A Trip to the Beach!

Ages 3–7 · 16 minutes · Science, Geography, Stories

Let's take a trip to the beach! Learners will explore colors, shapes, counting and fun things to do at the beach!

Let's take a trip to the beach! We'll pack everything we need to explore the shores together! Learners will explore colors, shapes, counting and fun things to do at the beach! A few interesting facts along the way, make this a fun and educational experience

Part of

Field Trips!

Standards alignment

Common Core State Standards

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.

Alabama

MA19.K.5 — Count to answer "how many?" questions.
ELA21.K.20 — Name and sort pictures of objects into categories based on common attributes while relating vocabulary to prior knowledge and building background knowledge.
MA19.K.4a — Say the number names in consecutive order when counting objects.
MA19.K.5b — Count using no more than 10 concrete objects in a scattered configuration.
MA19.K.18 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as _above, below, beside, in front of, behind,_ and _next to._

Alaska

K.CC.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
SL.K.4 — Describe familiar people, places, things, and events, and with prompting and support, provide additional related details.
K.G.1 — Describe objects in the environment using names of shapes and describe their relative positions (e.g.,above, below, beside, in front of, behind, next to).

Arizona

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.SL.1.b — Continue a conversation through multiple exchanges.
2.E1U1.5 — Develop and use models to represent that water can exist in different states and is found in oceans, glaciers, lakes, rivers, ponds, and the atmosphere.

Arkansas

K.NPV.2 — Count a set of objects up to 20 using one-to-one correspondence, demonstrating that the last number stated indicates the number of objects in the set regardless of the arrangement.
K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
There are many different kinds of living things in any area, and they exist in different places on land and in water.

California

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Colorado

P.CC.C.3 — Say or sign the number names in order when counting, pairing one number word that corresponds with one object, up to at least 10.
P.CC.C.4 — Use the number name of the last object counted to answer “How many?” questions for up to approximately 10 objects.
SC.P.1.1.a — Use senses to explore the properties of objects and materials (e.g., solids, liquids).
SC.P.2.1.a — Observe, describe and discuss living things.
SC.P.3.1.d — Observe and discuss common properties, differences and comparisons among objects.

Connecticut

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Delaware

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Florida

MA.K.NSO.1.1 — Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting.
MA.K.NSO.1.2 — Given a number from 0 to 20, count out that many objects.
SC.K.N.1.2 — Make observations of the natural world and know that they are descriptors collected using the five senses.
SS.K.G.3.2 — Identify basic bodies of water.

Georgia

K.NR.1.1 — Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.
K.NR.1.2 — When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.
K.GSR.8 — Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.
SKE2.a — Ask questions to identify and describe earth materials—soil, rocks, water, and air.

Hawaii

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
1.L.5a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
K.CC.B.4a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.

Idaho

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Given a group of up to 20 objects, count the number of objects in that group and state the number of objects in a rearrangement of that group without recounting. Given a verbal or written number from zero to 20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS-2.3)
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as “above,” “below,” beside, “in front of,” “behind,” and “next to.”

Illinois

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
ESS2.C-P1 — Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Indiana

K.NS.3 — Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)
K.RC.7 — Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites) through oral discussions. (E)
2.ESS.4 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.
K.PS.1 — Plan and conduct an investigation using all senses to describe and classify different kinds of objects by their composition and physical properties. Explain these choices to others and generate questions about the objects.

Iowa

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration. Given a number from 1–20, count out that many objects.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.G.A.1 — Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, besides, in front of, behind, and next to.
SL.K.1.b — Continue a conversation through multiple exchanges.

Kansas

K.CC.5 — Count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.4.a — When counting objects, say each number’s name in sequential order, pairing each object with one and only one number name and each number name with one and only one object.
SL.K.4 — Use details to describe familiar people, places, things, or events with prompting and support.

Kentucky

KY.K.CC.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
KY.K.CC.5.b — Count to answer “how many?” questions with as many as 10 things in a scattered configuration.
KY.K.G.1 — Name and describe shapes in the environment.
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
L.K.4.c — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Louisiana

K.CC.B.4.a — When counting objects in standard order, say the number names as they relate to each object in the group, demonstrating one-to-one correspondence.
K.CC.B.5 — Count to answer "how many?" questions.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).
SL.K.1.b — Continue a conversation through multiple exchanges.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Maine

K.CC.B.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.B.4a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
SL.1.K.b — Continue a conversation through multiple exchanges.
SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.G.A.1 — Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Maryland

PK.CC.B.4.a — When counting objects 1-10, say the number names in standard order, pairing each object with one and only one number name.
PK.CC.B.5 — Represent a number by producing sets of objects with concrete materials, pictures, and or numerals. (First 0-5 and then to 10) Can correctly respond when asked "how many" after counting concrete objects.
PK.CC.B.4 — Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality.
PK.CC.B.4.b — Recognize that the last number name said, tells the number of objects counted. Recognize the count remains the same regardless of the order or arrangement of the objects.

Massachusetts

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects.
PreK-ESS2-3(MA) — Explore and describe different places water is found in the local environment.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

Michigan

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
1–G5.0.2 — Describe ways in which the physical environment in a place or region affects people’s lives.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Minnesota

K.1.1.1 — Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. For example: Count students standing in a circle and count the same students after they take their seats. Recognize that this rearrangement does not change the total number, but may change the order in which students are counted.
K.1.1.3 — Count, with and without objects, forward and backward to at least 20.
K.1.1.4 — Find a number that is 1 more or 1 less than a given number.

Mississippi

K.CC.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
K.CC.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
E.1.9B.1 — Locate, classify, and describe bodies of water (oceans, rivers, lakes, and ponds) on the Earth’s surface using maps, globes, or other media.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Missouri

K.NS.B.5 — Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.PS1.A.1 — Make qualitative observations of the physical properties of objects (i.e., size, shape, color, mass).
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.NS.B.6 — Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.
K.SL.1.A.b — continuing a conversation through multiple exchanges
K.GM.C.6 — Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size.

Montana

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object from a variety of cultural contexts, including those of Montana American Indians.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects from a variety of cultural contexts, including those of Montana American Indians.
K.G.A.1 — Describe objects, including those of Montana American Indians, in the environment using names of shapes, and describe the relative positions of these objects using terms such as: above, below, beside, in front of, behind, and next to.
SL.K.1.b — Continue a conversation through multiple exchanges.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Nebraska

K.N.2.d — Count up to 20 objects arranged in a line, a rectangular array, or a circle, and count up to 10 objects in a scattered configuration.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.D.1.a — Identify, sort, and classify objects by size, shape, color, and other attributes.
K.N.2.e — Count verbally forward and backward from any given number within 20.

Nevada

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

New Hampshire

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

New Jersey

K.CC.B.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.CC.B.4a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SL.K.1.b — Continue a conversation through multiple exchanges.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New Mexico

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New York

NY-PK.CC.4.a — Answer counting questions using as many as 10 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 5 objects in a scattered configuration.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
NY-PK.CC.3.b — Explore and develop the concept that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
PKL4 — Explore and use new vocabulary in child-centered, authentic, play-based experiences.
KL5c — Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful).

North Carolina

SL.K.1.b — Continue a conversation through multiple exchanges.
L.K.6 — Use words and phrases learned through conversations, reading and being read to, and responding to texts.
NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
NC.K.CC.4 — Understand the relationship between numbers and quantities. • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence). • Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality). • State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 — Count to answer “How many?” in the following situations: • Given a number from 1–20, count out that many objects. • Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. • Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. • Given 10 objects in a scattered arrangement, identify how many.
PS.K.1 — Understand how objects are described based on their physical properties and how they are used.

North Dakota

K.NO.CC.5 — Count and tell how many objects up to 20 are in an arranged pattern or up to 10 objects in a scattered configuration. Represent a quantity of up to 20 with a numeral.
1.C.6 — Participate in conversations by listening to others and taking turns speaking about topics, continuing through multiple exchanges.
2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.
1.L.2d — color, size, and number adjectives

Ohio

K.CC.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.4.a — When counting objects, establish a one-to-one relationship by saying the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.4.b — Understand that the last number name said tells the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted.
K.G.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.PS.1 — Objects and materials can be sorted and described by their properties.
K.LS.2 — Living things have physical traits and behaviors, which influence their survival.

Oklahoma

PK.N.2 — Count to tell the number of objects.
PK.1.S.3 — Students will ask and answer questions with prompting.
PK.4.R.3 — Students will begin to acquire new vocabulary and relate new words to prior knowledge.
PK.5.R.2 — Students will hear different parts of speech through conversations, read-alouds, and interactive reading: • concrete objects as persons, places, or things (i.e., nouns) • words as actions (i.e., verbs) • color adjectives • spatial and time relationships such as up, down, before, and after
PK.N.1 — Know number names and count in sequence.
PK.S.4 — Share noticings and wonderings about the physical and natural world. Clarification Statement: Sharing could include drawing, writing, building models, or other creative expressions, such as drama or creative movement. Sharing could include retelling, verbal descriptions, or talking with others. Wonderings might include “why,” “how,” and “what if” statements. Respect for the noticings and wondering of others should be emphasized, but explanations for noticings and wonderings are not emphasized or expected.

Oregon

K.NCC.B.5 — Count to answer “how many?” questions using up to 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.
K.NCC.A.2 — Count forward beginning from a given number within 100 of a known sequence.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.SL.6 — Speak audibly and express thoughts, feelings, and ideas clearly.
K.L.5a — Sort common objects into categories to gain a sense of the concepts the categories represent.

Pennsylvania

CC.2.1.PreK.A.2 — Count to tell the number of objects.
CC.1.5.PK.A — Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.5.PK.E — Using simple sentences, express thoughts, feelings, and ideas, speaking clearly enough to be understood by most audiences.
CC.2.1.PreK.A.1 — Know number names and the count sequence.
3.3.2.D — Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Rhode Island

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

South Carolina

ELA.K.C.9.1 — Ask and answer questions in conversation on a topic.
K.NS.5 — Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner.
ELA.K.C.8.1 — Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: a. enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and b. consider the ideas of others while engaging in conversations.
K.NS.6 — Recognize a quantity of up to ten objects in an organized arrangement (subitizing).
2-ESS2-3. — Obtain information to identify where water is found on Earth and that it can be solid or liquid.

South Dakota

K.CC.B.5 — Count to answer "how many?"
K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence).
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Tennessee

K.CC.B.6 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.
K.CC.B.5.a — When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.
K.ETS1.1 — Ask and answer questions about the scientific world and gather information using the senses.
K.SL.PKI.4 — Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.
2.ESS2.4 — Use information obtained from reliable sources to explain that water is found in the ocean, rivers, streams, lakes, and ponds, and may be solid or liquid.
K.CC.A.2 — Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).

Texas

K.2C — count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
K.3C — identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
1.10C — compare the properties of puddles, ponds, streams, rivers, lakes, and oceans, including color, clarity, size, shape, and whether it is freshwater or saltwater; and
K.2A — count forward and backward to at least 20 with and without objects;
K.4B — identify how geographic location influences human characteristics of place such as shelter, clothing, food, and activities.

Utah

K.CC.5 — Use counting to answer questions about "how many." For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1–20, count out that many objects.
K.CC.4.a — When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number and each number with the correct quantity of objects.
K.G.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.3.1.b — Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway).

Vermont

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Virginia

K.3.a — The student will investigate and understand that physical properties of an object can be described. Properties include colors.
K.3.b — The student will investigate and understand that physical properties of an object can be described. Properties include shapes and forms.
K.3.c — The student will investigate and understand that physical properties of an object can be described. Properties include textures and feel.
K.4.b — Water can be found in many places.
K.1.b.ii — Identify characteristics and properties of objects through observations.

Washington

K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Washington, D.C.

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SL.K.1.b — Continue a conversation through multiple exchanges.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.

West Virginia

M.K.5 — Count to answer questions (e.g., "How many?") about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
M.K.4 — Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.
Building and appropriately using science domain vocabulary and phrases
M.K.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Wisconsin

M.K.CC.B.6 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Water is found in many types of places and in different forms on Earth.
ELA.K.SL.4 — With guidance and support, describe familiar people, places, things, and events.
M.K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). b. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). c. Understand that each successive number name refers to a quantity that is one larger and the previous number is one smaller (hierarchical inclusion).
M.K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
SS.BH1.b.2 — Identify situations and places that impact a person’s emotions.

Wyoming

K.CC.B.5.A — Answer the question "how many?" by counting up to 20 objects arranged in a line, a rectangular array, a circle, or as many as 10 objects in a scattered configuration.
K.CC.B.4.A — Use one-to-one correspondence when counting objects.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.
K.G.H.1 — Describe objects in the environment using the names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.