What does science look like this year?

Students spend the year noticing the world and asking questions about it. They push and pull objects to see how they move, watch the weather, track how the sun warms the ground, and figure out what plants and animals need to live. Most learning happens through hands-on play, not worksheets.

How can families support science learning at home?

Go outside and talk about what you see. Notice the weather each morning, watch ants on the sidewalk, or see how a shadow moves across the yard. Ask questions like "why do you think that happened?" and let students guess before you answer.

Do students need to memorize science facts?

Not really. The focus is on observing, asking questions, and explaining what they notice. Knowing the names of a few animals, plants, and weather words helps, but careful looking matters more than memorizing vocabulary.

What are good push and pull activities to try at home?

Roll a ball gently, then hard, and talk about the difference. Push a toy car into a pillow and see what happens. Try pulling a wagon with one toy inside, then with five, and ask why it feels different.

How should the year be sequenced?

Weather observation works well as a year-long routine since patterns only show up over time. Pair forces and motion with outdoor play in fall, sunlight and shade investigations in late spring, and plant and animal needs whenever a garden or class pet gives a natural hook.

Which ideas usually need the most reteaching?

Two trip students up most often. First, that the sun warms surfaces, not just the air, which becomes clear once they touch pavement and grass on a sunny day. Second, that a stronger push makes something go faster or farther, which gets mixed up with simply pushing more times.

What counts as an investigation at this age?

Something simple with a clear question and a fair comparison. Two ramps at different heights, two cups in sun and shade, or two seeds with and without water. Students should predict, try it, and talk about what they noticed.

How do I know students are ready for next year?

By spring, students should describe weather using words like sunny, windy, rainy, and cold, explain that living things need food, water, air, and shelter, and predict how a bigger push will change how an object moves. They should also ask their own questions about what they see outside.

What does a student learn in ?

This is the year science becomes about watching the world closely and noticing patterns. Students push and pull objects to see what makes them speed up, slow down, or change direction. They track sunlight, weather, and what plants and animals need to live. By spring, students can describe how the weather has changed over weeks and explain what a plant or animal needs from the place it lives.

Illustration of what students learn in Kindergarten Science

Pushes and pulls
Sunlight and shade
Weather patterns
Plant and animal needs
Caring for the environment

Source: Kansas Kansas Standards

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.

1
Watching weather and the sky
Students notice what the weather is doing each day and start tracking what they see, like sunny days, rainy days, and windy days. Patterns over weeks help them describe what a typical day looks like.
2
Sunlight and warm places
Students feel how the sun warms sidewalks, sand, and playground equipment. They try out simple shade structures, like a paper tent over a rock, to see what keeps a spot cooler.
3
Pushes and pulls
Students roll, push, and pull objects to see how a harder push sends something farther or how a tap can change its direction. They test simple setups, like a ramp or a ball, to make something speed up, slow down, or turn.
4
What plants and animals need
Students look at plants, pets, and the animals near school to figure out what every living thing needs to stay alive. They notice that water, food, air, and a safe place to live keep showing up on the list.
5
People and the places we live
Students see how people, animals, and plants change the spaces around them, from a garden bed to a beaver's dam. They talk about small steps, like picking up trash or saving water, that help the local area.
6
Getting ready for big weather
Students ask questions about storms, snow, and other rough weather, and learn why grown-ups check the forecast. They talk through what to do when severe weather is on the way.

Mastery Learning Standards

The required skills a student should display by the end of Kindergarten.

Motion and Stability

K-PS2

Students push, pull, and roll objects to see how forces change the way things move. They learn that a bigger push or pull makes something move faster or farther.
Energy

K-PS3

Students explore how sunlight warms surfaces and how shade keeps things cool. They notice that light and heat come from sources like the sun and a light bulb.
From Molecules to Organisms

K-LS1

Students learn what living things need to survive. They compare plants and animals to figure out what each one needs, like food, water, and sunlight.
Earth's Systems

K-ESS2

Students observe and describe what happens outside: weather, water, land, and living things. They notice patterns, like why puddles disappear or why leaves fall.
Earth and Human Activity

K-ESS3

Students learn how humans use natural resources like water, land, and plants, and how those choices affect the world around them.

Standard	Definition	Code
Motion and Stability	Students push, pull, and roll objects to see how forces change the way things move. They learn that a bigger push or pull makes something move faster or farther.	K-PS2
Energy	Students explore how sunlight warms surfaces and how shade keeps things cool. They notice that light and heat come from sources like the sun and a light bulb.	K-PS3
From Molecules to Organisms	Students learn what living things need to survive. They compare plants and animals to figure out what each one needs, like food, water, and sunlight.	K-LS1
Earth's Systems	Students observe and describe what happens outside: weather, water, land, and living things. They notice patterns, like why puddles disappear or why leaves fall.	K-ESS2
Earth and Human Activity	Students learn how humans use natural resources like water, land, and plants, and how those choices affect the world around them.	K-ESS3

Motion and Stability

K-PS2

Students push, pull, and roll objects to see how forces change the way things move. They learn that a bigger push or pull makes something move faster or farther.
Energy

K-PS3

Students explore how sunlight warms surfaces and how shade keeps things cool. They notice that light and heat come from sources like the sun and a light bulb.
From Molecules to Organisms

K-LS1

Students learn what living things need to survive. They compare plants and animals to figure out what each one needs, like food, water, and sunlight.
Earth's Systems

K-ESS2

Students observe and describe what happens outside: weather, water, land, and living things. They notice patterns, like why puddles disappear or why leaves fall.
Earth and Human Activity

K-ESS3

Students learn how humans use natural resources like water, land, and plants, and how those choices affect the world around them.

Standard	Definition	Code
Motion and Stability	Students push, pull, and roll objects to see how forces change the way things move. They learn that a bigger push or pull makes something move faster or farther.	K-PS2
Energy	Students explore how sunlight warms surfaces and how shade keeps things cool. They notice that light and heat come from sources like the sun and a light bulb.	K-PS3
From Molecules to Organisms	Students learn what living things need to survive. They compare plants and animals to figure out what each one needs, like food, water, and sunlight.	K-LS1
Earth's Systems	Students observe and describe what happens outside: weather, water, land, and living things. They notice patterns, like why puddles disappear or why leaves fall.	K-ESS2
Earth and Human Activity	Students learn how humans use natural resources like water, land, and plants, and how those choices affect the world around them.	K-ESS3

Motion and Stability: Forces and Interactions

Plan and conduct an investigation to compare the effects of different strengths…

K-PS2-1

Students push and pull objects to see how the strength and direction of each push or pull changes how the object moves. A harder push sends something farther; a gentle one keeps it close.
Analyze data to determine if a design solution works as intended to change the…

K-PS2-2

Students test whether pushing or pulling a toy made it move faster, slower, or in a different direction, then look at what happened to decide if their idea worked.

Standard	Definition	Code
Plan and conduct an investigation to compare the effects of different strengths…	Students push and pull objects to see how the strength and direction of each push or pull changes how the object moves. A harder push sends something farther; a gentle one keeps it close.	K-PS2-1
Analyze data to determine if a design solution works as intended to change the…	Students test whether pushing or pulling a toy made it move faster, slower, or in a different direction, then look at what happened to decide if their idea worked.	K-PS2-2

Motion and Stability: Forces and Interactions

Plan and conduct an investigation to compare the effects of different strengths…

K-PS2-1

Students push and pull objects to see how the strength and direction of each push or pull changes how the object moves. A harder push sends something farther; a gentle one keeps it close.
Analyze data to determine if a design solution works as intended to change the…

K-PS2-2

Students test whether pushing or pulling a toy made it move faster, slower, or in a different direction, then look at what happened to decide if their idea worked.

Standard	Definition	Code
Plan and conduct an investigation to compare the effects of different strengths…	Students push and pull objects to see how the strength and direction of each push or pull changes how the object moves. A harder push sends something farther; a gentle one keeps it close.	K-PS2-1
Analyze data to determine if a design solution works as intended to change the…	Students test whether pushing or pulling a toy made it move faster, slower, or in a different direction, then look at what happened to decide if their idea worked.	K-PS2-2

Energy

Make observations to determine the effect of sunlight on Earth's surface

K-PS3-1

Students go outside and notice what sunlight warms up, like soil, sand, and pavement, then compare those surfaces to spots that stayed in the shade.
Use tools and materials to design and build a structure that will reduce the…

K-PS3-2

Students build a small structure (like a shade or cover) that keeps a spot cooler by blocking sunlight. The goal is to test whether their design actually reduces how much heat the sun creates in that area.

Standard	Definition	Code
Make observations to determine the effect of sunlight on Earth's surface	Students go outside and notice what sunlight warms up, like soil, sand, and pavement, then compare those surfaces to spots that stayed in the shade.	K-PS3-1
Use tools and materials to design and build a structure that will reduce the…	Students build a small structure (like a shade or cover) that keeps a spot cooler by blocking sunlight. The goal is to test whether their design actually reduces how much heat the sun creates in that area.	K-PS3-2

Energy

Make observations to determine the effect of sunlight on Earth's surface

K-PS3-1

Students go outside and notice what sunlight warms up, like soil, sand, and pavement, then compare those surfaces to spots that stayed in the shade.
Use tools and materials to design and build a structure that will reduce the…

K-PS3-2

Students build a small structure (like a shade or cover) that keeps a spot cooler by blocking sunlight. The goal is to test whether their design actually reduces how much heat the sun creates in that area.

Standard	Definition	Code
Make observations to determine the effect of sunlight on Earth's surface	Students go outside and notice what sunlight warms up, like soil, sand, and pavement, then compare those surfaces to spots that stayed in the shade.	K-PS3-1
Use tools and materials to design and build a structure that will reduce the…	Students build a small structure (like a shade or cover) that keeps a spot cooler by blocking sunlight. The goal is to test whether their design actually reduces how much heat the sun creates in that area.	K-PS3-2

From Molecules to Organisms: Structures and Processes

Use observations to describe patterns of what plants and animals

K-LS1-1

Students observe real plants and animals to figure out what living things need to survive, like food, water, and light. They look for patterns in what those needs have in common.

Standard	Definition	Code
Use observations to describe patterns of what plants and animals	Students observe real plants and animals to figure out what living things need to survive, like food, water, and light. They look for patterns in what those needs have in common.	K-LS1-1

From Molecules to Organisms: Structures and Processes

Use observations to describe patterns of what plants and animals

K-LS1-1

Students observe real plants and animals to figure out what living things need to survive, like food, water, and light. They look for patterns in what those needs have in common.

Standard	Definition	Code
Use observations to describe patterns of what plants and animals	Students observe real plants and animals to figure out what living things need to survive, like food, water, and light. They look for patterns in what those needs have in common.	K-LS1-1

Earth's Systems

Use and share observations of local weather conditions to describe patterns…

K-ESS2-1

Students watch the weather outside and keep track of what they notice, sunny, rainy, windy, over days and weeks to find patterns like "it rains more in spring."
Construct an argument supported by evidence for how plants and animals

K-ESS2-2

Plants and animals change their surroundings to survive. Students look at real examples, like a bird building a nest or a person clearing land, and explain why those changes happen.

Standard	Definition	Code
Use and share observations of local weather conditions to describe patterns…	Students watch the weather outside and keep track of what they notice, sunny, rainy, windy, over days and weeks to find patterns like "it rains more in spring."	K-ESS2-1
Construct an argument supported by evidence for how plants and animals	Plants and animals change their surroundings to survive. Students look at real examples, like a bird building a nest or a person clearing land, and explain why those changes happen.	K-ESS2-2

Earth's Systems

Use and share observations of local weather conditions to describe patterns…

K-ESS2-1

Students watch the weather outside and keep track of what they notice, sunny, rainy, windy, over days and weeks to find patterns like "it rains more in spring."
Construct an argument supported by evidence for how plants and animals

K-ESS2-2

Plants and animals change their surroundings to survive. Students look at real examples, like a bird building a nest or a person clearing land, and explain why those changes happen.

Standard	Definition	Code
Use and share observations of local weather conditions to describe patterns…	Students watch the weather outside and keep track of what they notice, sunny, rainy, windy, over days and weeks to find patterns like "it rains more in spring."	K-ESS2-1
Construct an argument supported by evidence for how plants and animals	Plants and animals change their surroundings to survive. Students look at real examples, like a bird building a nest or a person clearing land, and explain why those changes happen.	K-ESS2-2

Earth and Human Activity

Use a model to represent the relationship between the needs of different plants…

K-ESS3-1

Students match animals and plants to the places where they live, like a fish in water or a cactus in the desert, and explain why that place gives the creature what it needs to survive.
Ask questions to obtain information about the purpose of weather forecasting to…

K-ESS3-2

Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. They explore how knowing a storm is coming helps people stay safe and make smart decisions ahead of time.
Communicate solutions that will reduce the impact of humans on the land, water…

K-ESS3-3

Students think of ways people can help take care of their neighborhood, like picking up trash or saving water, and share their ideas with the class.

Standard	Definition	Code
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places where they live, like a fish in water or a cactus in the desert, and explain why that place gives the creature what it needs to survive.	K-ESS3-1
Ask questions to obtain information about the purpose of weather forecasting to…	Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. They explore how knowing a storm is coming helps people stay safe and make smart decisions ahead of time.	K-ESS3-2
Communicate solutions that will reduce the impact of humans on the land, water…	Students think of ways people can help take care of their neighborhood, like picking up trash or saving water, and share their ideas with the class.	K-ESS3-3

Earth and Human Activity

Use a model to represent the relationship between the needs of different plants…

K-ESS3-1

Students match animals and plants to the places where they live, like a fish in water or a cactus in the desert, and explain why that place gives the creature what it needs to survive.
Ask questions to obtain information about the purpose of weather forecasting to…

K-ESS3-2

Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. They explore how knowing a storm is coming helps people stay safe and make smart decisions ahead of time.
Communicate solutions that will reduce the impact of humans on the land, water…

K-ESS3-3

Students think of ways people can help take care of their neighborhood, like picking up trash or saving water, and share their ideas with the class.

Standard	Definition	Code
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places where they live, like a fish in water or a cactus in the desert, and explain why that place gives the creature what it needs to survive.	K-ESS3-1
Ask questions to obtain information about the purpose of weather forecasting to…	Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. They explore how knowing a storm is coming helps people stay safe and make smart decisions ahead of time.	K-ESS3-2
Communicate solutions that will reduce the impact of humans on the land, water…	Students think of ways people can help take care of their neighborhood, like picking up trash or saving water, and share their ideas with the class.	K-ESS3-3

No state assessments at this grade

Students take their next one in Grade 4.

National Monitoring

NAEP (National Assessment of Educational Progress)

Federally administered sample-based assessment in reading, mathematics, science, writing, and other subjects. NAEP results inform state-by-state comparisons rather than individual student or school accountability.

When given:: biennial in winter
Frequency:: every two years

Official source

Common Questions

What does science look like this year?
Students spend the year noticing the world and asking questions about it. They push and pull objects to see how they move, watch the weather, track how the sun warms the ground, and figure out what plants and animals need to live. Most learning happens through hands-on play, not worksheets.
How can families support science learning at home?
Go outside and talk about what you see. Notice the weather each morning, watch ants on the sidewalk, or see how a shadow moves across the yard. Ask questions like "why do you think that happened?" and let students guess before you answer.
Do students need to memorize science facts?
Not really. The focus is on observing, asking questions, and explaining what they notice. Knowing the names of a few animals, plants, and weather words helps, but careful looking matters more than memorizing vocabulary.
What are good push and pull activities to try at home?
Roll a ball gently, then hard, and talk about the difference. Push a toy car into a pillow and see what happens. Try pulling a wagon with one toy inside, then with five, and ask why it feels different.
How should the year be sequenced?
Weather observation works well as a year-long routine since patterns only show up over time. Pair forces and motion with outdoor play in fall, sunlight and shade investigations in late spring, and plant and animal needs whenever a garden or class pet gives a natural hook.
Which ideas usually need the most reteaching?
Two trip students up most often. First, that the sun warms surfaces, not just the air, which becomes clear once they touch pavement and grass on a sunny day. Second, that a stronger push makes something go faster or farther, which gets mixed up with simply pushing more times.
What counts as an investigation at this age?
Something simple with a clear question and a fair comparison. Two ramps at different heights, two cups in sun and shade, or two seeds with and without water. Students should predict, try it, and talk about what they noticed.
How do I know students are ready for next year?
By spring, students should describe weather using words like sunny, windy, rainy, and cold, explain that living things need food, water, air, and shelter, and predict how a bigger push will change how an object moves. They should also ask their own questions about what they see outside.