What does a year of kindergarten science actually cover?

Students explore four big areas: how pushes and pulls move objects, how the sun warms things outside, how plants and animals live and grow, and how the weather changes across the seasons. Most of the learning happens through hands-on play and outdoor observation, not reading or writing.

How can I help my child with science at home?

Go outside and notice things together. Watch the clouds, feel the warm sidewalk on a sunny day, push a toy car down a ramp, or water a plant and check on it each week. Asking what they notice is more useful than teaching facts.

Does my child need to memorize science vocabulary?

No. Five-year-olds are not expected to define words like force, energy, or habitat. Plain words are fine. Saying a ball rolls faster with a harder push counts as real science thinking at this age.

What does the year look like if I sequence it month by month?

A common path is to start with weather watching in fall since patterns shift quickly, move into pushes and pulls in winter when indoor play makes sense, then plants and animals in spring as things grow outside, and finish with sun and shade investigations once the weather warms.

Which parts of the year usually need the most reteaching?

The sun and energy work tends to be the hardest. Students can describe that the sun feels warm but often struggle to connect that warmth to a design choice like adding shade or a cover. Plan extra time for the build and test cycle.

How do I know my child is ready for first grade science?

Look for a child who notices patterns in the weather, asks why things move the way they do, and can describe what a plant or animal needs to live. Curiosity and careful observation matter more than right answers right now.

How much of this should be hands-on versus sitting and listening?

Most of it should be hands-on. Kindergarten science standards are built around planning small investigations, making observations, and building simple structures. Whole group instruction works best as a short setup or wrap-up around the activity.

What is a simple push and pull activity I can try at home?

Set up a ramp with a cookie sheet and a stack of books. Roll a toy car down, then try a softer push and a harder push. Ask which one went farther and why. Five minutes of this teaches the same idea as a worksheet.

What does a student learn in ?

This is the year science starts with noticing the world outside. Students push and pull objects to see what makes them move faster or change direction, and they feel how the sun warms the sidewalk, the grass, and the slide. They watch the weather change across the seasons and compare how plants and animals grow and find what they need. By spring, students can describe a day's weather, explain what an animal needs to live, and show how a harder push moves a toy farther.

Pushes and pulls
Sun and heat
Weather patterns
Plants and animals
Living things and their homes

Source: Idaho Idaho Content 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 the weather
Students start the year by noticing the weather each day. They track sunny, rainy, windy, and snowy days, and begin to see how the weather changes from week to week and season to season.
2
Pushes and pulls
Students play with how things move. They try a gentle push and a hard push, a pull from the left and a pull from the right, and see how the strength and direction of a push or pull changes where an object goes.
3
Sunshine and shade
Students notice how the sun warms the ground, the sidewalk, and the playground. They build small shelters and shades to keep things cool and test what works.
4
Plants, animals, and where they live
Students look closely at plants and animals. They compare how a fish and a bird live, what a plant needs to grow, and why a frog lives near water while a squirrel lives in a tree.
5
Taking care of our world
Students wrap up the year thinking about people and nature. They talk about how to keep the air, water, and land healthy, and share small ways kids can help the plants and animals around them.

Mastery Learning Standards

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

Physical Science

Motion and Stability

K-PS-1

Students push and pull objects to see how force changes the way things move. They notice that harder pushes make objects go farther or faster.
With guidance and support, plan and conduct an investigation to compare the…

K-PS-1.1

Students push and pull objects to see how harder pushes make things move farther and how changing direction changes where things go.
With guidance and support, analyze data to determine if a design solution works…

K-PS-1.2

Students test whether a push or a pull moves an object the way they expected. They look at what happened and decide if their idea worked.
Energy

K-PS-2

Students explore how things move, stop, and change direction. They notice how pushing or pulling objects makes those objects go faster, slower, or a different way.
Make observations to determine the effect of the Sun's energy on the Earth's…

K-PS-2.1

Students watch how sunlight warms the ground, water, and other surfaces. They compare what happens in the sun versus the shade to see what the Sun's energy actually does.
Design and build a structure that will reduce the warming effect of the Sun's…

K-PS-2.2

Students design and build something that keeps a material cool in the sun. Think of it as making a tiny shade or shelter to block heat from reaching whatever is inside.

Standard	Definition	Code
Motion and Stability	Students push and pull objects to see how force changes the way things move. They notice that harder pushes make objects go farther or faster.	K-PS-1
With guidance and support, plan and conduct an investigation to compare the…	Students push and pull objects to see how harder pushes make things move farther and how changing direction changes where things go.	K-PS-1.1
With guidance and support, analyze data to determine if a design solution works…	Students test whether a push or a pull moves an object the way they expected. They look at what happened and decide if their idea worked.	K-PS-1.2
Energy	Students explore how things move, stop, and change direction. They notice how pushing or pulling objects makes those objects go faster, slower, or a different way.	K-PS-2
Make observations to determine the effect of the Sun's energy on the Earth's…	Students watch how sunlight warms the ground, water, and other surfaces. They compare what happens in the sun versus the shade to see what the Sun's energy actually does.	K-PS-2.1
Design and build a structure that will reduce the warming effect of the Sun's…	Students design and build something that keeps a material cool in the sun. Think of it as making a tiny shade or shelter to block heat from reaching whatever is inside.	K-PS-2.2

Physical Science

Motion and Stability

K-PS-1

Students push and pull objects to see how force changes the way things move. They notice that harder pushes make objects go farther or faster.
With guidance and support, plan and conduct an investigation to compare the…

K-PS-1.1

Students push and pull objects to see how harder pushes make things move farther and how changing direction changes where things go.
With guidance and support, analyze data to determine if a design solution works…

K-PS-1.2

Students test whether a push or a pull moves an object the way they expected. They look at what happened and decide if their idea worked.
Energy

K-PS-2

Students explore how things move, stop, and change direction. They notice how pushing or pulling objects makes those objects go faster, slower, or a different way.
Make observations to determine the effect of the Sun's energy on the Earth's…

K-PS-2.1

Students watch how sunlight warms the ground, water, and other surfaces. They compare what happens in the sun versus the shade to see what the Sun's energy actually does.
Design and build a structure that will reduce the warming effect of the Sun's…

K-PS-2.2

Students design and build something that keeps a material cool in the sun. Think of it as making a tiny shade or shelter to block heat from reaching whatever is inside.

Standard	Definition	Code
Motion and Stability	Students push and pull objects to see how force changes the way things move. They notice that harder pushes make objects go farther or faster.	K-PS-1
With guidance and support, plan and conduct an investigation to compare the…	Students push and pull objects to see how harder pushes make things move farther and how changing direction changes where things go.	K-PS-1.1
With guidance and support, analyze data to determine if a design solution works…	Students test whether a push or a pull moves an object the way they expected. They look at what happened and decide if their idea worked.	K-PS-1.2
Energy	Students explore how things move, stop, and change direction. They notice how pushing or pulling objects makes those objects go faster, slower, or a different way.	K-PS-2
Make observations to determine the effect of the Sun's energy on the Earth's…	Students watch how sunlight warms the ground, water, and other surfaces. They compare what happens in the sun versus the shade to see what the Sun's energy actually does.	K-PS-2.1
Design and build a structure that will reduce the warming effect of the Sun's…	Students design and build something that keeps a material cool in the sun. Think of it as making a tiny shade or shelter to block heat from reaching whatever is inside.	K-PS-2.2

Life Science

From Molecules to Organisms

K-LS-1

Students learn what living things need to survive, like food, water, and sunlight. They look at plants and animals to figure out what keeps them alive and growing.
Use observations to describe how plants and animals are alike and different in…

K-LS-1.1

Plants and animals both grow and change, but they do it differently. Students look closely at real plants and animals to describe what those differences look like.

Standard	Definition	Code
From Molecules to Organisms	Students learn what living things need to survive, like food, water, and sunlight. They look at plants and animals to figure out what keeps them alive and growing.	K-LS-1
Use observations to describe how plants and animals are alike and different in…	Plants and animals both grow and change, but they do it differently. Students look closely at real plants and animals to describe what those differences look like.	K-LS-1.1

Life Science

From Molecules to Organisms

K-LS-1

Students learn what living things need to survive, like food, water, and sunlight. They look at plants and animals to figure out what keeps them alive and growing.
Use observations to describe how plants and animals are alike and different in…

K-LS-1.1

Plants and animals both grow and change, but they do it differently. Students look closely at real plants and animals to describe what those differences look like.

Standard	Definition	Code
From Molecules to Organisms	Students learn what living things need to survive, like food, water, and sunlight. They look at plants and animals to figure out what keeps them alive and growing.	K-LS-1
Use observations to describe how plants and animals are alike and different in…	Plants and animals both grow and change, but they do it differently. Students look closely at real plants and animals to describe what those differences look like.	K-LS-1.1

Earth and Space Science

Earth's Systems

K-ESS-1

Students learn how the Earth works as a system, looking at things like weather, land, water, and living things and how they affect each other.
Use and share observations of local weather conditions to describe variations…

K-ESS-1.1

Students watch the weather outside and talk about what they notice, like which months are rainy, sunny, or cold. Over time, they look for patterns in how the weather changes through the year.
With guidance and support, use evidence to construct an explanation of how…

K-ESS-1.2

Plants and animals depend on their surroundings to survive. Students look at real examples and explain how a plant finds sunlight or an animal finds food and water in the place where it lives.
Weather and Climate

K-ESS-2

Students learn to describe the weather outside, like whether it is sunny, rainy, or windy, and notice how weather changes across seasons.
Use a model to represent the relationship between the needs of different plants…

K-ESS-2.1

Students match animals and plants to the places they live, like a fish in water or a cactus in a desert. They use simple pictures or models to show why each living thing needs its particular home.
Ask questions to obtain information about the purpose of weather forecasting to…

K-ESS-2.2

Weather forecasting helps people plan ahead. Students learn why we check the forecast before a storm, a cold snap, or a rainy day, and what we do differently because of it.
Communicate ideas that would enable humans to interact in a beneficial way with…

K-ESS-2.3

Students think of ways people can take care of the land, water, air, and living things nearby. They share those ideas through drawing, talking, or writing.

Standard	Definition	Code
Earth's Systems	Students learn how the Earth works as a system, looking at things like weather, land, water, and living things and how they affect each other.	K-ESS-1
Use and share observations of local weather conditions to describe variations…	Students watch the weather outside and talk about what they notice, like which months are rainy, sunny, or cold. Over time, they look for patterns in how the weather changes through the year.	K-ESS-1.1
With guidance and support, use evidence to construct an explanation of how…	Plants and animals depend on their surroundings to survive. Students look at real examples and explain how a plant finds sunlight or an animal finds food and water in the place where it lives.	K-ESS-1.2
Weather and Climate	Students learn to describe the weather outside, like whether it is sunny, rainy, or windy, and notice how weather changes across seasons.	K-ESS-2
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places they live, like a fish in water or a cactus in a desert. They use simple pictures or models to show why each living thing needs its particular home.	K-ESS-2.1
Ask questions to obtain information about the purpose of weather forecasting to…	Weather forecasting helps people plan ahead. Students learn why we check the forecast before a storm, a cold snap, or a rainy day, and what we do differently because of it.	K-ESS-2.2
Communicate ideas that would enable humans to interact in a beneficial way with…	Students think of ways people can take care of the land, water, air, and living things nearby. They share those ideas through drawing, talking, or writing.	K-ESS-2.3

Earth and Space Science

Earth's Systems

K-ESS-1

Students learn how the Earth works as a system, looking at things like weather, land, water, and living things and how they affect each other.
Use and share observations of local weather conditions to describe variations…

K-ESS-1.1

Students watch the weather outside and talk about what they notice, like which months are rainy, sunny, or cold. Over time, they look for patterns in how the weather changes through the year.
With guidance and support, use evidence to construct an explanation of how…

K-ESS-1.2

Plants and animals depend on their surroundings to survive. Students look at real examples and explain how a plant finds sunlight or an animal finds food and water in the place where it lives.
Weather and Climate

K-ESS-2

Students learn to describe the weather outside, like whether it is sunny, rainy, or windy, and notice how weather changes across seasons.
Use a model to represent the relationship between the needs of different plants…

K-ESS-2.1

Students match animals and plants to the places they live, like a fish in water or a cactus in a desert. They use simple pictures or models to show why each living thing needs its particular home.
Ask questions to obtain information about the purpose of weather forecasting to…

K-ESS-2.2

Weather forecasting helps people plan ahead. Students learn why we check the forecast before a storm, a cold snap, or a rainy day, and what we do differently because of it.
Communicate ideas that would enable humans to interact in a beneficial way with…

K-ESS-2.3

Students think of ways people can take care of the land, water, air, and living things nearby. They share those ideas through drawing, talking, or writing.

Standard	Definition	Code
Earth's Systems	Students learn how the Earth works as a system, looking at things like weather, land, water, and living things and how they affect each other.	K-ESS-1
Use and share observations of local weather conditions to describe variations…	Students watch the weather outside and talk about what they notice, like which months are rainy, sunny, or cold. Over time, they look for patterns in how the weather changes through the year.	K-ESS-1.1
With guidance and support, use evidence to construct an explanation of how…	Plants and animals depend on their surroundings to survive. Students look at real examples and explain how a plant finds sunlight or an animal finds food and water in the place where it lives.	K-ESS-1.2
Weather and Climate	Students learn to describe the weather outside, like whether it is sunny, rainy, or windy, and notice how weather changes across seasons.	K-ESS-2
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places they live, like a fish in water or a cactus in a desert. They use simple pictures or models to show why each living thing needs its particular home.	K-ESS-2.1
Ask questions to obtain information about the purpose of weather forecasting to…	Weather forecasting helps people plan ahead. Students learn why we check the forecast before a storm, a cold snap, or a rainy day, and what we do differently because of it.	K-ESS-2.2
Communicate ideas that would enable humans to interact in a beneficial way with…	Students think of ways people can take care of the land, water, air, and living things nearby. They share those ideas through drawing, talking, or writing.	K-ESS-2.3

Common Questions

What does a year of kindergarten science actually cover?
Students explore four big areas: how pushes and pulls move objects, how the sun warms things outside, how plants and animals live and grow, and how the weather changes across the seasons. Most of the learning happens through hands-on play and outdoor observation, not reading or writing.
How can I help my child with science at home?
Go outside and notice things together. Watch the clouds, feel the warm sidewalk on a sunny day, push a toy car down a ramp, or water a plant and check on it each week. Asking what they notice is more useful than teaching facts.
Does my child need to memorize science vocabulary?
No. Five-year-olds are not expected to define words like force, energy, or habitat. Plain words are fine. Saying a ball rolls faster with a harder push counts as real science thinking at this age.
What does the year look like if I sequence it month by month?
A common path is to start with weather watching in fall since patterns shift quickly, move into pushes and pulls in winter when indoor play makes sense, then plants and animals in spring as things grow outside, and finish with sun and shade investigations once the weather warms.
Which parts of the year usually need the most reteaching?
The sun and energy work tends to be the hardest. Students can describe that the sun feels warm but often struggle to connect that warmth to a design choice like adding shade or a cover. Plan extra time for the build and test cycle.
How do I know my child is ready for first grade science?
Look for a child who notices patterns in the weather, asks why things move the way they do, and can describe what a plant or animal needs to live. Curiosity and careful observation matter more than right answers right now.
How much of this should be hands-on versus sitting and listening?
Most of it should be hands-on. Kindergarten science standards are built around planning small investigations, making observations, and building simple structures. Whole group instruction works best as a short setup or wrap-up around the activity.
What is a simple push and pull activity I can try at home?
Set up a ramp with a cookie sheet and a stack of books. Roll a toy car down, then try a softer push and a harder push. Ask which one went farther and why. Five minutes of this teaches the same idea as a worksheet.