What science will students learn this year?

Students explore pushes and pulls, sunlight and weather, and what plants and animals need to live. Most of the learning happens through hands-on observation and simple experiments, not reading or worksheets. The goal is to notice patterns in the world and ask good questions about them.

How can families practice science at home?

Step outside and talk about what students see. Watch the clouds, push a toy car down a ramp, plant a seed in a cup, or notice which spots in the yard feel hot or cool. Five minutes of wondering out loud counts as real science at this age.

What does a push and pull lesson actually look like?

Students roll balls, slide blocks, and try kicking a ball softly versus hard. They notice that a bigger push makes something go faster or farther, and that a push from the side changes direction. No formulas, just careful watching and talking.

How should the year be sequenced?

Many teachers start with weather patterns in fall so students can track changes across seasons. Pushes and pulls work well in winter with indoor materials, and plant and animal needs fit naturally in spring. Sunlight and shade investigations land best when the weather warms up.

Does writing or reading slow down the science work?

It can if science gets treated like a reading lesson. Keep the recording simple: drawings with labels, a few words, or a class chart. Save the talking and observing for the bulk of the time, since that is where the thinking happens.

What if a child says science feels boring or too easy?

Ask them to predict what will happen before an experiment, then check. Try questions like which paper airplane flies farthest, or where ice melts fastest in the house. Predicting and testing turns simple activities into real puzzles.

Which topics usually need the most reteaching?

Weather patterns over time often need more revisiting, since young students focus on today's weather and miss the bigger picture. A daily weather chart kept all year does more than any single unit. Cause and effect with pushes also benefits from repeated, short practice.

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

By spring, students should describe weather patterns across days, explain what a plant or animal needs to live, and predict how a push will change an object's motion. They should also ask their own questions about what they see and suggest simple ways to test ideas.

What does a student learn in ?

This is the year science becomes about noticing the world and asking why. Students push and pull toys to see how things move, watch how the sun warms a sidewalk, and track the weather day by day. They also learn what plants and animals need to live, and how people change the places around them. By spring, students can describe a weather pattern they saw and explain what a pet or plant needs to stay healthy.

Pushes and pulls
Sunlight and warmth
Weather patterns
What living things need
People and the environment

Source: Nevada Nevada Academic 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 notice the weather each day and track what they see. They start spotting patterns, like sunny mornings or rainy weeks, and learn why grown-ups check the forecast before a big storm.
2
Pushes and pulls
Students play with ramps, balls, and toy cars to see how a gentle nudge or a hard shove changes how things move. They test ideas about speed and direction and figure out what works.
3
Sunlight and shade
Students feel how the sun warms a sidewalk, a rock, or a cup of water. Then they build something like a small shade or cover to keep a spot cooler.
4
What living things need
Students look closely at plants, pets, and people to figure out what every living thing needs to stay alive. They notice how animals and people change a place to get food, water, or shelter.
5
Caring for our place
Students think about how people affect the land, water, and air around them. They share simple ideas, like picking up trash or saving water, that help keep the local environment healthy.

Mastery Learning Standards

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

Motion and Stability

K-PS2

Students learn what makes things move, slow down, or change direction. They push and pull objects to see how force affects motion.
Energy

K-PS3

Students explore how sunlight warms objects and how shade keeps things cool. They notice the difference between light and dark, and between warm and cold surfaces.
From Molecules to Organisms

K-LS1

Students learn what living things need to survive. They observe how plants and animals get food, water, and air and compare how different creatures meet those same basic needs.
Earth's Systems

K-ESS2

Students learn how the sky, weather, land, and water around them change and work together. They observe things like clouds, rain, and rocks to describe the world outside.
Earth and Human Activity

K-ESS3

Students learn how humans use natural resources like water, soil, and plants, and how those choices affect the world around them.

Standard	Definition	Code
Motion and Stability	Students learn what makes things move, slow down, or change direction. They push and pull objects to see how force affects motion.	K-PS2
Energy	Students explore how sunlight warms objects and how shade keeps things cool. They notice the difference between light and dark, and between warm and cold surfaces.	K-PS3
From Molecules to Organisms	Students learn what living things need to survive. They observe how plants and animals get food, water, and air and compare how different creatures meet those same basic needs.	K-LS1
Earth's Systems	Students learn how the sky, weather, land, and water around them change and work together. They observe things like clouds, rain, and rocks to describe the world outside.	K-ESS2
Earth and Human Activity	Students learn how humans use natural resources like water, soil, and plants, and how those choices affect the world around them.	K-ESS3

Motion and Stability

K-PS2

Students learn what makes things move, slow down, or change direction. They push and pull objects to see how force affects motion.
Energy

K-PS3

Students explore how sunlight warms objects and how shade keeps things cool. They notice the difference between light and dark, and between warm and cold surfaces.
From Molecules to Organisms

K-LS1

Students learn what living things need to survive. They observe how plants and animals get food, water, and air and compare how different creatures meet those same basic needs.
Earth's Systems

K-ESS2

Students learn how the sky, weather, land, and water around them change and work together. They observe things like clouds, rain, and rocks to describe the world outside.
Earth and Human Activity

K-ESS3

Students learn how humans use natural resources like water, soil, and plants, and how those choices affect the world around them.

Standard	Definition	Code
Motion and Stability	Students learn what makes things move, slow down, or change direction. They push and pull objects to see how force affects motion.	K-PS2
Energy	Students explore how sunlight warms objects and how shade keeps things cool. They notice the difference between light and dark, and between warm and cold surfaces.	K-PS3
From Molecules to Organisms	Students learn what living things need to survive. They observe how plants and animals get food, water, and air and compare how different creatures meet those same basic needs.	K-LS1
Earth's Systems	Students learn how the sky, weather, land, and water around them change and work together. They observe things like clouds, rain, and rocks to describe the world outside.	K-ESS2
Earth and Human Activity	Students learn how humans use natural resources like water, soil, and plants, and how those choices affect the world around them.	K-ESS3

Motion and Stability: Forces and Interactions

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

K-PS2-1

Students push and pull objects to see how hard or which direction they need to push to make something move faster, slower, or a different way.
Analyze data to determine if a design solution works as intended to change the…

K-PS2-2

Students test whether a push or pull changes how fast or which way an object moves, then look at what happened to decide if the design worked.

Standard	Definition	Code
Plan and conduct an investigation to compare the effects of different strengths…	Students push and pull objects to see how hard or which direction they need to push to make something move faster, slower, or a different way.	K-PS2-1
Analyze data to determine if a design solution works as intended to change the…	Students test whether a push or pull changes how fast or which way an object moves, then look at what happened to decide if the design worked.	K-PS2-2

Motion and Stability: Forces and Interactions

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

K-PS2-1

Students push and pull objects to see how hard or which direction they need to push to make something move faster, slower, or a different way.
Analyze data to determine if a design solution works as intended to change the…

K-PS2-2

Students test whether a push or pull changes how fast or which way an object moves, then look at what happened to decide if the design worked.

Standard	Definition	Code
Plan and conduct an investigation to compare the effects of different strengths…	Students push and pull objects to see how hard or which direction they need to push to make something move faster, slower, or a different way.	K-PS2-1
Analyze data to determine if a design solution works as intended to change the…	Students test whether a push or pull changes how fast or which way an object moves, then look at what happened to decide if the design worked.	K-PS2-2

Energy

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

K-PS3-1

Students watch what happens when sunlight hits soil, sand, and water, then describe how the sun warms those surfaces.
Use tools and materials to design and build a structure that will reduce the…

K-PS3-2

Students build something (like a shade or a roof) to block sunlight and keep an area cooler. The focus is on testing simple materials and seeing which ones do a better job of reducing heat.

Standard	Definition	Code
Make observations to determine the effect of sunlight on Earth's surface	Students watch what happens when sunlight hits soil, sand, and water, then describe how the sun warms those surfaces.	K-PS3-1
Use tools and materials to design and build a structure that will reduce the…	Students build something (like a shade or a roof) to block sunlight and keep an area cooler. The focus is on testing simple materials and seeing which ones do a better job of reducing heat.	K-PS3-2

Energy

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

K-PS3-1

Students watch what happens when sunlight hits soil, sand, and water, then describe how the sun warms those surfaces.
Use tools and materials to design and build a structure that will reduce the…

K-PS3-2

Students build something (like a shade or a roof) to block sunlight and keep an area cooler. The focus is on testing simple materials and seeing which ones do a better job of reducing heat.

Standard	Definition	Code
Make observations to determine the effect of sunlight on Earth's surface	Students watch what happens when sunlight hits soil, sand, and water, then describe how the sun warms those surfaces.	K-PS3-1
Use tools and materials to design and build a structure that will reduce the…	Students build something (like a shade or a roof) to block sunlight and keep an area cooler. The focus is on testing simple materials and seeing which ones do a better job of reducing heat.	K-PS3-2

From Molecules to Organisms: Structures and Processes

Use observations to describe patterns of what plants and animals

K-LS1-1

Students watch real plants and animals, then describe what those living things need to stay alive, like food, water, and light. Patterns show up across creatures, including people.

Standard	Definition	Code
Use observations to describe patterns of what plants and animals	Students watch real plants and animals, then describe what those living things need to stay alive, like food, water, and light. Patterns show up across creatures, including people.	K-LS1-1

From Molecules to Organisms: Structures and Processes

Use observations to describe patterns of what plants and animals

K-LS1-1

Students watch real plants and animals, then describe what those living things need to stay alive, like food, water, and light. Patterns show up across creatures, including people.

Standard	Definition	Code
Use observations to describe patterns of what plants and animals	Students watch real plants and animals, then describe what those living things need to stay alive, like food, water, and light. Patterns show up across creatures, including people.	K-LS1-1

Earth's Systems

Use and share observations of local weather conditions to describe patterns…

K-ESS2-1

Students watch the weather outside and talk about what they notice, looking for patterns like rainy Mondays or cold winters. The goal is spotting how weather repeats over days and seasons.
Construct an argument supported by evidence for how plants and animals

K-ESS2-2

Plants and animals change their surroundings to get what they need. Students look at real examples and explain why those changes happen, using what they can see as proof.

Standard	Definition	Code
Use and share observations of local weather conditions to describe patterns…	Students watch the weather outside and talk about what they notice, looking for patterns like rainy Mondays or cold winters. The goal is spotting how weather repeats over days and seasons.	K-ESS2-1
Construct an argument supported by evidence for how plants and animals	Plants and animals change their surroundings to get what they need. Students look at real examples and explain why those changes happen, using what they can see as proof.	K-ESS2-2

Earth's Systems

Use and share observations of local weather conditions to describe patterns…

K-ESS2-1

Students watch the weather outside and talk about what they notice, looking for patterns like rainy Mondays or cold winters. The goal is spotting how weather repeats over days and seasons.
Construct an argument supported by evidence for how plants and animals

K-ESS2-2

Plants and animals change their surroundings to get what they need. Students look at real examples and explain why those changes happen, using what they can see as proof.

Standard	Definition	Code
Use and share observations of local weather conditions to describe patterns…	Students watch the weather outside and talk about what they notice, looking for patterns like rainy Mondays or cold winters. The goal is spotting how weather repeats over days and seasons.	K-ESS2-1
Construct an argument supported by evidence for how plants and animals	Plants and animals change their surroundings to get what they need. Students look at real examples and explain why those changes happen, using what they can see as proof.	K-ESS2-2

Earth and Human Activity

Use a model to represent the relationship between the needs of different plants…

K-ESS3-1

Students match animals and plants to the places where they live, like a fish in water or a tree in soil, and explain why that place meets what the living thing needs.
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. They explore how people use forecasts to stay safe and get ready before bad weather arrives.
Communicate solutions that will reduce the impact of humans on the land, water…

K-ESS3-3

Students think of simple ways people can protect the land, water, or air nearby, then share that idea with others. It could be picking up litter, saving water, or planting something that helps local animals.

Standard	Definition	Code
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places where they live, like a fish in water or a tree in soil, and explain why that place meets what the living thing needs.	K-ESS3-1
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. They explore how people use forecasts to stay safe and get ready before bad weather arrives.	K-ESS3-2
Communicate solutions that will reduce the impact of humans on the land, water…	Students think of simple ways people can protect the land, water, or air nearby, then share that idea with others. It could be picking up litter, saving water, or planting something that helps local animals.	K-ESS3-3

Earth and Human Activity

Use a model to represent the relationship between the needs of different plants…

K-ESS3-1

Students match animals and plants to the places where they live, like a fish in water or a tree in soil, and explain why that place meets what the living thing needs.
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. They explore how people use forecasts to stay safe and get ready before bad weather arrives.
Communicate solutions that will reduce the impact of humans on the land, water…

K-ESS3-3

Students think of simple ways people can protect the land, water, or air nearby, then share that idea with others. It could be picking up litter, saving water, or planting something that helps local animals.

Standard	Definition	Code
Use a model to represent the relationship between the needs of different plants…	Students match animals and plants to the places where they live, like a fish in water or a tree in soil, and explain why that place meets what the living thing needs.	K-ESS3-1
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. They explore how people use forecasts to stay safe and get ready before bad weather arrives.	K-ESS3-2
Communicate solutions that will reduce the impact of humans on the land, water…	Students think of simple ways people can protect the land, water, or air nearby, then share that idea with others. It could be picking up litter, saving water, or planting something that helps local animals.	K-ESS3-3

Common Questions

What science will students learn this year?
Students explore pushes and pulls, sunlight and weather, and what plants and animals need to live. Most of the learning happens through hands-on observation and simple experiments, not reading or worksheets. The goal is to notice patterns in the world and ask good questions about them.
How can families practice science at home?
Step outside and talk about what students see. Watch the clouds, push a toy car down a ramp, plant a seed in a cup, or notice which spots in the yard feel hot or cool. Five minutes of wondering out loud counts as real science at this age.
What does a push and pull lesson actually look like?
Students roll balls, slide blocks, and try kicking a ball softly versus hard. They notice that a bigger push makes something go faster or farther, and that a push from the side changes direction. No formulas, just careful watching and talking.
How should the year be sequenced?
Many teachers start with weather patterns in fall so students can track changes across seasons. Pushes and pulls work well in winter with indoor materials, and plant and animal needs fit naturally in spring. Sunlight and shade investigations land best when the weather warms up.
Does writing or reading slow down the science work?
It can if science gets treated like a reading lesson. Keep the recording simple: drawings with labels, a few words, or a class chart. Save the talking and observing for the bulk of the time, since that is where the thinking happens.
What if a child says science feels boring or too easy?
Ask them to predict what will happen before an experiment, then check. Try questions like which paper airplane flies farthest, or where ice melts fastest in the house. Predicting and testing turns simple activities into real puzzles.
Which topics usually need the most reteaching?
Weather patterns over time often need more revisiting, since young students focus on today's weather and miss the bigger picture. A daily weather chart kept all year does more than any single unit. Cause and effect with pushes also benefits from repeated, short practice.
How do I know students are ready for first grade science?
By spring, students should describe weather patterns across days, explain what a plant or animal needs to live, and predict how a push will change an object's motion. They should also ask their own questions about what they see and suggest simple ways to test ideas.