Kindergarten Science IAS Standards

Impact & Culture

Networking & the Internet

Programs & Algorithms

Computing Devices & Systems

Data & Information

Use appropriate terminology (e.g., computer, screen, keyboard) in identifying and describing computer hardware. (E)

Explain when there is a problem with familiar technology and match a provided potential solution.

Operate software to perform a specific task.

Identify and collect data using concrete objects or digital tools (e.g., take pictures of or sort all blue math manipulatives).

Describe information stored on a digital device as “data”.

Represent data from everyday activities with numbers, symbols, or other variables.

Identify patterns in visual representations of data such as charts, graphs, and symbols. (E)

Compare and contrast the effects of technology on communities and social interactions.

Identify expected behaviors for working responsibly with others online. (E)

Describe why login information should not be shared and model logging off of a device.

Define what a password is and describe its purpose. (E)

Sequence provided steps to complete a familiar or simple task. (E)

Explain a way to improve a step of a provided familiar process.

Follow the steps in a process with a simple loop.

Identify an error in a provided sequence, then find a potential solution to the error.

Follow a three-step set of instructions to complete a task and identify the sequence of steps as an algorithm. (E)

Differentiate between work you create and work created by another person. (E)

Engineering, Technology, and the Application of Science

Physical Science

Earth and Space Science

Life Science

Matter and Its Interactions

Earth's Place in the Universe

Earth's Systems

Earth and Human Activity

A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.

Asking questions, making observations, and gathering information are helpful in thinking about problems.

Before beginning to design a solution, it is important to clearly understand the problem.

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

Because there is always more than one possible solution to a problem, it is useful to compare and test designs.

Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.

Seasonal patterns of sunrise and sunset can be observed, described, and predicted.

Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.

Wind and water can change the shape of the land.

Maps show where things are located. One can map the shapes and kinds of land and water in any area.

Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.

Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.

Plants and animals can change their environment.

Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.

Plants depend on water and light to grow.

Plants depend on animals for pollination or to move their seeds around.

Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents.

Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

There are many different kinds of living things in any area, and they exist in different places on land and in water.

Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

Different properties are suited to different purposes.

A great variety of objects can be built up from a small set of pieces.

Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Pushes and pulls can have different strengths and directions.

Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

When objects touch or collide, they push on one another and can change motion.

Sunlight warms Earth's surface.

A bigger push or pull makes things go faster.

Sound can make matter vibrate, and vibrating matter can make sound.

Objects can be seen only when light is available to illuminate them. Some objects give off their own light.

Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)

People also use a variety of devices to communicate (send and receive information) over long distances.

From Molecules to Organisms: Structures and Processes

Ecosystems: Interactions, Energy, and Dynamics

Heredity: Inheritance and Variation of Traits

Biological Evolution: Unity and Diversity

Matter and Its Interactions

Motion and Stability: Forces and Interactions

Energy

Waves and Their Applications in Technologies for Information Transfer

Engineering Design

Earth and Human Activity

Earth's Systems

From Molecules to Organisms: Structures and Processes

Energy

Motion and Stability: Forces and Interactions

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.

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.

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

Use and share observations of local weather conditions to describe patterns over time.

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

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

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

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

Use observations to describe patterns of what plants and animals (including humans) need to survive.

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.

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.

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

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

Impact & Culture

Networking & the Internet

Programs & Algorithms

Computing Devices & Systems

Data & Information

Students identify a computing system as being composed of hardware and software, troubleshooting common problems and generating solutions based on the needs of the user.

Use appropriate terminology in identifying and describing computer hardware.

Describe and troubleshoot basic hardware and software problems using appropriate terminology.

Select and operate appropriate software to perform a variety of tasks and recognize that users have different needs and preferences for the technology they use.

Students collect, store, visualize, and transform data to make inferences and predictions about the world.

Identify and collect data using digital tools (e.g., take pictures of all blue items, create a document with things that start with "a").

Define stored information as data and when appropriate, copy, search, retrieve, modify, and delete it.

Model that data can be stored and manipulated using numbers or symbols to represent information.

Organize and present data in different visual formats such as charts, graphs, and symbols, and identify and describe patterns to make predictions.

Students explain how computing affects the way people live, work, and communicate.

Compare and contrast the effects of technology on communities and social interactions.

Identify expected behaviors for working responsibly with others online.

Describe how to keep login information private and log off of devices appropriately.

Students explain that information shared over connected computer networks must be protected from unauthorized access.

Explain what passwords are, why they are used, and why it is important to develop strong passwords to protect devices and information.

Students model complex tasks using algorithmic problem solving and develop simple computing programs to represent them.

Breakdown and plan the order of the steps needed for a desired outcome to accomplish the goal

Using age-appropriate vocabulary, explain steps taken and choices made to improve the design of a sequence.

Develop programs with sequences and simple loops to express ideas or address a problem.

Identify and fix (debug) errors in sequences and simple loops.

Model daily processes by creating and following algorithms (i.e., sets of step-by-step instructions) to complete tasks.

Give attribution when using the ideas and creations of others while developing programs.

Engineering Design

Earth and Human Activity

Earth's Systems

From Molecules to Organisms: Structures and Processes

Energy

Motion and Stability: Forces and Interactions

Engineering Design

Earth and Human Activity

Earth's Systems

From Molecules to Organisms: Structures and Processes

Energy

Motion and Stability: Forces and Interactions

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.

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.

Use simple sketches, drawings, or physical models of an object to identify the relationship between the shape of the object and how it functions to solve a problem.

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

Compare the strengths and weaknesses of two objects designed to solve the same problem.

Use and share observations of local weather conditions to describe patterns over time.

Use observations of local weather conditions to describe weather patterns over time (e.g., day, week, month). (E)

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

Identify evidence to support the claim that plants and animals, including humans, can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digging in the ground to hide its food and tree roots can break concrete.]

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

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

Use a model to match the needs of different animals (including humans) and plants to the places they live.

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

Ask questions and describe examples of how weather forecasting can help people prepare for, and respond to, severe weather. (E)

Identify ways that people can reduce their impact on the land, water, air, and/or other living things in the local environment.

Make observations to define a simple problem that can be solved through the development of a new or improved object or tool.

Use observations to describe patterns of what plants and animals (including humans) need to survive.

Compare and contrast what plants and animals, including humans, need to survive. (E)

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.

Conduct an investigation to identify the effect caused by different strengths or directions of pushes or pulls on the motion of an object.

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.

Analyze data to determine if a design solution causes the intended change in speed or direction of motion of an object.

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

Make observations to determine how sunlight affects Earth's surface. (E)

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

Use tools and materials to design and/or build a structure (e.g., umbrella, canopy, tent) that can reduce warming caused by the sun.

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.

Ask questions based on observations to find more information about the natural and/or designed world(s).

Ask and/or identify questions that can be answered by an investigation.

Define a simple problem that can be solved through the development of a new or improved object or tool.

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Distinguish between a model and the actual object, process, and/or events the model represents.

Compare models to identify common features and differences.

Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).

Develop a simple model based on evidence to represent a proposed object or tool.

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

With guidance, plan and conduct an investigation in collaboration with peers (for kindergarten).

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.

Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.

Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.

Make predictions based on prior experiences.

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Record information (observations, thoughts, and ideas).

Use and share pictures, drawings, and/or writings of observations.

Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.

Compare predictions (based on prior experiences) to what occurred (observable events).

Analyze data from tests of an object or tool to determine if it works as intended.

Mathematical and computational thinking in K–2 builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world(s).

Decide when to use qualitative vs. quantitative data.

Use counting and numbers to identify and describe patterns in the natural and designed world(s).

Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.

Use quantitative data to compare two alternative solutions to a problem.

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.

Generate and/or compare multiple solutions to a problem.

Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).

Identify arguments that are supported by evidence.

Distinguish between explanations that account for all gathered evidence and those that do not.

Analyze why some evidence is relevant to a scientific question and some is not.

Distinguish between opinions and evidence in one's own explanations.

Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.

Construct an argument with evidence to support a claim.

Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).

Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.

Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.

Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.

Asking Questions and Defining Problems

Developing and Using Models

Planning and Carrying out Investigations

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

Obtaining, Evaluating and Communicating Information