Jones Family farms

Science Curriculum Standards

Our Fall School Tours and Programs address many topics listed in the CT Science Curriculum Framework:

Pre-K
Kindergarten
Grade 1


 
Framework: PROPERTIES OF MATTER
PK.1.a. Some properties can be observed with the senses, and others can be discovered by using simple tools or tests.        
Grade Level Expectation
1. Uses senses to make observations of objects and materials within the                     child’s immediate environment.
                Preschool Assessment Framework
                COG 1 Engages in scientific inquiry
 
Framework: HEREDITY AND EVOLUTION
PK.2.a. Living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and response to stimuli.
                Grade Level Expectation
1.     Use the senses and simple tools to make observations of characteristics and behaviors of living and nonliving things.
2.     Give examples of living and nonliving things.
3.     Make observations and distinguish between the characteristics of plants and animals.
Preschool Assessment Framework
COG 1 Engages in scientific inquiry
COG 5 Compares and orders objects and events
P & S 9 Recognizes similarities and appreciates differences
 
Framework: ENERGY IN THE EARTH’S SYSTEMS
PK.3.a. Daily and seasonal weather conditions affect what we do, what we wear and how we feel.
                Grade Level Expectation
1.     Use the senses to observe and describe evidence of current or recent weather conditions (e.g., flags blowing, frost on window, puddles after rain, etc.)
3.   Identify the season that corresponds with observable conditions (e.g.,                     falling leaves, snow vs. rain, buds on trees or greener grass).
Preschool Assessment Framework
COG 1 Engages in scientific inquiry
 

 
Framework: OBSERVATIONS WITH THE SENSES
K.1.a. Some properties can be observed with the senses, and others can be discovered by using simple tools or tests.
Grade Level Expectation
2. Make scientific observations using the five senses, and distinguish between object’s observable properties and its name or its uses.
3. Classify organisms or objects by one and two observable properties and the rule used for sorting (e.g., size, color, shape, texture or flexibility).
Connecticut Mastery Test Correlation
A1. Use the senses and simple measuring tools, such as rulers and equalarm balances, to observe common objects and sort them into groups based on size, weight, shape or color.
 
Framework: CHARACTERISTICS OF LIVING THINGS
K.2.a. Living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and response to stimuli.
Grade Level Expectation
1. Observe and describe differences between living and nonliving things in terms of growth, offspring and need for energy from “food.”

4. Observe and write, speak or draw about similarities and differences between plants and animals.

Connecticut Mastery Test Correlation
A4. Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).
A6. Describe characteristics that distinguish living from nonliving things.
 
Framework: WEATHER OBSERVATIONS AND INFLUENCES
K.3.a. Daily and seasonal weather conditions affect what we do, what we wear and how we feel.
Grade Level Expectation

1. Use the senses to observe daily weather conditions.

2. Analyze weather data collected over time (during the day, from day to day, and from season to season) to identify patterns and make comparisons and predictions.

5. Make judgments about appropriate clothing and activities based on weather conditions.

Connecticut Mastery Test Correlation
A7. Describe and record daily weather conditions.
A8. Relate seasonal weather patterns to appropriate choices of clothing and activities.
 

 
Framework: STRUCTURE AND FUNCTION
1.2.a. Animals need air, water and food to survive.
1.2.b. Plants need air, water, and sunlight to survive.
                Grade Level Expectation
1. Infer from direct observation and print or electronic information that most animals and plants need water, food and air to stay alive.
3. Sort and classify plants (or plant parts) by observable characteristics (e.g., leaf shape/size, stem or trunk covering, flower or fruit).
                Assessment
                A12. Describe the different ways that animals, including humans, obtain                        water and food.
                A13. Describe the different structures plants have for obtaining water                            and sunlight.