Kindergarten Science

  • The performance expectations in kindergarten help students formulate answers to questions such as: “What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today and how is it different from yesterday?” Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to severe weather.  Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. The crosscutting concepts of patterns; cause and effect; systems and system models; interdependence of science, engineering, and technology; are called out as organizing concepts for these disciplinary core ideas. In the kindergarten performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. (credit to NGSS)

    Kindergarten Learning Targets

    What Do We Know About Weather?

    1. I can recognize, describe, and ask questions about weather in photos.
    2. I can show weather conditions in drawings.

    Exploring Temperature

    1. I can compare temperatures of objects inside and outside the classroom.
    2. I can read a thermometer accurately.
    3. I can add weather data to a calendar.


    1. I can recognize and identify types of precipitation from statements (hail, snow, rain, sleet).
    2. I can measure participation with cubes.
    3. I can state that freezing water makes up sleet, hail, and snow.


    1. I can create drawings with labels that show signs of wind.
    2. I can recognize and compare different examples of wind in videos and outside.
    3. I can measure wind speed in strength and direction.


    1. I can describe and compare cloud observations in drawings.
    2. I can recognize changes in clouds over time in shape, color, and amount.
    3. I can describe the amount of cloud cover.

    Water Changing Forms

    1. I can recognize water in different forms.
    2. I can recognize that liquid water changes form but does not disappear.
    3. I can recognize that liquid water changes into ice and ice melts into liquid water.
    4. I can describe the difference between solid frozen ice and liquid water.

    How Weather Affects Humans and Other Animals

    1. I can relate clothing to weather conditions.
    2. I can relate roof design and materials to protection from weather.
    3. I can make a hat that is designed to protect from weather.
    4. I can describe that clothing and materials insulate and protect people from different weather conditions.

    Weather Patterns

    1. I can discuss weather data from our class chart with terms greather than, less than, and equal to other quantities.
    2. I can describe the seasons with weather and temperature changes.
    3. I can predict and describe our local weather patterns from our classroom calendar and charts.
    4. I can explain how local weather affects our lives.