Steps Into Science Weekly Plan & Scope and Sequence SAMPLE

Steps Into Science Scope and Sequence

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Unit / Theme

NGSS Disciplinary Core Idea (DCI)

Performance Expectations (PEs)

Key Concepts

Unit 1: All About Us – Body and Senses

LS1.A: Structure and Function

K-LS1-1

Using senses to explore environment

Use senses to gather information

Unit 2: Living and Non-Living Things

LS1.C: Organization for Matter and Energy Flow in Organisms LS4.C: Adaptation LS1.A: Structure and Function

Living vs. nonliving, basic needs of plants/animals Animal features, where animals live Plant parts, how plants grow

Observing, comparing Construct explanations Making observations, sequencing

Unit 3: Our World – Earth, Sun, and Moon Unit 4: States of Matter

Unit 5: Forces and Motion

K-LS1-1 K-ESS3-1

Science and Engineering Practices (SEPs)

Crosscutting Concepts (CCCs)

Focus Questions

Real-life Connections

Systems and System Models

How do our body parts and senses help us?

Use senses during class activities (e.g., hearing music, smelling flowers, touching textures).

Structure and function Patterns

How do we know something is living or not?

Where do camels live?

How does a seed grow?

Classify toys, pets, and plants as living or non-living in the classroom.

Where do camels live?

Plant a seed till it grows.

What do we see in the sky?

Daily drawings of the sky, noticing changes between day and night.

What can we build with rocks, wood, etc?

What are solids, liquids, and gases?

Sort objects during nature walk by material type (e.g., rocks, water, air balloons).

How do we make things move?

What makes sound?

Rolling balls, pulling wagons, and pushing toy cars in different directions.

Project page 19

Project page 65 Project page 81 ESS3.A: Natural Resources ESS2.D: Weather and Climate

K-ESS2-1, K-ESS3-2, K-LS1-1, K-ESS3-1

Rocks, soil, sand, water, recycling Weather changes, seasonal patterns

Ask questions, sorting, make observations Project page 119

PS1.A: Structure of Matter

K-PS1-1, K-PS1-2

Solid vs. liquid, texture, color, temperature

Plan and conduct investigations Project page 139

Push and pull, motion, ramps sound vibrations

Test solutions, analyze data Use tools to extend senses Project page 163 Project page 167

PS2.A: Forces and Motion PS4.A/B: Waves

K-PS2-1, K-PS2-2, K-PS4-2

Patterns; Cause and Effect

Observable Properties

Cause and Effect

Template Notes: • • • •

Performance Expectations (PEs) are taken from Kindergarten-level NGSS, as Pre-K is considered a foundational, exploratory stage that builds readiness.

Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCCs) are simplified for early learners but kept consistent with NGSS. Time frames can be adjusted based on the number of school weeks or local curriculum pacing.

Each unit includes sample driving questions or hands-on ideas to guide instruction.

1

Scope and Sequence

Steps into Science

SCHOOL:

SUGGESTED WEEKLY PLAN

STEPS INTO SCIENCE

Subject: Science

Date:

Term:

Grade/Section: KG1

Unit: All About Us Lesson: Body and Senses

Day:

Week: 1

Standards: NGSS/CCSS Standards • •

Introduction (Pages 4–11)

LS1.A: Structure and Function K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.

Learning Objectives:   

Identify major body parts.

Recognize the five senses.

Understand the role of senses in daily life.

Pre-Kindergarten Standards • •

PK.AL.1 – Actively engages in play as a means of exploration and learning

• • • •

PK.AL.5 – Demonstrates persistence PK.PDH.1 – Uses senses to assist and guide learning

• •

PK.AC.2 – Demonstrates they are building background knowledge

PK.AL.4 – Exhibits curiosity, interest, and willingness to learn new things and have new experiences

PK.SEL.4 – Develops positive relationships with their peers PK.SEL.5 – Demonstrates pro-social problem-solving skills in social interactions PK.ELAL.19 (PKSL.1) – Participates in collaborative conversations with diverse peers and adults in small and large groups and during play

Success Criteria:   

I can name the five senses.

I can match senses with the correct body parts.

I can describe what I see, hear, touch, smell, or taste.

Assessment for Learning:   

Picture and word matching tasks.

Group discussions and Q&A. Mini senses drawing book.

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Challenging & Open-ended Questions:   

SUGGESTED WEEKLY PLAN Cross-curricular Links:

What if you could not see or hear?

Which sense do you think is most helpful and why?

Can you use more than one sense at the same time?

Science: Explore body parts and senses through real-life examples (Pages 4–7).

Technology: Use a sensory soundboard or smartboard to identify and label sounds.

Engineering: Construct a tactile 'mystery box' using materials like cotton, bell, lemon, sponge.

Math: Count and categorize items used for each sense.

Book Task References: Page 5 (draw half-body), Pages 6–7 (sense-body part match), Page 8 (identify sense per activity).

Language: Vocabulary building body and senses (eye ,ear, nose ,tongue ,fingers ,see, hear, taste, touch, smell) Art: Draw and label body, senses and objects.

Music: Sound guessing game.

DOK Skills:

Identify, observe, investigate,label, draw, match, classify, predict, apply, recall

Local Environment and Real-life application: 

  

Students will take part in a sensory walk around the classroom, school garden, or playground to observe sounds, textures, colors, and smells using their five senses. Teachers will provide real-life materials such as cotton, sandpaper, lemon, bell, and sponge to help children experience each sense through handson exploration.

During group activities, students will describe everyday classroom items (e.g., pencil, carpet, tissue, window) using appropriate sensory vocabulary.

At home, children will be asked to identify 3 items they can see, hear, and touch, and bring back drawings or simple descriptions to share with peers.

Teachers will encourage students to use their senses to describe their daily routines (e.g., brushing teeth, eating snacks, washing hands) to make learning meaningful and connected to real-life experiences.

Engage 10 mins

Begin with a “Mystery Box” sensory game. Inside the box, place familiar objects such as a cotton ball, bell, sponge, orange peel, and sandpaper.

Blindfold or ask students to close their eyes and use only one sense (e.g., touch or smell) to guess what’s

Explore 10 mins

Create five sensory stations around the classroom, each representing one of the five senses: Touch: Materials like sandpaper, cotton, and fabric

Explain 15 minutes

Bring students together for whole-class instruction using a sensory chart.

Introducing vocabulary: see, hear, touch, taste, smell Label a body outline with picture cues for eyes, ears, nose, tongue, and hands

Critical Thinking:  

Why do we need to protect our senses?

How do our senses help us stay safe?

Parental Involvement: 

Parents are encouraged to take photos or short videos of their child using a sense at home and send it to the class teacher. These will be displayed during review.

Elaborate 10 minutes

Encourage students to connect their learning to their daily routines and environments.

Ask: “What do you use to smell your lunch?”

“Can you touch your teddy bear at home? What does it feel like?”

Allow students to draw or

Evaluate 5 minutes

Conclude with an exit ticket activity: Each child names or draws one thing they experienced using a sense.

Teachers conduct oral check-ins or pictorial reflections: “What was your favorite sense today?”

“Why did you like using your nose/eyes?”

Use a simple rubric or checklist to assess:

Differentiation Emerging Learners & English Language Learners (ELLs): Use real objects instead of pictures. Visual aids and gestures help reinforce vocabulary. Allow use of native language support where possible.

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inside the box.

Use guiding questions: "What does it feel like?"

"Is it soft, rough, or smooth?"

This activity builds curiosity and primes learners for sensory exploration.

Sight: Colorful picture cards and magnifying glasses Hearing: Shakers, bells, and crinkly paper Smell: Jars with cinnamon, coffee, or citrus Taste (optional): Crackers, lemon slices (only if permitted and with allergy checks) Students will rotate in small groups, explore each station, and share what they experience using full sentences.

Teachers observe and prompt students to use key vocabulary like “soft,” “sweet,” “loud,” and “colorful.”

SUGGESTED WEEKLY PLAN

Use real-life photos to discuss how each sense works Ask guiding questions: “Which body part do we use to smell?”

“What can you see in this picture?”

describe one object from home and match it to a sense.

Incorporate simple sentence starters like “I use my ___ to ___.”

Can name 5 senses Can match sense to body part Can describe an experience using a sense

Students with Special Education Needs (SEN): Offer sensory objects with larger textures or sounds. Use fewer stations with 1:1 support and repetition of key ideas.

Advanced Learners: Invite to lead a sensory station or create a short oral presentation describing multiple senses.

Kinesthetic Learners: Movement-based matching games and role-play.

Visual Learners: Diagrams, labeled charts, and picture cards.

Auditory Learners: Songs (e.g., “Five Senses Song”), sound matching activities, and verbal discussions.

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SUGGESTED WEEKLY PLAN

Daily Lesson Distribution Day 1

Ex 1 A: Learn body parts, page 4.

Ex 1 B: Find a partner and take turns. Point to one of their body parts, and have them say its name, page 5.

Assignment

Finish the drawing, then match each word to the correct body part Learn body part, Ex A and B pages 4-5

Day 2

Ex 2 A, 2B: Match senses with body parts using visuals from learn book on page 6.

Assignment

Read each sentence out loud, then act it out. Ex 2 C, page 7.

Learn about our senses”, Ex A and B, page 6

Day 3

Ex 2 D: Play the guessing game: Act out an action and have your classmates guess which sense is being used from learn book on page 8.

Assignment

Draw something you can safely touch at home. Learn book on page 9, Ex 2 E.

Day 4

Ex 2 F: Match objects to the sense used from learn book on page 10.

Pair Work: One student draw the body part and other student draw the related objects.

Assignment

Use a worksheet to match each object (flower, bell, and cracker) to the correct sense.

Day5

Project Work: Conduct project activity from learn book on Page 11.

Draw a sense and group with others who selected the same sense.”

Assignment

Work in groups to complete the Body and Senses Poster. Each group presents one sense with matching real-life examples.”

Reflection on Students’ Performance: Meet Standards

Partially Meet Standards

Don’t Meet Standards

Actions

Actions

Actions

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