This is the year science becomes hands-on noticing. Students start asking questions about what they see, then test ideas by sorting objects, measuring with simple tools, and drawing what they find. They learn how plants and animals get what they need to live, how the sun warms the Earth and moves across the sky, and why weather shifts with the seasons. By spring, students can describe how an object moves, name what a plant needs to grow, and explain why we recycle.
Students learn how scientists work. They ask questions about what they see, make predictions, and use rulers, scales, and thermometers to measure everyday objects. They sort objects by one feature and share what they notice through pictures and simple graphs.
Students explore the ways objects move, including straight, circular, spinning, and back-and-forth. They also discover that objects can vibrate to make sound, like a plucked rubber band or a struck drum.
Students look closely at the materials around them. They notice that an object can be made of wood, metal, plastic, or cloth, and that cutting or bending it does not change most of its properties. They also test which materials let light through.
Students learn what plants and animals need to live. Plants need light, water, air, nutrients, and a place to grow. Animals need food, water, air, shelter, and space. Students look at the parts of plants and animals and what each part does.
Students notice that the sun warms the land, air, and water, and that its place in the sky changes from morning to evening. They track weather over time and connect changes in temperature, light, and rain to the seasons and to what plants and animals do.
Students learn that things like water, trees, and soil are limited and that people's choices affect how much is left. They practice reducing, reusing, and recycling at school and at home.
Students ask questions, make predictions, and test ideas the way scientists do. These practices run through every science topic they study in first grade.
Students ask questions about things they notice and describe a problem clearly enough that someone else could understand it.
Students look at something closely, then ask questions about what they notice and guess what might happen next.
Students look at something that doesn't work well and name what the problem is. That first step, spotting the problem, is what engineers do before they build or improve a tool.
Students plan a simple test, gather what they need, and record what happens. This is how scientists check whether their ideas hold up.
Students practice running simple experiments with a teacher's help, collecting information along the way to answer a science question.
Students look closely at objects and describe what they notice: color, shape, size, texture, or whether something is heavy or light. This is how scientists start figuring out how things work.
Students use rulers, scales, measuring cups, and thermometers to compare how long, heavy, full, or warm everyday objects are.
Students look at results from an experiment or observation and decide what the data shows. They ask whether the numbers or patterns make sense and what conclusion they support.
Students record what they notice during science activities by drawing pictures or writing notes, then share their observations with the class.
Students look at data or observations they have collected and explain what they notice repeating or changing. They practice putting those patterns into words a classmate could understand.
Students sort objects into groups by picking one feature to focus on, such as color, size, shape, or texture. Everything in the group shares that one trait.
Students sort information from a science activity into a simple table or picture graph so patterns are easier to see.
Students read simple charts and picture graphs, then describe what the data shows using words like "more," "less," and "equal to."
Students look at what they observed and decide what it means, then explain why they think so. They also listen to a classmate's explanation and say whether the evidence supports it.
Students look at what they found out from an experiment or observation and say what it means. For example, if a plant grew taller near the window, they explain why that might be.
When an experiment turns out differently than expected, students notice the surprise and treat it as worth investigating, not ignoring.
Students draw pictures, build simple objects, or act out ideas to show how something works. A model helps students explain their thinking before they can fully put it into words.
Students build or use a hands-on model, like a paper mountain or a bowl of water, to show how something in nature works.
Students read simple books, charts, or pictures to find information about a science topic, then share what they learned by drawing, talking, or writing about it.
Students record what they notice by drawing pictures, making simple graphs, and writing or talking about what they found.
| Standard | Definition | Code |
|---|---|---|
| The student will demonstrate an understanding of scientific and engineering… | Students ask questions, make predictions, and test ideas the way scientists do. These practices run through every science topic they study in first grade. | 1.1 |
| asking questions and defining problems | Students ask questions about things they notice and describe a problem clearly enough that someone else could understand it. | 1.1.a |
| ask questions and make predictions based on observations | Students look at something closely, then ask questions about what they notice and guess what might happen next. | 1.1.a.i |
| identify a simple problem that can be solved through the development of a new… | Students look at something that doesn't work well and name what the problem is. That first step, spotting the problem, is what engineers do before they build or improve a tool. | 1.1.a.ii |
| planning and carrying out investigations | Students plan a simple test, gather what they need, and record what happens. This is how scientists check whether their ideas hold up. | 1.1.b |
| with guidance, conduct investigations to produce data | Students practice running simple experiments with a teacher's help, collecting information along the way to answer a science question. | 1.1.b.i |
| identify characteristics and properties of objects by observations | Students look closely at objects and describe what they notice: color, shape, size, texture, or whether something is heavy or light. This is how scientists start figuring out how things work. | 1.1.b.ii |
| use tools to measure relative length, weight, volume | Students use rulers, scales, measuring cups, and thermometers to compare how long, heavy, full, or warm everyday objects are. | 1.1.b.iii |
| interpreting, analyzing | Students look at results from an experiment or observation and decide what the data shows. They ask whether the numbers or patterns make sense and what conclusion they support. | 1.1.c |
| use and share pictures, drawings, and/or writings of observations | Students record what they notice during science activities by drawing pictures or writing notes, then share their observations with the class. | 1.1.c.i |
| describe patterns and relationships | Students look at data or observations they have collected and explain what they notice repeating or changing. They practice putting those patterns into words a classmate could understand. | 1.1.c.ii |
| classify and arrange objects based on a single physical characteristic or… | Students sort objects into groups by picking one feature to focus on, such as color, size, shape, or texture. Everything in the group shares that one trait. | 1.1.c.iii |
| organize and represent various forms of data using tables, picture graphs | Students sort information from a science activity into a simple table or picture graph so patterns are easier to see. | 1.1.c.iv |
| read and interpret data displayed in tables, picture graphs | Students read simple charts and picture graphs, then describe what the data shows using words like "more," "less," and "equal to." | 1.1.c.v |
| constructing and critiquing conclusions and explanations | Students look at what they observed and decide what it means, then explain why they think so. They also listen to a classmate's explanation and say whether the evidence supports it. | 1.1.d |
| make simple conclusions based on data or observations | Students look at what they found out from an experiment or observation and say what it means. For example, if a plant grew taller near the window, they explain why that might be. | 1.1.d.i |
| recognize unusual or unexpected results | When an experiment turns out differently than expected, students notice the surprise and treat it as worth investigating, not ignoring. | 1.1.d.ii |
| developing and using models | Students draw pictures, build simple objects, or act out ideas to show how something works. A model helps students explain their thinking before they can fully put it into words. | 1.1.e |
| use physical models to demonstrate simple phenomena and natural processes | Students build or use a hands-on model, like a paper mountain or a bowl of water, to show how something in nature works. | 1.1.e.i |
| obtaining, evaluating | Students read simple books, charts, or pictures to find information about a science topic, then share what they learned by drawing, talking, or writing about it. | 1.1.f |
| communicate observations and data using simple graphs, pictures, drawings… | Students record what they notice by drawing pictures, making simple graphs, and writing or talking about what they found. | 1.1.f.i |
Objects can roll, slide, bounce, spin, or move in a straight or curved path. Students observe how pushing or pulling an object changes the way it moves.
Objects can move in different ways: straight across a table, in a circle, spinning in place, or back and forth like a swing. Students learn to name and describe each type of motion.
Hitting or plucking an object makes it vibrate, and those vibrations create the sound students hear. Students learn to connect the movement they can feel to the noise it produces.
| Standard | Definition | Code |
|---|---|---|
| The student will investigate and understand that objects can move in different… | Objects can roll, slide, bounce, spin, or move in a straight or curved path. Students observe how pushing or pulling an object changes the way it moves. | 1.2 |
| objects may have straight, circular, spinning | Objects can move in different ways: straight across a table, in a circle, spinning in place, or back and forth like a swing. Students learn to name and describe each type of motion. | 1.2.a |
| objects may vibrate and produce sound | Hitting or plucking an object makes it vibrate, and those vibrations create the sound students hear. Students learn to connect the movement they can feel to the noise it produces. | 1.2.b |
Objects are made of different materials. Students examine and describe those materials by their physical properties, such as color, texture, shape, and whether they sink or float.
Objects like a wooden block or a plastic cup are made of materials that have physical properties (color, texture, hardness). Students learn why those materials were chosen for that object.
Cutting or breaking a material into smaller pieces changes its size or shape, but the color, weight, and texture stay the same.
Students learn that what an object is made of and how thick it is controls how much light passes through. A thin piece of plastic lets light through; a thick piece of wood blocks it.
| Standard | Definition | Code |
|---|---|---|
| The student will investigate and understand that objects are made from… | Objects are made of different materials. Students examine and describe those materials by their physical properties, such as color, texture, shape, and whether they sink or float. | 1.3 |
| objects are made of one or more materials with different physical properties… | Objects like a wooden block or a plastic cup are made of materials that have physical properties (color, texture, hardness). Students learn why those materials were chosen for that object. | 1.3.a |
| when a material is changed in size most physical properties remain the same | Cutting or breaking a material into smaller pieces changes its size or shape, but the color, weight, and texture stay the same. | 1.3.b |
| the type and amount of material determine how much light can pass through an… | Students learn that what an object is made of and how thick it is controls how much light passes through. A thin piece of plastic lets light through; a thick piece of wood blocks it. | 1.3.c |
Plants need water, light, and air to stay alive. Students learn what each part of a plant does and why roots, stems, and leaves matter for survival.
Plants need four things to grow: light, water, air, and nutrients from the soil. Students learn to name what plants need and explain what happens when one of those things is missing.
Plants have roots, stems, and leaves, and each part does a specific job. Roots pull in water, stems carry it up, and leaves use sunlight to make food.
Plants can be sorted into groups based on what they look like or how they grow. Students practice noticing features like leaf shape, stem type, or whether a plant flowers.
Animals need food, water, air, and shelter to stay alive. Students look at different animals and figure out what each one needs to survive, including what humans need too.
Animals need certain things to survive. Students learn what those things are, including air, food, water, and a place to live, and why an animal that loses any one of them is in trouble.
Animals have body parts built for specific jobs. A bird's beak breaks open seeds, a fish's gills pull oxygen from water, and a cat's claws grip and scratch.
Animals can be sorted into groups by looking at shared traits like body coverings, number of legs, or how they move. Students practice noticing what makes animals alike and different.
| Standard | Definition | Code |
|---|---|---|
| The student will investigate and understand that plants have basic life needs… | Plants need water, light, and air to stay alive. Students learn what each part of a plant does and why roots, stems, and leaves matter for survival. | 1.4 |
| plants need nutrients, air, water, light | Plants need four things to grow: light, water, air, and nutrients from the soil. Students learn to name what plants need and explain what happens when one of those things is missing. | 1.4.a |
| structures of plants perform specific functions | Plants have roots, stems, and leaves, and each part does a specific job. Roots pull in water, stems carry it up, and leaves use sunlight to make food. | 1.4.b |
| plants can be classified based on a variety of characteristics | Plants can be sorted into groups based on what they look like or how they grow. Students practice noticing features like leaf shape, stem type, or whether a plant flowers. | 1.4.c |
| The student will investigate and understand that animals, including humans… | Animals need food, water, air, and shelter to stay alive. Students look at different animals and figure out what each one needs to survive, including what humans need too. | 1.5 |
| animals need air, food, water, shelter | Animals need certain things to survive. Students learn what those things are, including air, food, water, and a place to live, and why an animal that loses any one of them is in trouble. | 1.5.a |
| animals have different physical characteristics that perform specific functions | Animals have body parts built for specific jobs. A bird's beak breaks open seeds, a fish's gills pull oxygen from water, and a cat's claws grip and scratch. | 1.5.b |
| animals can be classified based on a variety of characteristics | Animals can be sorted into groups by looking at shared traits like body coverings, number of legs, or how they move. Students practice noticing what makes animals alike and different. | 1.5.c |
Students learn how the sun affects life on Earth: why it warms the ground, where shadows come from, and how the sun's position in the sky changes from morning to afternoon.
The sun sends out heat and light that warms the ground, the air, and the water around us. Students learn that this energy from the sun is what keeps Earth warm.
Students track how the sun moves across the sky from morning to evening, noticing it starts low, rises higher by midday, then drops low again by sunset.
Weather changes from day to day, and seasons follow a predictable pattern through the year. Students observe how temperature, precipitation, and other conditions shift across fall, winter, spring, and summer.
Changes in weather follow a pattern across the seasons. Students learn that temperature, sunlight, and rain or snow shift over days, months, and years in ways they can track and predict.
Students learn that weather patterns follow the seasons. They connect everyday observations, like puddles in spring or frost in winter, to the time of year.
Seasonal changes in weather, like colder temperatures or less rain, shift how plants grow and how animals behave. Students learn to connect those changes to what living things do to survive.
| Standard | Definition | Code |
|---|---|---|
| The student will investigate and understand that there is a relationship… | Students learn how the sun affects life on Earth: why it warms the ground, where shadows come from, and how the sun's position in the sky changes from morning to afternoon. | 1.6 |
| the sun is the source of energy and light that warms the Earth's land, air | The sun sends out heat and light that warms the ground, the air, and the water around us. Students learn that this energy from the sun is what keeps Earth warm. | 1.6.a |
| the sun's relative position changes in the Earth's sky throughout the day | Students track how the sun moves across the sky from morning to evening, noticing it starts low, rises higher by midday, then drops low again by sunset. | 1.6.b |
| The student will investigate and understand that there are weather and seasonal… | Weather changes from day to day, and seasons follow a predictable pattern through the year. Students observe how temperature, precipitation, and other conditions shift across fall, winter, spring, and summer. | 1.7 |
| changes in temperature, light | Changes in weather follow a pattern across the seasons. Students learn that temperature, sunlight, and rain or snow shift over days, months, and years in ways they can track and predict. | 1.7.a |
| there are relationships between daily weather and the season | Students learn that weather patterns follow the seasons. They connect everyday observations, like puddles in spring or frost in winter, to the time of year. | 1.7.b |
| changes in temperature, light | Seasonal changes in weather, like colder temperatures or less rain, shift how plants grow and how animals behave. Students learn to connect those changes to what living things do to survive. | 1.7.c |
Students learn that things like water, soil, and trees come from nature and that people can use them carefully so there is enough left for later.
Some things found in nature, like fresh water and trees, can run out if people use too much. Students learn why it matters to be careful with what the Earth provides.
Students learn that what people do, like using too much water or cutting down trees, can make natural resources harder to find or run out. Everyday choices at home and school affect what's left for others.
Students sort materials into groups for recycling, come up with ways to reuse old items, and practice using less of things like water and paper so Earth's resources last longer.
| Standard | Definition | Code |
|---|---|---|
| The student will investigate and understand that natural resources can be used… | Students learn that things like water, soil, and trees come from nature and that people can use them carefully so there is enough left for later. | 1.8 |
| most natural resources are limited | Some things found in nature, like fresh water and trees, can run out if people use too much. Students learn why it matters to be careful with what the Earth provides. | 1.8.a |
| human actions can affect the availability of natural resources | Students learn that what people do, like using too much water or cutting down trees, can make natural resources harder to find or run out. Everyday choices at home and school affect what's left for others. | 1.8.b |
| reducing, reusing, and recycling are ways to conserve natural resources | Students sort materials into groups for recycling, come up with ways to reuse old items, and practice using less of things like water and paper so Earth's resources last longer. | 1.8.c |
Alternate assessment program for eligible students with significant cognitive disabilities, covering state-tested grades and subjects.
Students explore how things move and make sound, what objects are made of, what plants and animals need to live, how the sun warms the earth, and how weather changes with the seasons. They also learn why it matters to save resources like water and paper.
Go outside and notice things together. Watch where the sun sits in the sky in the morning and after school, check the weather each day, water a plant on the windowsill, or sort rocks and leaves into groups. Ask what students notice and what they wonder.
Students should be able to look at something, say what they notice using words like color, size, shape, or texture, and draw a labeled picture. They are starting to compare and group objects, not write paragraphs about them.
Many teachers start with motion and sound in the fall, move into matter and properties, then plants and animals in spring when things are growing, and weave in sun and weather observations all year. Save resource conservation for a unit students can act on.
Not really. Students should use everyday words to describe what they see, like rough, smooth, heavy, light, more, or fewer. A few science words such as habitat, temperature, and recycle are useful, but understanding matters more than spelling them.
Reading simple picture graphs with the words more, less, and equal to often needs another pass, as does the idea that cutting or breaking a material does not change what it is made of. Plan a quick review before any unit that builds on these.
Let students do the noticing and the drawing. A good home experiment takes ten minutes: drop two objects, float things in water, or shine a flashlight through paper, plastic, and a book. Ask what happened and what they would try next.
By spring, students should ask questions about what they observe, use a ruler or cup to measure, sort objects by one property, and explain in simple words what plants and animals need to live. They should also read a basic picture graph and say what it shows.