Kindergarten Science Arizona Standards

Observe, record, and ask questions about temperature, precipitation, and other weather data to identify patterns or changes in local weather.

Observe, describe, ask questions, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans).

Observe and ask questions about patterns of the motion of the sun, moon, and stars in the sky.

Obtain, evaluate, and communicate information about how organisms use different body parts for survival.

Observe, ask questions, and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.

Observe, ask questions, and explain the differences between the characteristics of living and non-living things.

Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.

Design and evaluate a tool that helps people extend their senses.

Physical Sciences

Earth and Space Sciences

Life Sciences

Concept: Algorithms and Programming (AP)

Subconcept: Algorithms (A)

With teacher assistance, model daily processes by following algorithms (sets of step-by-step instructions) to complete tasks.

Subconcept: Control (C)

With teacher assistance, identify programs with sequences and simple loops, to express ideas or address a problem.

Subconcept: Modularity (M)

With teacher assistance, solve a problem by breaking it down into smaller parts.

Subconcept: Program Development (PD)

With teacher assistance, develop plans that describe a program’s sequence of events, goals, and expected outcomes.

With teacher assistance, identify attribution (credit) when using the ideas and creations of others while developing programs.

With teacher assistance, debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

With teacher assistance, using correct terminology, describe steps taken and choices made during program development.

Subconcept: Variables (V)

With teacher assistance, model the way programs store and manipulate data by using numbers or other symbols to represent information.

Concept: Computing Systems (CS)

Subconcept: Devices (D)

With teacher guidance, select and operate an appropriate device to perform a task.

Subconcept: Hardware and Software (HS)

Use appropriate terminology in identifying and describing the function of common physical components of computing systems.

Subconcept: Troubleshooting (T)

Discuss basic hardware and software problems.

Concept: Data and Analysis (DA)

Subconcept: Collection, Visualization and Transformation (CVT)

With teacher guidance, collect and transform data using digital devices; Display data for communication in various visual formats.

Subconcept: Inference and Models (IM)

Discuss patterns in data to make inferences or predictions.

Subconcept: Storage (S)

Recognize that data can be collected and stored on different computing devices over time and retrieved later.

Concept: Impacts of Computing (IC)

Subconcept: Culture (C)

Discuss how people lived and worked before and after the implementation or adoption of new computing technology.

Subconcept: Social Interactions (SI)

Work respectfully and responsibly with others online.

Subconcept: Safety, Law, and Ethics (SLE)

Keep login information private, and log off of devices appropriately.

Concept: Networks and the Internet (NI)

Subconcept: Cybersecurity (C)

Explain that a password helps protect the privacy of information.

Subconcept: Network, Communication, and Organization (NCO)

With teacher guidance, students define computer networks and how they can be used to connect people to other people, places, information, and ideas.