STEMscopes Georgia Science Student Notebook Grade K

K STEMscopes Georgia Student Notebook

I belong to:

a part of STEMscopes NGSS

Georgia_Kinder_Book.indd 1

Kindergarten Notebook

My teacher is:

developed by Accelerate Learning, Inc. & Rice University

(800) 531-0864

6/23/17 12:10 PM

GEORGIA Student Notebook – Kindergarten ISBN: 978-1-946725-70-7

Published by Accelerate Learning Inc., 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2017, by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

To learn more, visit us at www.acceleratelearning.com

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GEORGIA

This Student Notebook is designed to be used as a companion piece to our online curriculum.

The pages of this book are organized and follow the 5E model.

Student Handout

ENGAGE

A short activity to grab students’ interest

Student Journal

EXPLORE

A hands-on activity in which students get expereince with the concept being taught

STEMscopedia

EXPLAIN

A reference material that includes parent connections, technology, and science news

Reading Science A reading passage about the concept that includes comprehension questions

ELABORATE Math Connection

A set of grade-level appropriate math problems that address the concept

Writing Science

EVALUATE

A writing prompt based on the concept studied in which the students can demonstrate what they have learned

Only student pages are included in this book and directions on how to use these pages are found in our online curriculum. Use the URL address and password provided to you by your district to access our full curriculum.

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Kindergarten Student Notebook Table of Contents

Lesson

Page

Earth and Space Science KE1ABC

1

KE2A

25

KE2B

49

KE2C

73

The Day and Night Sky Earth Materials Observing Rocks Observing Soil Life Science KL1AB

97

KL2A

119

KL2B

141

Living and Nonliving Things Animals Plants © Accelerate Learning Inc. - All Rights Reserved

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Kindergarten Student Notebook Table of Contents

Lesson

Page Life Science

KL2C

Trait Inheritance and Variation

165

Physical Science KP1ABC

187

KP2AB

215

Physical Properties of Matter Types of Motion Appendix

Glossary

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Kindergarten Earth and Space Science

KE1AB

The Day and Night Sky

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KE1AB The Day and Night Sky

Explore Student Journal Name:

Date:

Draw what you observe during each part of the day and night cycle.

Night to Day

Day

Day to Night

Night

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KE1AB The Day and Night Sky

Explore Student Journal Day and Night Cycle Night to Day

Day

I see I see ____________________________ ____________________________ ___________________________.

___________________________.

I feel I feel ____________________________ ____________________________ ___________________________.

___________________________.

Day to Night

Night

I see I see ____________________________ ____________________________ ___________________________.

___________________________.

I feel I feel ____________________________ ____________________________ ___________________________.

___________________________.

What part of the cycle happens before day? ____________________________________________________________________

What part of the cycle happens after night? ____________________________________________________________________

During which parts of the cycle would you see the Sun? ___________________________________________________________________________ 4

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KE1AB The Day and Night Sky

Explore Student Journal Name:

Date:

Draw what you observe during each part of the day and night cycle.

Night to Day

Day

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Day to Night

Night

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KE1AB The Day and Night Sky

Explore Student Journal Day and Night Cycle Night to Day

Day

I see I see ____________________________ ____________________________ ___________________________.

___________________________.

I feel I feel ____________________________ ____________________________ ___________________________.

___________________________.

Day to Night

Night

I see I see ____________________________ ____________________________ ___________________________.

___________________________.

I feel I feel ____________________________ ____________________________ ___________________________.

___________________________.

What part of the cycle happens before day? ____________________________________________________________________

What part of the cycle happens after night? ____________________________________________________________________

During which parts of the cycle would you see the Sun? ___________________________________________________________________________ 4

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STEMscopedia: THE DAY AND NIGHT SKY KE1AB

Reflect

Look up to the sky. What do you see? We see many things in the sky.

Clouds can look white.

These clouds are big and puffy.

The sun is big and round.

It is very bright. It heats the earth.

Stars look like small points of light. You can see them at night.

The moon looks bigger than the stars. Sometimes it looks round.

Now you try! Look at the sky. In the space below draw what you see.

BE CAREFUL: Do not look directly at the Sun! You can hurt your eyes.

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STEMscopedia: THE DAY AND NIGHT SKY Look Out!

Day and night happen over and over.

During the day, we can see the Sun. It is light outside.

At night, we cannot see the sun. We may see the Moon and stars.

Things You See in the Day and Night Sky Think about what things you can see in both the day and the night sky.

Do you see clouds in the day and the night sky?

Yes, we can see clouds during the day and during the night. Clouds are very easy to see in the day because of the sunlight. Clouds can be seen at night against the Moon and stars.

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STEMscopedia: THE DAY AND NIGHT SKY What Do You Think?

Do you see stars in the day and the night sky?

We can see one star during the day. We can see many stars at night.

The Sun is a star that we see during the day. It is so bright we can’t see the other stars during the day. We can’t see the Sun at night, but we can see other stars.

Do you see the Moon in the day and the night sky?

Yes, we can see the Moon during the day and during the night.

The Moon is in the sky during the day. It can be seen some mornings, but it seems to fade away as the light from the Sun gets brighter. Look for the Moon as you come to school. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: THE DAY AND NIGHT SKY Try Now

Look at this picture. It is daytime. The Sun is shining.

DAY

NIGHT

Look at these pictures. Circle if it is day or night.

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DAY

NIGHT

DAY

NIGHT

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STEMscopedia: THE DAY AND NIGHT SKY Connecting With Your Child

Observing Objects in the Sky On a clear evening, take your child outside to observe the sunset and the night sky for about one hour.

Bring paper and crayons so that your child can sketch what he or she observes. If possible, go to an area where there is not much light pollution from surrounding buildings.

If you go to a very dark area, be sure to bring along a lamp or flashlight. Bring along a few pieces of paper or a notebook so that your child can draw a few different pictures.

Here are some questions to discuss with your child: • When we first arrived, was it day or night? When we left, was it day or night?

• What things do you see in the sky? What do they look like?

• How will the sky change again tomorrow morning?

As you watch the sunset, have your child sketch the sky at 10- or 15-minute intervals. Ask your child to include objects in the sky in the drawing (the Sun, clouds, stars, etc.). Be careful not to gaze directly into the Sun, as this can damage your eyes. When you first arrive, have your child predict what the sky will look like in an hour. Then have your child compare the final sketch to the prediction.

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KE1AB The Day and Night Sky

Reading Science Name:

Date:

Rabbit’s Amazing Day

Reading Science Kindergarten: The Day and Night Sky © Accelerate Learning Inc. - All Rights Reserved

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KE1AB The Day and Night Sky

Reading Science

Rabbit opened his eyes. It was bright outside. It must be morning. Rabbit brushed his teeth. He brushed his fur.

It was time to eat breakfast.

Rabbit looked outside. The Sun was shining. It was bright. The Sun was close to a hill. Rabbit put on his hat. He went to his garden.

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KE1AB The Day and Night Sky

Reading Science

Rabbit worked in his garden. He pulled carrots. He cut lettuce. It was getting hotter outside. Rabbit dripped with sweat.

Rabbit looked up. The Sun was above him. The sun moved! It was not near the hill. “Oh no!” thought Rabbit.

Rabbit hopped inside his cool burrow.

He made lunch. He had carrots. He had lettuce. Rabbit felt sleepy. It was time to nap.

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KE1AB The Day and Night Sky

Reading Science

Rabbit took a long nap. He looked out the window when he woke up. He saw the sun by a hill on the opposite side of his burrow.

Rabbit was scared. Why was the Sun moving?

Soon Rabbit did not see the sun. Where did it go? He saw little dots of light. Rabbit did not know what they were. It was also dark outside. Rabbit called his friend Frog.

Frog told him the dots were stars. Rabbit was afraid they would fall on him. Frog told him they stay in the sky. They will not fall.

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KE1AB The Day and Night Sky

Reading Science

Rabbit put on a blanket. It was colder outside now. Rabbit also asked Frog about the other light he saw. It was a dim light.

It looked like a half a circle. It was high in the sky. Frog told Rabbit the Earth has one moon. The Moon goes around the Earth once each month.

The Moon gives the Earth light at night.

It also moves across the sky like the Sun. It moves because the Earth spins like a top. It spins once each day. Because it spins, the Sun and Moon rise and set.

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KE1AB The Day and Night Sky

Reading Science

Rabbit felt better. Frog helped him know about the sky. He stayed looking at the night sky. He did not take his eyes off the sky for a long time. The Moon moved and followed the Sun over the hill. Much later the Sun came up. It was morning again!

Rabbit was amazed with the sky.

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KE1AB The Day and Night Sky

Reading Science

1 Why was the rabbit scared?

A He was alone B He had not seen the sun move before C It was getting hot outside D He saw the Moon 2 What is another word for a burrow?

A Lunch B Bed C Refrigerator D House

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KE1AB The Day and Night Sky

Reading Science

3 What did Rabbit learn about from his friend Frog?

A The sun is hot B The Earth has two moons C He should be scared of the sky D He shouldn’t be afraid of the sky 4 Why did it get colder when Rabbit saw the Moon?

A The Moon makes the Earth cool B The Sun was had set C The stars make the Earth cool D The Sun was about to shine

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KE1AB The Day and Night Sky

Reading Science

5 What can you tell about the Sun and Moon from the reading?

A The Sun is cold and the Moon is hot B The Earth moves the Sun and Moon C The Sun and Moon can be seen every day D The Sun is brighter than the Moon

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KE1AB The Day and Night Sky

Math Connections Name:

Date:

1. John went outside on a beautiful sunny day and counted the clouds he saw up in the sky. That night, he counted as many stars as he could.

How many clouds did he count? clouds How many stars did he count? stars How many more stars are there than clouds?

more stars

2. Kate goes outside every few days to see what the Moon looks like. She decides to draw the Moon every time she goes outside to see it.

How many days did Kate go outside to see the moon?

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days

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KE1AB The Day and Night Sky

Math Connections 3. Mrs. Smith’s class wanted to see how much of a popscicle the Sun could melt during recess. They set a Popsicle outside at 1:00 p.m. and measured how tall it was. At 1:30 p.m., they measured the height of the Popsicle again.

1:00 p.m.

1:30 p.m.

How many blocks tall was the Popsicle at 1:00 p.m.?

blocks tall

How many blocks tall was the Popsicle at 1:30 p.m.?

blocks tall

How many blocks taller was the Popsicle at 1:00 p.m. than at 1:30 blocks taller p.m.?

4. Jack’s teacher asked him to draw the objects that he could see in the sky. How many objects did he draw?

objects 22

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KL2B Plants

Writing Science Name:

Date:

Label the parts of this plant.

Roots Stem Leaves © Accelerate Learning Inc. - All Rights Reserved

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KL2B Plants

Writing Science Topic:

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Kindergarten Earth and Space Science

KE2A

Earth Materials

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KE2A Earth Materials

Student Handout Name:

Date:

Earth Materials Air is a gas found all over Earth that helps plants and animals grow. Some other Earth materials are soil, rocks, and water. Observe some of these materials, and draw pictures of places where you might have seen these materials in the boxes below.

Soil

Rocks

Water

1.

1.

1.

2.

2.

2.

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KE2A Earth Materials

Explore Student Journal Name:

Date:

What is in the Bag? Circle the words that best describe each object. Write your guess in the blank.

Bag 1:

Bag 2:

It feels (heavy/light).

It feels (heavy/light).

It feels (hard/squishy).

It feels (hard/squishy).

It is made of (big/little) pieces.

It is made of (big/little) pieces.

I think it is _____________________________________.

I think it is _____________________________________.

It was _______________________________.

It was _______________________________.

Bag 3:

Bag 4:

It feels (heavy/light).

It feels (heavy/light).

It feels (hard/squishy).

It feels (hard/squishy).

It is made of (big/little) pieces.

It is made of (big/little) pieces.

I think it is _____________________________________.

I think it is _____________________________________.

It was _______________________________.

It was _______________________________.

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KE2A Earth Materials

Explore Student Journal Look at the picture. Circle the rocks. Put a star on the places where you see soil. Draw a box around the air. Draw a wavy line over the water.

Write one word that describes each Earth material.

Soil: Rocks: Water:

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STEMscopedia: EARTH MATERIALS KE2A

Reflect

Look at Earth. What colors do you see?

You can see blue water. You can see brown soil. Maybe the grey and black colors are rocks. You can see green places where plants are growing. You can see white clouds floating in the clear air.

Water, soil, rocks, plants, and air are natural Earth materials. They are not made by humans. Humans can use these materials to make things.

Now you Try! Circle the pictures of materials that come from the Earth, not made by humans.

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STEMscopedia: EARTH MATERIALS

Earth gives us water. What are some ways we use water?

For drinking

For watering vegetables

For playing

For washing

For boating

Earth gives us soil. How do we use soil?

We can use soil to grow plants and food. In the space below, draw a picture of a vegetable that can be grown in soil.

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STEMscopedia: EARTH MATERIALS Earth gives us rocks. How do we use rocks?

To build walls

To build houses

We can combine Earth materials to make things.

Bricks are made from clay,sand, and water.

Cement is made from stone, sand, and water.

Paint is made from dyes, oil, and water.

Hot air balloons are made from cloth and hot air.

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STEMscopedia: EARTH MATERIALS

Try Now

Now You Try! Draw a circle around the correct answer to each question.

Some questions have two answers.

Which rocks would you use to fill the bottom of an aquarium?

THESE ROCKS

THESE ROCKS

Which rock would you use as a smooth paperweight?

ROCK 1

ROCK 2

What do you need to put in a pot to hold the roots of a plant?

SOIL

WATER

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STEMscopedia: EARTH MATERIALS Connecting With Your Child

What’s it made of? Take a field trip with your child to see how Earth materials such as soil, sand, rocks, water, and air are used in everyday life. Your child should try to use all senses where possible.

blows and turns the blades, which causes other gears to turn to make electricity. While on the farm, see how soil is used to grow different crops. If allowed, touch the soil. Is it dry or moist, smooth or gritty?

Look for a park where the soil is the foundation for trees and shrubs.

Can your child hear the wind blowing? Perhaps wood chips make up the ground around play equipment.

What smell does the wood have?

Are there cement sidewalks, gravel driveways, or rock walls?

Touch the sidewalk or a wall. Does it feel warm from the sun?

Use the Internet to look up objects that are not obviously made of a particular material. Try to find pictures to show your child which natural resources are used in the manufacturing process.

Here are some questions to discuss with your child: 1. Is that object made by nature or by humans?

2. Is that object made of one Earth Go to an airport to look for metal planes and buildings. Metal comes material or a combination of Earth materials? from rocks that have special ore, such as iron or aluminum. The rocks 3. How can we save water, so we don’t use it all up? are ground up and heated until they melt. The molten metal is formed 4. Why are only hard rocks used for building materials? into shapes, such as the body of a plane or the edge of a window.

Look for a farm where you see a windmill or wind turbine. The air

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KE2A Earth Materials

Reading Science Name:

Date:

Leah’s Hiking Trip

Reading Science Kindergarten: Earth Materials © Accelerate Learning Inc. - All Rights Reserved

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KE2A Earth Materials

Reading Science

It was Saturday. Leah’s family was going hiking. The sun was shining. It was a nice day for a hike.

“I can’t wait!” shouted Leah.

Leah started running down the dirt path.

She felt the cool breeze on her face. She loved being outside. The air was crisp. The air was clean. It smelled good.

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KE2A Earth Materials

Reading Science

Leah and her family came to a small creek. The water glistened. It was shiny.

Leah picked something off the ground.

It was a rock. She threw the rock in the creek. It made a small splash. Leah picked up a bigger rock. She squeezed it hard. It broke. It wasn’t a rock. It was soil!

Leah kept throwing rocks in the creek.

Splash! Splash! Splash! There were a few stones in the creek. They were big.

Their tops were above the water. Leah’s dad stepped on a stone. He stepped on another. © Accelerate Learning Inc. - All Rights Reserved

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KE2A Earth Materials

Reading Science

“Come on!” he said to Leah. Leah’s mom took Leah’s hand. They stepped on the first stone. The water was below. Leah’s eyes got big. A fish swam below her.

“A fish! Wow!” said Leah excitedly.

Leah saw more fish. Her shoes got wet from the water. It didn’t bother Leah. The smile stayed on her face.

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KE2A Earth Materials

Reading Science

Leah’s family kept hiking. Leah found a stick from a tree. She found a feather from a bird. She found a shiny, purple rock. She would take these things home.Leah loved hiking! She couldn’t think of a better way to spend a Saturday.

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KE2A Earth Materials

Reading Science

1 What does glistened mean?

A To move B To roll C To shine D To rain 2 What did Leah pick up that broke in her hand?

A A rock B Soil C Water D A twig

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KE2A Earth Materials

Reading Science

3 Why did Leah’s eyes get big?

A She was scared B She was sad C She was excited D She was worried she would fall 4 You can tell that – A Leah’s family likes hiking B Leah’s family does not know how to swim C Leah likes to find animals D Leah’s dad is scared of water

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KE2A Earth Materials

Reading Science

5 What can you NOT tell about rocks from the passage?

A Rocks are different colors B Rocks make a splash in water C Rocks are different sizes D Rocks are smooth

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KE2A Earth Materials

Math Connections Name:

Date:

1. Betty sorted the following Earth materials into groups. How many materials are there altogether? ___________ materials

+ = 2. If Betty takes two of the rocks away from the picture above, how many total materials will be left? materials 3. Wind is an Earth material that can help kites fly. Brian went to the store to pick out a new kite. The kites were sorted by color on the shelves.

Orange Green Blue How many orange kites are there?

How many green kites are there?

How many blue kites are there?

Which color has the most kites? © Accelerate Learning Inc. - All Rights Reserved

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KE2A Earth Materials

Math Connections 4. A city is building windmills to create electricity. First, they built six windmills. They decided that was not enough, so they built three more windmills. How many windmills are there now? ______ windmills

5. Nicole likes to collect rocks. She also likes to give rocks to friends and family as gifts. If she gives away three rocks from her collection, how many does she have left? ______ rocks

–

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=

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KE2A Earth Materials

Writing Science Name:

Soil

Date:

Rocks

The color of the soil is

I think the soil feels

Are the rocks soft or hard?

Something bigger than the rocks is © Accelerate Learning Inc. - All Rights Reserved

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Kindergarten Earth and Space Science

KE2B

Observing Rocks

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KE2B Observing Rocks

Explore Student Journal Name:

Date:

Observing Rocks Part I: Rocks Draw your rock.

My rock feels .

The color of my rock is .

The length of my rock is .

My rock is most like this shape:

My rock and my friend’s rock have the same .

My rock and my friend’s rock have different © Accelerate Learning Inc. - All Rights Reserved

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.

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KE2B Observing Rocks

Explore Student Journal Observing Rocks Part I: Rocks Draw another rock.

My rock feels .

The color of my rock is .

The length of my rock is .

My rock is most like this shape:

My rock and my friend’s rock have the same .

My rock and my friend’s rock have different

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.

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KE2B Observing Rocks

Explore Student Journal Observing Rocks Part II: Groups of Rocks Group your rocks in different ways. Draw them in the chart below and explain how they were grouped.

My group of rocks:

The rocks were grouped by:

My partner’s group of rocks:

The rocks were grouped by:

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STEMscopedia: OBSERVING ROCKS KE2B

Reflect

Have you ever collected rocks?

Many people like to bring rocks home from their vacations to remember the trips.

What did you do with your rocks?

Build things with them? Arrange them by color or shape?

Maybe you have a special place with rocks where you like to climb and play.

Rocks are everywhere.

Rocks are hard objects made from parts of the planet. They come in many different colors and sizes.

They come in many different shapes and textures.

Rocks are also very useful. People Texture is how something feels. The can use rocks for many different texture of the rocks on the beach is things. smooth. What is the texture of the How did a zoo use the rocks in the rock the girl is sitting on? picture?

Look around the room. Do you see any rocks? How are they being used?

Let’s learn more about rocks!

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STEMscopedia: OBSERVING ROCKS Use your senses. How can we describe rocks?

These rocks have different SIZES. One rock is small.

One rock is big.

These rocks have different COLORS. Some are dark. Some are light.

These rocks have different SHAPES. One rock is tall and square. One rock is flat.

These rocks have different TEXTURES. One feels smooth. One feels rough.

Now you try! This person is holding different rocks.

Circle your answers: Are the rocks different sizes?

YES NO Are the rocks different colors?

YES NO Are the rocks different shapes?

YES NO

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© Accelerate Learning Inc. - All Rights Reserved

12/18/25 10:37 AM

STEMscopedia: OBSERVING ROCKS We can use rocks for different things.

People use rocks to build walls.

These houses are made of stone.

People use rocks in gardens and around ponds.

People like to climb and play on rocks.

Picking the Right Rock for the Job Look again at the pictures above. Think about how the rocks are alike and different. Think about how they are right for the job.

How would you describe the rocks that were used to build the wall?

How would you describe the rocks that were used to build the houses?

How would you describe the rocks that were used to decorate the pond?

How would you describe the rocks that were used for climbing? © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: OBSERVING ROCKS Now you try!

Draw a circle around the correct answer to each question.

Which rocks are bigger?

THESE ROCKS

THESE ROCKS

Which rock is smooth?

ROCK 1

ROCK 2

Which rock is rough?

ROCK 1

ROCK 2

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STEMscopedia: OBSERVING ROCKS Connecting With Your Child

Rock Hunting Field Trips Take a field trip with your child to see how rocks are being used by people. Look for places in the neighborhood, like a park or zoo; or go on a family drive where you can observe rocks being used in walls, buildings, gardens, etc. Encourage your child to describe the rocks’ shapes, colors, sizes, and textures.

Discuss why rocks were chosen for specific uses. For example, flat stones are used for walls and walkways, round rocks are used for curb stones, and light or dark colored rocks are used in statuary and other decorations.

Take along a small container or egg carton to collect rocks on your field trips. Encourage your child to group or organize the rock collection in different ways, such as by size, shape, color, or texture.

Here are some questions to discuss with your child: 1. How can rocks be used by people?

2. What are different ways to group or organize rocks?

3. If you walked along a river from beginning to end, where would you find the smoothest river rocks? Why?

If you have access to moving water, discuss how water shapes rocks by breaking them down into small grains. Look for smooth river rocks and compare them to jagged rocks farther from the streambed. Look for places where a stream flows over solid rock, and discuss how the water has shaped the rock over many years by creating grooves and pockets.

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KE2B Observing Rocks

Reading Science Name:

Date:

Rocks, Rocks, Rocks

Reading Science Kindergarten: Observing Rocks © Accelerate Learning Inc. - All Rights Reserved

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KE2B Observing Rocks

Reading Science

Mr. Thomas was a teacher. His class was learning about rocks. It was time to take a field trip.

“Find rocks. Put them in your bags,” said Mr. Thomas.

Mr. Thomas led his class out the door.

The class walked around the school. They looked for rocks.

Jake was a student. Jake found four rocks.

Two were big. Two were small.

Mara found three rocks. One was smooth.

Two were sharp.

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KE2B Observing Rocks

Reading Science

Toby found five rocks. Some were heavy.

Some were light. Some were dark in color.

Some were light in color.

The class found a lot of rocks. They walked back to their classroom. They put all their rocks on their desks.“I want you to sort your rocks,” said Mr. Thomas.

Jake sorted his rocks. He lifted his rocks in his hands. Some were heavy. Jake made a heavy pile. Some were light. He made a light pile.

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KE2B Observing Rocks

Reading Science

Mara saw one rock looked smooth.

She felt the rock with her fingers, it was smooth. She put it by itself. She made a jagged pile with the other two rocks. She made a pile for some rocks that are both smooth and jagged.

Toby noticed his rocks were different colors. Some rocks were black. Some rocks were brown. Some rocks were white. Some rocks were tan. Toby even found a purple rock.The students drew their rocks in their science notebooks.

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KE2B Observing Rocks

Reading Science

Toby drew his purple rock. His purple rock was also sparkly.

Mr. Thomas called the class to the carpet.

They each brought their rocks. The students shared their rocks. They sorted them in many ways. They started a rock museum in their classroom to continue their study of rocks.

When it was recess time, all the kids were hunting for rocks. Rocks are neat!

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KE2B Observing Rocks

Reading Science

1 What is another word for jagged?

A Smooth B Rough C Color D Light 2 How was one of Toby’s rocks different from the others?

A Heavier B Smaller C Lighter D Sparkly

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KE2B Observing Rocks

Reading Science

3 How can you tell the students enjoy rocks?

A They sorted rocks B They started a rock museum C They hunted for rocks at recess D They found a purple rock 4 Where does this story mainly take place?

A Classroom B Neighborhood C Playground D Rock museum

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KE2B Observing Rocks

Reading Science

5 Jake sorted his rocks by their weight. What does light mean when talking about weight?

A Something that you turn on B Something that doesn’t weigh a lot C Something that is not bright in color D A flame

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KE2B Observing Rocks

Math Connections Name:

Date:

1. Sarah went on a camping trip near a river with her family. She collected smooth rocks. How many rocks did she collect?

_________ rocks 2. Ryan found a large rock on the playground near his house. He brought it to school to show his teacher. He wanted to know how tall it was, so his teacher gave him a ruler to measure the rock’s height. About how tall is Ryan’s rock?

__________ inches

3. A class went on a rock hunt during recess. They sorted their rocks into two groups: smooth rocks and bumpy rocks.

smooth rocks

bumpy rocks

How many more bumpy rocks than smooth rocks did the class find?

A. 5 B. 4 C. 3

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KE2B Observing Rocks

Math Connections 4. Mrs. Jackson’s class was using hand lenses during their science lesson on observing rocks. At the end of the lesson, the teacher asked the students to put their hand lenses on her desk in equal rows. How many students A. must 14 be in Mrs. Jackson’s B. 18 class?

C. 15

A. 14

B. 18

C. 15

5. Jessica used her smooth rocks to find out the length of her pencil.

About how many rocks long is Jessica’s pencil?

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rocks

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KE2B Observing Rocks

Writing Science Name:

Date:

Describe the rocks.

Are the rocks soft or hard?

Are the rocks big or small?

Are the rocks smooth or rough?

Which rock is your favorite? © Accelerate Learning Inc. - All Rights Reserved

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Kindergarten Earth and Space Science

KE2C

Observing Soil

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KE2C Observing Soil

Explore Student Journal Name:

Date:

Observing Soils Draw a picture of each type of soil.

A (Clay)

B (Loam)

Soil Type

C (Potting)

D (Sandy)

Particle Size (Circle the word that best describes the particles).

SMALL

A (Clay)

MEDIUM

LARGE SMALL

B (Loam)

MEDIUM

LARGE SMALL

C (Potting)

MEDIUM

LARGE SMALL

D (Sandy)

MEDIUM

LARGE

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KE2C Observing Soil

Explore Student Journal Soil Type

Write one word to describe the texture (how the soil feels).

A (Clay)

B (Loam)

C (Potting)

D (Sandy)

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KE2C Observing Soil

Explore Student Journal Soil Type

Write one word to describe the soil color.

A (Clay)

B (Loam)

C (Potting)

D (Sandy)

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KE2C Observing Soil

Explore Student Journal Circle all ways we can observe soils.

Color

Taste

Texture

Particle Size

Draw tools that you can use to observe soil.

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STEMscopedia: OBSERVING SOIL KE2C

Reflect

Have you ever splashed in mud after it rains? You might have even made mud by mixing dirt and water. Did you know that some people make their homes out of mud? Other people make homes out of rock.

Plants like to live in rocks and dirt and water, too. The dirt that plants live in is called soil.

Soil is an important resource. A resource is something that we use. Can you think of where you might have seen soil being used?

You bet! Let’s observe soil and how we use it.

Look at the pictures below. How is the soil being used in each picture?

How would you describe the soil in each picture?

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STEMscopedia: OBSERVING SOIL What Do You Think?

Soil can be sorted by color and texture. Soil covers the land on Earth.

It is made of many different things. Soil can be smooth or rough. It can crumble or stick together if you squeeze it.

Let’s look at some different types of soil.

Sandy soil is made of sand. Water can pass easily through this type of soil. Sandy soil will crumble if you squeeze it. Sandy soil does not have many living things in it. What texture do you think this soil has?

Clay soil is very smooth. Water does not pass easily through clay. Clay soil will stick together in a lump if you squeeze it.

Clay soils come in many colors. The color of this soil is red.

Topsoil is very dark in color. Water passes through the soil slowly so that plants can soak it up through their roots.

Topsoil has many good things in it for plants and animals. These good things are called nutrients.

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STEMscopedia: OBSERVING SOIL Work with a partner to describe the soils in this person’s hands.

What color is the soil? _____________________________ How does the soil feel? _____________________________ Is the soil sandy, clay, or topsoil? _____________________________

Try Now

See what kind of soil there is around the school.

1. Go outside and find a spot of soil.

2. Look at the soil up close. Use a hand lens if you need it.

3. Look at the color of the soil. What color is it?

4. Feel the soil in your hand. What is its texture?

5. If you grab a handful of the soil and squeeze it, what does it do?

6. What kind of soil do you think you found? hand lens: a tool with a piece of glass that makes things look bigger than they are

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STEMscopedia: OBSERVING SOIL Look Out!

Everyday Life: Soil is very useful.

People have used soil for thousands of years. People began planting crops in soil long ago. People mix clay soil with water. Then they bake it in sunlight or in an oven. The clay soil gets hard. People use it to make pots, statues, buildings, and other things.

This house is make from a special clay called adobe.

These pots are made from clay soil. The water was mixed with water and baked.

Remember that topsoil has many nutrients. People use topsoil to grow fruits, vegetables, and flowers. People also use topsoil to pot plants for their homes.

Topsoil helps plants grow indoors as well as outdoors.

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STEMscopedia: OBSERVING SOIL Connecting with Your Child

Soil and Water Retention Encourage your child to observe and describe the colors and textures of different soils. With your child, investigate the ability of different soils to hold water.

1. First, get plastic cups for each type of soil to be tested. You can use sand, garden soil, clay soil, etc.

2. Poke several small holes in the bottom of each cup.

3. Place a different soil in each of the plastic cups. Make sure that all the cups have equal amounts of soil or sand in them.

4. Place a paper towel under each cup. Pour the same amount of water into each cup at the same time. Watch the paper towels under the cups for signs of moisture.

Here are some questions to discuss with your child: 1. How can you tell the different types of soil apart?

2. Which paper towel got wet first?

3. Which cup took the longest to drain?

4. Which soil would be good for a growing plant? Why do you think so?

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KE2C Observing Soil

Reading Science Name:

Date:

The Scoop on Soil

Reading Science Kindergarten: Observing Soil © Accelerate Learning Inc. - All Rights Reserved

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KE2C Observing Soil

Reading Science

Soil is all around us. It comes from the Earth. We wipe it off our shoes. We wipe it off our hands. We plant seeds in it. We play in it.

We need soil to live. Soil gives us plants.

Plants give us food. Soil is a home for some animals.

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KE2C Observing Soil

Reading Science

Soil can smell. It smells like dirt. Dirt smells musty. Dirt can smell rotten. This is because there are dead leaves in some soil. There are also dead animals in some soil. They both break down. Dead animals and dead leaves decay and go back into the Earth in soil. These dead things make the soil good for growing plants.

Some topsoil is black in color. Topsoil is made up of tiny grains of sand and clay and dead matter. You put water with it and it gets sticky. Topsoil is best for growing plants. There are lots of roots in black soil. © Accelerate Learning Inc. - All Rights Reserved

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KE2C Observing Soil

Reading Science

Plants get air in topsoil. Plants get water in topsoil. This helps them grow.

There are other types of soil. Clay is another kind of soil. It is sometimes red. It is sometimes gray. Clay sticks together. It holds more water than soil. You can find clay below topsoil. Dig a hole. First, you will find topsoil. Keep digging and you will sometimes find clay.

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KE2C Observing Soil

Reading Science

Sand is another type of soil. It is a tan color. It is made of tiny rocks. It can feel sharp. It can feel grainy. Plants don’t grow well in sand. Sand does not holdwater well. Some animals can live in sand.

Different soil is everywhere. People like to play in soil. Animals live in soil. Soil is needed to live. Soil is important!

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KE2C Observing Soil

Reading Science

1 How are topsoil and sand the same?

A They are both tiny grains B They both hold water C They are found everywhere D Animals live in them 2 What type of soil holds water well?

A Sand B Topsoil C Clay D Gravel

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KE2C Observing Soil

Reading Science

3 What does the reader learn about soil?

A Soil goes deep in the Earth B Soil is not important C Soil is made of rocks D Clay does not stick together 4 What do plants grow well in?

A Clay B Sand C Gravel D Topsoil

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SSS GA18 SN Kindergarten.indb 91

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KE2C Observing Soil

Reading Science

5 What does the reader mostly read about?

A Clay is a type of soil B Topsoil grows plants C There are different types of soil D People like soil

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KE2C Observing Soil

Math Connections Name:

Date:

The school is building a garden and needs your help! The garden needs the different types of soil shown in the chart below.

Amount of Soil Needed for the Garden Type of Soil

Cups Needed Each can equals 1 cup

Sandy

Humus

Topsoil

1. Write the total number of cups of each type of soil needed for the garden.

• The garden needs ______ cups of sandy soil.

• The garden needs ______ cups of humus.

• The garden needs ______ cups of topsoil.

2. What is the total number of cups of soil the garden needs? (Count by ones.) ________ cups

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KE2C Observing Soil

Math Connections 3. Mrs. Franklin passed out hand lenses to each group so they could see the texture and color of the soil. She gave three hand lenses to group A and four hand lenses to group B. How many hand lenses did both groups have altogether? (Hint: draw a picture.)

4. Your classmates are building a wall from rocks they found while digging holes for different plants. Below is a chart showing the different types of rocks they found. Show with tally marks how many of each type of rock they found.

Types of Rocks Found Rocks

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Tally

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KE2C Observing Soil

Writing Science Name:

Date:

This tool is called a

It helps me to

the small pieces in the soil.

Write two words that describe the soil in the picture.

My hands help me feel the

of the soil.

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KE2C Observing Soil

Writing Science Topic:

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Kindergarten Life Science

KL1AB

Living and Nonliving Things

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KL1AB Living and Nonliving Things

Explore Student Journal Name:

Date:

Is It Alive?

Station I: Does It Move?

Observations

Spider/Insect in Tub A

Spider/Insect in Tub B

Yes

Yes

No

No

Is it living?

Moves on its own

Moves on its own

How do you know?

Has basic needs

Has basic needs

Draw and label what you observe about each one.

Does it move?

What is in its habitat?

Does it have needs?

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KL1AB Living and Nonliving Things

Explore Student Journal Station II: How Will it Grow?

Observations

Small Rock

Lima Bean

Yes

Yes

No

No

Moves on its own

Moves on its own

Has basic needs

Has basic needs

Can grow and change

Can grow and change

Draw each one before planting.

Do you think it will grow?

Draw each one after three days.

Is it living?

How do you know?

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KL1AB Living and Nonliving Things

Explore Student Journal Station III: Does It Reproduce?

Circle the objects that have matching cards to their offspring. goat rock plant elephant microscope human bench water

Circle the word and fill in the blanks The offspring is smaller/bigger than the parents.

The ________________ and the _________________ did not have any offspring.

Station IV: Does It Grow and Change?

Sort the cards, and then record your thinking on the chart below.

Yes (Living)

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No (Nonliving)

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STEMscopedia: LIVING AND

NONLIVING THINGS KL1AB

Reflect

Living things have basic needs. They need air, food, and water.

The bird is a living thing.

It needs air to breathe.

The plant is a living thing. It uses the air around it as it grows.

Try Now

Now you try! Write about other basic needs below. HINT: Use the words WATER and FOOD.

The deer is eating .

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The girl is drinking .

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STEMscopedia: LIVING AND

NONLIVING THINGS

Reflect

Living things grow and change. Living things have babies. They produce offspring. This means they make young animals or plants.

The small horse is the younger one. It is the offspring or baby.

The large horse is the parent.

The small horse will grow. It will get bigger.

Try Now

Now you try! Look at the plants. Circle the parent. Draw a box around the offspring.

Nonliving things do not have basic needs. They do not grow. They do not produce offspring.

This rock is nonliving.

It does not have basic needs.

It does not grow or produce offspring.

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12/18/25 10:38 AM

STEMscopedia: LIVING AND

NONLIVING THINGS

Try Now

Now you try! Look at the pictures. Circle the living things. Cross out the nonliving things.

Frog

Water

Balloon

Ladybug

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STEMscopedia: LIVING AND

NONLIVING THINGS

Connecting With Your Child

A Living and Nonliving Collage To help your child learn more about living and nonliving things, gather a few old magazines, scissors, glue, a marker, and a piece of poster board.

Look through the magazines together and cut out examples of living and nonliving things. You will probably find several pictures of food, which is a great opportunity to discuss the sources of the foods we eat. Point out that meats come from animals, which are living things, and that fruits and vegetables come from plants, which are also living things. You may also use this as an opportunity to discuss nonliving versus dead. If something is dead, like dry leaves that have fallen from a tree, it was once living. It is not nonliving.

Help your child glue the pictures onto the poster board in two groups: living and nonliving. Label each group accordingly.

If time allows, take a walk in your neighborhood with your child. As you walk, review the criteria for classifying something as living: a living thing has basic needs of food, water, and air. Also remind your child that a living thing must be able to grow, change, and reproduce. Point out different things as you are walking and ask your child to classify the items. Be sure to include some things that might be less obvious such as a tree or moving water. If they are unsure, review the requirements of a living thing. Ask: • Can it grow?

• Can it change?

• Can it produce offspring?

Here are some questions to discuss with your child: 1. What makes a thing living?

2. If we don’t see something grow or change, does that mean it is not living?

3. If a plant is cut down and made into food, is it living or nonliving?

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KL1AB Living and Nonliving Things

Reading Science Name:

Date:

Living and Nonliving Things

Reading Science Kindergarten: Living and Nonliving Things © Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 107

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KL1AB Living and Nonliving Things

Reading Science

Living Things Living things grow. Plants start as a seed.

They grow into an adult plant. They have leaves. They produce a flower or fruit.

Living things change. A baby does not walk when born. It learns to walk. It changes and grows.

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KL1AB Living and Nonliving Things

Reading Science

Some living things move by themselves.

Birds move their wings to fly. People move their legs to walk. Rabbits hop and run.

Living things need food. Living things need water. Trees and plants and grass need sunlight to make food. They need water to make food. A dog eats dog food. A dog drinks water.

Living things reproduce.

Plants make seeds. The seeds get planted. They grow into another plant. Cats have kittens. Dogs have puppies.

Living things breathe air. If they stop breathing too long they die. © Accelerate Learning Inc. - All Rights Reserved

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KL1AB Living and Nonliving Things

Reading Science

Nonliving Things Nonliving things do not grow. A rock cannot get bigger. A car does not grow. It stays the same size.

Nonliving things do not move by themselves. A bike moves by a person.

The person moves the pedals. A soccer ball moves when it is kicked. Nonliving things do not need food to live.

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KL1AB Living and Nonliving Things

Reading Science

Nonliving things do not need water. A book does grow. It does not need water. A book does not move by itself. It does not need water to move.

Nonliving things do not need air to live. A basketball needs air to bounce. It does not need air to live.

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SSS GA18 SN Kindergarten.indb 111

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KL1AB Living and Nonliving Things

Reading Science

1 Which is a living thing?

A Toy B Ball C Fish D Fork 2 Which is a nonliving thing?

A Mouse B Hat C Plant D Frog

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KL1AB Living and Nonliving Things

Reading Science

3 What does it mean to reproduce?

A To make another one B To have puppies C To have a cat D To grow a seed 4 How can you tell this reading is nonfiction?

A It has characters B It has a setting C It is about things that aren’t real D It is about real things in the world

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KL1AB Living and Nonliving Things

Reading Science

5 What is one way living things change?

A A puppy learns to walk B A soccer ball is kicked C A human’s eye color changes D A plate breaks

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KL1AB Living and Nonliving Things

Math Connections Name:

Date:

1. Mrs. Thompson’s class has to sort these pictures into two groups: living and nonliving.

How many living things are there in all?

How many non-living things are there in all?

How many more living things are there than non-living things?

A. 5 B. 2 C. 3 2. Lindsey wanted to know how many centimeters tall her flower was.

She used centimeter blocks from her math class to measure the flower’s height. How many centimeters tall is Lindsey’s flower? __________ cm

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KL1AB Living and Nonliving Things

Math Connections 3. Blake has seven cat stickers. His grandmother gave him two more for his collection. How many cat stickers does he have altogether?

stickers

4. Charlie the puppy enjoys dog bones for a treat. His owners bought a new bag of dog bones that had 10 bones in it. Charlie got into the bag and ate 3 dog bones. How many dog bones are left?

A. 7

B. 4

C. 8

5. After learning about living and non-living things, Mr. Carter’s class went outside to find examples of each. Count how many trees the class found and how many rocks the students found.

trees

rocks

How many more rocks were found than trees?

rocks

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KL1AB Living and Nonliving Things

Writing Science Name:

Date:

Living or Nonliving Group the items. Which are living? Which are nonliving?

Living

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SSS GA18 SN Kindergarten.indb 117

Nonliving

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Kindergarten Life Science

KL2A

Animals

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119

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KL2A Animals

Explore Student Journal Name:

Date:

Animal Sort Record three characteristics your class used to group the animals.

Write or draw the animals found in each group.

Characteristic

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Animals

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STEMscopedia: ANIMALS KL2A

Reflect

There are so many different kinds of animals in the world. What is your favorite animal? What makes that animal special for you?

Animals are alike and different in many ways. Let’s learn about animal characteristics.

Some animals are large. Others are small. What size is your favorite animal?

An elephant is large.

A mouse is small.

Animals have different body coverings.

What type of body covering does your favorite animal have?

This bird has brightly colored feathers.

The fish in the ocean have shiny scales.

The mouse has soft fur.

© Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 123

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STEMscopedia: ANIMALS Try Now

Now you try! Look at the animals below. What are their body coverings?

Write the word FEATHERS, FUR, or SCALES.

A bird has

A lizard has

A polar bear has

_________

_________

_________

Look Out

Animals have body parts. Many animals have a head and eyes. They also have limbs. Hands and feet are types of limbs. Let’s see a few.

Zebras have legs.

Legs are a kind of limb.

The duck has wings. Wings are a kind of limb.

The walrus has flippers. Flippers are a kind of limb.

What types of body parts does your favorite animal have?

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STEMscopedia: ANIMALS Some animals are the same color. Some are not. What color is your favorite animal?

The frog is green.

The snake is green.

The bird is red.

Try Now

Now you try! Circle the animals that are brown.

© Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 125

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STEMscopedia: ANIMALS Try Now

Now you try!

Look at the animals. Think of a way to group them. It can be by size, body covering, body parts, coloring, or some other characteristic. Write the name of the group in the box. Draw a line from the animal to the group it belongs in.

Group 1

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Group 2

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STEMscopedia: ANIMALS Connecting With Your Child

Characterizing Animals Have your child continue characterizing animals using real-world examples. Take a walk in your neighborhood or a park, nature center, or zoo to explore the characteristics of animals. Have your child look for animals such as squirrels and birds. Encourage your child to notice the parts that all animals have in common, yet how they differ. For example, most animals have forelimbs (limbs in the front), but some have legs, some have flippers, and others have wings.

While exploring, have your child take pictures of the different animals you encounter. If a camera is not available, draw pictures of plants and animals or find them online or in magazines. Print the pictures and have your child sort them into various categories. Then sort the pictures yourself and challenge your child to figure out what characteristic you used to sort them.

Allow creativity here, and challenge your child to come up with different ways of sorting. For example, your child might use color first and then sort again using type of limbs or size.

Here are some questions to discuss with your child: 1. What are some characteristics that animals have?

2. What are two of your favorite animals? What are some of their characteristics that are alike and different?

3. Do you think animals living in different areas have different characteristics? For example, do animals in cold places have different characteristics than animals in hot places? Explain.

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127

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KL2A Animals

Reading Science Name:

Date:

Desert or Rainforest

Reading Science Kindergarten: Animals © Accelerate Learning Inc. - All Rights Reserved

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KL2A Animals

Reading Science

Desert A desert is a hot place. It gets little rain.

Not many animals live there.

A bobcat is a desert animal. It has fur.

The fur has some stripes. It has whiskers.

It runs fast on its four legs.

A Gila monster is a big lizard. It lives in the desert. It has scales. It is black and tan in color. It lives most of its life under the ground to stay cool or warm. It moves slowly.

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KL2A Animals

Reading Science

Large turtles lives in the desert. They have a hard shell. Turtles move slowly. They live under the ground sometimes to stay cool or warm. Turtles head tucks into its shell.

Some jackrabbits live in deserts. Their long ears help them hear well. They are tan in color. Their tail has a black stripe.

They hop.

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KL2A Animals

Reading Science

Rainforest A rainforest is a wet place. It is also warm.

Many plants live there. Animals do, too.

Many animals live in the rainforest. A toucan is a bird with a large beak. It has wings to fly. It has feathers.

Monkeys live in rainforest trees. They swing from their tail. They have fur. They eat bugs in the trees.

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SSS GA18 SN Kindergarten.indb 132

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KL2A Animals

Reading Science

The rainforest has large snakes. They have scales. They slither. They live on the ground and in the trees.

Frogs live in the rainforest. Some are safe.

Some are dangerous. Yellow frogs with black dots are not safe. They have poison.

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KL2A Animals

Reading Science

1 Read about the Gila monster and the turtle. What is not true about both animals?

A They live in the desert B They have shells C They live underground D They move slowly 2 What can you tell about a desert?

A A lot of animals live there B There is a lot of sand C The desert is a fun place D It’s not easy to live in the desert

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SSS GA18 SN Kindergarten.indb 134

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KL2A Animals

Reading Science

3 Why do some animals live under the ground in the desert?

A They eat food there B The desert is hot C They like it there D The sun burns their skin 4 What animal could be grouped with the toucan?

A A dog B A frog C A turtle D A bird

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SSS GA18 SN Kindergarten.indb 135

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KL2A Animals

Reading Science

5 What is another word for dangerous?

A Safe B Frog C Not safe D Ugly

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KL2A Animals

Math Connections Name:

Date:

1. A frog has four legs. How many legs do three frogs have?

legs

2. A local pet store has six dogs and three cats for sale. How many more dogs than cats does the pet store have for sale? more dogs

Dogs

Cats

3. Rob saw five monkeys playing at the zoo. He also saw three giraffes.

How many animals did Rob see at the zoo?

monkeys +

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giraffes =

animals

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KL2A Animals

Math Connections 4. How many blocks taller is kangaroo 2 than kangaroo 1? blocks taller

Kangaroo 1

Kangaroo 2

If kangaroo 1 jumped on kangaroo 2’s shoulders, how many blocks tall would they be together? (Write each number of blocks in the first two blank spaces below, add them up, and write the total after the equals [=] sign.) +

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SSS GA18 SN Kindergarten.indb 138

=

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KL2A Animals

Writing Science Name:

Date:

1. How do a rabbit, kangaroo, and frog move?

2. Do penguins and polar bears live in cold weather, or hot weather?

3. Which animal is larger: a mouse or an elephant?

4. Label the body parts of a dog.

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SSS GA18 SN Kindergarten.indb 139

139

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SSS GA18 SN Kindergarten.indb 140

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Kindergarten Life Science

KL2B

Plants

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KL2B Plants

Explore Student Journal Name:

Date:

Part I: Plant Sort List three characteristics you used to group the plants. Write or draw the plants found in each group.

Characteristic

Group A

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Group B

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KL2B Plants

Explore Student Journal Part II: Edible Plant Parts Draw and label the vegetables found in each group.

Plant Part

Vegetables

Flower

Stem

Leaf

Root

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STEMscopedia: PLANTS KL2B

Reflect

How many kinds of plants can you name?

Trees and grass are plants. So are bushes and shrubs. Can you name some of the plants in your neighborhood?

A plant is a living thing that makes its own food.

Some plants grow on land. Other plants grow in water. Much of the food we eat comes from plants.

Plants grow in many different places.

Plants grow in gardens.

Plants grow in forests.

Plants grow on farms.

Plants grow in deserts.

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SSS GA18 SN Kindergarten.indb 145

An apple tree in an orchard

Plants grow in water.

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STEMscopedia: PLANTS Look Out!

Plants have parts.

Leaf

Stem

Roots

The leaf catches the sunlight that helps the plant to grow. There are leaves in many different shapes and sizes, and in many shades of green. The characteristics of the leaf is one way to group plants.

The stem holds the plant up so the leaves can catch the sunlight. The stem helps carry water to the leaves. Stems can be soft and green or brown and woody. The stems of trees are called trunks.

The roots hold the plant firmly in the soil. Roots take in food and nutrients from the soil to help the plant grow. Roots can be long and thin, like the plant above, or thick and short, like a carrot.

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STEMscopedia: PLANTS Leaves have different shapes and sizes.

Some leaves are wide and flat.

Some leaves are short and spiky.

Some leaves are fancy.

Some leaves are simple.

Try Now

Now you try! Circle the leaves that are wide and flat. Draw a box around the leaves that are short and thorny. Put an X by the simple leaf.

© Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 147

147

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STEMscopedia: PLANTS Reflect

Stems have different colors and textures.

Some stems are green and soft.

Some stems are brown and rough.

Try Now

Now you try! Trace the stems on the plants.

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SSS GA18 SN Kindergarten.indb 148

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STEMscopedia: PLANTS Roots have different shapes and sizes.

Grass can have long, thin roots.

Trees have thick, heavy roots.

Try Now

Now you try! This plant is missing its roots. Draw the roots on this plant.

© Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 149

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STEMscopedia: PLANTS Look Out!

Do you know which part of the plant you eat?

Lettuce is the leaves of the plant.

Celery is the stem of the plant.

Carrot is the root of the plant.

Try Now

Now you try! Look at the plant below.

1. Circle the roots.

2. Box the leaves.

3. Draw an arrow to the stem.

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SSS GA18 SN Kindergarten.indb 150

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STEMscopedia: PLANTS Connecting With Your Child Characterizing Plants Have your child continue characterizing plants using real-world examples. Take your child outdoors to examine the plants (including trees) around your home. Have your child find different types of plants and describe their characteristics with as many details as your child can. Explain that a physical characteristic is something that can be observed or seen on the outside of a plant. Encourage your child to point out the leaves, stems, and roots wherever they are visible—you can often find tree roots above the ground. For further variety, take your child to a nursery or botanical garden if possible.

A trip to the grocery store or a farmer’s market will allow your child to see characteristics of different fruits and vegetables. Encourage your child to predict from which part of the plant different fruits and vegetables originate.

While exploring, have your child take pictures of the different plants you encounter. If a camera is not available, draw pictures of plants or find them online or in magazines.

Print the pictures and have your child sort them into various categories. Then sort the pictures yourself and challenge your child to figure out what characteristic you used to sort them. Allow creativity here, and challenge your child to come up with different ways of sorting. For example, first, they might sort by color; next, they may use the shape of the leaves; and then they may use the size of the plant.

Here are some questions to discuss with your child: 1. What are some characteristics that plants have?

2. Do you think plants living in different areas have different characteristics? For example, do plants in cold places have different characteristics than plants in hot places? Explain.

3. What is your favorite fruit or vegetable? What do you like about that fruit or vegetable? What part of the plant is the fruit or vegetable from?

4. If you could design a new plant, what would it look like?

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KL2B Plants

Reading Science Name:

Date:

Emma’s Greenhouse Trip

Reading Science Kindergarten: Plants © Accelerate Learning Inc. - All Rights Reserved

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KL2B Plants

Reading Science

Emma was staying with her grandma.

Her grandma likes flowers.

“Let’s go to the greenhouse,” said Grandma.

“A house that’s green?” asked Emma.

“No,” said Grandma. “It is a place to buy plants.”

“I like plants!” said Emma.

Grandma and Emma drove to the greenhouse. There were a lot of plants.

Some plants had little flowers. Some plants had big flowers. Some plants were tall. Some plants were small. Some plants smelled. Some did not.

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KL2B Plants

Reading Science

Emma began to look at all the plants.

She saw a plant that had small leaves.

Its flower was hot pink. It was made of three tiny petals. Emma put some of these plants in the cart.

Grandma added five plants to the cart.

They were roses. They had bigger leaves than the plants Emma chose. They smelled very nice. The roses had sharp thorns on them. Emma smelled the roses. © Accelerate Learning Inc. - All Rights Reserved

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KL2B Plants

Reading Science

She did not touch them!

Emma and Grandma kept shopping.

Grandma found an apple tree. It was a large plant. It had big leaves. It had a trunk. It had stems. There were tiny apples on the tree. Grandma and Emma lifted the tree into the cart.

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KL2B Plants

Reading Science

“I can’t wait to eat the apples!” said Emma.

Grandma and Emma put more plants in the cart. Some had big leaves. Some had small leaves. Some had bright flowers.

Some had no flowers. The greenhouse had many plants to pick from!

Grandma and Emma paid for the plants.

They put them in the car. © Accelerate Learning Inc. - All Rights Reserved

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KL2B Plants

Reading Science

“We will need to plant these,” said Grandma.

“I can’t wait to play in the dirt!” yelled Emma.

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KL2B Plants

Reading Science

1 How can you tell Emma is excited?

A Because she is staying with grandma B Because she asks about the greenhouse C Because she can’t wait to play in the dirt D Because she smells flowers 2 How were the rose and hot pink flowering plant different?

A Smell B Thorns C Leaves D All of the above

© Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 159

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KL2B Plants

Reading Science

3 How is an apple tree different from the other plants?

A It has leaves B It has a stem C It has a trunk D It has roots 4 What is a greenhouse?

A A house that is green B A place to buy plants C A place to buy green houses D A place that is green 5 Where does this story mainly take place?

A The car B Grandma’s house C A greenhouse D The cart 160

SSS GA18 SN Kindergarten.indb 160

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KL2B Plants

Math Connections Name:

Date:

1. The Blooming Flowers flower shop is having a sale on yellow and red flowers.

Red

Yellow

How many red flowers are for sale?

How many yellow flowers are for sale?

How many flowers are there altogether?

2. A tree branch had seven yellow leaves on it. The wind blew three leaves off, and they fell to the ground. How many leaves were left on the branch?

A. 3 B. 4 C. 2

Write a number sentence to show how you got your answer:

– © Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 161

= 161

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KL2B Plants

Math Connections 3. Lily pads are a type of plant that can float in water. Frogs love to jump on lily pads. Mary was counting lily pads in the pond near her house.

How many lily pads did she count?

lily pads inches

4. How many inches tall is this flower?

4 3 2 1

If one inch is cut off the stem of the flower, how tall will the flower be?

–1=

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SSS GA18 SN Kindergarten.indb 162

inches

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KL2B Plants

Writing Science Name:

Date:

Label the parts of this plant.

Roots Stem Leaves © Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 163

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KL2B Plants

Writing Science Topic:

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Kindergarten Life Science

KL2C

Trait Inheritance and Variation

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KL2C Trait Inheritance and Variation

Explore Student Journal Name:

Date:

Bugs!

The body shape will be ___________________.

or

The body color will be ____________________. BLUE or PINK The eye color will be _____________________. GREEN or PURPLE The antennae will be _____________________.

or

The legs will be __________________________.

or

My Bug

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STEMscopedia: TRAIT INHERITANCE

AND VARIATION KL2C

Reflect

Many living things look like their parents.

Look at the boy and his father.

How do they look the same?

They both have two arms and two legs.

They both have eyes and a nose.

They look so much alike!

Trait: a characteristic People can look like their parents and even their or quality grandparents. Maybe you have your mother’s curly hair or your father’s brown eyes. Children get characteristics, or traits, from their parents.

What about other living things? Do all animals look the same as their parents? The young lion and its parent both have ears and paws.

Talk with your partner about two ways the animals are like their parents in the pictures below.

1.

2. © Accelerate Learning Inc. - All Rights Reserved

SSS GA18 SN Kindergarten.indb 169

1.

2.

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STEMscopedia: TRAIT INHERITANCE

AND VARIATION

Some living things look different than their parents.

Even babies that look like their parents are somehow different. The baby might be much smaller. The baby may not have the same parts as its parent. Babies may grow these parts as they get older.

The baby elephant is smaller than the mother elephant.

The baby elephant does not have tusks. They will grow later.

These four puppies may have different coloring and markings than their father but they did inherit, or get, his short legs, heavy body, folded ears, and pushed-in face.

Offspring can have variations, or differences, from the parent. inherit: to get or receive from a parent

offspring: another name for children

variation: a difference

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STEMscopedia: TRAIT INHERITANCE

AND VARIATION

Plant offspring look like the parent plants, too.

Plants also inherit traits from their parent plants. The shape of the leaves, the texture of the stem, the number of petals, and the color of the flower are all inherited traits.

Lima bean seeds

Baby plants, like these three lima bean plants, grow from seeds produced by a parent plant.

The three baby plants have inherited leaves shaped like the parent plant.

When the lima bean plants are fully grown, they will produce more seeds that can grow more baby plants.

Lima bean seedlings

The plants can have variations, too. There may be a difference in how tall they grow or how many seeds they produce.

Lima bean plants

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STEMscopedia: TRAIT INHERITANCE

AND VARIATION

Discover Science: Baby Duck Feathers Have you ever seen a baby duck? The baby duck has fluffy feathers called down. Down feathers are different from the mother duck’s feathers. They help keep the baby warm. Down feathers are replaced with adult feathers as the baby grows.

A mother duck and baby ducks have different types of feathers.

Can you see some things that all ducks have?

Look Out

What are some traits you inherited? Which traits are from your mother?

Which are from your father? Are there any traits from both? Circle the correct choice for each person.

You

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Mother

Father

Yes

No

Yes

No

Yes

No

Left

Right

Left

Right

Left

Right

Yes

No

Yes

No

Yes

No

Vulcan

No

Vulcan

No

Vulcan

No

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STEMscopedia: TRAIT INHERITANCE

AND VARIATION

Connecting With Your Child

Using Family Pictures To help your child understand variations in traits, you can use family pictures to identify traits that remained the same and those that varied (changed) over generations.

Gather photo albums that have several generations of family pictures. Start with easy traits, such as eye color, hair color, shape of the nose, shape of the mouth, curly or straight hair, etc. How many members in the family inherited those traits from parents, grandparents, or great-grandparents?

Some traits can be passed down through many generations.

If your family’s situation does not lend itself to following traits back several generations or you do not have family albums that go back several generations, you could use a famous family whose pictures may be available on the Internet. For example, choose a president’s family or a famous historical character’s family. Then search the Internet for his or her family photographs.

Remember to talk about traits (looks and behavior) that are passed down and those that are not. For example, if a relative has a scar from an accident or learned how to fly, those traits are not inherited from parents.

However, parents or grandparents with dimples or curly hair could pass those traits down to their children and grandchildren.

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KL2C Trait Inheritance and Variation

Reading Science Name:

Date:

The Farm

Reading Science Kindergarten: Trait Inheritance and Variation © Accelerate Learning Inc. - All Rights Reserved

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KL2C Trait Inheritance and Variation

Reading Science

It’s spring on our farm. We have many animals. We have many baby animals.

I have a dog named Molly. Molly has black fur. She has white spots. Molly has floppy ears and long hair.

Molly had puppies. She had a litter of puppies. Molly had five puppies. The puppies are cute. They look like Molly.

They are smaller. They have four legs.

Molly has four legs, too. Three have black fur. Two have brown fur. Four have spots.

One does not.

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© Accelerate Learning Inc. - All Rights Reserved

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KL2C Trait Inheritance and Variation

Reading Science

We have a cow. She is tall. Her name is Callie. Callie is white and black. She has a long tail. Callie moos. Callie had a baby.

We named her Lisa. Lisa is short. She looks like Callie. She has a short tail.

Dolly is our duck. Dolly had babies, too.

Dolly is short. She has webbed feet. They are orange. Her ducklings have the same feet. They are smaller than Dolly’s. Dolly is light brown. She has some white feathers.

Her babies have dark brown feathers.

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KL2C Trait Inheritance and Variation

Reading Science

Their feathers will change colors. She has one baby with yellow feathers. They all have beaks and two eyes. They use their beak to eat. Dolly and her babies quack.

Springtime on the farm is fun. Many babies are born. I get to help take care of them. I love living on a farm!

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KL2C Trait Inheritance and Variation

Reading Science

1 Where does the story take place?

A Beach B House C Farm D School 2 How does the girl feel about the farm?

A It is too much work B She loves it C She thinks it is smelly D She does not like it

© Accelerate Learning Inc. - All Rights Reserved

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KL2C Trait Inheritance and Variation

Reading Science

3 What is a litter?

A Puppies B A group C A kitten D A dog 4 How does a baby duckling change?

A They grow taller B Their feathers change color C They eat more D All of the above

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KL2C Trait Inheritance and Variation

Reading Science

5 What can the reader tell about spring time on the farm?

A Cows give milk B Ducklings change color C It’s warm outside D The farm is busy

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KL2C Trait Inheritance and Variation

Math Connections Name:

Date:

1. Tadpoles are baby frogs. How many tadpoles do you see below?

tadpoles 2. Caterpillars will turn into beautiful butterflies. How many caterpillars do you see here?

caterpillars If three of these caterpillars turn into butterflies, how many caterpillars caterpillars will be left?

3. Becky went to the park after school. She saw a pond near the park and watched some ducklings swimming around. She counted six ducklings.

After a while, she saw two more ducklings join the group. How many total ducklings did she see in the pond?

ducks

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KL2C Trait Inheritance and Variation

Math Connections 4. Farmer Jed has many animals on his farm. Answer the questions below.

Which two animals does the farm have an equal number of?

A. Calves (baby cows) and pigs B. Horses and pigs C. Horses and chickens Which animal does the farm have the most of?

A. Pig

B. Chicken

C. Horse

How many total animals are there?

animals

How many pigs and calves (baby cows) are there altogether?

A. 4 184

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B. 3

C. 7 © Accelerate Learning Inc. - All Rights Reserved

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KL2C Trait Inheritance and Variation

Writing Science Name:

Date:

Complete each statement below.

Look at the dog and her puppy.

How are they alike?

How are they different?

Look at the two cats.

How are they alike?

How are they different?

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Kindergarten Physical Science

KP1ABC

Physical Properties of Matter

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KP1ABC Physical Properties of Matter

Student Handout Name:

Date:

The Five Senses

Sight

Hearing (Sound)

Smell

Touch

Taste

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• • • • • • • • • • • • • • • • • • • • • • • • •

round or square blue, red, or green big or small clear or not clear shiny or dull loud or soft • roar quiet • splash or slosh rattle no sound ring sweet or sour • burnt odorless musty fruity stinky • slimy rough or • wet smooth velvety • pointy • hot or cold slick • soft or hard sharp bumpy sour sweet salty bitter spicy

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KP1ABC Physical Properties of Matter

Explore Student Journal Name:

Part I: Smell 1

2

3

Date:

4

5

6

Part II: Touch Rough

Rough

Cup 1

Cup 4 Smooth

Smooth

Rough

Rough

Cup 2

Cup 5 Smooth

Smooth

Rough

Rough

Cup 3

Cup 6 Smooth

Smooth

Part III: Size Which one is bigger?

Which one is bigger?

Object 1

Object 3

Object 2

Length:

Object 1: ________

Object 2: ________

Object 3: ________

Object 4: ________

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Object 4

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KP1ABC Physical Properties of Matter

Explore Student Journal Part IV: Weight Prediction: Which one is lighter?

Was your prediction correct?

Yes

Object 1

Object 2 No Yes

Object 3

Object 4 No Yes

Object 2

Object 3 No Yes

Object 1

Object 4 No Yes

Object 1

Object 3 No Yes

Object 2

Object 4 No

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KP1ABC Physical Properties of Matter

Explore Student Journal Part V: Shape 1. Observe the property of shape.

2. Sort the objects.

3. Use the graph to record your data.

Shape Graph

4

3

2

1

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KP1ABC Physical Properties of Matter

Explore Student Journal Part VI: Color 1. Observe the property of color.

2. Sort the objects.

3. Use the graph to record your data.

Color Graph 8 7 6 5 4 3 2 1 Red

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Orange

Yellow

Green

Blue

Purple

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KP1ABC Physical Properties of Matter

Explore Student Journal Part VII: Sink or Float 1. Put each object in the water.

2. Draw each object on the diagram based on whether it sinks or floats.

Part VIII: Sorting Materials 1. Look at what each object is made of and sort them.

2. Record how you sorted the objects.

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STEMscopedia: PHYSICAL

PROPERTIES OF MATTER KP1ABC

Reflect

We use SIZE to describe things.

The buildings are big.

The plant is small.

The red pot is smaller than the other pots.

The mother elephant is bigger than the baby.

Try Now

Circle the biggest rabbit. Put an “X” over the smallest rabbit.

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STEMscopedia: PHYSICAL

PROPERTIES OF MATTER

Reflect

We use COLOR to describe things.

These shirts are red.

These shirts are blue.

These books are different colors. Write two colors that you see.

We use SHAPE to describe things.

The balls are round.

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The blocks are square. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: PHYSICAL

PROPERTIES OF MATTER

We use MASS to describe things.

These rocks are heavy.

Is this car heavy or light?

(Circle one) Heavy

Light

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These rocks are light.

Is this car heavy or light?

(Circle one) Heavy

Light

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STEMscopedia: PHYSICAL

PROPERTIES OF MATTER

We use texture to describe things. Texture is how something feels.

The bricks are rough.

The wet rocks are smooth.

Try Now

Match the picture with the word that describes its texture. Draw lines to match.

Rough

Smooth

Soft

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STEMscopedia: PHYSICAL

PROPERTIES OF MATTER

Reflect

Can you describe these things?

This man is sorting boxes by size and shape.

The blocks are different colors, sizes, and shapes.

Try Now

Look at this picture.

Can you find a green star?

YES or NO

Can you find a purple star?

YES or NO

Can you find a blue circle?

YES or NO

Can you find an orange circle?

YES or NO

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STEMscopedia: PHYSICAL

PROPERTIES OF MATTER

Connecting With Your Child

Describing and Sorting Things at Home To help your child learn more about properties of objects, it is important to practice observing, describing, and sorting everyday items. Invite your child to spend some time looking at toys, foods, and objects around the home. You should focus on the following properties: Here are some questions to discuss with your child: • • • • •

Size Mass Shape Color Texture

Pay special attention to items that can be described and sorted by multiple properties. For example, you could sort a set of blocks by color and then sort them again by size or shape. Help your child to recognize that objects have many properties. Your child should also compare objects based on the properties listed above. Look at two rocks, candies, or books. Ask your child which object is bigger or heavier (i.e., has more mass), and compare their colors and shapes.

Here are some questions to discuss with your child: • • • • • •

What colors do you see?

What shapes do you see?

How could we describe the texture of this (smooth, rough, bumpy, etc)?

How many different ways could we sort these items?

Which object is bigger?

Which object is heavier?

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KP1ABC Physical Properties of Matter

Reading Science Name:

Date:

Cleaning Day

Reading Science Kindergarten: Physical Properties of Matter © Accelerate Learning Inc. - All Rights Reserved

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KP1ABC Physical Properties of Matter

Reading Science

Emma had a messy room. Her mom told her to clean it. Emma was not happy. She began to clean.

Emma liked to make things. Her room had markers. Her room had crayons. Her room had paper. Her room had ribbons. Her room had buttons.

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KP1ABC Physical Properties of Matter

Reading Science

Emma started to make piles. She made a marker pile. She made a crayon pile. She made a paper pile. She made a ribbon pile. She made a button pile.

Emma sorted her markers. Some smelled.

Some did not. Some were green. Some were red. Some were yellow.

Emma had lots of crayons. Emma had to sort them. Some were new. Some were not.

Emma’s paper was colorful. Some was shiny. Some had glitter. Some pieces were large. Some were small. © Accelerate Learning Inc. - All Rights Reserved

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KP1ABC Physical Properties of Matter

Reading Science

Emma loves ribbons. She had a lot of them. Her ribbons were different colors.

Some were plastic. Some were rough.

Some were shiny. Emma pulled on the purple ribbon. It was short. It was long.

Then it was short again.

Emma took a drink. A button dropped in her cup. It sank. Emma dropped another button in, a different kind. It did not sink.

Emma kept cleaning. Her room had piles all over. Her mom helped her put them away. Her room was clean! She was so happy!

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12/18/25 10:39 AM

KP1ABC Physical Properties of Matter

Reading Science

1 Using the reading, what is one way that Emma could sort her crayons?

A Weight B If they float C Shine D Shape 2 What can you tell about Emma’s ribbons?

A They are all the same B Emma uses them in her hair C Some are plastic and some are cloth D They float

© Accelerate Learning Inc. - All Rights Reserved

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KP1ABC Physical Properties of Matter

Reading Science

3 What can you tell about Emma’s buttons?

A They are all the same color B They are all the same size C They like water D Some are heavy and some are light 4 How did Emma feel about cleaning her room at the end of the story?

A She did not like it B She was excited C She was sad D She was angry

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KP1ABC Physical Properties of Matter

Reading Science

5 What are two ways Emma could sort her markers?

A Color and smell B Color and weight C Color and shine D Color and length

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KP1ABC Physical Properties of Matter

Math Connections Name:

Date:

1. Nick is sorting buttons he found in his mom’s craft drawer. How many buttons are in the drawer? buttons

If Nick puts three buttons back in the drawer, how many buttons will be left? buttons

–

=

2. Jennifer and Seth were comparing their pencils. They noticed that they were the same color, but they were different lengths. blocks long.

Jennifer’s pencil is

blocks long.

Seth’s pencil is

How many blocks longer is Jennifer’s pencil than Seth’s pencil? blocks longer 3. Look at all of the shapes below, and answer the following questions.

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KP1ABC Physical Properties of Matter

Math Connections

Write a number sentence for circles and hearts. To do so, write the number of circles and the number of hearts in the first two blanks below, add the numbers, and write the total after the “equals” (=) sign.

+

=

Write a number sentence for triangles and circles. To do so, write the number of triangles and the number of circles in the first two blanks below, add the numbers, and write the total after the “equals” (=) sign.

+

=

How many more triangles are there than hearts? more triangles

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KP1ABC Physical Properties of Matter

Writing Science Name:

Date:

Describe the basketball.

Smaller than a

Heavier than a

The shape is

The color is

© Accelerate Learning Inc. - All Rights Reserved

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Kindergarten Physical Science

KP2AB

Types of Motion

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KP2AB Types of Motion

Explore Student Journal Name:

Date:

Part I: How Things Move Sort Sort how each object moved. Label the way you made each object move with a push, pull, roll, drop, or toss. Draw another object that could be moved in the same way.

Straight Line

Up and down

Zigzag

Back and forth

Round and Round

Fast

Slow

I made __________ move back and forth by __________.

I made __________ move up and down by __________.

© Accelerate Learning Inc. - All Rights Reserved

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KP2AB Types of Motion

Explore Student Journal Part II: Investigating Movement Fill in the chart below to plan and carry out an investigation.

Question:

Materials:

Steps (draw pictures and write words):

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KP2AB Types of Motion

Explore Student Journal Part II: Investigating Movement, continued Observations (draw pictures and write words):

1. The best way to move _______________ was by __________________ because __________________________________________________ _______________________________.

2. Another way to move ____________ is __________________________ __________________________________________________.

3. ___________________ is not the best way to move ________________ because __________________________________________________ _________________________________________________. © Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: TYPES OF MOTION KP2AB

Reflect

How many different ways have you moved today? Did you roll out of bed?

Maybe you turned a corner to get to the kitchen. Did you zigzag between people as you walked into the school? Did you jump up and down or run back and forth at recess? When did you move slowly? When could you move fast?

Things move in different ways

The train moves in a straight line.

The girl moves round and round.

The boy jumps up and down.

Cars zigzag down the street.

© Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: TYPES OF MOTION Things move at different speeds.

A horse can run fast.

A snail goes slow.

Try Now

Now you try! Draw a toy that moves round and round. Draw a toy that moves up and down. Draw a toy that moves straight. Draw a toy that zigzags.

Round and Round My Toy

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Up and Down

My Toy

Straight

My Toy

Zigzag

My Toy

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12/18/25 10:39 AM

STEMscopedia: TYPES OF MOTION How can you move an object?

How can you move this toy? A force is needed to move an object. Think about different ways you can change the position of the toy.

A force is push or a pull.

What does force have to do with motion?

Nothing changes its motion unless a force acts on it. The act of pushing or pulling changes motion in several ways: • speeding up • slowing down • changing direction

Pulling on the dog’s leash slows him down.

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Pushing the boy on the swing speeds him up.

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STEMscopedia: TYPES OF MOTION Why do some objects move the way they do?

The girl moves up and down because a trampoline is bouncy.

The carousel goes round and round because it is shaped like a circle and spins.

Look Out

What do you know?

The boy blows a pinwheel. The pinwheel moves in a circle. The red arrow shows how the pinwheel moves.

Draw arrows to show how each person moves.

The man hikes.

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The girl swings. © Accelerate Learning Inc. - All Rights Reserved

12/18/25 10:39 AM

STEMscopedia: TYPES OF MOTION What Do You Think?

The bug moves round and round.

The arrow shows how it moves.

Now you try! Draw arrows to show how each bug moves below.

Straight Line

Zigzag

Up and Down

Look at the example. Draw two other things that you push or pull to make them move.

Things You Push

Things You Pull

© Accelerate Learning Inc. - All Rights Reserved

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STEMscopedia: TYPES OF MOTION Connecting With Your Child Pushing and pulling are forces. A force is needed to move an object. Your child has explored how the forces of pushing and pulling can change an object’s direction and make it go faster or slower.

At Home At home, try exploring how different surfaces can affect the way an object moves.

Give your child a toy car to push across different surfaces, such as a rug, a towel, or wax paper. Help your child understand that he or she can push or pull an object to start or stop it. Your child can push a moving object to change its direction and speed or to stop it. If your child pushes or pulls objects forcefully, the objects will go faster than if your child does not push or pull them very hard. Ask your child what happens if two objects collide.

Discuss with your child which at-home activities he or she can do that require pulling or pushing. Have your child brainstorm different activities. Can he or she push a stroller or cart, or pull a suitcase or box? Be sure your child records his or her activities in a journal or draws pictures that show what was done. Ask how your child changed the speed or direction of the object during each activity. Which activities required the most energy to push or pull? Why? Which activities were easy?

Discuss with your child how differently shaped objects move. Gather some different balls and investigate how they roll, bounce, and move when pushed. Would flat-sided objects like blocks move the same way?

Questions you can discuss with you child: 1. Which objects do you push? Which objects do you pull?

2. How do you make things move faster or slower?

3. How does the shape of an object affect how it moves?

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© Accelerate Learning Inc. - All Rights Reserved

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KP2AB Types of Motion

Reading Science Name:

Date:

Toys

Reading Science Kindergarten: Types of Motion © Accelerate Learning Inc. - All Rights Reserved

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KP2AB Types of Motion

Reading Science

Matt was playing with his friend.

His friend’s name is Joe. Matt and Joe were playing with toys. There was a skateboard. There was a yo-yo. There was a balloon. There was a toy car.

There were many toys.

Joe wanted to try the skateboard. He put on a helmet. He put one foot on the skateboard. He pushed off the ground with his other foot. The skateboard rolled forward. Joe was doing it!

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12/18/25 10:39 AM

KP2AB Types of Motion

Reading Science

Matt picked up the balloon. He put it up to his lips. He used his lungs. He blew air into the balloon. Matt let the balloon go. It flew up into the air. It moved side to side.

The balloon fell down. Joe found a yo-yo.

He put the string on his finger. He pushed it down. It rolled around and around the string.

Matt found a toy LEGO car. He moved it forward. He moved it back. He let the LEGO person out.

© Accelerate Learning Inc. - All Rights Reserved

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KP2AB Types of Motion

Reading Science

Joe and Matt played with the toys. They rode bikes. They had a race. Joe pedaled fast. Matt pedaled fast. They crossed the finish line. They sat on their bikes and laughed. Joe beat Matt.

The boys played all day. They played with many toys. They enjoyed moving all the toys.

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© Accelerate Learning Inc. - All Rights Reserved

12/18/25 10:39 AM

KP2AB Types of Motion

Reading Science

1 What motion did the balloon make?

A Straight B Side to side C Zigzag D Slow 2 Joe pushed the yo-yo down. How did he get it to come up?

A He pushed it B He pulled it C He rolled it D He flipped it

© Accelerate Learning Inc. - All Rights Reserved

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KP2AB Types of Motion

Reading Science

3 What kind of objects could the bike and skateboard be?

A Objects that push forward B Objects that pull C Objects that roll D All of the above 4 What can you tell about Joe and Matt?

A They are not friends B They are not nice C They are friends who share D They are friends who don’t share

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KP2AB Types of Motion

Reading Science

5 Which object would you group with the toy car?

A Yo-yo B Balloon C Bike D Ball

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KP2AB Types of Motion

Math Connections Name:

Date:

1. James likes to roll his race cars really fast down ramps. He has nine race cars, and he would like to give two of them to his baby brother to play with. How many racecars will James have left to play with?

A. 9

B. 11

C. 7

2. Johnson Elementary School is building new playground equipment for its students. The students love to swing back and forth, so the school plans to build six swing sets for the students to enjoy. Each swing set has two swings. How many swings total will be on the new playground? swings

3. Thomas enjoys playing basketball after school. He and a friend measured how high Thomas could bounce his basketball. How many feet high did his basketball bounce? feet

© Accelerate Learning Inc. - All Rights Reserved

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KP2AB Types of Motion

Math Connections 4. Robin and Cathy went to the zoo last weekend. Their parents let them ride the carousel round and round. Robin got to ride six times. Cathy got to ride only four times. How many more times did Robin get to ride than Cathy?

Robin

Cathy

A. 6 B. 2 C. 10 5. Michael drew a zigzag path with sidewalk chalk. He wanted to practice his addition and subtraction using the blocks on the path.

How many blocks did he draw?

blocks

If he adds one more block, how many will there be?

If he erases four blocks, how many will be left?

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blocks blocks

© Accelerate Learning Inc. - All Rights Reserved

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KP2AB Types of Motion

Writing Science Name:

Date:

Match the pictures to their types of motion.

Back and forth Slow Up and down Fast Around and around © Accelerate Learning Inc. - All Rights Reserved

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air

GLOSSARY OF TERMS

air – the gas we breathe basic needs – items that a living thing needs in order to survive body parts – different parts on a living thing

grow

dirt – tiny pieces of broken rocks or loose soil Earth – the planet we live on fast – takes a short time; is not slow

change – to make or become different

feature – a part of something that makes it different from other things

characteristic – a feature that helps identify something

float – to rest on or move along the surface of water

clouds – the white fluffy objects in the sky

fur – hair on an animal’s body.

For example: dogs have fur, not hair

color – the shade a person sees compare – see what is the same and what is different

gill – how fish breathe gravel – tiny pieces of rock

group – to put similar objects day – the time between sunrise together and sunset grow – to get bigger or older different – not like something else © Accelerate Learning Inc. - All Rights Reserved

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hair

GLOSSARY OF TERMS

shape

hair – threads of growth from skin

property – the look, feel, taste, sound, or smell of an object

legs – a limb

property – the look, feel, taste, sound, or smell of an object

living – plant or animal that has basic needs and can produce offspring

pull – use force to move towards

push – use force to move away moon – object in the sky that changes shape; sometimes it is reproduce – to make a new round and white living thing night – when the Sun sets and rock – a solid piece of Earth’s it is dark outside surface nonliving – was never alive and does not have basic needs roll – move by going over and over organism – a living thing, such root – a plant part that takes as a plant or animal in water and holds the plant in place parent – a living thing that makes a new living thing seed – a plant can grow from it particles – pieces of shape – the outline of an object something, such as wood

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12/18/25 10:39 AM

sift

GLOSSARY OF TERMS

sift – to separate small objects like sand

trait

sort – to separate according to type, or to put like objects together

similar – having some parts that are the same or almost the stars – objects in the sky that you can see shining at night same sink – opposite of float; when an object goes to the bottom of something

stem – part of a plant that moves water through the plant and holds a plant up

size – the amount of space an object takes or how big something is

straight – without a bend, twist, or curve

sky – the space above Earth

sun – bright object in the sky seen only during the day

slow – takes a long time; is not tail – the rear part of an animal fast texture – how rough or smooth something is soil – dirt that helps plants grow texture – what the surface looks and feels like soil – the solid material that covers the land that plants tiny – very small grow in solid – something we can see that does not drip © Accelerate Learning Inc. - All Rights Reserved

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trait – a single characteristic of a living thing 241

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weight

GLOSSARY OF TERMS

zigzag

weight – how heavy something is young – a living thing that was recently made by its parents zigzag – one way, and then the other

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K STEMscopes Georgia Student Notebook

I belong to:

a part of STEMscopes NGSS

Georgia_Kinder_Book.indd 1

Kindergarten Notebook

My teacher is:

developed by Accelerate Learning, Inc. & Rice University

(800) 531-0864

6/23/17 12:10 PM