What does a student learn in StateMinnesota,GradeGrade 1,SubjectScience?

Students practice asking questions about living things they observe, like plants, animals, or bugs. Good questions are the first step toward figuring out how the natural world works.

Students notice something in nature, then ask questions about what they saw, what a classmate thinks, or what they read. Asking good questions is how science gets started.

Students look at young plants or animals next to their parents and ask questions about what looks the same and what looks different. A puppy and its mother, a seedling and a full-grown plant.

Students draw or build simple models to show how living things look, grow, or behave. A model can be a diagram, a sketch, or a physical object that stands in for the real thing.

Students draw or build a simple model (like a diagram or labeled picture) to show how something in nature works, then update it as they learn more and explain their thinking to others.

Students pick a plant or animal and draw or build a simple model showing how a body part (like roots, claws, or leaves) helps it get food, water, or safety.

Students use what they have observed about living things to explain why something happens or to come up with a simple fix for a problem.

Students use what they know about living things to design a simple solution to a real problem, like keeping a plant alive or helping an animal stay warm. The design has to follow specific rules, such as using only certain materials.

Students pick a problem (staying warm, collecting water, moving around) and design a solution that copies how a plant or animal body part works. A beaver's flat tail, a cactus spine, a duck's webbed foot: any of these can spark the idea.

Students read books, watch videos, or look at pictures to find out about living things, then share what they learned with words or drawings.

Reading books, videos, or charts about living things, students figure out which facts hold up and which ones don't, then share what they found by drawing, talking, or writing.

Students look through books, videos, and pictures to find patterns in how parent animals care for their young. The goal is to see which behaviors help offspring survive.

Students plan a simple test, gather what they need, and record what happens. The focus is on asking a question, trying something out, and reporting what they found.

Students design simple tests to answer their own questions about the world around them, then record what they observe. The results become their evidence for explaining what happened.

Students shake or tap objects to discover that vibrating things make sound, then watch how sound waves can make other objects move in return.

Students sort and compare data from simple tests, like which block slides farther or which material feels warmer, to figure out what the results actually show.

Students look at what they noticed during a science activity, then organize it into a chart or drawing to spot patterns, like whether heavier objects always fall faster or whether plants near the window grow taller.

Students test everyday materials, like wood, metal, or fabric, to see which ones make sound travel well and which ones muffle it. They look for patterns in the results to figure out which material works best.

Students look at a problem, like a toy that breaks or a puddle that won't drain, and figure out why it happened. Then they come up with a simple fix and explain their thinking.

Students figure out how to solve a simple problem (like keeping an object dry or making something stand up) by testing ideas and checking whether the solution actually works.

Students design and build a device that sends a message using light or sound, such as a signal lamp or a simple horn, to reach someone too far away to hear or see normally.

Students read and talk about physical science topics to find answers and share what they learned. They practice gathering information from books, pictures, or observations and deciding whether it makes sense.

Students learn that people from many cultures, including Minnesota American Indian communities, use observation and experience to explain how the world works and solve everyday problems.

Students describe or draw solutions that use real materials to meet a community's needs for shelter, food, or warmth. This includes how Minnesota American Indian communities have met those same needs.

Students count, measure, or sort data about Earth's patterns, like tracking how many sunny or rainy days happen over a month. Numbers help them spot changes in weather and seasons.

Students use numbers and simple patterns to describe things they notice in nature, like how temperature changes or how many rainy days happen in a row. They also follow step-by-step rules to explain how something in the world works.

Students look at numbers and simple data to sort Earth events by speed: some things, like an earthquake or a rainstorm, happen fast, while others, like a canyon forming, take thousands of years.

Students look at simple clues from nature, like cloud shapes or puddle water, and use what they see to explain why something happens.

Students look at evidence, explain what they think it means, and defend or change their answer when they learn something new. They also listen to other students' ideas and respectfully push back when they disagree.

Students look at real examples of plants and animals changing their surroundings, then build a case explaining why. A bird gathering sticks for a nest or a tree's roots cracking sidewalk concrete counts as evidence.

Students look at real results, like which paper bridge held more weight or which material kept water out, and use what they saw to explain why one solution worked better than another.

Students look at different ways people try to stop wind or water from wearing down the land, then pick a side and back it up with evidence. Think of things like fences, plants, or barriers that hold soil in place.

Students find information from books, pictures, or a teacher, then share what they learned with words or drawings. The focus is on gathering facts about the world around them and explaining what those facts mean.

Reading books, charts, and pictures about Earth science, students figure out which facts hold up and which don't. Then they share what they found using words, drawings, or other formats.

Students pick a real problem in their neighborhood, like litter or dirty water, and explain a solution that would help the land, animals, or air. The focus is on sharing that idea clearly.