Science
Key Scientific Vocabulary
• Observe, observation
• Predict, prediction
• Test
• Similar, different
• Compare, contrast
• Count
• Measure
• Investigate
• Explore
• Experiment
• Discover
• Record
• Explain
• Hypothesis
Scientific Inquiry
The scientific inquiry foundations focus on the skills and language employed in the process of scientific inquiry. The first
substrand, Observation and Investigation, focuses on children’s ability to observe and investigate objects and events in the
environment. Foundations include key scientific processes such as observe and describe, compare and contrast, predict and
check, and draw inferences. The second substrand under Scientific Inquiry, Documentation and Communication, is about
processes and skills employed to document and record observations and to communicate ideas and explanations with
others.
 Observation and investigation skills involve ways to observe, compare, measure, classify, predict, and to check and
investigate objects and events.
 Documentation and communication skills are employed to record information and to communicate findings and
explanations with others.
Basic Inquiry Skills
• Observe and describe
• Use scientific tools
• Measure
• Classify
• Compare and contrast
• Predict and check
• Draw inferences and conclusions
• Record and document
• Communicate
knowledge or past experience, and then test their predictions through observations or simple experiments. Such experiences also illustrate to children the value of observable evidence. They learn to use evidence to verify their predictions,
make inferences, or draw conclusions. The first substrand, Observation and Investigation, focuses on scientific skills and
language applied in the processes of observing and investigating objects and events in the environment.
Observation and Investigation Sample Developmental Sequence
Young children actively search for information about objects and events in their environment.
• Infants and toddlers observe, hold, touch and handle objects, and may even examine them with their lips and tongues.
They start with brief, simple explorations of objects. They repeat the same experience and then try out different things
with an object to see what happens, or how things work. For example, purposely throw a rattle to hear it land or push a
ball and watch it roll.
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At the next level, children engage in more sustained and complex manipulations of objects. For example, they build with
blocks or other materials not only to knock it down, but also to create something. They demonstrate a broader interest
in objects and events in their environment and may ask questions about them.
As children develop their inquiry skills, they engage in purposeful, detailed observations and simple investigations of an
object and event of interest. They can use prior knowledge and experience to make predictions and then test and verify
their predictions through observations or simple experiments.
Children engage in extensive detailed observations, and may use scientific tools such as magnifiers or measurement tools
to expand their observations. They recognize similarities and differences between objects and phenomena and engage in
comparisons.
As children get older, they engage in carrying out more complex observations and investigations of objects and events,
with the assistance of adults. They may participate in more focused experiments, collect and record data, and analyze
evidence.
Documentation and Communication Sample Developmental Sequence
• At a very young age, children may communicate their observations about characteristics of objects or events
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nonverbally, using a variety of gestures, or with short phrases of one or two words (e.g., “big ball”).
At the next level, they communicate observations of objects or events, using simple phrases to describe and compare
physical characteristics.
As children develop their inquiry skills, they begin to create representations of their observations and to record
information in a variety of forms, including drawings, words, photos, and models.
Over time, preschool children record and document their observations in greater detail and engage in conversations
related to scientific inquiry. They share observations, make predictions, and discuss similarities and differences between
objects and events.
Children use more complex forms to collect and record information, including tallying, charts, and simple graphs. They
also engage in deeper discussions in which they communicate their thoughts and share findings and explanations.
Physical Sciences
The foundations in physical sciences are about investigating characteristics and physical properties of nonliving objects and
of solid and liquid materials, and changes in objects and materials. The first substrand focuses on children’s ability to explore
and describe properties of objects such as size, shape, weight, texture, and flexibility. The second substrand is about
changes and transformations in objects and materials and the motion of objects.
Key Concepts in Physical Sciences
In exploring objects and materials, children develop understanding of key concepts about the physical world.
• They learn about the size, shape, weight, texture and other properties of objects and materials.
• They learn about the form and function of objects and that the form of an object supports its function.
• They continue to learn about cause and effect—that certain actions lead to certain reactions.
• They learn about changes in objects and materials. For instance, how mixing, heating, or cutting will produce changes in
materials and that some changes are reversible and some are irreversible.
• They begin to understand that objects not in motion are in a state of balance.
• They learn more about force and motion (inanimate objects are set in motion; pushing and pulling put objects in
motion; objects can move in different ways).
Life Sciences
The foundations in life sciences are about core concepts related to properties and characteristics of living things and their
growth and change over time. The first substrand, Properties and Characteristics of Living Things, focuses on children’s
ability to explore, observe, and study characteristics of animals and plants in their everyday environment, including their
physical characteristics, body parts, behaviors, and habitats. The second substrand, Changes in Living Things, focuses on
changes and growth in living things over time and the basic needs that must be met in order for them to grow and survive.
Key Concepts in Life Sciences
In studying animals, plants, and humans, children develop understanding of key concepts related to living things such as:
• All living things have basic needs that must be met for them to grow and survive.
• The body parts of living things are useful for them in meeting their needs.
• The physical characteristics of living things reflect how they move and behave.
• Living things have their habitats in different environments.
• All living things grow over time and go through changes related to the life cycle.
• There is variation and diversity in living things.
Earth Sciences
The foundations in earth sciences are about observing and exploring earth materials and phenomena. The first substrand,
Properties and Characteristics of Earth Materials and Objects, is about actively exploring and investigating earth materials,
such as soil, sand, rocks, water, and air. The second substrand, Changes in the Earth, is about observing and describing the
movement and apparent changes of natural objects in the sky (e.g., sun, moon), changes in the weather, and changes in the
environment due to weather and seasonal changes.
Key Concepts in Earth Sciences
In studying earth materials and phenomena, children become aware of key characteristics of earth:
• Earth materials (soil, sand, rocks, air, water) are part of the natural environment.
• Earth materials have different properties.
• There are patterns of change in earth phenomena (day/night; seasons).
• Natural objects in the sky (sun, moon) are not always in the same place.
• Temperature and weather changes can be tracked over time.
• Weather and seasonal changes affect the environment.
• People should respect and care for the environment.