Kinder Science

Child playing with toy cars on a gray surface, with a silver sports car in the foreground and a red and black SUV behind, and a blurred yellow toy vehicle in the background.

Pushes & Pulls

  • Your child will explore how pushes and pulls speed objects up, slow them down, or change their direction. They will make observations about different forces by experimenting with cars, ramps and lego mazes. As your child works toward this goal, he or she will be exploring many phenomena while learning the following concepts:

    Different amounts of strength and different directions can change the motion of an object.

    A push or pull can change the speed or direction of an object’s motion.

    We will do many investigations in class over several weeks to help your child learn these concepts from firsthand experiences.

    1. What happens when you push or pull an object?

    2. Where have you seen a push or a pull?

    3. What are some words that describe speed?

    4. What are some words we use to describe direction?

  • Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. K-PS2-1

    Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. K-PS2-2

    Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-1

A child wearing yellow rain boots and a dark jacket playing in a puddle on a wet sidewalk on a rainy day.

Weather Patterns

  • Students will record the weather to spot patterns in the rhythm of the seasons and the day. We will make windsocks and use it as a tool to observe the direction of wind. We’ll also learn about thermometers and how they are used to measure temperature. In this unit, we will think about the following concepts:

    Local weather conditions can be observed to describe weather patterns over time.

    Sunlight affects the temperature of Earth’s surface.

    Structures can be built using various materials to block out sunlight and reduce the warming effects of the Sun on an area.

    The purpose of weather forecasting is to prepare for and respond to severe weather.

    1. Yesterday, the weather was _.

    2. Today, the weather is _.

    3. Tomorrow, I think the weather will be _.

    4. What tool would you use to measure temperature?

    5. What are some examples of severe weather?

    6. Where would we place an object to make it warm: where it is sunny or in the shade?

  • Use and share observations of local weather conditions to describe patterns over time.
    K-ESS2-1

    Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-ESS3-2

    Make observations to determine the effect of sunlight on Earth’s surface.
    K-PS3-1

    Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. K-PS3-2

    Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
    K-2-ETS1-1

    Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
    K-2-ETS1-2

    Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
    K-2-ETS1-3

A small squirrel sitting on a sunflower with yellow petals and green leaves, against a blurred background.

Plant & Animal Needs

Otter emerging from water onto a log surrounded by debris and twigs.

  • Kinders will explore the basic needs of plants and animals and describes how an organism’s surroundings help it meet its needs. Your child’s mission will be to help create a habitat for an animal of their choice and make sure the needs will be met in the new habitat. As your child works toward this goal, they will learn that:

    Plants and animals (including humans) have basic needs to survive.

    An organism’s surroundings must provide all the basic needs necessary for the organism to survive.

    1. What do animals need to survive?

    2. What things do plants need to survive?

    3. What are some things found in an animal’s habitat?

    4. What are some examples of severe weather?

    5. Where would we place an object to make it warm: where it is sunny or in the shade?

  • Use observations to describe patterns of what plants and animals (including humans) need to survive.
    K-LS1-1

    Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. K-ESS3-1

Impact of Organisms

  • We will learn how organisms can directly change their environments. We will focus on animal impacts by gathering information about ways to reduce these impacts. Towards the end of the year, we will build a beaver damn by collecting natural items found around school. Each group will plan, design and test their model of a beaver dam to see what worked and what didn’t. We will revise our plans and ideas to improve our design. Together they will discover that:

    Plants and animals (including humans) can change the environment to meet their needs.

    Humans can do specific things to reduce the impact of changes to land, water, air, and other living things in the local environment.

    1. Why would a plant or animal change its environment?

    2. How can we help our environment?

  • Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS2-2

    Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.K-ESS3-3

    Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.K-2-ETS1-1