Kindergarten - Science

In addition to HFCS ‘Āina-based Learning Competencies (click to view), the PK-12 Science Kahua is grounded in the belief that the purpose of science is “Science is best defined as a careful, disciplined, logical search for knowledge about any and all aspects of the universe, obtained by examination of the best available evidence and always subject to correction and improvement upon discovery of better evidence. What's left is magic. And it doesn't work.” (year, Randi).

End of school year grade level outcomes were crosswalked with the HFCS Vision of the Graduate (2013), NGSS, Fountas and Pinnell, and were prioritized using the following criteria (Reeves, 2004): 1) Endurance, 2) Leverage, 3) Readiness, 4) Assessment Requirements.

I. Sense of Place: ʻĀina Learning Competencies

Overarching goals for ʻāina-based curriculum designed to connect the learner to their cultural, linguistic and physical community

II. Sense of Belonging: Science and Engineering Practices

Relating to the real world and observable phenomena to kilo and ask questions and wonder about and identifying, naming, and reading environmental indicators in order to define problems at school/home. By learning about various moʻokūʻauhau and frequently interacting with ʻāina a physical model is developed to test inferences and predictions. Collecting, recording, and sharing observations produces the data from tests to be analyzed and interpreted to determine if the object or tool works as predicted, and connects the science with the engineering practices.

III. Sense of Belonging: Motion, Stability, and Energy

With grade-appropriate proficiencies of science and engineering practices, students are able to make sense of the effects of pushes and pulls (K), understand the relationship between sound and vibrating materials and the functions of light (grade 1), observe and identify properties of materials through analysis and classification of different materials (grade 2).

IV. Sense of Community: From Molecules to Organisms

Through observation and questioning, and carrying out investigations, students begin to develop understandings of what characterizes plants and animals and that humans are animals, what plants and animals (including humans) need to survive, and the relationships between their needs and where they live (K); How plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents help the offspring to survive, and discern how young plants and animals are like but not exactly the same as their parents (grade 1); What plants need to grow and how plants depend on animals for seed dispersal and pollination, and are able to compare the diversity of life in different habitats (grade 2).

V. Sense of Community: Earth’s Systems

Students begin to develop understandings of systems and how system models can be used to make observations and they develop and use models at grade level proficiencies. They develop understandings/skills of patterns and variations in local weather, and the purpose of weather forecasting to prepare for, and respond to, severe weather (K); Using observation, description, and prediction to make sense of patterns of the movements of objects in the sky (grade 1); Using information and models to identify and represent the shapes and kinds of land and bodies of water in an area where water is found on Earth (grade 2).

VI. Sense of Responsibility: Earth and Human Activity

Through reading grade-appropriate texts and/or other forms of media and through observations and questioning, students begin to understand that Humans impact the land, water, air, and/or other living things in the local environment (K-2); Representations (i.e. models) are useful in communicating ideas for a problem’s solutions to other people (K); Wind and water can change the shape of the land, and design solutions can be compared and used to slow or prevent such change (grade 2).

S.K.1Learn about my various moʻokūʻauhau (i.e. my ʻohana, my school, my home/school ʻāina).
S.K.2Use ʻōlelo Hawaiʻi words to kilo, identify, name, and read environmental indicators (i.e. senses, intuition, prior knowledge) in order to make inferences and predictions.
S.K.3Demonstrate loina when participating in cultural protocol (i.e. schoolwide piko, oli mahalo, puka kula, kamaʻāina/malihini).
S.K.4Frequently interact with my ʻāina at various times of day and year to develop a relationship with ʻāina.
S.K.5Celebrate the accomplishments of historical and contemporary Hawaiian community leaders and emulate their actions (i.e. aliʻi, ʻōpūaliʻi/kapu aloha, kiaʻi).

S.K.6Kilo and begin to use ʻōlelo Hawaiʻi words to describe and ask questions to find more information about the natural and/or designed world.
S.K.7With guidance, plan and conduct an investigation in collaboration with peers.
S.K.8Demonstrate loina when following protocol for scientific investigations to ensure safety, collaboration, and cooperation.
S.K.9Use models such as blocks/shapes, pictures, diagrams, dramatization, drawings, to represent relationships in the natural world.
S.K.10Kilo to gather information about the natural and designed world and use grade appropriate media to obtain scientific information to describe environmental indicators and patterns in the natural world.
S.K.11Demonstrate loina when presenting ideas and solutions in oral and/or written forms using models and/or drawings.

S.K.12Understand that pushes and pulls have different strengths with bigger pushes or pulls resulting in larger changes in motion, and the converse (cause and effect)
S.K.13Understand that when objects collide they change motion
S.K.14Energy from the Sun that reaches the Earth arrives as sunlight; sunlight warms the Earth's surface which can include sand, soil, rocks, and water
S.K.15Sunlight (solar radiation) flows through an ecosystem and can be transferred to objects that reduce the warming effect on the Earth's surface
S.K.16Events have causes that generate observable patterns

S.K.17All animals (including humans) need food in order to live and grow, and that they obtain their food from plants or from other animals
S.K.18Plants need water and light to live and grow; and they do not need food like animals, but instead nutrients (vitamins, minerals) to live and grow
S.K.19Plants and animals (including humans) can change their environment and the environment can also change plants and animals

S.K.20Weather is the combination of qualitative and quantitative conditions in a particular region at a particular time.
S.K.21Over time, patterns in the natural world can be observed, used to describe phenomena, and used as evidence
S.K.22Resource depletion impacts all of the ecosystem and subsequently, types of severe weather change from place to place
S.K.23Systems in the natural and designed world have parts that work together