Grade 1 Science OLS Standards

Scientific Knowledge is Open to Revision in Light of New Evidence

Science is a Human Endeavor

Science is a Way of Knowing

Scientific Inquiry, Practice and Applications

Nature of Science (K-8)

Physical Science

Life Science

Earth and Space Science

Physical Science

Life Science

Earth and Space Science

Troubleshooting

The sun is the principal source of energy.

The sun is the principal source of energy.

Recognize that it takes time for hot things to cool down.

Recognize that the longer something is in the sun the warmer it becomes (monitor air temperature morning, noon, afternoon on a sunny day or monitor the temperature of a glass of water in the sun).

Recognize that at night, it is dark and usually cooler because the sun is not visible.

Recognize that when the sun is visible, there is light and it is usually warmer than night.

Feel the sun on your face and describe the experience (warm).

Water on Earth is present in many forms.

Water on Earth is present in many forms.

Watch time lapse videos of how water changes the shape of the land (e.g., Grand Canyon, stream erosion) and describe the changes observed.

Describe what happens to the dirt as rain falls on it (set up a mound of dirt and simulate rainfall or observe erosion in the schoolyard).

Watch water freeze and melt. Compare the physical properties before and after melting (e.g., temperature, weight, texture).

Identify places in nature where you can find solid (snowflakes, glaciers, hail) and liquid (rain, rivers) water.

Observe snowflakes under a magnifying glass and describe how their shapes vary

Identify various forms of water (snow, rain, sleet, fog, dew) in media.

Relate water to precipitation in weather (rain, snow, sleet).

Recognize that fog is a cloud close to the ground.

Recognize that clouds are made of water.

Identify pictures of various locations of water (lakes, ponds, streams, oceans, dew on grass).

Living things have basic needs, which are met by obtaining materials from the physical environment.

Living things have basic needs, which are met by obtaining materials from the physical environment.

Match organisms to environments that will meet their basic needs.

Recognize that every living thing has basic needs (food/energy, water and temperature).

Recognize that plants and animals require water from the environment.

Recognize that animals require certain temperatures to survive (e.g., have feathers/fur, can only live in certain climates, or need homes, nests or dens).

Recognize that plants require certain temperatures to grow.

Recognize that plants get energy from sunlight.

Recognize that animals get energy from food.

Name some examples of human basic needs (e.g., food, water, shelter).

Living things survive only in environments that meet their needs.

Living things survive only in environments that meet their needs.

Recognize that seasonal changes in environments affect survival of living things (more living things die during winter when food and warmth are scarce).

Describe how seasonal changes affect living things (e.g., in winter trees lose leaves, birds fly south and some animals hibernate).

Recognize that different environments support different living things.

Describe differences in environments (e.g. desert is hot and dry, forest is shady and has rainfall).

Describe how an environment can provide shelter and protection to living things (e.g., trees to build nests, places to hide from predators, shade from hot sun).

Identify different types of shelter (e.g., nest, cave, den, burrow, house).

Properties of objects and materials can change.

Properties of objects and materials can change.

Design a way to keep your crayons from melting outside in the hot sun.

Know that all things can melt but some need to be at higher temperatures than we have at a school (e.g., see what happens when you try to melt objects with higher melting points (metal, glass), watch a video of glass blowing or metal in a blast furnace.)

Identify common substances that can melt at low temperatures (e.g., chocolate, butter, crayons).

Identify how an object changes when it is melted and refrozen (e.g., put an ice cube in a baggie, let it melt, then refreeze it, describe ways the new ice is different from the original ice cube).

Recognize that the mass of water before and after melting or freezing is the same.

Predict what would be needed to turn the water back into ice.

Predict ways to melt an ice cube more quickly (shine light on it, put it in the sun, heat it in a pan).

Describe what happens to water when you add or subtract heat from it (temperature changes, freezes into ice).

Describe how the properties of water change as it melts from ice to liquid water.

Identify whether a substance is a solid or a liquid.

Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.

Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.

Identify what is pushing or pulling on moving objects in the environment (leaves rustling, cars passing, a flag waving).

Show a way to apply a force (push or pull) to make a moving object turn in a new direction (blow on a floating bubble, kick a rolling soccer ball).

Identify a push or pull as a force.

List as many ways as possible to push or pull (blowing, kicking, tugging on a rope).

Describe what happens if you push or pull harder on an object.

Describe what happens when you push or pull an object.

Describe the motion of common objects (a swing, a hoola hoop, a soccer ball).

Demonstrate, describe or identify different ways to move objects, such as straight, zigzag, in a circle.

Recognize that moving things are changing their location (position).

Categorize things as moving or standing still, discuss what is different about things that are moving and things that are standing still.

Recognize that you cannot tell the location of something without comparing it to something else (in my backpack, behind the tree).

ARTIFICIAL INTELLIGENCE

Machine Learning

With guidance and support, discuss how a classifier recognizes drawings to gain an understanding of how machine learning works.

Natural Interactions

Using recognition software, identify attributes that computers use for identification to explain how computers recognize humans.

Perception

With guidance and support, recognize sensors on computers, robots and intelligent appliances to understand their function, such as motion, pressure/touch, temperature, proximity, light, sound, moisture or gases.

With guidance and support, use intelligent agents to help answer simple questions.

Representation & Reasoning

Use a decision tree to make a decision.

Societal Impacts

Identify AI applications that are used in daily lives to predict AI use in the future.

Discuss if computers and other technology are good or bad to create a working construct.

ALGORITHMIC THINKING AND PROGRAMMING

Algorithms

With guidance, model a real-world process by constructing and following step-by-step directions (i.e., algorithms) to complete tasks.

Control Structures

With guidance, model a sequence of instructions (i.e., program) that includes repetition (i.e., loops) to solve a problem or express ideas.

Modularity

With guidance, break down (i.e., decompose) a series of steps and separate the necessary from the unnecessary steps to create a precise sequence of instructions to solve a problem or express an idea.

Program Development

With guidance, plan and create an artifact to illustrate thoughts, ideas and problems in a sequential (step-by-step) manner (e.g., story map, storyboard, sequential graphic organizer).

With guidance, identify and fix (i.e., debug) a multi-step process that includes sequencing.

Variables and Data Representation

Categorize a group of items (e.g., numbers, symbols or pictures) based on the attributes or actions of each item, with or without a computing device.

COMPUTING SYSTEMS

Devices

Operate commonly used devices and their components to perform a variety of tasks.

Hardware and Software

With guidance, describe and use hardware and software necessary for accomplishing a task.

With guidance, use problem solving strategies to troubleshoot a problem.

DATA AND ANALYSIS

Data Collection and Storage

With guidance, collect and organize data to retrieve for later use.

With guidance, demonstrate how data can be collected and stored in a variety of ways.

Inference and Modeling

Create and explain a model of an object or process that includes patterns and key elements.

Visualization and Communication

Organize and present data in various formats to make observations.

IMPACTS OF COMPUTING

Culture

Discuss different technologies and their impact on everyday life.

Identify how people use and are impacted by many types of technologies in their daily work and personal lives.

Social Interactions

With guidance, describe safe and responsible behaviors for the use of information and technology.

Safety, Law and Ethics

With guidance, discuss appropriate and ethical uses of technology to guide informed decisions.

Discuss examples of appropriate and inappropriate behavior online, including cyberbullying, and the steps to keep yourself and others safe and out of harm's way.

All students must use these scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas.

Apply knowledge of science content to real-world challenges.

Plan and conduct simple scientific investigations using appropriate safety techniques based on explorations, observations and questions.

Employ simple equipment and tools to gather data and extend the senses.

Use data and mathematical thinking to construct reasonable explanations.

Communicate with others about investigations and data.

Students understand that science assumes the universe is a vast single system in which basic laws are consistent. Natural laws operate today as they did in the past, and they will continue to do so in the future. Science is both a body of knowledge that represents a current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge.

The world is discovered through exploration.

Exploration leads to observation. Observation leads to questions.

Natural events happen today as they happened in the past.

Events happen in regular patterns and cycles in the natural world.

Science has been, and continues to be, advanced by individuals of various races, genders, ethnicities, languages, abilities, family backgrounds and incomes.

Everyone explores the world which generates questions.

The answer is not always as important as the process.

Questions often lead to other questions.

Discoveries are communicated and discussed with others.

People address questions through collaboration with peers and continued exploration.

Everyone can see themselves as scientists.

Science is not static. Science is constantly changing as we acquire more knowledge.

It is essential to learn how to identify credible scientific evidence.

Ideas are revised based on new, credible scientific evidence.

NETWORKS AND THE INTERNET

Cybersecurity

Identify and use secure practices (e.g., passwords) to protect private information.

Identify, use and discuss examples of how devices can be used with good and bad intentions.

Internet of Things (IoT)

Identify what smart devices are and how they connect to the internet.

Recognize how devices connect and exchange data over the internet to demonstrate how information is shared.

Networking

Create a list of ways information can be shared electronically to gain a deeper understanding of how information is transmitted (e.g., email, social media).

Recognize that computing devices can be connected to retrieve information from the global community.