Asking questions and looking closely
Students start the year as young scientists. They ask questions about the world around them, use their senses to notice details, and learn how to use simple tools like magnifiers and rulers safely.
What does a student learn in
This is the year science becomes a habit of noticing. Students ask questions about the weather, plants, animals, and the things around them, then look closely to find answers. They sort objects by what they feel, sink or float, or how they move when pushed. By spring, students can describe what they observed and share what they learned with a simple drawing or sentence.
- Asking questions
- Weather watching
- Plants and animals
- Push and pull
- Sorting objects
- Five senses
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
- 2
Weather, sky, and seasons
Students track the weather and notice how the sky changes from day to night. They watch the seasons shift outside the classroom window and talk about what the sun, clouds, and rain do.
- 3
Plants, animals, and our bodies
Students look at living things up close. They compare plants and animals, talk about what each one needs to grow, and name the parts of their own bodies and what those parts do.
- 4
Pushes, pulls, and how things move
Students play with motion. They push, pull, roll, and drop objects to see what makes things move faster, slower, or change direction, and they sort objects by feel, weight, and size.
- 5
Light, sound, and energy at work
Students explore where light and sound come from and how they travel. They notice shadows, listen for loud and soft sounds, and talk about how the sun warms the ground and the air.
- 6
Solving problems and sharing findings
Students pull the year together by tackling small design challenges, like building something that rolls or stands up on its own. They draw, talk, and show their work to explain what they tried and what happened.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Scientific Inquiry, Practice, and Applications
Scientific Inquiry, Practice, and Applications
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Asking Questions
Students ask a question about something they notice, then find the answer by looking closely, testing, or trying something out.
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Designing Investigations
Students plan a simple experiment, pick the right tool for the job (a hand lens, a cup, a ruler), and follow basic safety steps while they try it out.
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Analyzing Evidence
Students look at what they noticed or measured and use it to explain why they think something is true. It is the first step in learning to back up an answer with real proof.
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Communicating Findings
Students share what they noticed during science activities by drawing pictures, talking about their observations, or putting simple words on paper.
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Engineering Design
Students follow a simple design loop: spot a problem, think of a fix, try it out, and adjust if it doesn't work. This is the same process engineers use to build and improve things in the real world.
| Standard | Definition | Code |
|---|---|---|
| Asking Questions | Students ask a question about something they notice, then find the answer by looking closely, testing, or trying something out. | OH-SCI.INQ.K.1 |
| Designing Investigations | Students plan a simple experiment, pick the right tool for the job (a hand lens, a cup, a ruler), and follow basic safety steps while they try it out. | OH-SCI.INQ.K.2 |
| Analyzing Evidence | Students look at what they noticed or measured and use it to explain why they think something is true. It is the first step in learning to back up an answer with real proof. | OH-SCI.INQ.K.3 |
| Communicating Findings | Students share what they noticed during science activities by drawing pictures, talking about their observations, or putting simple words on paper. | OH-SCI.INQ.K.4 |
| Engineering Design | Students follow a simple design loop: spot a problem, think of a fix, try it out, and adjust if it doesn't work. This is the same process engineers use to build and improve things in the real world. | OH-SCI.INQ.K.5 |
Earth and Space Science
Earth and Space Science
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Earth's Place in the Universe
Students look at the sky to find patterns, like the sun appearing every morning and the moon changing shape over the month. This is the beginning of understanding where Earth fits in the solar system.
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Earth's Systems
Students explore how land, water, air, and living things connect to each other. They look at simple examples, like how rain soaks into soil or how animals depend on plants to survive.
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Weather and Climate
Students watch how weather changes day to day and start to notice patterns, like why some seasons are warmer or wetter than others.
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Human Impact
Students look at how people's actions, like planting trees or leaving trash on the ground, change the land, water, and air around them.
| Standard | Definition | Code |
|---|---|---|
| Earth's Place in the Universe | Students look at the sky to find patterns, like the sun appearing every morning and the moon changing shape over the month. This is the beginning of understanding where Earth fits in the solar system. | OH-SCI.ESS.K.1 |
| Earth's Systems | Students explore how land, water, air, and living things connect to each other. They look at simple examples, like how rain soaks into soil or how animals depend on plants to survive. | OH-SCI.ESS.K.2 |
| Weather and Climate | Students watch how weather changes day to day and start to notice patterns, like why some seasons are warmer or wetter than others. | OH-SCI.ESS.K.3 |
| Human Impact | Students look at how people's actions, like planting trees or leaving trash on the ground, change the land, water, and air around them. | OH-SCI.ESS.K.4 |
Life Science
Life Science
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Diversity and Interdependence
Students look at different plants and animals to see how living things depend on each other. A bee needs a flower; the flower needs the bee.
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Cells, Heredity, and Evolution
Students observe how living things grow and change, and how offspring look like their parents. This builds the foundation for understanding why plants and animals look the way they do.
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Human Body
Students look at the main parts of the human body, like hands, eyes, and ears, and learn what each part does. They explore how those parts work together to help people move, sense, and stay alive.
| Standard | Definition | Code |
|---|---|---|
| Diversity and Interdependence | Students look at different plants and animals to see how living things depend on each other. A bee needs a flower; the flower needs the bee. | OH-SCI.LS.K.1 |
| Cells, Heredity, and Evolution | Students observe how living things grow and change, and how offspring look like their parents. This builds the foundation for understanding why plants and animals look the way they do. | OH-SCI.LS.K.2 |
| Human Body | Students look at the main parts of the human body, like hands, eyes, and ears, and learn what each part does. They explore how those parts work together to help people move, sense, and stay alive. | OH-SCI.LS.K.3 |
Physical Science
Physical Science
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Properties of Matter
Students sort, touch, and describe everyday objects by their properties, like color, shape, or whether something feels hard or soft. They also watch what happens when materials change, like ice melting or paper burning.
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Forces and Motion
Students push, pull, and move objects to see what happens. They notice that how hard they push or pull changes how fast or far something moves.
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Energy
Students explore how light, sound, and heat move from one place to another. They observe simple cause-and-effect relationships, like a lamp warming a surface or a drum sending vibrations through the air.
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Waves
Students explore how waves move by making ripples in water or playing with sound. They notice that waves can carry energy and send signals from one place to another.
| Standard | Definition | Code |
|---|---|---|
| Properties of Matter | Students sort, touch, and describe everyday objects by their properties, like color, shape, or whether something feels hard or soft. They also watch what happens when materials change, like ice melting or paper burning. | OH-SCI.PS.K.1 |
| Forces and Motion | Students push, pull, and move objects to see what happens. They notice that how hard they push or pull changes how fast or far something moves. | OH-SCI.PS.K.2 |
| Energy | Students explore how light, sound, and heat move from one place to another. They observe simple cause-and-effect relationships, like a lamp warming a surface or a drum sending vibrations through the air. | OH-SCI.PS.K.3 |
| Waves | Students explore how waves move by making ripples in water or playing with sound. They notice that waves can carry energy and send signals from one place to another. | OH-SCI.PS.K.4 |
No state assessments at this grade
Students take their next one in Grade 4.
NAEP (National Assessment of Educational Progress)
Federally administered sample-based assessment in reading, mathematics, science, and writing. NAEP results inform state-by-state comparisons rather than individual student or school accountability.
- When given:
- biennial in winter
- Frequency:
- every two years
Common Questions
What does science look like at this age?
Science is mostly noticing and asking questions about the world. Students watch the weather, sort leaves and rocks, play with ramps and water, and talk about what they see. The point is curiosity and careful looking, not memorizing facts.
How can I support science learning at home?
Go outside and talk about what students notice. Point out the moon at different times, puddles after rain, or ice melting in a cup. Ask questions like what do you see, what do you think will happen, and why do you think that. Ten minutes of wondering out loud goes a long way.
How should I sequence science topics across the year?
Many teachers start with weather and the sky in the fall, move to living things and habitats in winter, and end with motion, ramps, and water play in spring. Weather observation can run all year as a short daily routine that anchors data and pattern work.
Do students need to learn big words like geosphere or organism?
No. The ideas matter more than the labels. Students should be able to talk about land, water, air, and living things in their own words. Heavier vocabulary comes in later grades.
What does mastery look like by the end of the year?
Students ask a question, try something simple to find out, and share what they noticed using words, drawings, or a chart. They can describe daily and seasonal weather patterns, sort objects by properties, and explain what plants and animals need to live.
Which skills usually need the most reteaching?
Recording observations and comparing results trip up the most students. Drawing what they see, labeling a picture, and explaining how two things are different are skills worth practicing in short bursts all year. The science content sticks once the recording habits do.
My child just wants to play outside. Is that okay?
Yes. Outdoor play is real science at this age. Digging, watching bugs, splashing in puddles, and rolling balls down a hill all build the noticing and predicting habits that science depends on. Ask a question or two while they play and that counts.
How do I know my child is ready for first grade science?
Look for a student who asks questions, makes a guess about what will happen, and can describe what they saw afterward. They should be comfortable sorting objects, talking about weather, and naming a few things plants and animals need. Confidence with the process matters more than any single topic.