Science Skills IEP goals for kindergarten to grade 2
9 of the science skills templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
9 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Science Skills Science, Social Studies & Digital Literacy
Tell one observation about a natural object
Recording observations
By the annual IEP review date, during a science table or discovery center activity with a natural object such as a leaf, shell or rock, the student will tell or show one color, size, shape or texture they notice on the object independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Guess sink or float, then test it
Making a prediction
By the annual IEP review date, during a sink-or-float activity at the water table with a tray of everyday objects, the student will choose sink or float for an object before dropping it in, then place it in the matching result bin independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Sort pictures into living and nonliving
Classifying living and nonliving things
By the annual IEP review date, given 10 photo cards of plants, animals and objects and two labeled sorting mats, the student will sort each card onto the living or nonliving mat independently with at least 90% accuracy on living and nonliving sorting cards, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Draw and label a science journal observation
Recording observations
By the annual IEP review date, after observing a plant, insect or object during a science lesson, given a science journal page, the student will draw what they observed with at least two true details and write or dictate a label for each detail independently, earning a score of at least 7 out of 9 on a 3-row science journal rubric scored 0 to 3 per row, on 3 of 4 consecutive scored journal entries, as measured by a defined scoring rubric collected every two weeks.
Record today's weather and choose matching gear
Everyday science: weather
By the annual IEP review date, during the morning meeting weather routine after looking out the window, the student will place the matching weather symbol on the class chart and choose one piece of clothing or gear that fits the weather independently in at least 8 of 10 opportunities, across 2 consecutive 2-week data summaries, as measured by opportunity-by-opportunity data collected daily during the weather routine, summarized every two weeks.
Point to and name parts of a plant
Science vocabulary
By the annual IEP review date, given an unlabeled photo or diagram of a plant and a set of 6 part names (root, stem, leaf, flower, seed, fruit), the student will point to each plant part the adult names independently with at least 83% accuracy on plant part items, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
In kindergarten through grade 2, science skills goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
How are science skills goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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