# Kindergarten: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 21 concepts ready. In the app: https://ai.page/roadmap/ms-sci-kindergarten Part of: [Mississippi: Science](https://ai.page/roadmap/ms-sci.md) Goal: Mississippi academic standards: Science, Kindergarten ## 1. Earth and Space Science · Students will demonstrate an understanding of how humans use Earth's resources. - [Objects vs Materials](https://ai.page/c/objects-vs-materials/index.md): Distinguish between an object and the material from which it is made, understanding that objects can be made from different materials - [Reducing Human Impact](https://ai.page/c/reducing-human-impact/index.md): Communicate solutions that will reduce the impact of humans on the land, water, air, and other living things in the local environment - [Local weather patterns](https://ai.page/c/local-weather-patterns/index.md): Use and share observations of local weather conditions to describe patterns over time, recording temperature, rainfall, and other conditions ## 2. Physical Science · Students will demonstrate an understanding that the Sun provides the Earth with heat and light. - [Sunlight warms things up](https://ai.page/c/sunlight-warms-things-up/index.md): Make observations to determine the effect of sunlight on Earth's surface, noticing that sunlight warms the ground, water, and objects - [Building shade from the sun](https://ai.page/c/building-shade-from-the-sun/index.md): Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area, such as a shade or shelter ## 3. Physical Science · Students will demonstrate an understanding of the pattern of seasonal changes on the Earth. - [Seasonal changes](https://ai.page/c/seasonal-changes/index.md): Observe changes across the four seasons and describe weather associated with each season, including how day length varies - [Why seasons change](https://ai.page/c/why-seasons-change/index.md): Make observations at different times of year to relate the amount of daylight to the time of year, noticing longer days in summer and shorter days in winter ## 4. Physical Science · Students will demonstrate an understanding of how solid objects can be constructed from a smaller set. - [Taking Apart & Rebuilding](https://ai.page/c/taking-apart-and-rebuilding/index.md): Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist ## 5. Physical Science · Students will demonstrate an understanding of the solid and liquid states of matter. - [States of Matter Vocabulary](https://ai.page/c/states-of-matter-vocabulary/index.md): Name and distinguish the three states of matter — solid, liquid, and gas — using properties vocabulary: hard, rigid, runny, flows, keeps its shape, fills its container; use 'change of state' to describe what happens when materials are heated or cooled ## 6. Life Science · Students will demonstrate an understanding that some groups of plants and animals are no longer living (extinct) because they were unable to meet their needs for survival. - [Dinosaurs Were Real](https://ai.page/c/dinosaurs-were-real/index.md): Understand that dinosaurs were real animals that lived on Earth a very long time ago and are now extinct — none are alive today - [What Living Things Need](https://ai.page/c/what-living-things-need/index.md): Understand what plants and animals (including humans) need to survive: water, food, air, and suitable conditions ## 7. Life Science · Students will demonstrate an understanding of the interdependence of living things and the environment in which they live. - [Plants and animals in their habitats](https://ai.page/c/plants-and-animals-in-their-habitats/index.md): Use a model to represent the relationship between the needs of different plants and animals and the places they live, connecting organism needs to habitat features - [Habitats & Basic Needs](https://ai.page/c/habitats-and-basic-needs/index.md): Identify that most living things live in habitats to which they are suited and describe how habitats provide for basic needs and how organisms depend on each other ## 8. Life Science · Students will demonstrate an understanding of what animals and plants need to live and grow. - [What Plants Need to Grow](https://ai.page/c/what-plants-need-to-grow/index.md): Understand that plants need water, light, and a suitable temperature to grow and stay healthy ## 9. Life Science · Students will demonstrate an understanding of how living things change in form as they go through the general stages of a life cycle. - [Animal Life Stages](https://ai.page/c/animal-life-stages/index.md): Recognise that animals, including humans, have offspring which grow into adults, and describe basic animal life stages - [Offspring resemble parents](https://ai.page/c/offspring-resemble-parents/index.md): Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences - [Seeds & Plant Growth](https://ai.page/c/seeds-and-plant-growth/index.md): Observe and describe how seeds and bulbs grow into mature plants through stages of germination and growth - [Life Cycles of Organisms](https://ai.page/c/life-cycles-of-organisms/index.md): Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death ## 10. Life Science · Students will demonstrate an understanding of how animals (including humans) use their physical features and their senses to learn about their environment. - [The Five Senses](https://ai.page/c/the-five-senses/index.md): Explore the five senses in detail: sight uses eyes to detect light, hearing uses ears to detect sound, touch uses skin to feel pressure and temperature, taste uses the tongue to detect flavours, and smell uses the nose to detect odours ## 11. Life Science · Students will demonstrate an understanding of living and nonliving things. - [Living Things Vocabulary](https://ai.page/c/living-things-vocabulary/index.md): Name and use vocabulary for what makes something living — alive, dead, never been alive, movement, nutrition, growth, reproduction, sensitivity, excretion — and apply these terms when classifying objects and explaining why plants and animals count as living things - [Living, Dead & Never Alive](https://ai.page/c/living-dead-and-never-alive/index.md): Explore and compare the differences between things that are living, dead, and things that have never been alive ## Health: 0 of 100 Of its 21 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Objects vs Materials has no explanation yet - Reducing Human Impact has no explanation yet - Local weather patterns comes before Seasonal changes, which it needs - Local weather patterns has no explanation yet - Sunlight warms things up has no explanation yet - Building shade from the sun has no explanation yet - Seasonal changes has no explanation yet - Why seasons change has no explanation yet - Taking Apart & Rebuilding has no explanation yet - States of Matter Vocabulary has no explanation yet - Dinosaurs Were Real has no explanation yet - What Living Things Need has no explanation yet - Plants and animals in their habitats has no explanation yet - Habitats & Basic Needs comes before Living, Dead & Never Alive, which it needs - Habitats & Basic Needs has no explanation yet - What Plants Need to Grow has no explanation yet - Animal Life Stages has no explanation yet - Offspring resemble parents has no explanation yet - Seeds & Plant Growth has no explanation yet - Life Cycles of Organisms has no explanation yet - The Five Senses has no explanation yet - Living Things Vocabulary has no explanation yet - Living, Dead & Never Alive has no explanation yet Credit: The structure of Mississippi academic standards: Science (http://www.mde.k12.ms.us/docs/secondary-education/2018-ms_ccrs---science_k-12_final_20170616.pdf?sfvrsn=2); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.