kindergarten
Chapter 2 2016 California Science Framework
EA
RT
H S
CIE
NC
ES
ST
RA
ND
EA
RT
H A
ND
SP
AC
E S
CIE
NC
ES
– C
A N
GS
S
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
By t
he e
nd o
f ki
nder
gart
en
2.3
Beg
in t
o n
otic
e th
e ef
fect
s of
w
eath
er a
nd
seas
onal
ch
ange
s on
th
eir
own
live
s an
d on
pla
nts
an
d an
imal
s.
2.3
Dem
onst
rate
an
incr
ease
d ab
ility
to
not
ice
and
desc
ribe
th
e ef
fect
s of
wea
ther
an
d se
ason
al
chan
ges
on t
hei
r ow
n li
ves
and
on
plan
ts a
nd
anim
als.
Sup
port
for
K-E
SS3
-2. A
sk q
uest
ions
to
obta
in
info
rmat
ion
abou
t th
e pu
rpos
e of
wea
ther
fo
reca
stin
g to
pre
pare
for
, an
d re
spon
d to
, se
vere
w
eath
er .*
[C
lari
fica
tion
Sta
tem
ent:
Em
phas
is is
on
loca
l for
ms
of s
ever
e w
eath
er.]
Sup
port
for
K-P
S3-1
. Mak
e ob
serv
atio
ns t
o de
term
ine
the
effe
ct o
f su
nlig
ht o
n Ea
rth’
s su
rfac
e .
[Cla
rifi
cati
on S
tate
men
t: E
xam
ples
of
Eart
h’s
su
rfac
e co
uld
incl
ude
san
d, s
oil,
rock
s, a
nd
wat
er.]
Pat
tern
s [C
CC
-1]
S
tabi
lity
and
Ch
ange
[C
CC
-7]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• In
the
dra
mat
ic p
lay
area
, pr
eten
ds it
is
a r
ainy
day
, pu
ts o
n bo
ots
and
a co
at,
and
carr
ies
an u
mbr
ella
.•
Whi
le p
layi
ng o
utsi
de o
n a
sunn
y da
y,
touc
hes
the
slid
e an
d co
mm
unic
ates
, “T
he s
un m
akes
it h
ot, ve
ry h
ot .”
• O
n ar
rival
in t
he m
orni
ng,
com
mun
icat
es, “I
t w
as s
o fo
ggy .
We
coul
dn’t
see
thro
ugh
the
win
dow
.”•
Com
mun
icat
es, “I
n th
e w
inte
r I
wea
r a
jack
et a
nd in
the
sum
mer
w
hen
it is
hot
, I
wea
r sh
orts
.”
• W
hen
stud
ents
mak
e sp
onta
neou
s ob
serv
atio
ns
or a
sk q
uest
ions
abo
ut t
he w
eath
er o
r ot
her
natu
ral
even
ts, pr
ovid
e op
port
uniti
es f
or e
labo
ratio
ns, an
d fo
llow
up
with
opp
ortu
nitie
s to
inve
stig
ate
and
disc
uss
the
phen
omen
a fu
rthe
r th
roug
h ac
tiviti
es o
r st
orie
s .
*The
per
form
ance
exp
ecta
tions
mar
ked
with
an
aste
risk
inte
grat
e tr
aditi
onal
sci
ence
con
tent
with
eng
inee
ring
thro
ugh
a Pr
actic
e or
Dis
cipl
inar
y Co
re I
dea .
101Chapter 22016 California Science Framework
EA
RT
H S
CIE
NC
ES
ST
RA
ND
At a
roun
d 48
mon
ths
of a
geAt
aro
und
60 m
onth
s of
age
EA
RT
H A
ND
SP
AC
E S
CIE
NC
ES
– C
A N
GS
S
By t
he e
nd o
f ki
nder
gart
en
2.4
Dev
elop
aw
aren
ess
of t
he
impo
rtan
ce o
f ca
rin
g fo
r an
d re
spec
tin
g th
e en
viro
nm
ent,
an
d pa
rtic
ipat
e in
act
ivit
ies
rela
ted
to it
s ca
re.
2.4
Dem
onst
rate
an
incr
ease
d aw
aren
ess
and
the
abili
ty t
o di
scu
ss
in s
impl
e te
rms
how
to
care
for
th
e en
viro
nm
ent,
an
d pa
rtic
ipat
e in
ac
tivi
ties
rel
ated
to
its
care
.
K-E
SS3
-3. C
omm
unic
ate
solu
tions
tha
t w
ill r
educ
e th
e im
pact
of
hum
ans
on t
he la
nd, w
ater
, ai
r, an
d/or
oth
er
livin
g th
ings
in t
he lo
cal e
nviro
nmen
t .*
[Cla
rifi
cati
on
Sta
tem
ent:
Exa
mpl
es o
f h
um
an im
pact
on
th
e la
nd
cou
ld in
clu
de c
utt
ing
tree
s to
pro
duce
pap
er a
nd
usi
ng
reso
urc
es t
o pr
odu
ce b
ottl
es. E
xam
ples
of
solu
tion
s co
uld
in
clu
de r
eusi
ng
pape
r an
d re
cycl
ing
can
s an
d b
ottl
es.]
Sys
tem
s an
d Sy
stem
Mod
els
[CC
C-4
]
Exam
ple
Stu
den
t A
ctio
ns
Exam
ple
Stu
den
t A
ctio
ns
Teac
her
Act
ion
s Th
at C
an E
licit
Stu
den
t A
ctio
ns
• H
elps
the
tea
cher
to
sort
re
cycl
able
item
s su
ch a
s pa
pers
, bo
ttle
s, a
nd c
ans .
• Tu
rns
off
the
fauc
et a
fter
w
ashi
ng h
is h
ands
.
• U
ses
recy
clin
g bi
ns m
ore
inde
pend
ently
. M
ay r
emin
d an
othe
r ch
ild t
o pu
t a
pape
r to
wel
in t
he b
lue
recy
clin
g bo
x .•
Rem
inds
a fr
iend
to
turn
off
the
fauc
et,
“so
we
do n
ot w
aste
wat
er .”
• U
se t
he c
lass
room
, ou
tsid
e pl
ay a
reas
, an
d ne
arby
par
ks
as p
lace
s w
here
stu
dent
s ob
serv
e, d
iscu
ss, an
d m
ake
deci
sion
s ab
out
actio
ns t
o m
aint
ain
a he
alth
y an
d at
trac
tive
envi
ronm
ent
for
them
selv
es a
nd f
or o
ther
s .•
Enga
ge s
tude
nts
in d
iscu
ssio
ns o
f th
e re
sour
ces
they
use
an
d w
here
the
y co
me
from
.
*The
per
form
ance
exp
ecta
tions
mar
ked
with
an
aste
risk
inte
grat
e tr
aditi
onal
sci
ence
con
tent
with
eng
inee
ring
thro
ugh
a Pr
actic
e or
Dis
cipl
inar
y Co
re I
dea .
102
Transitional Kindergarten
Chapter 2 2016 California Science Framework
ReferencesCalifornia Department of Education (CDE) . 2012a . California Preschool Learning Foundations .
Sacramento: California Department of Education . https://www .cde .ca .gov/ci/sc/cf/ch2.asp#link3
——— . 2012b . California Preschool Curriculum Frameworks . Sacramento: California Department of Education . https://www .cde .ca .gov/ci/sc/cf/ch2 .asp#link4
Engel, Susan . 2013 . “The Case for Curiosity .” Educational Leadership 70 (5): 36–40 . https://www .cde .ca .gov/ci/sc/cf/ch2 .asp#link5
Gopnik, Alison . 2012 . “Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications .” Science 337 (6102): 1623–1627 .
National Research Council (NRC) . 2007 . Taking Science to School: Learning and Teaching Science in Grades K–8 . Washington, DC: The National Academies Press .
Saçkes, Mesut, Kathy Cabe Trundle, Randy L . Bell, and Ann A . O’Connell . 2011 . “The Influence of Early Science Experience in Kindergarten on Children’s Immediate and Later Science Achievement: Evidence from the Early Childhood Longitudinal Study .” Journal of Research in Science Teaching 48 (2): 217–235 . https://www .cde .ca .gov/ci/sc/cf/ch2 .asp#link6