What does a student learn in StateMinnesota,GradeKindergarten,SubjectScience?

Students practice noticing things in the world around them and asking "why" or "how" questions about what they see. This is how science starts.

Students ask questions about what they see, what they read, and what other students think. Noticing something curious and wondering why is where science starts.

Students look at weather forecasts and ask questions about storms, floods, or extreme cold so they can figure out what to wear, bring, or do to stay safe.

Students ask questions about small ways people can use less of things found in nature, like water, wood, or soil.

Students sort and compare simple observations, like which day was warmer or which object sank, to find patterns and answer questions about the world around them.

Students collect observations about weather, seasons, or other natural events and look for patterns in what they recorded. Noticing that it rains more in certain months, for example, counts as finding a pattern.

Students go outside (or look out the window) each day and note the weather. Over weeks and seasons, they spot patterns, like which months bring rain or when it gets cold.

Students plan a simple test, gather what they need, and try it out to see what happens. This is how scientists answer questions, and kindergartners practice the same basic steps.

Students design simple tests to answer their own questions, then collect and record what they find. The results become the evidence they use to explain what happened.

Students go outside (or look at pictures) and record what sunlight does to surfaces like soil, sand, and pavement. They sort what they find to see which surfaces get warmer in the sun.

Students sort and compare observations from simple experiments, then explain what the data shows, such as which objects sink or float or which material feels rough or smooth.

Students sort and draw what they notice during a science activity, then look for patterns in what they recorded. For example, they might track which objects sink or float and spot what the results have in common.

Students sort everyday objects by what they look like or feel like (color, shape, size, texture) and explain why they grouped them that way.

Students count, sort, and compare objects to figure out patterns in how the physical world works. Numbers and simple data are the tools, not just the answer.

Students count, measure, and compare everyday objects to describe how the physical world works. They also follow simple step-by-step rules to figure out patterns in nature.

Students push and pull objects to see how hard or which direction makes them move faster, slower, or in a different path. They look for patterns in what they notice.

Students look at a simple problem, like a toy that won't roll or a block tower that keeps falling, and try to figure out why. Then they come up with a fix and explain their thinking.

Students pick a simple problem, think of a way to fix it, and test whether their idea works. They learn that a good solution has to fit the rules given, like using only certain materials or staying under a set size.

Students design and build something that blocks or reflects sunlight to keep a surface cooler. They test whether their structure actually reduces the warming effect.

Students look at simple objects or events and practice saying why they think something is true, using what they saw or touched as the reason.

Students look at simple evidence, like a picture or an object, and explain what they think is happening. When someone shows them new evidence, they change their thinking or explain why they disagree.

Students build a simple argument about whether a push or pull worked the way they planned, using what they actually saw happen to a moving object.

Students find information about the physical world by looking at books, pictures, or simple experiments, then share what they learned with others.

Reading a book, looking at a picture, or watching a video can all teach students something about the world. Students practice finding information from more than one place and deciding what seems true before sharing what they learned.

Students draw or describe a design that would block or reduce the sun's heat on a surface, like a shade structure or roof. The goal is to explain the idea clearly enough that someone else could understand it.

Students plan a simple question about a plant or animal and then try to find the answer by watching closely or testing it out.

Students plan a simple test to answer a question they have about a plant, animal, or other living thing. They gather information from what they observe and use it to explain what they found.

Students look closely at plants and animals in different places, like a pond and a forest, and describe what makes each place's living things different.

Students sort pictures or objects of living and nonliving things, then look for patterns in what they find. They practice explaining what the data shows.

Students sort and record what they notice about living things, like how plants change or which animals have fur, then look for patterns in what they found.

Students draw or write what they notice about plants, animals, and people, then look for patterns in what all living things need, like food, water, and a safe place to live.

Students draw or build a simple model to show how something in nature works, like a flower, an insect, or the water cycle. The model helps them explain what they notice about the living world around them.

Students draw or build a simple model (like a diagram or clay shape) to show what they think is happening in nature. Then they update the model as they learn more and share their ideas with the class.

Students draw or build a simple model showing why a plant or animal lives where it does. A fish needs water, a cactus needs sun and dry soil. The model connects the living thing to the place that meets its needs.