What does science look like at this age?

Science is mostly hands-on play with a purpose. Students push and pull objects to see what moves, watch the weather each day, and notice what plants and animals need to live. They are learning to look closely and talk about what they see.

How can I help with science at home?

Step outside and talk about the weather, the sun, and the animals nearby. Let students push toy cars hard and soft, or roll balls up and down a ramp. Asking what they noticed matters more than getting a right answer.

What does my child need to know by the end of the year?

Students should be able to describe local weather patterns, explain that plants and animals need food, water, and shelter, and show how a push or pull changes how something moves. They should also notice how sunlight warms the ground.

How should I sequence the three big topics across the year?

Weather works well all year as a daily routine. Pushes and pulls fit nicely in winter with indoor ramps and toys. Plants, animals, and habitats land best in spring when students can go outside and observe living things directly.

Which ideas usually need the most reteaching?

The idea that sunlight warms surfaces takes time, since students often describe the sun as bright rather than hot. The difference between a push and a pull also gets mixed up, so repeated hands-on practice with the words helps.

My child says school science is just playing. Is that right?

The play is the science. Stacking blocks, rolling cars, and watching clouds are how five-year-olds gather evidence. Ask what they tried, what happened, and what they would try next to turn play into thinking.

What counts as evidence for a five-year-old?

Evidence at this age is what students saw, heard, or felt. A drawing of a sunny day, a tally of rainy mornings, or showing that a hard push made the ball go farther all count. Keep it concrete and observable.

How do I know students are ready for first grade science?

Look for students who can describe a pattern they noticed, give a reason backed by something they saw, and ask a question they want to investigate. Confidence with observing and talking about it matters more than vocabulary.

What does a student learn in ?

This is the year science becomes about noticing the world on purpose. Students watch the weather day after day and start to see patterns, like cooler mornings or rainy afternoons. They push and pull objects to see what makes them move faster, slower, or in a new direction. By spring, students can describe what plants and animals need to live, and explain how a hat or an umbrella protects them from the sun or rain.

Pushes and pulls
Weather patterns
Plants and animals
Sunlight
Caring for the environment

Source: Michigan Michigan K-12 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 notice what the sky and air do each day. They track sunny, rainy, windy, and snowy days and start to spot patterns over a week or a month.
2
Sunlight and shade
Students feel how the sun warms a sidewalk, a car seat, or a sandbox. They try out simple shade builds, like a paper umbrella over a rock, to see what stays cooler.
3
Pushes and pulls
Students play with how hard and which way they push or pull to move a ball, a toy car, or a block. They notice that a bigger push sends something farther or faster.
4
What living things need
Students look at plants, pets, bugs, and people and figure out what each one needs to stay alive. They draw where different animals live and why those spots fit them.
5
Caring for our place
Students talk about how people change the land, water, and air, sometimes in helpful ways and sometimes not. They share small ideas for taking better care of the yard, park, or classroom.
6
Getting ready for big weather
Students ask questions about storms, snow days, and heat waves. They learn why grown-ups check the forecast and what families can do to stay safe.

Mastery Learning Standards

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

Forces and Interactions: Pushes and Pulls

Plan and conduct an investigation to compare the effects of different strengths…

K-PS2-1

Students push and pull objects to see how the strength and direction of a push or pull changes how far or which way something moves.
Analyze data to determine if a design solution works as intended to change the…

K-PS2-2

Students test whether a push or pull makes a toy or ball move faster, slower, or in a different direction. They look at what happened and decide if their idea worked.

Standard	Definition	Code
Plan and conduct an investigation to compare the effects of different strengths…	Students push and pull objects to see how the strength and direction of a push or pull changes how far or which way something moves.	K-PS2-1
Analyze data to determine if a design solution works as intended to change the…	Students test whether a push or pull makes a toy or ball move faster, slower, or in a different direction. They look at what happened and decide if their idea worked.	K-PS2-2

Forces and Interactions: Pushes and Pulls

Plan and conduct an investigation to compare the effects of different strengths…

K-PS2-1

Students push and pull objects to see how the strength and direction of a push or pull changes how far or which way something moves.
Analyze data to determine if a design solution works as intended to change the…

K-PS2-2

Students test whether a push or pull makes a toy or ball move faster, slower, or in a different direction. They look at what happened and decide if their idea worked.

Standard	Definition	Code
Plan and conduct an investigation to compare the effects of different strengths…	Students push and pull objects to see how the strength and direction of a push or pull changes how far or which way something moves.	K-PS2-1
Analyze data to determine if a design solution works as intended to change the…	Students test whether a push or pull makes a toy or ball move faster, slower, or in a different direction. They look at what happened and decide if their idea worked.	K-PS2-2

Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Use observations to describe patterns of what plants and animals

K-LS1-1

Students observe living things and look for patterns in what they need to stay alive, like water, food, and sunlight. Plants, animals, and people all share some of the same basic needs.
Construct an argument supported by evidence for how plants and animals

K-ESS2-2

Plants and animals change their surroundings to survive. Students look at how a bird builds a nest, a beaver dams a stream, or a person clears land, then explain why using what they can see and touch as proof.
Use a model to represent the relationship between the needs of different plants…

K-ESS3-1

Students match animals and plants to the places they live, showing why a fish needs water or a bear needs a forest. They use pictures or simple diagrams to explain how a living thing's home provides what it needs to survive.
Communicate solutions that will reduce the impact of humans on the land, water…

K-ESS3-3

Students think of ways people can help take care of the land, water, air, and living things nearby, then share their ideas with others.

Standard	Definition	Code
Use observations to describe patterns of what plants and animals	Students observe living things and look for patterns in what they need to stay alive, like water, food, and sunlight. Plants, animals, and people all share some of the same basic needs.	K-LS1-1
Construct an argument supported by evidence for how plants and animals	Plants and animals change their surroundings to survive. Students look at how a bird builds a nest, a beaver dams a stream, or a person clears land, then explain why using what they can see and touch as proof.	K-ESS2-2
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places they live, showing why a fish needs water or a bear needs a forest. They use pictures or simple diagrams to explain how a living thing's home provides what it needs to survive.	K-ESS3-1
Communicate solutions that will reduce the impact of humans on the land, water…	Students think of ways people can help take care of the land, water, air, and living things nearby, then share their ideas with others.	K-ESS3-3

Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Use observations to describe patterns of what plants and animals

K-LS1-1

Students observe living things and look for patterns in what they need to stay alive, like water, food, and sunlight. Plants, animals, and people all share some of the same basic needs.
Construct an argument supported by evidence for how plants and animals

K-ESS2-2

Plants and animals change their surroundings to survive. Students look at how a bird builds a nest, a beaver dams a stream, or a person clears land, then explain why using what they can see and touch as proof.
Use a model to represent the relationship between the needs of different plants…

K-ESS3-1

Students match animals and plants to the places they live, showing why a fish needs water or a bear needs a forest. They use pictures or simple diagrams to explain how a living thing's home provides what it needs to survive.
Communicate solutions that will reduce the impact of humans on the land, water…

K-ESS3-3

Students think of ways people can help take care of the land, water, air, and living things nearby, then share their ideas with others.

Standard	Definition	Code
Use observations to describe patterns of what plants and animals	Students observe living things and look for patterns in what they need to stay alive, like water, food, and sunlight. Plants, animals, and people all share some of the same basic needs.	K-LS1-1
Construct an argument supported by evidence for how plants and animals	Plants and animals change their surroundings to survive. Students look at how a bird builds a nest, a beaver dams a stream, or a person clears land, then explain why using what they can see and touch as proof.	K-ESS2-2
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places they live, showing why a fish needs water or a bear needs a forest. They use pictures or simple diagrams to explain how a living thing's home provides what it needs to survive.	K-ESS3-1
Communicate solutions that will reduce the impact of humans on the land, water…	Students think of ways people can help take care of the land, water, air, and living things nearby, then share their ideas with others.	K-ESS3-3

Weather and Climate

Make observations to determine the effect of sunlight on Earth's surface

K-PS3-1

Students watch what sunlight does to sand, soil, and water. They notice which surfaces get warmer in the sun and which stay cooler in the shade.
Use tools and materials to design and build a structure that will reduce the…

K-PS3-2

Students build a small structure, like a shade or shelter, that keeps a sunny spot cooler. The goal is to test whether their design actually blocks or reduces the heat from sunlight.
Use and share observations of local weather conditions to describe patterns…

K-ESS2-1

Students watch the weather outside each day and look for patterns, like noticing that mornings are often cold or that it rains more in spring. They share what they notice with their class.
Ask questions to obtain information about the purpose of weather forecasting to…

K-ESS3-2

Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. The goal is understanding how a forecast helps families and communities prepare before dangerous weather arrives.

Standard	Definition	Code
Make observations to determine the effect of sunlight on Earth's surface	Students watch what sunlight does to sand, soil, and water. They notice which surfaces get warmer in the sun and which stay cooler in the shade.	K-PS3-1
Use tools and materials to design and build a structure that will reduce the…	Students build a small structure, like a shade or shelter, that keeps a sunny spot cooler. The goal is to test whether their design actually blocks or reduces the heat from sunlight.	K-PS3-2
Use and share observations of local weather conditions to describe patterns…	Students watch the weather outside each day and look for patterns, like noticing that mornings are often cold or that it rains more in spring. They share what they notice with their class.	K-ESS2-1
Ask questions to obtain information about the purpose of weather forecasting to…	Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. The goal is understanding how a forecast helps families and communities prepare before dangerous weather arrives.	K-ESS3-2

Weather and Climate

Make observations to determine the effect of sunlight on Earth's surface

K-PS3-1

Students watch what sunlight does to sand, soil, and water. They notice which surfaces get warmer in the sun and which stay cooler in the shade.
Use tools and materials to design and build a structure that will reduce the…

K-PS3-2

Students build a small structure, like a shade or shelter, that keeps a sunny spot cooler. The goal is to test whether their design actually blocks or reduces the heat from sunlight.
Use and share observations of local weather conditions to describe patterns…

K-ESS2-1

Students watch the weather outside each day and look for patterns, like noticing that mornings are often cold or that it rains more in spring. They share what they notice with their class.
Ask questions to obtain information about the purpose of weather forecasting to…

K-ESS3-2

Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. The goal is understanding how a forecast helps families and communities prepare before dangerous weather arrives.

Standard	Definition	Code
Make observations to determine the effect of sunlight on Earth's surface	Students watch what sunlight does to sand, soil, and water. They notice which surfaces get warmer in the sun and which stay cooler in the shade.	K-PS3-1
Use tools and materials to design and build a structure that will reduce the…	Students build a small structure, like a shade or shelter, that keeps a sunny spot cooler. The goal is to test whether their design actually blocks or reduces the heat from sunlight.	K-PS3-2
Use and share observations of local weather conditions to describe patterns…	Students watch the weather outside each day and look for patterns, like noticing that mornings are often cold or that it rains more in spring. They share what they notice with their class.	K-ESS2-1
Ask questions to obtain information about the purpose of weather forecasting to…	Students learn why weather forecasts matter by asking questions about storms, floods, and other severe weather. The goal is understanding how a forecast helps families and communities prepare before dangerous weather arrives.	K-ESS3-2

Common Questions

What does science look like at this age?
Science is mostly hands-on play with a purpose. Students push and pull objects to see what moves, watch the weather each day, and notice what plants and animals need to live. They are learning to look closely and talk about what they see.
How can I help with science at home?
Step outside and talk about the weather, the sun, and the animals nearby. Let students push toy cars hard and soft, or roll balls up and down a ramp. Asking what they noticed matters more than getting a right answer.
What does my child need to know by the end of the year?
Students should be able to describe local weather patterns, explain that plants and animals need food, water, and shelter, and show how a push or pull changes how something moves. They should also notice how sunlight warms the ground.
How should I sequence the three big topics across the year?
Weather works well all year as a daily routine. Pushes and pulls fit nicely in winter with indoor ramps and toys. Plants, animals, and habitats land best in spring when students can go outside and observe living things directly.
Which ideas usually need the most reteaching?
The idea that sunlight warms surfaces takes time, since students often describe the sun as bright rather than hot. The difference between a push and a pull also gets mixed up, so repeated hands-on practice with the words helps.
My child says school science is just playing. Is that right?
The play is the science. Stacking blocks, rolling cars, and watching clouds are how five-year-olds gather evidence. Ask what they tried, what happened, and what they would try next to turn play into thinking.
What counts as evidence for a five-year-old?
Evidence at this age is what students saw, heard, or felt. A drawing of a sunny day, a tally of rainy mornings, or showing that a hard push made the ball go farther all count. Keep it concrete and observable.
How do I know students are ready for first grade science?
Look for students who can describe a pattern they noticed, give a reason backed by something they saw, and ask a question they want to investigate. Confidence with observing and talking about it matters more than vocabulary.