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Soc. St. Science SOL's

Row numberGradeSOLSubjectSOL TextEssential KnowledgeKey WordsMarking Period
1KK.1aHistoryThe student will recognize that history describes events and people of other times and places bya) identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln;Understand the meaning of: long ago/past/present, real and make believe, history (events that have already happened)Pocahontas: an Indian girl who was a helper and friend to the settlers in VirginiaGeorge Washington: first president of the United States, and often called the “Father of our Country”Betsy Ross: believed to have sewn one of the first flags for our country.Abraham Lincoln: a United States president and often called “Honest Abe”History PeopleMP3
2KK.1bHistoryThe student will recognize that history describes events and people of other times and places byb) identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents’ Day, and Independence Day (Fourth of July)Thanksgiving: A feast day to remember the sharing of the harvest with the American Indians (First Americans. It is observed in NovemberMartin Luther King, Jr. Day: A day to remember an African American man who worked so that all people would be treated fairly. It is observed in January.Presidents’ Day: A day when we honor all presidents of the United States, especially George Washington and Abraham Lincoln. It is observed in February.Independence Day (Fourth of July): our country’s birthdayHistory HolidaysMP3
3KK.2HistoryThe student will describe everyday life in the present and in the past and begin to recognize that things change over time.Past: something that has already happenedPresent: what is happening today (now)Information about life in the past is gained through the study of Thanksgiving, and the stories of Pocahontas, Betsy Ross, George Washington, and Abraham Lincoln.Descriptions of life in the past and present can be shared by families through pictures and storiesHistory ChangesMP1
4KK.3HistoryThe student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.Understand the meaning of:near/farabove/belowleft/rightbehind/in frontUnderstand that these words are used daily to describe where people, places, and things are locatedGeography Positional WordsMP1
5KK.4aHistoryThe student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth;map: a drawing that shows what a place looks like from aboveglobe: a round model of the Earthmodel: something that stands for something elseGeography MapsMP3
6KK.4bHistoryThe student will use simple maps and globes to b) describe places referenced in stories and real-life situations;Maps or globes can show the location of stories and real-life situationsGeography MapsMP1
7KK.4cHistoryThe student will use simple maps and globes to c) locate land and water featuresMaps can show simple drawings of classrooms, playgrounds, neighborhoods, rivers, and oceansLand and water features on maps and globes are shown by different colors.Geography MapsMP4
8KK.5aHistoryThe student will develop an awareness that maps and globesa) show a view from aboveShow a view from aboveGeography MapsMP4
9KK.5bHistoryThe student will develop an awareness that maps and globesb) show things in smaller size;Show things/objects, as they are, only smallerGeography MapsMP4
10KK.5cHistoryThe student will develop an awareness that maps and globesc) show the position of objectsShow the position/location of things/objectsGeography MapsMP4
11KK.6HistoryThe student will match simple descriptions of work that people do with the names of those jobs.Doctors: take care of people when they are sickBuilders: build houses and buildingsTeachers: help students learnCooks: prepare mealsFarmers: grow cropsFiremen/Firewomen: put out firesEconomics JobsMP2
12KK.7aHistoryThe student willa) identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have);Basic needs: things people need to live (food, clothing, and shelter)Wants: things people would like to haveEconomics Needs WantsMP2
13KK.7bHistoryThe student willb) recognize that people use money to purchase goods.Money: traded for food, clothing, and shelterGoods are things that people make or grow that can be purchasedEconomics GoodsMP2
14KK.8aHistoryThe student will demonstrate that being a good citizen involvesa) taking turns and sharing;A community is a place where people live, work, and play.Examples of being a good citizen:Taking turnsSharingCivics CitizenshipMP1
15KK.8bHistoryThe student will demonstrate that being a good citizen involvesb) taking responsibility for certain classroom chores;Completing classroom choresCivics CitizenshipMP1
16KK.8cHistoryThe student will demonstrate that being a good citizen involvesc) taking care of personal belongings and respecting what belongs to others;Taking care of one’s thingsRespecting what belongs to othersCivics CitizenshipMP1
17KK.8dHistoryThe student will demonstrate that being a good citizen involvesd) following rules and understanding the consequence of breaking rules;Home: Rule - put toys away; Follow Rule - toys are safe. Know where toys are located; Consequence - toys can be broken or lostSchool: Rule - line up to go to the playground; Follow Rule - Everyone gets there safely; Consequence - someone can get lost or hurt.Community: Rule - look both ways before crossing the street; Follow Rule - cross the street safely; Consequence - someone can get hurt.Civics CitizenshipMP1
18KK.8eHistoryThe student will demonstrate that being a good citizen involvese) practicing honesty, self-control, and kindness to others.Come on people... do I really need to write the essential knowledge for this one?? (actually there wasn’t any)Civics CitizenshipMP1
19KK.9HistoryThe student will recognize the American flag, the Pledge of Allegiance, and that the President is the leader of the United States.The United States flag has stars on a blue rectangle and red and white stripesThe pledge to the United States flag is called the Pledge of Allegiance.The President is the leader of the United StatesCivics CitizenshipMP1
20KK.10aScienceThe student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts includea) materials and objects can be used over and over again;Reusing materials means using them more than once. Examples include dishes and utensils that are washed after use rather than using paper plates and plastic utensils and putting them in the trash.Identify materials that can be reused.Resources ReusingMP4
21KK.10bScienceThe student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts includeb) everyday materials can be recycled; andRecycling helps to save our natural resources. Recycling recovers used materials. Many materials can be recycled and used again, sometimes in different forms. Examples include newspapers that are turned into writing tablets. Give examples of objects, such as paper, plastic containers, and glass containers, that can be recycled.Describe the difference between recycle and reuse. Describe how to recycle a given material--paper, oil, aluminum, glass, and plasticsResources RecyclingMP4
22KK.10cScienceThe student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts includec) water and energy conservation at home and in school helps preserve resources for future use.Natural resources such as water and energy should be conservedRecycling, reusing, and conserving helps preserve resources for future use. Resources will last longer if we recycle, reuse, and reduce consumption.Name ways to conserve water and energy.Resources ConservationMP4
23KK.1aScienceThe student will conduct investigations in whicha) basic properties of objects are identified by direct observation;Observation is an important way to learn about the world. Through observation one can learn to compare, contrast, and note similarities and differencesObserve objects and describe their basic properties. These include color, shape (circle, triangle, square, and rectangle), size (big, little, large, small), texture (rough, smooth, hard, soft), and weight (heavy, light)Investigation PropertiesAll
24KK.1bScienceThe student will conduct investigations in whichb) observations are made from multiple positions to achieve different perspectives;An object can appear very different depending on how it is oriented. To describe an object fully and accurately, it should be observed from several different positions.Observe an object or objects from multiple positions to achieve different perspectives. In order to accomplish this, the student should look at the object from top, bottom, front, and back.Investigation PositionsAll
25KK.1cScienceThe student will conduct investigations in whichc) objects are described both pictorially and verbally;Observations can be communicated through pictures and discussionsDescribe objects both pictorially and verballyInvestigation ObservationsAll
26KK.1dScienceThe student will conduct investigations in whichd) a set of objects is sequenced according to size;Putting objects in a sequence allows one to understand how things are related. A sequence can show how things can change a little at a time.Arrange a set of objects in sequence according to size.Investigation SequenceAll
27KK.1eScienceThe student will conduct investigations in whiche) a set of objects is separated into two groups based on a single physical attribute;Separate a set of objects into two groups based on a single physical attribute, including size, color, texture, and weightInvestigation GroupingAll
28KK.1fScienceThe student will conduct investigations in whichf) nonstandard units are used to measure common objects;A nonstandard unit of measure, such as the length of a paper clip, can be used to demonstrate and communicate the dimensions of an object. For the nonstandard unit to be most useful, it should be consistent and easily applied.Measure common objects with nonstandard units. Examples of nonstandard units include hands, pennies, and paper clipsInvestigation MeasurementAll
29KK.1gScienceThe student will conduct investigations in whichg) a question is developed from one or more observations;Observations about familiar objects or events often lead to the development of important questions that can spark further investigation.Develop a question from one or more observationsInvestigation QuestioningAll
30KK.1hScienceThe student will conduct investigations in whichh) picture graphs are constructed using 10 or fewer units;Picture graphs are useful ways to display and report information.Construct picture graphs using 10 or fewer units.Investigation GraphAll
31KK.1iScienceThe student will conduct investigations in whichi) an unseen member in a sequence of objects is predicted; andPredict an unseen member in a sequence of objects to complete a pattern.Investigation PredictionsAll
32KK.1jScienceThe student will conduct investigations in whichj) unusual or unexpected results in an activity are recognized.It is important to observe the results of an investigation carefully. results that are unexpected or unusual may be of interest for further study.Identify unusual or unexpected results in an activity.Investigation UnexpectedAll
33KK.2aScienceStudents will investigate and understand that humans have senses that allow one to seek, find, take in, and react or respond to information in order to learn about one’s surroundings. Key concepts includea) five senses and corresponding sensing organs (taste – tongue, touch – skin, smell – nose, hearing – ears, and sight – eyes); andA particular sensing organ (eyes, ears, nose, tongue, and skin) is associated with each of the five senses.Identify and describe the five senses: taste, touch, smell, hearing, and sight.Match each sensing organ (eyes, ears, nose, tongue, and skin) with its associated sense.Investigation SensesMP1
34KK.2bScienceStudents will investigate and understand that humans have senses that allow one to seek, find, take in, and react or respond to information in order to learn about one’s surroundings. Key concepts includeb) sensory descriptors (sweet, sour, bitter, salty, rough/smooth, hard/soft, cold, warm, hot, loud/soft, high/low, bright/dull).Using the senses, we can make careful observations about the world and communicate those observations through descriptorsMatch sensory descriptors with the senses (taste: sweet, sour, bitter, salty; touch: smooth, hard, soft, cold, warm, hot; hearing: loud, soft, high, low; sight: bright, dull, color, black, and white)Investigation SensesAll
35KK.3aScienceThe student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts includea) attraction/nonattraction, push/pull, attract/repel, and metal/nonmetal; andMagnets will attract certain metals (iron-bearing, nickel, and cobalt). Magnets have an effect on some items and can cause them to move. Some items are not affected by magnets and remain stationary.Repulsion is the force that pushes like poles of magnets apartPredict and test which common objects will be attracted to magnets and which will not be attracted to magnetsClassify objects as being attracted or not attracted to magnets, such as an iron nail, iron-bearing paper clip, cereal, and book.The force of a magnet can move something without actually touching itForce MagnetsMP2
36KK.3bScienceThe student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts includeb) useful applications (refrigerator magnet, can opener, magnetized screwdriver, and magnetic games).Because some metals are attracted to magnets, magnets have many simple useful applications in the homeIdentify items in the home that contain a magnet or magnets, such as can openers, magnetized screwdrivers, magnetic games, and refrigerator magnetsForce MagnetsMP2
37KK.4aScienceThe student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts includea) colors (red, orange, yellow, green, blue, purple), white, and black;An object may have many properties that can be observed and described. Objects can be described readily in terms of color, shape, and texture.Two different objects can have some of the same physical properties and some different physical propertiesIdentify and name eight basic colors, including red, orange, yellow, green, blue, and purple (Indigo and violet are not required at the kindergarten level.) Black and white are not spectral colors but students should recognize them by name.Matter ColorsMP1
38KK.4bScienceThe student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts includeb) shapes (circle, triangle, square, and rectangle) and forms (flexible/stiff, straight/curved);Identify and name a circle, triangle, square, and rectangle.Compare and contrast objects that are flexible, stiff, straight, and curved.Matter ShapesMP1
39KK.4cScienceThe student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts includec) textures (rough/smooth) and feel (hard/soft);Compare and contrast objects that are rough, smooth, hard, and soft.Matter TexturesMP1
40KK.4dScienceThe student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts included) relative size and weight (big/little, large/small, heavy/light, wide/thin, long/short); andCompare objects using the concepts of heavy/light, long/short, wide/thin, big/little, and large/small.Measure objects, using nonstandard units.Matter SizeMP1
41KK.4eScienceThe student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts includee) position (over/under, in/out, above/below, left/right) and speed (fast/slow)An object can be described according to its position relative to another object and according to its motionIdentify the position of an object, using position words over/under, in/out, above/below, and left/rightGroup objects according to their speed--fast or slowMatter PositionAll
42KK.5aScienceThe student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts includea) water occurs in different states (solid, liquid, gas);Water can be solid, liquid, or gas.Identify examples of the different states of water (solid, liquid, and gas)Classify examples of different states of matter as solid, liquid, or gas.The state of water can be changed by heating or cooling it.Matter WaterMP2
43KK.5bScienceThe student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts includeb) the natural flow of water is downhill; andThe natural flow of water is from a higher to a lower levelDescribe the natural flow of water.Predict where a stream of water will flow.Matter FlowMP1
44KK.5cScienceThe student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts includec) some materials float in water, while others sinkSome objects float in water, while others do notPredict whether items will float or sink when placed in water. Items to use include wood, metal, fruits, paper, and plasticsMatter Sink FloatMP1
45KK.6aScienceThe student will investigate and understand basic needs and life processes of plants and animalsa) living things change as they grow, and they need food, water, and air to survive;Plants and animals change as they growPlants and animals need food, water, and gases in the air to live. (Many animals and plants that live in water use the gases that are dissolved in the water).Describe the life needs of animals and plants. The life needs are food, water, and airPredict what will happen to animals and plants if life needs are not met.Life NeedsMP4
46KK.6bScienceThe student will investigate and understand basic needs and life processes of plants and animalsb) plants and animals live and die (go through a life cycle); andPlants and animals live and die. This is part of the life cycle.Describe some simple changes animals and plants undergo during the lifecycle. For animals this may include changes in color, body covering, and overall size. For plants this may include size, presence of leaves and branches, and ability to produce flowers and fruits.Life CycleMP4
47KK.6cScienceThe student will investigate and understand basic needs and life processes of plants and animalsc) offspring of plants and animals are similar but not identical to their parents and to one another.Many offspring of plants and animals are like their parents but not identical to them.Compare and contrast young plants and animals with their parents, using pictures and/or live organisms.Life OffspringMP4
48KK.7aScienceThe student will investigate and understand that shadows occur when light is blocked by an object. Key concepts includea) shadows occur in nature when sunlight is blocked by an object; andA shadow is an image of an object created when light is blocked by that object.Shadows can occur whenever light is presentPeople can make shadowsLiving and nonliving things can make shadowsIdentify a shadow or variety of shadows.Describe how to make a shadowSpace ShadowsMP3
49KK.7bScienceThe student will investigate and understand that shadows occur when light is blocked by an object. Key concepts includeb) shadows can be produced by blocking artificial light sources.Identify and describe sources of light--sun, electric lights, and flashlights-- that can produce shadows.Match objects with the shadow they would createAnalyze how shadows change as the direction of the light source changes.Space ShadowsMP3
50KK.8aScienceThe student will investigate and understand simple patterns in his/her daily life. Key concepts includea) weather observations;One can make simple predictions in weather patterns. On a cloudy, warm day, it may rain. On a cloudy day that is very cold, it may snow. On a clear day there will most likely be no rain or snow.Observe and identify daily weather conditions--sunny, partly sunny, partly cloudy, rainy, cloudy, snowy, windy, warm, hot, cool, and coldPredict daily weather based on basic observable conditions.Chart daily weather conditions.Earth WeatherAll

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Debbie Hoffmann Debbie Hoffmann

created Jan 16, 2009

updated Aug 20, 2011

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Social Studies/Science information for all sol's

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