Becoming a scientist
Students learn what it means to notice things carefully. They ask questions about what they see outside and at home, and start drawing and talking about what they find.
What does a student learn in
This is the year students start acting like scientists about the everyday world around them. They ask questions about what they notice, then test simple ideas by watching closely and writing or drawing what they see. Students compare things by size, speed, and temperature, and look for patterns in weather, plants, and animals. By spring, they can ask a question about something they see outside and share what they found out with a picture or a few words.
- Asking questions
- Observing nature
- Weather patterns
- Sorting and comparing
- Simple experiments
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
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Sunlight and weather
Students watch how sunlight warms the ground and how weather changes day to day. They track patterns like sunny, rainy, and windy days, and notice how shade keeps things cooler.
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Plants, animals, and their needs
Students figure out what living things need to grow. They look at how plants reach for light and water, and how animals find food and shelter in the places they live.
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Pushes, pulls, and motion
Students play with how things move. They push, pull, roll, and drop objects to see what makes them go faster, slower, or change direction, and they test simple ideas about why.
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Building and solving problems
Students take on small design challenges, like building a shelter for a toy animal or a ramp for a ball. They try an idea, see what happens, and change it to make it work better.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Science and Engineering Practices (SEPs)
Science and Engineering Practices (SEPs)
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Asking Questions and Defining Problems: s Formulating simple descriptive…
K-2.SEP.1Students ask simple questions about the world around them that can actually be tested, like "Does ice melt faster in the sun?" This is the starting point for doing real science.
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Developing and Using Models: Using and developing models that represent…
K-2.SEP.2Students draw pictures or build simple models to show how something works or what they observed. A drawing of the water cycle or a clay model of a volcano counts as this kind of thinking.
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Planning and Carrying Out Investigations: Designing and conducting simple…
K-2.SEP.3Students plan and run simple tests to find answers to science questions. They change one thing at a time so the results are fair and can be used to explain what they observed.
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Analyzing and Interpreting Data: Collecting, recording, and sharing…
K-2.SEP.4Students gather information about the world around them, write it down or draw it, and share what they noticed with the class.
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Using Mathematics and Computational Thinking: Recognizing ways that mathematics…
K-2.SEP.5Students notice how counting, measuring, and shapes show up in the world around them, like using numbers to describe how many legs a bug has or how tall a plant grows.
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Constructing Explanations and Designing Solutions: Using evidence and ideas in…
K-2.SEP.6Students look at something that happened in nature, such as a leaf falling or ice melting, and use what they saw to explain why it happened. They also use their ideas to try to fix a simple problem.
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Engaging in Argument from Evidence: Comparing ideas and representations about…
K-2.SEP.7Students look at two ideas or pictures about nature or how things work, then explain which one matches what they actually saw or tested.
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Obtaining, Evaluating
K-2.SEP.8Students look closely at objects or pictures and use simple books or videos to find out something new, then share what they learned by drawing, talking, or writing.
| Standard | Definition | Code |
|---|---|---|
| Asking Questions and Defining Problems: s Formulating simple descriptive… | Students ask simple questions about the world around them that can actually be tested, like "Does ice melt faster in the sun?" This is the starting point for doing real science. | K-2.SEP.1 |
| Developing and Using Models: Using and developing models that represent… | Students draw pictures or build simple models to show how something works or what they observed. A drawing of the water cycle or a clay model of a volcano counts as this kind of thinking. | K-2.SEP.2 |
| Planning and Carrying Out Investigations: Designing and conducting simple… | Students plan and run simple tests to find answers to science questions. They change one thing at a time so the results are fair and can be used to explain what they observed. | K-2.SEP.3 |
| Analyzing and Interpreting Data: Collecting, recording, and sharing… | Students gather information about the world around them, write it down or draw it, and share what they noticed with the class. | K-2.SEP.4 |
| Using Mathematics and Computational Thinking: Recognizing ways that mathematics… | Students notice how counting, measuring, and shapes show up in the world around them, like using numbers to describe how many legs a bug has or how tall a plant grows. | K-2.SEP.5 |
| Constructing Explanations and Designing Solutions: Using evidence and ideas in… | Students look at something that happened in nature, such as a leaf falling or ice melting, and use what they saw to explain why it happened. They also use their ideas to try to fix a simple problem. | K-2.SEP.6 |
| Engaging in Argument from Evidence: Comparing ideas and representations about… | Students look at two ideas or pictures about nature or how things work, then explain which one matches what they actually saw or tested. | K-2.SEP.7 |
| Obtaining, Evaluating | Students look closely at objects or pictures and use simple books or videos to find out something new, then share what they learned by drawing, talking, or writing. | K-2.SEP.8 |
Crosscutting Concepts (CCCs)
Crosscutting Concepts (CCCs)
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Patterns: Patterns in the natural and human-designed world can be observed…
K-2.CCC.1Students notice repeating patterns in everyday things like weather, animal markings, and man-made objects. Spotting those patterns helps them describe what they see and explain why something happens.
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Cause and Effect: Mechanism and Prediction: Events have causes that generate…
K-2.CCC.2When something happens, something else caused it. Students look for patterns and run simple tests to figure out why things happen.
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Scale, Proportion, and Quantity: Relative scales allow objects and events to be…
K-2.CCC.3Students compare everyday objects by size, temperature, and speed, then practice measuring length with a ruler or similar tool.
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Systems and System Models
K-2.CCC.4Students learn that things are made of parts that work together. A flower has roots, a stem, and petals; a wagon has wheels and a handle. Breaking something into its parts helps explain how the whole thing works.
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Energy and Matter: Flows, Cycles, and Conservation: Objects may break into…
K-2.CCC.5Objects can be broken into smaller pieces, joined into bigger ones, or bent and molded into new shapes. Students learn to notice how matter changes form without disappearing.
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Structure and Function
K-2.CCC.6Shapes are built to do a job. Students look at objects like bridges, bones, or leaves and figure out why their shape helps them work the way they do.
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Stability and Change
K-2.CCC.7Some things around us stay the same over time, while others change. Students learn to notice whether something is changing quickly, like a melting ice cube, or slowly, like a growing plant.
| Standard | Definition | Code |
|---|---|---|
| Patterns: Patterns in the natural and human-designed world can be observed… | Students notice repeating patterns in everyday things like weather, animal markings, and man-made objects. Spotting those patterns helps them describe what they see and explain why something happens. | K-2.CCC.1 |
| Cause and Effect: Mechanism and Prediction: Events have causes that generate… | When something happens, something else caused it. Students look for patterns and run simple tests to figure out why things happen. | K-2.CCC.2 |
| Scale, Proportion, and Quantity: Relative scales allow objects and events to be… | Students compare everyday objects by size, temperature, and speed, then practice measuring length with a ruler or similar tool. | K-2.CCC.3 |
| Systems and System Models | Students learn that things are made of parts that work together. A flower has roots, a stem, and petals; a wagon has wheels and a handle. Breaking something into its parts helps explain how the whole thing works. | K-2.CCC.4 |
| Energy and Matter: Flows, Cycles, and Conservation: Objects may break into… | Objects can be broken into smaller pieces, joined into bigger ones, or bent and molded into new shapes. Students learn to notice how matter changes form without disappearing. | K-2.CCC.5 |
| Structure and Function | Shapes are built to do a job. Students look at objects like bridges, bones, or leaves and figure out why their shape helps them work the way they do. | K-2.CCC.6 |
| Stability and Change | Some things around us stay the same over time, while others change. Students learn to notice whether something is changing quickly, like a melting ice cube, or slowly, like a growing plant. | K-2.CCC.7 |
Common Questions
What does science look like in kindergarten?
Science this year is mostly about noticing things and asking questions. Students watch the weather, sort leaves, push toy cars down ramps, and talk about what they see. Less about facts to memorize, more about getting curious and looking closely.
How can I help with science at home?
Go outside and ask what they notice. Look at the sky, the sidewalk, the bugs, the puddles. When they ask why something happens, try a small test together instead of giving the answer. Five minutes of looking closely counts.
My child just wants to play. Is that okay?
Yes. Stacking blocks, pouring water, and rolling balls down a slide all count as science at this age. Students learn that bigger things are heavier, water spills downhill, and steeper ramps make cars go faster. That is the work.
What should students be able to do by the end of the year?
Students should ask a simple question, try a small test, and share what they noticed. They should compare things by size, weight, or speed, and spot patterns like day and night or hot and cold. Drawings and short sentences are fine ways to show what they learned.
How should I sequence science across the year?
Start with observation and sorting in the fall, since students need practice noticing details before they can test anything. Move into simple cause and effect tests by winter, then build toward small design challenges in spring. Weather and seasons can run as a thread the whole year.
Which skills usually need the most reteaching?
Fair tests and evidence. Students often change two things at once, or say something is true because they like the answer. Keep coming back to the idea that a test changes one thing, and that what we saw is the reason we believe it.
Do students need to know science vocabulary?
A few words help, such as observe, compare, pattern, and predict. Use them in real moments rather than on a word list. Most of the year is about the thinking, not the terms.
How do I know my child is ready for first grade science?
Ready students will point out patterns without being asked, like noticing it gets dark earlier or that ice melts faster in the sun. They can describe what they saw in order and guess what might happen next. Curiosity matters more than right answers.