Child Development Tracker: Science 3 years old
The overall goals of children's development in science are to deepen their conceptual understandings of the world
around them, to increase their comprehension of how science is practiced and to develop their abilities to conduct
scientific investigations. Adults can help children achieve these goals with a supportive environment.
Three-year-olds use all of their senses to make sense of the world around them. Their growing language skills help
them to talk about their observations and experiences. In seeking solutions to problems, children at this age typically
try different ideas until a successful one is found. Three-year-olds can classify and sort objects, but usually by only
one characteristic at a time.
Inquiry Skills

Uses exploration as his or her primary method of learning. Practices the "trial and error" method to find
solutions to problems, typically trying different ideas until a successful one is found (e.g., stacks blocks over
and over, trying different configurations to achieve stability and height).

Collects much information through observation, sound, and touch. Classifies and sorts objects by identifying
one property (e.g., hard v. soft, large v. small) or function (e.g., transportation). Notices common properties
and differences among objects and materials. Readily sequences by size. Begins to use simple tools (e.g.,
magnifying glasses to see details) to gather information.

Begins to make simple representational drawings as a form of data collection (e.g., drawing of snail begins
with outline of form, then over time features of particular interest are added, such as the head or rings on the
shell).

Can draw on past experience to describe, compare, and talk about observations and experiences.

Shares experiences and observations in discussions, increasing use of descriptive vocabulary (e.g., child
describes snow as "wet," "cold," and "white").

Can explore science phenomena with small groups (e.g., a group looks for living things in a leaf pile).
Knowledge of Physical Sciences

Begins to describe objects in terms of materials they are made of and their physical properties (e.g., may ask
for a blue plastic cup). Shows beginning understanding of cause-effect relationships (e.g., how adding water
changes the consistency of clay).

Notices qualities of sound (e.g., pitch, volume) and light (e.g., brightness). May experiment with making
sounds and recognize different sources of light. Begins to realize that light makes shadows.

Continues to play with water, noticing the way it flows and fills a container. Enjoys making "potions," mixing
various liquids to create new variations.

Understands that inanimate objects don't move on their own, and that they need to be pushed, pulled, thrown,
dropped or otherwise acted upon in order to move.
Knowledge of Life Sciences

Identifies the basic characteristics (e.g., color, size, shape) of a variety of plants and animals. Thinks about the
external features of the human body and what each does (e.g., mouth is for eating, ears are for hearing).

Is becoming aware that living things have needs. May attribute his or her own needs to other animals (e.g.,
may say that a frog needs a mommy, a bed or a toilet).

Uses one or two criteria (e.g., motion) to categorize "living" and "nonliving," and as a result may call a car
"living" and a tree "not living."

Begins to understand that in similar environments, similar living things can be found (e.g., expects to find frogs,
fish, or dragonflies at a pond because of prior experience or observations).

Makes basic comparisons of living things (e.g., which living thing is taller, fatter, etc.). Makes some
comparisons between humans and other animals (e.g., people don't have trunks like elephants).

Has observational experience with parts of the life cycle. Makes generalizations, such as the smaller worm is
"the baby" and the bigger one is "the daddy." May wonder where babies come from. May also associate a
characteristic with age (e.g., gray hair means a person is very old).
Knowledge of Earth and Space

Experiences the immediate environment and the materials in it (e.g., rocks, soil, sand). Begins building
vocabulary for natural features of the environment (e.g., river, mountain).

Notices weather conditions, and associates these conditions with personal activities (e.g., may think, "It's
raining, so I can't go outside and play."). Uses common weather-related vocabulary (e.g., "rainy," "snowy,"
"sunny"). Knows that weather conditions change. Is developing awareness of ideas and language related to
time.

Knows vocabulary for major features of the sky (e.g., sun, moon, star, clouds). May notice changes in the
position of the sun or the moon, or with the phases of the moon. Identifies basic concepts associated with night
and day.
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Child Development Tracker: Science 4yeasr old
The overall goals of children's development in science are to deepen their conceptual understandings of the world
around them, to increase their comprehension of how science is practiced and to develop their abilities to conduct
scientific investigations. Adults can help children achieve these goals with a supportive environment.
Four-year-olds approach the world with great curiosity and use their imaginations to help understand it. Hands-on
explorations help them to separate reality from fantasy. They can participate in the planning and implementation of
simple scientific investigations, and over the course of the year, will increase their abilities to make observations,
gather information, compare data, identify patterns, describe and discuss observations, and form explanations and
generalizations.
Inquiry Skills

Continues to use exploration as an important means of learning. Is able to help plan and implement simple
investigations to answer questions about how, why, and what if...?

Increases ability to observe and discuss common properties, differences, and comparisons among objects and
materials. Can identify and sort by multiple properties (e.g., size, color, shape, function). Continues to use
simple tools, gathering increasingly detailed information. May begin to use ruler or yard stick to measure
length.

Improves ability to record information through representational drawings by adding more details (e.g., long and
short antennae on the snail). Can also contribute to adult-made charts and graphs (e.g., pointing out or
drawing pictures of items that sink or float).

Readily draws from past experiences to describe and discuss observations, and then form explanations and
generalizations. Begins to compare data from multiple sources to see patterns (e.g., child may say, "Worms
live in dirt. I have seen them in the ground at home and at school.") Notices form and function relationships
(e.g., the columns on a building help to support the roof).

Shares observations and ideas easily in conversation. May need some adult prompting to provide essential
details, or may include a lot of unnecessary details.

Engages cooperatively in planned investigations. Can contribute ideas to the planning of an investigation and
work with others to carry out the plans (e.g., figuring out how to move water from a bucket on the floor up into
the water table using a plastic hose).
Knowledge of Physical Sciences

Can explain certain properties (e.g., hardness, color, shape, texture) of materials he or she has observed, as
well as how these properties influence behaviors (e.g., a round ball rolls). Continues to learn when and how
properties can be changed (e.g. mixing red and yellow paints makes orange).

Experiments with changing the characteristics of sound and light (e.g., plays with making a drum louder, a
shadow longer). Begins to understand that the characteristics of sound (e.g., pitch, volume) depends on the
source of the sound (e.g., the different sounds made by airplanes, animals, instruments). Forms some ideas
about how to change the size and shape of shadows.

Can share observations of water (e.g., how it flows or drops, temperature variations). Notices that some
objects sink in water and others float, but may believe that only light objects float and heavy ones sink.

Experiments with how movements can be changed (e.g., modifies a ramp to get a ball to roll farther). Can form
reasonable ideas about how to cause particular variations in movement.
Knowledge of Life Sciences

Identifies detailed characteristics (beyond color, size, and shape) and behaviors of animals (e.g., how an
animal moves or eats).

Begins to understand that all animals need food, water and a place to live. Also, that plants need water, light
and soil.

With opportunities to observe growth and change, begins to understand that plants are living things and some
things that move are not living things.

Begins to think about the relationship among living things, their needs and their surroundings.

Compares observable similarities and differences in living things. Can make generalizations across and within
species (e.g., most plants have green leaves; robins, gulls, and ducks are birds).

Can describe parts of the life cycle based on observations. Understands that a seed grows into a plant, but
may not be sure that a tadpole and frog are the same species. May recognize that he or she was a baby once
and will grow bigger.
Knowledge of Earth and Space

Notices variations in the properties of materials in his or her environment (e.g., rocks are different colors,
shapes and sizes; water can fall from the sky as rain or snow). Also, sees that water can influence the
properties of other materials (e.g., makes a towel heavier).

Can describe observable effects of wind, rain, and snow. Is learning about the seasons of the year and how
the environment in his or her surrounding community changes with each season. Has a growing understanding
of time, and can discuss and chart the daily routine, weather or other events from day to day.

Can help chart the movement of the sun or the moon, and/or the phases of the moon
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Child Development Tracker: Science 5years old
The overall goals of children's development in science are to deepen their conceptual understandings of the world
around them, to increase their comprehension of how science is practiced and to develop their abilities to conduct
scientific investigations. Adults can help children achieve these goals with a supportive environment.
Five-year-olds really want to know more about how the world works. Hands-on experiences help them to form
theories to explain "how" and "why" things happen. They can use tools like thermometers and scales to gather
information and are able to more independently carry out simple investigations. Five-year-olds also use increasingly
descriptive language to relay information, ask questions and provide explanations.
Inquiry Skills

Can find answers to questions by designing and carrying out simple investigations that apply learning from
past experiences (e.g., at school, makes a plan to move water up from a bucket on the floor to a water table
after a period of exploring water movement with tubes, funnels and cups).

Understands that one can find out about a group of things by studying just a few of them. Is able to use
standardized tools (e.g., thermometers, scale) to gather information.

Improves ability to independently collect and record information through charts, drawings, graphs, etc.

Forms theories about "why" and "how" based on direct experience. Compares data from several sources (e.g.,
a book in which a boat sinks, observations of sinking and floating from experiences in the bath tub at home
and at the water table at school) to form reasonable conclusions.

Uses increasingly descriptive language to relay information, ask questions, and provide explanations.

Is able to plan, carry out and discuss findings of simple cooperative investigations (e.g., works in a group to
figure out which objects will travel down an incline faster, tries out the group's ideas using a stop watch, and
records the seconds it takes each object to reach the bottom of the incline).
Knowledge of Physical Sciences

Knows that some things can be done to materials to change some of their properties (e.g., heating, freezing,
mixing, bending), but not all materials respond in the same way.

Begins to explore the sources and properties of sound and light (e.g., tries to identify the source of a sound in
the neighborhood or what illuminates an area of the classroom). Experiments with modifying light by changing
the location of its source.

Increases understanding of water and its properties through personal experiences (e.g., causing variation in
water movement, observing the size and shape of drops, recognizing the characteristics of objects that sink
and float). Knows that water can change from a liquid to a solid and vice versa.

Draws on multiple personal experiences to form ideas about position and motion.
Knowledge of Life Sciences

Can understand ideas of form and function in living things (e.g., the role of the roots on a plant). Is just
beginning to understand the inner human body (e.g., my heart beats faster when I run, my brain is for thinking,
muscles help me throw the ball). Knows that plants and animals closely resemble their parents.

Understands variations in how plants and animals get their basic needs met. Has some understanding of
human needs from the environment (e.g., food, air, water).

Is able to differentiate between things that are "living" and things that are "nonliving."

Can apply his or her understanding of the needs of living things to planning an indoor environment for plants or
animals brought in from outside.

Recognizes diversity and variation in plants and animals, such as leaves have different shapes on different
plants or all leaves on one plant are not the exact same color, shape or size.

Can describe the life cycle of a plant or an animal, drawing on observations of the changes it goes through.
Has some understanding of the human life cycle as it relates to members of his or her family.
Knowledge of Earth and Space

Can understand that rocks come in many different shapes and sizes (e.g., boulder, pebble, sand, soil).

Knows that weather conditions can change daily, and that weather patterns change with the seasons.

Knows basic patterns of the sun and the moon through observation.
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