Rhode Island World-Class Standards Kindergarten Science Activities
Printable Kindergarten Science Worksheets and Study Guides.
RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS 1 (K-4) NOS-3. Explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).
ESS1 (K-2)-3. Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by...
3a. Using scientific tools to extend senses and gather data about weather (e.g., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).
WeatherWhen someone asks, “What is the weather today?” you know what they are asking. They are asking what it is like outside. They want to know what nature is doing in your area – raining, snowing, blowing… How We Measure Weather: We measure temperature using a thermometer. A wind vane measures the direction of the wind. A rain gauge measures how much rain falls.Read more...iWorksheets :4Study Guides :1Vocabulary :2 ESS1 (K-4) INQ+SAE-4. Explain how wind, water, or ice shape and reshape the earth.
ESS1 (K-2)-4. Students demonstrate an understanding of processes and change over time within earth systems by...
4a. Observing and recording seasonal and weather changes throughout the school year.
WeatherWhen someone asks, “What is the weather today?” you know what they are asking. They are asking what it is like outside. They want to know what nature is doing in your area – raining, snowing, blowing… How We Measure Weather: We measure temperature using a thermometer. A wind vane measures the direction of the wind. A rain gauge measures how much rain falls.Read more...iWorksheets :4Study Guides :1Vocabulary :2 The seasonsA season is a different time of year. There are four seasons: winter, spring, summer, and fall. The four seasons always come in the same order. Winter comes first in the year. Spring comes next. Summer is third. Fall is the fourth season. Seasons bring different types of weather. Read more...iWorksheets :4Study Guides :1Vocabulary :1 ESS1 (K-4) POC-5. Based on data collected from daily weather observations, describe weather changes or weather patterns.
ESS1 (K-2)-5. Students demonstrate an understanding of processes and change over time within earth systems by...
5a. Observing, recording, and summarizing local weather data.
WeatherWhen someone asks, “What is the weather today?” you know what they are asking. They are asking what it is like outside. They want to know what nature is doing in your area – raining, snowing, blowing… How We Measure Weather: We measure temperature using a thermometer. A wind vane measures the direction of the wind. A rain gauge measures how much rain falls.Read more...iWorksheets :4Study Guides :1Vocabulary :2 5b. Observe how clouds are related to forms of precipitation (e.g., rain, sleet, snow).
WeatherWhen someone asks, “What is the weather today?” you know what they are asking. They are asking what it is like outside. They want to know what nature is doing in your area – raining, snowing, blowing… How We Measure Weather: We measure temperature using a thermometer. A wind vane measures the direction of the wind. A rain gauge measures how much rain falls.Read more...iWorksheets :4Study Guides :1Vocabulary :2 ESS1 (K-4) FAF-6. Given information about earth materials explain how their characteristics lend themselves to specific uses
ESS1 (K-2)-6. Students demonstrate an understanding of properties of earth materials by...
6a. Identifying which materials are best for different uses (e.g., soils for growing plants, sand for the sand box).
Earth's resourcesNatural resources are useful things that we can find on the Earth. Natural resources are important to living things, including us! Some examples of natural resources are water, soil, air, rocks, and Minerals. Read more...iWorksheets :3Study Guides :1Vocabulary :2 RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time
ESS3 (K-4)-9. No further targets for EK ESS3 at the K-4 Grade Span. The GSEs listed below are assessed at the local level only.
ESS3 (K-2)-9. Students demonstrate understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
9a. Observing that there are more stars in the sky than can easily be counted, but they are not scattered evenly and not all the same in brightness.
The SkyThe Sun is a large, hot ball of gas. It is a star. The Sun gives Earth light and heat. Living things need the Sun to live! The sun’s rays shine on the moon at night. This makes the moon bright! The Earth is the third planet from Sun. As the Earth moves around the Sun it turns. This rotation causes night and day here on Earth. Read more...iWorksheets :4Study Guides :1Vocabulary :1 RI.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
LS1 (K-4)-INQ+POC-1. Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike.
LS1 (K-2)-1. Students demonstrate an understanding of classification of organisms by...
1a. Distinguishing between living and non-living things.
Living and nonliving thingsWhat is a LIVING thing? If something is LIVING - it is alive! A plant is a living thing. An animal is a living thing. What is a NONLIVING thing? If something is a NONLIVING thing, it is not alive. Soil is a nonliving thing. A rock is a nonliving thing. Water is a nonliving thing. Read more...iWorksheets :4Study Guides :1Vocabulary :1 Did you Know... 1st GradeAir is a nonliving thing. The air we breathe in is called oxygen. Herbivores are animals that only eat plants. Can you believe a HUGE dinosaur called a brachiosaurus was an herbivore? A whale is NOT a fish. It is a mammal that lives in the ocean. You have almost 10,000 taste buds in your mouth! These taste buds
help you TASTE food. You can taste things that are sweet, sour, salty, and bitter! Read more...iWorksheets :3Study Guides :1Vocabulary :2 1c. Observing and recording the external features that make up living things (e.g. roots, stems, leaves, flowers, legs, antennae, tail, shell).
All about plantsWhat do plants need to grow? A plant needs: water, air, sunlight and room. How does a plant grow? A seed comes from an adult plant and falls to the ground. Once in the ground, a seed begins to grow in the soil. Roots grow from a seed down into the ground. A young plant grows up through the soil. Parts of a Plant: Roots, Stem, Leaves, Flower. Read more...iWorksheets :3Study Guides :1Vocabulary :1 All about animalsWhat Do Animals Need to Live? Animals need to: drink water, eat food, breathe air. Animals also need shelter. How do Animals Get Food? How do Different Animals Breath? Animals Grow and Change. How do Animals Stay Safe? Animal Body Parts. Read more...iWorksheets :4Study Guides :1Vocabulary :1 Animal groupsA MAMMAL is an animal. A REPTILE is an animal. An AMPHIBIAN is an animal. Worms are animals too! Insects – bugs! Insects are part of the animal family too! Some animals have four legs. Some animals have two legs. Animals have different coverings on their bodies. Some animals have fur… Read more...iWorksheets :3Study Guides :1Vocabulary :1 LS1 (K-4) FAF-4. Identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).
LS1 (K-2)-4. Students demonstrate understanding of structure and function-survival requirements by...
4a. Identifying the specific functions of the physical structures of a plant or an animal (e.g. roots for water; webbed feet for swimming).
All about plantsWhat do plants need to grow? A plant needs: water, air, sunlight and room. How does a plant grow? A seed comes from an adult plant and falls to the ground. Once in the ground, a seed begins to grow in the soil. Roots grow from a seed down into the ground. A young plant grows up through the soil. Parts of a Plant: Roots, Stem, Leaves, Flower. Read more...iWorksheets :3Study Guides :1Vocabulary :1 All about animalsWhat Do Animals Need to Live? Animals need to: drink water, eat food, breathe air. Animals also need shelter. How do Animals Get Food? How do Different Animals Breath? Animals Grow and Change. How do Animals Stay Safe? Animal Body Parts. Read more...iWorksheets :4Study Guides :1Vocabulary :1 Animal groupsA MAMMAL is an animal. A REPTILE is an animal. An AMPHIBIAN is an animal. Worms are animals too! Insects – bugs! Insects are part of the animal family too! Some animals have four legs. Some animals have two legs. Animals have different coverings on their bodies. Some animals have fur… Read more...iWorksheets :3Study Guides :1Vocabulary :1 RI.LS2. Life Science: Matter cycles and energy flows through an ecosystem.
LS2 (K-4) SAE-6. Describe ways plants and animals depend on each other (e.g., shelter, nesting, food).
LS2 (K-2)-6. Students demonstrate an understanding of food webs in an ecosystem by...
6a. Acting out or constructing simple diagrams (pictures or words) that shows a simple food web.
Food ChainsWhat is a Food Chain? A food chain is a chain of plant and animals in which
a plant or animal is eaten by the next animal on the chain. Read more...iWorksheets :4Study Guides :1Vocabulary :2 Did you Know... 1st GradeAir is a nonliving thing. The air we breathe in is called oxygen. Herbivores are animals that only eat plants. Can you believe a HUGE dinosaur called a brachiosaurus was an herbivore? A whale is NOT a fish. It is a mammal that lives in the ocean. You have almost 10,000 taste buds in your mouth! These taste buds
help you TASTE food. You can taste things that are sweet, sour, salty, and bitter! Read more...iWorksheets :3Study Guides :1Vocabulary :2 6b. Using information about a simple food web to determine how basic needs (e.g. shelter and water) are met by the habitat/environment.
Food ChainsWhat is a Food Chain? A food chain is a chain of plant and animals in which
a plant or animal is eaten by the next animal on the chain. Read more...iWorksheets :4Study Guides :1Vocabulary :2 Did you Know... 1st GradeAir is a nonliving thing. The air we breathe in is called oxygen. Herbivores are animals that only eat plants. Can you believe a HUGE dinosaur called a brachiosaurus was an herbivore? A whale is NOT a fish. It is a mammal that lives in the ocean. You have almost 10,000 taste buds in your mouth! These taste buds
help you TASTE food. You can taste things that are sweet, sour, salty, and bitter! Read more...iWorksheets :3Study Guides :1Vocabulary :2 RI.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
LS4 (K-4) FAF-8. Identify what the physical structures of humans do (e.g., sense organs-eyes, ears, skin, etc.) or compare physical structures of humans to similar structures of animals.
LS4 (K-2)-8. Students demonstrate an understanding of human body systems by...
8a. Identifying the five senses and using senses to identify objects in the environment.
My sensesYou have five senses. Your Sense of SMELL. Your Sense of HEARING. Your Sense of TOUCH. Your Sense of SIGHT. Your Sense of TASTE. Scientists use their senses to study the world. You can use your senses to study the world too! Read more...iWorksheets :6Study Guides :1Vocabulary :1 8b. Observing, identifying, and recording external features of humans and other animals.
All about animalsWhat Do Animals Need to Live? Animals need to: drink water, eat food, breathe air. Animals also need shelter. How do Animals Get Food? How do Different Animals Breath? Animals Grow and Change. How do Animals Stay Safe? Animal Body Parts. Read more...iWorksheets :4Study Guides :1Vocabulary :1 Animal groupsA MAMMAL is an animal. A REPTILE is an animal. An AMPHIBIAN is an animal. Worms are animals too! Insects – bugs! Insects are part of the animal family too! Some animals have four legs. Some animals have two legs. Animals have different coverings on their bodies. Some animals have fur… Read more...iWorksheets :3Study Guides :1Vocabulary :1 Human bodyYour body is made up of many parts: your hair, eyebrows, eyes, nose, cheeks, mouth, chin, ears, brain, skull, neck shoulders, arms, elbows, wrists, forearms, palms, fingers, hips, legs, knees, ankles, feet, toes, heels. Your organs and body parts work together to keep your body working well; they are a system. There are many systems or organs and body parts working together.Read more...iWorksheets :6Study Guides :1Vocabulary :2 8c. Identifying the senses needed to meet survival needs for a given situation.
My sensesYou have five senses. Your Sense of SMELL. Your Sense of HEARING. Your Sense of TOUCH. Your Sense of SIGHT. Your Sense of TASTE. Scientists use their senses to study the world. You can use your senses to study the world too! Read more...iWorksheets :6Study Guides :1Vocabulary :1 RI.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance).
PS1 (K-4) INQ-1. Collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility).
PS1 (K-2)-1. Students demonstrate an understanding of characteristic properties of matter by...
1a. Identifying, comparing, and sorting objects by similar or different physical properties (e.g., size, shape, color, texture, smell, weight).
Hands-on Lab Skills/Science InquiryScientists use MANY different tools while they are observing and conducting experiments. Here are some tools scientists use: RULER, MEASURING CUP, CLOCK, HAND, LENS, THERMOMETER, BALANCE. Scientists often put objects into piles or groups based on their color, shape, texture, size and weight. Read more...iWorksheets :3Study Guides :1Vocabulary :2 1b. Recording observations/data about physical properties.
Hands-on Lab Skills/Science InquiryScientists use MANY different tools while they are observing and conducting experiments. Here are some tools scientists use: RULER, MEASURING CUP, CLOCK, HAND, LENS, THERMOMETER, BALANCE. Scientists often put objects into piles or groups based on their color, shape, texture, size and weight. Read more...iWorksheets :3Study Guides :1Vocabulary :2 PS1 (K-4) POC-2. Make a prediction about what might happen to the state of common materials when heated or cooled or categorize materials as solid, liquid, or gas.
PS1 (K-2)-2. Students demonstrate an understanding of states of matter by...
2a. Describing properties of solids and liquids.
2b. Identifying and comparing solids and liquids.
PS1 (K-4) SAE-3. Use measures of weight (data) to demonstrate that the whole equals the sum of its parts.
PS1 (K-2)-3. Students demonstrate an understanding of conservation of matter by...
3a. Using simple tools (e.g. balance scale, see-saw) to explore the property of weight.
Hands-on Lab Skills/Science InquiryScientists use MANY different tools while they are observing and conducting experiments. Here are some tools scientists use: RULER, MEASURING CUP, CLOCK, HAND, LENS, THERMOMETER, BALANCE. Scientists often put objects into piles or groups based on their color, shape, texture, size and weight. Read more...iWorksheets :3Study Guides :1Vocabulary :2 RI.PS3. Physical Science: The motion of an object is affected by forces.
PS3 (K-4)-INQ+SAE-7. Use data to predict how a change in force (greater/less) might affect the position, direction of motion, or speed of an object (e.g., ramps and balls).
PS3 (K-2)-7. Students demonstrate an understanding of motion by...
7a. Showing how pushing/pulling moves or does not move an object.
Force and motionWhat Makes Things Move? Forces make things move! A force is a push or pull that can make something move. Gravity is a force! Gravity is a force that pulls things down. Speed is how fast or how slow an object moves. Objects can move straight, up, down, to the left, or to the right. Objects can curve and swerve when they move too! Read more...iWorksheets :3Study Guides :1Vocabulary :1 Did you Know... 1st GradeAir is a nonliving thing. The air we breathe in is called oxygen. Herbivores are animals that only eat plants. Can you believe a HUGE dinosaur called a brachiosaurus was an herbivore? A whale is NOT a fish. It is a mammal that lives in the ocean. You have almost 10,000 taste buds in your mouth! These taste buds
help you TASTE food. You can taste things that are sweet, sour, salty, and bitter! Read more...iWorksheets :3Study Guides :1Vocabulary :2 7b. Predicting the direction an object will or will not move if a force is applied to it.
Force and motionWhat Makes Things Move? Forces make things move! A force is a push or pull that can make something move. Gravity is a force! Gravity is a force that pulls things down. Speed is how fast or how slow an object moves. Objects can move straight, up, down, to the left, or to the right. Objects can curve and swerve when they move too! Read more...iWorksheets :3Study Guides :1Vocabulary :1 Did you Know... 1st GradeAir is a nonliving thing. The air we breathe in is called oxygen. Herbivores are animals that only eat plants. Can you believe a HUGE dinosaur called a brachiosaurus was an herbivore? A whale is NOT a fish. It is a mammal that lives in the ocean. You have almost 10,000 taste buds in your mouth! These taste buds
help you TASTE food. You can taste things that are sweet, sour, salty, and bitter! Read more...iWorksheets :3Study Guides :1Vocabulary :2 PS3 (K-4) INQ+ SAE-8. Use observations of magnets in relation to other objects to describe the properties of magnetism (i.e., attract or repel certain objects or has no effect)
PS3 (K-2)-8. Students demonstrate an understanding of (magnetic) force by...
8a. Observing and sorting objects that are and are not attracted to magnets.
MagnetsWhat is a Magnet? Magnets attract certain kinds of metal such as iron. A magnet has two poles, a north and south pole. Its north pole is on one end and its south pole is on the other end. What do magnets do? Magnets can attract an object. Attract means to pull towards. If something is magnetic, that means it can be attracted by a magnet. Read more...iWorksheets :3Study Guides :1Vocabulary :1 Standards
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