What science will students learn this year?

Students explore sound and light, look at how plants and animals grow and care for their young, and watch patterns in the sun, moon, and stars. They also try simple design projects, like building something that sends a message across the room.

How can families practice science at home in a few minutes a day?

Step outside and notice the moon, point out which animals look like their parents, or tap a table and feel it buzz. Short noticing moments count. A walk around the block can cover weather, daylight, and animal behavior without any worksheet.

What does sound and light learning actually look like at this age?

Students pluck rubber bands, hum with a hand on their throat, and shine flashlights through wax paper, foil, and clear plastic. The goal is noticing that sound comes from vibration and that we only see objects when light hits them.

How should the year be sequenced across these topics?

Many teachers start with sound and light in fall because the investigations are quick wins, move to plants and animals as the weather shifts, and save sun, moon, and daylight patterns for a long stretch so students can track changes over months.

Which skills tend to need the most reteaching?

Students often need extra practice using observations as evidence instead of guesses, and comparing two designs fairly. Sentence stems like "I saw, so I think" and side-by-side tests with one thing changed help these habits stick.

How can a parent help when a child says science is boring or too hard?

Pick one object and ask three questions about it: what does it do, why does it do that, and how could we test it? Curiosity is the skill being built this year, and small questions about real things at home usually restart the engine.

What should the engineering and design projects look like?

Plan two or three short build cycles where students sketch an idea, make it with paper, tape, cups, or string, test it, and compare results with a partner. Keep the problem concrete, like signaling a friend across the room without shouting.

How do I know students are ready for next year?

By spring, students should describe a pattern they observed, give evidence for a simple claim, and compare two designs and say which worked better and why. If they can do that in their own words about a real classroom investigation, they're ready.

What does a student learn in ?

This is the year science becomes something students test, not just watch. They plan small experiments to see how sound comes from things that vibrate and how light has to hit an object before anyone can see it. Students also notice patterns in the sky and in how baby animals and plants resemble their parents. By spring, they can ask a question, try something out, and explain what they found.

Illustration of what students learn in Grade 1 Science

Light and sound
Plants and animals
Sun and moon
Daylight and seasons
Designing solutions
Asking questions

Source: West Virginia West Virginia College- and Career-Ready Standards

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Sound and vibrations
Students explore how sound is made. They pluck rubber bands, tap drums, and feel their throats hum to see that things that shake make sound, and loud sounds can shake things back.
2
Light and what we see
Students learn that we need light to see objects. They shine flashlights through clear, cloudy, and solid materials to notice what light passes through, bounces off, or gets blocked.
3
Parents and their young
Students compare baby animals and plants with their parents. They notice how a puppy looks like its mother but not exactly, and how parents feed, protect, and teach their young.
4
Animal parts as ideas
Students look at how animals and plants use their bodies to survive, like beaks, claws, and roots. Then they borrow those ideas to design a tool that solves a human problem.
5
Sky patterns across the year
Students watch the sun, moon, and stars to find patterns they can predict. They track how daylight gets longer in summer and shorter in winter, and what that means for the seasons.
6
Solving problems by design
Students act like engineers all year. They ask questions about a problem, sketch a plan, build it, test it against another design, and talk about what worked and what to fix.

Mastery Learning Standards

The required skills a student should display by the end of Grade 1.

Physical Science

Domain

Physical science covers the non-living world. In first grade, students explore how objects move, what things are made of, and how light and sound behave.

Standard	Definition	Code
Physical Science	Physical science covers the non-living world. In first grade, students explore how objects move, what things are made of, and how light and sound behave.	Domain

Physical Science

Domain

Physical science covers the non-living world. In first grade, students explore how objects move, what things are made of, and how light and sound behave.

Standard	Definition	Code
Physical Science	Physical science covers the non-living world. In first grade, students explore how objects move, what things are made of, and how light and sound behave.	Domain

Physical Science

Plan and conduct investigations to provide evidence that vibrating materials…

S.1.1

Students shake, tap, or pluck objects to discover that vibrations create sound. They also show that sound waves can make other objects move or rattle in response.
Make observations to construct an evidence-based account that objects can be…

S.1.2

Students learn that objects only become visible when light hits them. They observe what happens when a room is dark versus lit, building the idea that light is what makes seeing possible.
Plan and conduct an investigation to determine the effect of placing objects…

S.1.3

Students shine a light beam at objects made from different materials and observe what happens: does the light pass through, bounce off, or get blocked? This builds the foundation for understanding how we see the world around us.
Use tools and materials to design and build a device that uses light or sound…

S.1.4

Students build a simple device, like a signal light or a sound maker, that sends a message across a room or a distance. The focus is on using what they build to communicate, not just observe.

Standard	Definition	Code
Plan and conduct investigations to provide evidence that vibrating materials…	Students shake, tap, or pluck objects to discover that vibrations create sound. They also show that sound waves can make other objects move or rattle in response.	S.1.1
Make observations to construct an evidence-based account that objects can be…	Students learn that objects only become visible when light hits them. They observe what happens when a room is dark versus lit, building the idea that light is what makes seeing possible.	S.1.2
Plan and conduct an investigation to determine the effect of placing objects…	Students shine a light beam at objects made from different materials and observe what happens: does the light pass through, bounce off, or get blocked? This builds the foundation for understanding how we see the world around us.	S.1.3
Use tools and materials to design and build a device that uses light or sound…	Students build a simple device, like a signal light or a sound maker, that sends a message across a room or a distance. The focus is on using what they build to communicate, not just observe.	S.1.4

Physical Science

Plan and conduct investigations to provide evidence that vibrating materials…

S.1.1

Students shake, tap, or pluck objects to discover that vibrations create sound. They also show that sound waves can make other objects move or rattle in response.
Make observations to construct an evidence-based account that objects can be…

S.1.2

Students learn that objects only become visible when light hits them. They observe what happens when a room is dark versus lit, building the idea that light is what makes seeing possible.
Plan and conduct an investigation to determine the effect of placing objects…

S.1.3

Students shine a light beam at objects made from different materials and observe what happens: does the light pass through, bounce off, or get blocked? This builds the foundation for understanding how we see the world around us.
Use tools and materials to design and build a device that uses light or sound…

S.1.4

Students build a simple device, like a signal light or a sound maker, that sends a message across a room or a distance. The focus is on using what they build to communicate, not just observe.

Standard	Definition	Code
Plan and conduct investigations to provide evidence that vibrating materials…	Students shake, tap, or pluck objects to discover that vibrations create sound. They also show that sound waves can make other objects move or rattle in response.	S.1.1
Make observations to construct an evidence-based account that objects can be…	Students learn that objects only become visible when light hits them. They observe what happens when a room is dark versus lit, building the idea that light is what makes seeing possible.	S.1.2
Plan and conduct an investigation to determine the effect of placing objects…	Students shine a light beam at objects made from different materials and observe what happens: does the light pass through, bounce off, or get blocked? This builds the foundation for understanding how we see the world around us.	S.1.3
Use tools and materials to design and build a device that uses light or sound…	Students build a simple device, like a signal light or a sound maker, that sends a message across a room or a distance. The focus is on using what they build to communicate, not just observe.	S.1.4

Life Science

Read texts and use media to determine patterns in behavior of parents and…

S.1.5

Students look at books or videos to find patterns in how parent animals care for their young. The goal is to understand which of those behaviors help the young survive.
Make observations to construct an evidence-based account that young plants and…

S.1.6

Students look at pictures or real examples of baby animals and young plants, then explain how they resemble their parents without being identical. A puppy looks like a dog but not a perfect copy.
Use materials to design a solution to a human problem by mimicking how plants…

S.1.7

Students pick a problem people face, then design a solution by copying how an animal or plant uses its body to survive. For example, a bird's hollow bones or a cactus's thick skin might inspire the design.

Standard	Definition	Code
Read texts and use media to determine patterns in behavior of parents and…	Students look at books or videos to find patterns in how parent animals care for their young. The goal is to understand which of those behaviors help the young survive.	S.1.5
Make observations to construct an evidence-based account that young plants and…	Students look at pictures or real examples of baby animals and young plants, then explain how they resemble their parents without being identical. A puppy looks like a dog but not a perfect copy.	S.1.6
Use materials to design a solution to a human problem by mimicking how plants…	Students pick a problem people face, then design a solution by copying how an animal or plant uses its body to survive. For example, a bird's hollow bones or a cactus's thick skin might inspire the design.	S.1.7

Life Science

Read texts and use media to determine patterns in behavior of parents and…

S.1.5

Students look at books or videos to find patterns in how parent animals care for their young. The goal is to understand which of those behaviors help the young survive.
Make observations to construct an evidence-based account that young plants and…

S.1.6

Students look at pictures or real examples of baby animals and young plants, then explain how they resemble their parents without being identical. A puppy looks like a dog but not a perfect copy.
Use materials to design a solution to a human problem by mimicking how plants…

S.1.7

Students pick a problem people face, then design a solution by copying how an animal or plant uses its body to survive. For example, a bird's hollow bones or a cactus's thick skin might inspire the design.

Standard	Definition	Code
Read texts and use media to determine patterns in behavior of parents and…	Students look at books or videos to find patterns in how parent animals care for their young. The goal is to understand which of those behaviors help the young survive.	S.1.5
Make observations to construct an evidence-based account that young plants and…	Students look at pictures or real examples of baby animals and young plants, then explain how they resemble their parents without being identical. A puppy looks like a dog but not a perfect copy.	S.1.6
Use materials to design a solution to a human problem by mimicking how plants…	Students pick a problem people face, then design a solution by copying how an animal or plant uses its body to survive. For example, a bird's hollow bones or a cactus's thick skin might inspire the design.	S.1.7

Earth and Space Science

Use observations of the sun, moon

S.1.8

Students watch how the sun, moon, and stars move across the sky and use what they notice to predict what comes next, like where the sun will rise tomorrow.
Make observations at different times of year to relate the amount of daylight…

S.1.9

Students track how many hours of daylight each season brings and notice that summer days stay light longer than winter days.

Standard	Definition	Code
Use observations of the sun, moon	Students watch how the sun, moon, and stars move across the sky and use what they notice to predict what comes next, like where the sun will rise tomorrow.	S.1.8
Make observations at different times of year to relate the amount of daylight…	Students track how many hours of daylight each season brings and notice that summer days stay light longer than winter days.	S.1.9

Earth and Space Science

Use observations of the sun, moon

S.1.8

Students watch how the sun, moon, and stars move across the sky and use what they notice to predict what comes next, like where the sun will rise tomorrow.
Make observations at different times of year to relate the amount of daylight…

S.1.9

Students track how many hours of daylight each season brings and notice that summer days stay light longer than winter days.

Standard	Definition	Code
Use observations of the sun, moon	Students watch how the sun, moon, and stars move across the sky and use what they notice to predict what comes next, like where the sun will rise tomorrow.	S.1.8
Make observations at different times of year to relate the amount of daylight…	Students track how many hours of daylight each season brings and notice that summer days stay light longer than winter days.	S.1.9

Engineering, Technology, and Applications of Science

0Ask questions, make observations

EDS.1.0

Students look closely at something that isn't working well, ask questions about it, and gather information to figure out exactly what needs to be fixed before trying to build or improve a tool.
Develop a simple sketch, drawing

EDS.1.1

Students draw or build a simple model to show how the shape of an object helps it do its job. A wide base keeps something from tipping over; a pointed tip helps something push through.
Analyze data from tests of two objects designed to solve the same problem to…

EDS.1.2

Students test two different solutions to the same problem, then compare what each one does well and where it falls short.

Standard	Definition	Code
0Ask questions, make observations	Students look closely at something that isn't working well, ask questions about it, and gather information to figure out exactly what needs to be fixed before trying to build or improve a tool.	EDS.1.0
Develop a simple sketch, drawing	Students draw or build a simple model to show how the shape of an object helps it do its job. A wide base keeps something from tipping over; a pointed tip helps something push through.	EDS.1.1
Analyze data from tests of two objects designed to solve the same problem to…	Students test two different solutions to the same problem, then compare what each one does well and where it falls short.	EDS.1.2

Engineering, Technology, and Applications of Science

0Ask questions, make observations

EDS.1.0

Students look closely at something that isn't working well, ask questions about it, and gather information to figure out exactly what needs to be fixed before trying to build or improve a tool.
Develop a simple sketch, drawing

EDS.1.1

Students draw or build a simple model to show how the shape of an object helps it do its job. A wide base keeps something from tipping over; a pointed tip helps something push through.
Analyze data from tests of two objects designed to solve the same problem to…

EDS.1.2

Students test two different solutions to the same problem, then compare what each one does well and where it falls short.

Standard	Definition	Code
0Ask questions, make observations	Students look closely at something that isn't working well, ask questions about it, and gather information to figure out exactly what needs to be fixed before trying to build or improve a tool.	EDS.1.0
Develop a simple sketch, drawing	Students draw or build a simple model to show how the shape of an object helps it do its job. A wide base keeps something from tipping over; a pointed tip helps something push through.	EDS.1.1
Analyze data from tests of two objects designed to solve the same problem to…	Students test two different solutions to the same problem, then compare what each one does well and where it falls short.	EDS.1.2

No state assessments at this grade

Students take their next one in Grade 3.

Alternate assessment

West Virginia Alternate Summative Assessment

Dynamic Learning Maps alternate assessment for eligible students with significant cognitive disabilities, covering the same tested subjects as the general summative program.

When given:: state testing window
Frequency:: annual

Official source

Common Questions

What science will students learn this year?
Students explore sound and light, look at how plants and animals grow and care for their young, and watch patterns in the sun, moon, and stars. They also try simple design projects, like building something that sends a message across the room.
How can families practice science at home in a few minutes a day?
Step outside and notice the moon, point out which animals look like their parents, or tap a table and feel it buzz. Short noticing moments count. A walk around the block can cover weather, daylight, and animal behavior without any worksheet.
What does sound and light learning actually look like at this age?
Students pluck rubber bands, hum with a hand on their throat, and shine flashlights through wax paper, foil, and clear plastic. The goal is noticing that sound comes from vibration and that we only see objects when light hits them.
How should the year be sequenced across these topics?
Many teachers start with sound and light in fall because the investigations are quick wins, move to plants and animals as the weather shifts, and save sun, moon, and daylight patterns for a long stretch so students can track changes over months.
Which skills tend to need the most reteaching?
Students often need extra practice using observations as evidence instead of guesses, and comparing two designs fairly. Sentence stems like "I saw, so I think" and side-by-side tests with one thing changed help these habits stick.
How can a parent help when a child says science is boring or too hard?
Pick one object and ask three questions about it: what does it do, why does it do that, and how could we test it? Curiosity is the skill being built this year, and small questions about real things at home usually restart the engine.
What should the engineering and design projects look like?
Plan two or three short build cycles where students sketch an idea, make it with paper, tape, cups, or string, test it, and compare results with a partner. Keep the problem concrete, like signaling a friend across the room without shouting.
How do I know students are ready for next year?
By spring, students should describe a pattern they observed, give evidence for a simple claim, and compare two designs and say which worked better and why. If they can do that in their own words about a real classroom investigation, they're ready.