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

Students sort living things into groups, noticing that plants and animals share some features but differ in others. This is the first step in understanding how all living things are organized and related.

Living things grow, breathe, and need food and water. Nonliving things do not. Students learn to sort the world around them into these two groups.

Students look at plants, bugs, rocks, and other things around them to figure out what makes something alive. Living things grow, move on their own, and need food and water. Nonliving things do not.

Scientists are people who study the natural world by watching it closely. Students learn about real scientists, like Jane Goodall, who spent years observing animals and recording what they saw.

Animals use body parts and senses to learn about the world around them. Students explore how eyes, ears, noses, and skin help animals, including people, gather information about their surroundings.

Students learn how animals use their body parts to survive. They draw or build simple models showing how a beak grabs food, how a shell blocks danger, or how legs and wings help an animal get around.

Animals use body parts to learn about the world around them. Students identify how eyes spot light and movement, ears pick up sound, skin feels heat and touch, and a nose or tongue gathers information about nearby smells and tastes.

Living things make more of their own kind. Students learn that dogs have puppies, cats have kittens, and seeds grow into the same plant that made them.

Living things go through stages as they grow and change. Students learn to recognize those stages, like a seed becoming a plant or an egg hatching into a bird.

Students look at books, videos, or pictures to watch how a plant changes from a seed to a fully grown plant and back to seed. Then they draw or act out what they saw.

Students observe and draw the stages a familiar mammal goes through from birth to death. They use what they see to explain how a dog, rabbit, or deer grows up, has young of its own, and eventually dies.

Students plant seeds and watch them sprout and grow, measuring how tall each plant gets over time. They draw or write what they notice at each stage.

Young animals and plants look a lot like their parents but not exactly the same. Students observe real plants and animals to find what matches and what differs between parents and offspring.

Students learn how living things depend on each other and on their surroundings to survive. A plant needs sunlight and water; an animal needs food, shelter, and other living things nearby.

Animals and plants need a few basic things to survive. Students learn what those are, like water, sunlight, and food, and why living things can't grow without them.

Students water plants, move them toward or away from light, and watch what happens. Then they measure how tall a plant has grown by holding it next to a pencil or block to compare.

Animals need food, water, shelter, and space to live and grow. Students observe animals and explain what would happen if one of those needs went unmet.

Living things depend on the places they call home. Students learn how plants and animals need their surroundings to survive, and how those surroundings change when the plants and animals living there change.

Animals eat plants or other animals to get food. Plants make their own food using sunlight, so they don't need to eat anything.

Students build a model of a habitat, like a pond or forest, that shows how plants and animals depend on each other to survive. They plan it, build it, then test and improve their design.

Students look at animals and plants to see how their bodies or behaviors help them survive where they live. A bird's beak, a cactus's spines, a duck's webbed feet: each feature fits the place the creature calls home.

Some animals and plants from long ago no longer exist anywhere on Earth. Students learn why those living things died out: they couldn't find what they needed to survive, like food, water, or shelter.

Students learn about animals and plants that no longer exist anywhere on Earth. They look at books or videos to find real examples and share what they discovered.

Students look at animals alive today and notice how they resemble animals that no longer exist. For example, an elephant looks a lot like a woolly mammoth.

Students sort everyday objects by what they are made of, grouping things that are hard, soft, rough, or smooth. They start to notice that materials behave differently depending on what they are made from.

Solids hold their shape on their own. Liquids spread out and take the shape of whatever holds them. Students learn to sort everyday things like ice, water, rocks, and juice into those two groups.

Students ask questions and explore how liquids and solids behave differently. They also discover that water can freeze into ice and ice can melt back into water.

Students sort everyday materials like wood, plastic, and cloth by what they can see, hear, and touch. They also compare how heavy things are, whether they hold a shape, and whether they sink or float in water.

Students sort and combine small objects to build a larger shape or structure, learning that big things are made from smaller pieces put together.

Students pick a large thing nearby, like a tree or a building, and build a small version of it using blocks or other pieces. The goal is to show how big shapes can be made from smaller ones fitted together.

Students look closely at something big, like a toy or a building, and figure out what smaller pieces it is made of. They draw and write what they find.

Students learn that most things need all their parts to work. A toy car without a wheel won't roll; a pair of scissors with one handle missing is hard to use.

Students learn about the sky, the ground, and how things like sunlight and weather shape our world. They notice patterns in the sun, moon, and stars and begin connecting what they see outside to how Earth works.

Each season brings predictable changes in weather and daylight. Students learn to recognize the patterns across fall, winter, spring, and summer.

Students observe what changes outside across the four seasons and explain why those changes follow a pattern. They use what they see in nature, like leaves falling or snow melting, as evidence for their explanation.

The Sun warms the ground and lights up the sky. Students learn that Earth gets its heat and light from the Sun, not from a light switch or a heater.

Students observe how sunlight changes throughout the day and learn why some parts of Earth are lit up while others are dark. With teacher help, they ask questions and build a simple model showing how day and night happen.

Students ask a question about sunlight and then test it, checking whether sand, soil, rocks, or water gets warmer when the sun shines on it. A teacher helps guide the investigation.

Students build something (like a hat or a simple shade) that blocks heat from the sun, then test it and make it better. It's a first look at solving a real problem through design.

Students learn that Earth provides resources people use every day, like water, soil, and wood. They begin to notice where these materials come from and why people need them.

Students learn where everyday materials come from. Wood comes from trees, water comes from rivers and rain, and rocks come from the ground. Students explore how people use these natural resources to build, cook, drink, and stay warm.

Students sort recyclable materials like paper, plastic, and cans, then record what they find on a simple chart. They share what the data shows with the class.

Students ask questions and run a simple investigation to find out how we can save resources like water, paper, or soil. They share what they learn with the class.

Students pick a problem, then build something useful out of recycled materials to solve it. They test what they made, figure out what isn't working, and make it better.