First Grade Science

Structure & Function of Organisms

The student will investigate the structure and function of plant and animal cells.

Recognize living things are made up of smaller parts

⎯use magnifiers to observe smaller parts of larger objects (1-S[MH/A]D/IT)

Smaller parts contribute to operation and well being of entire organisms

⎯observe and describe what happens when an object loses a part (1-S[MH/B]I/IT)

⎯recognize that humans have five senses and be able to discriminate among these (K-S[MH/1,2,3] M/M )

Recognize the basic requirements of all living things

⎯recognize the basic needs of living things (e.g., food, water, sunlight, and air) (1-S[MH/A,B]A/IT)

Recognize the basic parts of  plants

⎯observe and note differences among plants and animals of the same kind (1-S[MH/A,B]A/IT)

Recognize that living things have features that help them to survive in different environments

⎯recognize the environment in which an organism is typically found                         (1-S[MH/B]A/IT)

⎯determine how animals interact with the living and nonliving element in their environment through the senses (1-S[MH/A]I/IT)

Checks for Understanding (Formative/Summative Assessment)

•Use senses and simple tools to make observations and collect data.  

•Communicate interest in simple phenomenon, plan for simple investigations and make diagrams, tally marks, or real graphs to collect and communicate data.  

•Communicate understanding of simple data using age appropriate vocabulary.

•Plan, collect, discuss, and communicate findings from a variety of investigations.

•Explain how simple tools are used to extend the senses, make life easier, and solve everyday problems.

•Invent designs for simple products.

•Use tools to measure materials and construct simple products.

Ecology

The student will investigate how living things interact with one another and of nonliving elements of their environment.

Recognize the distinction between living and non-living things

⎯recognize, identify, and explain the distinction between living and nonliving things (1-S[MH/A,B]A/IT)

Realize that organisms use their senses to interact with their environment

⎯use the senses to explore the environment (1-S[MH/A]M/M)

Examine interrelationships among plants, animals, and their environment

⎯collect information about organisms that occupy specific environments (1-S[MH/B]I/IT)

Recognize that the environment and the organisms that live in it can be affected by pollution.

⎯provide examples of pollutants in a specific environment (1-S[MH/D]A/IT)

Life Cycles & Biological Change

The student will investigate the life cycles of different animals and discover biological change.

Study The Life Cycles Of Different Organisms To Discover The Following:

⎯recognize that all living things come from other living things (1-S[MH/B]A/IT)

⎯match offspring with their parents (1-S[MH/B]A/B)

⎯recognize that as an organism grows, its appearance may change (1-S[MH/B]A/M)

⎯recognize that some plants and animals that formerly inhabited the earth are no longer present on earth (1-S[MH]A/M

Checks for Understanding (Formative/Summative Assessment)

•Combine pictures of parts (head, legs, arms, ears, eyes, feet, hands) to assemble a complete animal.

•Communicate the effect of using tools like magnifiers when examining different body parts.   

•Make diagrams to record and communicate observations.   

•Identify the basic characteristics of living things.

•Identify objects as living or non-living in local environments. Record information. 

•Sort and classify a variety of living and non-living materials based on their characteristics.

•Conduct investigations to examine the growth of different plants under different conditions from seed to adult. Collect and record data. 

•Describe what plants and animals need in order to grow and remain healthy.

•Observe, describe, and record the life cycle of a particular animal.

•Match pictures of offspring and parents that are related by identifying common characteristics.

•Observe, describe, and record the life cycle of a particular animal.

•Match pictures of offspring and parents that are related by identifying common characteristics.

•Observe plants and animals on the school grounds and group them according where they live (e.g., near buildings, open areas, underground, under trees, near parking lots, in the shade, in the sun).

•Create a chart of different habitats and match animals to specific locations.

•Sort pictures or illustrations of animals into groups that are extinct and those that still exist and offer possible explanations for extinction.

Space, Weather & Climate

The student will investigate the relationships among atmospheric conditions, weather, and climate.  The student will investigate

Recognize that different objects appear in the day and nighttime sky

⎯recognize that there are tools for observing objects in the day and nighttime sky (1-S[MH/C]A/IT)

⎯recognize that the moon is the closest object in the sky (1-S[MH/C]A/IT)

⎯distinguish between objects that appear in the day and nighttime sky (1-S[MH/C]A/IT)

Recognize that there are predictable patterns which occur in the universe

⎯recognize that shadows change length and position during the course of a day (1-S[MH/C]A/IT)

⎯observe and illustrate the position of the sun at different times of the day (1-S[MH/C]D/M)

Recognize daily and seasonal weather changes

⎯describe weather patterns associated with the seasons (1-S[MH/C]A/M)

⎯recognize that weather conditions are constantly changing (1-S[MH/C]A/M)

Realize that weather is associated with temperature, precipitation, and wind conditions and can be measured using tools and instruments

⎯associate temperature, precipitation, and wind conditions with various types of weather (1-S[MH/C]D/IT)

⎯identify the appropriate tool for measuring temperature, precipitation, and wind speed/direction (1-S[MH/C]I/IT)

⎯recognize that there are various types of natural disasters (i.e., tornadoes, earthquakes, etc.) (1-S[MH]A/IT)

⎯identify elements of the water cycle (1-S[MH]A/IT)

⎯identify various types of clouds (1-S[MH]A/IT)

Check for Understanding (Formative/Summative Assessment)

•Create a chart of things that can be observed in the day and night skies.

•Identify objects in the sky that are similar and different and describe the observable differences.

•Collect daily weather information to predict what conditions might occur on the following day. 

•Discuss why weather predictions can be correct or incorrect.

Earth Features & Resources

The student will investigate the properties, uses, and conservation of earth’s resources as well as the structure of the universe.

Identify the earth’s major geological features

⎯distinguish between land and water environments (1-S[MH/B]I)

Recognize the variety of earth materials with observable and measurable properties

⎯use observable properties to distinguish among a variety of earth materials (1-S[MH/D]A/IT)

Realize earth materials can be recycled or conserved

⎯identify ways that earth resources benefit man (1-S[MH/D]A/IT)

⎯identify various methods to conserve, recycle, or reuse earth resources (e.g., soil, trees, and water) (1-S[MH/D]I)

⎯identify how man can change land over time (1-S[MH]A/IT)

Checks for Understanding (Formative/Summative Assessment)

•Create a diagram of the school grounds to identify where water, rocks, soil, living organisms, and man-made objects are found.

•Sample areas of the school grounds to identify where different materials are found.

•Use bagged samples of earth materials or pictures from a variety of areas to classify materials according to how they are used.

Motion & Forces, Forms of Energy

The student will investigate the effects of force on the movement of objects.

Understand concept that forces move objects (Push/Pull)

⎯observe and describe how the movement of an object can be changed (e.g., push/pull, fast/slow) (1-S[MH/F]A/IT)

Observe and predict how the weight of an object and its position affect balance

⎯recognize objects that are balanced (1-S[MH/F]A/IT)

Checks for Understanding (Formative/Summative Assessment)

•Use familiar objects to explore how the movement can be changed.

•Investigate and explain the effect of different surfaces on movement (sand, grass, mud, asphalt, water). 

Realize that the sun is the main source of earth’s heat and light energy

⎯describe the effect of the sun’s energy on different materials (1-S[MH/C,F]A/IT)

Checks for Understanding (Formative/Summative Assessment)

•Predict and determine what happens over the course of a school day when containers of sand, soil, and water with thermometers are placed in a sunny window.

•Predict and determine what happens over the course of a school day when containers of sand, soil and water with thermometers are placed in a shady location.  .

•Compare the temperature at different places around the school (e.g., black top driveway, lawn, concrete areas, side of the building, under a shade tree, wet area, in the ground).

Recognize that sound is produced when objects vibrate

⎯classify sounds according to their basic characteristics (e.g., loud/soft, natural/man/made) (1-S[MH/F]I/IT)

⎯identify magnets and how they interact (1-S[MH]A/IT)

Checks for Understanding (Formative/Summative Assessment)

•Identify and classify objects in the classroom as magnetic or non- magnetic. 

•Make predictions about whether or not various objects will be attracted to magnets.

Matter

The student will investigate the characteristic properties of matter.

Recognize that objects have observable properties that can change over time and under different conditions

⎯compare objects according to weight, length, and size (1-S[MH/E]A/IT)

⎯distinguish between solids and liquids (1-S[MH/F]A/IT)

Investigate the kinds of changes that occur when different types of matter interact

⎯observe and describe changes that can occur when two materials interact (1-S[MH/E]A/IT)

Checks for Understanding (Formative/Summative Assessment)

•Classify solids according to their physical properties (e.g., color, shape, ability to roll or stack, hardness, magnetic attraction, sink or float).

•Compare liquids according to their physical properties (e.g., color, ability to flow, water soluble, sink or float).

•Classify objects according to their size, shape, color, texture, hardness, ability to change shape, and use.

•Investigate and describe the results of mixing substances such as salt and pepper, water and sand, water and oil, and water and salt.